a view on bley-vroman’s fundamental characters of foreign language learning in indonesian high schools sa’wanatul abidah vista education denpasar sawanatul.abidah@gmail.com abstract english as a subject has been a part of curriculum in indonesian schools from primary to university study for several decades now. the decision of education authorities to include it as a compulsory subject in high school is based on the fact that english has played an important role as academic language that is universally used, as well as the belief that having good english proficiency will enable indonesian young people to face the fierce competition in global world. however, this policy does not run without challenge. problems in mastering the language are encountered by both teachers and students, and results of the learning are not always as expected. this is a signature of foreign language learning as elaborated by vroman in his book (the logical problem of foreign language learning). this paper reviews on how the characters of language learning proposed by vroman are seen in indonesian classrooms at high school level where english is learned as a foreign language. keywords: english, foreign language, indonesian high schools. i introduction indonesia is one of the many countries in the world using english for several purposes without really making it as an officially used language in government or educational levels. in indonesia, english has become a compulsory subject in high school levels comprising of three-year study in junior level and another three years in senior level. this means that english is included in national exam that determines indonesian students’ eligibility to continue to the next level of study. alwasilah (2001) argued that english should be part of indonesian curriculum because the language helps indonesian young people making progress in their life which in the end affects the quality of life in the country in general. it is also affected by the fact that access to information and technology—two elements that are inseparable from the current world of education—is made easier when one masters the language (tsui and tollefson, 2007). indonesian government sets a 12-year compulsory study for all indonesian children. even though english is not a compulsory subject for elementary education, it has been generally included as a semielective course in many schools. this means that a general indonesian student learns english for about twelve (12) years, starting at the average age of 6 years old when a child starts formal schooling until 18 years old when he or she finishes high school. however, despite the long formal exposure of english in the classrooms, it is still hard for indonesian students to master the language to a degree of fluency that is, although might not be native-like, is free from the basic problems such as pronunciation and accuracy. this phenomenon reflects vroman’s explanation about fundamental characters of foreign language learning that covers issues from its lack of success to fossilization that slower the process of a foreign language mastery. this library study is conducted to give a glimpse of perspective on how these characters are seen in the real classroom settings at higher study in a country learning english as a foreign language. ii materials and method in order to untangle the question of how some characters of foreign language learning by vroman are manifested in real settings of indonesian high schools, sources of materials are collected from books, journals, articles, proceedings, and reliable online sources. these materials are then selected to fit the framework of the research and to avoid off-track discussion. since the study does not include direct classroom observations, deskwork or library research is conducted to collect the data. the data found are then classified according to each type of character being discussed to provide relevant empirical evidence that a particular foreign language learning character does exist in indonesian high schools. mailto:sawanatul.abidah@gmail.com 22 | sa’wanatul abidah lingual (vol. 8, no.1, 2017) iii results and discussion a language is considered foreign if it is learned in a classroom and it is not used for communication in the society where the language is taught. therefore, the term of language learning refers to a process of second or foreign language mastery that involves formal instructions and is done in classroom settings (moeller and catalano, 2015). english has been taught and learned as a foreign language in indonesian high schools for some time now and its importance is increasing continuously, especially with the introduction of asean economic community. at the beginning, english was taught as an elective subject for higher level studies such as high school and university. then it gained more importance and has become one of the compulsory subjects that is learned for the period of at least 6 years from junior high to senior high studies where english become one of their compulsory subjects. as the global world advances, the need to learn the language increases and it is found out now that english is learned not only for academic purposes but also for business and even pleasure. indonesian companies hire graduates with better english proficiency, and score in english proficiency test such as toefl or toeic has now become one of the required documents for job application (fahrawati). ironically, even though indonesians have studied the language for so many years at school, most of them still have a hard time mastering the language and using it for whatever purpose they were or ar e studying the language for. this phenomenon reflects the characters of foreign language learning elaborated by vroman in his book titled the logical problem of foreign language learning. 3.1 lack of success according to vroman, lack of success is the most striking feature of foreign language learning, especially in adults. it is true that one’s cognitive learning capacity may have an effect on his language learning and so causes the imperfect mastery of the language, but another thing needs to be considered is the absence of language faculty in adults’ brain that hinders them from mastering a new language easily. this is reflected in english learning in indonesia. many of high school graduates in indonesia— who are assumed as having studied the language for at least six years—are still having difficulty in using the language in communication, especially in direct or face-to-face communication. they might be fluent at some degree, but problems in accuracy are sometimes still prominent and at times might cause strain for the listeners. therefore, it is common to find indonesian high school students taking extra lesson from private or public english courses to enhance their english learning. 3.2 general failure a complete success is a rare case in adults’ foreign language learning, if not non-existent. this is especially true in regard of ‘accent’ used in english and ability to make automatic and subtle grammatical judgment. unlike children who have innate domain language faculty that makes language learning much more effortless for them, adults mostly rely on general cognitive ability which selinker considered as insufficient for achieving thorough success of new language mastery (1969). based on a series of observation conducted in four classrooms of high school students in 2011, a research found that even after elaborate language presentation and example by teachers and further peerpractices, it was still hard for the students to use the language items learned in spontaneous conversation and role-play. the students understood the form, meaning, and the function of the language presented by the teacher, but using it in non-guided activities proved quite a challenge (abidah, 2011). some students performed better than others did, but there were still hesitations and pauses where they stopped to think of the right english sentence structure for what they had in their mind in indonesian. as the result, the speech or conversation produced was not in perfect english sense. for example, when asked to talk about an embarrassing experience in their life, many students used i am embarrassing instead of the expected expression of i am embarrassed to express their feeling. 3.3 fossilization fossilization is an ever-existing phenomenon in foreign language teaching and learning. the term refers to a stage where a student eventually stops in his or her learning. this is usually experienced by a student who has reached a certain stage of learning where success is minimal and then he or she stabilizes at this level. this usually happens to students who have achieved a particular degree of fluent communication using the language even though sentence structures are unlike that of an english native speaker. once the students reach this stage, initiating change becomes a highly challenging effort. after a view on bley-vroman’s fundamental characters of foreign language learning in indonesian high schools | 23 some corrections from teachers, they might change for a while, but after a moment of break, all the old forms reappear. budiarsa (1995) in a comparative study in balinese english learners found that balinese students studying english have difficulty in pronouncing several consonant sounds in english non-existent in balinese language. it is true that mother tongue, in this case balinese, is of a major influence in the learning process, but repetitive drilling in those particular sounds proved to not resulting in long-lasting change. after some time, the students went back to replacing /ð/ with the sound of /d/ since balinese does not have the former sound in its phonological system. several similar studies in different indonesian local language such as javanese show more or less the same result of learners not being able to maintain the native-like language they have learned due to the obvious reasons. iv conclusion the number of research that addresses the many facets of foreign language learning in adults is enormous. however, having one of its aspects depicted through reports from real-classroom context give further perspective of how it is implemented. it then can be concluded that some fundamental features of foreign language learning elaborated by vroman do exist in real language learning in indonesian high schools. the manifestation of these features can be found in the myriad research and observations on how english as a foreign language is taught and learned in indonesian high schools. further library research needs to be conducted in order to find more evidence on this particular issue. references abidah, sa’wanatul. 2011. evaluation on post-communicative activities in teaching english. jakarta: stba lia jakarta. alwasilah, a.c. 2001. language, culture, and education: a portrait of contemporary indonesia. bandung, indonesia: cv. andira. budiarsa, m. 1995. the pronunciation problems faced by balinese english learning students (a comparative studies). denpasar: udayana university. fahrawati. 2002. bahasa inggris sebagai bahasa internasional dan pengaruhnya terhadap kurikulum pembelajaran bahasa inggris di indonesia. unpublished thesis. palopo: cokroaminoto university. moeller, a. j & t. catalano. 2015. foreign language teaching and learning. international encyclopedia for social and behavioral sciences 2nd edition. vol 9. oxford: pergamon press. selinker, l. 1969. language transfer. general linguistics 9:67-92. vroman, robert bley. 1990. the logical problem of foreign language learning. linguistic analysis, vol. 20, no. 1-2. hawai: the university of hawai. www.kemendikbud.go.id/main/blog/2013/12/mata-pelajaran-bahasa-inggris-wajib-di-smp-dan-smasmk1976-1976-1976 relus: effective technique teaching english conversation for the society members i nengah sudipa udayana university nengahsudipa@yahoo.co.id abstract this article aims at introducing the effective communicative approach, with relus techniques applied in the process of english course for the members of the society. the data derived from the impression conducting such course in the year of 2015, and collected by direct observation and random interview. the course was attended by 40 members of pokdarwis mekar bhuana in pangsan village, petang subdistrict, badung regency. the course materials were about english functions and english for tourism. the speaking materials were delivered in terms of conversational process using the techniques of: relus (r=read, lu =look up, s=say). the steps for each session were: orientation, drills, feedback and continuation. the result showed that generally all participants manage to speak actively to welcome the english speaking tourists coming to their respective villages. keywords: pokdarwis, relus, mekar bhuana. i introduction bali consists of eight regencies and one municipality. they are badung, klungkung, gianyar, tabanan, buleleng, bangli, karangasem, jembrana and denpasar. since bali as the international tourist destination, the local government of badung regency has established what is called group of tourism awareness in every village. such group is responsible for the development and maintenance the flowing of tourism activity in the respective villages. in order to get thoroughly involved in such activity, the members must take part actively in the human resource development, such as taking orientation in tourism promotion, marketing and english courses. the english course called esp is basically intended to improve their communication skill to enhance the tourist visit in their village. the government in cooperation with the english department, udayana university conduct such an english course every year. the activity has been commenced since 1998 starting at plaga village petang subdistrict, the very north part of the regency as the pioneer. then every year, with the duration of 24 sessions (approx. 3 months) the members of the group learn and practice the language functions of english: greeting, farewell and special expressions, apologizing, request, invitation, suggestion and english for tourism are the core of the course-materials. the problems to be further discussed in this article are (1) how the society members manage to learn english; (2) what materials offered to accommodate 2 | i nengah sudipa lingual (vol. 6, no.1, 2016) the participants’ needs (3) what approaches used to stimulate their speaking skills and the result. ii materials and methods opening ceremony of the engish course for pokdarwis in pangsan, 2015 the data used for this article derives from the impression conducting an english course. the course was attended by the group of society members called pokdarwis mekar bhuana in pangsan village, petang subdistrict -badung regency. the course was carried out in the year of 2015 for 24 sessions. the data was collected by direct observation and randomly interview with the participants. the analysis focused on the existence of such english course for the society, the course materials and the most important thing is the course technique to deliver the material in order to be beneficial for the participants. iii results and discussion 3.1 participants an time allotment the total number of the participants was 40 persons coming from each subvillage ‘banjar’ in pangsan village. pangsan with lush farming area consisting of ten subvillages must choose 4 members respectively. their age and educational background are mostly 30 up to 45 years graduated from senior high school. the class is divided into 4 groups therefore they can learn very intensively, one instructor trains 10 persons. the course is designed two sessions relus: effective technique teaching english conversation for the society members | 3 a day, one session lasts 120 minutes. the 24 total sessions might last within approximately 3 months since they must attend the course twice a week. 3.2 teaching materials since the participants are concerned with the speaking ability in terms of tourism sector, the materials deal with english language functions and english for tourism. 3.2.1 greetings, farewell and special expressions how do you do, how’re you nice to meet you, see you later, bye, see you soon happy birthday/happy new year/merry christmas, congratulation! 3.2.2 apologizing i’m sorry i’m terribly/very) sorry i beg your pardon! i’m sorry to disturb you i’m sorry, i am late i’m sorry to keep you waiting 3.2.3 requests, invitations, and suggestion a: could you pass the salt b: yeah, sure a: could you possibly borrow ….. b: yes, help yourself a: do you think you could … b: yes, sure or no, i’m afraid i can’t a: i was wondering if i could (possibly) …… b: yes, no problem! 3.2.4 english vocabulary and expressions for tourism hotel guide souvenir terrace expensive beautiful landscape cheap price comfortable car natural view guide fee surfing snorkling diving canoeing 4 | i nengah sudipa lingual (vol. 6, no.1, 2016) hiking climbing 3.3 course approaches and evaluation the approaches applied during the course is communicative approach, under the subtitle of communication language teaching (richards, 2001). the systematical ways operated in order to success are subdivided into: (1) methods and (2) techniques. 3.3.1 methods the method of conducting such english program based upon the principles developed by o’galperin (1979). he is a switzerland education expert writing his famous book entitled teaching with success conveys the following steps: 3.3.1.1 orientation the appointed materials were briefly introduced with the daily english sentences. the key-words or patterns were given to accelerate their knowledge with the expected course goal. this step is also intended to make the participants feel in from the beginning of the course. 3.3.1.2 drills in order to give more access for the participants to exercise themselves, whether with group work, dialogue and individual practice. the trainer was very concerned with the application of the rule and pattern of the english sentences. 3.3.1.3 feedback susan m. gass (2016:336) states that when learners engage in interaction with another individual , there is often feedback on that learner’s language as a result of a communication breakdown or even a pedagogical intervention this relus: effective technique teaching english conversation for the society members | 5 is good time for the trainer to give reinforcement : (a) positive reinforcement when the drill runs well, usually by giving appreciation, however (b) negative reinforcement when the participants turned out having obstacles in terms of pronunciation, lexical choices or arranging well-formed sentences. if this case happens, usually the trainer would repeat the orientation step simply by giving feedback for the only obstacles they participants may face. 3.3.1.4 continuation this step is usually done when everything in the feedback process runs smoothly and the progress of the course must go forward. this is one indication that the course is successful 3.3.2 techniques relus is an acronym of re (read) l u (look up) and s (say). some experts in teaching conversation and speaking would prefer using this technique. the advantage is, of course giving the participant not only reading the dialogue, however they try to memorize the simple pattern. the speaking class participants would try to read and memorize certain pattern of expression, and without looking at the text again, they can practice while looking at the person spoken with. this is very effective in obtaining the speaking skill. 3.3.2.1 read this technique is usually done for the beginner to start the conversation. in this technique, however the participants are not reading loudly after looking at the dialogue text, they merely memorize and then quickly look at his/her partner. 3.3.2.2 look up this technique is commonly not applied in the english-class, even in the conversation. the participants are usually busy looking at the dialogue text. look-up technique in this case is very useful because both the speaking participants could make eye contact. while making such contact, they would recount their memory about the language pattern. 3.3.2.3 say this last technique is say done automatically after both participants look up each other. this is very important for the participant to measure their skill in memorizing such english pattern they just read. from this valuable technique, the conversation is called successful when the participants can converse without looking at the dialogue text and basically it happens without reading, losing eye-contact. conversation is naturally done simultaneously without reading the text. 3.3.3 evaluation in order to obtain the expected result and to meet the course goals, a series of evaluations steps to be done, namely: 6 | i nengah sudipa lingual (vol. 6, no.1, 2016) (a) individual drill, every participant is given opportunity to be evaluated. the trainer call one by one and ask each participant respectively. the participant individually answers, practices the intended materials under the supervision of each trainer. when the participant has problem, each trainer directly gives feedback and solution dealing with such a problem. this system turns out very stimulating each participant. (b) pair practice, the ten participants for each group is subdivided into pair with the role-play practice. the trainer is prepared to feedback them whenever they have difficulties. this system brings benefit in terms of motivating each pair to speak more confidentially. (c) group practice is usually carried out when the materials are general. the trainer expects all participants to repeat together the new words or phrases, then give correction whenever the mispronunciation occurs. iv conclusion the course is considered success because some of the participants rely on the principal steps of mastering english as a foreign language, such as: (1) concrete goal, the participants have already had the goal to be local guides (2) propensity, nearly every time, some of them feel an ‘urge’ to use english (3) desire, some of them start having certain wish for knowing more english (4) motivation, they have instrumental motivation rather than integrative one (cf. gardner, and lambert, 1972:3) (5) action, there is no other choice than taking actions, such as attending english course. references allan, keith. (ed) 2016. the routledge handbook of linguistics. london: routledge taylor & fracis group hilliard, amanda. 2014. spoken grammar and its role in the english language classroom. usa: english teaching forum, vol 52 number 4 2014. relus: effective technique teaching english conversation for the society members | 7 o’galperin, 1991. (dalam: ad.rooijakkers, ed) mengajar dengan sukses. petunjuk untuk merencanakan dan menyampaikan pengajaran. jakarta: grasindo klein, wolfgang. 1985. second language acquisition. oxford: oxford university press. mckay, sandra lee. 2002. teaching english as an international language. oxford: oxford handbooks for language teaching. gardner, r.c and lambert, w.e. 1972. attitude and motivation in secondlanguage learning. rowley, massachussets. newburry house gass, susan g. 2016. second language acquisition and applied linguistics. dalam allan (ed), hal 329-343. richards j. c. and theodore s. rodger, 2001. approaches and methods in language teaching. cambridge: cambridge university press. article in balipost newspaper about pokdarwis predicate of ‘mangan’ in sasak language: a study of natural semantic metalanguage sarwadi udayana university sarwadi@gmail.com abstract the aim of this study were to know semantic meaning of predicate ngajengan, daharan, ngelor, mangan, ngrodok (eating), kaken (eating), suap, bejijit, (eating) bekeruak (eating), ngerasak (eating) and nyangklok (eating). besides that, to know the lexical meaning of each words and the function of words in every sentences especially the meaning of eating in sasaknese language. the lexical meaning of ngajengan, daharan, ngelor, mangan, ngrodok (eating), kaken (eating), suap, bejijit, (eating) bekeruak (eating), ngerasak (eating) and nyangklok (eating) was doing something to eat but the differences of these words are usage in sentences. besides that, the word usage based on the subject and object and there is predicate that need tool to state eat meals or food. keywords: semantic meaning, sasaknese language. i introduction theory of semantic natural metalanguage is study of semantic. that theory assumes that every language has a set of meaning. the approach of this theory is semantic that able to explains the result of meaning. the most fundamental nsm concept is the concept of semantic primes, i.e. meanings which cannot be paraphrased in simpler terms: the bedrock of linguistic meaning. to the extent that semantic primes can be identified and match up across languages, they provide a stable and language-neutral metalanguage for lexical typology, at least on its semantic side; for mapping out patterns of polysemy, patterns of structuring in the lexicon, the general architecture of semantic domains and fields, for investigating lexicon-grammar interactions, and so on (lehrer 1992; koch 2001; koptjevskaja-tamm 2008). beside that, the nsm claim is that a successful reductive paraphrase which satisfies native speaker intuitions and which predicts and/or explains natural usage (including entailments, implications, and so on) can be viewed as a conceptual model. in this study, the writer will focus on predicate of ‘mangan’ because mangan is the basic meaning of ngajengan, daharan, ngelor, mangan, ngrodok (eating), kaken (eating), suap, bejijit, (eating) bekeruak (eating), ngerasak (eating) and nyangklok (eating). these words has different usage in writing and oral communication. on the other hand, these words also has different meaning based on subject and object. example; predicate for raden, tuan guru, or wise and honorable person used ngajengan to state that raden, tuan guru ate rice with good composition. while the words for daharan and ngelor to state eating rice for parent, lalau, and also for older people. mailto:sarwadi@gmail.com predicate of ‘mangan’ in sasak language: a study of natural semantic metalanguage | 65 phenomenon of these words is very complicated because the predicate of eat in sasak language vary a lot and these words has different usage and meaning. in this study, the writer will take concern on these phenomenon and explanation as detail as possible about the meaning of words as basic meaning of ngajengan, daharan, ngelor, mangan, ngrodok (eating), kaken (eating), suap, bejijit, (eating) bekeruak (eating), ngerasak (eating) and nyangklok (eating). ii materials and methods data source in this study is predicate of mangan in sasak language. predicate of mangan has many variation, the writer told the words of culture because there are a lot of term in sasak. the data obtain from sasak dictionary that has been published in internet and dictionary. besides that, to obtain validity of the data, the writer interview sasak people, in order to support data collection obtained from sasak dictionary. the method used in this study is analytical and interpretation. this method used was based on the data of this study. so the writer suppose that analytical and interpretation is appropriate to explain the data. for the theory used to analysis and interpret the data, the writer will use natural semantic metalanguage. iii results and discussion nsm semantics represents a style of conceptual analysis characteristic of philosophical rationalism in the tradition of leibniz. semantic analysis in nsm involves the reductive paraphrase of definienda into a metalanguage constituted by a subset of ordinary language expressions claimed to represent universal primitive concepts. the following is a list of the english words whose meanings are considered to be primitive: i, you, someone, people, something/thing, body; this, the same, other; one, two, some, all, much/many; good, bad; big, small; think, know, want, feel, see, hear; say, words, true; do, happen. move; there is, have; live, die; when/time, now, before, after a long time, a short time, for some time; where/place, here, above, below, far, near, side, inside; not, maybe, can, because, if; very, more; kind of, part of; like. (goddard 2002: 14) nsm depends on the claim that each of these words can be translated without addition or loss of meaning into every language. since the list could just as easily have been given in malay or mandarin, it is necessary to distinguish between each primitive meaning itself, represented by small capitals (e.g. good), and the particular ‘exponent’ of the meaning in whatever language is in question (e.g. good in english, bon in french, etc.). based on explanation goddrd 2002 in above, the writer will concern on doing of mangan in sasaknese language. to explain these meaning of mangan, the writer used the basic assumptions of natural semantic metalanguage. to make clear what does it means by the writer about predicate mangan in sasaknese language, it can be seen bellow: 66 | sarwadi lingual (vol. 7, no.2, 2016) 3.1 ngajengan, daharan, ngelor, mangan, ngrodok (eating) ngajengan is verb in sasak language that state eating rice by sit wit the legs crossed and a lot of foods, snacks, and drinking. the difference between ngajengan and daharan is person who eating such as parent, teacher, and people who suppose wise and honorable. it can be illustrate what differences among ngajengan, daharan, ngelor, mangan, ngrodok (eating). if we contstruct to the formula of ngajengan, daharan, ngelor, mangan, ngrodok, it is explained below: if x use to state wise and honorable people if x use to state tgh and raden if x use to state older people if x use to state common people; that people will ate if x use to state not polite people, that people will angry (3-1) raden engoh atau tuang guru sampun aturan ngajengan lek taok sak sampun tesediaan isik panitia. raden engoh or tuan guru has eating in the place that have prepare by committee papuk tuan sampun daharan lek balengko grandfather has eating in my house (3-2) kamu uah mangan you have eaten kamu uah ngerodok you have eaten example above give description predicate ngajengan and daharan in sasak language that has different meaning. the reference of daharan is wise and honorable people. in other word, ngelor is for common people. ngajengan daharan from the explanation above, we can comprehend that predicate of ngajengan, daharan, ngelor, mangan, ngrodok (eating) has the same meaning but different usage in sentence. in other word, these predicates determine subject and object in every sentence. descartes, pascal, arnauld, dan leibniz (periksa goddard 1994: 2, wierzbicka 1996b: 12). arnauld (1662/1964: 86—87 via goddard 1994: 2), example, said that: “it is impossible to define all words. in defining we employ a definition to express the idea which we want to join to defined word; if we then wanted to defined 'the definition', still other words predicate of ‘mangan’ in sasak language: a study of natural semantic metalanguage | 67 would be needed—and so on to infinity. hence, it is necessary to stop at some primitive words which are not defined.” 3.2 kaken (eating) and suap head meaning of ‘kaken’ and ‘suap’ is mangan, mangan is most familiar word in sasak society. the word of kaken in sasak language refers to eat snacks or the other food not rice. suap is predicate to state eating, it refer to child eating rice and it do it by hand not spoon. child eat while his or her mother say something so the child eat (suap). if we made formula of kaken and suap it will look like these: x do it by hand and it can do it by standing, sitting or lay down. x do it by hand and accompany by his or her mother (3-3) andi kaken ambon andi eat ambon arik besuap sambil tekejak isik inakne younger brother eat while his mother say cuap, cuap to illustrate what the differences between kaken and suap, the writer will show the picture. word of kaken in sasak languge not refer to rice but snacks and not need accompanied by any people. it can be done by one person and more then one and it is not formal action and kaken can be done by standing, siting, and lay down. kaken suap from the explanation in above, the writer can comprehend the predicate form of kaken and suap, where kaken for eat snack and the other foods not eat rice. suap is the words of sasak language that usually use for baby eat while his mother say something funny so the child want eat. 3.3 bejijit (eating) bekeruak (eating) the word of bejijit and bekeruak has different usage in sasak language. the predicate of bejijit is refer to eat soybean etc. sasak people do it by standing and set down also the predicate of bejijit it can be mixed with rice. bejijit usually done by himself while watching tv or enjoy good situation. it is different to bekeruak, bekeruak usually done together in one group that consist of five people and usually done when there is marriage ceremony. besides that, for bekeruak it must be meat or chicken. 68 | sarwadi lingual (vol. 7, no.2, 2016) to elucidate the differences of bejijit and bekeruak, the writer will show the picture of bekerak and bejijit. besides that, the writer will formulate of the meaning of bekeruak and bejijit. the formula is seen as follow: x do alone while enjoy the situation x do together and y prepare a lot of food. (3-4) andi jijit kedele sambil nonton tv andi eate soybean while watching tv andi, umar, ari, kadi, and ijan bekeruak lek taok dengan begawe andi, umar, ari, kadi, and ijan eat in adi’s ceremonial marriage. 3.4 ngerasak (eating), nyaklok (eating) the words of ngrasak and nyaklok is predicate that state different action. ngrasak refers to how test the foods and used tools such as spoon. ngrasak not for rice but for foods and other meals, and the predicate of ngrasak is also not for eating a lot like eat rice but just test little food or meals. it is different with nyaklok, the predicate of nyaklok is the action of eating done by gathering food and catch it by mouth and not all the food eaten. the food can be nyaklok such as soybean or the food that has round texture such as peanut of garuda. “if it can be shown that meaning and related notions do play a role in linguistic analysis, then … a serious blow is struck at foundations of theory linguistic” (1955: 141 via wierzbicka 1996b: 7—8). iv conclusion if we look at the lexsical meaning of ngajengan, daharan, ngelor, mangan, ngrodok (eating), kaken (eating), suap, bejijit, (eating) bekeruak (eating), ngerasak (eating) and nyangklok (eating) is doing something i.e eating but the differences of these words usage in sentences. besides that, the word usage based on the subject and object and there is also predicate that needed tools to state eating meals, rice, or other food. predicate of ‘mangan’ in sasak language: a study of natural semantic metalanguage | 69 references givon, t. 1975. “cause and control: on the semantics of interpersonal manipulation”. dalam kimball (ed.) 1975. syntax and semantics, 4: 59—89. new york: academic press. wierzbicka, a. 1996b. semantics: primes and universals. oxford: oxford university press. goddard, c. 1994. “semantic theory and semantic universal”. dalam c. goddard (con.) 1996. cross-linguistic syntax from a semantic point of view (nsm approach), 1—5. australia: australian national university. wierzbicka, a. 1990. “the semantic of emotion: fear and its relatives in english”. australian journal of linguistics, 10:359— 375. the negative influuence from indonesian to english: a case in the article “about bali” ida ayu kade dwijati udayana university dayu.dwijati89@gmail.com abstract this study focuses on finding out the aspects of language being interfered and the factors which caused those interferences in the english article ‘about bali’ published on the official website of bali government tourism office. it is found that the interferences in terms of semantics in which the writer/translator’s word choices were interfered by the lexical meaning without considering the grammatical context of the sentence where those particular words are places. besides, the copula ‘are’ was missing in one of the sentences which caused the meaning of the sentence become incomplete. the uses of singular and plural markers are not consistent. these interferences are caused by the influence of indonesian language mastered by the writer/translator that showed the lack of knowledge regarding the rules of both english and indonesian languages, meaning of words that were chosen, the direct translation from indonesian into english which affected the structure, word choices and the meaning in the target language. keywords: interference, language aspect, factors i introduction indonesia as a multilingual nation which consists of multilingual societies has a great need on language learning process, especially the foreign language. this is to enable the indonesians to communicate internationally in globalization era. this need is followed by certain obstacles since most of indonesians have acquired their mother tongue first, followed by indonesian language as their national language, and they have to learn about foreign language which in this case is english. therefore, it is very possible that the indonesians will be interfered by their mother tongue or their national language while speaking or practicing the english language. referring to the phenomenon of interference, kridalaksana (1993: 84) stated that interference (from bilingualism perspective) is the use of other language elements by the bilingual language learner individually in a language; the characteristics of other language can still be recognized, the interference differs based on the medium, style, and context used by the language learner. further, based on the language teaching perspective, interference is the language error in which the elements of the learner’s own language was transferred into other dialect or language that the learner is currently learning. according to weinreich (1953) in sudipa, et.al. (2011; 2), language interference is the effect of a language learner’s first language on their production of the language they are learning. the effect can be on any aspect of language: grammar, vocabulary, accent, spelling, etc. based on this definition, mailto:dayu.dwijati89@gmail.com 2 | ida ayu kade dwijati lingual (vol. 3, no.5, 2015) it can be stated that interference happens because of the effect caused by the first language of the learner that influence the language he/she is currently learning. the above statements on interference are very useful to support this study. besides, it is a very good exercise to find out the aspects of english language which are interfered by the indonesian language norms as well as the factors which caused those interferences. furthermore, this study showed as to how deep the understanding of the researcher on both english and indonesian through the analysis of the data found in the article “about bali” published by bali government tourism office on their official website on october 3rd, 2011. ii materials and method 2.1 data source the data of this study were obtained from an article entitled “about bali” published by bali government tourism office on their official website ((http://www.disparda.baliprov.go.id/en/about-bali2) on october 3rd, 2011. besides, the data of this study is a primary data since they were obtained from the primary source which is the official website as to where it was published. 2.2 method and technique of collecting data the data of this study was collected by using documentation method. this was conducted by reading thoroughly the source text. while reading the source text, the note-taking technique was applied. the data representing interference were noted and marked in the data source. 2.3 method and technique of analyzing data the collected data was classified and sorted in order to ensure that the final data are those which represented the interferences. the final data will be analyzed qualitatively by applying the theory defined by richards (1975:36) in sudipa, et.al. (2011: 18) which stated that: “the problems happen is a matter of interference which may be defined as the use of elements from one language while using/speaking another and may be found at the levels of pronunciation, morphology, syntax and vocabulary”. based on the above theory, the interference can be found in the levels of pronunciation, morphology, syntax and vocabulary which will be traced through the analysis of the data in this study. moreover, in order to analyze the factors influenced the interference found in the article; this study refers to the interlanguage concept proposed by selinker in richards (1974:31) which is quoted in sudipa, et.al. (2011: 20). it is stated that in order to describe the factors that influenced the interferences, linguistic factors have to be considered. therefore, the above-mentioned theories were also supported by the concept proposed by sudipa, et.al. (2011) through their book entitled “interference; the the negative influuence from indonesian to english: a case in the article “about bali” | 3 influence of bahasa (indonesian) to english which provided the types of interference in terms of syntax and semantics. iii results and discussion there are several data represented interference in certain aspects of language found in the data source. those data are presented below along with the analysis. 3.1 semantics the interference in this part indicates that the writer of the article still sticks on the lexical meaning of the lexicon in bahasa (indonesian) without considering the context. however, huddleston (1994: 35) in sudipa, et.al. (2011: 48) stated that basically context of the sentence does not merely base on the lexical meaning, but also requires the contextual meaning which is called grammatical meaning. in order to get the appropriate meaning, this study is based on the lexical meaning by oxford advance learner’s dictionary (hornby: 2005) which is combined with the grammatical context. here are the data obtained from the source: (3-1) they wash the ceremonial equipment on the sea or springs to bring back the purity. the word choice ‘wash’ in the above grammatical context is merely based on the lexical meaning which means ‘to clean’. based on the context of the sentence, the word ‘purify’ is more appropriate since the context of the sentence is more to the ritual context. the meaning of these two words can be seen through their lexical meaning. the word ‘wash’ means to make something or somebody clean by using water or soap, while the word purify means to make something or somebody pure by removing substances that are dirty or evil from their souls. in the above context, the word purify is more appropriate since the cleaning in the above sentence is cleaning spiritually which is not merely by water. (3-2) they wash the ceremonial equipment on the sea or springs to bring back the purity. the use of the phrase ‘the ceremonial equipment’ only contains the lexical meaning of ceremonial thing and the equipment. these two words are still very general in use since the ceremonial does not reflect a specific ritual purpose and the equipment which follows the word ceremonial does not specify whether or not it is a ritual equipment. in regards to the context of the sentence, the things which are brought to the sea or springs are sacred and symbolizing god. therefore, the word ‘effigy’ can be more appropriate in this context. this happens because of the indonesian concept sarana upacara which was translated directly into english ‘the ceremonial equipment’ without considering the meaning of word ‘effigy’ which is stated in dictionary: a statue of a famous person, a saint or a god. (3-3) then during nyepi, balinese remains dormant by conducting catur brata penyepian (four challenges on nyepi day)... 4 | ida ayu kade dwijati lingual (vol. 3, no.5, 2015) based on the above sentence, it can be seen that the use of the word ‘dormant’ is less appropriate to state the activity of balinese during nyepi day. dormant means not active or growing now but able to become active or to grow in the future. in the above context, to fulfil the context that only on that particular day balinese people stop all their activities and stay at home, the ‘rested’ would be more appropriate by considering its meaning: to relax, sleep or do nothing after a period of activity. (3-4) then during nyepi, balinese remains dormant by conducting catur brata penyepian (four challenges on nyepi day)... based on the concept of nyepi day, balinese people have to pay attention on catur brata penyepian which comprises of four forbidden activities during that day in which balinese are forbidden to do any activities that belong to those activities. those activities can also be treated as challenges, however, it is actually forbidden to do so. therefore, it will be better to use ‘forbidden activities’ that is more acceptable in the target language. this is based on the lexical meaning of these two words in which ‘challenge’ means a new or difficult task that tests somebody’s ability and skill while the word ‘forbidden’ means not allowed. for example: photography is strictly forbidden in the museum. 3.2 copula the influence of indonesian language structure in which there is no obligation on copula ‘be’ is one of the factors that caused the interference when the learners practice their writing in english. here is a data found in the source. (3-5) bali is densely populated with over 3.5 million, almost all of the balinese hindu religion. the part ‘almost all of the balinese hindu religion’ from the above sentence does not convey the clear idea as to what that particular part means. this is because of the copula be which is missing. this is also due to the direct translation from indonesian into english hampir semua orang bali beragama hindu. copula ‘are’ should be added to give the complete idea of the sentence. therefore, the above sentence can be formulated as follow: bali is densely populated with over 3.5 million; almost all of the balinese are hindu 3.3 the use of singular and plural markers the placement of the markers for singular and plural in indonesian language are different than the english one. according to alwi, et. al. (1998: 244-245) in indonesian, the markers come before or after the noun in the form of seperate words from the noun. for example: tiga buah buku, beberapa helai kertas, beberapa butir telur, buku tigas buah, etc. however, in english the plural marker of a noun is regularly marked by suffix –s and the noun is preceded by quantifier, for example: two persons, three motorbikes. besides, the irregular plural marker can be seen in different way, such as child-children, fish-fish. the negative influuence from indonesian to english: a case in the article “about bali” | 5 (3-6) ...they are nusa penida, nusa lembongan, ceningan & menjangan island that are..... the above sentence mentions four islands in which the word ‘island’ should be added by suffix –s. however, the writer only wrote island which on this case shows the writer is not precise and also interfered by the indonesian version that was translated directly from pulau nusa penida, nusa lembongan, ceningan & menjangan which does not show any plural marker because every noun has been mentioned. (3-7) to bring harmony into life, a balinese has conducted some stages of spiritual procession since they were still in womb. the phrase ‘a balinese’ shows a single balinese which is supported by the following word ‘has’. however, the inconsistency of the plural and singular markers can be seen from ‘they were’ which refers to a balinese. therefore, either ‘they were’ to be changed into ‘he/she was’ or ‘a balinese has’ to be changed into ‘the balinese people have’. therefore, there will be two new patterns for the above sentence: a) to bring harmony into life, a balinese has conducted some stages of spiritual procession since he/she was still in womb. b) to bring harmony into life, the balinese people have conducted some stages of spiritual procession since they were still in womb. iv conclusion the interference of indonesian language into english was found in the data source are in terms of semantics where the word choices made by the writer or translator of the article were inappropriate in either from the lexical meaning or grammatical meaning. besides, copula ‘are’ was missing which caused the meaning of the sentence is incomplete. the inconsistency of the subject and the markers caused the sentence which subject is singular was given a plural marker and vice versa. the factors caused the occurrences of the interferences from indonesian language into english, are direct translation where the writer/translator of the article translate the indonesian language into english directly which influence the structure and word choices as well as the meaning in target language (english); and the lack of knowledge in which the writer/translator of the article has limited knowledge on the words choices he/she has made. therefore, it is very important to master the languages that involve in the translation works in order to reduce the interferences from one language to another. references alwi, et. al. 1998. tata bahasa baku bahasa indonesia. jakarta: balai pustaka. hornby, as. 2005. oxford advanced learner’s dictionary of current english. oxford: oxford university press. http://www.disparda.baliprov.go.id/en/about-bali2/ 6 | ida ayu kade dwijati lingual (vol. 3, no.5, 2015) kridalaksana, harimurti. 1993. kamus linguistik. jakarta: pt gramedia pustaka utama. sudipa, i nengah, et.al. 2011. interferensi: pengaruh bahasa indonesia dalam bahasa inggris. denpasar: udayana university press catching fish concept in balinese language i gede putu sudana english department, faculty of arts, udayana university putu.sudana@yahoo.com abstract this paper is intended to explore to what extent the theory of natural semantic metalanguage can be employed to minimize the ambiguity resulting from different interpretations of the balinese verbs indicating the action ‘ngejuk bé’ (catching fish). as far as such verbs are concerned, it can be stated that the balinese language is more sophisticated and richer than indonesian, as it has so many verb phrases used to refer to the activity of catching fish. the data were collected through the interview and note taking techniques, and were analyzed using natural semantic metalanguage. the result of the study shows that the verbs which can be used to express the activity of ‘ngejuk be’ (catching fish) are ngenyat, mencar, nyau, memancing, nuba, mekena bubu, memancing tungguh, menumbak, nudul and nyuluh, depending on how such an activity is done and what tools are used. keywords: catching fish, natural semantic metalanguage i introduction the theory of natural semantic metalanguage is part of the theory of semantics and is similar to the componential analysis proposed by larson (1989). it is used to avoid ambiguity resulting from different interpretations of a lexical item. it analyzes the features of a lexical item as intended by the speaker. the features of a lexical item can be explicitly explained using the theory of natural semantics metalanguage. one lexical item which currently appears may disappear in the future as a result of the language contact, the mobilization of the speakers of a language, the ability of being able to speak more than one language. in this case, the theory of natural semantic metalanguage (nsm) is badly needed to analyze the words or phrases a language has. according to givon (1984), verbs can be divided into three; they are (1) the verbs indicating situation, (2) the verbs indicating process and (3) the verbs indicating action. in this article, the balinese verbs indicating the action ‘ngejuk (be)’ (catching fish) are analyzed using the theory of nsm. they are transitive verbs which certainly need objects, meaning that in the construction using such verbs, there are two arguments needed; one argument functions as the subject and the other functions as the object. in natural semantics metalanguage (nsm), the subject is the agent and the object is the undergoer. ii materials and methods the data of this present study were obtained by interviewing two informants whom the writer knows since they were young. one of them is a mailto:putu.sudana@yahoo.com catching fish concept in balinese language | 71 retired soldier and the other is a farmer. they stay at the same village and are highly fond of catching fish. the information provided by them was then noted down and was descriptively analyzed. according to wierzbicka (1972) and cliff goddard (wierzbicka, 1996), nsm refers to an attempt made to “express the same thing” in a paraphrase composed of maximally simple, intelligible and translatable words. it is an approach which is based on reductive paraphrase, in a very strict and literal sense. the concept of semantic prime is the most fundamental in nsm. it is the first meaning of a certain word which cannot be changed although the culture in which it is used changes. iii results and discussion the verb indicating ‘action’ implies that (a) there is someone who does something (x); (b) there is something which will occur to y. the verbs referring to the concept ‘ngejuk be’ (catching fish) can be described as follows: 3.1 the verb ‘ngenyat’ it indicates that x (someone) does something and as a consequence something will occur to y (fish). the agent catches fish without using any tool; he catches it using his hands. it is expected that x (the agent) catches y (fish); as a result, the fish will be caught and cannot free itself. x does something and something happens to y. x does this by something (using his hands) x does it without anything (any tool) something happens to y (y becomes caught and cannot free itself) x does this like this 3.2 the verb ‘mencar’ (catching fish using a type of net) it indicates that x does something and as a result something will happen to y. the agent (x) does it using a tool and as a result the undergoer (y) will be caught in the net. the net is usually conventionally woven in such a way that when the fish is inside it, the fish will be trapped; finally, the agent catches it using his hands. the net is usually made of plastic string or nylon, and lead is attached to the edge, making it easily go down to the bed of a river, shore or pond. in this way, fish can be caught automatically. x does something and something happens to y (the undergoer) x does it by something (using a net made of plastic or nylon) x does something to y (throws it in such a way that it can catch y) x wants this x does it like this 72 | i gede putu sudana lingual (vol. 7, no.2, 2016) 3.3 the verb ‘nyau’ ( catching fish using a type of net with a wooden frame) the information which can be obtained from this lexical item is that x (the agent) does something and, as a consequence, something happens to y (the undergoer). unlike ‘mencar’ which is a type of net without any frame but with lead attached to its edge, ‘nyau’ is a tool without lead attached to it; it is framed and its far end is tied in such a way that it is impossible for the fish to get free. narratively, this verb of action can be explicated as follows: “x does something and something happens to y” x does it by something (a net which is made of plastic string or nylon and equipped with a wooden frame). x does something to y (goes down to a river, pond or ditch to catch y) x wants this x does it like this 3.4 the verb ‘mancing’ (catching fish) the information which can be obtained from this lexical item is that x (the agent) does something and, as a result, something occurs to y (the undergoer). in this activity, x (the agent) uses a fishing rod with fishing hook and bait for catching y (the fish). when the fish eats the bait and the fishing rod is raised, then the fish will be caught. the explanation of this verb is that: x does something and, as a result, at the same time, something happens to y. x does something to y x does this by something (catches fish using the fishing rod) x feels something good x wants it x does it like this 3.5 the verb ‘nuba’ this verb describes that x does something and, as a result, something will occur to y. x uses the roots of a tree which are poisonous. when the fish (y) consumes it, it will become powerless and die. however, before the y dies, it becomes restless and finally it is caught by human. the situation can be explicated as follows: x does something and something happens to y x does it by something (using the roots of a poisonous tree) something bad happens to y (y becomes powerless and finally it dies) x wants this x does it like this. 3.6 the verb ‘mekena bubu’ what can be described for the verb ‘mekena bubu’ is that x wants to do something and as a result y (the fish) enters a trap better known as ‘bubu’ (a trap which is made of bamboo). x usually leaves the ‘bubu’ for one night and collects it the following morning. if x is lucky, y will get trapped within the catching fish concept in balinese language | 73 ‘bubu’. when y is already trapped, it cannot get out as the ‘bubu’ is woven in such a way that it is impossible for y to go out; it is tightly woven. this verb can be classified into two: the first one is ‘mekena bubu’ in order to catch eels. the ‘bubu’ (woven bamboo trap) with bait which is left when it is getting dark in the rice field and will be collected in the following morning. the eels which smell the bait will enter the ‘bubu’, which is woven in such a way that it is impossible for them to get out; in other words, they are trapped and caught. the second one is ‘mekena bubu’ in order to catch shrimps. this type of ‘bubu’ is bigger in size than the one described above. it is also made of bamboo. it is left in the river rather than in the rice field. it works the same way as the one described above; however, it may be left in the river any time, either during day time or at night. it can be narrated as follows. x does something and something will happen to y x does it by something (using a tool referred to as ‘bubu’) something good happens to x x wants it x does it like this 3.7 the verb ‘mancing tungguh’ the information which can be obtained from this lexical item is that x (the agent) does something, and, as a result, something will happen to y (the undergoer). x does it using a short rod with fishing line and fishhook with bait. it is different from the verb ‘mancing’ above, in which a long fishing rod is used. however, how x does it is similar to what he does when ‘mekena bubu’. the short fishing rod is left for a period of time in special areas of a river. after that, x comes back to check whether there is y attached to it. if x is lucky, he will find y attached to the short fishing rod. however, this way of catching fish is only used to catch relatively big fish. the fishhook is too big for the small fish to swallow. this verb of action can be explicated as follows. x does something and something will happen to y x does it by something (using a short fishing rod which is left for a relatively long period of time) x will feel good if something good happens to x (will be lucky if he finds y attached to the fishhook) x wants this x does it like this 3.8 the verb ‘menumbak’ the information which can be obtained from this verb is that x is in search for y, which is in this case, turtle-like fish, popularly called ‘empas’ in the balinese language using what is called ‘tumbak’ (a lance) . x knows where y usually hides. when x finds such an area, x stabs the lance and then y (the empas) will be caught. only talented people are good at this. this verb of action can be explained as follows. x does something and something will happen to y 74 | i gede putu sudana lingual (vol. 7, no.2, 2016) x does it by something (using a tool termed as ‘tombak’) x does something in somewhere (the lance in particular places) something bad happens to y (y will get stabbed) x wants it x does it like this 3.9 the verbal ‘nudul’ this verb means that x (the agent) does something and, as a result, something will happen to y. as in the verb ‘mancing’, a fishing rod completed with fishing line and fishing hook and bait is used. however, the way in which it is used is different from the way in which it is used when ‘mancing’. it is repeatedly moved upward and downward over the water surface. in addition, it is only used to catch a particular type of fish called ‘deleg’. the process is that when the fishhook with bait is moved upward and downward repeatedly, the ‘deleg’ will catch the bait before it is caught by x. the explanation of the verb ‘nudul’ can be explained as follows. x does something and something will happen to y x does this by something (using a fishing rod with fishing line and fishing cook with bait) x does it not once (repeatedly until y catches the bait) y is something (refers to a particular type of fish called ‘deleg’) x wants it x does it like this 3.10 the verb ‘nyuluh’ the information which can be obtained from this verb is that x (the agent) does something and, as a result, something happens to y (the patient). x does this using what is called an oil lamp. this is done at moonless night when eels go out or when it is dark in the rice field. x also uses a pair of big scissors which are used for catching eels only. this is done starting from at about seven at night. what can be explicated from this verb is as follows. x does something and something happens to y x does this by something (using an oil lamp) x does this at certain time (night, starting from at moonless night when ells go out) x does this by something (uses a pair of big scissors for catching the eels (y) x wants this x does something like this iv conclusion it turns out that the balinese language is a language which is sophisticated and rich enough. what is meant is that it has many verbs which can be used to express the same concept ‘ngejuk be’ (catching fish). each verb is distinguished by the tool used and how the activity ‘catching fish’ is done. in this case, the balinese language is much richer than the indonesian language, our national language, which is used as a means of communication catching fish concept in balinese language | 75 ‘vernacular’ among the ethnic groups in indonesia. each verb has its own features. the theory of natural semantic metalanguage can be used to identify such features. references goddard, cliff. 1998. semantic analysis. oxford: oxford university press. [2nd ed’n in press). larson, ml. 1984. meaning-based translation: a guide to cross-language equivalence. lenham: university press of america. wiezbicka, a. 1996b. semantics: primes and universals. oxford: oxford university press. action verba of “memeleng” in sasaknese a metalanguage approach bohri rahman sekolah tinggi keguruan dan ilmu pendidikan qamarul huda bagu-lombok tengah bohri.rahman@gmail.com abstract in sasak language , memeleng 'cut' has several forms such as the following variations: gecok , melekés , mépés , ngawas , beréngge , munggel , nyacak , ngawis : the meaning of memeleng in the corpus represents a transitive verb of prototype. this selection is intended to provide a brief overview of the semantic structure. lexicon memeleng ‘cutting' describes the semantic structure of the sub component" x doing something", "something bad happened" and "x do something", "something good happens." lexicon with each variation do the concepts of representations. the verb of memeleng ‘cut ' the mapping component "x did something to y" because" something happened to y". memeleng lexicon based on the tools, motion model, an entity that is subject to section treatment and final results are expected to be achieved. keywords: action of verb, sasaknese, natural semantic metalanguage. i introduction sasak language is one of the local languages in the archipelago that has similarities with other languages around him, such as balinese, javanese and samawanese in sumbawa. this similarity can be seen from the pattern of sentence structure and word classes that are central and complex. it is also seen that the central nature of semantic verb always appears in the narrative, as a determinant of argument verbs, and verbs have a semantic role in determining the ability of each arguments that accompany the verb. although there are similarities with other languages that are in the sasak language environment, there are many striking differences, namely in terms of the wealth of sv variants. this is caused by sasak language, sasak language is the language that have been influenced from balinese and javanese language and milky samawa. semantically sv can be grouped based on the time stability (givon 1984: 52), based on the time -scale stability vbs can be divided into; (a) verb statement; (b) verb and (c) action verbs. verbs are considered the most stable state in the sense of time does not change. verbs are less stable over time because the process moves from one state to the other state. action verbs are not stable over time. ii materials and method the data was taken from the daily conversation with friends in informal situation. the data was collected by note-taking and observation during the mailto:bohri.rahman@gmail.com 28 | bohri rahman lingual (vol. 7, no.2, 2016) conversation. there are a number of data-corpus to be selected randomly and furthermore analyzed through the matalanguage (allan, 2001:3). natural semantic metalanguage (nsm) is the study of the semantic approach that considered gives an adequate analysis meaning. the notion of technique can produce analytical explication of the meaning of language semantics approach postulates. this theory believes that one form has one meaning and one meaning for one form. this comprehension explain the lexicon can hold one meaning or the meaning of expressed in the lexicon, so unimpressed that the granting of the meaning is a rotating against a lexicon (sudipa , 2012: 1). natural semantic metalanguage (nsm) is designed to explicate all meaning, either lexical meaning, illocutionary meaning and grammatical meaning. in this theory, the explication of meaning framed in a metalanguage that is sourced from a natural language that is generally understood by all native speakers (wierzbicka , 1996: 10 and the band. mulyadi, 1998: 34). the basic assumption of this theory is related to the principle which states that the semiotic analysis of meaning will be discrete and complete, in the sense that any compound can be explained without spin and without residue in combination other discrete meanings (goddard, 1996: 24; wierzbicka, 1996 : 10; sutjiati beratha, 1997: 10, mulyadi, 1998: 35). there are a number of important theoretical concepts in the nsm theory, namely: the semantic prime, polysemy, alolexi, alence choice v, and syntax nsm. the relevant concepts to support the analysis of data was taken from the sasak language of verbs. semantic prime can not be changed due to human inherited from birth (goddard, 1996: 2; mulyadi, 1998: 35). the meaning of this is a reflection of a fundamental human mind. semantic prime includes a broad realm of language typologically and genetically. primetive meaning to the earliest meaning is understood by speakers. semantic prime became the starting point or base to understand the changes of meaning that emerge later. polysemy is a form of single lexicon that expresses two different original meanings. in this case, there is no relationship between the composition of the exponents and other exponents of exponents because it has a different grammatical structure. wierzbicka introduce syntax nsm which is an extension of the original meaning of the system. wierzbicka states that the meaning has a very complex structure, meaning not only made up of simple elements, such as: someone, wants, and know, but the complex structure of the components. syntax nsm consists of a combination of original meaning universal lexicon that form a simple proposition in accordance with the morph syntax. for example: will want to have certain universal rules in context: i want to do this (wierzbicka, 1996: 19). nsm theory regard as the three forms of the verb categories: (a) the state verbs; (b) the process verbs and (c) action verbs. this study will specifically on action verbs sasak language. action verbs (actions) can be action verba of “memeleng” in sasaknese a metalanguage approach | 29 identified by two characteristics: (a) may be the answer to the question: what is done by the subject, (b) can be used as a command -forming sentences. examples: ( 1 ) andi swim earlier. ( 2 ) we have not slept since yesterday. words in italics in the above sentence is the action verb. said swimming can be used to answer the question: what does andi? the word sleep is the answer of the question: what we have not done since yesterday? in addition, the word can be used in a sentence as a command in the following sentence: sleep! swim (was) at will you! iii results and discussion in every language, including sasak language, verbs are divided into three types, namely (a) verb of statement; (b) the process verbs and (c) action verbs. the focus of the following study is action verbs, the verb is a verb which is used to perform, with polysemy: doing and happening. the combination of doing and happening influence by undergone to revealed a relatively high because the class includes verbs transitive verb prototype. transitive verbs have the subject as an agent prototype and direct object as a patient (wierzbicka, 1996: 421). in sasak language, verb of memeleng ' cut ' prototype represents a transitive verb in the corpus of this study. this selection is intended to provide a brief overview of the semantic structure and not spinning. lexicon memeleng 'cutting' describes the semantic structure of the sub component "x doing something", "something bad happened to y" and "x do something". "something good happened" . lexicon with each variation as do the concepts of representation and the case. if the memeleng ' cut ' the mapping component "x did something to y" and because "something happened to y". lexicon memeleng based on the tools, motion model, an entity that is subject to section treatment and final results are expected to be achieved or agent. lexicon memeleng shape variations as follows: gecok, melekés, mépés, ngawas, beréngge, munggel, nyacak, ngawis, begunting: cutting gecok : cut thinly melekés : cut with two hands mépés : cutting branches of trees that have fallen or dry ngawas : cut shrubs gillnets : cutting branches or sticks that are still standing munggel : cut shoot of beans example bean plants nyacak : cut something into small ngawis : cut grass for fodder begunting : a haircut or a shave begorok : slaughtering or butchering animals dampol : cutting trees that are still alive 30 | bohri rahman lingual (vol. 7, no.2, 2016) mépés, ngawas, gillnets, dampol, munggel and ngawis: this lexicons have reference to an entity form part of the plant. the difference of meaning caused by the lexicons are distinguished by the state or what happened to y. mépés used to describe the act of x to y, the state y is not alive anymore. for example, the following sentence: andi mépés kayuk lek kebon (andi cut wood in the garden) when a person hears the speech the audience will immediately understand that the subject (x) cut wood that has fallen branches or twigs of wood that has been dried with using machetes. it is certain that x uses a machete and do not use saws, sickles, axes or knives to perform actions against y. ngawas used to declare cut shrubs that grow in the fields. when inspectors can be ascertained that the x cut the bushes with machetes. x action aimed at cleaning up the farm of the sagebrush. x is not going to cut down trees or cut branches when x do ngawas. likewise x is not going to cut a small plant shoots with his hand. ngawas used in the following sentence amaq andi ngawas lek kebon (of andi’s father cutting bushes in the garden) aku jak lalo nagawas lemak aru (i'll go cutting bushes tomorrow morning) the second sentence describes the use of a lexicon ngawas. in the lexicon of usage, although equally meaningful cut however ngawas can not be replaced with another lexicon. as berengge, bedampol, or others. gillnet and second dampol lexicon has the same reference is cutting the tree that is still alive and standing. the difference is if gillnet then x will cut wood branches that grow laterally left or right of the main tree, while dampol, x will cut the main tree that grows upward. if gillnet intended to make the tree grow up to the top of the dampol intended that the trees do not grow up, but be shady as it grows laterally. both the lexicon is demanding x to use the same tools to perform actions, although y will get perbeda treatment of x. almost the same as the verb dampol meaningful munggel cutings plant shoots as a meaning verb of dampol. the difference is dampol used for large trees then munggel used for small plants like beans and the like. munggel also do not want x to use tools to cut, because cutting munggel using fingers (thumb and index finger). munggel also do not want x to climb to do so. in meaning, though dampol and munggel had the same original meaning cut, but both are very different from the reference and the way to do it. lexicon ngawis still has a plant cutting entities. lexicon ngawis formed from the noun awis (sickle), the addition of the prefix "ng" the noun "awis" change the class that word into a verb. ngawis be semantically meaningful cut. this variation is typically used with less meaning cutting grass for cattle, buffalo, horses, or other grazing livestock. ngawis use tool awis (sickle) to cut. the ways in which x is also different from other lexicons default meaningful cut, like dampo, pepes, gillnets and others in this discussion. examples of its use in a sentence like the following. andi lalo awisan sampi (andi went mowing grass for cows). action verba of “memeleng” in sasaknese a metalanguage approach | 31 gecok and cacak, the lexicon is meaningful default cut. examples of the use of this lexicon as follows: cacak kedebong tie andi (andi cut the banana tree) gecok bawang tie sari (sari cut the onion) from these examples it looks lexicon gecok use of vertical and different. cacak used to y is greater. cacak will not be used for small y as onions, vegetables, and fruits. cacak requires x do tools such as machetes to perform different actions on the vertical y. gecok used for y are small, gecok also do not want x to use energy and machetes to perform actions. gecok desired tool is a knife or a tool like that do not use much power to do so. melekés has cut the original meaning. but in melekés x does not use a tool to take action to y. tools needed only two hands. melekés a y cut in the form of bars for example pens, sticks, pencils, plastic ruler and anything that can be held, lightweight, and easily broken. melekés not require a lot of energy to do it, x will easily do it to y, since y is an object that is easily broken. example for speech that uses the lexicon melekés: girangn melekés dengan tie (the men cut) iv conclusion based on the results of the analysis using analytical techniques paraphrase/explication, mapping with natural language sentences in a canonical form, with supporting data on sasak language, verbs memeleng 'cut' can be analyzed thorough the theory of metalanguage. this study has given a clear enough picture of the technical explication stating one form or lexicon to one meaning and one meaning for one form or lexicon. references allan, keith. 2001. natural linguistic semantics. oxford: oxford university press. goddard, cliff. 1996. semantic theory and semantic universal (cliff goddard convensor) cross linguistic syntax from semantic point of view (nsm approach) 1-5 australia. sudipa, i nengah. 2004. “verba bahasa bali, sebuah kajian metabahasa semantik alami” disertasi doktor linguistik-denpasar. wierzbicka, anna. 1996. semantics: prime and universal. oxford: oxford university. mulyadi, 1998. “struktur semantis verba bahasa indonesia” tesis s2, linguistik denpasar. sutjiati, beratha, ni, 1997. “basic concepts of a universal semantic metalanguage” linguistika 110-115. denpasar: program magister linguistik unud. meaning and message of ‘jemme’ i wayan mulyawan english department, faculty of arts, udayana university moelya01@gmail.com abstract advertising is intended to persuade audiences, readers, viewers or listeners to take action on products, services and ideas. advertisements include text, audio, video, photography and graphic designs. we will easily find advertisement through some common mediums namely newspaper, magazine, radio, television, internet, billboards, and many other places. advertisement analysis is divided into textual and contextual analysis. the textual is the analysis of advertisement structure such as headline, illustration, body copy, signature line, and standing details. based on the analysis jemme considered to be a complex advertisement taht consist of 5 (five) element. the contextual analysis is the meaning of the advertisement. according to the analysis, jemme is a fine jewelery with high standard and very suitable for valentine gift. keywords: advertisment structure, meaning and message i introduction nowdays, advertisement has become part of our lives. either conscious or unconscious, it turns into one of the communication tools, which influences our attitudes towards products, brand names, companies, lifestyles, or even public issues. advertisements include text, audio, video, photography and graphic designs. we will easily find advertisement through some common mediums namely newspaper, magazine, radio, television, internet, billboards, and many other places. advertising is intended to persuade audiences, readers, viewers or listeners to take action on products, services and ideas. the idea is to drive consumer behavior in a particular way in regard to a product, service or concept. advertising soon became an industry into itself when newspapers and magazines started allowing paid ads to be placed in their publications. this allowed specialists to make a living designing and implementing advertising as opposed to manufacturing products themselves. in oxford dictionaries, advertisement is a notice or announcement in a public medium promoting a product, service, or event or publicizing a job vacancy. according to bovee (in flinger, 1996) advertising is the nonperson communication of information usually paid for and usually persuasive in nature about products, services or ideas by identified sponsors through the various media. in bussinessdictionary.com there are two kind of advertisement base on the purpose. the first one is commercial advertisement. commercial advertisement used by company to build the image of the product and it’s self. mailto:moelya01@gmail.com meaning and message of ‘jemme’ | 77 the second one is non-commercial advertisement which is purpose to educate consumers or promote specific ideas. the analysis of this article is limited to the following problems: 1) what are the structural composition (textual) of jemme? 2) what are the meaning and message (contextual) that want to be delivered? ii materials and methods 2.1 advertisement structure and analysis technique a good advertisement should attaractive and persuasive. according to leech (1966:59) advertisement consists of several parts such as: 1. headline is the head of advertisement which will be the first to be read (eye catcher/attention getter) 2. illustration is the background of an advertisement that illustrate the advertisement 3. body copy is the content of an advertisement and also the messages of its. 4. signature line (logo) is the product view in an advertisement includes the price, slogan, or trade mark. 5. standing details is the closing of an advertisement which can be found in the bottom of advertisement. the function of standing details is to give additional information related to the product, company, customer service, etc. mostly standing details use small font and was not flashy. in term of structure’s combination of the advertisement, mulyawan (2010: 10) states that there are 8 structure combinations in advertisement, they are: 1. headline dan signature line; 2. headline, signature line dan standing details; 3. illustration, headline dan signature line; 4. illustration, headline, signature line dan standing details; 5. headline, body copy dan signature line; 6. headline, body copy, signature line dan standing details; 7. illustration, headline, body copy dan signature line; 8. illustration, headline, body copy, siganture line dan standings details. according to dyer (1982), analysis of advertisement classified into two, they are textual analysis and non-textual analysis 1. textual analysis in advertisement is an analysis of advertisement without any involve from circumstances surrounding. the analysis will be done base on the verbal element and non verbal element. verbal is the intrinsic element of the advertisement. non-verbal elements include symbol, icon, and index. (i) icon is a sign about the reality situation such as picture (ii) index is a sign that show the features or characteristic (iii) symbol is a sign that represented the object based on the agreement. 2. contextual analysis in advertisement is analysis in advertisement to find the message that will be delivered from the advertisers to the consumers. in this part the analysis involve the advertisers or consumers of the advertisement. 2.2 semiotics and hypersemiotics semiotics is a study of sign including the role in social life. sign itself is a stimulus which is received by people brain to be processed then elicits a 78 | i wayan mulyawan lingual (vol. 7, no.2, 2016) response about a particular of realistic concept. therefore semiotics study learns all forms of relation between sign with representation of reality and between the users in the social life of the community. the relation between sign with the representation of reality is known as relation between signifier (sign) and signified (meaning). related to signifier and signified, there are many theories put forward by linguists with various terms and expression. this study applies two theories of semiotics which is triggered by ferdinand de saussure and ogden & rhicards. ferdinand de saussure (saussure, url: pg. 2-3) explained that language is a system of communication which involves concept and sound image, where sound image is a signifier and concept is signified. saussure stated further: … the bond between the signifier and signified is arbitrary, there is nothing in either the thing or the word that makes the two together, no natural, intrinsic, or logical relation between a particular sound image and a concept;… between signifier and signified does not have correlation or a relationship. signifier is something which is arbitrary or having nothing to do with the signifier. on the other hand, ogden & richards (1923) add a communicator element between signifier and signified that is thought of reference. the relation between them was described in the picture as known as semiotics triangle. the stimulus of signifier in this part is known as a linguistics element of word or sentence then processed in the brain through the concept of meaning that has been owned over the signifier then produces a respond in form of referent as a signified. therefore, between signifier and signified does not have a direct relation but associated through the concept of meaning in the brain. in contrast to semiotics, hypersemiotics is a study which studies the relation between hyper-sign with its representation which beyond the limits of reality (hyper-reality). piliang (2003:54) said that the world of hyper-reality is unreality world by using the signs which beyond the limits so that the signs can only be explained in hyper-reality world and has lost touch with its reality representation. thus it can be said that hyper-reality world is a human imagination world with the various sign which are imaginary and free in meaning and separated from reality contact. piliang (2003 : 54) explain that the sign which exceed the limit when it has been out of the limit of principles, characters, nature, and the normal function of sign as a communication device and the delivery of information, also already lost contact with its reality representative. further, piliang (2003: 54-59) provide the limit of type of sign wich can be a study of hypersemiotics, as follow: meaning and message of ‘jemme’ | 79 2.2.1 proper sign proper sign is a sign which has relatively symmetrical relation with concept or reality which represents. for example rose signifier is used as love signified which represent love in social life. 2.2.2 pseudo sign pseudo sign is a sign which is not genuine, imitation, pretend, fake sign in which such reality reduction takes place. in this part a signifier shown only partially for represent a complex reality. 2.2.3 false sign false sign is a sign which is used for cover a reality with another reality represent. in this case a sign with different reality is used to represent another reality which have no any relation at all. 2.2.4 recycle sign this sign is reality representation sign in a different context of space and time and used foe represent the other reality. for example the using of marsinah picture signifier (in the past) to represents the rape incidence of chinese ethnic women in may 13th riots in jakarta. this could be happened because of the possibility of the tragedy has no footage of the incident, only the recognition of victims. 2.2.5 artificial sign artificial sign also known as unnatural sign is a sign which made by advanced technology (digital or computer technology) and have no reference in reality. artificial creation is not used to represent something outside the sign itself, but represent the sign itself. for example the caricature of the main character in anime movie, where all signifier is made for represent the reality in the movie without put any reference in reality. 2.2.6 superlative sign superlative sign is a sign which is made for represent a simple signified in reality, but the truth appears in special signified that involves many additional effects (audio and visual) so it give rise to the extreme expression (hyperbolic) out of the limit of reality representation. iii results and discussion 3.1 headline as the meaning of headline which will be the first to be read, the headline of this advertisement is the word “jemme” which is gold in colour. moreover the black colour of the background makes the reader to focus on it. 80 | i wayan mulyawan lingual (vol. 7, no.2, 2016) 3.2 illustration the illustration shows the black colour as the overall background. the accessories backgrounds are nature situation, the accessories placed on rocks, and the other placed on green leave. 3.3 body copy the term body copy can be defined as the text of advertisement completing the story which is introduced by the headline and supported by the illustration. the body copy of this advertisement is sentence “what will be in your jemme’ box this valentine’s day” 3.4 signature line meaning and message of ‘jemme’ | 81 the signature line of this advertisement is the picture of necklace which focused on the diamond. besides that, there are three other smaller picture accessories such as necklace, bracelet and ring. all of those accessories are the product of “jemme” which are offered in the advertisement. “rare colour intense 50.13ct kunzite &diamond necklace in 18ct white gold”, “hand made rose quartz & gold necklace”, “4.04ct diamond bracelet in 18ct white gold”, “4.75ct rose amethyst & diamond ring in 18ct white gold” are the texts in the bottom of the picture which have function to give information about name, measure, colour, and materials of them. 3.5 standing details from the definition of standing details which is the closing of this advertisement and it placed in the bottom of “jemme” advertisement. the standing details is the text “open monday-saturday 10 am8 pm jl. raya petitenget 125, seminyak, bali. tel: 0361-733508”. this text gives information about business day and hours of the shop and also the address of it. 82 | i wayan mulyawan lingual (vol. 7, no.2, 2016) 3.6 meaning and message the meaning and message of the advertisement can be found by reading the advertisement at once. first of all, the headline of jemme advertisement is word ‘jemme’. it is in gold colour which shows luxury as the center of this advertisement. this word was placed in black colour illustration to accentuate “jemme” in the same manner as the name of manufacture and shop. the sentence “what will be in your ‘jemme’ box this valentine’s day” as the body copy intended to require the readers of their valentine’s gift. this advertisement was made on february for special day. “what will be in your ‘’jemme’ box” mean which one the reader want to give for lovely person in lovely day. the reader can get the information product from the accessories pictures which consist of four pictures, they are the necklace picture is in the biggest size, and the other are in the smaller size. this necklace introduced as a superior product to be chosen as valentine’s gift. those accessories are placed on nature illustration such as on the leave and rock that indicate those bring the beauty of nature. the last is standing details in the bottom of this advertisement. the sentence “open monday-saturday 10 am8 pm jl. raya petitenget 125, seminyak, bali. tel: 0361-733508” has function as additional information to inform the reader where is “jemme” shop and what time the reader can go there to buy the accessories. iv conclusion advertisement analysis can be decided into two part of analysis. the first is textual analysis and the second is contextual analysis. the textual is the analysis of advertisement structure such as headline, illustration, body copy, meaning and message of ‘jemme’ | 83 signature line, and standing details. based on the analysis jemme considered to be a complex advertisement taht consist of 5 (five) element. the contextual analysis is the meaning of the advertisement. according to the analysis, jemme is a fine jewelery with high standard and very suitable for valentine gift. references dyer. gillian. 1982. advertising as communication. london and new york: routledge mulyawan, i wayan. 2010. hipersemiotika periklanan (analisis praktis). udayana university press. ogden, c.k. & richards, i. a. 1923. the meaning of meaning. london: kagen paul. piliang, yasraf amir. 2003. hipersemiotika: tafsir cultural studies atas matinya makna. yogyakarta: jalasutra sumarlam, adhani, dkk. 2004. analisis wacana. bandung: pakar raya (pakarnya pustaka). bali & beyond magazine, volume 10, edition february 2008. translating english-indonesia authentic text entitled osaka fransiskus sanur itdc nusa dua-peninsula resort fransiskus.sanur@gmail.com abstract this paper aims to identify and describe the procedures of translation of osaka in garuda magazine, the translation strategies employed, and how to find out the form and the occurrence of seven procedures of translation which proposed by vinay and darbelnet in 1995. seven types of translation procedures have been identified and can be further categorized into two methods of translation, namely direct or literal translation and oblique translation. the result of data analysis shows that some of the procedure proposed by vinay and darberlnet occurs. most of the data are translated using translation procedures, which are borrowing, calque, literal translation, transposition, modulation, equivalence, and adaptation. keywords: direct or literal translation and oblique translation, translation procedures i introduction the activity of transferring message by written language is translation. whatever the difficulty in the translation process and methods, it must aim at the essence of the message and faithfulness to the meaning of the source language text being transferred to the target language text. this analysis is focused on analyzing translation of the text entitled osaka by using translation procedures proposed by vinay and darbelnet in 1995. seven types of translation procedures have been identified and can be further categorized into two methods of translation, namely direct or literal translation and oblique translation. therefore, the problems of analysis can be stated to what kinds of translation methods are used in translating english-indonesia of the text entitled osaka and how to analyze them. thus, based on the analysis problems, aims of this analysis are formulated as follows: in order to identify and analyze the kinds of translation methods used in translating english-indonesia of the text entitled osaka. ii materials and method 2.1 data source the data was taken from a magazine entitled osaka provided with english and indonesia translation. this study is focusing on translation procedures. the method used for collecting data was note taking, and there were some steps taken to collect the data. it was started with identifying the translation procedures found in the story, then taking note and comparing the data in sl and tl on translation procedures. the collected data was then analyzed by using the theory of translation by vinay and dalbernet (1958). 2.2 data collection according to brown and rodgers (2002:6), before anything useful can be done with the research data, this data has to be compiled. compiling data means putting all the data together in one place in such a way that you can easily analyze and interpret them. the method of collecting data in this study was observation method. the observation method was applied by thoroughly observing the source language of the text entitled osaka and its translation in the target language. this method of observation was implemented at once with the implementation of note-taking technique (sudaryanto, 1993: 135). the note-taking technique was used to identify and classify the data based on the methods of translation, in order to formulate the analysis. the data collected in this study were primary data since they were directly collected from the data source by using the observation method and note-taking technique. the first step was a close reading of the source language text and that of the target. all instances of methods of translation in the source language and their translations in the target language were underlined and noted down and then taken as data for the analysis. then, the occurrences of methods of translation are classified based on types of methods of translation as proposed by vinay and darbelnet (1995). mailto:fransiskus.sanur@gmail.com 30 | fransiskus sanur lingual (vol. 8, no.1, 2017) 2.3 data process the data were quoted from the sl texts and tl texts by using observation method and note taking technique. the process of collecting data was done based on some procedures, such as: reading the sl texts and the tl texts several times in turns to find out any information of translation procedures in the text, identifying the data and classifying them based on each translation procedures by making notes both of sl and tl texts, and analyzing the data. 2.4 data analysis the collected data was analyzed by using qualitative methods. qualitative method is used to analyze the data based on each translation procedure. the data collected were analyzed descriptively. they were classified according to the types of translation procedures which were proposed by vinay and darbelnet (1995). after identifying the data, data will be classified on each type, and provide its description. iii results and discussion vinay and darbelnet (in venuti, 2000: 84-93) divide two methods of translation namely direct or literal translation and oblique translation. the procedures belong to direct translation are borrowing, calque and literal translation; while transposition, modulation, equivalence, and adaptation procedures are categorized as oblique translation. the analysis of the qualitative data can be seen as follows: 3.1 borrowing borrowing is the simplest of all translation methods to overcome an unknown concept in the culture of the tl. borrowing is applied to introduce the flavor of the sl culture. the decision to borrow sl word or expression to introduce an element of sl is a matter of style, but at the same time it may have significant effects on the message contained. for example, the english word radio, bank is translated into radio, bank in indonesian. (3.1) sl : universal studios japan tl : universal studios japan here the phrase universal studios in sl was still translated in universal studios in tl. it clearly shows that they were borrowed purely (pure borrowing) of sl. 3.2 calque a calque is a special kind of borrowing whereby a language borrows an expression form of another, but the translator translates literally each of its elements. a foreign word or phrase is translated and incorporated into another language. the result can be categorized into two types; the first one is lexical calque which respects the syntactic structure of the tl while introducing a new mode of expression. for example, the english phrase honeymoon is translated into bulan madu in indonesian. the second type of calque is called structural calque which introduces a new construction into the language. for example, the english term prime minister is translated into perdana menteri in indonesian. (3.2) sl : garuda indonesia flies from denpasar to osaka vv 7 times per week. tl : garuda indonesia melayani rute denpasar-osaka pp 7 per minggu. here the word vv (vice versa) is translated in pp (pulang pergi) in target text. 3.3 literal translation literal translation is word for word translation, which is the direct transfer of a source language (sl) text into a grammatically or idiomatically appropriate target language (tl) text in which the translator task is limited to observing the adherence to the linguistic servitudes of the tl. (3.3) sl : in keeping with its reputation as one of asia's top theme parks tl :untuk menjaga reputasinya sebagai salah satu taman rekreasi paling wahit di asia asia’s top theme parks here the italic words were translated literally from sl into tl. translating english-indonesia authentic text entitled osaka | 31 3.4 transposition transposition involves replacing one word class with another without changing the meaning of the message. there are two types of transposition, namely obligatory and optional transposition. obligatory transposition occurs when the tl has no other choices because of the language system. for example, medical student is translated into mahasiswa kedokteran (machali, 2009: 96). there is a change in the word class since the adjective medical in the sl is translated into a noun kedokteran in the tl. an optional translation is a transposition that for the sake of style can be chosen by the translator if it fits better into the utterance. for example, the pronoun she can be translated into a pronoun dia or into a noun phrase wanita itu to avoid ambiguity. (3.4) sl : from osaka classic such as okonomiyaki (pan-fried batter) and takoyaki (octopus dumplings) to fine-dining establishments serving the best quality foie gras tl : dari okonomiyaki (gorengan dari tepung) dan takoyaki (bakso berisi gurita) hingga restoran fine dining yang menyajikan foie gras (hati bebek) the phrase foie gras in sl formulates as modifier + head, in tl formulated as head + modifier. other examples of the use of similar phrase, is in fine dining (fabulous food) that fine-dining establishments in sl was translated into restoran fine dining. 3.5 modulation modulation is a variation of the form of the message, obtained by a shift in the point of view. this change can be justified when the close translation results in a grammatically correct text, but it is considered unsuitable, unidiomatic or awkward in the tl. for example, the sentence i cut my finger is translated into jariku teriris. it is an example of shift in the point of view since there is a structural change from active voice into passive voice. (3.5) sl : from osaka classic such as okonomiyaki (pan-fried batter) and takoyaki (octopus dumplings) to fine-dining establishments serving the best quality foie gras tl : dari okonomiyaki (gorengan dari tepung) dan takoyaki (bakso berisi gurita) hingga restoran fine dining yang menyajikan foie gras (hati bebek) the word establishments in sl was translated into restoran in tl. the word establishments in sl is equivalent with pembentukan, pendirian, yayasan, perusahan in tl. however it was translated into restoran. 3.6 equivalence it is often desirable for the translator to use an entirely different structure with different meaning from that of sl text so long as it is considered appropriate in the communicative situation equivalent to that of the sl. for example, the proverb don’t cry over spilt milk is translated into nasi sudah menjadi bubur. the translation has different structure and meaning from the sl, but it is considered equivalent in the tl. (3.6) sl : okonomiyaki (pan-fried batter) and takoyaki (octopus dumplings) tl : okonomiyaki (gorengan dari tepung) dan takoyaki (bakso berisi gurita) in sl okonomiyaki (pan-fried batter) is equivalent with okonomiyaki (gorengan dari tepung), takoyaki (octopus dumplings) is equivalent with takoyaki (bakso berisi gurita) in tl. similar example to this is the phrase vise versa/vv in sl is equivalent with pulang pergi/pp in tl. 3.7 adaptation this procedure is adopted when the object or situation referred to in the sl is unknown in the tl culture. in such case, the translator has to create a new expression for a new situation that can be considered equivalent. for example, the expression as white as snow is translated into seputih kapas to make the translation familiar to the target readers. (3.7) sl : foie gras tl : hati bebek 32 | fransiskus sanur lingual (vol. 8, no.1, 2017) here the word foie gras is translated to hati bebek in tl text. acording to wikipedia, foie gras is derived from french language that means fat liver, which is a luxury food product made of the liver of a duck or goose that has been specially fattened. iv conclusion the result of data analysis has found several procedures in the english-indonesia translation text entitled osaka in garuda magazine. two methods of translation are direct or literal translation and oblique translation. the procedures belong to direct translation are borrowing, calque and literal translation; while transposition, modulation, equivalence, and adaptation procedures are categorized as oblique translation. furthermore, most of the data are translated using the translation procedures. those translation procedures are borrowing, calque, literal translation, transposition, modulation, equivalence, and adaptation. references bakker, m., koster, c. & van leuven-zwart, k. (1998). shifts of translation. in m. baker (ed.), encyclopedia of translation studies (226–231). london: routledge. brown, j. d., & rodgers, t. s. (2002). doing second language research. oxford: oxford university press. gambier, y. (2010). translation strategies and tactics. in y. gambier & l. van doorslaer (eds.), handbook of translation studies, vol. 1. amsterdam: john benjamins. jayantini, i gusti agung sri rwa. 2016. the art of translating: theory and analysis. denpasar: cakra press. larson, mildred l. 1984. meaning based translation, a guide to cross-language equivalence. lanham: university press of america, inc. nida, eugene & charles r. taber. 1982. the theory and practice of translation. leiden: e. j. brill. sudaryanto . (1993). metode dan aneka teknik analisis bahasa. yogyakarta: duta wacana university press. vinay, j.-p., & darbelnet, j. (1958/2000). a methodology for translation. [an excerpt from comparative stylistics of french and english: london: routledge. translating english-indonesia authentic text entitled osaka | 33 appendices osaka what to see universal studios osaka english: in keeping with its reputation as one of asia’s top theme parks, universal studios japan is upping the ante even further by offering visitors a very special seasonal even this autumn. the universal surprise halloween will see zombies roaming the park and there will be spooky treats galore to enjoy. hurry though, because this only lasts until november 11, 2012. indonesian: untuk menjaga reputasinya sebagai salah satu taman rekreasi paling wahit di asia, universal studios japan mengadakan “universal surprise halloween”. hati-hati karena sejumlah zombi akan berkeliaran di taman ini sampai dengan 11 november 2012. dotombori arcade english: osaka is rightly renowned for its fabulous food and dotombori arcade is the city’s self-styled cuisine hub, a spot that is much loved by both professional and amateur foodies alike. from osaka classic such as okonomiyaki (pan-fried batter) and takoyaki (octopus dumplings) to fine-dining establishments serving the best quality foie gras , dotombori has it all. indonesian: osaka akan terkenal akan makanannya dan dotombori arcade yang merupakan tempat terbaik untuk mencicipi aneka masakan khas osaka. dari okonomiyaki ( gorengan dari tepung) dan takoyaki (bakso berisi gurita) hingga restoran fine dining yang menyajikan foie gras (hati bebek), semua ada disini. osaka castle english: originally built by one of japan’s most famous warlords, toyotomi hideyoshi, osaka castle is a true testament to this warrior leaders power. enjoy a fascinating spin-back through japanese history and don’t forget to cheek out the superb views of down-town. osaka offered up on the castles eighth-floor observation deck, as well as the castle’s beautiful grounds. indonesia: toyotomi membangun istana osaka untuk menunjukan kekuasaannya. sempat dihancurkan dan dibangun kembali selama bepuluh-puluh tahun, kini istana ini memiliki beranda di lantai ke delapan yang menampilkan pemandangan kota osaka. how to get there english: garuda indonesia flies from denpasar to osaka vv 7 times per week. the city’s well-designed and integrated public transportation system should suffice for exploring the city in convenience and comfort. indonesia: garuda indonesia melayani rute denpasar-osaka pp 7 per minggu. anda cukup menggunakan transportasi umum osaka yang tertata baik. how to map the meaning of “see” in kupang malay david samuel latupeirissa stiba mentari ntt apit_l@yahoo.com abstract lexicon ‘see’ as an english verb that means ‘perceive with the eyes’has different form of lexicon and different semantics meaning in kupang malay language (kml). the lexicons that refer to ‘see’ are ‘lia’,‘loti’,‘malerok’, ‘maloi’ and‘pe’emata’. those five lexicons have their own meaning. in order to understand those words deeply, such matters were analysed by a study using natural semantic metalanguage (nsm) theory.by applying descriptive qualitative method and paraphrase/ explication technique, the slightly different semantic features of ‘lia’,‘loti’,‘malerok’, ‘maloi’ and‘pe’emata’ can be comprehensively revealed. keywords: kml, nsm, explication i introduction to say a language is to say a society since there is no society without language. many facts show that language serves an important role in a society. therefore, when one understands a language, it can be said that s/he might also understand the society. there are many aspects need to be understood in any language. one of them is understanding meaning of lexicon(s). understanding a lexicon in any language deeply is very important. by knowing semantic meaning, one can use the lexicon properly so s/he can act correctly in the society where the language is spoken.here, the researcher would like to investigatekupang malay language so this language might be understood deeper, both by the writer and reader. kupang malay language (next, it is called kml) is a local language in east nusa tenggara province. east nusa tenggara is a province in indonesia. this province is located nearby timor leste country. following is a language map that shows the use of kml in east nusa tenggara province. mailto:apit_l@yahoo.com 2 | david samuel latupeirissa lingual (vol. 6, no.1, 2016) source: jacob j, charles e. grimes, compilers. 2003. kamuspengantar bahasa kupang: edisikedua. kupang: arthawacana press kml is spoken as a united language for people in east nusa tenggara. it is used as the first language or the second language in east nusa tenggara province. scientifically, this language is a creole language (jacob andgrimes, 2003: 2).there is onlylittle literature that writeabout this language. therefore, this research is hoped to be worthwhile to the development of the linguistics studies and for those who want to have information for further research. next, this research focuses its data on the lexicon ‘see’ that means to perceive with eyes. in kml, there are five different terms or lexicons to state ‘see’. those lexicons are‘lia’,‘loti’,‘malerok’, ‘maloi’ and‘pe’emata’.each of those lexicons has different usage and different semantic meaning. when one uses a lexicon incorrectly in communication, s/he will, of course, get trouble in kupang society since wrong usage will create a gap of communication. bearing the matters stated above, the researcher is interested to conduct a study under a title: ‘see’ in kupang malay language: a metalanguage study. ii materials and methods data was gained by taking the lexicon(s) from dictionary of kupang malay language. first, from the kupang malay – indonesian dictionary, the researcher looked up all lexicons that means ‘melihat’ (indonesian lexicon that means ‘see’). after getting those lexicons needed, the researcher started to explore meaning of them.the researcher also used exploratory method and introspection method to collect data.the research design used by the researcher how to map the meaning of “see” in kupang malay | 3 in this study was descriptive qualitative method. this method is appropriate as qualitative method tends to collect data naturally (creswell. 2009:175). theory used in this research was natural semantics metalanguage (next, will be called nsm). nsm was first introduced by wierzbicka (1996) and the follower like goddard (1996). this theory aims to explore meaningof word(s). meaning that is explored by this theory covers lexical meaning, illocutionary meaning and grammatical meaning.sudipa (2013), refers to wierzbika (1996), states that nsm combines philosophical and logical tradition. ‘…..according to weirzbicka (1996:23), natural semantics metalanguage theory combines the philosophical and logical tradition in the study of meaning with a typological approach to the study of language, and with broadly based empirical crosslinguistic investigations’(sudipa, 2013). philosophical and logical tradition is important in linguistics, especially in semantics. the tradition can express or actualize what is meant by human mind through language (koroh, 2015). goddarfd (2010) gives example of applying this theory using causative verb ‘killed’ and ‘broke’ in english.causative verb ‘killed’ and ‘broke’, in general linguistic are frequently analyzed as cause to die (or cause to become not alive) and cause to become broken, respectively. but, nsm explications are given below. aside from the fact that nsm system recognizes because rather (than cause) as its basic exponent in the causal domain, it can be seen that the explications give a more articulated and nuanced account of the event structure. in both cases, the explications depict an action by the agent x with an immediate effect on the patient y. in thecase of kill, namely, something happening to the person y’s body. someone x killed someone y: someone x did something to someone else y because of this, something happened to y at the same time because of this, something happened to y’s body because of this, after this y was not living anymore. for break, namely, x do something to y as patient, therefore something happening to the thing y. someone x broke something y: someone x did something to something y because of this, something happened to y at the same time it happened in one moment because of this, after this y was not one thing anymore people can think about it like this: ‘it cannot be one thing anymore’. 4 | david samuel latupeirissa lingual (vol. 6, no.1, 2016) (gaddard. 2010) in simple words, nsm helps the researcher to describe lexicon(s) using language. this breaks concepts/ lexicons of kml down into combinations of simple concept/ words using small connection of semantic primes (sudipa. 2013). next, technique applied in presenting data was paraphrase/ explication.this was applied by following some rules, as follows: first, paraphrase must combine some meanings since a form cannot be explained only by one meaning. second, paraphrase can also be done by using a uniqueness of a language. third, paraphrasing a sentence must follow syntactical rules. fourth, paraphrase always use simple sentence. the last, sentence of paraphrase sometimes need special identity and space (sudipa. 2004). iii results and discussion the result of this research and analysis are presented based upon those five kml lexicons that refer to ‘see’ in english. as found in kml dictionary, there are ‘lia’,‘loti’,‘malerok’, ‘maloi’ and‘pe’emata’. 3.1 ‘lia’ ‘lia’ has similar meaning to ‘see’. as ‘see’ can be described ‘perceive with the eyes’(http://www.oxforddictionaries.com/definition/english/see), ‘lia’, as have mentioned before, can be described‘perceive with the eyes’. some examples of how ‘lia’ is used in kml are as follows. ‘liaitubuku dong koambe yang lusuka’ seedet book plconj take det 2tg like see the books and take the one you like ‘be son liaitusaboak’ 1sing no see det name i don’t see the saboak ‘jang pi sakolakolianona dong sa’ no go school conj see girl pl part do not go to school just to see girls based on data above, the further explications are as follows. someone x sees someone or something y: someone x lia someone or something y someone x does something to someone or something y because of this, something happened to someone or something x at the same time because of this, something x can see in her/ his mind about y how to map the meaning of “see” in kupang malay | 5 because of this, after this someone or something y feel something good and bad 3.2 ‘loti’ ‘loti’ can be meant ‘see carefully’. it is not only ‘see’ in ordinary way but it is a kind of serious action in perceiving someone or something seriously. the doer ‘loti’ someone or something means s/he focuses of seeing someone or something. some examples of how ‘loti’ is used in kml are as follows. ‘ lotikomangarti’ see conj understand see, so you can understand ‘be su loti dartadi ma son katumujuni’ 1sing modal seeconj time conj no find part part i have tried to see since sometimes ago but (i) haven’t found it yet ‘lu pi loti di galapbekinapa?’ 2 sing go see conj dark conj qw why do you go to see in the darkness? based on data above, the further explications are as follows. someone x sees someone or something y: someone x loti someone or something y someone x does something to someone or something y because of this, someone x can find or understand about someone or something y because of this, after this someone or something y can both be reacted and not reacted because of this, after this someone or something y cannot be said as missing or unclear 3.3 ‘malerok’ ‘malerok’ is a kind of seeing at glance to the right or to the left. this kind of activity has negative meaning in kupang society. when we do it to someone, then s/he might be offended. some examples of how ‘malerok’ is used in kml are as follows. ‘lu malerokapa? son lama be supapokolu’ 2sing see qw no time 1sing prep hit 2sing what are you seeing? i will punch you soon ‘be son baranimalerokpi dia o. 1sing no brave see conj 3sing part. i have no courageous to see her. 6 | david samuel latupeirissa lingual (vol. 6, no.1, 2016) ‘lu malerok pi datangtarussa. son lama mulu pica’ 2singsee go come continue part. no time mouth broken just see around then you will get trouble. ‘betakue. tediamalerokdatangsinitarusna’ 1sing afraid part. part 3sing see come here continue part i am afraid since he is keep looking at me. based on data above, the further explications are as follows. someone x sees someone y someone x maleroksomeone y someone x do something to someone y because of this, someone y will be afraid or angry at someone x 3.4 ‘maloi’ ‘maloi’ is seeing someone or something in secret. this kind of activity means the doer perceives someone or something with eyes, but the one or the thing that is seen is not realized (at least for the first moment). some examples of how ‘maloi’ is used in kml are as follows. ‘inga o, jangsukamaloiorang mandi’ remember part. not like see (spy) someone take a bath remember to not spy someone when she/ he is taking a bath ‘lu pi maloiadabarapaorang di muka do’ 2sing go see qw people conj front part please see how many people (guests) are there in the living room ‘be pi maloiambellewatjandela do’ 1sing go see part manner window part i will go to see through the window based on data above, the further explications are as follows. someone x sees someone or something y: someone x maloisomeone or something y someone x does something to someone or something y because of this, someone x see something to someone or something y because of this, after this someone or something y do not know what x do how to map the meaning of “see” in kupang malay | 7 3.5 ‘pe’emata’ ‘pe’emata’ means someone does not only see in general way, but s/he sees something or someone by opening eyes widely. this kind of seeing has semantic meaning that the doer is angry at somebody or something. some examples of how ‘pe’emata’ is used in kml are as follows. jang pe’elupungmatabagitu. lu kira be taku? do not see 2sing poss eyes det. 2sing think 1sing afraid don’t see like that. do you think i am afraid ? baptuaadape’ematadengkatong.diamsu! 3sing part see conj 1pl. silent part he is seeing us. be silent! bepe’ematadengdong kodong diam 1sing see conj 3pl conj 3pl silent i see them so they are not talking anymore. based on data above, the further explications are as follows. someone x sees someone or something y: someone x pe’emataat someone or something y someone x does something to someone or something y because of this, someone y knows that someone x is angry at y because of this, after this someone or something y might be afraid or get angry iv conclusion based on data analyzed above, the researcher makes some conclusions. first, there are five different lexicons that describes ‘see’in kmlthat means perceiving with eyes. those five lexicons are ‘lia’,‘loti’,‘malerok’, ‘maloi’ and‘pe’emata’.each of them has their own semantic meaning. the semantic meaning can be studied deeply using theory of nsm. next, nsm study describes those kml lexicons as follows: ‘lia’is a natural activity of seeing. ‘loti’ means someone sees someone other or something seriously. ‘malerok’ means someone sees someone other or something at glance from the left or right side of himself/ herself. ‘maloi’ means someone sees someone other or something in secret. ‘pe’emata’ means someone sees someone other or something because she/he is angry at someone/something that she/he sees. references crewell, john w. 2009. research design.qualitative, quantitative, and mixed methods approaches.california: sage publications. inc 8 | david samuel latupeirissa lingual (vol. 6, no.1, 2016) goddard, cliff. 1996. ‘semantic molecule’ in http:/escape.library.uq.edu.au/eserv/uq:12798/goddard_c_als2006. pdf. accessed in august, 30th2015 koroh, lanny.2015. meaningexplications of verb ‘seeing’ in lio language.in injurnallingual: journal of language and culture. number 5, november 2015. denpasar: english department-faculty of artsudayana university. jacob j, charles e. grimes, compilers. 2003. kamuspengantar bahasa kupang: edisikedua. kupang: arthawacana press ___________________ 2010.thenatural semantic metalanguage approach.dalam bernd heine and heikonarrog (eds.) the oxford handbook of linguistic analysis. oxford: oxford university press. 459484 sudipa, i nengah. 2004. makna bawa dalambahasa bali: tinjauanmetabahasasemantikalami. bukuuntuk prof. dr. wayanbawa, dalamwibawa bahasa. 146-152 ___________________ 2013.full-reduplication balinese verbs; a semantic view. injurnallingual: journal of language and culture. number 5, november 2013. denpasar: english department-faculty of arts udayana university. wierzbicka, a. 1996.semantics: primes and universals. oxford: oxford university press lingual: journal of language & culture (volume 9, no.2, november 2017) english department, faculty of arts, udayana university 1 designing and building exercise model of technical english vocabularies using call (computer assisted language learning) yogi widiawati electrical and electronic engineering department, politeknik negeri jakarta yogiwidiawati@yahoo.com abstract the research is aimed to assist and facilitate the students of electrical and electronics department of politeknik negeri jakarta (state polytechnics of jakarta), indonesia, in learning technical english vocabulary. as technical students, they study esp (english for specific purposes) and they find some obstacles in memorizing technical vocabularies which are very important in order to read and understand manual books for laboratory and workshop. some english technical vocabularies among others are “generate”, “pile”, “bench”, et cetera. the research outcome is software which will be beneficial for technical students, especially electrical and electronics students. this software can be used to practice their vocabulary skills, so they will be more skillful and knowledgeable. this software is designed by using the program of rapid e-learning suite version 5.2 and flash cs3. the software practice contains some exercises on reading text and reading comprehension questions and presented with the multiple answers. this software is handy and flexible because students can bring it anywhere and be studied anytime. it is handy because this software is put and saved in cd (compact disc), so the students can take it with them anywhere and anytime they want to learn. in other words, they have flexibility to learn and practice english technical vocabularies. as a result, the students are found one of the ways to overcome their problems of memorizing vocabularies. the product is a kind of software which is easily used and portable so that the students can use the software anywhere and anytime. it consists of 3 (three) sections of exercises. at the end of each exercise, the students are evaluated automatically by looking at the scoring system. these will encourage them to get good score by repeating it again and again. so the technical words are not problem for them. furthermore, the students can practice technical english vocabulary both at home and in the language laboratory by using this software. keywords: esp, english technical vocabulary, software, portable i introduction english subject (especially english for specific purposes) at state polytechnics of jakarta (pnj) requires students to know and understand technical terminologies which are usually used in the workshop or laboratories. teaching esp for students at pnj is given to make students ready to work when graduating, so the knowledge of technical english will be applicable to industrial needs. technical english that the students learn are related with technical vocabularies. in learning technical english, there are some vocabularies that students often use in the workshop or laboratories, especially in the department of electronic and electrical engineering. although this subject is given once a week for about two (2) or three (3) hours, this still encourages students to learn english enthusiastically. they are really aware that english is very crucial for communicating and working. in electrical and electronics engineering department, english subject is given to the students in four semesters. it is divided into general english and technical english. general english is given in semester 5 and 6, meanwhile technical english is given in semester 3 and 4. this division is made due to the needs of students that they have to know the objects or process or experiments that are related with the technical terms, so technical english is given in semester 3 and 4. students get english for specific purposes (esp). this is aimed to make students familiar with objects or experiments done in the workshop. when they move to semester 5 and 6, they need esp which is related with industrial work. this research is done due to the needs of exercises for technical english in order to make students easy to learn and memorize technical vocabularies. it is already proved that multimedia technology eases people to do their papers, reports, study and many more. related with that, computer assisted language learning (call) will make both language teachers and students study the language and improve their skills in more enjoyable environment. based on the explanation above-mentioned, it is important to make the exercise model for english technical vocabularies which are related with objects, process and experiments done in workshop or laboratories. this model will help students, especially students of engineering, not only for students of mailto:yogiwidiawati@yahoo.com 2 | yogi widiawati lingual (vol. 9, no.2, 2017) polytechnics but also technical students in general, so that they can learn and understand technical terminologies easily. the need of this model is becoming primary since english is as foreign language in our country, indonesia. it is not easy for most indonesian to learn english effectively. with this model, learners of english are assisted to study in more and flexible way. frankly speaking, there is no such model found in the bookstores in indonesia. consequently learners of english in indonesia find difficulties to learn vocabularies. the product of this research is very fruitful to fulfill such needs. the result of this research is a kind of software which is easy useable and portable to be carried out everywhere. by making use of technology development, like computer, learners find the solution to their problem. they are easily able to open and practice the vocabularies, like an old saying says practice makes perfect. ii materials and method there are so many ways to learn english vocabularies in order to make learners easy to remember. among others are repetition exercises, using picture dictionary, using definitions or descriptions, and using real objects (hutchinson and allan, 1987). these old ways are mostly used by language teachers to teach their students in order to comprehend the topics taught. these also depend on the creativity of teachers to make teaching aids. unfortunately lecturers of english at state polytechnics find difficulties to drill students on technical vocabularies. those vocabularies are related with technical workshop and laboratories (louis, 1985). these vocabularies are rarely used in daily conversation or sometimes they have different meaning if we see in general dictionary. for example, there is an object in the workshop called bench, it may mean long wooden seat placed in public garden (oxford dictionary, fourth edition). meanwhile in technical terminology (english for engineering, 1987) or it means work table used in the workshop or laboratory. these meanings may make students confused. therefore students need to be taught meaning of words related with engineering. other words related with technical terminology are connected with the topics, such as: describing tools and instruments, describing process, reading math and formulae, reading graphs and table, shapes and angles, and properties of engineering materials. john m. davies (communication for engineering students, 1996) says that multimedia will help someone learn english faster, so she/he easily understands difficult words. moreover, he says that this is one of the effective ways to help teachers teach and explain english subject to their student. computer assisted language learning (call) has been popular among language researchers since 1990s. the similar research was done by two researchers from china, ming-tsan lu and chi ying wu who made the paper and product entitled: “the effects of call in grammar classroom” (2009). they invented this software to facilitate for english teachers to teach grammar more enjoyable and fun. l2 students will not get frustrated when learning grammar of english. in developing the instrument, the research is used some software, such as: rapid e-learning and flash cs3. rapid e-learning is often used to make programs, in this case for making questions for english exercises. this program was launched in 2009 is used for making interactive learning. it is also used to integrate multimedia, interactive quiz, dynamic screen casts, and streaming video with text. meanwhile flash cs3 is used for a kind of animation program and to produce sound in order to make the tool more attractive to see and make other web components to be easily integrated to the video application. based on the previous invention, i was motivated to make similar software which would motivate students to learn technical vocabularies in engineering because sometimes students face difficulties when working with technical objects in the workshop. this research was done in the campus of state polytechnics of jakarta (pnj). this had been done for eight months with four (5) steps. those are (1) planning, (2) analyzing related materials, (3) designing the exercise model, (4) implementation, and (5) evaluation. the first step is planning. in this step, i collect vocabularies for engineering used in the module of the workshop in electrical and electronics engineering department. based on this, choosing and then determining the appropriate software for the module is the toughest job in this step. then animation (like pictures and sound) will support the software and make it more attractive. the second step is to analyze related materials (the exercises) which are taken from several technical english book, then categorize them based on the topics in order to get module according to what we need. designing and building exercise model of technical english vocabularies using call (computer assisted language learning) | 3 the next step is to design the software. this is a very challenging job where each of the materials is analyzed in order to fit with the design. based on the topics, the materials are identified and then the design is made. the models of exercises are chosen based on the degree of difficulties. the fourth is to implement what we have collect and put them into multimedia. the most important thing in this step is to make the teaching module and question-answer go smoothly. eventually, those exercises are evaluated in order to gain the wanted module according to the target or goal. iii results and discussion 3.1 implementation of the exercise model this software consists of three (3) kinds of exercises. as a learner opens the software, there is a display of subject title. then for the next display, a learner can type his/her name and student number to start the exercise program. the first module contains 50 multiple-choice questions which a learner can answer a, b. c or d by clicking the letter for the correct answer. if the answer is correct, there will be the blue-color sign and the clapping-hand sound, meanwhile the red-color sign and the sound of sorry for the false answer. the sound is given here to give positive impact to the learner’s emotion. although she/he makes mistakes for the answer, she/he will be entertained by the sound. this way will motivate students to learn. in other words, this exercise model will make student study vocabularies naturally without being pressure because she/he can study vocabularies more fun. at the end of this exercise, there will be evaluation what score she/he gets after doing each exercise. for the second exercise, a learner is given incomplete picture of crt (cathode ray tube). in this exercise, a learner must complete the names of part of crt. the evaluation and scoring system are similar with the first exercise. the last exercise is reading text. the reading text is incomplete. a learner must complete it by choosing with the words given. a learner must be very careful to choose the appropriate word, whether it is a verb, a noun, or an adjective in order to make this text perfect. as usual, there will be evaluation at last, similar with the first and the second ones. with this kind of exercise, a learner can practice and memorize technical words without pressure. this will also give positive impression to the learners of english that understanding vocabularies is not difficult as they think. the followings are the screenshots of the exercise model that appear in the menu, starting with the opening and then followed by exercises. figure 1. opening menu when students open the software, the menu will appear like it is shown in figure 1. students will wait for a few seconds till another picture will appear (look at figure 2). figure 2. starting menu 4 | yogi widiawati lingual (vol. 9, no.2, 2017) when students start the program, students must fill out the form their names and their passwords. they wait for a few seconds, and then it will continue to another screen. figure 3. typing out the form then the screen moves to next screen, that is introduction of the reading text (figure 3-5). it is guidance for students how to follow the program. furthermore, it explains what is the program about, how many questions will be and what kind of score students will get. after students finish reading guidance, they will come to the reading text. after they finish reading, they can click ‘next’ button. figure 4. introduction – reading text (1) figure 5. introduction – reading text (2) figure 6. answering question – reading what other important thing about this exercise model is to test students’ attitude toward it. this part is testing students’ attitude whether they are confident with their answer or not. they must click two options before they move to the next screen (figure 6). designing and building exercise model of technical english vocabularies using call (computer assisted language learning) | 5 figure 7. false answer indicated by red color if students fail to choose the right answer, the red indicator will light up (figure 7). it means that they get wrong answer. there are three options to be chosen which are at the bottom of the screen. they are ‘previous question’ button, ‘next question’ button, and ‘next’ button. students are free to choose them. by using this way, students have enjoyable studying environment. they are not threatened, although they fail to answer the questions. figure 8. right answer on the other hand, if students get right answer, there will be a notification of appreciation that they have answered correctly (figure 8). this will motivate students to work better and better again. figure 9. final score when students have finished all the exercises in this program, the score will be shown in the screen (figure 9). besides the score which is announced, there is a description how many correct and false answer that students get. moreover, students will know in what rank they get. they can repeat this exercise model independently till they are satisfied with the score. iv conclusion this interactive model for practicing technical vocabularies has been implemented in two english classes at electrical and engineering department. from the try-out program, most students got improved in reading skill, especially related with guessing the meaning of difficult vocabularies. furthermore, students got better enthusiasm in learning technical english than using the old ways of teaching, such as: repetition and memorizing. this has shown that mental attitude students are getting improved positively. this software has shown that it motivates both teachers and students to practice more often. it can be done in the classroom or outside classroom independently. so learning a foreign language will be fun and enjoyable. 6 | yogi widiawati lingual (vol. 9, no.2, 2017) it is also hoped that this software will give fruitful contribution in educational system in general, especially in indonesia where english is still considered as a foreign language. since this exercise model is relatively new in indonesia, it will be sold commercially in the future. references john, davies. 1996. communication for engineering students. london. longman group limited hutchinson, tom and allan. 1987. english for specific purposes: a learning centre approach. cambridge university press louis, trimble. 1985. english for science and technology. cambridge. cambridge university press miarso, yusufhadi. 2004. menyemai benih teknologi pendidikan. pustekom-diknas. jakarta sunyoto, adi. 2010. adobe flash-xml=rich multimedia application. andi offset yogyakarta http://www.sameshow.com/e-learning-suite.html downloaded 26 october 2010 lingual: journal of language & culture (volume 9, no.2, november 2017) english department, faculty of arts, udayana university 7 the procedure applied in translating jargon in english parliamentary debating into indonesian ni luh putu krisnawati english department, faculty of arts, udayana university putu_krisnawati@gmail.com abstract at present, competition regarding english debating is a common thing. all countries are competing in the world debating competition either for high school or university level. the spread of this “popular culture” has made other country to adopt the english debating system and translate that system into their native language. however it cannot be denied that there are also many jargons that need to be translated into the native language without changing the meaning. this research is focused on the jargons of the english parliamentary debating and its translation into indonesia. the aims of this study are to identify the jargons in english parliamentary debating and its equivalence in indonesia and also to know the procedures used in translating the jargons in english parliamentary debating into indonesia. the theory used for this study is the theory proposed by peter newmark (1988) regarding the procedure of translation. the findings shows that they are five procedure of translation used in translating the jargons of english parliamentary debating into indonesia namely literal translation, functional equivalent, couplets, transference, and naturalization. keywords: translation, english parliamentary debating, translation procedure i introduction at present, english parliamentary debating has become a popular culture among students in high school or university level. through debating, students are not only required to be an educated generation but also master the problem-solving abilities. debate culture is able to bridge the exchange of views between one another peacefully without involving any physical confrontation in it. furthermore, a qualified debate culture will be able to bring and encourage people to think systematically and to use all their minds to compare their views and to provide enormous opportunities for concrete and rational solutions to problems. thus, debating bring a positive atmosphere to promote peace and deliberation. the importance of english parliamentary debating system has made the minister of education in indonesia aware to adopt the system and make a debating competition in bahasa indonesia known as lomba debat bahasa indonesia (ldbi). the rules and jargon from english parliamentary system are translated into indonesia. jargon is a collection of words or specific terms used by a group of people, in which the words are only understand by those who joined the group (fromkim and rodman, 1979). based on the above explanation, this study analyzes the jargons used in english parliamentary debating and its equivalence into indonesia and also to know the procedure used to translate those jargons. ii materials and method 2.1 translation procedure according to newmark (1988:81) translation procedure are the ways used by the translator for translating sl (words, phrase, terminologies, text) into tl. they are eighteen procedure proposed by newmark, they are: 1. transference is the translations process of transferring the foreign word from sl to tl without any change at all. 2. naturalization is the translations procedure that adapts the sl word first to the normal pronunciation and then to the normal morphology. 3. cultural equivalent is the translation procedure in translating a cultural word in the sl with a tl cultural word. 4. functional equivalent is the translation procedure that translates a word in the sl with a functional equivalent tl words. this procedure is applied for cultural words that require the use of culture-free word or sometimes with a new specific term. 5. descriptive equivalent is the translation procedure that uses description in translating sl to tl. mailto:putu_krisnawati@gmail.com the procedure applied in translating jargon in english parliamentary debating into indonesian | 35 6. synonymy is the translation procedure that uses word in sl which has the nearest equivalent in the tl. 7. through translation is the translation procedure for translating common collocations, names of organizations, the components of compounds and phrases. 8. transposition is a translation procedure involving a change in the grammar form sl to tl. 9. modulation is the translation procedure which changes the point of view from the sl to the tl. 10. recognized translation is the translation procedure that translates the accepted translation of any institutional term. 11. reduction and expansion is translation procedure used by the translator to add or omit elements in translation. 12. paraphrase is the translation procedure whereby the translator replaces a word in the sl by a group of words or an expression in the tl. 13. literal translation is translating the sl to the tl by word per word technique. normally, literal translation should be used only when they are already recognized terms. 14. couplet is a translation procedure that uses more than one procedure to deal with single problem. 15. compensation is a translation procedure whereby the translator solves the problem of aspects of the sl that cannot take the same form in the tl by replacing then aspects with other elements or forms in the sl. 16. note is the translation procedure that inserts additional information a translator may have to add to his version of tl from sl. 17. componential analysis is the translation procedure that comperes a sl word with a tl word which has a similar meaning but it is not an obvious equivalent by demonstrating first their common and then their differing sense components. 18. generalization and particularization is the translation procedure which translate the sl to tl either to have more general or specific meaning. 2.2 the concept of jargon jargon is defined as technical words in a particular field of knowledge used by a particular group of people, but the words are not confidential. jargon is formed because of certain communities or groups that combine multiple languages to form a new language (keraf, 2001: 24). the use of jargon is very limited and often cannot be understood by the general public or society outside the group. 2.3 research method bogdan and taylor (1975) define a qualitative methodology as a research procedure that produces descriptive data in the form of written words. therefore, this research is a qualitative descriptive research by using data in the form of translated text. the data source of this study was taken from the guideline book on debating for nsdc (national school debating competition) and ldbi (lomba debat bahasa indonesia) issued by the minister of education and culture the republic of indonesia. the data were collected by identifying and note taking the jargons in english parliamentary debating and its translation into indonesia. then the collected data were compered to find the meaning of the jargons in sl and tl. lastly, the data were analyzed by using the theory proposed about peter newmark (1988) in order to know the procedure used in translating the jargons. iii results and discussion data 1 sl : adjudicator tl : juri in data 1 above, the sl word adjudicator is translated into the word juri in the tl. adjudicator and juri both have the same meaning that is a person who judges a debate competition and gives a critical evaluation, resulting in the reward of marks. the procedure used to translate the jargon is literal translation because the sl word is recognized in the tl. data 2 36 | ni luh putu krisnawati lingual (vol. 8, no.1, 2017) sl : n1 tl : n1 in data 2, the jargon n1 in the sl is translated into n1 in the tl by means of transference procedure because there is no term for n1 in indonesian. n1 in the sl means a prospective adjudicator provide by the team joining a debate competition and must join the adjudicator accreditation to know their quality of assessing a debate. data 3 sl : best speaker tl : pembicara terbaik the jargon best speaker in the sl means the debater with the highest score in terms of manner, matter and method that comes from any team competing in the debate competition. the tl jargon pembicara terbaik also have the same meaning as the jargon in the sl that is a debater with the highest speaker points. since the jargon in the sl is known in the tl the translation procedure applied is literal translation. data 4 sl : impromptu motion tl : mosi impromptu data 4 above uses the couplets procedure in translating the jargon from sl to tl, namely transference and literal translation. transference is applied in translating the word impromptu which means done without being planned or organized and literal translation is applied in translating the word motion in the tl into mosi in the sl, which both tl and sl means a statement, idea or policy that is disputed. therefore both the sl and tl jargon have the meaning that is debating a statement, idea or policy without being planned. data 5 sl : reply tl : pidato kesimpulan in data 5, the sl jargon reply is translated into pidato kesimpulan in tl. reply in the tl means a speech that is intended to review major issues of the debate, showing both team positions and proving why your team’s arguments are superior. in tl pidato kesimpulan also have the same meaning as the sl word. the translation procedure used is functional equivalent since both sl and tl have the same function in a debate competition. data 6 sl : motions tl : mosi in the data 6, literal translation is applied in translating the word motion in the tl into mosi in the sl, which both tl and sl means a statement, idea or policy that is disputed in a debate competition by both the proposition and opposition team. data 7 sl : time keeper tl : time keeper the jargon time keeper in sl is translated by using transference procedure in the tl into also time keeper. the sl jargon is being transferred directly to the tl without any changes or known as pure borrowing. both the sl and tl jargon have the same meaning that is a person who is responsible for keeping the time during a debate, times how long a speaker deliver their speech during a debate and also giving signals by ringing a bell or clipping to show the time starts or ends. data 8 sl : chairperson tl : chairperson the procedure applied in translating jargon in english parliamentary debating into indonesian | 37 both the jargon in the sl and the tl have the same meaning that is a person who presides over a meeting, in the case of debating competition a chairperson will open the debate, explain the rules in conducting a debate, and introduce the speakers of both team. the procedure used to translate the sl to tl is the transference procedure because it takes the foreign terms without any change. data 9 sl : tabulator tl : tabulator in data 9 above, the jargon tabulator in sl is transferred directly without any change in the tl into tabulator too, therefore the procedure of translation used is transference. both the sl and tl jargon for tabulator have the same meaning that is a person who is responsible to input the scores of all speaker and team. data 10 sl : tabulation tl : tabulasi naturalization procedure is applied in translating the sl word tabulation into tabulasi in the tl because it adapts the word in the sl into the normal word in the tl in terms of morphology and pronunciation. both the sl and tl jargon have the same meaning that is the results from a tournament stating everyone's scores and team and individual rankings. data 11 sl : chief adjudicator tl : ketua dewan juri in sl the jargon chief adjudicator is the person who is responsible the set the motion for the debating competition, organizing the adjudicator pool and resolve any judging dispute during the debate. in the tl, ketua dewan juri also have the same function as chief adjudicator in the sl. since chief adjudicator in sl in a word recognized in the tl as ketua dewan juri, thus the translation procedure applied is the literal translation. data 12 sl : invited adjudicator tl : juri undangan both the jargon in data 12 above has the same meaning that is a judge that is being invited by the chief adjudicator to adjudicate a debate competition that are very experienced in debating or a former excellent debater and comes from different education background. the translation procedure the used to translate the jargon in sl to tl is literal translation because it is a known concept in the tl culture. data 13 sl : victory point tl : poin kemenangan the sl word victory point is translated into poin kemenangan in the tl. both the sl and tl jargon have the same meaning that is the number of victory earned by a team in the preliminary round. literal translation is applied for the procedure because the sl term is known in the tl. data 14 sl : margin tl : marjin margin is translated into marjin in indonesia. both the sl and tl have the same meaning that is the amount of score which differ from one team to another. the translation procedure applied is the naturalization because it adapts the sl to the normal pronunciation in the tl. data 15 sl : chair tl : chair 38 | ni luh putu krisnawati lingual (vol. 8, no.1, 2017) in data 15 above, the translation procedure to translate the sl jargon chair into the tl jargon chair is the transference procedure since the word in sl is transferred directly to tl without any changes. the jargon chair in debating means an adjudicator who is responsible for the panel of adjudicator and trainee, run the discussion between the adjudicators after the time is over, fill in the ballot, decide the winner of the debate, announce the results and provide verbal assessment. data 16 sl : panel tl : panel in data 16 above, the jargon panel in the sl is translated also into panel in the tl, thus the translation procedure applied in the transference procedure since the word in sl is being transfer directly to the tl without any changes. the jargon panel means an adjudicator that has been accredited and fulfills a satisfactory mark from the chief adjudicator. panels are allowed to give suggestion to the chair but not allowed to make any decision regarding the winner in a debate. data 17 sl : trainee tl : trainee transference procedure is applied in translating the jargon trainee in sl into trainee in tl since the sl is transferred directly into the tl without any change. both the sl and tl jargon have the same meaning, a trainee is an adjudicator that has been accredited but do not fulfill a satisfactory mark to be a panel adjudicator. trainees only observe and take notes about the debate. data 18 sl : points of information tl : interupsi in data 18, the sl jargon points of information is an interjection offered to the speaker by a member of the opposite team, signaled by standing up and making a noise of some sort, it can be in the form of asking a question or contributing n information. it has the same function as the act of interrupting. thus, the sl jargon is translated into interupsi (interruption) in the tl because when someone is conducting an interruption in the meeting they will perform the same action and body language as doing points of information. since the functions of the word are the same, the translation procedure applied is functional equivalent. data 19 sl : swing team tl : swing team the jargon swing team in sl is also translated into swing team in the tl, thus it can be said that the translation procedure used is transference because the sl word is borrowed directly into the tl. therefore, the sl and tl have the same meaning that is a team that is not eligible to break, but has instead been inserted into the competition to ensure that the total number of team is even. data 20 sl : rebuttal tl : sanggahan in data 20 above, the jargon in sl rebuttal is translated into sanggahan in tl. the jargon in sl is a known concept in the tl since it has the same meaning that is explaining and proofing that your opponent’s arguments are wrong. therefore the translation procedure used in translating the sl to tl is literal translation. iv conclusion from the above findings and discussion, it can be concluded that the procedure applied in translating the jargon of english parliamentary debating into indonesian are literal translation, functional equivalent, couplets, transference, and naturalization. the procedure applied in translating jargon in english parliamentary debating into indonesian | 39 references bogdan and taylor, 1975 in j. moleong, lexy 1989. metodologi penelitian kualitatif. badung: ramadja karya. fromkin, victoria and robert, r. 1993. an introduction to language. usa: harcourt brace jovanovich college publishers. kementrian pendidikan dan kebudayaan republik indonesia. 2017. pedoman pelaksanaan lomba debat bahasa indonesia. jakarta: kementrian pendidikan dan kebudayaan republik indonesia. kementrian pendidikan dan kebudayaan republik indonesia. 2017. pedoman pelaksanaan national school debating championship. jakarta: kementrian pendidikan dan kebudayaan republik indonesia. keraf, gorys. 2001. diksi dan gaya bahasa. badung: gramedia pustaka utama. newmark, peter. 1988. a textbook of translation. new york: prentice hall. transposition in garuda magazine’s: english-indonesian translation gusti ayu oka cahya dewi, i nengah sudipa master of linguistics program, udayana university aiudewi24@gmail.com , nengahsudipa@yahoo.co.id abstract the aims of this study are at (1) identifying methods of procedures mostly used and (2) describing the reasons why the data belongs to those procedures occurring in the two bilingual articles of garuda magazine. the data was collected by note taking and comparing techniques. the classification method for translation proposed by vinay and darbelnet (in venuti) was used to analyze the collected data. based on the analysis, four procedures were found in translation, those are: transposition, modulation, borrowing and literal translation. the result showed that method of transposition (17 data) was mostly applied in the article, due to the pursuit to achieve a closest natural equivalent. therefore, such procedure cannot be avoided in translation. keywords: transposition, modulation, garuda magazine. i introduction recently, translation process is very essential to be discussed because it involves two languages. translation can be defined as the replacement of the textual material in one language (the source language) by equivalent textual material in another language (the target language) (catford, 1965:20). vinay and dalbernet (1958) states that equivalence refers to cases where languages describe the same situation by different stylistic or structural means. however, when the form in source language has a new form or different form in the target language, it is called a shift. translation cannot be separated from the matter of equivalence. it is because in the process of transferring meaning from source language (sl) into target language (tl), occurrences of different product of translation are mostly aligned to the number of translator conducting it. when people write, the amount of information included in the text will depend on the amount of shared information that already exists between the writer and the reader. the application therefore requires referential, organizational, and situational meaning within the information that should be considered (larson, 1998:43). translation is done by going from the form of the first language to the form of a second language by way of semantics structure. it is the meaning that is being transferred and must be held constant; only the form changes. it can be explicitly stated that any translating is intended to have the closest natural equivalent. in translating a language into another language, the form of expressed meaning might be different. understanding meanings of words in a text becomes vital in translation, because meanings are the kingpin of translation study. without understanding the meaning of a text to be translated for the second language users, the translator would be hopelessly lost. furthermore, larson (1998:10) states that there are no languages in the world having exactly the same system even though they belong to the same language family. it is an undeniable fact that translating is possible due to the language universal. it is proven that many books have been translated into various languages. one of them is an english indonesian magazine entitled garuda magazine. garuda magazine is one of indonesian’s leading english language publishing. since this magazine is a kind of advertisement media, the language used contains a lot of complex grammatical, syntactical constructions and certain lexical items that cannot be easily translated. therefore, it is very interesting to analyze the shift of translation from english into indonesian in this magazine. it is important for a translator to know that advertisement language has its distinctive characteristics such as word-building structure and lexical concepts, which are unknown in the source language. in addition, it is also important to realize that one word or phrase in one language can be expressed in another either by changing its grammatical category or by changing its point of view for intelligibility. the methodology of translation used in this study is the theory proposed by vinay and darbelnet (in venuti, 2000). they proposed seven types of procedures in translation, namely: borrowing, calque, literal, transposition, modulation, equivalence and adaptation. the aims of this mailto:aiudewi24@gmail.com mailto:nengahsudipa@yahoo.co.id 16 | gusti ayu oka cahya dewi, i nengah sudipa lingual (vol. 8, no.1, 2017) study are to identify which method of procedures were mostly used in this magazine as well as to describe the reasons why the data belongs to those procedures. ii materials and methods the data were taken from a magazine created especially for the customers of garuda indonesia airlines. this magazine was made as a gift and to show the appreciation of garuda indonesia airlines to their faithful costumers. in this magazine, the topic is presented in both english and indonesian language, which is a good source in translation study. this article picked two bilingual texts to be analysed. the first text entitled it’s all about the beach and the second text entitled sound of the sasando. there are two reasons why these data were chosen. firstly, as an expository text the advertisement language is used to inform and to persuade people in order to make them amazed of something (place, thing, culture, etc.), as well as describing something new. secondly, it is because the second text describes more on culture that there must be ways of how to translate it in order to produce the text as closest equivalent as possible. the data were collected by note taking. first, the lexical items that indicated containing the forms of methods or procedures of translation were observed. at the same time, the target language text was compared to make sure that they were equivalent too. second, the data that have been observed then note down by listed every sentence which data belongs to each procedure by classifying those data. however, not all of the data were analysed. a descriptive qualitative method was used to analyse the translations product.. iii results and discussion 3.1 transposition 3.1.1 structural shift (3-1) sl : ...that offer tourists some simply stunning panoramas. tl : ...yang menyuguhkan panorama menawan. from the text in the source language above, it is found that stunning panoramas in the source language was translated into panorama menawan. it is clear that the source language has different structure from the target language. the stunning panoramas in source language has modifier in front of head, while in target language the modifier occurred after head. (3-2) sl : the sasando is an indigenous stringed instrument.... tl : sasando mewakili kecintaan dan keterampilan masyarakat pulau rote dalam bermain alat musik petik. the text above shows that the source language has different structure from the target language. in source language, stringed instrument was translated into alat musik petik. the source language phrasal structure is made up of a modifier followed by a head, and in the target language the head is followed by the modifier. 3.1.2 unit shift (3-3) sl : expanses of pure white sand fuse... tl : hamparan pasir putih yang berkilau terasa sangat padu... the text above shows that the unit shift in translation shows change of rank. the word fuse in source language was translated into sangat padu in target language. it shows that there was a shift from a low to a high unit, as a result from the fact that the target language has more meaning components than the source language. (3-4) sl : almost any local event would feel incomplete...(second sentence on the second text) tl : setiap acara rasanya belum lengkap...(second sentence on the second text) the text on the bold type above shows that there was a change of rank between source language into target language. the changes called shift from a low to a high unit results from the fact that the target language has less meaning components than the source language. transposition in garuda magazine’s: english-indonesian translation | 17 3.1.3 category shift (3-5) sl : as the island boasts an abundance... tl : mengingat pulau rote kaya akan... from the text above, it is seen that the source language has different class word from the target language. the word an abundance is a noun in the source language and was translated into kaya in the target language, kaya is an adjective in this case. therefore, there is a shift in the word class. (3-6) sl : almost any local event would feel incomplete without a musical accompaniment... tl : setiap acara rasanya belum lengkap kalau tak diiringi.... from the data above, it is seen that the source language has different word class from the target language. the word accompaniment is a noun in the source language and was translated into diiringi in the target language, where diiringi belongs to the verb. therefore, there was a change in the word class. 3.2 modulation (3-7) sl : expanses of pure white sand... tl : hamparan pasir putih yang berkilau... from the text above, found that the source language was literally different from the target language. the phrase pure white sand was translated into pasir putih yang berkilau, there is a change in point of view from lexical and structural. the modulation which is used in this data is lexical dance, where the process of translation is from implicit to explicit meaning. pure was translated into berkilau, in this case it introduces a new mode of expression. (3-8) sl : ...and the exotic stretches of coastlines... tl : ...menggambarkan eksotisme pantai-pantai... from the data above shows that the translation between the source language into the target language was different. the word coastlines was translated into pantai-pantai. this is a kind of modulation in the lexical loose or looseness of meaning. the explicit information was made implicit by changing the view point. (3-9) sl : almost any local event would feel incomplete without a musical accompanimet from this fine instrument. tl : setiap acara rasanya belum lengkap kalau tak diiringi alat musik tradisional. as it can be seen on the data above, it shows that there is a change in point of view because the source language was literally different from the target language. the phrase fine instrument was translated into alat musik tradisional, when translated literally, fine is translated into baik while in this context was translated into tradisional which is equivalent in the target language culture. therefore, it introduces a new mode of expression. (3-10) sl : the best way to experience a performance that includes this iconic instrument is by attending a traditional rote ceremony such as a wedding. tl : cara terbaik untuk melihatnya unjuk diri adalah dengan mendatangi upacara adat atau pesta perkawinan masyarakat rote. based on the data above, it shows that the translation between the source language into the target language was different. the word a traditional rote ceremony was translated into upacara adat. this is a kind of modulation in the lexical loose or looseness of meaning. the explicit information was made implicit by changing the view point. 3.3 borrowing (3-11) sl : ...and the exotic stretches of the coastlines found on islands... tl : yang tepat untuk menggambarkan eksotisme pantai-pantai di pulau rote... based on the data above, it can be said that there is a borrowing procedure used in this process of translation. borrowing is the simplest method of all translation methods. exotic in the source language was translated into eksotis in the target text; this means that the borrowing used is a natural borrowing, 18 | gusti ayu oka cahya dewi, i nengah sudipa lingual (vol. 8, no.1, 2017) because it requires pronunciation adjustment of the word borrowed by natural pronunciation in target language. (3-12) sl : ...the island boasts an abundance of beautiful beaches that offer tourists some simply stunning panoramas. tl : ...kaya akan wisata pantai yang menyuguhkan panorama menawan. based on the data above, panoramas that was translated into panorama shows a borrowing procedure in this process of translation. this kind of borrowing is pure borrowing because it refers to borrowing of word or expression of source language totally without any adjustment of pronunciation. therefore, from the source text and the target text, it can be said that there is no change in the form and in the meaning, so that the equivalence of meaning is still there. (3-13) sl : ...who accidentally discovered an alternative use for the area’s lontar tl : ... yang secara tak sengaja menemukan fungsi lain dari daun lontar from the data above, it can be seen that there is a borrowing technique used in this translating process. the kind of borrowing used is a pure borrowing because the expression used was totally the same from source language into target language without any adjustment of pronunciation. 3.4 literal translation (3-14) sl : expanses of pure white sand fuse with the shimmering blue sea tl : hamparan pasir putih yang berkilau terasa sangat padu dengan birunya laut from the data above, it can be seen that there is a literal translation procedure, which was applied on the translation text. literal or word for word translation is the direct transfer of a source language text into grammatically and idiomatically appropriate. as can be seen on the text, the source language and the target language was directly transferred. iv conclusion from the foregoing analysis it can be concluded that in this study there are four major types found on the data. the procedure of translation that mostly used in this data is by applying transposition method, which found 17 data. transposition is the shift of word class as a change of grammatical category as a result of the two different linguistic systems and cultures. furthermore, the second procedure is modulation, which found 16 data. modulation is the change in point of view or in cognitive category as a consequence of the translator’s preference to make the translation have effect on its intended reader. after that, the other procedures are borrowing and literal translation; each contains 4 data for borrowing and 1 data for literal translation. borrowing is a technique of translation used by a translator to borrow a word or expression of the source language. in addition, literal translation is the direct transfer of a source language text into a grammatically and idiomatically appropriate target language. references catford, j.c. 1965. a linguistic theory of translation. london: oxford university press. garuda magazine. 2012. insight itinerary: 8 reasons to visit rote. article entitled it’s all about the beach and sound of the sasando: garuda indonesia jayantini, i gusti agung sri rwa (2016). the art of translating: theory and analysis. denpasar: cakra press. larson, m.l. 1998. meaning based translation: a guide to cross language equivalence. lanham: university press of america. venuty, lawrance. 2000. the translation studies reader. new york: routledge. vinay and darbelnet, 1958. methodology of translation in venuty, lawrance 2000. london bridge. transposition in garuda magazine’s: english-indonesian translation | 19 appendices text 1 1. transposition no source language target language analysis 1 white sand pasir putih structure shift 2 stunning panoramas panorama menawan structure shift 3 surprising mengherankan class shift (adj-v) 4 an abundance kaya class shift (n-adj) 5 fuse sangat padu unit shift 6 ever see sinonim unit shift 2. modulation no source language target language analysis 1 stunning panoramas panorama menawan lexical dance 2 pure white sand pasir putih yang berkilau lexical dance 3 an abundance kaya lexical dance 4 beautiful beaches wisata pantai lexical dance 5 don’t make it over minimnya looseness of meaning 6 coastlines pantai-pantai looseness of meaning 7 stretches menggambarkan lexical dance 8 ever see sinonim lexical dance 3. borrowing no source language target language analysis 1 exotic eksotis natural borrowing 2 panoramas panorama pure borrowing 4. literal no source language target language analysis 1 blue see birunya laut direct transfer 20 | gusti ayu oka cahya dewi, i nengah sudipa lingual (vol. 8, no.1, 2017) text 2 1. transposition no source language target language analysis 1 stringed instrument alat musik petik structure shift 2 local event acara unit shift 3 accompaniment diiringi class shift (n-adj) 4 rote community masyarakat pulau rote structure shift 5 incomplete belum lengkap unit shift 6 without kalau tak unit shift 7 shepherds gembala ternak unit shift 8 accidently tak sengaja unit shift 9 an alternative use fungsi lain structure 10 lontar palm leaves daun lontar structure 11 performance unjuk diri unit shift 2. modulation no source language target language analysis 1 fine instrument alat musik tradisional lexical dance 2 a traditional rote ceremony upacara adat looseness of meaning 3 rote community masyarakat pulau rote lexical dance 4 encapsulates mewakili lexical dance 5 without kalau tak lexical dance 6 having started berawal dari lexical dance 7 envolved with the time bermetamorfosa looseness of meaning 8 to experience untuk melihat looseness of meaning 3. borrowing no source language target language analysis 1 lontar lontar pure borrowing 2 sasando sasando pure borrowing ngalap in balinese: a natural semantic metalanguage approach i wayan suryasa universitas halu oleo iwayansuryasa@gmail.com abstract the research was intended to describe the meaning for producing the study that was postulated approach of natural semantic. in term of, one form for one meaning and one meaning revealed in a lexicon. this study was qualitative research that the data was anaction verb in balinese language, it was “ngalap”pick. there were some lexicon to express the meaning of “pick”, those were ngancuk, ngotek, ngilit related to the high place of an entity, related to the low place can be expressed by ngilut, ngempok, mikpik, ngangap, and each lexicons have their meaning in expression. it could be thoroughly analyzed by natural semantic metalanguage (nsm) theory. the unique findings shown by the instrument that used to do something, a juan was used to lexicons;ngancuk, ngotek, and ngilit, and hands was to do ngilut, ngempok, mikpik, ngangap. it meant, those lexicons used to express meaning in taking hold of something and move it. the entity was the high and low places. keywords: balinese language, ngalap, metalanguage. i introduction philosophically, nsm theory combines the philosophical and logical tradition in the study of meaning with typological approach to the study of language, and with broadly based empirical cross-linguistic investigation (wierzbicka, 1996: 23). based on morphological typology, balinese language is categorized as agglutination because it has many affixes and particularly it consist of morphemes combination that was able to be separated each other. the other hands, it is to show incorporation typology characteristics. due to have a unique meaning in a verb itself such as reflective and reciprocal. in phenomenal, commonly, balinese language is one of native languages in bali society. in order to see from national language politic, it is one of major local language in indonesia because the native speaker more than one million and has a writing tradition. it is not only as a major, however also has a unique itself. the unique is to reflect bali society existence that known of social stratification system. linguistics is the study of the human ability to produce and interpret language in speaking, writing and signing (for the deaf). all languages and all varieties of every language constitute potential data for linguistic research, as do relationship between them and the relations and structures of their components (allan, 2016: 1). empirically, every language comes with a lexicon-loosely equivalent to the vocabulary of that language (allan, 2016: 3). a verb is one of lexicon prime categories in language (givon, 1984: 51). thus, a verb can be as entity from mailto:iwayansuryasa@gmail.com 2 | i wayan suryasa lingual (vol. 6, no.1, 2016) events therefore, verb category is motivated semantically by events. as an events, it is to implicate a change that happens in time of context. nsm theory is as semantic analysis approach that is relatively modern and is able to give meaning analysis result that adequate (sudipa, 2015: 272). in term of this caused technically of explication, the result of meaning analysis toward a language has approached semantic studies postulate that stated one form for one meaning and one meaning for one form. however, a lexicon is able to express one meaning or one meaning is expressed by a lexicon. it will avoid misunderstanding to ambiguity meaning of a lexicon. ii materials and method 2.1 materials the materials of this article were taken from the data dealing with balinese action verb implies the meaningof ngalap. the data was provided by giving some sample in sentence that taken from satua bali. as well, it was explained more by picture that researcher taken directly in the park. 2.2 the technique of collecting data the data was collected from oral and written text sources, as well as, taking some photos directly. the oral one was collected by direct participation when the fruit season happened, the technique of observation and note-taking was applied in this study. next, the written text was taken from satua baliin order to show the meaning in context. 2.3 the technique of analyzing data the collected data was further analyzed by metalanguage approach. the language which a linguist uses to describe and analyzed the object is called the metalanguage.it follows the linguist study language as an expression of and vehicle for social interaction (allan, 2016: 1) a metalanguage is merely another language, often an artificial and not a natural one. one important practical constrain on a metalanguage is that mostly it needs to be understood by human being who normally communicate in a natural language of which they have fluent command. the basic requirement for metalanguage is to satisfaction communicate the meaning from: entity, process, result, instruments, and emotional state (wierzbicka, 1996: 112). the meaning of ngalap in balinese underwent the metalanguage analysis, especially, verb: ngalap in order to reveal the implying meaning cultural-value in such both verbs. givon (1984) divides verbs into three broad classifications namely; state verb, process verb, and action verb. the action verb, particularly, comes from act by someone or something in which pick included. the mapping of this verb is done by explication of english sematic primitives. the action predicate (d0) opens, universally, an agent slot. the possibility of yet another valency option for do, namely, an instrument options do with; someone did something with something. do has two alternative pattern, a and b; (a) x did something (b) x ngalap in balinese: a natural semantic metalanguage approach | 3 did something to y, the element happen, too, has alternative patterns c and d; (c) something happened to x (d) something happened in place p (wierzbicka, 1996: 123). the balinese language of a verb ngalap (pick) reflected corpus transitive verb prototype in this analysis. this choice is intended able to give describing of semantic structure briefly without spin meaning. the lexicon ngalapwithin their variations able to describe semantic structure by sub-component “x did something”, “something happened (bad)” and “x did something”, “something happened (good)”. it is to represent the meaning concept do and happen. furthermore, in relation to conducting a study of meaning from semantic perspective, goddard (1997:16-17) affirms that there is an agreement that semantic analysis should give an illuminating account of meaning relation. iii results and discussion the action verb ngalap; the people ngalap (pick) in balinese language, commonly has component mapping “x did something to y” and because of this “something happened to y”. the unique of each lexicon in ngalap variations based on a tool, action model, a part of entity that moved or released, and the final result wants to achieve or agent hopes. the semantic feature mapping is described through paraphrase and descriptive analysis in simple sentences and natural. to see the each meaning of lexicon will be described and explained as follows; 3.1 action verbs of picking related to the high places 3.1.1 ngancuk (3-1) i putu ngancuk poh di natahe. i putu picks mango up in the yard. 4 | i wayan suryasa lingual (vol. 6, no.1, 2016) the entity of this lexicon is referring to the high place. the people who wants ngancukpoh ‘pick a mango” needs a tool like juan ‘punting pole/a long wood more than three meters and usually made of from bamboo’ by a straight vertical action from down to up to y.the action is usually done many times until the mango released from its stalk. the mapping of component “x did something to y” the way of picking is vertical and the result is the fruit moved from up to down and getting hurt in below, “y become hurt and fall”. this action can be explicated as follows; at that time, x did something to y because of this, at the same time, something happened to y x did this something (up and down vertically) x did thiswith something (bamboo or wood namely juan) x did this many times something bad happened to y (fall and hurt particularly below) x wants this x did something like this 3.1.2 ngoték (3-2) i made ngoték sotong di teba. i made picks rose apple up in the field. (3-3) i putu ngoték poh di jumah. i putu picks mango up at home. ngalap in balinese: a natural semantic metalanguage approach | 5 the lexicon ngotek refers to entity at the high places. the people who wants to pick a rose apple needs a tool to get it. that tool is juan. the way of picking the fruits by a straight horizontally action from side to y, this action needs a certain way in accordance with the agent hopes to get something from up. the action verb ngotek usually done one/many times up to the entity move from its places. the agent did something to the entity “x did something to y”, “x ngotek something to y”. the way of picking is horizontal and the result is that something getting hurt in side and falling down to the ground. “y becomes hurt and falling down”. the explication can be described as follows; at that time, x did something to y because of this, at the same time, something happened to y x did this something (horizontally to side) x did this with something (bamboo or wood namely juan) x did this one/many times something bad happened to y (fall and hurt particularly side) x wants this x did something like this 3.1.3 ngilit (3-4) i komang ngilit buluan lakar anggone banten. i komang picks up rambutan for the rite. the action ngilit is used to take hold something and move it. the people who wants picking a fruit that has a long stalk, for example; rambutan or ceroring. it should be picked by a certain tool, it is namely juan that in the top has the form like a tongs. the way of picking is to rotate to the left or right by making likes a slingshot to the top of juan. the action verb ngilit usually done one time in one way, rotate to the right or rotate to the left, the entity is taking place in the high place. the agent did something to the entity “x did something to y”, “x ngilit something to y”. the way of picking is rotated and the result is that something well and that fruit is good because it attaches at the top of juan. “y becomes move from up”. the explication can be described as follows; at that time, x did something to y because of this, at the same time, something happened to y 6 | i wayan suryasa lingual (vol. 6, no.1, 2016) x did this something (by rotating to the right or left) x did with something (bamboo or wood namely juan) x did this in one time something bad happened to y (move from up to down by attached at juan) x wants this x did something like this 3.2 action verbs of picking related to the low place the prominent feature of this action particularly the tool that use to pick something. to the high places, the tool that used is juan, next the low places is done without instruments, however merely by hand. the actions of picking in balinese related to the low place are expressed by ngilut, ngempok, mikpik, and ngangap. the descriptions action of those lexicon are as follows; 3.2.1 ngilut (3-5) ipun ngilut coklate ento sawireh sing ngabo tiuk. he picks the cacao because he does not bring a knife. ngilut is a way of picking the fruitsat the low places toward our body. the action verb ngilut usually done in one time, rotate to the right or the left, by holding and rotate it until move from its stalk. the agent did something to the entity “x did something to y”, “x ngilut something to y”, “y becomes released and move from the stem”, the lexicon action in sentence; this verb can be explicated as follows; at that time, x did something to y because of this, at the same time, something happened to y x did this something (to rotate in one way to the right or left) x did this by hands x did this in one time something bad happened to y (released with stemfrom the trunk) x wants this x did something like this 3.2.2 ngémpok (3-6) gelisang satua, i lutung ngémpok biu mas ane nasak duang bulih (sb, p.1) ngalap in balinese: a natural semantic metalanguage approach | 7 in short, i lutung picks two bananas up. ngémpok is a way of picking a fruits, the way of releasing from its place is by fracturing the fruit stalk. this action verb usually done in one time. the agent does something that makes the entity released whole or a part of fruit.it is very seldom the lexicon ngempok is used by human being, because it has a bad value in our life. on other words, it relevant denoted to the animals. the example of a lexicon ngemok is able to show as bellows; this verb can be explicated as follows; at that time, x did something to y because of this, at the same time, something happened to y x did this something (to fracture the fruit until released) x did this by hands x did this in one time something bad happened to y (released a part or a whole from the trunk) x wants this x did something like this 3.2.3 mikpik (3-7) i lubdaka mikpik daun bilane, tur kasintungang ring telagane (sb, p.27) i lubdaka picksbila leaf, then throw it in the small lake. 8 | i wayan suryasa lingual (vol. 6, no.1, 2016) mikpik is a way of picking a leaf or the fruit that is a small, has many seed in one stalk, e.g. the bila leaf, clove, coffee, etc. it does not use any tool, however directly by hands. to pick the entity by released the top of leaf or seeds. this action verb usually done repeatedly. the agent does something that makes the entity released merely the seeds of the top or leaf only. this verb can be explicated as follows; at that time, x did something to y because of this, at the same time, something happened to y x did this something (to pick the top of a leaf or fruits) x did this with hands x did this repeatedly something bad happened to y (released merely at the top of leaf or fruit) x wants this x did something like this 3.2.4 ngangap (3-8) i meme ngangap padi ring carike. the mother picks rice up in the rice field. ngangap is an action verb that especially used to pick a rice. the people who wants to pick a rice has to use a certain tool, it is namely anggapan (it is made by wood and knife). the tool is grip than the rice is pull, therefore it is released from its stalk. it means the sharp of knife is able to cut the rice. this action verbs is a very difficult to find recently. ngangap usually used for rice that harvest a year in time. the explication can be described as follows; at that time, x did something to y because of this, at the same time, something happened to y x did this something (grip and pull until the rice released) x did this with something (angapan) x did this in one time something bad happened to y (released and cut top of a rice in stem) x wants this x did something like this ngalap in balinese: a natural semantic metalanguage approach | 9 iv conclusion based on the analysis using the nsm theory, it is to show that the action verb in balinese of ngalap can be expressed by ngancuk, ngoték, ngilit related to the high place of an entity, related to the low place can be expressed by ngilut, ngempok, mikpik, ngangap. the technique of analyzing the data by paraphrase/explication, the metalanguage approaches through the mapping manage to analyze the meaning of ngalap is able to identify the semantic primes that combined in polysemy, therefore, the action verb of picking ‘ngalap’ which has complexity semantic feature is successful to be discussed completely. it is reflected to the meaning that is contained of each lexicon to be revealed and distinguished, though, it still implies the same meaning. the result is supported the postulate meaning that stated one form for one meaning and one meaning for one form. references allan, keith. 2016. the routledge handbook of linguistics. new york: routledge handbooks. givon, t. 1984. syntax: a functional typological introduction vol. i. amsterdam: john benyamins. goddard, cliff. 1997. semantic analysis; a practical introduction. australia: the university of new england. sudipa, i nengah. 2015. mepetik and mepandes imply the ritual-value of ‘cutting’ in balinese; a metalanguage approach. padang-west sumatra: international seminar on languages and art. wierzbicka, anna. 1996. semantic primes and universals. oxford new york: oxford university press. data source: satua bali http://bliyanbelog.blogspot.co.id/ english development as a second language in relation with tv exposure (a case study of young learner) n. m. ayu widiastuti, a. a. s. shanti sari d., s. a. isnu maharani english department, faculty of arts, udayana university ayufsb@gmail.com, sari_dewi@unud.ac.id, isnu_maharani@unud.ac.id abstract the aims of this study are to know the role of young learner’s parents in choosing good and educating television program for their child, and to describe the effects of tv exposure in their child’s english language development. a five-year-old young learner who lives in denpasar was observed in 2017. the data were collected by giving a questionnaire to the young learner’s parents in order to get the description of the effects of the television programs to her language development. as it is a following research of the previous research on english vocabulary acquisition, the results of the observation of the young learner and the interview with her parents that have already been done are used to support the analysis of this small research. the collected data were analysed descriptively based on approaches from barr, et.al. (2010), christakis (2009), and march (2004) about english language acquisition and language development of young children. the results show that the young learner’s parents have the important role in choosing good and educating television program for her. it can be seen from the choices of cartoon movies as one of the television programs that is educating as well as entertaining for a child in her age, the intensive accompaniment when she was watching the movies, the limitation of television watching time, and also the parents’ assistance in order to help her understand the stories and vocabulary meanings. it is true that good content, context, and the amount of daily tv viewing time as well as parental assistance will be beneficial for the young learner’s second language development in informal learning situation. the effectiveness of watching cartoon movies has led her to gain the positive second language development in her bilingual condition, although english code-switching in indonesian sentences sometimes occur. keywords: sla, english, language development, tv exposure, cartoon movies i introduction 1.1 background educating television programs may have positive effects on children’s language development between the ages of two and five years. close (2004:5) states that under the right conditions, children between two and five years old may experience benefits from good-quality educational television programs. right conditions meant are related to good and educating television programs for children that can encourage talk, parents accompanying, and also time limitation in television watching. this study is in relation with the previous research about english vocabulary acquisition by a young learner (widiastuti, dewi, and maharani, 2017) that aims at finding out the english vocabulary (as a second/foreign language) acquired by a young learner from cartoon movies and describing how she understands the meanings. a five-year-old young learner, namely vio, was observed and her parents were interviewed in order to get the data. during the data collection there was an interesting fact of the young learner, that she has had imagination and developed the stories in the movies she has watched into a story telling. the story telling activity is supported by one of her hobbies, that is watching cartoon movies. from the previous research, vio often watched five cartoon movies from television and acquired more than seven vocabularies from a movie in the forms of noun, verb, adjective, adverb, and also several phrases and sentences – though sometimes the sentences she acquired do not show the correct structures. in order to understand the vocabulary meanings, she used referential strategy. her parents also play the important role in helping her to describe the vocabulary meanings by translating them into indonesian and explaining the difficult vocabulary she could not understand. vio’s language development from watching television programs is gained under the right conditions, as stated by close (2004) and that is in line with hurlock’s (2000) statement that her intelligent and good discipline results in having good development in acquiring vocabulary. 1.2 aims of study having the description that linguistic maturity of the young learner between ages two and five, the educating television programs viewed in the appropriate amount of time, and the involvement of parents affect vio’s language development, and based on the background, this study has the aims at 1) knowing vio’s parents’ role in choosing good and educating television program for her; 2) describing the effects of tv exposure in her english language development. mailto:ayufsb@gmail.com mailto:sari_dewi@unud.ac.id mailto:isnu_maharani@unud.ac.id 20 | n. m. ayu widiastuti, a. a. s. shanti sari d., s. a. isnu maharani lingual (vol. 10, no.1, 2018) ii materials and methods 2.1 literature review imitation is one of the activities that often affects children’s language development in their early age. chomsky (2006) said that “human culture is geographically or environmentally determined, and language development is nothing but imitation of the child’s surroundings”. children acquire their language through imitating vocabulary and utterances from parents, family, or surroundings. children’s language develops fast in certain age, and it is supported by the statement of linebarger and walker (2005) that young children development starts continuously from birth until 5 years, namely the sensitive period which is critical for language acquisition. in that period of time, children can pronounce new vocabulary they hear and arrange simple sentences from the vocabulary they hear, even though sometimes the sentence structure is not well organized. age, family, and environment are important factors in children language development, moreover, recent research show that edutainment programs on television is another factor that can help children acquire a language. al-harbi (2015) confirms two things in regards to language development; those are 1) that educational television programs for children become a resource and an alternative means of instruction for children from low income families and children of immigrant families in order to know the host culture and its language. this linguistic exposure offers at the least the building blocks of not only the intonation of the language but also the passive vocabularies. 2) language is a social phenomenon and it is naturally used in social communicative settings. children may develop their linguistic skill from passive into active. participation of parents in the interactive context is important to help children develop their linguistic skill. al-harbi’s findings are related to the second language acquisition where children can acquire other language (s) which is not their mother tongue from media, and it means that it is possible for children to learn a foreign language through television programs. 2.2 methodology teresa violeta umbas, a five-year-old girl and a young learner who lives in denpasar, was observed in 2017. she uses indonesian as her first language with her parents and family at home and her teachers and friends at school. she went to a kindergarten in denpasar at the time when she was under the observation. she usually watched cartoon movies accompanied by her parents in about 30 minutes up to 2 hours per day. the data were collected by giving a questionnaire to vio’s parents in order to know whether her parents are involved in choosing television programs for her, and to get the description of the effects of the television programs to her language development. as it is a following research of the previous research on english vocabulary acquisition, the results of the observation of vio and the interview with her parents that have already been done are used to support the analysis of this small research. the collected data were analyzed descriptively based on the following approaches. first, barr, et.al. (2010) describe three important elements in children’s tv viewing, namely content, context, and the amount of daily tv viewing time. parents should have better understanding of media exposure; therefore, they understand the benefit of the programs, and of parental assistance and interaction with their children. second, christakis (2009) said that parents should know that media is a tool to convey messages for people, and that they have to be selective in choosing appropriate television programs for their children that have positive edutainment content and they have to limit the time for their children’s tv watching. third, march (2004) describes the effectiveness of television series for pre-school in a study of barney & friends television program, taking the children aged 2 to 7 in a us day care center who watched its same episodes over two weeks, and reports that “1) nearly two thirds of the children could report accurately what they had seen; 2) about 55% of the children also managed to mention some characters; 3) sometimes children demonstrated evidence of new words in their vocabularies relating to a specific episode”. iii results and discussion 3.1 parents’ role in choosing the television program vio’s favorite television program is cartoon movie. there are five cartoon movies she often watched during the observation, namely 1) sofia the first on disney junior channel, 2) max and ruby, 3) blaze and the monster machine, 4) shimmer and shine on nick junior channel, and 5) zoo moo on zoo moo channel. those are the kinds of edutainment movies for pre-school age. even though the english development as a second language in relation with tv exposure (a case study of young learner) | 21 movies have the subtitles in indonesian, she preferred to watch the english version, because she was interested and had the curiosity in knowing english. the same episodes of those cartoon movies are played repeatedly in a season, so that, generally children already recognize the stories. she likes watching those movies because they are specifically produced for children around vio’s age, the utterances spoken by the characters are not too fast and the vocabularies are often pronounced repetitively (widiastuti, dewi, and maharani, 2017). the questionnaire result shows that in choosing the appropriate english cartoon movies for her age, she was informed by her parents which ones were good or not for her. for example, if the programs were not suitable like a monster cartoon which is more suitable for teenagers and it is only likely for entertainment, without having education, her parents would explain in their way not to watch that kind of program anymore. vio’s parents often accompanied her while she was watching the movies, and it was for helping her in understanding the stories and telling her the meanings of the english vocabularies that she did not know. she is a typical of critical child who usually asks the reasons why she is not allowed to do something, but often obeys her parents’ advice, so that it is not too difficult for her parents to tell her the reasons, and that finally she receives her parents’ explanation. besides, watching the cartoons from television, the same titles of the cartoon can be watched from youtube, and sometimes when vio went out with her parents, she watched the cartoons from youtube, but her parents often reminded her for watching only edutainment cartoons, mostly the same with the cartoons she often watched on television. 3.2 effects of vio’s english language development vio shows the positive effects in her second language development through watching the english cartoon movies mostly from television and sometimes from youtube. she can acquire english as her second language contextually, without memorizing the vocabulary and grammar, but self-understanding in informal learning situation. as a result, her english pronunciation and intonation sound natural and english native-like based on the influence of the native speakers in the cartoon movies. moreover, she can understand the positive messages from the stories, for example, friendship, motivation, and selfconfidence. surprisingly, from the second language acquisition through watching the cartoon movies, she also shows further english language development, that is, she has been able to do story-telling from the positive effects shown. she has creative ideas from seeing the interesting innovation from the cartoon movie she watched, for example, she made a game adopted from the instructions shown in a movie about a flight mission to an outer space, and told a story about it. she used the playing tools she has to support her in the creative game-making and story-telling. another example is that she drew pictures and colored them by using her imagination from the princess story she watches – sofia the first – then told a story about it with the help of her parents in making the sentences. she keeps doing story telling recently, and the following year, she has started telling a story in an event in front of people, and it is for making her keep motivated, develop her english language skill and improve her self-confidence. of course, that happens with the full assistance and support from her parents. besides giving the effects of vio’s english language development, it also brings about the effect of code switching. indonesian is her first language that is acquired in the natural processes from her parents, family, teachers, and environment where she lives, and english is her second language that is acquired from the subconscious situation and in informal language learning from watching english cartoon movies with parents’ assistance and accompaniment. this makes her to be a bilingual of indonesian and english. vio’s parents said that she sometimes mixed the indonesian sentences with english lexicon. this is considered as the usual effect of a bilingual person that the code switching cannot be avoided. iv conclusion vio’s parents have the important role in choosing good and educating television program for her. it can be seen from the choices of cartoon movies as one of the television programs that is educating as well as entertaining for a child in her age, the intensive accompaniment when she was watching the movies, the limitation of television watching time, and also the parents’ assistance in order to help her understand the stories and vocabulary meanings. it is true that good content, context, and the amount of daily tv viewing time as well as parental assistance will be beneficial for vio’s second language development in informal learning situation. the effectiveness of watching cartoon movies has led vio to 22 | n. m. ayu widiastuti, a. a. s. shanti sari d., s. a. isnu maharani lingual (vol. 10, no.1, 2018) gain the positive second language development in her bilingual condition, although, there sometimes exists english code-switching in indonesian sentences. this research was funded by the lppm udayana university 2017. on this opportunity, we would like to express the gratitude to the rector of udayana university, the head of research and community service udayana university, dean of faculty of arts udayana university. the last but not least, we would like to thank teresa violeta umbas and her parents for the help and cooperation during the observation. references al-harbi, s. salwa. (2015). the influence of media in children’s language development. journal of educational and developmental psychology; vol. 5, no. 1; 2015 issn 1927-0526 e-issn 1927-0534 published by canadian center of science and education. barr, r., danziger, c., hilliard, m. e., andolina, c., & ruskis, j. (2010). amount, content and context of infant media exposure: a parental questionnaire and diary analysis. international journal of early years education, 18(2), 107-122. http://dx.doi.org/10.1080/09669760.2010.49443 chomsky, n. (2006). language and mind (3th ed.). new york, ny: cambridge university press. http://dx.doi.org/10.1017/cbo9780511791222 christakis, d. (2009). the effects of infant media usage: what do we know and what should we learn? acta paediatrica, 98(1), 8-16. http://dx.doi.org/10.1111/j.1651-2227.2008.01027.x. close, robin. (2004). television and language development in the early years: a review of the literature national literacy trust (p.5). hurlock, elizabet b. (2000). psikologi perkembangan: suatu pendekatan sepanjang rentang kehidupan. erlangga. krcmar, m., grela, b. g., & lin, y. (2007). can toddlers learn vocabulary from television? an experimental approach. media psychology, 10, 41-63. linebarger, d. l., & piotrowski, j. (2009). tv as storyteller: how exposure to television narratives impacts at-risk preschoolers’ story knowledge and narrative skills. british journal of developmental psychology, 27(1), 47-69. http://dx.doi.org/10.1348/026151008x400445 linebarger d, walker d. (2005). infants’ and toddlers’ television viewing and language outcomes. ambehavsci 2005, 48(5):624–645. zoromba, mohamed ali, 2015 relationship between language development and watching tv among ifants and toddlers (a conference paper). marsh, jackie (2004). the techno-literacy practices of young children, journal of early childhood research, vol. 2, no. 1, pp. 51-66. widiastuti, n.m.a., dewi, a.a.s.s., maharani, s.a.i. (2017). pemerolehan kosa kata bahasa inggris melalui program televisi: studi kasus anak usia dini (a research grant, awarded by udayana university 2017). a paper presented on national seminar on science and technology (senastek) 2017, held by udayana university. language learning at natural disaster area in elementary schools ferril irham muzaki department of elementary and pre-school education, faculty of education, state university of malang ferril.irham.fip@um.ac.id abstract one of the challenges ahead in designing language learning in elementary schools is the ability to predict the skills of learners. to meet this need the ministry of education and culture is designing the national exam, which is one of the standardized tests in indonesia. the aim of the study is to design language learning design for young learners students in natural disaster area both relates on the use of project based examination which mostly relates the collapse of infrastructure on natural disaster area. the complex case faced by indonesia today is the location of indonesia. geographically, the eurasia and pacific plates are surrounded by active volcanoes. for this reason, language learning is preferably related to the literature of children with the teaching method of copy by master creative writing. keywords: elementary school, natural disaster, language learning design i introduction lengley, et. all (2015: 853) states that human beings are faced with the challenge of being able to make self-actualization. every human being needs to make self-actualization in order that the person can be tolerant to others. therefore, the challenge in the 21st century is to create human beings who can become creators of the stories so that they can actualize in their fields. lengley et al (2015: 854) describes the challenges of the 21st century offering a reality that cognitive intelligence is not enough to solve life's problems. a president needs intelligence in the field of understanding culture, customs, economics and politics in solving problems that exist in his country. the president of indonesia is required not only to be good at math but also to be good at social sciences. on the analysis of skills needed in the 21st century. almost everyone believes that the 21st century offers some great challenges namely, the mastery of information and communication technology, the skills to convey ideas, and that is no less important is to create and innovate in areas that have direct benefits to humans. furthermore woolley et al (2015: 435) states that almost every day we are treated by news about natural disasters and coordinated one of the forms reflected from the culture of corruption almost every indonesian experienced. of course character education plays a strategic role in solving social problems. strong learners and geniuses are learners who are sensitive to the problems that exist in society, especially in areas affected by natural disasters. ii materials and method teaching awareness on the processing of natural disasters is the use of literature into an offer in this article. literature has the flexibility to be filled with material sourced from the surrounding environment. the basis of the literary argument has the flexibility of environmentally sourced material originating from plato's opinion as expressed by teeuw (220-221: 1984). the offer for waste solutions is the development of supplemental materials. the supplement material developed in this study uses the copy by master creative writing strategy. copy by master creative writing is a popular narrative writing strategy. the use of copy by master creative writing with the theme of "love not up" is a popular theme with variations of different endings inspired from laila and majnun stories in the arabian peninsula, romeo's love for juliet by william shakespere, and ravana's story of kidnapping rama's wife shinta, from india . siti nurbaya by marah rusli in 1922 tells the story of a farewell because of adat. the sinking of van der mailto:ferril.irham.fip@um.ac.id wijk's ship in 1938 by hamka was the main character separated by natural disasters. dwilogi gita cinta from high school in 1976 with the characters galih and ratna parted because of the distance social status. my love in the blue campus diecranisasi in 1976 by ashadi siregar tells the story of separation due to different economic status. merpati never wanted the pledge dikranisasi in 1986 by mira w tells of separation for fulfilling a promise. copy by master creative writing in popular culture is seen from the mission impossible series that airs in the period 1966-1990 with the cast of the turn. movie series mission impossible i-vi starring tom cruise. taking a secret message is then destroyed in 5 seconds after the description ends is the result of the master's coffee in the story of moses getting god's order on the hill of tursina to confront king farouh. the matrix which was first released in 1999 and the movie inception was released in 2012 is a frame story. the frames of inception are drawn from dante's dreams of another 14th-century world entitled inferno. inception and inferno have framed stories, stories are summarized into one in dreams in dreams. the concept of a dream within a dream became edgar allan poe's poem in 1849. iii results and discussion 3.1 coffee master as a strategy building: a narrative in short stories for children in natural disaster areas children's literature is an object of literature review written on the level of psychological development of children. in child literature, the main focal point is the cultivation of moral values corresponding to the level of oral development in children. sarumpet (2010: 3) explains that children's literature is a literature that children read with adult guidance and direction, the author is an adult. teaching literary writing for children using copy by master creative writing strategies on the one hand implies an archetype for writing stories. the child follows a pattern that has been made to follow. copy by master creative writing is the preferred strategy of teaching literary writing to children. the copy by master creative writing strategy on the other hand poses challenges for the next-level teachers for introduction of introducing creative ways of building the flow. if the language teacher at the next level does not teach other forms, learners will get used to one pattern. the teacher at the next level needs to introduce another strategy. 3.2 applied psychology in children's stories to children magazines in natural disaster areas sarumpaet (2010: 2) states short stories made for children, so the story of children's literature has a complexity in accordance with the level of moral development of children. the higher the moral level, the higher the complexity of the child stories plot. examples can be seen in novel ronggeng hamlet paruk ahmad tohari. rasus in the novel ronggeng dukuh paruk could not have to be evicted from dukuh paruk because he did not follow the tradition of dukuh paruk. the outbreak of the 30 september 1965 movement followed by the october 1st, 1965 movement became a turning point for rasus to return to dukuh paruk as a soldier for the reason of "national security". the transition of the old order to the new order in the state capital made the people of dukuh paruk become the assembly. rasus, as a state apparatus, was confronted by his own brothers whom he knew to be culturally but wrongly in the eyes of the law. residents of dukuh paruk were involved in the 30 september 1965 movement of their own accord based on ignorance and lack of access to information. the character of the story for the child is dealing with the concept "right" and "wrong" clearly and explicitly. stories for adult literature are faced with gray understanding, congratulations due to administrative punishment for ignorance. the higher the child's thinking level, the more submitted messages are "gray". 3.3 moral education in children with children's stories in natural disaster areas sarumpaet (2010: 2) states that literary works for children is often identified with child literature is not necessarily the character, on the other hand it could be read by adolescents. people in children's literature may be adults, but the storyline needs to be tailored to the development of children. moral cultivation in children with children's stories follows proofs. violations of the norm are affected or consequences. in the children's story, the bad person loses and the obedient character on the winning rule. novels the verses of love are literature for moral planting in the form of "cinderella" adult male. fahri figure looks perfect, he got the luck because from the beginning has the criteria of men "dream". fahri's victory was due to the consistency in the understanding that was told since the beginning of the novel. the group that made the conspiracy against fahri lost at the end of the story. novel laskar pelangi has three messages in the form of a mosaic to be interpreted as a life study, (1) a person will get what he does not like ,, (2) a character who has intelligence and academic intelligence above his colleagues achievement of his life is not better than intelligence mediocre, and (3) pre-eminent and favorite schools do not guarantee the success of learners. tokal prayers willingly get all the work of origin not be a postman, at the end of the story he became a postman. latitude figures have an above-average outburst as truck drivers in the mines, while prominent syahdan figures who do not understand how to fix bikes become powerful programmers in a multinational company. the flagship schools that were facilitated by the mines were outclassed by the fringe schools in a keen intelligent race. children's literature is not the characters. children's literature focuses on characterizations. the character is an adult but the characterizations are the children encountered in the novel laskar pelangi.characters are children but characterizations are adults in the novels ayat-ayat cinta. 3.4 short writing supplement writing material for short story-based children in children magazine in natural disaster areas sarumpaet (2010: 2) states character education in literature using two lanes in the teaching process in the school. character education is taught through the core materials in the curriculum. supplementary materials are added as supporting the success of core material in the curriculum. two character education paths in school are the core materials in the curriculum and supplementary materials. writing a child story in this study focuses on supplemental material. supplementary materials consist of guidebooks, instruction manuals for teachers, and instructions for use for learners. supplementary material is an additional material, given as enrichment in order to support core learning. 3.5 final exam in the natural disaster area sheu et al (2014: 285) states p rogram national exam for project-based natural disaster areas is done by nine steps. the first step is to identify needs by pitting between ideal facts and conditions. the second step is to determine the target that needs to be done in the final project. the third step is to formulat e the issues to be solved. the fourth step is to list the product specifications of the final project. the fifth step is to build a review of field conditions. the sixth step is to build a study based on science that has been studied previously. the seventh step starts on the design. the eighth step is the final project work. the ninth step is to report the work. in the context of measuring the ability of learners to produce products that benefit the environment, standardized multiple-choice tests need to be reexamined. one alternative thought is the final project-based national exam. 3.6 the final examination material of the elementary school is in the area of natural disaster mitigation lengley et al (2015: 854) states that indonesia as well as other cities in the eurosasia and pacific plates is surrounded by active volcanoes in every corner. examples that occur in indonesia is mount bromo, mount kelud, mount lamongan and ijen volcano is ready to erupt. along with the eruption of mount sinabung at the beginning of 2014, located in a row of mountains that is the ring of fire of the mediterranean circum, the preparation to anticipate the eruption of the volcano done. the experience on friction tectonic plate on december 26 in 2006 followed by eruption of mount merapi in year 2007 led to the preparation that this time, one of them is designed more mature with education. disaster management education for early childhood is very important to do because indonesia is surrounded by a ring of fire commonly called the ring of fire. understanding patterns of volcanic eruptions around children's lives is one of the keys in understanding disaster. community preparation is one of the efforts to build a disaster mitigation and supervision system to build an optimal supervisory system. shiwaku, et al (2016: 106) argued that building a disaster surveillance system is the time to involve the world of education in the light of national education. it is the backbone of the inheritance of value and matter that becomes a reality. then one of the proper ways to get the system upgraded is a national exam. national education data shows that national education in indonesia is at the point below. the implementation of the curriculum of 2013 national education among teachers at the level of educational unit seems to give justification among the public over the prevailing jargon of changing the curriculum of learning still. 3.7 adaptation of multiple choice exam formats in disaster areas tatsuta, et al (2015: 746) suggests that multiple-choice alternatives are suggested to be transformed into product performance, assessed directly by communities around schools and active actors in the labor recruitment world, to spur change in the national education system. graduation is based on the product, not the value earned from multiple choice. if the national exam in elementary school is replaced by making the final product in the form of making a workshop and various drama performances, then the teacher will be competing to train the learners to make his preconditions, during this time to train multiple choices. an example of a final exam in primary school is to make an applied science project such as flooding the fields inhabited by a rat outbreak, with a scientific rationale not a fish that has gills. teachers will compete to apply an applied science-based learning approach and then train reports. woolley et al (2015: 435) states that the curriculum is replaced by a variety of learning strategies, but the orientation remains on the multiple-choice national exams that cause teacher focus to train the multiple-choice national exam students. disaster awareness education that can be interpreted as an effort to develop an optimal and holistic disaster surveillance system capable of monitoring the potential of disaster. the national exam material is focused on dealing with natural disasters. the integration is conducted in a system that ensures children are be able to establish self-control to develop systems that fit their mindset. such supervision is one of the conscious efforts in preparing children to be ready to live in the midst of disaster. iv conclusion copy by master strategy is a learning design that has the advantage of the production side of the work. on the other hand, the copy by master itself is capable to be designed as the alternative materials for students in natural disaster area. the language learning design for natural disaster area is prototyped for emergency circumstances that are occurred in natural disaster area, occurred without any warning sign. thus, it is related with the relation of the examination. the designs of examination have to be related with project-based examination, which is mostly related with the infrastructure readiness that mostly collapsed on the natural disaster circumstances. references langley, ak, gonzalez, a., sugar, ca, solis, d., & jaycox, l. (2015). bounce back: effectiveness of an elementary school-based intervention for multicultural children exposed to traumatic events. journal of consulting and clinical psychology , 83 (5), 853. sarumpaet, rk, & language center (indonesia) (2010). guidance of child literature research . jakarta: language center, ministry of national education. sheu, jb, & pan, c. (2014). a method for designing centralized emergency supply network to respond to large-scale natural disasters. transportation research part b: methodological , 67 , 284-305. shiwaku, k., ueda, y., oikawa, y., & shaw, r. (2016). school disaster resilience assessment: an assessment tool. in disaster resilience of education systems (pp. 105-130). springer, tokyo. tatsuta, n., nakai, k., satoh, h., & murata, k. (2015). impact of the great east j apan earthquake on child's iq. the journal of pediatrics , 167 (3), 745-751. teuww, a. (1984). literature and literature: introduction to literary theory (7th ed.). jakarta timur, indonesia: pustaka jaya. woolley, h., & kinoshita, i. (2015). space, people, interventions and time (spit): a model for understanding children's outdoor play in post-disaster contexts based on a case study from the triple disaster area of tohoku in north-east japan. children & society , 29 (5), 434-450. 4-450. how to map the meaning of “bringing “ in lio language veronika genua universitas flores veronika_genua@yahoo.com abstract this study aims at describing the natural semantic metalanguage (nsm) that explain the meaning of words in detail. this paper describes the meaning of “to bring” in lio language, as one of languages in flores. the verb tu “to bring” explains something to be brought of head to hand. the verb tu with polysemy composition act, namely do and move to the entity part and loacted at a place on certain part of human body. keywords: to bring, do, polisemy,move i introduction lio language is other languages in indonesia has unique characteristics, either from pronounciation or intonation spoken by the language user community. the way or pronounciation can be seen from geographical position of the language are. there are several lexocons that have similar meaning but by using different words. this paper in general, it describes the meaning of “to bring” and generally in lio it is called with tu. in general, every language has unique lexicons belong to things act with propped at human or animaly body part. this case is discussed in this paper. ii materials and methods the study of verb tu “to bring” in lio uses natural semantic metalanguage (nsm). teory of natural semantic metalanguage (nsm) designed to give description of semantic structure components. the pola of this theory caused by 1) nsm theory explicate all meanings either meanings of lexicon, illocitionary, or grammatical. 2) the users of this theory believe that natural condition of a language maintain one form for one meaning and one meaning for one form, 3) nsm theory of metalanguage come from natural language. in nsm theory, theere are several important theories, namely, prime semantic, allolection, valency choice, and nsm syntax (sudipa, 2010:8). the relevant concepts to support data analysis taken from verb to “to bring” in lio, namely: a) prime semantic is a set of meaning that can not changed since it is inheriited from older people (goddard, 1996: 2; mulyadi, 1998: 35). this meaning is reflection of basic human thought. prime semantic covers wide language domain both typology and genetic. mailto:veronika_genua@yahoo.com 2 | veronika genua lingual (vol. 6, no.1, 2016) (b) uncompositional polysemy is single lexicon form that expresses two diferent prime meanings. in this case, there is not compositional relationship between one component and others since those exponents have different grammatical frame. (c) in the development, wierzbicka introduces nsm syntax as expanding of prime semantic that states that the meaning has complex structure and con not be formed by only simple element, like : someone, want, and know, but also from complex structured components. nsm syntax consists of lexicon point combinations of universal semantic prime taht form simple proportion based on morpho-syntax (wierzbicka, 1996: 19). iii results and discussion every language has similar verb to indonesia, but those are different to feature and unique for each language. it is can be seen from the verbs of lio language with various forms and meanings based on the lexicon context. the verb in lio language as other language has the verb to “to bring” as an act with polysemy combination. “to bring” has meaning that there is thing/good delivered either life things or not. the verbal “to bring” can be classified based on its propped of head, shoulder, back, armpit, chest, stomach, hand, and mouth. in this discussion, it is explained in detail of verbal “to bring” in lion language with 18 features had by the lexicon. 3.1 lexicosn with props on head are: su’u and doko “to bring” 3.1.1 the verb su’u “to bring” the verb su’u “to bring” used for things on the head. in this case, su’u used by using hand to put the things on head. the example can be seen in the sentence ine su’u kaju api ‘a mother brings fire wood’. it is a verbal act with polysemy composition is do and move to part entity and propped on head. 3.1.2 the verb doko ‘to bring” the thing is behind but it is propped at head by using rope. so, the head is a prop to keep the thing. it is a verbal act with polysemy composition is do and move to part entity and propped on head. the example can be seen in the sentence. ine walo uma doko no uta no uwi kaju ‘a mother brings the vegetables and sweet potato from garden. the verbs of su’u and doko can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (head) x want it (this) x do something like this how to map the meaning of “bringing “ in lio language | 3 3.2 the verb propped on shoulder and back : wangga, sondo 3.2.1 the verb wangga means to bring something by using shoulder wangga used to move thing/good to shoulder by using one or two hands, so it can be brought. while bringing, it can be helped by one hand to make the thing kept and does not fall down. it is a verbal act with polysemy composition is do and move to part entity and propped on head. 3.2.2 the verb sondo means to bring something by using back the verb sondo means to bring something by using back, namely moving thing or good on back and kept by both hands for the balance. the body is squated in the front since the thing on back. sondo is used not ony for bringing rice or heavy things but also bringing child. it is a verbal act with polysemy composition is do and move to part entity and propped on back. the example ata buru sondo are leka pelabuhan ‘the laborers bring rice at harbor’. the verbs of sondo and wangga can be stated that the things can not be handed since the things are too heavy so it needs prop to shoulder and back. the verbs of wangga and sondo can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (shoulder and back) x want it (this) x do something like this 3.3 the verbs of bei sutu, bei and doi ‘to bring’ 3.3.1 the lexicon of bei sutu means to bring heavy good/thing by using two sticks by four persons the thing is on middle, and the sticks are propped on shoulder with helping hand to keep the balance. bei sutu uses both shoulder and hand. the reason is the things can be moved alone except by using tool (wood) to move to someones’s houlder. it is a verbal act with polysemy composition is do and move to part entity and propped on shoulder. the example wawi ria ghea bei sutu ‘the big pig is brought by four persons. 3.3.2 lexicon do’i means “to bring” something by using the wood or bamboo to resist the good balance the good is in either in the front or in the back of the proper. the good is moved by using wood or bamboo. the verb of doi can be een in the sentence ema bhale uma doi no nio rembutu ‘a father brings eight coconuts from garden’ 3.3.3 lexicon bei means to bring something (good/thing) that is put on shoulder the good is removed by using hand and then put on shoulder. the way is by resisting the wood or bamboo at its tip to make the balance and it can be brought well. the example can be seen in the sentence ema bei peri mai uma 4 | veronika genua lingual (vol. 6, no.1, 2016) ‘a father brings bamboo from garden’. right or left hand hold on the bamboo to keep balance. the verbs semantically can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (shoulder) x want it (this) x do something like this 3.4 the verb “to bring” with prop at ahnd is teki the verb teki can be explained as follow. teki means “to bring”, but it sometimes suits to its fact meaning/purpose. the lexicon tek” means “to bring” the good/thing by putting it on han. it belongs to act verbal with compositional polysemy: do by rising and move signed by moving the good/thing to other place. the ways is by squating the body to take the good with one or two hand. in this case, palm of hand is opened and hand on the good/thing and then bring it. the verb teki can be seen in the sentence teki embe gharu ‘bring the pail’. the verbs of teki can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (hand) x want it (this) x do something like this 3.5 the verb goroi and seru “to bring” 3.5.1 the verb goro is used by dragging the good/thing of the back someone hand on the tip of the good/thing by using one hand of the back. the body is rather pust in the front since the good is back. it is act verbal with polysemy compositional by dragging and suits to the subject or actor’s willingness. the example can be seen in the sentence ana lo’o goro lepa nio ‘the children bring/drag the coconut leave. 3.5.2 lexicon seru means to bring something that is near of someone either in the front, side, or back the lexicon shows that the good is brought by using rope or anything that can move like dog, goat, and pig. it can be seen from the sentence jhon seru rongo ‘john brings (using rope) goat. the verb seru is done by bringing something from one place to other place. the verbs of goro and seru’ can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (hand) x want it (this) x do something like this how to map the meaning of “bringing “ in lio language | 5 3.6 lexicons of ka’o, nggepi, dhepi, sake, nggako mean “to bring” 3.6.1 the verb ka’o means to bring child by putting her/him at the right or left waist the child is rested on arm by resisting the child with using hand to make the balance in order the child does not fall down. the example can be seen in the sentence kao ana tu gha ‘carry te child and bring here’. the verbs of ka’o can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (hand) x want it (this) x do something like this 3.6.2 the verb nggepi means to bring the good/thing by putting on the armpit nggepi is propped on armpit by clipping and using arm in order the good doesn fall down. the good is moved by using hand to take it. the verb nggepi can be seen in the sentence kai nggepi liba buku ghi ‘he always clips his book’. the verbs of nggepi can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (armpit) x want it (this) x do something like this 3.6.3 the verb dhepi means to bring something/the good closely and put on chest, and kept by both hands to make the good does not fall down the good is not moved by itself except by using hand to move it on chest, and both hands restraint it on chest. the example can be seen in the sentence ka’o ana so dhepi ‘hug the child closely’. the verbs of dhepi can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (chest) x want it (this) x do something like this 3.6.4 the verb sake means to bring or carry the child in which both legs of the child are put on right and left of someone’ waist who bring it both hand resist it to make the child does not fall down and to make the balance when carrying. this is similar to other form, the child does not move by her/his self except by using both hands to rise the child. sake is just used for the children. the verb of sake can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (waist) 6 | veronika genua lingual (vol. 6, no.1, 2016) x want it (this) x do something like this 3.6.5 the verb nggako means to brinng the good/thing by using two hands, while the good is propped on stomach/chest the good does not move by itself except by using two hands to move the good to the stomach/chest. one hand still keep the good on stomach, and other hand take other goods to put it altogether. next, both hand resist it on stomach/chest to keep the balance in order the good does not fall down. the example in sentence is nggako uta ba’i gharu ‘bring the vegetable of papaya leave!’ the verbs of nggako can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (stomach) x want it (this) x do something like this 3.7 the verb sanga means to bring something by biting (animal), while kisi means bring something by biting (human) 3.7.1 sanga means to bring something by using mouth on animal like cat and dog the good does not move by itself except by opening mouth and then biting the good. the example in sentence is: lako sanga ika ‘the good brings the fish’. while, the way is called as kisi when it is done by human. the act is done like by opening mouth, putting spoon at mouth, and then put marbles on spoon. it is a verbal act with polysemy composition is do and move to part entity and propped on mouth. the example can be seen in sentence kisi soko so negi we ma’e kelereng iwa mesu ‘bite the spoon hardly with aims keeping the marbles does not fall down. it shows that the difference between biting on animal and human. the verbs of sanga can be explicated as follows: at the time, x do something to y at the same time, because of it, y move to a part of x (mouth) x want it (this) x do something like this 3.8 the verb ngohdo means to bring something by using opened palm of hand the verb of nggodho is done by using both hands in taking the good (food tray). one hand resist the food tray and other hand keep the balance of the food tray. it is done with opened palm of hand and propped by both arms. it is usually done to hand on food tray in bringing tribute on misa celebration for catholic and both hands direct in the front. the verbs of ngodho can be explicated as follows: at the time, x do something to y how to map the meaning of “bringing “ in lio language | 7 at the same time, because of it, y move to a part of x (palm of hand) x want it (this) x do something like this based on the verb “to bring” that has been explained in detail can be seen in the following table. nu data of lio language verb meaning prop 1 2 3 4 5 1 to bring /tu su’u bring something by putting on head head 2 doko bring something by putting in the back of head with using rope head 3 sondo bring something at back back 4 wangga bring something by putting on shoulder (left or right shoulder) shoulder 5 bei sutu bring heavy good by using two sticks located on the middle shoulder 6 bei bring something by using hand and stick shouder 7 do’i bring something by using wood shoulder 8 to bring/ tu teki bring something by carrying hand 9 goro bring something by dragging and the good is far on the back or side hand 10 seru bring something by dragging and the good is near on the back or side hand 11 ka’o bring (child) by hugging on the left or right waist waist 12 nggepi bring something by putting on armpit armpit 13 dhepi / bring something by putting closely on chest and resisted by both hands. chest 14 sake bring (child) by putting both legs of the child on left or right waist waist 8 | veronika genua lingual (vol. 6, no.1, 2016) 15 ghako bring the heavy good by using two hands and the good put on stomach/chest stomach 16 sanga bring something by biting mouth 17 kisi bring something by by biting tip of spoon which is put the marbles on spoon mouth 18 ngodho bring something by using opened palm of hand palm of hand iv conclusion the verbal tu “to bring” in natural semantic metalanguage (nsm) has meaning based on fact purpose. the meaning of verbal tu “to bring” explored in detail with polysemy combination act, namely do and move to entity part or propped on human body parts. besides, each verb has detailed meaning. that’s all, i hope it can give many advantages. references goddard, cliff. 1996. semantic theory and semantic universal crros linguistic syntax from semantic point of view (nsm approach) 1-5 australia mulyadi. 1998. struktur semantik verba bahasa indonesia. tesis s2 linguistik denpasar sudipa, i nenga.2010. struktur semantik verba keadaan bahasa bali.denpasar: univerrsitas udayana sudipa, i nengah.2014. makna ‘bawa’ dalam bahasa bali: tinjauan metabahasa semantik alami (artikel). wierzbicka, anna. 1996. semantics: prime and universal. oxford: oxford university. http://gregcnk.blogspot.com/2013/09/metabahasa-semantik-alami-msa-bahasa.html (akses tanggal 03-11-2014). how to translate an action verb provide into bahasa indonesia through the natural semantic metalanguage i nengah sudipa, i gusti bagus narabhumi udayana university nengahsudipa@unud.ac.id, bagusnarabhumi@gmail.com abstract this study is aimed at mapping the meaning of action verb provide and its translation into indonesian lexicons. the data sources of this study are two colours magazines of garuda indonesia, may 2017 and march 2018 editions. in collecting the data, this study applied the observation method and note taking technique. those data were analyzed using natural semantic metalanguage (nsm) approach proposed by anna wierzbicka (1996). furthermore, the method of analyzing data was descriptive qualitative method. first, each of the data was analyzed to find its meaning configuration. then, it was followed by the paraphrasing using semantic primitives to show the explication of each lexicon and be able to compare them. the results of this study show that the action verb provide is translated into five different indonesian lexicons in the colours magazine. the verb and its translations have slight differences shown by the meaning configurations as well as explications. however, they could properly deliver the intended meaning for the indonesian target readers regarding the sentences they are in. keywords: natural semantic metalanguage, bilingual magazine, translation, action verb i introduction the existence of bilingual magazines is flourishing in a demographic where several different communities with their own languages are interacting intensively. among others, colours magazine published by garuda indonesia airline as their in-flight magazine is one of the prominence bilingual magazines with contents in indonesian and english language. as a bilingual magazine with the purpose of entertaining and informing the target readers with short articles that has promotional values, there are several interesting lexicon in the class of verb, particularly action verb, regularly used in these articles. givon (1984, in suryasa 2016; 3) divides verbs into three broad classifications namely; state verb, process verb, and action verb. the action verb, particularly, comes from act by someone or something in which lexicon provide is included. in the magazine, provide is translated into several different indonesian lexicons. with the basic belief that every lexicon has its own distinctive characteristics (jayantini, 2014; 35) or in other words, that there are no two words that have exactly the same meaning, this phenomenon becomes interesting and worth studied. in order to be able to analyze this phenomenon, the application of natural semantic metalanguage approach proposed by wierzbicka (1996) is appropriate. the basis of nsm can describe the meaning conveyed in any language, as if from inside, while at the same time using sentences from our own language. unlike various artificial language used for representation of meaning, the natural semantic metalanguage carved out of natural language (yanti, 2015). goddard (2008; 1) stated that the natural semantic metalanguage (nsm) is a decompositional system of meaning representation based on empirically established universal semantic primes, i.e., simple indefinable meanings which appear to be present as identifiable word-meanings in all languages. in this study, the approach was applied by finding meaning configuration of each lexicon and paraphrasing them using the latest semantic primitives list with 64 primes in english exponents (goddard, 2012; 3). finally, the purpose of this study is to map the meaning of provide as an action verb and the translations in indonesian lexicons. then, a comparison can be done and demonstrate how nsm approach can help us to understand a particular lexicon deeper. mailto:nengahsudipa@unud.ac.id mailto:bagusnarabhumi@gmail.com ii materials and methods in this study, the method includes four aspects, namely data source, method and technique of collecting data, method and technique of analyzing data and method and technique of pr esenting data. the data of this study are sentences found in colours magazine may 2017 and march 2018 editions. colours magazine is the in-flight magazine of garuda indonesia airline that has contents in english and indonesian, as the airlines is an indonesian airline that operates internationally. the magazine has mainly informative-descriptive articles that talk about indonesian archipelago besides several international destination and event articles. informing about places, events, businesses, and products, there is a special lexicon regularly used in the text; the action verb provide. furthermore, this english lexicon is translated into five different indonesian lexicons that make it interesting to be analyzed using the nsm approach. the method of collecting data used in this study was documentation method. in applying the method, the data source was carefully read and observed. then, sentences with the occurrence of lexicon provide were noted. next, those sentences that had different form of indonesian lexicons to translate the action verb provide were listed to be further analyzed in the next section. the method and technique of analyzing data was descriptive qualitative method in order to be able find the meaning configurations and explications of the action verb provide and the indonesian translations. first, the previously listed data were analyzed to find the meaning configuration of each lexicon. second, each lexicon was paraphrased using the semantic primitives in order to show the explication. then, having the meaning configurations and explications, those lexicons were compared to find out how the target text lexicons differ and or similar to the source text lexicon. finally, the analyzed data were presented using the informal method. informal method is the method in presenting data or analysis results in the form of ordinary words or descriptions and it is suitable for this study as a qualitative research. iii results and discussion in the data source, the lexicon provide in the source text (st) was translated into five different target text (tt) lexicons, namely; memberikan, menyediakan, menyuguhkan, and menyajikan, . below are shown the meaning configurations and explications of lexicon provide and the translations according to the data of this study. 3.1 provides and memberikan (3-1) colours march, 2018 (page 64) st tt as well as maintaining a cultural tradition, timorese weaving provides economic sustainability and, most noticeably, a source of pride for local communities. dengan menjaga tradisi budaya, tenun timor juga memberikan kesinambungan ekonomi, dan yang paling terlihat adalah menjadi sebuah kebanggaan masyarakat lokal. 3.1.1 meaning configuration lexicon provides in the st has the meaning of supplying something to someone; making them able to use, take, or enjoy the advantages from the supplied things. meanwhile, the indonesian translation memberikan means giving, delivering, and or allowing something to someone. however, the lexicon in st has a good mood because the theme of this lexicon is most likely something beneficial or advantageous. in contrast, memberikan can deliver bad or good entities and therefore becomes a neutral lexicon in terms of mood. below are shown the explication of both lexicons where x is timorese weaving and y is economic sustainability and a source of pride. 3.1.2 the explication of provides “memberikan” x does something to y this happens for some time because of this, y can be someone’s (local communities’) because of this, people feel good because of this, people wants to do something (preserve) to x x does something like this 3.1.3 the explication of memberikan “provides” x does something to y this happens for a moment because of this, y moves because of this, people (local communities) can do something (receive) to y because of this, people feel good because of this, people wants to do something (preserve) to x x does something like this from the explication, it can be concluded that generally, memberikan has a close meaning similarity to the st lexicon. however, these explications also reveal the differences occurred in the translation of the lexicon; first in terms of time and second in term of process. the process of provides is done for some time meanwhile memberikan only happens in one moment. besides, the action of moving that occurs in the tt lexicon does not exist in the explication of st lexicon. 3.2 provides and menyediakan (3-2) colours march, 2018 (page 86) sl tl crowded into arches, along cobbled streets and under victorian and contemporary glass-roofed sheds, a hundred and more stalls and shops provide unbeatable fresh and cooked fare. pasar ini dihiasi atap melengkung, jalanan berbatu dan atap kaca bergaya victoria dan kontemporer, dengan ratusan kios dan toko yang menyediakan makanan segar dan masakan yang tak ada duanya. 3.2.1 meaning configuration in this data, lexicon provide is translated into menyediakan. provide here has the meaning of making unbeatable fresh and cooked fare available in purpose to be enjoyed later. meanwhile, menyediakan naturally has a very close meaning to the sl lexicon which is organizing something for later consumption. the entities, processes, and tools are also similar for both of the lexicon. moreover, menyediakan has the same good mood as provide. below are shown the explication of both lexicons where x is stalls and shops and y is food. 3.2.2 the explication of provides “menyediakan” x does something to y this happens for a long time because of this, there is y in x because of this, people (market visitors) can do something (buy, eat) to y because of this, people wants to move to x x wants this x does something like this 3.2.3 the explication of menyediakan “provide” x does something to y this happens for a long time because of this, there is y in x because of this, y is something (organized) because of this, people (market visitors) can do something (buy, eat) to y because of this, people want to move to x x wants this x does something like this how both of provide and menyediakan show a nearly identical explication results re-emphasize how naturally close they are in meaning. the only difference is that menyediakan explicates how the theme is most likely become something (organized) in the process. 3.3 provides and menyuguhkan (3-3) colours march, 2018 (page 171) sl tl bali safari & marine park provides fun holiday adventures in full measure – as it welcomes new tiger cubs and an elephant calf – as well as its more enduring mission of conservation. bali safari & marine park menyuguhkan petualangan liburan yang menyenangkan dengan hadirnya anak macan dan anak gajah di tempat ini, serta petualangan konservasi alam. 3.3.1 meaning configuration in this case, the lexicon provides carries the meaning of giving the fun holiday adventures to the visitors of the park. meanwhile the translation, menyuguhkan, has the meaning of serving and presenting the theme entities. both of the lexicons result in the ability of bali safari & marine park visitors to witness, experience, and enjoy an exciting holiday adventure. furthermore, both also have the same good mood. below are shown the explication of both lexicons where x is bali safari & marine park and y is holiday adventures. 3.3.2 the explication of provides “menyuguhkan” x does something to y this happens for some time because of this, people can do something (experience, enjoy) to y because of this, people want to move to x x wants this x does something like this 3.3.3 explication of menyuguhkan “provide” x does something to y this happens for a some time x does this because people in x are something (visitors) because of this, y moves somewhere near people (visitors) because of this, people can do something (experience, enjoy) to y because of this, people want to move to x x wants this x does something like this here, the explication of menyuguhkan is able to reveal in which feature it differs from the st lexicon provide. having a very similar meaning configuration, menyuguhkan actually has its own collocation with “visitors” (of houses or businesses). in contrast, the lexicon provides could deliver its theme to any recipients without the concerns on their status. 3.4 provide and menyajikan (3-4) colours march, 2018 (page 176) st tt hopefully, colours will continue to innovate and provide inspirational stories that focus on the wealth of indonesian culture and hospitality. semoga colours terus berinovasi dan menyajikan cerita inspiratif dengan tetap mengedepankan kekayaan budaya dan keramahtamahan bangsa. 3.4.1 meaning configuration in data (3-4), provide is translated into menyajikan. regarding the sentence, provide has the meaning of giving and supplying inspirational stories to the readers of the magazine. meanwhile, menyajikan is referred to the act of presenting something to someone in a particular medium. the same with provide, menyajikan also has a good mood because the theme of this lexicon is most likely something beneficial or advantageous. below are shown the explication of both lexicons where x is colours magazine and y is inspirational stories. 3.4.2 the explication of provides “menyajikan” x does something to y this happens for a some time because of this, there is y inside x because of this, people (readers) can see y because of this, people want to do something (read) to x x wants this x does something like this 3.4.3 the explication of menyajikan “provides” x does something to y this happens for a some time because of this, there is y inside x because of this, x is something (organized, well placed, easily consumed) because of this, people (readers) can see y because of this, people wants to do something (read) to x x wants this x does something like this once again, these explications successfully point out how two lexicons with a very close meaning to each other still have feature differences. more precisely, the semantic prime in the specification category shows that tt lexicon menyajikan results in organized theme meanwhile st lexicon provides does not indicates such thing. 3.5 provides and menghadirkan (3-5) colours may, 2017 (page 57) st tt the newly designed bulgari boutique provides the best of both worlds, offering the brand’s iconic collections in an exquisite retail setting inspired by traditional balinese forms and refined italian elegance. bulgari boutique yang baru, menghadirkan deretan koleksi ikonis bulgari dalam keindahan atmosfer yang terinspirasi bentuk-bentuk tradisional bali dan keanggunan italia. 3.5.1 meaning configuration in this data, provides that carries the meaning of presenting and supplying something valuable is translated into indonesian lexicon menghadirkan. menghadirkan in this case has the meaning of presenting or making something present in a certain place or medium in order to make them well-known to the target audiences. however, lexicon menghadirkan has a neutral mood since it could deliver bad or good entities. below are shown the explication of both lexicons where x is bulgari boutique and y is apparel collections. 3.5.2 the explication of provides “menghadirkan” x does something to y this happens for some time because of this, y is something (available) because of this, people can do something to y (see, touch, try, buy) x wants this x does something like this 3.5.3 the explication of menghadirkan “provides” x does something to y because of this, y moves inside x this happens for a moment after this, there is y inside x after this, people (consumers) can do something to y (see, touch, try, buy) x wants this x does something like this this explication show that the translation of lexicon provide into menghadirkan has several differences. similar with the case in data (3-1), provide and menghadirkan here differ in the semantic prime category of time. furthermore, lexicon provides indicates its theme specification which is “available”, meanwhile lexicon menghadirkan stresses more on what experience its theme undergone which is “moving”. however, once again the general explication result shows that menghadirkan is equivalent enough to be considered as an appropriate translation for lexicon provide in data (3-5). iv conclusion according to the discussions, it can be concluded that the action verb provide has the meaning of supplying something to someone and is translated into five different indonesian lexicons, namely; memberikan, menyediakan, menyuguhkan, menyajikan, and menghadirkan. through the meaning configuration, it is shown that the st lexicon provide has a positive or good mood. yet, only menyediakan, menyuguhkan and menyajikan have the same mood; the other two, memberikan and menghadirkan, have neutral mood instead. the explication comparison procedures also point out the slight differences of st and tt lexicons regarding the sentences they are in. however, those differences do not significantly affect the equivalency of tt toward st lexicons since they could properly deliver the intended meaning of provide for the indonesian target readers. references goddard, cliff. (2008). 1. natural semantic metalanguage: the state of the art. 1-34. 10.1075/slcs.102.05god. goddard , c. 2015. the oxford handbook of linguistic analysis (2 ed.). http://www.oxfordhandbooks.com; online publication. jayantini, s. r. (2014). the medical concept of damage and its indonesian equivalent cedera: a natural semantic metalanguage approach. lingual: journal of language and culture. denpasar: udayana university. suryasa, i. w. (2016). ngalap in balinese: a natural semantic metalanguage approach. lingual: journal of language and culture. (https://ojs.unud.ac.id/index.php/ language/article/view/21155>. date accessed: 2 march. 2018.) wierzbicka, anna. 1996. semantics: primes and universals. oxford: oxford university press. yanti, m. a. (2015). grade mapping of order group speech act verb in the motivation book entitled opening the door of your heard. and its translation (thesis). denpasar: udayana university (data source) garuda indonesia. 2017. colours magazine may 2017. www.garuda-indonesia.com; online publication. garuda indonesia. 2018. colours magazine march 2018. www.garuda-indonesia.com; online publication. http://www.garuda-indonesia.com/ http://www.garuda-indonesia.com/ meanings on various cooking manners in verb forms dini siamika tito prayogi udayana university dinisiamika88@gmail.com abstract this paper aims at investigating the meaning of verb form ‘cook’ having one form with different manners of cooking something. therefore, the analysis discusses about the various cooking manners in verb forms because cooking is an action or do something. the data was taken from the article about cooking procedure, by note taking technique. the data was further analyzed by natural semantics metalanguage. the result showed that verbs in cooking action have some similar meaning with different manners such as the manner cooking of blanch means cooking food into boiling water in a few minutes, while the manner cooking of steam means cooking food on the boiled water. here, metalanguage manages to describe and analyze the verb meaning in cooking manners. keywords: metalanguage, verb i introduction people life needs communication to convey their message, expression or action. to communicate the message especially in english, verb is needed to express and explain what the subject did. however, when people act or do something, they need verb to express the message. therefore, verb can be found in sentences or in verbal language. givon (1984) stated that verb divided into three categories, 1) state verb, 2) process verb, and 3) action verb. the various cooking manners that are verb include in the process and action verb because cooking is an action of doing the process of making delicious food. for instance, the english cooking manner of sauté means cook food in the oil or fat with over heat until the food is brown. whereas, the cooking manner of deep-fry means an action of doing the process of fry food with much oil until the food are covered by the oil. verb bear exists in english cooking manners interested to be analyzed because the same forms have different processes and results in cooking and serving the food. for indonesian people, cooking has seven manners namely, goreng and tumis used for cooking food stuff in oil over heat, sangrai mostly cooks nuts or dry cereal without oil or fat and usually the pan made from clay, while rebus cooks food stuff into the boil water and kukus used to cook traditional snack, vegetables or another food stuff on the boiled water, bakar, and panggang used to grill meat, fish, bread or another food stuff using charcoal as fuel or grill on the frying pan. all of these types used to cook all kinds of food stuff only in different way without special food stuff. however in english, the cooking manners have each own way with a special food stuff. for instance the verb “toasted” used to cook bread warmly mailto:dinisiamika88@gmail.com 2 | dini siamika tito prayogi lingual (vol. 6, no.1, 2016) and brown in high heat (walter, 2008), while the verb “roast” used to cook meat at the oven. therefore, the various cooking manners interested to be analyzed because in indonesia and english have each own way to mention the cooking manners with different way specially. so, the theory uses to analyze the differences meaning and process of cooking manners in english by metalanguage analysis. ii materials and method the data will be analyzed in this paper in the form of verb words. it is taken from the article about cooking procedure. the article discusses the various ways and processes of english people cook the food. besides, the article contains a lot of verb bear with difference processes and results of cooking food. here, the collected data will be classified based on the way the object work or process the thing, the tools and the food stuff used. the data above will be analyzed by using metalanguage to describe and to analyze the configuration about the verbs in the lexicon used in cooking manners. in addition, the nsm approach used to explain the semantic primitive data besides nsm concept can use in a concrete and abstract concept. according to wierzbicka (2010:14) defined semantic primitive is indefinable and the basis on which the semantic system of a language was built. moreover, goddard (1996:2) stated that semantic primitive cannot be changed as it is innate nature of meaning. then semantic primitives are a search for understanding because without it, the meaning cannot be described. people may have different perception to recognize the meaning. therefore, sometimes the meaning of something can be clear to someone but it may not be clear to another, and when the concept is known by someone sometimes it can be unknown concept to another. here, wierzbicka (2010) found several semantic primitives which consist of some exponents as follows: 1. substantives i-me, you, someone, something, people, body 2. relational substantives kind, parts 3. determiners this, the same, other-else 4. quantifiers one, two, much-many, little-few, some, all 5. evaluators good, bad 6. descriptors big, small 7. mental predicates think, know, want, don’t want, feel, see, hear meanings on various cooking manners in verb forms | 3 8. speech say, words, true 9. actions,events, movement do, happen, move 10. locataion, existence, specification, possession be (somewhere), there is, be (someone/something),be (someone’)s 11. life and death live, die 12. time when-time, now, before, after, a long time, a short time, for some time, moment 13. space where-place, here, above, below, far, near, side, inside, touch 14. logical concepts not, maybe, can, because, if, very, more, like-as based on the categories of exponent, this analysis is included in actions/events/movement. someone who cooks is doing an activity by moving the tool and touching the food stuff mix together into the pan or frying pan to make a delicious dish or meal. iii results and discussion the investigation of the various cooking manner found that there are 5 classifications on western’s cooking manners. the classification divided based on the way cooking, the tool, and the food-stuff use during the process of cooking. 3.1 boil the cooking activity refers to boil the water in over heat then put some foods into the boiling water, as follow the similarities of cooking manners with different verb in boiling food. 3.1.1 stew stew is the way of cooking in a little liquid slowly (walter, 2008). this word conveys the cooking process of some foods become a little liquid and needs more time because the process is slowly to get the food done smoothly. the tool used to cook the food stuff is quart saucepan. in stew process, all foods like vegetables, meat, fish and fruit can be cooked. (3-1) stewed pieces of rhubarb 3.1.2 blanch blanch means to put vegetables or nuts into the boiling water for a few minutes to make them white, remove the skins, get rid or strong flavor, or 4 | dini siamika tito prayogi lingual (vol. 6, no.1, 2016) prepare them for freezing (walter, 2008). this process cooks the food stuff into the boiling water until the stuff rids from the skin in medium cook. mostly, the food stuffs cook in this manner vegetables and nuts until clean from the strong flavor and skin. the tool uses to cook is stockpot. (3-2) rhubarb can be blanched to help preserve its color and flavour 3.1.3 boil boil is cooking food and put it into the boiling water (walter, 2008). in this process, special food stuff like meat and vegetables can be cooked by using this manner. this process makes the food moist and well done. mostly, the tool to cook in boiling manner is stock-pot. (3-3) rubarb adds and boils into heat water for 1 minute 3.1.4 poach poach is the process of cooking food putting into the boiling water or other liquid such as a fish, or an egg with its shell removed (walter, 2008). it is used only for cooking egg and fish after cleaning the shell then put it into the boiling water or into a liquid flavor. usually, the tool used is cast iron-skillet. (3-4) poach the salmon in white wine and boiled water based on the boil clasification, this process has four cooking manners together with the explanation and examples. the verb boil can be explicated as follows: x do something to y at the same time, because of it, y become cooked x do something with boiling water x put y in stock pot x do something like this 3.2 steam this activity refers to cook food with heat water until boil then cook the food on the vapor by using steam. 3.2.1 steam steam cooks food by using steam (walter, 2008). it is a simple manner in cooking vegetables on the vapor of boiling water to keep the vegetable colour, texture, flavour, nutrient and vitamin good because the vegetable does not boil into the heat water. the food stuff that mostly cooks by this manner is vegetables. so, the tool use is steam or bamboo steam. (3-5) vegetables steam to preserve fresh colour, texture and flavor. this classification has different ways with boil in cooking manner. the verb steam can be explicated as follows: x do something to y at the same time, because of it, y become cooked x do something with boiled water x put y on steam meanings on various cooking manners in verb forms | 5 x do something like this 3.3 fried the verb action refers to cook food using oil or fat sometimes the result become crispy or moist. there are four manners to fry the food. 3.3.1 pan-fry pan-fry denotes the way of cooking food in a pan in a small amount of oil or fat (walter, 2008). this manner cooks the food using a little oil or fat into well done moist food. all of kinds food stuff can be cooked using pan-fry manner and the tool use to fry is wok or chef’s skillet. (3-6) pan fry the meat moistly 3.3.2 deep-fry deep fry is to fry food in a deep pan completely covered by oil (walter, 2008). the food cooks with deep fry mostly crispy and the chef also can make it moist depend on the customer order even use much oil. the special food stuff cook in deep-fry is mostly fish. the tool use to cook in deep-fry is deep quart saucepan. (3-7) the meatballs deep-fry in a pot of oil heated to a medium-high temperature 3.3.3 saute sauté cooks food in oil or fat over heat, usually until it is brown (walter, 2008). sauté only need a little oil or fat so the flavor put into over heat pan then some vegetables, fish, meat can be mixed or cook differently. all of the food stuff can be cooked by this manner and the tool use to cook is sauté pan. (3-8) the food stuff sautés on the 5 minutes 3.3.4 sear sear is cooking activity to fry a piece of meat quickly at a high temperature, in order to prevent liquid and flavor escaping from it (walter, 2008). this manner has quickly process of cooking meat because the meat fry on a high temperature avoiding the meat become liquid and the flavor escape from the meat. this process cooks special food stuff that is meat and the tool used is chef’s skillet. (3-9) the meat has completely seared based on the fried classification, this process has four cooking manners together with the explanation and examples. the verb fried can be explicated as follows: x do something to y at the same time, because of it, y become crispy and moist x do something with liquid or fat x put y in fry pan x do something like this 6 | dini siamika tito prayogi lingual (vol. 6, no.1, 2016) 3.4 roast the activity of cooking food is in an oven or on grill or over a fire. mostly the food cooks meat, fish or bread. charcoal is a fuel used to cook. 3.4.1 grill grill is the cooking process by direct heat, especially under a very hot surface in a cooker (walter, 2008). this is the cooking process of roasting the meat on the grill without oil or fat. grill especially cooks meat in rare, medium or well done. grill applies the heat to the bottom surface of meat. the tool used to cook meat is grill or rectangular metal container. (3-10) grilled the fish for dinner 3.4.2 barbecue barbecue is a process of cooking food on a barbecue (walter, 2008). this process named as barbecue because the roasting process hold out door party using grill or roasting outside over a fire. the food cooks in the manner mostly meat, fish and poultry. the tool used to cook is barbecue or grill. (3-11) i thought turkey will could barbecue at garden party 3.4.3 roast roast refers to cook food in an oven or over a fire (walter, 2008). mostly, meat or sausage roast over a fire and sometimes some food also can roast over a fire. the tool used to roast is an oven or grill over a fire. (3-12) store roasted garlic in an airtight container in the refrigerator for up to two weeks 3.4.4 toasted the cooking process refers to make bread or other food warm, crispy and brown by putting it near a high heat (walter, 2008). toasted is a cooking manner for bread become brown and crispy on both sides, but toasted manner mostly used to cook bread. the tool used is a toaster, grill or in front of open fire. (3-13) toasted the cheese sandwiches for breakfast 3.4.5 broil broil has similarity with grill that cooks something on direct heat, especially under a very hot surface in a cooker (walter, 2008). broil applies the heat to the top surface of the meat. broil also cooks meat without oil or fat and the tool used is grill. (3-14) broil the chicken on the grill 3.4.6 bake this process refers to cook inside a cooker without using added liquid or fat (walter, 2008). this process specially cooks and makes bread in an oven by dry heat without liquid or fat added inside. oven is a tool used to cook bread paste to be delicious bread. (3-15) bake the muffin paste into oven meanings on various cooking manners in verb forms | 7 based on the roast classification, this process has six cooking manners together with the explanation and examples. the verb roast can be explicated as follows: x do something to y at the same time, because of it, y become crispy and welldone x do something with fat or fuel x put y in oven, grill or barbeque x do something like this 3.5 cook the activity of cooking food prepare for meal or dish by some manner such as fry the flavor and then put the food stuff mix together until boil, oil and fat is needed to cook the food. in indonesia this process is called as tumis. 3.5.1 braise braise processes of cooking food slowly in a covered dish in a little fat and liquid (walter, 2008). this cooking process needs water or liquid or fat to make a tender meat. therefore, need more time to cook with this manner because it is cooked at low temperature in a covered pot. finally, the meat cooks slowly to get well done meat. special food cooked in this manner is meat or vegetables. sauté pan and quart saucepan can used to cook in braising manner. (3-16) spices tenderloin braises in 15 minutes 3.5.2 simmer simmer describes the process cooking something liquid or something with liquid in it at a temperature slightly below boiling (walter, 2008). the flavor cooks into heat oil or fat until boiling then put the food stuff into it. occasionally, it creates a bubble breaking on the surface. the liquid creates from the cooking flavor. vegetable is a special stuff to cook with simmer. frying pan uses to cook at simmer manner. (3-17) reduce heat to simmer and cook uncovered until rhubarb is crisptender based on the cook classification, this process has two cooking manners together with the explanation and examples. the verb cook can be explicated as follows: x do something to y at the same time, because of it, y become moist and welldone x do something with liquid or oil x put y in fry pan x do something like this iv conclusion from the result of discussion above, it can be concluded that the various cooking manner in verb forms have different way, tool, and have a special food stuff to be process. here, the verb ‘boil’ is the cooking manner by using boiling 8 | dini siamika tito prayogi lingual (vol. 6, no.1, 2016) water in stock pot, while verb ‘steam’ cooks something by putting on steam in boiling water. however, verb ‘roast’ cooks something in oven, grill or barbeque using oil or fuel. this process only uses to cook meat, fish or bread. another manner of cooking is verb ‘fried’ that needs much oil to cook something in fry pan, while verb ‘cook’ do something with a little oil to make food stuff done. references gande, vinsensius. 2012. verba ‘memotong’ dalam bahasa manggarai: kajian metabahasa semantik alami. tesis master program studi linguistik: universitas udayana. givon, talmy. 1984. syntax and semantics. london: oxford university press. goddard c, cliff. 1997. semantic analysis: a pracical introduction. australia: the university of new england armidale. nsw. walter, elizabeth. 2008. cambridge advances learner’s dictionary: third edition. cambridge: cambridge university press. wierzbicka, anna. 1996. semantics: primes and universals. oxford: oxford university press. http://www.recipetips.com/kitchen-tips/t--1110/all-about-rhubarb.asp http://www.britannica.com/topic/boiling-cooking lingual: journal of language & culture (volume 8, no.1, may 2017) english department, faculty of arts, udayana university 2 complementiser and relativiser in the english subordinate clauses ni luh ketut mas indrawati english department, faculty of arts, udayana university mas.indrawati@yahoo.com abstract words combine to form larger units; phrases, clauses, and sentences. the study of the structure of phrases, clauses, and sentences is referred to as syntax. quirk, et, all (1985:47) distinguishes sentences into two types they are; simple sentences and multiple sentences which cover compound sentences and complex sentences. a simple sentence consists of one independent clause, a multiple clause contains more than one clauses, a compound sentence consists of two or more independent clauses, while a complex sentence consists of insubordinate and subordinate clauses. subordinate clause, in embedding the element of the insubordinate clause use either complementiser or relativiser. for example: (1) john said that he did not come to the party. that in (1) is considered to be complimentiser since it introduces the subordinate clause. (2) john met the teacher that teaches you english. that in (2) is classified as relativiser because it is used to introduce the modifying clause. this paper attempts to discuss complementiser and relativiser in the english subordinate clauses and describe the constituent structure in a tree diagram using the approach proposed by kroeger (2005). the data were taken from a novel entitled saved by the bride by fiona lowe (2013). keywords: complex sentences, subordinate clauses, complementiser or relativiser i introduction a sentence is mainly a group of words linking together and expressing an idea, event or description. the words in an english sentence have a certain order and rule regarding ways to either expand or shorten it. the boundaries of a sentence are easily identified, as it begins with a capital letters and ends with terminal punctuation mark (period, punctuation mark or exclamation mark). quirk, et, all (1985:47) distinguishes sentences into two types they are; simple sentence and multiple sentences which cover compound sentences and complex sentences). compound sentence consists of two or more independent or insubordinate clauses while complex sentence is a sentence consisting of a main clause or independent clause and one or more subordinate clauses. according to van valin, jr, (2004:133) complex sentences are non-coordinate sentences containing more than one clause or more than one vp. kroeger (2005:218) states that a clause can be embedded within another in two simple ways, they are coordination vs. subordination. when two constituents belonging to the same category are adjoined to form another constituent of that category, it is referred to as a coordinate structure or a compound sentence, such a structure is considered to be doubly headed, because both of the adjoined elements function as heads of the larger unit. coordinate sentences in english are usually connected by conjunctions such as and, but, and or, as in the example: (1) jack came into the room and jane stood up. the clauses: jack came into the room and jane stood up are independent clauses since they can stand by themselves. the coordinate conjunction used to conjoin the two independent clauses in (1) is coordinator and. in contrast, in a complex sentence, the subordinate clause functions as a dependent rather than a co-head. there are three types of subordinate clauses; they are (a) complement clauses, adjunct (or adverbial) clauses, and relative clauses, such as in (2) (2) a. fred believes that john married mary. b. after entering the room, jack took off his coat. c. i saw the man who had helped you. the clause in (2a) is linked with conjuction that, to introduce the subordinate clause, john married mary. the subordinate clause in (2a) is referred to as a complement clause and that is referred to as complementiser . in (2b) the subordinate clause is initiated by the preposition after to introduce the subordinate clause entering the room therefore it is called an adjunct clause since it takes the function as mailto:mas.indrawati@yahoo.com complementer and relativiser in the english subordinate clauses | 3 an adjunct in the matrix clause. and in (2c) the clauses are conjoined by the use of conjunction who to introduce the subordinate clause, had helped you. the subordinate clause in (2c) is referred to as a relative clause and the relative pronoun who is considered as a relativiser. a relativiser is a kind of complimentiser which introduce the modifying clause. the terms complementiser and relativiser are often caused confusion for the students learning syntax therefore this paper attempts to discuss the use of these two terms and try to describe the constituent structure by applying tree diagrams. ii materials and method this study is classified as a library research and the data source was a novel entitled saved by the bride by fiona lowe (2013) the complex sentences involving complement and relative clauses were the data of this study. the data were analysed in a descriptive qualitative way based on the theory proposed by kroeger (2005).to clearify the differences between the use of complementiser and relativiser the tree diagrams describing their constituent structures are presented. iii results and discussion 3.1 coordinate vs subordinate clauses prior to the discussion of complimentiser used in complement clauses, and relativiser in relative clauses it is important to show the distinction of coordinate and subordinate clauses. a clause can be expanded in two basic ways that is by the use of coordination and subordination. when two constituents belonging to the same category are conjoined to form another constituent of that category it is called as coordinate clause. such a structure is usually considered to be doubly headed, since both of the conjoined elements function as heads of the larger unit. while a subordinate clause is a clause which function as a dependent, rather than a co-head. kroeger (2005:218). this can be seen in the following examples: (3) a. marry left the room and jack came. b. i liked this red scarf, but leslie liked that one. c. marry believes that max is honest. in (3a and b) the conjunctions, and and but conjoin independent clauses, clauses that can stand by themselves so they are classified as coordinate clauses. both of the conjoined clauses function as heads of the larger unit, and can be described in the following tree diagram. s s conj s marry left the room and jack came i liked this red scarf but leslie liked that one. diagram. 1. in (3c) the conjunction that introduces the dependent clause which is required by the verb believe that precedes it, the verb believe needs an np or a clausal complement. this type of conjunction is referred to as complementiser by kroeger (2005), brown and miller (1980) and fromkin, et al (1984). the constituent structure of sentence (3c) can be seen in diagram.2. 4 | ni luh ketut mas indrawati lingual (vol. 8, no.1, 2017) s np vp v s’ comp s np vp v np marry believes that max is honest diagram. 2. subordinate clause using complimentiser diagram 2 shows that the verb believe and the dependent clause introduced by that, are under the vp (the daughters of vp), it is required by the verb believe. therefore it is classified as a subordinate clause. according to kroeger (2005:219) subordinate clauses are classified into three they are: complement clauses, adjunct (or adverbial) clauses, and relative clauses. in this paper complement and relative clauses will be discussed since it focuses on complimentiser and relativisers. 3.2 complement clauses and relative clauses complement clauses and relative clauses belong to subordinate clauses since both occur in what is referred to as complex clauses by quirk, et, all (1985), brown and miller (1980) and fromkin, et al (1984). they both involved conjuctions such as: that, who, which, where, why, whom, etc as complementiser to introduce the subordinate clause. however, in a complement clause the subordinate clause with complementiser is licensed by the subcategorisation of the verb and normally functions as subject or object, of the other clause which is referred to as the matrix clause but in relative clause, the subordinate clause introduced by the complementiser functions as a modifier within an np. this can be clarified by data (4): (4) a. he knew that being a klutz … could lead to a black eye? (p. 1) b. he decided to wait and see how she played it (p. 24) c. he knew which he preferred. (p. 27) d. they too had joined the parade that led out of town toward jobs in madison, milwaukee,... (p. 10) e. he much pre¬ferred women who didn’t say very much. (p. 22) f. a strangled sound that was half groan and half laugh floated up to him (p.22) the clauses in italics in data (4) are classified as subordinate clauses. in data (4a – c) the subordinate clauses belong to complement clauses which are introduced by the complimentisers: that, how, and which. these subordinate clauses occur as complements, or are required by the subcategorization feature of the verbs (knew, see, knew) that proceed them. whereas in (4d-f) the subordinate clauses introduced by complementisers that, who, and that are the modifiers of the preceding np, these types of complementisers are considered as relativisers. the np modified by the subordinate clauses that and who in (4d and e) function as the objects of the matrix clauses while in (4f) the np modified by the subordinate clause introduced by complementiser that functions as the subject of the matrix clause. the difference between the use of complementisers and relativisers in (4) can be described in the following tree diagrams: complementer and relativiser in the english subordinate clauses | 5 it is clearly shown by the tree diagrams that the subordinate clauses, s’ in diagram (3) is licensed by the v, and both v and s’ are the daughters of vp, whereas in diagrams (4 and 5), the s’ is the daughter of the np. s np vp vp np np s’ comp vp they had joined the parade that led out of town toward jobs in madison, milwaukee he preferred women who didn’t say very much. diagram.4, relative clauses using complementisers as relativisers diagram 4, shows that the dependent clauses introduced by that and who (s’) are licensed by the nps and the clauses functions as modifiers within the nps are referred to as relative clauses kroeger (2005:89). the np containing the relative clause functions as the object of the main clause. this is considered as the “external” grammatical relation of the np by kroeger (2005:236). while the head nouns (parade and women) are interpreted as the subjects of the modifying clauses (led out of … and didn’t say very much). kroeger refers to this “internal” grammatical relation as the relativized function: the grammatical relation that is assigned to the head noun within the modifying clause. s np vp v s’ comp s np vp he knew that …a klutz… could lead to a black eye? he decided to see how she played it he knew which he preferred diagram. 3 compliment clauses using complimentisers 6 | ni luh ketut mas indrawati lingual (vol. 8, no.1, 2017) s np vp np s’ v pp comp s np vp v ap a strangled sound that ø was half groan and half laugh floated up to him diagram. 5. relative clauses using complementiser as relativiser in (5) the np containing s’ precedes the vp, since the external grammatical relation of the np is the subject of the main clause and the internal grammatical relation or the relativized function: is the subject of the modifying clause (was half groan and half laugh floated up to him), the np dominated by s is considered to be empty (ø) because it is coreferrence with the np which is the sister of the s’. since complement clauses are required by the verbs, the complement clauses that take that, who, which, etc as complementisers, take finite verbs as in 4 (a, b, and c). however, the complement clause can also take nonfinite verb such as: (5) a… you need to stay here.(p. 44) b. he always enjoys visiting your gar¬den. (p. 60) c. this involves finding a replacement for reggies and akp has to be that replacement (p.74) d. she tried to read the message behind the mild words but his handsome face gave nothing away. (p.99) the verbs: need and tried in (5a and d) require to infinitive verbs, while the verbs enjoys and involves in (5b and c) needs verbs in –ing. meanwhile the form of a complement clause is often specified by certain verb occurring in the main clause, verbs belonging to the same general semantic class normally take the same type of complement therefore kroeger (2005:223) proposes some examples of verbs with similar semantic types and complement verb form following them as follows: semantic class examples complement v-form a. saying and knowing know, think, say, report, suspect, fear, hope, imply, tell, etc finite b. manipulation verbs force, persuade, cause, request, urge, command, order infinitive c. modality predicates want, intend, plan, try, prefer, threaten, willing, afraid, eager, able, know how infinitive d aspectual predicates begin, finish, keep on, go around progressive participle e demands (“jussives”) threaten, willing, afraid, present subjunctive complementer and relativiser in the english subordinate clauses | 7 eager, able, know how insist, demand, essential (that), important (that) (= bare infinitive) some data are presented in (6): (6) a. only we both know [i’m not your enemy] because you ran a police check on me. trust is a big issue for you isn’t it? (p. 95) b. i hope [you get your money back…] (p. 96) c. annika persuaded [her husband to sell his old car] (p.99). d. she intends [to buy a new house….] (p.98). e. watching those eyes and that mouth was far too distracting on so many levels that she didn’t dare [count]. (p. 92) f. she wanted [to soothe him as well as ride with him on this out-of-control journey], and give him what he wanted. (p.209) g. he stopped [pacing], turned his head and just like a marksman, he held her in his sights with those delicious cocoa eyes (p.93) h. the boat kept [rocking]. and tilted. (p.209) i. he insisted [(that) the man be arrested and…]. (p. 213) j. it is important [that he get along well again]. (p.225) data 6 (a and b) show that verbs: know and hope semantically belong to verbs of saying and knowing, the following verb forms am in (6a) and get in (6b) are finite since they are in agreement with the tense and subject that precede them in this case the subject i in the complement clause in (6a) requires to be in the form of am as its verb. meanwhile the subject you in the complement clause in (6b) needs verb in the form of present tense, get. in 6 (c ) the verb persuaded is classified into manipulation verb and in (6d, e, and f) the verbs intends, dare, and wanted, are classified into verbs of modality predicates which are followed by infinitive either to infinitive or bare infinitive (like in the verb dare). in (6g and h) the verbs stopped and kept belong to verbs of aspectual predicates, so they are followed by progressive participle (verb in –ing), meanwhile verbs in data (6 i and j): insisted and be important are verbs of demands (“jussives”) therefore they are followed by bare infinitive. this shows that the forms of verbs in the a complement clause is specified by certain verb occurring in the main clause, verbs belonging to the same general semantic class normally take the same type of complement. iv conclusion based on the analysis above it can be concluded that complementisers were types of conjunctions used to introduce the subordinate clauses in complex sentences. when the subordinate clauses introduced by complementisers are required by the verbs of the main clause, they are referred to as complement clauses, however when they are licensed by the head noun of the noun phrase they are referred to as relative clauses in this case the complementisers used are called relativisers. references brown, e.k and j.e miller. 1980. syntax: a linguistic introduction to sentence structure. london: hutchinson & co. ltd. fromkin, et al (1984). an introduction to language. australia: holt, rinehart and winston. kroeger, paul r. 1993. phrase structure and grammatical relation in tagalog. stanford, california: csli. kroeger, paul r. 2005. analyzing grammar: an introduction. new york, cambridge university press. 8 | ni luh ketut mas indrawati lingual (vol. 8, no.1, 2017) lowe, fiona. 2013. saved by the bride. usa: carinapress.com quirk, r et. al. 1985. a comprehensive english grammar. london: longman. van valin, jr. 2004. an introduction to syntax. united kingdom: cambridge university press. lingual: journal of language & culture (volume 8, no.1, may 2017) english department, faculty of arts, udayana university 9 translation of phrasal verbs into indonesian i dewa ayu devi maharani santika, i gusti vina widiadnya putri, ni wayan suastini stiba saraswati denpasar devimaharani17@gmail.com, vina.ayu422@gmail.com, ennysuastini@gmail.com abstract this study has two aims, those are to analyze: (1) the classification of phrasal verbs found in a short story and the classification of their translations in indonesian done by some english teachers from some primary schools in denpasar, and (2) how the meaning of phrasal verbs in sl help to determine their equivalents in tl. the classification and the meaning of phrasal verbs are proposed by mcarthur and atkins (1975). based on the analysis there were three categories of 34 phrasal verbs found in the data source, those are: intransitive verbs, transitive separable verbs, and transitive fused verbs. the results found that most of the phrasal verbs are included into transitive separable verbs and from the three categories of phrasal verbs; they were translated mostly into transitive verbs. meanwhile, the meanings of phrasal verbs in sl determine the suitable equivalents for the phrasal verbs in tl since there were variants equivalents given in the translations. keywords: phrasal verbs, translation, words meaning i introduction multi words expression, and especially phrasal verbs, can assess the level of english language proficiency. but it can be difficult to both understand and remember for the non-english speaker. phrasal verbs are used by all native english speakers with great frequency because the verbs are colloquial. they are used casually, in everyday speech, or in order to express vivid, emotional and frequently slangy points, to conjure up special metaphoric relationships and jokes and to label actions in such daily activity. phrasal verbs are the combinations of simple monosyllabic verbs (put, take, get, etc) and members of a set of particles (on, up, out, etc) (mcarthur and atkins, 1975). there is no universal definition of phrasal verbs , but some linguists qualify phrasal verbs as a combination of a verb and a preposition or an adverbial particle whereas other only consider a phrasal verb as a verb followed by an adverbial particle (darwin and gray, (1999); sawyer, (2000) in riquel (2014)). the combination is nowadays called phrasal because, on paper, it represents the appearance of a two – word phrase rather in a single item. although it looks like a phrase, it functions in many respects like a single word, although under certain conditions other items (direct object, adverbs) can come between verbs and particle (mcarthur and atkins, 1975:iii). since phrasal verbs derive from verbs and their particles that followed, the classification of phrasal verbs also can be classified into verbs classification: intransitive and transitive verb. transitive verbs are next divided into separable and fused verbs. (pg. v) the meaning of phrasal verbs, typically, is not obvious from the meanings of the individual words themselves. but some of them may emphasize the meaning of the verb that builds them. this is important to understand, since translation is also about analyzing the meanings of words as state by larson (1998) in hatim and munday (2004) ‘a process which begins with the st, analyses this text into semantic structure, and then restructures this semantic structure into appropriate receptor language forms in order to create an equivalent receptor language text’. moreover, nida (1969) mentioned that the meaning of a word or phrase from source language which is translated into the target language is very important to be analyzed in order to have the message which is delivered clearly understood. translation focuses in the process of translating and the product of translation as stated by shuttleworth and cowie (1997) in hatim and munday (2004:3) for the definition of translation. catford (1965) suggested the theory that can be used to analyze the product of translation is the equivalence theory, which is divided into two parts: textual equivalent and formal correspondence. the product of translation that discussed here was the translation of phrasal verbs into indonesian from some primary english teachers. the analysis of classification of phrasal verbs found in the source text with the classification of their translations and the meanings of phrasal verbs to determine their equivalents, which used the theory proposed by mcarthur and atkins (1975), are the main discussions of this study. mailto:devimaharani17@gmail.com mailto:vina.ayu422@gmail.com mailto:ennysuastini@gmail.com 2 | i dewa ayu devi maharani santika, i gusti vina widiadnya putri, ni wayan suastini lingual (vol. 9, no.2, 2017) ii materials and methods the data were taken from the translations made by some primary schools english teacher who translated a short story entitle moles taken from internet (http://www.oxfordenglish.com.br/oxfordwp/index.php/phrasal-verb-story-moles/) that contained 34 phrasal verbs which then can be categorized in three categories: intransitive verbs, transitive separable verbs, and transitive fused verbs. there are two reasons why the translations of phrasal verbs from these teachers were used. firstly, these teachers, which come from some private primary schools, are frequently used translating technique in teaching vocabularies to their students. this means that they can produce the product of translation, particularly for the translation of phrasal verbs. secondly phrasal verbs have different meanings from the verbs that form them. therefore, there must be variants of equivalents for the phrasal verbs found in the source text into target language. the data were collected through the observation method and supported by the note – taking technique. first, the phrasal verbs found in the source text and their equivalents in target language were classified into their categories. second, the data that have been noted-down were listed and analyzed the suitable equivalents based on the meaning of the phrasal verbs in sl. however, not all the data were analyzed here. to analyze the data, a descriptive qualitative method was used. iii results and discussion 3.1 phrasal verbs according to mcarthur and atkins (1975) phrasal verbs are usually combination of simple, monosyllabic verbs and members of a set particles. they are called so because the combination presents the appearance of a two-word phrase rather than a single item. a phrasal verb also consists of adverb that modifies or changes the meaning (https://www.usingenglish.com/glossary/phrasal-verb.html). 3.1.1 classification of phrasal verbs since all verbs are initially classified into intransitive and transitive verbs, these categories are also applied for phrasal verbs (mcarthur and atkins, 1975: v). intransitive means that the verbs do not need object, meanwhile transitive verbs need object. in indonesian language, there are also these categories of verbs with the same characteristics: depend on having an object or not (chulsum and novia, 2006: 711).the position of the object in a transitive verb is then separated into two more categories: separable verbs and fused verbs (mcarthur and atkins, 1975: v). separable phrasal verb means that the object can be inserted between the verb and its particle or placed after the phrasal verbs, meanwhile in the fused verb; an object cannot be inserted between the verb and its particle, but must be placed after them. 3.2 intransitive phrasal verbs data 1 sl: every time she drops in, he goes to great length to avoid talking to her tl: a. setiap kali dia mampir, ronnie selalu menghindarinya. b. setiap dia berkunjung, anakku ronnie selalu menjauh……., c. setiap kali dia masuk, dia berusaha keras untuk tidak berbicara dengannya. in this sentence, there is no object followed the phrasal verb, therefore the words drops in is included into category of intransitive verbs, since it does not require an object (mcarthur and atkins, 1975).the equivalents are also categorized as intransitive verb because they are not followed by objects after the verbs. the meaning of words drops in above is visit casually (mcarthur and atkins, 1975: 42) which then the closest equivalents from words given above are mampir and berkunjung, because these also have the sense of meaning visit casually. data 2: sl: she’s got to call round her mother’s house to….. tl: a. dia sudah menelepon ibunya…., b. dia mendapat panggilan dari ibunya, c. dia mendapat telepon dari ibunya http://www.oxfordenglish.com.br/oxford-wp/index.php/phrasal-verb-story-moles/ http://www.oxfordenglish.com.br/oxford-wp/index.php/phrasal-verb-story-moles/ https://www.usingenglish.com/glossary/phrasal-verb.html translation of phrasal verbs into indonesian | 3 this phrasal verb is also included into intransitive verb because it is followed not by an object, but an adverb her mother’ house. meanwhile the translations are divided into two word classes: a. menelpon is the verb which included into transitive verbs and are followed by words ibunya which is consider as objects, b. panggilan, and c. telepon are categorized as noun or they can be said as the objects of their verbs: mendapat. the meaning of this phrasal verb is visit casually (mcarthur and atkins, 1975: 20), but none of the equivalents above have the same meaning as in sl. therefore, those are not the suitable equivalents for call round. it should be mampir or berkunjung as mentioned in data 1. 3.3 transitive separable phrasal verbs data 1 sl: if our client receives that bill, he’s going to call off the zebra deal. tl: a. jika klien kita menerima tagihan itu, dia akan membatalkan perjanjian yang sudah disepakati, b. jika klien kita menerima tagihan, dia akan memanggil pengacara. transitive separable verbs mean those which, under certain conditions, may have an item inserted between the verb and particle (mcarthur and atkins, 2004: v). therefore, the words call off is categorized as transitive separable verb because the object, in this case zebra deal, can be inserted between the verb call and particle off or can be put after the phrasal verb. meanwhile the equivalents are membatalkan which included in transitive verb since it followed by object perjanjian, and memanggil is included as transitive verbs as well because it is also followed by object: pengacara. this phrasal verb has meanings: abandon or cancel (mcarthur and atkins, 1975: 20). then the suitable equivalent from words in tl above is membatalkan because it has the same meaning as in sl. data 2: sl: it seems that someone has been making up story that our company is in financial trouble and handing it out to the press tl: a. ……….dan menyerahkannya kepada pers, b. ...…….dan menyampaikannya kepada pers, c. ………dan memberikannya kepada pers handing it out is a transitive separable where the object can be put after the phrasal verb or inserted between the verb and its particle (mcarthur and atkins, 1975:68). in this sentence, the object is it, and placed between the verb and its particle. the equivalents given are also as transitive verbs because followed by object –nya, which refers, the same as in sl, to the story that has been made up. the phrasal verb handing out has a function as figurative informal word with the meaning: offer or dispense (mcarthur and atkins, 1975: 68). in this sentence, offer is the perfect meaning. then all words in tl above are close equivalents for this phrasal verb. 3.4 transitive fused phrasal verbs data 1 sl: she wants you to look after the kids tonight tl: a. dia ingin anda menjaga anak – anak malam ini, b. dia ingin anda untuk mengurus anak – anak malam ini, c. dia ingin anda menengok anak – anak malam ini look after in the sentence above is a transitive fused verb, because the object is only able to put after the phrasal verbs. the translations given are also included in transitive verb with their objects: anak – anak. the meaning of phrasal verb above is take care of or be temporarily responsible for (mcarthur and atkins, 1975: 83). so, the suitable equivalents are menjaga and mengurus, instead of menengok. data 2 sl: i look forward to seeing you at the usual place, mr. green tl: a. saya berharap bisa bertemu dengan anda di tempat biasa, mr. green, 4 | i dewa ayu devi maharani santika, i gusti vina widiadnya putri, ni wayan suastini lingual (vol. 9, no.2, 2017) b. saya menunggu bertemu dengan anda di tempat biasanya, mr. green, c. saya akan menemui anda di tempat biasa, mr. green the phrasal verb above is a transitive fused verb as well. it cannot be inserted by the object in between the words. the object must be after the words. the translations are categorized as intransitive verbs for berharap bisa bertemu and menunggu bertemu. but it differs for the last translation menemui anda, it is a transitive verb words with the object anda. its meaning in sl is anticipate eagerly (mcarthur and atkins, 1975: 83). therefore the suitable equivalent is berharap bisa menemuimu. iv conclusion from the analysis that have been done, it can be concluded that there were three categories of 34 phrasal verbs found in the text source, those are (1) intransitive verbs, which need no objects that follow, (2) transitive separable verbs, which the object can be placed between or after the verbs and (3) transitive fused verb, with the object that must be placed after the verbs. the equivalents for these phrasal verbs were mostly translated into transitive verbs which require objects in the usage. there were many variants equivalents given in the translations. many words which have the same sense of meaning were chosen to be the equivalents for the phrasal verbs found in the text source. but the suitable equivalents obviously can be determined from the meanings that the phrasal verbs in source language have. those help to give the closest equivalents in the target language. references catford, j.c. 1965. a linguistic theory of translation. london: oxford university press chulsum, umi&novia windy. 2006. kamus besar bahasa indonesia. surabaya: kashiko hatim, basil &munday, jeremy. 2004. translation. an advanced resource book. london: routledge. mcarthur, tom & atkins, beryl. 1975. dictionary of english phrasal verbs and their idioms. singapore: pan pasific. nida, e.a dan c. taber. 1969. the theory and practice of translation. leiden: brill. https://www.usingenglish.com/glossary/phrasal-verb.html riquel, emilie. 2014. phrasal verbs: usage and acquisition. (journal of philology). https://www.atiner.gr/journals/philology/2014-1-2-3-riguel.pdf translation of phrasal verbs into indonesian | 5 appendices no phrasal verbs in sl categories meanings equivalents in tl categories 1 hung up intransitive end a phone call / put down a telephone receiver menutuptelepon, meletakkantelepon, mengakhiritelepon transitive 2. turned to his secretary fused transitive ask for help berbalik, berpaling, menuju,memberikanke intransitive 3. come up with a new idea fused transitive produce datangdengan ide baru, mengemukakan ide baru, munculdengan ide baru, membuatmenemukan, menghasilkan transitive 4. get through to your wife intransitive make contact with someone menghubungiistrianda, menyelesaikantugas, mengaturmelaluiistribapak, mendapatpesan, meneruskanistrimu transitive 5. look after the kids fused transitive take care of; be temporarily responsible for menjagaanak – anak, mengurusanak – anak, menengokanak – anak transitive 6. call round her mother’s house intransitive visit casually menelpon ibunya, panggilan, telepon transitive, noun 7. to check up on the arrangement fused transitive investigate, test memeriksarencana, jadwal, pengaturan, perlengkapan; mengecekrencana; pemeriksaaan transitive, noun 8. put this one off separable transitive postpone, dismay, discourage menundaini/-nya; membiarkan yang satuini, mengabaikannya transitive 9. get along with her intransitive manage, move or go, be on good terms cocokdengannya, akrabdengannya, berkumpuldengannya, adjective transitive 10. ran over his dog separable transitive knock down usually with car, play usually fully menabrak, melindas, melewati, menggilas, melarikan, menyalip, tertabrak intransitive passive transitive 11. drops in intransitive visit casually mampir, berkunjung, masuk intransitive 12. turn out intransitive end, transpire not translated, kembali, beralih, menjadibaik intransitive 13. to look over separable transitive memeriksanya, melihatnya, mencarinya, tunjukkankesaya, diperiksa, periksa, lihat transitive intransitive transitive 14. pointing out separable transitive show, mention menunjukkan, not translated transitive 15. call off the zebra deals separable transitive abandon, cancel, prevent from membatalkan, memanggilpengacara transitive 6 | i dewa ayu devi maharani santika, i gusti vina widiadnya putri, ni wayan suastini lingual (vol. 9, no.2, 2017) attaching 16. hurried out the room intransitive move quickly bergegaskeluar, segerakeluar, buru – burumeninggalkan, keluarruangan intransitive 17. backing down from the saturn venture intransitive descend backwards, give away, yield mundurdari; mendukung saturn venture, dilindungi saturn venture intransitive, transitive, passive transitive 18. look into it fused transitive investigate melihat, menginvestigasi, mengecek, mencaritahu, menelusuri transitive 19. take this one up separable transitive develop an interest in menangani, menangkap, mengurus, mengerjakan, mengambilsatu transitive 20. making up stories separable transitive arrange, form, compile membuatcerita, mengarangcerita, menyusuncerita transitive 21. handing it out separable transitive give out by hand, offer, dispense menyerahkannya, menyampaikannya, memberikannya transitive verb 22. drive all our clients away transitive separable force to leave a place mengusir, membuat, mendorong transitive 23. end up on the street intransitive come to an end, finished by berakhir di jalanan, berujung, terhentiberhenti intransitive 24. work out separable transitive find by performing, the proper action mencaritahumenyelidiki, membuatrencana transitive 25 look forward to seeing you fused transitive anticipate eagerly berharap bisa bertemu anda, menunggu bertemu, akan menemui anda transitive 26. burst into fused transitive suddenly break into masukkeruangan, membukadengantiba – tiba, bergegasmasuk intransitive 27. getting at fused transitive suggest, hint, imply dapatkan, katakan, tujuan intransitive noun 28. was turned away from the manager’s job separable transitive refuse, reject, reduce in quantity of force dipindahkan, berpalingdari, menjauhdari, menolakdari passive transitive 29. give up real work separable transitive surrender, abandon, stop melepaskanpekerjaan, berhentidari, menyerahdari transitive 30. wound up selling separable transitive bring to an end akhirnyamenjual, mencoba, adverb, intransitive 31. until you came along intransitive attend datang, mengikuti, ikutserta intransitive, transitive 32 wrapped up intransitive finalize terselesaikan, teratasi, yang terbungkus, selesaidenganbaik, yang ada passive, intransitive 33 broken down intransitive stop functioning rusak, mogok adjective, intransitive 34 playing up intransitive cause trouble bermasalah, main – main, membuatkhawatir transitive how to translate scientifically: a case in the journal of “medicina” i made juliarta universitas udayana madejuliarta330@gmail.com abstract this reasearch aimed at analyzing and discussing the technique or procedure applied by translator in translating text found in the journal medicina. there are some procedures of translation techniques found and applied by translator. some of the translation techniques applied by the translator consisting of borrowing, transposition, equivalence, structure shift, unti shift, literal, calque, addition and substraction. it was the borrowing technique used in applying the translation of terms which have been considered a part of respective tl. unit shift is said as the change from word to group of word or in reverse. a different of modifierhead rule between sl and tl can occur in the structure shift. equivalence and literal translation or words per word translation were found. it is important to apply the technique of calque which was reagarded as special kind of borrowing. there were the last two techniques which were also found as unavoidably which is applied by translator. applying appropriate techniques in translating is needed in order the translation product can be reliable and acceptable for the reader. keywords: source language, target language, techniques of translation i introduction translation is the process in transferring the meaning of a text and the production of an equivalence text. according to (nida and taber 1982:12), translation is reproducing receptor language of the closest natural equivalence of a source language message, firstly in terms of meaning and secondly in term of style. the meaning of the source language must be kept while doing the translationg from source language into target language. in doing the translation, the same meaning must be expressed into another language by very different forms. translation is said to be a change of form. the source language is the form from which the translation and the target language is the form from which it is changed. translation is the transferring without distortion the meaning of the sl into the tl. the intended meaning of the source language must be transferred constant. we have said that translation equivalence occurs when sl and tl items are relatable to the same features of substance. in total translation, the question of samness of situation substance is a difficult one and is linked to the question of the sameness or otherwise of the cultures to which sl and tl belong. a legal text is something very different from ordinary speech. the translation which keeping the form in the tl, for instance, the word melodrama in english (lawrence, 1960:107), it is translated into melodrama in bahasa indonesia (bi) mailto:madejuliarta330@gmail.com 2 | i made juliarta lingual (vol. 6, no 1, 2016) (achyar, 2008:242). the meaning and the equivalence translation are the topic discussed in this paper. besides, this paper also identifies additional information or meaning or reduction of information which occurs within the translation. it is important to know the translation equivalence of the text which is translated into indonesian. therefore, this topic is interested to discuss. linguistically, language deals with word, clause, sentence, and how word are combined into a clause or sentence in order to create a complex of meaning. complex sentence can be used in speaking and writing activities, but the comlexity of its structure often makes the learners confused in differentiating the form and the other types. there are some sentences that have the same meaning as the original where the translation should reflect the intend meaning of the oiginal text. the relative clause is one of the examples as a source that have several meanings in indonesian as target language. a complex sentence consists of two clauses and between two clauses, there is a certain relation that makes the two clauses. these clauses have a complex sense or meaning. they are called as the main clause and subordinate clause. the subordinate clause has a certain function in the structure of complex sentence so that the complex sentence seems like a simple sentence, but one of its element realized by the subordinate clause. the subordinate clause functions in the structure of complex sentence so that the complex sentence seems like a simple sentence, but one of its element realized by the subordinate clause. ii materials and method this research used the text taken from journal entitled medicina. the qualitative method applied in research method aiming at gathering an in-depth understanding. however, the method in this research are involving series of process and analysis data. it is important to read the text in order to collect data. there are some types of translation technique that the translator applied. iii results and discussion the translation technique applied in translating the text is the analysis of the text. the theory of vinay and darbelnet (1958) and catford (1965) are the theory used in analysing the text. the theory of catford (1965) and nida (1964) are also the theory used in analyzing the data. there are some data chose as representation of each translation technique. the whole data is not included in the discussion. it is important to analyze representation of each type of translation technique by using some perspective data. 3.1 structure shift a structure can be defined as the way in which a unit is made of lowerrank units. it is said that a structure shift can occur when there is different classes of elements. structure shifts can be said as the most frequent among the category shifts. according to catford (1965), the translation of an english clauses can be how to translate scientifically: a case in the journal of “medicina” | 3 in the predicate, elements subject, and complement. clause consists of elements predicate, complement, subject, and adjunct. the structural shift can occur in total translation as well. for example, we can see from the translation that determiner-modifier structure can be translated as a modifier-determiner structure. data english indonesia (3-1) regional analgesic analgesia regional (3-2) epidural analgesia analgesia epidural (3-3) decompressive surgery dekompresi lumbal (3-4) medical school fakultas kedokteran (3-5) pain control kontrol nyeri it can be seen from the data above that the data above were classified as structure shift techniques. this techniques is the dominant techniques which is applied by the translator. there are the differences between the grammatical rules in both english and indonesian. it can be seen from the examples above that the shift is showed in translation in position of head and modifier of each phrase, while there is reverse rule in indonesia. 3.2 transposition transposition is said as a change of word class that dooes not affect the whole meaning of the message. it is said that the transposition occured in all kinds of word classes. among many of the translation studies some whose focuses were on the text alone concentrated on the formal changes rather than meaning e.g. catford’s shifts, transpositions by vinay and darbelnet, etc. translation can be said as an interlingual practice necessitates moving from the form of the sl to the tl. in other words translation is a change of form (larson 1984: 2) and this formal change takes place at different levels within a text. 3.3 unit shift unit shift is one of four parts in category shift. it is said that nuit shifts is the translator changes the rank level in part of speech. it can be one ranl in sl the the translator has to change it into another rank in tl. according to catford (1965), the translator changes into another rank in tl. rank refers to the linguistic unit of morphemes, words, phrases or clauses. unit shift can be said as the interesting object to analyze in in the translation phenomena. the nuit shifts essentially occurs in the translation, whether because there is no exact form with the same meaning or because of considering aesthetic value. catford (1965) introduced the translation shift and gave definition of the concept. according to catford (1965), there is disticntion between formal correspondence and textual equivalence. 4 | i made juliarta lingual (vol. 6, no 1, 2016) formal equivalence tried to emphasise fidelity to the lexical details and grammatical structure of the original language. dynamic equivalence, by contrast, tried to tend favouring a more natural rendering, for instance when the readability of the translation is more important than the preservation of the original grammatical structure. in diplomacy or in some business settings people may insist on formal equivalence because they believe that fidelity to the grammatical structure of the language equals greater accuracy whereas in literature a novel might be translated with greater use of dynamic equivalence so that it may read well. formal equivalence is often more goal than reality, if only because one language may contain a word for a concept which has no direct equivalent in another language. shift represents some changes occurring in a translation process. translation shifts occur both at the lower level of language, i.e. the lexicogrammar, and at the higher thematic level of text. catford (1978: 73) states that by shift we mean the departure from formal correspondence in the process of going from the source language to the target language. further, he states that basically, in shift of translation, or transposition he says, it is only the form that is changed. in addition, he urges the translation shift is done to get the natural equivalent of the source text message into the target text (1978: 76). translation shifts also occur when there is no formal correspondence to the syntactic item to be translated (machali, 1998: 3). according to bell (1991: 33), to shift from one language to another is, by definition, to alter the forms. however, in such cases, a more dynamic translation may be used or a neologism may be created in the target language to represent the concept (sometimes by borrowing a word from the source language). a unit can be defined as a stretch of language activity. a unit shift can occur when textual equivalents are placed on different ranks. it can be seen from the table below: data english indonesian (3-6) and mainly pneumonia penyebab infeksi terbanyak adalah pneumonia data english indonesian (3-7) factors associated with acute bronchiolitis faktor-faktor yang terkait dengan bronkiolitis akut data english indonesian how to translate scientifically: a case in the journal of “medicina” | 5 (3-8) surgery-associated tssues initiates the nociception cedera jaringan terkait pembedahan mencetuskan proses nosisepsi it can be seen from the data (3-30) above that mainly was a word in sl and it was translated into penyebab infeksi terbakanyak adalah. the word penyebab infeksi terbanyak adalah was a group of word or phrase. this sentence can be said as unit shift, as there is a change in unit or grammatical scale. it can be seen from word to group of word. it can be seen from the data (3-30) above that factors was a word in sl and it was translated into faktor-faktor. the word faktor-faktor was a group of word or phrase. this sentence can be said as unit shift, as there is a change in unit or grammatical scale. it can be seen from word to group of word. we can see from the data (3-48) above that the nociception was a word in sl and it was translated into proses nosisepsi. the word proses nosisespsi was a group of word or phrase. this sentence can be said as unit shift, as there is a change in unit or grammatical scale. it can be seen from word to group of word. 3.4 borrowing 3.4.1 naturalized borrowing technique of naturalized borrowing in the translation is based on word categories. the words refer to the borrowing technique in the translation indicated by the suffix marker. 3.4.1.1 noun in naturalized borrowing noun categories are indicated by suffix marker. noun / nominal suffixes are often employed to derive abstract nouns from verbs, adjectives and nouns. such abstract nouns can denote an action, the result of actions, or other related theory as well as properties, qualities and the like. to make it clearer, some suffixes of nouns are explained as follows. all nouns were taken from the sl. 3.4.1.2 suffix – ion and  ation si in the tl suffix –ion and –ation in the sl are as well to show that nouns are formed. those suffixes occur adjustment of spelling in the tl to be –si. no. sl tl 3-9 scintillation sintilasi 3-10 concentration konsentrasi 3-11 radiation radiasi 3-12 investigation investigasi the words have the suffix –ion and –ation in the sl, which is categorized as a noun,. the suffix –ion is accompanied by changing the base–final 6 | i made juliarta lingual (vol. 6, no 1, 2016) consonant form (t) to (s). those words are reconstructions (oxford, 2013:604). the allomorph –ation in the word information and demonstration (oxford, 2013:187), in this case, derivatives in –ion suffix, which indicate events or results of the process. the stem of words are; information is inform, the stem of the reconstruction is reconstruct, the stem of the word demonstration is demonstrate. those translations as well are categorized as a noun. to make it clearer, for instance, the word information in the sl will be categorized as a noun). it means among of words are categorized as a noun in the word type. 3.4.1.3 suffix –ity  -as omitted in the sl the adjustment of spelling occurs to the suffix –y in the sl becomes –as. no. sl tl 3-13 activity aktivitas 3.4.2 pure borrowing the technique in the translation to take a word directly from the sl into the tl without any adjustment is called pure borrowing. the words are taken purely. it occurs at noun category in the sl which is translated into the tl. noun is a word which is used to name something as a thing. 3.4.2.1 noun in the pure borrowing there are two kinds of noun which are common noun and proper noun. the difference between a common noun and a proper noun is that a common noun does not name any individual person, place, or thing while a proper noun has the name of a person, place, or thing. 3.4.2.2 common noun in the pure borrowing common noun occurs in the pure borrowing by taking the word directly from the sl into the tl. it is indicated that the word does not begin with a capital letter. it does not name of place, and thing. there are common noun which are found from the data, as follows: no. sl tl 3-14 tritium tritium 3-15 radio radio the data above shows that the technique used is borrowing. it is a pure borrowing. those words were taken directly from the sl into the tl to show that the borrowing techniques in the translation were applied in the pure borrowing. all of word elements in the sl as well are taken directly without any modification in the tl. it is to say that the technique used by taking the spelling in the sl in whole word. it is called as pure borrowing in a common noun. how to translate scientifically: a case in the journal of “medicina” | 7 3.5 addition the target text can contaion more linguistic material than its source. addition process in translation can occur without changing the semantic content of the message, but rather make information implicit that is presented in the source text. the purpose of the message, for imperative purpose that aim at not just understanding the translation but also at ensuring no misunderstanding of the translation. data english indonesian (3-16) “.....from january...” “.......dari periode januari...” it can be seen from the data (3-48) that there is the insertion of a new word in tl. however, it was absent in sl. it was the word “periode” in tl considered as addition. if it was not added, there will be misunderstanding upon what january referred to might emerge. it is the addition procedure that make implicit information explicit. it is important to justify the addition of periode in translating from sl into tl. data english indonesian (3-17) “.........between 2005 .....” “......antara tahun 2005....” we can see from the data (3-49) that there is the insertion of a new word in tl. however, it was absent in sl. it was the word “tahun” in tl considered as addition. if it was not added, there will be misunderstanding upon what 2005 referred to might emerge. it is the addition procedure that make implicit information explicit. it is important to justify the addition of tahun in translating from sl into tl. it is important to know the meaning which is classified into two kinds, referential meaning and connotative meaning. a translator must be aware of which meaning is possibly intended by the author. besides, it is important to pay attention on the components embedded in a certain unit of meaning. by understanding the components of meaning of the source language expressions, then a translator can make the best decision related to the components. data english indonesian (3-18) “......without ae.....” “....tanpa menggunakan ae....” it can be seen from the data (3-49) that there is the insertion of a new word in tl. however, it was absent in sl. it was the word “menggunakan” in tl considered as addition. if it was not added, there will be misunderstanding upon what is referred to might emerge. it is the addition procedure that make implicit information explicit. it is important to justify the addition of menggunakan in translating from sl into tl. as we know that translation is an effort of finding equivalent meaning of a text into the second language. the sentence above indicates that there occured 8 | i made juliarta lingual (vol. 6, no 1, 2016) meaning equivalence since in translation meaning is the object to be rendered from the source language text into the target language text. it can be seen from the sentence above that the translator is faced with a text as units of meaning in the form of sets of words or sentences. iv conclusion generally, translation is a process of rendering meaning, ideas, or messages of a text from one language to other language. there are some considerations which follow this process, which mainly related to the accuracy, clarity and naturalness of the meaning, ideas, or messages of the translation. it means that it is an important thing to consider whether the readers of the target text accept equivalent information as the readers of the source text do. references baker, mona (1992). in other words, a coursebook on translation. london: routledge hatim dan munday (2004: 6) translation, an advanced resource book. london: routledge. newmark (1988). a textbook of translation. hertfordshire: prentice hall international nida, eugene a and charles r. taber (1982). the theory and practice of translation. leiden: e.j. brill. translation strategy of figure of speech in short story sang ayu isnu maharani english department, faculty of arts, udayana university isnu.maharani@yahoo.com abstract this study is a descriptive qualitative study which concern with literary translation in a short story. it aimed at identifying figures of speech and also describing the strategies applied in translating figure of speech. the data was collected by library research method and note taking technique. the finding showed that the figure of speech found were mostly simile and one hyperbole. the strategies applied were retention of the similar vehicle, and retention of the same vehicle plus explication of similarity feature (s). keywords: figurative language, figure of speech, literary translation, short stories i introduction literary work and its translation often capture the story of human life which has always been interesting issue to be explored. the story of human life are vary; they may elucidates the everyday life with its dynamic “color” such as the happiness, the failure, the sadness, the grief, the challenge and many different things. it can be found in poetry, novel, or short stories. a short story as one instances of the literary work is usually shorter than a novel. it often presents interesting life story in a simple language. however, thing that make short story become distinctive is the use of its figurative language. figurative language uses words deviating from their proper definitions in order to achieve a more complicated understanding or heightened effect. figurative language is often achieved by presenting words in order to make equated, compared, or associated with other normally unrelated words or meanings. it is the use of a word, phrase, symbol, and idea in such way to evoke mental images and sense impressions. figurative language is often characterized by the use of figurative speech. a figure of speech is a way of saying one thing and meaning another. there are many classification of figure of speech such as from richard (1965) and morner & rausch (1991). richard (1965:105) mentioned that “the two most common figures of speech are metaphor and simile, but there are many other less common ones”. however, morner and rausch (1991:83) have different opinion toward kinds of figure of speech. they proposed four kind figures of speech such as metaphor, simile, personification, and hyperbole. figure of speech are said to be an imaginative tools for literature and ordinary communication to explain speech beyond its usage. it is important to be applied to serve three elements of clarity, forth and beauty in the language. (tajali, 2003:100 in fadaee). the fulfillment of those three elements is prime mailto:isnu.maharani@yahoo.com translation strategy of figure of speech in short story | 85 consideration for any author or translator to work on their literary work. considering the importance, this study tries to identify figure of speech in one of the well known short stories written by made sanggra entitled bertemu di tampak siring with its translation encounter in tampak siring. the focus discussions of this study are: (1) to identify figure of speech in short story of bertemu di tampak siring and its translation encounter in tampak siring (2) to elucidate the translation strategy applied in figure of speech found in the short story. ii materials and method the data for this study was collected from short story bertemu di tampak siring with its translation encounter in tampak siring. this story is one of seven stories of the antology of made sanggra in 1970s which contain 94 pages. therefore this study is a case study which focuses on the figure of speech in of both indonesian and english version of bertemu di tampak siring encounter in tampak siring. the method of collecting data of this study was done through library research. the short story was read thoroughly and the figure of speeches were marked and highlighted. all the available data were classified and compare to find out the strategies of the figure of speech found which applied in the story. the technique used for this study was note taking. the finding of this study is presented descriptively and it is a qualitative research. according to firmin (2008:190) qualitative research is frequently related with words. 2.1 figurative language morner & rausch (1991:83) mention that figurative language is language that uses words or expressions with a meaning that is different from literal interpretation, when the writer uses literal language; he or she is simply stating the fact as they are. figurative language, in comparison, uses exaggerations or alterations to make a particular linguistic point. figurative language is a language that contains figures of speech. he proposed that the kind of figure of speech only into four, such as metaphor, simile, personification and hyperbole, namely expressions that make comparisons or association with another things which are meant to be interpreted imaginatively rather than literary. 2.2 figure of speech a figure of speech or rhetorical figure is figurative language in the form of a single word or phrase. it can be special repetition, arrangement or omission of words with literal meaning or a phrase with a specialized meaning not based on the literal meaning of the words. figures of speech often provide emphasis, freshness of expression, or clarity. however, clarity may also suffer from their use as any figure of speech introduces an ambiguity between literal and figurative interpretation (wikipedia) 86 | sang ayu isnu maharani lingual (vol. 7, no.2, 2016) a figure of speech also defines as a phrase or word having different meanings than its literal meanings. it conveys meaning by identifying or comparing one thing to another, which has connotation or meaning familiar to the audience. according to merriam webster’s dictionary it is a form of expression (as a simile or metaphor) used to convey meaning or heighten effect often by comparing or identifying one thing with another that has a meaning or connotation familiar to the reader or listener. generally speaking, figure of speech often identified only as metaphor and simile. however, morner and rausch proposed another two, they also include personification and hyperbole. despite the difference, this study tries to reveal what figures of speech can be found in the short story of this study. 2.3 literary translation nida and taber (1974) state that translating consists in reproducing the tl the closest natural equivalent of the sl message, first in terms of meaning, and secondly in terms of style (cf. catford, 1965:20). in relation to this notion of translation, they further add that translating must aim primarily at “reproducing the message’. having this idea, a translator should be able to make good grammatical and lexical adjustments. however, since no two languages are identical, there can never be a fully exact translation. the above definition of translation emphasizes that translation is a process of transferring ‘meaning or message’ of the source language, not of its ‘form’. for this reason a translator should be able not only to identify and understand the meaning in general, but also the types of meaning in the text. it should also be important to realize that meanings can be signaled either by linguistic features or by extra linguistic features and normally by both. meanwhile in literary translation which consists of the translation of poetry, theater plays, literary books, novels, short stories and others require to translate the culture where the story is taking place. the culture issue becomes prime importance for a translator to work in so equivalent translation which convey similar message or meaning can be achieved. 2.4 short stories a short story is a piece of prose fiction that can be read in one sitting. emerging from earlier oral storytelling traditions in the 17th century, the short story has grown to encompass a body of work so diverse as to defy characterization. at its most prototypical the short story features a small cast of named characters, and focuses on a self-contained incident with the intent of evoking a “single effect” or mood. (wikipedia) according to klarer short story is a brief narrative prose. further he explains (1998:14) “a crucial feature commonly identified with the short story is its impression of unity since it can be read-in contrast to the novel-in one sitting without interruption. due to the restriction of length, translation strategy of figure of speech in short story | 87 the plot of the short story has to be highly selective entailing an idiosyncratic temporal dimension that usually focuses on one central moment of action” another definition mentions that short story deals with important elements that build the story itself. all of these elements take their own role to make the story sensible. they are theme, plot, setting, character and point of view (anderson: 1993as cited in hansyar: 2005). the short stories use for this study is taken from made sanggra’s antology entitled encounter in tampak siring. 2.5 theoretical framework this study applied two theories; they are the approach proposed by morner and rausch (1991) about kinds of figure of speech and pierini (2007) about strategies in translating figure of speech in particular the simile. morneau (1993) as cited in alwawi 2007 which proposed about translating metaphor also applied as supporting theory. morner and rausch (1991) proposed for kinds of figure of speech, they are: metaphor, simile, personification and hyperbole. (a) metaphor is an implied comparison with like or as omitted. a metaphor does same with simile but with a like or as if in the wording to show that it is literal. metaphor is comparing two things by using one kind of object or using in place of another to suggest the likeness between them. this kind of figure of speech implied analogy which one thing is imaginatively compared to or identified with another dissimilar thing. in a metaphor, the qualities of something are ascribed to something else, qualities that it ordinarily does not posses. (b) simile is stated a comparison, usually comparing two essentially different objects, actions, or attributes that share some aspect of similarity, introduced by like or as. (c) personification gives human characteristic to an object, animal or an abstract idea. it also gives an inanimate object or abstract idea human traits and qualities, such as emotions, desires, physical gestures and speech. (d) hyperbole is an exaggeration used for special effect; it is not used to mislead the reader, but to emphasize a point. the exaggeration is deliberately used for the effect, and is not to be understood as if it were a literal description. hyperbole may be used to evoke strong feelings or to create a strong impression, and is not meant to be taken literally. pierini (2007) indicated some potential strategies to translate similes. they are: s1: literal translation (retention of the same vehicle), s2: replacement of the vehicle with a different vehicle, s3: reduction of the simile, if idiomatic to its sense, s4: retention of the same vehicle plus explication of similarity featured s5: replacement of the vehicle with a gloss, s6: omission of the simile. the vehicle here refers to the comparatum (or the entity to which the topic is compared) 88 | sang ayu isnu maharani lingual (vol. 7, no.2, 2016) morneau mentioned that there are five techniques for translation metaphors, they are: (1) translate the metaphor exactly, word for word, (2) rephrase the metaphor as a simile, (3) translate the metaphor into an equivalent metaphor in the target language, (4) translate the metaphor using literal language, (5) use the metaphor, but provide all the necessary referents so that any listener will understand it. iii results and discussions this section includes the finding and analysis of figure of speech found in short stories of encounter in tampak siring and its indonesian version bertemu di tampak siring. it also analyzes the translation strategies applied for the figure of speech found in the story. 3.1 kinds of figures of speech found in short stories encounter in tampak siring and its indonesian version bertemu di tampak siring this study found that the figure of speech metaphor, personification were not included in the short story of this study. the figure of speech which can be identified was dominated by similes and one hyperbole. the figure of speech of simile found in the short stories as follow: (1) seperti kawanan lebah meriung berkeliaran as if bumblebees huming around beehive (2) teman-temannya sudah terlelap ngorok, ada lagi lainnya bernafas mendengus-dengus layaknya babi disembelih, yang lainnya bahkan menggiau tak ubahnya orang gila yang tersenggol. his friend snored already, one of them screeching like a beheaded pig and another raving like a disturbed man man (3) iramanya merintih seperti suara orang merajuk. the propeller at treetop mad a faint sound as wind swept by, as if whispering the sound of someone in dismal. (4) …….lalu airnya dipercik-percikkan layaknya kanak-kanak penggembala sapi bermain air ….sprinkeld water on his face, playing with it like a young herder washing his buffalo (5) …kerongkongannya tersekat, layaknya tersumbat sekepal pasir. his throat dried up as if blocked by a handful sand the figure of speech hyperbole found is as follow: (6). di langit tak tampak mega sedikitpun no single cloud visible 3.2 the strategies applied in translating figure of speech in short story bertemu di tampak siring with its translation encounter in tampak siring having the above data (figure of speech in 3.1) it can be explained as follows: data 1 translation strategy of figure of speech in short story | 89 seperti kawanan lebah meriung berkeliaran as if bumbleebeees humming around beehive the above data shows that the english figure of speech shows the same meaning in the indonesian figure of speech. the word ‘kawanan lebah’ is translated as ‘bumblebees’ which shows the loss information of the word ‘kawanan’. the strategy applied in the first data was the first strategy (s1) which is the retention of the same vehicle. the vehicle here means the comparatum (the entity to which the topic is compared). the compartum of data 1 is the bumblebees. data 2 teman-temannya sudah terlelap ngorok, ada lagi lainnya bernafas mendengus-dengus layaknya babi disembelih, yan lainnya bahkan menggiau tak ubahnya orang gila yang tersenggol. his friend snored already, one of them screeching like a beheaded pig and another raving like a disturbed man man the following data 2 shows the application of the fourth strategy (s4) which has been mentioned in the previous explanation; the retention of the same vehicle plus explication of similarity features. the loss information of st is the phrase ‘bernafas mendengus-dengus’ which is translated into the phrase ‘like a beheaded pig’. the explication phrase of the st was omitted in the tt. another additional phrase, in this extent known as the explication of similarity features can be seen in the phrase ‘orang gila yang tersenggol’ to ‘explain disturbed mad man’ data 3 iramanya merintih seperti suara orang merajuk. the propeller at treetop mad a faint sound as wind swept by, as if whispering the sound of someone in dismal. in data 3, the first phrase ‘iramanya’ was translated into ‘the propeller at treetop made a faint sound as wind swept by’. this shows gain information within the tt. the following phrase ‘seperti suara orang merajuk’ was translated into ‘as if whispering the sound of someone in dismal’. the later phrase shows additional of information of the word ‘whispering’. having this fact, it can be concluded that the strategy applied for the data above is the fourth strategy (s4), the retention of the same vehicle plus explication of similarity features. the comparatum is the ‘sound‘. the phrase ‘suara orang merajuk’ was translated into ‘whispering sound of someone dismal. the explication can be seen in the english translation of the word ‘irama’. data 4 90 | sang ayu isnu maharani lingual (vol. 7, no.2, 2016) ….lalu airnya dipercik-percikan layaknya kanak-kanak penggembala sapi bermain air …….sprinkled water on his face, playing with it like a young herder washing his buffalo this following data contains similar comparatum which is ‘water’. this figure of speech applies the first strategy (s1) which is to retain the similar vehicle. gain of information can be seen from the word ‘sprinkled water on his face which in the st was ‘dipercik-percikan’. the gain information can be seen in the word level ‘on his face’. despite the gain of information occur in the text, the translation of simile is rather equivalent. data 5 …kerongkongannya tersekat, layaknya tersumbat sekepal pasir. his throat dried up as if blocked by a handful sands we can see that data 5 applied the first strategy, s1 which is the retention of the same vehicle. the compartum of the st and tt is similar; they both use the word or feature of ‘throat’ and it was described in the similar simile ‘tersumbat sekepal pasir’ and its translation ‘blocked by a handful sands’. data 6 di langit tak tampak mega sedikitpun no single cloud visible the figure of speech hyperbole was found only one occurrence in this study. from the data we can find out that there is loss information of the st word ‘di langit’ as it is not translated in tt. the word ‘di langit’ emphasizes the existence of the cloud in the sky. however the tt translation omit the word ‘di langit’ because the translated phrase eventually will refer or imply the meaning ‘di langit’. this is regarded as hyperbole because we know the fact that we can see much cloud in the sky. however the figure of speech mentioned that ‘there is no single cloud visible’, so it was rather exaggerating. therefore, the contrary fact of this sentence has regarded it as figure of speech as hyperbole. despite the strategies work for simile, we can draw that this kind of figure of speech was translated by using the first strategy which is retaining the similar vehicle. the vehicle means here is the ‘cloud’ iv conclusion having the above analysis we can conclude that figure of speech found in the short stories entitled bertemu di tampak siring with its translation encounter in tampak siring were dominated by similes and also one hyperbole. the strategies applied for the figure of speech were retention of the similar vehicle, and retention of the same vehicle plus explication of similarity featured. translation strategy of figure of speech in short story | 91 references alhasnawi a (2007). “a cognitive approach to translating metaphors. translation j., 11 (3) fadee, elaheh.2011. translation techniques of figures of speech : a case study of goerge orwell’s “1984 and animal farm”. academic journal klarer, m. 1999. introduction to literary studies. routledge: london knickerbocker, k.l and h. williard reninger. 1963. interpreting literature. toronto: holt, rinehart and winston, inc larson, m.l. 1984. figurative propositions/metaphors and similes. in meaning based translation: a guide to cross-language equivalence (pp.246-255). lanham, mar: university press of america merriam-webster dictionary.2015. figure of speech merriam webster inc. 1995. merriam webster’s encyclopedia of literature. merriam webster p.415. isbn 9780877790426 morner, katlhen & ralph rausch. 1991. ntc’s dictionary of literary terms. usa: nic publishing group pierini.2007. simile in english: from description to translation. circulo de linguistica aplicada a communicacion (clac) 29, 21-43 www. examples. yourdictionary.com interference in the short text of besakih temple ni made kajeng martha puspita udayana university abstract the aim of this study is to analyze the four types of interferences; syntax, semantics, copula, and redundant found in “besakih temple” short text. the data were collected through library research with the necessary note-taking and documentation. the method used in analyzing this study is qualitative method. the result showed that interferences found in the text are covering linguistic aspects. it is furthermore called the negative transfer due to the result of contact with another language. the most common source of errors is lack of knowledge of the speaker about the language being used. keywords: interference, copula, redundant. i introduction it is commonly said that due to the differences in culture between one and another language, the interference may occur. based on “a dictionary of linguistics and phonetics” (crystal, 1991:80), “interference is a term used in sociolinguistics and foreign language learning to refer to the errors a speaker introduces into one language as a result of contact with another language. it is also called negative transfer”. according to weinreich (1953), “language interference is the effect of a langauge learner’s first language on their production of the language they are learning. the effect can be on any aspect of language: grammar, vocabulary, accent, spelling, etc”. in the book “interferensi pengaruh bahasa indonesia dalam bahasa inggris”, the interference occurs because of the lack of information on each person in communicating in foreign language. according to weinreich (1968) in his book life with two language 1982:289), “the term interferencereferes to any different that may exist between the speech of a monolingual and that of a bilingual”. in order to thoroughly understand, the problem of interference attract me to find out with the question “what types of interference are found in the short text?” ii materials and methods a short text “besakih temple” was taken from http://www.balistarisland.com/bali-interesting-place/besakih-temple.htm as the source of this article. the decision to use this material because the short text “besakih temple” consists of challenging types of interferences to be reconsidered. the data was collected through observation and reading to understanding the content. the theories of interferences used in analyzing the 2 | ni made kajeng martha puspita lingual (vol. 6, no.1, 2016) problems is based on the book “interferensi: pengaruh bahasa indonesia dalam bahasa inggris” (sudipa,et al 2011). the method used in analyzing the data was qualitative method. this qualitative method used in analyzing the data in the form of words, sentences, discourse, pictures, daily records, memorandum, or even tape recorder (subroto, 1992:7). iii results and discussion the discussions are in the range of the interferences found in besakih temple short text. the types of interferences found in short text besakih temple are in the aspects of syntax, semantics, copula, and redundant. below are the analysis of the types of interferences found in short text “besakih temple”. 3.1 syntax the interference in the term of syntax usually occurs because of the lack of understanding in morphological aspects. here, i have found six sentences that belong to interference in syntax. (3-1) it owns beautiful view from the top of temple area where we can see the wide nature panorama until to the ocean so that way this temple is many visited by tourists from all over the world. from the sentence above, it can be seen that the interference occurs in the word nature should be replaced into adjective natural, the words so that way should be replaced into so that’s why, and the words many visited by should be replaced into visited by many. the correct sentence should be: it owns beautiful view from the top of temple area where we can see the wide natural panorama until the ocean, so that’s why this temple is visited by many tourists from all over the world. (3-2) he also commands to build the blanjong monument that is located in sanur village. the word commands should be replaced by commanded because this sentence belongs to past tense, and the conjunction that is can be omitted. the correct sentence should be: he also commanded to build the blanjong monument located in sanur village. (3-3) besakih temple beside as the altar for hindu people in bali, it is also as tourist destination which is a lot of visited by tourist. in the sentence above, it is found that the interference found is in the terms of syntax, especially in preposition and conjunction aspect and also in the verb aspect. here, the word beside should be placed in the beginning of the sentence and the words a lot of visited by tourist should be replaced into visited by a lot of tourists. the correct sentence should be: besides as the altar for hindu people in bali, besakih temple also as tourist destination which is visited by a lot of tourists. (3-4) in hindu philosophy, panca dewata is manifestation of siwa god. interference in the short text of besakih temple | 3 the article the need to be added between the words is and manifestation. the correct sentence should be: in hindu philosophy, panca pandawa is the manifestation of siwa god. (3-5) it is situated in cool area with the light breeze and unique temple buildings spread out in the temple complex will create the peaceful atmosphere. the word which should be placed between the words buildings and spread, and the word will also need to be placed between the words complex and will. the correct sentence is: it is situated in cool area with the light breeze and unique temple buildings which spread out in the temple complex that will create the peaceful atmosphere. (3-6) it is ideally for the people who did the meditation and now, the besakih temple is opened for tourist and it is the great place to visit in bali. the interference found in the sentence above is in the term of siyntax, where the verbs are important to be repaired into the correct form. the verb did should be replaced into do, the word now should be placed between is and opened and the words to visit should be replaced with to be visited. in order to create a good sentence, the sentence above should be replaced into: it is ideally for the people who do the meditation, and the besakih temple is now opened for tourist and it is the great place to be visited in bali. the negative influence that caused by the interferences in the type of syntax is the lack of understanding in morphological aspects, for examples in the terms of noun, adjective, verb, and adverb. 3.2 semantics in this case, the interferences found in the short text “besakih temple” are the interferences found in semantics way. i have found ten interferences from the aspect of semantics. (3-7) it is because pursuant to agung mount confidence is holiest and highest mount in bali island. the use of the words pursuant and confidence are based on the meaning found in dictionary and they need to be changed into another proper words. the words pursuant and confidence can be replaced into another words, they are appropriate and belief and the article the can be added. the correct sentence should be: it is appropriate to the belief that mount agung is the holiest and highest mount in bali island. (3-8) it seems, the besakih is coming from very old era which is far before the existence of hinduism influence. the words it seems can be replaced with it can be seen, and the words which is far can be omitted. the correct sentence should be: it can be seen that besakih comes from the very old era before the existence of hinduism influence. (3-9) the besakih temple complex is built pursuant to cosmos balance. 4 | ni made kajeng martha puspita lingual (vol. 6, no.1, 2016) the word pursuant is based on the meaning from the dictionary, to make a better sentence, the word pursuant can be replaced with in order, and the words to cosmos balance can be replaced into to balance the cosmos. the correct sentence should be: the besakih temple complex is built in order to balance the cosmos. (3-10) it is based on the nature conception which is disseminating the fundamental temple complex that is arranged to pursuant of the way direction. the words nature conception can be replaced into natural concept, where the word nature is changed into adjective natural. the words is disseminating are replaced into present continuous tense disseminates. the verb be also placed between the words to and pursuant, and the word way is replaced with route. the correct sentence should be: it is based on the natural concept which disseminates the fundamental temple complex that is arranged to be pursuant with the route direction. (3-11) so, this building can deputize nature as symbolic of the world balance existence. the word deputize is based on the meaning in dictionary, and it should be replaced with another better word from dictionary, represent. the adjective symbolic can be replaced with noun symbol, and the words world balance existence can be replaced with existence of world balance. the word can also can be omitted. the correct sentence is: so, this building represents nature as symbol of the existence of world balance. (3-12) besakih temple is located in the plateau area which is covered by the cool atmosphere and mount agung as a back drop. the interference found in the sentence above is the article a which should be replaced into article the and the word backdrop is replaced into background. the correct sentence should be: besakih temple is located in the plateau area which is covered by the cool atmosphere and mount agung as the background. (3-13) from the top of temple building, we can see the beautiful panorama of nature from the temple area to the ocean. the words panorama of nature are based on the dictionary and need to be changed into the better translated words. here, the word nature as a noun can be replaced into adjective natural. the sentence should be: from the top of temple building, we can see the beautiful natural panorama from the temple area to the ocean. (3-14) like penataran agung temple as center, we find in its courtyard conception show the solidarity conception between the original indonesia culture namely tradition megalithic in form of punden berundak-undak with the hinduism concept. the sentence above are totally translated based on the dictionary or electronic dictionary and need to be repaired. the word solidarity can be replaced with similarity. beside that, the writer also changes the verbs in the sentence that influences the reader in reading and understanding the text. the interference in the short text of besakih temple | 5 correct sentence is as followed: like penataran agung as center, we found its courtyard concept shows the similarity between the hinduism concepts with the indonesian original culture namely megalithic tradition in the form of punden berundak-undak. (3-15) it is very easy to find this temple in bali where most of the people have known it in particular the balinese hindu. in order to make a better sentence, the word particular which based on the meaning in dictionary can be replaced with the word especially. the correct sentence is as followed: it is very easy to find this temple in bali where most of the people have known it especially the balinese hindu. (3-16) you may join the besakih temple tour, the exciting tour package to visit the places of interest on the way to this temple. the use of the words places of interest can be replaced with interesting places. so, the sentence can be changed into: you may join the besakih temple tour, the exciting tour package to visit the interesting places on the way to this temple. the negative influence of the analysis of interference in semantic way is the lack of understanding or miss understanding occurs toward the readers in terms of meaning. for example is the sentence number (3-14). there must be a different meaning between the words solidarity and similarity. 3.3 copula in the book interferensi pengaruh bahasa indonesia dalam bahasa inggris, copula can be devided into three, they are the copula in terms of noun, verb, and adjective. below are the analysis of interferences in the type of copula. (3-17) besakih temple is the biggest hindu temple in bali which the local people call pura besakih. in order to make the better sentence, the verb call should be replaced into is called. the sentence then can be replaced into: besakih temple is the biggest hindu temple in bali which is called pura besakih by the local people. (3-18) the besakih’s name is come from the word of basuki, the old language from sanskrit wasuki, and then it become the ancient java language. in the sentence above, the copula in the words the besakih’s can be omitted and changed into the besakih. the preposition of can be omitted. the verb is come also should be replaced into comes, and the the word become in it become should be replaced with becomes. based on this analysis, the sentence should be replaced into: the besakih name comes from the word basuki, the old language from sanskrit wasuki, and then it becomes the ancient java language. (3-19) in mythology of samudramanthana has mentioned that basuki is a dragon that twines the mount mandara. the article the can be added between the word in and the word mythology, and verb been can be added after has. the correct sentence should be: in the 6 | ni made kajeng martha puspita lingual (vol. 6, no.1, 2016) mythology of samudramanthana has been mentioned that basuki is a dragon that twines the mount mandara. the negative influence found in interference in the type of copula is the lack of understanding or miss understanding in the type of copula, especially in the terms of noun, verb, and adjective toward the readers. in even can cause miss of understanding or even information toward the readers. 3.4 redundant redundant is used in interference in order to simplify the sentence by omitting the unnecessary word or words. below are the redundants found in the short text besakih temple. (3-20) in this sanskrit, the basuki means congratulation. the article the before the word basuki can be omitted in order to simplify the sentence. here, the word congratulation was translated based on the dictionary. so, in order to find the proper meaning, the word congratulation should be replaced with the word safe. the sentence then changed into: in this sanskrit, basuki means safe. (3-21) it is about 2 hours away from bali’s international airport by car to the east part of bali and right located in besakih village, rendang – karangasem regency. the word bali’s can be changed into bali, and the word right can be omitted in order to simplify the sentence. based on this analysis, the sentence can be changed into: it is about 2 hours awaf from bali international airport by car to the east part of bali and located in besakih village, rendang – karangasem regency. the negative influence occurs based on the interferences analysis in the terms of redundant is that the reader will feel weary to read too much and too long sentences in order to get the points. number (3-20) is for example. the article the in sentence “in this sanskrit, the basuki means congratulation” can be omitted in order to simplify the sentence. iv conclusion based on the analysis on the besakih temple short text, there are total 21 examples based on four types of interference found in the short text. there are four types of interferences found in the short text “besakih temple”, they are in the term of syntax, semantics, copula, and redundant. the first analysis is in the term of syntax, which consists of six analysis, the second analysis is semantics which consists of ten analysis, the third is copula which consists of three analysis, and the last is redundant, which consists of two analysis. references sudipa, i nengah. 2013. abstrak berbahasa inggris publikasi ilmiah. denpasar: udayana university press. interference in the short text of besakih temple | 7 sudipa, i nengah, dkk. 2011. interferensi pengaruh bahasa indonesia dalam bahasa inggris. denpasar: udayana university press. http://www.balistarisland.com/bali-interesting-place/besakih-temple.htm. appendices besakih temple karangasem bali (http://www.balistarisland.com/bali-interesting-place/besakih-temple.htm) besakih temple is the biggest hindu temple in bali which the local people call pura besakih. it owns beautiful view from the top of temple area where we can see the wide nature panorama until to the ocean so that way this temple is many visited by tourists from all over the world. besakih temple is located in besakih countryside, rendang sub district, karangasem regency, east part of the island. it is located in southwest side bevel of mount agung, the biggest mounts in bali. it is because pursuant to agung mount confidence is holiest and highest mount in bali island. besakih in mythology the besakih's name is come from the word of basuki, the old language from sanskrit wasuki, and then it become the ancient java language. in this sanskrit, the basuki means congratulation. in mythology of samudramanthana has mentioned that basuki is a dragon that twines the mount mandara. the omission has come from tradition megalithic which had been indicated that it had to be sanctified place. it seems, the besakih is coming from very old era which is far before the existence of hinduism influence. http://www.balistarisland.com/bali-interesting-place/besakih-temple.htm http://www.balistarisland.com/bali-interesting-place/besakih-temple.htm 8 | ni made kajeng martha puspita lingual (vol. 6, no.1, 2016) hereinafter, an ancient bali king of sri kesari warmadewa found the merajan selonding temple in this temple complex area. he also commands to build the blanjong monument that is located in sanur village. the besakih temple complex is built pursuant to cosmos balance. it is based on the nature conception which is disseminating the fundamental temple complex that is arranged to pursuant of the way direction. so, this building can deputize nature as symbolic of the world balance existence. besakih temple in hindu's philosophy as we familiarize, that the point direction way like east, south, west, north, and middle as center point and each direction is named by mandala. in hindu philosophy, panca dewata is manifestation of siwa god. like penataran agung temple as center, we find in its courtyard conception show the solidarity conception between the original indonesia culture namely tradition megalithic in form of punden berundak-undak with the hinduism concept. the ancient omissions which is existing in besakih temple complex can be classified into 2 types those are omission pertained by megalithic tradition and classic era. besakih temple beside as the altar for hindu people in bali, it is also as tourist destination which is a lot of visited by tourists. besakih, place to visit in bali besakih temple is located in the plateau area which is covered by the cool atmosphere and mount agung as a back drop. from the top of temple building, we can see the beautiful panorama of nature from the temple area to the ocean. it is situated in cool area with the light breeze and unique temple buildings spread out in the temple complex will create the peaceful atmosphere. it is ideally for the people who did the meditation and now, the besakih temple is opened for tourist and it is the great place to visit in bali. how to locate besakih temple? it is very easy to find this temple in bali where most of the people have known it in particular the balinese hindu. it is about 2 hours away from bali's international airport by car to the east part of bali and right located in besakih village, rendang – karangasem regency. you may join the besakih temple tour, the exciting tour package to visit the places of interest on the way to this temple. psychology of children’s cognitive toward language development cucu ardiah ningrum mts raodotul ufad-kediri tabanan cucu.ardiah@gmail.com abstract this paper aims to explain how the cognitive psychology supports the language development on children. the supporting data was taken from some related books and journals. the data collection is conducted through the proper source collection used for obtaining various information related to the topic. then the information obtained from many sources was analyzed. the result of the analyses shows that the language acquisition process begins even since infancy period. in this process, the cognitive psychology supported it. in the process of acquiring the language, the children will pass through four steps of cognitive process namely, sensorimotor stage, pre-operational stage, concrete operation stage, and formal operation stage. the entire stages are related to human’s age. in addition there are some assumptions of children’s cognitive development which are children’s schemas, assimilation, accommodation, and equilibration. keywords: cognitive, cognitive psychology, language development i introduction the development of language from infancy to the childhood occasionally is being ignored by parents. in fact, the success of acquiring a language begins since infancy period. it is truly stated through famous hypothesis namely critical period, which refer to a time when it is optimal to learn a language, exists in children. the development of language itself must be supported by psychological consideration. in this case, the existence of cognitive psychology is exactly support the process of children’s language acquisition. cognitive psychology is a scientific study scoping about a mental and thought processes. in cognitive psychology, the obtained information will be presented through human senses, and be transmitted to human’s brain and the will be transformed as knowledge. therefore, cognitive psychology is well known as psychology of information processing. cognitive psychology is introduced by jean piaget, a swiss psychologist who studied the development of cognitive processes from infancy through adulthood. this is a theory which clearly explained about how the children who have capability to adapt toward their environment and interpret many kinds of object and surrounding phenomenon. jean piaget's theory of cognitive development focuses not only on understanding of how children acquire knowledge, but also on understanding the nature of intelligence. piaget believed that children took at active role in the learning process, acting much like little scientists as they perform experiments, make observations and learn about the world, parents, and mates. cognitive psychology has a crucial role in particularly in language development. according to principle of cognitive theory, the intelligential of children and the initiate to express their ideas which are combined by parents’ languages will support them to acquire the language. the acquired language further will develop in line with children’s cognitive development. ii materials and methods the connection of language and cognitif aspects could be identified through the assumption of the power of language. language can change the world and influence the mindset and view of the language user toward the reality. for instance, japanese approximately have a high level of cognitive. it occurs due to the amount of vocabularies they have to express the reality, therefore, they own a detailed deep undertanding toward the reality. nevertheless, the show the power of language need an effortfull when cognitive psychology does not appear to support that process. therefore, it needs deeper understanding to ensure that the cognitive and language developmet can grow optimally as the growth of human pysical body. piaget’s theory has aided educators in understanding children’s cognitive development. his theories in terms of a cognitive realm have greatly influenced on understanding of factors in language learning. in cognitif development, jean piaget stated some assumptions which exactly need to be considered before knowing the cognitive development process and the relation with the language aqcusition. mailto:cucu.ardiah@gmail.com psychology of children’s cognitive toward language development | 41 for providing of better understanding, this paper is completed by an explanation about how jean piaget theory bestowed a contribution to language development. in the effort of compeleting the finding, the writer used some data sources. the source of the data is categorized as secondary source in which the writer took some information related to the topic from some books and several journals of cognitive development and compared among the source to obtain the valid and reliable data. there are five book sources used and five journals obtained from website and the whole source discussed the development of cognitive process toward language leaning for children. the following step is of data collection in which the writer collected the related sources which are books and journals, then read them alternately and compared the information obtained. then, the obtained information were compiled and formed as data to be analyzed. the data were analyzed by comparing the obtained information and the reality in field. firstly, the writer read all related sources and did comparing them. the second step, the writer did data reduction in which the related and supported data would be used, while the unrelated data would be omitted. the following step was compiling the obtained information and connected it with the process of language learning. the fourth step was displaying the finding in result and discussion. in this step, the writer explained the process of cognitive psychology toward language development. the last step was drawing a conclusion. iii results and discussion in the effort to recognize their own world actively, the children utilize their schema (cognitive schema). it is an existent concept in human’s mind used for organizing and interpreting information. a schema can be defined clearly as a set of linked mental representation toward the world. it is used both to understand and to respond the situation. it refers to the assumption that we store these mental representations and apply them when needed. regarding to the existence of schemas, piaget emphasized to the importance of these in cognitive development and he described in detail how these are developed or acquired. piaget also believed that newborn babies have a small number of innate schemas even before they have had much opportunity to experience the world. for instance, the phenomenon of babies sucking which shows that babies spontaneously will respond to a touch toward their lips. the babies will get stimulus through someone’s touching and show a same response. babies will suck a nipple, a comforter (dummy), or a person's finger. piaget therefore assumed that the baby has a sucking schema. piaget (1983) stated clearly that there are two responsible process of children’s view in using and adapting their own schemas. the processes are assimilation and accommodation. according to schiamberg (1985), the interaction of assimilation and accommodation in the process of attaining equilibrium accounts for cognitive development from birth to death. meanwhile, boeree (2006) describes that assimilation and accommodation work like pendulum swings by advancing our understanding on the world and our competency in them. according to boeree (2006), assimilation is the cognitive process by which a person integrates new perceptual or conceptual information into existing schemata or patterns of behaviors. furthermore, he suggests that assimilation theoretically does not result in a change of schemata, but it does influence on the growth of schemata and is a part of development. assimilation occurs when the children input their new knowledge into the prior knowledge they already have. furthermore, the children assimilate their environment into a schema they form. assimilation will use an existing schema to deal with a new object or situation. the example of this process is when the children are able to speak their first word mom. the children says mom to every woman in their family who looks like their real mother. meanwhile, accommodation is the process of modifying an action to fit into a new object (solso, 1995). accommodation occurs when the children adapt their selves into new information in which the children adapt their own schema into their environment. it means that accommodation will occur when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. for instance is the phenomenon of telling mom to every woman. the mother of the children needs to explain in simple way that the word mom is only for her, and the other woman can be called aunty or sister. furthermore, piaget also introduced a mechanism which explains how the children begin to move from one level of thinking to the next level which is called equilibration. he does believe that there will be a powerful movement of equilibrium when assimilation and accommodation are in line and attaining cognitive changes. 42 | cucu ardiah ningrum lingual (vol. 8, no.1, 2017) through his observation, piaget found and convinced that the cognitive development occurs in four levels or steps, in which each levels are related to human age and they are structured from different rational. the further and detail explanation will be shared in result and discussion part. piaget believed that all children progress through four stages and they do so in the same order. in relation to the four stages, bukatku, d & daehler, w. (1995) explain that during each stage of cognitive development there is unique level of analysis, internal organization and the understanding of the environmental information and events. piaget`s theory shows clearly that the children`s understanding is only dependent on the stage that they have reached and teachers should take this into account as they teach learners particularly language learners at different levels of intellectual development. here are the four stages of cognitive development. 3.1 sensorimotor stage (birth to 2 years old) in the sensorimotor stage, the infants start to build their own thinking and understanding of their selves and the surrounding reality through interaction within the environment. this stage starts from birth to 2 years old baby which concern more on the movement and physical reactions. babies don't ever realize they can control their own bodies otherwise it is initially based on figuring out how to perform basic motor activities. the babies do experiment of what their mouth can do as what their hands can do. they are not capable to show their cognitive activity symbolically. yet, this is the beginning step of action schema learning. furthermore, they will learn how to imitate some of sounds that they hear from parents and to what context that sounds should be produced. lazarus, s.(2010) states that this is the first stage in the growth and development of a child .children have the basic structure of organizing and adapting to their environment and their behavior tend to be circular and also develop an elementary understanding of the things around. in the relation of language development, the babies start to produce babbling at three to six months. they only produce sounds with no meaning. they commonly produce their first words at 10 to 13 months. at this age, they tend to produce only single words and directly refer to what they mean or they want. at 24 months, babies will start to combine word and they will be aware that language is important to communicate. 3.2 preoperational stage (ages 2 to 5) this stage starts at around 2 years up to 5 or 6. the development is identified through the capability to talk constantly, but much of what they say does not need to be said out loud. lazarus, s. (2010) states that child on this stage is able to reason and give logical train of thoughts. the child uses the objects and symbols to represent something which exist in a concrete form. for instance, the children might describe what they are doing even though others can easily see what they are doing. in addition, the children are still incapable to conceptualize abstractly and needs concrete physical situations which mean that the objects are classified in simple ways, especially by important features. in the language development, their capability to understand about language rule system is increasing. this system consists of phonology, morphology, syntax, semantic, and pragmatic. the children are able to produce all sounds and complex consonant. when, they have passed two wordslevel, they knowledge of semantic or meaning is speedy increasing. the vocabularies of 6 years old children are about 8000 to 14.000 words with the assumption that the words have been learnt since 12 months. the basic different of language between 2 years old children and 6 years old children is on pragmatics aspect. in 3 years old, the children increase their speaking skill which is defined as displacement. the progress of language in childhood level becomes a basic for the further development in elementary age. 3.3 concrete operations (ages 7 to 11) this stage starts around age 7 and lasts around age 11 or 12. this is the stage in which the children are capable in using their logical thinking that explains their physical experiences. lazarus, s. (2010) explains that child is capable of using logical processes of reasoning on the basis of concrete evidence in these stages. they are also able to solve their problem in the form of stories which deals only with the facts rather than abstract ideas. the development of language at this stage refers to specific and concrete facts, not mental concepts. piaget believed that some people remain in this stage for the remainder of their lives, even though a child in this stage has not yet reached full cognitive maturity. around age 7, children start to response the group of words whish are similar with the word they hear. for instance, the children can response word dog with cat or horse and the word eat with drink. this phenomenon shows that the children start to categorize the vocabularies used in speaking context. psychology of children’s cognitive toward language development | 43 we need to draw more attention in vocabularies development. the children in elementary school with the limited amount of vocabularies will face a difficulty in reading session. yet, the children in elementary school tend to think logically and analytically which help them to understand the word construction regarding to comparative. 3.4 formal operations (beginning at ages 11 to 15) this is the final stage of cognitive stages. it starts from age 11 and lasts at 15. at this stage, the children (adolescents) are not only capable to express their thinking referring to concrete objects but also the abstract one to make rational judgment. this is transmitting from children perspective into adult perspective. lazarus, s. (2010) the concrete examples are required to help child understand the abstract relationships. the stage occurs during early adolescence and at this stage the child engages in more abstract thin thinking. by this point, the child's cognitive structures are like those of an adult and include conceptual reasoning. in this step, the children are also capable and to make a mental distinction between their selves and an idea they consider of. in addition, the children in this stage are able to use language to express and debate abstract theoretical concepts such as those found in mathematics, philosophy or logic. in the relation to language development, this step shows the significant development in vocabularies enrichment. the children is starting to use abstract words, understanding more to the complexity of grammar and word function in sentences. in the end of adolescent, the children will be able to appreciate advanced literature more properly. for better understanding, the following timeline gives an overview of the ages at which children generally acquire language age period language development 00 – 06 month producing sounds only, distinguishing sounds babbling in the end period 06 – 12 month babbling becomes more focused—narrowing of sounds. sign language is used for stating objects 12 – 18 month first words develop.; approximately 50 words 18 – 24 month children begin using combination of two-word phrases (example: me up or get milk). the additional vocabularies up to 200 words. 2 years the enrichment of vocabularies the use of plural form properly, the use of past tense, and preposition. 3 – 4 years the length of speech is increasing up to 3 or 4 morpheme in one sentence using yes and no question, why, where, who, when, negative form and imperative sentence understanding of pragmatism increases 5 – 6 years the approximately of vocabularies up to 10.000 words coordinating of simple sentences 6 – 8 years enriching vocabularies in quick periode. starting to apply syntax’s rule 44 | cucu ardiah ningrum lingual (vol. 8, no.1, 2017) p iaget did belie ve that these four stage s of cogni tive and lingu istic development were universal and that no children ever skipped over one of the four steps. piaget also showed that classification was also important to learning language. certain words and sounds needed to be grouped together to better understand and use them in speech. classification needs to be taken a step further into sets and subsets. this can lead to a better understanding and file system for the very complex structure of language. in addition, in language acquisition, there is a hypothesis that a critical period, or a time when it is optimal to learn a language, exists in children. part of this hypothesis is that if a child is not exposed to a language in the early years of life, he or she will never have full intuitive command of a first language. iv conclusion cogntive development gives an influential contribution toward the language learning. in developing the cognitive process in children particularly in language acquisition, there are some assumption need to be considered such as, childrens‘ schemas, assimiltaion, accomodation, and equilibration. each of assumption is related one to another during the children’s development. regarding to the children’s development, there are four stages of cognitive development that must be experienced by children namely, sensorimotor stage, preoperational stage, concrete operation stage, and formal operation stage. each of them is related to human’s age. each of human being must be passed cognition’s process. cognition could be viewed as an element that might influence the language. it refers to jean piaget’s view in which he observed and assumed that the development of children’s cognitive aspect will be appear as an impact to the language use. the higher of the aspect appears, the higher of language uses. references boeree, c. g. (2006). jean piaget. retrieved october 2, 2008 from http://webspace.ship.edu/cgboer/piaget.html boundless. human language development. boundless psychology. boundless, 20 sep. 2016. retrieved 29 nov. 2016 from https://www.boundless.com/psychology/textbooks/boundless-psychologytextbook/language-10/human-language-408/human-language-development-235-12770/ bukatku, d & daehler, w. 1995. child development: a thematic approach. (2nd edt) new jersey. houghton miffin company. lazarus,s.2010.educational psychology:in social context.4th edition.cape town.oxford university press language acquisition. retrieved at: https://www.psychologistworld.com/cognitive/psycholinguistics/language-acquisition.php piaget, j. (1983). piaget's theory. p. mussen (ed). handbook of child psychology. 4th edition. vol. 1. new york: wiley perkembangan kognitif dan bahasa dalam psikologi pendidikan http://www.ilmupsikologi.com/2015/09/perkembangan-kognitif-dan-bahasa-dalam-psikologipendidikan.html rif’ati, ainun elham.2011. aspek kognitif dalam perkembangan bahasa .retrieved at: http://rifaty.blogspot.co.id/2011/11/aspek-kognitif-dalam-perkembangan.html speaking skill increases 9 – 11 years words definition covers synonym speaking strategy increases 11 – 14 years vocabularies enrichment within abstract words understanding a complex language forms understanding words function in sentence understanding of metaphor and satire 15 – 20 years able to comprehend an advanced literature psychology of children’s cognitive toward language development | 45 thompson, scott. 2016. jean piaget's theory on child language development. retrieved at: http://oureverydaylife.com/jean-piagets-theory-child-language-development-9170.html schiamberg, l. b. (1985). human development. new york: macmillan. politeness strategies employed by the trainers in room division department bapepar nusa dua i gusti ayu vina widiadnya putri stiba saraswati denpasar vina.ayu422@gmail.com abstract this article tries to analyze and discuss the politeness strategies employed by the trainers in room division department when they practice on the job training in the hotel. politeness strategy was needed when the trainers serve the guest. this research was done by observation and interview with the trainer and the guest about their conversation. the analysis of politeness strategies that employed by the trainer focused on two discussions; (1) the kinds of politeness strategies used by trainer in room division department, and (2) the implications of politeness strategies used by trainer in room division department. this research used the theory from brown & levinson (1987) in his book entitled politeness: some universals in language usages. the theory is supported by other theories that are considered relevant to the topic of discussion in this research. based on the analysis, it was found that there were two kinds of politeness stratgies that employed by the trainer in room division department bapepar nusa dua, they were positive face and negative face. beside that, there are three implications by using politness strategies such as: respect behaviour, togheterness, and cooperative interaction. keywords: politeness strategies, trainer, guest i introduction when we talk about language, there are many definitions of language, and one another look like similar. language like other form of society activity has to be appropriate to the speaker using it. language has special meaning to human beings when they do kinds of communication. according to keyton (2011) communication is the process of transmitting information and common understanding from one person to another. so, it means that communication is an activity where two people contribute in conveying and receiving messages or information. furthermore, cheney (2011) explains there are some processes of communication, they are: the sender or the speaker is a person who has need or desire to convey an idea or concept to others. the receiver or the hearer is the individual to whom the messages or the information is sent. the information that sent could be in the form of verbal, nonverbal or written language. this is as the feedback for the receiver or hearer as they receive the information from the speaker. thus, grice (1975) states that communication should be explained in the form of social interaction whose success depends on interact presumption that communication is driven by certain norms and rules. considering the language used by people in communication, certainly the language used by people in certain places is concerned with social and cultural phenomena, (trudgill, 1983). it means that the language used in the society deals with the social values or social norms which are developed there, because language and society bound each-other. in addition, language stays and walks together with culture that influences the language used. the language used in culture is a complex one due largely in part to the great difficulty in understanding people’s cognitive processes when they communicate. so, language and culture are supposed to be part of the communication among the society. besides, language is also related with the place where and when the language is used (hymes, 1994). thus, people in society use the language based on their culture and social norms which are agreed and accepted by them. commonly, the speaker wants to have a good and polite behavior when they make communication with the hearer. this is due to how the speaker or people wants to keeps or have good relationship with the hearer. people live together in a society and do available conventions or norms in the social society where the politeness as a strategy to avoid conflict that might be happened and also in order to develop good relationship or togetherness in social interaction (watts, 2003; rash, 2004). it is very important if speaker uses politeness as a strategy in order to make communication with other people of social community running well. seken (2007) stated that when talking about politeness in the communication, language will be seen as a behavior of human in the social interaction. politeness is the key point when people serve the client in hospitality industry. it is very important if the speaker uses politeness in communication. moreover, when people obey all of the conventions, regulations, norms, values, in the society and keep the good relationship or togetherness in a mailto:vina.ayu422@gmail.com 10 | i gusti ayu vina widiadnya putri lingual (vol. 8, no.1, 2017) communication, then it means polite. i would like to analyze my discussion about politeness strategies used by trainer in room division department. the discussion focuses on the following points (1) what are the kinds of politeness strategies used by trainer in room division department; and (2) what are the implications of politeness strategies used by trainer in room division department. ii materials and methods many social factors can into controlling the politeness. politeness in speaking, courtesy, or etiquette is a procedure, custom, or custom prevailing in the society. it also as politeness is the rules of conducting establishment and agreed upon jointly by a particular community concluded as social behavior. politeness is rules of behavior which is agreed together by the society where it is applied. in the real life that is occurred in the society politeness can be seen from the various facets of everyday interaction. the researcher followed the descriptive qualitative as a design of this research study where all of aspect which related to the interaction between clerk or trainer and the guest involved and the strategy that related to the politeness are investigated in depth and explain in details. descriptive-qualitative research was a research which investigated the quality of relationships, activities, situations, or materials (fraenkel & wallen, 1993). as the researcher following the descriptive qualitative research, the investigation is done by the observation to the interactive event. 2.1 politeness strategy practically, politeness is a strategy used in communication in order to avoid the conflict between the speaker and the hearer, especially used by the teacher and the student in classroom interaction in order to create harmonious relationship between teacher and students. besides, to build students’ consciousness and motivation in employing their language to be polite and well accepted. on the contrary, brown & levinson (1987) provide a slightly different perspective about politeness. as they followed the goffman’s theory of face, they concerned on the fta (face threatening act) because every interlocutor and addressee have face and this face sometimes could be threaten. face-threatening act (fta) is acts that infringe on the hearer’s need to maintain his/her selfesteem and be respected. so, by conducting politeness in conversation interaction, one can avoid the effect of face threatening. in line with that, brown and levinson state that politeness is the speaker’s strategy to minimize the effect of an fta (face threatening act) in communication. as such, in an event of interaction, the threat to the face can concern either the speaker or the addressee, or even both, depending on the kind of act that is at issue (brown & levinson, 1987). the rational actions take to preserve both kinds of face, for themselves and the people they interact with, add up to politeness. politeness in interaction can be defined as a means employed to show awareness of another person’s face. in this sense, politeness can be accomplished in situation of social distance or closeness. brown & levinson also argue that in human communication, either spoken or written, people tend to maintain one another’s face continuously. in everyday conversation, people adapt conversation to different situations. for example showing awareness for another person’s face when that other seems socially distance is often described in term of respect and deference. the term of respect and deference here means speaker want to keep good relationship with hearer. the other example among friends, she/he takes liberties or says things that would seem discourteous among others and they avoid over formality with them. in both situations they try to avoid making the hearer embarrassed or uncomfortable. thus, brown and levinson emphasized the application of politeness strategy in order to minimize the threat to the face and dealing with that fta. brown & levinson (1987) claim that particular kind of act can threaten face, that is, the act that contras to what the face needs from the speaker. this is call face threatening act. fta is seen as utterance or action that threatens person face. some acts can threaten the hearers’ negative face. negative face is the desire of every competent adult member to have freedom of action, freedom of imposition, and not to be impeded by others. furthermore, some others can threaten positive face of the hearer. positive acts is the need of every member that his wants to be appreciated and accepted, to be treated as the member of the same group, and to know that his or her wants are shared by others. basically, negative face as the basic claim to territories, personal preserves, right to nondistraction, such as: freedom from imposition, therefore, negative face emphasize other’s rights and freedom. in the other hand, positive face as the positive consistent self-image or personally aimed at establishing strong ties between individuals. politeness strategies employed by the trainers in room division department bapepar nusa dua | 11 figure 1. “face” according to brown and levinson (1987, p.68) these to distinction of fta may lead to do the fta or not to do the fta. the strategies of doing fta depend on the circumstance whether the speaker wants to reserve the hearer face to any degree. in order to minimize the fta, brown & levinson (1987) presented an anlysis strategy which leads to the theory of linguistic politeness. the figure showed the linguistic politeness strategy by brown and levinson, especially in dealing with ftas (face threatening act). 2.2 speech acts conceptually, austin (1962) defines speech acts as an utterance uttered by the people which are not intended to state the information only. the utterance is also intended to perform actions. austin influences three categories of speech act called locutionary, illocutionary and perlucotionary act. based on the categories, searle (1976) focuses on illocutionary act which divided into some types, namely: representative, directive, commisive, expressive and declarative. furthermore, clark (2004) enlarges those five categories of illocutionary act of searle into: representative, directive, need statement, imperative, embedded imperatives, premision derictives, question directives, hint, commisive, expressive, effective and verdictive. thus, the focus of the research study is on the application of politeness in the hotel which cannot be separated from illocutionary act because it is as the action that performed in the utterance spoken in the guest service interaction. iii results and discussion the discussion section has been parted as two discussions based on the finding in order to answer the research question of this research. 3.1 the kinds of politeness strategies used by trainer in room division department there were some politeness strategies employed by the trainer in room division department bapeppar nusa dua. the data collection was conducted by observing twenty trainers in room division department. 3.1.1 positive face positive acts need of every member that his wants to be appreciated and accepted, to be treated as the member of the same group, and to know that his or her wants are shared by others. in everyday conversation, the trainers adapt conversation to different situations. for example showing awareness for another person’s face when that other seems socially distance is often described in term of respect and deference. there are some utterances by the trainer when they serve the guest on the job training. data 1 clerk : receptionist, good afternoon, may i help you? guest : i want to make a reservation for me one single, will arrive on eleven june, i will stay approximately a week. clerk : may i know who’s calling please? guest : my name is james brown. in that data, the clerk tried to use positive face. positive acts need of every member that his want to be appreciated and accepted. the trainer or clerk only asks the guest about his job duty. he or she only asked the guest about the reservation information without asking anymore. the utterance are receptionist, good afternoon, may i help you, may i know who’s calling please? it belongs to positive face in politeness strategies. data 2 face positive face negative face desire to be liked, respected freedom from imposition 12 | i gusti ayu vina widiadnya putri lingual (vol. 8, no.1, 2017) clerk : are you traveling by plane? could i have your flight detail? the airport representative will pick you up at the airport. guest : i’m flying by garuda 2016 from singapore arriving at the airport at four thirty five. clerk : certainly sir, shall i book you 2 double rooms? in that data, showed the positive face used in the utterance. the clerk asked are you traveling by plane? could i have your flight detail? the airport representative will pick you up at the airport. that would be a formal utterance. the clerk only asked about flight detail to fill the reservation form. the trainers adapt conversation to these situations. the trainer only wanted to know about basic information on his or her duty. data 3 reservation : may i know what date you will be arriving? guest : i will be arriving on 19th of june 2016 reservation : how about you will be departing? guest : 22nd of june 2016 reservation : alright sir, may i know about your name, sir? guest : my name is hariyanto reservation : just a moment mr, hariyanto, i will check available room for that period, guest : yes please in that data was showed that the clerk used positive face. the trainer asked about the reservation information to check the reservation form. the trainer only wanted to know about the reservation without talking anything. the trainer or clerk said may i know what date you will be arriving? and how about you will be departing? that utterance was belongs to positive utterance. 3.1.2 negative face negative face as the basic claim to territories, personal preserves, right to non-distraction, such as: freedom from imposition, therefore, negative face emphasize other’s rights and freedom. data 4 alan robert : that’s right trainer/clerk : may i see you passport, sir? alan robert : why do you need to see my passport? trainer/clerk : it is for safety and security concern, sir. alan robert : well, just a minute, here it is. trainer/clerk : are you from australia? alan robert : yes. trainer/clerk : waoo,,, i would like to go to australia, but i don’t have the money to go there. hope i will go there some day in that data, the trainer tried to use negative face in their interaction with the guest. negative face emphasizes the freedom. the trainer tried to make the communication in formal context of situation. the trainer said waoo,,, i would like to go to australia, but i don’t have the money to go there. hope i will go there some day. it meant that utterance was informal condition and distraction utterance so the trainers just wanted to be friendly with the guest. data 5 trainer/clerk : oh, yes sir. i remember now. i am very sorry. alan roberts : now, i would like someone to confirm my flight to hongkong. trainer/clerk : will you go to hongkong? alan roberts : yes politeness strategies employed by the trainers in room division department bapepar nusa dua | 13 trainer/clerk : there are many guests from hongkong that leave in this hotel. hongkong is the best city for run the business. in that data, the trainer used negative face in his utterance. the utterance is there are many guests from hongkong that leave in this hotel. hongkong is the best city for run the business. that utterance was not the basic interaction for the guest’s information. that information was used for continuing his conversation so the guest was not stopping to talk something. the trainer tried to answer in freedom communication even though there was not really reasonable information. data 6 alan roberts : okay, i want to get a bite to eat and drink coffee before i go to my room. is there a coffee shop in this hotel? trainer/clerk : yes there is coffee shop in the corner. do you like coffee sir? i also like coffee and i love coffee especially luwak coffee. have you tried it? guest : never trainer/clerk : you should try it, sir guest : maybe sometime. trainer/clerk : yes just put the concierge desk, by the front door; you passed it on your way into the hotel. here is your room key alan roberts : thank you in that data, the trainer tried to use negative face in his utterance. the trainer just wanted to get similarity with the guest. that was not the basic point when the trainer handling guest in front desk, however the trainer possible to get best image from the guest as a friendly clerk in that hotel. the utterance is do you like coffee sir? i also like coffee and i love coffee especially luwak coffee. have you tried it? the trainer was free to answer the guest said as long as it didn’t make the guest offended. so that utterance was belong to negative face. 3.2 the implication of politeness strategies used by trainer in room division department politeness strategies have been given implication in their job training communication. there were some implications of using language in their interaction such as: 3.2.1 behavior respect behavior. the trainers have respect to their guest and the guest also should be respect to the trainers. positive face used by the trainer fulfills the respect behavior in their interaction. in interaction the trainers used greeting, thanking and also taking leave expression. they express respect behavior in order to create good relationship between the trainer and the guest in communication. good relationship make good interaction atmosphere in the process serving guest 3.2.2 togetherness meanwhile, the trainer has togetherness. togetherness is behavior that should be fulfilled in the process of serving guest in hotel beside respect. togetherness could make the trainers have more motivation in the serving guest process. togetherness is one aspect in order to create good relationship between guest and the trainer, it is similar with respect. togetherness perform when teacher appraising students’ idea, answer or responses. the trainers try to create togetherness in order to motivate the students for example by using joke and solidarity in group identity markers. 3.2.3 cooperative besides togetherness, the trainer has cooperative interaction. the guest gave an instruction t o the trainer then the trainer should be cooperated responding guest’s instruction. the guest can design their instruction by choosing politeness strategies at the time; however, the trainer also can respond the guest’s instruction by choosing the strategy of politeness. 14 | i gusti ayu vina widiadnya putri lingual (vol. 8, no.1, 2017) in addition, sometimes negative face could be form by the guest and the trainer. in this case the guest feel disappointed when cooperate in their interaction is avoided by trainer. also the trainer should decrease imposition to the guest. less imposition performs by using negative politeness. by implementing politeness strategy in the interaction processes become meaningful. it would create a good atmosphere which all the implication previously. politeness strategies are much needed in serving guest interaction. the trainer should use politeness strategy in their interaction, there are some situations and condition of the interaction cannot be controlled by the trainer. sometimes politeness strategy that employed by the trainer is uncontrolled, so that makes the guest fell uncomfortable. iv conclusion politeness strategies were also important in guest serving. the trainer should able to thoughtfully decide on politeness strategies to establish conductive interaction in giving service for the guest. in addition, trainer should be able to insert the topic of politeness into daily activities in guest serving on his or her duty. by this, the trainer can ask the guest by the politeness as well. furthermore, by considering the politeness strategy in communication among trainer and guest, it is obvious that discussing of politeness strategy used by the trainer was also important in interaction. the politeness strategy can be chosen as politeness behavior of the trainer’s communication with their guest. references brown, p. & levinson, s. c. (1987). politeness: some universals in language usages. cambridge: cambridge university press. cheney, g. (2011). organizational communication in an age of globalization issue, reflection, practice. long grove, il: waveland. fraenkel, j. r. and nongman, e. (1993). how to design and evaluate research in education. new york: mcgraw-hill. grice, h. (1975). logic and conversation. in leech, principle of pragmatics. new york: longman. keyton, j. (2011). communication and organizational culture: a key to understanding work experience. thousand oaks, ca.: sage. seken, i. (2004). being polite in balinese: an analysis of balinese adat leader's spoken discourse. malang: university of malang unpublished disertation. trudgill, p. (1983). sociolinguisitcs: an introduction to language and society. haormondsworth: penguin book. watts, r. (2003). key topics on sociolinguistics politeness. cambridge: cambridge university press. technique used in translating balinese tradition terms into french putu weddha savitri english department, faculty of arts, udayana university weddha_savitri@unud.ac.id abstract this paper aims to analyses the technique used in translating balinese tradition terms into french found in the tourism promotion book of bali government tourism department. this book was published every year as one of the important device to promote bali abroad especially to the french tourist. this paper is also to figure out whether there is loss and gain of information or skewing in conveying the meaning of the terms. the technique of translating from harvey (2003) was applied to analyze the cultural-bounded terms and also the theory from nida (1974) was used as supporting theory. the findings showed that all translation technique are used in translating balinese tradition and society terms, those are functional equivalence, formal equivalence, transcription or borrowing, and descriptive translation. borrowing was mostly used by the translator in order to avoid skewing and to retain the sl meaning in the tl. the analysis also found that in the process of translating cultural terms, loss and gain, and skewing of information occurred often and need more some revision to gain a better understanding about the terms. keywords: translation, equivalence, balinese terms, french i introduction bali has a very unique culture. its uniqueness attracts tourist around the world to come and to see directly the way of life of balinese people. culture also becomes one of the strength in bali tourism because without its culture, bali will not as famous as now. for that reason, the uniqueness of balinese culture must be continually maintained and promoted as the most attractive thing can be found in bali beside its beautifulness of nature. balinese culture covers almost all part of life of balinese people. it can be found in the religious life, arts including painting, dance, cloth, architecture, etc, and also the way of life of balinese people in society. balinese people have a lot of tradition in society as part of their life and become their identity in the middle of modernization. balinese tradition and their society life are formed with layers and layers of ritual, tradition, and ceremonies. this is the major aspect that makes bali a special and captivating place to be visited by tourists from around the world. as mentioned before, to let people know about bali, it can be ensured that the information about balinese culture is included in tourism promotion materials, such as in the form of brochures, magazines, or specific book about bali. these materials must be made in many languages in order to get wider target of country, and also to gain a better understanding about bali to other communities around the world. english, french, germany, russian, spanish, japanesse, chinese, etc are the most language used in tourism promotion book/materials. in translating cultural terms like tradition or arts, the translator need cultural knowledge in source language (here bahasa indonesia) so the meaning can be transferred well to the reader of target language. it is not easy to do because cultural terms are often not found in the target language (tl). for example, lots of tradition terms in sl, as part of culture, like masegeh, macaru, awig-awig, etc, do not exist in tl and the translator has to find the closest equivalence to transfer the meaning. french is one of the foreign languages whose culture and tradition are different with those of balinese people. this condition creates many problems to the translator in transferring the original text into french, especially in translating cultural terms like tradition in society. this research deals with translation of balinese tradition terms into french found in tourism promotion book published by tourism department of bali government. the analyses focused on the technique used in translating the terms and also to find out wether the meaning was transferred naturally or not. ii materials and method translation is an activity of transferring the meaning in one language into another language. this activity is inevitably involved at least two languages and two cultures (toury, 1978). in translating a cultural-based-text, the problem of a translator is how to transfer the meaning of cultural aspects in the source text to the closest equivalent and successfully conveying the meaning in the tl. the problems mailto:weddha_savitri@unud.ac.id technique used in translating balinese tradition terms into french | 25 found in translating cultural terms is depending on how far the gap of culture or tradition between source language and target language. a pluricultural or has a well-understanding about the culture becomes a valuable skill that should be developed by a translator. cultural knowledge has been a major focus in translation activity of a translator. defining culture-bound terms (cbts) as the terms which refer to concepts, institutions and personnel which are specific to the sl culture (p.2), harvey (2003:2-6) puts forward the following four major techniques for translating cbts: functional equivalence: it means using a referent in the tl culture whose function is similar to that of the source language (sl) referent. as harvey (2000:2) writes, authors are divided over the merits of this technique: weston (1991:23) describes it as the ideal method of translation, while sarcevic (1985:131) asserts that it is misleading and should be avoided. formal equivalence or linguistic equivalence: it means a word-for-word translation. transcription or borrowing (i.e. reproducing or, where necessary, transliterating the original term): it stands at the far end of sl-oriented strategies. if the term is formally transparent or is explained in the context, it may be used alone. in other cases, particularly where no knowledge of the sl by the reader is presumed, transcription is accompanied by an explanation or a translator's note. descriptive or self-explanatory translation: it uses generic terms (not cbts) to convey the meaning. it is appropriate in a wide variety of contexts where formal equivalence is considered insufficiently clear. in a text aimed at a specialized reader, it can be helpful to add the original sl term to avoid ambiguity. as the translation theory proposed by harvey does not cover the overall analysis regarding the translation techniques applied in transferring the sl meanings into both the target languages, it is supported by the translation procedures proposed by newmark (1988b) in ordudari (2007). the translation procedures are as follows: transference: it is the process of transferring an sl word to a tl text. it includes transliteration and is the same as what harvey (2000:5) named transcription. naturalization: it adapts the sl word first to the normal pronunciation, then to the normal morphology of the tl. (newmark, 1988b:82) cultural equivalent: it means replacing a cultural word in the sl with a tl one. however, they are not accurate (newmark, 1988b:83) functional equivalent: it requires the use of a culture-neutral word. (newmark, 1988b:83) descriptive equivalent: in this procedure the meaning of the cbt is explained in several words. (newmark, 1988b:83) componential analysis: it means comparing an sl word with a tl word which has a similar meaning but is not an obvious one-to-one equivalent, by demonstrating first their common and then their differing sense components. (newmark, 1988b:114) synonymy: it is a near tl equivalent. here economy trumps accuracy. (newmark, 1988b:84) through-translation: it is the literal translation of common collocations, names of organizations and components of compounds. it can also be called: calque or loan translation. (newmark, 1988b:84) shifts or transpositions: it involves a change in the grammar from sl to tl, for instance, (i) change from singular to plural, (ii) the change required when a specific sl structure does not exist in the tl, (iii) change of an sl verb to a tl word, change of an sl noun group to a tl noun and so forth. (newmark, 1988b:86) modulation: it occurs when the translator reproduces the message of the original text in the tl text in conformity with the current norms of the tl, since the sl and the tl may appear dissimilar in terms of perspective. (newmark, 1988b:88) recognized translation: it occurs when the translator normally uses the official or the generally accepted translation of any institutional term. (newmark, 1988b:89) compensation: it occurs when loss of meaning in one part of a sentence is compensated in another part. (newmark, 1988b:90) 26 | putu weddha savitri lingual (vol. 8, no.1, 2017) paraphrase: in this procedure the meaning of the cbt is explained. here the explanation is much more detailed than that of descriptive equivalent. (newmark, 1988b:91) couplets: it occurs when the translator combines two different procedures. (newmark, 1988b:91) notes: notes are additional information in a translation. (newmark, 1988b:91) translating cultural or art terms could be difficult to be conducted when they do not have the equivalence in the target languages. nida (1974) stated that loss, gain and skewing of information may occur in the target language. loss of information occurs if the translation of items in the sl does not explain the whole information in the tl or is not translated or transferred into the tl, addition of information may occur if the translation of items in the source language into target language is with addition of extra information, and skewing of information may occur if the translation of items from the source language is not the exact equivalence in the target language. the data of this paper was found in the tourism promotion book by bali topurism departement, 13th edition, which entitled bali sekilas in bahasa indonesia and bali un coup d’oeil in french. iii results and discussion there are many balinese cultural terms was found in the data source but only five data will be presented that can showed various technique used by the translator. not all cultural terms will be discussed in this paper, but only the terms about traditions of balinese people in society as their way of life. the translation of those terms was analyzed using the theory from harvey (2000) and newmark (1988) as supported theory. data (1) sl : … filosofi tri hita karana, sebagai tiga jalan menuju kesempurnaan hidup, yaitu hubungan manusia dengan tuhan, hubungan manusia dengan manusia dan hubungan manusia dengan alam lingkungan. tl : …la philosophie du tri hita karana, les trois voies qui mênent à la perfection: la relation entre l’homme et la divinité, entre l’homme et ses prochains et entre l’homme et la nature qui l’entoure. tri hita karana is a concept in hindu which is often used in describing the life of balinese people in relation with another element to create a peaceful life. it can be included in the terms of balinese tradition (the way of life) which is always held and run in the community. from the data above, the technique used was borrowing, it means that the term in sl was not translated in tl, or the term in sl was the same used in tl. this can be happen when there are no equivalence of the term in tl. afterwards, the meaning of the terms itself, was explained in the following phrase both in sl and tl. by this technique, the meaning of the terms tri hita karana was transferred very clear and sound natural to the target reader. data (2) sl : upacara megedong-gedongan, otonan, menek kelih, pawiwahan, hingga ngaben adalah wujud upacara hindu di bali yang termasuk dalam tingkatan manusa yadnya. tl : magedong-gedongan, otonan, menek kelih, pawiwahan, et ngaben sont des forms de ceremonies hindouistes balinaises comprises dans les ceremonies manusa yadnya. magedong-gedongan, otonan, menek kelih, pawiwahan and ngaben are terms in balinese tradition which is related to balinese hinduism. these terms are ceremonies held to human being as their steps of life, started from they were born until they passed from the world. this kind of ceremonies called manusa yadnya which they have to do throughout their lives. the data above showed that transcription or borrowing technique was used in translating the terms. it means the terms in sl were used completely in tl because those terms are formally transparent or explained in the context. in the context, there is an explanation about what kind of ceremonies referred by the terms magedonggedongan, otonan, menek kelih, pawiwahan and ngaben. it was explained generally that the terms are included as manusa yadnya ceremonies, but the meaning of each terms were not described in detail. there are loss of information occurred in translating those terms because at the end, the term manusa yadnya was not explained. the reader in tl will not understand what is meant by manusa yadnya because they are not hindus and they are not familiar with this term, so that the important meaning about manusa yadnya should be mentioned as ceremonies for human being itself which is done according to life stage. while the meaning of manusa yadnya was not clear, the other terms were also technique used in translating balinese tradition terms into french | 27 cannot be understood. for example, magedong-gedongan is a ceremony to purify the baby in the womb, otonan is ceremony for the baby of seven month, pawiwahan is a ceremony of marriage, etc. data (3) sl : pada pelaksanaan suatu upacara di pura dikenal tahap upacara masang busana atau masang pengangge yaitu memasang busana, hiasan dan dekorasi pada bangunan pura. tl : une ceremonie dans un temple en particulier appelée masang busana ou masang pengangge signifie l’habillage, la decoration et l’ornement d’un temple in data (3), the meaning of tradition terms masang busana or masang pangangge are transferred by using borrowing technique into tl, it is because the following text in sl is the explanation about the terms itself. the meaning of the terms was described into l’habillage, la decoration et l’ornement d’un temple ‘dress up, decorated and ornamented the temple.’ the meaning after the text was very clear so the translator borrow completely the term masang busana or masang pangangge. data (4) sl : seorang undagi pada dasarnya adalah manusia utama yang mesti mampu memahami seni, komposisi, proporsi, teknik, rasa ruang, filosofi agama, aturan adat (awig-awig)… tl : un undagi est hautement respecté car il doit comprendre l’art, la composition, les proportions, la technique, le sens de l’espace, la philosophie réligieuse, les savoirs ancestraux (awig-awig) ….. there are 2 tradition terms in data (4), undagi and aturan adat (awig-awig). the term undagi is translated by using borrowing technique because the context has explained about the meaning. the title of the context where this term occurred was talked about balinese architecture, and based on the context, the meaning of undagi (an architect) can be easily understood with the addition of some qualifications from an architect in the following text. this qualification of undagi was explained into hautement respecté car il doit comprendre l’art, la composition, les proportions, la technique, le sens de l’espace, la philosophie réligieuse, les savoirs ancestraux (awig-awig) highly respected person because he has to understand about art, composition, proportion, technique, the sense of space, religious philosophy, ancestral knowledge,… the second term aturan adat (awig-awig) in sl was translated into tl as les savoir ancestraux (awig-awig). in this case, the translator combined two technique, functional equivalence and borrowing technique. functional equivalence was used in translating the term aturan adat into les savoirs ancestraux (ancestral knowledge), while borrowing used in translating term awigawig in sl into awig-awig in tl. the first term, the translator considered that les saviors ancestraux is a referent in the tl culture whose function is similar to that of the source language (sl) referent. but the result was not accurate because the meaning of aturan adat could be translated by its words to become custom rules/society rules (formal equivalence technique). it will be more natural because aturan adat was not an ancestral knowledge, but a custom rules which was made by the community in one village which contains some rules that must be obeyed by the society in that village. besides the rules on how to live a good and peacefull society, awig-awig also contains sanctions, fines, punishment physically or spiritually, and also this awig-awig can be changed anytime if it is required. there is a loss of meaning here because the sense or the meaning of aturan adat (awig-awig) is wider than just an ancestral knowledge. data (5) sl : krama adat, warna, wangsa, soroh, sekeha atau kelompok tradisi lain di bali….. tl : les manières d’être, les couleurs, les dynasties, soroh, sekeha ou les groups traditionels à bali …… in data (5), the translator uses some technique for five terms in the sentence, which are: (i) krama adat les manieres d’être descriptive translation (ii) warna les couleurs formal equivalence (iii) wangsa les dynasties formal equivalence (iv) soroh soroh transcription or borrowing technique (v) sekeha sekeha transcription or borrowing technique the term (i) krama adat was translated into les manières d’être (the ways of being, how to behave or act) by using descriptive or self-explanatory technique because it uses generic terms (not cbts) to convey the meaning. but in this case, there is skewing of information because the meaning of krama adat is not about manners, but krama adat is a term for community members who must follow custom/society rules applicable in the village where they live. in a text aimed at a specialized reader, it can be helpful to add the original sl term to avoid ambiguity. 28 | putu weddha savitri lingual (vol. 8, no.1, 2017) for the term (ii) warna, translator used formal equivalence or word-to-word translation; it was translated into les couleurs (the colors). it was totally skewing of information, because the meaning warna here have no relation with red, yellow, blue etc, but it is generally referred to the division of society based on its work, and nowadays its develop became a caste class in bali (brahmana, weisya, ksatria, and sudra). the term (iii) wangsa was translated into les dynasties (dynasty) in tl by using formal equivalence or word-to word translation. this technique was appropriately used because the meaning of wangsa itself refers to dynasty (family lineage). but it will be helpful and more appropriate if the translator adds the original sl term to avoid ambiguity. for terms (iv) soroh and (v) sekeha, were translated into the same word in tl. it is called transcription or borrowing and it happen when there is no equivalence in the tl culture. soroh in balinese is a class of community, smaller than wangsa or dynasty, or it can be equivalence with clan. in bali, there are some soroh known such as soroh pasek, soroh pande, soroh dukuh, soroh penyarikan, etc. the use of borrowing technique can be acceptable, but it will be clearer if the translator add some information about this cultural term. for the last term (v) sekeha, borrowing the word in sl to be used in tl was right because lack of equivalence word in tl culture. sekeha is known to refer a performance arts group in society, like sekeha gong kebyar (gong kebyar group), sekeha angklung (angklung group), sekeha tabuh (gamelan group), etc. but it will be more natural if there are additional information to the term sekeha to make the reader know the meaning clearly and the differences between the other group of society. iv conclusion based the analysis above, it can be concluded that all technique from harvey (2003) was used in translating cultural term especially the term in balinese tradition and society. those four techniques are functional equivalence, formal equivalence, transcription or borrowing, and descriptive or selfexplanatory translation. the technique that mostly used in translating balinese tradition and society terms are transcription or borrowing because cultural terms are difficult to be translated when the culture in sl and tl were very different. it will be the simplest and safety way in translating cultural bounding terms if the culture terms words are not exist in other language. in the process of transferring the meaning, loss and gain, and skewing of information occurred, because there are no two or more cultures are perfectly similar, and that is why the translator must be very careful in translating cultural terms to avoid a wrong perception on the meaning of the terms. references bell, roger t. 1991. translation and translating: theory and practice. new york: longman. baker, mona (ed.). 2005. routledge encyclopedia of translation studies. new york: routledge dinas pariwisata provinsi bali. 2013. bali un coup d’oeil. dinas pariwisata provinsi bali. 2013. sekilas bali. harvey, m. (2003). a beginner's course in legal translation: the case of culture-bound terms.retrieved april 3, 2007 from http://www.tradulex.org/actes2000/harvey.pdf munday, jeremy. 2001. introducing translation strategies: theories and practice. london: routledge. nida, eugene a. 1974. theory and practice of translation. leiden: e. j. brill. nida. e.a. (1975). language structure and translation. essays by nida. stanford: stanford university press. newmark, p. (1988a). a textbook of translation. hertfordshire: prentice hall. ordudari, mahmoud. 2007. translation procedures, strategies and methods. translation journal, volume 11, no.3, july 2007. retrieved from: http:/translationjournal.net/journal/41culture.htm, cited on 29 october 2015 toury, g. 1978, revised 1995. the nature and role of norms in translation. in venuti, l. the translation studies reader. london: routledge. translation in students language performance of english language course in udayana university i made sena darmasetiyawan english department, faculty of arts, udayana university sena.darmasetiyawan@gmail.com abstract to the second language learner, translation has serves an important role as the initial point to their language comprehension. language levels and unit cannot be separated from the comprehension towards language meaning. therefore, during classroom activities; when the students were asked to provide swift language expression to their opinion or answer, they will focus on generating equivalencies of both languages. this translation method can be seen from the generation of lexical level, comprehending meaning, and forming text. keywords: language comprehension, classroom activities, equivalencies i introduction knowing language competence and performance of the learners in language teaching can provide comparison and early hypothesis of language proficiency level. any results provided on both competence and performance can imply better strategies, which may be applied in other classroom activities. on translation, equivalency as a main converging line of translation, has focused on each source and target language to preserve its characteristics and properties; thus their meaning as much as possible. student efforts in dealing with second language acquisition have been the focus of language teaching, which also serves as a clear example to translation process. nowadays, university student should already achieve language comprehension on text level. this has also applied in udayana university, where its students were tasked to broaden their knowledge on international competition of scientific and literary review; as udayana university itself is trying to aim towards world class university. since students are also required to submit their research in various journals, language comprehension has also become one of the prerequisite of gaining their degree. amongst the four language skills, writing has been emphasized to take an important role of student form of expression in their language competence. most of the student assignment has taken on grammar assessment and error analysis, which eventually led the students to assume that language performance; especially english language will depend on its accuracy. this thought will affect other performances in their passive skills; even in writing itself in hindering their ability to fully express any message in the language. mailto:sena.darmasetiyawan@gmail.com 54 | i made sena darmasetiyawan lingual (vol. 7, no.2, 2016) ii materials and method in the study of language teaching, student centered approach is mostly applied in order to realize the effective teaching method in classroom activities. the application of this approach is done by focusing on student interaction in the class through the activity of group discussion, presentation, and other method that will enhance the student self-expression in their language performance. this approach can fully utilized with consideration of participant cultural nature in the class. for example, students in indonesia; especially bali, will not prefer standing in front of the class while explaining their answer. these students will show their utmost performance through the chance of explaining on a blank answer sheet. therefore, in order to comprehend the nature of translation and its relation to language teaching application, participant cultural background and context has to be considered. 2.1 translation it is plausible that no translation, however good it may be, can have any significance as regards to the original (benjamin in venuti, 2000:16). hence, any form of translation has to focus and emphasize on the message rather than textual meaning. from the textual source point of view, classification of translation to be considered are the loss and gain of information, the source or target oriented translation, rhetorical effect of words, and double effect of the reader (eco, 2003:104, 114). referring to the concept, the major factor in deciding translation quality based on transference from target language (l1) to the source language (l2) are equivalency and acceptability of the reader. in translation process, there is a possibility of an expanding or increasing equivalence in the meaning, since both languages does not share the same cultural expression (gorlee, 1994: 180). this concept suggests that during the translation process of the participants, they tend to reflect equivalencies based on their cultural background. apart from occurrences of idioms, common problem in translation refers to collocational meaning, which creates unique meaning different from the sum of meanings of its individual elements (baker, 1991: 53). this occurrence mostly appears in the students nowadays given the necessary language competence and classroom situation. tzu-yi lee in the case study of incorporating translation into the language classroom and its potential impacts upon l2 learners suggest that by looking at the student translation, it may elucidate how these students understand the text and at the same time; suggest us the teaching implication to enhance it. the finding points out that english major student ted to make mistakes in answering text based question of word or sentence meaning, while non-english major tend to make mistakes in inferring based question of guessing exact word or sentence based on context. while this case study stressed the point of view on reading comprehension, its findings on analyzing classroom and student tendency remains true. it is clear that students in udayana university also deal with the same difficulty in comprehending context due to their lack of exposure to l2. translation in students langauge performance of english language course in udayana university | 55 2.2 language teaching compared to audio-lingual methodology, communicative language teaching (clt), and task based learning (tbl); grammar-translation is the oldest and the most common method that students will apply in the classroom (harmer, 2001: 84). the grammar-translation in lexical level has also urge the students to discover vocabulary equivalence in both sl and tl as much as possible. as a result, any task chosen in the class will try to focus on lexical level rather than text comprehension. the way second language learners behave towards activities in the classroom, refers to learning style (harmer, 2001: 92). this learner style is classified into convergers that are self-confident and independent, conformist that prefers learning about rather than how to use the language, concrete that has additional social aspect to conformist, and communicative that is more interested in the social interaction (harmer, 2013: 43). due to the cultural aspect in bali, most students in udayana university can actually be classified into the communicative learner style. there are several occurrences in classroom activities, where students are much more interested in study cases of language use rather than explanation of grammar. these classroom phenomenons can be solved through using a concept of need analysis. the need analysis can well describe any english learning that students have to take; whether it is english for specific purposes (esp), english for academic purposes (eap), or business english (harmer, 2001: 94). it is quite obvious that by using translation, learners are choosing to use lexical approach in the language teaching methodology on their own. a lexical approach can also generate a positive effect to steer the learners away from concentration of syntax or tenses; but only with the use words in combination of a typical utterances (harmer, 2013: 92). the common problem that may appear when using translation in language learning is how equivalencies provided may appear in several choices; therefore, has to be highly considerable in the context of language use (harmer, 2013: 168). therefore, language learning can be applied optimally through these three main concepts: picture 1: concepts relationship 56 | i made sena darmasetiyawan lingual (vol. 7, no.2, 2016) prior to the performance to be assessed, classroom participants have to be able to generate sufficient awareness to the language, which may be related to the present state of balinese economy and community. this awareness will eventually raise participant competence by providing further motive to support the language acquisition. afterwards, the two options to be considered in language performance, is whether the learner allowed to finish the task within a time limit and whether the learner may access the input data during performing a task (ellis, 2003: 250). 2.3 english language course classroom significant differences occur to classroom in the faculty of arts, due to student awareness in the language course, along with the preferred competence along any other courses. english language course in other faculties does not yield the same result to the students, since most of them viewed it as a rather noncompulsory course, which presumably can be completed through the help of basic practice of translation and their colleague aid. based on direct class observation to three different faculties, interaction in the classroom; whether to the teacher or amongst the students, can be affected through the number of classroom participants. in the faculty of arts, classroom participants are limited to a maximum tolerable number of around 20 students or less, which is suitable for any language course application. this number gives the participants a chance to maintain classroom interaction by fully focusing on the subject matter without any other methods of diverting their attention. apart from the consideration of their colleague aid as a form of classroom interaction, there are several other factors that can affect the student language awareness, to competence, and their performance in english language course; they are: 2.3.1 over reliance on electronic tools technology development has taken a toll to student performance during classroom activities. this phenomenon started commonly through the use of cellphone, tablets, or any other gadgets to assist student language comprehension. any tools in their gadgets will point out translation as the easiest method in dealing with language obstacle. one of the most common tools that students prefer is google translation. google translation will provide translation of any text level; though accuracy will decrease as the level increase further. for example, translation of a single noun phrase will result in mostly accurate tl compared to translation of a full paragraph. these problems have been discussed and classified into three factors; they are frequency matching database, graphology matching database, and contextual matching database (sena, 2014: 57). since google translation is using database matching process, vocabulary appearance in the internet serves to decide tl, to leave the tl untranslated, or to relate it to any contextual effect by other unit in its level. translation in students langauge performance of english language course in udayana university | 57 further negative impact that appears through the use of electronic tools is the expanding time of translation process. internet connection, device specification, and precise input to the tool are several factors that will affect student translation process. this time postpone will eventually hinder student concentration, since equivalency will be forgotten due to the reliance on translation tool. 2.3.2 sudden situation and subjective materials another factor that can change student language performance is any evaluation in form of test, quiz, or even drilling that taken abruptly during classroom session. for example, a class that is given a quiz suddenly during several last minutes of the class period will tend to provide more natural result, which appear in their assessment. through conducting this example, students will try to take a lot more effort in comprehending sl and the process of equivalence in producing sufficient answer during the time limit. through selecting subjective materials in the exercise, students will also try to produce their own answer, which left their question only in related equivalence or grammar. any hints on vocabularies or sentence structure can be shown or provided during the process; which support scaffolding in language teaching. this scaffolding refers to the learning process where student comprehension in tl and their mind mapping of tl will be improved by individual task and teacher assistance as a role model (richards, 2001: 32). 2.3.3 classroom environment attitude in the classroom participant is highly affected by their cultural exchange, whether how well they adapt to other participants, or how well they can share experiences with each other. in classroom activities, participant interaction also depends on the environment; which include seating, facilities, or even student attire therefore, environment that refers to the situation during learning process will also depend on the participant number in the classroom. an optimal classroom during language teaching process is participated by not more than 20 students. this number is based upon the role of a single teacher and balinese cultural views. picture 2: classroom situation in faculty of arts 58 | i made sena darmasetiyawan lingual (vol. 7, no.2, 2016) the example above shows how students in the faculty of arts that took english language and literature program attending their class. the picture is taken during a quiz of prose analysis. due to the small number of participants and relatively spacious seating, most of these students are fully aware of each other competence and the teacher attention to the whole class. therefore, they can; and must concentrate on the task at hand before relying on other participant or any other tools to obtain answers. picture 3: classroom situation in faculty of economy and business in the faculty of economy and business, another quiz conducted in business english 1 class. as seen in the picture above, the number of students overwhelmed similar classroom size, which resulted in a very narrow seating. the number of almost 50 students leaves each participant to wonder other competence and hint it to consult the answer over. there are three students in total that is discussing the answer with other students. furthermore, this environment suggests these students to assume that teacher attention will not reach the whole class. it is seen that two students on the far back of right and left side of the class discussing with ease. even the front line of right side seat dares to turn and ask question to his friend at his back. this situation will also leave every participant to depend and rely on others, rather than improving their own performance. one student on the middle line of right side that is looking at her cellphone also shows that student will also rely on any tools available. picture 4: classroom situation in faculty of marine and fisheries translation in students langauge performance of english language course in udayana university | 59 classroom participants in the faculty of marine and fisheries are not much different to the faculty of arts with a number of around 30 participants. even with acceptable number of participants, this class is done in a very spacious conference room that has around 100 seats available and especially designed for participants comfort in seating. therefore, during the same activity of a quiz, students are tempted to lax in the process and use any means necessary to acquire answer; as seen on the far right side of the picture, both students are consulting their answer and some students casually use their cellphone. through class observation method, the data acquired from some students quiz results of three different faculties in udayana university. the data are analyzed qualitatively based on purposive sampling of how translation can support and measure student performance in an appropriate classroom environment. putting aside the same or similar answers that these students made due to the variable of classroom environment provided above, the act of translating also occur in align with the frequency of those similar answers. iii results and discussion through the occurrence of translation process, there are three major points that can be seen to assess the student performance; they are any lexical item generated in the answer sheet, the meaning comprehension of any textual unit, and the text construction of every single level from phrase, clause, sentences, or paragraph. these three points can be analyzed further in its equivalency to indonesian language (sl). 3.1 generating lexical items even through the process of translation, students cannot understand the appropriate equivalence of several lexical items due to their lack of experience and nature of tl. several vocabularies used in the sentence are generated either through the most common vocabularies chosen or through language competence of sl; which is memorized in indonesian language. 60 | i made sena darmasetiyawan lingual (vol. 7, no.2, 2016) the example above is a result taken from a quiz in the class, where the students are asked to personally create sentences in english language to provide direction to their own respective address. several findings from this result are: rektorat that supposed to be translated into rector office (line 3), tol that should be highway and placed at the back (line 5), goverments into public service officers (line 8), and apotek into pharmacy (line 13). these mistakes occur due to the student lack of competence in tl, which drove him to assume that these vocabularies are taken account as cultural terms that supposed to be left untranslated. moreover, through the result of this quiz that emphasized on the comprehension of preposition, there are some other grammatical findings such as on the street (line 4) and after (line 11) that can be erased, on sesetan street (line 9 and 11) that should be replaced with after that, and with into by (line 14). those answer are written, since students are trying to find meaning equivalence of each preposition and its translation in tl, by using the nature of sl. most of these findings occur due to student frequent reliance on translation that will mislead the boundaries of sl and tl through equivalency. 3.2 comprehending meaning students cannot acquire meaning on their own, since they are not familiar with the tl. whenever the translation process done based on its sl and tl meaning equivalence, the product will not appear naturally, since it will still be seen as a product. by paraphrasing, students are encouraged to memorize the whole text messages and produce tl that arranged through these messages. through this process, students will generate meaning impulsively based on their language competence. from the example above, there are several vocabularies and sentence meaning, where its translation equivalence does not acceptable. students are tasked to memorize a short article and rewrote it on their own. the phrase biggest population people (line 2) due to the word meaning of people that translation in students langauge performance of english language course in udayana university | 61 should be erased, the word trouble (line 4) that has similar meaning to problem in less negative semantic properties, start (line 4) that should be beginning due to whole phrase meaning with corruption, several use of articles of a (line 5) and an (line 7) must be erased, a (line 8) should be the, the (line 9) should be a, along with other vocabularies such as stabil (line 8), undang-undang (line 11) and cabinet (line 12). though there are several other mistakes on the text, examples above have shown that vocabularies and articles meaning generated consecutively will result in whole meaning disarray. since there are several cases of homonym and homograph between sl and tl, students frequently assume that their competence suffices to generate equivalence without any translation tool aid. 3.3 forming text text that students made are still in the nature of indonesian language; where common lexical items are duplicated to emphasize meaning. memorizing short messages and recreating the text will drove the students to use back translation after the writing finished. further exposure to the tl will drove the students to form text in closer nature to the sl. therefore, sentence structure and grammatical form of tl can affect translation result, which fail to create sufficient meaning equivalence. furthermore, due to the development of sl, some of the text punctuations have even neglected. from the example above, students are tasked with the same quiz of giving direction. most parts of the text above have neglected the use of full stop or any comma to separate sentences or clauses. apart from punctuation, there are obvious mistakes of several vocabularies writing such as turn into trun (line 2), right into righ (line 2), light into ligt (line 2), crossroad into cross road (line 3), junction into juction (line 5), and the use of i that is written by i’m or even i’am. both punctuations and vocabularies can be stated as a part of student competence that also stimulated by sudden situation and time limit of 62 | i made sena darmasetiyawan lingual (vol. 7, no.2, 2016) the task. from using back translation, the nature of sl seen in several examples, such as a) line 2: turn right until traffic light in indonesian language is belok kanan sampai lampu merah; missing the subject and verb in tl that supposed to be written turn right until i see traffic light. b) line 3: in there left matahari mall in indonesian language is disana di sebelah kiri matahari mal; aside from the missing pronoun and auxiliary, preposition is placed and inputted aligned to sl that renders the tl in disarray. the sentence written should be there on my left is matahari mall. c) line 5: until there junction in indonesian language is sampai disana persimpangan; another example of missing auxiliary of is and article a to emphasize the noun that should have change the sentence into until there is a junction. this tl occurs due to further exposure to sl that drove the student competence in sl into a less formal form of the sentence sampai disana ada persimpangan. further example that supports this finding is in the last line, where until traffic light is the only phrase written even without the word there anymore. iv conclusion based on previous discussion, the three major points can be used to optimize language teaching method, which refers to the language assessment done in these classrooms, apart from the significance of classroom situation that can greatly alter suitable method to be applied, by looking at the lexical choices, comprehending the meaning, and observing the text properties, language performance can be assessed in unbiased manner. by using these three points, results can be defined as natural language performance or as a result of a mere translation product. references benjamin, walter in lawrence venuti. 2000. the translation studies reader. london: routledge eco, umberto. 2003. translation as negotiation. london: orion books ltd ellis, rod. 2003. task-based language learning and teaching. oxford: oxford university press gorlee, dinda l. 1994. semiotics and the problem of translation. amsterdam: rodopi, b.v harmer, jeremy. 2012. essential teacher knowledge: core concepts in english language teaching. longman: pearson education limited harmer, jeremy. 2001. the practice of english language teaching. longman: pearson education limited richards, jack c. 2001. curriculum development in language teaching. cambridge: cambridge language education sena, darmasetiyawan. 2014. translation equivalence and context consideration in google translation. lingual: udayana university tsagari, dina and georgios floros. 2013. translation in language teaching and assessment. cambridge: cambridge scholars publishing translation in students langauge performance of english language course in udayana university | 63 http://www.sueleatherassociates.compdfsarticle_translationinlanguageteachin g.pdf extracted at 12th october 2016, 22:28 https://dialnet.unirioja.es/descarga/articulo/4778187.pdf extracted at 12th october 2016, 22:28 http://www.cttic.org/acti/2006/papers/carreres.pdf extracted at 12th october 2016, 22:29 http://www.kalbos.ktu.lt/index.php/kstud/article/viewfile/1469/2164 extracted at 12th october 2016, 22:30 reading ability and strategies of students in coastal area of bengkulu fernandita gusweni jayanti, anggun citra sari dewi university of bengkulu fernandita.gusweni@gmail.com, anggunsaridewi@gmail.com abstract the purpose of this study is to discuss students’ reading ability and the reading strategies they use when they read english texts. this study employs a descriptive-qualitative approach. the data were gained by using two instruments; a reading comprehension test and a questionnaire on reading strategy. the respondents of this research were 243 third year students from four senior high schools located in coastal area in bengkulu city. the results of students’ reading comprehension test showed that the students’ reading ability is categorized as poor. this study also found that the students use reading strategies in medium frequency. it means that the students do not make use of reading strategies maximally. furthermore, the analysis of the questionnaire also showed that the most frequently used strategies are finding the main idea of the text, guessing the meaning of difficult words and using background knowledge while reading, while the least frequently used strategies are looking at the text closely, finding specific information and interpreting graph, diagram and table. it is predicted that the students’ low reading ability was influenced by the way the students use reading strategy and the sociocultural factor of the students who live in coastal area. keywords: reading ability, reading comprehension, reading strategy, factors i introduction reading ability is crucial in today’s world. the ability to read is vital in the development of the quality of human life, such as in communicating, educational process, adding knowledge, and building a career. to be more specific, reading also has an important role in someone’s english learning process. to learn the language, input is the most important factor. the very famous slogan of nuttal (1982) says that the best way to improve speech is to live in an environment that uses that language. the second way is to read extensively the various readings that use the target language. this implies that in order to use a foreign language well, language learners need inputs that use the target language. therefore, good reading ability becomes imperative. unfortunately, most of the research on students' reading ability in bengkulu also shows that most students in bengkulu have difficulties in understanding english reading. there are several factors that make it difficult for students to understand reading texts. most of the studies assume that this is due to the students’ low english skill. however, we may not neglect the fat that many factors can affect someone’s reading ability. good readers can understand the meaning and the way author organizes his ideas. there are many factors that can influence someone’s ability in building the meaning. jung (2009) mentions orthography, vocabulary, grammar; background knowledge and metacognitive strategies are the factors influencing l2 reading. likewise, koda (2007) said that vocabulary knowledge, prior knowledge, metacognitive information, and reading strategies are some variables that impact learners’ reading comprehension. in the same regard, yang (2016) points out reader’s background, classroom tasks and strategies he employs are among the major factors that affect reading comprehension. morevover, trehearne and doctorow (2005) claim other factors that affect learners’ reading comprehension skill. these factors are learners’ reading attitudes, useful teaching on comprehension methods, versatility, text form and being aware of various reading comprehension strategies. as shown above, reading strategy has a vital role in someone’s reading comprehension. block (1986) states that reading strategies indicate how readers conceive a task, what textual cues they attend to, how they make sense of what they read, and what they do when they do not understand (quoted in lui, 2010). in that matter, cohen (1990 in anderson, 2003) refers reading to those mental processes that readers consciously choose to use in accomplishing reading tasks. in short, reading strategies are deliberate, conscious active procedures or plans that a reader employs to make sense of text. there are many reading strategies employed by successful readers such as being able to organize information, use linguistic knowledge of their first language when they are learning their second language, use contextual cues, and learn how to chunk language, etc (karbalaei, 2010). successful language learners know how to use such reading strategies efficiently. mailto:fernandita.gusweni@gmail.com mailto:anggunsaridewi@gmail.com reading ability and strategies of students in coastal area of bengkulu | 37 reading researchers usually divide reading strategies differently. for example, as it is quoted in karbalaei (2010), pressley and afflerbach (1995) identify several key strategies that were evident in the verbal protocols they reviewed, including: (a) overview before reading; (b) look for important information and pay greater attention to it; (c) relate important points to one another; (d) activate and use prior knowledge; (e) change strategies when understanding is not good; and (f) monitor understanding and take action to correct inaccuracies in comprehension. mcnamara, ozuru, best, and o´reilly (2007) suggest four categories for reading strategies. the first category includes strategies to prepare to read, including setting the goals of reading. the second category regards strategies to interpret words, sentences, and ideas in texts that help reader to develop a coherent text-based level of comprehension. the third category includes strategies to go beyond the text by connecting the text content with reader’s prior knowledge that help reader to develop a situation model of text. the fourth category comprises strategies to organize, restructure, and synthesize the information to facilitate global processing. general reading strategies include things such as predicting content, posing questions, recognizing text structure, integrating information, reflecting, monitoring comprehension, utilizing general knowledge, and reacting to the text (yang, 2006). there has been accumulated evidence that reading strategy is one of the factors affecting someone’s success in reading. earlier, anderson (1991) reported that students who used more reading strategies on both standardized test reading and textbook reading scored higher on reading comprehension. partially in agreement with anderson’s findings, studies in second language reading tend to show that high and low proficiency english learners use strategies differently and the variety of strategy use correlates with reading performance (koda, 2005). in addition, hoang (2016) found that higher-proficiency readers reported using more strategies than lower-proficiency readers, at higher frequencies. in the same regard, ahmadi and pourhossein (2012) found that reading strategy has significantly affect students’ reading comprehension skill. this study also explained that through using reading strategies, students can understand the major point of a paragraph, explain unfamiliar words or sentences and abridge their reading. these strategies help readers solve their difficulties when reading texts. another study investigating the use of specific reading strategy was conducted by dabarera, renandya and zhang (2014). this study reported that students who were taught metacognitive strategies had significantly higher reading comprehension score than those on control group (taught with a traditional way; reading strategies are not explicitly taught). the result of this study supported the finding of a study by mehrdad, et.al. (2012). this study investigated the effects of teaching cognitive and metacoginitive strategies on efl reading comprehension across proficiency levels. this study revealed that students who were taught cognitive and metacognitive strategies had improved reading comprehension. this finding suggests that reading strategies are crucial in creating successful or less successful readers. unfortunately, most of the research related to students 'reading ability is more focused on the discovery and use of teaching techniques that can improve students' reading ability. research that identifies the influence of factors that can affect students' reading ability is still very limited. therefore, this study is intended to provide an overview of students' reading abilities as well as to explain what reading strategies students use when they try to understand english reading texts. the results of this study can help and direct teachers and policy makers to be able to prepare and arrange a reading class that can accommodate students to read by using a good reading strategy. ii materials and method this study was conducted in order to answer the following questions: 1. how is the reading ability of the students in senior high schools in coastal area of bengkulu? 2. how is the use of reading strategies by those students? the samples of this study were 243 students in the second year at senior high schools (sman) in coastal area of bengkulu city; sman 8, sman 6, sman 1 and sman 7. the samples were chosen through purposive sampling in which the researcher deliberately chose those samples. the second year students were chosen as the samples because they have learned almost all of the text types. two classes from each school were assigned as the samples (one social science class and one natural science class). the schools selected to discuss in this research are schools located in the coastal area of bengkulu city. this is based on the author's observation of reading interest and students' reading ability in coastal areas. these students are living in coastal areas and spend very little time or even never read reading 38 | fernandita gusweni jayanti, anggun citra sari dewi lingual (vol. 10, no.1, 2018) other than school time. this is caused by a culture of reading that is rarely found in families in coastal areas. this resulted in students not being able to read them using a good reading strategy. therefore, this study can be used as a basis for consideration to embrace students reading with a good strategy. the data of this study was yielded by employing two instruments, a reading comprehension test (rct) and a questionnaire on reading strategies. the students were asked to complete the rct to measure their reading ability. the test was an objective test consisting of 40 items. in this test, students were asked to read some passages and answer some following questions based on the information given in the text they have read. the passages in the test are in form of descriptive, narrative, expository, report and procedure text. according to the curriculum of english lesson in senior high school, those types of text must have been learned by the students. from the reliability analysis, this test is considered highly reliable for its coefficient alpha 0.81. students’ reading ability score was calculated by using the following formula: the second instrument was a questionnaire which consisted of 16 statements about the use of reading strategies. students were asked to give response to the statements by ticking in one of the given options; n (never), r (rarely), s (sometimes), o (often) and a (always). before the questionnaire was spread to the students, the questionnaire was examined by two experts. it was then tried out and analysed for its reliability. it was found that the reliability of the questionnaire was high with coefficient alpha 0.79. for data processing, response n, r, s, o and a was scored 1, 2, 3, 4 and 5 accordingly. the frequency of the usage of each strategy was seen from the mean score of all the responses of the respondents. furthermore, to perceive the general use of reading strategies of the students, the following formula was used: m= mean x= score n= number of respondents then, the result of the mean score calculation was categorized using the following category: table 1 table of categories for reading strategy frequency category interval high 64.01-80 medium 48.01-64 low 32.01-48 very low 16-32 iii results and discussion 3.1 result of reading comprehension test from the results of reading comprehension test, the students’ reading ability was displayed in the following table: reading ability and strategies of students in coastal area of bengkulu | 39 table 2. students’ score of reading comprehension test 3.2 result of questionnaire on reading strategy use the data yielded from the questionnaire showed that generally, the reading strategy use of the students is categorized in medium frequency, with mean score 53.03. the result for each statement of the questionnaire is shown in table 3. table 3. table of result of questionnaire on reading strategy use no. statements mean category 1. i find information by previewing index or table of content of a book. 3.14 medium 2. i can find specific information in the text quickly. 3.08 medium 3. during reading, i guess the meaning of unfamiliar words by using cues in the text. 3.71 medium 4. i try to remember any relevant experience or background knowledge related to the text i read. 3.49 medium 5. i draw conclusion from implied statements of the author. 3.41 medium 6. i predict what i am going to read (what will appear in the text) next. 3.17 medium 7. i read closely to find details in the text. 2.95 medium 8. i read a long text quickly to get the main idea of the text. 3.09 medium 9. i use my background knowledge to comprehend a text. 3.66 medium 10. i can answer questions in english. 3.14 medium 11 i can read and interpret graph, chart, diagram and table. 3.08 medium 12. i can analyze long sentences. 3.12 medium 13. i learn the structure of the text. 3.53 medium 14. i can follow the movement of writer’s ideas or thoughts. 3.09 medium 15. i can determine the title of a text. 3.62 medium 16. i can find the mind idea of a text. 3.72 medium category score interval frequency percentage excellent 90-100 0 0.00 % very good 80-89 1 0.41 % good 70-79 13 5.35 % fair 60-69 39 16.05 % poor <60 190 78.19% 40 | fernandita gusweni jayanti, anggun citra sari dewi lingual (vol. 10, no.1, 2018) 3.3 discussion based on the result of the data analysis on reading comprehension test, it can be said that students’ ability in comprehending english text was categorized as low (poor). it is shown by the fact that most of the students (78.19%) got scores lower than 6-. then, 16.5% of the students got scores 60-69 (fair). there were only 13 students (5.35%) who had good reading ability (scores ranging from 70 to 79) and 1 student got an excellent score. regarding the analysis of the data gathered from the questionnaire, it can be seen that the students’ use of reading strategy was categorized in medium frequency (53.03). it means that the students sometimes use the reading strategies and sometimes do not. this inconsistent use of reading strategies made the students incapable of using the reading strategies automatically during reading. it is predicted as one of the factors that caused the students’ low reading ability. this suspicion is supported by many previous findings that suggested positive relationship between the use of strategies and readers’ reading ability or proficiency. a study by zare (2013) found that the use of reading strategies had a strong positive correlation (r = 0.92) with reading comprehension achievement. in his study on eighty iranian efl learners, zare (2013) revealed that those language learners who have employed reading strategies more frequently got better results in reading comprehension test. in another study conducted in malaysian esl setting, zare and othman (2013) also found that the use of reading strategies had a strong positive correlation with reading comprehension ability (0.89). moreover, many studies also revealed the positive effects of the use of reading strategies on reading comprehension achievement. akkakoson and setobol (2009) conducted an experimental study on 207 undergraduate students in thailand and revealed positive effects of strategies-based instruction on learners‟ reading proficiency. then, in 2011, wichadee (2011) conducted a study to investigate the effectiveness of explicit instruction of metacognitive strategies on 40 thai efl learners. consistent with the previous finding, his finding indicated that metacognitive strategies instruction might have been an effective means to improve students’ reading comprehension and strategy use. later on, aghaie and zhang (2012) carried out a quasi-experimental design to test the effects of explicit teaching of cognitive and metacognitive reading strategies on students’ reading performance and strategy transfer. after four months of strategy instruction, the experimental group achieved significantly better results than the control group. the above findings highlight the importance of reading strategy use on someone’s reading ability. therefore, reading strategy use can be a predictor of someone’s success or failure in comprehending a text. furthermore, the data yielded from the questionnaire also showed that among other strategies, finding main ideas (m = 3.72), guessing difficult words and using experience and background knowledge (3.71) were the strategies with highest frequency of use. while looking at the text closely (2.95), finding specific information quickly (3.08) and reading and interpreting graph, chart, diagram and table were the least frequent strategy they used (3.08). from this result, it can be said that the students have tried to get the big picture of the text. however, they could not comprehend the text deeper. in relation with the result of students’ reading comprehension achievement, another factor that may influence students’ reading ability is the socioeconomic factor. some studies indicate the influence of family socioeconomic conditions on the development of student literacy, especially the ability to read. rizardo & tabuno, (1998) in marquez (2008) in his study of fourth-year students 'reading comprehension at a high school in iligan concluded that one of the factors affecting students' reading ability is parent's monthly income and parental education. parents with sufficient monthly income are able to provide reading books for their children. it can increase students' motivation to read. later, students who have parents with adequate educational background are shown to have better reading skills than students whose parents are uneducated or have low education. parents who have a high education can create a supportive atmosphere and provide experiences important to the development of interest and ability to read his son. unfortunately, the socioeconomic condition of families on the coastline area has not supported the development of literacy, especially the development of students' learning ability. as we all know, most of the families living on the coastline belong to weak economic families. this situation does not allow students to have access to books in their home environment. in addition, the level of education of their parents also tends not to be high. they have no knowledge of the importance of developing reading skills so they cannot motivate their children to read. reading ability and strategies of students in coastal area of bengkulu | 41 this fact supports the statement that the home environment affects children’s literacy. in this matter, wallner-paschon (2009) pointed out the role of ‘reading socialization’. family, together with school and peer-group are important fields of socialization which in turn affect the student’s motivational characteristics, such as reading attitude and reading self-concept, as well as reading achievement. in addition, a study by martin, mullis and gonzalez (2004) reported that for every country participating in the progress in international reading literacy study (pirls) 2001, there was found a strong relationship between grade 4 reading achievement and parents’ reports of levels of engagement in literacy activities before their children started school. iv conclusion the students’ ability in comprehending english text is poor. the students’ reading ability may be affected by several factors. one of the factors is the students’ ineffective use of reading strategy as they just used reading strategy in medium frequency. however, reading strategy is essential to help students understand the text better. therefore, an explicit instruction on strategy use is required. teachers need to tell and train the students to deliberately use reading strategies in the reading class. teachers should design a lesson which asks the students to actively use reading strategies. further, considering the socioeconomic of the students and the family, schools should take a greater role. schools should be able to motivate the students to read and to support the development of reading habit. schools can provide more reading sources for the students. even more, schools can organize extensive reading program in which the students are given access to find pleasure in reading by reading non-academic books. it will increase students’ reading motivation and their responsibility on their own reading progress. by being a strategic reader with high motivation reading, their reading ability will improve. references aghaie r., zhang l. j. (2012). effects of explicit instruction in cognitive and metacognitive reading strategies on iranian efl students' reading performance and strategy transfer. instructional science, 40 (6), 1063 -1081. ahmadi, m. r., & pourhosein gilakjani, a. (2012). reciprocal teaching strategies and their impacts on english reading comprehension. theory and practice in language studies, 2(10), 20532060. http://dx.doi.org/10.4304/tpls.2.10.2053-2060 akkakoson, s., & setobol, b. (2009). thai efl students’ use of strategies in reading english texts. the journal of kmutnb, 19 (3), 329-342. anderson, n. j. (1991). individual differences in strategy use in second language reading and testing. the modern language journal, 75(4), 460-472. anderson, n.j. (2003). scrolling, clicking, and reading english: online reading strategies in a second/foreign language. the reading matrix 3(3), 1-32. dabarera c., renandya w. a., zhang l. j. (2014): the impact of metacognitive scaffolding and monitoring on reading comprehension. system: an international journal of educational technology and applied linguistics, 42, 462 – 473. hoang, n. (2016). the relationship between reading strategy use and reading proficiency of vietnamese students in the uk. m.a. thesis. northumbria university, published by british council elt master’s dissertation awards. jung, j. (2009). second language reading and the role of grammar. working papers in tesol & applied linguistics, 9 (2), 29–48. koda, k. (2005). insights into second language reading: a cross-linguistic approach. new york: cambridge university press. koda, k. (2007). reading language learning: cross-linguistic constraints on second language reading development. language learning, 57(1), 1-44. http://dx.doi.org/10.1111/00238333.101997010-i1 marquez, n. (2008). factors affecting the reading comprehension of third year students of aurora national high school, aurora, zamboanga del sur, s.y. 2006-2007. published doctoral thesis, philippines: national library martin mo, mullis vs & gonzalez e. (2004). home environments fostering children’s reading literacy: results from the pirls 2001 study of reading literacy achievement in primary schools in 35 countries. paper presented at the 1st iea international research conference, lefkosia, cyprus. 42 | fernandita gusweni jayanti, anggun citra sari dewi lingual (vol. 10, no.1, 2018) mcnamara, d., ozuru, y., best, r., & o’reilly, t. (2007). the 4-pronged comprehension strategy framework. in d. mcnamara (ed.), reading comprehension strategies: theories, interventions, and technologies (pp. 465-496). mahwah, nj: lea. mehrdad, a. g., ahghar, m. r., & ahghar, m. (2012). the effect of teaching cognitive and metacognitive strategies on efl students’ reading comprehension across proficiency levels. procedia– social and behavioral sciences, 46, 3757-3763. http://dx.doi.org/10.1016/j.sbspro.2012.06.142 nuttall, c. (1996). teaching reading skills in a foreign language. great britain: the bath press wallner-paschon, c. (2009). home environment, motivational characteristics, reading activities and gender: how do these factors interact and affect reading literacy of primary school students? findings from pirls 2006. paper presented at the ecer conference, vienna, austria. wichadee, s. (2011). the effects of metacognitive strategy instruction on efl thai students’ reading comprehension ability. journal of college teaching & learning, 8(5), 31-40. yang, x. (2016). study on factors affecting learning strategies in reading comprehension foreign language school, jiangxi normal university, nanchang, jiangxi, china. journal of language teaching and research, 7( 3), 586-590. yang, y. (2006). reading strategies or comprehension monitoring strategies. reading psychology, 27, 313-343. zare, p. (2013). exploring reading strategy use and reading comprehension success among efl learners. world applied sciences journal, 22(11), 1566 – 1571. zare, p. and othman, m. (2013) the relationship between reading comprehension and reading strategy use among malaysian esl learners. international journal of humanities and social science, 3(13), 187 – 193. shifts in indonesian-french poem translation ni made ayu widiastuti, putu weddha savitri english department, faculty of arts, udayana university ayufsb@gmail.com, weddha_savitri@unud.ac.id abstract this paper aims at analyzing the translation shifts of a poem containing figurative expressions from indonesian into french and describing the translation principles occur in the shifts. the data in this paper is an indonesian poem with the title “gestural tubuh perempuan” and its translation in french. this is a library research with qualitativedescriptive method. the analyses were conducted by applying translation shifts theory by catford in venuti (2000) and translation principles by nida (1975). the findings show that there are many shifts occur in the target language. the shifts that frequently occur are in the intra-system of the language. there is only a few loss and skewing of information in the shifts, but a lot of addition of information especially for the use of french articles. keywords: poem, figurative expressions, translation shifts, translation principles i introduction literary work is the expression of feelings and ideas written in stylistic form. one of the examples of literary work is a poem. a poem is defined as a piece of writing in which the expression of feelings and ideas is given intensity by particular attention to diction (sometimes involving rhyme), rhythm, and imagery (oxford dictionary, 2000). in order to understand a poem in other language, it needs to be translated. in translating a poem, translators try to retain the rhythm, length, and the most important one is retaining the messages. sometimes there are several changes of forms and linguistic adjustments in translating a poem. translations of literary and non-literary works are not the same in terms of the method or procedure used by translators. newmark (1988) states that in translating a literary piece of work the most attention is paid to connotation and emotion in imaginative literature. a translator in this case has to understand both the source and target language cultures, as well as able to transfer the figurative language into the target language. in fact, there are not two languages have the same culture and language systems, then, there arises a question in regards to the translation of figurative language: is poetry translatable or untranslatable? some translators might argue that – to some extents – poetry is untranslatable, but the others said that it is translatable. suryawinata in anggana (2012) proposes linguistic, literary or aesthetic, and socio-cultural problems faced by a translator in translating literary works. (1-1) linguistic problems mailto:ayufsb@gmail.com mailto:weddha_savitri@unud.ac.id 34 | ni made ayu widiastuti, putu weddha savitri lingual (vol. 7, no.2, 2015) “collocation and obscured (non-standard) syntactical structures are the linguistic matters. collocation refers to words or word groups with which a word or words may typically combine. the combination may by syntagmatic or horizontal, like make a speech (not say a speech), run a meeting (not do a meeting), etc. the obscured (non-standard) syntactic structures may be intentionally written in a poem as a part of the expressive function of the text that should be rendered as closely as possible.” (1-2) literary or aesthetic problems “aesthetic values or poetic truth in a poem are conveyed in word order and sounds, as well as in cognitive sense (logic). they have no independent meaning, but are correlative with the various types of meaning in the text. there are three factors that make problems on literary or aesthetic: poetic structure, metaphorical expressions and sound. the first factor is poetic structure. it is important to note that structure meant here is the plan of the poem as a whole, the shape and the balance of individual sentence or of each line. metaphorical expressions, as the second factor, mean any constructions evoking visual, sounds, touch, and taste images, the traditional metaphors, direct comparisons without the words "like' and "as if", and all figurative languages. intentionally, the writer does not use the term metaphor in the sub-heading since it has different meaning for some people. the last of literary or aesthetic factors is sound. as stated before, sound is anything connected with sound cultivation including rhyme, rhythm, assonance, onomatopoeia, etc.” (1-3) socio-cultural problems “words or expressions that contain culturally-bound word(s) create certain problems. the socio-cultural problems exist in the phrases, clauses, or sentences containing word(s) related to the four major cultural categories, namely: ideas, behavior, product, and ecology. the "ideas" includes belief, values, and institution; "behavior" includes customs or habits, "products" includes art, music, and artifacts, and "ecology" includes flora, fauna, plains, winds, and weather.” shift may occur in translating a poem. it might be because of the different linguistic systems, aesthetic values, and cultures in both source language and target language. therefore, this paper is written in order to know more about the translation analysis of indonesian-french poem. indonesian does not have totally similar linguistic system with french, neither does the aesthetic value nor the cultures. this paper then has the aims of analyzing the translation shifts of the indonesian poem entitled “gestural tubuh perempuan” french and describing the translation principles occur in the shifts. ii materials and method 2.1 data source the poem with the title gestural tubuh perempuan written by muda wijaya and its translation is chosen and analyzed in this paper. it is written in shifts in indonesian-french poem translation | 35 a book of poems’ collection entitled couleur femme (2010). the poem is about kartini, the indonesian feminist who had struggled for women emancipation in indonesia around 1900s. she is famous with the slogan habis gelap terbitlah terang” or from darkness to light. the slogan is applied in the poem that contains two sections; (1) gelap (dark) and (2) terang (light). the poem and its translation in french are as the following. 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 source language gestural tubuh perempuan -kartini lorong gelap kereta perjamuan masuk di dalamnya. gelap apa itu kematian? rasakan hawa dingin berulang-ulang bersentuhan. mata itu milikku juga menggambar kepala dan tangga di mana isyarat ayat sunyikan belahan bulan. terang sepasang mata itu milikku juga menggambar kepala dan tangga memutar kerinduan pada hasrat bergaris air bergurat gerimis jadi kerling pengantin berumbai matahari berkabar galang di jalan ruang hingar dan gemetar fana dan telanjang. aku mengeja jantungku sendiri membuka mata dalam gugusan. barangkali kelopak nasahmu mengigau menarikan hasrat melebur sunyi mereguk kekal tafsir yang dikaburkan. target language les gestes du corps féminin -kartini30 une ruelle sombre la carriole aux mets 31 y pénètre sombre qu’est-ce que la mort? sentir l’air froid encore et encore nous toucher. ces yeux m’appartiennent aussi dessinent une tête et un escalier où les symboles des versets dissimulent un quartier de lune. clair cette paire d’yeux m’appartient aussi dessine une tête et un escalier tourne la nostalgie en désir strié d’eau marqué par la bruine devient le clin d’œil d’une mariée portant des franges de soleil apportant des nouvelles des poutres de la rue espace bruyant et tremblant éphémère et nu. j’èpéle mon propre cœur ouvrant les yeux en grappes. peut-être ton enveloppe humide délire fait danser le désir fondre le silence savoure l’éternité les interprétations rendues dissimulées. 2.2 data collection the data were collected by note taking technique. first, the source language data is read several times in order to understand the meanings and messages, then its translation in french as the target language is read and 36 | ni made ayu widiastuti, putu weddha savitri lingual (vol. 7, no.2, 2015) compared to the indonesian to find the types of shift and the translation principles occur within the shifts. the data were then underlined and analyzed. 2.3 data analysis in order to analyze the shifts in the translation of indonesian poem “gestural tubuh perempuan” into french, the theory of translation shifts by catford in venuti (2000) is applied. moreover, theory by nida (1974) is applied in analyzing the translation principles. 2.3.1 translation shifts catford said that “shifts mean departures from formal correspondence in the process of going from the sl (source language) to the tl (target language).” there are two kinds of shifts: level shifts and category shifts. 2.3.1.1 level shifts it means that a sl item at one linguistic level has a tl translation equivalent at a different level (catford in venuti, 2000:141). example: fr. sl text: j’ai laissé mes lunettes sur la table. eng. tl text: i’ve left my glasses on the table. (catford in venuti, 2000:143) 2.3.1.2 category shifts it refers to unbounded and rank-bound translation. unbounded translation is approximately “normal” or “free” translation in which sl-tl equivalences are set up at whatever rank is appropriate. there is usually sentence-sentence equivalence, but in the course of a text, equivalences may shift up and down the rank-scale, often being established at ranks lower than the sentence. meanwhile, the terms rank-bound translation only refer to those special cases where equivalence is deliberately limited to the ranks below the sentence, thus leading to “bad translation” (translation in which the tl text is either not a normal tl form at all, or is not relatable to the same situational substance as the sl text (catford in venuti, 2000: 143). category shifts are divided into four: structure-shifts, class-shifts, unit-shifts, intra-system-shifts. (i) structure-shifts usually occur in phonological and graphological translation as well as in total translation. it happens because the sl and tl have different structure element, but need to have formal correspondence. examples: 1. eng. sl text: i love you s p o fr. tl text: je t’aime (je toi aime) s o p 2. eng. sl text: my black pen m head fr. tl text: mon stylo noir head m shifts in indonesian-french poem translation | 37 (ii) class shifts occur when the translation equivalent of a sl item is a member of a different class from the original item. examples: 1. eng. sl text: a white house m-adj. fr. tl text: une maison blanche q-adj (catford in venuti, 2000:145) 2. eng. sl text: a medical student m-adj. fr. tl text: un étudiant en médicine adv. p (catford in venuti, 2000:145) (iii) unit shift means changes of rank that is the departures from formal correspondence in which the translation equivalent of a unit at one rank in the sl is a unit at a different rank in the tl. example: eng. sl text: he swims three times a week. (lower rank) fr. tl text: il fait de la natation trois fois par semaine (higher rank) (catford in venuti, 2000:145) (iv) intra-system shift means a departure from formal correspondence in which (a term operating in) one system in the sl has its translation equivalent (e term operating in) a different – non corresponding – system in the tl. such shifts from one system to another are always entailed by unit shift or class shift. example: translation equivalent of english singular is french plural and vice-versa. advice = des conceils news = des nouvelles trousers = le pantalon the dishes = la vaisselle (catford in venuti (2000:146) according to catford english and french may be said to have four articles. the formal correspondences between them are as follows. french english zero definite le, la, l’, les the indefitine un, une a, an partitive du, de la, de l’, des some, any examples of the uses of the articles are: il est professeur. he is a teacher. il a la jambe cassée. he has a broken leg. l’amour love du vin wine catford in venuti (2000:146-147) 38 | ni made ayu widiastuti, putu weddha savitri lingual (vol. 7, no.2, 2015) from the sentence examples given by catford, he then concluded that “it sometimes happens that the equivalent of an article is not the formally corresponding term in the system”. 2.3.2 translation principles there are three principles of translation proposed by nida (1975:27). those principles mean that no translation in a receptor language can be the exact equivalent of the model in source language. all types of translation involve the following conditions: (i) loss of information the translation of items in the sl does not explain the whole information in the tl or is not translated or transferred into the tl. example: eng. sl text: c’est la vie. fr. tl text: it’s life. (ii) addition of information the translation of items in the source language into target language is with addition of extra information. example: fr. sl text: cet été là… eng. tl text: this summer… (iii) skewing of information the translation of items from the source language is not the exact equivalence in the target language. example: eng. sl text: he makes the bed every morning. (he cleans and tidy the bed every morning.) fr. tl text: il fait du lit tous les matins. (he produces the bed every morning) iii results and discussion a poem is a literary work containing connotation and emotion in imagination written in with certain rhyme, rhythm, and imagery. the indonesian poem – e.g. the second stanza – has a-a-a-a rhyme (the last vowel sound in each line), but in their translations, they become i-e-e-u. the rhymes in every stanza cannot be retained in the target language because the translator has to keep the meaning transfer from the sl into tl, though the words have different rhymes. moreover, the figurative expressions in the sl were translated literally into the tl in order to keep the forms of the sl and avoid more number of words than can affect the length of lines in the tl. there are many shifts occur in the translation of the indonesian poem “gestural tubuh perempuan” into french as described below. shifts in indonesian-french poem translation | 39 3.1 level shifts sl tl 1) gelap  sombre (line 4) 2) terang  clair (line 13) 3) ruang hingar dan gemetar  espace bruyant et tremblant (line 23) 4) fana dan telanjang.  éphémère et nu. (line 24) 5) barangkali  peut-être (line 28) the sl adjectives (data 1 and 2), noun phrase (data 3), and adjective phrase (data 4) have a tl translation equivalent in the tl. data 5 is a compound word that is also translated into a compound word with a dash (-) mark. there is no loss, addition, or skewing of information in the translations. 3.2 category shifts (i) structure shifts sl tl 6) kereta perjamuan masuk di dalamnya.  la carriole aux mets y pénètre. (line 3) 7) aku mengeja jantungku sendiri  j’èpéle mon propre cœur (line 25) 8) kelopak nasahmu mengigau  ton enveloppe humide délire (line 29) structure shifts can be found in these three data. data 6 has a structure inversion of the position of prepositional phrase di dalamnya, where in the sl it is placed after the verb, otherwise, in the tl it is placed before the verb with the preposition y. it is clear that the preposition y is equivalent with the preposition di dalamnya, but there is additional information la (article), and aux (preposition) in the tl. in data 7, there is a structure inversion in the sl noun phrase jantungku sendiri into mon prope coeur in the tl, in which the possessive pronoun -ku is attached after the noun jantung, while in the tl, it is placed before the noun phrase prope coeur, there is no loss of information in this translation. the same thing happened in data 8, where the possessive pronoun –mu is attached after the noun nasah in the sl and in the tl the possessive pronoun ton is placed before the noun enveloppe. in terms of meaning, the sl figurative language kelopak nasah means the desire inside the heart, and is literally translated into enveloppe humide which does not express the desire of someone’s heart, therefore, it is said that it has skewing of information. (ii) class shifts sl tl 9) berulang-ulang  encore et encore (line 7) data 9 contains a shift from a compound adverb into an adverbial phrase. there is an equivalent transfer of meaning from the sl into the tl, even though the word class of the sl has changed in the tl. (iii) unit shifts sl tl 10) bersentuhan.  nous toucher. (line 8) 40 | ni made ayu widiastuti, putu weddha savitri lingual (vol. 7, no.2, 2015) there is one word in the sl that is bersentuhan that consists of the prefix ber + noun sentuh (touch) + suffix –an in which the addition of prefix and suffix to the verb means touching each other. it is translated into two words in the tl. it shows the unit shift with the addition of the word nous to the verb toucher ‘to touch’ in the tl to retain the meaning in the sl. (iv) intra-system shifts sl tl (addition of definite article) 11) rasakan hawa dingin  sentir l’air froid (line 6) 12) memutar kerinduan pada hasrat  tourne la nostalgie en désir (line 16) 13) di jalan  de la rue (line 22) 14) membuka mata  ouvrant les yeux (line 26) 15) melebur sunyi  fondre le silence (line 31) 16) mereguk kekal  savoure l’éternité (line 32) in sl data, each noun is not preceded by a definite article and all countable and uncountable nouns are not written with plural markers, but in the translations, there exist the definite articles l’ (followed by uncountable noun with vowel sound in initial position of the word as in data 11, 16), la (followed by a countable noun-feminine, as in data 12, 13), les (followed by an countable noun in plural form, as in data 14), and le (followed by an uncountable nounmasculine, as in data 31). the addition of definite articles in the tl show whether the nouns are singular, plural, feminine or masculine. indonesian does not have the classification of feminine and masculine for nouns and also definite article like those used in french and like the in english, it has only the information about countable and uncountable nouns. sl tl (addition of indefinite article) 17) lorong gelap  une ruelle somber (line 2) 18) menggambar kepala dan tangga  dessinent une tête et un escalier (line 10) 19) menggambar kepala dan tangga  dessine une tête et un escalier (line 15) the countable nouns in singular forms in the sl are translated in the same forms but with the additional of indefinite articles une (with feminine noun) and un (with masculine noun). the nouns have additional information with the gender marker in the tl. indonesian definite article is different from french. the form is ‘se+ information that modifies the noun + noun’, for instance: sebuah apel/an apple (modifies the fruit), seekor kucing/a cat (modifies the animal), etc. sl tl (addition of one article + partitive article) 20) gestural tubuh perempuan  les gestes du corps féminin (title ) 21) di mana isyarat ayat  où les symboles des versets (line 11) 22) sunyikan belahan bulan.  dissimulent un quartier de lune. (line 12) the sl noun phrases are translated into noun phrases with the definite article les in data 20 and 21 before the head nouns, and followed by other partitives du (followed by another noun phrase in data 20) and des (followed by another plural noun in data 21). article les is the definite article for plural noun. therefore, there is addition of information, where in the sl the noun is singular but translated into the plural noun. the noun phrase in data 22 is also shifts in indonesian-french poem translation | 41 translated into a noun phrase with an indefinite article un before the modifier belahan and a partitive article de before the head noun bulan. the second article in each noun phrase or noun in the tl functioned like the preposition of in english that is placed between nouns (noun + of + noun). as there is an addition of article preceding the noun/noun phrase in the tl, it means there is addition of information in the tl. sl tl (addition of partitive article) 23) bergaris air  strié d’eau (line 17) the sl noun air is translated into d’eau. there is an article d’ exists before eau (a noun with initial vowel sound). the use of article in french is obligatory to implicitly show the information of the noun’s number or gender. before a noun or a noun phrase in french there must be an article, but it is not always applied in indonesian, therefore, intra-system shifts from indonesian into french frequently occur. sl tl (addition of plural marker) 24) dalam gugusan  en grappes (line 27) the singular noun gugusan in the sl is translated into grappes in the tl with the plural marker –s. it shows the shift in the intra-system of the tl. (v) combination the last nine data have the combination of shifts from the the sl into the tl, which means there are more than one shift occurs. the types of shift are written below the underlined word/phrase in the tl. as described in the previous analysis, the shifts happen due to the different language system between the sl and the tl. because of that difference, loss and addition of information occur in the tl. for data 31, the sl term galang is an adjective which means bright, but it is translated into des poutres in the tl which means wood beam and belongs to a noun phrase, so in terms of meaning there are a class shift and skewing of information. sl tl 25) apa itu kematian?  qu’est-ce que ø la mort? (line 5) unit intra-s 26) mata itu milikku juga  ces yeux m’appartiennent aussi (line 9) structure & intra-s structure 27) sepasang mata itu milikku juga  cette paire d’yeux m’appartient aussi (line 14) unit intra-s structure 28) bergurat gerimis  marqué par la bruine (line 18) unit & intra-s 29) jadi kerling pengantin  devient le clin d’œil d’une mariée (line 19) intra-s & unit 30) berumbai matahari  portant des franges de soleil (line 20) intra-s & unit 31) berkabar galang  apportant des nouvelles des poutres (line 21) intra-s & unit intra-s 32) menarikan hasrat  fait danser le désir (line 30) unit intra-s 33) tafsir yang dikaburkan.  les interpretations ø rendues dissimulees. (line 33) intra-s unit (passive) 42 | ni made ayu widiastuti, putu weddha savitri lingual (vol. 7, no.2, 2015) iv conclusion the figurative language in the sl poem is translated literally into the tl, not figuratively. the shifts of the figurative expressions in the poem from the sl into the tl occur in all types. the shifts that frequently occur are in the intra-system of the language. there is only a few loss of information in the shifts, but a lot of addition of information especially for the use of french articles, those are the addition of definite, indefinite, partitive articles, and prepositions before nouns in the tl. skewing of information can be found in two data, it happened because the translations of sl figurative languages do not have the equivalent in the tl. references anggana, rezki lintang. 2012. “textual elements and translation methods of toeti heraty’s poems translated by ulrich kratz” (a thesis). available on: http://eprints.dinus.ac.id/5988/1/full_thesis.pdf. catford. j.c. (translation shifts) in venuti, lawrence. 2000. the translation studies reader. london: routledge. forum jakarta-paris, alliance francais de denpasar. 2010. couleur femme. bogor: grafika mardi yuana press. hornby, a. s. 2000. oxford advanced learner’s dictionary of current english. oxford: oxford university press. newmark, p. (1988a). a textbook of translation. hertfordshire: prentice hall. nida, eugene a. 1974. theory and practice of translation. leiden: e. j. brill. nida. e.a. (1975). language structure and translation. essays by nida. stanford: stanford university press. intercultural communication of a multicultural family in buru regency saidna zulfiqar bin-tahir, riki bugis, riany tasiana english and literature, universitas iqra buru, maluku saidnazulfiqar@gmail.com, rikibugis@gmail.com, rainy_89@gmail.com abstract this study aimed at; 1) exploring the process of intercultural communication in a multiculturalism family in namlea; 2) investigating the functions of intercultural communication in a multiculturalism family; 3) knowing the multiculturalism family developing their intercultural competence. this research applied the qualitative research using a case study design. the informant of the research consisted of a multiculturalism family in jikubesar of buru regency, maluku. the data collection technique employed the observation, interview, field notes, and documentation. the technique of data analysis was data reduction, data display, and conclusion drawing. the results show that the adjusting and understanding others culture were the key of the success of the intercultural process in a multicultural family through some functions and strategies in developing the intercultural communication competence. the results of the study contributed to develop the communication model in the multicultural society such in the environment interaction. it also could be adapted as a strategy or model of teaching and learning a language in the multicultural classroom. keywords: intercultural communication, multicultural competence i introduction intercultural communication (ic) plays an important role in the globalization era especially in the economic, trade, social, tourism, political context, and also education. it was defined as an interaction between the personal and interpersonal communication is done by some people who have a multicultural and multilingual background involved in a context of communication or interaction (samovar & porter, 1994, p.19; liliweri, 2003, p. 13; bin-tahir, 2015, p. 32; amri, et al, 2017, p. 125; edi, et al, 2017, p. 1234). indonesia has derived various ethnicities, cultures, and languages, one of them being buru regency. buru is one of the regencies in maluku province, known as the area that has a diversity of ethnic, cultural, and religion. people living in buru island can be distinguished between natives (geba bupolo) living in mountainous areas and migrants (geba misnit) who live in coastal areas. currently, the number of geba misnit is relatively more from geba bupolo. the immigrants and natives have always claimed to be the buru. the geba bupolo fuka inhabits mountainous areas. the geba fuka unen is those who live in the central island, where there is a lake rana. those living on the slopes of the mountain call themselves geba fuka fafan, while geba masin is those who live in coastal areas interact to social programs for the resettlement department together with immigrant communities. currently, the number of geba misnit relatively less more than geba bupolo because of intermarriage with tribes outside as buton, bugis, javanese, sanana, who came to the district buru to work or because of transmigration. however, they always claim to be the burunese (taher, 2013). some of the conflicts occurrences in maluku and buru regency are generally caused also by miscommunication across cultures and religions. as known, the presence of gold mine in buru island since 2012 was often causing a conflict between local citizen and the migrants. the conflicts are triggered by the seizure of land mines and also disharmony between cultures and religions (tempo, 2012). the phenomena show the crucial relationship between culture and communication in understanding the intercultural communication. therefore, through the influence of culture, people learn to communicate. for instance, people from buton, ambon or sunda learn to communicate, such as butonese, ambonese, and sundanese. their behavior may give a meaning, because it is learned and known, and it is bound by the cultural behavior and attitude (bin-tahir, 2015, p. 210; tahir, 2015, p. 45). thus, people looked at them through the categories, the concepts, and labels produced by their culture where they live in multicultural and multilingual society (bin-tahir, et al, 2017, p. 1210). since buru island is a complex and culturally diverse, the topic of intercultural communication is becoming increasingly important. therefore, the benefit is to learn how to communicate between different cultures in a society and increase the intercultural awareness. the awareness will lead to intercultural communication competence that affects the ability to communicate successfully in work environment, school, home, and community. mailto:saidnazulfiqar@gmail.com mailto:rikibugis@gmail.com mailto:rainy_89@gmail.com 2 | saidna zulfiqar bin-tahir, riki bugis, riany tasiana lingual (vol. 9, no.2, 2017) based on the background which has been mentioned above, the researchers formulated the objectives of the research as follows: 1) to explore the process of intercultural communication in a multilingualism family in namlea; 2) to investigate the functions of intercultural communication in a multilingualism family; 3) to know the multilingualism family developing their intercultural competence. ii materials and methods there are many definitions of intercultural communication proposed by some experts. sitaram (1970) defined intercultural communication as the art of understanding and being understood by the audience of another culture. while rich (2013, p. 1) stated that communication is cultural when occurring between peoples of the different culture. it is in line to what stated by prosser (2012, p. 857) that intercultural communication is communication which occurs under the condition of cultural difference-language, values, costumes, and habits. intercultural communication occurs when a message must be understood is produced by members of a particular culture to members of other cultures (samovar & porter, 1994, p. 19). the intercultural communication process is the interaction between the personal and interpersonal communication that done by some people who have different cultural backgrounds (liliweri, 2003, p. 13). based on those definitions, the researchers concluded that intercultural communication is a process of sending and receiving messages between people whose cultural backgrounds can take them to interpret the signs of verbal and non-verbal communication in different ways. chen and starosta (1996, p. 353) offer a model of intercultural communication competence. this model aims to improve interaction in understanding, respecting, tolerating and integrating cultural differences, so that they are ready to become a member of the world community. this model presents a transformational process of interdependence symmetries can be explained through three perspectives: (a) affective (intercultural sensitivity); (b) cognitive (intercultural awareness); and (c) behavioral (intercultural skills). these three perspectives are equally important these are inseparable and form a holistic illustration of intercultural communication competence. wahlstrom (in liliweri, 2007) explains that an interactive intercultural communication is a communication that done by the communicator to the communicant in two directions/reciprocal but still at a low stage. when communication process entered a high stage, for example, to understand each other, understand the feeling and act together, so the communication has entered the transactional stage. transactional communications include three essential elements: (1) a high emotional involvement, ongoing and continuous in the exchange of messages; (2) communications events includes time series, which is associated with the past, present and future; (3) participants in intercultural communication execute specific role. the human communication included the intercultural communication because there are a purpose and function to meet the call relations by way of stating the contents. in general, there are four main categories of communication functions that are; (1) information function; (2) instruction function; (3) persuasive function; (4) entertaining function. if all four functions are extended it will be found two other functions, those are (1) private function; and (2) social function. private function consisted of (a) state social identity; (b) social integration; (c) cognitive; and (d) escape function. while social function consists of (a) the monitoring function; (b) the connecting function; (c) the social function; and (d) the entertaining function. a private function is the communication indicated through the behavior that comes from an individual. the private function consisted of several functions, they are; a) social identity that is the behavior is expressed through the act of speaking both verbal and non-verbal language. the behavior is appearing of the origin or background of the social and culture such as ethnicity, religion, education, and knowledge; b) social integration is to accept the interpersonal and inter-group but still recognizes the differences of every element; c) increase knowledge (cognitive) of both communicator and the communicant. they got new knowledge about the others’ culture by learning it; d) escape means that sometimes the communication is made to escape or finds a way out of the problem being faced. the communication also has a social function that consisted of several functions, they are; a) monitoring functions to monitor the practice of intercultural communication between the communicator and communicant that has mutual monitoring function; b) connecting functions in the process of interpersonal communication including the intercultural communication that occurred between two people of different cultures that bridging the differences between them. the bridging functions can be intercultural communication of a multicultural family in buru regency | 3 controlled through the messages they exchanged, both explain differences in interpretation on a message so as to produce the same meaning between them. the socialization function is a function to teach and introduce the values of a culture of a community to other communities. in the intercultural communication often appear the non-verbal behaviors that are poorly understood, but more important than that are how to capture the value contained in the movement of the body and an imaginary movement in the non-verbal behavior. besides, the entertaining functions are often performed in the process of intercultural communication (liliweri, 2007). this research employs the qualitative research using a case study design. nawawi and martini (1994: 73) defines a case study as a method of illustrating a certain objective circumstances or events based on facts that appear or as it should then accompanied by efforts to making general conclusions based on the historical facts. in addition, according to supardan (2000, p. 103), the analytical descriptive study is a research focused on the problem that exists at the present time. the informant of the research consisted of a multilingualism and multiculturalism family in jikubesar of buru regency. in this research, the researchers directly applicable as a principal observer (key instrument) which conduct the research process directly and actively interviewing, gathering various materials relating to intercultural communication in the multicultural family activities (nasution, 1988). the techniques of data collection used in this research were observation, interview, field notes, and documentation (sugiyono, 2007). 1) observation: observing how the role of intercultural communication in the multilingualism family and the process of communication that occurs between a husband and wife, husband and children, wife and children, then the process of communication between the child and the child; 2) interview was conducted in the form of a discussion to find out the process of intercultural communication that occurred in the family. the data were analyzed using a model analysis by miles and huberman (in burhan bungin, 2003, p. 69) who stated that the activity of data analysis in the qualitative research conducted interactively and continues through to the end, in which the data is already saturated. the activities of data analysis as disclosed includes three elements, they are data display, data reduction, and conclusion drawing. to check the validity of the data and to formulate the results, the study used three techniques: (1) persistence of observation, (2) triangulation of data, and (3) referential adequacy. the data validity was analyzed with relevant reference sources of the observation, documents, and family’s interaction activities (kothari, 2004; cohen, et al, 2007). iii results and discussion the finding of this research was obtained through observation and an in-depth interview with the entire participant. the whole informants were a member of a multiculturalism family (sundanese, butonesse, javanese, and ambonese) in namlea, maluku. 3.1 the process of intercultural communication in multicultural family based on the observation results in the intercultural communication of multicultural family at namlea, it can be presented in table 1 as follows. intercultural communication process appraisal 1 2 3 4 husband communicate with wife by using sundanese √ wife communicate with husband by using butonese √ parent communicate with children by using their local languages √ teaching the language and culture of husband to children √ teaching the language and culture of wife to children √ communicating with families using local languages √ 4 | saidna zulfiqar bin-tahir, riki bugis, riany tasiana lingual (vol. 9, no.2, 2017) adjusting the culture when communicating with family √ communicating with other people who are from the same culture in the neighborhood by using local languages √ trying to understand the language and culture of the husband or wife √ pretending to understand the language and culture of the husband or wife √ being offended or conflict when communicating √ table 1: the intercultural communication process table 1 shows that adjusting to others culture and trying to understand the others’ culture was the most condition of the intercultural communication process in a multicultural family. based on the deep interviewed about how the process of intercultural communication occurs in multicultural family obtained the answers that almost equal to another informant answers. the interview begins by interviewing mr. rohman, the head of the family. the researcher asked about the most of the language used to communicate with his children and wife?” the answer was “i communicate with them by using maluku’s local language (malay-ambonese). the answer to the question “how children communicate with the family of their mother or father?” the answer was “my children communicate with their mother/father families using malay-ambonese language, but sometimes i hear their grandmother invited them to have lunch and dinner in the house using buton language. it aimed to make them be accustomed with their ancestor language, and sometimes their uncle and aunt asked "what are you doing?" or "who is it?" using buton language or sundanese in everyday communication in the house, they understand those short sentences and answered with the local language (malay-ambonese). those interview results strengthen the observation result which convinced us that the adjusting to others’ culture and trying to understand the others’ culture was the success of intercultural communication process in a multicultural family even sometimes they felt offended to the communication process. it could be concluded that the cultural diversity awareness was the key to intercultural communication success. 3.2 the function of intercultural communication in multicultural family the observation result of the intercultural communication of multilingualism fa mily in namlea can be presented in table 2 below. the function of intercultural communication scoring 1 2 3 4 social identity √ social integration √ increase knowledge (cognitive) √ escape or as a way out √ monitoring √ connecting √ socialization √ entertaining √ table 2: the functions of intercultural communication intercultural communication of a multicultural family in buru regency | 5 table 2 shows that the dominant functions of intercultural communication in a multicultural family were the social identity status, the social integration, increased knowledge, and escape. in communicating, certainly, there is a function in the communication process. thus, the researchers conducted interviews with some questions that lead to the intercultural communication functions. here was mr. rohman’s answered when the researcher asked about how to explain and show his culture to his wife, children, neighbors, and society “i explain my culture to my family by telling and teaching them directly about my culture, while for the neighbors and the society, sometimes, i explained to someone who doubts of my originality, i think my face and accent already show my culture and my identity”. those findings convinced that the face, language or dialect, and custom show the personal identity of a person that mostly recognized by other people through knowledge and integration. 3.3 intercultural communication competence the observation on intercultural communication competence of a multilingualism family in namlea could be described in table 3 as follows. intercultural communication competence scoring 1 2 3 4 sensitivity self concept open mindedness non judgmental attitudes social relaxation √ √ √ √ the cognitive process self awareness cultural awareness √ √ behavioral message skills appropriate self disclosure behavioral flexibility interaction management social skills (empathy) √ √ √ √ √ table 3: intercultural communication competence table 3 shows that the participants have a high competence in term of sensitivity and cognitive process but they have less competence in behavioral competence. it means that what they already felt and known about could not be implemented in their behavior. in other words, there was less correlation between the cognitive process and behavioral process. the findings show that the process of intercultural communication occurred in this multicultural family was transactional communication process and dynamic. this is in accordance with the communication process proposed by liliweri (2004) "in essence, the process of intercultural communication is similar to another communication process, namely the interactive, transactional process, and dynamic". the transactional communications process that exists in a multicultural family could be seen from the data of observation and interview. the observation data and interview explain the informants can 6 | saidna zulfiqar bin-tahir, riki bugis, riany tasiana lingual (vol. 9, no.2, 2017) understand each other, understand the feelings, and act together. it is seen from the way they communicate with each other, although the family derived from different cultures and did not know the mother language of the other, the communication process can continue smoothly and they preferred to communicate using malay-ambonese language. as for the little barriers caused by cultural and perception differences, but it did not become a problem for them. figure 1 described a model of the process of intercultural communication in the multiculturalism family. figure 1: intercultural communication model (source: research data, 2016). the figure 1 shows the process of intercultural communication in this multicultural family occurred by exchange of verbal and nonverbal symbols, and if there were barriers in the exchange process, the speaker and interlocutor can handle the obstacles by their intercultural communication competence and by their cultural awareness that they have to form effectively in communication. based on the results of interviews, the researchers found the function of intercultural communication in a multicultural family, namely a private function. the private function of communication between cultures in this multicultural family, namely: a) social identity function, b) social integration function, c) cognitive function, d) escape function. besides the functions mentioned above, the researchers also found the escape function in the intercultural communication of a multicultural family where the informant explained that there was a problem they usually find a way out by discussing the problem. the intercultural communication competence model was similar to the model provided by chen and starosta (1996, p. 353) which showed the affective (intercultural sensitivity) consisting of s elfconcept, open-mindedness, non-judgmental attitudes, and social relaxation. cognitive (intercultural awareness) consists of self-awareness and cultural awareness. the behavioral process consists of message skill, appropriate self-disclosure, behavioral flexibility, interaction management and social skills (empathy)”. affective process including; 1) open mindedness, informants could receive ideas and each other’s opinions. this was disclosed by the informant during the interview; 2) non-judgmental attitude, informants can understand these cultural differences, they do not look bad culture with the culture of the other, on the contrary, they learn from each other to be better for understanding the culture of their mate; 3) social relaxation, the informants can overcome their anxiety when faced with a problem. the ability to overcome this anxiety helps them to still be able to communicate well even though they are faced with the problem. intercultural communication of a multicultural family in buru regency | 7 the cognitive process consists of cultural awareness; the informants have enough knowledge about each other's culture. during their interaction, they learn from each other to understand and accept their partners’ culture. they cannot speak their mate language, as well as their children; she could not speak butonese or sundanese. this is due to their everyday communication using the local language (malay-ambonese). the behavioral process included; a) interactional management, they can build a good conversation to start and end it; b) behavioral flexibility was the informants could sort behavior that fits with their situation. it can be seen from the explanation of the informant who can solve the problem well and explanation of their children who do not intervene in the problems of his parents; c) social skill, the informants have good social skills, in the family they are empathy when a family member was having problems, not only within the family environment, the social skills of informants within the society is also good, it can be seen from the informants’ explanation in the interview that they often help friends, neighbors, and relatives who have trouble, and always took the time to participate in social activities in the village. iv conclusion in accordance with the findings and discussion, the researchers concluded that: 1) the process of intercultural communication occurred in a multicultural family through that adjusting to others’ culture and trying to understand the others’ culture as the success of intercultural communication process in a multicultural family even sometimes they felt offended to the communication process. the cultural diversity awareness was the key to the intercultural communication success; 2) the functions of intercultural communication in a multicultural family were: a) social identity function to inform each other about their social identity to family, friends, and society through action, verbal and non-verbal language; b) social integration function to accept the cultural differences; c) cognitive function to reveal that the cultural differences between them have made them acquire knowledge about the culture of their mate; d) escape function to explain if there was a problem, they usually find a way out by discussing the problem; 3) developing multicultural communication competence in a multicultural family through a) affective (intercultural sensitivity) consisting of self-concept, open-mindedness, non-judgmental attitudes, and social relaxation; b) cognitive (intercultural awareness) consists of self awareness and cultural awareness; and c) behavioral process consisted of message skill, appropriate self-disclosure, behavioral flexibility, interaction management and social skills (empathy). references amri, m., tahir, s. z. a. b., & ahmad, s. (2017). the implementation of islamic teaching in multiculturalism society: a case study at pesantren schools in indonesia. asian social science, 13(6), 125. bin-tahir, s. z. (2015a). multilingual education in pesantren context. yogyakarta: deepublish. bin-tahir, s. z. (2015b). the attitude of santri and ustadz toward multilingual education at pesantren. international journal of language and linguistics, 3(4), 210-216. doi: 10.11648/j.ijll.20150304.13. bin-tahir, s. z., atmowardoyo, h., dollah, s., & rinantanti, y. (2017). multilingual instructional model of pesantren schools in indonesia. journal of language teaching and research, 8(6), 1210-1216. bps. buru. (2014). demografi pulau buru. online. accessed on february, 22, 2014 from http://burukab.bps.go.id. bungin, b. (2003). analisis data penelitian kualitatif. jakarta: pt raja grafindo persada. chen, g. m., & starosta, w. j. (1996). intercultural communication competence: a synthesis. annals of the international communication association, 19(1), 353-383. cohen. l, lawrence, m and keith, m. (2007). research methods in education, sixth edition. usa and canada; routledge. edi, e., wello, b., & dollah, s. (2017). investigating the students’ strategies in developing intercultural communicative competence (icc) model in indonesia university context. journal of language teaching and research, 8(6), 1234-1240. izzati. (2012). memahami kompetensi komunikasi antar budaya pada tki legal dan tki ilegal. online. accessed on november, 22, 2012. from https://core.ac.uk//download/pdf/11735532. pdf. 8 | saidna zulfiqar bin-tahir, riki bugis, riany tasiana lingual (vol. 9, no.2, 2017) kothari, c.r. (2004). research methodology, method and technique, second revised edition. new delhi; new age international (p) ltd., publishers. kertamuda. (2011). konselor dan kesadaran budaya (cultural awareness). online. accessed on december 05,2011. from. http://fip.unp.ac.id/bk/impact. liliweri, a. (2004). dasar-dasar komunikasi antarbudaya. yogyakarta: pustaka pelajar. nasution s. (1988). metode peneltian naturalistik kualitatif. bandung: tarsito nawawi, hadari dan martini. (1994). penelitian terapan. yogyakarta; gadjah mada university press. prosser, m. h. (2012). ks sitaram, an early interculturalist: founding the field may 6, 1970. international journal of intercultural relations, 36(6), 857-868. rich, a. (2013). the dream of a common language: poems 1974-1977. ww norton & company. samovar, l. (2010). komunikasi lintas budaya: communication between cultures. jakarta: salemba humanika. samovar, l. and porter, r. (1994). intercultural communication: a reader. usa: wadsworth. simamora. (2012). komunikasi antar budaya dalam proses asimilasi pada pernikahan campuran suku batak toba-tionghoa di kota medan. online. accessed on march, 23, 2012. http://repository.usu.ac.id /bitstream/123456789/41396/6/abstract. pdf. sugiyono. (2007). metode penelitian pendidikan pendekatan kuantitatif,kualitatif dan r&d. bandung: alfabeta. supardan, d. (2017). menyingkap perkembangan pendidikan sejak masa kolonial hingga sekarang: perspektif pendidikan kritis. generasi kampus, 1(2). tempo. (2012). kronologi konflik di maluku, online. accessed on february, 22, 2014 fromhttp://tempo.co.id/hg/timeline/2012/04/29/tml,20040429-01,id.html. tahir, b., & zulfiqar, s. (2015). multilingual behavior of pesantren immim students in makassar. asian efl journal, 86, 45-64. taher, t. (2013). mengenal pulau buru. online. accessed on october, 09, 2013. from http://dityataher.blogspot.co.id/2013/10/megenal-pulau-buru_9.html. various mappings of verb ‘seeing’ in lio language yosef demon bataona program studi pendidikan bahasa dan sastra indonesia-fkip-universitas flores yosef.damon@gmail.com abstract natural semantic metalanguage (nsm) is based on the theory of semantic. natural semantic metalanguage (nsm) use semantic as a detailed analysis of lexem. detail analysis lexem is done to avoid the ambiguity of interpretation. analysis on natural semantic metalanguage (nsm) is used to identify the natural meaning of a bahasa lamaholot dialek lamaleras verb. natural semantic metalanguage (nsm) is used because (1) contact interlanguages, (2) mobilisation of the native speaker and (3) the competence of the bilingualism of the native speaker. this is an activity to documentate the fitures of the natural meaning of lamaholot language of lamaleras dialect verb, especially verb that state ‘catch the fish’, such as ‘leo, pasa, tufa, bitu, vəto, tivang, vəda, nuang, pukət, tuba, dopə, blikə, sajo, həpək, tivə kep, baong. keywords: natural semantic metalanguage, lamaholot language, lamaleras dialect i introduction the theoretical framework of natural semantic metalanguage (nsm) actually is actually based on the theory of semantics. this means that natural semantic metalanguage (nsm) makes use of semantics that is a science which is concerned with meaning as the basis for analyzing a lexeme. a detailed analysis of a lexeme is made to avoid ambiguity resulting from different interpretations. what is meant by different interpretations in this present study is the different interpretations between the speaker and the addressee. ii materials and method the data are from two languages, namely, lamaholot language and lamalera dialect. the reason why this language was chosen is that the semantic features are impressed to be further discussed as well that the writer is a native speaker of lamaholot language lamalera dialect. a detailed analysis of every lexeme or an analysis of the features of a lexeme is absolutely needed so that the features intended by the speaker can be identified. what is meant is that natural semantic metalanguage (nsm) intends to explicate a lexeme clearly. it is this which has made it highly relevant for analyzing the data in every language. in brief, it can be stated that the basic principle of natural semantic metalanguage (nsm) is that ‘one lingual unit represents one meaning or one meaning is reflected by one lingual unit both lexically and grammatically. mailto:yosef.damon@gmail.com 44 | yosef demon bataona lingual (vol. 7, no.2, 2016) natural semantic metalanguage (nsm) is highly needed to analyze the data in all languages for the following reasons: (2-1) the speech contact causes its speakers to lose his/her linguistic competence as they have a number of words which can be alternately used. (2-2) the speakers’ mobility. the mobility made by the speakers from one place to another, and from one place to another highly affects their cognitive ability and linguistic performance firstly acquired. (2-3) bilingual ability. being able to speak more than one languages equally or unequally causes the speakers to lose a number of lexical items of their first language. this contributes to the diction used. (2-4) the features of lexical items need to be documented so it will be easier for the speakers to have the knowledge of the lexical items they have ever had during a particular period of time which will disappear in another period of time. iii results and discussion it has been proved that natural semantic metalanguage (nsm) can analyze all languages rather particular languages. based on the verbal division made by givon (1984), verbs can be divided into (1) the verbs indicating situation, (2) the verbs indicating process, and (3) the verbs indicating action. this category of verbs also applies to the two languages discussed in the present study. it also suggest that lamaholot language lamalera dialect has the verbs of situation, the verbs of process, and the verbs of action. the writer tends to choose the verbs indicating ‘action’ to analyze the metalanguage data of this language. the verb of ‘action’ states that (a) someone or something does something; as a result, something happens to another, (b) someone or something is the target of the action done someone or something stated by the verb. in other words, (a) the agent acts as the executor and (b) the patient or undergoer acts as the target. the agent affects the undergoer so much that the agent can control the undergoer. the verb of ‘action’ chosen in the analysis of natural semantic metalanguage (nsm) is the verb ‘menangkap ikan’ (catching fish) in lamaholot language lamalera dialect. it is assumed that the verb is a transitive one. this is in line with what is stated by weirzbicka (1996: 421) who states that the transitive verb has a prototype which needs an argument as the subject and another argument as the object. the concept ‘subject’ in natural semantic metalanguage (nsm) will act as the agent and the concept ‘object’ will act as the undergoer, the argument which receives what is done by the agent; what is done is stated in the predicate of the transitive verb. the choice of the verb of action in this language will be discussed as follows. first, the writer will analyze the verb of catching fish ‘tindakan menangkap (ikan)’ in lamaholot language and lamalera dialect. the verb of action of catching ‘menangkap’ in lamaholot language and lamalera dialect is supposed to be the precategorial verb. what is meant is that this verb cannot various mappings of verb ‘seeing’ in lio language | 45 stand by itself; it will be meaningful if it is attached to the proclitic affix indicating a noun. this means that the verb indicating the action of catching (fish) in lahamohot language lamalera dialect is ‘məvə ikə’, which has many variants which show the diversity of features the verb has. the semantic structural variant of the verb məvə ikə’ is “x does something and something will happen and “x does something, something which is good takes place’” the verb məvə ikə’ is one of the transitive verbs in lamaholot language lamalera dialect. the verb məvə ikə’ is one of the transitive verbs in lamaholot language lamlera dialect which present the variants of features as follows: 3.1 leo ‘panah (me-) the verb leo expresses that “x does something and, as a result, something happens to y”. the verb ‘leo’ expresses that an argent shooting at something using a tool. the tool used is a bow, a binding string and a piece of wood or bamboo. the tool is created in such a way that it is small and round, and its end is tied with wire. the end of the wire is extremely sharp. what is expected from this lingual unit is that when x (the agent) shoots at something ‘leo’, y will become shot and cannot free itself. this verb can be explicated as follows. at that time x does something, and, as a result, something happens to y at the same time. x does it by shooting (straight and direct) x does it using a particular tool such as bow and arrow y become shot and cannot free itself x desires this x does something as this 3.2 pasa ‘temba’ (shooting) the verb pasa states that “x does something and as a consequence something happens to y”. the verb pasa ‘tembak (me-) indicates that x (the agent) does something, that is, shooting using a gun, and a bar of iron with a hole through which another bar of iron with a diameter of 6 mm is inserted. the iron is 3-4 cm in length. the iron whose diameter is 6 mm will keep y if it is already shot. used rubber (the tire of a car or motor cycle) is used to move the iron. the rubber is tied to the end of the gun. the rubber will make the iron to move as a gun. from the use of this lingual form, it is expected that x (the agent) will shoot at y as the target. at the same time, y becomes shot and cannot free itself as it is retained by the bar of iron in the end of this iron. this verb can be explained as follows. at that time, x does something and, as a result, something happens to y. x shoot at something (direct and straight) x does it using a particular gun, a binding string and an arrow (iron) y becomes shot and cannot free itself x desires this x does something as this 46 | yosef demon bataona lingual (vol. 7, no.2, 2016) 3.3 tufa ‘tuba (me-) this lexicon describes that something is done by x (the agent) and, as a result, something happens to y. the tool used is the root of a tuba tree. the root of the tree can poison y (the fish). the fish will become confused and powerless; some die as the tuba root contains poison. the root is destroyed before it is spread in the pond. usually when the sea water goes down, many small ponds appear. in these ponds there are many fishes which are trapped. it is these fishes which will be poisoned using the roof of the tuba tree, the lexicon can be explained as follows. “x does something and, as a result, something happens to y” x does it by poisoning the fish using the roof of tuba tree x does it using a particular tool as such the root of the tuba tree and several stones y becomes confused, powerless and finally dies x desires this x does something as this 3.4 bitu ‘pancing (me-)’ the information which can be obtained from this lexicon is x (the agent) does something and as a result something happens to y (the patient). the tools used are ‘bitu’, namely, a branch of ‘aur’ which is from 2 to 4 meters in length, depending how long it is desired, two rolls with 80-100 size, a fish hook, and bait. the bait is tied to the ‘snar’ end more or less 20-25 cm before the ‘snar’ end. the “snar’ end, which the fishhook tied is weighed with a bar of iron. the other ‘snar’ end is tied to the aur branch. the iron is used to make the bait sink for the fish to eat. before the bait is made under water, the bait is attached to the fishhook or the bait will cover the fishhook. then the bait is released, the length of the snar is adjusted to the depth of sea water. then the bait is released, the length of the snar is adjusted to the depth of the sea water. the result which is expected is as follows. “x does something, and, as a result, something happens to y. x does this using by fishing (the fishhook is fully loaded with bait before it is put under the sea water. x does this using particular tools such as the ‘aur’ branch which is already mature with ‘snar’ and bait. x will eat the bait (at the same time x raises the ‘aur’; if the bait is eaten of swallowed, then the fishhook y will be caught) x desires this x does something as this 3.5 vəto ‘memancing ikan tembang’ the information which can be obtained from this lexicon is x (the agent) does something and, as a result, something happens to y. the tools used in this verb are ‘snar’, several rolls (2-3 rolls) with its size 80-100, a number of fishhooks and a bar of iron (6 mm) and 10 cm long. the ‘snar’s is rolled various mappings of verb ‘seeing’ in lio language | 47 around a used milk can and so on as desired. the end of the other ‘snar’ is attached to the bar of iron. a number of fishhooks are tied to the bar of iron; the position of the fishhooks is back to back (there are about four or five fishhooks which are tied). the objective is that the bait is thrown away where the fishes get together; the bait will be shrunk by the weight of the bar of iron. at the same time, x raises the ‘snar’ so that the fishhooks can catch the fish. if no fish is caught, the same activities will be done again until y becomes caught. this is repeatedly done until x response. what can be explained from this verb of action is: “x does something, as a result, something happens to y”. x does this by fishing (raising the fishhook repeatedly until y is caught) x does it using particular tools such as ‘snar’ (2-3 rolls) number 60-100), fishhook and a bar of iron as the weight) y will be caught (at the same time x will raise the ‘snar’ repeatedly until y is caught) x desires this x does it repeatedly x does something as this 3.6 tivang ‘pancing (me-) this lexicon naturally expresses that x (the agent) does something and, as a result, something happens to y. the verb tivang is derived from the verb tivə which is close in meaning to ‘buang’. the information which can be obtained from this lexicon is that x (the agent) goes fishing at the seaside by throwing the bait away into the sea. the fishhook to which the bait is already attached is thrown away without using any weight. this is done as x (the agent) desires that y is usually on the seawater surface. if so, y will see the bait and will certainly eat it. when y eats or swallows it, the ‘snar’ will become withdrawn; as a result, the fishhook will be caught in the y’s mouth. x will throws away several times until some fishes are caught. the tools used are the ‘snar’ (4-8 rolls), the medium size fishhook and bait. this verb can be explained as follows. “x does something and, as a result, “something happens to y” x does it by fishing (throwing away the bait into the sea which is then left until y eats or swallows y) x does something using several tools such as the ‘snar’ (4-8 rolls number 300500), fishhook and bait. y will be caught (at the same time the ‘snar’ will get withdrawn automatically as x ties it to a stone or something else) x desires this x does it repeatedly as intended) x does something as this. 3.7 vəda ‘pancing (me-) the verb of action vəda informs that x (the agent) does something and that something happens to y (the patient). this verb indicates the action of 48 | yosef demon bataona lingual (vol. 7, no.2, 2016) ‘memancing’ (fishing) by done by two people using a traditional canoe. this activity is done in a special place which is far enough for a relatively long period of time, from two weeks to three months. what is caught is then bartered with foods such as rice and corn. apart from that, this activity is done every day and sometimes at night. this verb can be explained as follows. “x does something, and, as a result, something happens to y”. x does it by fishing (almost every day, even from afternoon until at night) x does it using a specific tool such as canoe, snar (4-8 rolls) number 300-500, fishhook and bait. y will eat the bait (at the same time the snar will be raised so that y becomes caught x desires this x does it every day, even at night x does it at several places for a relatively long period of time x does something as this 3.8 nuang ‘pancing (me-)’ the verb nuang is the inflectional form of the stem na. actually, it is derived from the verb nuə ‘bicara’ (to speak). in this context, the verb nuang indicates that while fishing at night conversations often take place between fishermen in order not to be sleepy. the verb nuang should mean fishing at night. this verb indicates that x (the agent) does something and as a result something happens to y (the patient). the action of nuang is a form of the action of ‘going fishing in order to catch fish’. this is done by two people; they are equipped with ‘snar’ with different sizes starting from 300, 500-1000. apart from using the bait which is made of slices of fish and snail, a fishhook wrapped with hen fur and weighted with a round stone. this stone is tied to two palm leaves of 30-40 cm long. a fishhook is tied to the end of each palm leaf. the stone accelerate the fishhook to be under the sea water. when y sees hen fur tied to the fishhook, it will eat it and it will automatically get caught in the mouth. the verb nuang can be explicated as follows. “x does something and, as a result, something happens to y” x does this by fishing using bait or something which looks like fish which is tied to a stone wrapped with a palm leaf. x does this using a particular tool such as a canoe, ‘snar’ (4-8 rolls, size number 300-500, a fishhook and bait. y will eat the bait (at the same time the ‘snar’ will be raised; as a result y is caught in the mouth, whereas the stone will be released from what wraps it. x desires this. x does this repeatedly until the stone is released and the bait is eaten up (at night) x does something as this. 3.9 pukət ‘pukat (me-) actually, this lingual form is derived from the non pukat. this derivational verb indicates that there is something or an activity of catching various mappings of verb ‘seeing’ in lio language | 49 fish using pukat, meaning that x does something, as a result, something happens to y. in this activity, the tools such as a canoe and pukat are used. this is usually done in the areas where pari (a type of fish) passes by. so, the objective of this activity is catching y (pari). this verb can be explicated as follows: “x does something and, as a result, something happens to y”. x does this using what is called pukat which is 15-30 m long. x does this, using special tools such as a canoe and pukat y will be caught in the pukat as it will wind around y (obstructed by the fish pin) x desires this x does this in several areas until the following morning x does something as this 3.10 tuba ‘tikam (me-) the lexical information which can be received from this lexicon is catching fish by stabbing, meaning that x does something, and as a result, something happens to y (the patient).the verb tuba indicates that there is an activity of catching big fish such as whale, dolphin, shark, pari and so on by stabbing them. x (the agent) does this using what is called ‘tempuling’ (a bar of ‘aur’ which is 4-7 cm long). the tool used to stab the fish which is made of iron is attached to the end of the ‘aur’ connected with string). the other end of the string is tied to the canoe; as a result, y becomes stabbed. y will fight by hitting the canoe, making it under the water. it is also possible that the canoe will be run away; as a result, the string will be straight catching y. this is only done once; if y is powerless, it will be stabbed for the second or third time. the explication of the verb tuba is as follows. “x does something and, as a result, something will happen to y” x does this by stabbing (using what is called ‘tempuling’; a traditional stabber made of ‘aurr’ with a roll of 4-7 m). x does something using a tool called ‘tempuling’, iron as the stabber and a canoe. y will become stabbed in the body. y will fight such as hitting the canoe about, making it sink; it is also possible that the canoe wil be run away x desires this x does this once; if y is powerless, then x will stab y once a gain x does something as this 3.11 dopə ‘loncat’ this verb of action dopə indicates that x (the agent) does something; as a result, something happens to y. the activity which is done is stabbing while jumping. x jump as y is somewhere, where it can be stabbed, about 6-10 m. when y is already stabbed, y will fight. x stabs it once; if it is repeated, y will possible disappear in the sea. the activity dopə is done in order to catch big fishes. this verb can be explicated by: 50 | yosef demon bataona lingual (vol. 7, no.2, 2016) “x does something; as a result, something will happen to y x does it by jumping using what is called ‘tempuling’ (a traditional thing which is used to stab something made up of ‘aur’ which is 4-7 m log) x does it using a particular tool such as ‘tempuling’, iron for stabbing and a canoe. y will become stabbed in the body. y will fight such as hitting the string in order to be get released. x desires this x does it once x does something as this. 3.12 blikə ‘perangkap (me-)’ this lexicon indicates another way of catching fish by making what is called ‘blike’ which is sunk 8-10 m into the sea. it is a trap in the form of woven bamboo. it is made in such a way that it has one door for the fish to get in and several rooms or ‘katub’. when the fish is within the ‘katub’ it is difficult for it to go outside. this way of catching fish needs 4-6 days. this verb can be explicated as follows. “x does something; as a result, something happens to y” x does it using a trap in the form of woven bamboo. x does it using special tools such as a trap and stone used for maintaining the trap. y will get caught in the trap x desires this x does this once and it is 4-6 days to do it x does something as this 3.13 sajo ‘menghentak-hentak’ (stamping on with force) this verb of action sajo indicates that x does something and; as a result, something happens to y. the target is what is called ‘the flying fish’. however, shark and what is called ‘ikan raja’ can also eat the flying fish, meaning what will be caught not only the flying fish but also shark and what is called ‘ikan raja’ (the ‘snar’ is usually broken as it is too small). x uses what is called ‘snar (about 5-10 rolls; and the size is about 300-500). the end of the ‘snar’ will be tied to a number if fishhooks (more or less three or four fishhooks), the distance between one fishhook and another is 10-15 cm. the fishhook is wrapped with hen fur to attract the flying fish. the ‘snar’ will be released about 10-15 meters behind the canoe. a screen will be installed to accelerate the speed of the canoe. when the canoe passes by, x stamps on the ‘snar’ with force to attract the flying fish. x stamps the ‘snar’ with force repeatedly ultil y eats the bait. when y is caught, x will withdraw it and release it again for some time. the explication of this verb of action is as follows. “x does something and, as a result, something happens to y. x does it by stamping the ‘snar’ on with force when the canoe passes by various mappings of verb ‘seeing’ in lio language | 51 x does it using particular tools such as a number of fishhooks and hen fur or something which looks like small fish. y will get interested in the thing which looks like fish on the bait x desires this x does this (stamping the ‘snar’ repeatedly so that it can attract y) x does something like this. 3.14 həpək the verb of action həpək indicates that x does something; as a result, something happens to y. x will swim or spy on y as the target. x will use his palm of hand to do this. x will do it repeatedly. x can swim or spy on behind a stone. the explication of this verb is as follows. “x does something and, as a result, something happens to y”. x does it by embracing y x does it using his palm of hand (by swimming or not) y will become embraced or closed by x’s palm of hand x desires this x does something as this 3.15 tivə kep ‘bom ikan’ this verb of action reflects that x does something; as a result, something happens to y. what is done by x is ‘bombing a group of fish’. the explosion made by the fish bomb deafens them; as a result, they lose their balance, and some will die or become powerless as they drink the poison the fish bomb. then x will swim, dive and collect them. the verb can be explicated as follows. “x does something; as a result, something happens to y”. x does this by throwing the fish bomb to a group of fish. x does it using the fish bomb x does it once or twice x desires this x does something as this. 3.16 baong ‘apung(me-)’ the verb baong indicates that x does something; as a result, something happens to y. the action of ‘catching’ using this verb is done as follows. x sits on a piece of wood or bamboo which is 3-5 meters long. x does this as far as 30-50 m form the edge of the shore. x uses the ‘snar’ (about 5-10 rolls), depending on the sea depth. iron is tied to the edge of the ‘snar’ to make the bait sink more quickly. x will stamp on with force when x feels that the bait is eaten by y. this is done to make y caught in the mouth when it eats the bait. x will withdraw the ‘snar’ if x feels the fishhook has been caught by y. if so, x will wrap the fishhook with bait and then throw it again until the bait is finished. the verb can be narrated as follows: “x does something; as a result, something happens to y”. x does this by throwing the bait already wrapped with bait 52 | yosef demon bataona lingual (vol. 7, no.2, 2016) x does this using a piece of wood or bamboo which is 3-4 meters long, ‘snar’ (5-10 rolls number 80-100) x does this repeatedly until the bait is finished x desires this x does something as this iv conclusion every language has its own characteristics, phonologically, morphologically and semantically. this writing focuses on the semantic characteristics. the data were analyzed using paraphrasing model, in which the verb of action meve ike ‘tangka ikan’ (catching fish) was paraphrased. the specific characteristics of the lamaholot language lamalera dialect would remain unanalyzed and would be buried if it were not intensively analyzed. the model analysis of natural semantic metalanguage (nsm) can well analyze the verbs in this language. the paraphrasing analysis using the canonic sentences describe that the verb meve ike actually has varied semantic features. every semantic feature is described using a lingual form which can explain its meaning easily. the varied semantic features of the verb meve ike ‘caching fish’ include: leo, tufa, bitu, veto, tivang, veda, buang, puket, pasa, dope, sajo, hepek, tife kep and baong. this analysis indicates that one of lingual form can express one meaning and one meaning is expressed by one lingual form. references goddard, cliff. 1997. semantic analysis; a practical introduction. australia: the university of new england. mulyadi. 1998. struktur semantik verba bahasa indonesia. tesis s2 linguistik denpasar sudipa, i nengah.2010. struktur semantik verba keadaan bahasa bali.denpasar: univerrsitas udayana sudipa, i nengah.2014. makna ‘bawa’ dalam bahasa bali: tinjauan metabahasa semantik alami (artikel). wierzbicka, anna. 1996. semantics: prime and universal. oxford: oxford university. the capability of pronouncing french phonemes by students of english department, udayana university ni luh ketut mas indrawati, a.a.istri aryani, putu weddha savitri english department, faculty of arts, udayana university mas_indrawati@unud.ac.id, istri_aryani@unud.ac.id, weddha_savitri@unud.ac.id abstract this study aims at investigating the ability of the pronunciation of french phonemes by students of english department, faculty of culturale studies, udayana university. it also intends to analyse the way they articulated the phonemes and identified factors affecting their pronunctiation. this research is very interesting to do considering that the correct pronunciation of a phoneme or sound of a foreign language is one of the important points that must be mastered by the learners. the french sound system which is different from that of indonesian and english certainly becomes one of the obstacles for students besides their lack of knowledge about the french phonemes. it is important to know which phonemes they have been able to pronounce and which are still difficult for them, so that inovations in teaching french can be made, especially in enhancing students' ability in pronouncing sounds which are considered difficult in french. forty students of english department who chose french as their elective subject were taken as the population of this study. the data were taken by applying observation method using questionnaires, recording, and note taking techniqes. the data were descriptive-qualitatively analysed by applying the theory of phonology. keywords: capability, pronunciation, phonemes, french i introduction the ability to communicate in foreign languages is very important in the digital era and globalization since this can facilitate communications and interactions of modern people in the world. language difference is one of the obstacles to communicate effectively in international communication; therefore, nowadays people are competing in mastering foreign languages for various reasons or needs, such as economy, job, cultural exchange, travel, and even to increase the self-prestige in the society. english as an international language is the first foreign language that must be mastered to be able to communicate with people from other nations. but now, having other foreign language skills would be better to be able to further the insight and self-esteem in the job competition in the world. therefore, english department, faculty of culturale studies, udayana university offers elective courses on foreign languages, one of which is french. french can be regarded as one of the international languages because it is used by more than 200 million people in different parts of the world. this course is given early for 2 semesters (2 credits/semester) and most students have never had french before so it is not easy for them to understand and master it in such a short time. there are several aspects and skills that must be learned by students in french language courses, such as the ability to read, write, listen and speak. in the context of the ability to speak, students are taught about the sound system in french. pronunciation is one of the most difficult things for students because french sound system is much different that of from indonesian and english. sound system is something that is universal, but each language has its own uniqueness that distinguishes it from other languages. when studying a foreign language, the sound system possessed by the language becomes one of the most important points that must be mastered to speak the language well and correctly. the ability to pronounce words correctly is a person's ability to understand sound system of which impact is on the accuracy of meaning. in the context of french, the correct pronunciation of sounds composed in the word will greatly affect the comprehension of the listener, because the difference in sound can cause different meaning. on the other hand, language skills do not only involve writing, reading, and listening but also speaking. a relative short time and a large number of students seem to be the obstacles in mastering the french sound system well, especially in the pronunciation of vowels, consonants, diphthongs, stressing, etc. however, good pronunciation will support speaker’s performance, and conversely inappropriate pronunciation will be a benchmark that a person is not able to learn the language entirely, it is the indicator that there must be a solution to minimise problems. in this research there were three problems that could be raised, they were: 1) how was the student's ability in pronuncing french phonemes, 2) how were the realizations of sounds produced by students, and 3) what factors might affect the student's ability in mastering phonemes in french? mailto:mas_indrawati@unud.ac.id mailto:istri_aryani@unud.ac.id mailto:weddha_savitri@unud.ac.id 44 | ni luh ketut mas indrawati, a.a.istri aryani, putu weddha savitri lingual (vol. 10, no.1, 2018) ii materials and method this study was classified as a field research and the population was 40 students taking french in the english department, faculty of culturale studies, udayana university. the data were collected by distributing topics to the students and asked them to speak and while speaking the recording was done. recording is also done by asking students to say a particular vocabulary containing all the phonemes in french. the data on the factors affecting the students’ abalities were collected by distributing questionnaires to the students. the data were then classified based on the problems raised. the data were analysed in a descriptive qualitative way based on the theory of phonology. iii results and discussion 3.1 phonology phonology is the study of sound system in a language. collins and mees (2003: 1) state that the study of the selection and patterns of sounds in a single language is reffered to as phonology. they mention that in getting a full idea of the way the sounds of a language work, it is required to study not only the phonetics of the language concerned but also its phonological system. both phonetics and phonology are important components of linguistics which is the science that deals with the general study of language. they also claim that the study of both phonetics (the science of speech sound) and phonology (how sounds combine and function in a given language) will assist learners to learn more about a language. kelly (2000: 9) claims that the study of pronunciation consists of two fields, they are phonetics and phonology. phonetics refers to the study of speech sounds, it is a wide-ranging field, while phonology is primarily concerned with how we interpret and systematize sounds so it deals with the system and pattern of the sounds which exist within particular languages. kelly (2000: 1) also shows the features of pronunciation which cover phonemes consisting of consonants and vowels, and suprasegmental features including intonation and stress. she states that the different sounds within a language are referred to as phonemes. when considering meaning, we notice how using one sound rather than another can change the meaning of the word. this is the principle in identifying the number of phonemes in a particular language. 3.2 phonemes in french phoneme is defined as the smallest unit of sound which can contrast the meanings of two words, for example in english /f/ and /v/ are of different phonemes this can be shown by the minimal pairs: ferry /feri/ and very /veri/, the two words are only different in one sound that is; /f/ and /v/ then they have different meanings. in linguistics phoneme symbols are written in between slanting lines: /…/. according to valsman (1993) french has 37 phonems that is; 18 consonants and 19 vowels, this can be illustrated using phonemic symbols as follows; table 1. consonant phonemes in standard french labial dental/ alveolar palatal velar uvular nasal m n ɲ (ŋ) plosive voiceless p t k voiced b d ɡ fricative voiceless f s ʃ (x) voiced v z ʒ ʁ approximant plain l j https://en.wikipedia.org/wiki/labial_consonant https://en.wikipedia.org/wiki/dental_consonant https://en.wikipedia.org/wiki/alveolar_consonant https://en.wikipedia.org/wiki/palatal_consonant https://en.wikipedia.org/wiki/velar_consonant https://en.wikipedia.org/wiki/uvular_consonant https://en.wikipedia.org/wiki/nasal_consonant https://en.wikipedia.org/wiki/bilabial_nasal https://en.wikipedia.org/wiki/dental,_alveolar_and_postalveolar_nasals#alveolar https://en.wikipedia.org/wiki/palatal_nasal#palatal_or_alveolo-palatal https://en.wikipedia.org/wiki/velar_nasal https://en.wikipedia.org/wiki/stop_consonant https://en.wikipedia.org/wiki/voicelessness https://en.wikipedia.org/wiki/voiceless_bilabial_stop https://en.wikipedia.org/wiki/voiceless_dental_and_alveolar_stops#dental_or_denti-alveolar https://en.wikipedia.org/wiki/voiceless_velar_stop https://en.wikipedia.org/wiki/voice_(phonetics) https://en.wikipedia.org/wiki/voiced_bilabial_stop https://en.wikipedia.org/wiki/voiced_dental_and_alveolar_stops#dental_or_denti-alveolar https://en.wikipedia.org/wiki/voiced_velar_stop https://en.wikipedia.org/wiki/fricative_consonant https://en.wikipedia.org/wiki/voicelessness https://en.wikipedia.org/wiki/voiceless_labiodental_fricative https://en.wikipedia.org/wiki/voiceless_alveolar_fricative#voiceless_dental_sibilant https://en.wikipedia.org/wiki/voiceless_palato-alveolar_sibilant https://en.wikipedia.org/wiki/voiceless_velar_fricative https://en.wikipedia.org/wiki/voice_(phonetics) https://en.wikipedia.org/wiki/voiced_labiodental_fricative https://en.wikipedia.org/wiki/voiced_alveolar_fricative#dentalized_laminal_alveolar https://en.wikipedia.org/wiki/voiced_palato-alveolar_sibilant https://en.wikipedia.org/wiki/voiced_uvular_fricative https://en.wikipedia.org/wiki/approximant_consonant https://en.wikipedia.org/wiki/alveolar_lateral_approximant https://en.wikipedia.org/wiki/palatal_approximant#palatal the capability of pronouncing french phonemes by students of english department, udayana university | 45 rounded ɥ w (/ipa symbol/ – french examples) /p/ – plage, public /b/ – bon, bêtise, bateau /t/ – terre, sottise, thé /d/ – dîner, dimanche /k/ – cou, carreau, que /g/ – gare, gants, gallois /f/ – flic, pharmacie, fossé /v/ – vous, avion /l/ – le, lait, mille /s/ – sac, soixante, cerise /z/ – zoo, visage, guise /ʃ/ – chat, chinois, short /ʒ/ – japonais, je, génial /m/ – mêler, magasin /n/ – nous, nez /ɲ/ – agneau, poignet (found in french only) /ŋ/ – camping, smoking (americanized phoneme) /r/ – rue, rouge (modified in french) french has 13 oral vowels, 4 nasalised vowels, and 3 semivowels as shown in the following table. table 2. vowel phonemes in standard french front central back unrounded rounded close oral i y u close-mid e ø ə o open-mid ɛ (ɛː) œ ɔ nasal ɛ œ ) ɔ open oral a ( ) table 3. example words vowel example ipa orthography gloss oral vowels /i/ /si/ si 'if' /e/ /fe/ fée 'fairy' /ɛ/ /fɛ/ fait 'does' https://en.wikipedia.org/wiki/labialization https://en.wikipedia.org/wiki/labialized_palatal_approximant https://en.wikipedia.org/wiki/voiced_labio-velar_approximant https://en.wikipedia.org/wiki/front_vowel https://en.wikipedia.org/wiki/central_vowel https://en.wikipedia.org/wiki/back_vowel https://en.wikipedia.org/wiki/close_vowel https://en.wikipedia.org/wiki/close_front_unrounded_vowel https://en.wikipedia.org/wiki/close_front_rounded_vowel https://en.wikipedia.org/wiki/close_back_rounded_vowel https://en.wikipedia.org/wiki/close-mid_vowel https://en.wikipedia.org/wiki/close-mid_front_unrounded_vowel https://en.wikipedia.org/wiki/close-mid_front_rounded_vowel https://en.wikipedia.org/wiki/mid_central_vowel#mid_central_unrounded_vowel https://en.wikipedia.org/wiki/close-mid_back_rounded_vowel https://en.wikipedia.org/wiki/open-mid_vowel https://en.wikipedia.org/wiki/open-mid_front_unrounded_vowel https://en.wikipedia.org/wiki/open-mid_front_rounded_vowel https://en.wikipedia.org/wiki/open-mid_back_rounded_vowel https://en.wikipedia.org/wiki/nasalization https://en.wikipedia.org/wiki/open_vowel https://en.wikipedia.org/wiki/open_central_unrounded_vowel https://en.wikipedia.org/wiki/open_back_unrounded_vowel https://en.wikipedia.org/wiki/help:ipa https://en.wikipedia.org/wiki/french_orthography https://en.wiktionary.org/wiki/si#french https://en.wiktionary.org/wiki/f%c3%a9e#french https://en.wiktionary.org/wiki/fait#french 46 | ni luh ketut mas indrawati, a.a.istri aryani, putu weddha savitri lingual (vol. 10, no.1, 2018) /ɛː/ /fɛːt/ fête 'party' /ə/ /sə/ ce 'this'/'that' /œ/ /sœʁ/ sœur 'sister' /ø/ /sø/ ceux 'those' /y/ /sy/ su 'known' /u/ /su/ sous 'under' /o/ /so/ sot 'silly' /ɔ/ /sɔʁ/ sort 'fate' /a/ /sa/ sa 'his'/'her', / / /p t/ pâte 'dough' nasal vowels / / /s / sans 'without' /ɔ / /sɔ / son 'his' /œ / /bʁœ / brun 'brown' /ɛ / [20] /bʁɛ / brin 'sprig' semi-vowels /j/ /jɛʁ/ hier 'yesterday' /ɥ/ /plɥi/ pluie 'rain' /w/ /wi/ oui 'yes' vowels are speech sounds which are produced without any obstructions. for beginners it is hard for them to distinguish phonemes /y/ vs /u/ and phonemes /œ/ vs /ø/. symbol ~) is assigned above the vowels for nasalized vowels while semivowels are produced by moving up the tongue quickly. 3.3 the ability of pronuncing french phonemes by students this section described the phonemes that have been and have not been mastered by the students and presented how they realize the sounds. there are 37 phonems in french, they are; 18 consonants and 19 vowels. consonant phonemes are classified into voiceless consonants (6 phonemes) and voiced consonans (12 phonemes), meanwhile vowel phonemes are classified into oral vowels (12 phonemes), nasal vowels (4 phonemes), dan semi vowels (3 phonemes). based on the data obtained through direct observation or audio recording, it was found that some students had been able to produce some phonemes well, but some still have problems in pronouncing certain phonemes. this can be illustrated in the following table: https://en.wiktionary.org/wiki/f%c3%aate#french https://en.wiktionary.org/wiki/ce#french https://en.wiktionary.org/wiki/s%c5%93ur#french https://en.wiktionary.org/wiki/ceux#french https://en.wiktionary.org/wiki/su#french https://en.wiktionary.org/wiki/sous#french https://en.wiktionary.org/wiki/sot#french https://en.wiktionary.org/wiki/sort#french https://en.wiktionary.org/wiki/sa#french https://en.wiktionary.org/wiki/p%c3%a2te#french https://en.wiktionary.org/wiki/sans#french https://en.wiktionary.org/wiki/son#french https://en.wiktionary.org/wiki/brun#french https://en.wikipedia.org/wiki/french_phonology#cite_note-20 https://en.wiktionary.org/wiki/brin#french https://en.wikipedia.org/wiki/french_phonology#glides_and_diphthongs https://en.wiktionary.org/wiki/hier#french https://en.wiktionary.org/wiki/pluie#french https://en.wiktionary.org/wiki/oui#french the capability of pronouncing french phonemes by students of english department, udayana university | 47 table 4. voiceless consonants phonemes example words number of students making mistakes percentage /p/ pou /pu/ 0 % /t/ tout /tu/ 0 % /k/ cou /ku/ 0 % /f/ fou /fu/ 2 5 % /s/ sous /su/ 0 % /ʃ/ chou /ʃu/ 5 12,5 % table 5. voiceless consonants phonemes example words number of students making mistakes percentage /p/ pou /pu/ 0 % /t/ tout /tu/ 0 % /k/ cou /ku/ 0 % /f/ fou /fu/ 2 5 % /s/ sous /su/ 0 % /ʃ/ chou /ʃu/ 5 12,5 % the table above shows that students mostly have problems in pronouncing voiceless consonants, the error occurs mostly in the pronunciation of phoneme /ʃ/ that is 5 students, and only 2 students made mistakes in pronouncing /f/ that is 2 students. what happens to the pronunciation of phoneme / ʃ / is that most students produced this phoneme like phoneme /s/, / ʃ / should be pronounced in the palatal position, not dental/alveolar. while the error in the phoneme / f / which is a voiceless labio-dental fricative consonant can be said to be small because only one student pronounced this phoneme with the sound / v / which is a voiced labio-dental fricative consonant. while other consonants included in this group such as / p /, / t /, / k /, and / s / can be pronounced easily by students. this is due to the existance of these phonemes in the mother tongue of the students. table 6. voiced consonants phonemes example words number of students making mistakes percentage /b/ boue /b/ 0 % /d/ doux /d/ 0 % /g/ gout /g/ 0 % /v/ vous /v/ 10 25 % /z/ zoo /z/ 4 10 % /ʒ/ joue /ʒ/ 14 35 % 48 | ni luh ketut mas indrawati, a.a.istri aryani, putu weddha savitri lingual (vol. 10, no.1, 2018) /n/ nous /nu/ 0 % /m/ mou /mu/ 0 % /l/ loup /lu/ 0 % /ɲ/ champagne /ʃampaɲ/ 8 20 % /ŋ/ camping /kampiŋ/ 0 % /ʀ/ roue /ʁu/ 19 47,5% the ability of students in pronouncing this voiced consonant group can be seen in the above table. the phoneme / ʀ / becomes the most difficult phoneme because it has a in compared to phoneme / r / in indonesian. both phonemes are equally voiced consonants that are sounds that occur with the vibration of the active articulation region. but they are different in the way of voicing. phoneme / ʀ / is a vibration of the throbbing (vibration of the tongue behind and the throb) while the phoneme / r / indonesian is the vibration of the front tongue and the ceiling. because of this similarity, as many as 19 students are not yet accustomed to producing sounds / ʀ / which exists in french sound system, and it was articulated like phoneme / r / in indonesian. the other phoneme which is also quite difficult for the students is phoneme / ʒ / errors in the pronunciation of this phoneme were done by 14 students. / ʒ / is a voiced consonant, it is realized by forcing air out through a narrow channel formed by pressing together the blade of the tongue and the hard palate. the production of phoneme / ʒ / is very close to that of phoneme / z / because they both are equally voiced and belong to fricative consonants, however in terms of place of articulator they are different, / ʒ / belongs to palatal consonant. / z / is a voiced alveolar fricative consonant, only 4 students had problems in pronouncing it. this is due to the occurance of this phoneme in their mother tongue, however in indonesian [z] and [s] are often used as variants of phoneme /z/. this influenced the pronunciation of /z/ in french. phoneme / v / was also problems for 10 students, based on direct and indirect observation, these students produce it like / f /. this is because both of these phonemes are both labiodental fricative consonants (consonants produced by bringing the upper teeth and lower lip), but they are different in voicing in that /v/ is voiced while /f/ is voiceless. phoneme / ɲ / is produced with an articulated nasal by using the center of the tongue with a soft palate. in indonesian sound system, it is somewhat similar to phoneme [ny] but they are different in quality. in this case, 8 students made mistakes because they produced it like phoneme /ny/ in indonesian. based on the above analysis it could be stated that students still had problems in pronouncing french consonants. they most had problems in producing phoneme / ʀ /, and 5 other phonemes that is; / v /, / z /, and / ɲ /. table 7. oral vowels phonemes example words number of students making mistakes percentage /i/ si /si/ 0 % /e/ fée /fe/ 5 12,5 % /ɛ/ fait /fɛ/ 16 40 % /ə/ ce /sə/ 14 35 % /œ/ sœur /sœʀ/ 32 80 % /ø/ ceux /sø/ 30 75 % /y/ su /sy/ 28 70 % the capability of pronouncing french phonemes by students of english department, udayana university | 49 /u/ sous /su/ 0 % /o/ sot /so/ 10 25 % /ɔ/ sort /sɔʀ/ 14 35 % /a/ sa /sa/ 6 15 % / / pate /p t/ 8 20 % the table above shows that students had problems in pronouncing, it can be seen that for the pronunciation or production of oral vowels, students encountered difficulties in producing almost all phonemes in this group. vowel is distinguished in terms of tongue position, parts of the tongue involved, and shape of the lips when pronouncing it. for this oral vowel group, only two phonemes could be well pronounced by the student ie phoneme / i / and / u / whereas the other phonemes have a certain degree of difficulty so that many of the students make mistakes in producing them. phoneme /e/, /ɛ/, and /ə/ are also quite difficult to be pronounced because their differences are determined by the position of the tongue while the lip formed an unrounded shape for all those phonemes. phoneme /e/ is produced by raising the front tongue 2/3 higher than open vowel (semi-closed), phoneme /ɛ/ is produced with the position of front tongue raised 1/3 higher than open vowel (semi-open), and phoneme /ə/ produced by raising the mid tongue 1/3 below closed vowel. the same case with previous explanation, the students have not been able to place their tongue in the right position so that the sound produced was not clear enough to show the difference. the most sound heard is [e] because this sound is frequently and easily pronounced by indonesian students. vowel phonemes with high difficulty level are phoneme / œ /, / ø /, and / y /. these phonemes are equally articulated by forming the lips round, but the structure or state of positional relationships between the tongue and the ceiling is different. sounds [œ] are the most difficult vocal sounds for students to produce where as many as 32 people could not pronounce it correctly, followed by the sounds [ø] and [y]. in terms of the shape of the lips, the phonem / œ / is produced by the position of the tongue raised in the height of two-thirds below the closed vocals or one third above the open (semi-open) vocals, phoneme / ø / generated by the position of the raised tongue two-thirds above the open vocal (semi closed), while the phoneme / y / is produced by lifting the tongue as high as possible close to the ceiling (closed vowels). because the position of the tongue is only slightly different for each of these phonemes then the students have difficulty in placing the tongue in accordance with its position so that for these three phonemes it is very difficult for students to produce. students inclined to produce them in a similar way so it is not clear which phonemes they produced. phoneme / o / and / ɔ / can be considered to have a low degree of difficulty due to the equally rounded lip position but part of the tongue involved is different that is; /o/ is produced by involving the middle tongue, while /ɔ/ by involving the back of the tongue. students have problem in producing them due to lack of knowledge of which words containing phoneme [o] and vice versa. phonemes / a / and / / are not too difficult to pronounce with the number of students making mistakes in pronunciation of these two phonemes are low. both belong to open vowels however; they are different in terms of part of the tongue involved in producing them. /a/ is produced by involving middle part of the tongue while / / by moving the back part of the tongue. table 8. nasal vowels phonemes example words number of students making mistakes percentage / / sans /s / 8 20 % /ɔ / son /sɔ / 8 20 % /œ / lundi /lœ di/ 24 60 % /ɛ / inq /sɛ k/ 10 25 % the above table shows that the students' ability in pronouncing nasal vowel phonemes indicates that these phonemes are difficult for them, since nearly 60% of students had problems in pronouncing https://en.wiktionary.org/wiki/sans#french https://en.wiktionary.org/wiki/son#french https://en.wiktionary.org/wiki/brun#french 50 | ni luh ketut mas indrawati, a.a.istri aryani, putu weddha savitri lingual (vol. 10, no.1, 2018) these phonemes correctly. while the other nasal phonemes, / /, /ɔ /, /ɛ /, could be quite well articulated it was only only about 20% -25% of students were still unable to produce them well) the nasal sounds that accompany nasal vowels are not really a problem in the realization, but what was still difficult to be articulated was the sound [œ] itself.the same is true of other nasal vocal phonemes, that is, students have not yet mastered the pronunciation of phonemes; [ ], [ɔ], [œ], and [ ] correctly. semi vowels fonem example words the numbers of students making mistakes in pronouncing) percentage /j/ fille /fij/ 18 45 % /ɥ/ nuit /nɥi/ 10 25 % /w/ oui /wi/ 0 % semi vowels are sounds that have both vocal and consonant features, the slight shift and do not form the syllable core, for example in french [j] in accordance with [i]; [w] for [u]; [ɥ] for [y] (https://kbbi.web.id/semivokal). semivowel qualities are determined not only by the place of articulation but also by the shape of the mouth involved in producing them. for the group of semivowel sounds, students still make articulation errors on the phoneme / j / and / ɥ /, while phoneme / w /, had been mastered by all students. the sounds produced by the students for each semivowel phoneme are as follows: phoneme / j / was often articulated as sound [i]. sound [i] is the highest sound in the vowel group, the sound resulting from the structure of the mouth like this is the phoneme / j /. phoneme / ɥ / was also articulated like / u /. phoneme / ɥ / is produced by involving the middle of the tongue with a round-mouth shape. phoneme / w / was also said to be semi-vowels because it is produced by round lips and it is bilabial vowel. for this phoneme, students could pronounce it correctly and had no difficulty in articulating it. based on the above analysis, the students' ability in pronuncing french phonemes could be considered low because out of 37 existing phonemes, 24 phonemes are still problems for them. but the students' ability for each phoneme varied, there were some phonemes of which error rate is very high are phonemes / ʀ /, / ø /, / œ /, / y /, and / œ /, where almost 65% of the population can not pronounce it correctly. as for phonemes / v /, / ɲ /, / ɛ /, / ə /, / o /, / ɔ /, / /, / /, / ɔ /, / j / and / ɥ / at a moderate level with 35% of the student population making mistakes in pronunciation. phonemes with very low pronunciation rates are phoneme / f /, / z /, / ɛ /, / e / and / a / which was only 12% of the student population were still less than perfect in pronuncing them. there are also phonemes that were highly controlled by the pronunciation of the students ie.; phoneme / p /, / t /, / k /, / s /, / b /, / d /, / g /, / n /, / m /, / l /, / i /, / u /, and / w/. 3.4 factors affecting the mastery of french phoneme pronunciation in the pronunciation of french phonemes, students still made repeated mistakes both in the same phoneme as well as in other phonemes. for this reason, it is important to search for the causes that affect the students in mastering the pronunciation of these phonemes. based on the results of questionnaires and interviews, here are some factors that affected students in mastering the pronunciation of french phonemes: a. some french phonemes do not exist in the students’ mother tongue, in this case indonesian and balinese, nor in the foreign language that has been studied ie; english. this of course caused difficulties for students because they did not get used to producing the sounds. they also found it difficult to find the equivalent sounds therefore most of them replaced the phonemes by the closest sounds they were familiar with, such as phoneme / ʒ / will be pronounced like / z /, phoneme / ʁ / pronounced as / r /, and others. b. according to the students pronunciation of phonemes in french is quite difficult. they had never been heard or articulated these phonemes in conversations, such as phoneme / ø /, / œ /, / ʃ /, / ʒ /, / /, / ɔ /, / ɥ /, and others. they did not understand well how to articulate the phonemes correctly. c. lack of exercising. in order to produce the correct sound, it is necessary to practice frequently and repeatedly in pronunciation of french words. besides speaking exercises, students also needed to listen to more audio such as video conversations, songs, movies, and others that could help them hear and then imitated what was heard and articulated. https://en.wiktionary.org/wiki/oui#french the capability of pronouncing french phonemes by students of english department, udayana university | 51 by acknowledging the french phonemic pronunciation ability of the students of english department and the factors that influenced it, it would be easier for the teacher to be more focused or more intense in giving the knowledge or skill in articulating the french phonemes properly and correctly especially on the phonemes that were hard to pronounce. iv conclusion based on the analysis that had been done, it could be concluded that the students' ability in pronuncing french phoneme were still incorrect because there were still some phonemes which could not be well articulated. phonemes that had been and had not been mastered by students of english department are as follows: the phonemes that had been mastered by the students were: phonemes; / p /, / t /, / k /, / s /, / b /, / d /, / g /, / n /, / m /, / l /, / i /, / u /, and / w /, where 100% of students could pronounce them well. phonemes / ʀ /, / ø /, / œ /, / y /, and / œ / were phonemes with a very high pronunciation error rate that were 60% of students made mistakes in pronuncing these phonemes. phonemes / v /, / ɲ /, / ɛ /, / ə /, / /, / ɔ /, / j / and / ɥ / were the phonemes with the rate of error 35% of the populations. phonemes / f /, / z /, / ɛ /, / e / and / a / were phonemes with a low difficulty level because only 12% of students were not perfect in pronuncing them. while the factor that influenced the mastery of french phoneme pronunciation by students was that because some french phonemes did not exist in their mother tongue that is indonesian or the local language sound systems. the articulations of those phonemes were hard and the lack of audio pronunciation and listening exercises in which they could practise articulating the phonemes well. references collins, baverley, and inger m. mees.2003. practical phonetics and phonology. new york: routledge helen fraser, teaching pronunciation: a handbook for teachers and trainers. new south wales: department of education training and youth affairs detya, 2001. kelly, gerald. 2000. how to teach pronunciation. england: pearson education limited. mahsun. 2007. metode penelitian bahasa (edisi revisi). jakarta: pt. rajagrafindo persada masduki. 2004. “studi kemampuan berbahasa inggris mahasiswa non-english department” melalui kegiatan intensive ourse model b’ thomas, jacqueline m.c. 1976. initiation à la phonétique. presse l’universitaire de france valdman, a. (1993). bien entendu! introduction à la prononciation française. upper saddle river, nj: prentice hall. http://kbbi.web.id/fonem causative constructions in javanese yana qomariana udayana university yqomariana@gmail.com abstract this paper aims at analyzing causative constructions found in javanese. the data were taken from low register of javanese spoken in malang, a city in eastern part of java island through observation and note taking techniques. furtehrmore they were analyzed descriptively against theory of causative construction by kroeger (2004). the result showed that three types of causative construction: lexical, analytical and morphological causatives exist in eastern javanese. keywords: causative, lexical, analytical, morphological, javanese i introduction there are various relationships between arguments within a sentence. one of the relationships is named causative construction. in this construction, the subject becomes agent that causes an event to occur that affect the object of the sentence. causative construction can be realized by using verbs with meaning to cause something or by marking verbs with causal morpheme. causative construction is found in many languages. the construction is found in indonesian, a language from the same language family, consider the following examples from indonesian: 1. ibu mem-bersih-kan sayuran mother caus-clean-caus vegetables “mother cleaned the vegetables” (sukarini, 2015) 2. kakak me-nyebab-kan adik sedih older sibling caus-cause-caus little sibling sad “older sibling caused little sibling to be sad” (sukarini, 2015) sentence (1) and (2) illustrate causative construction in indonesian. suffix –kan is attached to verbs which gives the causative effect. in sentence (1) causative construction is build by using only one predicate membersihkan ‘clean’, while in sentence (2) there are two predicate menyebabkan ‘cause’ and sedih ‘sad’. the previous study shows that causative construction is also found in central javanese. this paper attempts to analyze the causative in javanese spoken in malang, east java. 1.1 causative construction kroeger (2004) mentions that causative “describe semantically complex situations in which one event causes another.” the term to name a process of mailto:yqomariana@gmail.com causative constructions in javanese | 3 “cause to x”. the characteristics of this process is presence of one of the following entity: causer which is the actor that conducts the activity x, the causee which is the entity to which the action x occurs and the ‘caused event’ which is the action x. there are three types of causative constructions (comrie, 1989; kroeger, 2004), they are: 1. periphrastic or analytic is name given to causative construction which uses two verbs. this type of causatives found in english: the mayor caused my cat to die. (kroeger, 2004) 2. lexical causative involves the use of verbs that their lexical meaning is causing an event. in english, there are verbs which have the cause as part of its lexical meaning such as kill, cut destroy and wash (kroeger 2004, haspelmath, 2008) 3. morphological refers to causative meaning that is formed through morphological process. morphological causative shows addition of argument which leads to increase in valency. “the semantic valence of the causative verb will always be one greater than the valence of the base verb” (kroeger, 2004:193). haspelmath (2008) divides verbs in causative constructions into two categories: plain verbs and causal verbs. causal verbs are verbs denotating causing subevent and a resulting situation. the other category, the plain verbs denoting only the resulting situation of the causal verb. examples for the plain verb category are: verb kawaku from japanese which means ‘become dry’, laugh, and wanu-chi from quechua which means ‘kill’. whereas, the causal verbs includes: kawak-asu ‘make dry’, make laugh and wanu-chi-chi ‘make kill’. previous research shows that causative verbs can be derived from transitive and intransitive roots. for sentence with causative verbs derived from intransitive roots, usually the causee is the direct object. while the causative verbs derived from transitive roots, the root’s patient is realized as either obj2 or obl. in addition, the theme of ditransitive root is realized as object. (baker in kroeger, 2004). related to the above, haspelmath (2008) proposes universal rule regarding causative. the universal rule mentions that if a language has causative verbs derived from transitive root, then it also has causative verbs derived from intransitive roots. discussion part of this paper presents analysis of data based on the above aspects of causative construction. 1.2 causative construction in javanese previous study on causative in javanese was done by subiyanto (2013) who analyze analytic causative in central javanese. in his paper, he mentions two types of causatives in central javanese, the analytical and morphological, with the following examples: 3. adi nggawe ibu-ne seneng adi act-made mother-poss happy 4 | yana qomariana lingual (vol. 6, no.1, 2016) “adi make her mother happy”. 4. adi nyeneng-ake ibu-ne adi made-caus mother-poss “adi made her mother happy”. sentence (3) above is the example of analytic causative found in central java. while sentence (4) shows morphological causative construction by using suffix – ake. this study shows that causative construction exist in javanese. discussion in a later part of this paper also show that causative construction are also found in east javanese and also how causative construction in east javanese is different to one found in central javanese. ii materials and method data in this paper are sentences that contains causative construction of low register of javanese (ngoko) taken from speakers of javanese spoken in malang by using elicitation. the data is described descriptively using theory by kroeger (2004). iii results and discussions generally, causative construction is characterized by the presence of causer that cause an event and causee which is an entity to which the event is affected. 3.1 analytic causative in malang javanese the characteristic of analytic causative is that the cause event is shown by two verbs. the sentences below demonstrates the analytic causative in javanese. (3-1) panganan iki nggawe arek iku loro. food that made child that sick “this food caused that child to be sick” (3-2) masalah iku nggara-i bapak ngamuk. problem that cause father angry “this problem caused father to be angry” the sentences above show two verbs in every sentence that cause an event to occur. in sentence (3-1) the verbs are nggarakno ‘cause’ and loro ‘sick’. while in sentence (3-2) the verbs are nyebabno ‘cause’ and ngamuk ‘angry’. 3.2 lexical causative there are verbs in javanese that mean to cause an activity which belongs to lexical causatives. the verbs includes nutup ‘close’ (to cause something close), ngobong ‘burn’, ngadem ‘to cause something to be cool’ bapak nutup lawang causative constructions in javanese | 5 father close door “father closed the door” (3-3) wong sing demo ngobong ban. people who demonstrated burnt tire “people who demonstrated burnt tires” (3-4) aku kate ngadem. i will cool down “i will cool down” the sentences above shows causative relationship between causer and cause. the causer are: father, wong sing demo and aku; the causer are lawang and ban. 3.3 morphological causative morphological causative in javanese is realized by suffix –no and -i. verbs used in the construction can be derived from transitive or intransitive verbs. as mentioned in part 2 of this paper, there are languages that show morphological verbs derived from intransitive root. 3.3.1 morphological causative derived from intransitive roots the following are sentences which verbs are derived from intransitive roots. (3-5) putra guyon putra had fun “putra had fun” (3-6) putra ng-guyon-i adik-e putra act-had fun with-caus little sibling-poss “putra had fun with his little sibling|” (3-7) penjahat-e mati criminal-det died “the criminal died” (3-8) polisi iku mate-ni penjahat-e police that kill-caus criminal-poss “that policeman killed the criminal” (3-9) tamu-ne m(p)ecah-no piring guess-the broke-caus plate ”the guess broke the plate” (3-10 adik ngrusak-no dulinan 6 | yana qomariana lingual (vol. 6, no.1, 2016) little sibling damaged-caus toy “little sibling damaged the toy” all causative verbs above are derived from intransitive verbs, and after the causative process the verb can take additional argument object. arguments in the subject position are the actors which causes the event that affect the arguments in the object position. the sentences also show that all the causee are direct object. this confirms baker’s generalization (in kroeger, 2004). the use of suffix to form morphological causative is similar to strategy found in central javanese; although suffix which is used in central javanese is –ake. 3.3.2 morphological causative verbs derived from transitive roots sentences below demonstrate morphological verbs in javanese that are derived from transitive roots. (3-11) pak guru mbukak lawang kelas mr teacher opened door class “mr. teacher opened the class door” (3-12) pak guru mbukak-no murid lawing kelas mr teacher open-caus students door class “mr. teacher opened the students class doors” the sentences above show causative verbs derived from transitive roots. the causee in sentence (3-11) is object 2. this also confirms baker’s generalization (in kroeger, 2004). malang javanese shows causative verbs derived from intransitive roots as well as transitive roots. this agrees with haspelmath universal rule of deriving causative verbs as mentioned in part 2 of this paper. iv conclusion three types of causative constructions are found in malang javanese, they are: lexical, analytic and morphological. for morphological causative malang javanese shows similar strategy to central java in deriving morphological causative verbs, which is by using suffix. however, the suffixes employed by malang javanese are –i and –no. this is different with suffix –ake which is used in central javanese. causative verbs can be derived from intransitive or transitive roots which confirms the rule proposed by haspelmath (2008). the change of argument structure after the causative morphological process agrees to baker’s generalization. it is suggested to analyze morphological causative verbs with a larger data. specially to draw the parameter for the use of suffix –i and –no. causative constructions in javanese | 7 references comrie, b. 1989. language universal and linguistic typology. london: basil blackwell. haspelmath, martin. 2008. syntactic universal and usage frequency. causatives and anticausatives. leipzig spring school and language diversity. available on https://www.google.com/search?q=haspelmath+causative&ie=utf8&oe=utf-8 29/04/2016 kroeger, paul r. 2004. analyzing syntax. a lexical-functional approach. cambridge: cambridge up. nurhayani, ika. 2012. javanese applicative construction. in coyote papers 19 (2012). university of arizona linguistics circle. tucson, az, u.s.a. (available online at http://arizona.openrepository.com/arizona/bitstream/10150/231151/1/ nurhayani2012javaneseapplicativeconstruction.pdf) sofwan, ahmad. 2010. applicative construction in javanese. in: linguage circle. journal of language and literature. (available online at http://journal.unnes.ac.id/nju/index.php/lc/article/view/1984, accessed on 2014-11-24) subiyanto, agus. 2013. analytic causatives in javanese: a lexical functional approach. parole. vol.3 no.2, oktober 2013. available on: http://download.portalgaruda.org/article.php?article=142745&val=130 9 sukarini, ni wayan.2013. causative construction in indonesian language. ojs unud. available on https://www.google.com/search?q=causative+construction+bahasa+in donesia+ni+way+sukarini&ie=utf-8&oe=utf-8. 29/04/2016 morphological process of suffix –shii in japanese ni putu luhur wedayanti japanese department, faculty of arts, udayana university luhur_wedayanti@unud.ac.id abstract japanese has many compound words which are used productively in daily life. compounding words is done in various ways in accordance with the morphological processes required. compounding basic words discussed in this article begins with the reduplication process of basic words and continues with the process of affixation by adding the suffix -shii on the reduplication results. the data is collected from articles on social media and related references. the discussion shows that some of the words experiencing the morphological process has changes in their word class and their meaning but most of them does not have any change either their word class or their meaning. keywords: morphological processes, suffixes -shii, japanese language. i introduction morphology is a field of science in pure linguistics that examines forms and changes that occur in morpheme up to word as its largest unit. tsujimura (1996: 125) defines the morphology of language as a field of science that analyzes how a word is formed and the internal structure of a word. hence, the object of study of morphology is units of morphology, morphological processes, and tools in morphological process. the units of morphology are morpheme (root or affixes) and words, while morphological process involves basic components (basic form), forming tool (affixes, duplication, composition, acronymization, and conversion) and grammatical meaning (chaer, 2008: 7). japanese as an agglutinative language has many words that experienced suffixation on the root word. the productive agglutination process in japanese is used to indicate the grammatical function of the word. studies that focuses on the elements and structure formation of the japanese word has been done many times. however, in this article the author tries to identify the type of bound morpheme ~ shii as an adjective marker, to analyze the process of word formation attached by bound morpheme ~ shii, as well as whether there is change of meaning that occurs after the morphological process. suffixes ~ shii is added at the end of the root word. tsujimura (1996 143--146) explains that the suffix is an affix that emerged after the basic shape. in japanese, the suffix morpheme is located on the right side of the noun, adjective noun, and adjective roots. for example, adjective ookii 'great' consists of an adjective root ooki 'great' and morpheme -i as the suffix. similarly, atarashii 'new', consists of a basic form atarashi 'new' and -i as the suffix. mailto:luhur_wedayanti@unud.ac.id 22 | ni putu luhur wedayanti lingual (vol. 7, no.2, 2016) ii materials and methods the data in this study were collected from the data written in the article on the internet. the collection of data from the internet is based on the effectiveness of time in collecting data and the data obtained are also more varied. the analysis of affixation process of suffix ~ shii uses the theory of word-formation by tsujimura (1996). the theory gives a fairly detailed explanation of the process and can represent a significant portion of word formation processes occurring in japanese. then, the data have been analyzed are described clearly and objectively. morphological processes is defined by chaer (2008: 25) as the process of word formation of a basic form by adding an affix (in affixation process), repetition (in reduplication process), merging (in composition process), shortening (in acronymization process), and changes of status (in conversion process). furthermore, to analyze the process of morphological suffixes ~ shii, the article uses the word-formation theory by tsujimura (1996: 148-155). there are two types of final results after the occurrence of morphological processes; the first one is the inflection type that change the form of a word to define its relationship with the other words in the sentence, or in marking the syntactic relationship. the second morphological processes is the derivation type that alter a word into a new word which generally has different classes or types and different meanings of its origin. the word formation in japanese is classified into five processes, namely: affixation (affixation), the process of merging / composition (compounding), the process of repetition (reduplication), the decoding of words (clipping), and the process of borrowing. 2.1 affixation affixation process consists of prefixation and suffixation process of a morpheme to the base form. example of word formation by affixation process is the basic word odor 'to dance' get agentive suffix -te to be odorite 'dancer'. the results of this process of affixation suffix -te change the word class verb odor 'to dance' into noun odorite 'dancer'. 2.2 the process of merging words (compounding) the process of merging words (compounding) is the process of word formation by combining two or more words. the combined words can be an independent word (lexeme) or it can be a morpheme. according to shibatani (1990: 240-255) the process of compounding in japanese can be formed in four processes: combining an original japanese vocabulary (native words), for example akizora 'autumn sky'; combining the loanwords from chinese (sinojapanese words), for example kisoku 'rules'; the merger between the original vocabulary with loanwords, and between loanwords (hybrid compounds) eg garasumado 'the window'. the word garasumado is derived from the word garasu means ‘glass' and mado 'window' which is a native japanese vocabulary. the last is dvandva compounds that combines two words which morphological process of suffix –shii in japanese | 23 preserve each of their original meanings in the compounded word, for instance oyako 'parent and child' which comes from the word oya 'parents' and ko 'child'. 2.3 the process of repetition (reduplication) reduplication is defined by kridalaksana as the process and result of repetition units of language as a phonological or grammatical tool. reduplication is classified into anticipatory reduplication, phonological reduplication, grammatical reduplication, idiomatic reduplication, conservative reduplication, morphological reduplication, non-idiomatic reduplication and syntactic reduplication (kridalaksana, 2008: 208). for example in phonological reduplication, repetition occurs phonologically (not lexeme repetition), thus it does not cause the formation of new meanings, such as pipi, papa etc. the process of reduplication in japanese is defined as the process of repetition of part or whole word to create new word (tsujimura, 1996: 148). reduplication delivered by tsujimura is a mimetic reduplication (gera-gera ‘laugh out loud’) and reduplication renyoukei (nakinaki kaetta 'go home while sobbing'). 2.4 the process of clipping the process of clipping is the process of word formation by shortening (chop / cut) words, for example: keisatsu → satsu 'police'; gakusei waribiki → gakuwari 'special discount for student'. the process of clipping can be done in 4 ways: removing the first syllable, the second syllable, third syllable, or multiple parts from multiple words. for example, the word gakuwari gakusei derived from the word gakusei 'student' and waribiki ‘discount’. both of the second syllable was removed from their original words and combined into one word gakuwari. 2.5 loan process (borrowing) borrowing is defined as adopting elements of phonological, grammatical, or lexical in the language or dialect from other languages (dialects) because of contact or imitation (kridalaksana, 2009: 178). in japanese, all non-native japanese vocabularies (native words) are considered as loan words, including the chinese vocabularies which are widely used in daily life. iii results and discussion here is the process of affixation of suffixes ~ shii: 24 | ni putu luhur wedayanti lingual (vol. 7, no.2, 2016) (3-1) wakawakashii nihonjin wa mita me wa wakaku mieru to iwaremasu ga, yahari toshi o toru sore souou no fashon o suru koto ni yotte, dandan to wakawakashisa ga nakunatte iku youni omoimasu. ‘at a glance, japanese people look young, but that youth will gradually disappear depends on the appropriateness of clothing they wear’ word wakawakashisa on the data is a compound word which has repetition process on its root and later get the affixation process suffix -shii. wakawakashisa, which means 'youthfulness, freshness', derives from word wakai meaning 'young'. word wakai is an adjective that consists of two morpheme; free morpheme on word waka 'young' as the root and the suffix -i as bound morpheme. the root word waka 'young' has process of repetition (reduplication) followed by affixation process suffix -shii which becomes wakawakashii 'young, fresh' the adjective wakai 'young' is commonly used in sentences such as kare wa watashi yori 2 sai wakai 'he is two years younger than me'. after the word wakai 'young' receives compounding process, it becomes wakawakashii 'young, fresh'. there is no significant change in meaning or word class because both words still means 'young' and remain as adjectives. however, the data has nominalization process by getting suffix -sa as nominalisator. in the data above, the compound word wakawakashii after receiving suffix -sa which is the nominalisator, the meaning and the word class has changed into ‘youth; freshness' and becomes a noun. (3-2) naganagashii naganagashii janpaa to mattaku onaji janpaa kita moderu mitsukemashita 'i have found a very long jumper which is exactly the same like what i wear' the compound word naganagashii 'very long’ 'is a word that comes from adjective nagai' long '. the adjective nagai 'long' is usually used in sentences that generally contain the word ‘long’, for example: kami ga nagai 'she/he has long hair', etc. the compound word naganagashii is derived from adjective nagai 'long' then the suffix -i is removed and the root word naga has reduplication and becomes naganaga then continues with the affixation process by adding the suffix -shii. however there is no change in word class and meaning of both words nagai and naganagashii. the word naganagashii is still an adjective and its meaning still contains characteristic ‘long’. however, naganagashii emphasize the characteristic “long” deeper than nagai (3-3) 3. bakabakashii otto no uwaki de rikon suru hotte takusan iru to omoundesukedo, doumitemo bakabakashii to omoimasu. 'it looks like a lot of divorce happens due to husband's jealousy, however it is really a silly thing.' morphological process of suffix –shii in japanese | 25 the compound word bakabakashii in matsuura (1994: 53) dictionary means 'stupid; imbecile’. it is derived from word baka ‘stupid; foolish'. the word baka is often used in a sentence, for example, baka na machigai 'stupid mistake', etc. adjective baka is na type adjective a which receives the process of reduplication then becomes bakabaka. later, it is attached with suffix shii.and turns into bakabakashii in na type adjective, there is no deletion of suffix –i as bound morpheme that attached to adjective since adjective na is an irregular adjective. after receive the process of reduplication and affixation, na type adjective baka has changed its word class into (type) i adjective, but did not experience any significant change in meaning, because it still contains the meaning of 'dumb or stupid'. (3-4) mizumizushii kanojo wa mizumizushii kao o shite iru “his/her face shines so brightly” the compound word mizumizushii in matsuura (1994: 649) is translated into “fresh; smooth; moist”. it is derived from noun mizu 'water' that received reduplication process and proceed with affixation process by adding suffix shii. the noun mizu 'water' is a noun which is used daily to refer to word which means water, for example kirei na omizu 'clean water'; mizu o nomu 'drinking water', etc. the noun mizu has process of reduplication that becomes mizumizu then gets the addition of suffixes –shii. the processes creates shift on both meaning and word class of the word. the word mizu which is a noun turns into adjective after compounding process, then the original meaning also changed from ‘water’ into ‘fresh, moist’. iv conclusion the compounding process by adding the suffix -shii as on the discussion can occur in adjective (type) i, adjective (type) na and noun. the compounding process of begins with reduplication followed by affixation process by adding the suffix -shii. basically the compounding process occurs due to add the suffix –shii. the compounded word’s word class turns into a (type) i adjective word class which is literally marked with the word -i. some of the compounded words have changes in word class and meanings, but some of them remains their meanings and word classes. this research still requires more in-depth study, especially the acceptability of compounding of suffixes -shii. due to the concept of compounding is preceded by reduplication and followed by suffixation -shii, there are many words with the compounding that has not been entered as entries in the official dictionary. in addition, the concept of compounding of suffixes -shii still can not be found due to the creativity of the japanese who tend to compound then add the suffix -shii irregularly and does not obey the rules in japanese. 26 | ni putu luhur wedayanti lingual (vol. 7, no.2, 2016) references chaer, abdul. 2008. linguistik umum, jakarta: pt rineka cipta kridalaksana, harimurti. 2008. kamus linguistik, jakarta: pt gramedia pustaka utama matsura, kenji. 1994. kamus bahasa jepang indonesia. kyoto sangyo university press, kyoto, japan shibatani, masayoshi. 1990. the languages of japan. australia, cambridge university press. tsujimura, natsuko. 1996. an introduction to japanese linguistics. australia, blackwell publishing. http://hotissuekrjp3.blogspot.com/2012/07/blog-post_4643.html (accessed february 15, 2015) http://ren-ai.jp/31083 (accessed february 15, 2015) http://www.hokurokusousui.com/concept/ (accessed february 15, 2015) http://komachi.yomiuri.co.jp/t/2012/0603/513007.htm (accessed april 27, 2016) lingual: journal of language & culture (volume 7, no.2, november 2016) english department, faculty of arts, udayana university 2 teaching learning materials: the reviews coursebooks, games, worksheets, audio video files anak agung sagung shanti sari dewi english department, faculty of arts, udayana university jungshanti@yahoo.com abstract teaching learning materials (tlm) has been widely recognised as one of most important components in language teaching to support the success of language learning. tlm is essential for teachers in planning their lessons, assisting them in their professional duty, and use them as rosources to describe instructions. this writing reviews 10 (ten) teaching learning materials in the form of cousebooks, games, worksheets, and audio video files. the materials were chosen randomly and were analysed qualitatively. the discussion of the materials is done individually by presenting their target learners, how they are applied by teachers and students, the aims of the use of the materials, and the role of teachers and learners in different kind of tlm. keywords: tlm, teaching, learning, teachers, students i introduction according to lewis (2016) teaching learning materials (tlm) refers to “a spectrum of educational materials that teachers use in the classroom to support specific learning objectives, as set out in lesson plan” (k6educators.about.com). it is generally believed that tlm indeed support students learning and the teaching learning success. besides helping teachers to construct a better lesson plan, tlm also assist teachers professionally, and use them as rosources to describe instructions. for instance, when a teacher decides to teach new vocabularies one day, his teaching materials will help him to set specific learning goals, plan how he will conduct the class and decide what instructions will be best applied. teaching learning materials come in many shapes and sizes. in an active based learning, tlm is employd variously so that students can have interactions with each other as much as possible. games as a fun activity, for example, will keep students engaged and interested in learning a new skill. similarly, an ilustrated story book used by a teacher as his teaching material for his young language learners, will help his students to not only develop their visual literacy, but also will increase their appreciation of arts. meanwhile the use of textbooks in the classrooms as a common teacher material will guide teachers and their students in the teaching learning process. mailto:jungshanti@yahoo.com teaching learning materials: the reviews coursebooks, games, worksheets, audio video files | 3 this writing focuses on the discussion of 10 (ten) examples of teaching learning materials which were sellected randomly. this writing gives ilustration of who is the target learners of different tlm, how the tlm is applied, the aims of the use of the tlm, and the role of teachers and learners in different kind of tlm. ii materials and method this study adopted library reseach technique which was done by collecting the data from 10 (ten) rosources which relate the topic. they include coursebooks, games, worksheets and audio video files as follows: a book composed by redston and cunningham (2006) entitled face2face. new cutting edge which was written by cunningham et al (2005). 96 games for beginners in esl: secondary beginners materials eslgold.com, teaching grammar with fun. tell us what you did in the past. in www.esl-galaxy.com & http://www.english4kids.com/ can i borrow your…? in http://www.churchillhouse.co.uk, sport, with sixteen kinds of sports vocabulary provided.in worldwidecopyright.com say 2 things about the picture game which was taken from www.english-4kids.com). a audio video file taken fromtolearnenglish.com the collected data was then analysed descriptively in order to give a review of the use of the teaching learning materials: their target learners, their applications, their aims, and the role of teachers and learners in their implication. iii results and discussion 3.1 resource one: face2face the first english teaching resource discussed in this writing is a book composed by redston and cunningham (2006) entitled face2face. as a general english course book for pre-intermediate level of young adult and adult students, this book is designed with its focus on developing students‘functional and social language need in their day-to day communication. the educational principle behind this resource is to develop learners’ ability to communicate effectively in today’s world. indeed, the common goal of communicative language teaching is to bring language learners into closer contact with the target language (zimmerman, in coady and huckin, 1997, p.10). and by the application of communicative language teaching in the classroom, the lessons presented in the book can be enriched by adding some more materials which emphasis ‘communication through interaction’ in order to develop students’ competence with sufficient proficiency in communication. 4 | anak agung sagung shanti sari dewi lingual (vol. 7, no.2, 2016) 3.2 resource two: new cutting edge the second resource is a student book of new cutting edge which was written by cunningham et al (2005). this elementary level course book combines the comprehensive syllabus and teaching resources which does not only focus its lessons on the four english skills (listening, speaking, reading and writing), but also on the grammar and vocabulary building. similar to the first resource, this book also brings the real world to the classroom as well as organizes such activities, tasks and practice in meaningful contexts. according to littlewood (1982, p. 22), one of the roles of teacher in functional communication activities is to set up situation of information gap in which the students have to overcome, or structure a situation of a problem solving. since the book also consists of those activities in several lessons, hence, the classroom should consist of no more than 20 students. this will enable the teacher to monitor and assess the development of every student effectively in attaining the goal of the language learning. 3.3 resource three: 96 games for beginners in esl 96 games for beginners in esl: secondary beginners materials is the third book which is taken as the resource discussed in this writing. the games provided in the book are designed for the language development of secondaryaged learners of non-english native speakers in the beginning level. there are six games sections involved in the book, namely: structural/functional games and communication games which were designed to develop students communication skills using language the students may already have; vocabulary games which states the vocabulary items with main structures covered, as well as pronunciation practice; maths games and science games which consist of maths and science topic to develop students ability to communicate in those areas. games can promote the communicative ability in language learning. “even if the game involves discrete language items, such as a spelling game, meaningful communication takes place as students seek to understand how to play the game and as they communicate about the game: before, during, and after the game” (wright, betteridge, & buckby, 2005 in www.georgejacobs.net/miarticles/games%20for%20language%20teaching.d oc). 3.4 resource four: continuous conditional the fourth resource, which was taken from a website: eslgold.com, provides some practice of students’ english skills. one material was picked to be discussed in this writing regarding grammar knowledge for high intermediate level students: continuous conditional. in this resource, students are given adequate explanation of how the conditional can be applied in sentences as well as the types of continuous conditional which each has its different form and function before they proceed to the exercise section. for example, there two forms of present unreal conditional + continuous they are http://www.georgejacobs.net/miarticles/games%20for%20language%20teaching.doc http://www.georgejacobs.net/miarticles/games%20for%20language%20teaching.doc teaching learning materials: the reviews coursebooks, games, worksheets, audio video files | 5 if-clause: [were + present participle] and result: [would be + present participle]. these forms are used to discuss imaginary situations which could be happening at the time of the speaking. it has been widely agreed that as computer-related technology develops, it assists learners to endorse their learning. it helps to develop students’ metacognitive skill (simonson &thompson, 1997, p. 7) which refers to self knowledge awareness and cognitive control during problem solving (montaque, 1992, in simonson &thompson, 1997, p. 8). indeed, such material as has been briefly explained above may become a support for students who wish to improve their knowledge of english independently. 3.5 resource five: teaching grammar with fun another teaching resource is teaching grammar with fun. this activity focuses on grammar/language structure with its objective is to practice wh question form. there are two parts involved in the activity, they are: accuracybased pairwork matching activity that is done by filling in the gaps with the correct form of auxiliary verb in whquestions; and communicative mingling activity which is to practice students’ fluency in using whquestions. as birns (1984, in http://www.monografias.com/trabajos18/thecommunicative-approach/the-communicative-approach.shtml#what) asserted that language is an interpersonal activity which involves interaction and that has obvious connection with society, this kind of activity is perceived to be suitable to be applied in elementary level classroom of secondary / adult learners, which will help to promote learners improvement in using effective english in their communication. 3.6 resource six: tell us what you did in the past the sixth resource was taken from www.esl-galaxy.com & http://www.english-4kids.com/ under the title tell us what you did in the past. as a ‘talking football’ board game, this material targets young learners of all levels and all class sizes and is aiming at practicing simple past tense by joining the verbs with words of time and appropriate expression. since the pictures on the board was designed as the learners are likely to encounter the real football field and are equipped with football equipment such as balls and cards (yellow and red cards), this game becomes interesting. this activity will promote learners’ communicative competence in their language learning. as quoted from http://eltj.oxfordjournals.org/cgi/pdf_extract/xxxii/4/270, when learners are continuously provided by enough real life situations, gradually, the teachers will experience to see the real use of the language by the learners. 3.7 resource seven: can i borrow your…? this resource, which was taken from http://www.churchillhouse.co.uk, is another activity that targets young learners with its goal is to develop learners fluency in using english under the topic can i borrow your…? , the students play the card game by collecting as many groups of objects as possible. during 6 | anak agung sagung shanti sari dewi lingual (vol. 7, no.2, 2016) the game, the students have to produce some expression regarding the topic (they ask and give response) and the one who has the most group (of the object) is the winner. games proffer students a fun and relaxing atmosphere (http://iteslj.org/techniques/chen-games.html). while playing games most participants will make efforts to win, and do not pay much attention to the correctness of linguistic forms. this helps them to ease the fear of negative judgment, in which is one of the primary factors that inhibits them from using the target language with others (horwitz and cope 1986, in http://iteslj.org/techniques/chen-games.html). the use of such a game described in the previous paragraph can reduce students’ anxiety, as well as encourage their speech fluency that will support the achievement of the language learning. 3.8 resource eight: sport learning english pronunciation was chosen to be the eighth resource to be discussed in this assignment. the material was taken from worldwidecopyright.com with the target learners is low beginners and very young learners. the topic is sport, with sixteen kinds of sports vocabulary provided. it is presented in a very simple way, that is by only clicking a word and there will be a voice pronouncing the word heard. in order to support the learners’ learning, each word in this material is completed with stressed syllables which helps learners to produce correct pronunciation of english words. many teachers have been avoiding giving a special time for pronunciation teaching. but, some believe that learners should learn pronunciation as a basic in communication. (http://www.teachingenglishgames.com/articles/teaching_pronunciation.htm) . some materials are now provided to make the drills (the way how to teach pronunciation) more fun and less stressful. and as for parents who do not feel satisfied with their children’s’ english pronunciation (which they learn at school) can provide the kind activity explained in the first paragraph, to support their children’s english language acquisition. 3.9 resource nine: say 2 things about the picture another game which will support students’ fluency and confidence in using english to communicate is say 2 things about the picture game (taken from www.english-4kids.com). in this game students take turns to roll the dice, and say two sentences about the picture where they land. the motivation to win the game will give the students confidence to practice their language that will promote their fluency in target language communicating. the excitement roused while students are playing games offer another variety to the serious process of language learning. ((bransford, brown, & cocking, 2000 in www.georgejacobs.net/miarticles/games%20for%20language%20teaching.d teaching learning materials: the reviews coursebooks, games, worksheets, audio video files | 7 oc). the say 2 things about the picture game can be applied in young learners’ language learning in order to add interest which will maintain their efforts to learn. 3.10 resource ten: active and passive voices the last resource was taken from tolearnenglish.com, which is similar to resource four, is designed for learners who want to learn english autonomously. in this resource, there are audio video files provided in which the students can choose according to their topic of interest. one material under the topic active and passive voices gives the students pictures of how the voices are used in sentences. firstly, they are given indirectly, by means that the students listen to some active/passive sentences in a story. but then some written examples are provided which will help learners to have a better understanding on the uses and forms. when computer-assisted language learning (call) is introduced to help teachers to optimize their teaching materials and language learning with the support of computer (dunkel, 1991) it is actually parallel to activate the students learning. some resources provided in the internet can be utilized by teachers as supplement materials to be given to students in order to enrich the students’ knowledge in their language learning. iv conclusion as a spectrum of educational materials that are used by teachers, teaching learning materials indeed give supoort to the achievement of the learning objectives. from the 10 (ten) tlm discussed above it can be concluded that there are indeed various kind of them which are applied in diffrent techniques with different instructions to achieve different specific aims.they, in fact, support the dunamic atmosphere in the classroom, which will bring about advantages to the success of the learning. with dufferent applications of instructions and teaching learning materials, the learning activities will be seen as a fun and interesting process and will give positive impact to those who involve in it. references cunningham, s., moor, p., & carr, c. (n.d.) new cutting edge: elementary. england: pearson longman. karmel, j., (1984). 96 games for beginners in esl: secondary beginners materials. australia: australian government publishing service. lewis, beth., (2016). tlm – teavhing learning materials. retrieved october 15, 2016 from (k6educators.about,com) littlewood, w., (1982). communicative language teachingan introduction. cambridge: cambridge university press. reddston, c., & cunningham, g. (2005). face2face. cambridge: cambridge university press. 8 | anak agung sagung shanti sari dewi lingual (vol. 7, no.2, 2016) communicative language teaching. (n.d.). retrieved june 11, 2009, from http://en.wikipedia.org/wiki/communicative_language_teaching. communicative approach. (n.d.). retrieved june 11, 2009, from (http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html) english4kids (n.d.). retrieved june 13, 2009, from http://www.english4kids.com/ teaching pronunciation. (n.d.). retrieved june 13, 2009, from (http://www.teachingenglishgames.com/articles/teaching_pronunciat ion.htm the communicative approach in english as a foreign language. (n.d.). retrieved june 11, 2009, from http://www.monografias.com/trabajos18/the-communicativeapproach/the-communicative-approach.shtml#what lingual: journal of language & culture (volume 7, no.2, november 2016) english department, faculty of arts, udayana university 9 teaching strategies for multicultural students at bipas, udayana university ni ketut sri rahayuni english department, faculty of arts, udayana university ketutsrirahayuni@gmail.com abstract the relationship between teacher and student involves not just instruction, but interaction. when interaction fails because of teacher misperceptions of student behavior, instructional failure will often follow. this is in line with teaching bipas students who come from different countries. teachers should use certain teaching strategies in order to meet the students’ need and make the learning process successful. the aims of this research are to find out the teaching strategies and the situation of students-teacher interactions and students-students interactions in multicultural classrooms of bipas program, udayana university in bahasa indonesia classes. malone (2012) stated that communicative approaches and instructional techniques are required to teach second language. the data was collected through a classroom observation and the documentation method through video recording during the classroom interaction was done to get the supporting data. it was found that communicative approach through emphasis on learning to communicative through classroom interaction, and cooperative learning such as small group discussion and pair work/discussion become the effective teaching strategies used for multicultural students at bipas, udayana university. both teacher-student interaction and student-student interaction are applied for multicultural students in the classroom. keywords: multicultural students, teaching strategies, interaction, communicative approach i introduction bali international programs of asian studies (bipas) is one of the seven international programs offered by the center for international programs (cip), udayana university. in this program, students/participants learn the asian studies, especially balinese language and cultures. the subjects offered in this program are bahasa indonesia, indonesian history, ethnology, culture and customs, economy and business of south east asia, international tourism management, international business, environmental management and sustainability, international relations and communication, international entrepreneurship, global marketing, business law and legal tradition on trade and investment in 2017, the students/participants come from 11 different european countries and the united states; those are finland, germany, sweden, france, denmark, netherland, czech republic, and the united states. every country in this world has different cultures in terms of their language, behavior, and art. therefore, there are multicultural students/participants in a classroom, and the strategies used in teaching them are different from the hetero-cultural class. smith (2009) states that teachers need to think about different ways of teaching that might enable them to create better classroom activities for particular students and tailor instruction to their needs. the relationship between teacher and student involves not just instruction, but interaction. when interaction fails because of teacher misperceptions of student behavior, instructional failure will often follow. this is in line with teaching bipas students who come from different countries. teachers should use certain teaching strategies in order to meet the students’ need and make the learning process successful. based on the background explained, this research focuses on two main problems. those problems are the teaching strategies used and the students’ interactions in multicultural classrooms of bipas program. ii materials and methods shaheena choudhury in her article titled interaction in second language classrooms (2005) explained about teaching multicultural students. during her teaching experience with different cultural background, she mentioned that the teacher is also a facilitator that learns new cultures, tried to be sensitive on those differences. the teacher’s interest in students’ cultures will also motivate them to inform more details about their culture. merfat alsubaie in the journal article titled examples of current issues in multicultural classroom (2015) stated that teachers who learn more about their student’s backgrounds, cultures and experiences mailto:ketutsrirahayuni@gmail.com 2 | ni ketut sri rahayuni lingual (vol. 9, no.2, 2017) will feel more capable and efficient in their work as teachers. flexibility is more important than knowledge in dealing with multicultural students. the data sources in this research are students studied in bipas program batch 16. this batch was held from january to may 2017. the students were from finland, germany, sweden, denmark, netherland, france, and norway. the data source was specifically taken from the students of bahasa indonesia class c1 and d1 consists of 25 students for each class. the class was held in 100 minutes. the students in this class come from germany (12 students), finland (10 students), sweden (2 students), netherland (1 student). indonesian language is taught twice a week, on monday and tuesday. the data was collected through a classroom observation. the students were observed in order to know which strategies are suitable for them due to different culture and learning behavior that they have. furthermore, the documentation method through video recording during the classroom interaction was done to get the supporting data. teaching is the state of the art of a teacher. different teaching strategy is nowadays needed for different purposes, in this case, it is based on the students’ needs, the subjects taught in the classroom, and also the different cultural background of the students, especially for multicultural students in a classroom. students in bipas program needs certain teaching strategies to make the learning goals successful. malone (2012) stated that communicative approaches and instructional techniques are required to teach the second language. the communicative approach meant is related to clt (communication language teaching) that is designed for the classroom principles, those are “1) an emphasis on learning to communicate through interaction in the target language; 2) the introduction of authentic texts into the learning situation; 3) an enhancement of the learner’s own personal experiences as important contributing elements to classroom learning; and 4) an attempt to link classroom language learning with language activities outside the classroom.” in line with the communicative approach, malone also describes the instructional techniques that are incorporated into the second language learning with good success like tpr, cooperative learning (small group, pairs), language experience approach, dialogue journals, academic language scaffolding, l1 support for l2, accessing learner’s prior knowledge, and the last but not least, culture studies. according to sinclair and coulthard (1975), the individual motivation from the students, response both for students and teacher, and evaluation of the student’s performance (known as ire exchange) are three important things in teaching and learning process. regards to the bipas students’ interaction in the classroom, those parameters were applied. the qualitative method by explaining descriptively the process of interaction and teaching strategy in bipas bahasa indonesia classroom was used in analyzing the data. iii results and discussion students’ first languages and bahasa indonesia have different structures and grammar. there are some difficulties faced by the students in learning bahasa indonesia in bipas. bipas students are from european countries such as finland, sweden, germany, denmark, etc. most of those students didn’t use english as their national language. they used their languages when they talk to friends from the same country. they used english when they communicate with the students from different country. they spoke english not only when they meet their friends in the classroom but also when they meet each other during the breaktime outside the classroom. 3.1 teaching strategies in multicultural classrooms at bipas it was found through the classroom observation that there are three common mistakes done by the multicultural students. 3.1.1 indonesian noun phrase constructions example: ibu saya  saya ibu when students composed a sentence in bahasa indonesia, some of them still made mistakes in terms of the noun phrase constructions. the english noun phrase strongly influences this process. even when it’s already half of the semester, some students still made those mistakes. 3.1.2 affixes example: di  diajar, ditulis men + ajar  mengajar teaching strategies for multicultural students at bipas, udayana university | 3 + baca  membaca + sewa  menyewa some students had difficult time to understand and remember some rules of the men constructions. the reason is because to many rules about this constructions while they have only limited time to learn about this verb within a semester. 3.1.3 complex noun example : perpustakaan, pemerintahan, mengendarai from the observation, the communicative approach which emphasizes on communicative learning (two-way communication) is the strategy applied for teaching multicultural students at bipas. both english and indonesian are used in the explanation of the materials, i.e. the 1st – 4th meetings english was mostly used, and in the 5th – 16th meetings both english and indonesian were used. in teaching grammar of bahasa indonesia, the teacher used english in the beginning of semester dominantly because all students are beginners in learning bahasa indonesia. if the teachers taught them using bahasa indonesia, they would get confused in understanding all the information given. the most important thing for the beginner students of bahasa indonesia is that they can understand the meaning of each word, the structure of a sentence. teachers gave presentation in power point format to explain about grammatical and vocabularies of bahasa indonesia. later on after the class finished, the teacher also shared it to all students into dropbox that both teacher and student have. besides giving presentation, teachers also provided flashcards related to vocabularies discussed in that meeting. 3.2 students’ interaction in the classroom there were two kinds of interaction in the classroom activities of multicultural students at bipas, those were student-student interaction (happened when they practiced speaking) and teacher studentinteraction (happened in explaining the materials and essay writing, in which the teacher evaluated the grammar and contents of students’ essays. picture 1. students interaction on group discussion and practices of asking and answering questions 4 | ni ketut sri rahayuni lingual (vol. 9, no.2, 2017) picture 2. students interaction on group discussion and practices of asking and answering questions picture 3. student and teacher interaction through teacher’s explanation on writing the essay picture 4. student and teacher interaction on giving instruction of how to make canang (an offering) the students’ interaction in the classroom is reported that in order to ascertain whether each student knows the topic/material, teacher asks a known-answer question individually (i): a) english is the dominant language used in the first and second meetings. b) the third meeting and the rests: students were asked to do pair or group conversation and teacher mixed the group so they automatically get along with other students from different home university or country. the student was expected to provide a brief response (r): some instructions from teachers related to topics given including asking them to replying to the teacher’s questions. a) most students were passive in the beginning. teachers needed to give more efforts to make them respond to the questions or even to make them smile. teaching strategies for multicultural students at bipas, udayana university | 5 b) some students were friendlier than the others. but in some situation, the students gave more comments or even complaints because they expected perfection on the program. students’ test results were corrected and evaluated by the teacher, and the feedback from teacher was given to the students. this process was done in order to share the noted mistakes made by them in composing some sentences. iv conclusion communicative approach through emphasis on learning to communicative through classroom interaction, and cooperative learning such as small group discussion and pair work/discussion become the effective teaching strategies used for multicultural students at bipas, udayana university. teacherstudent interaction and student-student interaction are applied for multicultural students in the classroom. references alsubaie, merfat ayesh. 2015. examples of current issues in the multicultural classroom. journal of education and practice, vo. 6, no. 10, 2015, pp.86-89: department of educational leadership, research and technology, western michigan university. choudhury, shaheena. 2005. interaction in second language classrooms. brac university journal, vol. ii, no. 1, 2005, pp. 77-82: department of english and humanities brac university, 66 mohakhali c/a dhaka – 1212, bangladesh. malone, d. 2012.theories and research of second language acquisition. bangkok: mle ws. sinclair, j. & coulthard, m. (1975). towards an analysis of discourse: the english used by teachers and pupils. london: oxford university press. smith, earl bradford. 2009. approaches to multicultural education in preservice teacher education philosophical frameworks and models for teaching. comparative analysis of translation between the source language (sl) and the target language (tl) in tagore’s poetry: gitanjali, songs of offerings i komang sumaryana putra, dian rahmani putri english department, faculty of arts, udayana university, stmik stikom bali komangsumaryana@gmail.com, dira.putri78@gmail.com abstract the long lyrical poem entitled gitanjali, songs of offerings written by rabindranath tagore (1861 – 1941) is very interesting and has a deep philosophical thought. in this occasion, part lvii is selected to be analysed. this poetry was translated into indonesian by amal hamzah in 1952, which is used as the target language (tl). the approach used is from literary criticism (intrinsic and extrinsic) and from perspective of translation theories. based on the analysis, obviously, we can see that a single word may have various senses and those are signalled by the context. especially in poetry, it is enriched by figurative senses. the process of translating poetry absolutely cannot ignore the message of the source language (sl); however, reminding that there is no 100% synonymy between words in every language, the translating process must notice the intrinsic sight of the poem. we cannot judge whether a translation is bad, better or good, especially translation in poetry, particularly the lyrical poem. in this case, some strategies can be conducted such as: translation shifts, lexical translation, idiomatic translation, borrowing, etc., which can be used to naturalize the poetry translation and to achieve the best readability of the tl text. keywords: gitanjali, lyrical poem, source language, target language. i introduction gitanjali is a collection of poems by the bengali poet rabindranath tagore. the english gitanjali, songs of offerings is a collection of 103 english poems of tagore's own english translations of his bengali poems first published in november 1912 by the india society of london. tagore's poetry was viewed as spiritual and full of philosophy. rabindranath tagore has a school, shanti niketan, means the ‘abode of peace’ (now it becomes the university of vishvabharati). there, amal hamzah, an indonesia poet, had learned from him. this also can be one reason how amal hamzah appreciated rabindranath tagore and translated his poems. a poem has at least two levels of meaning, i.e. literal and figurative or symbolic meaning. the literal meaning is the explicit meaning, which is overtly stated by the lexical items and grammatical forms; while figurative or symbolic meaning is the implicit meaning, which to be communicated by the translation, because it is intended to be understood by the original writer. in this case, only the poet knows what he or she meant in his or her works. again, it is supported by the poetic license. the problem emerged in this study is the possibility to translate a poem. in this case, how to translate the sl into the tl which has the closest meaning? this project is trying to find the answer. the approach used is from literary criticism (intrinsic and extrinsic) and from perspective of translation theories. however, as the time given is very limited, this project will only select some interesting matters. ii materials and method the main theory that used in analysing the translation is taken from mildred l. larson (1998) in his book entitled “meaning-based translation: a guide to cross-language equivalence”. according to larson, there are two main kinds of translations: form-based translation, which follows the form of source language (literal translations) and meaning-based translation, which makes every effort to communicate the meaning of the source language text in the natural forms of the receptor or target language. meaning-based translation is idiomatic translation. before doing the analysis, we should understand first about the definition of poetry. poetry is the hymn of praise, and the essays on the nature of poetry would cram thee shelves of any modest public library and overflow onto the floors as well. a very old definition of poetry regards it as a fusion of sound and sense. fusion means a melting together of sound and sense. in other words, poetry is the art of saying something by saying something else just as good. regarding to the sense of the poetry’s translation, the second book is the translation of gitanjali in indonesian version from amal hamzah (1952). hamzah was one of the tagore’s disciple and also one of the pioneers in indonesian poets. below is the original poem, the source language text (sl): mailto:komangsumaryana@gmail.com mailto:dira.putri78@gmail.com 2 | i komang sumaryana putra, dian rahmani putri lingual (vol. 9, no.2, 2017) gitanjali, lvii light, my light, the world-filling light, the eye-kissing light, heart-sweetening light! ah, the light dances, my darling, at the center of my life; the light, strikes, my darling, the chords of my love, the sky opens, the wind runs wild, laughter passes over the earth. the butterflies spread their sails on the sea of light. lilies and jasmines surge up on the crest of the waves of light. the light is shattered into gold on every cloud, my darling, and it scatters gems in profusion. mirth spreads from leaf to leaf, my darling, and gladness without measure. the heaven’s river has drowned its bank and the flood of joy is abroad. and now, here is the translation, the target language text (tl): cahaya, cahayaku, cahaya yang memenuhi dunia, cahaya yang menyayang mata, cahaya yang menyejuk hati! ah, cahaya menari, kekasihku, dalam sari kehidupanku, cahaya mengenai, kekasihku, tali cintaku; langit terbuka, angin untai, tawa berlayar didataran dunia. kupu-kupu membuka sayapnya dalam laut cahaya. seroja dan melati menaik di atas puncak gelombang cahaya. dalam tiap-tiap mega, kekasihku, cahaya seperti emas terpecah dan menyebarkan permata dalam kemewahan. kegirangan mengembang dari daun kedaun dan kesenangan tiada berhingga. sungailangit melampaui tepiannya dan pasang-kesenangan sedang mendatang. the poetry used as data source is taken from a long lyrical poem entitled gitanjali, songs of offerings written by rabindranath tagore (1861 – 1941), an indian multitalented philosopher. in this occasion, part lvii is selected for the project. this poetry is very interesting and has a deep philosophical thought. rabindranath tagore was awarded nobel prize for this poetry in 1913, and he is the first asian winner. this poetry was translated into indonesian by amal hamzah in 1952, which will be used as the receptor or target language. the data was collected by using observational method by close-reading strategy and comparison between the source texts and the target texts. the approach that used in analysing the data is from literary criticism (intrinsic and extrinsic) and from perspective of translation theories. the analysis begins with an explanation of the theories mentioned in theoretical framework. finally, the data is analised according to their types to maintain the theories. iii results and discussion the tense used in the sl poetry is consistently simple present, except the last line used present perfect. the simple present tense is used to express general truth and habitual action. so, it can be said that this poem express everlasting value. and since the last line is present perfect, which is used to express something already happened completely at the present time; the last line can be determined as the real situation, the main event of this text. in the indonesian translation, the tense cannot be clearly recognized, as indonesian language has no clear tenses. however, by tracing the message of the translation, the value can be obtained. the first paragraph, there are five repetitions of the word ‘light’ and all are added by adjectival modifier: my, world-filling, eye-kissing, and heart-sweetening. the effect of such composition is hyperbolism. also, there is a meaning of continuity in the adjectival verb: world filling, eye-kissing, and heart sweetening; these indicate that the events are permanence or happen regularly. if we look from figurative meaning perspective, ‘light’ has to do with life, consciousness, enlightenment, and educated condition, and most of all, it means divine. and when someone enriches with life, consciousness, enlightenment, and educated condition, he feels joy. if we may interpret, those are meant by the worldfilling, eye-kissing, and heart-sweetening. the same repetitions happened in its indonesian translation. the word ‘light’ is translated into ‘cahaya’ in indonesian. there are two sl words which are translated into different literal meaning in the tl text, those are ‘eye-kissing’ into ‘yang menyayang mata’ – not ‘mencium mata’ (mencium: means to kiss), and ‘heart-sweetening’ into ‘menyejuk hati’ not ‘memaniskan hati’. according to larson, the process is called idiomatic translation. as the translation should sound natural, the sl can be translated comparative aanalysis of translation between the source language (sl) and the target language (tl) in tagore’s poetry: gitanjali, songs of offerings | 3 into different word from the lexicon as long as it still on the main thought expected. in this case, the word ‘mencium’; to kiss, and ‘menyayang’; to love has close relationship that generally one of people showing their love, especially in close or intimate situation is by kissing, while the word ‘memaniskan’; to sweeten replaced by ‘menyejuk’; to cool. so, if the translation used the indonesian denotative words, ‘mencium’; to kiss and ‘memaniskan’ to sweeten, it doesn’t match with the expected meaning. and the text ‘cahaya yang menyejukkan hati’, again it is hyperbolism, ‘light’, usually causes ‘warm’, but in fact, it is chained with ‘menyejuk(kan)’; to cool. this is called as oxymoron, an effect in which two contradictory terms are used in conjunction. based on those explanations, the first paragraph, which is full of hyperbolic sense, is trying to explain about an extraordinary one, the magnificent thing that is symbolized as ‘light’. then, we proceed to paragraph 2, 3, 4 and 5. there is dynamic sense in all these line, which is described by the motion verbs: dances, strikes, opens, runs, passes over, sails, surge up, is shattered, scatters, spreads. then, notice the words butterflies, lilies, jasmines, and leaf; flowers, leaves, butterflies exist in spring time, and usually, the living environment begins to start their productive live on spring because of the appropriate conditions. the time which is full of energy of live and dynamic will emerge joy and happiness. there are also words having contrastive sense such as: the sky opens, wind runs wild, cloud, laughter passes over the earth; which indicates the unfavourable situations. there is a mismatch in translating ‘pass over’ into ‘berlayar’. according to the thesaurus, pass something over means disregard, forget, ignore, skip, omit, pass by, not dwell on. in this case, although the indonesian ‘berlayar’ as figurative meaning has a link with skip, pass by, not dwell on; it is inappropriate for translating the word ‘pass over’. the solution is, according to larson, to keep the first meaning. so, it is better to translate it as ‘meninggalkan’ to leave’ as the meaning of idiomatic words not dwell on. these parts describes about the beauty of complete life both in good and bad times, which run through consciousness about the light. the last line is translated without clearly stating the tense. it is very important because the line determine the event explained by whole text. this is the conclusion of the message of the poem. by historical or diachronic approach, the author is from brahmin family, the thakur family (in english, it is pronounced as tagore). rabindranath has well comprehension about hinduism, especially saivism, which believes the inseparable relationship between atman (being) and paramatman (the supreme being), that atman is the sprinkle or particle of paramatman. it is described as the sunlight and its reflections in thousands clay pots filled with water, that is how the supreme being is reflected in all beings. all beings can be unified with the supreme being when they set their life unbounded into liberation, they will feel the greatest joy, advaitam anandam. in order to achieve the liberation, there must be consciousness in every being; and consciousness is reached through creative unity, creative actions and thought, which all of those are fully dedicated to the great creator. in his essay, religion of the poet, he said that all his creative works are the way he devote the supreme being. and he often described god as if he was very close with him such as: my love, beauty, lord of my heart, my dear, princess, my dearest one, etc. having traced the history of the author, it can indicate that the poem has to do with theology, the philosophy of divinity. that all creatures begin from the great creator. they are blessed and they all can find their joy and happiness by their selfconsciousness. iv conclusion based on the analysis, obviously, we can see that a single word may has various senses and those are signalled by the context. especially in poetry, it is enriched by figurative senses. the process of translating poetry absolutely cannot ignore the message of the sl, however, reminding that there is no 100% synonymy between words in every language, the translating process must notice the intrinsic sight of the poem, in order to get the most equivalent translation; and also the extrinsic sight, to achieve the text is matching with the context of situation and context of culture, and also to provide the readability of the poem in the tl readers. we cannot judge whether a translation is bad, better or good, especially translation in poetry, in this case, lyrical poem. the translator also has his own competence in understanding a poem to be translated through his contemplations. in this case, some strategy can be conducted such as: translation shifts, lexical translation, idiomatic translation, borrowing, etc., which can be used to naturalize the poetry translation and to achieve the best readability of the tl text. 4 | i komang sumaryana putra, dian rahmani putri lingual (vol. 9, no.2, 2017) references collins. 2003, collins thesaurus – second ed., great britain: harpercollins publishers. larson, milred l., 1998, meaning-based translation: a guide to cross-language equivalence, boston: university press of america, ® inc. merriam webster thesaurus, www. merriam-webster thesaurus.com accessed at september 10th 2017 salim, pieter, drs., ma., 2003, the contemporary indonesian – english dictionary, jakarta: modern english press. tagore, rabindranath, 1936, collected poems and plays of rabindranath tagore, london: macmillan. tagore, rabindranath, 1952, gitanjali, disalin oleh amal hamzah, jakarta: balai pustaka. the wordplay of ‘the big bang theory’ movie subtitle sang ayu isnu maharani udayana university isnu.maharani@yahoo.com abstract this study aims to describe the type of wordplay in the subtitle of the movie entitled ‘the big bang theory’ and also to describe the technique applied in translating the wordplay. this study is a descriptive qualitative and library study. the data was collected through observation and note taking techniques. the framework of this study is delabatista (1993) concerning with types of wordplay translation and humanika (2012) about the techniques to translate the wordplay. this study found that there are three types of wordplay; they are the phonological structure (homonymy and homophony), the lexical development (idiom) and the syntactic structure. the techniques of translating wordplay found consist of literal translation, loan translation, situational translation and no translation. keywords: wordplay, translation, movie subtitle, ‘the big bang theory’ i introduction translation study has been enormous importance in the world as it penetrated and required in all aspect of human life. to bridge a culture for instance, translation is certainly needed. to understand a culture of a country or region we need to be able to translate the value within. the culture can be reflected in various elements, as we can see for instances in the lifestyle; the way people speak, the way people eat, the way people entertain themselves and so on. the example of the way people entertain themselves is watching movie. to understand foreign movies, we are certainly required the translation (oral or written). the oral translation of the foreign movies is known as dubbing and the written form of the translation is usually called subtitles. both types of the translations are often found in the foreign movies broadcasted in private television stations in indonesia. foreign movies refer to movies which are imported from outside of indonesia such as indian, istanbul, and america or better known as hollywood movies. movies comprises with various genre such as horror, tragic, romantic, and comedy. the comedy movie can easily be notified through its humor translating humor is not an easy work to do for the translator since humor is usually created and dependent on the structure of language; people also appreciate humor differently. chiaro (2005:1) suggests translating humor as “a notoriously arduous task the results of which are not always triumphant”. spanakaki (2007) in her journal mentioned “when trying to translate humor, culturally opaque elements and language-specific devices are expected to make the translator's work difficult, while some elements are ultimately not mailto:isnu.maharani@yahoo.com 2 | sang ayu isnu maharani lingual (vol. 6, no.1, 2016) transferred at all’. according to vandaele in spanakaki, the appreciation of humor may vary individually and so does the appreciation of a well or poorly translated text or subtitle. this study tries to reveal a more specific instance of humor which known as wordplay. the wordplay can be defined as humorous play on words which is very dependent on the structure of language. the translation of wordplay in of one the comedy movies entitled ‘the big bang theory’ is the focused of this study. put together, it aims: (i) to describe the types of wordplay found in the movie ‘the big bang theory’ (ii) to describe technique applied by the translator to translate the wordplay in the movie of ‘the big bang theory’. the findings of this study is expected to be able to bring insights to twofold contributions, namely both theoretical and practical implication ii materials and methods the data for this study were collected from english subtitle of the comedy movie ‘the big bang theory’ and the translation in indonesian subtitle. to be specific, the data in this study were words and phrases of wordplay found in ‘the big bang theory’ movie subtitle. it was taken from the eighth seasons and the episode used for this study was taken randomly. the steps taken to collect the data includes watching the movie to get insight of the wordplay phenomena, printing the subtitle of the movie both in english and indonesian, identifying the wordplay includes in the subtitles, categorizing the wordplay in accordance to type and the technique of translation. the method of collecting data of this study was done through library research. the technique used for this study was note taking. the finding of this study is presented descriptively and it is a qualitative research. according to firmin (2008:190) qualitative research is frequently related with words. the research instrument is the writer of this study. iii results and discussion this chapter elucidates the understanding of translation, wordplay, subtitle and also a glimpse of information about the comedy movie of ‘the big bang theory’. 3.1 translation there are various definitions of translation proposed by scholars. this study includes definition proposed by hatim and munday (2004), larson (1998) and earlier scholars such as nida (1975) and catford (1965). hatim and munday (2004: 6) define translation as the process of transferring a written text from source language (sl) to target language (tl), conducted by a translator, or translators. larson (1998:3) states translation consists of transferring the meaning of the source language into the receptor the wordplay of ‘the big bang theory’ movie subtitle | 3 language. this process is achieved through going from the form of the language to the form of a second language by means of semantic structure. it emphasizes that the translation is basically a change of form. the forms of language consist of words, phrases, clauses, sentences, paragraphs, etc. these forms are referred to as belongings to the surface structure of a language. nida (1975:33) proposed that translating consists of producing the receptor language closest to the natural equivalent to the message of the sl, first in meaning and secondly in style. in the other hand, catford (1965:20) proposed translation as the replacement of textual material in one language (sl) by equivalent textual material in another language (tl). hatim & mason gives general idea of translation; transferring the written text and include the person who conduct the translation, while larson emphasizes on the result of the tt to be an idiomatic translation. nida and catford both concern with the equivalent issue; nida states the equivalent in meaning and style while catford tends to explain about the replacement of textual material. the translation of wordplay according to chiaro (1992) is so difficult because it “touches upon the most essential and highly debatable issues of translation study namely equivalence and transibility. in the translation of wordplay, “the similarity of lexis and syntax in the source and target versions is frequently sacrificed for the sake of dynamic equivalence which entails that an equivalent effect is considered to be more important than equivalence in form and content. 3.2 wordplay wordplay defined by chiaro (1992:2) as the use of language with intent to amuse. meanwhile balci (2005:8) states that wordplay is “a portrayal of word or a phrase” with several meanings that has the same sound with a different spelling or the same spelling with a different meaning. other definition proposed by delabatista (1993:57). he mentioned that wordplay is the general name indicating the various textual phenomena (i.e on the level performance or parole) in which certain features inherent in the structure of language used (level of competence or langue) are exploited in such a way as to established a communicatively significant, (near) simultaneous confrontation of at least two linguistic structures with more or less dissimilar meanings (signified) and more or less similar forms (signifier). types of wordplay can be categorized into four types, they are: 3.2.1 phonological structure the english phonological system make use of limited number of phonemes; more over, certain restriction are imposed on the possible combinations of phonemes in certain position within words. as a result, the lexicon of the language will contain numerous groups of words that share one or more morphemes (delabatista, 1993:102). further he explained that the relationship established between the components of a phonological wordplay can be in the form of homophony, homonymy and paronymy. 4 | sang ayu isnu maharani lingual (vol. 6, no.1, 2016) 3.2.1.1 homonymy it refers to the situation where two word/s or word groups are identical both in sound and spelling but different in meanings. 3.2.1.2 homophony it refers to the situation when words or group of words are different in writing but identical in pronunciation. 3.2.1.3 paronymy it refers to condition when words or group of words are nearly but not quite identical in spelling and pronunciation. 3.2.2 lexical development 3.2.2.1 polysemy the difference between polysemy and homonymy is rather subtle because they share similar spelling and pronunciation but different in meanings. however, to differ, both can be identified from the meaning. if the meaning is related, it belongs to polysemy however, if the the meaning is not related it is called homonymy. 3.2.2.2 idioms idioms are defined as word combinations with a sum meaning that is etymologically based on the combination of their component meanings. (delabatista, 1993: 108) 3.2.3 morphological development delabatista (1993:109) states that wordplay can be created through morphological mechanism, such as derivation and composition (or compounding). 3.2.4 syntactic structure delabatista (1993:113) stated that syntactic ambiguity can make wordplay opportunity arise. 3.3 translation techniques for wordplay this following subchapter explains some translation techniques that can be applied translating wordplay from english into indonesian. humanika (2012:3) explains that there are eight techniques in the translation of wordplay into indonesian. the techniques are translation of wordplay to wordplay, using rhetorical device, literal translation, situational translation, editorial translation, compensation, loan translation, deletion. they are elucidated as follows: the wordplay of ‘the big bang theory’ movie subtitle | 5 3.3.1 wordplay to wordplay translation this technique gives opportunity for target text (tt) to possess the exact meaning and form with the source text (st). both st and tt should share similar concept, and the humorous effect of the st should be felt in tt. 3.3.2 using rethorical devices this technique aims at reproducing the effect of the st wordplay by replacing it by rethorical devices such as repetition, alliteration, rhyme, irony, paradox, etc. 3.3.3 situational translation the third technique aims to make the wordplay understandable by the reader. it can be done by adding word pictures or descriptive phrase to help audience understanding the wordplay. 3.3.4 literal translation this technique provides literal translation in the tt. as the result, the wordplay is usually becomes non wordplay in the tt. 3.3.5 editorial techniques this technique is usually done by inserting footnotes or comments in order to explain how the wordplay works. 3.3.6 compensation compensation is applied if wordplay can not be translated. this technique appears to overcome difficult or unstructured wordplay of the st. 3.3.7 loan translation loan translation is applied to maintain the foreignization of the st. this is usually addressed for types of proper nouns such as name of a person, location, and other proper names. 3.3.8 deletion this technique is applied if there is no translation of the st wordplay in the tt. 3.4 subtitle subtitles are textual versions of the dialogue in films and television programs. they are usually displayed at the bottom of the screen and framed within certain duration. they can either be a form of written translation of a dialogue in a foreign language or a written rendering of the dialogue in the same language-with or without added information intended to help viewers with hearing disabilities to follow the dialogue. subtitling is becoming a preferred mode of translation not only owning to financial considerations-it is much cheaper to satisfy the expanding needs of 6 | sang ayu isnu maharani lingual (vol. 6, no.1, 2016) film markets by providing subtitles, which are more economical and easier to produce – but also because “to viewers in subtitling countries, the economic advantages are secondary: retaining the authenticity of the original production is paramount”. (gottlieb, 1997:310) for these viewers, subtitling is a more authentic mode than dubbing. the audience is not allowed to forget about the foreignness of a translated film and is constantly reminded of its authenticity as it hears the original dialogues throughout the film. 3.5 ‘the big bang theory’ movie the big bang theory is an american comedy series produced by chuck lorre production and warner bross television. the series started to air in 2007 in america and first aired in the netherlands in 2009. the story is set in pasadena, california, and revolves around a group of for scientist at caltech university. they are: sheldon and leonard, both are physicists and they share an apartment. the other characters are raj, who is an astrophysicist; and also howard, an aerospace engineer. there are also female characters named penny a blonde girl who become leonard’s girl friend; she works as a waitress, amy is the girlfriend of sheldon; she is a biologist, and the other character is named emily who becomes the girlfriend of howard. each of the series features the story which revolves in science, fantasy fandom, comic book, gaming and relationship troubles which presented with jokes, humor, sarcasm and wordplay. having the above discussion, in the following are the result of the types of wordplay and techniques of translating wordplay found in the movie subtitle of ‘the big bang theory’ 3.6 types and techniques of wordplay in ‘the big bang theory’ movie this study found that the types of wordplay found in ‘the big bang theory are phonological structures; they are: homophony, homonymy. it is also found that the word play in lexical development, which is idiom. examples of each type and detailed explanation can be seen in the following description. wordplay which based on the phonological structure can be classified into homonymy, homophony, and paronymy. in ‘the big bang theory’ movie subtitle, it was found that the type of wordplay occurred in phonological structure are homophony and homonymy. data 1 st: he’s got my mother buying four-ply toilet paper. i mean, four-ply.... tt: membeli empat lapis tisu toilet. maksudku, empat lapis..... the above data was taken from conversation which was conducted by sheldon who was rather grumpy because his mother was meeting a man, flirting with him but somehow seemed neglecting him. his statement include wordplay of four-ply and four-ply (foreplay); it can be seen from the context of the cynical face he made when mentioning the wordplay of four-ply (foreplay). both of the word was written and pronounced similarly in the subtitle. this type of of the wordplay of ‘the big bang theory’ movie subtitle | 7 wordplay is known as homonymy because the wordplay shares similar writing and pronunciation but has different meaning. having seen the result of the translation of st, the technique applied in the wordplay is categorized as literal translation. the first word ‘four-ply’ is translated ‘empat lapis’ in indonesian but the next wordplay of ‘four-ply’ should be translated with different meaning but the translator translated it with similar word of ‘empat lapis’. thus, the wordplay in the st resulted into non wordplay in the tt. the translator chooses to translate it literally so the sense of the wordplay can not be found in the tt. data 2 st:.. it did everything but quack tt:... segala sesuatu tetapi kwek the above data shows that the type of the wordplay is categorized as homophony. the data was taken from the conversation between sheldon and leonard when they talked about amy’s (the girlfriend of sheldon) hair. sheldon mentioned that his girlfriend has hair like a duck in an oil spill. this type of wordplay features similar sound or pronunciation. the word ‘quack’ and ‘kwek’ are having different writing but they share similar meaning which is the sound of a duck. the technique applied in translating the wordplay is literal translation. data 3 st: ...and stuart is not your bubala. i’m your bubala tt: ... dan stuart bukan bubala mu, akulah bubala mu the above data was taken from the statement which delivered by sheldon who was upset because her mother supported stuart to reopen the comic store by giving him the money. he then stated that stuart is not your ‘bubala’. the word ‘bubala’ does not have a lexicon meaning as cited in the dictionary. having the context of situation through the movie, it can be defined that the word ‘bubala’ is defined as the loved one. however, the subtitle is translated into ‘bubala’ also in indonesian. the type of the above wordplay is categorized as homonymy because it is written and pronounced similarly. the technique of translating the wordplay is loan translation because the word ‘bubala’ is not being translated into indonesian. the translator keeps it foreign in the tt. this study also found wordplay which included in type of lexical development. this type of wordplay consists of polysemy and idiom; however this study only found an idiom within the subtitle which elucidated in the following data: data 4 st: oh boy, if there is one thing that gets on my goat tt: jika ada seseorang yang patut kusalahkan (goat: kambing atau bisa berarti orang yang disalahkan) 8 | sang ayu isnu maharani lingual (vol. 6, no.1, 2016) the above data shows the wordplay as part of lexical development which is idiom. the idiom is ‘gets on my goat’. the word gets on has various meaning. however within this context, gets on my goat is being translated differently. the context within the movie shows conversation between sheldon and howard talking about the stuart who might not open the comic store because he didn’t get a lot of money from the insurance company. they were very upset with the insurance company. the translation of the above wordplay subtitle applied the technique situational translation. this technique can be identified by the descriptive phrase of the word ‘goat’ to help the audience understanding the text. the translation of wordplay in tt is adjusted with the context shown in the movie. data 5 st:i feel pretty.....oh so pretty tt: no translation the data shows that the type of the wordplay can be considered as syntactic structure. the word ‘pretty’ is repeated with the coordinating conjunction ‘so’, becomes ‘so pretty’. the translation of the tt can be written ‘saya merasa cantik...oh sangat cantik’, however, there is no translation in the tt subtitle. this circumstance can be understood by seeing the context of situation in the movie. the data was taken from the conversation between penny and sheldon. sheldon proposed a hypothesis that if his friend has a lover, eventually the person will lose one or two friends. sheldon was asking penny ‘i wonder who you’re going to lose next?’. the replied was she might lose sheldon. sheldon was not accepting the response, he persisted that penny was crazy about him and he felt pretty because of it. the technique of translation applied in the tt is resulted in no translation. the st is actually is an exaggerating response of sheldon where he feels pretty about himself which is contrary in the reality. iv conclusion the translation of word play as an instance of a more specific humour can be found not only in literary work but also in audio visual media which is subtitle of a movie. the types of translation of wordplay found in the comedy movie entitled ‘the big bang theory’ are phonological structures, lexical development and syntactical structure. the phonological structures are homonymy and homophony. the lexical development is idiom. the techniques of translating wordplay found in this study are literal translation, loan translation, situational translation and no translation. references attardo salvatore.1994. theories of humor. berlin: de gruyter the wordplay of ‘the big bang theory’ movie subtitle | 9 balci, a. 2005. ‘a comparative analysis of different translation of alice’s adventure in wonderland on pun translation’. unpublished master thesis. dokuz eyzul univ. turki baker, mona (ed). 2000. routledge encyclopedia of translation studies. london: routledge basnett, s. 2002. translation studies. 3rd.ed. new york: routledge chiaro, delia. 1992. the language of jokes: analyzing verbal play. london: routledge delabatista, d. 1993. there’s a double tongue: an investigation into the translation of shakespeare’s wordplay with special reference to hamlet. amsterdam: rodopi firmin, m. 2008. data collection. in l.m given (eds). the sage encyclopedia of qualitative reasearch methods. california: sage gottlieb, h. 1992. subtitling. a new university discipline. in dollerup and loddegaard (eds), teaching translation and interpreting: training, talent and experience. amsterdam: john benjamins publishing company hatim, b & munday, j.2004. translation: an advanced resource book. new york: routledge humanika, e.s. 2012. ‘ideologi penerjemahan wordplay dalam alice’s adventure in wonderland ke dalam bahasa indonesia’ http://www.balaibahasa.org/file/3ideologi_penerjemahan_wodpla y.pdf. retrieved, 7th march 2016 larson, m. 1998. meaning-based translation: a guide to cross-language equivalence. 2nd.ed. new york: university press of america nida. e.a. 1975. language structure and translation. standford: standford university press spanakaki, k.2007. ‘translating humor for subtitling’. translationjournal.net. retrieved 7th april 2016 www.tvsubtitles.net>tvshow, retrieved 11th april 2016 the impact of the work of novice translators on the quality of the translation ida ayu made puspani, yana qomariyana, ni ketut sri rahayuni udayana university made_puspani@unud.ac.id, yqomariana@gmail.com, ketutrahayuni@gmail.com abstract this article aims at finding out the impact of the translation product and its readability conducted by the fourth semester students of the english department faculty arts udayana university 2017. the study was conducted by investigating the students` work on english-indonesian translation class. there were 40 students as the participants, and they were given task to translate text from english into indonesian. however they were given basic theory of translation, and how the source language english is different from the target language in terms of linguistics as well as cultural background. the results show that there were many distorted meaning of the sl in the translation; this is due to the lack of the ability of the students in understanding the meanings, such as contextual meaning and connotative meaning. keywords: novice .translator, impact, quality i introduction translation involves a complex process of transferring the meaning of the source language (sl) message to the target language (tl) by retaining its meaning. teaching translation at a university is a challenge for the lecturer first to know the capability of the students within the two languages they operate, especially the competence of the students in linguistics and the knowledge in both cultures. larson (1984) states that translation consist of studying the lexicon, grammatical structure, communication situation, and cultural context of the sl text, the analyzing it in order to discover its meaning and then restructuring this same meaning using the lexicon and grammatical structure which are appropriate in the target language and its cultural context. just like the way in a language how to ask a name of a person for example in indonesian is ` siapa nama anda?` the gloss in english will be ` who name you? ` while in english the proper way to ask a person`s name is ` what is your name?’ the students have to acquire the knowledge of indonesian as their national language and english as their major, though they were taught english grammar and indonesian, but they still have some problems in defining equivalent specially with idiomatic expression and the use of language in context. related to the background of the study there are two research questions to be solved, i.e.: (1) how are the quality of the students` work, and (2) what are the problems mostly faced by the students in conducting the translation. ii materials and method descriptive qualitative approach was applied in the study in order to give clear description of the data analysis based on the application of the theory. the data of this study were taken from 40 students` assignments but only 20 were chosen for the purpose the study. the data were classified in the forms of words, phrases and expressions. the data analysis is presented in parallel corpora by comparing the sl and the tl (olohan, 2004). questionnaires were being distributed to find out what are the problems faced by the students in translating from english into indonesian. the theory of translation proposed by nababan proposed three degrees of equivalent related on the accuracy of translation, they are : (1) accurate when all phrases and sentences are translated without distortion; (2) less accurate when all phrases and sentences are translated but there is an ambiguity; (3) inaccurate when words are not translated and there is distortion in meaning. it means that when a piece of mailto:made_puspani@unud.ac.id mailto:yqomariana@gmail.com mailto:ketutrahayuni@gmail.com translation work is being analysed, the accurateness can be seen by analysing the target text in terms of the meaning being transfer and naturalness. translation procedures proposed by vinay anad darbelnet (in venuti 2000) is also applied in analysing the data. those procedures are: (1) borrowing, it is usually related to technical terms and cultural terms or a concept which unknown in the target language, e.g. ` radio` in indonesian is borrowed from english; (2) calque is type of borrowing on a certain term from other language either lexically or structurally as in `honeymoon`(english) becomes `bulan madu`(indonesian);(3) literal is a direct alteration from sl into the acceptable tl either grammatically or idiomatically appropriate `kumpul kebo` (indonesian) into `buffalo cohabitation` (english); (4) transposition , the change of one class of word with the other without changing the message: refer to (english) becomes `mengacu kepada`(indonesian); (5) modulation is by taking language variant form through changing in the point of view,example: he is single’ (english) becomes ‘dia masih bujang’ (indonesian); (6) equivalence (strategy of equivalence to treat the same situation with two texts which have different structure, example :seputih kapas (indonesian) into as white as snow (english) and (7) adaptation is the procedure used in translating things which are not available /unknown in the tl. in this kind of situation a translator is trying to find the new equivalence which is supposed to be equivalent, example: ngaben (balinese) becomes cremation (english). iii results and discussion the following describes the results and the discussion of the study based on the translation quality done by the students. 3.1 inaccurate translation and the analysis data 1 sl tl we’ve made some pretty crazy claims when it comes to language learning kami telah membuat beberapa tuntutan cukup gila ketika ingin belajar bahasa the sl noun phrase (np) `pretty crazy claims` means claims/statements that had been made which is very surprising, while in the target language it was translated into ` tuntutan cukup gila`. the translation was word for word in which the meaning of tl np is literally translated. the adjective `crazy` in the sl np means `surprise ` in the tl which is equivalent ` mengejutkan`, but it was translated into `gila`. so as for the noun `claims` in the tl which is meant `statements` it is equivalent to `pernyataan` in the tl. it is not common to state ` tuntutan cukup gila` in the tl (indonesian). the translation is considered to be inaccurate. the nearest equivalent of the sl np `pretty crazy claims` is `pernyataan yang mengejutkan`.the translator applies the procedure word for word which is not in line with the proposed procedures. data 2 sl tl the independent study was conducted by researchers at the city university of new york (cuny) and the university of south carolina, and `evaluated the overall efficacy of babbel` penelitian mandiri dilakukan oleh para peneliti di city university of new york(cuny) dan university of south carolina dan `mengevaluasi keseluruhan dari kasus babbbel data (2) above the clause ` evaluated the overall efficacy of babbel` is a clause which subject is elliptical (it refers to the study); it has the meaning of `the research evaluated entirely the efficacy of babbel (as a language course program). the translation is `mengevaluasi keseluruhan dari kasus babbbel ` if back translation is done, then the translation of the tl became `evaluated all the babbel case` the adjective efficacy is not translated in the tl and it distorted the meaning transfer of the sl in the tl, the translation is not accurate. the suggested translation in the tl is `mengevaluasi efektifitas kursus babbel secara keseluruhan`. data 3 sl tl truly novice users with no knowledge of spanish need an average 15 hours of study in two month period to cover the requirement for one collage semester of spanish. pengguna pemula yang sungguh-sungguh tanpa pengetahuan tentang kebutuhan bahasa spanyol rata-rata 15 jam belajar dalam periode 2 bulan untuk memenuhi persyaratan satu semester the main clause of the sl above in data (3) `truly novice users with no knowledge of spanish need an average 15 hours of study in two months period` is translated into ` pengguna pemula yang sungguhsungguh tanpa pengetahuan tentang kebutuhan bahasa spanyol rata-rata 15 jam belajar dalam periode 2 bulan`. the verb `need` in the sl is not properly translated in the tl which is the equivalent `perlu`. it will be accurate if sl clause is translated into `pembelajar bahasa yang benar-benar pemula memerlukan rata-rata 15 jam waktu belajar dalam kurun waktu 2 bulan. 3.2 less accurate translation and the analysis data 4 sl tl and while the results were certainly impressive, these lightning-quick learners were language aficionados, speakers of 3, 4, 5 or 9 languages. dan sementara hasilnya pasti mengesankan, pelajar cepat kilat ini adalah penggemar bahasa pembicara 3,4,5,atau sembilan. the translation of the second clause in the sl sentence `these lightning-quick learners were language aficionados speakers of 3,4,5 or 9 languages` which means these learners are those who keen of learning languages; is `pelajar cepat kilat ini adalah penggemar bahasa pembicara 3,4,5 atau sembilan`. though the clause in the tl `pelajar cepat kilat ini adalah penggemar bahasa pembicara 3,4,5 atau sembilan ` sound acceptable but it will be more accurate if it is being translated into `pembelajar yang dengan sangat cepat ini adalah mereka yang menguasai bahasa 3,4,5 atau sembilan`. the noun phrase pelajar cepat kilat ini (as subject of the sentence) is more appropriate if it is translated into `pembelajar yang dengan sangat cepat ini`, and it is closer to the natural language use in the tl. data 5 sl tl we`ve made some pretty crazy claims-when it comes to language learning kami telah membuat pernyataan yang cukup gila mengenai pembelajaran bahasa the translation of the sl np` pretty crazy claims` into` pernyataan yang cukup gila`; `claim` as the head of the np in the sl is translated into `pernyataan` which is acceptable in the tl but it is better and if the np of the sl is translated into `pernyataan yang cukup mengejutkan `, the tl is less accurate. 3.3 accurate translation and the analysis data 6 sl tl our participants were definitely novices, and while we did not exactly crosscheck results with college spanish syllabus, it is very clear that they big gains in a very short moment of time. peserta kami benar benar pemula dan walaupun kami tidak benar-benar memeriksa hasilnya dengan silabus bahasa spanyol namun sangatlah jelas mereka membuat perubahan yang sangat besar dalam waktu yang sangat singkat data (6) shows that the translation of the sentence `our participants were definitely novices ‘into` peserta kami benar benar pemula` is accurate. particularly in translating the phrase ` definitely novices` into `benar benar pemula`in the tl.the translator applies the procedure of equivalent. data 7 sl tl back in november, we did a study that found (surprise) that babbel ranks as one of the most efficient ways to learn a language kembali ke bulan november , kami melakukan penelitian yang menemukan kejutan bahwa babbel diperingkat sebagai salah satu cara yang paling mudah untuk belajar bahasa data (7) the translation of the relative clause (active) `babbel ranks as one of the most efficient ways to learn a language` into passive clause in the tl `babbel diperingkat sebagai salah satu cara yang paling mudah untuk belajar bahasa` is accurately translated. the translator applies the procedure of equivalent. data 8 sl tl the independent study was conducted by researchers at the city university of new york (cuny) and the university of south carolina, and evaluated the overall efficacy of babbel spanish courses penelitian independen dilakukan oleh para peneliti dari city university of new york (cuny) dan university of south carolina dan meninjau efisiensi keseluruhan dari kursus bahasa spanyol babbel the translation of the clause `the independent study was conducted by researchers at the city university of new york (cuny) was translated accurately into the tl clause `penelitian independen dilakukan oleh para peneliti dari city university of new york (cuny)`. the translator applies the procedure of equivalent. iv conclusion the analysis of the data shows that some of the students made inaccurate translation and less accurate translation, only a few of them made accurate translation. based on the questionnaires distributed to the students to find out what problems are mostly faced by the students in translating the text, the answers show they mostly find difficulty in translating idiomatic expressions. references creswell, john w.2009. research design qualitative, quantitativeand mixed method. l.a: sage. olohan, maeve. 2004. introducing corpora in translation studies. london: routledge. larson, mildred.1984. meaning-based translation. new york: university press. nababan, m.r. 2004. strategi penilaian kulaitas terjemahan. jurnal linguistik bahasa ,2 (1) 15-23 venuti lawrence. 2000. the translation studies readers. new york: routledge. multimedia learning: an activity based computer to develop reading comprehension endang sulistianingsih, fajar prihatin, sri mulyati department of english education and department of indonesian education, universitas pancasakti tegal endang.sulistia@gmail.com, fprihatin@gmail.com, srimulyati@gmail.com abstract the aimed of the study was to find out the effectively of multimedia learning as an activity-based computer to develop reading comprehension. the students’ comprehension development is crucial to help students to be successful in following development of science and technology, since most of the scientific works are released in english. this research used experimental design with pre-test and posttest one design. there were 47 students as participants. the pre-test was done to test the sample similarity and the initial level of student’s reading comprehension. the movies were shown during the intervention session. then the evaluation and post-test were done to find out the student’s reading comprehension development. hypothesis was tested using t-test. the result indicated that multimedia learning as an activity-based computer was effective to develop student’s reading comprehension. keywords: multimedia, computer, reading comprehension, call, efl learner i introduction english is crucial to be mastered for students because most of the academic’s books, research journals and technology are written in english. through good proficiency in english, the students will not face difficulties when they have to read english literature books. reading can be done trough many contexts, and sometimes the important thing is only the skill in interpreting the text into meaningful one. the matter is when someone is expected to read in a certain context i.e. academics context as a part of learning (grabe, 2009). braguglia, (2005) says that reading is needed to achieve academic success and intellectual development. reading skill is a complex process done by the students to comprehend ideas, minds and experience to interact and communicate. based on the interview, the students feel that comprehending a text especially english text is not easy since it is difficult to comprehend the text in different languages. reading is a thinking and interaction process, thus to develop students’ reading comprehension needs continuous exercises. and those exercises should be supported by a learning activity which is essential for students’ needs. one of the learning approaches to develop student’s reading comprehension is learning activitybased multimedia. the term multimedia firstly introduced by clark & paivio, (1991) evealed that information in verbal memory and visual memory preserved were preserved better than only in one memory system. giving pictures to text or narration provides initial learning of the concepts, and retention as long as they are supported each other and focused in instructional learning (mayer & moreno, 2003). in other words, multimedia is the use of some media combination to provide the information. these combinations can consist of texts, graphics, pictures, videos and interactive speeches or sound. some previous studies have revealed multimedia learning gives good effect on reading comprehension (chun & plass, 1996; hanley, herron, & cole, 1995; huang, 2014; sherwood, kinzer, hasselbring, & bransford, 1987). the recent technology makes teachers and students integrate, combine and interact with the media (ivers & barron, 1998). all these previous studies are conducted in the context that english is the first language (l1) of the participants, the present study involves an efl learners as a participant where the proficiency level of the participants is not the same. this present study is intended to find out the effectiveness of multimedia learning as an activity based computer to develop reading comprehension specially for efl learners where the participants’ proficiency varies. mailto:endang.sulistia@gmail.com mailto:fprihatin@gmail.com mailto:srimulyati@gmail.com ii materials and method this study used one group pre-test post-test design. the participants were 47 students of second semester of english education department. the multimedia learning was employed in reading for general purposes 2 class. the participants were english foreign learners where the proficiency level were not the same. in this study there was only one control group (before intervention) and experimental group (after intervention). data obtained before intervention were control group data and data obtained after intervention were experimental group data. data from control group was pre-test and experimental group was post-test. the data were gained from ielts reading test consisting of 40 questions. the intervention was done through watching interactively the media from the channel in youtube. the students chose their materials based on their interest. the materials were in the multimedia or the integrated of digital sound, image, text and video components form trough computer. the materials were from many kinds of topics from various channels, i.e. learning english through story, national geographic, science and discovery. the intervention was given once a week with the duration of 100 minutes. the students were asked to make a group then they chose their material, and they presented that material in front of the class. after the material was presented then they run the discussion interactively. iii results and discussion the pre-test data were from one instrument and that were ielts reading test consisted of 40 questions. the pre-test were gained before the intervention, table 1 indicated the result of pre-test distribution frequency and table 2 shows the distribution of pre-test score. table 1 pre-test distribution frequency n valid 47 missing 0 mean 60,2021 minimum 40,0 maximum 80,0 table 2 pre-test distribution score frequency percent valid percent cumulative percent valid 40.00 1 2.1 2,1 2,1 42.50 3 6.4 6,4 8,5 45.00 2 4.3 4,3 12,8 47.50 2 4.3 4,3 17,0 50.00 4 8.5 8,5 25,5 52.50 3 6.4 6,4 31,9 55.00 2 4.3 4.3 36.2 58.00 2 4.3 4.3 40.4 60.00 2 4.3 4.3 44.7 62.50 2 4.3 4.3 48.9 63.00 3 6.4 6.4 55.3 65.00 3 6.4 6.4 61.7 67.50 4 8.5 8.5 70.2 68.00 4 8.5 8.5 78.7 70.00 6 12.8 12.8 91.5 72.50 1 2.1 2.1 93.6 75.00 2 4.3 4.3 97.9 80.00 1 2.1 2.1 100.0 total 47 100.0 100.0 table 2 indicated that the lowest score was 40 and the highest was 80. the total data was 47 and the mean was 60.20. post-test data was from multiple choice that was given after the treatment, and the result was at table 3. table 3 post-test data distribution frequency n valid 47 missing 0 mean 79.2766 minimum 50.0 maximum 95.0 table 4 post-test distribution score frequency percent valid percent cumulative percent valid 50.00 1 2.1 2,1 2,1 57.50 1 2.1 6,4 8,5 62.50 1 2.1 4,3 12,8 65.00 2 4.3 4,3 17,0 67.50 5 10.6 8,5 25,5 70.00 2 4.3 6,4 31,9 75.00 4 8.5 4.3 36.2 77.00 2 4.3 4.3 40.4 80.00 2 4.3 4.3 44.7 82.50 1 4.3 4.3 48.9 83.00 7 6.4 6.4 55.3 85.00 6 6.4 6.4 61.7 87.50 5 8.5 8.5 70.2 88.00 2 8.5 8.5 78.7 90.00 4 12.8 12.8 91.5 92.50 1 2.1 2.1 93.6 95.00 1 4.3 4.3 97.9 total 47 100.0 100.0 table 4 indicated post-test distribution score. the lowest score was 50 and the highest was 95. the average of student’s score was 79.28. based on the data, there was an increase in average score before and after the intervention was given. in other words, the multimedia learning model was effective to develop students’ reading comprehension. in addition, to see the significance of pre-test and post-test we use spss and the result was shown on table 5. table 5 paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-testpost_test 19.07447 10.04283 1.46490 22.02315 16.12578 13.021 46 .000 table 5 showed that the significant value was 0.000 of 5 % significance. this mean that there was significant difference before and after the multimedia learning model was applied. the use of multimedia learning as an activity based computer was one of the way to develop students’ reading comprehension. the use of multimedia gave many benefits, such as the learning process became more effective, efficient and attractive. based on the observation during the intervention, the use of multimedia could assist in developing comprehension, serving appealing data, informative and interactive, and facilittate data interpretation. iv conclusion the result of the study indicated that multimedia as a learning based computer is effective to develop students’ reading comprehension. it is also found that the use of multimedia as a learning based computer gives some benefits such as: the learning process in time and placess is more effective and efficinet, the students feel more interesting and not bored anymore, the materials given to students is easier to be conveyed. in addition, the study also finds that the multimedia as learning based computer help them to develop their comprehension since the data and information are informed in a such attractive form, informative and interactive so that it is easier for them to interpret the data and information conveyed. reading is a very crucial skill since it is as an literacy input for students, and it is influenced of student’s success. reading concerning to a meaning making procees is not an easy activity since it is considered as a complex process in comprehending ideas, experience and reflexion as a whole. during the intervention process the students prefer to use video as a source of their reading text materials, and in this case they are not only as participant but also as an active readers. the students develop into well motivated readers since they can choose their own story or materials and it is freely downloaded from internet. the combination of audio and picture in video makes the students feel interesting and enthusias in doing reading activity. this study contribute for educators insight in developing student’s literacy. acknowledgements this research is funded by ministry of research, technology and higher education of the republic of indonesia trough research grant of “penelitian dosen pemula”. references braguglia, k. h. (2005). reading habits of business students. journal of college teaching & learning, 2(3), 67–72. chun, d. m., & plass, j. l. (1996). facilitating reading comprehension with multimedia. system, 24(4), 503–519. clark, j. m., & paivio, a. (1991). dual coding theory and education. educational psychology review, 3(3), 149–210. grabe, w. (2009). reading in a second language: moving from theory to practice. ernst klett sprachen. hanley, j. e. b., herron, c. a., & cole, s. p. (1995). using video as an advance organizer to a written passage in the fles classroom. the modern language journal, 79(1), 57–66. huang, w.-c. (2014). the effects of multimedia annotation and summary writing on taiwanese efl students’ reading comprehension. reading, 14(1). ivers, k. s., & barron, a. e. (1998). multimedia projects in education: designing, producing, and assessing. libraries unlimited englewood, co. mayer, r. e., & moreno, r. (2003). nine ways to reduce cognitive load in multimedia learning. journal of educational psychology. https://doi.org/10.1207/s15326985ep3801_6 sherwood, r. d., kinzer, c. k., hasselbring, t. s., & bransford, j. d. (1987). macro‐contexts for learning: initial findings and issues. applied cognitive psychology, 1(2), 93–108. reforming the students’ writing errors in collocation by applying collocation learning: promoting learners’ writing competency achmad kholili university of islam malang achmadkholili93@gmail.com abstract as a language, english has now spread all over the world and has been known by quite a few people currently. english is known as crucial and salient to learn. the language quite reveals complexities that make some people sometimes give in to continue studying it. it has such as grammar, linguistic terms, and other rules that play a very significant role while applied to daily life. one of the rules that are quite hard to do is combining words within a sentence called as collocation. this paper aims at investigating whether the students at university of islam malang have known about collocation. in this study, the researcher conducted a quick survey. the data was collected with an open-questionnaire containing five different sentences in which the students should translate the indonesian sentence into english correctly using a correct combination of words. the result of the study revealed that the students from university of islam malang still have been committing errors in combining words in a sentence; it is due to their little acquaintance with collocation even having no knowledge of it. since it has happened to the students, by conducting this small research, the researcher expects that the students may learn much more about collocation either from this paper or other resources with regards to collocation learning in english. keywords: english, collocation, students of university of islam malang i introduction one of the propositions with which is most frequently dealt by efl while practicing english is writing. this issue, in fact, not only occurs to the efl student but happens to the esl students as well both beginners and advanced students of english. l2 learners, for the most part, assume that writing in english is rather complex. they claim that they do not only have to think about how to arrange the words in a sentence, but also have to consider the grammatical structure and appropriate vocabulary that will be used in the sentence itself. in writing english, a writer not only thinks about how to present an idea in the text but also reckons the language usage he/she uses. thomas (1988:14) states that usage designates rules of a less basic and binding sort, concerning how we should use the language in certain situation. it is obvious that usage in writing such as words is of great importance to use. it is closely related to how we should utter words well in a sentence. both efl/esl are sometimes confused about how to use some words in the sentence. thomas (1988:14) also notes that usage establishes the ground rules of writing, circumscribing what you are free to do. it is also clear-cut explanation from him that words become the most important fundamental rule that will bring a good idea in the text. one of the factors which have a profound impact on students’ writing ability is word combination in a sentence called as collocation. in this case, the writer focuses on the students’ writing ability to collocate words in a sentence since the writer has found that so many students of english both efl/esl have yet to be able to do such thing so far. it is claimed by a linguists that one of the factors that learners of language are successful in learning language is because of the social customs of native speakers in which the social customs involve the way to converse and to write in a language that native speakers practice in their daily life. one example is collocation. ellis (1985:11) states that learners who are interested in the social and cultural customs of native speakers of the language they tend to be more successful. according to michael (2006: 06) a collocation is a pair or group of words that are often used together. the combination sound natural to native speakers, but the students of english have to make a special effort to learn them because they are often difficult to guess. the statement above gives us awareness of how to collocate the words well in order to be natural. the students sometimes have difficulty to collocate their words in a sentence. as a result, they make errors and eventually sound unnatural. therefore, this study aims at improving the students’ ability to collocate the words in the sentence by practicing collocation learning. the students, later on, may learn not only arranging the words but also collocating the words well in a sentence based on the rules of english collocation. mailto:achmadkholili93@gmail.com reforming the students’ writing errors in collocation by applying collocation learning: promoting learners’ writing competency | 31 ii materials and method 2.1 literature review in this part, the researcher provides a clear account of collocation based on the theoretical perspectives; this consists of the definition of collocation including what collocation is and why we learn it, varieties of collocation including metaphor, intensifying and softening adverb communicating, and several examples of collocation including three topics such as behavior, weather, and religion. michael and felicity (2008: 04) notes that collocation means a natural combination of words; it refers to the way english words are closely associated with each other. for example, pay and attention, go with together, blond goes with hair and heavy with rain. michael clearly states that collocation is a combination of words arranged to be natural, this is the reason why the efl/esl have to learn collocation both writing and speaking so as to be native speakerlike. as michael (2008: 04) says “english learners need to learn collocation because they will help you to speak and write english in a more natural and accurate way”. collocations are not just a matter of how adjectives combine with nouns. they can refer to any find of typical word combination. for example verb + noun (e.g. arouse someone’s interest, lead a seminar) adverb + verb (e.g. flatly contradict) noun + noun (a lick of paint) and so forth (michael and felicity, 2008: 06). in addition to the reason above, learning collocation is also of great benefit i.e. use the words you know more accurately, sound more natural when you speak and write, vary your speech and your writing and understand when skillful writer departs from normal patterns of collocation. (a journalist, poet, advertiser, etc.) michael & felicity (2008: 16 – 20) states that there is a wide range of collocation as follows: 2.1.1 register in most languages, particularly in english, you will find formal and informal expressions. for example, if your close friend hosts a party, then you say “thanks for the party, it was a blast”. this is informal expression. however, when your boss was the host, then you would probably say. “thanks for the party, i really enjoyed it”. it was informal expression. l2 learners should also consider using both formal and informal language. example of the register as follows: the police are investigating/looking into the arms deal (neutral) the cops are trying to dig out info about the arms deal (informal) the police are conducting an investigation into the arms deal (formal) 2.1.2 metaphor 2.1.2.1 metaphor based on the body collocation example meaning face up to the fact you are never going to run in the olympics. it’s time you faced (up to) the fact. accepted the reality shoulder the blame although others were responsible for the problem, sue decided to shoulder the blame. take responsibility for something bad have an eye for gina has an eye for detail, so ask her to check the report is good at noticing 2.1.2.2 metaphor based on weight heavy can be used to means serious or difficult e.g. heavy responsibility / a heavy burden. it means “a difficult responsibility”. 2.1.2.3 metaphor based on movement run into difficulty 32 | achmad kholili lingual (vol. 10, no.1, 2018) walk straight into run into trouble jump to the conclusion 2.1.3 intensifying and softening adverb deeply offensive (intensifies – very/extremely) slightly offensive (softener – a little bit) 2.1.3.1 intensifying adverbs these words below means “extremely or completely” jane enjoys doing housework, you should see her flat – it’s always spotlessly clean. it was downright rude of antonio to tell paul that she looked older than her own mother i feel thoroughly ashamed etc. 2.1.3.2 softening adverbs. slightly means “a little bit” it can be used with a wide range of adjectives. for example: the spokesman and the insurance scheme was only slightly different from the old one. the chief executive said he was mildly surprised by the public interest in the firm’s plans (mildly also collocates with amusing/ed, irritating/ed, offensive) alfredo scaiussi’s new film is loosely based on nineteenth century novel. (loosely also collocates with centered, structured, related, connected) this film is faintly amused faintly is fairly formal faintly also collocates with amused, surprised, patronizing, absurd) 2.1.4 alternative to very highly unlikely, educated, recommended not appreciate, influence, interesting strongly influence appreciate greatly appreciate, influence utterly absurd, ridiculous sorry, busy, glad, lonely thoroughly enjoy several examples of collocation, based on different topic 2.1.4.1 behavior (conduct) adj. good, discreditable, immoral, improper, unprofessional. criminal, fraudulent, negligent, wrongful personal, homosexual, sexual, business, professional. verb + conduct: engage in, regulate e.g. the committee concluded that the senators had engaged in improper conduct conduct + verb: constitute something e.g. conduct constituting a crime prep. by, toward, e.g. the violent conducted by the strikers was condemned 2.1.4.2 weather summer adj. last, next, this (coming), early, late, mid (also midsummer), high, good reforming the students’ writing errors in collocation by applying collocation learning: promoting learners’ writing competency | 33 e.g. it seems to be a good summer summer + noun: noun: temperature, weather, sunlight, sunshine, breeze, gale, sky, term. e.g. there are two being run on the summer term 2.1.4.3 religion adj. great, major, orthodox, alternative e.g. islam is one of the great world religious. verb + religion: belong to, have, follow, practice, abandon, reject, defend,and spread. do you still practice your religion? religion + verb: be based on something, originated from something, develop, spread e.g. he believes that all religions originated from a single source prep. by, in a/the in their religions, mountains are sacred note: improvement & additional information 2.2 methodology the researcher seeks to provide the data of the study. the data was collected from the students’ writing results in translating the words in a sentence based on their background knowledge of collocation. the researcher acquired the data from the postgraduate program of university of islam malang consisting of 5 students, particularly in class c of the first semester. the data was derived from on the16th of january, 2018 while the students were studying one of their subjects of english. at that moment, the researcher conducted a small research through surveying their writing ability in english. the researcher used scientific instrument i.e. direct questionnaires. the researcher provided the students with questionnaires that contain the words in indonesian in order for the students to be able to translate them into english easily. the researcher then went over the students’ errors in writing with regard to the collocation. the following are the questions that are to be answered by the students. in this section, the students are assigned to translate the sentence into english using their own background knowledge of collocation. they are as follows: “pertemuan itu akan ditunda sampai minggu depan”. “ ibu saya saat ini sedang menjalani pembedahan”. “saya sangat menganjurkan agar dia belajar dengan orang orang yang berpendidikan”. “setelah seminggu, dia mendapatkan teman baru”. “saya dapa tmenarik kesimpulan bahwa dia telah melakukan kejahatan”. the data obtained by observation. the researcher provided some questions that will subsequently be answered by the students. students are asked to answer the questions immediately on the paper. in this case, the researcher limited the study. he only carried out the research on five students since the time was limited. the questions above consist of five series of questions. each student received one question. the researcher directly observed the students’ writing singly by walking around them. students are only given fifteenth minutes to complete their tasks. when the time is up, the students must submit it. iii results and discussion the students’ writing errors in combining with words in the sentence are accounted for below. the followings are the findings taken from some of the students’ writing errors in collocation. pertemuan itu akan ditunda sampai minggu depan yasin: “the meeting will be postponed until next week”. ibu saya saat ini sedang menjalan ipembedahan umi: “my mother is passing through surgery right now 34 | achmad kholili lingual (vol. 10, no.1, 2018) saya sangat menganjurkan agar dia belajar dengan orang-orang yang berpendidikan yogi: “i very encourage that he studies with educated people”. setelah seminggu,dia mendapatkan teman baru. rinda: “after a week, he got a new friend” sayadapatmenarikkesimpulanbahwadiatelahmelakukankejahatan. dini: “i can make a conclusion that he has done a crime”. the results of the students’ writing errors in collocation are discussed as follows: (pertemuan itu akan ditunda sampai minggu depan) yasin “the meeting will be postponed until next week”. this sentence has a wrong combination of word. michael and felicity (2008: 08) notes that adjourn is very strongly associated with meeting and trial. yasin writes a word “postponed” in the sentence, so it is wrong. although postponed has the same meaning as adjourn, adjourn is appropriate vocabulary to be collocated with “meeting and trial”. the sentence must be “the meeting will be adjourned until next week. (ibu saya saat ini sedang menjalani pembedahan) umi – “my mother is passing through surgery right now” passing through is not collocated with surgery. colin, et al (2009: 774) states that surgery is collocated with some verbs: verb + surgery: have, undergo, perform, need, require. thus, pass through is not appropriate verb for surgery, she can use “undergo” or “perform”. that should be: my mother is undergoing surgery right now. (saya sangat menganjurkan agar dia belajar dengan orang-orang yang berpendidikan) yogi: “i very encourage that he studies with educated people” this is also obvious that the word “encourage” is not appropriate for suggestion or recommendation. the best word to replace it is “recommend”. whereas “very” is not natural either to be used in the sentence since “recommend” has a particular adverb “strongly”. thus, the sentence must be “i strongly recommend her studying with highly educated people. as colin, et al (2009:628) suggests that in giving advice to do something, the adverb of recommendation is “strongly”. for example: i would strongly recommend that you get professional advice. (setelah seminggu,dia mendapatkan teman baru) rinda: “after a week, he got a new friend” the verb “get” is not collocated with friend. instead friend is collocated with make, find, become, remain, stay, win, and have. (colin, et al. 2009: 329). therefore, it is supposed to be “after a week, he made a new friend”. (saya dapat menarik kesimpulan bahwa dia telah melakukan kejahatan) dini: “i can make a conclusion that he has done a crime”. although that is grammatically correct, based on the collocation, however, that is wrong. the verb “make” is not collocated with “conclusion” and neither is do with crime. colin, et al.(2009: 146) notes that the verb + conclusion: draw, arrive at, come to, reach. while the verb + crime: carry out, commit, report. for example: “you committed a crime”. “many crimes are never reported to the police”. therefore, the dini’s sentence above is error in collocation. the sentence should be “i can draw a conclusion that he has committed a crime”. iv conclusion it is very important to recall that most efl/efl students, so far, still have been committing errors in collocation; especially in placing the word with which word it should collocate. these errors are caused by their lack of knowledge on collocation even having no knowledge of it. therefore, since the researcher has discovered some mistakes from the students, the best way to improve their writing ability is by learning collocation. the students will subsequently know exactly appropriate words they will use in the sentence in order to be natural-sounding english. reforming the students’ writing errors in collocation by applying collocation learning: promoting learners’ writing competency | 35 since the researcher has provided the students with some knowledge of collocation. the researcher expects both efl/esl students to be more careful of using words in a sentence. they may learn some from this paper or from other resources concerning collocation learning. references kane s.t. 1988. oxford, essential to writing. usa: the barkley publishing group. ellis. r. 1985. understanding second language acquisition. new york: oxford university press. mcltosh, francis, b. and poole. r. 2009. oxford collocation dictionary. new york: oxford university press. mccarthy, m. and o’dell, f. 2008. english collocation in use: advanced. united kingdom: cambridge university press. mccarthy, m. and o’dell, f. 2006. english collocation in use. united kingdom: cambridge university press using magic sentences technique to improve students’ vocabulary (classroom action research in the first semester students of ikip siliwangi bandung) aseptiana parmawati ikip siliwangi, cimahi aseptianaparmawati@gmail.com abstract in the process of learning a foreign language, vocabulary is one of the important language elements that must be mastered by the learners. the ability to understand the language depends on one’s knowledge of vocabulary besides the other elements of language itself. in reality, most of the students in first semester at ikip siliwangi face some problems related to vocabulary mastery. to improve the students’ vocabulary, most suitable technique is required for the students. this research used classroom action research (car). the objectives of the study are: 1) finding out whether or not magic sentences technique can improves the students’ vocabulary 2) finding out classroom situation when magic sentences technique implemented in vocabulary mastery. the finding was supported by the result of students’ vocabulary scores. the average score of pre test was 61.14. after the implementation of magic sentences in every cycle, the students’ vocabulary score were getting better, which aligned with the students’ average score cycle 1 in 67.30 and cycle 2 in 80.24. keywords: magic sentences; vocabulary mastery; car i introduction the main point of english teaching is to develop the students’ skill in reading, listening, writing, and speaking. in the process of learning a foreign language, the ability to understand the language depends on one’s knowledge of vocabulary besides the other elements of language itself. vocabulary is one of the important language elements that learners must master. vocabulary is central to language and words are of critical importance to the typical language learner (zimmerman in huck in coday in kartikasari, 2010: 1). in reality, most of the students in first semester at ikip siliwangi face some problems related to vocabulary mastery. they tend to have low learning interest because of some factors : (1) the teaching materials are far from their surroundings; (2) the teaching techniques are monotonous; and (3) the class is dominated by the lecturer. the lecturer’s activities to motivate the students in teaching learning vocabulary can be done in several learning techniques or using media. based on the ideas above, the researcher is interested in conducting the research. the objectives of the study are finding out whether or not magic sentences technique can improves the students’ vocabulary as well as finding out classroom situation when magic sentences technique implemented in vocabulary mastery. ii materials and method 2.1 vocabulary mastering vocabulary deals with learning words at the first. learning words is a cyclical process of meeting new words and initial learning, followed by meeting those words again and again, each time extending knowledge of what the words mean and how they are used in the foreign language (cameroon in pujiningsih, 2010: 74). murcia (2001: 285) states that vocabulary learning is central to language acquisition, whether the language is first, second, or foreign. another experts, schmitt and mccarthy in ilwana (2010: 9) state that traditionally, vocabulary has been seen as individual words, which could be used with a great deal of freedom, only constrained by mailto:aseptianaparmawati@gmail.com grammatical considerations. however, he also argues that vocabulary consists not only of single words; lexemes are often made up of strings of more than one word. based on the definition above, it can be concluded that vocabulary is a basic component of language. vocabulary has an important role in every skill of language that individual should be mastered. hatch and brown (1995: 370) mention two kinds of vocabulary; they are: receptive vocabulary, which is words that the learners recognize and understand when they are used in context, but which they can not produce. it is vocabulary that the learners recognize when they see or meet in reading text but do not use in speaking and writing. productive vocabulary is the words which the learners understand, can pronounce correctly, and use constructively in speaking and writing. it involves what is needed for receptive vocabulary plus the ability to speak or write at the appropriate time. therefore, productive language can be addressed as an active process, because the learners can produce the words to express their thoughts to others. according to ur in ilwana (2010: 11-13), there are five or six aspects of vocabulary, such as: pronunciation, which is what a word sound likes, while spelling is what it looks like. in teaching, teacher needs to make sure that both these aspects are accurately presented and learned. grammar of a new item, which will be taught if it is not obviously covered by general grammatical rules. an item may have some idiosyncratic way of connecting with other words in sentences. the changes like verb in tenses, irregular verb, plural noun, transitive or intransitive, etc. the collocations, which is a typical of particular items are another factor that makes a particular combination sound ‘right’ or ‘wrong’ in a given context. meaning 1 that consist of: 1) denotation, 2) connotation, and 3) appropriateness (2.1.1) denotation denotation is the meaning of a word which primarily refers to in the real world. (2.1.2) connotation connotation refers to the association of positive or negative feelings a word evokes, which may or may not be indicated in a dictionary definition. (2.1.3) appropriateness appropriateness is useful for a learner to know that a certain word is very common, or relatively rare, or ‘taboo’ in polite conversation, or tends to be used in writing but not in speech, or is more suitable for formal than informal discourse, or belongs to a certain dialect. meaning 2, that consist of: meaning relationships (synonyms, antonyms, hyponyms, co-hyponyms, superordinates, translation) (2.2.1) synonyms: items that mean the same, or nearly the same. (2.2.2) antonyms: items that serve as specific examples of a general concept; dog, lion, mouse, are hyponyms of animal. (2.2.3) co-hyponyms or co-ordinates: other items that are the ‘same kind of thing’; red, blue, green, and brown are co-ordinates. (2.2.4) superordinates: general concepts that ‘cover’ specific items; animal is the superordinate of dog, lion, mouse. (2.2.5) translation: words or expressions in the learners’ mother tongue those are (more or less) equivalent in meaning to the item being taught. (2.2.6) word formation word formation is vocabulary items, whether one-word or multi-word, can often be broken down into their component ‘bits’. 2.2 magic sentence technique magic sentences technique is a technique that combines words from a table into some sentences. magic sentences technique allows us to review not only the vocabulary and grammar structures, develop the ideas and creativity in a fun way. another thing about this technique is that it facilitates many types of positive interdependence: role, goal, and reward. positive interdependence comes in the form of role interdependence because students take turns composing and proofreading the sentences. moreover, reward interdependence can be promoted as well (mccafferty in asmara, 2006: 98-99). n x m   2.3 research methodology the research was conducted by the first semester students at ikip siliwangi. the campus is located at jl.terusan jenderal sudirman no.3, baros cimahi tengah, west java. this research used classroom action research (car). the concept used in this classroom action research is cyclical process adapted from lewin in rochanah (2009: 35). according to this reference, the core concepts of classroom action research consists of four components: (1) planning the action; (2) implementing the action; (3) observing the action; and (4) reflecting. then it is clarified by kemmis and taggart (1998: 11) that the four components are not statically interference one another. the decision that is carried out in a cycle is the following up of the previous cycle. the effects of holding the policy in a cycle rationalize the activities for the next cycle. it will occur again and again for the next cycles till the problems can be solved. the process includes the following steps. 2.3.1 planning in this stage, i firstly identified the problems referring to teaching and learning process in my classroom. in this case, the problems were related to the vocabulary mastery. after identifying the problems, i made a plan about what kind of action that will be carried out. next, i prepared everything dealing with the planning such pre-test, preparing teaching aids and instrument for testing, and designing treatment. i prepared two cycles that are expected to overcome the students’ problem in vocabulary mastery. at the end of first cycle, i analyzed and evaluated the students’ improvement and made a decision of the importance of applying the second cycle. 2.3.2 action i conducted the teaching activities step by step based on the lesson plan. i applied magic sentences technique in teaching vocabulary. 2.3.3 observation the activity is observing the students during the action and making notes in observation sheet such as: the student-student interaction, the student-lecturer interaction and anything they do during the teaching and learning process. 2.3.4 reflection after carrying out teaching and learning activity, i recited the occurrences in the classroom as the effect of the action to evaluated the process and the result of the implementation of magic sentences technique in teaching vocabulary. the evaluation gave advantages in deciding what i had to do in next cycle. 2.3.5 revising the revision was aimed to improve the condition that had not been successful in the previous cycle. by revising the plan, it is hoped that the rest of problems could be handled in the following cycle. statistical technique is used to find the mean score. the formula to find the mean as stated by ngadiso (2013: 5-7) is follows: m = mean score x = total score n = total students if the mean score increases, the students’ vocabulary is considered improving. iii results and discussion the pre-test was conducted during october, 2017 by the researchers. it covered 40 students of the first semester. based on preliminary observation, it was discovered that the factual problem is the students’ low vocabulary mastery. in order to get authentic evidence, the researchers conducted a pre-test. it aimed to gain the score of the students’ creativity in vocabulary mastery before treatment of the action. (the results of pre-test were presented in table 1). table 1 result of pre-test issues indicators students’ vocabulary mastery low achievement in vocabulary difficulty to express ideas using appropriate vocabulary and grammatical form. does not know vocabulary elements. using mother tongue expression classroom situation not alive atmosphere. low participation of students. limited practice. table 2 result of cycle 1 issues indicators students’ vocabulary mastery active in doing the vocabulary task, brave to tell the ideas in group they have effort to learn vocabulary elements. sometimes they are still using mother tongue expression. classroom situation alive, crowded in conducting the group work. enjoyable for various types of activities related to vocabulary mastery. table 3 result of cycle 2 issues indicators students’ vocabulary mastery students showed improvement in vocabulary mastery. students’ self-confidence was increased. students were not afraid of making mistakes. they know vocabulary elements. classroom situation more alive the enjoyment in doing the vocabulary task. the improvement of the students’ ability can also be seen from the results of the students’ pre-test and post-test which were done in every cycle. the average score of the pre-test was 61,14, the average score of the cycle 1 was 67,30, the average score of the cycle2 was 80,24. all the data showed that the improvement of writing achievement from cycle to cycle was significant. table 4 pre-test average score no explanations scores 1. the highest score 67 2. the lowest score 53 3. the average score 60 table 5 pre-test average score no writing element average score 1. pronunciation and spelling 62,47 2. grammar 60,82 3. collocation 60,57 4. meaning 60,90 5. word formation 60,92 average score 61,14 table 6 post-test average score in cycle 1 no explanations scores 1. the highest score 75 2. the lowest score 65 3. the average score 70 table 7 post-test average score in cycle 1 no writing element average score 1. pronunciation and spelling 68,37 2. grammar 67,37 3. collocation 67 4. meaning 66,85 5. word formation 66,92 average score 67,30 table 8 post-test average score in cycle 2 no explanations scores 1. the highest score 85 2. the lowest score 76 3. the average score 80.5 table 9 post-test average score in cycle 2 no writing element average score 1 pronunciation and spelling 80,67 2 grammar 80,25 3 collocation 80,15 4 meaning 80 5 word formation 80,12 average score 80,24 from the result of pre-test, i found that the result of students’ vocabulary was under average and still far from what was expected. the finding was supported by the result of students’ vocabulary scores. the average score was 61,14. the score of the students indicated that the students faced many problems in vocabulary mastery. after the implementation of magic sentences in every cycle, the students’ vocabulary score were getting better. it can be seen from the result of students’ average score cycle 1 was 67,30 and cycle 2 was 80,24. it also influenced the students’ interest during the lesson. before conducting the research, the teaching-learning process was not alive as the teacher used to apply the conventional technique. the students show low participation on vocabulary class. the condition after the implementation of the research was showing improvement. the atmosphere of the class more was more live as there are many interesting activities. the student gave attention to the lessons they were very active to conduct the activities and dominated the activities. enjoyable for various types of activities related to vocabulary mastery. no more lecturers’ domination. iv conclusion having conducted the research in using magic sentences to improve students’ vocabulary mastery, it can be drawn some conclusions as follows: the improvement of students’ vocabulary mastery can be identified from the improvement of vocabulary achievement. it shows that there is a comparison between the students’ vocabulary mastery during the intervention and the performance criteria of success. the improvement was also observed from several aspects of the composition they produced. students showed improvement in vocabulary mastery. students’ self-confidence was increased. they were not afraid of making mistakes. they also know vocabulary elements. they were motivated in joining vocabulary class. the atmosphere of the class more was more live as there are many interesting activities. the student gave attention to the lessons they were very active to conduct the activities and dominated the activities. enjoyable for various types of activities related to vocabulary mastery. references asmara. 2012. the effectiveness of magic sentences to teach writing viewed from students’ creativity. thesis. sebelas maret university. carr and kemmis. 1998. classroom action research. (http://www.madison.k12.wi.us/sod/car.carhomepage.html). accessed on march 4th 2018 hatch, evelyn and brown, cheryl. 1995. vocabulary, semantics, and language education. cambridge: cambridge university press. ilwana novra. 2010. the effectiveness of total physical response (tpr) to enhance students’ vocabulary mastery. thesis. sebelas maret university. kartikasari h. 2010. utilizing children’s song video to improve students’ vocabulary acquisition through total physical response. thesis. sebelas maret university. mccafferty, steven g. 2006. cooperative learning and second language teaching. cambridge: cambridge university press. murcia, celce. 2001. teaching english as a second or foreign language third edition. usa: thomson learning inc. ngadiso. 2013. statistics. surakarta: english education department teacher training and education faculty. pujiningsih nining. 2010. improving students’ english vocabulary by using total physical response. thesis. sebelas maret university. rochanah ana. 2009. using task-based activities to improve students’ writing ability. thesis. sebelas maret university. schmitt, norbert and mccarthy, michael. 1997. vocabulary: description, acquisition and pedagogy. cambridge: cambridge university press. figurative and lexical varieties in facebook posts i gusti ayu vina widiadnya putri, i putu andri permana, ida bagus gde nova winarta stiba saraswati denpasar vina.ayu4222@gmail.com, putu.andripermana@gmail.com, gusdnova@gmail.com abstract language is a highly elaborated signaling system. it serves various functions in communication, it is used to share ideas, convey feelings and emotions, etc. the researchers are interested to uncover more on how people use language in terms of its variety and lexical in one of the popular social media networking platforms that we all know as facebook. based on the aforementioned background of the study, the problem of the research can be formulated as follows: (1) what are the figurative languages used in facebook posts by female and male facebook users? (2) how are the emotional lexical varieties e.g. used in facebook posts? method of research is a procedure needed to do the research better. in this case, method of research covers data source, data collection and data analysis. the data of this research have been taken from facebook, it is as an online social networking website where people can create profiles, share information such as photos and quotes about themselves, and respond or link to the information posted by others. the method that used in collecting data is method of library research. they are collected by reading the facebook user’s post, by underlining and note taking as well. the data analysis is the last step in this process of writing this research. the analysis is done by descriptive method. to make the analysis clearer, all of examples are completed with explanation. referring to the first research problem, there are some figurative languages used by the facebook users such as, simile (female 1 or 4.3% and male 0%), metaphor (female 4 or 17.3% and male 0%),, personification (female 3 or 1.3% and male 1% or 4.3%),, hyperbole (female 4 or 17.3% and male 1 or 4.3%), and idiom (female 3 or 13% and male 0%),. furthermore, in regards to the second problem that is emotional lexical used by the facebook users, we could mention that both the augmentatives (female 3 or 13% and male 1 or 4.3%), and euphemisms (female 1 or 4.3% and male 1 or 4.3%), are used in the facebook posts keywords: figurative, lexical variety, facebook, post i introduction a language is a social fact, a kind of social contract. it exists not in an individual, but in a community. language can also be viewed as a mental reality. it exists in the heads of people who speak it, and we assume its existence because of people’s ability to learn languages in general and their practice in dealing with at least one particular language. ‘a grammar is a mental entity, represented in the mind / brain of an individual and characterizing that individual’s linguistic capacity’ (lightfoot 2000: 231). note that lightfoot here talks of a grammar rather than of a language, but one possible definition of a language is precisely that it is the grammatical system which allows speakers to produce appropriate utterances. ‘grammar’ has as many meanings as ‘language’. a major topic in sociolinguistics is the connection, if any, between the structures, vocabularies, and ways of using particular languages and the social roles of the men and women who speak these languages. there are differences between men and women are hardly a matter of dispute. on average, females have fatter and less muscle than males, are not as strong, and weigh less. they also mature more rapidly and live longer. the female voice usually has different characteristics from the male voice, and often females and males exhibit different ranges of verbal skills. however, we also know that many of the differences may result from different socialization practices (wardhaugh 2006). the word ‘gender’, originally a grammatical term, has come to refer to the social roles and behavior of individuals arising from their classification as biologically male or female. this is a huge complex embracing virtually all aspects of social behavior of which language is only one. in the past three decades or so intensive research has been carried out into the relationship of language and gender, largely by female scholars who have felt drawn to the topic because of the obvious discrimination against women which has taken place in the past and which is still to be observed today (thomas 2004). language is a highly elaborated signaling system. we call the aspects that are peculiar to it, the design features of language. some of these we find only with the language of human beings, others we have in common with animals. another aspect of human language is that we express thoughts with words. in relation to express thoughts in words, a major topic in language closely related to sociolinguistics is the connection, if any, between the structures, vocabularies, and ways of using particular languages especially in some medias for public to see and read it. referring to this previous explanation, this research intends to dig further how people have applied the figurative languages in terms of its types in their social media posts, how they function this figure of speech to convey their mailto:vina.ayu4222@gmail.com mailto:putu.andripermana@gmail.com mailto:gusdnova@gmail.com 2 | i gusti ayu vina widiadnya putri, i putu andri permana, ida bagus gde nova winarta lingual (vol. 9, no.2, 2017) intentions. relating to the type of figurative language they have used, this research will also look deeper into the emotional lexical that they have used along with the figure of speech that they have applied. with further reference to the above objectives, there are two main points to be discussed in this research, namely the types of figurative languages used by the users of facebook as the biggest social media in the world and the use of figurative languages, what are the emotional lexical varieties used by the users to give more exaggeration upon their opinions and ideas to share on facebook. ii materials and method the data of this research were taken from facebook. facebook is an online social networking website where people can create profiles, share information such as photos and quotes about themselves, and respond or link to the information posted by others.the method in collecting the data was library research. they were collected by reading the facebook user’s post, by underlining and note taking. a casual examination of everyday conversation suggests that english is rife with idioms (e.g., hot under the collar, hit the roof), similes (e.g., mad as a wet hen), metaphor (e.g., down, blue), and other figurative expressions for emotions. these are several figurative languages that we normally use on the daily conversation setting (becky l. spivey, m.ed.) raymond hickey (2010) in his book language and society also mentions that the emotional, ‘genteel’ language are; the use of augmentatives ‘i’m /delighted you’re going to help. they’re /so kind!’, the use of euphemisms ‘peter’s gone to wash his hands.’ method of research is a procedure needed to do the research better. in this case, method of research covers data source, data collection and data analysis. the data of this research will be taken from facebook, it is as an online social networking website where people can create profiles, share information such as photos and quotes about themselves, and respond or link to the information posted by others. the method that will be used in collecting data is method of library research. they are collected by reading the facebook user’s post, by underlining and note taking as well. iii results and discussion the discussion session has been parted as two based on the finding in order to answer the questions of this research. the table below shows some figurative languages and emotional lexicons that people normally use when writing posts on facebook. no types of figurative languages male female total percentages 1 simile 1 1 4.3% 2 metaphor 4 4 17.3% 3 personification 1 3 4 17.3% 5 hyperbole 1 4 5 21.7% 6 idiom 3 3 13% types of lexicon 1 emotional augmentatives 1 3 4 17.3% euphemism 1 1 2 8.6% total 4 19 23 100% table 1. figurative languages used by the facebook users figurative and lexical varieties in facebook posts | 3 3.1 figurative languages used by the facebook users some posts below are the sample taken from facebook, the rest are attached on the appendices. in addition, according to becky l. spivey, m.ed, in her theory of figurative languages, these are several ones that normally used in the daily conversation, namely: 3.1.1 simile becky l. spivey, m.ed in her book stated that a simile (sim-uh-lee) uses the words “like” or “as” to compare two explicitly unlike things as being similar (l. spivey, m.ed, becky. 2017) data 1: "it is as though dest¬iny had embarked on a controlled experiment, depositing two priceless treasures with pinpo¬int precision in order to observe the outcome." the brilliance of amitav ghosh. the tale of cloves and nutmeg a story we all should know. (deneefe, janet 2017) referring to what becky l. spivey, m.ed stated, simile is used here to show the situation as if the destiny has embarked on something. the writer of this post is really expressing the idea of comparison, comparing the condition and situation. 3.1.2 metaphor according to becky l. spivey, m.ed, a metaphor (met-uh-fawr, -fer) suggests something or someone actually becomes or is something else. (l. spivey, m.ed, becky. 2017) data 2: in the past six weeks, the 14,000+ act for peace refugee week challengers raised $3,241,256 yes, more than three million dollars enough to feed 11,254 refugees living in refugee camps for a year. (richardson, jennifer 2017) with the reference to becky l. spivey, m.ed, here the writer is using metaphor to show the indirect comparison stating that something has been enough by saying enough to feed this amount of people (refugees). this one is also indirectly stating the hyperbole; she intends to exaggerate what she has already received as donations. 3.1.3 personification becky l. spivey, m.ed stated that personification gives animals or inanimate objects human-like characteristics. (l. spivey, m.ed, becky. 2017) data 3:..and the rains held off very nicely. (ballinger, ruccina 2017) and referring to the statement of becky l. spivey, m.ed above, the writer is using personification, imagining the rains can postpone something just like humans can stop or delay something. 3.1.4 hyperbole according to becky l. spivey, m.ed in her book, hyperbole is a statement so exaggerated that no one believes it to be true. (l. spivey, m.ed, becky. 2017) data 4: the absolutely most gobsmacking, mind blowing amazing birthday present ever! i am persuaded to go away for a night with 2 friends, and by the time i'm at the top of the lane my house is invaded by 9 friends, …..(wheeler, cat 2017) as mentioned by becky l. spivey, m.ed in her book, here the writer of this post is using hyperbole in the word invaded, the word invade is used to exaggerate the condition that she left the house and now the house being in control by someone else in relation to the epic birthday surprises. 3.1.5 idioms becky l. spivey, m.ed stated that an idiom is an expression whose meaning is not predictable from the usual meanings of the words that make it up. (l. spivey, m.ed, becky. 2017) data 5: this is one day you can officially do a rain check! (deneefe, janet 2017) referring to the idea of becky l. spivey, m.ed, the post here is using idiom: to do a rain check, meaning she will need to postpone or delay any appointments, perhaps also due to the rain. 3.2 the emotional lexical used by the facebook users raymond hickey (2010) in his book language and society also mentions that emotional, ‘genteel’ languages are; the use of augmentatives and the use of euphemisms. 4 | i gusti ayu vina widiadnya putri, i putu andri permana, ida bagus gde nova winarta lingual (vol. 9, no.2, 2017) 3.2.1 augmentative augmentative includes all of forms of communications (other than oral) that are used to express thoughts, needs, wants, and ideas. it is a morphological form of a word which expresses greater intensity, often in size but also in other attributes. data 6 female : my normal breakfast the juice of a fresh lemon (from a friend’s tree) with hot water – a great way for my stomach to start the day); my favorite coffee (i bring it back from indonesia whenever i go there), with 100% safe drinking water, sugar and fresh milk, and a muesli mix …. oats, 2 splashes of cran-berry juice, big handful of frozen raspberries, 2tbsp mojo muesli-best in world. i get it delivered from a family-owned business in victoria. and that’s after my lovely hot shower, in my lovely safe little rented house, with my wifi working to send out th is message on my trusty macbook pro. ha ha – before my lovely hot shower, in my lovely safe rented house, with my life herein oz! roll on refuge week – i’m on rations to raise money for food for refugees in syria… there’ll be a very different start to the day that week. (richardson, jennifer. 2017) male : i run every day to train for when i will run all the way around the coast of bali in september 2017 as a fundraiser to support the great work robert epstone’ssolemen indonesia is doing. the circumference of bali is about 600 kilometers = about 30 half marathons. i plan to run the distance of a ½ marathon/day. and take a rest whenever i need to. let me know if you like to support the great work solemen is doing helping the disadvantaged in bali, indonesia. we are one of the most well-known and trusted charities in bali. (throne, tyr. 2017) in these data the male and female facebook user actually used augmentative in their post. raymond, hickey (2010) stated that augmentative includes all of forms of communications (other than oral) that are used to express thoughts, needs, wants, and ideas. that length sentences was indicating the large size and tell something awkwardness or unattractiveness sentences. the male and female facebook users used unimportant sentences that made the sentences were unattractive. the data by jennifer (2017),“my favorite coffee (i bring it back from indonesia whenever i go there), with 100% safe drinking water, sugar and fresh milk, and a muesli mix ….”she only wanted to tell about how she enjoyed her morning breakfast, she only wanted to express about her though however she told all kinds of her meals on her post. it was not necessary when she described all meals in those sentences. on the other hand, male facebook user also used long sentences in his post. throne (2017)posted that “i run every day to train for when i will run all the way around the coast of bali in september 2017 as a fundraiser to support the great work robert epstone’ssolemen indonesia is doing….” however, he used sentences and words very effectively and clearly, these sentences made his posting important for others. different language variety means different style of language that used by male and female facebook users. 3.3 euphemism the euphemism is a generally innocuous word or expression used in place of one that may be found offensive or suggest something unpleasant. some euphemisms are intended to amuse; while others use bland, inoffensive terms for things the users wishes to downplay. data 7 male : its so great to see all the kinds thoughts and signs of support for the french over facebook, we really are all united against these sick acts of terrorism. these people have to lead pretty pathetic lives to be so hell bet on killing innocent people and blowing themselves up. (zalecki, stefan. 2017) = terorisme female : this is one day you can officially do a rain check! (dennefe, janet. 2017) in these data, the male and female facebook users almost used similar style in language. raymond, hickey (2010) in his book language and society stated thateuphemism is a generally innocuous word or expression used in place of one that may be found offensive or suggest something unpleasant. in this data, they wanted to offensive something unpleasant. however the male facebook users needed some suggestions to be known by the reader as the sentences its so great to see all the kinds thoughts and signs of support for the french over facebook, we really are all united against these figurative and lexical varieties in facebook posts | 5 sick acts of terrorism (zalecki, stefan. 2017). he wanted to suggest the reader to united against terrorism. however this post tried to tell the reader about the offensive unpleasant way to terrorism. in other side, the female facebook users used similar style in language. she wanted to express about unpleasant condition in rain. however she did not try to give suggestion. she just typed her disappointed felling in her post as the sentence this is one day you can officially do a rain check! (dennefe, janet. 2017). this sentence indicated that she expressed about unpleasant felling. iv conclusion referring to the first research problem, there are some figurative languages used by the facebook users such as, simile, metaphor, personification, hyperbole, and idiom. furthermore, in regards to the second problem that is emotional lexical used by the facebook users, we could mention that both the augmentatives and euphemisms are used in the facebook posts. in additions, the figurative languages and emotional lexical frequently used by female and male facebook users in their posts, figurative languages for female facebook users, such as methapor (4 or 17.3%), and hyperbole (4 or 17.3%), however for male facebook users, such as personification and hyperbole only 1 of each or 4.3%. meanwhile, emotional lexical frequently used by female, in this case 3 or 17.3% named augmentatives. references hickey, raymond. 2010. language and society. oxford: blackwell publishing ltd. lightfoot, david. 2000. the spandrels of the linguistic genotype. in chris knight, michael studdertkennedy & james r. hurford (eds), the evolutionary emergence of language. cambridge: cambridge university press, 231–47. linda thomas, shânwareing, ishtla singh, jean stilwell peccei, joanna thornborrow and jason jones. 2004. language, society and power: an introduction, 2nd edition. london and new york: routledge. l. spivey, m.ed, becky. 2017. the handouts of figurative languages. greenville, usa. super duper publications. wardhaugh, ronald. 2006. an introduction to sociolinguistics, 5th edition. oxford, uk ; blackwell publishing. 6 | i gusti ayu vina widiadnya putri, i putu andri permana, ida bagus gde nova winarta lingual (vol. 9, no.2, 2017) appendices 1. the kinds of figurative languages no figurative languages facebook posts 1 metaphor join bali community choir and make a joyful noise! (wheeler, cat 2017) join me on my spice island cruise when we venture into this forgotten jewel of indonesia! (deneefe, janet 2017) petronas towers in kuala lumpur. yep they're pretty tall... 88 floors!so close to bali and yet a world away 2 personification when my attitude goes away because i am about to eat.(hannah, samantha 2017) sipping pu-erh in the morning sun, watching black and white butterflies kiss the purple sage, ..(muzyka, zhena 2017) the gift of consciousness... well worth watching! (chouinard, claude 2017) 3 hyperbole surrounded by a sea of orchids at denpasar airport… see you again soon, bali. (silvester, jullie 2017) dance training at sanggarparipurna in bona. a sea of concentrated culture. i love it! (ballinger, ruccina 2017) so glad to connect with our good friend kathy maddox. now growing the "hottest" veggie in hawai'i...collard greens!! (m finn, david 2017) 4 idioms don't let these shows slip you by! it will knock your socks off! (ballinger, ruccina 2017) sorry for the crazy delay... dropped the ball on birthday wishes because of the whole 'building a new business from the ground up' thing. (schweizer, victoria 2017) 2. the emotional lexicons no emotional lexicon facebook posts 1 augmentatives what are you doing on this beautiful friday night? i’m currently working in my building business center since wi-fi in my apt just randomly stopped working. stupendous! at least i had some funny neighbors pop by even if just for 15 minutes. hope you’re having an amazing evening. (schweizer, vicoria. 2017) the absolutely most gobsmacking, mind blowing amazing birthday present ever i am persuaded to go away for a night with 2 friends, and by the time i’m at the top of the lane my house id invaded by 9 friends, their staff and various tukang for complete makeover. between 9 am. friday and 8 pm. saturday they have cleaned and painted walls and furniture, rewired and hung new lights, installed a new curtains redesigned the seating area and reupholstered it. made up the bed with designer linen pillows… in short, created an entire fresh and delightful new house for my birthday surprise. i can’t begin to imagine the weeks of planning and shopping and making and work that went into this epic act of love… and it was a perfectly kept secret. can’t find the words to express my thanks for your wonderfulness, imagination and love. (wheeler, cat. 2017) improving students’ speaking ability by using example non-example technique at second grade of state junior school 1 larangan pamekasan arisandi setiyawan, ina daril hanna university of islam madura ase.sun86@gmail.com, ina.daryl@yahoo.com abstract this study is a classroom action research (car). this study proposed example non example technique to teach english for second grade students at state junior high school 1 larangan pamekasan to solve the students’ problems on speaking skill. the result of the preliminary study indicated that the problem of the students toward their speaking skill is the average speaking score is lower than the minimum standard of learning (kkm). based on the pre-test, the students who got score more or equals to 75 are 7 students and 33 students got less 75. then the researchers collaborated with the teachers try to solve the problem using example non-example technique using classroom action approach. the results showed that the instruction through example non-example technique in the cycle i and cycle ii, there was improvement of students’ speaking ability at second grade of state junior high school 1 larangan pamekasan. the students were more imaginative and feel free to show their understanding about the pictures. it made them motivate to learn and they could improve their speaking ability. keywords: speaking ability, example non-example technique, classroom action research i introduction learning english is very important for people. in this case, learning means that formal study of language rules and its conscious process. jack c. richard, theodore s. rodger (2008:22). as one of international language, english is also considered as important language to be taught. moreover, in indonesia, the students learn english as a compulsory subject especially for students at junior high school, and its implementation is applied based on the content standard. meanwhile the objective is that the students can reach an informational level of literacy. on the other hand, the students are expected to be able to get knowledge by using english (depdiknas, 2007). according to brown (2007:284) the english skills consist of four, those are speaking, listening, reading and writing. furthermore, speaking is considered as an important skill because there is a connection between speaking and human being and it cannot be separated to each other. speaking is used to express ideas and to communicate to people in every single day. meanwhile, richards and renandy (2008:201) states that the capability to speak a foreign language fluently is a very complex task if we try to understand the nature of what appears to be involved. to begin with, the purposes of speaking vary and every purpose needs different skill. in casual conversation, for example, the purpose can be to make social contact which occupies much of time people spend with friends. meanwhile when people having discussion, the purpose may be to find or express opinions, to persuade someone about something, to clarify information, to give instructions or get things done, to describe things, to complain people’s behavior, and to make polite request. dealing with speaking skill, students have to know the elements of speaking, such as vocabularies, pronunciation, grammar, and also fluency. the students in indonesia are classified as a foreign learner of english, therefore even though students in have amount of vocabularies and master the grammatical structure, but the students still find it difficult to speak. this condition also appears to the students at second grade of state junior school 1 larangan pamekasan. based on the observation, the students’ difficulties occur when the teacher asked the students to express their idea using english. the students’ limitation in mastering the component of speaking is considered as the reason for that condition. besides, the students rarely speak english in their daily life. english is not their environment and they have a little chance to practice speaking english out of class because they of course tend to speak madurese as their mother tongue. in other word, the environment is not the english environment. on the other hand, english teacher plays an important role in education, especially in teaching and learning process, in this case, english teacher have to apply the appropriate technique in teaching mailto:ase.sun86@gmail.com mailto:ina.daryl@yahoo.com 2 | arisandi setiyawan, ina daril hanna lingual (vol. 7, no.1, 2019) speaking. one of the techniques that can be used to teach speaking is examples non-examples technique. furthermore, slavin (1991:36) defines that example non-example technique is a technique that encourages students to analyze the example through pictures given by the teacher. here, the students ask, give and share their ideas to complete a specific task in group. the students have to master the topics they are discussing deeply since they are having a short presentation about the pictures and prepare the answer toward teacher’s questions orally. it is a strongly challenged technique that makes students plan themselves to deliver their ideas before they perform it in front of the class. furthermore, kagan (1992:32) convinces that in applying example non example technique, the teachers should consider two principles; (1) examples refer to the real samples given by the teacher through pictures related to the topics discussed that should be understood by students. (2) nonexample are the samples that do not match with the topic discussed. as we know that picture is a very attractive media in teaching process so that students are interested in learning english. it is in line with carol (2001:51) mentions that picture is a popular media to elicit oral language performance of both intensive and extensive levels moreover, harmer (2007:92) states that pictures is an interesting media due to its simplicity and attractiveness. based on the background above, the writers believe that examples non-example as one technique of cooperative learning becomes the alternative earning becomes the alternative solution to enhance students’ speaking performance. ii materials and methods the research intends to improve the students’ speaking skill by using the example non-example technique. therefore, the research design which is applied is classroom action research (car). kemmis and mc taggart (1998:15) state that “action research is an action which is conducted to inquire self-reflective and improve his or her instruction by evaluating his or her own practice”. it covers the research design or planning, implementation, observation, reflection and data analysis. since the study is classroom action research, so the study is conducted in a cycle process and the steps in every cycle consists of planning, implementing, observing the process, reflecting, as proposed by kemmis and mc taggart (1988). the process was stopped when the researcher found that students have reached the criteria of success and the problem was considered to be solved. planning is the step that should be taken on the classroom action research. it can be used as a guideline for the teacher in applying the teaching and learning process. the researcher arranges preparing everything needed for applying the action such as preparing teaching procedure and designing lesson plan. before teaching through example non example technique, the researcher disigned a lesson plan. it includes (1) instructional objectives, (2) instructional media, (3) teaching and learning activity. field note is used to collect data related to situation of class (subject) gain in teaching learning process from cycle i and cycle ii go on. this data is used for the improvement of learning the next cycle. observation was used by the researcher to get data directly concerning the effectiveness of using example non-example technique to improve the speaking skill of the students and also to get the problem faced by the students in teaching and learning process. in addition, the best way to know the students’ improvement in undergoing the material is a test. the test was categorized as oral test of speaking performance. it is used to gain the score of students’ achievements concerning their speaking performance. this oral test was as an instrument to collect the data or information and as a guide of the researcher in conducting assessment to word speaking skill. it was conducted at the end of teaching and learning process. there are two kinds of test: the first is pretest, it was conducted to get data from students’ achievement in speaking ability before implementing the example non-example technique. the second was post-test, it was used to get the data of students’ speaking skill after the implementation of example non-example technique. the quantitative data were obtained from the students’ speaking performance grades in the criteria of vocabulary performance, grammatical accuracy, pronunciation, and fluency in the analytic scoring rubrics. the students were considered to be successful if more than 50% of the students can get more or equal to 75 as the criteria of success. improving students’ speaking ability by using example non-example technique at second grade of state junior school 1 larangan pamekasan | 3 iii results and discussion 3.1 finding of preliminary study in this phase, the researchers conducted preliminary study through interview and pre-test. this phase was conducted in order to know the students’ speaking ability of the second grade of state junior school 1 larangan pamekasan. based on the interview conducted to the teacher, the researchers found some difficulties faced by the students at second grade of state junior school 1 larangan pamekasan in speaking english. finally, the researcher tried to solve the students’ problem by collaborating with the teacher. by giving test, the researchers found that the speaking ability of the students was quite low. based on the score of pre-tests, the students who got score more or equals to 75 are 7 students and 33 students got less than 75. it can be said that the students who passed pre-test of speaking succesfully were 17,5 % and 82,5 % of the students failed. it means the score of students’ speaking ability was still under the criteria of success. 3.2 finding of cycle 1 3.2.1 planning in this phase, the researcher prepared lesson plan, materials, teaching media, and research instrument. the preparation of those conducted several days before the researcher conducted the action of the example non-example technique. in this phase, the researcher decided the material and some exercises by using example non-example technique. the researchers also prepared checklist to make an observation about students’ activities in teaching learning process whether it is in accordance with the lesson plan had been designed before or not. then the researchers designed post-test 1 to know whether there were some improvements for the students’ score between pre-test and post-test. 3.2.2 acting the action on the first cycle started at 08.20 wib finished at 9.40. the researcher introduced himself to students. and then the researcher explained example non example technique that would be used in their speaking class. the researcher made all of students sit in circle and explained what actually example non example is, benefit of example non example, and a good way of completing the example non example. the researcher gave a text of meeting “my idol”. the researcher gave example to be a good completer and then asked the students about the difficult words. last, researcher pointed one of the students to stand up and asked student to explain the pictures which they read in front of the class. 3.2.3 observing this observing phase was actually done at the same time as acting. so the researcher did observing just one meeting of the action of example non example technique. based on of the pre-test, the researcher found that most of the students still found it difficult in understanding the pictures. they were afraid and shy of making mistakes in speaking. so the students could not explain the pictures well. in conclusion, students’ speaking score were still under the criteria of success. in this test, 12 students could get score more or equals to 75 and 28 students couldn’t get it yet. 3.2.4 reflecting the researcher conducted reflecting in the last meeting of every cycle. so, there were two reflection in this classroom action research. according to the observation sheet in analyzing the teaching and learning process for speaking by using example non example technique in cycle 1, it was found that most of the students’ speaking ability was still low. the precentage of success was 30%. it means that there were 11 students could get score more or equals to 75 and 29 students could not get it yet. although there was some improvement in their score, but the criteria of success have not been achieved yet. in conclusion, the action of the strategy in cycle 1 is still needed to be revised. 4 | arisandi setiyawan, ina daril hanna lingual (vol. 7, no.1, 2019) 3.3 finding of cycle 2 3.3.1 revised planning the action in cycle 1 had not given a significant change to the speaking skill of the students at second grade of state junior school 1 larangan pamekasan. the result of test in cycle 1 was not satisfying yet. so, some revisions on the planning were made. the planning of the acting in cycle 2 was similar with cycle 1. but the diferences were the reseacher made a group and the researcher used media to deliver the materials. the media was put on the blackboard and ask the students to choose and explain the pictures. 3.3.2 acting in this phase, the researchers gave the pictures to students. the researchers made group consisting of 5 students. the researcher asked the students to discuss together and then asked about the difficult words. later, the researcher asked the students to discuss and understand and remember about the pictures. last, in this meeting, the researcher asked students to explain the pictures which they discuss and understand in their group one by one in front of the class by using their own language. in this posttest, 23 students could get score more or equals to 75 and 17 students still couldn’t get it. 3.3.3 observing the observation was focused on the activities done by the students during teaching and learning process. in this phase, most of the students were not afraid of making mistakes in speaking. they were more active and enthusiastic because they were on group and they could think some pictures on the blackboard. in effect, the students could speak well. 3.3.4 reflecting based on the observation from the analysis of the teaching and learning process in speaking by using example non example technique in cycle 2, it was found that most of the students got improvement in speaking. the students were more active and enthusiastic during teaching and learning process. there were 17 students or 45% who could not achieve the criteria of success. it means, 23 students could achieve kkm (standard of minimum score) so 57,5% of the students were successful and the criteria of success could be achieved. 3.4 discussion from the result of the action of example non example technique, there was the improvement of speaking ability at the second grade of state junior school 1 larangan pamekasan. the students were more imaginative and feel free to show their understanding about the pictures. it made them motivate to learn and they could improve their speaking ability. the score of mean of the students before acting of example non example was 59. and the score of mean of the students after acting example non example was 68. it can be concluded that there was an improvement in speaking skills of the students at second grade of state junior school 1 larangan pamekasan. from pre-test there were 7 students (17,5%) who could achieve minimum standard (kkm). so, there were 33 or 82,5% students could not achieve minimum standard. from the second test on the first cycle, there was improvement of speaking skills of the students but the criteria of success coud not be achieved yet. there were 12 students (30%) who could achieve minimum standard (kkm). so, there were 28 (70%) students could not achieve minimum standard. in conclusion, the action of example non example technique is needed to be revised. the target of success is 50% of the students can get speaking score more than or equals to 75 as the minimum standard or kkm (standar ketuntasan minimum). finally, from the result of post-test from the second cycle showed that the criteria of success could be achieved. there were 23 (57,5%) students who could acieve minimum standard (standar ketuntasan minimum) and 17 (42,5%) students were still could not achieve yet from the result in pre-test, test in cycle 1 and test in cycle ii was getting improvement, in pre-test mean score was 59, after that researcher used a example non example technique in teaching speaking, in the cycle i the students score of test doesn’t improve 30%.so that the researchers continued to the next cycle (cycle ii), and the result of cycle ii was successful, the students’ score in test was improve improving students’ speaking ability by using example non-example technique at second grade of state junior school 1 larangan pamekasan | 5 57,5%.so that, the use of example non example brought a positive impact to the students’ speaking skill. iv conclusion according to the result of data analysis, the researcher concluded that teaching english using example non-example technique (enet) is effective and it can improve students’ speaking ability. it is supported by several data such as: observation result which shows that students enthusiastic in participating the teaching and learning process. they also motivated the students in learning speaking and reduced the hesitation in practicing their speaking. in preliminary study the students’ average score was 59.125, then the researcher concluded that there were only 17.5% of students pass the kkm, in the cycle i, the students average score was 62.625, and there were 30% could pass the kkm. in the cycle ii the students got average score 68.125, and the students passed km were 23 students, it means that 57.5% of the students passed the kkm. from the result above it could be concluded that the use of example non-example technique (enet) could improve students’ speaking ability. the researcher suggests that the teacher should use various methods in the classroom because the teacher has to pay attention and be selective in choosing a teaching method in improving students’ speaking ability. for the next researcher the instruction of each part must be very clear, easy to understand and it is provided with examples. references brown, h. douglas. (2007). teaching by principle an interactive approach language pedagogy. san fransisco: addison wesley longman. carol, b. (2001). gifted kid, cooperative and collaborative learning strategy. retrived (online), http://giftedkids.about.com (accessed on 16th of desember 2017). depdiknas. 2007. kurikulum ktsp mata pelajaran bahasa inggris sma dan ma. jakarta: badan standar nasional pendidikan kagan, s. (1992). the structural approach to cooperative learning in cooperative learning: a response to linguistics and cultural diversity. edited by daniel. london: longman inc. richards, jack. c. and willy a. renandy. (2008). methodology and language teaching. new york: cambridge university press. slavin, r. e. (1991). speaking perspectives in the classroom: cooperative learning method discursive creation technique of english to indonesian subtitle in harry potter: the chamber of secrets movie lilik istiqomah, medy erawati, sonya lianti suparno iain surakarta mdcorp100@gmail.com, medyerawati@gmail.com, sonyalianti9@gmail.com abstract the purpose of this paper is to analyze the used of discursive creation technique of english to indonesian subtitle in harry potter: the chamber of secrets movie. this research is descriptive qualitative method. data of this research are utterances or sentences in subtitle movie of bilingual edition, both english and indonesian. while, the source of data of this research is harry potter: the chamber of secrets movie. the researchers only used one data source; it was document. in analyzing the data, the researchers used comparison method to compare between the sl and tl that were analyzed. the result of this research shows that discursive analysis divided into three catogories of language unit, they are word 23%, phrase 20%, and sentence 57%. therefore, it can be concluded that the translator has many errors in the sentence translated because he chooses the easy sentence in order to make viewer understand the subtitle. keywords: translation technique, discursive creation, subtitle, harry potter i introduction translation has always been a central part of communication. consequently, translation studies (ts), as a field of research, has developed over the last two decades during which screen translation has slowly emerged as a new area (o’connell, 2007). translation fields have become more colorful and diversity, such as film subtitle translation, business translation and advertising translation. especially in the film subtitle translation. in nowadays, film become the part of being human life and aims to entertaiment, not only local film but also foreign film become the favorite of our society. how to make audience understand film easier, it is that film translation is of great significance to us. subtitling is a form of literary translation that used in audio-visual which aims to make audience understood with the film especially film from other language and countries. baker & hochel in ghaemi & benyamin (2010: 39) stated subtitling is visual, involving the superimposition of a written text onto the screen. subtitling may be describe as a translation practice that consists of rendering in writing, usually at the bottom of the screen, the translation into a target language of the original dialogue exchanges uttered by different speakers, as well as all other verbal information that appears written on screen (letters, banners, inserts) or is transmitted aurally in the soundtrack (song lyrics, voice off) (diaz cintas, 2012: 274). the process of movie subtitle translation is not merely a conversion between two languages, but a process of transmission and transplant in which cultural exchange is included (cui-ping, 2015: 28). the translator is not only translated the original intention of the source text completely as possible, but the cultural information as well. to make the audience understand with film, subtitles should be as short as possible. a viewer has absolutely no knowledge of the source language only has the visuals, sound effects and subtitles to help them understand with the film. to make the audience enjoying film, we should serve subtitles as short as possible to give viewer chance to comparing with images or visuals in film. foreign film which is mostly spoken in english like harry potter series: the chamber of secrets written by j.k rowling is originally made in uk and us, distributed by warner bros. pictures had a background culture of britain surely which should be translated into indonesian in a clear, accurate and readable translation product to be understood by the indonesian audiences. but the problems are why the translator reduce the translation in some part of subtitle and does the translator transplant the cultural information as well to make audience easly understand the film? these studies covered the techniques proposed by molina and albir and over all stated that some techniques were not appropriate to be implemented into some extends for some terms. the researchers try to analyze one of the translation techniques called discursive creation to know why translator made dissappear some of subtitle text and change the context. masero (2014: 318) states that every text and its utterances are part of a specific context. these utterances and their context can be more or less alien to target culture and will show more or less translation problems that can make the process of translation mailto:mdcorp100@gmail.com mailto:medyerawati@gmail.com mailto:sonyalianti9@gmail.com 2 | lilik istiqomah, medy erawati, sonya lianti suparno lingual (vol. 7, no.1, 2019) more or less complicated. thus, the discursive creation here were categorized into three categories language unit they are word, phrase and sentence. ii materials and method translation technique as procedures to analyse and calssify how translation equivalence works. one of the translation techniques that the researchers used in this movie is discursive creation. molina & albir (2002: 510) defines discursive creation as a technique to establish a temporary equivalence that is totally unpredictable out of context. this is an operation in the cognitive process of translating by which a non-lexical equivalence is established that only works in context (delisle, 1993) in molina albir (2002: 505). it means that discursive creation makes the tt absolutely different from the sl. the differences that not only the meaning, but also the point of view, subject, character and situation. another opinion is that discursive creation refers to equivalents that would only work in that specific situation (cortes, 2016). in other words, discursive creation is only used in specific and cultural situations. may be in one culture the st can not be translated literally, so the translator used discursve creation to make the audience interested in the film or novel. discursive creation many used in the title of film, newspaper and novel, example the title of newspaper “the general spoke” translated into “sang jenderal angkat bicara”. o’connel (2007: 169) defines subtitling as ‘suplementing the original voice soundtrack by adding written text to the screen’. so, the main role for subtitling is to facilitate an access for the foreign viewers on audio visual product in foreign language. as with any other type of translation, subtitle are expected to provide a semantically adequate of the original dialogue that they must at the same time the visual and the written text. the problem arises when people on screen speak language which can’t be translated because of any different language cultural or the speaker speak to quickly so its used reduction which sometimes out of context. this is why discursive creation is arguably the core strategy in use by subtitlers and the subject of this detailed research. the study of this article uses descriptive qualitative method. the writer only collected, classified, analyzed the data and then drew conclusion and verification. the writer describes the facts concerning the object of the research, then analyzes about translation analysis in qualitative way. the object of this research is discursive creation technique of translation english to indonesian subtitle of harry potter 2 “the camber of the secret” movie. data of this research are utterances or sentences in the script movie which involves two different languages both the sl (english) and the tl (indonesian). meanwhile, the source of the data of this research is harry potter 2 “the camber of the secret” movie. in collecting the data, the writer uses content analysis which uses written document or subtitle movie. in analyzing the data, the writer uses the following steps: 1) reading the subtitle movie. 2) collecting the primary data, 3) coding the primary data, 4) classifying the primary data, 5) collecting the secondary data, 6) analysis the secondary data, 7) displaying and drawing conclusion (fitria, 2015: 6). iii results and discussion the dominance of sentence language category, which is 28 (57%) of the total 49 data of discursive creation. therefore, here the writer tries to shows an analysis of the data above categories when comparing the sl in english into indonesian as tl in the discursive creation technique of the movie subtitle. it can easily understand the error word or sentence that is used in the subtitle. the analysis is as follows: 3.1 word (datum 10) st: now, now draco, play nicely. tt: sudah sudah draco, yang sopan dong. literally, in cambridge advanced learner’s dictionary (3rd edition) now means at the present time. the translator translated now as sudah, while the indonesian word of sudah means as of a certain point in time or past. the word now can be used as an emphasis in conversation. the better translated of ‘now, now’ is “nah, nah”. 3.2 phrase in phrase, the researchers found three phrases in the analysis of subtitle film harry potter: the chamber of secret there were: 3.2.1 verb phrase (datum 19) st: if you‘re talking about malfoy-. of course. you heard him! tt: kalau kamu pikir itu malfoy... iya lah. kamu dengar dia kan? as we know a verb phrase is a phrase which consists of main verb and auxiliary verb. the main verb of the example is talking with are which the auxiliary. according to cambridge advanced learner’s dictionary (3rd edition) talking from the word talk which means to speak to someone or to say words aloud. the translator translated the phrase you’re talking as kamu pikir, exactly the indonesian word kamu pikir means you’re thinking. the better translated of “if you’re talking about malfoy” is “kalau kamu berbicara tentang malfoy”. 3.2.2 noun phrase (datum 9) st: nice big smile, harry. together you and i rate the front page! tt: senyum yang lebar, harry. kita akan masuk halaman muka. it is clear that the utterance is phrase, especially noun phrase. premodifier “adjective” nice and big with the head “noun” is smile. the adjective nice means menyenangkan and big means besar/lebar, the nice big smile here translated into senyum yang lebar by the translator with reducing the meaning of one word. if it is translated literally, nice big smile will be “senyum lebar yang menyenangkan”. 3.2.3 adverb phrase (datum 17) st: innocent until proven guilty, severus. my cat has been petrified. tt: tak bersalah sampai ada bukti, severus. kucingku dibekukan! the translator translated the phrase until proven guilty as sampai ada bukti with guilty is the adverb of manner which means dengan bersalah. the word proven is from prove that depends on cad meant to show that something is true. the better translated of until proven guilty is “sampai terbukti bersalah”. 3.3 sentence (datum 42) st: i’m afraid we feel you have rather lost your touch tt: menurut kami, anda sudah kehilangan kendali the translator translated the sentence above is out of context, the tt is very different with the st. based on cad, afraid means feeling fear or feeling worry about the possible results of a particular situation. i’m afraid in the subtitle translated into menurut kami, even in indonesian word of menurut kami means according to or based on or depend on. then, the word touch in cad means an ability to do things in the stated, especially in positive way, rather than kendali that in indonesian word means control. the better translated of “i’m afraid we feel you have rather lost your touch” is “saya khawatir, kami merasa anda telah kehilangan kemampuan anda”. there were 1505 data, yet after doing some analysis 62 data were obtained including discursive creation technique. after some deep analysis there were, finally 49 data were taken and analyzed. this data reduction was done because there was repeating information in some data. from 49 data that were taken from the english to indonesian subtitle, it was divided into three categories of language unit which were sentence, phrase and word. the data can be seen in the following table: table data findings of discursive creation categorized language unit no. form of source text frequency percentage number of data 1. word 10 23% 3, 10, 11, 12, 16, 26, 27, 29, 4 | lilik istiqomah, medy erawati, sonya lianti suparno lingual (vol. 7, no.1, 2019) 30, 37 2. phrase 11 20% 1, 6, 8, 9, 17, 19, 21, 24, 28, 35, 43 3. sentence 28 57% 2, 4, 5, 7, 13, 14, 15, 18, 20, 22, 23, 25, 31, 32, 33, 34, 36, 38, 39, 40, 41, 42, 44, 45, 46, 47, 48, 49 total 49 100% iv conclusion from the explanation of findings above, it showed that discursive creation technique divided into three categories of language unit, they were word, phrase, and sentence. in phrase, the researchers found noun phrase, verb phrase and adverb phrase in the data. from the data, the researchers found 28 datum or 57% subtitles which used discursive creation technique that had a different meaning in sentence. thus, the translator translateed the subtitle different from the source text in order to make viewers understand of the film because there was any different culture. the translator just changing the subtitle with simple words based on their feelings and sometime untranslate the subtitle because there is no one comparison which suitable with indonesian language. better, the translator looked for the most suitable language without out of context in order to give good subtitle. the writer recognizes that the aspects discussed in this study are still minor from overall aspects that can be assessed in relation to movie subtitling analysis and semi-professional research in field of translation. therefore, the writers hope other researchers can improve this study, for instance by analyzing translation technique of harry potter movie in another serries with different translation technique or discussing translation quality of harry potter: the chamber of secrets by involving rater as secondary data. references cortez, luisa olmeldo. [2016]. on translation techniques or impossible translations. retrieved december 18, 2018, from https://bookmachine.org/2016/12/02/on-translation-techniques-orimpossible-translations/ cui-ping, han and ni xue-li. 2015. “on the subtitle translation of mirror mirror from relevance theory” in american research journal of english and literature 2378-9026, vol 1, issue 3, june (2015): 2633 diaz-cintas, jorge. 2012. subtitling from: the routledge handbook of translation studies routledge. accessed on 01 december 2018 diaz-cintas. jorge. 2012. subtitling: theory, practice, reasearch. university college london. accessed on 01 december 2018 fitria, tira nur. 2015. translation technique of english to indonesian subtitle in doraemon “stand by me” movie. universitas muhammadiyah surakarta ghaemi, farid and janin benyamin. 2010. strategies used in the translation of interlingual subtitling. journal of english studies 1(1), 39-49, winter 2010. islamic azad university masero, ana tamayo. 2014. “translating slang for dubbing: a descriptive case study of jackie brown (english-spanish)”, linguae-revista de la sociedad espanola de modernas, 1 (2014), 315-340 molina, lucia & amparo h. albir. 2002. “translation techniques revisited: a dynamic and functionalist approach”, meta: translators’ jurnal, vol. 47, no. 4, 2002, p. 498-512. o’connell, e. 2007. screen translation. in p. kuhiwczak and k. littau (eds.), a companion to translation studies (pp. 120-133). toronto: multilingual matters ltd. roks, berber. 2014. a study in subtitles: translation universals in sherlock. leiden university shuttleworth, m & mira cowie. 1997. dictionary of translation studies. london: st. jerome. publishing company. grammatical mistakes in relation to english competency test i gusti ayu gde sosiowati, ni luh ketut mas indrawati, ni wayan sukarini, ida ayu made puspani english department, faculty of arts, udayana university sosiowati@yahoo.com, mas.indrawati@yahoo.com, wayansukarini@yahoo.com, dayupuspani@gmail.com abstract the research aims at finding out the freshmen’s ability on english grammar. this is very important activity so that the english department knows their level of ability so that the teaching materials can be determined. the test is about structure, taken from toefl. the theory used is the theory english language teaching, especially testing by harmer (2001), in which the test is used as diagnostic test. the result of the test will provide the information about three crucial points on grammar that must be developed. this will help the related teacher to decide what items should be taught so that by the end of the semester, at least most of the students can reach the level of intermediate, that is the level in which the students are capable of doing conversations on routines, understanding lectures, understanding english tv programs (http://www.embassyenglish.com/student-life/yourlevel-of-english cited on 19 january 2015). keywords: testing; gramatical; intermediate i introduction the study program of english is one of the study programs in the faculty of arts, udayana university. this study program, according to the regulation of the government, conducts lectures both in english and indonesian language. the students of the study program have to fulfil 144 credits in which 122 credits are taken from english subjects. this composition shows that the english ability of the students is very important to enable them to follow and understand the lectures properly. this study program is not provided for those who would like to have an english course, instead it is provided for those who would like to improve their skills on language and literature. for this reason, it is a must for new students in our program to have possessed the english language ability at least at the level of intermediate. intermediate level is the level in which the students have had the abality of conducting conversation of routines, writing and understanding simple texts, taking notes and understanding lectures, and tv programs (http://www.embassyenglish.com/student-life/your-level-of-english. cited on 19 january 2015). the existing fact actually shows that all the new students have passed the selection however their mark is the compilation of the mark of bahasa indonesia, social sciences, and mathematics. their marks are not the real reflection of their english ability. usually when they start the lectures they found a lot of difficulties in following the lectures due to the fact that they lack of english ability. to find out their real english ability, mailto:sosiowati@yahoo.com mailto:mas.indrawati@yahoo.com mailto:wayansukarini@yahoo.com mailto:dayupuspani@gmail.com http://www.embassyenglish.com/student-life/your-level-of-english 10 | i g a g sosiowati, n l k mas indrawati, ni wyn sukarini, i a made puspani lingual (vol. 7, no.2, 2016) preliminary test must be conducted and the test used is toefl test. after finding their ability, a special english program can be conducted. masduki (2004) has done the research entitled “the study of english language ability of the students of non-english departrment through the program of model b intensive course). he suspects that the reason why tertiary education students have a low english language abilitry is the lack of time in giving them sufficient opportunity to use the language while they were in senior high school. in the model b intensive course program the teaching was conducted by using communicative-integrative approach, 22 hours/week/class for 15 weeks. the result of the program showed improvement in the students’ ability in the skills of listening (pre-test 429 post test 445), structure (pre-test 378 – post-test 442), reading (pre-test 402 – post-test 433), writing (pre-test 3.15 – post-test 4.14), and speaking (pre-test 2.68 – post-test 3.46). the research conducted by masduki strengthens the opinion that the ability of students accepted in universities is not yet sufficient. english is very important in supporting working performance and that is the reason why english is learned all over the world. http://news.okezone.com/read/2015/01/30/65/1099246/ kemampuan-bahasainggris-di-ri-pada-tingkat-menengah) says that among 63 countries, the english ability of the young people in indonesia is in the middle, with the score of 52.7 while the highest ability is dominated by the countries like denmark, netherland and sweden with the score of 69.30. it said that in indonesia the ability of english of adults is increasing. in the asian region, out of 14 countries, the english ability of the indonesian young people is number six with the high ability is found in the places like jakarta, bali, yogyakarta, west sumatra , west jawa and so on. the results of the researches mentioned above show that the english ability of the students or young people is both sufficient and insufficient. this is very much different from the real situation in the english department, faculty of arts, udayana university. the government has decided the kinds of tests that must be taken by the graduates’ senior high schools to enter universities, then the english department must accept them and do the hard work to make them capable graduates.the insufficient ability must be improved so that they are able to follow and understand the lectures. however, before improving or preparing the teaching model for the students, their exact level of the english language must be found out. to do that, at the beginning of the semester, the new students are given a test that is toefl test. harmer (2001:321) states that the purposes of the test are (1) placement test, that is the test that is used to group the students based on the level of their language ability, (2) diagnostic test, the test that is used to find out the problems faced by the students and after the problems can be identified, the teaching materials and procedures can be decided, (3) progress or achievement test that is the test used to find out the improvement of the students in relation to their ability in absorbing the teaching materials, and (4) proficiency test, that is the test to find out the general ability of the language. since this research has the purpose grammatical mistakes in relation to english competency test | 11 to find out the problems faced by the students, the kind of test used is diagnostic test. to be able to achieve the goal of the test, according to harmer (2001) the test must be (a) valid, which means that the test should test what to be tested, (b) reliable which means that the result of the test must be consistent. it has been said that the students pass the entry test but their english language ability is not sufficient. the reason for this is that because the purpose of the entrance test is not to find the language ability of the language students, in this case english, instead, the test is conducted to select the students who can pass the passing grade despite of the low mark in english. the passing grade is the mark set based on the compiled marks of other subjects. after being accepted, the students are already the responsibility of the english department, the teaching process must be planned and conducted. since the main purpose of the students is that they know how to communicate in english, the skills taught must focuss to reach the goal. in relation to this, richards (2006) suggested that teachers must understand that they should provide time for the students to do the activities in which they can use the language to communicate, using various skills, applying various language functions and negotiating meaning. in relation to the level of english language ability which is not yet sufficient, this research has the purpose of finding out the level of the language ability of the freshmen. ii materials and methods the research was conducted in both qualitative and quantitative methods. the quantitative method was used to count the mistakes the students made and the score they have, while qualitative method was used in describing why they made mistakes in particular areas of english. mahsun (2007) states that data can be obtained from samples that are taken from population when the number is too big and the area is too wide. however, for this research, the data was taken from the whole population, to be more precise. the other reason to use the whole population as sample because they were from various senior high schools, both inside and out side bali, thus, they were considered as heterogenous population. the higher numbers of samples used the more accurate the result of the research will be. the data of this research were the toefl test score of the students which showed the students english ability. in using the toefl test, only the parts of structure and written expression were used considering that those parts are the best parts to show their grammar ability which is very important to support their other skills. this is in line with sutisna’s idea that teaching grammar is important because it supports the other four skills, and the teaching which is mainly focussed on meaning and communication is not sufficient to make the students obtain language proficiency. sutisna’s idea of the importance of grammar is agreeable since ignoring grammar means that students will be able to speak 12 | i g a g sosiowati, n l k mas indrawati, ni wyn sukarini, i a made puspani lingual (vol. 7, no.2, 2016) fluently but often with many grammatical mistakes even the very basic ones which is in fact very disturbing. the number of questions that the students had to do were 40 questions as described below. structure directions: questions 1-15 are incomplete sentences. beneath each sentence you will see four words or phrases, marked (a), (b), (c), and (d). choose the one word or phrase that best completes the sentence. then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. fill in the space so that the letter inside the oval cannot be seen. look at the following examples. example i the president _____ the election by a landslide. (a) won (b) he won (c) yesterday (d) fortunately the sentence should read, "the president won the election by a landslide." therefore, you should choose (a). example ii when _____ the conference? (a) the doctor attended (b) did the doctor attend (c) the doctor will attend (d) the doctor's attendance the sentence should read, "when did the doctor attend the conference?" therefore, you should choose (b). now begin work on the questions. 1. different hormones ______ at the same time on a particular target issue. (a) usually act (b) usually acting (c) they usual act (d) the usual action 2. the tidal forces on the earth due to_____ only 0.46 of those due to the moon. (a) the sun is (b) the sun they are (c) the sun it is (d) the sun are 3. most radioactive elements occur in igneous and metamorphic _____ fossils occur in sedimentary rocks. (a) rocks, nearly all (c) rocks, nearly all are (b) rocks, but nearly all (d) rocks, which nearly all are 4. _______ radioisotope is encountered, the first step in its identification is the determination of its half-life. (a) an unknown (c) when an unknown (b) afterwards, an unknown (d) during an unknown 5. the missouri _______ longest river in the united states, flows through seven states from its source in montana to its confluence with the mississippi. (a) river, the (b) river is the (c) river is one of the (d) river, one of the 6. coral islands such as the maldives are the tips of reefs built during periods of warm climate, when _______ higher. (a) were sea levels (b) sea had levels (c) having sea level (d) sea levels were grammatical mistakes in relation to english competency test | 13 7. hail forms within large, dense cumulonimbus _______ develop on hot, humid summer days. (a) clouds (b) clouds that (c) clouds that are (d) clouds that they 8. measles is a highly contagious viral disease______ by a characteristic skin rash. (a) accompany (b) is accompanied (c) accompanied (d) it is accompanied 9. charles darwin's first scientific book, published in 1842, _____ a since substantiated theory on the origin of coral reefs and atolls. (a) to present (b) presented (c) presenting (d) it presents 10. phytoplanktons thrive where —— phosphorus into the upper layers of a body of water. (a) upwelling currents circulate (c) are upwelling currents (b) the circulation of upwelling currents (d) circulates upwelling currents 11. by the end of 1609, galileo had a 20-power telescope that enabled him to see ______planets revolving around jupiter. (a) the call (b) he called (c) to call him (d) what he called 12. on every continent except antarctica——— more than 30,000 species of spiders. (a) some are (b) some of the (c) are some of the (d) is some 13. many bugs possess defensive scent glands and emit disagreeable odors when _____. (a) disturbed (b) are disturbed (c) they disturbed (d) are they disturbed 14. hurricanes move with the largescale wind currents ——— are imbedded. (a) that they (b) which they (c) in that they (d) in which they 15. ______ the earth's ice to melt, the earth's oceans would rise by about two hundred feet. (a) if all (b) were all (c) if all were (d) all was written expression directions: in questions 16-40, each sentence has four underlined words or phrases. the four underlined parts of the sentence are marked (a), (b), (c), and (d). identify the one underlined word or phrase that must be changed in order for the sentence to be correct. then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. look at the following examples. example i the four string on a violin are tuned in fifths. a b c d 14 | i g a g sosiowati, n l k mas indrawati, ni wyn sukarini, i a made puspani lingual (vol. 7, no.2, 2016) the sentence should read, "the four strings on a violin are tuned in fifths." therefore, you should choose (b). now, begin work on the questions. 16. the brilliantly colored rhinoceros viper has two or three horns above each a b c nostrils. d 17. most of the outer planets has large swarms of satellites surrounding them. a b c d 18. historical records show that halley's comet has return about every a b c seventy-six years for the past 2,000 years. d 19. robert heinlein was instrumental in popularizing science fiction with series a b c of stories that is first published in the saturday evening post. d 20. each number on the richter scale represent a tenfold increase in the a b amplitude of waves of ground motion recorded during an earthquake. c d 21. lake tahoe, located on the eastern edge of the sierra nevada range, is feed a b c by more than thirty mountain streams. d 22. established in 1789 and operated by the jesuits, georgetown university in a washington,d.c. is the older roman catholic institution of higher learning in b c d the united states. 23. the surface of the planet venus is almost completely hid by the thick a b c clouds that shroud it. d 24. present in rocks of all types, hematite is particular abundant in the a b c sedimentar rocks known as red beds d 25. tropical cyclones, alike extratropical cyclones, which derive much of their a b c grammatical mistakes in relation to english competency test | 15 energy from the jet stream, originate far from the polar front. d 26. elizabeth cady stanton organized the first u.s. women's rights convention a b in 1848 and was instrumentally in the struggle to win voting and property rights c d for women. 27. jaguarundis are sleek, long-tailed creatures colored either an uniform a b c reddish brown or dark grey. d 28. it is possible to get a sunburn on a cloudy day because eighty percent of the a b ultraviolet rays from the sun would penetrate cloud cover. c d 29. in 1964, gatt established the international trade center in order to assist a developing countries in the promotion of its exports. b c d 30. joseph heller's novel catch-22 satirizes both the horrors of war as well as a b c the power of modern bureaucratic institutions d 31. in roots, alex haley uses fictional details to embellish a factual histories a b c of seven generations of his family. d 32. the carbon atoms of the diamond are so strongly bonded that a diamond a b can only be scratched with other diamond. c d 33. viruses are extremely tiny parasites that are able to reproduce only within a b c the cells of theirs hosts. d 34. during the last ice age, which ended about 10,000 years ago, there was a b about three times more ice than is today. c d 16 | i g a g sosiowati, n l k mas indrawati, ni wyn sukarini, i a made puspani lingual (vol. 7, no.2, 2016) 35. melons most probably originated in persia and were introduced the north a b c american continent during the sixteenth century. d 36. more than 600 million individual bacteria lives on the skin of humans. a b c d 37. the more directly overhead the moon is, the great is the effect that it a b c d exhibits on the earth. 38. as the international dateline at 180 degrees longitude is crossed westerly, a b it becomes necessary to change the date by moving it one day forward. c d 39. kilauea's numerous eruptions are generally composed in molten lava, with a b little escaping gas and few explosions. c d 40. the incubation period of tetanus is usually five to ten days, and the most a b frequently occurred symptom is jaw stiffness. c d the test above was given to those of 96 new students in seperated rooms to give space for them and watched by lecturers to make sure that they did the test by themselves. since only some part of the toefl test used, the scoring was also modified. the test scored is only the grammar and written expression which consists of 40 questions. the real toefl score is ranging 200 – 760. to make the score of the test similar to the toefl, the following calculation was conducted. the gap between 200 and 760 is 560 which is then divided into 40 to get the score of each question that is 14. to make the score of the test similar to toefl the numbers of corect answers are multiplied by 14, added by 200. by doing this procedures, the range of the score of the test is similar to the toefl, ranging 200 – 760. the levels of the language ability of the students are divided terms of pre-intermediate, intermediate and advanced with the following range of score. level range of score preintermediate 200 – 387 intermediate 388 – 574 grammatical mistakes in relation to english competency test | 17 advanced 575 760 iii results and discussion the result of the test given to the students shows the following scores. the range of the score is 270 – 648. the result of the research shows that the range of the score of those students are 270 648 the numbers and the percentage of of the students for each level of language ability are as folllows. levels numbers percentage pre-intermediate 28 29.2 intermediate 66 68.8 advanced 2 2 the result showed by the level scores indicates that more than half of the students should be able to join the lectures in the english department. however 29,9% is considered to be a sufficient percentage to disturb the learning process if they are not taken care of. based on the analysis conducted on the mistakes produced by the students, the following is the list of the three top areas in which the students make mistakes. no areas of mistakes percentage 1. conditional 92.8 2. linking words 75.3 3. noun phrase 69.6 the percentage above was obtained from conducting the following procedures. the numbers of students making mistakes and the percentage in each of the question was calculated by using the formula below. nsmm x 100% = pomq 96 nsmm = numbers of students making mistakes in one number of question. poq = percentage of mistakes in one question. when the test presents more than one number of the similar area, the percentage of those similar numbers are accumulated and then divided into the 18 | i g a g sosiowati, n l k mas indrawati, ni wyn sukarini, i a made puspani lingual (vol. 7, no.2, 2016) numbers of the questions of the similar area. the result is then used as the percentage representing several questions of the similar areas. to find out why those students making mistakes in those 13 areas of language, explanation is presented below. it is expected by knowing the reasons why the mistakes occurred, the teaching model can be more easily presented. 1. conditional. the result of the test shows that 92,8% students made mistake in this area. they do not understand that conditional sentences can have subject-operator inversion without conjunction (quirk and greenbaum, 1973:326). thus, when the students were facing such questions they looked for the options containing ‘if’. the following question of the test illustrates the mistake. ______ the earth's ice to melt, the earth's oceans would rise by about two hundred feet (a) if all (b) were all (c) if all were (d) all was most of the students chose (c) because they thought that conditional cannot have the form of inversion. if they had known about it, they would have chosen (b) because that is the correct answer. 2. linking words. in the area of linking words, 75,3% of the students made mistakes. based on the examination on the questions most radioactive elements occur in igneous and metamorphic _____ fossils occur in sedimentary rocks. (a) rocks, nearly all (b) rocks, but nearly all (c) rocks, nearly all are (d) rocks, which nearly all are the mistake done by the students could be because they did not understand most of the words in the question leading to the situation that the clauses have contradictory connection. most of them took (d), thinking that the second clause is the post modifier, while the correect answer is (b). 3. noun phrase. the percentage of the students making mistake in the area of nouns is 69,9%. the mistakes they made could be because they do not know that modifier can take the form of verb-ing (gerund) or merely adjective which means that the students have to understand the forms of adjective. by knowing it, eventhough the students do not understand the meaning of the word, they will know that the form is noun phrase. they will also know that when the noun phrase stands as the subject of a clause, it will be immediately followed with a verb functioning as predicate. the problems of not knowing the points mentioned above occur in answering the following question. grammatical mistakes in relation to english competency test | 19 phytoplanktons thrive where ——— phosphorus into the upper layers of a body of water. (a) upwelling currents circulate (b) the circulation of upwelling currents (c) are upwelling currents (d) circulates upwelling currents the correct answer for the question above is (a) since ‘upwelling currents’ is a noun phrase consisting of pre-modifier in the form of gerund ‘upwelling’ and the head ‘current’, followed by verb which functions as a predicate. however, instead of choosing (a) as the correct answer, most of the students chose (b) without being aware that the choice will make the clause have no predicate. another example of mistake that the students made is caused by the fact that they did not know that a pronoun in front of a noun already carries the marker that the noun following it must be in the form of singular. the brilliantly colored rhinoceros viper a has two or three horns above each b c nostrils. d for the kind of test above, what is considered to be the correct answer is the one that does not fit in the sentence. the correct answer for the question above is (d) because the pronoun ‘each’ must be followed by noun in singular form. it must also be followed by countable noun. most of the students chose (a), thinking that the adverb should be an adjective ‘brilliant’ modifying the word ‘colored’, which in that context. also from the form, it is not functioning as a noun. a noun cannot take –ed form. iv conclusion the analysis of the test provides the score of grammar and at the same time present the areas of language in which they made mistakes. they have problems in almost all class words. this means that it will be hard for them to use the languge properly and most likely it is going to disturb the learning process. considering the time, place and financial constraints that must be faced by the english study program in udayana university, there is only one way that can be done to produce competitive graduates that is doing integrated teaching in which the teacher collaborates to decide, the teaching materials, the teaching procedures and the testing. with solid cooperation, accompined by the willingness of working hard, it is believed that the result will be satisfatory. 20 | i g a g sosiowati, n l k mas indrawati, ni wyn sukarini, i a made puspani lingual (vol. 7, no.2, 2016) references harmer, jeremy. 1983. the practice of english language teaching. london and new york: longman harmer, jeremy. 2005. the practice of english language teaching (third edition.completely revised and edited) london and new york: longman mahsun. 2007. metode penelitian bahasa (edisi revisi). jakarta: pt. rajagrafindo persada masduki. 2004. “studi kemampuan berbahasa inggris mahasiswa nonenglish department” melalui kegiatan intensive course model b’ quirk & greenbaum. 1973. university grammar of english. longmn richards, jack c. 2005. communicative language teaching today. seameo regional language centre sutisna. grammar is considered very boring, however, it has to be taught. (http://digilib.upi.edu/ administrator /fulltext/d_ pk_ 029780 entis_sutisna_chapter1 pdf, cited on 5 december 2015) your level of english. (http://www.embassyenglish.com/student-life/your-level-of-english cited on 19 january 2015 the voices of indonesian students on the use of english translation of the holy quran as an authentic material resource to teach reading puji sumarsono university of muhammadiyah malang pujisumarsono@gmail.com abstract english translation of the holy quran has been utilized as an authentic material to teach and learn english (sumarsono, 2016). a skill which is directly related to this issue is reading through a genre based-approach by exploring narrative texts in the holy quran (sumarsono, 2017). considering that these previous researchers have developed teaching methodology and also teaching materials, it is crucial to understand the students’ voices concerning the use of this methodology and materials. the importance of this study is to provide feedback and improve the use of this methodology and materials. this study applied qualitative as it intended to understand and describe the phenomenon deeply. an instrument which was applied was an interview and the interviewees were the students who were joining a class using this methodology and teaching materials. the students have positive views on the use of english translation of the holy quran as an authentic material resource to teach reading. this methodology has two crucial roles in the development of knowledge and faith. keywords: voices, authentic materials, english translation of quran i introduction teaching materials have a crucial role in the language classroom because they are the resources used by the teacher to facilitate teaching and learning occur both inside and outside of the classroom (castillo losada, insuasty & jaime osorio, 2017). nowadays, teaching materials in english language teaching (elt) are divided into two, artificial and authentic materials. those kinds of materials are totally different from each other. artificial is intentionally constructed for language teaching purposes, but authentic is directly taken from daily life sources in which it is not constructed for elt purposes. nunan (2004: 49) views authentic materials as samples of spoken and written language that have not been specifically produced for the purpose of language teaching. the use of authentic materials in elt remains problems and debate among scholars and teacher as well. rahman (2014) identifies that a heated debate started on the issue of the type of material which is really categorized as authentic. in contrast, there are many different definitions in which most of them highlight different aspects of the ‘authentic’ term. sarapli (2011) claimed that the aim of using authentic materials is to prepare students for their social lives. the language which is learned should be realistic as it is difficult to get accurate material which satisfies students’ needs. it bridges between the current activities in the classroom and real life in society. according to lamier & schleicher (in sarapli, 2011), the use of authentic materials for elt provides some benefits. first, learning can be enhanced by the use of texts of particular interest to a class. second, variety and spontaneity will increase in classes that introduce authentic materials in elt. then, exposure to a variety of vocabulary and structures will occur. third, students will capitalize on their prior cultural and schematic knowledge to contrast target situations and genres with those of their own culture. buendgens-kosten (2014) argues that it is often assumed that authentic texts provide better linguistic models than non-genuine texts. in spite of the debate among scholars on the use of authentic materials for english language teaching (elt), there have been a lot of researches and practices to use authentic materials in elt. they have been promoted worldwide by teachers and scholars through this debate (ravalovich, 2014). sumarsono (2016) has already put the idea of authentic material for elt into practices. he utilized the mailto:pujisumarsono@gmail.com translation of the holy quran to teach and learn reading subject in a higher education setting. sumarsono (2018) even identified the genre of text in the english translation of the holy quran. it was found a lot of narrative texts in the holy quran. sumarsono (2018) proposes a methodology of teaching and learning reading using english translation of the holy quran as an authentic material resource. it covers the objectives of teaching and learning reading, the materials of teaching and learning reading, the procedure of teaching and learning reading. the objective is to give students comprehension about different types of texts in holy quran and the main ideas/topics, details, relationships between sentences and paragraphs, as well as the rhetorical structure of the texts so that they are able to distinguish and explain kinds of text as well as comply the content of holy quran. the materials of teaching and learning reading are texts of the english translation of holy quran which are translated from arabic into english by abdullah yusuf ali. table 1: samples of text types available in the holy quran types of text topic chapter surah verse narrative history of the first assassination in the world 6 al-maidah 27-32 descriptive description of heaven 1 27 30 al-baqarah ar-rahman al-ghasyiyah 25 56 & 70 8-16 expository the procedure of taking ablution 6 al-maidah 6 argumentative the importance of qisas 1 al-baqarah 178-179 the procedure is divided into 6 steps. first, the lecturer decides the version of the english translation of the holy quran which will be used. second, the students are equipped with english translation of the holy quran (yusuf ali version). third, the lecturer explains the genre of text. fourth, a class divided into a group of 3 students. each group should read a different chapter of holy quran translation and classify them according to the four types of text. fifth, each group presents the result of their project and other groups, as well as the lecturer, give feedback on it. last, for structured individual and independent learning, the students should read one day one page. however, this methodology has not evaluated yet. according to holland (in phillips, balan & manko, 2014), the evaluation process should cover six standards. first, a differentiated evaluation approach based on the teacher’s level of development. second, a collaborative approach that considers the teacher’s goals, progress towards achieving those goals, and the implications of that progress. third, multiple observations by more than one individual. fourth, formative as well as summative evaluation, with greater emphasis on the formative approach. fifth, a focus on school goals as well as individual goals. last, transparent evaluation policies that are clearly articulated and defined, and understood by teachers and administrators. it is, therefore, the teacher has not received any feedback to improve this methodology. one of the easiest ways to understand the values of a methodology is by asking the students’ opinion regarding what they have experienced while they are learning using this methodology. it is, therefore, the research question is “what are the students’ opinions on the use of english translation of the holy quran as an authentic material resource to teach reading? this evaluation in term of students’ opinions is crucial as it would be able to get feedback from the students and finally improve the methodology (objectives, material, and procedure) of teaching and learning reading using translation of quran as an authentic material. ii materials and methods the research design applied was a qualitative research design. the subjects of this research were 24 students of reading iii. the instruments used in this research were interview and observation by conducting the video recording and note taking while the lecturer teaches reading iii. the interview and observation were conducted to find the students’ opinion so that it could provide feedback regarding the teaching learning using translation of the holy quran as an authentic material. the researcher is the main instrument of this research. in addition, this research also used the triangulation method to get the more valid data on the problems and solutions of the implementation of english translation of the quran as an authentic material for teaching reading. the collected data were then analyzed by selecting the necessary data related to the topic being investigated, sorting out the data into a table of data presentation, analyzing the data to find out the answer of the statement of the problems, writing the result of the research descriptively, and drawing a conclusion. in addition to the procedure of data analysis, the researcher defined an opinion as it was stated by liu & zhang (2012) that an opinion is a positive or negative sentiment, attitude, emotion or appraisal about an entity or an aspect of the entity from an opinion holder. the orientations of the opinion are categorized into three, positive, negative and neutral. in addition, lani & nurjanah (2014) simply argued that positive opinion means supporting and negative means rejecting. in this research, therefore, opinion is categorized into positive when it supports the idea, it is categorized as negative when it rejects the idea, and it is categorized as neutral when it has neither positive nor negative. iii results and discussion the results are presented according to some sub-topics such as; general opinion, the advantages and the difficulties, opinions to the procedures of teaching-learning activities, suggestions for better improvement. among twenty-two students, eighteen students gave positive opinions. they said that teaching reading using the english translation of the holy quran is useful, interesting and excellent, amazing, incredible, good, able to motivate them to read the quran more often, increase insight and vocabulary mastery. however, only four students gave negative responses. they claimed that it was difficult and not effective. the advantages of this methodology are able to improve vocabulary mastery and reward from god, improve religious insight, motivate students to read, hone a reading skill, motivate students to pray diligently, improve students’ ability in reciting quran, learn old english, touch students’ heart, get wisdom. while the difficulties that students faced were difficult to understand vocabulary and conclude the lesson of the text, limited time to do the activities, and installing the holy quran application. related to the 6 steps of the procedure of teaching activities, here are their opinions. first, when the lecturer decided the version of the english translation of the holy quran which will be used, all of the students strongly agreed as it was crucial to have the same perception and resources to study. two reasons for this agreement were it was assumed that the lecturer knows more on the materials that would be taught and different text will make students and confuse to learn. for example, when the lecturer explained about a certain text in the english translation of the holy quran, two students had been confused to understand the lecturer’s explanation because they used a translation which was different from the lecturer and other 22 students. when the lecturer explained the meaning of the word “thou” and “thy” in surah al-baqarah verse 35, the two students were confused because those words were not available in the text they had. after the lecturer checked the text, it was found that the two students had different version of the translation. similar perception between teacher and students in the initial teaching and learning process could lead the success of teaching and learning. this stage can be described as teacher/students partnership. barker & moroz (1997) claimed that students/teacher partnership is a compulsory association between two parties who participate in a joint venture in the pursuit of learning. it implicitly states that teaching and learning objectives could be achieved well when students and also teacher as well work together and understand each other. second, when the students were equipped with the english translation of the holy quran (yusuf ali version), some of them agreed since the language is beautiful, unique and excellent. there are numerous old vocabularies in it. however, some of them said that it was more difficult than other versions of translation so that some of them open tafseer to check their understanding. siddiek (2012) claimed that the quran is an untranslatable text. it is, however, useful to use some interpretations of its (tafseer). the benefits of tafseer are to facilitate its meaning to make the readers understand it, defending away all fabricated distortions made by the enemies of islam against the quran and its interpretations, and to enlighten non-muslim foreignersespecially in this age based on propaganda about the realities of islam: the richness of its values and teachings. third, when the lecturer explained the genre of text, they said that it was a very good step so that they can understand and compare each kind of text in the holy quran. in addition, when the lecturer asked them to find some examples of kinds of text, most of them claimed that it was effective to learn, able to add more insight on kinds of text, and challenging as they had never done it before. in contrast, only some students said that it was a difficult activity. fourth, when the class was divided into a group of 3 students and each group should read a different chapter of holy quran translation and classify them according to the four types of text, most of the students agreed and felt that it worked well because they can share each other and know more kinds of text instead of they read by themselves. this working group also helped them to have a question and answer when they do not understand the text. in some points, however, some students indicated that it was not effective if only one student who worked in a group and members of the group cannot work together. this teaching and learning scenario can be identified as cooperative learning. sonthara & vanna (2009) explained that cooperative learning means that students learn together in structured groups so that each member in the group must succeed. besides, students work together to study and are responsible for the learning of their members. jacobs (2004) proposed eight principles of cooperative learning such as; heterogeneous grouping, collaborative skills, group autonomy, simultaneous interaction, equal participation, individual accountability, positive interdependence, and cooperation as a value. as cooperative learning has some types such as; stad, tai, and jigsaw, the activities conducted by the lecturer and the students using english translation of the holy quran can be classified as jigsaw. aronson (2018) said that jigsaw is an efficient way to learn materials because each group member must work together as a team to accomplish a common goal. fifth, when the lecturer asked each group presented the result of their project and other groups, as well as the lecturer, gave feedback on it, all students agreed and happy as they can learn and share each other, strengthen their understanding because students learn it many times from different presenters, train students to speak or present in front of class, improve students’ motivation, understand the students’ comprehension and problems in learning. last, for structured individual and independent learning which demanded the students to read one day one page and find the difficult vocabulary, they were finally so happy because it increased their english vocabulary mastery, made them remember allah every time and read the holy quran every day, whenever, and wherever. however, for the students who had no android, it made them upset as they cannot read anytime. they should open it in their computer or printed version. the difficulty to understand the english translation of the holy quran is well understood as the translators also face many linguistic difficulties when they translate the holy quran into english. ali et al. (2012) mention the difficulties include lexical, syntactic, semantic, metaphor, metonymy, ellipsis, polysemy. emara (2013) also notes that many words are not allocated an accurate meaning by quranic reviewers. the same word in the same context might be exposed to have numerous literal and figurative meanings. besides, some english words do not have the same expressive power as their arabic counterparts. it is, therefore, many readers are confused to understand the translation. this difficulty is also found by reviewers of english translation of the holy quran that quran translations written in oldfashioned english with difficult vocabulary (islam.stackexchange.com). iv conclusion students of english department of umm have positive views on the use of english translation of the holy quran as an authentic material resource to teach reading. this methodology has two crucial roles on the development of knowledge and faith. in term of knowledge, it can increase students’ knowledge both on islamic lessons and english vocabulary. in term of faith, after students read every day and understand the texts, it can also improve students’ faith to allah in which it can improve their good deeds in daily life. however, these benefits at the same time also bring difficulties such as difficulty in understanding the lesson and vocabulary. these difficulties should be and have already been solved so that will not disturb the teaching-learning activity and provide new insight in teaching english using religious approach. acknowledgement the author thanks to directorate of research and community service (drcs), university of muhammadiyah malang (umm) for the financial support so that this research could be finished well. however, any opinions, findings, and conclusions or recommendations expressed in this material are those of the researcher and do not necessarily reflect the views of the drcs umm. references ali, a. et al. (2012). some linguistic difficulties in translating the holy quran from arabic into english. international journal of social science and humanity, vol. 2, no. 6, aronson, e. (2018). https://www.jigsaw.org/overview/ barker, r. g., & moroz, w. (1997). student and teacher perceptions of teaching/learning processes in classrooms: how close is the partnership?. australian journal of teacher education, 22(1). http://dx.doi.org/10.14221/ajte.1997v22n1.3 buendgens-kosten, j. (2014). authenticity. elt journal, volume 68, issue 4, 1. 457–459, https://doi.org/10.1093/elt/ccu034 castillo losada, c. a., insuasty, e. a., & jaime osorio, m. f. (2017). the impact of authentic materials and tasks on students’ communicative competence at a colombian language school. profile issues in teachers’ professional development, 19(1), 89-104. https://doi.org/10.15446/profile.v19n1.56763. https://islam.stackexchange.com/questions/613/why-are-quran-translations-written-in-oldfashioned-english-with-difficult-vocab jacobs, g. 2004. cooperative learning: theory, principles, and techniques. retrieved from https://www.researchgate.net/publication/254097701_cooperative_learning_theory _principles_and_techniques lani, o.p. & nurjanah. (2014). opini mahasiswa terhadap pelaksanaan kuliah kerja nyata (kukerta) di universitas riau. retrieved from https://jom.unri.ac.id/index.php/jomfsip/article/view/2444/2380 liu, b. & zhang, l. (2012). survey of opinion mining and sentiment analysis retrieved from http://www.cs.unibo.it/~montesi/cbd/articoli/surveyopinionmining.pdf nunan, d. (1999). second language teaching and learning. boston: heinle and heinle publishers. phillips, k., balan, r. & manko, t. (2014). teacher evaluation: improving the process. transformative dialogues: teaching & learning journal volume 7 issue 3 . rafalovich, m. (2014). reconsidering authenticity in esl written materials. hawaii pacific university tesol working paper series 12, 96-103. rahman, r. (2014). a case for authentic materials in language teaching. the dialogue. ix (2). 206215 sarapli, o. (2011). the use of authentic materials in the second language classrooms: advantages and disadvantages. retrieved from http://dergiler.ankara.edu.tr/dergiler/27/1832/19277.pdf siddiek, a.g. (2012). viewpoints in the translation of the holy quran. international journal of applied linguistics & english literature. vol. 1 no. 2; july 2012. pp 18-25. url: http://dx.doi.org/10.7575/ijalel.v.1n.2p.18 sonthara, k. & vanna, s. 2009. cooperative learning: theory & practice (a new guide for teachers). retrieved from http://www.kapekh.org/files/report_file/38-en.pdf sumarsono, p. (2018a). authentic narrative texts in english translation version of holy quran: a genrebased approach. indonesian efl journal, 4(1), 65-72. doi: 10.25134/ieflj.v4i1.801. sumarsono, p. (2018b). methodology of teaching and learning reading using english translation of holy quran as an authentic material resource. the social sciences. 13 (2). needs analysis of english learning for students of economic and business udayana university made detriasmita saientisna faculty of economic dan business, udayana university saientisna@gmail.com abstract to face the asian economic community, mastering english is very important so that people can compete with good workers from their own country or workers from other asian countries. this study aims to find out (1) what are the problems faced by the students of the faculty of economics, udayana university in learning english and (2) to know the english language needs needed by economic students at the faculty of economics and business, udayana university. analysis of english language needs is done by giving questionnaires to students for them to answers, those questions concerning which field of english they are very proficient (speaking, listening, reading and writing) and which areas of english they find it difficult to learn, and choose what lessons they think are necessary which have not been provided in the current syllabus. the answers from these students will be analyzed according to the need analysis by hutchinson and waters (1994) and dudley-evans and st. john (1998). from this research, it is expected that students can improve their english language skills in economics. keywords: needs analysis, english, economics, esp i introduction at present english can be called as the ‘language of the world’ because almost 70% of the world's population can master english actively or passively. in indonesia, the needs for english is very high, this is proven by the many private companies and even government agencies demanding that employees or prospective employees have a toefl test result, namely the english language competence test. this is clearly seen because indonesia will enter a new phase in the economy, becoming the member of the asean economic community where mastering english is the main requirement. this phenomenon is recognized by universities in indonesia, in order to face the globalization era, english is taught as one of the compulsory subjects for students in all faculties in indonesia. at udayana university, english courses are compulsory subjects that students must take in the first and second semester and these are applied in all faculties with various departments, one of which is the faculty of economics and business. english language learning that suits the needs of students is very important to be implemented at the faculty of economics and business because of the universal and global economic nature that requires economic graduates besides mastering ecnomics also master one foreign language, in this case english language so that they can create excellent quality human resources. in the science of teaching, teaching english for economics students falls into a category known as esp (english for specific purpose) or in other words teaching english must be in accordance with the needs of students. now what is happening at the faculty of economics and business is teaching english at a standard level, which is only guided by five basic english skills, namely speaking, reading, listening and writing and has not met the criteria of english language specifically for economic students. english that is taught to students at the faculty of economics and business should be english that fits their needs so that they can equip themselves in the future after completing their education. for example, english in the faculty of medicine should be related to medical english or english for agricultural students should use material with agriculture vocabulary in it. the knowledge and expertise of english in their respective fields will give students the knowledge to understand the sources of knowledge in english that are appropriate to their fields. the needs of english language can be obtained using the needs analysis method. needs analysis consists of questions concerning the information needed to design a syllabus that fits the needs of students, questions about what areas of english proficiency they are mastering or not mastering and also questions about what they need in learning. based on the explanation above, it is very interesting to discuss the analysis of english language needs of students at the faculty of economics and business, udayana university to find out what difficulties faced by the students in mastering english, to know what basic skills english is needed by the students and also what materials are considered necessary and do not need to be taught by students. mailto:saientisna@gmail.com 2 | made detriasmita saientisna lingual (vol. 7, no.1, 2019) this study aims to determine the difficulties faced by students in mastering english, basic english skills that need to be taught to students of the faculty of economics and business, udayana university, and material that needs to be taught to students of the faculty of economics and business, udayana university. this research is expected to be able to provide input to the teaching syllabus of english in the faculty of economics and business, university and also to improve the quality of english language teaching in the faculty. ii materials and method needs analysis is often seen as the core of syllabus making for esp. needs analysis is the basis of language teaching aimed at the creation and development of previous curricula (dudley-evans & st john, 1998). furthermore, hutchinson (1994) said to know the needs for learning english, it can be done through the needs analysis method. and furthermore, hutchinson said the term need is the ability to understand and make the features that exist in the target situation and the target included learning. needs analysis can be divided into two, namely target needs and learning needs. target needs refers to the needs or features of english linguistics which are the learning objectives. target needs can be divided into three needs (1) necessities are needs determined by what students must know in order to be effective in the target situation, (2) lacks or deficiencies which are comparisons between students' knowledge or abilities with abilities that should be mastered by students, and (3) wants or desires are the needs desired by students. weakness increases the difference between what the university wants and what students want. inappropriate desires can affect the decline in student learning motivation. while learning needs is a method for identifying needs related to the teaching environment which can be represented by the following questions; (1) how is english seen in terms of learning? (2) how do students learn english? (3) what teaching resources are available? (4) information about students, (5) where will english teaching be conducted? and (6) when will the english teaching begin? the next step is to map information obtained from needs analysis and learning analysis into a syllabus design. the syllabus can also be called a curriculum whose understanding is a document that contains what needs to be learned (hutchinson and waters, 1994). to design the syllabus, the teacher must be able to ensure that the syllabus meets the wishes of students, harding (2007, 10-11) presents three steps in making syllabus, namely designing the syllabus according to the needs of students by using the principles of teaching, determining the purpose and sequence of material and design the form of teaching to be applied to students, and including assessment procedures and evaluate the teaching given to students. the research method is the steps taken in a scientific study. these steps are important to ensure the research takes place academically. in conducting this research, the research method to be applied is divided into three parts, namely data sources, methods and techniques of collecting data, and methods and techniques of analyzing data. each part is presented in detail below. the main data sources in this study are information obtained from questionnaires distributed to respondents, namely (1) student representatives from each study program at the faculty of economics and business who know the purpose of learning english, (2) students as many as 41 people taken randomly from various study program at the faculty of economics and business whose answers are considered to have been able to represent all students and (3) lectures of english courses at the faculty of economics and business, udayana university. the data collection method used in this study is the survey method by distributing questionnaires that must be answered by respondents both respondents on the criteria of representatives of study programs, students and lectures. in addition to questionnaires, interviews will also be conducted to respondents. the results of data analysis in this study are presented using quantitative descriptive and qualitative descriptive methods. descriptive quantitative is done through the calculation of information obtained through questionnaires to be held for making it easy to do a description of the different information provided by the informant. the last step is to provide recommendations, namely english language material that needs to be taught in english language courses at the faculty of eco-nomics and business at udayana university. needs analysis of english learning for students of economic and business udayana university | 3 iii results and discussion 3.1 difficulties faced by students in mastering english the first problem in this study was to find out what difficulties faced by students in mastering english language related to basic skills in mastering english. questions in the questionnaire to analyze this problem were given to the two groups of respondents, namely students from each study program and also to english language instructors at the faculty of economics and business, udayana university. questions related to the problem of the first research are about basic english language skills which are considered difficult by students, even though the basic ability of english is very im-portant for future students. respondents were asked to give a value to the list of difficulties encountered in mastering basic english skills provided in the table. the value given has a range of 1 = easy, 2 = medium, 3 = difficult and 4 = very difficult. table 1. level of difficulties faced by students in mastering basic english language skills skill score reading 2 listening 4 speaking 4 writing 3 grammar 3 vocabulary 3 intonation 4 from table l above, students argue that listening, speaking, and pronunciation are the basic skills of english which are the most difficult for students to master. this was reinforced by the answers of students in the questionnaire who felt that what caused the difficulty in mastering the three basic abilities was because they rarely used english to communicate with each other, even if they used english to communicate, they found it difficult to listen to the speaker's accent. the same thing was also conveyed by english language instructors at the faculty of economics and business through the following table: table 2. level of difficulties faced by students in mastering basic english language skills according to english language instructors skill score reading 3 listening 4 speaking 4 writing 3 4 | made detriasmita saientisna lingual (vol. 7, no.1, 2019) grammar 4 vocabulary 3 intonation 4 from the table above it can be seen that according to the instructors, on average students are still very difficult to master the basic skills of english. according to the instructors, this is due to the lack of students using english or practicing english with their fellow students because they are only focused on learning when they get english lessons without self-repetition after the lesson. 3.2 basic skills that are deemed necessary to be taught by students in mastering english the second question to answer the second problem in this research is that basic skills and material that are considered necessary to be taught by students in mastering english are only given to one group of respondents namely students because the answers from students are able to show students' desire to improve their basic abilities in mastery of english. respondents are asked to give a value to the list of basic english skills that are deemed necessary provided in the table. the val-ue given has a range of 1 = less, 2 = moderate, 3 = necessary and 4 = very necessary. table 3. basic english language competence of the students skill score reading 3 listening 4 speaking 4 writing 3 grammar 3 vocabulary 3 intonation 4 in accordance with the table above, three of the seven basic skills of english are considered necessary to be mastered by students which are indicated by score 3. while four of the seven basic skills of english are listening, speaking, vocabulary and pronunciation are considered very necessary to master, which is shown by score 4. vocabulary is needed to be taught by students because there is still a lack of vocabulary in the economic field that is used in their teaching books. this is very much related to the teaching of esp (english for specific purpose). students feel that the vo-cabulary that is taught must be in accordance with their field, namely economy, not general english. 3.3 current english material that is considered necessary and does not need to be taught by students in mastering english to answer the third problem, students are told to describe how they think about the material currently given. all students explained that there were still some materials given that were too general, not specific material related to the economic field that they would need in the future. the basic ability of needs analysis of english learning for students of economic and business udayana university | 5 english is very important for students going forward. respondents were asked to provide necessary and unnecessary answers to the list of currently taught material provided in the table. table 4. current english material that is considered necessary and unnecessary by students meeting people yes receiving and making a phone cell no company structures yes product description yes reporting no describing graphs yes company result yes comparing alternative no describing system and process no rules and regulation no calculating yes repairing for a job interview yes of the 12 materials taught, students answer 5 materials; general material that does not need to be taught because it is not directly related to the economy and the material is the use of general english. 3.4 english material that is considered necessary to be taught by students in mastering english, especially those related to economics from question number three, students answer that the material that needs to be added in learning is public speaking and presentation (how to present), how to negotiate, and how to handle complaints and give solutions (how to deal with protests and provide solutions to problems). the material details for topics considered necessary by students are as follows: table 5. topics and materials no. topik materials 1. public speaking and presentation effective body language nervous management making the right-hand gesture making eye contact 6 | made detriasmita saientisna lingual (vol. 7, no.1, 2019) voice tone 2. how to negotiate you can negotiate most things – but not everything negotiating is not a win or lose situation do your research 3. how to handle complain and give solution listen carefully to what the customer has to say and let them finish. ask question in a caring and concerned manner. put yourself in their shoes. apologize without blaming. ask the customer, “what would be an acceptable solution to you?” solve the problem or find someone who can solve it – quikly! iv conclusion from the analysis that has been done it can be concluded that the difficulties in controlling the basic abilities of english include difficulties in mastering listening, speaking, grammar and pronunciation. in addition, according to the students the basic abilities that need to be possessed are listening, speaking, city vocabulary and pronunciation. regarding the current material that still needs to be taught is meeting people, company structures, product descriptions, describing graphs, company results, calculating, repairing for a job interview, and what is considered unnecessary to teach from current material is receiving and making a phone call, reporting, comparing alternative, describing system and process, rules and regulation. whereas the material needs to be added to the syllabus is public speaking and presentation, negotiation, and how to handle complaints and give solutions. references dudley-evans, tony and st. john, maggie jo. 1998. developments in english for spesific purposes. cambridge: cambridge university press. harding, k. 2007. english for specific purposes. oxford: oxford university press. hutchinson, tom and waters, alan. 1994. english for spesific purposes: a learning-centered approach. glasglow: bell & bain ltd. tomlinson, b. 2008. english language teaching materials. cambridge: cambridge university press. construing efl students’ beliefs on the inclusion of inner circle cultures in english language teaching m. faruq ubaidillah english department, university of islam malang mfubaidillah@gmail.com abstract this study was an attempt to uncover efl students’ beliefs of inner circle (ic) cultures in their english language classes. thirty-four english department students (henceforth, participants) were recruited by means of convenience sampling technique. they were asked to fill out a set of questionnaires and provided reasons of the answers. the results of this study yielded that the participants’ belief systems were seen complex. it is proven from three varied voices of the inner circle inclusion in their english language classes; 65 % of the participants agreed to include inner circle culture, 21 of them refused it, and 15% of them held a neutral belief. suggestions for future research are offered at the end of this paper. keywords: student beliefs, inner circle culture, english language teaching i introduction without any doubt, english language has altered its position from a native speaker-based communicative tool to becoming a lingua franca communication (jenkins, 2003; kirpatrick, 2007). this has opened the fact that interactions among non-native speakers can occur through this international language in many areas of life such as education, business and commerce, politics, economic, and culture (floris, 2013). if compared to the past time, english was only used as a means of communication by english speaking countries. this, to some extent, results in the extreme use of their cultures when english is brought to non-english speaking countries. the problem then becomes more serious since, in fact, non-english speaking countries rest their tenet on cultures which are irrelevant to their daily lives. the practiced inner circle cultures keep living in efl curricula as this is supported by the fact that the speakers who are native are seen as the most perfect users of english. for instance, in light of the development of english around the world, an assumption that still rests on native speaker fallacy may continue to become a hindrance for competent english users. the reason is because, when english shifts as the most spoken language by international speakers, native speaker norms may not be suitable to apply to these people. one visible problem brought by native speakers, which in our mind is not appropriate to non-native ones, is cultural values. on another case, the practice of english language teaching in efl countries (i.e., indonesia) has been linked to the issue of culture from the inner circle (ic, for short) countries. the tenet held is not without any reasons. for instance, one representative idea on this is because language and culture are “closely interwined” (zacharias, 2014) and inseparable (dornyei, 2005). on a further explanation, zacharias continued to argue that language learners cannot communicate the target language well, unless they are well informed with the culture of the language per se. this statement has even been popularized previously by kramch, stating that “one cannot learn to use a language without knowing the culture of the people who speak that language” (kramsch 1988:63)”. in the case of english, which is now shifted to be an international language spoken by multicultural people around the world (crystal, 2003), the inclusion of ic cultures and its teaching practices somewhat is not easy to do; albeit it has an ease to discuss. since it is a global language and thus, is categorized as “de-nationalized” language (mckay, 2003), the teaching of its culture remains unnecessary. this assumption is derived from the fact that an international language should concern with the culture of “…the numerous english speakers around the world” (alptekin, 1996, cited in zacharias, 2003:39). pertaining to this, richard (2002) asserted that: …. the cultural values of britain and the us are often seen as irrelevant to language teaching, except in situation where the learner has a pragmatic need for such information. the language teacher needs no longer be an expert on british and american culture and a literature specialist as well (p.3). mailto:mfubaidillah@gmail.com 2 | m. faruq ubaidillah lingual (vol. 7, no.1, 2019) in relation to the explanations above, english language teaching in efl countries, particularly in indonesia still keeps the traditional map of teaching approaches and principles toward the englishspeaking countries. this fact has been introduced by brown (2012), arguing that pre-service teachers education programs holds the beliefs that (a) communicative language teaching (clt) is seen as the best teaching method; (b) the culture of american and british should be included in the classroom; (c) the best model of speakers are from those who are native; (d) the english learned is what native speakers have. it can be concluded that strongly held belief toward the power of english-speaking countries exists in efl countries. concerning the need for including local culture in efl contexts, ubaidillah, sari, and hidayah (2014) focused on approaches that efl teachers can take during teaching english in the class. in speaking class, for example, they suggested teachers to insert students’ local culture when presenting materials such as stories in the class. this indeed is a helpful way to do since both teachers and students are interacting to frame local asset activity. furthermore, issue of foreign language culture in elt has been investigated for years by language professionals. two of which are carried out in teacher education program examining their tenet on this issue. ubaidillah (2018a), for instance, studied fifty student-teachers at the english department of a private university in east java, indonesia. conducted in a cross-sectional survey method, his study documented that the participants preferred teaching english with the inclusion of ic cultures. the reason mostly cited is because language and culture are bound each other. another earlier research is done by zacharias (2003). participated by teacher educators from universities in central java, she learned that the interlink between culture and language has served as a prominent belief why most of the participants agree to the question. many even argue that speakers from the ic are ‘the sole owner of english’ and thus, they believe that students should be exposed to learn the ic speakers’ cultures (ubaidillah, 2018b). the studies above may have been contributive to the existing knowledge of ic culture in english language teaching. however, the studies examined the belief systems of scholars who have taught english for years (zacharias, 2003) and did teaching practices offered by the department of the university (ubaidillah, 2015). on this fact, little attentive action is addressed to freshmen of english language teaching program in universities. their beliefs systems may become a prior knowledge that they will bring during the study at the university program. it is with this reason that the present study is designed to convey the belief systems of efl students on the inclusion of ic culture in english language teaching. in relation to the review of literature above, this study has an attempt to reveal how efl students’ beliefs on the inclusion of inner circle culture in english language teaching are held. the importance of studying belief of students have been explained in much literature (e.g., floris, 2013; richards, gallo, & renandya, 2001; richards & lockhart, 1996; yesilbursa, 2009; zacharias, 2003). these publications are concerned with the effect of belief which can influence one’s performance in his or her circumstances. this finally has been made as the objective of this study. ii materials and method a small-scale survey design was employed in this study. thirty-four english department students from one private university in malang, indonesia were recruited by means of convenience sampling technique. they were asked to fill out a set questionnaire asking their beliefs of inner circle cultures inclusion in their english language classes. the data were obtained from a set of questionnaires adopted from zacharias (2003) work. it contained one main question, “do you think that teaching english should include the cultures of englishspeaking countries such as halloween, thanksgiving, and the like. the question was also accomplished with a space for reasons of the opted choices, “agree, disagree, and not sure”. the data then were analyzed in percentage and the results were presented in tables. iii results and discussion question: “do you think that teaching english should include the cultures of english-speaking countries such as halloween, thanksgiving, and the like? thirty-four participants were asked to answer this question on a piece of paper followed by their reason. below outlined the result in the form of percentage. construing efl students’ beliefs on the inclusion of inner circle cultures in english language teaching | 3 the data revealed a dominance belief on the inclusion of ic culture held by the participants with 65% agree, 21% disagree, and 15% not sure, respectively. this shows us that many efl students still rest their preference to the use on western-based culture when teaching english in the class. some reasons for favoring agreement on it are summarized as follows (the statements are taken directly from the questionnaire): student 1 (s1): we as english university students should know their habitual like halloween party or anything else which can improve our knowledge in speaking english. we don’t just study the theory only. student 2 (s2): to provide our knowledge about the culture, not only theory but also practice that event can be place to improve our theory and all that we got before. student 3 (s3): i am agree, because in teaching english it will be better that the culture of english should include in teaching english. it can give more information not only in teaching but in culture of english also. student 4 (s4): the relationship between culture and language has function that influence to develop our ability. student 5 (s5): as i know about language it to express what we are thinking and doing, and its so much related toward culture. means that, if a teacher implement culture inside of english language teaching, it’s good for students to know & understand that western culture not totally bad for indonesia. it will probably minimize the misunderstanding of english uses. the comments highlight that, in term of teaching a language, the culture associated within the language per se should also be introduced for the sake of knowledge-driven that learners can expose. this encloses the importance of relation between language and its culture such as what s4 has emphasized, “the relationship between culture and language has function that influence to develop our ability”. this finding finally is in a way the same as what zacharias (2014) and dornyei (2005) argued previously, stating that language and culture are interwined and inseparable. by reviewing the survey result, it can be concluded that there is a domination in accepting the western cultures as being superior in language teaching. furthermore, the complex system of the participants’ belief results the degradation of the local culture. if this is the case, a mismatch will occur between students’ local culture and the ic culture taught in the class (poedjiastutie. 2009). then, this gap may cause students trapped in difficulties to understand their own culture as this is slowly replaced by foreign culture. shahed (2013) added that the balancing act by teachers with cultural items issue shows the fact of today students’ cultural problem in understanding their own culture. answered differently from the first explanation, there is also refusal of the given case about cultural education in elt with 21% who voiced it. in average, the arguments of the second results show high appreciation toward the local culture. sariçoban and çaliskan (2011) emphasized that this action leads a good balance on elt if that means to limit the cultural conflicts. as a result, they also added that this limitation may avoid the language learning from being more obstructed by the cultural overinfluence. more, the intensive guidance is also needed while having language learning which also has a cultural filter on it. it is suggested that the autonomy of elt activity is to show the students the local 4 | m. faruq ubaidillah lingual (vol. 7, no.1, 2019) context of their own circumstance (lamb. 2009:229). the participants’ reasons for opting ‘disagree’ on this issue are reflected in their questionnaire as follows: because i think indonesian people have own culture self. so, we are as the indonesia people should defend our culture i disagree with it because i think we have better culture than following their cultures. but we can know their culture in order to make improve our knowledge. well i’m really disagree because we are as a modern generation, we have to proud of our islamic culture specially in this case. if we also celebrate the culture of english to influence to in its culture and follow their religion. because some cultures of english-speaking countries are not good for our country, and it can make the citizen of indonesia more interesting about other cultures than our cultures especially for young generation. it can make our cultures are forgot. we as indonesian have to be proud of indonesia cultures and keep it from other countries claim it. even though we learn english which is eil, we have to learn it by our own way based on indonesia culture. the final session includes the answers of those who are neutral with the issue (15%). albeit they are small in number, the voices yield intriguing facts. the neutralresponse indicates that western cultural teaching should be put as necessary for only an additional source of knowledge materials. guilani et al (2012) mentioned that this necessity could be beneficial for the students to learn about any life aspects such as geography, history, and the cultures of the target language. this evidence is portrayed from their remarks written on the questionnaire below: because the culture of english-speaking countries such as halloween party, thanksgiving, etc is not suitable for islamic school such as mi, mts or ma. if just for addition information is oke. we just need to know their culture, without include them in our life. because we have our own culture. to conclude, the findings indicate that most of the participants favor the ic cultures when teaching english as these are contributive to their knowledge refinement of the target language. in other case, some in contrast view ic culture as a mismatching element if included in english language teaching. two most cited reasons lie on the fact that western cultures are not all good for efl learners and also, the ‘pride’ of learners’ local cultures are of important to consider. lastly, neutral voices are raised by the respondents. those who are ‘not sure’ judge the ic culture as an additional element in english language teaching of efl countries. iv conclusion the current study learns that preference on inner circle cultures in english language teaching held by efl students exists. the dominance tenet voiced is because, based on the questionnaire result, this culture is bound with the english language and due to its position, the teaching of this language even becomes crucial to include its cultural values. when asked to clarify the answer, most of the participants stated that the inclusion of inner circle cultures can assist them improve the ability to understand the language. differently held, the opposing beliefs are also worth-noting. those who refused consider the own local culture as the most important value to teach and learn in efl classrooms. the last b is those who are neutral. these participants favored to use inner circle cultures as an additional information or knowledge for efl students. based on these findings, future research on local cultures norms in english language teaching is plausibly necessary. references brown, j. d. (2012). eil curriculum development. in l. alsagoff, guangwei. crystal, d. (2003). english as a global language (2nded). new york: cambridge university press. dörnyei, z. (2005). the psychology of language learner. mahwah, new jersey: lawrence erlbaum associates. hu, s. l. mckay & w. a. renandya. (2012). (eds.), principles and practices for teaching english as an international language (pp. 147-167). new york: routledge. floris, f. d. (2013). exploring teachers’ beliefs on the teaching of english in english language courses in indonesia. philippine esl journal, vol. 11. construing efl students’ beliefs on the inclusion of inner circle cultures in english language teaching | 5 guilani. m. a, yasin. m. s. m, hua. t. k, &aghaei. k (2012). culture-integrated teaching for the enhancement of efl learner tolerance. asian social science, 8(6). 115-119. doi: 10.5539/ass.v8n6p115. jenkins, j. (2003). world englishes: a resource book for students. london: routledge. kramch, c. (1988). the cultural discourse of foreign language textbooks, in a. singerman (ed), toward a new integration of language and culture. middlebary, vt: northeast conference on the teaching of foreign languages. kirkpatrick, a. (2007). world englishes: implications for international communication and english language teaching. cambridge: cambridge university press. lamb. m. (2009). ‘it depends on the students themselves’: independent language learning at an indonesian state school. language, culture and curriculum. 17(3). mckay, s. l. (2003). toward an appropriate eil pedagogy: re-examining common elt assumptions. international journal of applied linguistics, 13(2):1-22. pavlenko, a., & lantolf, j. (2000). second language learning as participation and reconstruction of selves. in a. pavlenko, & j. lantolf (eds.), socioculturaltheory and second language learning (pp. 155-178). oxford: oxford university press. poedjiastutie. d. (2009). culture shock experienced by foreign students studying at indonesian universities. teflin journal. 20 (1). 25-35. richards, j. c. (2002). 30 years of tefl/tesl: a personal reflection, relc journal, 33(2):1-35. richards, j. c., & lockhart, c. (1996). reflective teaching in second language classrooms. cambridge: cambridge university press. richards, j. c., gallo, p. b & renandya, w. a. (2001). exploring teachers’ beliefs and the process of change. the pac journal. 1 (1). sariçoban. a & çaliskan. g. (2011). the influence of target culture on language learners. journal of language and linguistic studies. 7(1), 7-17. shahed. f. h. (2013). culture’ as a skill in undergraduate efl classrooms: the bangladeshi realities. teflin journal. 24(1), 97107. ubaidillah, m. f. (2018). the pedagogy of english as an international language: indonesian pre-service teachers’ voices. the journal of asiatefl. 15(4), 1186-1194. ubaidillah, m. f. (2018). uncovering efl teachers’ beliefs of english as an international language. korea tesol journal. 14(2), 139-152. ubaidillah, m. f., hidayah, i., & sari, a. s. (2014). think globally, act locally: integrating local cultures in efl contexts. accessed from http://independent.academia.edu/ubaidillah mfaruq. october 14, 2015. zacharias, n. t. (2003). a survey of tertiary teachers’ beliefs about english language teaching in indonesia with regard to the role of english as a global language. unpublished ma thesis. assumption university, bangkok, thailand. zacharias, n. t. (2014). the relocation of culture in the teaching of english as an international language. in r. marlina & r. a. giri (eds.), the pedagogy of english as an international language: perspectives hedges used in scientific efl writings yogi widiawati state polytechnic of jakarta yogiwidiawati@yahoo.com abstract this small research aims to see how the use of hedges is used in academic efl writing made by indonesian academicians. it was conducted based on the experience that for non-native english speaker like indonesian, writing is the tough work to do. l2 learners sometimes find difficulty to write for academic purposes or make claims. one of the strategies that l2 learners do is by using hedging devices. the problem of this research is how effective hedges are used to present findings cautiously with leaving room for readers to have their own interpretation. according to levinson (1987) with his theory of fta (face treathening act), those words mostly function as a tool for speakers or writers to make them comfortable and save negative face. it means that the writers should choose the correct words to achieve the communicative goal. the data is taken from 10 dissertations written in english. the method used is decriptivequalitative analysis. the study focuses on 2 kinds of hedging strategies proposed by hyland (1996). they are writeroriented hedges and reader-oriented hedges. the first strategy consists of (1) passive voice, (2) dummy subjects, and (3) abstract rhetors. the latter consists of (1) personal attribution and (2) conditionals. the results reveal that writer-oriented hedges are the most frequent hedging device utilized by indonesian researchers, such as: passive construction and dummy subjects. the findings reveal that the use of passive constructions and modality (can, may, might, should) are highly desireable by indonesian researchers. it means that indonesians like to let the data talk by themselves in order to avoid a potential conflict and hence to maintain the harmony between writers and readers. keywords: hedging devices, negative politeness, writing strategy i introduction it is known that writing in foreign language for most indonesian people is difficult. as efl learners, this will be a very tough job, especially when they have to write academic text or writing. as members of a particular discourse community or researchers or writers, they wish to publish their works or findings in international journal. to reach this goal, the use of hedges will be important. hedges can be used to conform to this academic writing (banks, 1996). it was weinrich (1966) who was first introduced the word “hedge”. he called these devices as “metalinguistic operators”. few years later, lakoff (1972) in his article entitled hedges: a study in meaning criteria and the logic of fuzzy concepts made this concept more popular and had the greatest initial impact. lakoff defined this concept as “words whose function is to make meanings fuzzier or less fuzzy”. he said that “sort of” as an example of hedge. the following year, fraser (1975) introduced the hedged performative. he discussed hedged performative is based on the use of modality, such as: will, can, must or semimodality like want to, would like to, and wish to. hedges are pragmatic features that the speakers or writers use to seek the assertions that they make, toning down uncertain or potentially risky claims, emphasizing what they believe to be correct and conveying appropriately collegial attitudes to listeners (hyland, 1996). myers also (1989) says that hedges can be used to mitigate propositions. hedges will help to reach “the optimal relevance” (sperber and wilson, 2001) between speaker and listener or writer and reader. the writer should make some choices in strategy and linguistic forms in order to adapt with his or her intention. hedges are often chosen to achieve the goal. according to brown and levinson, the definition of hedges is particles that are used to mitigate propoisition become weak. indonesian people are well known as friendly people and have low-profile characters. most of them can easily make friends with others, both local and foreign people. they show intimacy and warmth to the sorrounding (maryanto, 1998). furthermore, brown and levinson’s theory of politeness (1987) states an fta is a violation of the speakers’ or writers’ privacy and freedom of action, for which hedges provide a possible compensation. hence the negative politeness enables the speaker or writer to go on-record, but with the redress which means that the speaker or writer makes an effort to minimize the imposition of his/her claims. hedges may also influence when writers write the text, especially the academic texts. this argument is supported by hyland (1996) who states that academic texts are full of hedges. hedges (particles, lexical, and clausal hedges) are pragmatic markers that attenuate or weaken claims. academic texts or scientific texts are not only content-oriented and informative but also seek to convince and influence their audience. an increasing number of research studies on a variety of disciplines (for mailto:yogiwidiawati@yahoo.com hedges used in scientific efl writings | 13 example: hyland, 1994, 1996, 1998, 2000; salager-meyer, 1991, 1994, 1998; skelton. 1997; meyer, 1997). furthermore, myers (1998) examined corpus of biology research articles. in scientific writing, vagueness can be seen as motivating factor for the use of hedges. in case of exact data is missing or if precise information is irrelevant in prelimenary results. hedges will protect writers from false statements by indicating either lack of commitment of to the truth value of propositions or a desire not to express that commitment categorally. in contrast, salager-meyer (1994, 151) says that hedges are “ways of being more precise in reporting results”. she adds that by doing this way the credibility of a statement may be increased. along with the argument of being vague, joanna channel (1994) states that the language system permits speakers to produce utterances without having decided whether certain facts are “excluded or allowed by” them. hedges, however, are sometimes required to capture the probabilistic nature of reality and the limits of statements (toulmin, 2013). in fact, the use of hedges is typical of professional writing to make absolute statements more accurate (hyland, 1998). moreover hedges play critical role in academics’ presentations of their own work (hyland, 1998). hedging is an important interactional strategy which is used in communication. this strategy can make the communication go smoothly. therefore, to become an effective communicator, speaker should be able know how and when using hedging devices in different process of communication. hedging devices here mean that verbal propositions which are employed by participants of communication (both speaker and hearer) to prevent the conflict, to stay away from being blunt, weaken or strengthen the illocutionary force and protect the face (brown and levinson 1987; stenstorm 1994, salager-meyer 1994). leech (1983) proposes the six maxims of politeness principle (pp). those are tact, generosity, approbation, modesty, agreement, and sympathy. the tact maxim regulates the operation of the directive speech acts and addresses the dominant type of politeness which can be measured on the cost-benefit scale, the more costly an action, the less polite it is. brown and levinson (1987) claimed that in any social interaction, participants devote much of their time to face-work. they argue that “face” is something which concerns human beings universally and it is divided into negative face and positive face. the first one deals with negative politeness strategy which gives the freedom of individual action and a desire to be unimpeded. another words, it is called strategies of independence or deference politeness strategy. meanwhile the positive face deals with positive politeness strategy which attempt to save hearer’s face. this strategy is also called strategy of involvement or solidarity politeness strategy. look at this example: i really sort of think/hope/wonder.... (brown and levinson, 1987: 116). being polite means to be considerate conversational partner. in terms of negative politeness, being polite means to choose the right words to express communicative message which might be felt as facethreatening for the addressee such as refusal, criticism or claim in order to prevent conflicts. in written communication, researchers present their own findings or claims by using pragmatics markers. those markers are called hedges. hedging devices are the critical tool to prevent potential arguments and save fta. look at the example: close the window if you can (brown and levinson, 1987:162). so by using “if”, this sentence of command can be weakened or hedged. ii materials and methods hedging devices are mostly used to mitigate propositions or claims. as hyland (1996) states in his article nurturing hedges in the esp curriculum: “hedges therefore have an important role in a form of discourse characterised by uncertainty and frequent reinterpretation of how natural phenomena is understood” (hyland, 1996:478). furthermore he adds that academic discourse involves interpretative statements because cognition is variably hedged, writers offering an assessment of the referential they provide. rather than being factual and impersonal in order to alert readers to writers’ opinion. in addition to it, hedges are used to prevent the conflicts in order to avoid the humiliation of both speakers and hearer or writers and readers. in the context of academic writing, authors tend to mitigate the force of their scientific claims by means of hedging devices in order to reduce the risk of opposition and minimise the face threatening acts (fta) that are involved in making claims. this argument goes along with hyland who says that one of the functions of using hedges is to allow writers to anticipate possible negative consequences of being wrong (hyland, 1996:479). academics seek agreement for the strongest claims they can for their evidence, as this is how they gain their academic credibility, but they also need to cover themselves againts the embarrassment of categorical commitment to statements that later may be shown to be inaccurate. hedges also help writers to develop and maintain relationship with the reader, addressing affective expectations in gaining acceptance for claims. altough academic 14 | yogi widiawati lingual (vol. 10, no.1, 2018) writings try to persuade and convince the readers, they can be rejected. so the writers should use the strategy of preventing it by utilizing the hedges. following the hyland’s theories about hedges seen from the relationship between writers and readers, i made investigations on writer-oriented hedges and reader-oriented hedges. i am interested in investigating the relationship between writers and readers because this is not much explored by researchers, especially hedges made by l2 learners in academic writings. the writer-oriented hedges is a kind of strategy which facilitates the communicative strategy in which a writer can get his readers to see the real world on his side. the writers persuade readers to accept his/her claims by seeing the evidence through three subcategories: (1) passive voice. (2) abstract rhetors, and (3) dummy subjects (hyland, 1996). meanwhile reader-oriented hedges try to involve the readers on writers’ claims to minimize the uncertainty from the readers which might happen. the subcategories belong to this are (1) personal attribution and (2) conditionals. the corpora for this data were taken from 5 dissertations written in english and ma de by indonesian student writers who were studying at faculty of english applied science in one of prominent private universities in indonesia. the research methodology used is the descriptive qualitative. i employ this method because my intention was to obtain insights as to the strategies utilized by post graduate student writers of english applied linguistics. i studied a relatively small number of dissertations. this is in accordance with the main characteristics and spirit of the qualitative approach which says that what stands out in a qualitative study is the depth and breadth of the analysis, not the number of the subjects studied. a qualitative study has nothing to do with statistical significance; rather it seeks to pursue a profound understanding on a particular phenomenon by utilizing all resources, data, observation and even subjective interpretation. 2.1 corpus selection in this study, i chose the discussion section to be analyzed for two reasons: a) this section contains writers’ claims of their researches; b) this section is most important and crucial part of their dissertations. 2.2 techniques of data collection in collecting data, i listed all proposotions found in the discussion sections which contain hedges. then investigating those hedges and put them according to the subcategories being determined. this section includes the contexts, the graphs, the tables and the interpretations of the results. this study used both theoretical and empirical perspectives to make sense of what happened, as well as, the context that caused it to happen. after that i interpreted the data gained to seek answers for research questions. the steps that were undertaken were: a) hedges were identified by words, phrases and clauses based on the indicators provided by hyland (1998). those were found in result and discussion section in every dissertation; b) they were classified into the subcategory being determined; c) those hedged units were put in the tables to show how they are distributed in percentages. by calculating their frequency of hedges, it would be easy to look at the tendencies of the strategy of hedges; d) finally i interpreted the data in relation to the strategy being used. iii results and discussion for this study, i investigated the section of results and discussions in 5 (five) english dissertations made by student writers who were studying in the faculty of english applied linguistics. i chose the names randomly but i prefered to pick them based on the year when these dissertations were made which ranged from 2011-2013. the names are kept in initials in order to make them unreveal from the public. the data is as follows: hedges used in scientific efl writings | 15 table 1. topic selections no writers (initials) titles of dissertations page numbers of result & discussion section numbers of hedged units in result & discussion section 1 ch the production and recognition of english word stress: an auditory word priming study 124 137 2 yy verbal communication of emotions: a case study of obama-mccain presidential debates 122 142 3 iid efl learners’ metaphor competence english proficiency, english exposure and learning style 89 101 4 ht english collocational mismatches in second language writing 178 191 5 ss the construction of self in academic writing: a qualitative case study of three indonesian undergraduate student writers 84 114 i was interested in investigating the result and discussion section because this section is important part of the dissertation because this is the part where the student writers made their claims as the results of their researches. when making claims, student writers try to persuade readers who come from their academic community. in scientific writing, hedges are effective and propositional functions work in rhetorical partnership to persuade readers to accept knowledge claims (myers, 1985). 3.1 result table 2. realisation of hedges no. initial writer oriented reader oriented others 1 ch pv : 33.23 % ds : 12.34% ar : 24.21% pa : 8.54% c : 2.35% others: 19.33% 2 yy pv : 38.68% ds : 19.54% ar : 12.30% pa : 10.37% c : 1.56% others: 17.55% 3 iid pv : 36.25% ds : 18.64% ar : 14.45% pa : 6.35% c : 1.75% others: 22.56% 16 | yogi widiawati lingual (vol. 10, no.1, 2018) 4 ht pv : 40.25% ds : 16.56% ar : 21.32% pa : 4.92% c : 1.55% others: 14.4% 5 ss pv : 28.35% ds : 19.68% ar :15.54% pa : 17.65% c : 2.24% others: 16.54% notes: pv : passive voice ds : dummy subjects ar : abstract rhetors pa : personal attribution c : conditionals 3.2 analysis 3.2.1 writer-oriented hedges from the results gained, it can be seen that the student writers often use passive constructions (pv). this is because they prevent of being blamed of making errors in presenting their claims (brown and levinson, 1987:194). look at the sentences below: 1) verbal communication can be expressed literally (yy, p.51) 2) the results are summarized in the following table (ch, p. 135) 3) metaphors were produced most bylow english proficiency (iid, p.103) from the examples above, the absence of agency (hyland, 1996b, 444) is the central to the charateristics of writer-oriented hedges. those sentences (1, 2, and 3) are the first subcategory of this strategy. in connection with agency, as an agent in the process of producing a piece of scientific knowledge, a scientific writer is seeking to place discoveries in wider community. meanwhile the second subcategory of this strategy is dummy subject (ds). for grammarian, like quirk et al (1985), dummy subjects are considered to be expletive. this means that “it” in english is regarded as “empty” subject. look at the sentences below: 4) it seemed that learners from the high english proficiency were more serious (iid, p.162) 5) it can be seen that their vision and mission were presented in series of words (ht, p. 112) “it” used as dummy subject and it is the most neutral of the pronouns and it is thought t o be an “impersonal subject”. dummy subject ‘it’ can be used with other reporting verbs like “seem” like the example in no 4 (sinclair, 1990:331). the last subcategory in this strategy is abstract rhetors (ar). scientific writing can perhaps be used to challenge the theory of classical rhetoric.within classical rhetoric; humans are recognised as the only actors that can speak (myers, 1996:22). the term ‘rhetor’ can simply defined as an orator and therefore has been understood as a practitioner of the art of using language skillfully for persuasion. however, scientific writings can now be used to imagine a rhetorical situation in which everything is a possible rhetor, including non-humans, such as: a piece of a research. look at these sentences below: 6) the table above shows that words with final stress produced much less correct (ch, p.154) 7) the results showed that an average learners knew 71% of the relationship (iid, p. 104) usually humans are subjects of the various verbs of saying. but, in scientific writings humans are not always the subjects of the actions that people are talking about. the data that the researchers found can be said to be stating an argument. these can be regarded as an explanation. hedges used in scientific efl writings | 17 3.2.2 reader-oriented hedges the second strategy is reader-oriented hedges which tries to involve the readers in his/her claims. these hedges will help a scientific writer make sure that their research is reliable. personal attributions (pa) are the substrategy that a writer uses not only to convey information but also professional attitude about the reader and his/her negotiation of knowledge claims (hyland, 1996b:446). personal perspective can be attributed to scientific claims. look at the following sentences: 8) we can infer that the students will get benefit more from repetition (ch, p. 143). 9) our interaction partner expects that we will feel this way (yy, 142). the second subcategory of this strategy is conditional (c). alternative opinions such as condtionals are commonly used as personal views. alternative conditionals are widely discussed by the grammarian quirk et al (1985) who argues that they may be used for open or hypothetical conditions. in one hand, open condtionals are neutral; they leave unresolved the question of nonfulfillment of the condition. on the other hand, a hypothetical condition conveys the writer’s belief that the condition will not be fulfilled and hence the probable or certain falsity of the proposition. look at the claims below: 10) if we understand the words’ meaning, we can see the speaker’s feeling (yy, p.151). 11) the result shows that if 20 items were used, then realibility of the instrument would be low (iid, p. 87). iv conclusion hedging devices are often utilized by indonesian student writers because these help them conceptualise the claims that they are going to convey. moreover, these devices will assist the student writer to communicate with the readers and their academic community, because the claims will be accepted by the readers if the writers successfully communicate it with the readers. it can be said that hedges are communicative tools to negotiate with the potential readers. a claim can be presented by using pv, ds and ar in which these belong to writer-oriented hedges. meanwhile reader-oriented hedges give the maximum degree of visibility of the writer. the writer tries to develop the relationship with his/her reader. reader-oriented hedges make the content of the claim more tentative. in conclusion, the use of writer-oriented hedges is more preferable because the empirical evidence is able to explain and describe what the findings of the research are. so the student writers do not need to say much about it. the findings of the study have important implications to the study of academic writing as one of the compulsory courses taught in indonesian universities where english subject is still paid small intention. in universities, english subject is only minor subject in non-english department. it has been indicated that writers’ awareness of the use of hedging writing is essential because the ability to use hedging devices appropriately helps writers craft their statements to produce credible, rational, and convincing claims. hedging is also important to maintain the writers’ academic credibility. furthermore hedging will help writers protect their reputation as scholars and minimize the damage which may arise. in science, writers may hedge because of small samples, preliminary results, uncertain evidence or imperfect measuring techniques (hyland, 1996:479). references brown, penelope and steven c. levinson, 1987. universals in language usage. cambridge: cambridge university press. channell, joanna. 1994. vague language. oxford: oxford university press. cherry, roger d. 1988. politeness in written persuasion. journal of pragmatics 12/1:63-81 fraser, bruce, 1975. hedged performative. in peter cole and jerry l. morgan (eds), syntax and semantics 3: speech acts. new york: academy press: 187-210 _________ ,1980. conversational mitigation. journal of pragmatics 4/4: 341-350. _________ , 1990. perspective in politeness. journal of pragmatics 14/2: 219-239. holmes, janet. 1984a. modifying ilocutionary force. journal of pragmatics 8/3: 345-365 __________ , 1984b. “hedging your bets and sitting on the fence: some evidence for hedges as support structure” the relo 24/3: 47-62 hubbler, axel. 1983. understatement and hedges in english. amsterdam: john benjamins publishing company. 18 | yogi widiawati lingual (vol. 10, no.1, 2018) hyland, ken. 1996a. talking to the academy: forms of hedging in scientific research articles. written communication 13/2: 251-281. ________ , 1996b. “writing without conviction? hedging in science research articles” applied linguistics 17/4: 433-454. johnson, b. and christensen, l. 2008. educational research: qualitative, quantitative and mixed approaches. thousand oaks, ca: sage publication. lakoff, george. 1972. the pragmatics of modality. chicago linguistics papers 8: 229-246. __________ , 1973. the logic of politeness: or, minding your p’s and q’s. papers from regional meeting of the chicago linguistics society 9. leech, geoffrey n. 1983. principles of pragmatics. london: longman. lyons, john. 1995. linguistic semantics: an introductions. london: longman maryanto. 1998. hedging devices in english and indonesian scientific writings: towards a sociopragmatic study. thesis. jakarta: atmajaya university myers, 1985. the pragmatics of politeness in scientific articles. applied linguistic 10/1: 1-35 nikula, t. 1997. interlanguage view on hedging. in markannen r and h.schoder (eds). hedging and discourse: approaches to the analysis of a pragmatic phenomenon in academic texts. berlin: walter de gruyter. 188-207 skelton, john. 1988. the care and maintenance of hedges. english language teachingjournal 42/1:3748. sperber, dan and wilson, deirdre. 1995. relevance: communication and cognition (2nd edition). blackwell: oxford. prince, ellen f., joel frader, and charles bosk. 1982. on hedging in physician discourse. proceeding of the second annual symposium on language studies: 83-96. thomas, jenny a. 1983. cross-cultural pragmatic failure. applied linguistics. 4/2: 91-112. exploring local values and culture in english textbook sri supiah cahyati, cynantia rahmijati stkip siliwangi bandung srisupiahcahyati02@gmail.com, cynan_tia@yahoo.com abstract the purposes of this research, entitled "exploring local values and culture in english textbook", are to identify and analyze the local values & culture in 8 english textbooks for high school level; to elaborate the scope of the values in english textbooks for high school level. the method used is a qualitative descriptive method.the results show that in the 8 english textbooks all contain local value and culture, they are value of religion, customs, governance/social, procedures, textual, buildings and religious values whereas the scopes of the values are traditional and modern values. keywords: local values, english textbooks i introduction english lesson in indonesia is introduced from kindergarten to university level. an article in “kompasiana” written by rahmatika (2012) revealed that indonesian youth prefer the language of other countries to bahasa indonesia itself. according to the writers’ observation, many students love other cultures. they did not only study the languages, but they also adore the cultures. many of them like western culture, japan, korea, etc. along with the rapid growth in technology and globalization, english is also increasingly widespread use, both for slogans, advertising, even in everyday life. english began to be fear as one of the factors that could "erode" indonesian nationalism. thus, curriculum 2013 had born, which has the essence of the implementation in the strengthening of local values, including in the subjects of english. observing the implementation of 2013 curriculum, there are several things that require a more profound understanding, namely: rational in terms of curriculum development, structure development, and the curriculum implementation. one form of implementation is the emergence of local values as one of the improvement of education to be more holistic, which is appeared in english subject. english subject teaches the language wise and the culture. it doesn’t mean that it will erode indonesian’s culture and point of view. english textbook materials are expected to have effect both on learning and character building of students. therefore it is expected that the textbook contains many local values and local culture that at least can arise students’ nationalism. as tilaar (1999) mentioned that education has one aim and formula as culture wise, therefore education is not only to make people be “educate” but also “civilized”. based on the background above, this study focuses on analyzing the local values and culture in learning english subject entitled “exploring local values and culture in english textbook”. ii materials and method 2.1 definition of local values local values can also be interpreted as "ideas or values, local or local view that is wise, full of wisdom, good-value embedded and followed by society" (nurrahmawati, 2013). local knowledge is formed as a local culture of excellence as well as the geographical conditions in the broad sense. local wisdom is reflected in the values, customs and maxims and other forms of public life. with the implementation of value-laden local wisdom, the younger generation can be formed in terms of education holistically and preserve their culture better. meanwhile, according to sirtha (2015), forms of local values in the community can be: values, norms, ethics, beliefs, customs, customary law, and specific rules. as for the types of local values, among others: governance, with regard to societal organize social groups; traditional values, values that are developed traditional society that govern ethics; processes and procedures, preserve nature in accordance with the time; and selection of place and space. 2.2 the local values and culture in learning sutarno (2008) argued that the application of the local culture in learning at school level can be categorized into four areas: 1. learn about the culture, which puts culture as science. mailto:srisupiahcahyati02@gmail.com mailto:cynan_tia@yahoo.com 2 | sri supiah cahyati, cynantia rahmijati lingual (vol. 9, no.2, 2017) culture studied in special study programs, and culture to culture. in this case, culture is not integrated with science. 2. learn the culture, occurs when the culture was introduced to the students as a means or method for studying a certain subject. learning the culture include the use of a variety of cultural manifestation. thus, the culture and its manifestations are a medium of learning in the learning process, the context in the examples of the concepts or principles in a subject, as well as the context for the implementation of principle or procedure in a subject. 3. learning through culture, a strategy that gives students the opportunity to demonstrate achievement of understanding or meaning is created in a subject through a variety of cultural manifestation. 4. learning cultured, is a form of culture that embodies the real behavior of students everyday. further, he wrote, there are three kinds of model-based learning culture, i.e.: the model-based learning culture through traditional games and folk songs, the model-based learning culture through folklore, and the model-based learning culture through the use of traditional tools (sutarno, 2008). the method used in this research is descriptive method. descriptive method according to issec and michael (in rachmat, 2005) is intended to describe systematically the facts or characteristics of a particular population or a particular field factually and accurately. therefore descriptive method used in this study is appropriate. this study describes a situation or event, not to look for or explain the relationship, and not to test hypotheses or make predictions. this study illustrates and depicts variables, i.e. information about the content of local value & culture in english textbook. techniques in data collection are through the analysis of english textbooks based on some related theories. this study analyzed the components based on the value of local knowledge developed by sirtha (2015), classified into types/forms of local value: value of religion/norms, customs, governance/social, procedures/ordinances, textual, buildings, and others (singing, clothes, etc.), then figured out the scope of the value based on wahyuni (2013) whether it is traditional or modern. iii results and discussion ministery of national education decree no. 20 year 2003 states that learning materials should correspond to student life, social environment, universal values, cultural values, and diversity. the culture of english speaking countries can be used as material for the receptive skills (listening and reading). while for productive skills (speaking and writing), the material can be taken and developed from the students’ culture, so that the moral values, the value of life, and local knowledge can be taught and used for students character building. according to zu and kong (in winarti, 2014), there are mainly two approaches to the introduction of culture, that is, the direct and indirect introduction. by direct introduction, the textbook provides students with materials concerning cultural aspect of language, which is a clear and unambiguous manner in the form of cultural knowledge. the examples of direct introduction include words accompanied by pictures, situational dialogue, texts depicting cultural event, and cultural notes. the other approach is indirect introduction in which culture is presented in an implicit way. this approach focuses on both in cognitive and affective or behavioural factor of the learner. some typical cognitive activities are writing something about home culture, making contrast and comparison, cultural quizzes, searching for cultural information, discussion, and brainstorming. there are eight (8) english textbooks taken as sample in this study, namely: "bahasa inggris: berbasis pendidikan karakter bangsa edisi kurikulum 2013" (djuharie), "bahasa inggris curriculum 2013 sma/ma/smk/mak kelas xi" (bashir), "look ahead: an english course edisi ktsp 2006" (sudarwati & grace), "bahasa inggris: berbasis pendidikan karakter bangsa edisi ktsp 2006" (djuhari), "english for smk 1 grade x edisi ktsp 2006" (pramesti, et al.), "get along with english for vocational school" (sutinah, et al), “pathways to english: program peminatan” (sudarwati & grace), and “bahasa inggris: mata pelajaran wajib kurikulum 2013” (m, bachtiar & arini). the results of the analysis of local value and culture in the english textbooks for high school-ma / smk are described in the following table: no content activity page local scope exploring local values and culture in english textbook | 3 values a. textbook “bahasa inggris: berbasis pendidikan karakter bangsa: edisi kurikulum 2013” for sma/ma kelas xi, writer: otong setiawan djuharie, publisher: yrama widya: 1 a student who just arrived in town wish to speak the local language activity 7: speaking practice 5 customs modern 2 students brawling after school activity 15: reading comprehension 28 governan ce modern 3 being religious activity 1: writing practice 36 religious traditio nal 4 answering and responding to invitation activity 5 and 6: writing practice 52 governan ce traditio nal 5 bull races activity 8: reading comprehension 54 customs traditio nal 6 the culture and values of rumah gadang activity 2: reading comprehension 93 building traditio nal 7 vila isola activity 22: reading comprehension 105 building traditio nal b. textbook “bahasa inggris curriculum 2013 sma/ma/smk/mak kelas xi”, writer: makhrukh bashir, publisher: kementerian pendidikan dan kebudayaan: 1 let’s practice: indonesian chicken satay activity 1: reading comprehension 14 procedure traditio nal 2 earthquakes: the most deadly natural hazards activity: reading comprehension 28 textual traditio nal 3 active conversation about natural disasters in indonesia activity: conversation practice 40 textual traditio nal 4 shadow puppetry activity: let’s create/contribute 60 customs traditio nal 5 life and times of ki hajar dewantara (raden mas suwardi suryadiningrat) activity: reading comprehension 65 textual traditio nal c. . textbook “look ahead: an english course: edisi ktsp 2006” untuk sma/ma kelas xii, writer: th.m.sudarwati & eudia grace, publisher: erlangga. 1 hand in hand: the tragedy in aceh at the end of 2004 activity: joint construction of text 72 textual traditio nal d. textbook “bahasa inggris: berbasis pendidikan karakter bangsa: edisi ktsp 2006” untuk sma/ma kelas xi, penulis: otong setiawan djuharie, penerbit: yrama widya 1 “universitas pendidikan indonesia” reading comprehension 42 building traditio nal 2 “the girl is sundanese” combine the sentence by using relative pronoun. 95 governan ce traditio nal 3 “he enrolled engineering class at itb. where...?” ask direct question about the situation given. 114 building modern 4 “indonesian itinerary: arrive at jakarta...stay at hilton, visit ancol, taman mini, take a train to bandung....in yogyakarta, stay at the intercontinental hotel, visit borobudur temple, see some javanese dancing...in bali, stay at bali kuta beach hotel, visit some temples and art shows, spend a night at ubud”. ask question based on the information given 129 building and textual modern 5 “all the arrangements for my trip to bandung are now complete. i’m leaving for bandung on ... i’m going to stay at preanger hotel. ... i’m going to take a bus tour to tangkuban perahu and ciater...i’m going to do some shopping at cihampelas...i will see sundanese art performance at ujo centre...i will be enjoying the lake in ciwidey...i will be eating all kinds of sundanese food for breakfasts...i’m going to puncak... ...i will be taking a trip around dago to see dago pakar, dago tea house, dago art gallery, and dago bowling...” pair up and practice 130 building and textual modern 6 “which university do you like better, ugm or ui?” answer the question by using expressions of preference. 174 building modern e. textbook “english for smk 1 grade x: edisi ktsp 2008”, writer: maria regina dyah pramesti, wirawan sigit pramono, suhermawan, publisher: pusat perbukuan kementerian pendidikan nasional. 1 “semarang train schedule” study the train schedule and answer the question 141 textual modern 2 “flight schedule to and from lombok” study the schedule to 143 textual modern 4 | sri supiah cahyati, cynantia rahmijati lingual (vol. 9, no.2, 2017) answer the question 3 “how do you like jakarta?” listen and speaking practice 155 textual modern 4 “jl.a.yani 202 semarang” read the letters and answer the question 187 building modern 5 “gedung wanita jl.cut nyak dien 99 semarang” write invitation 194 building modern f. textbook “get along with english: for vocational school grade xi elementary level: edisi ktsp 2006”, writers: entin sutinah, et al., publisher: erlangga 1 “bunaken: breathtaking underwater life” reading comprehension 8 building modern 2 “...today we’re going to explore the tea plantation in pangalengan, tangkuban perahu mountain in lembang, and ciater hot spring water in subang”. we’ll also visit the traditional bamboo music intrument concert in ‘sanggar mang ujo’”. evaluation 19-20 building modern 3 “’languages’ grammar difference’...i am javanese, and my native language is javanese....i’m indonesian...” reading comprehension 40 customs traditio nal 4 “...i graduated from padjajaran university...” speaking practice 46 building modern 5 “the education level of indonesian workers...” study the graph and answer the question 49 textual modern 6 “...i have read your advertisement in kompas on may 1, 2010...” reading comprehension “application letter” 51 textual modern 7 “...planning a trip to bali and lombok...you left bandung...visit uluwatu... from uluwatu, we are going to bedugul...it’s a place with a great view of a mountain and a lake.... to kuta...is one of the best places to watch a sunset...nusa penida...has great underwater scenery...go to lombok by ferry... senggigi beach...is a nice sandy beach...surfing there...continue our trip to the gili islands reading comprehension “what is your plan?” 67-68 building and procedure modern 8 “...i’m hoping to go to yogyakarta...” “...yogyakarta is a fascinating place. it has many places of interest, such as parangtritis beach, the sultan palace, malioboro, and beringharjo traditional market. ...also visit the prambanan temple which is located approximately 18 km east of yogyakarta”. “...you should try gudeg. it’s a special yogyakarta’s food...” reading comprehension 82-83 building and textual modern g. textbook “pathways to english: program peminatan” untuk sma/ma kelas x, the writers: th.m.sudarwati & eudia grace, publisher: erlangga 1 ...we’re going on mount merbabu climbing this week. would you join us?... activity: respond to the invitation (accepting/declining invitation) 13 social 2 ...i’m leaving manado... activity: read the text and guess what it is. 14 social 3 senggigi beach hotel lombok... grand hotel preanger bandung, mantra...nusa dua hotel bali... activity: read the hotel brochures, complete the table, put a tick in the column if the facility is available. 106 social 4 ...your american friend wants to visit indonesia ...which hotel would you recommend him he stays in indonesia?... activity: discuss the situation based on the hotel brochures. 107 textual, local 5 ...a study tour to bali...tourist hunt at borobudur temple activity: observe & match the pictures with the correct titles 117 building, traditional traditio nal 6 ...the ...places were borobudur temple, yogyakarta palace, and malioboro... activity: listen & fill in the blank spaces. 118 building, traditional traditio nal 7 it was a memorable event: ...the diponegoro war... activity: reading & act it out 124 governan ce traditio nal 8 ...prince diponegoro led a war against dutch colonialism... activity: which happened first? 125 governan ce traditio nal 9 the death of bisma...kurusetra...kurawa...pamdawa...prabu sentanu...dewi seyojana...dewabrata...hastinapura...abiyasa...dewi amba...mayapada... activity: read and discuss 169171 textual traditio nal 10 mutual assistance in indonesia...bedah kampung programme will be implemented through the traditional indonesian custom activity: match the underlined words with 216 textual traditio nal exploring local values and culture in english textbook | 5 of gotong royong or helping each other...gotong royong (mutual assistance)... the right headings 11 mutual assistance in indonesia...gotong royong plays a very important role in indonesia... activity: read the text & answer the questions 217 textual traditio nal 12 ...gotong royong activities as collective group action...how do indonesian people use gotong royong? activity: check the comprehension 218 textual traditio nal 13 ...the dr. kariadi general hospital medical center or rsup dr. kariadi...in the city of semarang, part of indonesia... activity: read and complete the information 265 building modern 14 ...mount merapi... activity: find, watch a video of mount merapi, and complete the column. 266267 others traditio nal 15 ...jakarta is the capital city of indonesia...kota is the city’s oldest commercial area... activity: read & arrange the paragraphs 268269 governan ce modern 16 ...the 2004 indian ocean earthquake...on sunday, 26 december 2004, with the epicenter off the west coast of sumatra, indonesia... activity: read & answer the questions 270272 others modern 17 ...bersatu kita teguh, bercerai kita runtuh...rajin pangkal pandai...berakit-rakit ke hulu, berenang-renang ke tepian...dimana ada kemauan, di situ ada jalan...dikasih hati, minta jantung... activity: discuss the meaning of indonesian proverbs. 280 social traditio nal h. textbook “bahasa inggris: mata pelajaran wajib” untuk sma/ma kelas x, the writers: bachtiar bima m. & yuniarti dwi arini, publisher: intan pariwara: 2016 1 ...mega will be backpacking to bali...ketapang harbor...the bali strait and dock at gilimanuk harbor... activity: read the text aloud 7 procedure s modern 2 ...i like indonesian writers too, like andrea hirata and ahmad fuadi... activity: reading comprehension 58 textual modern 3 ...there are some magnificent places to visit, such as bali, sulawesi, papua, and borneo... activity: reading comprehension 58 others modern 4 ...in 2012-2013 this ship, located in kampung bunga blangcut, jayapura, banda aceh, was recovered ...is now a famous tourist attraction in banda aceh... activity: read the text aloud 66 building traditio nal 5 ...batam is famous as a trade center... activity: listen and complete the text 67 building modern 6 ...kutai national park... activity: reading comprehension 69 building traditio nal 7 ...maimun palace...mount leuser... activity: reading comprehension 76 building traditio nal 8 ...bukittinggi...sianok canyon...panorama park...the bung hatta palace... activity: reading comprehension 85 building traditio nal 9 ...kota tua jakarta...the national archives building, jakarta history museum or fatahillah museum, ...puppet museum (museum wayang),...bank mandiri museum, bank indonesia museum, jakarta kota station, ...maritimr museum (museum bahari), sunda kelapa harbor, kota intan bridge, syahbandar tower, batavia cafe, batavia hotel, ... activity: read the text aloud and complete the statements that follow 87 building modern 10 ...sunda strait...tanjung lesung... activity: complete the text with the suitable words 88 building traditio nal 11 ...wayang museum collect indonesia leather wayangs, like kedu, tejokusuman, ngabean, surakarta, banyumas, cirebon, gedog, sadat, madya krucil, sasak, kaper, wahyu, kijang kencana, ukur, suluh, klitik, and beber. activity: arrange the paragraph 89 building traditio nal 12 ...karimunjawa...the java sea... activity: reading comprehension 93 building traditio nal 13 ..bukit duabelas national park in jambi...orang rimba...anak dalam... activity: reading comprehension 94 building traditio nal 14 ...galang island... activity: reading comprehension 116 building traditio nal 15 ...tanjung puting national park...batu basurek...the majapahit kingdom, adityawarman...siguntur sawahlunto to pagaruyung.. activity: reading comprehension 118 building traditio nal table 1. local values and culture in eight (8) english textbook for senior high school 6 | sri supiah cahyati, cynantia rahmijati lingual (vol. 9, no.2, 2017) iv conclusion the eight (8) english textbooks for high school level contain local value and culture. the local values that show in the books are: 64 expressions of local values & culture; 35 expressions of tradit ional values, and 29 expressions of modern values. on cultural aspects, the textbook approach is direct approach, means the text explained explicitly about the cultural content. some of the cultural aspects that were discussed regarding customs and buildings are: bull races, rumah gadang, shadow puppetry/wayang/the death of bisma, diponegoro, borobudur temple, yogyakarta places, kota tua jakarta, and mutual assistance (gotong royong). the scopes of the values are traditional and modern values. they are sufficient enough in introducing local values, both from traditional and modern perspectives. in traditional values, places such as vila isola, rumah gadang, and yogyakarta were mentioned. while in modern values places such as hotel and tourist attraction (bunaken, bali, etc) were stated. references bashir, makhrukh. bahasa inggris untuk sma/ma/smk/mak kelas xi: edisi kurikulum 2013. jakarta: kementerian pendidikan dan kebudayaan. davis, keith. 1996. human behaviour at work. new york: mc graw and hill publishing company djuharie, otong setiawan. bahasa inggris: berbasis pendidikan karakter bangsa untuk sma/ma kelas xi: edisi ktsp 2006. bandung: yrama widya. djuharie, otong setiawan. 2013. bahasa inggris berbasis pendidikan karakter bangsa: edisi kurikulum 2013. bandung: yrama widya. m., bachtiar bima & arini, yuniarti dwi. 2016. textbook “bahasa inggris: mata pelajaran wajib” untuk sma/ma kelas x. jakarta: intan pariwara. nurrahmawati, farida. 2013. strategi komunikasi pemberdayaan ekonomi perempuan madura berbasis kearifan lokal madura. jurnal komunikasi vol. vii no 1 maret 2013:1-67 issn 1978-4597. peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 81a tahun 2013 tentang implementasi kurikulum: pedoman pengembangan muatan lokal. pramesti, maria regina dyah; pramono, wirawan sigit; suhermawan. 2009. english for smk: grade x. jakarta: departemen pendidikan nasional. rakhmat, jalaluddin. (2005). psikologi komunikasi. bandung: remaja rosdakarya. rahmatika,ghina. 2012. remaja indonesia lebih cinta bahasa negara lain dibandingkan bahasa sendiri. kompasiana. (http://bahasa.kompasiana.com/2012/09/25/remaja-indonesia-yang-lebihcinta-bahasa-negara-lain-dibandingkan-bahasa-sendiri-490265.html (diakses tanggal 11 april 2015) sirtha, nyoman. 2015. menggali kearifan lokal untuk ajeg bali. (http://www.balipos.co.id) diakses 11 april 2015. sudarwati, th. m. & grace, eudia. look ahead: an english course untuk sma/ma kelas xii (edisi ktsp 2006). jakarta: erlangga sutarno. 2008. pendidikan multikultural. jakarta: direktorat jendral pendidikan nasional. sutinah, entin. get along with english for vocational school. jakarta: erlangga. tilaar, har. 1999. pendidikan, kebudayaan dan masyarakat madani indonesia. bandung: pt remaja rosdakarya wahyuni, siti. 2013. keberagaman makna nilai kearifan. jakarta: eduscience. volume 1 nomor 1 tahun 2015. winarti. 2014. incorporating culture in developing english textbook through theme based approach. solo: the 61th teflin international conference.solo literature review of mandiangin novel suryani university of lancang kuning yani66135@gmail.com abstract the novel mandiangin has been approved and published in a book that has 142 pages written by hary b, koriun is a literary work in 2008. in this novel tells the story of the destruction of a village that can reap a valuable lesson from this novel mainly lies in disappointment and injustice. in the academic, field the lessons of this novel are more centered on harmony among the people. the narrative style used in the mandiangin novel is quite unique and different from the others, such as the narrative used is structured starting from ancient times onwards. the use of symbolism in the novel mandiangin is more about the combination of language between malay and indonesian. the prominent reason for reviewing this novel is because so that this novel can give us an impression and it is very interesting to review more about the ins and outs of this novel. keywords: literature review, village mandiangin, culture, simbolism mandiangin i introduction the famous novel mandiangin from indonesia is referred to as an award-winning work in indonesia, a literary work in 2008 after going through the experience of observing the environment of mandiangin by the author. novel mandiangin including historical novels is a form of literature that makes historical events the target of the story. in this connection, there are several historical indicators in literary works including the first, which can translate historical events in the language of imagination or imagination by aiming to understand the events according to the level of ability of the author. second, it can be a place for writers to convey their patterns of thoughts, feelings, and responses regarding a historical event made. third, it can recreate a historical event in accordance with the knowledge and imagination of the author. hary b koriun is a writer who was born in the central java pati regency and studied at andalas university, padang. entering high school, he began to pursue his writing talents. not only studying but also working as a writer and literary writer. now his perseverance is fruitful when hary b koriun from padang moves to pekanbaru and his short stories have been widely published in several existing media. this mandiangin novel is taken from a historical story in the form of the author's imagination that occurred in a village called mandiangin which occurred a few years ago that this village had lost its peace, the forest, and its culture was taken by a very rich company in an unnatural way the main idea of mandiangin is that the lives of the poor in the village and there is a young man who works as a photographer working in the company who has taken power in the village but on the other hand the young man has a good conscience just defending and feeling sorry for the village. novel mandiangin has been universally accepted and since 2000 the work of hary b koriun has been published continuously until the following year, especially the novel mandiangin which is very important for readers to know the contents of this novel story. the most distinctive sign of the thought of hary b koriun in the novel mandiangin is the culture found on pages 76-77 that the village of mandiangin highly respects an animal habitat and does not even disturb the calm and a bit of artistic style as well. the best work of all of his works. it is so hard for a hary b koriun to publish a book bathing a lot of long processes. at the beginning of the publication of this novel he had to work in the riau pos daily, with the position of managing editor and had now become deputy editor in chief. when he was in riau pos, hary often carried out travel coverage to several rural areas in riau such as mandiangin village and he saw first hand all the problems that were in it. therefore, it must be a matter of personal travel experience, besides being written in the form of a journalistic report, but now it is written as an inspiration for the novel published later. hary b koriun is indeed very talented in writing because almost all of hary's novels have been awarded such awards from the jakarta arts council (dkj) as the best indonesian short story nominee in 1998. together with his friend yosrizal, he wrote a book on football history, namely red buffalo from indarung: semen padang in lintas indonesia football (pt semen padang, 2002). in addition to honing writing skills, hary also actively participates in literary meetings, including the literature meeting in the archipelago and active in the paragraph community, a literary community they founded as a forum for mailto:yani66135@gmail.com 2 | suryani lingual (vol. 7, no.1, 2019) discussion, learning, appreciation, and other literary activities. the perseverance of hary b koriun is very obligatory for us to imitate. ii materials and methods in the novel mandiangin there are reader comments in the form of a compliment. the readers are very fond of the struggle and customs as well as the natural resources that exist in this novel. the method used in the mandiangin novel is to use a combination of descriptive and qualitative methods, which is to explain the habits carried out by mandiangin villages such as farming and fishing. besides the actions of the young man who was willing to endure pain by defending the right to justice in the village of mandiangin and with the condition of the village that was messy and riotous. the aim of the research of qualitative novel mandiangin method is for readers so that readers can take the lessons that are available and can be challenged and also know the truth of the stories of the novel mandiangin from existing phenomena and truth. as for about mandiangin village topic, the main topic is novel mandiangin analyzes cases of contradictions between ideal and reality. finally, in this novel shows that mandiangin is a village that has aspirations for the security and comfort of this village that existed in ancient times that will never be replaced with others and part of the culture of the light itself. the story "mandiangin written by hary b koriun discusses the factors needed by a large company causing the dream of mandiangin village to be destroyed instantly and the death of a young man who was the reason for the incident. behind that, there is also a study of the disappointment of mandiangin villagers in several newspapers received by the pekanbaru government. iii results and discussion 3.1 intrinsics novel elements theme of the novel is tracing the journey of the life of the mandiangin village to find peace. it is can conclude in the chapter 1 of this novel which states that the peace of a village has been lost. background of the novel is mandiangin, pekanbaru, sumatra, minas, siak river, east kalimantan, perawang and jakarta. it can find in the beginning to the end of the storyline. time on the story of this novel is from the morning, afternoon to night explained directly in the novel. the atmosphere is sad, touching, happy and tense we can find in the cover of novel which is a reader comment named “zuarman ahmad” and “hj. tien sumarni”. characterization of the novel's picture is: a) suhaimi is a strong and strong and determined young man, his desire for peaceful village bathing in youth brought him into an extraordinary young man despite a very painful life story (chapter 1-5). b) gunnarson have figure who likes to lie and be smart, gunnarson ordered the pilot to stay away from the village fire in the fire on the grounds that the fuel was running low (page 12). c) andriani: a woman who is professional, kind and caring about others (last chapter 8). d.) yusmar: kind and helpful for those who are in trouble because has helped suhaimi when he was in a dark and noisy room (chapter 5 page 59). e.) fahrizal: a typical jolly person who likes to joke (page 103-104). 3.2 the strength of mandiangin novel on the other hand, there is a bad event, but in the novel mandiangin, it is explained in detail about the countryside around the sky and the tools needed to reach it so that the reader can get the information. in addition, in the novel there are young people who are labeled badly by the police, but in fact the typical young man is very good who participated in the people's demonstrations in the village and in this novel combined with a meeting that tells love so that the novel is very unique and different from the others. other lessons are more than all the good characters from the story characters that we can set an example. in the novel mandiangin, the author presents a blend of malay language, indonesian which is thick and chinese culture is also presented and sociology studies also influence this novel. as a result, the events in this novel are worth reading because they contain deep meaning and through this novel as if the reader gets the strength or motivation to grow back in a struggle. besides, it teaches us how we can live modestly even though our lives are now rich. the story of mandiangin illustrates that with togetherness and unity problems will arise and the writer makes the reader as if they are wondering what will happen next after them through a heartbreaking problem. there are so many lessons that we can learn from this mandiangin novel, among literature review of mandiangin novel 3 others, such as lessons so that we have the courage to go to our destination so that we can be successful and not just be silent and to people who have their own company to always think of others and not fixated on his wealth. behind the tense story, there is a funny little conversation that can make readers laugh, which is found on page 127. the intrinsic elements in the form of the setting of the situation and the culture and atmosphere of the novel's story are more intended for tense or extreme things like those on pages 25-52 so that they can challenge the readers. i really like the cover and the picture on this novel which is very orange in color very well suited to the story so that it looks more alive in the storyline. by ancient people and we can also learn about the wisdom and efficacy of the culture of mandiangin and its surroundings in this novel. what interesting is that reading this novel seems to bring us to the old days of indonesia which was still a war and most novels are written in a mild language. every character's character is easily understood and clearly illustrated in the story. the storyline is also easy to understand. 3.3 the weaknesses of mandiangin novel the shortcomings in this novel are reviewed, because the story of this novel is about a hometown so the use of the malay language of the sakai tribe is attached and is not explained again like the word "mike" if it is interpreted to b.indonesia are you and the word bile which means when there are also a few short words that need to be explained again because not all readers understand that. this mandiangin novel also has a disgraceful hiding company and the author does not mention what year it happened so the reader becomes curious. and some other novels also do not explain the name of my word, who is at the beginning of the story so the reader feels confused. a little typo in mandiangin novels is even more to put aside journalistic reports, behind that also the language of the novel is a bit stiff or old-fashioned as there is the word "awut-awutan" which means messy and "turned away" which means seeing so that it is not memorable for millennial readers now and the readers' suggestion that if you want to use the word coastal malay must be explained in a language that is easily understood again. this novel seems harder and there is an example of cheating that is not exemplary. at the end of the novel, this is more compelling for an improper dive. in addition, this novel is still a bit of a page compared to the others and is not feasible for readers who are still children because as we know the mindset of the underage has not arrived there and is intended for adults. tells a fairly common love story that is separated by distance and first sight love so it's easy to guess. the place and time setting in the story seems to change continuously from one place to another, making people who read have to concentrate more when reading. the element of the message that is not good in mandiangin's novel is the presence of stories that appear with death and so on but behind that the writer can cover it with a more meaningful message. this 5 cm novel should end in happiness because it met its true love but still a little frightening with the occurrence of bombings on companies and sides of humanitarian torture that are not feasible. 3.4 the study of narratives in the mandangin novel the author fully analyzes the narrative techniques and certain art effects used in the lightning novel from the background and narrator angle. fill in the story and the main points in the novel narrative behavior and narrative level and the time is arranged as well as possible. this novel is built on text from various levels of narration that shows the contents of the whole story full of skills. in the narrative arrangement, the time of the novel follows the cycles of the season like now and past and future. there are many chapters that touch this study very much on narrative strategies about bathing as in chapters 3 to 6 about characterization and drama text narration. 3.5 the study of symbolism in the mandiangin novel the symbolism of the mandiangin novel can be seen from three aspects including the aspect of symbolism which includes good things that are done by youth and forming a better condition of the village which has been fought for by a young man and community members who are willing to spend their time and life. it is an embodiment of love and care for the community and among fellow human beings. in this novel, there is a picture of a tree and someone who while pointing his finger up which symbolizes a village that was once very comfortable that was inhabited by ancestors until now destroyed by bribes of money from large companies so that the young man defended the justice. orange symbolizes how hot the environment the village was bathed in the aftermath of forest fires because the company had no heart and only thought of its business and red symbolized the spillage of the villagers' 4 | suryani lingual (vol. 7, no.1, 2019) blood and the youth who participated in the demonstration to end in suffering. while the night atmosphere was closely related to the condition of the shower at that time very suffering. the blazing symbolism of the sun symbolizes the citizens' sweat and sacrifice which really requires strength and also the time to achieve freedom. the clear colors are also a symbol of the mandiangin village's livelihood in the form of fishing. the symbolism of his character is the success of his novel hary b koriun. when the author's observations carried out several years ago on the experience of all villagers showered on the success achieved between life and culture and history. the author raised the symbolism to express disappointment at the loss of a comfortable place to live as a result of company pride. their concern about traditional values and culture, their sadness about the disappointment of the village dream of mandiangin. skills describe the habits of villagers farming and catching fish as their income and youth working as a photographer. iv conclusion the novel mandiangin has long been published in indonesia. many indonesians, especially in the surrounding area, are learning more meaningful aspects in their daily lives. the story in this novel provides an overview of the importance of good moral behavior and ethics described on page 61 that a husband and wife help youth and togetherness and harmony among local residents. this is a matter of business life so readers are required to be able take the positive side of this novel and not only so that readers can understand the meaning of author stories such as how we can think of how we defend something that we should defend and think more critically which is good and which is bad. this book should be read by all citizens, especially for those who have business and adults. the mandate that we can take from the bathing novel is as follows: taking an action must be considered first, doing good because god will reward you better, on page 81 implied meaning so that we can imitate the habits of characters who read books, fellow citizens, so that they can helping each other from there is just the realization of harmony among citizens. life is simple and what it is, not prestige. not easily discouraged and not revenge against others. this novel is published for the wider community from the bottom, middle and upper levels. the economic situation of the leaders is classified as middle to lower upwards when viewed in terms of stories references ahmad, zuarman. sejuta 1 puisi: sebuah novel karya hary b koriun. sastrawan dan komposer bandar serai orkestra retrieved from: http://sejuta1puisi.blogspot.com/2008/04/telah-terbit-sebuahnovel-karya-hary-b.html at 14 april 2008 b koriun, hary. 2008. mandiangin. pekanbaru: penerbit gurindam press yayasan bandar seni raja ali haji sagang online. menulis profil hary b koriun. redaksi. retrieved from: http://www.sagangonline.com/baca/seniman%20&%20budayawan/331/harry-b-koriun at 16 april 2019 http://sejuta1puisi.blogspot.com/2008/04/telah-terbit-sebuah-novel-karya-hary-b.html http://sejuta1puisi.blogspot.com/2008/04/telah-terbit-sebuah-novel-karya-hary-b.html http://www.sagangonline.com/baca/seniman%20&%20budayawan/331/harry-b-koriun globalizing higher education in india: a step towards multiculturalism a review sunita sharma maniben nanavati women’s college sunitasharma12@yahoo.co.in abstract prime minister modi’s initiative “educate in india” announced in may 2015, the objective is to attract international students and make india, a quality higher education hub in asia. india aspires to transition from having the second highest student population leaving its shores to study abroad, to become a premier educational destination attracting more international students to its shores. the paper reviews the growth of higher education system in india, draws inspirations from the experiences of other asian countries and then reviews india’s piece of global cake. it also discusses the benefits of multiculturalism, which are going to flow in the indian economy following internationalization of higher education. keywords: higher education, educate in india, international students in india, gross enrollment ratio i introduction india’s bold initiative “educate in india” announced in may 2015, to attract international students and make india a quality higher education hub in asia is closely linked to prime minister modi’s other initiatives namely ‘make in india’, ‘digital india’, ‘skill india’, ‘start-up india’, ‘stand-up india’ and ‘swatch bharat’,chadha, b & dugar, a.(2016). all aimed towards empowering india and making it a global economic superpower. india aspires to transition from having the second highest student population, leaving its shores to study abroad to become a premier educational destination attracting more international students to its shores. “educate in india” is an initiative focused on higher education. its objectives are to: • internationalize indian higher education • encourage foreign universities to establish campuses in india • encourage indian institutions to set up campuses abroad • making india a hub of education • create an “educate in india brand chopra, r (2015, may28) the paper analyzes the growth of indian higher education system while comparing with the education systems of other countries, as new private and foreign universities are entering the indian educational system and are offering many options to the student’s, which were not available before. this paper attempts to review the current global status of india’s higher education. the data used is collected from various secondary sources. interviews were conducted with principals of colleges and indian students returning after completing their higher education from foreign universities to know the impact of multiculturalism due to internationalization of higher education. ii materials and method the growth of higher education is determined by the size of the institutional capacity of the higher education system in the country, this is determined mainly by the three indicators, namely number of educational institutions – universities and colleges, number of teachers and number of students. the higher education in india has witnessed increase in its institutional capacity since independence. mailto:sunitasharma12@yahoo.co.in 4 | sunita sharma lingual (vol. 10, no.1, 2018) table 1: growth of higher education capacity indicators 1950 1991 2006 2010 2012 2015 number of university level institutions 25 177 367 533 574 711 number of colleges 700 7,346 18,064 31,324 35,539 40,760 number of teachers (in thousands) 15 272 488 699 934 1261 number of students enrolled (in millions) 0.1 4.9 11.2 14.6 20.3 26.5 source: ugc (2011a), ugc (2012) and ugc (2015) the number of universities in the country has increased from 25 to 711 during 1950-2015. similarly, the number of degree colleges in the country, which were not more than 700 in 1950, has gone up to 40,760 in 2016. the number of teachers has gone up from meager fifteen thousand to more than twelve lakhs. similarly, the enrollment of students has increased from merely 0.1 million in 1950 to 26.5 million in the year 2015. 2.1 the growth of university level institutions in india, university-level institutions widely differ in terms of their structure and coverage. these could be broadly divided into six broad groups: central university, state universities, institutions deemed to be universities, institutions of national importance established under state legislation and private universities. although, there has been a tremendous increase in the number of these institutions, more specifically in recent years, yet the growth trajectory has not been uniform for these different types of university-level institutions. table 2. the growth of university level institutions in india type 2010 2011 2012 2015 2016 central universities 41 43 44 46 47 state universities 257 265 286 329 356 institutions deemed to be universities 130 130 129 128 122 institutions of national importance (by state legislation) 5 5 4 3 institutions of national importance (by central legislation) 39 39 50 private universities 61 80 111 205 252 total 533 562 624 711 777 source: ugc (2011a), ugc (2012), ugc (2015) and ugc (2016) there has been a considerable increase in the number of central universities in recent years. their number has increased from 18 in 2002 to 47 in 2016 (table 2). similarly, the number of institutions of national importance like indian institute of technology (iit), indian institute of management (iim), national institute of technology (nit) etc established by the central government has also registered a significant increase from 12 in the year 2002 to 50 in 2012. the state universities have also witnessed a consistent increase in their numbers. from 178 in 2002, the number of state universities has increased to 356 in the year 2016. many educational institutions were provided the status of deemed to be university by the ugc and the number of such institutions has gone up from 52 in 2002 to 130 in 2011. however, presently the number of deemed universities showing a decline is placed at 122. furthermore, the state universities have also witnessed a consistent increase in their numbers. from 178 in 2002, the number has increased to the figure of 356 in the year 2016. an unprecedented growth of private universities has been a marked feature of expansion of indian higher education in recent years. the number of private universities in the country has swelled from 10 in 2006 to 252 in 2016. this significant growth of university level institutions has taken place in india in recent years and in this uprise private sector has played a significant role. 2.2 growth of colleges there has been a significant increase in the number of degree level colleges in the country from 700 at the time of independence to 40,760 in 2015 (table 3). table 3. the growth of undergraduate colleges in india year total number of colleges 1950 1991 2005 2011 2012 2015 700 7,346 17,625 32,964 35,539 40,760 source: ugc (2011a), ugc (2012) and ugc (2015) the rapid increase in the number of colleges in recent years is due to the large-scale establishment of private colleges in all parts of the country. 2.3 higher education participation in india gross enrollment ratio (ger) generally measures the higher education participation in higher education. ger measures the access level by taking the ratio of persons in all age groups enrolled in various educational programmes to the total population in age group of 18 to 23 years. the analysis of ger in higher education in india over years revealed that from 0.40 percent in 1950-51 reached a level of 6 percent in 1989-90 (table 4). table 4. gross enrollment ratio in higher education in india (various years) year ger 1950 1951 1989 1990 1999 – 2000 2009 – 2010 2012 – 2013 2014 – 2015 0.40% 6.0% 10.0% 15.0% 19.4% 23.6% source: goi (2013b), goi (2013d) and goi (2015) this reached the level of 10 percent in 1999-2000 india moved from an elite system of higher education to a mass system when it crossed the threshold of 15 percent in 2009-2010 the reports of all india survey of higher education (aishe) have placed the ger figure at 19.4 percent in 2012-13 and at 23.6 percent in 2014-15. the government of india has set the target of increasing the ger to 30 percent by 2020. the figures of ger in higher education in india referred to above are quite encouraging. however, when these figures of ger are compared with the figures on ger of developed countries, it emerges that despite the considerable expansion in higher education, india’s ger is far below than the other countries. table 5. gross enrollment ratio in higher education of select countries 6 | sunita sharma lingual (vol. 10, no.1, 2018) select countries ger in higher education brazil china russia argentina usa world 34% 34% 77% 68% 83% 29% source: goi (2013 b) the ger of the usa at 83 percent is far ahead of india. the world average is 29 percent which is also above india. 2.4 celebrating the entry of private universities in indian higher education an unprecedented growth of private universities has been a marked feature of expansion of indian higher education in recent years (refer fig. 1) fig. 1. the growth of private universities in india source: ugc (2012), ugc (2015) and ugc (2016) in india 33% (252/777) of universities are in private sector, with emergence of private equity in indian higher education, there is a changing dynamics with reference to governance, design and development of the curriculum, technology-driven academic delivery process, development of the intellectual capital, institutional v/s knowledge branding and pricing strategy. in the era of changing science of learning, india is attracting the world’s attention. iii results and discussion 3.1 the asian experience the four native english-speaking countries – us, uk, canada and australia are the preferred destinations of higher education. however, the major competition is now coming from asian countries like china, singapore, malaysia and hong kong, which have done exceedingly well in improving their quality internally as well as globalizing their higher education to attract more international students. today, more and more students from third world countries are able to afford studies in these asian countries. singapore: it is among the first asian countries, to start education – hub trend in 2 002, by launching, the ‘global school house’ initiative, with a goal to have 150,000 international students in singapore by 2015. as per the qs world university ranking 2015/16 (qs, 2015), singapore’s national university of singapore and nanyang technological university have a world ranking of 12th and 13th position, respectively. in addition, singapore has 11 foreign university campuses and numerous joint degree programmes with prestigious international institutions, many of which have been lured with generous government loans many consider singapore as the boston of asia (clark, 2015). the quality of vocational and technical education in singapore is among the best in the world and a role model for countries aspiring to become education hubs. one of the major challenges facing singapore is the rising cost of living, thereby creating new opportunities for india. 3.1.1 malaysia the malaysian government’s decision in the mid-1990s, to ease regulations regarding the setting up of private higher education institutions in the country contributed significantly to the growing appeal of malaysia as an education hub for foreign students, and by the year 2020, the malaysian ministry of higher education targets to have at least 200, 000 international students in higher education institutions in the country. malaysia has largely attracted international students through the establishment of branch campuses of british and australian universities. in order to give competition to singapore, malaysia has located its 350 acre education campus called educity, which is home to six international universities, close to the singapore border. also, a private initiative is the kuala lampur education city (klec) which was launched by the government in 2007 as a 15 to 20 year project (clark, 2015). 3.1.2 taiwan to target students from mainland china and southeast asia in particular, taiwan began its internationalization of university campuses in 2011. the taiwanese governments “study in taiwan” programme attracts international students by offering programmes in english scholarships for chineselanguage courses, relaxed work visa for pass-outs and engages staff for teaching the chinese language in thailand, vietnam, malaysia, korea, mongolia, indonesia, and india. most of the foreign institutions offer degrees and professional programs in collaboration with local institutions. the government estimates to attract 160,000 foreign students from chinese speaking countries by 2020. taiwan has also become a popular destination for training academicians particularly from countries like india, thailand, indonesia and vietnam (clark, 2015). 3.1.3 hong kong enjoying the benefits of being a gateway to mainland china, hong kong enjoys the benefits to mainland china, hong kong enjoys the benefits of an english speaking population and world-class institutions. beginning its efforts in making hong kong an international hub in 2008, foreign students are allowed to stay after graduation to look for work. with a us $160 million funds, hong kong offers scholarships, ph.d. fellowships, and encourages foreign universities to set up campuses in the territory. the major challenge hong kong faces is lack of student accommodation and the high cost of living. the hong kong university and science and technology (hkust) and university of hong kong (hku) ranked at 28th and 30th position according to the qs world university ranking 2015/16 (clark 2016). 3.1.4 china china has progressed from having the highest number of students to being a major destination for international students. china offers comparatively cheaper options that allow international students to access world class education without having to empty their pockets. nearly 25 chinese universities made it to the qs world universities ranking with four institutions, tsinghua, peking, fudan and shanghai jiao tong university, making it in the top 100 universities of the world in the qs world university ranking 2015/16. the rising economic and political importance of china has created an upsurge in understanding china. it aims at targeting 500,000 international students by 2020. china attracts international students keen to learn chinese language and establishment of so-called split campus programmes in which the first part of the course takes place at a local chinese university with subsequent study taking place at a foreign partner institution (clark 2015). 3.1.5 india the government has drawn up a scheme to invite over 200 academicians from global universities to teach in india starting november 2015 (“smriti irani’s hrd ministry has come to agreement with global scholars to teach in india” 2015) under the new scheme called global initiative for academics 8 | sunita sharma lingual (vol. 10, no.1, 2018) network (gian), the ministry of human resource development (hrd) has agreed with academics from various countries to teach more than 200 short term courses in indian universities starting november, 2015. harvard business school academic michael e porter, addressed india’s top policy makers as a part of niti aayog’s lecture series on ‘transforming india’ on may 25, 2017. (the economic time, may 21, 2017). with these lectures, the aayog aims to bring globally renowned policymakers, academics, expert and administrators to india for benefit of states & centre universities. the indian government has selected 10 indian higher education institutes which are among the top 500 institutes in global academic ranking, and is providing them with substantial finance, so as to leap forward into the top 100 on global academic rankings it aims to achieve. india has traditionally been seen as a country, that sends rather than receives international students, but a growing number of students from elsewhere are now choosing to study in india. indeed, the 2015 open doors. india is gradually emerging as a preferred destination for foreign students, particularly from the south asian region. more us students are choosing india as a place to gain credits – 4583, students from the us travelled to india to study at indian institutions for part of their course in 2014-15 (india spend, 2017). table 6. number of foreign students in india year no. of foreign students 1999-2000 2010-2011 2011-2012 2013-2014 2014-2015 6,988 27,531 33,156 31,126 42,126 source: all india survey on higher education 2014-15. in 2014-15 the foreign students in india have increased by 11,000. nepal contributed the highest percentage that is nearly 19 percent of the total foreign students, followed by, in descending order, bhutan, iran, afghanistan, malaysia, sudan and iraq. india’s higher education as ranked 24th in the world in the qs higher education system strength rankings 2016, as is especially well-known for the quality of its education in engineering and technology subject. a total of 23 top universities in india, feature in the qs university ranking: asia 2016, including nine in the top 100, university of delhi (66th in qs university ranking: asia 2016), the university of calcutta (108th), the university of mumbai (145th) and banaras hindu university (155th). 3.2 share of the global educational market international students play an important role in the higher education sector of many countries like usa, uk, france, australia, germany, russia, canada, china, singapore and malaysia. they contribute significant income to the university and revenue to the local economies via expenditure on and off campus. the institute of international education estimates that by 2017, the middle class across the world is projected to increase spending on education by nearly 50% from $4.4 trillion in 2012 to $6.2 trillion. thus the future growth in international students will come largely from developing and emerging economies (ortiz, 2015). the economic impact of international students is not limited to the money spent by them on tuition fees, living expenses, travel and recreation alone. according to the association of international educate (nafsa), three jobs are created in the us for every seven international students enrolled (ortiz, 2015). according to studies, the world will be short of 56.5 million work force by 2020 (mc kinsey global institute, 2011). no wonder, global trade of higher educational services is growing. india has a number of strengths including cost advantage and a good number of english speaking professionals. india’s geographical location also makes it a viable and attractive destination for students, particularly from asia and africa. higher education in india is very economical as compared to the rest of the world. many students unable to afford higher education in the west, choose to study in india. according to a report published by hsbc in september 2014 (hsbc, 2014), india figures as the cheapest destination for an international student to attend a university with a mere expenditure of usd 5,642 p.a. australia was ranked as the most expensive at usd 42,093. the study found that a student had to pay only usd 581 as university fee in india; whereas, living expenses in india were only usd 5,062, which is less than a fifth of the cost in australia (‘india ranked cheapest for international students: study’, 2014). 3.3 internationalization leads to multiculturalism the government of india’s ‘educate in india’ initiative is creating enormous economic opportunities. internationalization of higher education leading to multiculturalism; which has sociocultural and financial implications for the indian economy, notably among them are: i. foreign exchange outflows: allowing reputed foreign universities to set-up campuses in india, is giving an alternative choice to indian students wanting to study in universities abroad, to access the same universities at home at a fraction of the cost overseas and save india’s precious foreign exchange outflow. ii. foreign exchange inflows: international students bring precious foreign exchange into the country, which is a national priority. iii. attractive economic opportunity: international students play an important role in many countries like usa, uk, france, australia, germany, russia, canada, china, singapore and malaysia as they contribute significant income to the universities and revenue to the local economies via expenditure on and off campus. iv. increased business revenue: international students are normally charged a higher fees and they increase the revenue of institutions, in a way, subsidizing fee of domestic students. v. cultural diversity & globalization: cultural diversity creates a more global environment, which benefits all stakeholders (fig 2). fig. 2. internationalization of higher education leads to multiculturalism: its impact on various stakeholders students faculty institutions industry government  access to foreign universities at home  access to desired universities at home, at a fraction of the cost overseas  increase in selfconfidence  leadership and quantitative skills  students developed to be global citizens  promotion of inter cultural awareness, diversity and engagement among students  more exposure especially to electronic library  will be reading and teaching wider topics.  will get exposed to faculty with international experience, this will improve quality of education  will increase self confidence in teaching skills  be more motivated to teach innovatively  the student evaluation will be taken seriously and will work on it  will become more performance oriented  have to become competitive to survive  will have to bring structural changes in the management of the institutions  will have more public private partnerships to ensure major quantity and quality upgrade  there will be demand for autonomy and increase in the number of autonomous institutions  will provide better infrastructure and other facilities (e.g. sports) to students  higher fees from students will increase the revenue of the institution  availability of quality employees locally  globally knowledgeable employees at cost effective rates  precious foreign exchange into the country will increase revenue  strengthening diplomatic and geo-political ties with other countries.  indian students going abroad will now study in india saves precious foreign exchange outflow vi. country ties: international students strengthen diplomatic and geo-political ties with other countries. vii. quality improvement: competition from reputed foreign universities, improves the quality of higher education institutions in india and thus makes our higher education sector more globally competitive. when the students actively engage with their international classmates, it enhances their self confidence, leadership and quantitative skills. viii. economics impact: according to a report released in october 2015 (‘indian students 3rd in generating london’s revenue” 2015). london had welcomed over 106,000 international students and created 37,000 jobs, according to the report by london & partners. chinese students contributed the highest by spending £407 million. the us was second at a spending of £217 million. indian students, the third highest in london, spent £130 million, which alone amounted to creating and supporting 1,643 jobs. london pitched itself as the biggest education hub of the world. 10 | sunita sharma lingual (vol. 10, no.1, 2018) iv conclusion the higher education system in india has shown a massive increase in the number of institutions both colleges and universities after independence leading to increase in a number of students enrolled in the higher education institutions. this is evident from the ger which was less than one percent in 195051 and at present it is above twenty percent. one distinguishing feature of this expansion in higher education is the rise of the private sector. the private sector is contributing towards improving accessibility to higher education by increasing the number of seats in various courses & introducing new courses. india has traditionally been seen as a country, that sends rather than receives international students, but 2015 open doors and, now students from other countries are choosing to study in india. the internationalization of higher education, leads to multiculturalism, which has socio-cultural and financial implications for the indian economy. it is expected to be a precursor to future research to understand, the higher education experience in india from an international perspective, by conducting interviews of international students studying in indian higher education institutes. references chadha, b.& dugar, a. ( october 2016). globalizing higher education in india: brain drain in reversea review. retrieve from https://www.researchgate.net/publication/309401411_globalizing_higher_education_in_india_ brain_drain_in_reverse_-_a_review chopra, r. (2015, may 28) educate in india: narendra modi government to tout india as asia’s education hub. the economic times. https://economictimes.indiatimes.com/news/economy/policy/educate-in-india-narendra-modigovernment-to-tout-india-as-asias-education-hub/articleshow/47450796.cms clark, n. (2015, july 8). developing international education hubs in asia. wenr: world education news & reviews. retrieved from http://wenr.wes.org/2015/07/developing internationaleducation-hubs-asia/. foreign students enrollment in indian universities drops 6% over 2 years. (2017, may 22). india spend government of india (2013b). rashtriya uchchatar shiksha abhiyan: national higher education mission. new delhi: ministry of human resource development. government of india (2013d). annual report (2012-13). new delhi: ministry of human resource development. government of india (2015). all india survey on higher education (2014-15). new delhi: ministry of human resource development department of higher education. harvard prof to address india’s top policy makers. (2017, may 21). the economic times. p 15 hsbc. (2014, september 14), australia the most expensive country for education. hsbc report. retrieved from http://www.about.hsbc.com.au/news-and -media/australia-the-mostexpensivecountry-for-education-hsbc-report. india ranked cheapest for international students: study. (2014, october 10). the economic times. retrieved from http://economictimes.indiatimes.com/industry/services/education/ india-rankedcheapest-for-international-students-study/articlesshow/42278982.cms. indian students 3rd in generating london’s revenue. (2015, october 22). the times of india. retrieved from http://timesofindia.indiatimes.com/world/uk/indian-students-3rd-ingenerating-londonsrevenue/articlesshow/49489173.cms. joshi, anand k. (january 30 – february 05). celebrating the entry of private universities in indian higher education. university news, 55 (05), 116-117. mckinsey global institute. (2011). an economy that works: job creation and america’s future. usa: mckinsey &co. ortiz, a., chang, l., & fang, y. (2015, february 2) international student mobility trends 2015: an economic perspective. world education news & reviews. retrieved from http:// wenr.wes.org/2015/02/international-student-mobilty-trends-2015-an-economic-perspective. qs (2015). qs world university rankings 2015/16. u.k. quacquarelli symonds limited. qs (2016). qs world university rankings 2016/17. u.k. quacquarelli symonds limited. smriti irani’s hrd ministry has come to agreement with global scholars to teach in india. (2015, september 16). the economic times. retrieved from http://articles.economictimes. indiatimes.com/2015-09-16/news/66604526_1_hrd-ministry-gian-indian-institutes. ugc (2012). annual report (2011-12). new delhi: university grants commission ugc (2015). annual report (2014-15). new delhi: university grants commission ugc (2011a). higher education in india: strategies and schemes during eleventh plan period (20072012) for universities and colleges. new delhi: university grants commission ugc (2016). total number of universities in the country. available at www.ugc.ac.in/old pdf/universities. snowball throwing in teaching grammar yanuarti apsari ikip siliwangi, cimahi yanuar.apsari1@gmail.com abstract the aims of this study are to describe the implementation of snowball throwing in teaching grammar and to investigate the benefits of applying snowball throwing. the research was conducted at stkip siliwangi bandung. this study applied qualitative research involving one class consisting of second semester students in english department who were taking the subject of foundation of english grammar. the data were obtained from classroom observation and students’ interview. the findings showed that there are seven stages in implementing snowball throwing in teaching grammar. the stages consist of preparing teaching material, forming group, re-explaining the material to the member of the group, formulating question, tossing the ball, answering questions and evaluating teaching and learning process. in addition, the findings also revealed that there are some benefits from applying snowball throwing in teaching grammar such as improving students’ comprehension in learning grammar, creating enjoyable learning atmosphere, increasing students’ vocabulary, developing students’ speaking skill, developing students’ cooperation skill and increasing students’ participation in the class. keywords: snowball throwing; benefits; grammar i introduction grammar is the system of structural devices by which a language organizes meaning. concerning with the structure, it is the basic knowledge and skill for understanding the language naturally constructed and used. it involves the combination and arrangement of the phrases, clauses or sentences. in our daily speaking and writing we can not deny that structure leads us to construct sentences which are grammatically correct to convey our message, ideas, and information. a student must know for certain that he speaks correct and good english or to know whether or not the sentence pattern is correct, he must know the rules of english or its grammar because english grammar is the key to proficiency. it indicates that grammar plays a significant role in communication since it shows how language is used (ismail, 2010).therefore, grammar should be mastered by the learners that they can use english language in appropriate way. mastering english structure well will make us easier in learning english and we can transfer what we think or feel effectively. without knowing the structure of the language, we may get a lot of difficulties. this means that teaching grammar has always been a central aspect of foreign language teaching because grammatical competence is crucial for communication to take place. however, most students of indonesia have difficulties in learning grammar. as stated by onesty and fitrawati (2013), gammar is central to the teaching and learning of languages yet it also one of the most difficult aspects of language that is not easy to be taught. according to richard and reppen (2014), language learners may have spent many times for practicing the rules of correct sentence formation yet they still lack the ability of using grammar as a resource in communication. there are many things that we can learn in structure, one of them is tense. its difficulty might due to english has a different system from indonesian. their native language influences them in constructing english sentences. in indonesia, there are no changes of the verb caused by time. based on the problem above, the teacher needs appropriate ways that can be used in order to make the students easily in learning tenses. using game in teaching grammar it seems works for students since it can make an enjoyable atmosphere in the class. games are used to make the children easier to understand and remember about grammar in some topics. by using games, the children do not feel that they learn something through that activity. there is a lot of kinds of game that can be applied in the class, one of that is snowball throwing. darusmin, delfi, and masyhur (2012) defined snowball throwing method as one modification of an interesting game that is mutually throwing snowballs which contains questions to fellow friends which focuses on the ability to formulate question. using this technique will make all students be more active and it will force them to master the material since they have to answer the question anytime and surprisingly. therefore, based on the descriprion above, this study aims to describe the implementation of snowball throwing in teaching grammar and to the benefits of applying snowball throwing. mailto:yanuar.apsari1@gmail.com snowball throwing in teaching grammar | 53 ii materials and methods 2.1 game there were many studies conducted in investigating the effects of games in language learning. according to cheng & su (2012), game-based learning can make learners become the center of learning, make the learning process easier, more interesting and effective. in a similar vein, uberman (1998) argues that after learning and practicing new vocabulary through games, students have the opportunity to use language in a non-stressful way. thus, since the students have a chance to use the target language that they improve their communicative skills (sorayaie-azar, 2012). in addition, according to mahmoud & tanni (2014), game is used for giving intense and passionate involvement in communication to the students so that they can feel enjoyment and pleasure in learning. aslanabadi and rasouli (2013) revealed that a game does not only bring fun for learners to the class, but they also motivate learners and improve their confidence. furthermore, donmus (2010) indicates that games can develop individuals’ physical and mental capacities, and also can hold the attention of participants all the time and puts them in a race with themselves and also with others in order to obtain certain objectives. moreover, games increase learner’s proficiency in practicing grammar. according to deesri (2000: 3), with the help of grammar games, students can develop their ability in using language as they are given a chance to use language in the situations which have a purpose. in short, games provide learners with an opportunity to drill and practice grammatical rules and form by presenting them in communicative way. in applying a game, mccallum (1980, pp. x-xi) recommends that the teacher should organize the game before the instruction. rinvolucri (1990: 3) proposes that in using games in teaching and learning process, there are three stages which using them as a part of grammar instruction: (2-1) before presenting a given structure, especially to find out diagnostically how much knowledge is already known by the learners; (2-2) after a grammar presentation to see how much the group have grasped; (2-3) as a revision of a grammar area. 2.2 snowball throwing there are lots of kinds of game that can be applied in the class, one of that is snowball throwing. darusmin, delfi, and masyhur (2012) defined snowball throwing method as one modification of an interesting game that is mutually throwing snowballs which contains questions to fellow friends which focuses on the ability to formulate question. using this technique will make all students be more active and it will force them to master the material since they have to answer the question anytime and surprisingly. snowball throwing is a technique in cooperative learning. considering the importance of cooperative learning, richards and lokhart (1994) claim that cooperative learning gives a number of advantages. first, it reduces the dominance of the teacher over the class. second, it increases the amount of students’ participation in the class. third, it increases the opportunities for individual students to practice and use new features of the target language. fourth, it promotes collaboration among learners. it also enables the teacher to work more as a facilitator and a consultant. the last, it can give learners a more active role in learning. snowball throwing method is a modification of the technique of asking the focuses on the ability to formulate questions that are packed in an interesting game that is mutually throwing snowballs (snowball-throwing) which contains questions to fellow friends. method packed in a game requires capability that is simple that can be done by almost every student in the proposed question according to the material learned. method is usually carried out by several groups consisting of five to eight people who have the ability to formulate questions written in a paper resembles a ball. then, the paper thrown to the other groups responded by answering the questions thrown at them. in a simple method of snowball-throwing can be described as follows. students formulate the questions writing on paper based on the material described by the teacher. then the paper is folded in such a way and then thrown to other groups. after opening the paper, another group answered questions and throw back to the group write the question. social life is the importance of individual life. from the points above we can conclude that cooperative learning for snowball throwing is a learning system that prioritizes the opportunities for the active participation of learners in learning and interactive dialogue. because in the snowball throwing 54 | yanuarti apsari lingual (vol. 10, no.1, 2018) students get the opportunity to give and answer questions from others, then the students are required to participate actively in class. this has demonstrated the existence of an interactive dialogue between learners. one of the accentuation models of cooperative learning is group interaction. some steps of implementing stt in the classroom are as follows (istarani, 2012; suprijono, 2013): (2-1) teacher extends the material. (2-2) teacher forms the students into groups, and calls each leader of the groups to give explanation about the material. (2-3) each group leader comes back to their group and explains the material to their group. (2-4) every student is given one worksheet for writing one question about the material explained by the group leader. (2-5) for each group there are three questions; the paper is rolled into a ball and thrown from one student in a group to the other student in the other group for approximately 2 minutes. (2-6) after the student gets one ball (one question), he or she is given chance to answer the question written on the paper. (2-7) every group has their turn to answer the question; the group that gave wrong or incorrect answers and gets the lowest score is given a penalty. (2-8) conclusion. (2-9) evaluation. moreover, istarani (2012:93) lists the advantages of the stt as follows: (2-1) it improves leadership skills amongst students because there is a group leader whose responsibility is to convey messages to her friends as members of her group. (2-2) it trains students to be independent because each student is given the assignment to create a question to be delivered to another student. besides that, each student also has a responsibility to answer a question from one of her friends. (2-3) it develops creativity of the students who have to create questions and form their paper into a ball. (2-4) it creates a lively classroom atmosphere because all the students must work in order to complete their tasks. this study applied descriptive qualitative research. this study was conducted in stkip siliwangi since one of the researchers is the english lecturer in the faculty. thus, the researcher got easy access to conduct the research that it could gain the feasibility of the study. the participants of the study were the students of english department of first semester of the university. the data of the study were obtained from classroom observation and interview. the observation was used to get the information regarding the implementation of snowball throwing in teaching grammar. the classroom observation was conducted from october 6th until december 22nd, 2017. moreover, interview was used to obtain the specific information concerning the peple’s feelings or opinion which is not accessible through observation. the interview was conducted individually by using semi-stuctured interview since the researchers are able to extent the questions. the interview involved nine students represented the low, average and higher achiever students. then, in order to gain valid data, the triangulation data was employed by combining different finding from observation and interview. moreover, the data from observation was analyzed by several steps. first, all of the notes regarding teaching simple past tense by using snowball throwing were transcribed. second, the transcribed data was categorized based on the research question. third, the categorized data were interpreted to answer the question. iii results and discussion 3.1 the implementation of snowball throwing in teaching grammar this study was conducted in the class of foundation of english grammar. the implementation of snowball throwing in teaching grammar consists of seven stages as proposed by istarani (2012) and suprijono (2013). however, there were some modifications in terms of the focus of the study and materials in the classroom. in this study, the researcher applied snowball throwing through seven stages. 3.1.1 stage 1: preparing teaching material first, the lecturer prepared the teaching material. it covers eight topics including part of speech, present simple and progressive, past simple and progressive, future, modals, and passive voice. snowball throwing in teaching grammar | 55 then, in the first meeting, the lecturer explained the topic of the teaching and introduced the teaching program. but, before explaining the rules to the class, the lecturer was required to understand how the game is played. then, she explained its rules to the students in a simple way. in addition, demonstrations were given that the students can understand the rules clearly and easily. then, she gave the illustration of applying snowball throwing by posing several questions written in a piece of paper and rolled it into a ball. then, she threw it to a student and the students had to answer the question written on the paper. 3.1.2 stage 2: forming group furthermore, the teacher formed the students into groups. there were eight groups and each group had to select the group leader. then, the lecturer invited each leader of the groups and she explained the materials to them. the teaching material related to the simple past tense such as the rule of simple past tense, reguler and irreguler verbs, and some examples of sentences using simple past tense. 3.1.3 stage 3: reexplaining the material to the member of the group then, after the lecturer had finished explaining the teaching material, each group leader was asked to come back to their groups and explain the material to their group.this indicates that a leader has the responsibility to convey the teaching material to the member of the groups. this indicates that snowball throwing technique improves leadership skills amongst students (istarani, 2012:93). 3.1.4 stage 4: formulating questions after the group leaders re-explained their members with what the teacher has told them, each student in the group was required to write a question related to the materials on a piece of paper. since the member of the group consisted of four students, there were four questions for each group. then, the paper was rolled into a ball and thrown from one student in a group to the other student in the other group for approximately 30 minutes. the student who got the ball (one question), he or she had to answer the question written on the paper. the observation data revealed that when the students created a question, they looked very serious. some of them attempted to create the challenging questions that are difficult to be answered. this showed that the activity makes students become concentrating in learning and try to formulate the questions themselves as good as the can (gani, yusuf and erwina, 2017). 3.1.5 stage 5: tossing the ball the observation data showed that the activities of tossing the ball made the atmosphere of the class became enjoyable. the students had different reaction when they got the ball. most of them were very surprised and confused. and some of them looked anthusiasm in reading the question after they got the ball. this activity brings the enjoyable atmosphere in the class. 3.1.6 stage 6: answering the questions after the student got the ball (one question), he or she was given chance to answer the questio n written on the paper. the data from observation revealed that when the students got the chance to answer the questions, most of the students were able to answer the question related to part of speech, simple present and past tense properly and correctly. this means that this activity helped students used an appropriate grammar. it is supported with the data from interview; it was found that snowball throwing increased students’ proficiency in practicing grammar communicatively. it can be seen in the following excerpt: while learning simple past tense by using snowball throwing, i comprehend it better, because i had to answer the questions related simple past tense directly. although we did not know the answer, we had to try to answer it. thus, we tried hard to review what have been learned before. (s2) (interview, translated version) the above excerpt showed that snowball throwing can help students mastering simple past tense as argued by deesri (2000: 3) that with the help of grammar games, students can develop their ability in using language as they are given a chance to use language in the situation which have a purpose. moreover, when the students made mistake in answering the questions, the lecturer only took notes of errors and discuss them when the game was over. in other words, the lecturer did not interupt them when they made the mistake. the lecturer only waited until the game is over to discuss and correct the 56 | yanuarti apsari lingual (vol. 10, no.1, 2018) mistakes of the students. this resulted in the improvement of students’ speaking ability as admitted by student one: snowball throwing activity can improve my ability in speaking. since the activity forces the students to be ready to answer the question, then the passive one had to speak through answering the questions, giving the opinion and sharing the idea in the group related to the topic. and the most important thing is the students can express their ideas freely without being afraid of making mistakes. (s2) (interview, translated version) the finding indicated that snowball throwing can improve students’ communicative skills and they have a chance to use the target language (sorayaie-azar, 2012). this might due to students have the opportunity to use the language in a non-stressful way (uberman, 1998). 3.1.7 stage 7: evaluating teaching and learning process the last stage in applying snowball throwing is evaluating the learning process and provided feedback to the students about the activities that they have just done. in this stage, the lecturer explained the students’ strength and weaknesses during the implementation of snowball throwing. the data showed that snowball throwing does not only help the students to master the material itself but also it increases students’ vocabulary mastery. moreover, the lecturer noted that after applying snowball throwing most of the students became more confident in expressing their ideas and opinions. this was due to the students were given the opportunity to express their opinion and ideas freely in answering the questions. 3.2 the benefits of using snowball throwing the data from interview revealed that there are several benefits of using snowball throwing. they are improvement of students comprehension in learning grammar, enjoyable learning atmosphere, improvement of students vocabulary, the development of students’ speaking skill, and the development of students cooperation skill and the increase of students’ participation in the class. 3.2.1 improving students comprehension in learning grammar almost all respondents stressed the importance of snowball throwing in teaching grammar as perceived by student six in the excerpt below. through snowball throwing i learned more about grammatical rules while discussing with my friends to do the task from the lecturer. my understanding in grammar also developed since it forced me to open dictionary regularly and asked questions to my friends when i did not understand about teaching material especially how to change verb one to verb two. (s6) (interview, translated version) the findings above also showed that snowball throwing is another way to help students to learn various grammar structures. 3.2.2 creating enjoyable learning’s atmosphere all respondents expressed their supporting opinions that the snowball throwing is enjoyable. it can be seen from the statement of student one below: i enjoyed learning grammar by using snowball throwing. it is due to the interesting of learning atmosphere. thus, i want to improve my english. (s1) (interview, translated version) the excerpt above gives a proof that the implementation of snowball throwing in teaching grammar can create an enjoyable atmosphere during teaching and learning process (shoimin, 2014). 3.2.3 increasing students vocabulary all respondents agreed that snowball throwing helped them in increasing their vocabulary mastery. it is supported by interview result of student two below. after learning grammar through snowball throwing, my vocabulary mastery was increased. i required a lot of new vocabularies through the activity. because when we learn by using conventional method we got difficulty in memorizing vocabularies. but it is different when we learned through snowball throwing, we can remember many vocabularies easily. (s2) (interview, translated version) snowball throwing in teaching grammar | 57 this finding indicates that snowball throwing made the students to remember vocabulary more easily. it is in line with wirawan, rita, and waris (2013). they stated that snowball throwing technique is one option for teaching vocabulary which is efficient and much more useful in increasing students vocabulary. 3.2.4 developing students speaking skill through the use of the snowball throwing, regardless of passive or active students, both of them have a chance to train their speaking skill. it can be seen in the excerpt below. learning grammar by using snowball throwing made me confident to give opinion or ideas. because when we got the question we need to answer it directly. it made me think hard to review what i learned before with my friends in the group. (s6) (interview, translated version) the data of interview above showed that snowball throwing can be an alternative way to overcome students difficulties in learning how to speak english. as stated by crookal (1990, p. 112) that games reduces anxiety and improve self-confidence. it is also supported by the research finding of aslanabadi and rasouli (2013) that games do not only bring fun for learners, but they also motivate learners and improve their confidence. 3.2.5 developing students cooperation skill the data of observation showed that the students in the similar group helped each other in composing the questions. this indicates that this activitiy can promote collaboration among learners as stated by richards and lokhart (1994) as one of the advantages of cooperative learning. the finding is supported by interview result of student five below: the use of snowball throwing can develop teamwork because through discussion in group we can solve the problem or answer the questions from the leacturer. (s5) (interview, translated version) the data of interview above showed that snowball throwing is emphasized to encourage students solidarity in teamwork since they have to solve the problem that teacher has given to them. as stated by susanty (2016) that snowball throwing related to “the teaching technique for cooperative learning which allows students to work together in groups, pay full attention to each other, and allow each other to speak and to share information in groups”. 3.2.6 increasing students participation the observation data also showed that all respondents were involved actively in the teaching and learning process. they were more active in learning process because snowball throwing model gave much more opportunity to speak and discuss with friends and presented their understanding to the class. students had to answer the question from the paper ball whenever they got the paper ball from other students. they had to give their opinion in response to the question. then, they threw the ball to another student. the student who got the ball also did the same. and the lecturer played a role as observer and evaluator. this indicates that snowball throwing gives the learners opportunities for the active participation in learning process. as stated by student five in the following excerpt: learning grammar through snowball throwing forces the students to be active because the students here did not only get the teaching material from the lecturer but also need to discuss with the group to comprehend the teaching material. also they need to answer the question directly. it means that they need to be active to comprehend teaching material so that they can answer the questions correctly. (s5) (interview, translated version) in addition, another interview from student one stated the similar view on the implementation of snowball throwing. it was quoted as follows: the use of snowball throwing in learning grammar made us more active because the questions were given randomly. so, the passive one becomes active and the active one becomes more active. (s1) (interview, translated version) from both of excerpts above, it can be concluded that the use of snowball throwing encourages the students to be more active involved in the classroom since this method covers a rich communication where students must be active (darusmin, delfi and masyhur, 2012). 58 | yanuarti apsari lingual (vol. 10, no.1, 2018) iv conclusion snowball throwing is a technique that focuses on the ability to formulate questions that are packed in an interesting game that is mutually throwing snowballs (snowball-throwing) which contains questions to fellow friends. this is used to train students to be more responsive to receive messages from other students in the form of snowball made of paper, and to convey message to friends in their group (suprijono, 2013: 128). this study has described the implementation of snowball throwing in teaching grammar in stkip siliwangi bandung. the implementation of snowball throwing covers seven stages: (1) preparing teaching material; (2) forming group; (3) reexplaining the material; (4) formulating questions; (5) tossing the ball; (6) answering the questions (7) evaluating. those stages of snowball throwing result in better student learning especially in learning simple past tense. the data revealed that snoowball throwing was very helpful in providing the students with more enjoyable activities which made the students actively involved in teaching and learning process. in addition, through the activity the students can improve not only their speaking skill but also social skills. the activity can also increase students vocabulary mastery. it was also proven that snowball throwing helped students to improve their confidence in expressing their ideas and opions. references aslanabadi, h., & rasouli, g. (2013). the effect of games on improvement of iranian efl vocabulary knowledge in kindergantens. international review of social sciences and humanities, 6(1), 186-195 brown, h.d. (2001). teaching by principles: an interactive approach to language teaching. white plains, ny: addison wesley longman. cheng, c., & su, c. (2012). a game-based learning system for improving student’s learning effectiveness in system analysis course. social and behavioral sciences, 31, 669-675. crookal, d. (ed). (1990). stimulation, gaming, and language learning. new york: newbury house. darusmin d.k, delfi s and masyhur (2012). using snowball throwing model to increase speaking ability of the second year students of smp n 21 pekanbaru. academic journal deesri, a (2002) . games in the esl and efl class. the internet tefl journal (september 9), [on-line serial] : at url:http://iteslj.org/teachnique/deesri-games.html donmus, v. (2010). the use of social networks in educational computer-game based foreign language learning. social and behavioral sciences,9,1497-1503. gani s.a, yusuf y.q and erwina r. (2017). the effectiveness of snowball throwing technique in teaching reading comprehension. issn: 2581-2742. proceedings of the 1st national conference on teachers’ professional development. ismail s.a.a (2010). esp students’ views of esl grammar learning. gema onlinetm journal of language studies,10 (3), 143-154. istarani. (2012). 58 model pembelajaran inovatif, referensi guru dalam menentukan model pembelajaran. medan: penerbit media persada. mccallum, g. p. (1980). 101 word games: for students of english as a second or foreign language. oxford: oxford university press richards j.c and reppen r (2014). towards a pedagogy of grammar instruction. relc journal, 45 (1) 5-25. shoimin, aris. (2014). 68 model pembelajaran inovatif dalam kurikulum 2013. yogyakarta: ar ruzz media. sorayaieazar, a. (2012). the effect of game on efl leaners vocabulary learning strategies. international journal of applied and basic sciences, 1 (2), 252-256 mahmoud, a. a. a., & tanni, z. a. (2014). using games to promote student. motivation towards learning english, al-quds. open university journal for educational & psychological research & studies, 2(5). onesty r, fitrawati (2013). using word by word games in teaching grammar for junior high school students. 1 (2). rinvolucri, m. (1990). grammar games : cognitive, affective and drama activites for efl students. cambridge: cambridge university press. suprijono, a. (2013). cooperative learning: teori dan aplikasi paikem (10th ed.). yogyakarta: pustaka pelajar. snowball throwing in teaching grammar | 59 susanty, h. (2016). use of the snowball throwing technique for teaching better esl speaking. english education journal, 7(1), 117-129. uberman, a. (1998). the use of games: for vocabulary presentation and revision. english teaching forum, 36 (1), 20. uibu k and liiver m (2015). students’ grammar mistakes and effective teaching strategies. international journal of teaching and education. 3 (1). wirawan r, rita, f and waris, a (2013). increasing vocabulary mastery of the seventh grade students through snowball throwing. e-journal of english language teaching society, 1 (2).. shift of lexical cohesion in translation of the novel the adventures of sherlock holmes ni nyoman yuliastari badung government tourism office astarinyoman1@gmail.com abstract translation plays an important role in bridging the gaps between different culture and nations. translation is not an easy process since no two languages have identical linguistic system and culture. the difference of linguistic systems and culture in two languages made the translation cannot be an exact equivalent transferred from the source language into the target language. this paper aims to describe the translation equivalent of the lexical cohesion found in the adventures of sherlock holmes; and to identify the effects of shift of cohesion in translation of the adventures of sherlock holmes and its translation. in this paper qualitative descriptive method is used to describe or analyze the data of shift of cohesion in translation. the finding shows that the lexical cohesion in the text is built by a number of repetitions, synonymy, nearsynonymy, superordinate, general word and collocation. shifts of cohesion found in the novel are shifts in the level of explicitness and shifts in the textual meaning(s). keywords: lexical cohesion, translation strategy, and shift of cohesion i introduction translation is not an easy process since no two languages have identical linguistic system and culture. therefore, when the source language and the target language are widely different in structure and cultural background, there cannot be an exact equivalent transferred from the source language into the target language. it means that in the widest sense (including the lexical and connotative meanings) in the target language there is no exact equivalent of any lexical item in the source language. the consequences in translation are that there will be loss of information, addition of information and skewing of information. novel is one of literary works. in the novel, there are many utterances or clauses. in every clause, there is a device which makes one clause related to another. the device is named cohesion. cohesion is a semantic relation, but text is a semantic unit. cohesion in a text can be analyzed through the linguistic devices which are called the cohesive devices. lexical cohesion embraces two distinctions though related aspects which are referred to as reiteration and collocation (halliday & hasan, 1976:318). the reason why this topic is interesting to discuss is that english and indonesian are markedly different languages. indonesian is different from english from lexical, structural, grammatical and many other aspects. from the lexical perspective, some words which work as cohesion devices in english may hardly find their counterparts in indonesia, or they may carry different meanings in certain context. in english grammar is important, while indonesian may ignore it in some context when it still makes sense. all these differences, in addition to many social, cultural, conventional differences lead to cohesion shift in english-indonesian translation to raise textual equivalence. they also give challenges in englishindonesian translation. due to the difficulties faced in translating english lexical cohesion, there are some problems highlighted in this study. the problems are formulated as follows: what types of lexical cohesion found in the novel the adventures of sherlock holmes and how they are translated into indonesian? and what are the effects of the shift of lexical cohesion in translation on the target laguage text? the theory applied in finding the answer to the questions above are the theory of cohesion proposed by halliday and hasan and the theory of shift of cohesion proposed by by shosana blumkulka. ii materials and method the data source of this study is the translation of a novel; the data were taken from a novel written by sir arthur conan doyle, entitled the adventure of sherlock holmes obtained from https://sherlockholm.es/stories/pdf/a4/1-sided/advs.pdf. it was translated into indonesian by albert with the same title. the data were collected by reading the source text and the bilingual text of the adventure of sherlock holmes and its translation thoroughly. all the two versions were read one by one to understand the content and storyline. this study applied the descriptive-qualitative method to analyze the data. to present the result of analysis clearly the english cohesive devices of the source language were compared mailto:astarinyoman1@gmail.com 2 | ni nyoman yuliastari lingual (vol. 7, no.1, 2019) with their translation equivalents in the target language; the english original texts were shown side by side to indonesian equivalents; the source language and target language were completed with some lines, followed with the analysis. iii results and discussion there are two categories of lexical cohesion in the translation found in the data. they are lexical cohesion as reiteration, and lexical cohesion as collocation. the lexical cohesion as reiteration is divided into four categories; they are reiteration, synonymy, superordinate and general words. after that, the lexical cohesion found in the source text was compared with the translation in the target text. the translation of cohesive devices was analyzed using the theory of translation proposed by mona baker. this answers the first problem of this study. then, to answer the second problem, the data were analyzed and described based on the shifts occurring in the translation of cohesion. 3.1 shift in the level of explicitness blum-kulka (1986:22) stated that when the meaning of tl becomes deeper than sl, connected explicitly as lexically and grammatically, giving the text a dense, close texture as shift of cohesion, meaning that the explicitness occurs in tl. 3.1.1 the general level of the target textual explicitness is higher than that of the source text blum-kulka pointed that as required by the target language (tl) grammatical system, tl will be repeated once more than source language (sl). the result is that in tl it becomes in the higher level of redundancy compared with sl. data (01) sl: (1) “we were both in the photograph.” (2) “oh, dear! that is very bad! your majesty has indeed committed an indiscretion.” (3) “i was mad—insane.” (4) “you have compromised yourself seriously.” (5) “i was only crown prince then. i was young. i am but thirty now.” (p. 8) tl: (1) “foto kami berdua” (2) wah! wah! yang mulia telah bertindak sembrono (3) “waktu itu saya tergila-gila padanya sehingga tak sadar” (4) “anda terlibat secara serius’ (5) “waktu itu saya masih putra mahkota. masih muda sekali. sekarang saja umur saya belum genap tiga puluh. (p.17) in data (01), the type of lexical cohesion is superordinate. superordinate is a word with a general meaning that includes the meanings of other particular words. based on the data above, there is a relation between the word ‘crown prince’ with the word ‘young’ and ‘thirty’. the word ‘young’ is superordinate of the words ‘thirty’ and ‘crown prince’. ‘young’ is the general class of ‘thirty’ the age of the ‘crown prince’ when he became heir to the throne. sl: “i was only crown prince then. i was young tl: “waktu itu saya masih putra mahkota. masih muda sekali the general level of explicitness which is higher than sl occurs in the sentence above, because in literal meaning i was young is equivalent to saya muda. the translator added the word ‘sekali’ for the naturalness of style and it explains clearly the expression of the source language as an overt meaning (cohesion shift) (larson 1998:495). in the tl the translator clarifies the sl by adding the word ‘sekali’ to the tl to emphasize the meaning. the translator used this strategy to maintain the cohesiveness of the idea in the following sentence: ‘i am but thirty now’ which is translated into ‘sekarang saja umur saya belum genap tiga puluh’ which means that he is feeling old now when he was looking back in the past; therefore, gain of information occurs in this translation. shift of lexical cohesion in translation of the novel the adventures of sherlock holmes | 3 3.1.2 the general level of the target textual explicitness is lower than that of the source text in some cases, the textual level of explicitness is absent due to grammar, semantics, and style of two different forms of languages. the result is in tl it becomes in the lower level of redundancy compared with sl. data (02) sl: (1) “i have spent the whole day,” said he, “over lloyd’s registers and files of the old papers, following the future career of every vessel which touched at pondicherry in january and february in ’83. (2) there were thirty-six ships of fair tonnage which were reported there during those months. tl: (1) “sepanjang hari tadi.” sahutnya, “aku memeriksa daftar pelayaran dan berkas-berkas tua, termasuk semua kapal yang pernah berlabuh di pondicherry pada bulan januari dan pebruari 1883. (2) ada tiga puluh enam kapal yang tercatat selama dua bulan itu (p.176). based on the data (02), the type of cohesive device in the text is superordinate. superordinate is the name for a more general class. the expression ‘thirty –six ships’ refers to the phrase ‘every vessel’, because the word ‘vessel’ is a general term that describes a watercraft. a ship is a type of vessel. much like boats, however, we would describe a boat as a smaller vessel, and a ship would be a larger vessel, like cargo ships that carry goods. you could transport a boat on a ship, but you could not transport a ship on a boat. both would be described as vessels. the translation strategy that the translator used to translate is the translation strategy of using a more general word (superordinate). the word ‘vessel’ in sl is translated into ‘kapal’ in tl because both words have the same conceptual meaning. the word ‘vessel’ means a ship or large boat, meanwhile, the word ‘kapal’ in tl means a vessel which is larger than a boat used for transporting people or goods by sea. the effect of the translation shift of lexical cohesion in translation is the general level of the target textual explicitness is lower than that of the source text, because the phrase ‘every vessel’ in the source language is translated into ‘semua kapal’ in tl. both ‘vessel’ and ‘ship’ share the same conceptual meaning; water transportation. there is also a slight difference; it can be distinguished by its size and function between ship, boat, yacht, or even a dinghy. 3.2 shift in text meaning 3.2.1 the explicit meaning in the sl potentially changes into implicit through translation english has specific grammatical markers which are cohesively obligatory. in english, a is an indefinite obligatory article to make explicit meaning whether a noun is singular or plural as in the example below: data (03) sl: (1) looking over his shoulder, i saw that on the pavement opposite there stood a large woman with a heavy fur boa round her neck, and a large curling red feather in a broad-brimmed hat which was tilted in a coquettish duchess of devonshire fashion over her ear. (p.31) tl: (1) dari belakang bahunya, aku melihat seorang wanita tinggi besar berdiri di trotoar seberang. (2) lehernya tertutup syal bulu binatang, dan ia mengenakan topi lebar yang tepat seperti gaya duchess of devonshire yang genit. (p.82) the type of lexical cohesion in the data above is collocation. it can be seen from the pattern in the data above about fashion things. the paragraph is semantically related to fashion things such as ‘fur’, ‘red feather’, and ‘hat’. this collocation in fashion terms supports the idea in the whole paragraph about the woman figure or characteristic that has been mentioned in the previous sentence. the translation strategy that the translator used paraphrasing using a related word. it can be seen in the first sentence that a heavy fur boa in sl is translated into syal bulu binatang in tl in second sentence literally, the translation of a heavy fur boa is sebuah syal bulu-bulu yang berat, but it is translated into syal bulu binatang, because boa itself means a long thin stole of feathers or fur worn around a woman's neck, typically as part of evening dress. the literary translation is too much redundant, so the translator used syal bulu binatang because it sounds natural. in the data above, it can be seen that in the source language, the indefinite article ‘a’ in ’a heavy fur boa’, ‘a large curling red feather’,‘a broad brimmed hat’, and ‘a coquettish duchess of devonshire’ is used before the countable or singular nouns referring to things and people. the indefinite article ‘a’ in ‘a heavy fur boa’ means one heavy fur boa. and it has the same meaning as ‘a large curling red feather’ and ‘a broad brimmed hat’. on the other hand, the use 4 | ni nyoman yuliastari lingual (vol. 7, no.1, 2019) of the indefinite article ‘a’ in ‘a coquettish duchess of devonshire’ refers to a person. therefore, when it is used to refer to a human in the target language, it can be ‘seperti gaya seorang duchess of devonshire yang genit’. the effect of translation is the explicit meaning in the sl potentially changes into implicit through translation, because the absence of the indefinite grammatical feature ‘a’ in the target language means that the referential meaning of ‘syal bulu’, ‘topi lebar’ and ‘duchess’ is left implicit. 3.2.2 the implicit meaning of sl potentially changes into explicit through translation the cultural background of sl may cause the implicit meaning to change into explicit meaning of tl. the different grammatical structure of sl may require tl to be made explicit (larson 1998:494). (data 04) sl: (1) “the goose, mr. holmes! (2) the goose, sir!” he gasped. tl: (1) “bebek itu, mr holmes! (2) bebek itu!” katanya dengan terengah-engah. (p.225) in data above the types of lexical cohesion are repetition and superordinate. repetition means the word ‘goose’ in the second sentence refers to the word ‘goose’ in the first sentence. superordinate is a name for more general class. it is used to refer to a word which has general properties rather than specific ones. “sir” refers back to mr. holmes; and “sir” is a superordinate of mr holmes – that is a name of the general class. the translation strategy that the translator used is cultural substitution. this strategy involves replacing a culture-specific item or expression with a target language item which does not have the same propositional meaning but it is likely to have a similar impact on the target reader. the main advantage of using this strategy is that it gives the reader a concept with which the reader can identify something familiar and appealing. it can be seen in the word ‘goose’ in the first and second sentences. literally, the word ‘goose’ in sl means a large waterbird with a long neck, short legs, webbed feet, and a short broad bill. in the tl the word ‘goose’ is translated into the word ‘bebek’. the word ‘bebek’ in tl is literally translated into ‘duck’ which means a waterbird with a broad blunt bill, short legs, webbed feet, and a waddling gait. the translator decided to use the word ‘bebek’ in tl rather than ‘angsa’, because the concept of the word bebek is more familiar and easier to be identified to the reader. as we know in the reader’s culture that ‘bebek’ is a waterbird that can be more commonly consumed rather than angsa. in the next sentence, the translation strategy that the translation used is ommision. it can be seen from the word ‘sir’ in the sl which is missing in the tl because such an expression is more common in tl. therefore, we know that the loss of information occurs in this translation in which the determiner in sl disappears which can actually be translated into ‘itu’ in the target language. although there is loss of information in the second sentence in tl, the implicit meaning in sl potentially changes into explicit meaning in tl through translation, because the word ‘bebek’ in tl is made to be more explicit through translation. iv conclusion according to the discussions, it can be concluded that lexical cohesion in the text are built through a number of repetition and superordinate. the strategy that the translator used to translate lexical cohesion in data are more general word (superordinate), translation by a more neutral/less expressive word, translation by cultural substitution, and translation by ommision. the effect of the translation found in the data are the general level of the target text’s textual explicitness is higher than that of the source text, the general level of the target text’s textual explicitness is lower than that of the source text. the explicit meaning potensial of the source language changes into implicit through translation, and the implicit meaning potensial of the source language changes into explicit through translation. references bassnett, susan. 1991. translation studies. london: routledge bell, r.t. 1991. translation and translating: theory and practice. london: longman brata, frans i made. 2011. cohesion and coherence shift of expression in translation. denpasar: cakra press blum-kulka, shosana. 2000. shifts of cohesion and coherence in translation. in the translation studies reader. 298-313. london and new york: routledge. brislin, richard w. 1976. translation applications and research. new york: gardner press, inc shift of lexical cohesion in translation of the novel the adventures of sherlock holmes | 5 creswell, john w. 2009. research design qualitative, quantitative and mixed methods approaches. los angeles: sage publication, inc. doyle, sir conan arthur. the adventure of sherlock holmes. (cited 2017, feb 10) available https://sherlock-holm.es/stories/pdf/a4/1-sided/advs.pdf hornby, mary snell et al. 1992. translation studies: an interdiscipline. philadelphia: john benjamin publishing company larson, mildred.l. 1997. 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 pym, anthony. 2010. exploring translation theories. london: routledge venuti, lawrence. 2000. the translation studies reader. london: routledge lexical richness of the expository writing in indonesian by senior high school students fara wahyu astridya department of linguistics, faculty of humanity, airlangga university farawahyuastridya@yahoo.com abstract learning a foreign language is often related to knowing the words which called lexical richness. this study investigates the lexical richness in senior high school. the data was taken from the students’ writing on expository essay. writing an expository essay is a challenge for students where they should be able to write based on a given theme using a varied vocabulary. the students will be capable of making a good writing. the students are gathered from three grades that consist of 30 students in each grades. the total amount of the students will be measured by some types of lexical richness; lexical density, lexical sophistication, and lexical variation. after investigation the results showed a significant increase in each class, starting from grade 10 to grade 12. according to all those three measurements, grade 12 is the highest number among others and it concludes that students in grade 12 is the most prepared and have the richest lexical between grade 10 and 11. keywords: language, lexical richness, english language teaching (elt). i introduction learning a foreign language is often related to knowing the words and the sentences. the knowledge of words is called lexical richness. kyle & crossley (2016) stated that lexical richness is the measurement of how rich the students’ have in writing and composing the words or lexical in a good essay. in relation to the occurrences of lexical richness, djiwandono (2016) asserted that these occurrences were majorly triggered by the second language use that can be further acknowledged from its sophistication and l2 learner’s productive vocabulary. moreover, the occurrences of lexical richness were majorly analysed in the field of applied linguistics. in this study, the wide range of tests were utilised to measure the lexical use in children and esl learners. laufer & nation (1995) developed a measurement which is specifically designed to evaluate the student’s lexical proficiency level by conducting some comparison in terms of their lexical richness and external reference point. among the measurement test that were discovered by many scholars, a typetoken ratio (ttr) test gained its popularity due to its insight in evaluating the students’ lexical language proficiency level. koizumi & in’nami (2012) emphasises that the statistical analysis of ttr can be only further calculated based on the length of the texts that are used as the data. as stated previously, the utilization of lexical richness measurement strives towards the assessment of the students’ lexical proficiency level by comparing their lexical richness with an external reference point. it should be noted that in the analysis of lexical richness, the text needs to be transcribed and formatted in advance for easy processing of data (daller, 2010). gharibi & boers (2017) said that by using lexical richness, researchers can identify the weaknesses and advantages of the object of the research. it can also make it easier to calculate the lexical property that is controlled by a person. the use of lexicon as a research object is based on the asumsion that every person would need good words to write a whole good sentence.. word selection required vocabulary richness so that later there is no repetition of words in each sentence because it will affect the calculation of lexical richness (caselli, caselli, & goldberg, 2016; gharibi & boers, 2017; suggate & stoeger, 2017). the use of lexical richness is very useful in calculating or measuring in large numbers of data to simplify the collection of the data such as collecting some data from high school students as an esl learner. lexical richness analysis can only be done through the use of some measurement tools in order to analyse the raw materials or data. laufer & nation (1995) classify the lexical richness measurement tools into four distinctive types that were majorly utilised as the effective tools in measuring the description of the productive lexicon such as lexical originality (lo), lexical density (ld), lexical sophistication (ls), and lexical variation (lv). lexical richness provides some options of techniques to researchers who want to collect the data in many ways, such as lexical originality, lexical density, lexical diversity and lexical sophistication. those terms are also having each tool to determine th e lexical richness on each student’s writing knowledge. lexical richness measures can be used to compare students’ writing. some previous studies discussed about non-native speaker (nns) and native-speaker (ns) as also mentioned by lu & ai mailto:farawahyuastridya@yahoo.com 24 | fara wahyu astridya lingual (vol. 10, no.1, 2018) (2015). they compared among writers with diverse l1 backgrounds in college-level english writing. they found out that there are significant differences between efl learners who were grouped and those who were not grouped by their l1 backgrounds with nns and ns. unlike previous studies that more often compare between nns and ns, the current study more focused on nns. therefore, the researcher choosed indonesian efl senior high school students to perceive the lexical richness level based on their writing. basically, the measurement of lexical richness strives towards the calculation of how the spoken or written text contains various distinctive words that are used in text that is utilised as the data. gregorisignes & clavel-arroitia (2015) and hanafiah & yusuf (2016) further formulate four fundamental aspects in measuring the lexical richness such as lexical originality (lo) that concerns in calculating the words’ proportion that is utilised by only one learner in a group, lexical density (ld) which examines the lexical words’ proportion in the data, lexical variation (lv) which strives to calculate the occurrences of various distinctive lexical words that appeared in the data, and lexical sophistication (ls) that focuses the analysis in calculating the use of advanced words in the data. in relation to the definition of lexical originality (lo), laufer & nation (1995) define lo as the measurement in lexical richness which focuses on the calculation between the learner’s performance relative to the group and the written composition. in this case, there is a strong correlation between two variables namely the group and the index. if the number of the group gradually changes, it will automatically affect the index number respectively. this method provides information about the use of individual vocabulary with respect to fellow creatures. such statistics is useful but it cannot stand alone as it varies across different compositions of an individual or it would change as the group changes. this can only be determined by adding the unique words number associated with one learner in a group that will be further divided by the calculation of the whole tokens. the umber of tokens is “the total number of word forms, which means any word occurring more than once in the text is calculated each time it is used”. in indonesia, the teaching of english as a foreign language seems to be on the crossroads due to different curriculum implementation (tantra, 2015). this means that every school in indonesia has their own way to teach english to the students. one of the lessons that must be taught in every curriculum in indonesia is writing. in high school, writing has been taught from grade 10 and continues until grade 12 so that the students are required to be able to write an essay in english. there are four main types of writing; expository, descriptive, persuasive, and narrative. the researcher thinks that expository can be a perfect type of writing due to the fact that expository writing is a kind of genre that trigger the learner to present and support a point of view with several reasons and evidences (manik & simurat, 2015). in relation to the investigation of lexical richness, there are several numbers of researches that examine the occurrences of lexical richness in the esl/efl learners’ composition. first is a thesis by rebecca white from university of wellington who conducted a study in examining the lexical richness of the adolescent writing. white (2014) focused her study on how the vocabulary knowledge of the adolescence develops through this period by further relating this factor to the subjects’ background that were in new zealand secondary schools. this study further utilised a mixed method. a quantative approach was applied to determine the vocabulary use in authentic essays written by the subjects that were further classfied into three different groups: 13-14, 15-16, and 17-18 that are ranged from eight different schools in new zealand. the implementation of qualitative approach is used to identify the teacher’s perspectives on the impact of the secondary school bakground of the students in the development of vocabulary. this study analysed the essays using three distinctive lexical richness measurements such as lexical variation (lo), lexical sophistication (ls), and lexical density (ld). the result of this study reveals that the time between years 11 and 13 (age 15-18) constitutes a period of significant lexical development in the areas of lexical variation, lexical sophistication, and lexical density. in contrast, the time between years 9 and 11 (age 13-16) only shows development in the area of use of lower-frequency words (beyond the first 3,000 words of english). second thesis by pritomo (2012), he examined the lexical richness in teacher talk of a native and non-native english teacher in oral production in teaching english. the result revealed that 28% of the occurrences of lexical richness were derived from the teacher’s oral production which further categorized as fair where the occurrences of lexical richness in the teacher’s written production also yielded the total number of occurrences as same as the teacher’s oral production. another study was conducted by lu (2012) who analysed the relationship of lexical richness to the quality of esl learners’. he identifies the measurements which strongly correlate to the quality of esl learners’ oral narrative, and also to understand the correlation between these measurements. in his research, he provides esl lexical richness of the expository writing in indonesian by senior high school students | 25 teachers and researchers with a robust tool to assess the lexical richness of esl language data samples which may be effectively used as indices of the quality of esl learners’ speaking performance. based on the explanation and some previous studies above, this study has a totally different subject. the previous studies concern more on the lexical richness and syntactic complexity on ns (native speaker). it is quite different with this current study because although the measuring instruments are the same, this study focuses more on efl learners as non-native speakers in high school. nevertheless, the researcher will develop about how the implementation on using lexical richness in applying on their writing. therefore, the aim of this study is finding out the level of lexical richness in students’ writing skill in making expository essay in indonesian high school students. in using lexical richness, each technique is useful in measuring the students’ proficiency of the vocabulary in learning english as a foreign language (efl). the aim of this study is focused on the lexical richness of the expository writing in senior high school students and the comparison between those three levels in lexical richness. based on the previous studies, this present study has different tools in analysing the data. the previous studies are more concern about the students’ proficiency level by identifying the writing texts. most of them are not using spesific tools to analyze the data. here in the current study, the researcher uses lexical richness as a measurement tool to identify the correlation between narrative and expository essays written by efl students. the reason the researcher retrieves data by comparing the narrative and the expository since the narrative is considered more connected to everyday life, so that the students find it easier to tell the story by using common words (cummins & quiroa, 2012). therefore, the aim of this study is finding out the lexical richness in students’ writing skill of narrative and expository writing by indonesian senior high school students. ii materials and method lexical richness has four different types of tool to measure the data; they are lexical originality, lexical diversity, lexical density and lexical sophistication. in this study, the researcher only use three types of lexical richness, exclude lexical originality as explained in introduction. since there are so many steps to achieve the goals of this study, it needs an approach to guide how to reach the impeccable research. it is very compatible for this study, since it uses lexical richness techniques in data retrieval. both techniques are using some tools to retrieve the data. in this research, the respondents are high school students. the students are selected through a selection held annually by selecting a rating with a minimum score of 35.00. the high school students are proved capable in english as foreign language. the sample was based on three academic year level groups representing three different stages of senior school education, the beginning, middle years and final year of senior high school. the participants of the study are grade 10, 11 and 12 which in each class has different number of students. all grades are divided into 13 classes which consist of 7 science programs, 5 social programs and one language program. each class has approximately 30 to 35 students with total amount of all classes is around 100 students. the selected class is a class that represents each class in the category that has high competency class among the others. in addition, in the selection of the data students are asked to write an expository essay with a predetermined theme. each student will be assessed based on the results of their writing ability whether it meets the criteria of lexical richness. the assessment is based on how rich the vocabulary they use in the sentences. in collecting the data, the researcher applied two steps. first, the researcher started to choose the class which has the highest rank among other classes. the last procedure, the researcher asked the students to write an expository essay with a specified theme in a spesific time. furthermore, the time required to work on the essay is 90 minutes for 350 words according to what their teacher usually did before. those terms apply for all the classes from grade 10 to 12. there are two ways that are followed by the researcher in examining data of the present study. firstly, the researcher analyzes the lexical richness which has three different ways of measuring the data; lexical density, lexical sophistication and lexical variation. analyze the lexical density is using lexical complexity analyser (lca) that strives to calculate the ratio of content words to the total number of words in students’ written texts. next is lexical sophistication that measured using two ways of measurement: midand low-frequency words also academic words. midand lowfrequency words are measured by using vocabprofiler while academic words is using academic word list (awl) to analyze the data. the last is type-token ratio (ttr) which is used to measure lexical variation. secondly, the researcher compares the lexical richness in grade 10, 11 and 12 based on those three types of 26 | fara wahyu astridya lingual (vol. 10, no.1, 2018) measurements. lastly, the researcher interprets the results based on all the measurements of lexical richness. iii results and discussion in this section, the results and discussion are presented. after identifying and selecting the data which found in students’ expository writing done by 95 students, it found out that there are a significant increase based on the three measurements; lexical density, lexical sophistication, and lexical variation. those three types of lexical richness have their own way to measure the sample of data as mention below. the sample data obtained from students of each grade 10, 11, and 12. below is a table with details of words and types of words of each student’s essays. table 1. number of words from each grades grades x xi xii token 8.370 9.765 9.943 type 7.450 7.102 7.036 ttr 0.89 0.72 0.70 token per type 1.12 1.37 1.41 lexical density 0.89 0.93 1.13 as seen in table 1, it showed that among the three levels, the 12th grade write with the most number of words (tokens) which eventually led to the appearance of the most types among others. in determining the token, the researcher uses the measurement by submitting the full of students’ essays. in contrast, type is the total number of different words that occur in a text and it shows in the 10th grade. the type token ratio (ttr) shows that 10th grade has the highest percentage among others. ttr is the ratio obtained by dividing the type (number of different words) that occurs in text or speech with the token (total word count). token per type is calculated from the number of token and divided by the number of type. high ttr shows high lexical variations while low ttr indicates otherwise. the result shows that 12th grade also has the highest number since the number of words in the essay is the highest of all. means that grade 12 has the highest lexical variation among others. ttr is also connected to lexical density which can be determined by how many words in the students’ texts. after the findings, then the researcher separates the each of content words in each grade. based on the table above, grade 12 indicates that has the highest percentage and it implies that 12th grade students write the essay in some variety of words. selection of words used in text can also affect the percentage of lexical density. as mentioned before, lexical density is determined by the content words in the text. various content words consist of verb, noun, adjective and adverb used in the text. as more variety of content words used, the more likely it will affect the quality of the texts. by seperating the each of content words, it can simplify the calculation of lexical density. after finding the type token ratio of each essay from each grade, the researcher calculates based on each type of lexical richness. each type uses a calculation application, lexical complexity analyzer (lca). by simply entering data from each essay of each student, later will appear the results of each type as listed below. table 2. comparison of each grade lexical richness of the expository writing in indonesian by senior high school students | 27 x xi xii lexical density 0.89 0.93 1.13 lexical sophistication 0.15 0.26 0.32 lexical variation 0.59 0.53 0.51 after calculating the data of each text above, it indicates that in grade 10 lexical density shows as the most frequent types compared to the others. lexical density basically calculated from noun, verb, and adverb of each text and then grouped into one. then, summed and calculated the average per sentences. the measurement focuses on the amount of content words such as nouns, lexical verbs, adjectives and non-grammaticalized adverbs which is normally used in a text, while the function words are included into the remaining words, which serve a grammatical purpose (schmitt & schmitt, 2013). it also counts the percentage of lexical word present in a text divided by the total number of words. lexical words stands for noun, adjectives, verb and adverbs. then, lexical density of a text can be calculated by expressing the number of content carrying words in a text/sentence as a proportion of all the words in the text/sentence (bestgen, 2017). the short coming of this method is that it ignores syntactic structure of composition and other cohesive devices present in a given composition. next is lexical sophistication which measured by looking for what text that has the academic words and to determine low and high frequency, and it shows up that grade 10 has the lowest score. it is possible since grade 10 has less knowledge of writing an essay. lexical sophistication is calculated by the proportion of low-frequency or advanced words in a text out of the total number of words (milton, 2009). lexical sophistication, it is obtained by comparing the advanced level words used in the composition with the total number of the words used in it. this method has a drawback. it is based on the number of advanced words, which are relative to the exposure and learning. it means this is not a reliable measure of productive vocabulary. the last is lexical variation where it can be found by finding out the type token ration in each essay. as explained before, type token ration is measured by dividing the number of words (token) by the number of types. grade 12 shows the lowest score and it can be concluded that student in grade 12 rarely repeating words in a sentence. this technique is quite similar with lexical density since both of them are measuring about the content words in an essay, but lexical variation is focusing on the range of different words used across a text, or in other terms, the extent to which repetition is lacking (white, 2014). it is measured by type/token ratio. if a composition has greater number of different words, it would be a better composition. this method is only sensitive for different numbers of words but it does not point out the quality of different words used in composition. figure 1. comparison of each grade from the chart above, it can be seen more clearly that the three types of lexical richness is a significant increase from grade 10 to 12. lexical density is the highest percentage among other types. it could be due to the easy calculation. basically to determine the lexical density of a text, we only need to sort out between verbs, nouns, adverbs, and adjectives. after grouping each type of content words, the author calculates using a tool called lca. without these tools, the data can actually be calculated manually by simply adding up each content words and then dividing it by the total number of words in a text. the disadvantage is to use the manual way later will take a lot of time. in lexical density, it can also be seen that from grade 10 to grade 12 there is a steady rise. it can be interpreted that students' writing ability can be measured from the grade level. the higher their grade, so does their ability to write. 28 | fara wahyu astridya lingual (vol. 10, no.1, 2018) slightly different from lexical density, this type of lexical richness has a fairly low percentage level compared to other types. it concluded that there are few high school students in using academic words. selection of words used by the students is still common words, so writing the sentence does not have a good meaning. in fact, it is expected to write an essay expository, students can learn to find and write with words that are not common so that it can provide lessons for students to later have a wealth of vocabulary. yet, on the chart above shows the same thing with lexical density where there is a steady increase of classes 10 to 12. in lexical variation, the measurement tool used is ttr where the ttr counts the number of words in a single text, and the number of words repeated several times in a sentence. the comparison is called lexical variation. ttr (type token ratio) is to calculate the number of tokens divided by type in one text. after that the result of this division, the number or percentage can be called as lexical variation. based on the figure 1, lexical variation includes high enough percentage. it can be interpreted that high school students make texts by using words that are quite a lot where from the beginning they were told to write 350 words within one hour. on average all students comply with the rules by writing according to the provisions. it can not be ascertained that the more tokens, the more types. different from the previous two types of lexical richness, the percentage of lexical variation decreases. the decrease here is good, as the percentage decreases, indicating that less repetition of the word is used in every sentence. here it can be concluded that 10th graders most often repeat words in a single sentence. students in grade 11 show different things where the students are not too many in using word repetition. decreasing percentage also occurs in the 12th grade where the students in the class already know how to write a good essay. the selection of words they use also includes academic words. they also understand the rules to avoid repeating the word in every sentence. iv conclusion based on the results and discussion above, the lexical richness can be measured by three types; lexical density, lexical sophistication, and lexical variation. each of three types have a measurements which can be used in measuring how rich the lexical on high school students’ writing. writing basically is one of the most arduous aspects on high school curriculum. in writing, students can explore their thoughts or ideas to express their feeling with their own words. yet, in high school curriculum, writing can be so difficult for students since it becomes one of the requirements to pass their exam. in general, writing has four types; expository, descriptive, persuasive, and narrative. the reason why expository is chosen to be the sample of the data is because expository is the hardest of them all. in writing expository, students are asked to write based on the theme that chosen by the teacher, so the students somehow has limited words to write the essay. it challenges the students to explore the new vocabulary through their writing. this is why the lexical richness has the important roles in students’ writing. using lexical richness to be the measurements is one of the simple way to find out how rich the lexical that students’ have in their writing. as explained before in results and discussion, it showed that according to three types of lexical richness, all of them showed the significant increas from grade 10 to 12. it means that as the grade progresses, the students also show the progress on the vocabulary. students in grade 10 still master a little vocabulary so the choice of words they use is still limited and often written repeatedly. students in grade 11 have started to use vocabulary that is quite in accordance with the given theme. in the 12th grades, students more concern about the choice of words they use in their writing. they improve their writing skills by choosing some words worthy of use in their writing. by measuring the lexical richness, the aim of this study is the teacher and students will know how good and rich their writing based on the selected words they use. the significance of the study is that the research may useful for the next students and also the teacher. for students, it can be useful for them in the future so that they can be more creative in putting their ideas into their writing. by knowing their level of lexical richness, they can use their error or lack of vocabulary especially to make their writing much more interesting. in addition, this study is expected to be useful for teachers who teach english in high school to improve students' writing skills by knowing their level of lexical richness. moreover, this can also be expected to the next researcher to be their reference if they later want to examine the level of lexical richness in different subjects. lexical richness of the expository writing in indonesian by senior high school students | 29 references bestgen, y. (2017). beyond single-word measures: l2 writing assessment, lexical richness and formulaic competence. an international journal of educational technology and applied linguistics. caselli, n., caselli, m., & goldberg, a. (2016). inflected words in production: evidence for a morphologically rich lexicon. quartely journal of experimental psychology, 69(3), 432–454. cummins, s., & quiroa, r. . (2012). teaching writing expository responses to narrative texts. the reading teacher, 66(6), 381–386. daller, j. t.-. (2010). operationalizing and measuring language dominance. international journal of bilingualism, 15(2), 147–163. djiwandono, p. (2016). lexical richness in academic papers: a comparison between students’ and lecturers’ essays. journal of applied linguistics, 5(2). gharibi, k., & boers, f. (2017). influential factors in lexical richness of young heritage speakers’ family language: iranians in new zealand. international journal of bilingualism. gregori-signes, c., & clavel-arroitia, b. (2015). analysing lexical density and lexical diversity in university students’ written discourse. 7th international conference on corpus linguistics, 198(cilc), 546–556. https://doi.org/10.1016/j.sbspro.2015.07.477 hanafiah, r., & yusuf, m. (2016). lexical density and grammatical intricacy in linguistic thesis abstract: a qualitative content analysis. consortium of asia pacific. koizumi, r., & in’nami, y. (2012). effects of text length on lexical diversity measures: using short texts with less than 200 tokens. system, 40(4), 522–532. https://doi.org/10.1016/j.system.2012.10.017 kyle, k., & crossley, s. (2016). the relationship between lexical sophistication and independent and source-based writing. journal of second language writing, 34, 12–24. https://doi.org/10.1016/j.jslw.2016.10.003 laufer, b., & nation, p. (1995). vocabulary size and use: lexical richness in l2 written production. oxford university press. lu, x. (2012). the relationship of lexical richness to the quality of esl learners’ oral narratives. the modern language journal, 96(2), 190–208. lu, x., & ai, h. (2015). syntactic complexity in college-level english writing: differences among writers with diverse l1 backgrounds. journal of second language writing, 29, 16–27. https://doi.org/10.1016/j.jslw.2015.06.003 manik, s., & simurat, j. d. (2015). improve students’ narrative writing achievement through film at sma negeri i palipi. international journal of english linguistics, 5(2). pritomo. (2012). lexical richness in teacher talk of a non native english teacher in the foreign language classroom. universitas negeri malang. schmitt, n., & schmitt, d. (2013). a reassessment of frequency and vocabulary size in l2 vocabulary teaching. language teaching. suggate, s., & stoeger, h. (2017). fine motor skills enhance lexical processing of embodied vocabulary: a test of the nimble-hands, nimble-minds hypothesis. quartely journal of experimental psychology, 70(1), 2169–2187. tantra, d. (2015). teaching english as a foreign language in indonesia: a literature review. lingual: journal of language and culture, 4(1), 1–5. retrieved from https://ojs.unud.ac.id/index.php/languange/article/view/19259 white, r. (2014). lexical richness in adolescent writing, insights from the classroom: an l1 vocabulary development study. victoria university of wellington. bidadari-bidadari surga intrinsic elements: a novel analysis cendy lauren university of lancang kuning cendylauren7@gmail.com abstract this study aims to describe the intrinsic elements of tere liye's bidadari-bidadari surga novels. the method used to obtain data in this study is a qualitative descriptive method. sources of data are excerpts of words, sentences, and discourses found in the novel bidadari-bidadari surga by tere liye published by republika in 2008. related to the intrinsic elements that build literary works from within, data collection is done by reading data sources and researchers act as instruments. the researcher identifies, classifies, and codifies the data based on the problems studied. the data collection technique of this research uses textual techniques. data analysis was carried out in a qualitative descriptive manner by reading, identifying, interpreting, and interpreting the data then drawing conclusions. the results of the analysis of this study show that the bidadari-bidadari heaven novels have the theme of kinship and characters who are hard-nosed, not open, willing to sacrifice, kind-hearted, naughty, obedient, not deterred, and hardworking from several figures in the story. this novel is worth reading by teenagers, adults, the elderly and the elderly because this novel has a moral value that is very close to society. keywords: intellectual element, moral value, character i introduction literary works are created because of the author's inner experience of interesting social events or realities. this experience gave birth to the idea of imagination as outlined in writing. this means that something imaginative may occur in real life. cloth people may experience the same event, as stated in the literary work. this is in line with pradopo (1997) who argues that "more and more literary works emit a level of mental experience and are of high value, combined with the more complete experience, literary works become increasingly large, large and grand, so they become higher quality "(p. 59). the essence of a literary learning is the appreciation of literature because in the appreciation of literature students can meet directly with literature. students carry out activities to read, enjoy, appreciate, understand, and respond to literature in front of the public. there was created a conducive climate so that students are more obsessed with literary work and the dynamics in it so students become interested in participating in this learning. through the appreciation of literature students are expected to be able to appreciate and give sincere appreciation to existing literary works. one type of literary work is a novel. novels as a work of fiction offer an imaginative world that is not much different from real human life. in novels it is usually possible to have a broad presentation of a place or space so it is not surprising that human existence in society is always the main topic. novels as fictional works depict the reality of human life from the standpoint of literature. fictional life will not be separated from the reflection of everyday social facts. these facts may be things that the author has seen, felt, experienced, and aspired to, usually reflected in his work. so, the novel combines the facts of the imagination and idealism of the author. today's novels with teenagers, love, and lots of sex appear in circulation. a theme that is so selling but less educating for readers in general. but of the many, there are still a number of novels that try not to be tempted by the theme and try to provide other themes that are nicely packaged to make a quality and quality reading. one of the novels, there is a novel that makes family as its theme. has a neat storytelling style and the use of perspective and detailed settings that make it a novel that is good and worth reading. this novel is the angel of heaven by tere liye. bidadari-bidadari surga is one of novels which the best-seller in indonesia. the theme of the novel is about a family. this novel which is full of the meaning of hard work, sacrifice and respect, was written by a novelist who was familiarly called by the name of the questioner tere liye. this novel is for adults and teenagers, but it is also readable for children with parental advice. bidadari-bidadari surga by tere liye is published by republika in jakarta. the first copyright edition of the book was made in june 2008 and the thirteenth copyright edition was in february 2013. the length and the width of the book are 20,5 cm x 13,5 cm with 368 pages and the isbn is 978-979-1102-26-1. by searching on idwriters.com it is known that tere liye or darwis born in kikim, sout sumatera (21th may 1979: 40 years old) and currently lives in jakarta. he started writing in elementary school. he mailto:cendylauren7@gmail.com 2 | cendy lauren lingual (vol. 7, no.1, 2019) has a bachelor’s degree from the faculty of economics, university of indonesia, depok. beside writing, tere liye is also a finance professional. to this day, he has written not less then 21 books, ranging from novels, poetry collections and books of quotations. the fiction he writes varies, ranging from fantasy, action, children stories, family stories, religious stories, love stories, to historical novels. he also regularly writes columns on economics, politics and culture. his novels include hafalan shalat delisa (2005), rembulan tenggelam di wajahmu (2009), daun yang jatuh tak pernah membenci angin (2010), eliana (serial anak-anak mamak, book 4, 2011), negeri para bedebah (2012), and dikatakan atau tidak dikatakan, itu tetap cinta (2014). several of his books have received literary awards. negeri para bedebah and the poetry compilation dikatakan atau tidak dikatakan itu tetap cinta both won indonesia reader’s choice, negeri para bedebah wsa lso shortlisted for the kuala sastra khatulistiwa and the novel rindu won islamic book award. three of his novels have been filmed, including his debut novel hafalan shalat delisa, which became a blockbuster in 2011. some of his novels have been made into television series, including serial anak kaki gunung, which received an award for television series at the bandung film festival 2012. ii materials and method qualitative research, trying to describe the object of research in the form of words in the bidadaribidadari surga novels with a view to understanding phenomena holistically, by describing them in the form of words and languages, in a specific natural context and by utilizing various scientific methods (moleong, 2005). qualitive descriptive used in this study also aims to make a description, description, or painting systematically, factually and accurately of the factors, traits and relationships between the phenomena investigated. ie the side of morality in bidadari-bidadari heaven novels by tere liye. iii results and discussion 3.1 the strength of the novel this book is very touching and inspiring, the story is very interesting. the story is reviewed in great detail and as if the reader feels what the writer tells. 3.1.1 theme them is another strength in the novel. according to abrams in glossary of literary term (1999;169) “theme is sometimes used interchangeably with “motif” but the term is more usefully applied to general concept ir doctrine, whether implicit or asserted, which an imaginative work is designed to incorporate and make persuasive to the reader”. family is theme that appears in the novel. the novel tells about the sacrifice of a brother (laisa) to his siblings (dalimunte, ikanuri, wibisana, and yashnta). the theme is shown in the following quote: ”kak laisa berlari sekuat kakinya ke kampung atas. tidak peduli tetes air hujan bagai kerikil batu yang ditembakkan dari atas. tidak peduli tubuhnya basah-kuyup. tidak peduli malam yang gelap gulita. dingin membungkus hingga ujung kaki. musim kemarau begini, di malam hari, suhu lembah lahambay bisa mencapai delapan derajat celcius. kak laisa berlarian menaiki lembah. terpeselet. sekali. dua kali. tidak peduli. petir menyalak. guntur. menggelegar. ia ingat. ia ingat kakak-kakak mahasiswa tadi menyebut-nyebut soal obat dan dokter. mereka pasti bisa membantu.” (p. 66-67). 3.1.2 character 3.1.2.1 laisa laisa, the eldest child of mamak lainuri. laisa has dreadlocks, black skin, and short and fat body. while her sisters were beautiful and handsome, tall, white, and had straight hair. character: (a) hard and cruel this character can be seen from the attitude of kak lais when he learned that dalimunte skipped school, then hit dalimunte using a tree branch. bidadari-bidadari surga intrinsic elements: a novel analysis | 3 “kak laisa menukas tajam, tangkas menyambar ranting yang kebetulan hanyut di dekat kakikaki mereka, dan tentu saja ranting itu gunanya buat menunjuk-nunjuk dada dalimunte. "sejak kapan kau berani bolos sekolah, hah?" kak laisa menghardik.” (p. 24) (b) willing to sacrifice this can be seen from the attitude of sis laisa who chose to quit school to help other mamakas find money so that their younger siblings could continue their studies. “tidak. kak lais keliru. dali mengerti benar. mamak sudah bekerja keras demi mereka. mengerti benar kak laisa mengorbankan seluruh masa kanak-kanak dan remajanya agar bisa membantu mamak setiap hari tanpa lelah demi adik-adiknya sekolah. dalimunte menyeka matanya. menangis, rusukan ranting kak laisa di dada terasa sakit sekali, tapi hatinya lebih sakit lagi. sungguh dia tidak bolos demi sesuatu yang percuma. dia tidak sedang main air. tapi dia tidak bisa menjelaskannya” (p. 25) 3.1.2.2 dalimunte dalimunte is the second child of mamak lainuri. a physics professor whose name is already famous. character: (a) brave this can be seen from the incident when dalimunte dared to submit a proposal to make a waterwheel at a routine meeting of the lahambay valley residents, even though he was still small, as quoted: "maksudmu, kita bisa mengangkat air sungai itu dengan kincir-kincir itu, dali?" salah seorang pemuda bertanya, memecah lengang setelah dalimunte selesai menunjukkan gambar-gambarnya. dalimunte mengangguk mantap. "lantas membuatnya mengairi ladang-ladang kita?" bertanya lagi. sedikit terpesona, lebih banyak sangsinya. dalimunte mengangguk sekali lagi. bahkan kincir-kincir itu bisa sekalian digunakan sebagai pembangkit listrik. "itu lima meter tingginya, dalimunte! sebesar apa kincir yang harus kita buat agar bisa mengangkat air dari sungai bawah cadas? kau harusnya tahu itu." pemuda itu berseru sedikit putus-asa. "tidak besar. tidak besar!" dalimunte menjawab cepat. setelah lima menit menjelaskan kertas-kertasnya dengan terbata-bata, meski masih gugup, dia jauh lebih tenang sekarang, "tapi kita akan membuat lima kincir air, membuatnya bertingkat! tidak besar!" (p . 34) (b) obedient this can be seen from the attitude of dalimunte who never refused sis laisa's orders. "kau tahu! mamak setiap hari ke ladang! setiap sore ke hutan mencari damar! mengumpulkan uang sepeser demi sepeser agar kalian bisa sekolah! lantas apa yang kau berikan sebagai rasa terima kasih? bolos sekolah!! bermain air??" dalimunte tertunduk dalam-dalam. menyeka matanya yang tiba-tiba panas, berair. dali tidak sedang bermain air, kak lais. sungguh — "kau benar-benar tidak tahu malu! mau jadi apa kau kalau besar nanti??" tidak. kak lais keliru. dali mengerti benar. mamak sudah bekerja keras demi mereka. mengerti benar kak laisa mengorbankan seluruh masa kanak-kanak dan remajanya agar bisa membantu mamak setiap hari tanpa lelah demi adik-adiknya sekolah. dalimunte menyeka matanya. menangis, rusukan ranting kak laisa di dada terasa sakit sekali, tapi hatinya lebih sakit lagi. sungguh dia tidak bolos demi sesuatu yang percuma. dia tidak sedang main air. tapi dia tidak bisa menjelaskannya. "kau dengar kataku?!" dalimunte terisak, mengangguk. "pulang! pulang sana!!" kak laisa keras memukul lengan dalimunte dengan ranting. yang dipukul menyeka hidungnya yang kedat. sakit. tangannya terasa pedas, perih. tapi hatinya tertusuk lebih sakit. dia tahu. tentu saja dia tahu, dalimunte melangkah pelan, menyusuri inang sungai” (p. 25) 4 | cendy lauren lingual (vol. 7, no.1, 2019) (c) sensitive to the environment it was known from his reaction that he knew the fields in his village only relied on rain, he then made a water mill. “anak kecil berumur dua belas tahun itu sedang sibuk menyusun balok-balok bambu di pinggir sungai yang mengalir deras. mukanya serius. mulutnya sedikit terbuka. kepalanya terus berpikir. sekali, dua kali, tiga kali, berkali-kali, dia menyusun ulang balok-balok itu. jatuh, disusun kembali. gesit. terampil tangannya mengikatkan tali rotan. memukul ujung bambu dengan batu agar melesak lebih dalam ke tepi sungai. cahaya matahari pagi yang meninggi menyinari wajahnya. herhenti sejenak. menyeka keringat. lantas beranjak ke tepi sungai. mengambil kincir yang tersandar di cadas batu setinggi lima meter. kincir dari batang bambu itu benar-benar seadanya. jauh dari kokoh. tapi itulah usaha terbaiknya. sudah seminggu terakhir dia sembunyi-sembunyi membuatnya. selepas pulang sekolah. selepas membantu mamak lainuri dan kak laisa di ladang. kapan saja ada waktu luang. dia akan berlari ke tubir cadas sungai. mengerjakan proyek rahasianya jadi bagaimanalah akan kokoh dan baik bentuknya” (p.23) 3.1.2.3 ikanuri is the third child of mamak lainuri. character: (a) naughty this can be proven when ikanuri and wibisana steal mango and the habit of those who often skip school. “laisa mendekat. menyelidik. menatap tajam pohon mangga yang sedang ranumranumnya berbuah. daunnya yang rimbun seperti dipenuhi benjol-benjol buah yang besarbesar. dahan pohon itu bergoyang-goyang lagi. laisa melangkah semakin cepat. tinggal sepelemparan batu, tinggal lima belas meter, akhirnya ia bisa melihat bayangan yang membuat pohon itu bergerak. "cepat, ikanuri—" berbisik tertahan. "sebentar." suara itu ikut tertahan. "kak laisa! ada kak laisa! cepat turun..." "sebentar, celanaku tersangkut—" gedebuk! ikanuri yang bergegas turun dari pohon mangga malah terjatuh, kehilangan keseimbang saat buru-buru, menimpa wibisana yang sudah turun duluan. tidak tinggi benar, hanya satu meter, karena mereka sudah tiba di dahan terendah. tapi itu membuat pelarian mereka gagal total. ikanuri yang sibuk mengaduh selama lima detik, memberikan waktu yang cukup bagi laisa untuk mengenali siapa. "ikanuri! wibisana!" (p.41) (b) disobedient it was proven by the attitude of ikanuri who never followed sis laisa's orders when she was little. "kalau kau bolos, berarti ikanuri dan wibisana juga bolos!" kak laisa bertanya menyelidik, menusuk dadanya lebih keras. dalimunte meringis. soal itu tidak usah ditanya lagi, meski ada kak laisa sekalipun ikanuri dan wibisana rajin bolos, apalagi jika kak laisa tidak ada. lebih berani melawan. tadi pagi sih mereka bertiga pamitan ke mamak, memakai seragam, menuju sekolah di desa atas. tapi baru tiba di pertigaan jalan bebatuan selebar tiga meter itu, ikanuri dan wibisana sudah kabur duluan, naik starwagoon tua yang kebetulan lewat ke kota kecamatan. dalimunte sebenamya jauh lebih nurut. dia meski terkadang bosan sekolah, tapi tidak pernah membolos. tadi pagi saja, butuh waktu sepuluh menit di pertigaan itu hingga akhirnya dia berani memutuskan untuk ikut membolos. menyelesaikan kincir airnya. " (p.24) 3.1.2.4 wibisana the fourth child of mamak lainuri who has a face similar to ikanuri, but not a twin of ikanuri. they were born in the same year, only eleven months apart. wibisana has the exact same character as ikanuri, because wibisana also did whatever the fishuri did. bidadari-bidadari surga intrinsic elements: a novel analysis | 5 3.1.2.5 yashinta the last child of mamak lainuri who likes animals and adventures. having a stubborn character described by the author when yashinta repeatedly refused sis laisa's orders to marry goghsky. and it has proven indifferent character when yashinta answers with short answers, goghsky's question. 3.1.2.6 mamak lainuri (a) kind-hearted it was proven by the willingness of mamak lainuri to treat laisa, even though it was not her biological child. "pulanglah. sakit kakak kalian semakin parah. dokter bilang mungkin minggu depan, mungkin besok pagi, boleh jadi pula nanti malam. benar-benar tidak ada waktu lagi. anak anakku, sebelum semuanya terlambat, pulanglah...." wajah keriput nan tua itu menghela nafas. sekali. dua kali. lebih panjang. lebih berat. membaca pesan itu entah untuk berapa kali lagi. pelan menyeka pipinya yang berlinang, juga lembut menyeka dahi putri sulungnya, wanita berwajah pucat yang terbaring lemah di hadapannya. mengangguk. berbisik lembut: "ijinkan, mamak mengirimkannya, lais.... mamak mohon...." pagi indah datang di lembah itu. cahaya matahari mengambang di antara kabut. embun menggelayut di dedaunan strawberry. buahnya yang beranjak ranum nan memerah. hamparan perkebunan strawberry terlihat indah terbungkus selimut putih sejauh mata memandang. satu bilur air mata akhirnya ikut menetes dari wanita berwajah redup yang terbaring tak berdaya di atas tempat tidur. mereka berdua bersitatap satu sama lain, lamat-lamat. lima belas detik senyap. hanya desau angin lembah menelisik daun jendela. ya allah, sungguh sejak kecil ia menyimpan semuanya sendirian. sungguh. demi adik-adiknya. demi kehidupan mereka yang lebih baik. ia rela melakukannya. tapi, sepertinya semua sudah usai. waktunya sudah selesai. tidak lama lagi.” (p.2) 3.1.3 plot this novel has a mixed groove (back and forth forward). in the c.1 p.2 with the title four corners, here shows the forward path as quoted: “empat nomor telepon genggam! tak peduli di manapun itu berada. tak peduli sedang apapun pemiliknya. kabar itu segera terkirimkan. melesat mencari empat nomor telepon genggam yang dituju.” (p. 02). but in the c.2 p.8 with the title split moon at the end of the story, here shows the backward flow as quoted: “sedikit terburu-buru meraih telepon genggam. sms. kenapa harus dengan sms? jika penting bukankah bisa langsung menelepon? itu berarti mamak lainuri yang mengirimkan. mamak tak pandai benar berbicara lewat hp, selalu merasa aneh. setetah terdiam sejenak menatap layar hp, dalimunte gemetar menekan tombol open. sms itu terbuka. gagap membaca kalimatnya. menggigit bibir. menyeka dahi yang berkeringat. terdiam lagi satu detik. dua detik. lima detik. lantas dengan suara amat lemah berkata pendek di depan speaker. "maaf. cukup sampai di sini— ".” (p. 08) 3.1.4 value the religious value of the novel is devotion to god the almighty. the social value of the novel is mutual help, respect, and love. moral values in novels are devotion to parents and older people. we can also take the lessons contained in it about god's destiny, that life, soul mate, sustenance, and death are entirely god's. humans can only try their best and pray, but the final decision remains in god's hands. 6 | cendy lauren lingual (vol. 7, no.1, 2019) 3.2 the weakness of the novel 3.2.1 language style this novel is compiled with a bandage of dialogues that are quite successful in making the emotions of the readers explore the feelings of the characters in it. "aku harus pulang, dok. tidak ada pilihan lain. besok ikanuri dan wibisana menikah, bagaimana mungkin aku tidak di sana?" (p. 108) "ya allah, aku mohon, meski hamba begitu jauh dari wanita-wanita mulia pilihanmu, hamba mohon kokohkanlah kaki laisa seperti kaki bunda hajra saat berlarian dari safa marwa.... kuatkanlah kaki laisa seperti kaki bunda hajra demi anaknya ismail.... mereka tidak boleh melihat aku sakit..." (p. 108) however, the language style in this novel is rather confusing, for example, to lay out a way to call key characters, sometimes called sis, sometimes called wawak, in some places it is a bit messy. as quoted: “mereka lagi-lagi berisik saat naik ke rumah panggung. ribut soal siapa yang duluan salaman dengan eyang lainuri dan wawak laisa. saling dorong saat masuk kamar. tidak mempedulikan tatapan tetangga yang sedang mengaji yasin. tetapi dua sigung kecil itu seketika terdiam saat melihat ke dalam kamar.” (p. 80) 3.2.2 ending of the novel this novel that feels a little awkward is about the author's point of view. there is confusion on the position of the author in this story sometimes there is no correlation with the storyline. like the quote in the story: "aku akan selalu mencintaimu, yash." berbisik, meyakinkan. yashinta tertunduk. menggigit bibir. "menikahlah, yash—" kak laisa tersenyum. dan yashinta gemetar mengangguk. cahaya matahari senja menerabas indah bingkai jendela kamar. berpendarpendar jingga. sungguh senja itu wajah kak laisa terlihat begitu bahagia. mungkin seperti itulah wajah bidadari surga. lima menit kemudian pernikahan itu dilangsungkan. dalimunte yang menjadi wali pernikahan. bang jogar dan salah satu penduduk kampung lainnya menjadi saksi. pernikahan terakhir di lembah indah mereka. seusai goughsky mengucap ijab-kabul. saat yashinta menangis tersedu. ketika mamak menciumi kening bungsunya memberikan kecupan selamat. saat yang lain buncah oleh perasaan entahlah. semua perasaan ini.... saat itulah cahaya indah memesona itu turun membungkus lembah. sekali lagi. seperti sejuta pelangi jika kalian bisa melihatnya. di sambut lenguhan penguasa gunung kendeng yang terdengar di kejauhan. kelepak elang yang melengking sedih. bagai parade sejuta kupukupu bersayap kaca. menerobos atap rumah, turun dari langit-langit kamar, lantas mengambang di atas ranjang. lembut menjemput. kak laisa tersenyum untuk selamanya. kembali. senja itu, seorang bidadari sudah kembali di tempat terbaiknya bergabung dengan bidadari-bidadari surga lainnya. dan sungguh di surga ada bidadari-bidadari bermata jeli (al waqiah: 22). pelupuk mata bidadari-bidadari itu selalu berkedip-kedip bagaikan sayap burung indah. mereka baik lagi cantik jelita. (ar rahman: 70). suara mamak berkata lembut saat kisah itu diceritakan pertama kali terngiang di langit-langit ruangan: bidadari-bidadari surga, seolah-olah adalah telur yang tersimpan dengan baik (ash-shaffat: 49)” (p. 136) iv conclusion based on the results of the data analysis that the author has described, then conclusions can be taken as follows: the themes, settings, characters, and mandates of the bidadari-bidadari heaven novels are the advantages of the novel. where the family theme raised by the author is common in the surrounding community. and overall this story in this novel, really this is a novel that is very beautiful, touching, and full of life learning. tere liye with his words were light, easy to understand, and sometimes tickled again and again anesthetized his readers so that they could flow in every incident. it's a story of struggle that is so moving. give lessons and remind the reader of the meaning of hard work, bidadari-bidadari surga intrinsic elements: a novel analysis | 7 compassion, and sincerity. the figure of laisa is a marvelous reflection of man. a human figure who still does good and tries to benefit others. even he didn't have time to think about himself. this is happiness and sincerity of essential love. in this story laisa gives a message that happiness is when you can see other people happy. therefore, this novel is very worth reading by all people, especially those who want to understand the true meaning of love, affection and struggle for life. references endraswara, s. (2003). metodologi penelitian sastra (epistimologi, model, teori, dan aplikasi). yogyakarta: pustaka widyatama. hamuddin, b. (2016). using content analysis (ca) in seeking the opportunities for alumni of english department in newspapers. elt-lectura, 3(1). liye, t. (2008). bidadari-bidadari surga. jakarta: replubika. miles, b.m dan huberman, m. (1992). analisis data kualitatif. (terjemahan tjeptjep rohendi rohidi). jakarta: ui press moleong, j.l. (2000). metodologi penelitian kualitatif. bandung: pt. remaja rodakarya. nurgiyantoro, b. (2005). teori pengkajian fiksi. yogyakarta: gadjah university press. sangidu. (2004). penelitian sastra: pendekatan, teori, metode, teknik dan kiat. yogyakarta: unit penerbitan sastra asia barat fakultas ilmu budaya universitas gadjah mada. sari, r., putri, s. e., herdi, h., & hamuddin, b. (2018). bridging critical discourse analysis in media discourse studies. indonesian efl journal, 4(2), 80-89. semi, m.a. (1993). anatomi sastra. padang: angkasa raya. tarigan, h.g. (1984). prisip-prinsip dasar sastra. bandung: angkasa. breakfast box: an effort to develop vocabulary mastery dewi lestari smp muhammadiyah 2 surakarta dhewitta@yahoo.com abstract vocabulary is difficult skill for students on smp muhammadiyah 2 surakarta. the students usually tend to listen, speak, read, and write text based on their vocabulary mastering. once they get difficulty in understanding text, they will lose their courage to do more instructions. in order to build or understand a simple sentence, they need to open dictionary per word. as a result, students will easily lose interest and motivation to learn more. this research is carried out in smp muhammadiyah 2 surakarta. it is on jl. kerinci no. 15. the research is conducted from july until agustus 2018. the subject of this research is the ix-b grade students of smp muhammadiyah 2 surakarta. the researcher chooses class b because the students have difficulties in understanding text due to the lack of vocabularies. that is why the researcher decides to improve their mastery in vocabulary through “vocabulary breakfast box”. “vocabulary breakfast box” is adapted from “kotak sarapan pagi” which is mostly applied at elementary school learning. it is about a board which contains of several boxes. each box has an assignment for each student. the assignment can be the same as or different from others. it depends on the students’ assessment. the assignment exists in a form of a small paper. it consists of questions about words, sentences or text comprehension. each box has students’ number or name. so, students will not go wrong to take others’ assignment. by using “vocabulary breakfast box”, the learning process in class has become interesting and varieties. students are excited to try new strategy with teacher and discuss its benefits and lacks after the activity. their vocabulary mastery becomes improved and they are able to answer most questions in each skill because they have recognized the words on the text or dialogue. keywords: improving, vocabulary, vocabulary breakfast box i introduction vocabulary is an important part in improving students’ communication ability in english, both written and spoken language. it develops the ability of listening, speaking, reading, and writing skills. vocabulary is one of the necessary parts in gaining competence of language knowledge besides language structures, idiomatic expressions, formulaic expressions, and skill development. students who have sufficient vocabulary will be automatically easier to master the four skills in english. they are going to face difficulties in communication with insufficient vocabulary or vice versa. among several parts of language knowledge, vocabulary is difficult skill for students of smp muhammadiyah 2 surakarta. the students usually tend to listen, speak, read, and write texts based on their vocabulary mastering. once they get difficulty in understanding a text, they will lose their courage to do more instructions. in order to build or understand a simple sentence, they need to open dictionary per word. as a result, students will easily lose interest and motivation to learn more. the learning process becomes so slowly. they cannot answer some simple questions because they do not understand the meaning of most words. opening dictionaries often does not help them to overcome the problem. the limited number of dictionaries also becomes a problem. students often do not bring them at school. as a result, a teacher should provide them from library. in fact, the number of dictionaries is not enough. the students also have difficulty in using dictionary. they are not accustomed to using it. considering the proceeding problem, a teacher needs to apply various techniques and strategies. one of them is ‘breakfast box’. this learning strategy will hopefully not make dictionary dependence. it is also hoped it will increase their competence achievement. based on the background of the study explained before, the writer formulates the problem on how will vocabulary breakfast box improve students’ vocabulary at the ninth grade of smp muhammadiyah 2 surakarta. ii materials and methods 2.1 research method this research is carried out in smp muhammadiyah 2 surakarta. it is on jl. kerinci no. 15. the research is conducted from july until august 2018. the subject of this research is the ninth-grade students of smp muhammadiyah 2 surakarta. it consists of five classes namely class a, b, c, d, and e. the researcher focuses on the ix-d. the class consists of 25 students, 12 boys and 13 girls. the researcher chooses class b because the students have difficulties in understanding text due to the lack of mailto:dhewitta@yahoo.com 2 | dewi lestari lingual (vol. 7, no.1, 2019) vocabularies. that is why the researcher decides to improve their mastery in vocabulary through “vocabulary breakfast box”. the research method used in this study is an action research. arikunto (2009) defines class action reasearch as follows: research: the activity of observing object through using specific way or methods to obtain useful data or information in enhancing the quality of a certain thing that attract the researcher interest. action: referring to a certain activity done on purpose or on a certain reason. in the research, students activity cycles are formed. class: a group of students in the same certain length of time, receiving the same lesson from the same teacher. wallace (1999: 4) states that action research is basically a way of reflecting on a teacher’s teaching (or teacher training, or management of an english departemnt, or whatever it is the teacher does in elt). it is done systematically by collecting data on teacher’s everyday practice and analizing it in other to come to some decisions about what the teacher’s future practice should be (in siswanto). kemmis (1988: 17) state that there are three characteristics of action research. the action research carried out by technical. the aim is effectiveness or effiency of educational practice and professional development. the next action research is practical. the aim is practioners’ understanding and transformation of their consciousness. the last is emancipatory. the aim is participants’ emancipation from the dictates of tradition, self-deception, coercion, their critique of bureaucratic systematisation and alsovtransformation of organisation and of the educational system. (zuber-skerritt, 1996: 4) in this study, the classroom action research that is conducted is an attempt to improve students’ vocabulary mastery. this classroom action research is going to be carried out through the collaboration of the teacher. the practical action is implemented by the use of “vocabulary breakfast box”. the effects of the action can be known after using the media in teaching. the reflection shows whether the method can improve the students’ vocabulary mastery. 2.2 action research model this action research uses a model developed by kemmis (1988: 10-11). there are four steps in action research, namely plan, action, observation, and reflection. these four types are included in procedures of action research. the procedures of action research in this research are as follows: 2.2.1 identifying the problem in this step, the researcher identifies the problem occurring in the class. the problems refer to the factors making the students difficult in reading. to identify the problem, the researcher observes the teaching learning process, interviews the teacher, and conducts a pre-test. 2.2.2 implementing the action research 2.2.2.1 planning in this step, the researcher develops a plan of critically informed action to improve what was already happening. the researcher makes lesson plans about certain topic. 2.2.2.2 action the researcher acts to implement the plan. this is the step where the researcher conducts the technique in the class based on the plan made, the teaching learning process of uses collaborative language learning technique. 2.2.2.3 observing the researcher observes the effects of the critically informed action in the context in which it occurs. the researcher observes how the process of the teaching learning runs. the researcher also monitors and writers the responses of the pupils in the class. in this step, the researcher is helped by the teacher. the teacher notes the events in the teaching learning process. the researcher also notes her perceptions and thought dealing with critical events or issues occurs in the classroom. he makes reflection and interpretation of the teaching in his note. breakfast box: an effort to develop vocabulary mastery | 3 2.2.2.4 reflection reflection seeks to make sense of processes, problem and issues in strategic action. if the researcher finds some difficulties unsolved during the teaching learning process, the researcher prepares the re-planning steps. the researcher reflects on these effects as the basis for further planning, subsequent critically inform action and so on, through a succession of stages. the researcher tries to formulate the conclusion of the previous steps. 2.2.3 technique of collecting data and data analysis the techniques used for collecting data are observation, interview, field notes, diaries and tests. some information is taken by the researcher from the field notes and diaries. then, the test is scored by looking for the mean score. after the mean score is found from the test, and it is supported by the data taken from the field note, the teacher can find how to effective media can improve student’s vocabulary mastery. the teaching learning process and the students’ behavior during the action are analyzed using the observational and non-observational techniques. based on burns (1999: 156-160) the process of observational data analysis consists of five stages as follows: 2.2.3.1 assembling the data the data assembly in this research is field notes and the researcher’s diaries. 2.2.3.2 coding the data coding is process of attempting to reduce the large amount of data that are collected to more manageable categories and concepts, themes or type. 2.2.3.3 comparing the data once the data have been categorized in some way, comparisons are made to see whether themes or patterns are repeated or developed across different data gathering techniques. 2.2.3.4 building interpretation this stage demands a certain amount of creative thinking as it is concerned with articulating underlying concepts and developing theories about why particular patterns of behaviors, interactions or attitudes have emerged. 2.2.3.5 reporting the outcomes the final stage involves presenting an account of the research for others. a major consideration is to ensure that the report sets out the major process of the research, and the finding and outcomes are supported with examples from the data. the students’ achievement data are the result of pretest and posttest in two actions. in analyzing the test score of the written test, a statistical technique is used to find the mean score of the students. the data from the written test are analyzed in order to prove whether or not teaching “vocabulary breakfast box” can overcome the students’ problem in vocabulary mastery. iii results and discussion 3.1 ideal and pre-condition 3.1.1 ideal condition in english curriculum, after getting a learning process, student is expected to be able to communicate in spoken and written language. for that reason, student should master enough vocabulary. both spoken and written skills should be mastered well in order to make the learning process easier. let alone, students who are at the ninth grade will face a national examination. the english exam consists of variety questions. and understanding certain information from the text is one of the goals. if the students’ vocabulary is poor, their understanding on a text will be difficult as well. the vocabulary will be used in building sentences and paragraph. in making sentences, students need to have many words. “all languages have words. language emerges first as words, both historically and in terms of the way each of us learned our first and any subsequent languages. the coming of new words never stops, nor does the acquisition of words. even in our first language we are continually learning new words, and learning new meaning for old words (thornbury, 2002). 4 | dewi lestari lingual (vol. 7, no.1, 2019) 3.1.2 pre-condition in fact, students’ mastery in vocabulary on ixd at smp muhammadiyah 2 surakarta is far from the ideal condition. or it is still under the minimum criterion. this fact makes the students difficult to achieve the basic competence in curriculum. there are several things in causing students difficulties in mastering vocabulary such as vocabulary drills conducted by teacher is not appropriate to students’ condition. or the learning media is not interesting to them. the other one is students’ lack of motivation. they have no habits in practicing english and they consider english as a difficult subject to learn after mathematics. even in several other classes, some students think that english is more difficult than mathematics. based on the situation, the researcher tries to overcome the problem by applying several methods or media to improve students’ vocabulary mastery. one of technique and learning media used is called “vocabulary breakfast box”. 3.2 problem analysis a word list is the most popular way in learning vocabulary. it means teacher directly gives the words list to the students with its meaning. students do not need to open dictionaries or discuss it with their friends. this way is considered as most practical way in teaching vocabulary because it is easy to be done. teacher can prepare it at home. it also does not take much time in giving to the students. this way of giving vocabulary is not always effective. students often forget where they put it or leave it at home. students are also depended their works on the vocabulary lists. there is other way in teaching vocabulary beside word lists. it is so called contextual. it means teacher is able to ask students to participate in the class activities. they can memorize the words at school or at home and test their knowledge at school. here the researcher ususe those methods in learning vocabulary. the writer uses both word lists and contextual by using “vocabulary breakfast box”. 3.3 problem solving to make vocabulary learning become more meaningful and interesting for students, the researcher tries to use “vocabulary breakfast box”. “vocabulary breakfast box” is adapted from “kotak sarapan pagi” which is mostly applied at elementary school learning. it is about a board which contains of several boxes (depends on the number of students). each box has an assignment for each student. the assignment can be the same as or different from others. it depends on the students’ assessment. the assignment exists in a form of a small paper. it consists of questions about words, sentences or text comprehension. each box has students’ number or name, so students will not go wrong to take others’ assignment. before the english class is begun, teacher hangs the board in the class and asks the students to take their assignment. students go in front of the class in an order based on their students’ number. there are several ways in making the vocabulary breakfast box. they are: 1. make the words from the theme which is discussed in a class. 2. mix from easy to difficult words. 3. make it more useful by using it in every discussion of listening, speaking, reading, and writing. 4. start the task from the easiest word lists so that students will get good scores and be motivated. in making this media, researcher classifies the words in certain texts. then she gives it to the students to find out the meaning in a dictionary and then memorize all those words. the words are only ten or fifteen. at the beginning of the class, teacher gives five minutes for the preparation and five minutes for doing the tasks. after finishing the job, theacher exchange the students’ assignment and asks them to correct it. those who get best score will receive small rewards for example candy, snacks, pencil, ruler, etc. what makes the students feel cheerful is not on the amount of the rewards but the proud feeling when they get the reward. the use of this media is meant to make students memorize as many as word each week. that is why the researcher exchange the words from one student to another. the difficulty of words which are done by students can be varieted. it can be difficult words from the topic discussed in the class such as procedure texts, report text, narrative text, etc., or it can be taken from a song in listening class. breakfast box: an effort to develop vocabulary mastery | 5 3.4 example of tasks code: 2. rainbow, yudistira p. 15 gorgeous indah cloud awan prism prisma are formed terbentuk break up pecah split terpecah sunlight cahaya matahari high tinggi shinning bersinar can be seen dpt dilihat full lengkap drops of rain tetesan hujan behind dibelakang light rain gerimis right after segera setelah low rendah each tiap-tiap shower hujan lebat strike after giving the vocabulary list, a teacher asks students to memorize it. it depends on the class. it can be one day before or ten minutes before the tasks. teacher asks students to write the meaning of the words in bahasa indonesia. code: 2. rainbow, yudistira p. 15 gorgeous cloud prism are formed break up split sunlight stream high shinning can be seen full drops of rain behind curve right after low arch shower strike light rain each code text 1 the georgerous colours of a rainbow are formed by sunlight shining on drops of rain. 2 the best thing for rainbow is right after a shower (light rain) 3 rainbow comes when clouds break up and sunlight streams through 4 each rain drops act as a prism and split the light into a spectrum of colours. 5 rainbow can be seen only when the sun is behind you and low over the horizon 6 the spectrum of colours range from red to violet. 7 the lower the sun the higher the rainbow and the fuller its curved arch 6 | dewi lestari lingual (vol. 7, no.1, 2019) student’s number tasks code 1 7 2 2 3 4 4 6 5 1 etc. students are motivated by using the strategy. they have a variety in learning english. they are just fun and do not get bored to the situation because it takes short time. this strategy can be developed in order to discuss material in listening, speaking, reading, and writing. iv conclusion the conclusion is by using “vocabulary breakfast box”, the learning process in class has become interesting and varieties. students are excited to try new strategy with teacher and discuss its benefits and lacks after the activity. their vocabulary mastery becomes improved and they are able to answer most questions in each skill because they have recognized the words on the text or dialogue. references arikunto. (2009). penelitian tindakan kelas. jakarta: pt. bumi aksara brown, douglas. (2001). teaching by principles: an interactive approach to language pedagogy. ny: longman. burns, anne. (1999). collaborative action research for english language teachers. united kingdom: cambridge university press. cross, david. (1992). a practical handbook of language teaching. prentice hall europe. fauziati, endang. (2010). teaching english as foreign language (tefl). surakarta: era pustaka utama. halilah, adibah. (2013). vocabulary learning strategies among malaysian tevt students in germanmalaysian institute (gmi). procedia-social and behavioral sciences 69 (2014) 361-368. hopkins, david. (1993). a teacher’s guide to classroom research. buckingham: open university press. kemmis, stephen. (1988). the action research planner. deakin university. kunandar. (2009). langkah mudah penelitian tindakan kelas. jakarta. rajawali press. kurikulum berbasis kompetensi, depdiknas, 2004 parmawati, aseptiana. using magic sentences technique to improve students’ vocabulary (classroom action research in the first semester stuents of ikip siliwangi bandung. ikip siliwangi cimahi. siswanto, (2011). improving students’ reading skills through collaborative language learning. thesis, universitas veteran bangun nusantara, sukoharjo. zahedi, yagoub (2012). the impact of imaginery strategy on efl learners’ vocabulary learning. procedia-social and behavioral sciences 69 (2012) 2264-2272. zuber-skerritt, (1996). new direction in action researh. ny: the falmer press. author guidelines the lingual: journal of language and culture is concerned with the study of linguistics and literature. preference is given to articles of english literatures, linguistics, and social studies. the journal is published twice a year in may and november presenting articles containing analyses, studies, application of theories, research report, material development, teaching and learning languages and reviews. contributors are invited from both members of and non-members of the english department of udayana university. submission: manuscripts for publication must be in english language and sent to the editor one month prior to the first date on the month of the publication. authors are obliged to register as an author in our ojs site https://ojs.unud.ac.id/index.php/languange and upload the manuscript to this site. we accept manuscripts with the following classification 1. an original scientific paper that presents the results of original research that was not previously published in either full or preliminary form. 2. a preliminary communication that contains at least one new scientific fact or result that requires immediate publication, but it should not contain enough details to test the described results, as is the case with original scientific articles. 3. a review article that contains an overall review of recent and current research in a specific area. papers in this category are surveys in nature that should contain critical references and evaluations. the references must be complete enough to permit a good insight into the subject-matter. 4. a professional paper that does not have to be based on original research, but it should contribute to the application of well-known research results and present theoretical conceptions. length: the length of your manuscript should be around 6 – 10 pages detailed format of the submission, please use the following template https://drive.google.com/file/d/0bw8hlzlqxo1rzxhkvvf5uuljqxm/view?usp=sharing acceptance consideration: 1. it is important to consider and conclude if the paper makes a valuable contribution to existing knowledge and literature in terms of theory development, new data, new methodology, etc. 2. it is important to match the paper written and submitted according to the journals instructions for the authors. 3. it is important to check that the paper written and presented up to publishable standards of the journal in terms of: whether any concepts have been defined adequately, whether the paper is well structured with coherent argumentation and well integrated, clarity of any statistical data, tables and diagrams, whether the title reflects the contents of the paper accurately, if any part of the paper should be cut out, restructured or further developed. 4. it is important to check appropriateness of referencing in terms of giving adequate credit to other contributors in the field, major omissions and whether the references are complete and written correctly. https://ojs.unud.ac.id/index.php/languange https://drive.google.com/file/d/0bw8hlzlqxo1rzxhkvvf5uuljqxm/view?usp=sharing indonesian interference toward english used on outdoor advertisement boards and banner in sukoharjo, central java giyatmi giyatmi, purwani indri astuti, ratih wijayava, sihindun arumi university of veteran bangun nusantara sukoharjo giyatmi85jimmy@gmail.com, indripuspo@gmail.com, ratihwijayava@gmail.com, arumisihindun@yahoo.com abstract interference is a common phenomenon in second language learning. however, the researchers are interested in analysing interference from another point of view. this research aims at finding the types of indonesian interference toward english found in outdoor advertisement boards and banners in sukoharjo, central java. the researchers use some theories dealing with interference such as the definition of interference and type of interference. this research belongs to a descriptive qualitative research. data of this research are english words, phrases, and sentences consisting of indonesian interference toward english used in outdoor advertisement boards and banner. the data are taken from outdoor advertisement boards and banners in sukoharjo, cent ral java. the technique of data collection used is observation then followed by writing technique. english words, phrases, and sentences with no interference are reduced. then the data found are encoded with no data/data/kinds of interference. the researchers use theory triangulation during this research. the researchers found 74 data of indonesian interference toward english in outdoor advertisement boards and banners in sukoharjo, central java. after analysing the data, the researchers found that there are 6 types of indonesian interference toward english; (1) syntactic interference in the formation of phrase and sentence (2) lexical interference in the case of borrowing words adapted into indonesian spelling (3) phonological interference in vowel sounds, consonant sounds, and semivowel sounds (4) morphological interference in the process of affixation (5) graphic interference in the spelling principle (6) translation interference which happens because of direct translation. keywords: advertisement, language interference, kinds of interferences i introduction interference known as language transfer is a common phenomenon in multilingual society. it is a phenomenon in which the language users applying their first language knowledge to a second language they are studying. language interference mostly happens in language learning where two or three languages often intersect each other. meanwhile, dulay (1982) says that interference is the automatic transfer because of the language learners’ habit to their first language. apart from the interference, which is so common in second language learning, there is an interesting phenomenon in indonesia. indonesian interference toward english can be found in the use of english in the advertisement such as on banner. english is a foreign language in indonesia but due to its prestige reason, some of the advertisements use english. the low knowledge of english often results in the interference. mailto:giyatmi85jimmy@gmail.com mailto:indripuspo@gmail.com mailto:ratihwijayava@gmail.com mailto:arumisihindun@yahoo.com the following are examples of interesting banners found near one of the private universities in solo, central java, indonesia. banner with indonesian interference toward english the first example is a computer rental banner offering some services such as printing, pdf converting, cd burning, translation, and upload (internet). there is indonesian interference toward english found in the banner, i.e. the use of the word appload instead of upload. it is one of indonesian interference found in the banner. the second example is a banner of a cellular counter, which sells some items dealing with mobile phone accessories such as power bank, mmc, active speaker. the interference happens because the banner uses the word speaker *aktif instead of active speaker. there are still many banners and boards with indonesian interference toward english found. the use of*appload instead of upload is due to the phonological interference. upload /ʌpləʊd/, the letter u is pronounced as [∧], which is similar to the vowel sound [a] in indonesian; so that, to make the word easily pronounced the use of appload is preferred in the banner. meanwhile, the use of speaker aktif is due to the syntactical and lexical interference of indonesian toward english. the correct order should be active speaker instead of speaker aktif. active speaker is a noun phrase with the speaker as the headword and active as the modifier. in english, the modifier should be in front of the headword. however, the headword of indonesian phrase, in this case, appears after what is headword in english so it is written speaker aktif. the indonesian language borrows the word active from english. the borrowing word (active) then adjusted with indonesian spelling so it becomes aktif. the interference happens due to letter c in english spelling is usually written into letter k in indonesian spelling system. the writers are interested to analyse the phenomena of indonesian interference toward english found in advertisement banners and board around sukoharjo, central java. the writers focused the study on kind of indonesian. this study aims at finding kinds of interference found in advertisement banner and board. ii materials and methods 2.1 literature review 2.1.1 language interference it is necessary to remember about language contact when discussing about interfeerence. thomason in (sarfaz et.al, 2016: 684) defines that language contact is the use of more than one language in the same place and at the same time in which the speakers of the two languages interact and influence each other. language contact leads to bilingualism, a situation in which speakers use more than one language. a community exposed with more than one language has a big chance of experiencing interference because of the language contact. the speakers of an l2 will always be influenced by their l1 in some ways when they use the l2. it sometimes disturbs the process of l2 learning. language interference is mostly triggered by bilingualism (anca sirbu, 2015; 376). the use of many languages in a bilingual community gives a big opportunity for interference. weinreich in dulay defines interference as those instances of deviation from the norms of either language which occur in the speech of bilinguals as a result of their familiarity with more than one language, i.e. as a result of language contact (1982;99). in a bilingualism community, mother tongue or native language or parent language play significant roles in language interference. mother tongue interference refers to the influence of the native language of the learner on his/her acquisition of the target language (rana abid thyab,2016;1). dulay defines interference as the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language (1982). in addition, ali and elham (2015; 2112), mention that the first language (l1) has an effect on the second language (l2) acquisition and l1 (first language) interferes with the acquisition of l2 (second language). furthermore, james in (gvarishvili, 2015: 1566) states that while learning the new language, adult learners are also applying some rules from their first language onto the target language, this phenomenon is known as learning transfer. dweik and othman (2017: 66) mention that interference can cause deviation in the target language as the result of the transfer from (l1) to (l2). the learners’ transfer of l1’s rules into the l2’s rules neglects that there could be a difference of rules between those two languages so it can cause some deviation or errors. nunan in sabbah (2015; 270) states that when the rules of l1 and l2 are not the same, errors can take place as a result of interference between the two languages. it is clear that interference is a kind of language deviation in the case of applying language norms or rules as the results of familiarity with that of another language which ofte n happens in a community with more than one languages exposure. l1 interference is also known as linguistic interference, transfer or cross-linguistic influence. odlin in (erarslan and hol, 2014; 5) states that transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired. brown (in dweik and othman, 2017:66) adds transfer as the influence which occurs between the native language (l1) and the second language (l2) because of the similarities and differences between them. transfer or language transfer is a very common phenomenon in the process of second language learning. transfer can be classified into the positive transfer and negative transfer (sabbah, 2015:271). the positive transfer occurs when the rules of the first language have a positive influence in learning the second language. it happens since there are a lot of similarities between the first and second language. meanwhile, the negative language transfer takes place when the rules of the first language inhibit the process of second language learning. it can happen due to the dramatic difference between the first and the second language. interference is sometimes called negative language transfer because it uses the rules of native language to the target language that results in language mistakes. furthermore, lekova (2010; 321) mentions that there are two kinds of language interference; inter-language and intra-language which are closely related to the sources of errors in the process of interference. sabbah (2015;270) mentions that there are two sources contributed to the leaner’s native language or his/her target language namely inter-lingual errors and intra-lingual errors. corder in sabbah (2015; 270) adds that inter-lingual errors take place when the learners’ first language habits (pattern, systems or rule) interfere or prevent him/her from acquiring the pattern and rules of the second language. briefly, in inter-language interference, mistakes appear because of the negative transfer of habits from the native language. intra-language interference happens when the learners’ mistakes are under the influence of the language knowledge and established habits that they have already acquired in the second language they are learning now. these errors including generalization, substitution, and other process are caused by some process that learners recourse to when learning the second language. (sabbah, 2015; 271) 2.1.2 types of language interference interference can happen at different linguistic levels. anca sirbu (2015; 376) defines interference as the transfer of elements of one language that can take place in terms of lexis, grammar, phonology or orthography alteration. suleymanov (2016; 2039) divides the interferences into the following classes such as lexical, syntactic and grammatical interference. havlaskova in (dweik and othman, 2017; 1) describes that interference as a phenomenon that may occur at the level of a word, a phrase, an idiom, a metaphor or a term a whole syntactic structure when translators transfer some source texts into target text influenced by the aspect of the source language. odlin (in suhono, 2018; 478) classifies the language transfer into four types that may occur at phonological interference, morphological interference, syntactical interference, and lexical interference. abdul chaer and leoni agustina (2010; 123) mentions that there are three kinds of linguistic interference, namely phonological interference, morphological interference, and syntactic interference. lexical interference is at the level of words. suhono (2018; 478) mentions that lexical interference occurs when there is a transfer of morpheme or word of the first language into second language use. in the level of lexis, linguistic interference can be seen in the case of borrowing words from one language. lexical interference influences the development of vocabulary such as borrowing word. besides, it includes the word transformation as to sound more natural in the other language. the transformation can cause some changes in spelling. incorrect or inappropriate direct translation of a concept can cause lexical interference (suleymanov, 2016: 2039). in the level of phonology, linguistic interference deals with intonation, pitch, accent and speech sound of the first or native language that influence the second language. in terms of pronunciation language interference and its extent are defined by a number of factors, including the similarity of the phonetic system of the language in contact (snesareva, 2016; 214). phonological interference occurs when the speaker identifies the sound of the first language system used in the target language, after that the speakers pronounce again and regulates the pronunciation using the law of the source language phoneme (suhono, 2018; 478). phonological interference happens when the pronunciation of the first language influences that of the second language. for example, javanese people like to add nasal sound [n,m] so certain words such as mbali, mbandung, ndepok. most of the indonesian learners who learn english will pronounce time [taim] with no aspirated instead of time [thaim] with aspirated. in the grammar level, linguistic interference may come when the speakers apply their l1’s grammar rules on the l2’s grammar rules. interference in the grammar is also called by syntactical interference. bennui (2008; 78) mentions that the l1 syntactic interference deals with the errors found in grammar level. jianhua in (suhono, 2018; 478) states that syntactical transfer involves the transference of syntactical structures, such as article (a, an, and the), word order, relative clauses (that, which, who, whom, etc), negation and so on. syntactic interference happens when the language learners use their first language syntactic knowledge on their second language learning. indonesian has no auxiliary to be such as am, is, are, was, were, and been. the absence of auxiliary to be in the indonesian language will influence indonesian learners when they make an english nominal sentence. most of them will write she a teacher* instead of she is a teacher. morphological interference can be seen in the word formation using affixes that belong to the first language. reduplication in indonesia can be done by reduplicating the base such as rumah-rumah, jalan-jalan. so some english learner will say *walking-walking (jalanjalan) instead of walking around (jalan-jalan). as quoted from http://www.geocities.ws/dyakov_andriy/dissertation/chapter_1.html, there is another type of interference named graphic interference. graphic interference influences the writing system and the spelling principle of the national orthography. graphic interferences consist of graphitization (creation of a writing system), elaboration of spelling rules, graphic influence upon a language etc. orthography reform is a kind of graphical interference too. sinha (2009; 121) mentions that alphabetical shapes and structures of the first language would create interference in the second language. 2.2 methodology this research belongs to a descriptive qualitative research. this research tries to describe the phenomenon of indonesian interference toward english found in outdoor advertisement boards and banners found in sukoharjo, central java. the data of the research are the english words, phrases, and sentences found in outdoor advertisement boards and banner containing interference. the techniques of collecting data used in the research are observation followed by a writing technique. the observation is done in several areas such as solo baru, kartasura and sukoharjo kota, central java. data analysis consists of data reduction, data display, and data verification. the data with no interference are omitted directly. then data found are encoded in the following way no data/data/kind of interference. data is displayed by using narration and table. the last step of data analysis is data verification which is done based on the results of the discussion on the kind of indonesian interference toward english found in outdoor advertisement boards and banners found in sukoharjo, central java. the researchers use theory triangulation during this research. iii results and discussion having reduced the data, the researchers found 72 data. after analyzing them, the researcher found that there are six types of interference such as phonological interference (24), morphological interference (5), syntactical interference (8), graphical interference (18), lexical interference (12), and translation interference (5). 3.1 phonological interference phonological interference happens when the indonesian pronunciation system is affected the way of pronouncing the english words found in the data. phonological interferences happen when the english words are pronounced in indonesian pronunciation system. it is to make the words are easily pronounced. there are 24 data dealing with phonological interference. in this research, the researchers found phonological interference occurring in vowel sounds, consonant sounds, and semivowel sounds. 3.1.1 vowel, semi vowel, and diphthong sound the examples of phonological interference in vowel sounds are in data 07/appload/pi, 10/celluler/pi. appload is actually from the english word upload /ʌpləʊd/. the english vowel “u” can be pronounced in many ways, one of them is /ʌ/, an open-mid back unrounded vowel which is similar to the sound [a] in indonesian. so to make it easily pronounced the word is written into appload. the banner maker has recognized the situation in which most of the readers are probably going to read the word upload into / upləʊd/. to anticipate the pronunciation of /u/, close back rounded vowel, on the data, the banner maker chooses to write appload instead of upload. the similar case is in the word drum band which is written into *dram band. http://www.geocities.ws/dyakov_andriy/dissertation/chapter_1.html celluler is from the word cellular/sɛljʊlæ/. the english vowel “a” can be pronounced in many ways, one of them is / æ /, the near-open front unrounded vowel in english which is similar to the sound [e] in indonesian. it can be found in the data such as transformed, character, families, chapter, aboriginal, hadn’t, and fact. all the bold vowels in the data should be pronounced as sound / æ /, however, they are modified into sound /a/. there is a big chance for the english learners in indonesia to pronounce it that way in which they will pronounce words as what is written not what is pronounced. to anticipate it, the banner maker writes celluler instead of cellular. another example is english diphthong [ɔu] pronounced as [ou] so that is it written into laundry in indonesian. the semivowel sound interference can be found in 31/hendicamp/pi. the semivowel sound in this datum is [y]. hendicamp should be written handy cam /handikæm/. the sound [y] is pronounced as [i] in indonesian. 3.1.2 consonant sound the examples of phonological interference in consonant sound can be seen in 15/cloting/pi, 29/carger/pi, 59/sift/pi. cloting is from the english word clothing //kləʊðɪŋ/. in english pronunciation, the letter th in this example is pronounced [ð], voiced dental fricative sound, which is similar to [t], voiced interdental stop sound in indonesian. consonant cluster /ck/ is pronounced into [k], voiceless velar plosive, and written using letter k in indonesian. so the forms of chikend, stiker, and loket are preferred to chicken, sticker, and locket. carger should be written into charger /tʃɑ(r) dʒə/. in english pronunciation, the letter ch in the example is pronounced as [tʃ], voiceless post-alveolar affricate sound, voiceless palatal affricate sound, which is similar to [c], voiceless palatal affricate sound, in indonesian. *sift should be written into shift /ʃɪft/. the letter sh in the example is pronounced [ʃ], voiceless post-alveolar fricative, which is similar to [s], voiceless alveolar fricative sound in indonesian. the simplification of /th/ into /t/, /ch/ into /c/, /sh/ into /s/ is due to easy and simple pronunciation and writing for indonesian people. 3.2 morphological interference there are 5 data of morphological interference occurred in the form of affixation. the writers found two forms of morphological interference, namely the omission of affix and the addition of an affix. 3.2.1 affix omission the omission of affix –s in the noun as a plural marker such as in 21/contact person/mi and /25selected item/mi. the words person and item in the example should be written in the plural forms because those refer to plural nouns. however, there is no affix-s in the nouns attached. it is due to the absence of to pluralize noun in the indonesian language. another example is the omission of affix –s in the verb as a simple present tense marker such as in 54/proudly present/mi. the verb present should be written presents because the tense used is present tense with the third person singular subject. however, it is written with no suffix –s in the data. it happens due to the absence of tense in the indonesian language. 3.2.2 affix addition the other process of morphological interference found in this research is the addition of an affix. the interference happens because of the use of indonesian affix mento the english verb such as 12/nge-root/mi and 47/nge-hang/mi. 3.3 syntactical interference there are 8 data dealing with syntactical interference. interference happens in the phrase and sentence formation. there are four data dealing with phrase formation and four data on sentence formation. 3.3.1 phrase formation in the phrase formation, the interference happens in the case of word order especially in the formation of the noun phrase and verb phrase. the example of interference in the noun phrase can be found in data 69/speaker active/si. the construction of the phrase on the data uses indonesian construction of phrase in which a modifier comes after the headword. on the other hand, english construction of phrase is modifier then headword, so it should be active speaker. meanwhile, interferences in verb phrase are in data 19/support by/si and 64/design by/si. those phrases should be supported by and designed by. those phrases are in passive form so they should use past participle (v3) by adding the suffix –ed after the verb. due to the lack of grammatical knowledge, the creator of the banner did not add suffix-ed after the verb. let alone, there is no changing of verb form in indonesian. 3.3.2 sentence formation the first example is 40/lets join with us/si. lets comes from let us which is shortened and separated by (‘) so it becomes let’s. the same datum applies an unnecessary preposition with after the verb so that there is interference. the right form of the sentence should be let’s join us. the same datum can be found in 41/join with geography education. 3.4 graphic interference graphic interference occurs when it deals with the spelling principle. there are 18 data dealing with graphic interference. the interference happens in three different ways. first is letter omission. it means there are some letters omitted from the correct english words. the second is letter addition to the english words and the last one is the spelling changing. 3.4.1 letter omission vowel letter omission occurs when there is an omission of single vowel letter such as perfume becomes parfum. double vowel letter omission occurs in the word shoting (from shooting) and salon (from saloon). meanwhile, consonant letter omission occurs when there is omission one consonant letter such as in comunity (community), expres (express), tubles (tubeless) and colection (collection). the omission of vowel and consonant letters is to simplify the form; in addition, this omission has no effect on the pronunciation. 3.4.2 letter addition letter addition occurs when there are the vowel or consonant letters added to words. the writers only found 3 data dealing with letter addition. the data includes in letter addition, for examples are 35/repaire/gi, 49/merek/gi, and 23/chickend/gi. repaire and merek apply vowel letter addition. repaire is from repair + e. there is the unknown reason behind this addition. meanwhile merek is derived from merk that is inserted with a vowel -e-. this insertion is to make the word pronounced easily. the consonant letter addition can be found in the word chickend. chickend is from the word chicken + d. 3.4.3 spelling changing the last graphic interference deals with the spelling changing. it happens when indonesian spelling interferes english spelling. the spelling changing has something to do with the pronunciation of certain words. the writers found 2 data dealing with the spelling changing such as; foto copy should be written in photocopy. the spelling changing happens in the changing of the consonant cluster /ph/ into /f/. in english, consonant cluster /ph/ is pronounced into [f]. this pronunciation is similar to that of consonant /f/ in the indonesian language. in addition, indonesian does not have consonant cluster /ph/, so it is written into /f/ instead of /ph/ just like in the word foto copy. meanwhile, laundrie should be written in laundry. english semivowel /y/ is pronounced similar to indonesian vowel /i/. it influences the use of laundrie instead of laundry. 3.5 lexical interference the writers found 12 data with lexical interference. there are several examples of data dealing with lexical interference; lexical interference happens in the case of borrowing english words that are adapted into indonesian spelling. it gives a significant influence on the interference of indonesian into english. the words on table 10 are from english and borrowed in indonesian by adapting them into the indonesian words, for instance, are the word active becomes aktif in indonesian and locket is adapted into loket in indonesia. 3.6 translation interference interference occurs in the translation level. most of the indonesian learning english will translate the indonesian sentences into english sentences directly without paying attention to english grammar which is so different from that of indonesian. they tend to translate indonesian sentences into english words by words. the researchers found 5 data dealing with direct translation interference such as 01/4 days again/ti, 40/lets join with us/ti, 53/pre merried education/ti. the sentence 4 days again is probably from the indonesian sentence 4 hari lagi. the ads are found in front of the café shop that will open for the first time within 4 days. the form should be 4 more days. *lets join with us means bergabunglah dengan kami in indonesian language. the right form should be lets join us. pre merried education means pendidikan pranikah. it should be pre marriage education. iv conclusion interference is a common phenomenon in a bilingual society where two languages or more influence each other. language interference is usually in second language learning. however, it can also occur in other areas such as advertisement like the phenomenon found in sukoharjo, central java, indonesia. there are some advertisement boards and banners using english but the english used is still influenced by indonesian as the first language (l1). the writers 5 types of interference in advertisement boards and banners in sukoharjo, central java, indonesia, namely phonological interference, morphological interference, syntactical interference, graphical interference, lexical interference, and translation interference. translation interference is an additional finding in this research. phonological interferences happen when the english words are pronounced in indonesian pronunciation system. those can be classified based on the sounds undergoing interference such as; vowel sounds, consonant sounds, and semivowel sounds. morphological interference found in the form of affixation. there are two processes of morphological interference found in this research, the omission of the affix and the addition of an affix. syntactic interference happens in the phrase and sentence formation. graphic interference occurs when it deals with the spelling principle. lexical interference happens in the case of borrowing words adapted into indonesia spelling. interference also found at the translation level. this kind of interference happens because of direct translation. references bennui,p., (2008), a study of l1 interference in the writing of thai efl students, malaysian journal of elt research, vol.4, pp. 72-102 chaer, a & leoni, a. (2010) sosiolinguistik: perkenalan awal. jakarta: pt rineka cipta dulay, h, burt, m &krashen, s. (1982). language two. oxford: oxford university press dweik, b.s., & othman, z.a., lexical and grammatical interference in the translation of written texts from arabic into english. academic research international vol. 8(3). pp 65-70 erarslan, a. &hol, d., (2014), language interference on english: transfer on the vocabulary, tense and preposition use of freshmen turkish efl learners, elta journal, vol.2 no.2, pp. 4-22 gvarishvili,z. (2013). interference of l1 preposition knowledge in acquiring prepositional usage in english, procedia-social and behavioral science 70, pp. 1565-1573 (available online at www.sciencedirect.com) lekova.b. (2009). language interference and methods of its overcoming in foreign language teaching, traika journal of science, vol. 8, suppl. 3, pp 320-324, issn 1313-7069 (print), issn 13133551 (online) sabbah, s.s (2015). negative transfer: arabic language interference to learning english, arab world english journal, no.4 may 2015, pp 269-288, issn: 2229-9327 sarfraz, s., manzoor,z., &tariq,r., (2016). an analysis of grammatical interference and its social acceptability in pakistani context. procedia-social and behavioral science 232, pp. 684-688 (available online at www.sciencedirect.com) sinha,a. , banerjee,n., sinha, a &shastri, r.k., (2009). interference of first language in the acquisition of second langauge, journal of psychology and counceling, vol. 1(7), pp 117-122 sirbu, a. (2015). language interference triggered by bilingualism, naval academy scientific bulletin, volume xviii issue 1. constanta:naval academy press. suhono,s., umar al faruq, hasyim. (2018), language interference in efl students’ composition of iaim nu metro lampung (available online at www.researchgate.net/publication/322220467) suleymanov, a.y (2016). the interference of the language and the teaching method of the foreign language on the basis of native language, international journal of information research and review, vol.03, issue, 03,pp.2037-2044 thyab, r a (2016). mother-tongue interference in the acquisition of english articles by l1 arabic students, journal of education and practice, www.iiste.org, vol.7, n0.3, issn 2222-1735 (paper) issn 2222-288x (online) www.geocities.ws/dyakov_andriy/dissertation/chapter_1.html the impact of kadatua dialect on students' english pronunciation ray suryadi, rohima nur a. a. h., la ode muhammad i. h. b., bimas reskiawan universitas sembilan belas november, kolaka ray_suryadi@yahoo.com, alhakimaziza@gmail.com, bimasreskiawan@gmail.com, idruslaode.usn@gmail.com abstract this paper presents descriptive quantitative research investigating how the kadatua dialect can influence the english pronunciation of second-grade students of smpn 1 maginti. the subjects of this study were 8 second-grade students at smpn 1 maginti with kadatua ethnic background. the research instrument used was an interview and a test. the test was done by asking students to read a list of several english words to record and analyse their pronunciation. the results show that kadatua dialect influenced students’ pronunciation of the following sounds: /ə/, /æ/, /ɜː/, /əʊ/, /aʊ/, /ɪə/, /eə/, /ʊə/, /ð/, /ʒ/, and /θ/. although some sounds cannot be pronounced correctly, it does not mean they are affected because these sounds do not exist in the kadatua dialect alone. this would mean that the kadatua dialect does not affect the overall students' english pronunciation. some of the sounds that are not influenced by the kadatua dialect are as follow: /ɒ/, /ʌ/, /iː/, /uː/, /ɑː/, /ɔː/ /e/, /eɪ/, /aɪ/, /ɔɪ/, /p/, /b/, /t/, /d/, /k/, /g/, /tʃ/,/dʒ/, /f/, /s/, /z/, /ʃ/, /h/, /m/, /n/, /ŋ/, /l/, /r/, /j/, and /w/. although these sounds can be pronounced properly and correctly, it does not mean that all these sounds are only found in the kadatua dialect. this ease of pronunciation is identified because of the dialect features similarity of kadatua with english language. keywords: english pronunciation; kadatua dialect, maginti i introduction this research was conducted based on the phenomenon of students' difficulties in pronouncing words in english. there are many factors that students have difficult in learning english pronunciation. according to kenworthy (1987) in harun (2019), the factors that play a role in learning pronunciation are mother tongue, phonetic abilities, age, attitudes and identity factors. avery & ehrich (2013) suggested that the process of language transfer can be done in three different ways. first, people communicating primarily in their mother tongue make it difficult for them to produce newly learned english sounds. second, there are various sounds of the first language that are not present in the sounds of the second language. third, the difference between the first language and the second language can cause students to have difficulty pronouncing the second language. the mother tongue has a significant influence on students' difficulties learning to pronounce a second language. indonesia has many different mother tongues, consequently, students from various backgrounds and dialects will find it challenging to construct sentences in english as a second language. according to murcia et al. (2010), learning a second language can be impacted by a student's mother tongue, which in turn becomes the primary cause of students' difficulties in learning pronunciation. indonesia has a variety of mother tongues, so students from various backgrounds and dialects will find it challenging to construct sentences in english. strong dialects and the production of different phonemes are obstacles for them to learn a new language (nasir, 2016). from all of these, we can conclude that the most important articulationinfluencing factor in english pronunciation is the mother tongue, which presents a significant challenge for efl english learners. even though the students of smpn 1 maginti have been taught pronunciation of english vocabularies, their progress is very slow. furthermore, the majority of students at this school are from two ethnic groups: the bajo and kadatua tribes. the bajo tribe speaks a dialect similar to the bugis. meanwhile, the kadatua tribe speaks kadatua, which is a mix of butonese and muna dialects. the kadatua language is primarily spoken by the people of maginti island, precisely in the village of kangkunawe, maginti district, west muna regency. the purpose of this study is to find out how kadatua dialect can influence students' english pronunciation ability on english consonants, vowels and diphthongs. mailto:ray_suryadi@yahoo.com mailto:alhakimaziza@gmail.com mailto:bimasreskiawan@gmail.com mailto:idruslaode.usn@gmail.com 2 | ray suryadi, rohima nur a. a. h., la ode muhammad i. h. b., bimas reskiawan lingual (vol. 15, no.1, 2023) ii materials and methods 2.1 literature review 2.1.1 pronunciation dalton and seidlhofer (1995) divide pronunciation as the production and reception of sound and as the act of speaking. according to dewi (2017) pronunciation is the way a word is spoken by the speaker in the form of sound to make meaning. from the various definitions above, the researcher concludes that pronunciation is one of the sub-language skills in learning a language. it plays an important role because it has a direct effect on the interlocutor. by pronouncing the words clearly, the listener will understand what the speaker is saying but if the pronunciation is not clear enough, the other people will be confused when they hear what is being said. according to fadillah (2020), several variables influence how english is pronounced including the influence of the mother tongue, exposure to the target language, and biological factors. the primary cause of students' difficulties in learning pronunciation is their mother tongue. indonesia has many different mother tongues, so students from various backgrounds and dialects will find it challenging to construct sentences in english. tilman (2015) asserts that the tendency to pronounce l2 words using l1 phonological structures is a barrier to efl learning. it can be inferred that the mother tongue plays a significant role in english pronunciation, which becomes a major barrier for english learners as efl. 2.1.2 dialect according to jackson & peter (2011: 156), dialect refers to the structural content of the speaker's language, including certain words used, distinctive syntactic constructions, and specific ways of expressing negation, plurals, tenses, and more. dialect can be understood as a variety of language that is recognizable within a specific geographical area (social dialect) or among certain social classes. dialect encompasses characteristics related to pronunciation, vocabulary, and sentence structure. edward (2009:63) also describes dialect as a language variety that differs from others in terms of vocabulary, grammar, and pronunciation across three dimensions. 2.1.3 kadatua dialect the kadatua is a tribe in indonesia that inhabits southeast sulawesi. the original kadatua tribe itself comes from south buton, precisely in kadatua district. currently, the kadatua tribe has spread across southeast sulawesi, one of which is on maginti island, precisely in kangkunawe village, maginti district, west muna regency. the kadatua tribe on maginti island already has a different dialect from the original kadatua tribe who has gala accent (nazar, 2018). several prior researchers have examined the correlation between dialect and english pronunciation by conducting studies regionally in certain areas of indonesia. among them were, dewi (2017) from the results of her research revealed that the brebes javanese dialect gave a negative transfer to the vowel sound [ɪ], and diphthongs [eɪ], [aɪ], [ɔɪ], and [ɪə] and gave a positive transfer to the final consonant sound [ b], end [d], and end [g]. however, it did not provide any transfers to the english initial cluster /st/, /spr/, and /str/. furthermore, (ati, 2020) in his research explained that the kemak sanirin dialect contributed positively to the transfer of vowels (i, ɪ, u, e, , ʊ, and ə) and diphthongs (eɪ, aɪ, au) but was significantly negative at (ɔɪ, εə, and ɪ ɪə), then negative transfer is not significant for consonants (p, b, k, r, s, g, m, d, h, f, w) but significant on consonants (z), and how the teacher corrects the students' pronunciation correctly. while research on the kadatua tribe itself there is only one study, namely that conducted by nazar (2018). he found that the kadatua dialect muna language has pragmatic forms, in this case is maxim forms. the form of the maxim is based on the principle of politeness. from the description above, it can be concluded that regional dialects have an influence on english pronunciation for students who are learning english, especially on vowels, consonants and diphthongs. this is due to their habit of using regional dialects on a daily conversation. this research also focuses on the segmental features of pronunciation such as vowels, consonants and diphthongs. the novelty in this study compared to the previous studies is that previous researchers have not touched on the use of technology to help students when learning english pronunciation. this research tries to alleviate students' difficulties in learning english pronunciation by using an application on a smartphone namely kepham english pronunciation. although learning english pronunciation of course requires guidance from their teacher at school, students can also monitor and correct their pronunciation properly by themselves autonomously by using this application. the impact of kadatua dialect on students' english pronunciation | 3 2.2 method this research is a descriptive quantitative study. sugiyono (2016) stated that descriptive quantitative research aims to evaluate the significance of the independent variable, either singular or multiple variables, without engaging in comparisons or establishing connections with other variables. as stated by sugiyono (2016), descriptive research is conducted to estimate the value of the independent variable, whether it stands alone or is linked with other variables, without making comparisons. data collection is carried out to obtain information related to phenomena, conditions, or certain variables and is not intended to test hypotheses. this study aimed to describe english vowels and consonants pronounced among students with kadatua background. this research used pronunciation test by recording english vowels and consonants produced by second grade students of smp n 1 maginti with kadatua background. english pronunciation test used to find out students’ ability in reciting english texts. this research was taken place on the island of maginti, maginti district, west muna regency, southeast sulawesi province. the subject of this research was the second grade of smpn 1 maginti. since there was only one class of the second grade, therefore, the researcher took the entire sample with consideration all students live and grow in maginti island and speak kadatua dialect. before having had the test the subjects were interviewed first. there were 24 students interviewed to know deeply their background and after that eight of the students were selected based on their capability on communication in kadatua dialect. the research data analysis method employed in this research is descriptive quantitative. descriptive statistics, as defined by sugiyono (2016), involve the analysis of collected data from studied objects in their present state, focusing on describing or summarizing the data rather than aiming to generalize or draw conclusions. the process of quantitative descriptive analysis on the data collected from this research instrument involves the following steps: (1) tabulating answers: the researchers quantified the number of errors made by each student in pronouncing the word. this involves identifying and categorizing the data to determine the pronunciation errors made by the students. (2) sorting out mispronunciations: the answers provided by the respondents are carefully examined to identify words that have been mispronounced. this step involves systematically organizing the data to highlight instances of incorrect pronunciation. next, (3) finding the total score of incorrect pronunciation relative to the total number of words. each question item is recapitulated the value obtained to find the total score. the last, (4) calculating percentage, calculating student errors based on error frequency at the level of certain phoneme/syllable in a given word. iii results and discussion 3.1 findings 3.1.1 interview result this research was conducted at smp negeri 1 maginti. data were taken from interviews with 24 students at the second grade. the interview used kadatua dialect. the interviewer used probing question type or digging question to get more information about students communicating in kadatua dialect. records are used to obtain valid data through interview. this was conducted to filter these participants to know deeply their background such as (1) where they were born and grew up, (2) what is the first language they taught, (3) who they speak using kadatua language with, (4) where and how often do they use it, (5) what is their current level of mastery of the kadatua dialect they have. and (6) where do they now and their capability on communication in kadatua dialect. from 24 students only eight who met the qualification to be participant on this research. some of them were born in another place but raise in kungkunawe village. only eight of them speak kadatua as their first language but the remaining students speak indonesia language as their first language even though they understand how to speak kadatua but not fluently. the following data are obtained from the results of interviews. table 1. interview results no. respondent mother tongue origin current address 1 s03 kadatua kadatua kangkunawe village 2 s14 kadatua kadatua kangkunawe village 4 | ray suryadi, rohima nur a. a. h., la ode muhammad i. h. b., bimas reskiawan lingual (vol. 15, no.1, 2023) 3 s17 kadatua kadatua kangkunawe village 4 s18 kadatua kadatua kangkunawe village 5 s19 kadatua kadatua kangkunawe village 6 s21 kadatua kadatua kangkunawe village 7 s23 kadatua kadatua kangkunawe village 8 s16 kadatua kadatua kangkunawe village based on the table above, the researcher selected eight students with kadatua ethnic background to do the pronunciation test. in order to identify the pronunciation errors made by the students, the researcher instructed them to read a list of english words that was provided specifically for this purpose. 3.1.2 english pronunciation test results after selecting the participant based on their background and communicating in kadatua dialect, the researcher then testing their ability in pronouncing certain english words by giving them list of words and recorded it. the following is a list of words used in the english pronunciation tests. table 2. list of words used in pronunciation tests symbols list of words symbols list of words symbols list of words /ɪ/ return /əʊ/ over /v/ vest /e/ head /aʊ/ brown /θ/ think /ɒ/ spot /ɔɪ/ boil /ð/ together /ʌ/ much /ɪə/ beer /s/ sunday /ʊ/ good /eə/ hair /z/ frozen /ə/ handsome /ʊə/ cure /ʃ/ ship /æ/ land /p/ pay /ʒ/ version /ɜː/ bird /b/ boot /h/ host /iː/ meat /t/ west /m/ term /uː/ drew /d/ drink /n/ pensive /ɑː/ park /k/ make /ŋ/ sing /ɔː/ born /g/ bag /l/ low /eɪ/ game /tʃ/ chalk /r/ fry /aɪ/ try /dʒ/ joy /j/ yolk /f/ fast /w/ why picture 1. students are being practiced for their english pronunciation in analysing the sound produced in the recording of the student’s pronunciation the researchers employed software sil speech analyzer to see which vocabulary that participants have errors pronouncing during the initial test, it can be seen in the following table: the impact of kadatua dialect on students' english pronunciation | 5 table 3. participants’ errors pronouncing list of words transcriptions s03 s14 s17 s18 s19 s21 s23 s16 return (rɪˈtɜːn) riːtʊrn retʊrn riːtʊrn retʊrn retuːrn retʊrn riːtʊrn retʊrn head (hed) hæd hæd hed hed hed hed hed hed spot (spɒt) spɒt spɒt spɒt spɒt spɒt spɒt spɒt spɒt much (mʌtʃ) mʌtʃ mʌtʃ mʌtʃ mʌtʃ mʌtʃ mʌtʃ mʌtʃ mʌtʃ good (ɡʊd) guːt guːt guːd ɡʊd ɡʊd ɡʊd ɡʊd ɡʊd handsome (ˈhæn.səm) hæn.sə m hensɒ m hense m hæn.sə m hensə m hensə m hæn.sə m hæn.sə m land (lænd) lænd lænd lend lend lend lend lend lænd bird (bɜːd) biːrd biːrd biːrd biːrd biːrd biːrd bɪərd biːrd meat (miːt) miːt miːt miːt miːt miːt miːt miːt miːt drew (druː) druː druː druː druː druː druː druː druː park (pɑːk) pɑːrk pɑːrk pɑːrk pɑːrk pɑːrk pɑːrk pɑːrk pɑːrk born (bɔːn) bɔːrn bɔːrn bɔːrn bɔːrn bɔːrn bɔːrn bɔːrn bɔːrn game(ɡeɪm) ɡeɪm ɡeɪm ɡeɪm ɡeɪm ɡeɪm ɡeɪm ɡeɪm ɡeɪm try (traɪ) traɪ traɪ traɪ traɪ traɪ traɪ traɪ traɪ over (ˈəʊ.vər) ɔːver əʊ.vər ɒfer ɔːver aʊ.vər ˈəʊ.vər ɔʊ.vər ˈəʊ.vər brow (braʊ) brɔʊ brɔʊ brɔʊ brɔʊ brɔʊ brɔʊ brɔʊ brɔʊ boil (bɔɪl) bɔɪl bɔɪl bɔɪl bɔɪl bɔɪl bɔɪl bɔɪl bɔɪl beer (bɪər) bɪər bɪər bɪər bɪər bɪər bɪər bɪər bɪər hair (heər) heir heir heir heir heir heir heir heər cure (kjʊər) kjʊr kjʊr kjʊr kjʊr kjʊr kjʊr kjʊr kjʊr pay (peɪ) peɪ peɪ peɪ peɪ peɪ peɪ peɪ peɪ boot (buːt) buːt buːt buːt bʊt buːt bʊt buːt buːt west (west) west west west west west west west west drink(drɪŋk) drɪŋk drɪŋk drɪŋk drɪŋk drɪŋk drɪŋk drɪŋk drɪŋk make (meɪk) meɪk meɪk meɪk meɪk mek meɪk meɪk meɪk bag (bæɡ) beɡ bæɡ beɡ beɡ bek beɡ beɡ beɡ chalk (tʃɔːk) tʃɔːk tʃɔːk tʃɔːk tʃɔːk tʃɔːk tʃɔːk tʃɔːk tʃɔːk joy (dʒɔɪ) dʒɔɪ dʒɔɪ dʒɔɪ dʒɔɪ dʒɔɪ dʒɔɪ dʒɔɪ dʒɔɪ fast (fɑːst) fɑːst fɑːst fɑːst fɑːst fɑːst fɑːst fɑːst fɑːst think (θɪŋk) θɪŋk θɪŋk tɪŋk tɪŋ tɪŋk tɪŋk tɪŋk θɪŋk together (təˈɡeð.ər) tuˈɡed.ə r tuˈɡed. ər tuˈɡez. ər tuˈɡed. ər tuˈɡed. er tuˈɡed. er tuˈɡed. er tɒɡed. er sunday (ˈsʌn.deɪ) ˈsʌn.deɪ ˈsʌn.d eɪ ˈsʌn.d eɪ ˈsʌn.d eɪ ˈsʌn.d eɪ ˈsʌn.d eɪ ˈsʌn.d eɪ ˈsʌn.d eɪ 6 | ray suryadi, rohima nur a. a. h., la ode muhammad i. h. b., bimas reskiawan lingual (vol. 15, no.1, 2023) frozen (ˈfrəʊ.zən) ˈfrəʊ.zə n ˈfrəʊ.z ən ˈfrəʊ.z ən ˈfrəʊ.z ən ˈfrəʊ.z ən ˈfrəʊ.z ən ˈfrəʊ.z ən ˈfrəʊ.z ən ship (ʃɪp) ʃɪp ʃi:p ʃɪp ʃɪp tʃɪp ʃɪp tʃɪp ʃɪp version (ˈvɜː.ʒən) fɜː.ʒən vɜː.ʒen fɜː.ʒen feʃen fɜː.ʒen fɜː.ʒen fɜː.ʒen fɜː.ʒen host (həʊst) həʊst həʊst həʊst həʊst həʊst həʊst həʊst həʊst term (tɜːm) tɜːm tɜːm tɜːm tɜːm tɜːm tɜːm tɜːm tɜːm pensive (ˈpen.sɪv) ˈpen. sɪv ˈpen. sɪv ˈpen. sɪv ˈpen. sɪv pen. sɪv pen. sɪv pen. sɪv pen. sɪv sing (sɪŋ) sɪŋ sɪŋ sɪŋ sɪŋ sɪŋ sɪŋ sɪŋ sɪŋ low (ləʊ) ləʊ ləʊ ləʊ ləʊ ləʊ ləʊ ləʊ ləʊ fry (fraɪ) fraɪ fraɪ fraɪ fraɪ fraɪ fraɪ fraɪ fraɪ yolk (jəʊk) jəʊk jəʊlk jəʊlk jəʊlk jəʊlk jəʊlk jəʊlk jəʊlk why (waɪ) waɪ waɪ waɪ waɪ waɪ waɪ waɪ waɪ vest (vest) vest vest fest fest fest vest vest vest the table below is a recapitulation of the classification of students' pronunciation errors in the form of phonetic symbols. 3.1.2.1 kadatua’s students in pronouncing english vowel the vowel pronounced by kadatua’s students can be seen from the following table: table 4. vowel pronounced no. subject classification of pronunciation errors in vowels total error /ɪ/ /e/ /ɒ/ /ʌ/ /ʊ/ /ə/ /æ/ /ɜː/ /iː/ /uː/ /ɑː/ /ɔː/ 1 s03 x x √ √ x √ √ x √ √ √ √ 4 2 s14 x x √ √ x x √ x √ √ √ √ 5 3 s17 x √ √ √ x x x x √ √ √ √ 5 4 s18 x √ √ √ √ √ x x √ √ √ √ 3 5 s19 x √ √ √ √ √ x x √ √ √ √ 3 6 s21 x √ √ √ √ √ x x √ √ √ √ 3 7 s23 x √ √ √ √ √ x x √ √ √ √ 3 8 s16 x √ √ √ √ √ √ x √ √ √ √ 2 total 8 2 3 2 5 8 28 percentage of error 28, 6% 7,1 % 10, 7% 7,1 % 17, 8% 28, 6% 100 based on the classification of vowel pronunciation errors of kadatua’s students, all participant made a mistake when pronouncing the sound /ɜː/ on the word ‘bird’ and the sound /ɪ/ on the word ‘return’. the second, there are 5 subjects who mispronounced the sound /æ/ on the word ‘land’. next, the sound /ʊ/ on the word 'good', with a total of 3 subjects who mispronounced the sound. sound /e/ and /ə/ each of 2 subjects who mispronounced it. all participants pronounced correctly the sounds /ɒ/, /ʌ/, /iː/, /uː/, /ɑː/, and /ɔː/. the impact of kadatua dialect on students' english pronunciation | 7 3.1.2.2 kadatua’s students in pronouncing english diphthong the diphthong pronounced by kadatua’s students can be seen from the following table: table 5. classification of pronunciation errors in diphthongs no. subject classification of pronunciation errors in diphthongs total error /eɪ/ /aɪ/ /əʊ/ /aʊ/ /ɔɪ/ /ɪə/ /eə/ /ʊə/ 1 s03 √ √ x x √ x x x 5 2 s14 √ √ √ x √ x x x 4 3 s17 √ √ x x √ x x x 5 4 s18 √ √ x x √ x x x 5 5 s19 √ √ x x √ x x x 5 6 s21 √ √ √ x √ √ x x 3 7 s23 √ √ x x √ x x x 5 8 s16 √ √ √ x √ √ √ x 2 total 5 8 6 7 8 34 percentage of error 14,7% 23,5% 17,6% 20,6 % 23,5 % 100 based on the classification of vocal pronunciation errors of kadatua’s students, all participant made a mistake when pronouncing the sound /ɜː/ on the word ‘bird’ and the sound /ɪ/ on the word ‘return’. the second, there are 5 subjects who mispronounced the sound /æ/ on the word ‘land’. next, the sound /ʊ/ on the word 'good', with a total of 3 subjects who mispronounced the sound. sound /e/ and /ə/ each of 2 subjects who mispronounced it. all participant pronounced correctly the sounds /ɒ/, /ʌ/, /iː/, /uː/, /ɑː/, and /ɔː/. 3.1.2.3 kadatua’s students in pronouncing english consonant the consonant pronounced by kadatua’s students can be seen from the following table: table 6. classification of pronunciation errors in consonants based on the classification of students' error pronunciation of consonants, there were only a few sounds that the participant could not pronounce. first, all subjects made a mistake when pronouncing the sound /ð/ on the word ‘together’ and the sound /ʒ/ on the word ‘version’. second, the sound /θ/ on the word ‘think’, there are 5 subjects who cannot pronounce it. third, there are 3 subjects made the 8 | ray suryadi, rohima nur a. a. h., la ode muhammad i. h. b., bimas reskiawan lingual (vol. 15, no.1, 2023) mistake of pronouncing the sound /v/ on the word ‘vest’. and lastly, the sound /g/ on the word ‘bag’ and the sound /ʃ/ on the word ‘ship’, a participant made a mistake when pronouncing each these sounds. from the recapitulation table of students’ pronunciation errors at the second grade of smp n 1 maginti, the researcher reduced the data based on the number of students’ pronunciation errors. to calculate the number of students’ pronunciation errors, researcher used the percentage formula adopter from the book ‘pengantar statistika pendidikan’ by sudijono (2010), as follows: figure 1. formula adopter with p stands for percentage, f for error frequency, and n for the total number of errors (after reducing), the following are percentages of each error/sound made by the student table 7. percentage of each error no. list of words percentage 1 return (rɪˈtɜːn) 2 head (hed) 3 good (ɡʊd) 4 handsome (ˈhæn.səm) 5 land (lænd) 6 bird (bɜːd) 7 over (ˈəʊ.vər) 8 brow (braʊ) 9 beer (bɪər) 10 hair (heər) 11 cure (kjʊər) 12 bag (bæɡ) 13 think (θɪŋk) 14 together (təˈɡeð.ər) 15 ship (ʃɪp) 16 version (ˈvɜː.ʒən) 17 vest (vest) the impact of kadatua dialect on students' english pronunciation | 9 3.2 discussion from pronunciation test result 3.2.1 kadatua dialect that influenced students' english vowels from the result of the analysis carried out, it can be seen that the influence of kadatua dialect on students’ english vowels lead to three final results. first, here are several vowels sound that are pronounced easily and correctly, namely the sound /ɒ/, /ʌ/, /iː/, /uː/, /ɑː/, /ɔː/. this is due to the positive transfer of the kadatua dialect. second, some respondents could not pronounce the sound /e/, /ʊ/, and sound /ə/, especially for s03 and s014. they pronounce the sound /e/ into /æ/, sound /ʊ/ into /uː/, and for s014 and s03 change the sound /ə/ into /e/. lastly, the kadatua dialect is very influential on vowel sound /ɪ/, /æ/, and sound /ɜː/. respondents have difficulty pronouncing these sounds, they change the sound /æ/ into /e/, and sound /ɜː/ into /iː/. sounds /æ/, and /ɜː/ are not in the kadatua dialect so that they have difficulty pronouncing these sounds. in addition, respondents also make mistakes in pronouncing the sound /ɪ/ in the word ‘return’, they change it with the sound /e/ and /iː/. this in accordance with the statement of visoni & marlina (2020) which states that errors in vowels occur because they cannot be found in the inventory of students' first language vowels. 3.2.2 kadatua dialect that influenced students' english diphthong based on the results of the analysis, there are only three diphthong sounds that can be spoken by all respondents, namely the sound /eɪ/, /aɪ/, and sound /ɔɪ/. these diphthong sounds are also in the kadatua dialect, so they have no difficulty in pronouncing them. meanwhile, the respondent had difficulty pronouncing the sound /əʊ/, /aʊ/, /ɪə/, /eə/, and sound /ʊə/. they are not familiar with these sounds so they change them by using he kadatua dialect structure. for example; sound /əʊ/ into /ɔː/, /ɒ/, and /aʊ/, sound /aʊ/ into /ɔʊ/, sound /ɪə/ into /iː/, sound /eə/ into /eɪ/, and sound /ʊə/ into /ʊ/. diphthongs cannot be pronounced correctly by respondents because the sound they produce is similar to vowel sounds. in general, the type of error that occurs in diphthongs is the result of sounds similar to vowels or vowels (dewi, 2018). 3.2.3 kadatua dialect that affects students' english consonants from the result of the recording, the kadatua dialect has a positive transfer on consonant sounds such as /p/, /b/, /t/, /d/, /k/, /g/, /tʃ/, /dʒ/, /f/, /s/, /z/, /ʃ/, /h/, /m/, /n/, /ŋ/, /l/, /r/, /j/, and sound /w/ because these sounds exist in the kadatua dialect. while the sound /ʃ/is not found in the kadatua dialect, the sound is in indonesia, so students are familiar with the sound. in addition, the kadatua dialect has a negative effect on the sounds 4 consonant sounds of english, namely the sound /v/, /θ/, /ð/, and sound /ʒ/. some of the respondents made mistakes when pronouncing it, for example, the sound /v/ is changed to /f/, and the sound /θ/ is changed to /t/. actually, they can pronounce it, but they still lack confidence and fear that they won’t be able to pronounce it properly. while the sounds /ð/, and /ʒ/, the respondent can't pronounce it correctly because these sounds do not exist in the kadatua dialect, so they tend to change the sound /ʒ/ to /ʃ/, and the sound /ð/ to /d/ even /z/. based on the discussion, it is in line with what was conveyed by suryatiningsih (2015) which stated that almost all students did experience difficulties in pronouncing diphthongs. unfamiliarity with the given words, their first language or their mother tongue is the cause of students' difficulties. iv conclusion the conclusion is based on the findings and discussion of the effect of the kadatua dialect on the english pronunciation of students in the second grade of smpn 1 maginti. the conclusions are kadatua dialect has many positive effects on english sounds such as the sound /ɒ/, /ʌ/, /iː/, /uː/, /ɑː/, /ɔː/, /eɪ/, /aɪ/, /ɔɪ/, /p/, /b/, /t/, /d/, /k/, /g/, /tʃ/, /dʒ/, /f/, /s/, /z/, /ʃ/, /h/, /m/, /n/, /ŋ/, /l/, /r/, /j/, and sound /w/. in addition, the kadatua dialect also has a negative impact on the sound of english, such as the sound of ; /ð/, /ʒ/./əʊ/, /ɪə/, /eə/, /ʊə/. /ɪ/, /æ/, and sound /ɜː/. there were some errors of respondents when pronouncing some sounds caused by their lack of interest in learning english and their knowledge of how to pronounce sounds. such as pronunciation on sound; /e/, / ʊ/, /ə/, /ɪ/, /aʊ/, /v/, and sound /θ/. acknowledgments the author would like to thank the ministry of education and culture for providing funding for this research and smpn 1 maginti where the author conducted the research. 10 | ray suryadi, rohima nur a. a. h., la ode muhammad i. h. b., bimas reskiawan lingual (vol. 15, no.1, 2023) references ati, m., m., mujiyanto, j., & suwandi. (2020). the influence of kemak sanirin dialect towards students’ english pronunciation. english education journal, 10(1) 53-60 avery, p., & ehrlich, s. (2013). teaching american english pronunciation. (1st ed). uk: oxford university press. dalton, c., and seidlhofer, b. (1995). pronunciation. usa: oxford university press dewi, n. l. d. s. (2018). pronunciation of diphtongs by seventh grade students. litera: jurnal litera bahasa dan sastra, 4(2), 15–24. dewi, r., mujiyanto, j., & sukrisno, a. (2017). the influence of brebes javanese dialect toward students’ pronunciation of english speech sounds: a case study in sman 1 brebes. english language and literature international conference (ellic), 1, 189-194. unimus edward. (2009). language and identity: an introduction. cambridge university press: new york. fadillah, a., c. (2020). pronunciation difficulties of efl learners in indonesia: a literature study. jurnal budaya, 1(2) 7-13. harun, l.b., mujiyanto, j., & faridi, a. (2019). the effect of buginese language transfer on students’ english pronunciation: a case study at sman 4 barru. english education journal, 9(3), 334 341 jackson, h & stockwell, p. (2011). an introduction to the nature and functions of language. new york, continuum murcia, m.c., brington, d.m., & goodwin, j.m. (2010). teaching pronunciation. edinburgh: cambridge university press. nasir, s.h. (2016). buginese family speaking bahasa showed ethnolect speech-pattern phenomena. international conference. nazar, a. (2018). kesantunan berbahasa muna dialek kadatua. jec (jurnal edukasi cendikia), 2(2). sugiyono. (2015). metode penelitian kuantitatif, kualitatif, dan r&d, (cetakan ke-21). bandung: alfabeta sugiyono. (2016). metode penelitian kuantitatif, kualitatif, dan r&d, (cetakan ke-23). bandung: alfabeta sudijono., a. (2010). pengantar statistika. jakarta: rajawali pers. suryatiningsih, n. (2015). a study on the students' ability in pronouncing diphthongs at stkip pgri pasuruan. jurnal dimensi pendidikan dan pembelajaran, 3(2), 1-4 tilman, r. d. c., & nurhayani, i. (2015). kesalahan pengucapan vokal depan bahasa inggris oleh mahasiswa semester i universitas nasional timor lorosae e. lite: jurnal bahasa, sastra, dan budaya, 11(2). visoni, y & marlina, l. (2020). students’ pronunciation errors on vowels at spoken english activities (speech) class at english department universitas negeri padang. journal of english language teaching. 9(3). code switching analysis in the notes made by the sales assisstants in ripcurl ni made verayanti utami, dikril hakim, i nyoman prasetya adiputra stiba saraswati denpasar verayanti.utami@gmail.com, dikrilhakim169@yahoo.com, kokopras39@yahoo.co.id abstract language is very important means of communication. it is used to communicate and to give information to others. there are many languages in the world that people can choose their interaction. choosing one proper language in communication is very important to avoid misunderstanding. people have to choose a particular language and or decide to switch from one to another. the switch from one language to the other one called as code switching. code switching may occurred in many areas. one of them is tourism area. thus, the aims of this research to identify the types of code switching, to analyze the function of the code switching and to find out the factors led the sales assistants code-switch. the data source was taken from the log book of ripcurl (surf shop) that is written by the sales assistants. the data was collected through observation method through note taking techniques. the log book was read and the expressions represent the use of code switching were noted. after the data collected, they were analyzed. descriptive qualitative method was used to analyze the data. the analysis was conducted through several steps. first, the theory proposed by poplack (1989) was used to classify the types of code switching produced by nusa dua ripcurl log book. furthermore, the theory of the function of code switching developed by apple and muysken (1987:118-120) was used to analyzed the function of code switching. the results of the analysis shows that there are three types of code switching found in the notes made by the staffs in ripcurl nusa dua namely tag switching, inter-sentential switching, and intra-sentential switching. in terms of the function of the code switching, it is found that not all of six functions were available. metalinguistic function, referential function and phatic function were applicable found in the notes made by the staffs in ripcurl nusa dua. last, the factors led the staff code switch is because the staffs found that the english term is easier to remember or better to be understood than in indonesian term. keywords: code switching, log book note i introduction language is very important means of communication. it is used to communicate and to give information to others. there are many languages in the world that people can choose their interaction. people have to choose a particular language and or decide to switch from one to another. the use of english in tourism business creates many kinds of phenomenon. one of them is code-switching. a research in code switching is a study to understand why do people who are competent in two languages alternate in a particular conversation or situation. code switching is generally a phenomenon when a bilingual and multilingual speaker shifts from one language to another in the course of conversation. code switching based on grosjean (1982) suggests definition of code switching as the use of more than one language by communication in speech act. as a part of bilingualism code switching is commonly found in any conversation, teaching, learning, or the other kind of communications. code switching is also usually found in the speeches of people who work in tourism industries such as surf shops, restaurants, hotels, etc. in the tourism industries in bali, code switching occur among the bilingual people either local or foreign who interact with each other. ripcurl is one of the leading surf products in bali among the tourists and local people who surf. ripcurl has become a place where code switching occurs among the staff in doing verbal than interaction. at nusa dua surf shop lots of notes are made in the log book to inform the staff if there are new things that must be followed up. for example: “dear all: halloween is coming, jangan sampai ketinggalan ya”. in the example of a note made by a ripcurl staff above there is a code switching found in the sentence, there are two languages, english and indonesian, combined “dear all: halloween is coming” is written in english and it is followed by indonesian language “jangan sampai ketinggalan ya”. this case of written bilingual communication is very interesting and important to be mailto:verayanti.utami@gmail.com mailto:dikrilhakim169@yahoo.com mailto:kokopras39@yahoo.co.id analyzed for some reasons because a sales assistant is indirectly doing “code switching” in making a note in the log book, it is probably because of their habit. related to the background as explained above, the research problems are the types of code switching found in the notes made by staff of ripcurl, the functions of the code switching found in the notes made by staff of ripcurl, and factors that leads the staff to do code-switch. the research that is related to this study has been taken from three thesis. in this chapter, there are three different thesis that were reviewed. the first thesis is written by oktavina (2013) entitled “an analysis of code switching used by hashim as a character in film entitled java heat”. in her thesis, the data sources were from film in the title java heat. oktaviana used the theory of the types of code switching proposed by poplack (in romaine, 1989: 122 ) who distinguishes type of code switching into three, i.e., : tag switching, intra-sentential switching, and inter-sentential switching and hoffman (1991) on functions of code switching in analyzing the data, qualitative approach method was applied. the result of her study showed two types of code switching happen in the film entitled java heat they are intersentential code switching and intra-sentential code switching, from the seven functions there are only six function can be found in the used of inter-sentential code switching and intra-sentential code switching happened in the film. they are talking about a particular topic being emphatic about something, interjection, repetition used for clarification, intention of clarifying the speech content for interlocutor and expressing group identity. based on the analysis of the data, there are only five functions of intersentential function and five function of intra-sentential function. oktavina’s study is very useful as the reference for this study. it has the same concern on code switching which is used to reach the aims of study. furthermore, the theory for analyzing the function of code switching is different since the theory by hoffman (1991) was used in her study, while this study used the theory proposed by apple and musyken (1987). nevertheless, her study can be used to improve knowledge in conducting this study. the second thesis entitled “english code switching and code mixing found in advertisements of kompas in the week of july edition 2011” which is made by karimah (2011). in her thesis, she uses advertisements in kompas as data sources. it was analyzed by using qualitative descriptive method. karimah used the theory of the types of code switching proposed by poplack (in romaine, 1989: 122) who distinguishes type of code switching into three types, those are: tag switching, intra-sentential switching, and inter-sentential switching. the theory of apple and muysken (1987) on function of code switching was also used. the result of her study were, first the form of code switching is external code switching and the function of code switching are informational, directive, and expressive, the second is the form code mixing are: word, phrase, hybrid, and clause and the function of and code mixing are: informational, and directive. karimah study is very useful as reference for this study. it has the same concern on code switching especially for the theory, which used to answer the problems of this study. the last thesis made by jehatu (2011) entitled “the analysis of code switching used by the staff of bali bintang tour and travel”. in this thesis, jehatu used conversation between bali bintang tour and travel staff as his data sources. he used the theory of the types of code switching proposed by poplack (in romaine, 1995: 122) who distinguishes types of code switching into three, i.e.,: tag switching, intra sentential switching, and inter-sentential switching. the data were explained descriptively. the result of his study showed three type of code switching and four functions of code switching were found. there are three type of code switching which are tag switching, intra-sentential switching, and inter-sentential switching. however, intra-sentential switching was the most often used at bali bintang tour and travel. furthermore from six functions of code switching proposed by apple and muysken (1987) which are referential, directive, expressive, phatic, metalinguistic, and poetic, there were only four functions that applicable in this study there are referential, expressive, phatic, and metalinguistic function. in spite of taking the same topic for the study, the data source in the study is difference. in his study jehatu used data sources from the communication of bali bintang tour and travel staff to their guests. in this study, the writer used data source from ripcurl nusa dua focused in log book notes. it can be used as reference since the same topic on code switching is taken. this study has significant impact because some of the theories are related such as theory and function of code switching. there are some differences between this study and the previous researches. those are in terms of the data source and the theory. the log book notes were used as the data source while; the previous studies used film, magazine and the communication of bali bintang tour and travel staff to their guests. hoffman’s theory (1991) was used in the previous study however, the theory proposed by apple and muysken (1987) and poplack (1980) will be used to analyze the data in this study. ii materials and method 2.1 theoretical framework the theoretical framework in this study was divided into two parts; they were the types of code switching and the functions of code switching. first, by poplack in romaine (1980) in the book entitled bilingualism proposed the theory of the types of code switching that was used in answering the types of code switching. second, apple and muysken (1987) in their book entitled language contact and bilingualism proposed the theory of the functions of code switching that was used in answering the function of code switching in this study. according to poplack (1980) as cited in romaine (1989), there are three types of code switching that can be identified, i.e., tag switching, inter-sentential switching, and intra-sentential switching. tag switching is simply the insertion of a tag in one language in an utterance which is entirely in the other language, e.g. you know, i mean, right? due to the syntactic nature of tags, they can be inserted in many different places in an utterance without disturbing the syntactic order. this type of code switching is very simple and does not involve a great command of both languages, since there is a minimum risk of violation of grammatical rules. the following example is in finnish/english. (poplack wheeler and westwood, 1987): mutta en mava vittinyt, no way! (but i’m not bothered, no way!) inter-sentential switching involves a switch at a clause or sentence boundary, where each clause or sentence is in one language or another. it may also occur between speaker turns. inter-sentential switching can be thought of as requiring greater fluency in both language than tag switching major portions of utterance must conforms to the rules of both languages. an example is taken from puerto rican bilingual spanish/english speech given by poplack (1980). sometimes i’ll start a sentence in english y termino in espanol. (sometimes i’ll start a sentence in english and finish it in spanish.) intra-sentential switching refers to the switching that occurs inside the same clause or sentence which then contains elements of both languages. this type of switching appears to involve special principles governing how the syntax and morphology of both languages may interact and is consequently adopted only by bilinguals with high levels of fluency. an example of intra-sentential switching is taken from tok-pisin/english speech given by poplack (1980). what’s so funny? come be good. otherwise, yu bai go long kot. (what’s so funny? come be good. otherwise, you will go to the court.) the use of code switching has six functions. the six functional specializations are used to which a language maybe put or told and why the people switch between languages. however, this research prefers to use the functional model for explanation. apple and muysken (1987:118-120) gave some explanations about why people switch between languages through the functional model of code switching as follows referential function involves lack of knowledge of one language or lack of facility in that language on certain subject. certain subject may be more appropriately to discuss in one language and the introduction of such subject can lead to switch. hence, the entire topic related switching might be thought of as serving the referential function of a language. this type of code switching is the one that bilingual speakers are most conscious. people tend to say that they switch the language since they do not know the word for it in the first language or the language chosen is more precise for talking about a given subject. scotton (1979) gives an example from a university student in kenya, who switches between kikuyu and english. “atiriri anglr niati has ina degree eighty; nayo this one ina miring itatu. kuguori, if the total sum of a triangle ni one-eighty ri it means the remaining anglr ina ndigirii mirong mugwanya” in another example: nanti saya berhenti mobilnya di painting house. (i will stop the car at the painting house) (kanisius jehatu, 2011. thesis “an analysis of code switching used by the staff of bali bintang tour and travel” page 30). referential function can be categorized in this code switching because the use of the name of the house and it is impossible to change in indonesian. directive function involves the hearer directly. it is used to exclude certain person in a conversation. the opposite side includes a person more by using her or his language. a person may have joined the participants and an interaction. the simple example is also given by apple and muysken (1987) such as many parents try to speak foreign language when they do not want their children to understand what is being said. if they do this too often they find out that the children to understand what is being said. if they do this too often, they find out that the children have learned the second language as well. mereka tengah mengobrol sambil mencicipi kue ketika aku datang yang memang bertepatan dengan waktu tea morning. (roidah, 2004.novel “love me, save me page 232). regarding the function of code switching, the code switching in data above serves directive function. the english word “tea morning” is used by the writers to make the readers understand what is being said. switching here is used because there is an involvement of the hearers directly. expressive function is namely the switching which shows the speakers who are emphasize a mixed identity through the use of two language in the same discourse. for example is spanish-english code switching in puerto rican community. for fluent bilingual puerto rican in new york, conversation full code switching as a mode of speech by itself and individual switches no longer have a discourse function. this function may not be present in all code switching communities. phatic function is to indicate a change in tone of the conversation; the type is also called as metaphorical switching by gumperz and hernandez-chavez (1975). it can see from the stand up comedian that tells the whole joke in a standard variety, but it has brought the punch line a vernacular type of speech. this type of switch has been documented extensively in a paper on switching between london jamaican and london english by sebba and wootton (1984). in which a stretch basically of jamaican discourse. when jamaican fragments are inserted in to an english context, the main functions seem to be that on highlighting conveyed. an example: english “meta-comment”. m:an…leonie’ave party… when… don’t remember when it was bots hi did telaal o dem no fi (t) se notin… kaaz shi no waan tu moch cat ford gyal di de… an jackie av wan tu… neva se notin. metalinguistic function occurs when it’s directly or indirectly used to comment on the language involved. it’s happen when speakers speech between different codes in order to impress the other participants with a show a linguistic skill. (scotton, 1979 in apple and muysken 1987:120). many examples of this can be found in the public domain: performers, circus, directors, and market sales people. hei great couple! sapa rio ketika kami sampai di hadapannya. (roidah, 2004. novel “love me, save me page 215). the data above can be categorized as serving metalinguistic function, because by switching the code, it means that the writer wants to comment directly the topic which is being discussed. the use of word “hei great couple!” also impresses the complement of the couple. the function emphasizes the use of bilingual language involving switches puns, jokes, etc. an example is quote from ezra pound’s canto xiii (1980). yu-chan to pay sycamores of this wood are lutes made ringing stones from sey choui river and grass that is called tsing-mo ‘or chun to the spirit chang ti, of heaven moving the sun and the stars que vos vers experiment vos intentions et que la musique conforme pound works with complex internal rhymes across languages: chinese gods, rivers, emperors, and mountains are matched with elements from homerik greek and french, italian, or provencal verse. the result is at once an erudite evocation of all human civilizations and panolpy of sounds. 2.2 research method the method used in this research was the way to analyze and to get the data. it was one of the efforts to find and examine the truth of a science for which method is used. the analysis depended on the relationship of method and objective. this chapter focused on the data source, data collecting, data analysis, and finding presentation. the data source of this study was taken from ripcurl nusa dua log book notes made by the staffs. who write their log book was vary there were manager, supervisor, staff sales assistant and cashier. ripcurl nusa dua located at bali collection blok b04 btdc area, nusa dua. the data was taken during march 2016 to april 2018. this data source was chosen through some reasons. first, ripcurl is one of big surfing brand companies in the world. and the second one, employees of ripcurl in bali are mostly indonesian people who will not always speak in english towards their colleague around their workplace. furthermore, they tend to do code switching in their daily conversation whether it is written such as in the log book or spoken in this research the data was collected by using observation method through note taking techniques. the data was taken from ripcurl nusa dua log book notes. therefore, the observation was conducted in several techniques such as reading and note taking. descriptive qualitative method was used to analyze the data. the analysis was conducted through several steps. first, the theory proposed by poplack (1989) was used to classify the types of code switching produced by nusa dua ripcurl log book. furthermore, the theory of the function of code switching developed by apple and muysken (1987:118-120) was used to analyze the function of code switching. iii results and discussion from the data log book notes in ripcurl nusa dua, there are three types of code switching were found. the analysis is described based on the types of code switching. thus, the analysis is divided into three sections. those are tag switching, inter-sentential switching, and intra-sentential switching. in analyzing data, there are two steps that were done. first, determining the types of code switching that occurred in the data and then, the analysis presented one by one according to the each type and give the example that is produced from the utterance of log book in ripcurl nusa dua. the function of code switching is described in the analysis of each data. 3.1 tag switching tag switching occurs when in the utterance involves the insertion of an exclamation, a tag or parenthetical in one language into an utterance which is otherwise entirely to other language. the data can be presented as follow. data 1 “yes please, apa yang saya bisa bantu untuk anda?” (log book noted, ripcurl nusa dua, cara menghandle customer, 18 november 2017). in the noted here was found the sentence “yes please, apa yang saya bisa bantu untuk anda?” the manager here made a note to tell the staff sales assistant how to handle the customer. the phrase “yes please” indicate a tag switching that added in the front of sentence. “yes please” was a phrase that commonly used by staff sales assistant to offer his or her helping to the customer/guest. the words “yes please” actually can be translated into indonesia; the utterance “yes please” can be translated into “silahkan”. based on the theory of apple and muysken, the phrase “yes please” refer to metalinguistic function, which was indonesian language used after “yes please” to make sure the guest understand in english or not and he want to impressing his ability in order to show ability by used in english language. data 2 “sorry, saya belum bisa menjelaskan apa yang terjadi di perusahaan ini. jadi tetap semangat ya dengan penjualan nya”. (log book noted, ripcurl nusa dua, 03 oktober 2016). in the log book note was found the sentence “sorry, saya belum bisa menjelaskan apa yang terjadi di perusahaan ini. jadi tetap semangat ya dengan penjualan nya”. the note here was given directly to the staff from the manager, but the manager has not been able to explain what was going on inside the company by starting word “sorry”. here “sorry” was also regarded as a tag switching because it refers to exclamation. however, the word “sorry” has its appropriate translation in indonesian language, but the writer did not use it. the writer tended to switch it replacing word “maaf” because its sound more friendly. therefore, dealing with the sentence, the tag can be categorized as metalinguistic function because he wanted to show linguistic skill by using word “sorry” and also referential function occurred in this utterance because the writer’s lack of knowledge in one language. 3.2 inter-sentential switching according to poplack (1980) as cited in romaine (1989), inter-sentential switching involves a switch at a clause or sentences boundary, where each clause or sentence is in one language or another. this inter-sentential switching also can be call inter-sentential code alternation and depends for the speaker or the writer uses more than one language. this kind of switch is requires to more betters in use both language. this inter-sentential switching is categorized: data 3 “setelah tamu sampai di kasir. please check before transactions.” (log book noted, ripcurl nusa dua 02 mei 2016). the utterance was categorized as inter-sentential switching because of the use of indonesian in one clause (the beginning of utterance) and another language (english language). here the manager gave note to staff sales assistant and cashier to check the items before the transaction. in this utterance, we can see that the writer of the noted in log book used english at the end of utterance to show his mastering english by using “please check before transactions”. this utterance can be identified as metalinguistic function and phatic function metalinguistic occurs when speakers switched between different codes to impress the other participants with a show of linguistic skill and also phatic function occurred in this utterance because the manager wanted to emphasize the staff directly that before transaction must check the item. data 4 “untuk tamu yang membayar memakai mata uang asing ingat dimasukakan ke dcc apabila tamu membayar memakai visa (kartu) tetapi di faktur muncul maestro tolong dimasukkan sesuai fakturnya). if it is not clear please ask to leader in charge”. (log book note, ripcurl nusa dua, 29 desember 2016). in the sentence above, the manager used an indonesian language: “untuk tamu yang membayar memakai mata uang asing ingat diinput ke dcc apabila tamu membayar memakai visa (kartu) tetapi di faktur muncul maestro tolong diinput sesuai fakturnya (debet tapi di fisik visa)”. inter-sentential switching can be found here in sentence “if it is not clear please ask to leader in charge” because of the use of english in one clause (in the last of clause). in this case metalinguistic function occur automatically because the writer wanted to show his mastering in english and also phatic function can be identified in this utterance where here the writer consciously emphasize the utterance by using english in the last sentence to warn the staff to ask to the leader in charge if they do not understand. 3.3 intra-sentential switching intra-sentential switching involves arguably, the greatest syntactic risk, and maybe avoided by all but the most fluent bilinguals. it occurs within the clause or sentence and word boundary. data 5 “saat hendak pulang meninggalkan floor, tolong untuk team sales yang serah terima, lakukan double crosschecks lagi.” (log book, ripcurl nusa dua, 02 mei 2016). the utterance above was categorized as intra-sentential switching because the used of some words in other language (indonesian) between english language. the manager gave warning to all staff if they want to go home, please arranged a good handover. the utterance “floor, team sales and double crosschecks” actually can be translated into indonesian, but the writer use english instead of indonesian. for the function of code switching which can be categorized in this utterance is referential function because involves lack of knowledge of one language and he usually uses those words in his daily activities, if it is changed the reader will be confused to read it. so, it is a little bit hard for him to change it. data 6 “tolong pastikan untuk semua team, selalu di update produk yang ada hitungannya seperti jam, kacamata, dan dompet”. (log book note, ripcurl nusa dua, 28 juli 2017). in the log book note the manager gave warning to the all staff by statement “tolong pastikan untuk semua team, selalu di update produk yang ada hitungannya seperti jam, kacamata, dan dompet” this fact showed that the writer wanted to involve and emphasize to the reader (staff) directly that it means the all staff must updated and controlled the product. showing in that utterance, the writer to make the reader more understand about his information. the utterance above was categorized as intra-sentential switching because the use of some words in other language (english) between indonesian language. the words “update” it means a thing that “diperbaharui”. the writer inserted any other word from different language because the word “update” is very familiar in communities. the writer used the word because the writer’s lack of knowledge in one language. therefore, make it is easier to be understood by reader. so, it can be identified as referential function and metalinguistic function occurs in this utterance because he wants to show owned ability by using in english. iv conclusion there were three types of code switching found in the notes made by the staffs in ripcurl nusa dua namely tag switching, inter-sentential switching, and intra-sentential switching. tag switching occurred when in the utterance involves the insertion of an exclamation, a tag or parenthetical in one language into an utterance which is otherwise entirely in the other language. inter-sentential switching involves a switch at a clause or sentence boundary, where each clause or sentence is in one language or other language. intra-sentential switching involves, arguably, the greatest syntactic risk, and may be avoided by all but the most fluent bilinguals. having done the analysis of functions in the notes made by the staffs in ripcurl nusa dua based on the theory of apple and muysken (1987), it was found that not all of six functions were available. metalinguistic function, referential function and phatic function were applicable found in the notes made by the staffs in ripcurl nusa dua. those functions occurred when the staffs to show his linguistic skills, involves lack of knowledge of one language or lack of facility in that language on certain subject and wanted to emphasize the messages when change the tone. the factors led the staff code switch is because the staffs found that the english term is easier to remember or better to be understood than in indonesian term. sometimes they do not know the indonesian language or the term indonesian when they expressed it, they only used one word english or one phrase not completed one clause when talking or revealing something. also, the staffs in ripcurl nusa dua has ability in using english or bilingual and wanted to show his linguistic skill in order to get attention or appreciation from their bos or manager which can help them to reach a better position in company. references apple, r. &muysken, p. 1987. language contact and bilingualism. london: edward arnold grosjean, francois. 1982. life with two language. combridge: harvarduniversity press. hornby, a.s. 1965. definition note. available from: http://en.oxforddictionaries.com/definition/note. retrieved on 17 february 2018 hudson, r.a. 1980. sociolinguistic. melbourne cambridge univ press. hymes, d. 1974. foundation in sociolinguistics: an ethnographic approach. phildadhelpia:university of pennsylvania. jehatu, kanisius. 2011 an analysis of code switching used by the staff of bali bintang tour and travel. thesis. denpasar. english study program, stiba saraswati denpasar. karimah, ukhfiyatul. 2011. english code switching and code mixing found in advertisements of kompas in the first week of july edition 2011. thesis. kudus: department of english education faculty of teacher training and education, university of muria kudus. oktavina, sukma. 2013. an analysis of code switching used by hashim as a character in film entitled java heat. thesis. yogyakarta: english education department languages and arts faculty yogyakarta, state univertsity. oxford, 2018. definition staff available from: https://en.oxforddictionaries.com/definition/staff. retrieved on 30 june 2018 pride, j.b. & janet holmes. 1972. sociolinguistics. england: penguin. roidah. 2004. love me, save me. jakarta: dive press. romaine, suzane. 1989. bilingualism, second edition. oxford: blackwell publisher. changing digital culture and its impact on women sunita sharma maniben nanavati women’s college sunitasharma12@yahoo.co.in abstract information and communication technologies (icts), including the internet, are increasingly influential across all aspects of life. women’s equality is one of the 17 sustainable development goals, but also integral to all dimensions of inclusive and sustainable development. e-commerce also known as internet commerce refers to the buying and selling of goods and services using the internet. the companies of the future, through the rules of electronic commerce, form a new productive framework. these digital transformations have managed to generate new labour paradigms. the paper lists the new jobs profile created by technology. it attempts to find answers to, whether the women are going to benefit from the changes that take place in the labour market and in the economy in general? and is there a new window of opportunity? or is it simply more of the same? it concludes by giving suggestions, so that the ladder of women development is not thrown away. keywords: internet and gender, labour paradigms, algorithms and gender i introduction information and communication technologies (icts), including the internet, are increasingly influential across all aspects of life. icts have boosted growth and expanded opportunities. women’s equality is one of the 17 sustainable development goals, but also integral to all dimensions of inclusive and sustainable development. states have committed to striving for universal and affordable access to the internet in least developed countries by 2020 (target 9(c) of the goals), as well as to ensure that women and men have equal access to basic services, including new technology by 2030 (target 1.4). the digital transformations, we have been living in the production processes, managed to generate new labour paradigms. the gender digital divide is a consequence of disparities in ict access and use, which reflects discrimination faced by women in society. this research paper – lists the new jobs created by technology and attempts to find answers to the questions whether the women going to benefit from the changes that take place in the labour market and in the economy in general and does e-commerce open a new window of opportunity; or is it simply more of the same. the paper concludes by giving suggestions to reprogram technology. ii materials and method 2.1 e-commerce and the jobs of future e-commerce also known as electronic commerce or internet commerce refers to the buying and selling of goods and services using the internet, and the transfer of money and data to execute these transactions. the rules applicable to companies so as to operate economic exchanges through the internet can be summarised into no commercial presence requirement for companies operating through internet, no technology transfer requirement as a condition to operate, no obligations for companies to abide by the decisions of local courts regarding consumer rights and protections, no obligations to pay taxes for data transfers, and no access to or localisation requirements for data in the country where it is collected. these five points are a part of diverse international agreements on services and e-commerce proposes, raised at the meeting of the world trade organisation (wto) and free trade agreements. all companies will fall under the scope of these five rules, whether they are web portals or not. the companies of the future through the rules of electronic commerce, form a new productive framework, where they no longer own the stock of the product, they do not have employees or commercial offices. the companies that outsource everything, the workers are disguised under the name of clients or entrepreneurs. the jobs of the future can be divided into four broad categories: new jobs created by technology, jobs affected (modified/replaced) by technology/artificial intelligence (ai), the entrepreneurs and platform workers – outsourced, and the digitally excluded. the new jobs created by technology demand workers to devote themselves 7 days a week, 24 hours a day to have availability for the platform in order not to have negative ratings, as these end up mailto:sunitasharma12@yahoo.co.in 2 | sunita sharma lingual (vol. 8, no.2, 2019) being detrimental to their reputation and level of sale. nowadays by multinational companies, the workers qualification systems are imposed, where each time the buyer has less degree of freedom to qualify and there is an automatic system that measures, whether the seller met the imposed standard. the algorithms of a web worker imposes rules, from how to make a shipment, to how to respond to a message or make a publication, everything, absolutely is parameterised by the platform and the algorithm automatically judges the work performance based on the imposed standards. the second subgroup is the jobs that are going to be modified or replaced by artificial intelligence: we find to a large extent jobs that are destroyed daily and replaced by machines, with the creation of new repair posts, design, maintenance and systematisation of data generated by these machines. these employees who must adapt to the new reality suffer a double impact. on one hand they are left without work, but on the other they find many difficulties of reintegration in the market. since they find that new jobs require special skills adopted. they end up focusing on the service sector and above all on platform jobs, in order to find a quick solution to the unemployment drama, being very expensive to receive the necessary training to readjust and re-enter the job market in higher qualified positions. the third subgroup includes the entrepreneurial paradigm and the platform workers: companies have managed to generate a new type of outsourced worker, the entrepreneur. the demands that capitalism was able to impose on workers will make it increasingly incompatible to sustain a sustainable private and working life in the long term. the idea of working from home has led to dismemberment of production in small units, has led to entrepreneurial workers in the most diverse areas e.g. in textiles, where there used to be large clothing manufacturing buildings, today we see isolated workshops that deliver production weekly and work in groups of no more than 3 to 4 people in the garage of a house. the entrepreneur has only one comfort, that is to be able to stay in his home, but he does not enjoy and benefit for his work, beyond the salary, since the companies demand limited deadlines, without holidays, sick leaves, medical insurance, retirement or bonus. another category is platform workers, an increasingly growing sector in the economy e.g. amazon, the platforms of the most diverse are created every day from educational or various services such as uber, to platforms of lawyers, translators, language courses, graphic design and all that we can imagine. companies generate platforms to bring markets closer together and outsource employment in an increasingly dynamic capitalism. finally we have digitally excluded jobs. this includes jobs that cannot be replaced by technology e.g. care jobs. women traditionally lead this sector; now find fierce competition from men to enter this market massively in order to keep a job that does not require technical transformation. in fact today we see male nurses, teachers or baby sitters. according to us bureau of labor statistics (bls) 2019, 12 percent of registered nurses are men, up from 2.7 percent in 1970. similarly child care male teachers rose to 6.3 percent in 2017 from 3.2 percent in 1995(bls). the national education association (nea) school statistics 2018 reports, nearly one – fourth of the teachers in us public schools in 2017 were men. this sector is booming with the growing life expectancy worldwide as a result of improved health, some countries find little work force dedicated to care jobs, further enhancing the massive entry of men to this sector. these traditionally female jobs probably will not be as such in the future, the women will benefit from technological transformation as the jobs in this sector will grow and not be replaced. in fact unctad ensures that where more highly qualified jobs are going to be created throughout the economy, it will be in those related to technology and telecommunications, where only 16 percent of workers are women and the percentage does not seem to rise over the years. after reviewing new labour paradigms created by e-commerce let us now look at what do women expect from the changes that take place in the labour market and in the economy in general. 2.2 e-commerce and benefits to women e-commerce is gender neutral. it does not matter who is behind selling or delivering a service, payment is equal for everyone. e-commerce is a powerful tool to reduce the pay gap between men and women. e-commerce has benefitted women worldwide. it would impact positively on the gender gap. the working groups on gender and electronic e-commerce have been established at wto and unctad. the benefit to women from the new forms of remote or entrepreneurial labour is there because they will be able to work from home without leaving household chores unattended. this will articulate their professional work and maternity. the internet has opened a world of opportunities for all of us. there is a wave of optimism towards electronic commerce, as because of internet approximately 60 percent of women in developing countries. ensure that having more flexible hours has allowed facilitated employment and reconciliation of personal and professional life. the reality is that the social transformation that we are seeing worldwide, with the empowerment of women, the age gap and equal opportunities, has been incorporating women in a massive way into the labour market. therefore it is very pretentious to award the kindness to electronic commerce; in fact, technology is one more vehicle that women have found. the engine is global social change. the technology is neutral to the issue of gender with respect to earnings. a web worker earns the same regardless of gender. the requirements of the client must be met at the time and day client wants. the modern jobs are positive to close the gender gap because the platform doesn’t care if you are male or female. the pay is closely linked to the level of effort put by the entrepreneur worker. therefore, the system is neutral to the issue of gender. the empowerment of women and the increasing participation of women in web spaces and entrepreneurial jobs are due to the difficulty they have had in reconciling work and personal life. in the dream of achieving that both realities can co-exist, women find in entrepreneurial work a difficult and hard opportunity. automation of jobs will benefit women worldwide because care service jobs where workers are predominantly women, are most difficult to replace with machines. so, the women will be least adversely affected by the labour readjustments, the changes in the production to new technology means demands. iii results and discussion an increasing number of appliances are now equipped to operate automatically or remotely on the basis of information we give them. from vacuum cleaner that sweeps the house by itself to a ring-bell with in-built camera that can be answered from the cell phone more and more things are currently digitalised and we are moving towards an economy based on ai that will facilitate many of our daily life routines. but the question is who controls the modern appliances and who give them the household information that allows them to operate. in example, if fridge runs out of milk, who it will alert of this fact. if the household needs vacuum cleaner, who is programming the time at which that will be done, if bread needs to be baked for tomorrow, and who prepares the bread baking machine. products that facilitate housewives life are advertised, if appliance sends the information to the woman, because it was programmed that way, the man will never know that there was no milk in the fridge, nor that vacuum cleaner stopped working or the ring bell sounded and needs to be answered. so these technologies end up being additional weight on women’s daily lives, having to withstand permanent interruptions in their workday from notifications that reinforce and overload them with additional household responsibilities. so to say that e-commerce, technology has benefitted women and contributes to reduce gender gap, is incorrect as only existence of a washing machine has done that, but the washing machine will be set by a woman. for the case, a dishwasher is neutral, it can be turned on by anyone, but paradoxically, it’s the women who, on an average, takethe charge of starting it. so the situation does not change, but continues to remain the same. the household work is shared task of both husband and wife, but the statements that women as remote labour will be able to work from home without leaving household chores unattended, stretches the role of women in society as has been traditionally taken for granted. women are usually doing the household shopping (clothes, food, school materials, etc.). the household shopping is predominantly a woman dominated market. in fact 76 percent more of the household chores, with no payment, spending more than 5 hours a day is spent by women on online sales and shopping. the consequence of this is that advertisements land directly on email boxes of women, their facebook pages, and their search engines. this is a step towards reinforcing the idea that household chores are a women’s task. the men do not get advertisements, their new role is not facilitated nor is the idea reinforced that household chores have to be done by anyone mothers or fathers regardless of gender. women are discriminated against daily, violated, insulted, and mistreated in all social networks. on web probably because they do not have to face the victims directly, the violence is greater. women are criticized for their physique way of saying things, for the way they run their business and even for working. there is no digital neutrality. we should be claiming an algorithm that takes into account notorious overload on women. algorithms generated on the basis of big data are now replacing entire production. these algorithms are prepared for social changes. they are developed on the basis of past time information. they reinforce and repeat humanity’s history. web based human resources search engines are good 4 | sunita sharma lingual (vol. 8, no.2, 2019) example of how these algorithms actually expand the gender gap. companies are already replacing their human resource departments for algorithms – specifying that they will only hire people that have been successful in their work. successful is any employee that has worked at least three years in a company and that has been promoted at least once during that time. research study conducted shows that algorithm would capture the profiles of those that fulfil such conditions. these people are men, 25-35 years old with higher level education. women fall outside the parametric. the reason is that they are victims of discrimination, violence and labour harassment. in short, the algorithm merely replicates the history of gender violence and reproduces it. on an average woman suffer more, because they continue to take care of domestic work, taking children to the doctor, making purchases, cleaning and attending to emotional and family care demands. the algorithm does not see whether, you have a sick child or you had to go out to do shopping. your requirements must be met at the time and day the client wants. thus to say that technology is neutral to the issue of gender, with respect to earnings is incorrect as men on an average earn more than women. the above findings are also supported by a study, which says that men earn on average between 15-25 percent more than women depending on the country. therefore, in reality women obtain less income from remote work than men. these technologies end up being additional weight on women’s daily lives. so to say that ecommerce, technology has benefitted women and contributes to reduce gender gap is incorrect. iv conclusion the debate is broad and the consequences of the technological changes are not easy to see and analyse. the social problems of the society are not solved only by introducing new forms of productions in society. they replicate the realities that are already present in the economy. the unequal society will not solve gender problems magically overnight only by enjoying technological transformations. the debate around equality must continue, so that technology does not do what it was programmed for: to reinforce inequality between men and women. a more fair society is necessary. let us reprogram it with consciousness raising and debate. references avila, r., brandusescu, a., freuler, j., & thakur, d. (2018). artificial intelligence: open questions about gender inclusion. retrieved from http://webfoundation.org/docs/2018/06/ai-gender.pdf. ganesh, m. (2018). data and discrimination: fintech, biometrics and identity in india. retrieved from https://thesocietypages.org/cyborgology/2018/01/25/fintech-aadhaar-and-identity-in-india/ gurumurthy, a. (2016). beyond the offline-online binary – why women need a new global social contract. retrieved from https://www.genderit.org/feminist-talk/beyond-offline-online-binary%e2%80%93-why-women-need-new-global-social-contract scasserra, s. (2018). e commerce, future of labor and its impact on women. retrieved from https://itforchange.net/draft/e-commercer-future-of-labor-and-gender-gap.pdf valente, m., & neris, n. (2018). are we going to feminise the internet? sur international journal on human rights. retrieved from https://sur.conectas.org/en/are-we-going-to-feminise-theinternet/ lingual: journal of language & culture (volume 6, no.1, may 201) english department, faculty of arts, udayana university 1 the students’ english pragmatic competence in understanding crosscultural communication: a study at xi grade student of smk negeri 1 batulayar derah mayanto graduate program in english education of mataram university derah.mayanto@gmail.com abstract this paper investigates the students’ english pragmatic competence in understanding crosscultural communication. there were eighteen communicative situations designed in three different speech acts namely; handling complaint, request and refusal. the situations presented were very similar to the authentic situation that students found during the job orientation for six months in tourism industry. three instruments were used in collecting the data; questionnaires, discourse completion tests (dcts) and interview. the multiple choice questionnaire was used to investigate the students’ pragmatic understanding in three deferent speech acts. meanwhile dcts was used to investigate the students’ pragmatic knowledge in giving response to the given situations related to three different speech acts. interview question was used to clarify the missing information and to strengthen the reason why such responses were given in questionnaire and in dcts. the sample of this study was 92 xi grade students from hotel accommodation program (ap) at smk negeri 1 batulayar. the result show that the students ability in understanding pragmatic is considered very low, they only can understand the utterance from the literal meaning of words and phrases, but the implied meaning of some particular utterances were uneasy to deal with. it is seen from the reported data that the average of the students’ responses in understanding pragmatics of the three different speech acts is only 12.7%. the second three different speech acts in discourse completion test (dcts) was also about giving response to the complaint, request and refusal. dcts were used to investigate the students’ ability in using their pragmatic knowledge to response the nine situational communicative designed. the finding show that the students’ ability in giving the written response were vary and less impressive. the written responses in three different speech acts prompt were potentially led to a pragmatic inability in maintaining the smooth conversation in various situations. keywords: pragmatic competence, communicative situational designed, lexical items, basic formulaic sequence, discourse completion test i introduction pragmatics is the branch of linguistics which studies invisible meaning, implied meaning of an utterance in which it shows how we recognize what is meant even when it isn't actually said or written (yule. 2006). pragmatic competence refers to both knowledge of the linguistic forms which realize particular illocution, and knowledge of the appropriate use of the linguistic forms in certain social contexts. understanding not only the literal meaning of mailto:derah.mayanto@gmail.com 2 | derah mayanto lingual (vol. 6, no.1, 2016) the utterances but also the implied meaning far beyond them is an important part. in hospitality industry, in this regards, tourism industry is a setting in which two or more different languages, cultural backgrounds melt in certain period and context and intercultural communication is unavoidable. in this case, understanding linguistic form is an important aspect, moreover, understanding pragmatics is not less important in sustaining the conversation. it has been clearly stated by nureddeen (2008), savignon (1991), taguchi (2009) that the development of communicative competence and sub theme of pragmatic competence are very essential in maintaining a successful intercultural communication in various context. saville-troike (2003:18) defines communicative competence as: knowing not only the language code but also what to say, to whom, and how to say it appropriately in any given situation. further, it involves the social and cultural knowledge speakers are presumed to have which enables them to use and interpret linguistic forms. according to bardovi-harlig,( 2001); kasper and rose, (1999) that the study of pragmatics has been given very little attention in the language learning process, even though pragmatics is the core element in sustaining the successfulness in communication, specifically in intercultural communication. some of the utterances that are frequently used in a daily interpersonal and transactional communication in the hospitality industry are handling complaint, request and refusal in the hospitality services. indonesian tourism industry has long been carried out to support national income. in the last few decades, people from all over the world found that indonesia is one of the holiday destinations. visit indonesia year 1992 has placed indonesian country as the most favorite holiday destination in the world through the interesting site of bali. this is the golden history of indonesian tourism, (nanang 2007). however it was not long after many problems happened in the country such as monetary crises, bali bombing, political riots affected such a great development of this industry. this condition however, inflicts the financial loss from the tourism sector, because the visitors gradually left indonesia as a favorite holiday destination. indonesia soon realized and recovered from such situation, and gradually gained back its popularity after ministry of tourism and culture jero wacik authorized and promoted visit indonesia year 2008. nanang (2007) further stated that the visitors from various nations including from many english speaking countries started to increase. it can be seen from an increasing number of visitors from various countries in five years time 2009 -2013. in 2009, the total visitor to indonesia was 6,323,730 and 8,802,129 in 2013. it means that there were 6.5% increase every year. as the consequence of this condition, english is becoming widely used not only in this industry as a directly related field of hospitality industry but also other sectors of everyday life. the students’ english pragmatic competence in understanding cross-cultural communication: a study at xi grade student of smk negeri 1 batulayar | 3 having seen this promising industry, indonesian government has conducted many tourism educations throughout the country. one of which, is in the form of vocational high school of tourism. this school of vocation graduates are believed to be qualified in tourism industry and it can be one of the solution to overcome the rate of the unemployment. vocational high schools of tourism is one of the highly motivated school by junior high school graduates to continue their study. at this school, english is merely taught for international communication. besides, english for tourism, english for specific purposes are as the additional subject to be learned. moreover, in the school curriculum, the students of vocational high school of tourism are given the opportunities to do the job orientation (on the job training) for six months. they can practice their english in an authentic language environment during that period. the students seem to have enough opportunity to expose themselves in speaking english with customers from various english speaking countries. this prerequisite experience is expected to support their professionalism in the future when they are totally involved in this industry. however, this study investigate the students understanding in pragmatic aspects of certain utterances. understanding pragmatic of situational designed similar to the prior experience during their job orientation is the key term in this study. furthermore, accessing the students’ english pragmatic competence in understanding certain utterances through questionnaires and discourse completion test are used to collect data. based on my observation, students of smk negeri 1 batulayar seem to have inadequate pragmatic competences. however, as the future practitioners in hospitality industry, they should have high competence and performance in interpersonal and transactional communication in providing international standard services. such particular condition has brought a challenging issue to be investigated as to whether or not the students have adequate pragmatic knowledge in interpersonal and transactional communication in tourism sectors. interpersonal communications are carried out to maintain social relationships among the participants/interlocutors. in this activity, the dialogs do not merely ask for information. there are factors that should be taken into account such as what register will be used, whether colloquial language is used rather than formal one. meanwhile transactional communication is an extension of responsive. in this activity, people communicate their feelings or opinions or specific information to response in the form of not only information but further extended into transactional. (krisnawati, 2011:103-104). in relation to this, some research on pragmatics have been widely conducted in the last few decades. there are a number of researches on pragmatics in general and pragmatics on esl/efl in particular. pragmatic research in indonesia have been conducted to examine the pragmatic competence, wiryatinoyo (2006), found that pragmatic analysis can cover the weaknesses of syntactic and semantic analysis by which the interlocutors can better understand an utterance from context. focusing at this aspect of 4 | derah mayanto lingual (vol. 6, no.1, 2016) competence in understanding interpersonal and transactional communication cross culturally is the core aspect to be investigated. moreover the purposes of this study are first: to know the students’ ability in understanding pragmatics in handling complaint, request and refusal in tourism industry and second purpose is to investigate the students ability in using their pragmatic knowledge in intercultural communication in handling complaint, request and refusal in tourism industry. ii materials and method 2.1 materials 2.1.1 culture culture is an abstract concept and has a number of definitions. one of them is defined as the full ranges of learned human behavior in their community. the terms culture was first used by the pioneer english anthropologist taylor (1871) in his book primitive culture. culture or civilisation, taken in its wide ethnographic sense 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. the condition of culture among the various societies of mankind, in so far as it is capable of being investigated on general principles, is a subject apt for the study of laws of human thought and action" (cited in aldosari, 2013 .13) besides, culture as seen from three different perspectives: social science perspective, interpretive perspective and critical perspectives as stated by martin and nakayama, (2010: 86). social science researchers focus not on culture per se but on the influence of culture on communication. in other words, such researchers concern themselves with communication differences that result from culture. they pay little attention to how we conceptualize culture or how we see its functions. in contrast, interpretive researchers focus more on how cultural contexts influence communication. critical researchers, for their part, often view communication and the power to communicate—as instrumental in reshaping culture. they see culture as the way that people participate in or resist society’s structure. from the three perspectives above, we can analyse that social science’ perspectives focuses on cultural diversity which is driven from culture itself. it seems that there is little attention given on the topic on how humans make a concept of culture. meanwhile, interpretive approach focuses on the role of cultural context in communication in which culture as a learned and shared the students’ english pragmatic competence in understanding cross-cultural communication: a study at xi grade student of smk negeri 1 batulayar | 5 contextual symbolic meaning includes emotions that bear the contextual pattern of behavior. it also looks at the meaning of symbols by means of verbal and non-verbal activities as the blueprint of patterns and rules of communication. critical perspectives note that culture is a reestablishing from communication and power. in other words, culture is the way of people’s participation in the community. 2.1.2 communication communication is also a complex term to define, it can be a sustainable action among interlocutors, for example when we greet someone by saying “how are you?” we expect someone we greet to response “i’m fine, very well, fine thanks and the like”. if there is no response, communication soon breakdown and the relationship can deteriorate. most people soon become uncomfortable if they don’t get the expected response from their interlocutors. martin and nakayama (2010) explained communication based on three perspectives as well: social science perspectives maintain that various components of communication are the participants (sender/receiver), messages, channel, and context. it also focuses on the social factors influencing communication such as, gender and social networks. it is in contrast with interpretive perspective, highlighting the symbolic functions of communication in which the symbolic meaning is rather contextual or conventional than inherent. moreover, the process is an integral part of negotiating meaning of communication. this makes common sense since the nature of human communication is face to face interaction. the last perspective about communication in this notion is the ccritical perspectives. these perspectives hold, the voices and symbols that are organized within a social hierarchy instead of equality. in other words, there is a stratification of individuals with higher values than that of others. in the broader sense, communication interculturally involves the terms of high and low context communication in relation to verbal and nonverbal communication (voices and symbols). novinger.(2001: 6) stated that: communication styles that focus relatively more on words to communicate and less on behavior—the context in which the words are used—are said to be “low-context.” “high-context” cultures, in contrast, rely relatively more on nonverbal context or behaviors than they rely on abstract, verbal symbols of meaning. low-context and high-context culture are different. in low context communication, the actual words of the message are more important than who is speaking and other non verbal aspect. information is generally delivered in logical, linear sequence and it is explicit, straight forward and unambiguous. in this culture the focus is in the speakers, furthermore low-context is impatient with high context because they often miss the nonverbal cues, they are also very 6 | derah mayanto lingual (vol. 6, no.1, 2016) individualistic. to mention the characteristics of this kind are found in the swiss, german and scandinavian. in opposite, the high context communication are likely to be in the context, not in the words. these people may use beg or incomplete wording with the underlying meaning actually being found in who is speaking and how. small non verbal communication is highly significant, for examples screaming at small voice will indicate the speakers’ attitude and feeling. high-context also emphasis in nonverbal communication, because of this, misunderstanding can easily occur. examples of this can be found in asian countries like japan, indonesian, middle eastern (arab), and native american. 2.1.3 speech acts and the co-operative principles speech acts are a complex thing to explain bell (1993:173) states that speech acts are the units of the external aspect of language and to the specification of the knowledge required by the skilled communicator. speech acts that were defined by searle in mey (2001) are the basic or minimal units of linguistic communication. the language we use, particularly the speech acts we utter, are entirely dependent upon the context in which the acts are performed. speech acts are verbal actions. in uttering a speech act, a speaker does something with words; there is a performance of an activity that brings about a change in the existing state of affairs. the different aspects of speech acts are due to austin’s categorizations (1962): locutionary, illocutionary, and perlocutionary aspects. according to levinson (1983: 236): (i) locutionary act: the utterance of a sentence with determinate sense and reference (ii) illocutionary act: the making of a statement, offer, promise, etc. in uttering a sentence, by virtue of the conventional force associated with it (or with its explicit performative paraphrase) (iii) perlocutionary act: the bringing about the effects on the audience by means of uttering the sentence, such effects being special to the circumstances of utterance. austin further states that locutionary act and illocutionary act are detachable, and therefore that the study of meaning may proceed independently, but supplemented by a theory of illocutionary acts. searle elaborates the speech acts as direct and indirect speech act. indirect speech acts suggest that one motivation is to perform the indirectness. in talking to one another and deriving meaning from the talk, one relies upon a great deal of information besides the utterance itself. speakers communicate meanings beyond the literal meanings of their words. it performs different form and function of the certain utterance, for example, can you send this invoice? the form is interrogative but the function is questions. the students’ english pragmatic competence in understanding cross-cultural communication: a study at xi grade student of smk negeri 1 batulayar | 7 in regards to speech acts, searle in levinson, (1983:240) mentions five basic kinds of action that one can perform in speaking. by means of the following five types of utterance: (i)representatives, which commit the speaker to the truth of expressed proposition (paradigm cases: asserting, concluding, etc.) (ii)directives, which are attempts by the speaker to get the addressee to do something (paradigm cases: requesting, questioning, etc.) (iii)commissives, which commit the speaker to some future course of action (paradigm cases: promising, threatening, offering) (iv)expressives, which express a psychological state (paradigm cases: thanking, apologizing, welcoming, congratulating) (v)declarations, which effect immediate changes in the institutional state of affairs and which tend to rely on elaborate extra-linguistic institutions (paradigm cases: excommunicating, declaring war, christening, firing from employment). the co-operative principle works in order to have fully understanding of the language use, it has been proposed by grice and has been well known as the grice maxim; this states that we interpret the language on the assumption that a speaker is obeying the four maxims: maxim of quality (being true), maxim of quantity (being brief), maxim of relation (being relevant), and maxim of manner (being clear). grice (1975) to sum up, speech acts are in a sense, what make language work; without speech acts language describes truth and falsity and such but with speech acts language allow us to regulate and modify our reality based on the power of words. speech act theory allows one to look at language not only as a device for communication but also as an instrument of action. 2.2 methods 2.2.1 participants the participants of this study were 92 students of hotel accommodation program specialist (ap). they were taken purposely since most of the talks in dealing with complaint, request and refusal are found to be their routine when they are totally involved in tourism sector. it means that i used purposive sampling technique, because the conversation is mostly take place in receptionist desk, housekeeping and room services, restaurant, pool bar and laundry services. moreover, the three different speech acts such as handling complaint, request and refusal are the characteristics subjects of hotel accommodation program specialist. and all of participants have completed asix month job orientation. they have similar experiences in terms of the opportunity in handling foreign customer, especially english speaking people. 8 | derah mayanto lingual (vol. 6, no.1, 2016) 2.2.2 data collection instruments 2.2.2.1 questionnaire data collection the questionnaire contains nine designed conversations related to three different speech acts in handling complaint, request and refusal (see appendix a). indonesian language is used to describe the situations to avoid students’ misunderstanding while the discourse/ conversations were in english. in the questionnaire section, students were required to answer multiple choice questions designed in handling complaint, request and refusal to answer research question number 1 (rq1). 2.2.2.2 discourse completion tests (dcts) dcts contains another three different speech acts of the same types but different situational designed (see appendix b). every effort was made to meet the students’ understanding of the similar situation to what they most likely to face during their job orientation for six months. there were nine designed situations adapted from previous study (blum-kulka& olshtain, 1985; zahedi & mehran 2011; yuan, 2012; hu, 2014) and it is modified into the situation that students most likely to face during their job training and they are free to complete the incomplete dialogue designed and they have pretended to be “you”. for example: tom : people in my next door seem to be having a party. the noise is driving me crazy. i cannot sleep. you : ________________________________________ (see appendix b for detail). students were given sixty minutes to answer the questionnaire and to complete the dcts. 2.2.2.3 interview interview was aimed at investigating the extended clarification of the students’ responses in questionnaire and in dcts, so it was not constructed in advance. based on the result of the study, finding showed that students’ pragmatic understanding was considered low, there were twenty students interviewed. 2.3 data analysis procedures in relation to the first research question (rq.1), “to what extent are the students able to understand pragmatics in handling complaint, request and refusal in tourism industry?”. data were collected from 92 students as the subject of this study. they were required to answer three different speech acts in nine different situational designed in the form of multiple choice. the students’ responses of the questionnaire are then analysed using descriptive statistic and presented in the form of tables and figures. i used both table and figure to display the result of the analysis from the questionnaire data, because both of them have weaknesses and strength. the table can show all of the the students’ english pragmatic competence in understanding cross-cultural communication: a study at xi grade student of smk negeri 1 batulayar | 9 participants in the study even though the participants did not have an answer. the students with no answer are called the missing system, but figure can only show the valid percent, the missing system or the participants with no answer were not detected. meanwhile, the table cannot show the highest possible percentage, but the figure can easily display the highest possible percentage in the left side. in relation to the second research question “to what extent do the students response intercultural communication in handling complaint, request and refusal in tourism industry?” the students are expected to read and fully understand the written description. the description of the situation is in indonesian language and the discourses are in english. it is aimed at avoiding misunderstanding. the students are expected to provide the written response to each situation. responses are analyzed based on the lexical item and basic formulaic sequences expression of every speech acts. situation 1-3 on the dcts investigated the students response in speech acts prompt of complaint. situation 4-6 investigated the response on the speech acts prompt of request, meanwhile situation 7-9 are concentrated on the response of speech acts prompt of refusal. the data were analysed based on the lexical item and basic formulaic sequence. all of the written responses were listed in the form of table (table of lexical items and basic formulaic sequence) and it only displayed the number of the students with the written response, meanwhile the students who did not have the written response were not appear. but the second table of the same speech acts prompt named; table of components/ category types displayed the whole number of participants whether or not the students gave the written response. the students who did not have the response were noticed as a missing system on the statistical data analysis. iii results and discussion there were three groups of data in the questionnaire based on the type of speech acts, mainly: data speech acts of handling complaint, data speech acts of request and data speech acts of refusal. the same type of data are also presented in the discourse completion tests (dcts) and were analysed in turn. 3.1 questionnaire data as explained in the previous section that the first three speech acts are about indirect complaint of three different communicative situations. most of the students found them difficult to determine the appropriate option concerning the given response. take example data questionnaire number one (situation 1). table 1.1 the frequency of use and percentage of the student response in statistical analysis. 10 | derah mayanto lingual (vol. 6, no.1, 2016) option frequency of use percent valid percent a 9 9.8% 9.8 b 35 38.0% 38.0 c 35 38.0% 38.0 d 13 14.1% 14.1 total 92 100.0% 100.0 students’ response to this situation seems to be influenced by the ability to understand words and phrase from which 38.0% of the students answer it with choice “b” (appropriate) because in the discourse (“i’ll see the wine waiter for you”) is understood as the waiter for serving a drink, whatever drink is ordered. in this regard, it matches in both interlocutors. it is in contrast to another 38.0% of the students response was “c” (inappropriate). in the interview the students with choice “c” thought the same utterance (“i’ll see the wine waiter for you”) is understood as another sort of drink (wine), in which in the customer’ utterance is not mentioned. according to the interviewee the utterance should be (“waiter…i ordered my wine 20 minutes ago”). anyhow, it is not the issue being encountered in this situation but rather a matter of time that the drink took to be ready was a bit long. so students should see this as a mild complaint from the customer. unfortunately, there were very little percentage (9.8%) of the students have the ability to understand the implied meaning of such situation. in conclusion of the speech acts in handling complaint, the students ability in understanding pragmatic is considered very low, they only can understand from the explicit words or phrases, but not in the implied meaning of some particular utterances. it is seen from the reported data that 9.8% students from the first questionnaire, 25% students from the second questionnaire and 3.3% from the third questionnaire got correct answer in determining the implied meaning of the given responses. in relation to this finding students still find it difficult to deal with the indirectness. the three situational designed are in indirect complaint. leech, (1983:108) stated that people tend to use indirect speech acts mainly in connection with politeness and diminish the unpleasant message that contained in the speech. in this case, complaints can also be treated as a face threatening acts to the hearers and it is often realized through indirectness. thomas, (1995: 143). further argued that people use indirect strategies when they want to make their speech more impressive and reach different goals from their partners’ or when they want to increase the force of the message in communication. the students’ english pragmatic competence in understanding cross-cultural communication: a study at xi grade student of smk negeri 1 batulayar | 11 bach and harnish, (1979: 105) are in accordance with what we found. they stated that: conversational situations are never just conversational. they are governed by social rules as well as conversational rules. insofar as these are mutually recognized – whether institutionally imposed, determined by the persons involved, or personally imposed and reflective of the individuals involved – they provide guidelines within which acts (linguistic and otherwise) are performed and perceived.” the second three speech acts of request are investigated. the situational designed in the questionnaires presents direct and indirect request which are still in line with what leech and thomas explained. every situation in the second speech acts are summarized as follows: first, indirect request from a customer to be escorted to the pool bar to wait for one and half hours instead of waiting at the hotel lobby. table 1.2: the frequency of use and percentage of the students’ response for situation 4 in statistical analysis. option frequency of use percent valid percent a 25 27.2% 27.5 b 40 43.5% 44.0 c 19 20.7% 20.9 d 7 7.6% 7.7 total 91 98.9% 100.0 missing system 1 1.1% total 92 100.0% nearly all of the students answered the question, except 1.1 % or one student did not have choice as shown in the missing system in the table. the majority of the students with nearly 44% gave choice “b” in which they considered the given response is the appropriate one to such situation. indeed, response given by the receptionist is not at all appropriate, since the response seems to explain what the pool bar looks like. the receptionist in this regards did not catch the indirect request from the clients, because the clients think that the lobby is not a good place to wait for over one and half hours. the client preferred to wait at the pool bar instead. 12 | derah mayanto lingual (vol. 6, no.1, 2016) the finding in this prompt show that very small percentage (7.6%) of the students got the implied meaning of the customer’s indirect request. as shown in the following figure: figure 4.1: customer indirect request. bach and harnish. (1979:267) further state that: mutual beliefs has figured prominently in our illocutionary acts. there are mutual contextual beliefs, which facilitates various steps of the hearer’s inference to the speaker’s communicative intention, and several presumptions which assure the hearer that there is an inference to be drawn. 3.2 discourse completion test (dcts) data dcts is another instrument used in regards to research question number two (rq2). the following section explains in detail the three different speech acts data gathered from the same participants with the questionnaire. the first three dcts describe about handling direct or indirect complaint, how is the students’ pragmatic understanding and competence in giving the response based on the situational designed. the students are expected to read and fully understand the written description. the description of the situation is in indonesian language and the discourses are in english. it is aimed at avoiding misunderstanding. the students are expected to provide the written response to each situation. responses are analyzed based on the lexical item and basic formulaic sequences expression of every speech acts, and it is modified from some of the previous study (yuan, 2012, zhang, 2014, blumm-kulka & olshtain, 1985) situation 1-3 on the dcts are about the speech acts of handling complaint. situation 4-6 on the dcts focused on the speech acts of request, meanwhile situation 7-9 are concentrated on the speech acts of refusal. the first three questions are the data collected from the students’ written response about the students’ english pragmatic competence in understanding cross-cultural communication: a study at xi grade student of smk negeri 1 batulayar | 13 handling complaints which is analysed based on the lexical item and basic formulaic sequence expression. table: 1.3 frequency of lexical items and basic formulaic sequences in responding to the guest’s indirect complaint. situation 1. response to the complaint (the guest is not being able to sleep because the next door that seems to have a party). how the students response to such complaint? number of the students percentage i’m very sorry sir, i will soon check 24 30% i’m sorry on the pleasure 8 10% don’t worry, i can help you to stop it 6 7,50% oh, yes. i’m sorry sir 6 7,50% oh yes, i’m sorry, sir because in next door they’re having a party. 5 6,25% i’m very sorry, mr 4 5% yes, sorry, sir 4 5% oh, sorry, sir 4 5% sorry, mr. tom. i will handling. please you wait 4 5% i must tell the people on the side room 3 3,75% sorry for the inconvenience you, 3 3,75% you want move your room 3 3,75% i’m sorry, sir 2 2,50% i’m sorry mr. might want to move your rooms 2 2,50% i’m sorry mr. tom. i don’t know make you cannot sleep 2 2,50% total 80 100% the above table show only 80 students have written responses. it is simplified analysied in three components / or category type as shown in the following category type and the frequency of use table. table 1.4: written dcts response from appendix b/1. component/category type frequency of use percent valid percent 14 | derah mayanto lingual (vol. 6, no.1, 2016) apologizing/ offering alternative 46 50.0% 57.5% expressing regret 31 33.7% 38.8% direct alternative 3 3.3% 3.8% total 80 87.0% 100.0% missing system 12 13.0% total 92 100.0% table 1.4 above shows that offering alternative in handling such complaint is the most frequently used response (50%). meanwhile nearly 34% expressing regret and 13% of the students or 12 out of 92 did not give response. they are categorized as a missing system in the analysis. the students with giving direct alternative to solve the customer’s indirect complaint is quite low (3.3%). students in this regards show variety of responses to please the customers from being inconvenience. students’ pragmatic understanding of such situation has brought into practice that it need to be well practiced interculturally. it is in complicated situation, because on one side the hotel customer need holiday for relax, while on the other hand people go on holiday for being pleasure and happy. in relation to this study, the conversation designed through questionnaire and discourse completion tests, the students are exposed to use the linguistics and pragmatic knowledge to imagine themselves in such situation. the students then facilitates themselves with situation, context, and the shared values with the customers to reach the intentional meaning or speakers’ meaning, so the communication will not deteriorate. iv conclusion and recommendations 4.1 conclusion this thesis dealt with the students’ english pragmatic competence in relation to understanding cross cultural communication in three different speech acts. specifically in terms of handling complaint, request and refusal in the field of hospitality industry. it investigated the students’ ability in understanding pragmatics and find out to what extend the students are able to use it in the given context based on the experience during their job orientation. the first research question concerns with the ability of understanding pragmatics in hospitality industry. it investigates to what extent the students are able to understand pragmatics in three different speech acts, they are answered by questionnaire data. the data from nine speech acts prompts indicate that the students’ pragmatic understanding is considered as a relatively low. it is shown by the data that the average students’ ability in understanding pragmatics in several aspects such as, culture, context, situation less than thirty percent. meanwhile the students’ english pragmatic competence in understanding cross-cultural communication: a study at xi grade student of smk negeri 1 batulayar | 15 the second research question investigates the students’ ability in using the pragmatic knowledge is answered by discourse completion tests data (dcts). as shown in the data report and discussion, the students’ ability in giving the written response based on the single lexical items and basic formulaic sequence are vary. the written response in three different speech acts prompt were presented. linguistic errors were frequently occurred. there are a number of elements that students have to develop to be better pragmatically competent in intercultural communication. asix month period in their job orientation has given a little touch to have an idea of the importance of linguistic knowledge in general and pragmatic knowledge in particular. 4.2 recommendation based on the findings of this study, there are many things that students need to equip to get better understanding in pragmatics cross culturally. since this study has a very limited scope in investigating the ability in understanding pragmatics, for future study the wider range of participants need to be involved in sustaining the study on pragmatics. furthermore, by looking at this students profile of pragmatic competence, the curriculum designer may use it as the basic idea to propose the explicit pragmatic leaning material. the explicit learning materials designed in curriculum to improve pragmatic competence of the students learning english for specific purposes are very crucial and fundamental. the government as the policy maker are recommended to look for the very effective breakthrough to accommodate all elements; teacher, students, learning materials to collectively facilitate students learning english in general and pragmatics in particular. references aldosari, h.s. (2013). integrating culture learning into foreign language education. umm al-qurma university. journal of language and literature,11, 11-41 arifuddin, amin, m, nurrahmadi. (2014). perencanaan bahan ajar pragmatic berbasis gender bagi siswa smk pariwisata di pulau lombok dan sumbawa, research proposal. austin, j.l. (1962). how to do things with words. oxford: clarendon press. bach, k. and harnish, r. m. 1970.( 9). linguistic communication and speech acts. cambridge: the mit press. bardovi-harlig, k, (2001). empirical evidence of theneed for instruction in pragmatics. in k.r. rose & g kasper (eds). pragmatics in language teaching (pp.13-32). new york: cambridge university press. bardovi-harlig and hartford (1993). learning the rule of academic talk. longitudinal study of pragmatic change. study in second language acquisition. 15,279-304 bell, roger t. (1993) translation and translating: theory and practice. longman group uk limited 16 | derah mayanto lingual (vol. 6, no.1, 2016) blum-kulka, s. (1982). learning how to say what you mean in a second language. a study of hebrew as a second language. applied linguistics,3, 29-59. blum-kulka and olshtain (1989) cross-cultural pragmatic: requests and apologies. norwood j.j. abex blum-kulka and olshtain (1985). cross cultural pragmatics and testing of communicative competence. language testing, 2, 16. 15-30 brown, j.d. (2001). using survey in language program. cambridge: cambridge university press canale, m. and m. swain. “theoretical bases of communicative approaches to second language teaching and testing.” applied linguistics 1.1 (1980): 1-47. canale, m. (1983). from communicative competence to language pedagogy. in j. richards & r. schmidt (eds) language and communication (pp227) london: longman. descombe (2007). the good research guide. (3rd ed). berkshire: open university press. hofstede, g. (1984). culture’s consequence. beverly hill, ca: sage. hymes, d. (1972). on communicative competence. in j. b. pride & j. holmes (eds). sociolinguistics (pp.269-285). harmondsworth. penguin hymes, d. (1972). the ethnography of communication. in john. j gumperz and dell hymes (eds), direction in sociolinguistics, new york: holt, rinehart, & winston. hu, zhen (2014). study on developing chinese college learners’ pragmatic competence in relation to language proficiency and overseas experience. journal of language teaching and research, 5, 391-398 justova, v. (2006). direct and indirect speech acts in english http://www.complete-review.com/reviews/rezay/lifex3.htm> 14 july 2015 kasper, g. (1997). can pragmatic competence be tought? hnolulu, university of hawai, second language teaching and curriculum center. kasper, g. & rose, k.r. (1999). pragmatics and sla. annual reviewed of applied linguistics, 19, 81-104. kluckhohn, f. and strodtbeck, f. (1961). variations in value orientations. chicago: row, peterson. krisnawati, e. (2011). pragmatic competence in the spoken english classroom. indonesian journal of applied linguistic,1 (1). 100 – 110 leech, g. (1983). principles of pragmatic. london: longman. levinson, s. (1983). pragmatics. cambridge: cambridge university press. liu, s. (2004). differences between ns and nns in pragmatics. foreign language and their teaching , 8 , 14-18 mcnamara. (1973). nurseries. streets and classroom: some comparison and deduction. modern language journal,57, 250-254 martin, j. and nakayama, t. (2010). intercultural communication in context, new york: mcgraw-hill companies, inc the students’ english pragmatic competence in understanding cross-cultural communication: a study at xi grade student of smk negeri 1 batulayar | 17 mey, j.l. (2001). pragmatics: an introduction. malden: balckwell publishing. novinger, t. (2001). intercultural communication: practical guide. university of texas press. austin. nanang, m.h. (2007). mengembalikan masa keemasan pariwista, indonesia http://ekonomi.inilah.com/read/detail/4592/mengembalikan-masa-keemasanpariwisata#sthash.1aczuosm.dpuf nureddeen, f.a. (2008). cross cultural pragmatics. apology strategies in sudanese arabic, journal of pragmatics 40 (2). 279-304. reover, c. (2010). researching pragmatic. in b. paltridege & a. phakiti (eds). continuum comparison to research methods in applied linguistic (240-255). london, new york: continuum international publishing group. ricards, j.c. and schmidt, r. (2002). longman dictionary of language teaching and applied linguistics (3rd. ed). pearson education limited.london savignon, s. (1983). communicative competence. theory and classroom practice. reading. ma: addition-wesley saville-troike, m. (2003). the ethnography of communication, (3rd ed). blackwell publishing, united kingdom. searle, j. (1976). indirect speech acts. in p. cole & j.morgan (eds). syntax and semantics 3. speech acts.(pp.59-82). new york: academic. suryowati, e (2014) situs resmi kemenparekraf; kompas.com (http://www.parekraf.go.id/asp/detil.asp?c=110&id=1417. taguchi n. (2009). pragmatic competence. mouton de gruyter mouton, berlin, new york thomas, j. (1983). cross-cultural pragmatic failure. applied linguistic 4 (2): 91-109. thomas, j. (1995). meaning in interaction: an introduction to pragmatics. london: longman group limited. wiryatinoyo. (2006). analisis pragmatik dalam penellitian penggunaan bahasa. journal bahasa dan seni.volume:.34 (2)153-163. wolfson, n. (1989). pespectives sociolinguitics and tesol, newyork: newbury house publisher. yule, g. (2006). the study of language (3 ed.). cambridge: cambridge university press yule, g (2006). pragmatics. oxford: oxford university press yuan y. (2012) pragmatics, perceptions and strategies in chinese college english learning. queensland: quinsland university of technology. zahedi, k. and mehran p. (2012). cross-cultural pragmatics of billigualism, iranian efl journal, v. 399-426. zuskin, r.d. (1993). assessing l2 sociolinguistic competence: in search of support from pragmatic theories. journal of pragmatic and language learning, 4,166-182 lingual: journal of language & culture (volume 6, no.1, may 201) english department, faculty of arts, udayana university 18 the effect of outline planning in argumentative essay writing of fourth semester students of english department, faculty of arts, udayana university ketut santi indriani english department, faculty of arts, udayana university kt.santi.indriani@gmail.com abstract this study is aimed to identify the effect of outline planning in writing argumentative essay. outlining is making a plan to map your writing, which shows the content and sequence of each paragraph in your writing. task planning will give the students an opportunity to plan what to say and how to write their ideas in the task performance. task planning can be in the form of cubing, clustering, mapping (ojima, 2006:566), and outlining (kellog, 1990: 328). the data source of this study is argumentative essay writing of 30 students. the data in this study was analysed both qualitatively and quantitatively, by comparing the results of pre-test and post-test in argumentative essays writing. pre-test was conducted without outlining the writing, while post-test proceeded by outlining the writing. based on the data analysis, there is a significant improvement in students writing after implementing outline planning. the improvement reflected from the reduction of the types and number of mistake made by the students in their writing. keywords: argumentative essay, writing, outline planning i introduction argumentative essay is an essay which presents both sides of arguments of an issue. it is also defined as an essay which proofs the truth and/or the untruth of a statement. in an argumentative essay, the author uses many rhetorical strategies to convince the readers about the truth or the untruth of the statement (alwasilah, 2005: 116). the basic of argumentative essay is critical and logical thinking, which means it should be supported by logical facts. keraf (2004: 5) stated that argumentative essay should be based by logical reasoning. according to nursisto (1999: 43), the characteristics of argumentative essay are (i) including facts and truth, (ii) including strong reason; (iii) using denotative language, (iv) rational analysis and (v) subjective and emotional factors are very restricted. writing a good essay, especially an argumentative essay is not an easy task for efl students. giving them a provision planning in writing essay might help them in increasing their ability in writing. task planning will give the students an opportunity to plan what to say and how to write their ideas in the task performance. task planning can be in the form of cubing, clustering, mapping (ojima, 2006:566), and outlining (kellog, 1990: 328). outlining is making a map of your writing which shows the content and the sequence of each paragraph. the parts of argumentative essay outline should contain an introduction, the body parts, and the conclusion. outlining also reflects the planning of your writing for each paragraph with its thesis stamen and the supporting arguments. the focus of this study is to find the effect of outline planning to the essay organization of argumentative writing of fourth semester students of english department, faculty of arts, udayana university. ii materials and methods the data source in this article is 30 fourth semester students of english department, faculty of arts, udayana university. the data was collected in four meetings through pre-test and post-test design. dimitrov and rumrill (2003: 159) stated that pre-test and post-test design can help rehabilitation to better understand and determine effects resulting from the intervention. the preliminary study was conducted by giving the students a pre-test in the first meeting to find out the students’ ability in terms of the argumentative writing contents and composition. students were given a task to write an argumentative essay consists of four to five paragraphs. students chose their own topics based on their own interests. argumentative writing subject had been delivered in the previous meeting. however, students did not plan their writing in this meeting. in the second and third meeting, the students were given an outline planning related to the argumentative essay organization and content as well as asked to plan their writing. the post-test was conducted in the fourth meeting by asking the students to write an argumentative essay based on the outline planning that had been created. mailto:kt.santi.indriani@gmail.com 2 | ketut santi indriani lingual (vol. 8, no.2, 2019) the students’ pre-test and post-test result was scored based on the jocob’s esl composition profile only for the category of essay organization and content. the collected data was analysed both quantitatively and qualitatively. quantitative analysis was done by comparing the students’ pre-test and post-test results, while the qualitative analysis was done by explaining types of mistakes that the students made in the pre-test and post-test. the data analysis in this article is presented trough tables. iii results and discussion writing is one of four essential elements in language learning beside listening, speaking and reading. some of efl students may have problems in writing since they face some obstacles such as grammatical structure of the language, limited vocabularies and even the mistake in organizing the sentences. to help efl students in writing, teachers try to find many methods that can improve students’ abilities in writing. one of the methods that can be done is by giving students a chance to plan their writing. writing ability depends much on the writers abilities in doing plan, saying plan and composing plan whether in mind or on paper (isnard and piolat, 2014: 121). there are many forms of writing task planning. one of them is outline planning. argumentative essay consists of four main parts; those are (i) claim, evidence or factual information, (ii) pro argument and (iii) counter argument. a claim is the main argument of an essay. it defines the goal and direction of the writing and is supported by evidence, quotation, expert opinion, statistics and details. claim is similar to thesis statement because one sentence sets up the rest of the writing. pro argument is argument which supports the author’s argument. counter argument is argument which opposes the author’s argument. it expresses the opposite view of the thesis statement. the outline of argumentative essay consists of introduction, body and conclusion. the introduction of argumentative essay sets up and states the author’s claim. it must also contain the thesis statement, which outlines author’s position and the major points the author will discuss in the essay. the body should contain pro and/or counter arguments. the purposes of a conclusion in an argumentative essay are to restate main arguments related to the issue being discussed. 3.1 outline planning in argumentative writing outline planning in writing means positioning your main and supporting ideas into a good organization. in argumentative writing, the organization of the essay should also reflect a good position of the author’s claim, pro and counter arguments. every writing task must consist of three main parts that must be included in the writing organization, which are the introduction, the body, and the conclusion. for the argumentative writing, all these three parts has its own characteristics. the introductory paragraph in an argumentative writing states the position the author arguing for. it also includes the thesis statement that provides the author’s claim and the reason for it. the body of an argumentative writing gives the readers the basic information to understand the author’s position. it should give reasons or evidence to support author’s claim and also the refutation of it. the conclusion in an argumentative writing is the last part of the writing organization. it should include the importance of the issue, the arguments and what would happen if the author’s argument is not believed or acted upon the issue. there are some outline models that can be used in organizing argumentative writing. those models can be seen in the diagram bellow. diagram 1. argumentative outline models argumentative outline models model 2 thesis statement counter argument pro argument i pro argument ii pro argument iii conclusion model 3 thesis statement counter argument i counter argument ii counter argument iii conclusion model 4 thesis statement counter argument i counter argument ii counter argument iii pro argument conclusion model 1 thesis statement pro argument i pro argument ii pro argument iii counter argument conclusion the effect of outline planning in argumentative essay writing of fourth semester students of english department, faculty of arts, udayana university 3 3.2 the effect of outline planning to students’ argumentative writing organization organizing ideas in writing will influence the readers, both to read your article and make the readers easily understand your points. in argumentative writing, there are some models that can be used in organizing our ideas. the model is shown on the diagram 1. putting thesis statement in the introduction part of the argumentative essay has two purposes. first, its purpose is to give a brief view to the readers about what the writer is going to talk about and to prove in his writing. second, it is purposed to attract the reader’s attention since the writer uses a provocative words in creating the thesis statement. in argumentative essay, it is a must to put your thesis statement in the introduction part of the essay. pro arguments or counter arguments will be the next part of the essay after stating the thesis. as shown on the diagram 1, thesis statement can be followed by either pro arguments or counter arguments. if the writer states some pro arguments after the thesis statement, then the writer may put one counter argument after those pro arguments; as shown in model 1. a counter argument or some of it may follow the thesis statement before the pro arguments in argumentative essay. as shown in model 2, the writer may put a counter argument and followed by some pro arguments. in model 4, some counter arguments are stated before a pro argument. pro argument does not always exist in an argumentative essay. it can be omitted if the writer focusing in opposing the thesis statement as shown in model 3. in every essay writing task, a conclusion plays an important part of the essay. especially in argumentative writing, conclusion should clinch up your final thoughts with a powerful statement in order to persuade the readers to believe in your statement. a conclusion should summarize all the ideas explained including the thesis and all the writer’s reasons to support his opinion. based on the data analysis, the pre-test result of 30 students’ argumentative writing shows that students still make some mistake in organizing their essay. the types of mistakes in argumentative writing from the students’ pre-test can be shown on the table below. type of mistake number of students who make the mistake none 2 thesis statement omission 3 pro or counter arguments organization 11 conclusion omission 6 thesis statement omission and pro or counter arguments organization 3 thesis statement and conclusion omissions 2 pro or counter arguments organization and conclusion omission 2 pro or counter arguments organization, thesis statement and conclusion omissions 1 table 1. pre-test result of types of mistakes in argumentative writing organization from the table above, it can be seen that some mistakes made by the students in writing argumentative essay are thesis statement omission, pro or counter arguments organization, conclusion omission and combination of those mistakes. only 3 students did not make any mistake in terms of essay organization. there are 3 students who made mistake in form of thesis statement omission. students did not write a thesis statement in the introduction. the mistake that was done by most of the students is pro and counter arguments organization. number of students who made mistake in organizing the pro and counter arguments is 11. the mistakes are in the form of mixing the pro and 4 | ketut santi indriani lingual (vol. 8, no.2, 2019) counter arguments and omitting the counter argument in the text. conclusion omission was done by 6 students. they did not state any conclusion at the end of their essays. however, some students who omitted the thesis statement also made mistake in organizing the pro or counter arguments and omitted the conclusion. the number of students who omitted thesis statement and made mistake in organizing the pro and counter arguments is 3 students while the number of students who omitted both the thesis statement and the conclusion is 2 students. the number of students who made mistake in organizing the pro and counter arguments as well as omitted the conclusion is 2 students. the number of students who did those three types of mistake is 1 student. it can be seen that the ability of the students in organizing the argumentative essay in the pre-test is still low. it is caused by the unprepared writing. they did not plan their writing. however, the post-test result shows an improvement of students’ ability in organizing the argumentative essay. after planning their performance by making outline planning, students’ post-test result increase significantly. the mistakes made by the students reduced in terms of types and number. it can be seen on the table below. type of mistake number of students who make the mistake none 23 pro or counter arguments organization 6 conclusion omission 1 table 2. post-test result of types of mistakes in argumentative writing organization based on the table above, it can be seen that the types of mistake and the number of mistake decrease significantly. there is no combination of mistakes in students’ writing. types of mistakes appeared were only pro and counter arguments organization and conclusion omission. number of students who made mistake in terms of pro and counter arguments organization decrease from 11 to 6 while conclusion omission decrease from 6 to 1. iv conclusion outlining provides an opportunity for writers to plan what will be written.this plan includes organizational planning and content planning. based on the study of the effect of outline planning in argumentative essay writing of fourth semester students of english department, it can be concluded found that outlining improve students writing significantly. this conclusion is obtained from comparing the results of the pre-test and post-test in argumentative essays writing. the improvement reflected from the reduction of the types and the number of mistake made by the students in their writing. references alwasilah, a. c. 2005. pokoknya menulis 1st edition. bandung: pt. kiblat buku utama. dimitrov, d.m. and rumrill, p.d. 2003. pretest-posttest designs and measurement of change. work. vol. 20. 159-165. isnard, n. and piolat, a. 1993. the effect of different types of planning on the writing of argumentative text. 121-132. kellog, r.t. 1996. effectiveness of pre-writing strategies as a function of task demands. american journal of psychology. vol. 103 no. 3. 327-342. keraf, gorys. 1985. argumentasi dan narasi. jakarta: pt gramedia. nursisito. 1999. penuntun mengarang. yogyakarta: adi cita. ojima, maki. 2006. concept mapping a pre-task planning: a case study of three japanese esl writers. an international journal of educational technology and applied linguistics, vol. 34 no. 4, 566-585. filippo grandi reports on rohingya refugee crisis in bangladesh: engagement evaluation soraya grabiella dinamika, yurial arief lubis sekolah tinggi ilmu manajemen sukma, universitas medan area dinamika.soraya@gmail.com, yurialarieflubis@yahoo.com abstract this study concerns with the use of appraisal theory developed by martin & white (2005), under subsumed of engagement system domain. the engagement system deals with dialogic perspective between speakers and listeners, which is influenced by the approach of bakhtin/ voloshinov, called heteroglossia. heteroglossic backdrop reveals the proposition lies behind what is stated. in this study, a verbal interaction between speaker and listener is presented in the form of press conference release. currently serving head commissioner of united nations high commissioner for refugees (unhcr), filippo grandi, held a press conference release containing his visiting report to the camp shelter of rohingya refugee in bangladesh. the press conference release is a recorded-video type one, which has approximately 27:30” in length. it is led by a moderator, reported by the head commissioner and joined by 6 follow-up questions. regarding to engagement system used, the utterances are then transcribed into a transcript, thus it gains approximately 395 clauses, moreover, only the utterances spoken by the head commissioner taken as the engagement locution realizations. the objectives of this research fall into three: a) to find out the most predominant heteroglossic backdrop grandi encodes; b) to recognize the values and viewpoint grandi intends to convey in his report; and c) to identify the authorial voice grandi uses in addressing his beliefs of the rohingya refugee crisis to the audiences. the qualitative descriptive method is applied. it is found that contract-disclaim-counter dominates the report by accounts of 55 realizations. it implies that the facts, grandi reports may against audiences’ expectation, yet in another clause, he describes the situation which can reform audiences’ different viewpoints toward the crisis. keywords: appraisal theory, engagement system, rohingya crisis, unhcr, filippo grandi i introduction the world’s eyes must have been confronted to the fact that persecution of certain tribes and ethnical violence remains to happen. indeed, the modern colonization is still there in several parts of earth. thus, the people who suffer from the colonization keep on trying to flee and find safer shelter for themselves. therefore, the refugee issues emerge day by day. the issues could never be stopped as long as injustice humanity problems and wars remain to happen. one of the ongoing issues comes up from rohingya refugee, a group of people who originates from the northern area of rakhine state, myanmar. the rohingya, a muslim ethnic minority group in rakhine, are considered among the most persecuted, vulnerable, and oppressed minorities in the world. recently, the persecution on the rohingya muslims has increased due to buddhist nationalism in myanmar. they are victims of various forms of oppression, such as arbitrary taxation, land confiscation, destruction of mosques, torture and illtreatment, extrajudicial executions, restrictions on movements, forced eviction and house destruction, forced laborers on roads and at military camps, and financial restrictions on marriage (mohajan, 2018). the buddhists of myanmar claim that the rohingya are economically developed, and their culture is under siege than the rohingya. the rohingya are confronted with a deeply entrenched islam phobia with rakhine in myanmar. myanmar is surrounded by some islamic countries, such as bangladesh, malaysia, and indonesia. the buddhists think that if any islamic country attacks myanmar, the rohingya will fight against myanmar. therefore, they are culturally discriminated, economically exploited, and politically sidelined by the government of myanmar (gom) (wolf, 2017).the oppression of the rohingya people resulted in repeated population movements within myanmar and to other countries, culminating in the mass displacement of rohingya to bangladesh in the second half of 2017. in august 2017, a major humanitarian crisis in the rakhine state of myanmar triggered a mass exodus of around three-quarters of a million stateless rohingya refugees into neighboring bangladesh, adding to the estimated 200,000–300,000 rohingya refugees in bangladesh who had fled myanmar earlier and the estimated 73,000 rohingya refugees in malaysia (unhcr, 2018). concerning this matter, united nations, under the role of the united nation high commissioner for refugees (unhcr) has taken its parts in controlling and organizing the issues of refugee as well. filippo grandi, who currently serves as the 11th united nations high commissioner for refugees, elected by the un general assembly on 1 january 2016 to serve a five-year term, until 31 december 2020. he has been engaged in refugee and humanitarian work for more than 30 years. grandi holds a mailto:dinamika.soraya@gmail.com mailto:yurialarieflubis@yahoo.com 2 | soraya grabiella dinamika, yurial arief lubis lingual (vol. 8, no.2, 2019) degree in modern history from the state university in milan, a ba in philosophy from the gregorian university in rome and an honorary doctorate from the university of coventry (unhcr, 2016). therefore, there is no doubt anymore in his dedication for humanitarian work. the mandates which grandi holds, allow him to be responsible of any existing refugee issues. along with his boards in unhcr, grandi has always been projected to the enormous number of refugee issues and what comes up within it. in line with the rohingya refugee issue, unhcr has taken its role as well. moreover, grandi’s visit to bangladesh back in the day has been being worlds’ center of attention. for his report of visit becomes the awaited news of world citizen. why is it awaited? the question has come to appear. definitely, the world citizen needs to hear about the condition and status of rohingya refugee directly from the head of unhcr. as the information of it, from him, considerably is the most accurate and factual rather than the issues spread out there in the society, which doesn’t expose valid report. as any colleagues of his in un boards have done after visiting a refugee site, grandi also reports his observation by holding a press conference at the headquarters of unhcr in geneva. for the view that whenever speakers or writers say anything, they encode their point of view towards it (stubbs, 1996).therefore, grandi delivers, obviously could influence people’s point of view towards the ronghiya refugee issue. his interpersonal style of speaking such as; the way he delivers speech, the way he reports his observation, the way he elaborates the condition of rohingya refugee, the way he describes the camp site situation in bangladesh, the way he responses to the follow-up questions, and which diction he uses rather than the others, they are being essential entities analyzed in this study. analyzing interpersonal style is the workplace of systemic functional linguistic (halliday and matthiessen, 1994/2004), but in way more specific functions, called appraisal theory. appraisal is realized as discourse semantic since it emphasizes the meaning beyond the clause. as a tool of language of evaluation, appraisal, by presenting the material, reveals the speaker/writer negotiation of feelings and values to which they communicate (dinamika, 2016). martin & white in 2005 has developed appraisal theory as one of the extension of interpersonal systems at the level of discourse semantics, besides negotiation and involvement. appraisal deals with three major domains, namely ‘attitude’, ’engagement’, and ‘graduation’. attitude plays its role in concerning emotional reactions and evaluation of things. then, engagement construes the play of voices around opinions in discourse. meanwhile, graduation deals with grading phenomena (martin and white, 2005). several studies on appraisal under subsumed of engagement system done within written form as the sources. it implicates that it hasn’t completely reflected voloshinov’s ideas which states that verbal communication is the basic reality of language (voloshinov, 1995). depart from that ideas, for grandi’s report on rohingya refugee in bangladesh released in a recorded press conference, therefore, in this study, the engagement one is the most appropriate resource applied, as it construes the “dialogic perspective”. by analyzing grandi’s report using engagement evaluation, it, perhaps, can be figure out, in which position grandi takes stances and in which value or belief he intends to convey. thus, this study engages to explore the engagement system found in filippo grandi’s press conference report on rohingya refugee in bangladesh camp shelter. moreover, the objectives of this study fall into three: a) to find out the most predominant heteroglossic backdrop grandi encodes; b) to recognize the values and viewpoint grandi intends to convey in his report; and c) to identify the authorial voice grandi uses in addressing his beliefs of the rohingya refugee crisis to the audiences. ii materials and method 2.1 literature review in these recent years, numbers of research on appraisal have been done to prove that the language of evaluation existing in the form of written and spoken language. any languages and its form of language can be evaluated or even analyzed through the occurrence of this theory, called appraisal. in 2006, a study on evaluation of engagement in journalistic and news reportage in two languages, english and spanish has been held by arrese and perucha. the study found that the presence and patterning of the various linguistic resources for the expression of evaluation in these subgenres of journalistic discourse, establishes comparisons across languages (arrese and perucha, 2006). meanwhile, zhang (2015) examines the appraisal resources of two earthquake reports from china daily – china’s most influential national english newspaper, in 1998 about shangyi earthquake and 2008 about wenchuan earthquake. then, it is found that there are great changes in disaster reporting within filippo grandi reports on rohingya refugee crisis in bangladesh: engagement evaluation | 3 over 10 years. the changes between attitudinal and engagement research implicate a development in the disaster reports of china daily, which also influence the reader’s feeling and viewpoint of the disaster reports (zhang, 2015). 2.2 engagement in appraisal theory under subsumed of appraisal theory as described in martin & white (2005), engagement system concerns with the means for the authorial voice to position itself with respect to, and hence to ‘engage’ with, the other voices and alternative positions construed as being in play in the current communicative context (martin and white, 2005).engagement is much influenced by dialogic perspective informed by the bakhtin’s/voloshinov’s notion of dialogism and heteroglossia. in which they state that all verbal communication, whether written or spoken, is ‘dialogic’ in that to speak or to write is always to reveal the influence of, refer to, or take up in some way, what has been said/written before, and simultaneously to anticipate the responses of actual, potential or imagined readers/ listeners (bakhtin, 1981; voloshinov, 1995). engagement system takes account of dialogic perspective which then falls into two types of communicative environment or in other terms called dialogistic status, namely monoglossic and heteroglossic. ‘monogloss’ uses categorical assertions to build shared values with the receiver by presenting an idea as being commonsense and having no alternative. ‘heterogloss’, by contrast, acknowledges the possibility of alternative viewpoints, responses and/or truth values. heterogloss itself may be either ‘dialogically expansive’ (opening up to other voices) or ‘dialogically contractive’ (restricting possible responses) (munday, 2015). in other words, utterances are considered to be categorized as monoglossic when they make no reference to other voices and viewpoints. meanwhile, when they do invoke or allow for dialogic alternatives, categorized as heteroglossic. as stated in martin & white (2005) that category of engagement construes for the text a heteroglossic backdrop of prior utterances, alternative viewpoints and anticipated responses, thus, this study will only focus on outlining the heteroglossic resource. it can be divided into two broad categories – dialogic contraction and dialogic expansion. 2.3 heteroglossic: dialogic contraction dialogic contraction acts to contract the dialogic space rather than to open it up. its contractive meanings fall into two categories as followings; 1. disclaim – voice position of rejecting, supplanting or some contrary position. it is then sub-typed into disclaim ‘deny (negation)’ and disclaim ‘counter’. deny is realized in such locutions, no, not, never, nothing, wrong and any other denial words. while, counter is conveyed by conjunctions such as although, however, yet and but, by adjuncts such as even, only, just, surprisingly, still. 2. proclaim – voice position of as highly warrantable (compelling, valid, plausible, well-founded, agreed, reliable, etc). this contractive meaning can be sub-typed into concur, pronounce and endorse. concur is conveyed by such locutions, of course, naturally, admittedly, obviously, etc. pronounce involves authorial emphases or explicit authorial interventions, such as these locutions, i contend, the facts of matter, in fact, indeed, etc. endorsement is realized in the use of verbal processes, such as show, prove, demonstrate, find, etc. 2.4 heteroglossic: dialogic expansion dialogic expansion acts to open up the dialogic space for alternative position. it is categorized into two expansive meanings; 1. entertain –voice position stands on range of possible position whether to greater or lesser degree. it is conveyed as the assessment of likelihood via modal auxiliaries, such as, may, might, could, must, have to, need to; via modal adjuncts such as, perhaps, probably, definitely; via modal attributes such as, it’s possible, it’s likely; via mental verb such as, think, believe, convinced, doubt, etc. 2. attribute –voice positions of some external voice. this can be sub-typed into two; acknowledge and distance. acknowledge is conveyed by reporting verbs such as say, report, state, declare, argue, announce, believe and think. meanwhile, distance is realized rather narrowly locutions, such as claim and certain uses of ‘scare’ quotes. to give the clear view of the system of engagement particularly in terms of heteroglossic resources as discussed in this section, figure below is presented. 4 | soraya grabiella dinamika, yurial arief lubis lingual (vol. 8, no.2, 2019) picture 1. heteroglossic resources (source: martin & white, 2005, p.134) those heteroglossic resources realized in the form of utterances are aimed to figure out the propositions a speaker/writer intend to address the reader/ listener, also the backdrop lies on it as well. engagement system also appears to provide a systematic account of characterizing a speaker/writer’s interpersonal style and their rhetorical strategies according to what sort of heteroglossic backdrop or of alternative viewpoints they construct for their text and how they engage to that backdrop. as heteroglossic resource also concerns with value positions in which, in this regard, when speakers/writers announce their attitudinal positions, thus they not only express themselves, but also simultaneously invite the addressee into a place where the feeling, value and belief is shared. 2.5 methods a recorded press conference video release of filippo grandi – unhcr head commissioner, entitled “rohingya refugee emergency in bangladesh, geneva, 27/09/2017” is accessible on united nation official webpage, please visit (http://webtv.un.org/watch/filippo-grandi-unhcr-press-conferencerohingya-refugee). length of the video is approximately 27 minutes and 30 seconds. the press conference is led by a moderator, reported by filippo grandi – the unhcr head commissioner as the keynote speaker, and followed by six follow-up questions which come up from the audiences in that press conference room. moreover only the utterances uttered by filippo grandi were taken as the data. the oral utterances were transcribed into text form; in order to easier the process of analysis, without omitting even a word he uttered, then obtained approximately 395 clauses. figure 2.press conference release of filippo grandi’s report (source: http://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugee-emergency-inbangladesh-geneva-27-september-2017/5588947654001) qualitative descriptive method was applied due to its necessity to explore the engagement ‘realization locutions’ found in the transcribed report and to describe or to categorize the types and subtypes of the locution. there was also a quantification applied, but, it was by means of, counting the distributions and frequencies of each subtype. http://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugee-emergency-in-bangladesh-geneva-27-september-2017/5588947654001 http://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugee-emergency-in-bangladesh-geneva-27-september-2017/5588947654001 filippo grandi reports on rohingya refugee crisis in bangladesh: engagement evaluation | 5 iii results and discussion this section provides the process of engagement system analysis and its finding results. first the data obtained from the transcribed text of grandi’s press conference is presented by few instances. then, it is categorized according to its heteroglossic resources whether dialogic expansion or dialogic contraction. afterward, it is respectively categorized according to its dialogic/ value position, which then put into the table of frequency form to easier the process of quantification of each categories and to make a clear vision of the analysis process. at last, the final data is obtained and the description is made to correlate the result of findings and the theory of engagement system developed by martin & white i n 2005. as the variety of heteroglossic resources may cause confusion in terms, hence this study applies words abbreviations. firstly, presented here the analysis of heteroglossic contract resources, followed by expansion one. 3.1 heteroglossic contraction this type of backdrop categorized into disclaims and proclaim. disclaim is subtyped into deny and counter, while proclaim subtyped into concur, pronounce and endorse. the table 1 below presents the table of disclaim realization. no. clause realization 1 that haven’t been accessed yet not 2 we have no date when they can resume their work, no date no, no 3 they are never been counted properly never 4 they have absolutely nothing nothing 5 no, we are not informed no, not table 1. heteroglossic contract – disclaim – deny (hcdd) those exemplified clause presented above are few of the whole obtained clauses of disclaim found in the transcribed press conference report. those are the original utterances spoken by grandi without any modification. table 2 below is presented to show the realization of counter. no. clause realization 1 but, i cut short my visit but 2 that haven’t been accessed yet yet 3 although the information we got although 4 that with shockingly absence shockingly 5 and you can only reach northern rakhine only 6 it’s not just about food and shelter although just, although 7 there are displaced people still inside myanmar, still table 2. heteroglossic contract – disclaim – counter (hcdc) now, the contract – proclaim is respectively presented in these tables. table 3 is presenting the proclaim – concur, with abbreviation of hcpc as followings; 6 | soraya grabiella dinamika, yurial arief lubis lingual (vol. 8, no.2, 2019) no. clause realization 1 they have absolutely nothing absolutely 2 i have heard were that yes yes 3 of course, that is extremely important. of course, extremely 4 these figures maybe actually conservative actually 5 seemed very tangible to me very strongly strongly table 3. heteroglossic contract – proclaim – concur (hcpc) the occurrence of proclaim pronounce is presented in the table 4 below with abbreviation of hcpp. no. clause realization 1 that was really for immediate needs really 2 in fact, we have been cooperating in fact 3 it's just a matter of time before terrorist spring up just a matter 4 it’s clear that what it takes to people to be returned it’s clear that 5 but, clearly you know if only the people with papers can go back clearly you know table 4. heteroglossic contract – proclaim – pronounce (hcpp) proclaim – endorse is not presented in the table for it has no clause realization found in the transcribed report text. hence, it is still abbreviated as hcpe. 3.2 heteroglossic expansion this type of backdrop categorized falls into two; entertain and attribute. entertain stands itself, while attribute is sub-typed into acknowledge and distance. the entertain value is presented as in the table 5 below. no. clause realization 1 but they were perhaps more than 300.000 rohingya refugees perhaps 2 it is suggestion to an existing camp it is suggestion 3 this needs to be addressed and resolved needs to 4 and most likely, those were survivors most likely 5 i think it took a while think table 5. heteroglossic expansion – entertain (hee) at last, presented below is the attribute – acknowledge without distance, for it is not realized in any clauses of transcribed report text. filippo grandi reports on rohingya refugee crisis in bangladesh: engagement evaluation | 7 no. clause realization 1 and should really determine really 2 it is also very obvious to me it also very obvious 3 in fact, we have been cooperating in fact 4 it's just a matter of time before terrorist spring up just a matter of time 5 it’s clear that what it takes to people to be returned it’s clear that table 6. heteroglossic expansion – attribute acknowledge (heaa) afterward the whole transcribed text is categorized based on its heteroglossic backdrop and found its realization, thus, the frequencies of occurrences are thoroughly and systematically counted, as presented; heteroglossic resource contraction disclaim proclaim hcdd hcdc hcpc hcpp hcpe number 36 55 28 14 0 amount 91 42 total 133 percentage 63% expansion entertain attribute hee heaa head number 53 25 0 amount 53 25 total 78 percentage 37% table 7.table of frequency of heteroglossic resources distribution it is obtained that the heteroglossic resources construe in the text for 211 realizations, with account of 133 contractions locutions and 78 expansion locutions. contraction is dominated by disclaim – counter, with account of 55 locutions. meanwhile, entertain value dominates the expansion meanings with 53 locutions. therefore, contraction exceeds the expansion for 63% occurrences in the transcribed text uttered by grandi, while the expansion gives a small percentage in his report for only 37%. moreover, it is found here that in his press conference release, grandi takes his stance by heteroglossic resource with predominant contract (63%) disclaim dialogic position and counter authorial voice. hence, through the vast number of contraction found, also can be construed that in his report, filippo grandi, closes down the space for dialogic alternative, or in other words related to engagement system definition of dialogic contraction, he acts to challenge, fend off or restrict the scope of such propositions and utterances. what can be inferred here as well is that grandi contracts the chance for another open dialog of the rohingya refugee crisis in the bangladesh camp shelter. it implies that what he experiences in person while visiting that camp site appears to be the only source of 8 | soraya grabiella dinamika, yurial arief lubis lingual (vol. 8, no.2, 2019) information that needs to be trusted and unquestioned by the audiences. yet, the analysis also figures out that the contraction dialogic position is majorly dominated by disclaim voice, not the proclaim one. take a glance at disclaim definition related to engagement system as the textual voice positions as rejecting, replacing, holding unsustainability and holding not to apply such propositions, construes that grandi takes stances as most likely to stand across certain propositions of this crisis. the propositions, he stands across of, can be found in the marked transcript of his related press conference release, this study reveals. the most predominant authorial voice found is the counter one. counter deals with a proposition which would have been expected in its place (martin and white, 2005). in a clause uttered: “i was actually in new york at the general assembly but i cut short my visit.” that grandi cut short his visit in new york is presented as defeating his normal activity whose existence necessary needed particularly at the general assembly required him to be in new york for a few longer time. another clause of disclaim – counter is uttered as followings; “but, clearly you know if only the people with papers can go back.” the audiences expect that the head commissioner could do something to return the refugees with nationalities to myanmar, but grandi stands across that expectation as he emphasizes that only the refugees with papers (official nationality identification license) who could return back to myanmar. besides emphasizing the gom regulation of refugee to the audience, grandi also, throughout this statement tells the audience that he couldn’t do any further favor to help the refugee who doesn’t have official papers. “i spoke to many children that with shockingly absence of almost emotions, because they were so traumatized.” the clause above shows that counter takes role as a set of comment adjuncts/ adverbials. it is commonly and normally believed that children are the creatures who have variety of emotions and is expected to have pleasant experience in their childhood, as this kind of experience may form their complex emotions which also may form their personal characteristic. but, grandi’s observation speaks oppositely toward that expectation. he finds out through his observation, the emotional condition of the children of rohingya are totally different from normal expectation. it causes a shocking impact to the reality which happens in the middle of the refugees’ camp shelter. the children there are severely traumatized with any violence they witness, for instance, they witness their mothers and sisters being raped, their house burnt down, and their fathers killed by the military of gom. thus, countering clauses found reflects the real belief and value of crisis grandi intends to inform to his audiences the most. disclaim – counter is also realized in such utterance: “and the flow has declined although the information we got from various governmental agencies in bangladesh was that there are displaced people still inside myanmar, some of whom maybe trying to find their way across the border into bangladesh.” the still in the clause above construes grandi expectation that the refugee flow are not inside myanmar anymore, but somehow it counters the expectation that there are refugee flows still inside myanmar. grandi expects that those displaced people could flee from myanmar to seek for shelter by crossing the border into bangladesh. he tries to share his expectation towards it to his audiences. thus, by seeing the evaluative results of engagement found in grandi’s press conference release, he tends to share the information about the rohingya refugee with rather countering position. he presents the report with expected propositions as well as presenting it with the real propositions happen. he tries to tell the world that what they expect to happen in the bangladesh’ camp shelter may not happen and what the world doesn’t expect to happen there happens. nevertheless, there is still a big number of authorial voice in this study, expansion – entertain takes the second position and occurs for 53 realizations. entertain makes dialogic space for the possibilities. the authorial voice entertains those dialogic alternatives (martin and white, 2005). take a look at the clause below which is presenting the entertain realization. filippo grandi reports on rohingya refugee crisis in bangladesh: engagement evaluation | 9 “and the government has made available, as you probably have read, an area of two thousand takers that is going to be destined to professional accommodations for the refugees, and many are already moving there. it is suggestion to an existing camp that has been managed by unicef for many years.” grandi employs probably in the prior clause in order to mark that there may be some audiences who don’t share the same viewpoint as his on this accommodation for refugee. before stating that there will be professional accommodation for the refugees, grandi makes an anticipating position or making space between him and the audiences, in order that the audiences could give him a chance to explain his viewpoints further later on. then, it is suggestion is such locution which perhaps, may entertain the audiences, regarding that the real situation may cause inconvenience feelings to the audiences. there grandi also employs entertaining voice in which he gives constructive suggestion to the stakeholder of existing camp, which may not do so before. throughout this entertain voice, grandi tries to implies that there are a lot of possibilities remain can happen at the refugee camp shelter in bangladesh, whether the good ones or even not. the engagement system is quite appropriate to apply in this study, as it concerns with the dialogic perspective. the press conference release reported by filippo grandi has taken the audiences to sorts of assumptions and thoughts. people may assume differently in responding to every single clause the head commissioner has uttered, but perhaps it affects the audiences with the good effect instead. related to interpersonal style, engagement system may present one proposition with quite a lot of spoken style, for people with different background and under certain conditions may produce different viewpoint toward it. therefore, evaluating the language is evidently a field which ultimately interesting to be discussed. it has always taken parts in any era, as long as people communicate. people’s interpretation and assumption toward the finding of the study may also differ. nonetheless, it is very resourceful entity to enrich the study of language, particularly for language of evaluation field. though, in this study, the engagement system is being the only domain evaluated, it is still open for doing so for another rest domains, attitude and graduation. this source of appraisal also can be expanded to any other form, such as, printed/ online media, news article, oral/ written speech, presentation, debate or discussion text, artistic masterpiece like, plays and movie script or song lyric, and so forth. this study, by no means, avoids the writers’ personal assumptions and viewpoints about the rohingya crisis and grandi’s report on it. the writers have tried their best to put themselves into such a fair and neutral position in evaluating the content of the press release. they also have used the language of evaluation (martin & white, 2005) book as the guidance in evaluating the interpersonal style and engagement system in this study. therefore, the writers expect that this study’s findings, hopefully, will not cause any offend to any sides. the way of evaluation is also excluded from any political ideology and political intervention and moreover is purely for the language object use. therefore, to sum up this evaluation, it can be stated that the results of evaluation may vary due to the objects of evaluation, appraisal system domains which is used, certain conditions the objects of propositions are made of, the interpersonal style of the addresser and the addressee in viewing a particular, the social and personal background of the addresser and the addressee, and so forth. iv conclusion the findings show that within the appraisal theory developed by martin & white in 2005, under subsumed of engagement system domain, the press conference release on rohingya refugee crisis in bangladesh (2017) reported by filippo grandi – the head commissioner of unhcr encodes a predominant heteroglossic backdrop called, dialogic contraction. this dialogic contraction is construed by a predominantly disclaim value position, in which it is subtyped into deny and counter. yet, the counter authorial voice has confronted to be the most realization found, for 55 locutions. therefore, it can be inferred that heteroglossic – contraction backdrop implies grandi to close down the space for dialogic alternative in his report. related to disclaim value position, it implies that grandi takes stance for him to stand across certain propositions or conditions of the crisis situation in bangladesh camp shelter. the stances he stands at are realized in the report he utters which convey the counter authorial voice. it reflects the realest crisis condition which grandi truly intends to inform the audiences. he reports the fact that may be audiences’ expectation, in any other clauses; he describes the situation which can reform audiences’ different viewpoints toward the crisis. this study, perhaps, may attract other linguists to conduct evaluation of language on many kinds of language form. in which, it is expected to shape the new pattern or even theory for certain propositions, particularly in language as communication 10 | soraya grabiella dinamika, yurial arief lubis lingual (vol. 8, no.2, 2019) medium. yet, humanitarian workers are also expected to involve in language research, as the humanitarian work is not only focusing on humanitarian issue, but also, later on, may be focusing on language use issue. references arrese, j.i.m., perucha, b.n. (2006). evaluation and engagement in journalistic commentary and news reportage. revista alicantina de estudios ingleses19, pp. 225-248 dinamika, s.g. (2016). appreciation in jakarta post’s arts and cultural news: appraisal perspective. national conference on language and current issues: usu press: medan. isbn: 979-458-8628. pp. 56-61 filippo grandi brief biography. (2016). retrieved from https://www.unhcr.org/the-highcommissioner.html. filippo grandi press conference recorded video. (2017). retrieved from http://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugee-emergencyin-bangladesh-geneva-27-september-2017/5588947654001 halliday, m. a. k. (1994/ 2004). an introduction to functional grammar. london: edward arnold. (2004 third edition revised by c. m. i. m. matthiessen). jati, i. (2017). comparative study of the roles of asean and the organization of islamic cooperation in responding to the rohingya crisis. ikat: the indonesian journal of southeast asian studies. vol. 1, no. 1, july 2017, pp.17-32.issn 2580-6580. martin, j.r., and white, p. r. r. (2005). the language of evaluation: appraisal in english. london: palgrave. (p. 92-135) mohajan, h.k. (2018). history of rakhine state and the origin of the rohingya muslims.ikat: the indonesian journal of southeast asian studies. volume 2, number 1, july 2018. pp. 19-46. issn 2580-6580, e-issn 2597-9817. munday, j.s (2015) engagement and graduation resources as markers of translator/interpreter positioning. target, 27 (3). 406 412. issn 0924-1884. p. 1-26 rohingya emergency and unhcr work for rohingya refugee issues. (2017). retrieved from https://www.unhcr.org/rohingya-emergency.html. stubbs, m. (1996). ‘towards a modal grammar of english: a matter of prolonged fieldwork’, in m. stubbs, text and corpus analysis, oxford: blackwell. tay, a.k., islam, r., riley, a., welton-mitchell, c., duchesne, b., waters, v., varner, a., silove, d., ventevogel, p. (2018). culture, context and mental health of rohingya refugees: a review for staff in mental health and psychosocial support programmes for rohingya refugees. geneva, switzerland. united nations high commissioner for refugees (unhcr). voloshinov, v. n. (1995). marxism and the philosophy of language, bakhtinian thought – an introductory reader. s. dentith, l. matejka& i. r. titunik (trans.),london: routledge. wolf, s. o. (2017). genocide, exodus and exploitation for jihad: the urgent need to address the rohingya crisis. south asia democratic forum (sadf) working paper no. 6. zhang, x. (2015). comparative study on the appraisal resources of china daily’s disaster news. theory and practice in language studies. vol. 5, no. 10, pp. 2118-2130. issn 1799-2591 the impact of technology hello english application in efl classroom ranta butarbutar, elia simatupang universitas musamus ranta@unmus.ac.id abstract teaching english as foreign language in junior high school forced teacher to use technology as an interest media to attract student in learning. primarily, an application was blasted off by culture alley in 2014; hello english has the potential to solve student’s problem of understanding simple past tense. the use of hello english application that gave significant impact in understanding simple past tense was the crucial intention of this study. in doing study, it used experimental and control class with 46 participants. this study proven that 1) there was significant difference of post-test between at experimental class; 95.6% and control class; 60.9% 2) normality distribution figured out experimental group in post-test is 0.200> α (0.05) and the significance value of control group in post-test is 0.051>α (0.05). the significance values of both groups are higher than α (0.05). it means that h0 is accepted and h1 is refused. so, the test distribution of both two groups is normal 3) homogenity test confirmed ρ value (significant value) is higher than α value. ρ > α, 0,955 > 0,05. back to the hypothesis, h₀ is accepted if ρ > α. this means that the classes are homogeny 4) t-test delighted 0.000 < (0.05) for this reason h0 is rejected and h1 is accepted. this study conclude that the use of hello english application is an effective media in learning simple past tense; encouraging self-learning; changing towards gadget’s better behaviour. keywords: impact, hello english application, simple past tense i introduction teaching english as foreign language (tefl) in indonesia means that english has to be taught as a requirement in national curriculum. clearly, this refers to the decision of ministry education and culture since 1967s, where english had become one of the compulsory foreign language taught in junior high school. consequently, teacher or educator who involved in it should have variety of strategies, approaches, even media while teaching english. more importantly, educator has to do some activities before entering classroom in however she/he can presentate to the students in interesting manner. with attention to prepare lesson plan, to provide feedback, to prepare assessment and most importantly is learning media. on the condition that students in revolution industry disruption 4.0 many activities will be changed by technology, with no exception to the learning system. graddol (in shyamlee & phil, 2012:1) states that technology lies at the heart of the process of globalization, influences the work and culture of education. similarly (anwar, 2016) states that in 21st century, teaching using some media that related to the technology is one of the innovations in teaching and learning. teaching using conventional media has its own advantage in promoting the culture value, but in achieving better result, using the newest technology or platform such as android will give more advantage since it directly relates to the students daily life in this era. under those circumstances, many application technologies can be used as interest media to students, notably hello english application whatsapp group (butarbutar, 2019), messenger, etc. those applications can be accessed from personal gadget or android. this is alligned to the students who are fluent in gadget; they tend to spent time for gadget. on the positive side students are pretty famous and super handy to operate newest technology and to use up to date application. on the negative side, they are addicted to playing games. considering this opportunity, the researcher has taken that gold opportunity to implement hello english application as an up to date media for teaching simple past tense at smp n 2 merauke. identically, (cardini, mayasari, wijaya, & ss, 2017) another study proven that hello english application could help students in understanding simple present tense; concequently, improving their new vocabularies. under those circumstances, they confirmed that hello english application could be as an alternative media in teaching simple present to students. by the same token (klimova, 2018) declares that the use of smartphone in teaching english as foreign language (tefl) was effective, improving students’ vocabulary and encouraged motivation significantly. mailto:ranta@unmus.ac.id 2 | ranta butarbutar, elia simatupang lingual (vol. 8, no.2, 2019) initial research, (putri, mayuasti, & rahmadhani, 2018) assert that there are three problems by student of smp n 22 padang in understanding simple past tense, for instance 1) 60.525% had difficulties in the distinction ofs regular and irregular forms 2) there were 32.375% students doubted to differ from verbs between simple past tense and present perfect tense, lastly (3) there were 29.995% students doubted to fix time signal between past and present. evidence that must be remembered was the 46 participant of this study. uniquely, (hidayati & diana, 2019) argue that the use of mobile hello english application could be motivate students independently outside of the classroom, since they could access it anywhere and anytime. recent study by (satriani, 2019) recommends that the use of hello english application could serve as innovative media to amuse students in learning english. by the same token this application is effective to enrich students’ vocabulary. comparatively, while collecting data she interviewed some teachers in uin university. it must be remembered that the teacher agreed to use hello english application was suitable to use in students classroom activities. however, the prior observation explored that 90% participants had difficulties in understanding simple past tense. to put it in another way, classic teaching style used by teacher made them felt bored while english activities occurred. some students just presented filled attendant list.. it was proven that while teacher stood in front of class explained simple past topic seriously, the rest of the students seen glanced at their phone. catching up this problem, this study chosen hello english application was the best solution for this case (ekaningsih, 2017). ii materials and methods 2.1 participants this study covered by comparative design to see both experimental; using hello english application and control group students that was taught not using hello english application. participants of this study consisted of 46 students in the seventh grade of smp n 2 merauke, papua province. 2.2 instruments to gather data or information, pre-test, action, post-test was conducted. researcher had both class to do pre-test before giving treatment and post-test after giving treatment. in the light of (w creswell, 2016) booked a post-test is used to measure the students ability in an experiment after given treatment. 2.3 data analysis procedures in analysing data gathered, this study used normality, the criteria of testing normality is if p value>σ (sig. 0.05) so that h0 is accepted. but if p value < σ so that h0 is rejected. h0= sample of data is normal distribution, h1= sample of data is not normal distribution. the criteria of the test based on pvalue as below: h0 rejected, if p (value) < α, so data is normal distribution; h1 rejected, if p(value) > α, so data is more normal distribution homogeneity., after the data distributed normally, it continued by examining homogeneity test with using spss. homogeneity has the function to check that 2 variables are the same or not. the criteria of testing homogeneity is if ftabel<fcount reject h0 or pvalue< α (5% = 0.05). h0: α12 = α22 there is no difference between experimental and control class, h1: α₁2 ≠ α₂2 there is difference between experimental and control class. in addition, the researcher also counted homogeneity using another way with calculating fcount and ftable. if fcount>ftable, so h0 rejected, but if fcount<ftable so that h1 rejected. corespondingy, it used eta squared; according to pallant (2007:236) there are three scale of this calculation, 0.01 is small effect, and 0.06 is moderate effect and 0.14 or above is large effect. in this research, the researcher adds eta squared to support t-test. to count eta squared, the researcher uses the formula: the result of etasquared categorized refers to the table below: result category 0.01 low effective the impact of technology hello english application in efl classroom | 3 0.06 moderate 0.14 large effective table 1 result category (harvey, 2009) iii results and discussion students’ score were analysed by t-test; experimental class only 13% passed meanwhile control class achieved standard were 8%. data informed that the understanding both classes in using past tense classified as poor achievement, on the other hand far away from minimum standard achievement. i n contrast, in post-test students got score passed significantly as 95.6% at experimental class, and 60.9% at control class, clearly shown as table 2 below: interval scores percentage (%) percentage (%) percentage (%) percentage (%) experiment class control class experiment class control class 51 100 1 9 4.4 % 39.1 % 50 0 22 14 95.6 % 60.9 % table 2. students’ score posttest 3.1 hello english application giving impact significantly in understanding simple past tense (spt) comparatively, there was difference between experimental class and control class after students got treatment (h0 was rejected). based on the hypothesis, the null hypothesis is rejected and the substitute hypothesis is accepted if there is different score between experimental and control group after conducting the treatment. on the contrary, the null hypothesis is accepted and the substitute hypothesis is rejected if there is not different score between experimental and control group after conducting the treatment. to answer those hypotheses, the researcher does calculations using spss 25.0 software. firstly, the researcher calculated the students’ homogeneity both class whether the students’ ability of both experimental and control groups are equal or not. the test was counted from the pre-test score among both classes. point often overlooked, the result has shown that both classes are homogeny or have the same characteristics. the second is measuring of normality distribution. the normality distribution is needed to know whether the sample represent the population or not. to test the data distribution is normal or not, the researcher uses kolmogorov-smirnov test with the hypothesis, h₀ is accepted if ρ-value > alpha (α) 0.05 and rejected h₁ which means the data normality distribution. in the other hand, h₀ is pushed away if ρ-value < α, and accepted h₁ which means this research is not normality distribution. the calculation shows that the result of pre-test score from both classes is significant. the ρ-value of experimental is 0,200 and control class is 0,051. so, h₀ is accepted and the data is normality distribution. the third is measuring the effectiveness of hello english application for alternative media for teaching grammar using t-test. there some criteria of hypothesizes are: the point one, criteria of hypothesis is to state the result of calculation from t-test which stated h₀ and h₁ for knowing the media is effective or not. h₀ : hello english application is not effective as alternative media for teaching grammar.h₁ : hello english application is effective as alternative media for teaching grammar. the point two, criteria of hypothesis are the assessment standards that exist in the school and can be one of criteria that support the media used in the learning process is effective or not to be used as a learning media. were the result on the criteria of looking at the students’ post-test results in the experimental class has already affected the understanding of simple past tense in smp negeri 2 merauke. the results indicate that the 11 students’ post-test have exceeded the standard of assessment and the other student have exceeded the pre-test results. after the calculation the eta square, the value is 0,09. it means that the treatment give moderate effect to the post-test form. this number also supports the t-test result that substitute hypothesis is confirmed and the null is rejected. so the hello english application is effective for students’ grammar mastery in learning. 4 | ranta butarbutar, elia simatupang lingual (vol. 8, no.2, 2019) to put in another way, the researcher explained about the effectiveness of hello english application for the alternative media for teaching simple past tense (spt), grammar beyond (apsari y, 2018). in accordance with the phrase of the creator of this application, alley (2016) aims to make users of this application easier to learn english about grammar, vocabulary and pronunciation as well as many more benefits that can be obtained by its users. to say nothing of (hidayati & diana, 2019) confirm that using mobile hello english application might be raising students’ motivation and independent way to learning english. by implementing vary technologies in learning english process are expected students to be hiring their own english competencies. of course they could be flexible to fix attract application depend on interest their self. coupled with etasquared category (table 1) study significantly declared that participants of this study got better scores than before. as an illustration, the eta square value is 0,09. forthwith that treatment given at post-test class is categorized into moderate level. this number under those circumstances also supported of t-test result substitute hypothesis be confirmed and the null is rejected. by and large it helped students in learning spt. 3.2 hello english application encouraging self-learning as mentioned that there was a significantly differences score both experimental and control class. evidence must be remembered, refers to observation during research, they looked anthusiast tried to do exercise by their self both inside and outside classroom. equally, it was proven the using this application made them spent their leisure time repeated task given by the teacher (hidayati & diana, 2019). comparatively, students in the gadget era are easier understood, econcentrate and even more motivated to do in case of doing by their gadget. as a matter of after getting score task given, student antusiast repeated it by himself without teacher’s instruction but curious about scores given application itself. it was indicated that this application effective to encourage student to learn independently. on the other hand hello english application unconscious helps them increasing self-learning. iv conclusion all things considered the information in previous study showed that the using hello english application was an effective media in teaching english, simple past tense in particularly. data findings and discussion proven 1) there was difference significantly of posttest between at experimental class; 95.6% and control class; 60.9% 2) normality distribution figured out experimental group in posttest is 0.200> α (0.05) and the significance value of control group in posttest is 0.051>α (0.05). the significance values of both groups are higher than α (0.05). it means that h0 is accepted and h1 is refused. so, the test distribution of both two groups is normal 3) homogenity test confirmed ρ value (significant value) is higher than α value. ρ > α, 0,955 > 0,05. back to the hypothesis, h₀ is accepted if ρ > α. so it means that the classes are homogeny 4) t-test delight is rejected and h1 is accepted. as has been noted, no one media to claim is perfect even hello english application. researcher recognized the experience while implemented this aplication as media in teaching english at smp n 2 merauke pretty far from good competent (butarbutar & ningsih, 2018). however it is implied to next productive and innovative researcher to do study about this media beyond. in the final analysis, by using hello english application as media in teaching english as foreign language notwithstanding could be welcome new atmosphere in the classroom. in either case amused students and attract students interesting to learning english anymore. last but not least, technology potentials to improving students’ motivation, vocabulary, and better scores in teaching learning process, english in particularly. comparatively, research participants are productive young generation for future well. educators or teachers have extreme responsibility to lead, to train, and to direct each student for using technology in a better motivation. references apsari, y. (2018). snowball throwing in teaching grammar. lingual, 10(1), 52-59. butarbutar, r. (2019). the study impact of whatsapp group on critical reading skill. magistra: jurnal keguruan dan ilmu pendidikan, 6(1), 45–51. butarbutar, r., & ningsih, t. b. (2018). action verbs-based to accustom procedures text. musamus journal of language and literature, 1(1), 11–20. the impact of technology hello english application in efl classroom | 5 cardini, d., mayasari, l., wijaya, a., & ss, m. p. (2017). the effectiveness of hello english application 4th–6th and 9th–11th lessons as the alternative media for teaching grammar in seventh graders in smp muhammadiyah 2 surabaya. universitas muhammadiyah surabaya. harvey, k. l. l. (2009). spss survival manual: a step-by-step guide to data analysis using spss version 15. nurse researcher, 16(3), 89–90. hidayati, t., & diana, s. (2019). students’ motivation to learn english using mobile applications: the case of duolingo and hello english. jeels (journal of english education and linguistics studies), 6(2), 189–213. klimova, b. (2018). mobile phones and/or smartphones and their apps for teaching english as a foreign language. education and information technologies, 23(3), 1091–1099. putri, r. j., mayuasti, & rahmadhani, a. p. (2018). the students problem in learning simple past tense at smpn 22 padang. jurnal ilmiah mahasiswa stkip pgri sumatera barat, (1). retrieved from http://jim.stkip-pgri-sumbar.ac.id/jurnal/view/wgx9 robert v. (2011). children and their development (6th edition) (mydevelopmentlab series). englewood cliffs, n.j: prentice hall. satriani, s. (2019). the implementation of hello english application in teaching vocabulary. universitas negeri makassar. w creswell, j. (2016). research design: qualitative, quantitative, mixed methods approaches. university of nebraska-lincoln. analyzing teacher’s instructional and nonverbal communication in efl classroom ranta, diah harmawati fakultas keguruan dan ilmu pendidikan, universitas negeri musamus rantabutarbutar@gmail.com, diahharmawati@gmail.com abstract the objectives of this research were to find out the teacher’s instructional language, kinds of nonverbal communication and effects in efl classroom. the objects of the research were the teacher and students of one primary school in merauke. the approach employed was qualitative approach. the type of this research applied discourse analysis (da). data collection was conducted through observation by recording and interview. data from observation was used to know the teacher’s instructional language and kinds of nonverbal communication. interview was used to know the effects of using the teacher’s instructional language and nonverbal communication to the students. the research findings showed that (1) the teacher’s instructional language in the classroom activities covered explanations, asking questions, giving feedback, and giving corrections. in term of explanation, the teacher used english, switched and mixed the indonesian language. the teacher used display question to know the students understanding related to the material. she used referential question to start the classroom and when she checked the progress of the students’ activity. in giving feedback, mostly same with explanation, the teacher also used english even she switched and mixed her language with indonesian. the teacher used direct correction and indirect correction in giving correction. repetition was also found in explanation, asking question, giving feedback and giving correction. (2 that the kind) the findings revealed s of nonverbal communication used by the teacher in the classroom included gesture, body movement and posture, eye contact and facial expression. these nonverbal were applied to explain some unclear verbal communication. (3) the last, the findings showed that there were positive and negative effects of the teacher’s instructional language the positive effects included motivating the students in studying, increasing the students’ vocabulary mastery, making them be more active to speak, giving enthusiasm in studying. meanwhile, the negative effects revealed the students felt nervous to speak when the teacher looked at them and even she stood beside them. fundamentally, this research gave great contributions in education, could help student’s confidence and enthusiasm to speak particularly in english learning teaching process. keywords: teacher’s instructional, nonverbal communication, efl i introduction communication is simply the act of transferring information from one place to another. generally, communication is the process of sending and receiving messages that enable humans to share knowledge, attitudes, and emotions (alfatihi, 2006:4). it indicates that communication is important for human being, because without communication everybody can not transfer information to the other. communication in the efl classroom is a complicated phenomenon and vital in classroom activities. teacher has important roles in the success or failure of the teaching and learning process. teacher should teach as communicative as possible in order to make the students understand of what is being discussed. in addition, xiao-yan (2006:6) stated that in english classrooms, teachers’ language is not only the object of the course, but also the medium to achieve the teaching objective. the students without language will not encounter the learning. teacher uses the language to explain the lesson or gives the instruction, asks and answers questions, gives feedback and information for the students. moreover, harmer (2002:128) stated that the students generally respect the teacher who shows their knowledge of the subject. based on his opinion, of course the teacher should have a lot of knowledge if they want to teach in the class. if the teacher teaches well with the instruction clearly, the student will encourage their achievement and confidence to learn even they will be motivated. hence, most of all, the classrooms will not work without the existence of the language. referring to the importance of language in the classroom, the teachers are concerned here because they need to become a good facilitator and instructor in the classroom. the teachers not only able to use the language in the classroom appropriately, but also must be able to show visual techniques and body language. in fact, the teacher performs verbal and nonverbal communications. barry (2011: 2) stated that verbal communications are identified by some component keys such us sound, word, speaking and language. different from verbal communication, nonverbal communication has often been defined as communication without words. nonverbal is also called silence of communication in which people use body movement, eye contact, facial expression, posture and gesture (kusanagi, 2004:383). verbal and mailto:rantabutarbutar@gmail.com mailto:diahharmawati@gmail.com 2 | ranta, diah harmawati lingual (vol. 9, no.2, 2017) nonverbal communications are considered potential in school interaction. it means that the teacher and the students in classroom interaction use verbal and nonverbal communication. instructional language refers to the spoken or written form of communication, which is intentionally use by teachers for certain purposes. therefore, students need nonverbal communication to participate in learning process. barry (2011:2) sates that all of the physical activity and parameters that are involved with communication, including the use of words, facial expressions, eye contact, gestures, etc. this is in line with negi (2009:102), verbal communication is confined to the use of language and on the contrary, nonverbal delivers a message beyond the words. it means that the teachers’ instructional as verbally cannot separated with nonverbal communication that used in the classroom. meanwhile, in the process of efl teaching at sd english is used as instructional language in process of efl teaching. class interaction in english comes together through talk, as result many problems appear in the teaching learning process faced both by teacher and by students, especially in creating communicative and interactional teaching process. the students still have some troubles in expressing themselves. it is indicated by their lack of vocabulary, poor communication, limited grammar, and mostly teacher has difficulties in explaining the material that makes students cannot understand. the main interest in the classroom interaction is to encourage teachers and students to make better use of their language and communication skills. the interactive choices made by teacher have a strong impact on the type of learning which takes place. based on the explanation above the researcher was interested to build up the research under the problem to analyze instructional language and nonverbal communication that teacher used while teaching student in the classroom ii materials and method the design of the research was qualitative descriptive design. it based on sugiyono (2010:30), he stated qualitative research is descriptive; it means that collected data is in the form of words rather than number. by using this design, data was collected, analyzed and interpreted by researcher. the data is presented to see the teacher’s instructional language, kinds of nonverbal communication in efl classroom and the effects to the students. the technique of data analysis was conducted in answering the research questions. in this research, there were two kinds of data that the researcher provided. the datas were from observation and interview. a) data from observation selected the data which was related to this research. when the data was already selected by the researcher, the next technique was coding the data based on the categories teacher’s instructional language and kinds of nonverbal communication that teacher used in the classroom. after that, the researcher made a transcript of the spoken data that related to the teacher’s instructional language and displayed the data of nonverbal action then labeled and analyzed them. b) data from interview. researcher interviewed the students in order to get the data or information about the effects of using instructional language and nonverbal communication to the students. iii results and discussion referring to the problems stated before, the findings are divided into three parts: teacher’s instructional language, kinds of nonverbal communication and the effects of teacher’s instructional language and nonverbal communication to the students. 3.1 teacher’s instructional language from observations has done by researcher, there are four areas of teacher’s instructional language that researcher found and analyzed in three times total recordings. it based on nunan (1995:189), he stated that teacher talk is divided in to some areas dealing with explanation, questions, feedback and correction. in observation, it was found that there were some ways the teacher used in explaining the lesson. in the classroom activities, the teacher used english, and then she switched and mixed the language with indonesian in explaining the lesson. in other different situations, the teacher repeated the language that she used for the students 3.1.1 a. teacher’s instructional language in giving explanation one form of teacher’s instructional language or teacher talk found in the classroom is giving explanation. explanation is a component of teacher talk in which teacher introduces a new concept or analyzing teacher’s instructional and nonverbal communication in efl classroom | 3 information for students. the major function of teacher talk is to provide explanation where teacher is the only source of information (nunan, 1989:27). in observation, it was found that there were some ways the teacher used in explaining the lesson. in the classroom activities, the teacher used english, and then she switched and mixed the language with indonesian in explaining the lesson. extract 1 t : anselmus, what is the title of this reading? s : working at home t : working at home, t : yes, now for the next time i will read this reading and then you just listen, you must listen, so you know, how to pronounce everyone, now listen carefully… listen carefully t : working at home, feed, sweep, dish, call up, telephone from all the extracts the teacher was explaining the lesson in english. it can be seen from the extract whether the teacher asked the students a question or gave the explanation. at the time, she repeated her talk in order to make students pay attention with her explanation. it is proved by reading the transcript :“ya, now for the next time i will read this reading and then you just listen, you must listen, so you know, how to pronounce every them, now, listen carefully… listen carefully, working at home, feed, sweep, dish, call up, telephone”. the language that teacher used in giving explanation in the classroom varies depend on the situation. the researcher found that the way the teacher talks. in the research view, in providing explanation, a teacher is the only source of the information being delivered and the teachers’ right is the only validation of information. the teacher in observation, it was found that there were some ways the teacher used in explaining the lesson in the classroom activities. in the some occasions, the teacher used english and then switched and mixed the language with indonesian in explaining the lesson. in other different situations, the teacher repeated the language that she used for the students. cakrawati (2011:16) states that repetition is not only served to clarify what is said, but also to amplify or emphasize a message. cook (2008:182) states that the teachers can balance the use of language within each lesson and switch languages at certain key points, such as during important concepts, where the students are getting distracted, during visions or when students are praised and told off. in this case, switching may be used as an effective teaching strategy for second language learning. hoffman as cited in cakrawarti (2011:12) states that there are a number of reasons for bilingual or multilingual person to switch or mix their language, one of them was repetition used for clarification which was mostly found in the teaching and learning process. it means that the teacher in mixing and switching the language in the classroom is to make the students more understandable about the material given. 3.1.2 teacher’s instructional language in asking question basically, it was found in this part. the teacher used two types of questions in asking questions. they were display and referential questions. each of these types discussed separately in the following parts. 3.1.2.1 display question display questions are questions that teachers ask to elicit/know the understanding of student upon the lesson. display questions refer to ones that teachers know the answer and which are designed to elicit or display particular structures. teachers use display questions not because they are interested in the answer but because they want to get their learners to display their knowledge of the language. referring to this type of questions, there were some ways that the teacher did in asking questions to the students. therefore, the teacher asked the question to the students by using english, using indonesian, switching and mixing the language with indonesia. most of the time, the teacher repeated the questions for two to three times for the students. the following extracts reveal the use of this type of questions. extract 2 t : iya, now… we have this book. number five and then open page three, this one… what lesson is here? what lesson? lesson? 4 | ranta, diah harmawati lingual (vol. 9, no.2, 2017) s : two t : lesson two. t : what is the title of this reading? what is the title? s : … t : anselmus, what is the title of this reading? s : working at home t : working at home, in the extract above, the teacher used display question to the students and to check the students’ attention about the material. when she asked to the students, she totally used english but she repeated till two or three times. for example, it can be found, when the teacher asked to the students “iya, now… we have this book. number five, and then open page three, this one… what lesson is here? what lesson? lesson?”. after the students answered her, she continued her question by repeating until three times, it can be seen “what is the title of this reading? what is the title?” 3.1.2.2 referential question referential question is question that the people ask because they do not know the answer and can gain a lot of subjective information. in the classroom, this can mean the questions that the teachers ask to the students. lei (2009:75) states that referential questions are genuine questions for which the teacher does not know the answers and therefore has a genuine communicative purpose. referential questions can involve students in more expressing opinions and exchange information. the way the teacher asked this type of questions is the same as in display questions. the teacher used english, needed to switch the questions into indonesian, and used indonesian. the teacher also needed to repeat the questions to the students. besides that, the teacher even mixed her language in giving question. it can be seen in the extracts below. extract 3 t : how are you today? how are you today? s : 1 am fine, how about you? s : i’m fine too t : now, we will learn the title about... we will learn about present s : present perfect t : have you ever listened about present perfect? anybody knows? s : no. yes t : nobody knows? s : no. the extract 3 above showed that the teacher used referential question and she used english when she gave questions for the students. she even needed to repeat her questions twice. the examples can be seen when she asked “how are you today? how are you today?”, and she said “have you ever listened about present perfect? anybody knows?” the last, she repeats again the question “nobody knows?” the function of this question is used to start the class or the material. in the three observations by recording, the researcher found that there were two types of question that teacher used in asking question in the classroom. they were display question and referential question. the teacher used referential questions mostly in her teaching. in order to teach well, display questions refer to ones that teachers know the answer. xiao-yan (2008:93) states that the teachers tend to ask more display questions, which serves to facilitate the recall of information and check the understanding of knowledge rather than to generate students’ ideas and classroom communication. the second type that teacher used in asking question was referential question. when she started the classroom and when she checked the progress of the students’ activity. in order to make students understand, the teacher needed to use english, switched her language into indonesia. on the contrary, xiao-yan (2008:93) states that referential questions refer to the questions that teacher do not know the answers and it can gain a lot of subjective information. in observations, the way analyzing teacher’s instructional and nonverbal communication in efl classroom | 5 the teacher used language mostly same with in referential question. she not only switched and mixed her language but also the teacher needed to use indonesian. referring to the explanation above, theoretically, it is stated that one of the influence factors in creating classroom interaction is the type of the questions which are asked by the teacher. the two common types are display and referential questions. based on many studies, referential questions are made for more interaction and meaningful negotiation. lei (2009:75) states that referential questions are genuine questions for which the teacher does not know the answers and therefore has a genuine communicative purpose. this is in contrast to display their understanding of the knowledge. referential serves to facilitate the recall of information and check the understanding of knowledge rather than to generate students’ ideas and classroom communication. it is supported by xiao-yan (2008:93), he says that the goal of questioning is to check if the students understand what they have been taught, and to enhance students’ involvement and to promote students’ creative thinking in classroom interaction. as stated above that the situation in the classroom is really different from the real situation. outside the classroom, normally people ask questions to seek for the answer that they do not know. the conversation usually runs that way. however, in the classroom, a teacher must focus on the effect of teacher questions on learners’ productions of the target language and on the learner response. xiao-yan (2008:93) states that questioning plays an important role in teacher talk which is considered to have a potential effect on learners’ comprehension, and which has been hypothesized to be important for the second language acquisition (sla). the teacher will mostly ask questions which they have known the answer in order to see how far the students have understood the lesson that they have thought. 3.1.3 teacher’s instructional language in giving feedback the form of teachers’ instructional language or teacher talk found in the classroom is giving feedback. feedback is the way the teacher gives a comment to the students’ answer or gives complement for correct answer by saying ‘good’, ‘yes’, ‘alright’ saying ‘yes, an excellent answer’. expanding or modifying a student’s answer: the teacher can provide more information. repeating; the teacher can repeat the same answer. criticizing; the teacher can criticize a student’s response. in observation, it was found that there were some ways the teacher used in giving feedback to the students in the classroom activities. in the some occasions, the teacher not only used english but also she mixed and switched the language with indonesian in giving feedback. in other different situations, the teacher repeated the language that she used for the students. the following extracts reflect them one by one. it reveals with extracts below: extract 4 t : now, she told my brother to sweep the flower, is that right? s : yes right mom t : clap hand for him t : it’s false, it is right.. number three, who? rico? and ingrid first. lady is first s : answer on the white board t : the question. is that right? s : your sister, t : iyah, clap hand for her….. that’s right from the extract above, the teacher gave feedback to the students about her answer. in this case, the teacher totally used english in her giving feedback. before the teacher gave praising to the students, she asked the students first”now she told my brother to sweep the flower, is that right” and the students said. it can be seen from the extract whether the teacher said “yes right mom”. then she gave feedback to the one of her students who answered right by saying “clap hand for, for him.” she kept used english in the next feedback, it can be seen when she said again “iyah, clap hand for her….. that’s right.” the language that teacher used in giving feedback in the classroom varies depending on the situation. the teacher gave feedback mostly used to give comments about the students’ task. during the interaction, the researcher found the way the teacher gave feedback. she used english she switched it into indonesian and the last she needed to mix it. the ways the teacher gives feedback to the students are important to make the teaching and learning process in the classroom run well. the students really need feedback to help the students to see 6 | ranta, diah harmawati lingual (vol. 9, no.2, 2017) whether what they have done is right or wrong. this is a duty of the teacher to keep doing it in the classroom. in the research view, feedback is related to the error correction provided by the teacher. providing feedback to learners on their performance is another important aspect of teaching. xiao-hui (2010:46) states that in teacher talk, feedback is used by the teacher to make error correction on a student’s spoken language, including a response either to the content of what a student has produced or to the form of an utterance. related to lei (2009:75), he states that the teacher asks a question and the students give the answer then the teacher provides his/her comments on the answer as feedback. 3.1.4 teacher’s instructional language in giving correction this part deals with teacher’s instructional language in giving correction. this part is divided into two: direct correction and indirect correction. they would be exposed one by one in the following section. 3.1.4.1 direct correction richard and schmidt (2002:185) stated that direct correction is a correction when the teacher gave the correct answer for the students. based on the analysis of the transcripts was found by researcher in the observations. the way the teacher gave correction directly can be seen in some occasions, she used english in her correction. she mixed and switched with indonesian and she repeated the direct correction. extract 5 t : you can write down. the right one… s : (write the answer on the whiteboard) t : almaida… before almaida write down t : see number one, i think, it is not complete here, what is not complete here? s : … t :the, the question, the question mark s : question mark t : write down your answer here from the extract above, the teacher gave direct correction about the students’ task. it can be found where the teacher used english when she gave correction. she corrected the student’s task by asking “what is not complete here’. she asked to her students because they did not put the question tag in his question and the student could not answer her. direct correction by teacher can be seen when she said “the, the question, the question mark”, in this case, the teacher also repeated her correction till twice. 3.1.4.2 indirect correction indirect correction is a type of correction where the teacher only points out the problem and asks the learners themselves to correct if possible (richard and schmidt, 2002:185). based on the analysis of the scripts, the researcher found out that the teacher used english, switched mixed and used indonesian in her instructional language. it is not different from direct correction explained previously. extract 6 t : rico, second paragraph until finish s : (rico read the paragraph) t : iyeee, now.. anybody can find which one is wrong spell? yang mana yang salah penyebutannya? [yes, now.. anybody can find which one is wrong spell, which one is wrong in spelling?] s : fid, fed mom t : iya, tadi rico bilang have you fid, disitu harusnya have you fed bukan fid,, have you fed… [iya, rico said ‘have you fid, it has to use fed not fid,, have you fed…] from the extract above, the teacher used indirect correction. the teacher switched her language when the teacher asked to the students about the incorrect spelling. it can be seen “iyeee, now.. anybody analyzing teacher’s instructional and nonverbal communication in efl classroom | 7 can find which one is wrong spell? yang mana yang salah penyebutannya?” and one of the students answer and corrected it by saying “fid, fed mom”. the teacher just gave complement about the student’s correction. she mixed her language when she commented the student’s answer “iya, tadi rico bilang have you fid, disitu harusnya have you fed bukan fid,, have you fed”. the fourth part of the research discussion is related to the teacher’s instructional language in giving correction. according to hattie and timperly (2007:91), correction is a type of feedback. it is called feedback about the task. the finding showed that the teacher used two kinds of correction during the teaching and learning process. based on the analysis of the extracts, the researcher found the way the teacher gave correction directly. it can be seen in some occasions, she used english in her correction, she mixed her language with indonesian. according to richard and schmidt (2002:185), direct correction is a correction where the teacher supplies the correct form for the students. the teacher tried to make her students more active, even she wanted to see the students’ understanding. by this statement, the researcher concluded that the teacher needed to use direct correction in order to help students to clarify their understanding of meaning of the language. for indirect correction, based on the analysis of the scripts, it is not different from direct correction explained previously. indirect correction was used where the teacher points out the problem and asks the learner to correct it if possible. indirect correction is a type of correction where the teacher only points out the problem and asks the learners themselves to correct if possible (richard and schmidt, 2002:185). in the research view, brown (2001:291) states that it is a vital part of the teacher’s role to point out students’ mistakes and to provide correction. correction helps the students to clarify their understanding of meaning and construction of the language. teachers need to see when the right time to give direct and indirect correction for their students. giving indirect correction will be a huge assistance for the students to train them practicing their thinking skill to solve the problem related to the materials given the classroom. on the other hand, direct correction was given to the students in the classroom to solve the problems that the teachers gave. in the conclusion, the result of this research showed a difference from the similar research which explored the phenomenon of a teacher talk in giving explanation, asking questions, giving feedback and giving correction. the differences found only in the way the phenomenon were seen. as in puasa’s (2010), it was found that the teacher used both indonesian and english in explaining the lesson in the classroom. in this research, it was found that the teacher used code mixing and code switching when the teacher explained the lesson, asked questions, gave feedback and correction. all of them were used by teacher to make the students more understandable what she said. it was also found that the types of the teacher’s questions were display and referential questions. they used in order to check the students’ understanding and progress of the students’ activity in the classroom. all of the previous researches indicated the importance of teacher talk in classroom. as in this research, a good teacher needs to plan everything before getting into the classroom, including what she/he should say in delivering the lesson for the students. allami (2012:2265) states that understanding an interaction in an efl classroom helps efl teachers to improve teaching and learning. the teacher must plan the delivery of instructions beforehand, thinking not only of the words to be used but also the gestures and aids to the demonstrate meaning. the researcher concluded that all the ways the teacher talk aimed to achieve the goal of the teaching and learning process in the classroom or the teacher wanted to make students understand what she said. 3.2 kinds of nonverbal communication this part explains about the result of nonverbal communication used by teacher in classroom activities. from all of the observation by recording, the research found that the teacher used nonverbal communication in the teaching efl classroom activities such as gesture, body movement and posture, facial expression as well as eye contact for many processes. according to butt and iqbal (2011:11), nonverbal communication includes gesture, body movement and posture, eye contact, and facial expression. they indicated that mostly used by teacher in the classroom interaction. the research found on the findings that the teacher not only used instructional language but also teacher’s nonverbal communication on the observations by recordings. in the three videos, the teacher applied and performed many of nonverbal communication on the classroom teaching activities. the researcher found that the teacher in this research applied gesture, body movement and posture, facial expression and eye contact and also touched, physical appearance and all of them included in nonverbal 8 | ranta, diah harmawati lingual (vol. 9, no.2, 2017) communication. from observations by recording that researcher has done, there are four kinds that researcher analyzed which can be found in the classroom. they are: 3.2.1 gesture the activity in the classroom was the teacher gave greeting to the students. the teacher tried to asking information with excerpt “how are you today?” the teacher’s gesture illustrated by rising her two hands and then she opened two her palms. this gesture is used to emphasize her oral message and the function of this gesture referred to regulation where the teacher encouraged the learners to speak up. in addition, the teacher used her gesture with excerpt “what is the title of this reading?” the teacher’s gesture is illustrated by standing in front of the students and her left hand handled the book and her right hand handled the marker while her forefinger pointed the title of the reading to the students and then she said “what is the title of this reading?” this gesture applied to inform the students that the material of that day was related with the title of the reading and also to emphasize the teacher’s verbal massage. teacher performed gesture for all the unclear verbal massage. in the three observations the teacher used gesture for some reason. the function of regulation is that it is mostly used by teacher. regulation was used to encourage learners to speak up or participate in the task and was also a good teaching strategy when making corrections and giving feedback to the learner. the next function is input. it provided more input to the speech when it is explaining vocabulary. the next functions were management and instruction, they are used for classroom control such us giving directions, controlling students’ behaviors and interactions. they were often perceived as enjoyable by students since these activities lead them to involve in the activity and lower anxiety in the learning situation (kusanagi, 2004:384). studies have shown that teachers performed of gesture in their talk directed to l2 learners in order to convey meaning of verbal message. for example, when she said, “i will read this book and you must listen”. the teacher showed that the teacher held and opened the book with her right hand and she raised her left hand closely in her ear. it illustrated that the teacher gave information to the students that she wanted to read the paragraph and the students must listen to her. she used it to complete her verbal massage “i will read this book and you must listen”. the teacher also used it to emphasize, complementing and warning the students during the activities at the classroom. neu in kusanagi (2004:385) states that the teachers perform gesture in their talk, which directed to l2 learners in order to convey meaning and that these gestures reinforce their speech by adding redundancy to the verbal message. gestures are used by teacher. the first video observation was the same with the second and the third video. hence, the researcher concludes that the gesture for the same verbal word applied in the classroom activities. it is be a part of teacher habitual in communication. 3.2.2 body movement and posture teacher’s body movement and posture can be seen when teacher moved from her table and came to the students closely. she invited the students with her left hand to read the first paragraph, while her right hand handled the book and marker and she said, “dedi, read the first paragraph, read the first paragraph”. it included emblem category. moreover, the teacher walked to the back row and went to the front row. it was done to reach students’ attention by saying “ok, now see the activity in the chapter two”. she illustrated it by clapping her hands so the students could listen to what she was saying. it included in regulator. body movement and posture were performed by the teacher on the three videos mostly the same. those body movement and posture were used to express emblems and to substitute the word or phrase. body movement and posture performed by the teacher. they get good response from the students because they could understand each body movement and posture that was performed. it can be seen in the second video observation, the teacher showed her body movement and posture. the teacher came and stood behind the students and her two hands were put on the student’s table. she asked the students with excerpt “ask him, can you play,, play apa?”. body movement and posture were applied to hear the student’s question for his friend. it was because she didn’t listen what the student’s question for her friends was. it illustrated to emphasize her oral massage “ask him, can you play, play apa?” it made students more interested to speak and felt if the teacher gives attention to the students. miller (1998:80) states that body postures and movements are frequently indicators of self-confidence, energy, fatigue or status. posture refers to the body orientation, arm position, and body openness of interlocutors that can analyzing teacher’s instructional and nonverbal communication in efl classroom | 9 indicate their degree of attention or involvement, their status, and their intimacy. in the classroom, students are keen to receive body messages of enthusiasm and boredom about the subject matter being taught. it can make them confidence or frustration from the unconscious behavior of the teacher. research concluded above, body movement and posture that performed by teacher at the classroom activities occur consciously. it repeated in all videos observation. body movement and posture was being a teacher habitual in expressing her verbal word and the way to show her emotions. this body movement and posture were not dominant used by teacher in the classroom if the teacher comparing with another kinds of nonverbal communication. 3.2.3 eye contact it can be revealed when the teacher was communicating with a student, she made the eye contact. she looked at the student’s eyes when she was trying to communicate with her by saying alifka, what number? number? the function of this eye contact was seeking information. in another action, it can be played when the teacher made the eye contact to the student who wanted to answer the question. however, it emphasized that the student should write the question first before answering. it can be seen when the teacher said “write the question and then answer”. eye contact was used to invite and control interaction. eye contact was used by teacher to seek information, to invite students and control the classroom, to show attention and interest and to respond the students during the learning process. it can be seen from the findings that the teacher in the classroom activities. eye contact applied eye contact for some purposes especially mostly used to seek information and to invite the students. alfatihi (2006:8) states that an effective way the teacher can seeking information from the student is eye contact, especially if it is combined with eyebrow movements. it showed on the three videos observation. it supported by naeem et al (2011:44), eye contact is a very important nonverbal teaching technique which not only enhanced students’ attention in the classroom but also helped the teacher in the attainment of desired students’ results. it indicated that nonverbal play an important role in the teaching process. the teacher applied eye contact for purpose only for a few of the students, so another student unmotivated and not active during the teaching learning process. it can be concluded that the teacher used eye contact consciously based on the function of each eye contact. 3.2.4 facial expression facial expression usually uses to express emotions. the expressions tell the attitude of the communicator. in the research findings, the teacher invited to the students to write the question and answered on the whiteboard. her face was happy because the students answered question correctly. before acting like that, the teacher asked the student by saying “is it right?” then the student said “yes”. facial expression illustrated was showed by giving cheerful smile to the students. it was done to show to the students that the teacher was happy because they answered the question correctly. in contrast, facial expression can be seen when the teacher was angry while explaining to the students. however, the students still did not give the answer. her expression was showed by raising her eyebrows and opening her mouth by asking the students loudly “why you say has your brother?” this expression was used by the teacher to emphasize that her questions needed answering. from the findings, the researcher found that the teacher performed facial expression to express her feeling through facial expression. the teacher used facial expression for some reasons, such as when she was smile, when she wanted a speaking. for example in the first video, the teacher was happy. it was because the students answered the question correctly. before acting like that, the teacher asked the student by saying “is it right?” then the student said “yes”. facial expression illustrated was showed by giving cheerful smile to the students. it was done to show to the students that the teacher was happy because they answer the question correctly. it indicated a desire to close the channels of communication. in the teaching area, naeem butt and iqbal (2011:12) state that teachers can make effective use of facial expressions during the teaching-learning process not only to make the concept clearer to the students, but also to create interest in teaching. 3.3 the effect of the teacher’s instructional language and nonverbal communication to the students the interview was done to find teacher to the students, which the researcher cannot be gained through observation, uses the depth information about the effects of teacher’s instructional language and 10 | ranta, diah harmawati lingual (vol. 9, no.2, 2017) nonverbal communication. interview was also guided by theoretical foundation, which is relevance to the study. researcher : kalau dalam pelajaran bahasa inggris, apa bahasa pembelajaran guru anda atau bahasa apa yang dia gunakan dalam kelas ? [in english lesson, what is the instructional language that your teacher used in the classroom?] student : pake bahasa inggris dan bahasa indonesia [she uses english and indonesian] researcher : apakah anda mengerti dengan bahasa pembelajarannya? [do you understand with your teacher’s instructional language?] student : yah mengerti kak, karena dia pake bahasa inggris dan bahasa indonesia tapi banyakan inggrisnya [yes i understand it because she uses english and indonesian but english is more] researcher : bagaimana cara guru kamu membuat kamu mengerti dengan bahasanya? [how does your teacher makes you understand with her language?] student : bahasa inggriski dulu baru naartikan bahasa indonesia. terus kami cari di kamus juga [she uses english first, and then she uses indonesia, we find also in the dictionary] researcher : apa yang kamu dapat dari bahasa gurumu? [what do you get from tour teacher’s instructional language?] student : hemm banyak. karena guruku banyakan inggrisnya jd itu saya tahu cara ngomongnya kah dia selalu naulang itu bahasa inggrisnya terus nabawami ke bahasa indonesia. saya suka [i get much because my teacher uses english more. so i know how to pronounce because she repeats her language, and then she switches it into indonesian. i like it based on the transcript above, it revealed that the student can understand the meaning of english and enjoyed in studying when the teacher uses english. it occurs because the teacher switched it with indonesian. when the researcher asked the student about did you understand with your teacher instructional language? and student said “yah mengerti kak, karena dia pake bahasa inggris dan bahasa indonesia tapi banyakan inggrisnya”. this statement indicated that the teacher switched her language with indonesian. it can be seen when the student said “bahasa inggris dulu baru artikan bahasa indonesia. terus kami cari di kamus juga”. the last the researcher asked what do you get from you teacher’s instructional language?, the student enjoyed in studying. it can be seen when she said “hemm banyak. karena guruku banyakan inggrisnya jd itu saya tahu cara ngomongnya kah dia selalu naulang itu bahasa inggrisnya terus nabawami ke bahasa indonesian. saya suka kak.” by those statements above, the researcher concluded that all the actions of teacher’s nonverbal communication were used to complete verbal massage in order to make students understand. it means that the teacher and the students in classroom interaction use verbal and nonverbal communication. they indicated that those of communications could help teachers and students to make good interaction in the class. on the other hand, this research showed not only the phenomena of teacher talk in giving explanation, asking questions, giving feedback, correction and teacher’s nonverbal communication, but also the arguments about the effect the teacher’s instructional language and nonverbal communication from the students were also given for each phenomenon as the supporting data. the data from interview can answer this problem statement about the effects of teacher’s instructional language and nonverbal communication. data presentation of teacher’s instructional language from the interview reported that researcher found; the teacher’s instructional language had positive effects to the students, they influenced by the teacher talks. it can be seen when the teacher was explaining in english, she mixed and switched her language. the students had different responses about that. however, mostly the students were motivated in studying. some of them said that they understand when the teacher was speaking using that language. others said that it could increase their vocabulary mastery and know how to pronounce it. analyzing teacher’s instructional and nonverbal communication in efl classroom | 11 moreover, teacher talks helps the students be more involved in process of learning. it can be seen when the student asked the teacher to repeat what she had explained. according to cakrawati (2011:16), a repetition is not only served to clarify what is said, but also to amplify or emphasize a message. mostly the students can understand what their teacher told because their teacher tried to make them understand and know the meaning by mixing and switching her language. some of them said that they could understand but not all, they did not know the meaning when the teacher was speaking using that language. it was because they have a limited vocabulary. by mixing and switching her language, they will know the words and the meaning of the words. moreover, the teacher talks help the students to achieve their target language. lin (2005:17) also supports it, where good teacher talk is an instructional input with modification in the classroom and aims to facilitate learners’ comprehension in the language acquisition process. referring to the explanations above, the use of english is a good way to achieve the target language but for some students. they still need her teacher to switch or to mix her language with indonesian. this is due to the low ability or the limited vocabulary that students have in understanding the language that teacher used. cook (2008: 182) states that the teachers can balance the use of language within each lesson and switch languages at certain key points, such as during important concepts, where the students are getting distracted, during visions or when students are praised and told off. in this case, switching may be used as an effective teaching strategy for second language learning. in line with kim (2006:47-49), one of the reasons for the teacher mix the language in the classroom is to clarify the speech for the interlocutor. it means that the teacher in mixing the language in the classroom is to make the students more understandable. data presentation from the interview reported that researcher found related to the teacher’s nonverbal communication. the researcher found the positive and negative effect from the interview the students stated that nonverbal communication that teacher used in the classroom made them more active to speak. they feel enthusiasm if the teacher was smiling, even when she teaches while walking around the class. the students are happy and be motivated to study. they can understand the words when the teacher spoke because she described it by using her body or her hands, even her facial expression. on the other hand, some of them feel nervous to speak when the teacher looked at them and even she stood beside them. by the explanations about, nonverbal communication that teacher applied in the classroom is a good strategy not only to make students more understand the lesson, but also it can make the students more active to speak, they feel enthusiasm, be happy and be motivated to study. alfatihi (2006:41) supports it, she says that the use of nonverbal communication in the classroom is to give feedback, to motivate learners, and have a good classroom management; these professional qualities can be fostered by the positive use on nonverbal communication. as kusanagi (2004:384) says that a teacher uses representational nonverbal like gestures as classroom activities, and they are often perceived as enjoyable by students since these activities lead them to greater involvement in the activity and lower anxiety in the learning situation. by this statement, it can help the teachers in presenting more interactive and easy learning process. referring to the effects of teacher talk and nonverbal communication; according to negi (2009:102), verbal communication is confined to the use of language and on the contrary, nonverbal delivers a message beyond the words. by this statement, researcher concludes that the teachers’ instructional as verbally cannot separated with nonverbal communication that used in the classroom. it means that the teacher and the students in classroom interaction used verbal and nonverbal communication. those kinds of communication can help teachers and students to make good interaction in the class. from the explanations above, the researcher wish the three problems statements in this research can be answered. the first question is about what the teacher talk in efl classroom. based on the data observation that the researcher found, it shows that the teacher talk cover explanation, asking question, giving feedback, and giving correction. the teacher used english even she switched and mixed her language with indonesian in her talk. repetition was also found in explanation, asking question, giving feedback and giving correction. the second is about kinds of nonverbal communication used by the teacher in the classroom. they included gesture, body movement and posture, eye contact and facial expression, these nonverbal were applied to explain some unclear verbal communication. the last, the findings showed that there were positive and negative effects of the t eacher’s instructional language and nonverbal communication to the students. the positive effect included 12 | ranta, diah harmawati lingual (vol. 9, no.2, 2017) motivating the students in studying, increasing the students’ vocabulary mastery, making them more active to speak, giving enthusiasm in studying. meanwhile, the negative effects revealed that the students feel nervous to speak when the teacher looked at them and even she stood beside them. iv conclusion based on the research findings and discussions in the previous chapter, the research comes to the conclusions that instructional language used by the teacher in giving explanation varied depending on the situation. the teacher used english but she needed to mix and switch the language into indonesian, particularly to the students with average ability. in other occasions the teacher even needed to repeat it. there were two types of asking question that teacher used in the classroom; display question and referential question. generally the display questions were used to see the students’ understanding related to the material given, and referential questions were used to start the class and to check the progress of the student’s activity or other interaction which not related to the material. the teacher’s instructional language in giving feedback mostly used to give comment about the student’s answer or about the processing of the task. the teacher used two kinds of correction in the classroom, direct and indirect correction. the direct corrections were used by the teacher to supply the correct answer for the students and indirect corrections were used by the teacher to make the students corrected their task in order to make them check their understanding. the teacher used nonverbal communication; they were gesture, body movement, eye contact and facial expression in the classroom activities. references alfatihi. m.2006. the role of nonverbal communication in beginners’ efl classrooms. sidi mohamed benabdellah university. accessed on june 14, 2016 allan. &barbara p. 2004. defenitive book of body language, australia pease international arikunto,s. 2006. prosedur penelitian suatu pendekatan praktik. jakarta: pt. rineka cipta barry, b. 2011. student nonverbal communication in the classroom: new york. a thesis. united states military academy. accessed on march 15, 2014 birjandi, p and musa, n. 2010. non-verbal communication in models of communicative competence and l2 teachers’rating. journal of english studies islamic azad university, science & research branch, vol. 1 no. 1,pp: 3-22. accessed on march 29, 2014 carol, kinsay. 2008. secret and science of body language at work, berrett-koehler publishers, inc. croker, r. a. 2009. qualitative research in applied linguistics, palgrave macmilan damnet, a. 2008. enhancing acquisition of intercultural nonverbal competence: thai english as a foreign language learners and the use of contemporary english language films. a thesis. victoria university ekman, p. 1992. facial expressions of emotion: new findings, new questions. psychological science, 3(1), 34-38. ekman, p. & friesen, w.v. 1969. the repertoire of nonverbal behavior. categories, origins, usage, and coding. semiotica, 1, 49-98 gay, l.r., and mills, g.e. 2011. inc educational research, pearson education. harmer, j. 2002. the practice of english language and teaching. england: pearson eduction. hong-li, p. 2011. effects of non-verbal communication on college english classroom teaching. uschina foreign language, vol. 9, no. 8, pp: 505-516. accessed on march 29, 2014 jannette collins, md, med, giving a powerpoint presentation: the art of communicating effectively 2004. journal. review of education, radio graphics vol 24. juanita, h. 2009. qualitatuve research applied in linguistics. palgrave macmillan. united kingdom kim, e. 2006. reason and motivation for code mixing and code switching. online http//pdfcast.org/reasons-and-motivations-for-code-mixing-and-code-swiching. accessed on september 2, 2016 knapp, m.l., & hall, j.a. (2006). nonverbal communication in human interaction. belmont, ca: thompson publisher. kusanagi, y. 2004. analysis of research on nonverbal communication in language education. tokyo (eds.) jalt2004 nara – language learning life. rikkyo university analyzing teacher’s instructional and nonverbal communication in efl classroom | 13 matsumoto,d. 2005. facial express in analysis, http://en.wikipedia.org/wiki/image:head_facial_nerve_branches.jpg. accessed on june 15, 2016 http://en.wikipedia.org/defenition of seminar. accessed on september 10, 2016 mehrabian, a. 1970. silent message, wadsworth publishing company, inc. belmont california miller, p. 1988. nonverbal communication: what research says to the teacher. washington misrawati. 2014 analyzing instructional language and nonverbal communication in efl classroom: a case study at smpn 24 makassar, (tesis, unpublished). ivanova, j. 2011. the effects of teacher talk on l2 learners’ comprehension. a thesis. the university of utah misrawati, analyzing instructional language and nonverbal communication in efl classroom: a case study at smpn 24 makassar (unpublished thesis) negi, s. j. 2009. the role of teachers’nonverbal communication in elt classroom. journal of nelta vol. 1 4 no. 1-2 pp: 101-110. accessed on march 2, 2014 norbury, ian. 1997. carving facial expression, california: linden publishing, fresno neirenberg, g & calero h. 2001. how to read a person like a book. published by barnes & noble digital nunan, d. 1989. understanding language classrooma guide for teacher initiated action. uk: prentice hall richard, j. c. & lockhart, c.1996. reflective teaching in second language classroom. new york: cambridge university press. online book. retrieved from http://books.google.co.id/books?id=i4yrlnzbqpec&printsec=frontcover&hl=id#v=onepage&q&f=false . accessed on march 3, 2014 rosenberg, e. l. 2005 what the face reveals, oxford university: press. sugiyono, dr. prof. 2008. metode penelitian pendidikan: pendekatan kuantitatif, kualitatif dan r &d: bandung. cv. alfabeta xiao-yan.m.2006. teacher talk and efl in university classroom. china:adissertation for degree of m.a in english language andlit erature. chongqing normal university & yangtze normal university, accessed on march 3, 2014. the choice of codes among santri in communication through facebook eka susylowati english department, universitas surakarta esusylowati@gmail.com abstract the era of modernization of social media has always been associated with teenagers, especially those on facebook. this social media can be used as a medium to show their existence. the language used for communication interactions varies. the purpose of this study is to identify the choice of language codes used by students in the islamic modern assalaam islamic boarding school in indonesia in their communication interactions. this research is a qualitative in nature. the data under investigation are students’ conversations on facebook, which are particularly related to the choice of codes. data collection includes observation, field notes, and interviews. this research analysis employs the components of the hymes (speaking) speech. the research results demonstrate that the choice of language codes used by students to communicate in social media involves indonesian, arabic, english, and javanese. the development of technology can make communication effective for students. besides, that can drive the changes in behavior and language they use. the significance of this research is that there are bilingualism/multilingualism phenomena through the use of indonesian, arabic, and english, which is proven not to shift the local language (javanese), let alone destroying local language as a mother tongue. keywords: choice of codes, santri community, facebook i introduction islamic boarding school has its own plus value, compared to common public education because the environment in islamic boarding school, known as pesantren, puts equal emphasis between formal education material and diniyah material or deeper religion. pesantren is a traditional islamic education dormitory where students live together and study under the guidance of a (more) teacher, better known as 'kyai'. the dormitory for santri is in a pesantren environment where the kyai resides, which also provides a mosque for worship, a room for study, and some sections for religious activities. pesantren is a favorite because religious teachers and clerics have provided their emotional, intellectual, and spiritual faith as well as knowledge so that they are able to face the era of modernization and are taught islamic values which are bound to 'rahmatan lil aalamin', which can go in harmony with the spirit of nationalism and internationalism. multi-ethnic and multilingual pesantren communities can bring about language contact and bilingualism and multilingualism phenomena. along with the rapid development of technology, the most popular and extensively used communication tool is used for the interaction on social media, namely facebook. in the interaction on facebook, santri community in the assalaam islamic modern islamic boarding school come from various regions in indonesia that surely have a variety of languages. indonesian is the first language of instruction used for everyday social interactions in the boarding school. students who live in boarding schools will be able to influence the variety of languages such as english, arabic, javanese, and other regional languages. the choice of codes is evident in the communication used by the pesantren community, such as social interaction between ustazah and santri, between ustaz and santri, and among the students in the pesantren. the santri community in the assalaam islamic modern pesantren uses facebook to impart information, and thus the users’ master more than one language, for example, the use of slang in the conversation among santri; the use of multilingual in the social interaction, such as code switching english and arabic, or indonesian and english. for example: lemon, it means language month. ii materials and method 2.1 the choice of codes in sociolinguistics perspective sociolinguistics is a study of science because it discusses choices in the use of language codes. code choice is a situation where a linguist is involved in a bilingual interaction. bilingualism is the use of two or more languages by someone or by a society. there are three types of code choices commonly known in the study of sociolinguistics. the first type is called code switching. code is a neutral term that can refer to language, dialect, sociolect, or various languages. the second type of language choice is mailto:esusylowati@gmail.com 2 | eka susylowati lingual (vol. 9, no.1, 2020) code mixing. the term code mixing is similar to what was once called interference. in other words, in code mixing the speaker inserts some other language elements when using a particular language. elements borrowed from other languages can be words, phrases, or clauses. the third type of language choice is variation in the same language (variation within the same language). a single variation of language (variations in the same language) usually requires speakers to choose which variety to use in certain situations. the use of variations in the same language is also employed to avoid language errors. 2.2 facebook facebook is one of the online media that is widely used by teenagers in indonesia. facebook was founded by mark e. zuckeberg in 2004 and began its operations in september 2012, making it available for use by facebook users around the world for communication. the users are required to register themselves before using facebook to get a personal account containing profiles, homepage, group, and other facilities offered by facebook. along with the development of advanced science and technology, facebook users can create profiles that include photos and other important information, so people around the world need to be aware of the communication facility which enables others to find themselves. they can interact socially with a list of facebook friends they have via message or public through chat. in addition, they can create groups and pages. up until now, the features on facebook have undergone various changes and many facilities that support communication interaction have been made operative. one example is the 'wall' that can be used as a place to send messages to other facebook users to read. in addition, there is a "status" feature where facebook users are allowed to write down any activities going on around them and publish their existence including what they are thinking. of course this will invite various interpretations and comments from readers to provide responses or emoticons. likewise, the facebook features also come with a 'note' on which facebook users can document their writing and share things with their friends or tag friends in the note. interestingly, facebook is equipped with photo facilities, so facebook users can upload photos and store photos with an unlimited number. this has explained why social media like facebook has the highest rating and is still much in demand by teenagers and adults for communication. 2.3 methodology the present research delves into santri choice of codes when involved in communication on social media. the study is a qualitative in nature, with sociolinguistic approach. qualitative approach operative in the study includes several phases, including data collection, analysis, interpretation, and writing report, which is different to traditional qualitative approaches. the form of codes under investigation is those used by students when interacting on facebook in their boarding school environment. the data collected in this study are naturally found in speech events on facebook. to support data collection, observation, notes, and interviews are also put at work. data analysis deploys speech component analysis. in addition, the researchers also employ qualitative ethnographic methods. iii results and discussion the results and discussion on facebook communication generate a portrait of choice of language codes used by students as follows. 3.1 indonesian indonesian is usually used in the interaction of official communication in the santri community. but in reality, indonesian is not only used in official forums but is also used in informal forums. this is the reason why the communication using indonesian in both formal and informal settings is deemed imperative to facilitate communication, regardless of the language background of speech interlocutors. because of the influence of information technology, the students in assalaam islamic modern pesantren prefer to use indonesian language, used in daily communication interactions. below is the use of indonesian language by the students in interactions on social media (facebook) as follows. data 1 okty vyta membagikan kiriman. santriwati juga bisa berkreasi... panggung semegah dan acara yg spektakuler ini hampir sepenuhnya kerja mereka... gak mau kalah sama yg santriwan... mereka srikandi sholehah yang bisa sekuat pandawa.... speeches on data [1] occurred on the facebook page of the assalaam islamic modern pesantren. data [1] includes using informal indonesian. this is marked by the word gak, which means no in english. in addition, there is a code mixing in english as a spectacular word and mixed arabic code on the word sholehah. the topic of discussion in the facebook conversation was the activity of students at the islamic modern assalaam islamic boarding school in an event named mahakarya santri. data 2 ppmi assalaam alhamdulillah di pagi yang cerah ini, agenda kegiatan yang ada di ppmi assalaam adalah kegiatan ta'aruf santri baru dengan didampingi para pengasuh baik dari unit sekolah maupun unit kesantrian. diharapkan dengan kegiatan ini anak dapat mulai bersosialisasi dengan teman baru maupun dengan para pengasuh uatdz/ustdzh, mulai beradaptasi dengan lingkungan pondok dan juga kegiatan kegiatan yang ada. in data [2], the students used indonesian language code when interacting on facebook. the topic of the discussion was ta'aruf (introduction) at assalaam islamic modern pesantren. the indonesian language code was used in formal and informal situations. this was used to interact in order to facilitate communication among various languages and different ethnicities. 3.2 arabic language tangible arabic code was a dominant foreign language code used in internal social interaction within assalam modern islamic boarding school. this was possible because in the pesantren environment, students had to use arabic to interact communication. the choice of arabic code did not occur in a single language form. hereunder are examples of speeches from students who used arabic in interacting on facebook. data 3 ppmi assalaam ta'aruf santri ppmi assalaam #h3 ahmad riyadi rohmat full maa syaa alloh. barokallohu fiikum data 4 ppmi assalaam ahlan wa sahlan wali santri dan santri baru ppmi assalaam in data [3] and [4], arabic language is used for conversations on facebook. arabic is the main language used as a means of communication between students, between religious teachers in islamic boarding schools, and during studying the yellow book and the qur'an. the topic of above conversation was the introduction of new santri and welcoming new students. the intensity in using arabic was quite high in assalaam islamic modern pesantren because the pesantren required its students to communicate in arabic. 3.3 english the foreign language that is also commonly used by the santri community in assalaam islamic modern pesantren was english. the use of english in communication among students is more limited, compared to arabic language. the choice of the english codes also did not occur in a single form of code. in daily communication, the use of the english code was limited as a means of supporting code mixing. the use of the english code usually happened to speakers who had extensive knowledge and were educated. the use of english usually occured because these words were terms commonly used in the conversation on facebook as follows. data 5 minuk inuk out bound ppmi assalaam in tahura. data 6 ni'mah nur fajarini thanks a lot for all nice thum 4 | eka susylowati lingual (vol. 9, no.1, 2020) data [5] and [6] were spoken by santri in interactions on facebook. the english used in this context involved popular words like out bound and thanks a lot for all nice thum. assalaam islamic boarding school has a vision and missions aimed at international stage, so english was often used by students in their social interaction. 3.4 javanese language javanese is one of the regional languages with the highest number of speakers compared to other regional languages in indonesia. javanese language is the mother language of javanese people living in central java province and yogyakarta special region (diy), and east java. students who live in assalaam modern islamic boarding school use javanese in social interaction, particularly when they are intimate with their interlocutors. this is also found in online media (facebook) using the java language as follows. data 7 nunggu sahabat disamping pos satpam itu sesuatu. kanap...? kepanasen iya... otal atil koyo cah ilang iyo... senggol sak kemenge mas suprayogi di ppmi assalaam melati kristi mampir mas... shoffa shofriana lahhh......tenan pora kui mas iwan ga fals data [7] is related to the speech of the santri community on social media (facebook). in the speech there are two codes used, namely indonesian: nunggu sahabat disamping pos satpam itu sesuatu. kanap? in addition, javanese was also operative, as in kepanasen iya... otal atil koyo cah ilang iyo...senggol sak kemenge mas suprayogi. obviously, that code switching from indonesian into javanese occurs. the use of the javanese language in assalaam islamic modern pesantren did not always take the form of a single variation because in the school there was a rule prohibiting santri are to use regional languages (javanese). this was due to different ethnic backgrounds, but students continued to violate the rule by using javanese when they were familiar with their friends from java. 3.5 discussion this research, focusing on the students’ choice of codes in communication in online media, has some commonalities with other studies. studies related to language choices have been conducted by ma'alip [8]. the results of his research illustrate that malay and english are the choices among users of social pages followed by chinese, indian, and other languages. fahmee & fung [9] examines the choice of languages in the online communication of maldivian professional communities in family, friendship, and employment context. the results show that dhivehi is a unique indo-aryan language used in exclusive conversations in maldives, along with english as a second language. the comparison among abovementioned studies has concluded that this study explains the choice of language codes often used in communicating on facebook, which includes indonesian, arabic, english, and javanese. the use of indonesian language is more dominant because it is a daily language of instruction in assalaam islamic modern pesantren. the use of the javanese language is still preserved in school. iv conclusion as a boarding school that uses a variety of languages/language variations when communicating on facebook for the santri, the choice of codes in choosing the right language variation when communicating has been prevalent. indonesian is the dominant language used for communication on facebook because the students come from various regions in indonesia. this is to facilitate communication. arabic is an obligatory language for students because arabic is one of the muslim identity. in addition to arabic, english is also used. english as an international language must be mastered by students to communicate with people from different parts of the globe. with respect to javanese language, the students also use casual javanese language to communicate on facebook because they are already familiar with their friends. this indicates that assalaam islamic modern pesantren still maintains regional languages (javanese) in the midst of modernization. references dhofier, z. 2011. tradisi pesantren. jakarta: lp3es. fishman, joshua a 1975. sociolingustics: a brief introduction. massacssetts, rowley publisher. mardikantoro, h.b. 2017. samin kajian sosiolinguistik. yogyakarta: penerbit forum. sumarsono and paina. 2002. sosiolinguistik, yogyakarta: sabda. cresswell, j.w. 2009. research design. united states america: sage publication inc. hymes, d. 1974. foundations in sociolinguistics: an ethnographic approach. philadelphia: university of pennsylvania press. spreadly, j.p. 1980. participant observation. new york, holt, rinehart, and winston, ma’alip, s. pemilihan bahasa dalam komunikasi di laman sosial. jurnal komunikasi 31(2) (2015) 231–246 fahmee, f., & fung, y. m. language choice in online written communication among maldivian professionals. 3l: language, linguistics, literature, 22(2) (2016) 49–66. the implementation of google classroom in improving students’ reading comprehension at man 4 jakarta nurmala dewi, eva zahrowi, meiva eka sri sulistyawati universitas bina sarana informatika, madrasah aliyah negeri (man) 4 jakarta nurmala.nmd@bsi.ac.id, eva.zahrowati99@gmail.com, meiva.mes@bsi.ac.id abstract the objectives of this study were to investigate the using of google classroom in improving reading comprehension, how students’ perceptions when engaging with google classroom in the learning process, and what obstacles encountered in implementing it. the methodology applied in this study is mixed-method, including both quantitative and qualitative methods which were conducted among 27 students of grade xi of madrasah aliyah negeri (man) 4 jakarta. while the data was collected by reading comprehension tests, interviewing students, and filling the questionnaire were used to gain their perceptions about google classroom. the result showed that using google classroom could improve students’ scores on reading comprehension; this was indicated by comparing pre-test and post-test. regarding students’ perceptions of using google classroom, it revealed that some students still preferred to study in the classroom since they could interact directly and easily with the teacher. on the contrary, some of them would choose learning by google classroom because it is more interesting and easier to access whenever and whatever they are. the obstacles encountered in the learning processes were unstable internet connection in the school and unskilled teachers to operate the application. therefore, using technology has to consider the devices and sophisticated equipment to support a better system in the learning process. besides, the humans to operate the system should be trained well in order for the learning process to be going smoothly. keywords: reading comprehension, google classroom, technology i introduction nowadays, using technology in the learning process is a common thing and has been a successful trend for educational institutions. in english language teaching (elt), teachers are leaning towards technology by using different technological tools that have changed the traditional chalk-duster based classroom into modern information and communication technology (ict) based classroom. recently, different attempts have been taken to promote and support teachers to adopt technology in education. the computer which is connected to the internet is very useful in providing a lot of lesson materials for any kind of subject, especially for english. there are many applications on the internet which are more sophisticated and accessible for english materials. as confirmed by case and truscott (1999) , computer based reading instruction is used for supporting students’ interaction with texts, and increasing learning independence through an ability to gain and to choose texts or learning materials they needed. the media allows students to read various texts, check the new vocabularies, learn some challenging grammars, do the exercises and even write feedback associated with face to face teachercentered learning. one application that supports the learning process is google classroom. google classroom is a virtual classroom provided by google. it is for academic institutions to create blended learning to simplify, create, distribute, and grade assignments in a paperless way. so, the teachers can be engaged with the students online delivering materials, discussing any topic and submitting assignments. by using the google classroom, the teacher can encourage students to learn materials more creatively. besides, its availability on their own smartphones, the learning process can be easily accessed by students wherever and whenever they want. regarding the use of technology, man 4 jakarta has already introduced computers connected to internet for the learning process. it has already been held for over two years whether the final examination in every semester using computer based test (cbt) and this system has also been applied by the government for the national final examination (un). the challenging situation for this national test especially for english subject is that the questions are almost reading comprehension; it covers around 80% of all questions. besides, man 4 jakarta school has done the mapping assessment as the proficiencies test which cooperated with icas (international credential assessment service) under the educational assessment australia. the result of the assessment showed that the students who could answer the questions are only fewer than 15 of 32 reading comprehension questions. additional data which support giving more attention to reading skill was taken from reading comprehension formative mailto:nurmala.nmd@bsi.ac.id mailto:eva.zahrowati99@gmail.com mailto:meiva.mes@bsi.ac.id 2 | nurmala dewi, eva zahrowi, meiva eka sri sulistyawati lingual (vol. 9, no.1, 2020) test whereas they could only answer around 50 % from all questions. therefore, the teachers should give more attention to how to develop students’ reading skill which can help them in doing such tests based on the explanations above, the researchers were interested in investigating how technology helps students in learning reading; specifically, to what extent the use of google classroom influence students’ reading comprehension, how students respond to use it in reading class and what obstacles encountered in implementing it. ii materials and method 2.1 teaching reading using technology some benefits of teaching english using technology for both the teacher and the students are that they will get easier access to a lot of information, and the learning process is more interesting with variation of features and applications. jorge (2006: p.211) says e-learning is the use of internet technologies to enhance knowledge learners control over content, learning, sequences pace of learning, time and often media; it allows them to tailor their experiences and meet their personal learning objectives. technology presents the opportunity to employ powerful cognitive tools that can be used by students to solve complex and authentic problems. however, technology needs to be used by students rather than the teacher (herrington & kervin, 2007: p220). so, they can explore any needed resources without relying on the teacher; it can help students to be independent learners. moreover, they will more actively participate and be proactive during the learning process. the number of studies has increasingly shown the impact of using technology on teaching and learning english as a foreign language. research suggested that ict has a positive effect on teaching and learning a language. one of the studies about using technology on language learning was conducted by abdul jalil nash hazaea and ali abbas alzubi at najran university, saudi arabia . his paper investigated the efficiencies of using mobile technology in english as a foreign language (efl). he concluded on his research that the mobile application offered the application to improve reading practice. using mobile features and applications can extend the participant’s reading activities that could motivate the participants effectively in learning outside of the classroom. one of the technology applications that help students and teachers in the learning process especially reading is google classroom. it is a free tool which provides a platform supporting collaboration between teacher and students. in this learning process, the teacher creates an online classroom, invites the students into the classroom and distributes assignments or tasks and materials in the google drive. then the students will get the source which teacher has shared in google drive, and will do the assignments or tasks in limited time which has been set previously. hence, this can be a medium to discuss materials as usually happen in a traditional class freely. moreover, it is more flexible with time and place since the students can learn wherever and whenever they are. 2.2 methodology the objective of the research is to find out to what extent the use of google classroom influence to improve students’ reading comprehension, how the students’ perception of using google classroom in the learning process and what the obstacles encountered in implementing it. the methodology applied in this study is mixed-method, including both quantitative and qualitative methods which are conducted among 27 students on grade xi of madrasah aliyah negeri (man) 4 jakarta. there are three cycles of the process namely cycle i, cycle ii and cycle iii. the cycle i is learning reading by using traditional class, and cycle ii and iii are learning reading by using google classroom. then the data would be compared between using google classroom and non-using it. another data obtained from interviews with both students and teachers. it is to find their opinions about how useful google classroom is in the learning process. from the questionnaire, the researchers got students’ feedback about how they perceive google classroom, what benefits on using it. besides that, during the whole process, the researcher also used observation to complete the data on how the student’s process in learning reading, what obstacles they face and how far they become an independent learner by using google classroom. iii results and discussion the research’s purpose is to find out whether there is an improvement of students’ reading comprehension by using google classroom or not. the explanation of each objective of the research is presented below: the implementation of google classroom in improving students’ reading comprehension at man 4 jakarta | 3 3.1 the usage of google classroom to improve students’ reading comprehension after the researcher conducted the treatments of students’ learning by using google classroom and compared with learning by traditional class, results shown that there is an improvement of students’ reading comprehension scores by using google classroom. the result of each cycle is presented in the following tables. no respondent score cycle i cycle ii cycle iii 1 r-01 76 74 84 2 r-02 76 76 64 3 r-03 78 86 82 4 r-04 58 76 62 5 r-05 68 74 78 6 r-06 82 84 82 7 r-07 58 84 82 8 r-08 58 84 82 9 r-09 52 76 68 10 r-10 66 78 76 11 r-11 70 70 48 12 r-12 68 66 86 13 r-13 62 80 72 14 r-14 62 84 86 15 r-15 76 72 76 16 r-16 54 76 82 17 r-17 52 58 68 18 r-18 58 56 70 19 r-19 64 84 72 20 r-20 72 84 82 21 r-21 56 80 68 22 r-22 42 86 84 23 r-23 76 76 72 24 r-24 68 82 88 4 | nurmala dewi, eva zahrowi, meiva eka sri sulistyawati lingual (vol. 9, no.1, 2020) 25 r-25 58 84 82 26 r-26 70 78 82 27 r-27 66 70 82 total 1.746 2078 2.06 mean 64.66 76.96 76.29 maximum 82 86 88 minimum 42 56 48 table 1. students’ reading comprehension scores no cycle average score 1 cycle i 64.66 2 cycle ii 76.96 3 cycle iii 76.29 table 1. students’ average scores of reading comprehension the difference of students’ score above indicated that, using google classroom can improve students’ reading comprehension. furthermore, tests were not the only data to strengthen the result of implementing the google classroom. the observation, students’ interviews and questionnaires, even interviews, and questionnaires for the teachers as collaborators also supported the data. from cycle ii and iii, there was a different improvement based on the observation sheet. the students more comprehended the text through the communicative assessment. this result supported some other studies which had proofed the result of how using technology can improve students’ reading comprehension too. one of the studies was conducted by amir marzam at islamic azad university, iran. he investigated the effect of it and more specifically call to improve the student’s reading comprehension. his research compared the traditional way and call that the statistically showed the difference at level of p<0, 05. it assumed that computer-assisted educational techniques can improve student’s reading comprehension. 3.2 students’ response on the usage of google classroom in reading class based on the result of students’ interviews, some of them preferred to learn with traditional classrooms than by using google classroom. if the teaching and learning process is held in the classroom, students can interact with the teacher and friends directly and easily, ask a question if they do not understand the explanations and require additional material they needed. the teacher can explain material clearly and ensure the students comprehend it at the same time. this is in contrast to the other students’ opinions that they would prefer learning using google classroom, since they could learn with more access by using their smartphone without being limited by time and place. and they were more enthusiastic since they could handle their learning process by themselves. they actively participate and are proactive during the learning process. moreover, using the internet in learning, it is not just focusing on material like presenting in a book but gives more options in materials and tasks. it also revealed that they always search the reading text on the internet which provides many resources. technology also presents the opportunity to employ powerful cognitive tools that can be used by students to solve complex and authentic problems. in order for this to occur, however, technology needs to be used by students rather than the teacher. therefore, technology helps the students to be an independent learner or an autonomous learner needed to adhere in this technology era. the implementation of google classroom in improving students’ reading comprehension at man 4 jakarta | 5 3.3 some obstacles encountered by the teacher when implementing google classroom in reading class. even though using technology in teaching and learning is common in this era, and it has occurred in man 4 too, but some obstacles encountered during the learning process. in using technology, the equipment or tools to support it should be available and operate well. but the problem here, the connection of the internet was not stable all the time and sometimes the tools to support this process were broken or did not work well, and it needed time to fix it which influenced the learning process. be sure there is an internet connection if the google classroom is done inside the classroom, the students should have a laptop, or if they would like to use their smartphone, they should have credit to connect to the internet. if it is done outside of the classroom, the teacher should set and strict the due time that the students have to upload their tasks. but, sometimes some students forget if there are some tasks should they finish in google classroom. the other issue is that not all of the teachers have the ability to adapt easily to technology. because this is the new one, it is necessary to train and equip them with this skill so that they could teach confidently and comfortably and make the goal of teachings will be achieved. based on teachers’ opinion, as their responses to questionnaire items, they think that using technology in teaching is important now. and from the interview it seems that they actually use google classroom just for testing and uploading tasks not for the teaching process now. they considered that the students are still enthusiastic with the paper-based test rather than using google classroom. because it is still a new application and they did not get used to using it. but it could change over time, if the students are often using it; they will adapt and get used to with this one. the development of teaching and learning by using media make the students and teachers able to improve their achievement of learning. the strengths and shortcomings of using technology in the classroom are also explained by herry mulyono. interactions among students and teachers also promoted linguistic production. besides the benefits of quipper online, the researcher found the weakness of the tool device such as there was no enhanced speech recognition technology that can recognize words and spoken expressions as an interaction between the teacher and students in the computer verbally. iv conclusion the implementation of google classroom as a learning aid to improve students’ reading comprehension is quite effective. it was supported by the significant result of students score in the precycle (64.66), cycle i (76.96) and cycle ii (76.29). moreover, using google classroom was interesting for the students; it could be seen in the result of observation and the result of the test. using technology especially google classroom in the learning process can help students improve reading comprehension. but, it cannot be denied that the obstacles come along with this process like unstable internet connection and unskilled human operating for the system. the implementation of google classroom in reading class not only makes the teaching and learning process becomes an interesting one but it can support the learning process quite effectively especially as students’ partner tools while learning in the classroom and out of the classroom. references abdul jalil nash hazaea and ali abbas alzubi. 2019. the effect of reading learningstrategies (rls) mediated by smartphone features and applications on the learners’ psychological autonomy in english as a foreign language (efl). researchgate.net. https://www.researchgate.net/profile/abduljalil_hazaea2 case, c. & truscott, d. 1999. the lure of bells and whistles: choosing the best software to support reading instruction. reading and writing quarterly: oversoming learning difficulties, 15 (4), 361-369. fazle rabbi, akm zakaria & mohammad tonmoy. 2018. teaching listening skill through google classroom: a study at tertiary level in bangladesh. researchgate.net. https://www.researchgate.net/publication/324561428_teaching_listening_skill_through_googl e_classroom_a_study_at_tertiary_level_in_bangladesh f. martin and m.a. parker. 2014. use of synchronous virtual classrooms: why, who, and how. merlot journal of online learning and teaching, vol. 10, no. 2, pp. 192-210, june 2014. herrington,j.,& krvin, l. 2007. autentic learning supported by technology: ten suggestions and cases of integration in class rooms. educational media international, 44 (3) p.220. https://www.researchgate.net/profile/abduljalil_hazaea2 6 | nurmala dewi, eva zahrowi, meiva eka sri sulistyawati lingual (vol. 9, no.1, 2020) herry mulyono. 2016. using quipper as an online platform for teaching and learning english as a foreign language (efl). researchgate.net. https://www.researchgate.net/figure/curriculumavailable-in-quipper database_fig6_306771014 jorge g.ruiz, md, michael j.mintzer,md and rosanne m leipzig, md phd. 2006. the impact elearning in medical education. academic medicine, vol 81. no 31. march 2006, p. 211. ogle, d.m. 1986. k-w-l: a teaching model that develops active reading of expository text. reading teacher 39: 564-570. www.nea.org/tools/k-w-l-know-want to-know-learned.html https://www.researchgate.net/figure/curriculum-available-in-quipper%20database_fig6_306771014 https://www.researchgate.net/figure/curriculum-available-in-quipper%20database_fig6_306771014 http://www.nea.org/tools/k-w-l-know-want%20to-know-learned.html improving grammar mastery through movie segment for the fourth semester of english students academic year 2018/2019 at madura islamic university arisandi setiyawan, akhmad fathir madura islamic university ase.sun86@gmail.com abstract grammar learning in the class is not delivered attractively so that it can cause students to have low enthusiasm for learning. besides, monotonous learning makes students easily get bored. after understanding the importance of grammar in learning english, it is needed to have learning media that can solve students' problems in class. researchers offer instructional media in the form of authentic material that is a movie segment to be applied in learning grammar. the purpose of this research is to find out how the movie segment can improve the grammar mastery of fourth-semester students. the use of authentic material in the classroom can create a pleasant atmosphere because it can reduce anxiety levels and provide examples of english applications in the real world. movie segment is one type of authentic material in the form of video clips that are used to teach grammar. it is also equipped with worksheets, exercises, and answer keys so that it can facilitate the teacher to use the appropriate material and create a pleasant atmosphere in the classroom. the research design used is classroom action research. meanwhile, the criterion for success in this study is 75% of students achieve 75 in learning grammar (simple past tense). the results of this study indicate that the mean value on the pre-test was 65.2 and the average value of the post-test in cycle 1 increased to 72.8. then, the post-test mean score in cycle 2 increased to 78.8. the percentage of students who reached above or equal to kkm is 75 increased from 32% to 60% in cycle 1 and 80% in cycle 2. therefore, this study proves that the use of movie segments can improve grammar understanding and can be used as one of alternative techniques in teaching grammar (past tense). keywords: movie segmen, authentic material, past tense i introduction learning english must pay attention to the components of language, including pronunciation and grammar. grammar is one of the important components that can help students to speak and write accurately. unfortunately, grammar learning in schools are not delivered attractively so students have low enthusiasm for learning. furthermore, monotonous learning can make students get bored. learning grammar is not easy because students should think like a native speaker. looking at the importance of grammar in learning english, learning media is needed to solve students' problems in class. researchers offer instructional media in the form of authentic material, it is a movie segment. authentic material can create a learning atmosphere that not only pays attention to the affective side of students but also pays attention to the cognitive side. the language used in authentic material can be used as an example of the use of language in daily life. this is the same as the goal of learning that students can use english to communicate. this is supported by the expert. kurniasih and umamah (2013: 414), said that marrying the student's effective side and the positive effects of authentic materials would be a great combination to achieve successful grammar mastery. the movie segment is a piece of short duration film that is used to teach certain grammar points that are equipped with worksheets about the film being played. the movie segment can create a pleasant atmosphere because students have unconsciously learned grammar. ii materials and method authentic materials are materials that had been designed by english speakers and are not used for classroom learning. kilickaya (2004) revealed that authentic material provides an example of how language is used in everyday life ". this statement is supported by herod (2002) that "authentic learning materials and activities are designed to imitate the real world situations". as explained above that authentic material basically can be used in the classroom even though the initial purpose is not for learning, this is in line with carter & nunan (2001) who said that authentic materials are "ordinary texts are not produced specifically for language teaching purposes". understanding above, herrington and oliver (2000) suggest a new pedagogical term called "authentic learning." this term refers to students' lives and prepares them to deal with situations in real life. mailto:ase.sun86@gmail.com 2 | arisandi setiyawan, akhmad fathir lingual (vol. 8, no.2, 2019) peacock (1997) explains that some of the benefits of using authentic materials in the learning process, such as authentic materials can show the use of language in the real world so that they are able to understand and communicate well, becoming an effective learning process because it suits with their needs, improving learning motivation, making lecturers more creative in choosing effective methods, and helping students learn culture through the language being studied. gebhard (1996) classifies auhentic materials into three, namely 1). authentic material in the form of audio, such as: news, cartoons, tv talk shows, songs and so on. 2). authentic material in the form of visual material such as magazines, pictures, guides, and others. 3). authentic material in the form of print such as newspapers, menu listings, tickets, and others. the movie segment is a piece of film used to teach certain language grammar such as present tense, past tense, continuous tense, and others. the movie segment is also equipped with worksheets, exercises, and answer keys to make it easier for the teacher/lecturer to apply them in the classroom. azevedo is a teacher from brazil who has implemented the use of movie segments in learning grammar. azevedo always sends material about the movie segment on his blog on http://moviesegmentstoassessgrammargoals.blogspot.com/. his last video and material was sent on april 2018. besides, azevedo also believes that using film is one of the interesting, challenging and livelier ways to classify the classroom. azevedo believes that "teaching grammar by using the movie segment is more inspirational and rich in motivation". azevedo also made lesson plans, questions, and answers as well as some suggestions to the teacher to improve students' grammar knowledge in his blog. for example, azevedo uses the film "shaun the sheep" to teach the present tense. in this piece of film, azevedo provides three types of exercises based on the pieces of film used, namely adjusting existing activities in the film with characters, rewriting activities carried out by characters with positive sentences using the present tense formula, and rewriting activities which is not done by characters with negative sentences using the present tense formula. the first research has been conducted by carol herron, holly york and cathleen corrie (2006) with the title "a comparison study of the effects of a story-based video instructional package versus a text-based instructional package in the intermediate-level foreign language classroom". this study aims to attract, carry out the storyline and pattern of language targets that create student attention to enrich in linguistics. in this study, there were 27 french students from 2 institutions who had participated. data from the results of the study were conducted using pre-test and post-test. on the grammar score, according to the significant statistical data obtained that f (1.25) = 50.79, p = .000, eta squared = .67. there was a significant comparison with treatment interactions, f (1.25) = 7.00, p = .014, eta squared = .22. the results of this study prove that students can significantly improve their grammar knowledge and increase the average grade higher for group videos. in the second study has been conducted by mustaq, h & zehra, t (2016) who tested how various components of english grammar can be taught through animated films. this study shows the use of gerunds in a sentence in the animated film tangled. the data is taken by displaying various video clips of a film consisting of dialogue and music, then students are told to identify the use of gerunds, then students are given a worksheet containing gerund questions in a sentence. the results of this study indicate that students are very responsive during the class and learn effectively the use of gerunds. besides, they can distinguish gerunds and past participles. the research design in this study is classroom action research (car). arikunto (2011: 105) suggests that classroom action research needs to be done to solve problems that occur in the teaching and learning process and to bring changes in learning in a better direction. this research was conducted at the islamic university of madura faculty of teacher training and education in english language courses semester 4 of the academic year 2018/2019, under the span of 2 months. in 2 months, students will take part in the implementation of class actions. the success and failure of students in carrying out activities are measured by referring to the success criteria. meanwhile, the success criterion in this study is 75% of students have achieved a score of 75. iii results and discussion the pre-test was conducted on saturday 27 april 2019. it was started at 08.00 wib and finished at 09.20 wib. students were given an assignment sheet (test) that contains grammar questions. based on the pre-test results, the data showed that the pre-test mean score was 65.2. there were only 8 students who got above the criteria of success, while 17 other students were below that criterion. from the data above, the percentage of classes that reached 75 of completeness criteria out of 25 improving grammar mastery through movie segment for the fourth semester of english students academic year 2018/2019 at madura islamic university | 3 students was 32%. the lowest score obtained was 35. from this analysis, it can be seen that the students' grammar mastery ability is still low. when doing a pre-test, researchers also make observations. based on observations, researchers found that students were still less enthusiastic about participating in the learning process. students did not pay attention to the material being explained, and they were less active in understanding the material. 3.1 findings of cycle 1 the first cycle was conducted in 2 days, on april 29-30, 2019. the teaching and learning process of meeting 1 in class as follows: 3.1.1 planning in this phase, researchers make plans for action based on problems faced by students on grammar abilities. in this case, the researcher determines the selected movie segment and exercises into the lecture program (sap) using the movie segment media. the researcher also prepared an observation sheet to observe student activities in the teaching and learning process whether it was suitable with the learning plan that had been made previously. researchers also prepared post-test 1 to collect data to find out whether there was an increase in scores of some students from pre-test to post-test. 3.1.2 actions the action in cycle 1 (cycle 1) is carried out on april 29, 2019. it starts. the researcher applies the teaching and learning process based on the learning plan that has been made, in the first meeting of the first cycle, the researcher begins by giving leading questions to students, then playing the video movie segment taken from https://www.youtube.com/watch?v=z4b43iiq -sg (kungfu panda), the researcher asks students to analyze the grammar in the video, then explain the grammar (past tense) material. at the end of the cycle 1 meeting 1, researchers reinforce the material (grammar) in theory and practice contained in the movie segment. at the second meeting in cycle 1, the researcher began the learning process by recalling the previous material, then playing the video movie segment taken from https://www.youtube.com/watch?v=yshddkgseje (despicable me). picture 1. despicable me the researcher asks students to analyze the grammar used in the video. after that, students are given a test question sheet to determine the ability of grammar (past tense) students after using the movie segment. 3.1.3 observation researchers observed student activities during the teaching and learning process. based on the observations above, it can be concluded that students still do not follow the process of teaching and learning in class enthusiastically. to measure the grammar ability of each student, researchers conduct tests in the form of questions. from the above analysis, it is clear that the average student test results from the first cycle are 72.8. meanwhile, the number of students who get the same grade or above the completeness criteria is 15 students, so the researcher decides to do the next cycle and is intended to provide a better situation. 3.1.4 reflection after analyzing and evaluating the results of the first cycle, the researcher concluded that the class action research had not met the success criteria. so the researcher must continue the class action research into cycle 2 with several revisions, such as giving more explanations about the material intensively, 4 | arisandi setiyawan, akhmad fathir lingual (vol. 8, no.2, 2019) displaying a movie segment that is more interesting and much liked and understood by students, giving students more practice related to the material, evaluating seriously weaknesses in the first cycle. 3.2 findings of cycle 2 the findings in cycle 2 are the same as in cycle 1, it is about the activities of students in the classroom and the results of the post-test understanding grammar mastery (past-tense) after using movie segment in teaching and learning. the second cycle is held on may 6 & 7, 2019. 3.2.1 planning planning cycle 2 is applied into the lesson plan. in this case, the researcher modified the previous lesson plan based on the results of the reflection phase in cycle i. the learning plan used is still related to the movie segment technique for teaching grammar. there is no significant difference from the previous lesson plan. there are some modifications to cycle ii; it is that researchers need to provide films that are more interesting and in accordance with the wishes of students. in addition, researchers also still prepare observation tables to check activities in the classroom, and also prepare post-test 2 to collect data. 3.2.2 action the action in cycle 2 of the first meeting was conducted on may 6, 2019. researchers began by giving leading questions to students, recalling the video played in cycle 1, then recalling the discussion of grammar in the previous video. in second cycle (meeting 1), the researcher played different video movie segments (revised results) that are in line with the wishes of students and are more attractive to students. the movie segment in the second cycle of the first meeting was taken from https://www.youtube.com/watch?v=71ltlpoaoye (elizabethtown). the researcher asks students to analyze the grammar in the video, and then the researcher explains again the grammar material (past tense). for the second meeting held on may 7, 2019, researchers began the learning process by recalling the previous material, then playing another video movie segment. the video played was taken from https://www.youtube.com/watch?v=blwgixwkzg0 (friends) and https://www.youtube.com/watch?v=cr8veeryrxk&list=plzjm720vn_rdnxnumzfelwo4za4go309. at the end of the second cycle meeting 2, the researcher reinforces the material (grammar) in theory and practice contained in the movie segment. the researcher asks students to analyze the grammar (past tense) used in the video. after that, students are given a test question sheet to determine the ability of grammar (past tense) students. 3.2.3 observation in cycle 2, generally, the classroom conditions in the learning process are better than the previous cycle. it can be seen from the observation that students can focus and pay attention to explanations and when they take grammar lessons, they enjoy the films that are displayed, doing the exercises. then, most students were enthusiastic to discuss grammar contained in the movie segment. related to the state of students in the class, on average students enjoy learning grammar using movie segments. furthermore, when researchers provide exercises (assignments), students look enthusiastic about doing assignments. students also seem to understand easily. in the second act of cycle 2, the researcher also conducted a post-test 2 regarding grammar ability. based on the results of the post-test 2, the grade average score in the grammar test rose by 78.8 where 20 students passed the minimum criteria which was a score of 75 (seventy-five). 3.2.4 reflection the researcher was satisfied that the efforts of the researchers to improve their grammar mastery ability had been realized. the results of post-test 2 showed that 80% of students received scores equal to or above the completion criteria. so that it has met the success criteria that 75% of students must score above the completion criteria. therefore, the researcher decided to stop classroom action research (car) because it was successful. based on the results of the evaluation, researchers can assume that the implementation of classroom action research (car) in improving students' grammar through the film segment, especially for past tense material is in line with the planning that was discussed by the previous researcher. the result of this finding can be seen in the diagram bellows: improving grammar mastery through movie segment for the fourth semester of english students academic year 2018/2019 at madura islamic university | 5 table 1. learning score for each cycle table 2. the score of class average iv conclusion based on the results of the research and discussion described in the previous chapter, the following conclusions can be drawn: movie segment has been proven effectively to be implemented in the teaching and learning process, especially for grammar courses. this can be proven by the results of observations and student scores in the post-test in the two cycles that have been done showed a better improvement. second, the observations also showed a better improvement than students in terms of student involvement in the teaching and learning process at each meeting in both cycle 1 and cycle 2. meanwhile, the mean score in the pre-test was 65.2 and the mean score average post-test in cycle 1 increased to 72.8. then, the posttest mean value in cycle 2 increased to 78.8. the percentage of students who scored above or equal to kkm is 75 increased from 32% to 60% in cycle 1 and 80% in cycle 2. therefore, the use of movie segment can increase the understanding of grammar mastery of fourth semester students of english study programs at madura islamic university. students easily understand grammar rules, use them in everyday contexts, then change positive sentences into negative sentences, and vice versa. then, the use of movie segments can also increase student interest in learning grammar, student enthusiasm also increases. students are more interested and active in every activity or learning process. many of the students were enthusiastic and were actively involved in the teaching and learning process, in discussions and questions, while doing the exercises and also during the test. references arikunto, s. (2011). prosedur penelitian: suatu pendekatan praktik. pt rineka cipta. jakarta. azevedo.http://moviesegmentstoassessgrammargoals.blogspot.com/ brown, h. d. 2004. language assessment: principle and classroom practice. pearson education. san francisco. carter, r, & nunan, d. (2001). the cambridge guide to teaching english to speakers of other languages. cambridge: cambridge university press. gebhard, j.g. 1996. teaching english as foreign language: a teacher self-development and methodology guide. the university of michigan. michigan. herod, l. (2002). adult learning from theory to practice. heinle and hemle publishers. heinemann herrington, j., & oliver, r. (2000). an instructional design framework for authentic learning environments. educational technology research and development, 48(3), 23-48. 6 | arisandi setiyawan, akhmad fathir lingual (vol. 8, no.2, 2019) herron,c.,holly,y.,corrie,c.&cole,steven (2006). a comparison study of the effects of a story-based video instructional package versus a text-based instructional package in the intermediatelevel foreign language classroom. calico journal. 23(2):281-307 kurniasih & umamah, a. 2013. authentic material: the promising way to the teaching of grammar. proceeding on the international conference on current belief in elt and its implication in english classroom, 17-18 may 2013. universitas negeri sebelas maret. solo. jawa tengah. hal 426-432. kilickaya, f (2004). authentic materials and cultural context in efl classroom. the internet tesl journal. retrieved from http://itslj.org/techniques/kilickaya-authentic materialsfinal.pdf. mustaq, h & zehra, t (2016). teaching english grammar through animated movie. nust journal of social sciences and humanities vol 2 no.1 (january-june 2016) pp. 77-87. sukmadinata.(2005). metode penelitian. bandung: remaja rosdakarya. peacock, m. (1997). the effect of authentic materials on the motion of efl learners. elt journal, 51(2),144-153 the relationship between language learning strategies and vocational learners’ efl proficiency hilda yustitiasari, esti junining, sahiruddin magister ilmu linguistik universitas brawijaya mauludia1985@gmail.com, esti_junining@yahoo.com, shrdn@ub.ac.id abstract language learning strategies (lls) are perceived as tools for teacher to educate the learners behave self-directed learning. it also known, improving language proficient. in the case of vocational college students, they practically use self-directed learning in learning english outside classroom since they should pass the toefl test after the internship as the requirement of graduation. hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and english proficiency, (3) the strategy used by learners which could predict learners proficient. the participant is 52 students of politeknik kota malang in 20162017 academic year which done the toefl test and willing to complete the strategy inventory of language learning (sill). this study employed quantitative approach and correlational research as the research design to identify the relationship between variables. there are six strategies of language learning strategies by oxford (1990) as the independent variables (predictors) and english proficiency (criterion) as the dependent variable. therefore, multiple regression analysis employed in this study. the result showed that metacognitive strategy reported highly used by learners. while compensation, cognitive, social strategies reported medium used by learners. the low strategy used was affective and memory strategies. although, language learning strategy cannot simultaneously predict the english proficiency there is one strategy that can be used to predict english proficiency, namely compensation strategy. keywords: language learning strategies, efl learners, english proficiency i introduction english language learning in the university experienced paradigm from teacher centered learning to students centered learning. therefore, the teacher leads learners to build self-directed learning. selfdirected learning itself reflects learners’ ability or skill to get the initiative in setting their own learning goals and arranging the english learning (min and pey, 2010). it is important for the teacher to guide learners to exercise their self-directed learning. the tool used by learners in practicing their self-directed learning is language learning strategy (min and pey, 2010). language learning strategies implemented and applied by the teacher for students can give an impact to the effectiveness of teaching and learning a language in class and obtain learners’ achievement in english proficiency. hao and nai (2015) stated that the instructor should provide the language learning strategies to fulfill the learners’ needs since the learners precede information in different ways and different learning goals. the study about the challenge for learners and teachers in english for specific purpose (esp) course by saliu (2013) also stated that the teacher should be aware to the learner’s needs in the english course. therefore, there should be a harmony between the learner strategy in learning a language with the instruction and content or materials from the teacher. the process of building the language learning’s material and the material development should start with an investigation on the learner’s language learning strategies in order to designate learner-centered learning (dabaghi and akvan, 2014). hereby, learners should determine their priority needs in learn english and the teacher should investigate the learners’ strategy in learning a language. in investigating the learners’ strategy in language learning, this investigation could be assessed using certain instrument which measures language learning strategies. this is in line with murcia (2015, p. 49) confirming the standard instruments to be used by english for specific purposes (esp) practitioners to determine learners’ language learning approaches. there are some assessments of language learning strategies based on the taxonomy by o’malley’s (1985), rubin (1987), oxford (1990) and stern (1992). among four taxonomy language learning strategy, the classification by oxford (1990) is the most comprehensive (ellis, 1994; harya, 2017; rachmawati, 2013). oxford’s (1990) taxonomy of language learning strategies is classified into six strategies: memory, cognitive, compensation, metacognitive, affective and social strategies. based on such taxonomy, oxford (1990) developed the instrument to assess the language learning strategy known as strategy inventory of language learning (sill). this taxonomy or the instrument has been broadly used in many researches since language learning strategy itself is an appropriate strategy and as a tool of self-directed learners in learning mailto:mauludia1985@gmail.com mailto:esti_junining@yahoo.com mailto:shrdn@ub.ac.id 2 | hilda yustitiasari, esti junining, sahiruddin lingual (vol. 8, no.2, 2019) language. min and pey (2010) and oxford (1990) also stated that language learning strategies is important since it could improve language proficiency and develop communicative competence. research on the relationship between lls and english proficiency in outside indonesia or abroad involved various participants with different majors or study programs, and it is different from the research conducted in indonesia. dai (2016) investigated students of the tianjin sino-german vocational-technical college china. hao & nai (2015) investigate the learners from tzu chi college of technology. meanwhile, research in indonesia focused more in english departement and management department. rismayana (2017) and rachmwaty et. al (2018) examined english department’s students, and hayati (2015) investigated the management department student of stienas samarinda. therefore, the present study investigated lls and english proficiency for vocational college students in this context, the objectives of this study are: first, the language learning strategies used by the efl learner of vocational college in learning the english subject outside the classroom during the internship. second, examine the relationship between language learning strategies and english proficiency. the last, examine the strategy which could predict the english proficiency by efl learners. ii materials and method this study is aimed to find the correlation between language learning strategies and indonesian learners’ efl proficiency. there is more than one independent variable in this study which consisted of six language learning strategies by oxford (1990). the variables are 1) memory strategies (x1), 2) cognitive strategies (x2), 3) compensation strategies (x3), 4) metacognitive strategies (x4), 5) affective strategies (x5), and 6) social strategies (x6). the dependent variable of this study is the english proficiency which is denoted as letter y. the present study involved the 52 students who met the criteria as set out as follows: the students are required to complete the english course, be voluntarily participated in this study by completing sill questionnaire, and have done the toefl test. thus oxford’s (1990) sill questionnaire has been translated into bahasa indonesia to minimize the problem in the participant's understanding of each question. therefore, the indonesian version of sill in this study was adopted from rachmawati (2015) as it showed high reliability of the data with the score above 0.9. however, the items of sill instruments were valid since there were no items deleted and the significant of all the items were under 0.05. according to silalahi (2015), the table of instrument measurement by cronbach’s alpha showed that the reliability data in the range of 0.6 until 0.7 can be accepted, and if it is in the range of 0.7 0.9 over, it showed a good reliable data. in this research, the reliability of the sill was cronbach’s alpha was .96. this demonstrated that the instrument used in this study had high reliability and the results of this study can be trusted and reliable. in terms of toefl test, the test was done and organized by the test center at poltekom, while the researcher collected the test scores from the test administrator. the toefl test was assumed to be reliable as it has been widely used as instrument in other previous studies. toefl also the standard of english measurement used by the company, government institution and included as an english learning program in indonesia. the data collection of the main study was conducted in some steps: first, the researcher asked permission to the participants for an agreement to fill the questionnaire. second, the researcher explained about the purpose of the survey and gave the due date for students to accomplish the questionnaires. the researcher used google form as the media for the participants to fill in the questionnaire. this is aimed to make the participants have much time and easier to fill the questionnaire since the google form can be accessed from smartphone. after that, the researcher collected the toefl score and continued to the next step of the research, that is conducting the data analysis the procedures of analysis are descriptive statistic and inferential statistic. in descriptive statistics, the mean score of sill questionnaire result was computed in order to determine language learning strategies used by all participants. furthermore, in inferential statistic, the researcher examines the correlation between variables being investigated. the researcher determined the classic assumption before doing regression analysis. based on silalahi (2015) a model of regression analysis should theoretically fulfill requirements: normal distribution, the variables are non-multicollinearity and the data is homoscedasticity. first, the data were all normally distributed as assessed through the values. based on field (2009), the data normally distributed if the value were not greater than 1.96 or 2.58 second, the data were fulfilled the assumption of nonmulticollinearity since the vif value is less than 10. based on the field the relationship between language learning strategies and vocational learners’ efl proficiency | 3 (2009) that if vif are below 10 can be concludes that there is non-multicollinearity within the data. third, the data were fulfilled the assumption of homoscedasticity since there is no significant value which there is no homoscedasticity in residual, based on field (2009) that the residuals at every predictors should have the same varianc research are fulfilled, and the classic statistical assumptions were met so that the parametric test in this study as further multiple regression analyses could be run. iii results and discussion 3.1 the description statistic of language learning strategy categorization across vocational college’s efl learners based on table 1, there were six kinds of lls use employed by efl learners. generally, the third most lls used by the high proficient learners were metacognitive strategies, compensation strategies and cognitive strategies. social strategies, affective strategies, and memory strategies were the least used strategies in this context. table 1 the descriptive statistic of language learning strategy across vocational college’s efl learners the compensation strategy and cognitive strategies are classified in direct strategy while metacognitive strategy is included in indirect strategy. in this situation, efl learners used the use of metacognitive strategies reflected the tendency for these learners to overview the known material of language, plan the language task and evaluate their own learning. meanwhile, the compensation strategy is used by guessing the linguistics clues and switching into second language with gesture or using synonymy. the last, high proficient learners used cognitive strategies in which they were practicing by repeats and recombines the language materials; and creating structure input and output by taking notes, summarize, highlight and translate the written text across language. 3.2 the relationship between language learning strategy and english proficiency across participants the table 2 showed that the correlation coefficient r value was 0.429 indicating that the degree of simultaneous correlation between lls and english. thus, it was found that there was a positive moderate correlation between language learning strategies (lls) and english proficiency. model r r 2 adjusted r 2 std. error of the estimate change statistics r 2 change f change df1 df2 sig. f change 1 .429 a .184 .076 47.366 .184 1.695 6 45 .132 table 2 the summary of linier regression analysis of toefl score as criterion variable and language learning strategy as predictor variable category of language learning strategies rank mean sd metacognitive strategies 1 3.36 0.78 compensation strategies 2 3.30 0.75 cognitive strategies 3 3.37 0.56 social strategies 4 3.24 0.89 affective strategies 5 3.23 0.86 memory strategies 6 3.19 0.73 4 | hilda yustitiasari, esti junining, sahiruddin lingual (vol. 8, no.2, 2019) meanwhile, the distribution r2 (0.184) demonstrated that the result of coefficient determination is 18.4%. in other words, lls accounted for 18.4% of toefl score. while the rest 81,6% is explained by other variables which are not included in this research. model sum of squares df mean square f sig. 1 regression 22811.457 6 3801.909 1.695 .144 b residual 100958.601 45 2243.524 total 123770.058 51 a. dependent variable: toefl b.predictors: (constant), social, compensation, memory, cognitive, affective, metacognitive table 3 the anova test result of multiple regression analysis between lls and english proficiency the table 3 showed the distribution pvalue 0.144 > 0.05 in which this leads to the acceptation of null hypothesis. regarding to the result, it means that there was no significant correlation between overall lls and the english proficiency. in other words, lls cannot be used simultaneously to predict the learner’s toefl score. 3.3 the partial prediction of six language learning strategy and english proficiency the researcher determined the partial prediction of lls (memory, cognitive, compensation, metacognitive, affective and social strategy) toward english proficiency of the efl learners. the compensation strategy with pvalue = 0.020 < 0.05. in other words, compensation strategy can be used to predict the toefl score. model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 424.917 42.687 9.954 .000 memory -1.487 1.636 -.180 -.909 .368 cognitive -.275 1.399 -.044 -.197 .845 compensation 4.745 1.963 .432 2.417 .020 metacognitive .057 1.822 .008 .031 .975 affective -3.066 2.232 -.319 -1.374 .176 social 2.310 2.055 .236 1.124 .267 a. dependent variable: toefl table 4 coefficients test result of multiple regression analysis between six language learning strategy and english proficiency table 4 demonstrating that the compensation strategy is the only strategy showed the significant correlation with the toefl score. it is in line with the tvalue in the table 4 which the compensation strategies are the only strategies that have contribution to the toefl score while the other strategies have no contribution to the toefl score. in this strategy, the learners have tendency to use linguistic or other thing as a clue to guess the meaning of a vocabulary, switch into second language use gesture, coining the words and using synonym, and choose the topic that they have sufficient vocabulary or grammar in order to make direct communication using l2. the relationship between language learning strategies and vocational learners’ efl proficiency | 5 3.4 discussion the third most lls used by the high proficient learners were metacognitive strategies, compensation strategies and cognitive strategies. this is in line with rustam, hamra and weda (2015) that students of merchant marine studies polytechnics use metacognitive as the most frequently used, followed with compensation. in line with jaradat and bakrin (2016) that the strategy with highly used is metacognitive and cognitive. in line with balci and uguten (2018) that metacognitive and compensation were the most two strategies used by students of english prepatory class program at necmettin erbakan university in turkey.goal setting strategy by identify the background content knowledge, preparing the vocabulary, structure and pronunciation (phaiboonnugulkij, 2008) the discussion of this study is provided to make the interpretation of the findings. the discussion part discusses the relationship between six language learning strategies and english proficiency. the main finding is that lls is not significantly correlated with english proficiency across and between proficiency levels. the present research is in line with previous study by vertogen (2015) demonstrating that there was no correlation between language learning strategies and english grammar test scores. the lls is the variable that can predict the achievement with the score less than 50%, the value higher than the one found in this study where lls can explain 18% of english proficiency variance. the value reported here is also lower than the one reported in uslu, sahin & odemis’s (2016) study that lls can predict achievement 23%. in this study, the five language learning strategies showed no significant correlation with english proficiency as in contrast with some previous studies. this present study is contrasted with balci & uguten (2017) finding out that lls can affect language learning in positive way and increase achievement and the research by dai (2016) that there is positive correlation between lls and learning achievement. based on rismayana (2017) there is correlation between language learning strategies and proficiency level in the moderate level, and this is similar to the one reported in this study (r=. 429). however, in rismayana’s (2017) study positive correlation was found between achievement score and the use of cognitive, compensation and metacognitive. this is in line with present study demonstrating significant correlation between this study also found that compensation strategy is the only strategy which has significant correlation with english proficiency across participants. based on research by shabankareh and hadizadeh (2011) that proficiency level affected the use of compensation, cognitive, metacognitive, and social strategies, but such effect was not observed in the use of memory and affective strategies. dai (2016) also stated that affective strategy had no significant relationship with english proficiency, providing similar patterns as found in this study. iv conclusion this present study revealed that all the efl learners used strategies directly and indir ectly. the most dominantly used strategies by efl learners of vocational college are metacognitive strategy, followed by compensation strategy, and cognitive strategy. this study also revealed that lls cannot simultaneously predict english proficiency. therefore, it cannot confirm that lls is able to enhance the student’s language proficiency based on the identification of the relationship between lls and the english proficiency through statistical significance. however, among six learning strategies, compensation strategy is the one that has significant correlation with english proficiency. hereby, it is essential for efl learners have tendency to use compensation strategies in which the learners guess the meaning when the learners do not understand the meaning rather than employing metacognitive strategies in which it generally needs much time in terms of planning, identifying and evaluating their own learning. references balci, o and uguten, s. (2017). the relationship between efl learners’ lls use and achievement. international education studies, vol.11, no. 2, pp 112. dai, h. (2017). an empirical study of vocational collage students’ english learning strategies. atlantic press: advance in economics, business and management research, vol. 30, pp 180183. dabaghi, a and akvan, m. (2014). explore the relationship between strategy used and esp reading test performance of two university majors (humanity vs science). academy publisher: theory and practice in language studies, vol. 4, no. 1, pp 121-128. 6 | hilda yustitiasari, esti junining, sahiruddin lingual (vol. 8, no.2, 2019) field, a. (2009). discovering statistics using spss third edition. sage harya, t. d. (2017). language learning strategy taxonomy used by the teacher in teaching english. rumah jurnal iain metro,pp 19-28 hao, y. c & nai y. c. (2015). effects of language learning strategies and learners’ motivation on students’ learning achievement. international journal of english language education, vol. 3, no. 2, pp 132143. hayati, n. (2015). a study of english language learning beliefs, strategies, and english academic achievement of the esp students of stienas samarinda. dinamika budaya: journal of education, vol. 15 (2), pp 297323. jaradat, e. m. m., and bakrin, m. (2016). proficiency level and language lerning strategies among jordanian students at universiti utara malaysia. proceeding of icecrs, vol. 1, pp 1121 1128. min, h. m. s and pey, c. d. (2010). efl learners’ language learning strategy use as a predictor for self-directed learning readiness. the journal of asia tefl, vol. 07, no. 02, pp 153-176. muhrofi, k. a & gunadi. (2015) guru bahasa inggris vokasi diera global: perlunya perubahan orientasi pembelajaran. prosiding seminar nasional pendidikan vokasi dalam rangka dies natalis ke54 ft uny, pp 2836. oxford, r. (1990). language learning strategies: what every teacher should know. heinle and heinle publisher phaiboonnugulkij, m. (2018). relationship between metacognitive strategies and characteristics of profesional tour guide trainees in english for tourism. alls: advances in language and literary studies, vol. 09, no. 03, pp 87-97. rachmawaty, n., wello, m. b., akil, m., dollah, s. (2018). do cultural intelligence and language learning strategies influence students’ english language proficiency?. journal of language teaching and research, vol. 9, no. 3, pp. 655-663. rachmawati, d .l. (2015). language learning strategies adopted by english for specific purpose (esp) students in merdeka university malang. malang: universitas brawijaya. rismayana. (2017). the correlation between lls and proficiency level english departement students in unm. elite: english and literature journal, vol. 4, no. 2, pp 3750. rustam, n. s., hamra, a., and weda, s. (2015). the language learning strategies used by students of merchant marine studies polytechnics makassar. elt worldwide, vol. 2, no. 2, pp 7794. saliu, b. (2013). challenges for learners/teachers in the esp course for legal studies. seeu review, vol. 09, no. 01, pp 1-8. shabankareh, n. n & hadizadeh, a. (2011). a comparison of lls between bilingual and monolingual learners, female and male learners, high school and university students and highlevel and lowlevel learners learning english as a foreign language in iran. international journal of arts and science, vol. 4, no. 8, pp 1-22. silalahi, u. (2015). metode penelitian sosial kuantitatif. bandung: refika aditama. uslu, m. e., sahin, e., odemis, i. s. (2016). the effect of language learning strategies on academic achievement. journal of educational and instructional studies, vol. 06, no. 3, pp 214-7463. vertogen, n. (2015). the relationship between the use of language learning strategies and english language proficiency. universiteit gent. winangun, kuntang. (2017). pendidikan vokasi sebagai pondasi bangsa menghadapi globalisasi. jurnal taman vokasi, vol. 5, no. 1, pp 7278. the effect of indonesian youtuber's and vlogger's register on young generation behavior i gede budiasa, i putu weddha savitri english department, faculty of arts, udayana university igedebudiasa@unud.ac.id, weddha_savitri@unud.ac.id abstract youtube as online platforms today has created millions of videos with varied, entertaining and useful content for millions of internet users get. this makes the content creators compete to make interesting and high quality videos. this has become a new trend among the younger generation today. therefore, this research is worth making to investigate the effect of the variety of indonesian youtuber and vlogger on young people's language behavior. the data was collected from a number of videos uploaded by indonesian youtuber and vlogger by filtering representative content. by questionnaires, interviews, and observations of youth groups to be able to hear firsthand variety of their languages. the data retrieved i on purposeful sampling method of some contents were qualitatively analyzed by applying several sociolinguistic theories. the results reveal that the variety of languages are used by well-known youtubers and vlogers such as atta halilintar, ria ricis, raffi ahmad, etc. with light and easy words such as the word gaeess, kuy, tercyduk youtuber’s and vlogger's style of language have an impact on the language behavior of the younger generation today in adopting their favorite language style. however this does not have a negative effect on language behavior because they are quite selective in using the indonesian youtuber's and vlogger's language styles. keywords: register, style, youtuber, vlogger i introduction indonesian youtube users do not only get entertainment content but also a source of information or learning something from the content suiting the user's needs. generally indonesian users think that youtube makes it easy for them to find interesting content on a variety of topics. increased interest in internet users for various youtube videos brings benefits to content creators in indonesia. even today, youtuber's content can be used as a land for employment and new professions because a youtuber's income is quite high if you already have a large number of followers. to become a youtuber or vlogger with a large number of subscribers, content creators are required to be more productive and creative in creating interesting, unique, and quality content in order to increase the number of observers and customers. not only creative in terms of content, youtubers must also have good verbal communication skills in order to convey interesting, entertaining content and easy to understand. based on the preliminary observations, they frequently use unique words or phrases that often produce new words, code-switching and code-mixing and slang to feel better known to customers who are mostly young people. this variety of languages is interesting to analyze because frequently, customers classified as teenagers will follow the speaking style of the youtube and vlogger they follow. based on the description above, the problem can be formulated to how the effect of the youtubers and vloggers on the language behavior of the younger generation today. as a sociolinguistic study, this issue is very interesting to be explored further to see the development of language use in society, especially in the younger generation. this research is also relevant to the development of teaching materials; especially for sociolinguistics courses. the current study aims to determine whether the young people are affected by youtubers’ and vloggers’ language variety towards their current behavior in the use of the various languages contained in their video content through youtube. ii materials and methods the data of the current study was collected by the distribution of questionnaires, interviews, and observations of youth groups in order to be to hear firsthand variety of their languages and then they were descriptively and qualitatively analyzed, to reveal the results found in this study. mailto:igedebudiasa@unud.ac.id mailto:weddha_savitri@unud.ac.id 2 | i gede budiasa, i putu weddha savitri lingual (vol. 9, no.1, 2020) 2.1 theories of language variety language does vary as it undergoes changes along with changes in society. the change was in the form of variations in the language used according to their needs. in order that the number of variations does not reduce the function of language as an efficient means of communication, in the language arises a mechanism for selecting certain variations that are suitable for certain purposes called standard variants (naban1984:6-7). language variety is the language variation according to use, including the topic being discussed, the relationship of the speaker, the interlocutor, the person being discussed, and the speaker medium (bachman, 1990). according to felicia (2001: 8 and trudgil,1983:100-101), languages are divided according to: 2.1.1 the introductory media or ingredients 2.1.1.1 variety of spoken languages likewise in b as far as the mode is concerned, verbal variety is the language spoken by the language user. we can find standard verbal variations, for example when people give speeches or welcome members, in situations of lectures, and non-standard oral variations, for example in conversations between friends, in the market, or in other informal opportunities 2.1.1.2 variety of writing writing variety is the language written or printed. the written variety can also be a standard or nonstandard type. the standard written variety is found in textbooks, texts, magazines, newspapers, posters, advertisements. the nonstandard variety of writing can be discovered in teen magazines, advertisements or posters. 2.1.2 language variety based on tenor the variety of languages is based on the role relationship of power and solidarity between the speakers. it differs according to whether or not the speaker is familiar: variety of official languages, variety of familiar languages, variety of languages fairly formal, variety of casual languages, and so on (see eggins, 1994:9-10, naban, 1984: 23, and chaer & agustina, 2010: 7) in order to figure out why language variety varieties occur the sociolinguistic aspects need referring to in the current study particularly the concept of bilingualism and its effect of bilingualism. sociolinguistics places language as part of social systems and communication systems and is part of certain societies and cultures. the use of language is a form of social interaction that occurs in various situations. the social interaction will be alive thanks to the activity of speaking on the language user. the speech activity will be more successful if it is supported by tools and other factors determining it, including the situation factor. language behavior and language attitude are two things that are closely related, which can determine the choice of language and the survival of a language (trudgill, 1983:14). language behavior is a person's mental attitude in choosing and using language. basically a person is free to choose the language and also free to use that language. this freedom is a certain part of human rights. even though someone is free to choose and use language even more in this era of globalization, we must still be aware of what was reminded by kamaruddin (2007) that in this era of globalization we are exposed to foreign concepts and vocabulary so powerful, linguistic tools, code switching, code mixing, absorption, and transfer, but we will not simply give up on the domination of foreign cultures. all of these things should be used as a process towards disclosing the identity of the indonesian language system. exposure to the influence of foreign cultures and foreign languages (english) very strongly requires an increase in the ability of endurance and the development of indonesian culture and language (see also chaer and agustina 2010: 151-152). 2.2 bilingualism this subsection is worth mentioning as the upper term for the following sociolinguistic aspects. the linguistic situation in indonesia is indeed very complex because of a large number of languages in this beloved indonesia. in the social life and daily activities of members of the community, in addition to indonesian, regional languages and certain foreign languages are used in accordance with their functions, situations and language context. the linguistic situation in indonesia is like that, if viewed from the perspective of that community or the existence of more than one language in that society, it can be called social bilingualism. the effect of indonesian youtuber's and vlogger's register on young generation behavior 3 intensive contact between two or more languages in bilingual/multilingual situations such as in indonesian society tends to result in the occurrence of symptoms of code switching (code-switching), code-mixing, and interference. in other words, the three symptoms are symptoms that are common as a product of bilingualism/multilingualism. in indonesia, this phenomenon lives and thrives. even today, emerging languages that are only used by certain groups or groups are inevitable, namely slang. all phenomena of attitude and behavior as well as variations in language such as slang provides a lot of space and opportunities for language observers, especially language researchers to be able to further explore aspects of language in sociolinguistic review (see nababan, 1984: 27-29; chaer and agstina, 2010: 84). 2.2.1 code switching code switching occurs when the speaker uses two or more languages so that the two or more languages are used interchangeably in one message. likewise, code switching is the event of language switching from casual variety to official variety, as well as official variety to casual variety (chaer and agustina, 2010: 106-107). hymes (1974) states that code switching does not only occur between languages, but can also occur between variations or styles that exist in one language. 2.2.2 code mixing mixing two languages in one sentence structure is called code mixing or the use of two or more languages or two variants of a language in a speech community with the condition that there is a main code or basic code that is used and has its function and automation; while the other codes that are involved in the speech event are only in pieces alone without its automated functions as a code (chaer and agustina, 2010: 107). code mixing has the following features: (2-1) when someone uses one word or phrase from one language (2-2) there is no transfer of the entire clause (2-3) there is mixing of words, phrases and clauses in a language in other languages used 2.2.3 interference . according to kamus besar bahasa indonesia, interference is the entry of an element of a language into another language which results in violation of the rules of the language in which it belongs to both violations of phonological, grammatical, lexical and semantic rules. various causes of shifts in the use of indonesian, not only caused by foreign languages but also by regional language interference and the influence of slang. today foreign languages are more often used than indonesian in almost all sectors of life. for example, indonesians are more likely to stick to the phrase "no smoking" rather than “dilarang merokok”, "stop" instead of "berhenti", "exit" instead of "keluar", "open house" for reception at home on lebaran day, or the community is more likely to choose "pull" instead of "tarik" and "push"instead of "dorong", and "welcome" instead of "selamar datang". the use of english in public spaces has become an inevitable habit. this results in the fading of indonesian language and culture, which slowly but surely becomes language (see naban, 1984:35 and chaer & agustina 210:120-121). iii results and discussion the indonesian youtubers or vloger style influences the language behavior of the younger generation today. the data was obtained by distributing questionnaires in goggle form, with 100 respondents aged between 13-22 years. it is assumed that this age can be classified as the young generation (teenagers) who are the target to this study. the following is a general description of the results of the questionnaire that has been obtained. 3.1 respondent age of the 100 respondents who filled out the questionnaire online, 71.7% were female, and 28.3% were male. all respondents were teenagers aged 13-22 years, with the highest number of participants being aged 20 years (30%) and 19 years (27%). in terms of gender, respondents who answered the questionnaire consisted of 71.3% of women and 28.7% of men (see chart 1). 4 | i gede budiasa, i putu weddha savitri lingual (vol. 9, no.1, 2020) chart 1: respondent's age 3.2 frequency of watching youtube the respondents in this study are young people who are very familiar with the youtube platform. most of them, 41%, spend more than 2 hours a day watching content on youtube, then 34% watch youtube less than 2 hours a day, 25% say they rarely watch youtube. this indicates that watching videos or content on you tube has become a daily behavior for teens today (see chart 2). chart 2: frequency of watching youtube 3.3 interesting youtuber language style from the results of the questionnaire, the names of indonesian youtuber and vlogger emerged, from various themes and styles that became their respective characteristics. names like atta halilintar, raditya dika, ria sw, kemaz, miauwaug, puja astawa, and many more, often appear as a favorite youtuber or vlogger. in addition to interesting content, as many as 56% of respondents agreed that if the attractive style of language is one of the factors for them to be keen on those youtubers, 30% stated neutral, and 14% said they disagreed if they said that the youtubers used attractive style in the delivery of their video content and it is not the main concern why the respondents like the youtuber or vlogger. this can be seen in the following diagram, which is the result of the questionnaire analysis (see chart 3). chart 3: interesting youtuber language style 3.4 youtube often use slang and jargon as many as 44% of respondents agreed that their favorite youtubers or vloggers often use jargon and new words (slang) like kuy, asshiaaapp, mantul, tercyduk, receh, baper, unch, woles, bosque and others, 23% vote neutral, and 33% said they disagreed if their favorite youtubers and vloggers frequently use these words. in other words, those words they often hear in video content so that they are familiar with slang words new appear, as shown by the following diagram (see chart 4). the effect of indonesian youtuber's and vlogger's register on young generation behavior 5 chart 4: youtube often use slang and jargon 3.5 domain of jargon use to see the effect of indonesian youtuber's and vlogger's language style, the respondents are given questions in what realm they usually often use jargon of a specific youtuber or using new words or popular slangs that is often found in video content on youtube. the results can be seen in the following diagram (chart 5). chart 5: domain of jargon use based on the diagram above, young people often use slang words when they communicate verbally with friends (76%), whereas in communicating in writing, they often use them on social media such as facebook, instagram, twitter, and writing comment on youtube. however, a quite interesting phenomenon seen from the results of the questionnaire is as many as 25% of respondents said they did not use the word with anyone verbally and 34% of respondents also did not use it in any media in writing. this means they are not following or being affected by the language style of the youtubers or vloggers in both oral and written communication even though these words are very popular. one style of language that is often used by youtubers or vloggers is the use of code mixing. they often slip words or phrases in foreign languages or regional languages, such as the use of the word guys which is greetings in english, where this language is now almost always in the opening sentence of the video they upload. in addition to the words guys, some words or phrases in english that are quite often tucked in the content are please, subscribe, like, let's go, welcome back to my channel, etc., even korean is also often used by oriented youtubers to the country of ginseng such as anyeonghaseo, chan, this is in accordance with the polls of the younger generation in which as many as 74% of respondents said they often hear the youtuber or vlogger use or slip words in foreign languages or regional languages. 3.6 use of code-mixing the use of words or phrases in foreign languages or other languages that are different from the main language has become a trend and is often used in the conversation of young children, especially when chatting with friends. this behavior is supported by the results of the questionnaire which shows that 62% of respondents often insert foreign language words into daily conversation, 20% take a neutral attitude, and 18% determine the attitude of not often using or slipping foreign language words in conversation (see chart 6). 6 | i gede budiasa, i putu weddha savitri lingual (vol. 9, no.1, 2020) chart 6: use of code-mixing 3.7 positive impact on youtube language style although the tendency to follow the popular style of youtube or vlogger on youtube is quite high, 47% of respondents said they disagree whether they say that they feel more confident and look cool if they use a style of language like youtuber, 30% choose mediocre or neutral, and 23% agreed with the use of youtube style to increase their confidence. they tend to use the style of language to create communication situations that are more familiar and relaxed, joking, and not monotonous. they are also quite selective in adopting the language style of the youtubers, where they know enough not to imitate or use disrespectful words and have negative meaning (taboo). so if we conclude, the language style of indonesian youtubers and vloggers does not have a significant effect on the language behavior of the young generation today. they know enough to choose and sort out what is appropriate and or inappropriate to be imitated and used in conversation. this can be seen in the following diagram as a result of the questionnaire to answer whether the style of youtube and vlogger has a positive effect on the development of indonesian (see diagram 7). chart 7: positive impact on youtube language style based on the diagram above, 32% of respondents choose strongly agree and agree whether the language style gives the positive influence on the development of indonesian language, 39% are neutral (neither positive nor negative), and 29% is expressing disapproval. thus, it can be concluded that the style of indonesian youtuber and vlogger language does not really affect the language behaviour. iv conclusion today's young generation has become a youtube platform users who pretty much spend their time watching video content from their favorite youtuber or vlogger. most of today's teens know the jargon and slang words that they often hear and see on youtube. these words then often appear in their conversations especially when talking with friends to create a relaxed and entertaining communication atmosphere. however, they do not fully adopt the language style of the youtubers, meaning they are quite selective by not using negative or impolite words. therefore, not all of them agree whether the style of youtube and vloger have a positive effect on the development of indonesian in general. the effect of indonesian youtuber's and vlogger's register on young generation behavior 7 references cambridge university press (2016). meaning of “media awareness” in the english dictionary. retrieved from: http://dictionary.cambridge.org/dictionary/english/media-awareness chaer, abdul and agustina ,(2010). sosiolinguistik: perkenalan awal. rineka cipta. jakarta. daugherty, t., eastin, m., & bright, l.f. (2008). exploring consumers motivations for creating usergenerated content. journal of interactive advertising, 8(2). david, sondakh, & harilama. (2017). pengaruh konten vlog dalam youtube terhadap pembentukan sikap mahasiswa ilmu komunikasi fakultas ilmu sosial dan politik universitas sam ratulangi dredge, s. 2016. why are youtube stars so popular? the guardian. accessed on 25 january 2017. retrieved from https://www.theguardian.com/technol-ogy/2016/feb/03/why-youtubestarspopular-zoella eggins, suzanne. (1994). an introduction to systemic functional linguistics. pinter publishers ltd. london hyme, dell. (1974). foundation of sociolinguisics. university of pensylvania press. philadelphia. mironova, ellina. (2016). audience behaviour and attitude toward lifestyle video blogs on youtube. master thesis, malmo university nababan, p.w.j. (1984). sosiolinguistik. p.t. gramedia. jakarta. trudgill, peter. 1983. sociolinguisics.: an introduction to language and society. penguin book ltd. england. variety (2014). survey: youtube stars more popular than mainstream celebs among u.s. teens. retrieved from http://variety.com/2014/digital/news/survey-you tube-stars-more-popular-thanmainstream-celebs-among-u-s-teens-1201275245 http://dictionary.cambridge.org/dictionary/english/media-awareness https://www.theguardian.com/technol-ogy/2016/feb/03/why-youtube-starspopular-zoella https://www.theguardian.com/technol-ogy/2016/feb/03/why-youtube-starspopular-zoella http://variety.com/2014/digital/news/survey-you%20tube-stars-more-popular-than-mainstream-celebs-among-u-s-teens-1201275245 http://variety.com/2014/digital/news/survey-you%20tube-stars-more-popular-than-mainstream-celebs-among-u-s-teens-1201275245 attention deficit hyperactivity disorder (adhd) portrayed in robin roe’s novel a list of cages vivi marianti butar-butar, parlindungan purba, siamir marulafau english department, faculty of cultural studies, university of sumatera utara vivimbb@gmail.com abstract this thesis discussed about the symptoms attention deficit hyperactivity disorder (adhd) in the novel a list of cages by robin roe. this thesis aimed to find out how the symptoms of adhd are described through the leading character in the novel. this thesis used to describe the core symptoms of adhd, namely: attention, impulsivity, and hyperactivity. there are symptoms of adhd that adam has, namely: attention symptom is easily bored; impulsivity symptom is agitated; and the hyperactivity symptom is: do excessive motor activities. this thesis used russell barkley's theory to analyze the symptoms in a novel using literary psychology. in analyzing this thesis, the writer used a qualitative descriptive method that presents all data in the form of words and sentences and uses library research as a way to collect data by reading and selecting quotations from the novel a list of cages. from this research it is found that the leading character in the novel experienced all the three core symptoms of adhd. keywords: adhd, literature, attention, impulsivity, hyperactivity i introduction attention deficit hyperactivity disorder (adhd) is a developmental disorder of behavior that causes sufferers unable to concentrate and become hyperactive. this disorder generally affects children and can even continue into adulthood. this condition can also affect the lives of sufferers both in their environment and social relationships. attention deficit hyperactivity disorder (adhd) is also a neuro-biological disorder in a child's brain. adhd symptoms in adolescents are different from children. it can be found that actually not a few who experience adhd from children continue into adulthood. adhd is a chronic disease which begins in childhood with an estimated worldwide prevalence rate for children and adolescents of 5% and 3in adults. the symptoms of adhd often tend to last from adolescence into adulthood and until old age. this has been confirmed in long-term follow-up studies which have demonstrated the persistence of symptoms in many adults diagnosed with adhd in childhood (wada, 2017:1). the symptoms of adhd in male and female adolescents are different. adhd usually experienced by male adolescents will give a picture of behavior such as difficulty sitting still in a chair. they will sit in an unusual position such as rocking a chair or kicking their legs to make a noise. conversely, adolescent girls with adhd do not necessarily do that too. even though they did not survive sitting long in the chair, young women could channel their desire to move by going around or moving from one table to another without disturbing others, and so on. the symptoms of adhd consist of three parts, they are: attention, impulsivity, and hyperactivity. attention in adhd symptoms refers to the difficulty to focus attention such as lack of concentration, easy to switch attention, difficult to organize, forgetful, etc. impulsivity refers to the difficulty of delaying the response because there is an impulse based on conscious or unconscious wishes such as impatience, reactive, often acting without thinking, making careless mistakes, etc. hyperactivity refers to a behavior that is excessive or incompatible with development, both motor and vocal activity. this hyperactivity behavior is characterized by behaviors that cannot be silent, such as talking a lot, cannot be calm / silent, etc. an example of adhd phenomenon that can be seen in life is adam levine. he is a world musician who turns out to have suffered from adhd as a child. in an interview on a television program, adam told how he had struggled to overcome adhd since he was a child. thanks to his tenacity, adam has now become one of the most influential musicians in the world. he also proved that this is not really a bad thing, much less inhibiting the achievement. those who suffer from adhd should not feel different from others, instead making motivation to be better.). based on the phenomena, the author is interested in bringing up the topic of adhd to be the thesis title taken from the novel a list of cages because even a famous figure has had adhd. a literary work can be analyzed in several ways; one of them is through the approach of literary psychology. psychology literature is an approach that considers the psychological aspects and concerns the inner human, because literature and psychology are studying the psychological state of others. wellek and warren (1949: 81) said in their book theory of literature "psychology can enter to literature mailto:vivimbb@gmail.com 2 | vivi marianti butar-butar, parlindungan purba, siamir marulafau lingual (vol. 8, no.2, 2019) by studying the psychology of the writer, psychology of the character, and also psychology of the reader." based on what wellek and warren said, it can be concluded that psychology and literature are related to each other. psychology can enter literature because the author uses his feeling and emotion in creating work as happens in novel. robin roe is an american writer of a novel a list of cages.. the story line of her novel is searingly personal to roe, who grew up in denison amid what she describes as rough circumstances. then, as a teenager, roe and her mother took over raising three of her nephews. one of her nephew suffers from adhd. thus, she was inspired to write the novel a list of cages because it comes from her own experienced. this is becoming the background and reason for the writer interested in discussing adhd because robin roe has references to adhd from the experience of his own nephew who has adhd and this is depicted in her novel, so the writer believes that roe described adhd according to the experience she saw directly. a list of cages tells the story of an eighteen year old boy named adam blake who suffered from adhd since childhood. adam is a high school student. he has many friends and also liked by his friends and teachers. adam is a character who is kind and has deep empathy towards others, so he makes people around him feel comfortable. besides that, adam had to live side by side with his adhd, which often gave rise to excessive behaviors unlike normal children as it should be, such as being unable t o be quiet, disturbing / nosy towards his friends, often running and jumping at will even stumbling over his own feet. he also feels bored quickly so that he cannot last a long time in an activity. even though adam's behavior seemed abnormal, the adhd he suffered did not make him into a bad teenager but rather a person who liked by many people. this study aimed to discover the psychological elements, which portrayed as attention deficit hyperactivity disorder (adhd) in robin roe's novel. knowing what is adhd and its symptoms will give a good benefit in social life because when the symptoms are experienced / found, people who have knowledge about adhd will be more sensitive to this disorder. this study hoped that it will give some knowledge about adhd described in the novel as a social life reflection. ii materials and methods in this study, the writer uses a library research and descriptive – qualitative research. it analyzes all the data are in the form of words and sentences. the analysis involves the description of adhd symptoms as portrayed in the novel. first, the writer reads the novels, a list of cages, and then finds out the problems that the main characters have to face in the story. the second is to collect the materials and classify the symptoms of adhd as portrayed in robin roe’s a list of cages. the sources of data are divided into two parts, they are primary data and secondary data. the primary data can be derived from the novel which will be the main data.the secondary data can be derived from the books, the articles of journals or other source of materials that related to the topic of psychology literature and the concept of adhd. to determine the symptoms of adhd of the leading character in the novel, first step is read the whole story of the novel, as the data source in this thesis to get the comprehension deeply. the second step is the writer chooses and finds the problems in the novel to discuss in the analysis as the research. after that, the writer selects and picks the data, which are the quotations of the words, phrases, sentences, and paragraphs in the novel that relate to the problem. then, the writer finds some information in books, journals, electronic book, and articles that related to psychology literature and adhd. lastly, the writer makes interpretation based on the novel which already read before. data analysis is applied when all the data from the novel is collected and selected. the data from the novel is in a form of written text, which concern about the symptoms of adhd. after that, the writer will make interpretation based on the data which already taken before. the writer will analyze the data focusing on the leading character’s symptoms of adhd those are attention, impulsivity, and hyperactivity in novel a list of cages by robin roe. iii results and discussion the writer found that there are three symptoms of adhd experienced by adam blake in a list of cages novel, they are: attention, impulsivity, and hyperactivity. attention symptom of adam is easily bored. the feeling of boredom is present because he cannot focus his attention on one activity appropriately. in the second symptom, the impulsivity symptom is easily agitated. the symptom appears based on doing something without thinking about the consequences of what will happen in the future. attention deficit hyperactivity disorder (adhd) portrayed in robin roe’s novel a list of cages | 3 hyperactivity symptom of adam is doing excessive motor activities that is jumping and running. the symptom is present because he fails to regulate or control activities according to the situation. jumping and running occurs because of adam’s inability to control himself to try something based on his curiosity. 3.1 attention attention refers to a disorder of difficulty maintaining attention and focus on a particular activity. the difficulties experienced by adolescents with adhd are caused by stimuli that approach their attention so that their concentration is easily disturbed. these disturbing stimuli can be present through what they hear, see, feel, and smell. this disorder can occur in various situations such as in the academic and social fields. thus, adolescents who suffer from adhd will spend a lot of energy to be able to maintain their attention to certain things. difficulties in concentrating the attention that adhd adolescents experience naturally also make it easy for them to switch from one activity to another. this condition is most often seen when they are carrying out work that is boring or less attractive to them both school work and homework. like when they are in school, they are not only listening to the teacher, but they will also be distracted by hearing sounds such as the sound of moving cars, the sound of birds, and even they also like to see pictures on the wall, imagining, and so on. in essence, they have difficulty pushing stimuli that come away from their consciousness. in the novel a list of cages, adam has symptom of attention that is easily bored. adhd is portrayed on adam blake as the main character in this novel. adam is described as having attention symptoms from adhd, which is quickly or easily bored. boredom is a common thing that is felt by everyone. generally, it is a condition where someone feels uninterested in the surroundings because nothing can be done. boredom can occur due to many things. it could be because of doing a monotonous activity, meeting the same people continuously; doing something that is not liked, and so on. those with adhd quickly become bored with something because they can't stand in certain situations, so that they feel confined within themselves. when they try to focus and maintain attention to something, they will need a lot of energy. in addition, activities that take too much of their attention also cause them to get bored quickly, so they are easily distracted in any other activities such as waiting, doing school assignments, doing repetitive activities, and so on. he doesn’t look convinced, but he steps back enough to let me jump through the narrow passageway. when i make it, julian’s wearing this hopeful smile, so i say, “this is cool.” but it’s not cool. it’s practically a closet, one that was burned and rebuilt but still smells like it’s rotting. “you eat lunch here every day?” he nods. that’s even more depressing than this room. we’ve been up here for less than two minutes, but already i’m feeling bored and caged. i pace the floors, look out the little window, then pace some more and end up stubbing my foot on something—a stack of composition notebooks stuffed into the corner. (robin roe, 2017:110) in the quotation above, adam feels a feeling of being bored in a room that he first visited. the room is the usual place for julian to eat lunch which in fact the place looks unfit to live in, because it looks like a closet that had been rebuilt. people who are bored tend to do other things to get rid of their boredom. in this case adam did so. the feeling of boredom experienced by adam made him feel caged so he does activities to divert his boredom by pacing and looking out the small window. in addition, someone generally feels bored because they are already in a long enough situation or condition to cause discomfort in him which ultimately forces himself to do a new activity. in the quotation above, adam does not act like a normal person, he feels bored being in the room for a period of two minutes which is actually a very short time to make someone feel bored quickly. it should be strange to immediately feel bored within two minutes. this proves that adhd suffered by adam affects the feeling of being easily bored because he cannot focus his attention properly on an activity. 3.2 impulsivity impulsivity refers to the difficulty to delay the response due to impulse which is based on conscious desire or unconsciousness which is marked as acting without thinking. this condition is called also occurs when someone gets the urge to take an action without thinking of the consequences first. adolescents with adhd are usually very impulsive. they will do something based on their will and 4 | vivi marianti butar-butar, parlindungan purba, siamir marulafau lingual (vol. 8, no.2, 2019) what comes to mind. they don't even care if it brings good or bad. this is because it is difficult for them to regulate their own behavior, because their control system is different from other normal adolescents. impulsivity symptoms can be in the form of uncontrolled behaviors so that they tend not to be able to delay the response. their inability to control themselves can appear on many occasions, both from trivial things to big things. adolescents adhd with impulsivity can say or do something that is inappropriate and then regret it. in essence, they often make mistakes that should not have happened, and when they are asked what the reason of doing it, they tend not to know the reason. impulsivity has three parts of symptoms, namely; behaviorally, cognitively, and emotionally. adam experienced the symptoms of behaviorally that agitated. adam in this novel has symptoms of emotional impulsivity which is easily agitated. agitated is something that describes if a person is not calm in his heart or actions not calm in behaving, impatient or in anxiety. agitated can also be interpreted as worry or fear. it is also related to frustrating problems, which by definition can be mentioned, that someone experiences frustration because what is desired is not achieved. in general, someone who is restless will show behavior or movements such as walking back and forth, moving the body, pensive, and so forth. they tend to behave this way because they feel uncomfortable or not calm against a certain condition. the following is a quote that says adam felt agitated: the play is as awful as they ever were, so about five minutes in, i’m fidgeting.charlie stomps on my foot.“asshole.” i wince, but this just seems to make him happy. five seconds later, i’m squirming again, not intentionally trying to piss him off, but it’s a nice side effect. as each terribly executed scene drags on, i get a little more agitated. i can’t stop thinking about what ms. cross said, how she didn’t want julian to publicly humiliate himself. maybe i made a mistake in pushing him. if it doesn’t go well, who the hell knows what’ll happen? (robin roe, 2017:109) in the quotation above, adam felt anxious when the show started. he is nervous about the role that will be played by julian. anxiety through julian was based on his unwillingness that julian embarrassed himself at the show. so he thought too much that julian might fail in playing his role. his anxiety was shown by showing gestures, namely stretching his body, which made his friend charlie felt unhappy because it bothered him to enjoy watching the show. however, this cannot be avoided by adam because his inability to control the response that comes as charlie's response to anger does not reduce adam's anxiety. his anxiety also stemmed from his actions which urged julian to take part in the show so he had regretted urging julian who in fact was aiming to make julian aware that he was actually able to play that role. 3.3 hyperactivity hyperactivity refers to a behavior that is very excessive or not in accordance with the level of one's development both in the form of motor and vocal activity. this condition is also marked when a person becomes more active than usual. symptoms of hyperactivity in adolescents that are often encountered such as unable to sit quietly not stop talking, hands and feet always moving, running around or climbing too much in an improper situation, and so on. adolescents with hyperactivity generally can experience other problems as a result of the difficulties experienced. this certainly can cause difficulties for them in activities at school or home, and can even affect their relationships with family and friends. adolescents with adhd must have spent a lot of energy in activities because they tend to behave excessively. the hyperactivity behavior that is often seen is showing excessive anxiety even though the situation is relatively calm, unable to be still, the body thoroughly moves, and also does not stop talking. those behaviors often occur without purpose, which means it is not in accordance with the task or situation that existed at that time. this indicates that adhd adolescents with hyperactivity symptoms fail to regulate or control activities according to the situation. in the novel a list of cages, adam experiences symptoms of hyperactivity they are; nonstop talking, do excessive motor activities, and disturbing other people. at the age of adolescents generally can control their motoric activities. motoric activity is the behavior of movements carried out by the human body that is why often jump and run is part of motoric activities. for adolescents who suffer from adhd, controlling their motoric activities becomes a difficulty because of the symptoms of hyperactivity that can be felt without being prevented to behave attention deficit hyperactivity disorder (adhd) portrayed in robin roe’s novel a list of cages | 5 following their instincts. adam has symptoms of hyperactivity in the form of jumping and running. he did it repeatedly even though he already knew what the consequences would be come if he continued to do so. in this case, adam shows the symptom of doing excessive motor activities by jumping and running. jumping and running is a movement involving members of the body. as we know, running and jumping is done by toddlers who do it because they want to explore what they see. adam who was an adolescent did this to complete his curiosity. this then became the difficulty and failure of adam as an adolescent of adhd to organize activities according to the situation. “ i burst out laughing. “you’re funny.” i eye the brick wall, wondering if i could do that thing where you run up a wall and backflip. “i won’t get in trouble. she said we could just hangout. ” i take a leap and end up falling on my ass. “ow.” i lie here while julian cautiously sits on the wooden bench. “what are you doing later?” (robin roe, 2017:51) from the quotation above, adam intends to do an abnormal thing which is to run up the brick wall and turn upside down. this is certainly not going to be done by normal adolescents considering there are no benefits at all to do that, but exceptions for those who suffer from adhd. they will think it is a challenge that is worth to try without caring about the consequences that will be obtained. the thought of adam who wanted to run and climb a wall came from his adhd which he could not control, so he considered that if he did it, it was not a problem. but in the end, everything that was done must have risked the same thing as adam who finally fell because climbing a brick wall. even though he fell, it did not make adam feel sorry for doing it because he did not care about the risks and most importantly his curiosity about whether he could run up the brick wall and turn upside down he could do, as evidenced by the response he just made and then lying down, because if someone else might immediately regret doing that. iv conclusion knowing the symptoms of adhd in adolescents is not easy because the symptoms look like normal adolescents if they are not carefully studied. an adolescent is said to have adhd if he / she has three types of symptoms, namely attention, impulsivity, and hyperactivity. based on the results of analysis and findings on adhd symptoms of adam blake, the writer draws some conclusions in this thesis after having analysis from the leading character’s adhd symptoms of novel a list of cages by robin roe. attention, impulsivity, and hyperactivity are indeed three symptoms of adhd. adhd which generally occurs since children are also portrayed in the novel a list of cages by adam blake. robin roe wrote this novel in a very epic way with extraordinary delivery so that it can be understood and the knowledge conveyed can be useful for the community as well. this novel tells how and what the symptoms of adhd are actually seen which are very common as children behave in a known manner. therefore, this novel is very good to be read by anyone, especially those who want to see the symptoms of adhd. references jahja, yudrik. (2011). psikologi perkembangan. jakarta : prenadamedia group mindetrop, albertine. (2016). psikologi sastra, metode, teori, dan contoh kasus. 2d ed. jakarta: yayasan pustaka obor indonesia. pardede, martha. (2016). literature an introductory material. medan : usu press paternotte, arga and jan buitelaar. (2010). adhd attention deficit hyperactivity disorder (gangguan pemusatan perhatian dan jiperaktivitas) gejala, diagnosis, terapi, serta penanganannya di rumah dan di sekolah. jakarta:kencana. roberts, colleen alexander. (1995). adhd & teens, a parent’s guide to making it though years. lanham, md : taylor trade publishing. robin, arthur l. (1998). adhd in adolescents, diagnosis & treatment. new york: the guilford press. roe, robin. (2017). a list of cages. new york : hyperion 6 | vivi marianti butar-butar, parlindungan purba, siamir marulafau lingual (vol. 8, no.2, 2019) rusmawati, diana, & endah kumala dewi. april 2011, "pengaruh terapi musik dan gerak terhadap penurunan kesulitan perilaku siswa sekolah dasar dengan gangguan adhd." jurnal psikologi. volume 9, no 1,https://ejournal.undip.ac.id/index.php/psikologi/article/view/2913/2597, 3 mar. 2019. saputro, dwidjo. (2009). adhd (attention deficit/hyperactivity disorder). jakarta:sagung seto sehandi, yohanes. (2014). mengenal 25 teori sastra. yogyakarta : ombak. surastina. (2018). pengantar teori sastra. yogyakarta : elmatera. wada – world anti-doping agency. 2017. “attention deficit hyperactivity disorder (adhd) in children and adults”. tue physician guidelines. version 6.0 no1, https://www.wadaama.org/sites/default/files/resources/files/tuec_adhd_version6.0_august2017.p df, 24 jan. 2019. warsiman. (2017). pengantar pembelajaran sastra: sajian dan kajian hasil riset. malang: ub press weiss, g., & hechtman, l. t. (1993). hyperactive children grown up: adhd in children, adolescents, and adults (2nd ed.). new york, us: guilford press. wellek, rene and warren, austin. (1949). theory of literature. new york: harcourt, brace and company, inc wicaksono, andri and emzir, et al. (ed.). (2018). tentang sastra: orkestrasi teori dan pembelajarannya.yogyakarta: garudhawaca. the pattern of translation strategies of idiomatic expression in comics rahmat wisudawanto, firdhaus hari saputro al haris sahid surakarta university wisudawanto@gmail.com abstract this article focuses on translation strategy of idiom in comic garfield goes to and its translation. it is expected to identify translation strategies and to know the pattern of translation strategies in translating the idiomatic expression. this research belongs to descriptive qualitative. the source of data is a comic entitled garfield goes to waist and its translation garfield mengurangi berat. whereas, the data are all of idioms found in the comic. this research applies total sampling technique since the samples are all of data which are found in the source of data. the result of the analysis shows that there are four strategies used by the translator in translating idioms. meanwhile, the pattern of strategies indicates that translation by paraphrasing is dominant strategy. besides, the others strategies are translation using an idiom of similar meaning but dissimilar form, translation by omission and using an idiom of similar meaning and form respectively. keywords: pattern, translation strategies, idiomatic expression, comic i introduction translating literature books is not similar to translating academic books. in translating literary works, a translator is expected to be able to produce translations which give the same effect on his reader as it is gotten by readers of the original. newmark states that there is a wide but universal agreement that the main aim of the translator is to produce as nearly as possible the same effect on his readers as was produced on the readers of the original (1981:10). moreover, in translating a comic, a translator also faces some problems such as the ones related to the language characteristics of a comic and the limited space of the text. thus, an appropriate strategy is required to transfer the message as accurately as possible. meanwhile, the development of english language signed by the use of idiom makes translation of idiomatic expression become a challenge for a translator (seild and mordie, 1980). the term of idioms refers to a phrase or sentence whose meaning is not clear from the meaning of the individual words must be learnt as whole units” (hornby, 1995; fernando, 1996). thus, idiom is a phrase or sentence which the meaning cannot be seen from the words which arrange it. the meaning, however, can be seen from the whole unit of words which arranges the idiom. in details, mona baker (1992:63) states that idiom and fixed expression are at the extreme end of the scale from collocation in one or both of these areas: flexibility of patterning and transparency of meaning, they are frozen patterns of language which allow little or no variation in form and, in the case of idioms, often carry meaning which cannot be deduced from their individual components. meanwhile, one of translation strategies in translating idioms is proposed by baker (1992). she states that there are four strategies namely: using an idiom of similar meaning and form, using an idiom of similar meaning but dissimilar form, translation by paraphrasing, translation by omission. 1.1 using an idioms of similar meaning and form in this strategy a translator attempts to find out not only the idiomatic expression in the target language which has similar meaning but also equivalent lexical items. in other word, the implementation of the strategy focuses to achieve both of equivalents in meaning and lexical items. 1.2 using an idioms of similar meaning but dissimilar form this strategy is used when a translator finds the idiom or fixed expression in the target language that has similar meaning with the idiom or fixed expression in the source langua ge but it has different lexical item. mailto:wisudawanto@gmail.com 2 | rahmat wisudawanto, firdhaus hari saputro al haris lingual (vol. 9, no.1, 2020) 1.3 translation by paraphrasing translator uses this strategi since a match idiom cannot be found in the target language or when it seems inappropriate to use idiomatic language in the target text because of differences in stylistic preferences of source and target language. in this strategy, a translator can paraphrase the meaning of an idiom with his own word when there is not a match idiom in target language or the use of idiom in target language is inappropriate. 1.4 translation by omission this strategy is usually used by the translator when there is no close match idiom in target language or the meaning of idiom in target language is not easily paraphrased. besides, the translator can also apply this strategy for stylistic reasons. some research related to translation idiom is presented by adelnia and dastjerdi (2011); wicaksono and wahyuni (2018). both research analysis translation strategies for translating idiomatic expression. however, they are not presented the pattern of translation strategies; besides, they are not used utterance comic as data so the pattern of productivity of translation idiomatic expression is not shown. the other research is ayuningtyas et all (2018) that conducted research related to the difficulty in translation idiom. whereas the research focuses to shows the pattern of translation strategy for idiomatic expression. since the translation of in idiom in comics is encountered by many problems, it is interesting to discuss. moreover, when a translator translates idiomatic expression in comics, s/he will face many problems such as the language characteristic of comic, limited space of the text, culture differences, etc. thus, a translator should be creative in using a particular strategy when s/he transfers a message of idiomatic expression. besides, by knowing the pattern of translation strategy, it will give highlight in translating idiomatic expression especially in comic. ii materials and method this research uses the descriptive qualitative method. the application of descriptive method is limited not only in collecting data but also in analysing and interpreting of the data (surakhmad, 1994). it means that in this research, the researcher collected, analysed, and also interpreted the data, then draws conclusion from the data analysis. furthermore, this research was conducted to find out translation strategies, accuracy, and readability of the translation of english idiomatic expression in bilingual comics entitled garfield goes to waist. meanwhile, this research also employed a single embedded case study as it focuses on the certain characteristic of data. (sutopo, 2002). therefore, the researcher only wants to focus on the analysis of strategy and quality, especially the accuracy and the readability of the translation of idiomatic expression from english into indonesian. the object of this research is bilingual comics entitled garfield goes to waist written by jim davis. the comic contains 125 pages and its translation garfield mengurangi berat published by nexx media. in collecting the data, the researcher carried out content analysis. in content analysis, the researcher collected the data of english idiomatic expression and its indonesian translation from the research object. they were then compared to know the translation strategies. the technique of data analysis in this research is done through the following stages namely: observing the english idiomatic expression and its indonesian translation; analysing the strategy applied by the translator in translating idiomatic expression from english into indonesian. after the analysis was completed, the researcher made classification based on translation strategies; counting the percentage of each classification and drawing the conclusion of the results of the analysis. iii results and discussion 3.1 translation strategies in the analysis, the data could be classified into four classifications: the data translated using an idiom of similar meaning and form; using an idiom of similar meaning but dissimilar form; translated by paraphrasing; and the data which are not translated or which then called translation by omission. strategy of translating english idiom quantity of data using an idiom of similar meaning and form 1 the pattern of translation strategies of idiomatic expression in comics | 3 using an idiom of similar meaning but dissimilar form 6 translation by paraphrase 53 translation by omission 2 table 1: distribution of translation strategies moreover, the detailed explanation about each category is presented in the following part: 3.1.1 using an idioms of similar meaning and form according to baker (1992) the strategy of using an idiom of similar meaning and form involves using an idiom in the target language which conveys roughly the same meaning and consists of equivalent lexical items. there is only 1 data which is translated by using an idiom of similar meaning and form. the details analysis can be explained as follows. st: this is it, little buddy. today i start weight training and take my first step toward hunkhood! tt: akhirnya, teman. hari ini aku mulai latihan pembentukkan tubuh dan mengambil langkah pertama menuju tubuh yang kekar. this idiom actually comes from english idiomatic expression take a step which means act in particular way (fernando, 1996). in the example above, the translator translates the idiomatic expression take my first step into mengambil langkah pertama. in indonesian, mengambil langkah pertama is considered to be idiom which means start to do something. moreover, the english and the indonesian idioms have not only similar meaning but also similar lexical items because if the indonesian version mengambil langkah pertama is translated back into english version, it can be take my first step. therefore, the strategy used by the translator in translating the english idiomatic expression take my first step into indonesian is using an idiom of similar meaning and form. 3.1.2 using an idioms of similar meaning but dissimilar from the implementation of this strategy due to translator, in translating idiom, is often possible to find an idiom in the target language, which has a similar meaning but consists of different lexical items. st: well, look on the bright side tt: yah, cobalah melihat sisi baiknya according the oxford advanced learner’s dictionary bright side means to be cheerful or hopeful about in spite of difficulties. in the example, the idiomatic expression bright side is translated into sisi baiknya. the translator does not translate idiom bright side by expressing the meaning into indonesian, but he uses idiom which has similar meaning but consist of different lexical item. the expression sisi baik is an idiom and if it is translated back into english it would be good side. it means that translation strategy used by translator in translating idiomatic expression bright side into sisi baiknya belongs to using an idiom of similar meaning but dissimilar form. 3.1.3 translation by paraphrasing translation by paraphrase is applied when a match idiom cannot be found in the target language. it also can be used when it seems inappropriate to use idiomatic language in the target text because of differences in stylistic preferences of source and target language. the analysis shows that almost all the data translated using this strategy. it is about 53 from the total data or 85.48% of the total data translated by using this strategy. some of the data showing this tendency can be seen in the following part. st: i wish jon would get off my back tt: aku ingin jon menyingkir dariku according to ntc’s american idioms dictionary get off means to escape or avoid punishment, to leave, to depart. meanwhile, according to the oxford advanced learner’s dictionary get off means escape or nearly escape punishment. in translating idiom get off into menyingkir, the translator straightly expresses its indonesian meaning. it is due to the fact that there is no indonesian idiom expressing the same idea. therefore, the strategy used by the translator belongs to translation by paraphrasing. 4 | rahmat wisudawanto, firdhaus hari saputro al haris lingual (vol. 9, no.1, 2020) 3.1.4 translation by omission this strategy is used by translator since an idiom may sometimes be omitted altogether in the target text. it is due to it has no close match in the target language its meaning cannot be easily paraphrased, or for stylistic reasons. st: remaining absolutely motionless, cats wait for the perfect moment to lunge tt: tetap tak bergerak sampai tiba saatnya untuk menyergap translation strategy used by the translator in translating idiom wait for is translation by omission. according the oxford advanced learner’s dictionary wait for means to stay where one is or to delay acting, whereas brotowidjoyo (1991) says that english idiomatic expression wait for means await or except. in the example, the translator omits idiom wait for in the target text because the message of that idiom is not significant toward the text. the message of idiomatic expression wait for has been represented in remaining absolutely motionless. furthermore, by omitted the idiom wait for, it might be easier for the target reader to understand the meaning of the sentence. consequently, strategy used by translator is classified into classification d. 3.2 pattern of translation strategies the pattern of translation strategies will show the frequency of translation strategies used in translating idiomatic expression. it also shows the dominant strategy used by translator. the researcher bases this analysis on the theory proposed by mona baker (1992). this theory is chosen since it encompasses some strategies to translate idiomatic expressions of the source language into target language that are relevant to the analysis. using an idiom of similar meaning and form using an idiom of similar meaning but dissimilar form translation by paraphrase translation by omission slice 5 figure 1: pattern of translation strategies the figure 1 shows pattern translation strategy for translating idiom. it is clearly seen that translation by paraphrasing is the dominating strategy. in the fact, 53 data (85.48%) from the total data in this research are translated by paraphrasing. in other words, majority of idiomatic expression in this research belongs to translation by paraphrasing. meanwhile, using similar meaning but dissimilar form is the most frequently strategy used by translator after translation by paraphrasing. the researcher found 6 data which belong to this strategy or 9.67% using similar meaning but dissimilar form strategy. the other strategy used by translator in translating idiomatic expression is translation by omission. in this research, there are 2 data (3.22%) from the total data are classified into this strategy. finally, in this research, the researcher only founds one data (1.61%) data which belongs to translation by using similar meaning and form. it is datum number 054. iv conclusion based on the result of the analysis, the translation strategies employed by translator in translating idiomatic expression in comic entitled garfield goes to waist are translation using an idiom of similar meaning and form, translation using an idiom of similar meaning but dissimilar form, translation by paraphrasing, and translation by omission. meanwhile the pattern of strategies shows that the dominated strategy is translation by paraphrasing and using an idiom of similar meaning and form is the most rarely strategy implemented. it is due to the fact that the implementation of translation by paraphrasing is easy to be applied when the translator encountered problems of language characteristic and limited space in the pattern of translation strategies of idiomatic expression in comics | 5 comic while the rarely applies strategy of using an idiom of similar meaning and form because every language has different productivity in produce the idioms. references arikunto, s. (2011). prosedur penelitian: suatu pendekatan praktik. pt rineka cipta. jakarta. adelnia, a & dastjerdi, h v. (2011). translation of idioms: a hard task for the translator. theory and practice in language studies, vol. 1, no. 7, pp. 879-883 ayuningtyas, d p, et all. (2018). students’ difficulties in translating idiomatic expression from english into indonesian. presented in 2nd english language and literature international conference (ellic) proceedings vol. 2, 2018 baker, m.(1992). in other words : a coursebook on translation. london: routledge brotowidjoyo, m.d, (1991), essential idioms in english, yogyakarta: liberty davis, j. (2004). garfield goes to waist. bilingual comics. jakarta : nexx media fernando, c. (1996). idioms and idiomaticity. oxford: oxford university press hornby, a.s. (1995). oxford advance learner’s dictionary. oxford: oxford university press. newmak, peter. (1981). approach to translation. oxford: penguin press. surakhmad, winarno. (1994). pengantar penelitian ilmiah: dasar, metode, dan teknik. bandung: transito. sutopo, h.b. (2002). metodoligi penelitian kualitatif : dasar teory dan terapannya dalam penelitian. surakarta : sebelas maret university press. wicaksono, d b & wahyuni , e. (2018). an analysis of the strategies used in translating idioms in indonesia into english found in indonesian legends. celtic: a journal of culture, english language teaching, literature & linguistics. volume 3 no 1 2018 attitudes of university students toward hoaxes dadang herli saputra university of sultan ageng tirtayasa, serang, banten herlid64@gmail.com abstract the present study investigated the university students’ attitudes toward hoaxes along with the potential determinants affecting their attitudes, sources the students usually access, and the impact of hoaxes toward the students’ life. the design of the study was a mixed method in which both written questionnaire and semi-structured interview were administered to the participants. the participants recruited are law students departments who are currently studying in one of the state universities located in serang banten. unlike the previous study, the finding indicates that the action of spreading or sharing hoaxes is not always negative. in fact, it can be used as a means for preventative measures. in case of the absence of the news from the mainstream media, the news from the alternative media constitutes inseparable information which makes them more alert toward any harmful occurrence. some suggestions regarding this matter are offered keywords: attitudes, university students, toward, hoaxes i introduction hoax is naturally untrue or false information. the causes of the emergence of hoax are numerous, such as malicious intention, covering the truth, or even a mere fun. nugroho (as citing other scholars such as lion gu, kropotov & yarochkin) defines hoax as the promotion and dissemination of news through social media which is designed as well as possible so that it looks real (2018, p. 3). further, he confirms that hoax is usually designed to influence or to manipulate the opinions of social media users on specific topics for specific purposes (nugroho, 2018, p. 3). the need to analyse hoax among young generation is imperative given the ubiquity of hoaxes has resulted in social unrest as well as legal implications (see e.g., rosyadi, 2018 august 06). the present study seeks to elicit the students’ attitudes so that it can possibly improve the education stakeholders’ awareness on the phenomena of hoaxes among young generation. so far, the study of hoaxes is limited to the description of the students’ attitudes or perceptions toward hoaxes without ever delving further into the reasons behind the bearers’ attitudes (see e.g., suyanto, zen, prasetyo, isbandono, gamaputra, purba, 2018). the present study sticks on the concept of attitudes which is viewed as a behavioural tendency (see e.g., alamsyah, 2018) in order to allow the other relevant researchers or the higher education stakeholders to anticipate the potential recurrence of the hoaxes among young generation. given the concept of attitudes which covers multiple components (i.e., cognitive, affective, and behavioural), the present study allows us to analyse not only the students’ opinions or perceptions (i.e. cognitive component), but also what they feel about the hoax (i.e. affective component). further, the study is expected to enable us to highlight the students’ behavioural component in relation to hoax news (see the concepts of multiple components of attitudes voiced by ajzen, 2005). besides, with the more holistic concept of attitudes, the present study could elicit more elaborate data on hoaxes and the potential re-emergence among young generation. the present study focuses on the students’ attitudes toward hoaxes, the factors (determinants) affecting the students’ behaviours toward hoaxes, the sources of media that the students usually access, and the students’ perceptions toward the impacts of hoaxes. ii materials and methods 2.1 attitude attitude is considered as a behavioural tendency which indicates someone’s evaluation toward an attitude object (alamsyah, 2018). therefore, someone who has bad attitudes toward certain culture, for instance, will usually avoid any contact or try to prevent possible interaction with those belong to this group (ajzen, 2005). baker (1992) postulates that the umbrella term of attitudes, which is sometimes interchangeably termed as language attitudes or attitudes may cover lots of issues and belong to sociolinguistics study. mailto:herlid64@gmail.com 2 | dadang herli saputra lingual (vol. 9, no.1, 2020) although the concept of attitudes is commonly related to language just as other linguistic concept refers to, in some occasions however, language attitudes can possibly analyse more varied issues. attitude or sometimes termed as attitudes indicating plural entities are commonly viewed as behavioural tendencies which lead someone (i.e. the bearer) to do something based on his/her evaluation toward the attitude object (an object to which the attitude refers to) (see e.g., baker, 1992; bouzidi, 1989; ajzen, 2005; alamsyah, 2018). thus, if someone has negative attitudes toward smoking, for instance, one will probably avoid smoking, avoid the smokers, avoid meeting those involved in tobacco production, etc. although some scholars (matsuda, 2000; almahmoud, 2012) consider that the significant influence of attitudinal components toward behaviour may vary due to possible inconsistent relationship among the three attitudinal components (baker, 1992; stangor, jhangiani, & tarry, 2014), scholars generally believe that attitude is naturally potent to drive someone’s behaviour (fazio, 1986; bouzidi, 1989; habyarimana, 2015). pedagogically, for instance, scholars believe that that certain attitude(s) can function as a catalyst which activates the students’ behavioural component to act in certain intensity and direction (fazio, 1986; bouzidi, 1989; johnson, 2008). 2.2 hoaxes in media there are several factors which can possibly become the triggers of hoaxes or false news. meinarni and iswara (2018, p. 184) elaborate as the followings: 2.2.1 ideology ideology is considered as the main factor producing hoaxes. in this case, hoaxes or false news can be used as one of the means for propagating the proponents’ ideology. 2.2.2 political affiliation political interest is also considered as one of the promising "commodities" for the hoax proponents. through hoax, biased or misleading information (e.g., political propaganda) can be done efficiently, effectively and massively. 2.2.3 economy factors in this information era, mass media tend to depend solely on the concept of profit and loss just like other industry or business venture. therefore, they emphasize their operation on business or economy aspects. the operational cost, which is extremely high (e.g., the cost of media technology, the salary of the workers), has forced media to resort to any means to survive, including in the ways to deliver the content of the news to its readers. 2.2.4 popularity popularity is one of the motives of hoax used by people. for instance, celebrities often use hoaxes or false news to improve their existence in the entertainment world. how to get attention in this way is well-known in indonesian language as pencitraan (image making). 2.3 law governing hoaxes prior to the enactment of the information and telecommunication or ite act, the government or other law apparatus has already set up some rules which regulates the spread of the news using defamation, libel, and so forth. for instance, there are five acts, including hoaxes, which are categorized as hateful expressions and are regulated in indonesian criminal law (kuhp) ranging from slander, insults, to filing a false written or oral report to authorities that could harm the reputation of others. the above violation can possibly carry a maximum prison term of four years. 2.3.1 hoaxes based on ite law the newly enacted ite law (see e.g., jdih bpk ri, 2017) clearly prohibits the acts of spreading false news which may result in personal or public damage. specifically, the article 28 section 1 uu no. 11 2008 stipulates that anyone who intentionally benefits himself or herself causing to rise or to drop of the prices of merchandise, funds or securities by disseminating false news shall be punished up to two years and eight months. attitudes of university students toward hoaxes | 3 2.3.2 hoaxes based on indonesian criminal law (kuhp) in addition, the action of spreading hoax or false news is also found in the criminal law or penal code or commonly termed as kuhp (see e.g., moeljanto, 2005). article 390 of penal code, for instance, governs such acts with relatively different perspective. specifically, the article uses the term “spread false news” instead of hoaxes. 2.4 research method in order to elicit more elaborate data from the participants, mixed method was used. creswell, (2008, p. 552) coined mixed method as a procedure for collecting, analysing, and ‘mixing’ both quantitative and qualitative research and methods in a single study in order to understand a research problem (creswell & clark as cited in creswell, 2008, p. 552). the present study was started with the use of written questionnaires in order to allow the researcher to get preliminary data on the students’ attitudes regarding hoaxes. further, semi-structured interview was employed in order to get more elaborate data. the recruitment of the participants was based on convenience sampling (frankel, wallen, & hyun, 2012, p. 99). there were 80 students of law departments who were recruited conveniently. the participants recruited are the students who are currently studying in law departments. the population of participants consisted of mixed backgrounds with the average age of twenty years old, excluding a few students who had a job. the participants were briefed in the same day before participating in the research project. the briefing aimed to provide the participants with necessary information regarding the commencement of the research as well as their rights to remain confidential. in the first phase, the participants were requested to fill in the written questionnaires pertaining to their attitudes toward hoaxes. in the second phase, the participants were requested to have a separate interview session so that the information elicited from the questionnaire could be verified and elaborated. the number of the students interviewed was specifically chosen based on the relevant findings, thus not all students were interviewed. the period from the questionnaire filling and the interview was only about two or three hours. relatively similar time/concurrent period aimed to allow the participants to answer the responses given in their questionnaires more consistently (yu, 2010). iii results and discussion 3.1 attitudes of the participants toward hoaxes and untrue news based on the written questionnaires and the participants’ verbal responses, it could be found that basically most participants indicated negative attitudes toward hoaxes. there were 74 participants who stated that ‘they disliked hoaxes’. further, most of the participants (70 students) also confirmed that hoaxes were untrue and harmful for them. despite their negative attitudes, whatsoever, most participants were found to be unable to identify the criteria of correct or false news. in fact, there were only 32 students (40 % of the total participants) who claimed to be able to differentiate between false news and truthful news. 3.2 determinants affecting the participants’ behaviour toward hoaxes and untrue news based on further analysis, it could be found that the main reasons for spreading false or untruthful news was for preventative measure as indicated in both questionnaires and semi-structured interviews. the finding indicated that the students took different news in order to cross-check the validity of the news. most of the participants verbalized that certain information they needed was not available in the mainstream/common sources, thus finding other news were perceived necessary. in sum, there were 65 participants (approximately 81.25 % of the total respondents) who claimed that their attempt to spread hoax was necessary so that they could prevent any harmful occurrence earlier. the second reason for spreading or sharing hoaxes among the participants was their interest in reading sensational news. more specifically, there were only 10 participants (approximately 12.5 % of the whole respondents) spreading or sharing hoaxes for the sake of a mere fun. 3.3 sources that the participants regularly access based on the finding above, it could be also found that the students accessed less informal media (e.g., facebook, tweeter, etc.) more frequently compared with formal media. further verbal responses during the interview indicated that they preferred less formal media since the less formal media could 4 | dadang herli saputra lingual (vol. 9, no.1, 2020) provide more interactive discussion toward the news. in sum, there were 48 participants (approximately 60 % of the total respondents) who claimed that they accessed social media more than other formal media such as tv, radio, and newspaper. 3.4 participants’ perception toward the impacts of hoaxes the impact of hoaxes was also considered light and less serious as indicated by 67 participants (87.5 % respondents). further, research data elicited from the participants also supported the above finding. specifically, there were 76 participants (approximately 95 %) who were found to perceive that all news was not free from possible inaccurate or untruthful contents. the less severe impact of hoaxes and possible flawed found in any media voiced by the participants were also relevant with the last data of the present study indicating the participants’ objection in solving the hoax cases in the courts (76 participants said ‘no’ toward legal action taken by the government). 3.5 the avid yet gullible readers based on the findings, it can be interpreted that the participants who comprise of young university students do not always know the truth of the news. this finding slightly disconfirms the study conducted by chandra, surjandy, and ernawaty (2017) in terms of the ability to identify hoaxes or fake news. further study needs to be done whether identifying the sources or the speakers is sufficient to determine the validity of the news (chandra, surjandy, & ernawaty, 2017). 3.6 the ambivalence of the students’ attitudes it can also be interpreted that the participants’ ambivalent attitudes are primarily caused by a mere preventative measure. the present study also disconfirms other studies (see e.g., chandra, surjandy, & ernawaty, 2017) in terms of negative side of accessing hoaxes. in some cases, it is necessary to balance the information for the sake of improving the validity of the information obtained by the readers. the case of alleged organ trafficking which occurs in indonesia, as voiced by the participants, has been investigated by one of the well-known tv channels (see e.g., kompas, 2017 march 19, or witjaksono, 2019, january 15). unfortunately, despite the increasing public concern, the authorities remain tightlipped about this matter. in fact, the news on kidnapping, which is considered as hoaxes by the authorities, has also resulted in several incrimination cases (astuti, 2018, november 02). 3.7 the consistency of the government’s news the finding indicates that ‘basically the participants who are the predominantly young students do not always believe that the news of the government is always truthful’. based on both written questionnaire data and their verbal responses, it could be interpreted that not all of the government’s information is true or accurate. it is certainly urgent to conduct further study whether the conflicting information released to public or the alleged use of buzzers for certain political advantages (see e.g., cahyono, putri, & faizah, 2019) may have lowered the public trust on the mainstream media at the present time. iv conclusion the participants’ ignorance toward hoaxes or fake news indicates that the students are not fully aware of the significant impact and legal consequence that can incriminate them. it also indicates that the students’ motive to spread or share hoaxes is not always negative. in fact, sharing other news from different media is necessary due to the absence of certain news in the mainstream media. in other words, finding or depending on the other sources of information/media can also be an indicator that formally registered news channels do not always satisfy the people’s right to know about things which are deemed important for them. out of court/trial is also necessary to be taken into account since most of the young perpetrators do not have malicious agenda. in fact, they merely do it for fun or for preventative measures. media, which are found to have spread hoaxes, should also be given strict sanction in order to create fair trial since the possible hoaxes or untrue news can also occur in any media as verbalized by the participants. this is certain unfair to punish the ones who spread the news among their immediate colleagues while being lenient to the media or institutions which may have triggered such news. attitudes of university students toward hoaxes | 5 references alamsyah, a. (2018). local language, bahasa indonesia, or foreign language? in totok w. a., nyong e. t.i.s., mochammad t. m., fika m. (eds.). icigr 2017 international conference on global intelectual responsibility. (pp. 61-66). universitas muhammadiyah sidoardjo. https://www.atlantis-press.com/proceedings/icigr-17/25890838 astuti, n.a.r. (2018 november 02). polisi tangkap empat penyebar hoax pelaku penculikan anak. detiknews. retrieved march 10 2018 from: https://www.google.com/search?q=polisi+menangkap+penyebar+hoax+penculikan+anak+di+ta ngerang&oq=po&aqs=chrome.2.69i60j69i57j69i59j69i60l2j69i59.3267j0j7&sourceid=chrome &ie=utf-8 ajzen, i. (2005). attitudes, personality and behavior. (2nd ed.). berkshire: open university press. almahmoud, m. a. (2012). saudi university students’ attitudes towards the use of arabic and english: implications for language planning. (doctoral thesis). macquarie university. retrieved june 12 2016 from: http://www.researchonline.mq.edu.au/vital/access/manager/repository/mq:33484;jsessionid=16 fada1fe278adf1b95dde7bfb9d8006?f0=sm_subject%3a%22arabic+language+-+standarization%22 baker, c. (1992). attitudes and language. clevedon: multilingual matters. bouzidi, h. (1989). language attitudes and their implications for education: morocco as a case study. (phd thesis). retrieved june 20 2016 from: http://theses.gla.ac.uk/5371 cahyono, f., putri, k., & faizah, h. n. (2019). indonesian case of political identity, post truth, and computational propaganda. international journal of religious and cultural studies, 1(2), 4957. retrieved february 20 2020 from: https://doi.org/10.34199/ijracs.2019.10.01 chandra, y. u., surjandy., & ernawaty. (2017). higher education student behaviours in spreading fake news on social media: a case of line group. international conference on information management and technology (icim tech) proceeding. retrieved march 20 2020 from: https://www.researchgate.net/publication/322879882 creswell, j. w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research. new jersey: pearson. fazio, r.h. (1986). how do attitudes guide behaviour? in r. m. h. sorrentino & e. tory (eds.). handbook of motivation and cognition: foundations of social behaviour (pp. 204-243). new york: guilford press. frankel, j. r., wallen, n. e., & hyun, h.h. (2012). how to design and evaluate research in education. (8th ed.). new york: mcgraw-hill. habyarimana, h. (2015). investigation of attitudes and classroom practices of educators and learners in relation to english as the medium of instruction at four primary schools in rwanda. (doctoral dissertation). faculty of humanities, school of education. university of the witwatersrand, south africa. retrieved on april 10 2016 from: http://wiredspace.wits.ac.za/bitstream/handle/10539/18233/hilaire%20phd%20thesis%20full %20text.pdf?sequence=2&isallowed=y jdih bpk ri. (2017). data base peraturan. undang-undang (uu) nomor 11 tahun 2008 tentang informasi dan transaksi elektronik. retrieved june 24 2020 from: https://peraturan.bpk.go.id/home/details/37589 johnson, k. (2008). introduction to foreign language learning and teaching. (2nd ed.) harlow: pearson. kompas. (2017 march 19). waspada penculikan anak. retrieved march 20 2019 from: https://www.kompas.tv/article/630/waspada-penculikan-anak matsuda, a. (2000). japanese attitude toward english: a case study of high school students. (doctoral dissertation). purdue university, indiana. retrieved june 10 2017 from: https://docs.lib.purdue.edu/dissertations/aai3018243/ meinarni, n. p. s., & iswara, i. b. a. i. (2018). hoax and its mechanism in indonesia. international conference of science communication research (iccsr) retrieved january 20 2019 from: https://www.atlantis-press.com/proceedings/iccsr-18/25904597 moeljatno (2005). kitab undang-undang hukum pidana (kuhp) jakarta: bumi aksara. nugroho, a. (2018). the analysis of hoax spread in social media. journal of humanities and social science, 23(6), 50-60. retrieved on january 20 2019 from: http://www.iosrjournals.org/iosrjhss/papers/vol.%2023%20issue6/version-6/g2306065063.pdf https://www.atlantis-press.com/proceedings/icigr-17/25890838 https://www.google.com/search?q=polisi+menangkap+penyebar+hoax+penculikan+anak+di+tangerang&oq=po&aqs=chrome.2.69i60j69i57j69i59j69i60l2j69i59.3267j0j7&sourceid=chrome&ie=utf-8 https://www.google.com/search?q=polisi+menangkap+penyebar+hoax+penculikan+anak+di+tangerang&oq=po&aqs=chrome.2.69i60j69i57j69i59j69i60l2j69i59.3267j0j7&sourceid=chrome&ie=utf-8 https://www.google.com/search?q=polisi+menangkap+penyebar+hoax+penculikan+anak+di+tangerang&oq=po&aqs=chrome.2.69i60j69i57j69i59j69i60l2j69i59.3267j0j7&sourceid=chrome&ie=utf-8 http://www.researchonline.mq.edu.au/vital/access/manager/repository/mq:33484;jsessionid=16fada1fe278adf1b95dde7bfb9d8006?f0=sm_subject%3a%22arabic+language+--+standarization%22 http://www.researchonline.mq.edu.au/vital/access/manager/repository/mq:33484;jsessionid=16fada1fe278adf1b95dde7bfb9d8006?f0=sm_subject%3a%22arabic+language+--+standarization%22 http://www.researchonline.mq.edu.au/vital/access/manager/repository/mq:33484;jsessionid=16fada1fe278adf1b95dde7bfb9d8006?f0=sm_subject%3a%22arabic+language+--+standarization%22 http://theses.gla.ac.uk/5371 https://doi.org/10.34199/ijracs.2019.10.01 https://www.researchgate.net/publication/322879882 http://wiredspace.wits.ac.za/bitstream/handle/10539/18233/hilaire%20phd%20thesis%20full%20text.pdf?sequence=2&isallowed=y http://wiredspace.wits.ac.za/bitstream/handle/10539/18233/hilaire%20phd%20thesis%20full%20text.pdf?sequence=2&isallowed=y https://peraturan.bpk.go.id/home/details/37589 https://www.kompas.tv/article/630/waspada-penculikan-anak https://docs.lib.purdue.edu/dissertations/aai3018243/ https://www.atlantis-press.com/proceedings/iccsr-18/25904597 http://www.iosrjournals.org/iosr-jhss/papers/vol.%2023%20issue6/version-6/g2306065063.pdf http://www.iosrjournals.org/iosr-jhss/papers/vol.%2023%20issue6/version-6/g2306065063.pdf 6 | dadang herli saputra lingual (vol. 9, no.1, 2020) rosyadi, m.i. (2018 august 06). sudah ada uu ite kenapa masih ada hoax? detiknet. retrieved on january 04 2019 from: https://inet.detik.com/cyberlife/d-4152354/sudah-ada-uu-ite-kenapamasih-ada-hoax stangor, c., jhangiani, r., & tarry, h. (2011). principles of social psychology. international edition. ebook version. retrieved may 10 2018 from: http://solr.bccampus.ca:8001/bcc/items/66c0cf64c485-442c-8183-de75151f13f5/1/ suyanto, t., zen, im., prasetyo, isbandono, p., gamaputra, g., purba, ip (2018). the study perception of social sciences and law faculty students for hoax in social media. physical conference series. iop science. retrieved march 02 2020 from: https://iopscience.iop.org/journal/1742-6596 witjaksono, a. (2019 january 15). anak hilang organ lenyap. kompas. retrieved march 23 2019 from: https://regional.kompas.com/read/2019/01/15/05391221/aiman-anak-hilang-dan-organlenyap yu, y. (2010). attitudes of learners toward english: a case of chinese college students. unpublished doctoral dissertation. graduate school of education. the ohio state university. retrieved march 12 2019 from: https://etd.ohiolink.edu/!etd.send_file?accession=osu1283303545&disposition=inline https://inet.detik.com/cyberlife/d-4152354/sudah-ada-uu-ite-kenapa-masih-ada-hoax https://inet.detik.com/cyberlife/d-4152354/sudah-ada-uu-ite-kenapa-masih-ada-hoax http://solr.bccampus.ca:8001/bcc/items/66c0cf64-c485-442c-8183-de75151f13f5/1/ http://solr.bccampus.ca:8001/bcc/items/66c0cf64-c485-442c-8183-de75151f13f5/1/ https://iopscience.iop.org/journal/1742-6596 https://regional.kompas.com/read/2019/01/15/05391221/aiman-anak-hilang-dan-organ-lenyap https://regional.kompas.com/read/2019/01/15/05391221/aiman-anak-hilang-dan-organ-lenyap https://etd.ohiolink.edu/!etd.send_file?accession=osu1283303545&disposition=inline problem based learning: new strategy to teach descriptive text in speaking dwi rosita sari, samsul arifin universitas pgri madiun dwirositasari@unipma.ac.id, samsularifin@unipm.ac.id abstract the aims of research are (1) the implementation of problem based learning strategy to teach speaking descriptive text (2) to find the problems of problem based learning strategy to teach speaking descriptive text (3) to know the solutions of the problem based learning strategy to teach speaking descriptive text. the type of this research is descriptive qualitative research and researcher uses case study in answering the problem of the research. this research takes the seventh grade students of smpn 1 bendo, kabupaten magetan in term 2018/2019. the results of research show that the implementations of the problem-based learning strategy to teach speaking descriptive text are (1) by explaining the materials while the students do the task in pairs and (2) by giving steps in teaching learning process (preactivities,whislt-activities and post-activities). the problems of implementation of pbl strategy are (1) some students find it difficult to translate materials from indonesian into english and (2) some students need more time to do the task. meanwhile, solutions of the implementation of pbl strategy to teach speaking are (1) the teacher gives more time to the students doing the task; (2) the students cooperate with each other; (3) the students use the real thing. keywords: problem based learning (pbl) strategy, descriptive text, speaking skill i introduction speaking is one of the important skills that should be mastered by the students. in speaking activity, students are required to be able to comprehend and to give responses to the sound they have listened to before. besides, the speaker needs to know the meaning of the individual words, they also have to construct and understand the sound by assembling and making sense of the words orally. in other words, the students must have rich english vocabularies as a basic component to speak. they need to comprehend what words to get the meaning, in order to be able to interact with other in certain condition. turk (2003: 194) states that speaking is direct route from one mind to another and is the best way to ask a question or give an explanation. it means that speaking is direct activity among the person to ask a question or give responses in order they can understand each other. there are several ways to overcome the problems above. the english teacher must find a solution to the teaching and learning activities especially in speaking skill. one of the ways of this is by using new strategy to teach the materials. the english teacher must find an interesting strategy for teaching and learning in the class. nurhadi in dahlan (2011:6) states that problem-based learning (pbl) is activities of teaching and learning strategy in the form of problem solving. the students can express their ideas with their own ways in many chances. problem-based learning is real life experience as context of the students’ media to build critical thinking and problem solving skill of fun and enjoyable strategy of english communication learning. by using new and right strategy, problem based learning can develop the capability of the student in teaching learning process. next, the students can understand better and have higher interest in english lessons. teaching english in junior high school involves many kinds of the text based on curiculum. one of the texts is descriptive text. the students must master the text because the text is important to the students. the students can learn the oral and written texts. the students should describe every thing orally. saragih & surbakti (2014: 47) state that descriptive text is a type of text which has the meaningfull linguistics unit to describe persons, things and places in details. descriptive text is concerned with creating a verbal of that we experience. it means that a descriptive text is one to describe something (places, persons, animals or etc). the students can make a descriptive text in induvidual or in group. the researcher uses problem-based learning strategy to teach english lesson in junior high school in order to make the students more motivated to learn english. the students can have a new knowledge and new activitiy in the learning process. the students can observe the real object to make the task. it has purposes to make the students more creative in describing something. mailto:dwirositasari@unipma.ac.id mailto:samsularifin@unipm.ac.id 2 | dwi rosita sari, samsul arifin lingual (vol. 9, no.1, 2020) ii materials and method in this research, the researcher uses qualitative method in completing the study. in qualitative method, the researcher takes a data using descriptive data because the researcher collects the data in the form of words phrases, sentences or dialogs rather than numbers. this statement is supported by bogdan and biklen (2007: 5), qualitative is descriptive. this means that qualitative research uses descriptive data to the research. it can be concluded that the researcher uses descriptive qualitative method to collect the data based on learning process that through problem-based learning strategy to teach speaking to the seventh grade students smpn 1 bendo. to complete this research, the researcher needs data source. the three sources of the data are participants, social situation and document. participants are usually known as respondents. according to kothari (2004: 73), “respondent, at times the respondent may be reluctant to express strong negative feelings or it is just possible that may have very little knowledge but may not admit his ignorance.” it means that respondent or participant sometime has little knowledge, and they are relucant to admit their ignorance. social situation is the social condition that is needed by the reseacher as source of the data. according to sugiyono (2015: 297) social situation is the social condition which includes the place, actor and activity. from the statement above, the researcher concludes that the social situation is social condition as source of the data. document is considered as the supporting of the interview and observation in the research. according to bogdan & biglen (2007: 133), documents are used in connection with or in support of the interviews and participant observation. it means that document used for supporting the result of interview and participant observation in the research. the instruments of the research are also important for the researcher. the instruments are interview transcript, camera, tape recorder, checklist observation, students’ attendance list, syllabus and lesson plan. the technique of collecting data is that the research needs data. the data can be collected in various ways. according to yin (2011: 129), to do empirical research, you need to collect data. this means that a research needs data that should be collected first. they are observation, interview and documentation. the data is considered valid if the instruments are used by the researcher appropriate with the real sources. on the other hand, if the result of data is inapproppriate, the research is not used. besides that, the researcher uses triangulation to measure the validity of the data. triangulation is the term that is usually used in research. according to berg (2001: 4), triangulation is a term originally more common in surveying activities, map making, navigation, and military practices. this means that triangulation is a term used in research. triangulation usually more commonly used in surveying activities, map making, navigation, and military practices. in this research, the researcher analyzes the data using qualitative data. the reseacher uses observation checklist and students task orally. the result of the analysis is to know whether the implementation of the action is successful or not. iii results and discussion based on the findings, it was proven that teaching speaking through problem-based learning (pbl) strategy improved students speaking performance. 3.1 data presentation in the data presentation, the researcher presents the result of observation, interview and documentation. those data presentation is used to answer the research problems that have been formulated how the implementation, the problem raised, and the solution to problem-based learning strategy for seventh grade students of smp n 1 bendo in the schooling year of 2018/2019. the result of observation, interview, and documentation are described below: 3.1.1 observation observation is one of the techniques to collect the data used by reseracher to get the information related to the research. the researcher conducts the observation on may, 31 2019 at smp n 1 bendo in the school year of 2018/2019. in this research, the researcher becomes the observer who does not actively participate in the learning process in the classroom, so the researcher asks the english teacher of smp n 1 bendo to teach speaking of descriptive text for the seventh grade students of vii b class. the researcher observes the teacher and the students’ activities during teaching and learning process. the problem based learning: new strategy to teach descriptive text in speaking | 3 observation has two stages. the first is preparation stage, the reseacher prepares lesson plan, syllabus and observation checklist. the second is teaching and learning process. each stage consists of three activities pre-activities, whilst-activities and post activities. 3.1.2 interview the reseacher presents the data of interview’s result from the participants. the reseacher gets the information by conducting interview with the english teacher and the students of vii b of smp n 1 bendo. this interview is needed to get an accurate data from the participants. the researcher gives 9 questions to the teacher and 13 questions to the students. 3.1.3 documentation the data documentation is important in research, the documentation used by the researcher as the source data. the result of documentation are such as: syllabus, lesson plan, students’ name lists, photograph, students’ scores, and observation sheets during implementation of problem based learning startegy in teaching speaking skill descriptive text for seventht grade students of smpn 1 bendo in the schooling year of 2018/2019. 3.2 data validation the researcher describes process of obtaining the valid data. data validation is used to crosscheck the accuracy of the data and research findings. the researcher uses three techniques in collecting data. they are observation, interview, and documentation. after collecting data, the researcher analyzes the data. the researcher uses triangulation method. triangulation is a method to collect converging evidence from different sources. it is used to measure the validity of the data in the research. the data validation is used to measure the validity of the data in the research. the valid data then can be analyzed. analyzing data is the process in which the researcher examines and interprets the valid data. there are three steps in analyzing data such as data reduction, data display and data verification. the result of data analysis will be used to answer the research problem statements such as to find out the implementation, the problems, and the solution of problem based learning strategy to teach speaking descriptive text seventh grade students at smp n 1 bendo in school year of 2018/2019. the explanations are as follows: 3.2.1 the implementation of problem based learning strategy observation is technique of collecting data used by the researcher to get information related to the research. the real data is related to the first research focusing on the procedures of the implementation problem based learning strategy in teaching speaking descriptive text are two data. they are data observation and documentation. 3.2.2 the data of the problems raised in teaching speaking through problem based learning strategy the second research focuses on finding out the problem raised in implementation of problem based learning strategy to teach speaking in descriptive text. in this case, the data needed are data which are relevant to the research problems. the problems are: (1) some students find it difficult to translate text materials from indonesian to english; (2) some students are very nervous when speak up in front of the class; (3) some students need more times to do the task. 3.2.3 the data of the solutions raised in teaching speaking through problem based learning strategy the third research focuses on finding out the solutions on the implementation of problem based learning strategy to teach speaking descriptive text. in this case, the data about the procedure of implementation of problem based learning strategy to teach speaking (descriptive text) found during the research are not used because they are not relevant with this research focuses. the solutions are: (1) the students should be more enthusiastic and active during teaching and learning process; (2) the teacher should give more time to the students in doing the task; (3) the students should be more active to cooperate with their fellow students; (4) the teacher handles the students when having outing class; (5) the students should use dictionary when the english lesson takes place; (6) the students prepare themselves with the materials related to real things in out of the class. 4 | dwi rosita sari, samsul arifin lingual (vol. 9, no.1, 2020) 3.3 data analysis in the data analysis, the researcher describes process of analyzing the valid data using drawing and verifrying conclusion. from the result of analysing data, the use of drawing and verifrying conclusion is used to answer the research problems. from the data presentation and data validation are mentioned above, the analysis data can be described as follows: 3.3.1 the implementation of the problem-based learning strategy speaking skill the researcher has gotten the research findings from the implementation of problem based learning strategy speaking skill on descriptive text for the seventh grade students of smpn 1 bendo in the schooling year of 2018/2019. the researcher had gotten the data from observation. it consist of pre activities, whilst activities, and post activities. 3.3.2 the problem raised of the implementation of problem-based learning strategy speaking skill the researcher had gotten the problem from the observation, teacher and students’ interview, and documentation. there are some problems of the implementation of problem based learning strategy speaking skill on descriptive text for the seventht grade students of smpn 1 bendo in the school year of 2018/2019. the problems are: (1) some students find difficulties to translate materials from indonesian into english; (2) some students are being unprepared with the material because the topic is unfamiliar when they speak up in front of the class; (3) some students need more times to do the task. 3.3.3 the solutions of the implementation of problem based learning strategy speaking skill the researcher had gotten the solution from the observation, teacher and students’ interview, and also documentation. there are some problems of the implementation of problem based learning strategy speaking skill on descriptive text for the seventh grade students of smpn 1 bendo in the school year of 2018/2019. the solutions are: (1) the students should be more enthusiastic and active during teaching and learning process; (2) the teacher should give more time to the students in doing the task; (3) the students should be more active to cooperate with their fellow students; (4) the teacher handles the students when having outing class; (5) the students should use dictionary when the english lesson takes place; (6) the students prepare themselves with the materials related to real thing in out of the class. from the explanation above, the result of the research is the researcher finds that the students must be more active in teaching and learning process and the students almost have good score in the task. the score of the students exceeds 60 points. iv conclusion based on the discussion in previous chapter, the researcher concluded that in teaching and learning process of speaking skill (descriptive text) consists of three steps. they are pre-activity, whilst-activity, and post-activity. in pre-activity, the teacher greets the students, asks the students’ condition, pray together, checks students’ attendance, and explains the purpose of the study. in whilst-activity, the teacher explains about the materials. the teacher explains about definition, purposes and generic structures of descriptive text to the students. the teacher asks to the students work in pair wit h their friends. the teacher asks students to make descriptive text out of the class and asks students to make the description about the things arround the class. the teacher asks to bring notebook to write the keys of things. the teacher gives 15 minutes to the students to do the task. the teacher helps students when they find it difficult to do the task. the teacher asks students to work in pairs to explain the description about the task orally with their fellow students. and the teacher gives the score to the students. in post-activity, the teacher asks students to ask question about the materials to the teacher. the teacher asks the students about difficulties the materials in class. the teacher asks the students to review the material that has been learned. then, the teacher gives conclusion about the materials. and the last, the teacher closes the teaching and learning process. there are two problems in the implementation of problem based learning strategy in teaching speaking of descriptive text. the first is some students find it difficult to translate materials from indonesian to english. second, some students are being unprepared with materials when speak up in front of the class. problem based learning: new strategy to teach descriptive text in speaking | 5 the solution to solve the problem of teaching speaking on descriptive text are first , the teacher must give more time to the students to do the task. second, problem based learning strategy can make students cooperate with their friends. third, the students also understand the materials because they can use the real thing out of class. the last, the students must bring the dictionary when english lesson do. references berg, l bruce. (2009). qualitative research method (2nd ed) . san fransisco state university. bogdan, r.c & biklen s.k (2007) qualitative research for education (an introduction to theory and methods) (5th ed). usa: pearson education,inc brown, h douglas. (2004). language assesment principles and classroom practices. usa: pearson education,inc cahyono, b.y. (2010). the teaching of english language skilland english language components. malang state university of malang press. khotari, c.r. (2004). research methodology, jaipur india. khotari, c.r . ( 2004). research methodology (2nd ed)., jaipur india. rohim, abdur.(2014) . improving students speaking skill through problem based learning strategy. issn 2337-6384. volume 3 yin, robert k. (2011). qualitative research from start to finish new york: the guilford press an investigation on the indonesian cultural aspects in english textbooks for senior high school published by kemendikbud samsudin institut ilmu sosial dan budaya samawa rea syamsamsudin18@gmail.com abstract cultural understanding is the core of language acquisition because language and culture can not be seperated with language. this study employed a qualitative research design. the data are the cultural aspects and indonesian cultural aspects in english textbooks of 2013 curriculum grade x, xi and xii. the textbook of these grades has not analyzed by the other researchers. the results show that english textbooks grade x, xi and xii contained 490 cultural aspects consisting of 232 products, 75 practices, 11 perspectives and 172 persons (yuen:2001).while indonesian cultural aspects contained 127 consisting of 64 cultural aspects on grade x, 34 on grade xi, and 29 on grade xii. from the results of the study, it shows that the presentation of cultural aspects and indonesian cultural aspects are not balanced and does not provide student to have intercultural awareness. and third english textbooks are equality to use in terms of basic cultural awareness. whereas, advanced cultural awareness and intercultural awareness leveldo not support students to have intercultural awareness. from the results above the authors of english textbooks should put the more cultural information explicitly indonesian cultural aspects to enrich students’ cultural information. keywords: indonesian cultural aspects, english textbooks, kemendikbud i introduction culture is very important to learn and spread either by television or performance. learning and spreading culture reduce misunderstanding of culture because that causes a conflict among regions. an enormous amount of intercultural sensitivity has risen in recent years. as a result, the need for developing intercultural awareness has gained tremendous attention. english also has introduced some cultures such as source culture, target culture or international target culture (silvia: 2014). these cultures are naturally embedded in the form of habits, foods, norms, values, general beliefs, or life styles. these are often found when learners learn culture through some media, such as television, newspaper, novel, book, or textbook (yuen: 2011). the practice of english language teaching (elt) around the globe acknowledges the role of textbooks as the essential source of learning as richards (2001) argued that “much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial materials” (p. 251). widodo (2016) maintains that a textbook is one of the curriculum materials with prescribed competencies and procedures, which mediates language learning. lately there has been a renewed interest on the topic of how culture is represented in textbooks (weninger and kiss: 2015), not only in efl, but also regarding which culture should be included (shin and chen: 2011). as far as cultural efl textbook analysis is concerned, lee (2009) studied 11 secondary school conversation books, wu (2010) revised a complete series of higher education efl textbooks and weninger and kiss (2013) examined local hungarian textbook. in general, learning a foreign language involves learning different cultural aspects in which the language is used and sometimes also how other cultures are presented in that particular culture because language depicts culture of its own and other cultures too. in cortazzi and jin’s classification (1999:2405), efl materials load source culture, target culture, or international target culture. these three categories of culture suggest that efl materials that contain source culture mean that they present language learners’ own culture, such as textbooks produced at national level. the presentations of these cultural materials to students enable them to talk their own culture by communicating directly to foreign visitors who will visit their own areas. the learners can be also asked to present their own culture with their friends who come from other areas. nelson in bark al-sofy (2018) argued that it is essential to recognize and reflect learners’ local culture in language teaching. it means that source or local culture is extremely to present in english textbooks. besides containing information on source culture, target culture, and international target culture, efl materials also contain four elements of culture (yuen, 2011:462-4): products, persons, practices and perspectives. mailto:syamsamsudin18@gmail.com 2 | samsudin lingual (vol. 8, no.2, 2019) firstly products refers to entertaiment appear most frequently. for example, hollywood movies and television programmes (such as spider-man andsurvivor). other kinds of product include food (for example ‘fish and chips’and ‘tom yum soup’), merchandise (such as barbie and ‘sari’), print (forexampleharry potter and time), and travel (places such as lotteworld andcolosseum). in some cases, they appearmostly as a namementioned in thetext with some description, but in others, they are literary works such aspoems and stories, songs, news, or fashion whose original content is featured. some commonlyknown products of foreign cultures appear in both samples, for example, ‘pasta’, ‘kimchi’, superman, and universal studios. second, person refers to figures, publicists, and other famous people either real or fictitious which are included in the culture. it could be popular artists, movies actors, pop singers, chracters in a movie, comedians, et cetera. third, practice refers to the real life activities which are inherited to a particular group of community and passed from generation to generation. it could be in the form of celebration or praticular activities. it also refers to customs (such as thanksgiving and sapporo snow festival), daily life (for example ‘america’s national sport is baseball’ and ‘an indianstudents plays street games’), and society (such as ‘new zealand . itsrecycling programmes). the last is perspective, perpective reflects the way a certain group of people see some aspects of life, like family relationship, friendship, concept about money, time, et cetera (yuen:2001). cultural understanding is the core of language acquisition. therefore, the consideration of material is greatly important in teaching english as a foreign language. the materials are usually presented in textbooks or course books, videos and audio materials, computer sofwares, and visual aids. among there materials, textbooks become the favored use among the teachers in indonesia. therefore, the process of textbook selection should be a careful and thorough process. english textbooks should not only be attractive in term of their visual presentation, but also should consider some other factors, such as their appropriateness to learners’ socio-economic background and cultural background. otherwise, english textbooks will not be the good cultural agents which support intercultural awareness. thus, efl textbooks are expected to provide rich cultural exposure involving not only source culture, but also target culture and international target culture. ii materials and method in this study, the writer used qualitative design, particularly content analysis of textbooks. this study aims to describe the cultural aspects in english textbooks of 2013 curriculum. in gaining the data of cultural aspects the writer identified the texts and pictures containing the cultural aspects.the cultural asepcts were categorized based on product, practice, perspective and person as proposed by yuen (2011). iii results and discussion 3.1 cultural aspects in this part, the researcher firstly indentified the indonesian cultural aspects in english textbooks and categorized them into four parts namely products, persons, practices and perspectives. secondly, the researcher calculated the percentage of those cultural aspects. the result shows that cultural aspects in three english textbooks are presented by product, such as food (satte, rendang, fish, soup, and etc), literary works (emails, poems, and stories), electronicts (laptop, guitar, sound system), buildings (house, mall, amusement park), travels (bali beach and mahameru mountain), etc. practice is presented by games (chinese whisper and pantomimi) and daily dialogue containing cultural elements. perspective is mostly presented by folktale, fables, myth and drama. person is mostly presented by the famous person (sukarno, b.j. habibie, cut nyak dien, r.a kartini, etc), artists (avgan, rossa and evan dimas), singers, poets and etc. then, the percentage of cultural aspects contained in three english textbooks is shown as follows: grade cultural aspects total prod pract persp persn x 101 44 3 30 178 an investigation on the indonesian cultural aspects in english textbooks for senior high school published by kemendikbud | 3 xi 102 29 6 117 254 xii 29 2 2 25 58 total 232 75 11 172 490 % 47.34% 15.30% 2.24% 35.10% 100% table 1. findings of cultural aspects in three english textbooks related to cultural aspects found in english textbooks as presented in table 1 above, it shows that there are 178 cultural asepcts in english textbook grade x consisting of 101 product, 44 practice, 3 perspective, and 30 person.english textbook grade xi contained 254 cultural aspects consisting of 102 products, 29 practices, 6 perspective, and 117 persons. and the last is english textbooks grade xii contained 58 cultural aspects consisting of 29 products, 2 practices, 2 perspectives, and 172 people. product is presented in terms of invitation card to visit the tourism in bali, sulawesi, papua and borneo.it is also presented in form of food such as rendang and rawon. these foods are the special food of indonesia especially in java. rendang and rawon creativity of human being and they are categorized as indonesia product. in other parts, product is presented in terms of beach, amusement park mall, backpack, flashlight, hat, suitcase, camera, sandal, sameru mountain. although some of them are in other countries, they are categorized as indonesian products. practice is mostly presented in form of visual illustrations of student who are talking about self to other students, football players like evan dimas, the people who are using laptop, giving announcement, students who are studying together, person who is paying the game of pantomime, etc. these visual illustrations show that the activities are conducted by the actors (students, football players, etc). even though the practices are mostly presented in the form of picture, they are still categorized as practice because they involve an activity. person is presented in the form of indonesian writers like andrea hirata and ahmad fuadi, pop singer (rossa and afgan), the cookers (samuelandsholeh), and national actors (bung karno, b.j.habibie, alwi abdul jalil habibie, r.a. tuti marinipuspowardojo). and etc. the element of person is not only identified in terms of picture but also it is identified in reading text. perspective is presented in the form of falktale, fictitious character issumboshi, the legend of malin kundang, and tradition of baduidalam and baduiluar. 3.2 indonesian cultural aspects in indonesia, exposure to the english language is primarily mediated through the use of english textbooks. what cultural knowledge and whose culture are represented in these textbooks become a critical issue because culture interweaves both language and thought. firman (2018) also conducted the study about the representation of indonesian cultural diversity in middle school english textbooks of 2013 curriculum. he find that the 2013 english textbooks for grades 7 and 8 permeate indonesian cultural values and practices that do not provide a balanced and equal depiction of indonesian cultural diversity. his research analyzed english textbooks for grade 7 and 8. whereas, in this research analyzed the english textbook for grade 10, 11 and 12. the presentation of cultural types in english textbook grade x consists of travels, famous writers, singers, famous people, rendang, rawon, bunaken national marine park, etc. then, the presentation of indonesian culture in english textbook grade xi consists of postcard of indonesian market, famous people, food, etc. and the last is cultural aspects in english textbook grade xii. the presentation of indonesian culture in english textbook grade xii consists of lake toba, gadang terminal, jawa pos, traditional baduy houses, antasari toll, etc. grade indonesian cultural aspects x 64 xi 34 xii 29 4 | samsudin lingual (vol. 8, no.2, 2019) total 127 table 2. indonesian culture aspects table 2 above, it shows that there are 127 indonesian culture in english textbook grade x consisting of 64 aspects. then, in english textbook grade xi contains 34 aspects of indoensia culture. and the last is english textbook grade xii contains 29 aspects of indoensian culture. from the number above, it shows that the presentation of indonesia cultural aspects is very little in the product, practice, perspective or person. it means that english textbooks describedr the foreign culture much more. 3.3 level of the quality of english textbooks of 2013 curriculum in terms of intercultural awareness to describe whether the english textbooks of 2013 curriculum are best to use or not and whether the english textbooks of 2013 curriculum raise students’ intercultural awareness, the researcher used byram (in silvia 2014)’s criterion on evaluating english textbooks in terms of cultural content. these criterions are used to know whether the english textbooks raise students’ intercultural awareness or not. byram (in silvia 2014) developed the intercultural awareness criterion through some stages namely: basic cultural awareness, advanced cultural awareness and intercultural awareness. here are the intercultural awareness level mentioned in english textbooks grade x, xi and xii. criteria of basic cultural awareness (level 1) status of the textbooks under study note 1 culture as a set of shared behaviours, beliefs, and values; mentioned this is mentioned in the form of students activities (introduction activities) 2 the role of culture and context play in any interpretation of meaning; mentioned there is infomation about aspect of life in source culture which is different from target culture or international target culture. 3 our own culturally induced behaviour, values, and beliefs and the ability to articulate this; mentioned this is mentioned in the form of contextualized writing (writing a lette, email, invitation to other people) 4 others’ culturally induced behaviour, values, and beliefs and the ability to compare this with our own culturally induces behaviour, values, and beliefs mentioned this is mentionded in form of postages for comparison and contrast among cultures. table 3. level 1 of intercultural awareness of the textbooks from table above shows that english textbooks grade 10, 11, and 12 support students to have intercultural awareness or in level 1.however, they only involve some cultural value, whereas in indonesia has more than 300 ethnic groups, and each has its own unique cultural artifacts. we found that there are at least four ethnic groups explicitly presented in the eighth grade textbook. the four ethnic groups represented are from bali island, padang (west sumatera), papua, and java. according to the indonesian central bureau of statistics (bps, 2010), a multilingual and multicultural country is a country with hundreds of ethnic groups and cultures. the bureau, however, regroup these numbers and squeeze them into 32 tribal groups including jawa (40.22 %), sunda (15.5%), batak (3.58%), sulawesi (3. 22%), and madura (3.03). hence, the decisions of using balinese, papuan, javanese, and minagkabau artifacts are not based on the quantity of the tribal groups. we argue that the inclusion and exclusion of the four artifacts and many others are sociopolitical decisions since only four dominant groups are represented. criteria of advanced cultural awareness (level 2) status of the textbooks under an investigation on the indonesian cultural aspects in english textbooks for senior high school published by kemendikbud | 5 study 1 the relative nature of cultural norms; not mentioned 2 the role of culture and context play in any interpretation of meaning; not mentioned 3 multiple voices or perpectives within any cultural grouping; not mentioned 4 individual as members of many social groupings including cultural ones; not mentioned 5 a common ground between specific culture as well as awareness to the possibility of mismatch and miscommunication. not mentioned table 4. level 2 of intercultural awareness of the textbooks intable of level 2 and 3, they present the criteria of advance cultural awareness. however, from 3 english textbooks, all have not mentioned one of the criteria of advance cultural awareness. it means that these english textbooks have not support students to have intercultural awareness. therefore, the author of textbooks should consider the involvement of intercultural value so that students who use t he textbooks understand the other cultural values. criteria of intercultural awareness (level 3) status of the textbooks under study 1 culturally based frames of reference, forms, and communictive practices as being related both to specific cultures and also as emergent and hybrid in interultural communication; not mentioned 2 initial interaction in intercultural cimmunication as possibly based on cultural streotypes or generalizations but an ability to move beyond these. not mentioned 3 a capacity to negotiate and mediate between different emergent sociocultirally grounded communication modes and frmaes of reference based on the above undestanding of culture in intercultural communication. not mentioned table 5. level 3 of intercultural awareness of the textbooks the table 3 above is the intercultural awareness level presented in english textbook grade x, xi and xii. in this table, the only basic cultural awareness (the lowest basic) is contained in three english textbooks of 2013 curriculum. they are an awareness of (1) culture as a set of shared behaviours, beliefs, and values;(2)the role of culture and context play in any interpretation of meaning;(3) our own culturally induced behaviours, values, and beliefs and the ability to articulate this; and (4) ability to compare other cultures with our cultures. meanwhile the advanced cultural awareness (level two) and intercultural awareness (level three) are not mentioned in those textbooks. the previous data indicated that the presentation of indonesian cultural aspects was not found the points of advanced cultural awareness and intercultural awareness in three english textbooks to make the learners communicate intercultural. the presentation of various indonesian cultural aspects in those textbooks should develop learners’ intercultual awareness as intercultural speakers or mediatorswho are able to engage withcomplexity and multiple identities and to avoid the stereotyping whichaccompanies perceiving someone through a single identity. it is based onperceiving the interlocutor as an individual whose qualities are to be discovered, rather than as a representative of an externally ascribed identity. intercultural awareness is awareness on the basis of respect for individuals’ andequality of human rights as the democratic basis for social interaction. yuen (2011) mentions that language can be considered an ‘artifact’ or a system of code (products) used, to signify thoughts (perspectives), for communication (practices), by different people (persons). from four cultural aspects (product, practice, perspective and person), those english textbooks show that 6 | samsudin lingual (vol. 8, no.2, 2019) products dominate other cultural aspects and followed by persons. practices and perspectives also appear but in very small number. this dominant presence of product element is not only in english textbooks published by the minister of education, it is also in line with kramsch (1993)’s survey showing that in many language classes, culture was frequently reduced to “the four fs”, which means “food, fairs, folklores and statistic facts”. similarly, it also support yuen (2011)’s and silvia (2014)’s study that products relating to entertaiment appear most frequently, followed by practice (celebration like halloween, thanksgiving, sapporo festival), perspectives (presented in myths, stories, folklores), and lastly persons (au sung kyii and stephen hawking).this mean that the authors of textbooks are more attention on product instead of person, practice and perspective. the presentation of product only describes some cultural values of indonesia. whereas indonesia has 300 ethnic groups and each has its own unique cultural product. the involvement of some products from a small group of ethic triggers other people coming from other culture to conflict. it also make other people interpret that the publish of the textbook contains political issue. practice and perspective elements should be presented more attention to show how other groups of ethnic in indonesia do their custom so that the students know and understand the other customs instead of present foreign culture much more. the presentation of balanced cultural aspect gives impact on having intercultural awareness. as an effective media, the government should publish the textbooks containing the rich information of cultural value. this step is very effective to make students understand each other in terms of culture and of course it will be effect of decline conflict rates. textbooks, eventually, have a big role in facilitating the intercultural awareness of the learners. according to byram (2001) the three components of intercultural awareness are knowledge, skills and attituds. having an intercultural attitude means being curious and open towards foreign cultures and being able to understand one’s own attitudes. secondly, having intercultural knowledge includes knowing about how social groups and identities of the foreign culture (and one’ own culture) function. thirdly, there are intercultural skills that should be taught to learners. these skills are e.g. comparing, interpreting and relating one’s own culture as well as the foreign cultures. since the examined english textbooks do not contain description on the attitudes of foreign culture or international target culture explicitly, these textbooks cannot be categorized as the agent to promote successfully the learners’ intercultural awareness. by looking at the table 3 of level of intercultural awareness are presented in those english textbooks, it can be concluded that the english textbooks support basic cultural awareness (the lowest level). though the writer decides that the basic cultural awareness (level one), the real presentation on cultural elements and cultural types do not comply the entire criterion mentioned by byram’ criterion. achieving all level of intercultural awareness seems too high standard for indonesian context. besides the fact that english is taught as a foreign language, the available english textbooks in local market have not approved or examined for their intercultural aspects. therefore, basic cultural awareness is enough for analyzing english textbooks of 2013 curriculum published by the minister of education and culture. iv conclusion culture in english textbook for senior high school of 2013 curriculum is mostly introduced by products, such as visual illustration, virtual pictures, songs, poems, letters, foods, congratulation cards, sympathy cards, emails, stories, buildings, and so on; then followed by practices, such as shadow puppetry and games. the next one is perspectives, such as folklore and legends. and the last is persons, such as famous singers, heroes, poets, writers, famous opinion columnists, presidents, etc. english textbooks of 2013 curriculum grade x, xi and xii have 490 cultural aspects consisting of 232 products (47.34%), 75 practices (15.30%), 11 perspectives (2.24%) and 172 persons (3.46%) as presented in table 1 above. related to byram (in silvia 2014)’s criterion in evaluating intercultural awareness of english textbooks, it can be concluded that the presence of various products in the textbooks is surely a good initiative for intercultural information. to this level, the textbooks support the learners to be aware of different cultures around them and in the wholeworld. however, there is no explicit information regarding the behaviour, beliefs and values (practice and perspective elements); shared beliefs or values that certain culture hold, and how to articulate source culture values in the target language. an investigation on the indonesian cultural aspects in english textbooks for senior high school published by kemendikbud | 7 references adaskou., d,britten&b.fahsi. 1990. design decisions on the cultural content of a secondary english course for moroco. elt journalvolume 44/1january al-sofy bark. 2018. an evaluation of the cultural aspects in the university english textbook, well read 1. researchgate journal, 8 (2) 184-196 bps. (2010). kewarganegaraan, sukubangsa, agama, dan bahasa sehari-hari penduduk indonesia [citizenship, ethnic group, religion, and daily language of indonesian society]. retrieved from http://demografi.bps.go.id/phpfiletree/bahan/kumpulan_tugas_mobilitas_pak_chotib/kelompok _1/referensi/bps_kewarganegaraan_sukubangsa_agama_bahasa_2010.pdf byram, michael., adam nichols & david stevens. 2001. developing intercultural competence in practice. clevedon: multilanguage matters cortazzi, m. & jin, l. 1999. cultural mirrors: materials and methods in efl classroom. in e. hinkel,culture in second language teaching. (pp. 196-219). camridge: cambridge university press. kramsch, c. 1993. context and culture in language teaching. oxford: universitypress. lee, k-y. 2009. treating culture: what 11 high school efl conversation textbooks in south korea do, english teaching: practice and critique 8 (1), 76-96 parlinduangan, firman. 2018. the representation of indonesian cultural diversity in middle school english textbooks. indonesian journal of applied linguisticsvol. 8 no. 2. pp 289-302 richards, j. c. (2001). curriculum development in language teaching. cambridge: cambridge university press. shin, j.,zohreh, r.e.and w-c. chen.2011. presentation local and international culture in current international english-language teaching textbooks. language culture and curriculum.24 (3), 253-268 silvia, arnisa. 2014. cultural content in english textbooks used at madrasah tsanawyah negeri in dki jakarta. uin syarif hidayatullah jakarta: unpublished thesis widodo, h. p. (2016). language policy in practice: reframing the english language curriculum in the indonesian secondary education sector. in kirkpatrick, r. (ed.), english language education weninger, c. and t.kiss.2013. culture in efl textbooks: a semiotic approach. tesol quarterly 47 (4), 694-716 weninger, c. and t.kiss.2015. analyzing culture in foreign/second language textbooks: methodological and conceptual issue”, language, ideology and education: the politics of textbooks in language education. eds. x. l. curdt criestieansen and c. weninger. london: routledge, 50-66 wu, j.2010. a content analysis of the cultural content in the efl textbooks, canadian social science 6(5),137-144 yuen, ka-ming. 2011. the representation of foreign cultures in english textbooks. eltjournal 65/4 october. developing english reading material for midwifery students in madura islamic university arisandi setiyawan, dinar vincy yunitaka,.b madura islamic university ase.sun86@gmail.com, dinarvincy89@gmail.com abstract this study was conducted to develop english reading materials for midwifery student in madura islamic university. the aim was to help students to enrich their experience, build their knowledge, and construct their reading comprehension especially in midwifery context. the procedures of doing the development of this research (r and d) includes need analysis, material development, expert validation, revision, field testing and final product. to collect the relevant information, the instrument used in this study was need analysis that consists of questionnaires, and interview guide. the information that was gotten from need analysis becomes a basis for developing the reading materials. moreover, contextual teaching and learning strategy was used by the researchers in developing reading material, then the expert validators was carried out to evaluate the material. after making a revision based on the experts’ suggestion, the next step was field testing, it was done to know the applicability of material development. finally, the final product of this study consists of ten chapters about reading material which is suitable for the midwifery context. keywords: english reading material, midwifery, and need analysis i introduction there are four language skills that the students should master in learning english, they are listening, speaking, reading, and writing. reading is an essential skill for english language learners. hill and holden (1990) define reading as the most useful skill for the learners in developing the sense of satisfaction in comprehending a text. in addition, bright and mcgregor (1970:52) state that so m eone’ s general knowledge depends much on reading. on the other hand, most students find it difficult in comprehending the reading english text. they fail to derive meaning from what they read. meanwhi l e, nuttal (1982: 5-6) states that the text can be difficult because the students are not familiar with the t ext , the topic being discussed, vocabularies, and the complexity of the concepts expressed. moreover, this study was conducted for midwifery students; they learn english as a compulsory subject even though english is not their major. in this case, they are included as an esp learner. in other word, they learn english to meet the specific need. basturkmen (2006:18) said that in esp, learning language is not for gaining general education, but it is for greater linguistic efficiency in academic, professional and workplace environment. moreover, in developing material for esp learner, need analysis is needed. according to robinson (1991), need analysis is a basic central of esp. in t hi s case, need analysis become a basic though in designing the syllabus, lesson plan, and material as well. in fact, the students do not have a handbook of english related to their field and they find it hard to catch the reading text because of the limitation of vocabulary mastery. actually, they can easily find t he english text which is related to their field in internet but they do not have any appropriate activity to comprehend the text. therefore, they always skip reading and even ignore to read. hence, the lecturer should be able to find the right material for the students of midwifery to learn english particularly reading skill. the existence of interactional material is needed in teaching and learning process. nunan (1991, p. 208) says “while the syllabus defines the goals and objectives, the linguistic and exper i ent i al content, instructional materials can put flesh on the bones of these specifications.” for those reasons, the researcher found that it was necessary to develop an appropriate learning material on reading in line with their need as an esp learners. it is also developed in order t o hel p t he students of midwifery to understand the reading text delivered in english. contextual teaching and learning strategy are used by the researchers in developing reading materials. as it is stated by crawford (2001) that procedures of ctl consist of relating, experiencing, applying, cooperating, and transferring (react). there have been so many studies about ctl for reading skill. kaefatunnisa (2015) found that ctl approach can impr ove students’ reading skill, furthermore it can also motivate students to learn and help them to understand the material. mailto:ase.sun86@gmail.com mailto:dinarvincy89@gmail.com 2 | arisandi setiyawan, dinar vincy yunitaka,.b lingual (vol. 10, no.2, 2020) ii materials and method based on the focus of the research, this research intends to develop reading materials for st udent s of midwifery at madura islamic university. therefore, the design of this research is research and development (r&d). based on the statement of borg and gall (1983:772) in latief (2011:171), an educational research and development is a research that aims to develop and validate an educational product. the researchers applied research and development from borg and gall (1983, p. 772). there are ten steps in conducting educational research and development as follows: (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, (8) operational field testing, (9) final product revision, and (10) dissemination and implementation. however, this study modifies procedures of the borg and gall’s model into five steps by considering the research purpose and the limited time. they are need analysis, material development, expert validation, revision, field testing, and final product. the first step of this study is need analysis. the aim of conducting need analysis is to identify students’ need of the materials, including the content, the activity, and the appropriateness of the materials for midwifery students at madura islamic university especially for reading materials. need analysis was done to the students and also the head of midwifery department. a questionnaire was distributed to the midwifery students. meanwhile, the researcher interviewed the head of midwifery department to obtain as much information as possible in any given situation in a field. the result of need analysis becomes a base in developing material. the second step of this study is developing materials. according to tomlinson (2011), language learning materials can be used by the learners or teachers in facilitating the learning. he added t hat t he learning materials include textbook, workbook, handout, cds and dvds. the materials ar e com pl et ed with colorful illustration to attract the students’ attention. the third steps of this study are expert validation. after developing the draft of the material based on the need analysis, the researchers need to consult to the expert in order to get input whether this reading material has achieved the goal or it has met the criteria of a good one so that it can be appli ed t o the midwifery students. furthermore, the instruments used in expert validation was checklist val i dat i on that covers some criteria such as objective, design, lay out, topic, content, language, instruction, or task. moreover, in order to make sure that the developed material is valid to be applied to the midwifer y students, the critics, corrections, and suggestions are needed. in this study, the experts are rini listyowati, mpd, she is a lecturer, who teaches english for many years. the second expert is indra wahyuni, str.keb. she is a midwife. she works in poskesdes. blumbungan, pamekasan. after the material is revised by the expert, the next step is field testing. in this step, the researcher s conducted a try out in the real class to find out the data about the applicability, the effectiveness and t he appropriateness of the developed materials. the researchers here observe the process of teaching and learning then the result of field testing will be revised and become a final product. iii results and discussion 3.1 need analysis the data taken from students cover some information needed for developing materials. the researcher distributed the questionnaire to the18 midwifery students. it was distributed on 20 may 2020. the data was taken from the students’ answers to questionnaire about their perception of english subject for them and their need for the english reading materials. related to their perception of the english subject, they claimed that they like and need english because english is an international language and there are so many terms for their field of study written in english. in addition, related to the english skill, almost all the students said that they need to master the english skill particularly reading skill because it can enrich their vocabulary and increase the knowledge, especially the knowledge of midwifery which always develops. in fact, they found some difficulty in understanding the english text or passage. the very common reason for this problem is because they do not know the meaning of certain words and lack of grammatical understanding. moreover, the students said that they need pictures to help them understand the content of the passage. in terms of vocabulary mastery, the students have lack of english vocabulary; therefore, they need some lists of difficult vocabularies to understand more of the passage. next, the students need a post activity or exercise after reading the passage and they said that the instruction should be clear and var y. furthermore, based on the questionnaire it was also found that they do not have an english handbook which focuses on midwifery and the english books in their local library are limited. based on the fact above, it was also known that the students agreed if the english midwi f er y t ext book is developed. they said that it would be useful for them in learning english especiall y i n r eadi ng english texts in terms of midwifery aspects. to get more data before designing the draft of the book, the researcher also conducted an interview to the head of midwifery department. it was related to the curriculum used and what she expects in developing english reading materials for the students. based on the interview, it was found that the curriculum used is kkni 3. the curriculum was developed to reach the learning objective and pr epar e the students with hard and soft skills that can be applied in all situations. the regulation in this department also pushes the lecturers to develop the learning material for the students. for the english material, she said that there is no hand out book yet so she hopes that the developing mater i al ca n hel p the students in learning english in midwifery context. she suggested that that the contents or t he t opi cs in the developing material are close to their students’ field of study. the learning objective of t he book must develop students’ ability to understand the english text and to understand the vocabularies in context. 3.2 result of developing materials based on the result of the need analysis, the researcher decided to develop the english reading material to help students overcome their problems. the english reading material includes ten chapters with the topics related to the midwifery context. the objective of the topic was stated at the begi nning i n each topic. those ten topics cover some english passages and activities which can enhance the student s’ ability in reading skill and their knowledge in midwifery context. the topics were chosen under consideration that the topics are all the information or passage about midwifery. they are: 1) female reproductive, 2) pregnancy, 3) baby development week by week, 4) fetal development week by week 5) good nutrition for pregnant 6) labor and delivery.7) menopause 8) primary of baby needs 9) breast feeding 10) family planning. the design of reading material should be more interesting, so it was made by providing pictures and the lay out is interesting as well. each topic is started with the leading questions, it is aimed t o l ead the students to guess what they are going to discuss and raise their critical thinking about the topic. i t i s also to attract students’ interest and lead them to use their background knowledge to understand the text . moreover, the passage is presented followed by the lists of vocabulary to make the students under st and the context and enrich their vocabulary as well. to measure the students’ understanding about t he t ext , post activity is presented by some exercises. 3.3 expert validation after the first draft of material has been ready, it must be consulted to some experts to get input whether this reading material has achieved the goal or it has met the criteria of a good one so that i t can be applied to the midwifery students. this draft needs their comment and suggestion to improve th e quality of the reading material. there are two experts in this study namely, rini listyowati, m.pd, she i s a lecturer. she has been teaching english for several years, she is also a chief of english department. the second expert is indra wahyuni, s.tr. keb. she is a midwife. the aspect reviewed by the experts covering objective, design, lay out, topic, content, language, instruction or task. moreover, the instruments used to evaluate the draft were the checklist and suggestion form. from the validation done by the experts, it was found that some aspects should be revised. the first expert validator evaluated firstly to the objective, language, instruction, task he said t hat t he dr af t has been appropriate in term of the objective because it can develop students’ knowledge, reading ski l l , and comprehend the passage especially about midwifery. the language is communicative enough and understandable. the leading question delivered at the beginning of each chapter can increase students’ critical thinking. however, she suggested that the tasks should vary in order to avoid the students’ boredom. she added that the grammatical aspect should also be delivered in this reading material in order that the students can understand the passage comprehensively. besides, the vocabulary should focus on getting meaning from the context. related to the cover illustration, she said that it has been attractive and it was appropriate with the title. the next evaluation was about the content of each chapter. he found that the content covered the basic knowledge of the midwifery; it is suitable wi t h t he students’ knowledge. moreover, the material has already organized attractively. the whole content was attractive and good enough. the second expert validator has almost the same point of view. she focused more on the content of the passage, layout, and design. she found that the content was attractive, appropriate with the topic 4 | arisandi setiyawan, dinar vincy yunitaka,.b lingual (vol. 10, no.2, 2020) title. all the topics are about midwifery context that is learned by the students. it automatically can increase their knowledge. moreover, she suggested that the topic should be organized and arranged systematically or in order. she noted that the topics should be re-arranged. in chapter 7, the topi c about menopause should be at the last chapter, or the topic about breast feeding should be put after chapter 5. dealing with the lay out, she said that it has been good and attractive enough. but for the picture in chapter 2 and 8 should be colorful and try to revise the picture using cartoon. generally, t he cont e nt i s good enough. the whole content of material was appropriate with the midwifery context. the l ast was the task evaluation; she said that the task was appropriate to the context. 3.4 field testing the next step after being validated by the experts, the researchers conducted the field testing. it was done to know the applicability, appropriateness, effectiveness, efficiency, and attractiveness of t he product to the midwifery students. the field-testing was done in july 1st 2020. the researcher obser ved and wrote some notes during the teaching and learning process using that developed reading material. the result of field-testing showed that most of the students are interested to the reading text because t he topics are related to what they learn. furthermore, the vocabularies presented after the reading t ext can help them to understand the text comprehensively. they added that the activity in the reading material i s attractive enough. iv conclusion the material developed in this research was the reading material for midwifery students in madura islamic university. the sources of the material were taken from several websit es. the researchers selected, adopted and adapted those material based on the students’ need to help the students to learn english and improve their reading ability in terms of midwifery context. it also helps the lecturer in teaching english for midwifery students as esp learners. the topic in this developed material consists of 10 chapters. the topics were selected under the consideration that they were related to the students’ interest and enrich their knowledge about midwifery. those 10 chapters are: 1) female reproductive, 2) pregnancy, 3) good nutrition for pr egnant 4) fetal development week by week 5) baby development week by week 6) labor and delivery.7) br east feeding 8) primary of baby needs 9) family planning 10) menopause. furthermore, certain language component or english grammar was also introduced in each chapter. the leading questions in each chapter are also provided in order that the students can guess what they are going to discuss and raise their critical thinking about the topic. moreover , the devel oped material was also completed with the vocabulary list which is aimed to enrich their vocabulary mast er y. for the exercises in this developed material was design to encourage the students to understand more about the text or passage. after conducting all the process of developing this reading material, it can be concluded that the reading materials are applicable enough for the students. they are interested in using this developed material. however, the developed material in this study has some limitations, since it was only for reading skill. therefore, it needs some suggestion and another improvement. all in all, the aim of this research was to develop english reading material for midwifery st udent s in uim. after developing this reading material for midwifery students, of course there will be suggestions for the lecturer, students, and also for further materials developers. for the lecturer and students, this developed material can be used as an alternative source in teaching and learning process at the class especially for english reading skill in midwifery context. i t i s not the only one, but the lecturer and students can also combine with other recourses. for further material developers, it is suggested for those who are interested in developing the sam e material to improve the exercises or activities in improving reading skill for the student s. in addition, t o make a better product in learning english for non-english department students, the next material shoul d be added with the other three english skills like listening, speaking and writing. references adnan, m latief.2010. tanya jawab metode penelitian pembelajaran bahasa. universitas negeri malang. basturkmen, h. (2006). idea and options in english for specific purposses. london and new jersey: esl and aplied linguistic professional series: eli hinkel, edition bright, j. a & mcgregor, g. p. 1970. teaching english as second language: theory and t echni ques for the secondary stage. harlow: longman crawford,l.m. (2001). teaching contextually: research, rationale, and techniques for improving students motivation and achievement. texas: cci publishing. inc. hill, d. a. & holden, j. (eds.) (1990). effective teaching and learning. oxford: modern english publications. kaefatunnisa, 2015. the effectiveness of contextual teaching and learning in improving students’ reading skill in procedural text (a quasi-experimental study of the second grade student s at one vocational school in bandung). journal of english and education.3(1), 80-95 nuttal, c. 1982. teaching reading skills in a foreign language. oxford. heinemann international. nunan, david. (1991). language teaching methodology (pp. 208). new york: phoenix elt. robinson,p.c (1991). esp today: a practitioner’s guide. hemel hempstead: prentice hall the types of women language features found in the fault in our stars movie ni putu diah priska, komang dian puspita candra, ni made verayanti utami mahasaraswati university, denpasar diahpriska4@gmail.com, miss_puspita@yahoo.com, verayanti.utami@gmail.com abstract this study entitled the types of women language features found in the fault in our stars (movie, 2012). the study aimed to find out the types of women language features used by the female main character. this study focused on lakoff’s theory (1975) about women language features. this study applied qualitative and quantitative methods in revealing the data. the study used note taking as a technique to get a valid data. the findings showed that there were 9 out of 10 types of women language features used by the female main character. the finding show that intensifiers became the dominant type of women language features uttered in this movie because the female main character in this movie was a typical of feminine girl who always tries to inform the hearers about her emotion or feeling through a sentence. keywords: women language features, types, movie i introduction sociolinguistics is a branch of linguistics that takes language as an object of the study, in a way that usually distinguished from how syntax, semantics, morphology, and phonology handle it (coulmas, 2013). sociolinguistics covers a wide variety of sub-disciplines. it can involve the study of linguistics variation, language attitudes, pragmatics, discourse analysis, multilingualism, creolistic, language and gender and so on. language and gender differences are now considerably interesting and important in sociolinguistics. many sociolinguists suggest that men and women speak differently in any community. women and men have a big gap in a way to use a certain language. for example, when both male and female students are asked to discuss one particular topic, men uttered more slang and impolite words than women do. women and men do not use completely different forms. they use different quantities or frequencies of the same forms. women tend to used more standard forms than men do, while men use more of the vernacular forms than women do. many characteristics of women's language, including hesitations, rising intonations, tag questions, hedges and intensifiers used to express degrees or certainties about a preposition. women are more linguistically polite than men, for instance, and that women and men emphasize different speech functions, and they do not speak in exactly the same way as each other in any community (holmes, 2001: 150-151). it is often claimed that in many societies, there are negative stereotypes relating to women. many people stereotypically think that women are more talkative or talk too much. in some studies in laboratories, classroom meetings, and television chat shows indicate that women in fact talk less than men do in mixed-sex conversations the different usage of language between men and women. women's language is a very interesting and important topic to discuss because it is not only about language that women speak but it is much more complex than that. the reason in choosing this topic is because all phenomena about human’s language, both men’s and women’s, happen every day in our lives. one of the reflections can be drawn from a movie. movie is one of the media to communicate moral and social values to the society through the situation and the dialogue presented in it. people’s lives can be reflected through a movie since many movies are reflection from the reality. this study took the fault in our stars movie to be analyzed because the main character in this movie is woman. therefore it contains great part of women’s language features. ii materials and method 2.1 women language features lakoff as cited in holmes (2013) claimed that there are 10 types of women language features, those are: lexical hedges or fillers, tag questions, rising intonation on declaratives, empty adjectives, precise color terms, intensifiers, hypercorrect grammar, superpolite forms, avoidance of strong swear words, and emphatic stress. the description of each feature is in order. mailto:diahpriska4@gmail.com mailto:miss_puspita@yahoo.com mailto:verayanti.utami@gmail.com 2 | ni putu diah priska, komang dian puspita candra, ni made verayanti utami lingual (vol. 9, no.1, 2020) 2.1.1 lexical hedges or fillers hedges are a type of verbal filler items which reduce the force of an utterance. verbal fillers are used when speaker fills in a silence of their conversations. lakoff (1975) differentiates four types of hedges. the first type is to express uncertainty such as, you know, well, kinda/kind of. the second type is hedges that are used for the sake of politeness such as sorta/sort of. the next type is to express that the speaker is certain about the truth of a statement to attach the attention of the listener, for example you know. the last type is the type that is a preface to declarations or questions, for example, i guess, i wonder, i think. 2.1.2 tag questions tag questions are question tagged on to an utterance. tag questions are defined formally as grammatical structures in which a declarative is followed by an attached interrogative clause or 'tag'. according to lakoff (1975) women tend to turn a statement into a question in order to reduce the force of the statement. tag questions are used when speaker is feeling unsure with topic being discussed such as don't you? haven't we? did you? really? isn't it? 2.1.3 rising intonation on declaratives in many languages, including many varieties of english, intonation rises at the final point of questions. rising intonation is used to turn a statement into a question, weaken the force of it and making the speaker sound uncertain. lakoff (1975) associated rising intonation on declaratives with showing tentativeness. rising intonation on declaratives is used when the speaker seeks for confirmation, though at the same time the speaker may be the only one who has the requisite information. 2.1.4 empty adjectives women convey their emotional reaction rather than give specific information by using empty adjectives. lakoff (1975) suggests that many adjectives used in expressing approval or admiration is strongly marked as feminine. some of the adjectives are neutral such as great, terrific, cool and neat, but some of them are confined to women's speech or called special adjectives such as adorable, charming, sweet, lovely, and divine. 2.1.5 precise color terms lakoff (1975) states that women have more vocabulary about colors more than men, for example, mauve turquoise, mustard, etc. women use the precise color terms because it is related to their specific interest. 2.1.6 intensifiers intensifiers are employed on the intense sentences which a speaker says, whether to decrease or increase it. the use of ‘so’ has subsequently been viewed as a boosting device, like very. 2.1.7 hypercorrect grammar hypercorrect grammar is related to the politeness in utterance and indifference of the relationship between the speaker and addressee. hypercorrect grammar involves avoidance of harsh language, more frequent apologizing and the use of super polite form lakoff (1975). further, she states that hypercorrection includes the use of standard forms and pronunciation. for example, women avoid using ain't or double negatives. 2.1.8 superpolite forms lakoff emphasizes superpolite forms into three things; (a) avoidance of swearing words, (b) extensive use of euphemism (the indirect expression used to utter taboo words in conversation), and (c) using more particles in a request sentence. 2.1.9 avoidance of strong swear words swearing is considered as an expression of very strong emotion due to particular condition the speaker like or dislike. swearing is kind of interjection that can express extreme statements. lakoff said that women are not supposed to talk rough. women tend to avoid using swear words because they will consider them as unladylike. the types of women language features found in the fault in our stars movie | 3 2.1.10 emphatic stress emphatic stress is a term to emphasize the most important word in a speaker's statement lakoff, (1975). emphatic stress is women's greater pitch of range. 2.2 method the data of this study were taken from the dialogues by female main character in the movie entitled the fault in our stars. this movie was chosen because the story is the reflection of reality. the data were collected by using observation method. the data were analyzed by using qualitative and quantitative method. this study used theory purposed by lakoff (1975) in language and woman’s place, to classify the types of women language features. iii results and discussion there were 46 utterances that can be categorized as the types of women language features used by the female main character in this movie. hazel as the female main character was a 16-years-old cancer patient. she struggled with a stage four of thyroid since she was 13. the types of women language features can be seen in table below. no women language features total percentages 1 lexical hedges or fillers 7 15% 2 tag question 1 2% 3 rising intonation on declaratives 4 9% 4 empty adjectives 2 4% 5 intensifier 12 26% 6 hypercorrect grammar 3 7% 7 superpolite forms 4 9% 8 avoidance of strong swear words 7 15% 9 emphatic stress 6 13% total 46 100% table 1: the types of women language features in the fault in our stars movie from the table above it can be seen that intensifier the dominant type of women language features. there are 12 data out of 46 data categorized as intensifiers. intensifiers actually is explained as the words that aimed to strengthen the intended meaning, such as the words really, so, such, quite, and very. while, the least type of women language features used was tag question. there was only 1 datum found out of 46 data categorized as tag question. the reason why the female main character in this movie does not use tag question is because hazel was a person with a good behavior. by using tag question, it showed that hazel always insisted someone when she was looking for a confirmation and she was not that person. 3.1 lexical hedges or fillers lakoff said that women usually used lexical hedges or fillers if she lacks of self-confidence; they are socialized to believe that asserting themselves strongly is not nice or ladylike, or even feminine (lakoff, 1975:79). the example of this type can be seen below. data 1 (00:03:49) patrick : who’s next? hazel? hazel : (sigh) umm, i’m hazel. uh, thyroid, originally…but now with quite the impressive satellite colony in my lungs. 4 | ni putu diah priska, komang dian puspita candra, ni made verayanti utami lingual (vol. 9, no.1, 2020) in the place where support group called the literal heart of jesus as the setting of place, hazel used one of the women language features which is lexical hedges or fillers. the use of lexical hedges or fillers “umm” is to show that she is feeling uncertain to do something that is asked by patrick. since hazel is not really interested in this kind of activity, but she has to join this group to show her respect to her parents. in this situation, she is showing her respect to patrick by trying to answer his question even though she uses lexical hedges in her statement. 3.2 tag questions according to lakoff (1975) women tend to turn a statement into a question in order to reduce the force of the statement. tag questions are used when speaker is feeling unsure with the topic. the parts of conversation containing tag questions are shown in the following data below. data 2 (00:12:08) gus : (take a cigarette and put it between his teeth) hazel : god! there’s always a hamartia, isn’t there? and yours is – even though you had freaking cancer you’re willing to give money to a corporation for the chance to acquire even more cancer!? let me just tell you that not being able to breathe sucks! it’s totally sucks. gus : hamartia? the conversation above took place outside the building where the support group was held. the use of tag question isn’t there? by hazel as the main woman character in this movie showed that she wants to get confirmation. by using a tag question in her utterance, she wanted to express a request to show politeness in women’s language and she wanted a response from the hearer. hazel felt unsure with her statement thus she sent a signal to seek for a confirmation or sometimes the speaker predicted the confirmation but she still looks for a confirmation. hazel wanted to know whether there is always a possibility of hamartia and she wanted to warn gus about what he did has a fatal effect. 3.3 rising intonation on declaratives lakoff stated that women tend to state something with rising tone to make a firm statement. moreover, lakoff (1975) explained more that women tend to do this, because they are less sure about themselves and their opinions. the purpose of rising intonation on declaratives was to seek for a confirmation from the hearer. the parts of conversation containing rising intonation on declaratives are shown in the following data below. data 3 (00:50:09) mother : we’re going to amsterdam. hazel : you’re se-…. we’re going to amsterdam? mother : we’re going to amsterdam. this conversation took place in hazel’s house. the use of rising intonation on declaratives is intended to share hazel emotion with her mother. hazel used the rising intonation on declaratives we’re going to amsterdam? to seek the confirmation and a response because she was very happy and surprised at this news. this utterance is categorized as rising intonation on declaratives since hazel utters the statement in declarative way but sounds uncertain and needed a confirmation from her mother. in this situation, hazel’s mother told her very good news that she could go to amsterdam and hazel reacted to this news excitedly. 3.4 empty adjectives the use of empty adjectives in women language indicates that the speaker wants to show the relationship of her emotional expression with the listener. the parts of conversation containing empty adjectives are shown in the following data bellow. data 4 (00:20:33) gus : hazel grace hazel : welcome to the sweet torture of reading an imperial affliction. this phone conversation is between gus and hazel. the female main character here used empty adjectives to express her feeling or emotion through a sentence. in this case she just wanted to tell gus that the book entitled an imperial affliction has a hanging story ending. the phrase sweet torture here the types of women language features found in the fault in our stars movie | 5 means to have something that will torture us after reading the book but not literally tortured, but something different like a deep curiosity that make us feel tortured. she used empty adjectives to express her emotion without inform a specific thing. 3.5 intensifiers the main function of intensifiers was to intensify the statement. intensifiers could be used to strengthen speaker’s statement by emphasizing the meaning of the statement so that it raised the listener’s attention and they took seriously the speaker’s statement. the parts of conversation containing intensifiers are shown in the following data below. data 5 (00:21:56) gus : it seems isaac and monica are no longer a going concern. hazel : oh, isaac, i’m so sorry. the conversation above took place in gus’s room when hazel came and saw isaac was crying. after gus told the reason to her, she uttered a sentence i’m so sorry which contain intensifier in it. the use of intensifier so here is to show that she wanted to emphasize the words sorry. hazel used intensifier to boost her statement in order to attract listener attention. she wanted to share her emotional message to isaac that she really felt sorry about what happened to his relationship. she wanted to make isaac get what she was trying to show through the sentence that contain intensifier. 3.6 hypercorrect grammar hypercorrect grammar is the consistent use of standard verb form. hypercorrect grammar is the tendency of women to speak using clear grammar and women is having the tendency to give more attention for using standard language. the parts of conversation containing hypercorrect grammar are shown in the following data below. data 6 (00:16:03) hazel : do you mind if i sit down? gus : yeah. make yourself at home. the setting place of the conversation above is in gus’s room. it is the first time hazel visit gus’s room and she about too tired of the stairs. the used one of the women language features which is hypercorrect grammar do you mind if i sit down? is intended to avoid harsh language. hazel as a woman knew that the position of women in society are seen as subordinate group, therefore women must speak carefully and politely. hazel used the utterance do you mind because in the situation she is getting tired after going down the stairs, because here she in only a guest therefor e she has to ask permission to the host using polite language. 3.7 superpolite forms superpolite form was applied in women’s speech feature to show their identity that women tended to speak politely to create an impression that women concerned more on their behavior. she showed polite behavior as the device for persuading. the parts of conversation containing superpolite forms are shown in the following data below. data 7 (01:11:58) hazel : can we, for one second, just focus on anna? please? the conversation above happened in peter’s house when hazel tried to ask her question but peter keeps talking about something else. the use of superpolite forms by the female main character is to show politeness. she knows that she should speak in standard forms. women use more standard english forms because women looked after their need to be valued. the word please used by hazel is added to the request sentence and make it more polite. hazel wanted peter to stop changing the subject and focus to her question about that book. but remember that peter is older that her and also, he is the host, hazel added please in her statement to keep the politeness in communication. 3.8 avoidance of strong swear words women had a great position in the society, so that she behaves more politely and keeps her nature as women in order to keep their reputation and position in front of the society. the parts of conversation containing avoidance of strong swear words are shown in the following data below. 6 | ni putu diah priska, komang dian puspita candra, ni made verayanti utami lingual (vol. 9, no.1, 2020) data 8 (00:06:52) hazel : oh my god (she catches her breath. shakes her head. surprised at herself. she look in the mirror. so doesn’t like what she sees) this conversation took place in the toilet of a building where support group was held. the uses of avoidance of strong swear words by the female main character are to express a very strong emotion due to particular condition the speaker like or dislike. she tends to use soften words such as god rather than rough words because women are not supposed to talk rough. hazel expressed her emotional feeling because of she does not like what she sees in the mirror. she felt pathetic and expressed her feeling by saying oh my god rather than other rough word. in this situation, hazel showed that she used avoidance strong swear words and control her expression. 3.9 emphatic stress the use of emphatic stress is to seek the agreement in persuading the audience by using the word that gives the strength to the whole meaning. therefore, instead of using the utterances to persuade the listener, the speaker used emphatic stress to give the stress and boosting in the utterances, so that people will be convinced. the parts of conversation containing emphatic stress are shown in the following data below. data 9 (00:36:52) mother : that’s incredible. hazel, it’s so beautiful and a little insane. hazel : oh, it’s super insane. it’s … it’s… it’s… it’s crazy! the conversation above took place in the kitchen of hazel’s house. the word crazy uttered by the female main character in this situation is used to emphasize the thing that just happened. she said that gus booked ticket for them to amsterdam, and she said it’s crazy. the use of emphatic stress here to boost the feeling about what just gus did. she tried to tell her mother that gus did something crazy. iv conclusion based on the discussion above it can be concluded that there are 46 data of women language features found in this movie. 7 data are associated with lexical hedges or fillers, 1 data is tag questions, 4 data belongs to rising intonation on declaratives, 2 data are empty adjectives, 12 data are intensifiers, 3 data are hypercorrect grammar, 4 data are super polite forms, 7 data are avoidance of strong swear words and 6 data are emphatic stress, and precise color terms type cannot find in this movie. furthermore, the dominant types of women language features used by the female main character are intensifiers because of the tendency of the character to show her feeling as a woman in stating something. while, the least type of women language features used was tag question. the reason why the female main character in this does not use used tag question is because hazel was a person with a good behavior. by using tag question, it showed that hazel always insist someone when she looking for a confirmation and she was not that person. references coulmas, florian. 2013. sociolinguistics: the study of speakers’ choices. available from: https://books.google.co.id/ . retrieved on 27 october 2019. davis, keith. 1981. perspective of communication and communicative competence. available from: https://books.google.co.id/ . retrieved on 27 october 2019. holmes, janet. 2013. an introduction to sociolinguistics fourth edition. available from: https://www.academia.edu/34516321/an_introduction_to_sociolinguistics_by_janet_holmes_ pdf . retrieved on 02 october 2019. holmes, janet. 2001. an introduction to sociolinguistics second edition. available from: https://books.google.co.id/ . retrieved on 2 october 2019. hornby. a. s. 2010. advanced learner’s dictionary of current english. new york: oxford university press. lakoff, robin. 1975. language and women’s place text and commentaries. available from: https://books.google.co.id/ . retrieved on 02 october 2019. murti, monica l. d. 2018. an analysis of women’s language features used by mia in the princess diaries movie. available from: https://repository.usd.ac.id/ . retrieved on 10 december 2019. https://books.google.co.id/ https://books.google.co.id/ https://www.academia.edu/34516321/an_introduction_to_sociolinguistics_by_janet_holmes_pdf https://www.academia.edu/34516321/an_introduction_to_sociolinguistics_by_janet_holmes_pdf https://books.google.co.id/ https://books.google.co.id/ https://repository.usd.ac.id/ the types of women language features found in the fault in our stars movie | 7 neustadter, scott. 2012. the fault in our stars movie script. available from: https://www.scripts.com/script-pdf/93 . retrieved on 03 october 2019. tannen, deborah. 1990. you just don’t understand: women and men in conversation. available from: https://books.google.co.id/ . retrieved on 25 october 2019. weatherall, ann. 2002. gender, language and discourse. available from: https://books.google.co.id/ . retrieved on 10 december 2019. https://www.scripts.com/script-pdf/93 https://books.google.co.id/ https://books.google.co.id/ environment and the students’ motivation in studying indonesian as a foreign language at gobali program, the university of udayana -bali anak agung sagung shanti sari dewi, putu weddha savitri english department, faculty of humanities, the university of ud ayana-bali sari_dewi@unud.ac.id, weddha_savitri@unud.ac.id abstract this study focuses on analysing the students’motivation for studying indonesian as a foreign language at gobali, a onesemester international study program at the university of udayana, particularly investigating the students’motivation during the course and analysing how the environment influences their learning motivation. this study involved 76 foreign students and 4 instructors in four indonesian language classrooms at the program and the data were collected through survey technique, classroom observation and interview. the results show that the students’ motivation in learning bahasa indonesia is varied and in general is relatively low. however, the environment where they study the language has actually given an advantage for the learning in which the students become more motivated to learn the language for their daily lives in bali, apart from whether it will give further benefits for their future or not. keywords: motivation, foreign students, indonesian, teaching, learning i introduction there are many scholars that have addressed the importance of motivation in learning a foreign language. zolan dörnyei (2008) stated that motivation is indeed one of the determining factors of second/foreign language learning success. similarly, oroujlou & vahedi (2011) asserted that the variable postulates primary impulse to commence a language learning and “later the driving force to sustain the long and often tedious learning process” (p.1). motivation derives from a latin word movere mean “to move”. it concerns the driving force which moves a person to achieve his goal; it is somethi ng that gets somebody going, keeps him working and completes tasks. motivation gives influence to what , when and how a person does something. gardner (2010) explains that when individuals have motivation, they will make efforts to attain their goal. accordingly, they will “show per sistence, at t end to the tasks that are necessary to achieve the goals, have a strong desire to attain their goal, enjoy the activities necessary to achieve their goal, are arouse in seeking their goals, have expectancies about thei r success and failures.” (in pineda, 2011: 33). motivation is, hence, a determining factor of second / foreign language (dörnyei, 2004: 273). this study focuses on the students’motivation for studying indonesian as a foreign language at a one-semester international study programs named gobali at the university of udayana bali i ndonesi a. the university is one of the indonesia’s leading universities and is the largest and most renowned university in bali. it has one of the largest international student communities in indonesia and of fers several international study programs where indonesian language courses are included in all program tracks. one of them is go bali. located in one of the world most famous tourist destinations, go bali intentionally designs the program in such a way to balance study time and spare time in combination, that is three study days in campus and four days off. besides having been successful to attract more and more foreign students to study there, this design, then, has been bringing about a challenge to the management and to the lecturers, especially to those who teach indonesian language: how to motivate the students to keep studying while they are enjoying holidays in bali. in order to solve the above problem, this study was conducted with the aims are to invest i gat e t he students’motivation in learning indonesian language at gobali program, the university of udayana, and to analyze how the environment influences their learning motivation. the goal is to attain a better understanding of students’ motivation in indonesian language acquisition and to learn how circumstantial factors can support a better learning. ii materials and methods in order to fulfill the research aims established in the background above, a multiple case study research design was conducted. it is to describe, analyze and interpret the facts in a study pr ogr am of a mailto:sari_dewi@unud.ac.id mailto:weddha_savitri@unud.ac.id 2 | anak agung sagung shanti sari dewi, putu weddha savitri lingual (vol. 10, no.2, 2020) higher education. and as this study involved multiple techniques such as interviews, observat i ons, and surveys, both quantitative and qualitative research methods were applied. this study involved 76 students and 4 lecturers in 4 indonesian language classes. quantit at i vel y, the data were collected through a survey to the respondents in which the student respondent s f i l l ed out questionnaires provided, and interviews with the teaching staff as well as with the students. qualitatively, data collection was carried out through classroom observations along with note-taking techniques. iii results and discussion 3.1 students motivation to learn indonesian language in gobali, the university of udayana bali as has been described above, student’s motivation is one of the important factors in a foreign language learning process and many experts argue that the success of students is very dependent on t he motivation they have. the survey results related to the motivation of foreign students in indonesian language classes at go bali program in the indonesian language classes is described as the following. why bali? this is the first question asked to the students in the survey in order to identify their reasons of coming to bali. the data analysis shows that 61.1 percent of the student respondents chose the option of to study and for holiday they explained that they chose bali as the place to spend their summer holiday and taking a short course relating to their study is because the island is the best place t o do so for its fame as a world tourist destination. in other words, they came to the island is not merel y t o study, but also for vacation and enjoying their holidays abroad as has been described in the introduction of this article, gobali program actually designs its program in a way that balances study time and vacation (the fact is that there are only three compulsory days for the students to come and attend classes on campus). hence, it can be understood that those who study in this program, of course, are mostl y t he ones who are interested in the study schedule. on the other hand, the analysis data also showed t hat as much as 33.3 percent of the respondents has intention only to study and learn about different cultures and surroundings and 5,5 percent chose the option of other reasons. the percentage is clearly seen in t he following figure 1 figure 1. student survey result nowadays, indonesian government is intensively promoting indonesian language internationally and the important roles of foreign students in indonesia to disseminate indonesian language t o al l over the world is seen to be prospective. for this purpose, indonesian language course becomes com pul sor y for all foreign students who study in indonesia. from the analysis data, it shows that the above compulsion, then, had become the primary reason of most respondents (55,5 percent) to include the subject into their course list. meanwhile, the second option of to socialize with the locals was chosen by as much as 38.9 percent of the respondents regarding the reason why they studied indonesian language , and only 5,6 percent agreed that by becoming skillful in the language will help them have a better futur e career. (figure 2). however, apart from the reasons, all of the student respondents (100 percent) actually agreed t hat , indeed, the ability to use the language in their communication with the locals would give them an easi er life during their stay in bali (figure 3). i agree that bahasa indonesia is important whi l e i am i n b al i environment and the students’ motivation in studying indonesian as a foreign language at gobali program, the university of udayana-bali | 3 because it will help me to have a better communication with locals, and the good thing is it real l y h el ps us to do a better negotiation in prices when i do shopping. they furthermore commented that this is also one form of appreciation to their surroundings which will give positive impacts to their co mfort and security in the island, and i think they are happy if we speak their language. moreover, i bel i eve i t i s a form of respect as well. figure 2. reasons of studying bahasa indonesia figure 3. bahasa indonesia is important while in bali when it comes to the last question of whether indonesian language would be useful in suppor t i ng their career, as many as 88.9% of the total student respondents disagreed. they commented that even though it is good to know the language for themselves as an individual, but in business and many working places, they do not think that they would need it because english and other languages’ skills are more important. in contrast, as illustrated in the figure (4) below, there are still some numbers of respondents (11.1 percent) believe that the skills of the language will give benefits to their lives. they added that being skillful in foreign languages, whatever they are, in fact, is a good thi ng and wi l l gi ve additional values to their journey in achieving the best in their career. 4 | anak agung sagung shanti sari dewi, putu weddha savitri lingual (vol. 10, no.2, 2020) figure 4. bahasa indonesia will support students’ carrer 3.2 students’ motivation and the environment as described in the above sub-chapter, most student respondents stated that they came to bali wi t h the purpose of studying while on vacation. for their study, they chose go bali international study program at the university of udayana because this program offers a learning system that balances t hei r study and vacation time. the condition gives a special challenge for the lecturers of how to maintain and raise up the students learning motivation so that the course outcomes can be achieved. many researchers agree that learning environment which refers to psychological, social and the context where the learning occurs actually affects some aspects in the learning itself, including the students’ learning motivation (fraser&fisher, 1982; ludtke, robitzsch, trautwein&kunter, 2009, in ghrehasim, 2011). from the interviews with the student respondents it is found that most of the for ei gn students who study indonesian language in go bali program, the university of udayana are more motivated to learn indonesian language, because the knowledge is beneficial for their communication with the locals during their stay in indonesia. one of the student respondents commented, eventhough i am not sure whether it will be beneficial for my career, but i think it is still good to be able to speak bahasa indonesia while i am in this country in which i can socialize more easily with the locals. it is also helpful if we want to learn about indonesian culture, read sign so i won`t get lost, hahaha, and when i do some shopping. in order to maintain the motivation and raise it up, the lecturers managed their classrooms i n such a way that is flexible to the needs of their foreign students. they commented that they do not rely too much on teaching indonesian which must be in accordance with the formal language structure, but rather teach and introduce terms and vocabulary that would be useful for the students’ daily com m uni cat i ons with the locals. for that, the classes were set up mostly by applying teaching techniques which focus on communication activities to fulfill their students’ requirements. there was an interesting comment of a student respondent during the interview session (which was later agreed by two other respondents) that in fact they did not really agree with the need t o be abl e t o speak indonesian while they were in bali because as a tourism area the people who live on this island, of course, understand and can communicate in english. frankly we don’t really need to learn it because everybody we meet seem to understand and can communicate in english. to respond to the comments the indonesian language lecturers in an interview session argued t hat they were very aware of this condition and responded to it positively. we even direct the lessons in class to authentic materials, for example by inviting them to do role play activities with a top ic makan di warung. in this activity students are introduced to various vocabularies and utterances which will be very useful when they want to eat and drink in a restaurant. this will increase their vocabularies of indonesian food and beverages, and also learn numbers and money in indonesian. we hope t hat by t he application of several communicative techniques in a topic like this will make the cl ass become more attractive and will help to increase my students’ motivation to learn indonesian because they get something that they need. we also hope that they will put more respect to our language, the people, t hi s island and this country even more. environment and the students’ motivation in studying indonesian as a foreign language at gobali program, the university of udayana-bali | 5 iv conclusion from the analysis above it can be concluded that the learning motivation of the students in indonesian language classes in go bali program, the university of udayanabali are varied and in general is relatively low. the purpose of most students coming to bali and studying at the program is because this program designs their study which balances their vacation time. this can be understood because bali is actually a very famous tourism area in the world and of course the students also want t o enjoy bali's tourist attraction. regarding the indonesian language course, as much as 55.5 percent respondents stated that they took this course because it was compulsory even though they all realized that indonesian was very useful when they were on this island. but unfortunately, most of them (83.3% ) believe that their ability to speak indonesian will not support their future careers. regarding the relationship between the environment where they study and their learning motivation, this study concludes that there is a close relationship between them. as they have the indonesian language class in bali where people speak indonesian, they become more motivated t o pi ck up the knowledge of the language in order to have a better communication with the locals. references bown, h. douglass. 2007. prinsip pembelajaran dan pengajaran bahasa. usa embassy: pearson education, inc. ellis, rod. 2006. second language acquisition. new york. oxford university press. dörnyei, z. 1994. motivation and motivating in the foreign language classroom. the modern language journal, vol. 78, no. 3 (autumn, 1994), pp. 273-284. blackwell publishing on behalf of the national federation of modern language teachers associations dörnyei, z., csizér, k., & németh, n. (2006). motivation, language attitudes, and globalization: a hungarian perspective. clevedon, uk: multilingual matters. gherasim, l. r; simona, b; iacob, l. 2011. the international journal of learning. usa: champaign oroujlou, n. & vahedi, m. (2011). motivation, attitude and language learning. procedia social and behavioral sciences, 29, 994 -1000. shinta, q. peran motivasi dalam pembelajaran bahasa inngris. jurusan teknik informatika stmikprovisi (http://download.portalgaruda.org/article.php?article=266765&val=6547&title=peran%20motivasi %20 pada%20pembelajaran%20bahasa%20inggris). retreived on 10th february 2018. wlodkowski, r. j. (1985). enhancing adult motivation to learn. san francisco: jossey-bass. ying, y., muhammad, n. s., & evi. a.h. motivasi belajar bahasa mandarin sebagai bah asa kedua . (https://www.coursehero.com/file/23181423/067-chn-psi-yiying-nanang-p-evi-afifah/) retrieved on 10th february 2018. yusroh, m. (2016. upaya peningkatan motivasi belajar bahasa inggris pada mahasiswa. ibrahimy genteng banyuwangi. darussalam: jurnal pendidikan, komunikasi dan pemikiran hukum islam vol.viii, no 1: 126-132. commissive speech act in the movie john wick chapter 2 i wayan juniartha, desak putu eka pratiwi, i made yogi wijaya mahasaraswati denpasar university, bali r_juniartha@yahoo.com, desak.eka.pratiwi@gmail.com, yogiwijaya045@gmail.com abstract commisive is a kind of speech acts that used by the speakers to commit themselves to some future course action. it expresses the speaker’s attention to do something on some future action. this study concerned on finding out the types of commissive speech act used by characters in the movie john wick chapter 2, as well as analyzing the meaning of its utterances. this study applied the theory of pragmatics from yule (1996) to find out the types of commissive speech act, theory of meaning from thomas (1995) to analyse the implied meaning and supported by the theory of context of situation from halliday and hasan (1989). the data were collected by observation method and analysed by descriptive qualitative method. the finding is presented in formal and informal way. our finding shows that there are four ty pes of commisive speech acts which predominantly used by the characters in the movie john wick chapter 2, they are: refusal (12%), warning (48%), promise (12%) and threat (28%). keywords: commissive, speech act, utterance, meaning i introduction in a communication, people deliver their thoughts and ideas through speeches in many different ways. however, some issues happened in communication due to misunderstanding between the speaker and the hearer. therefore, it is important to know the implied meaning of the utterances in a communication by understanding the topic and context of situation. pragmatics is the study which belief that what is communicated is more than what is said. it means pragmatics is closely related to the analysis of what people mean by their utterances than what the words or phrases in those utterances might mean by themselves (yule, 1996: 3). here what yule want to emphasize is the meaning that speakers have is more than the words they say. to understand the meaning of the utterances spoken by the speaker, we might also pay attention t o the context. thus, pragmatics also concerns with context. pragmatics should also consider aspects of context such as who people are talking to, when, where, and under what circumstances that will determine the way they say and what they want to say. we cannot simply judge the meaning through what people say. in many ways, pragmatics is the study of invisible meaning, and how we recognize, what is meant even it is not actually said or written. in order for that to happen the speaker or writer must be able to depend on a lot of shared assumption and expectation. pragmatics concerns t o peopl e’ s assumption, people purposes, and the types of action that they are performing when they speak (yule, 1996: 4). when we produce utterances, we do not simply make statements or say something without any intention. yule (1996: 47) states that speech acts is action, which is performed via utterances. here people can perform an action by saying something. the speakers do not need to do the action physically. the utterances said would be sufficient to perform an action. we perform speech act when we of f er an apology, greeting, request, complaint, invitation, compliment, or refusal. in particular, this study focussed on commisive speech act. commisive is kind of speech acts that used by the speakers to commit themselves to some future course action. they express the speaker’s attention to do something on some future action. som et i m es, someone wants to do something in the future times by saying something such as promise, threat, warning, or refusal. it can be performed alone by the speaker, or by the speaker as the member of the group. in using commissive, the speaker undertakes the world to fit the words (yule, 1996: 54) . these words that people deliver during the conversation in movie, speech, or daily conversation is not as simple as it seen. they have their implied meaning that makes it very interesting to be analysed. this study aims at identifying types of commissive speech act and the implied meaning of the utterances as delivered by the characters in the movie john wick chapter 2. ii materials and method the data of this study were taken from the movie john wick chapter 2. the data were taken f r om the utterances of selected characters in the movie, they are: john wick, winston, santino d’antonio, giana d’antonio, bowery king, cassian, abram, and julius. the data were collected through mailto:r_juniartha@yahoo.com mailto:desak.eka.pratiwi@gmail.com mailto:yogiwijaya045@gmail.com 2 | i wayan juniartha, desak putu eka pratiwi, i made yogi wijaya lingual (vol. 10, no.2, 2020) observation method by watching the movie repeatedly. the data were classified into types of commissive speech act such as: refusal, warning, promise and threat. the data then analyzed qualitatively by using some theories, such as theory of pragmatics from yule (1996) to identify types of commissive speech act; theory from thomas (1995) to analyse the meaning of the utterances; and supporting theory from halliday and hasan (1989) to analyse context of situation. the data were presented in formal and informal method. iii results and discussion our finding shows that there are four types of commissive speech act that predominant l y u sed by the characters in the movie john wick chapter 2, they are warning, threat, promise, and ref usal . i t can be seen in the table below. no types of commissive speech act number of accuracy percentage 1 wa rning he once killed three man in a bar 12 48% you ha ve my ca r a ma rker is not small thing john do you remember? this is your blood you rejected his marker. you’re lucky he stopped there two rules tha t cannot be broken, jona than. no blood in continental ground a nd every markers must be honoured sa ntino will la y cla im my seat at the ta ble. he will ta ke new york. and you… will ha ve been the one who gifted it to him gentlemen… gentlemen… do i need to remain you, that there will be no business conducted on the continental grounds? now he’s free of the marker, what do you think he’ll do? and now he’s coming a gain. jona than, just walk a way you ha ve one hour. i ca n’t delay it a ny longer 2 threa t it’s not just a car. it is john wick’s ca r 7 28% if you don’t do this, you know the consequences you dishonour the marker you die. you kill the holder of the marker commissive speech act in the movie john wick chapter 2 | 3 all types of commisive speech acts are explained in the following section. only ten sel ected examples are presented in the discussion. 3.1 warning warning is utterance that aims other to be careful. it could be an advice, a warn, a suggest i on. i n the movie john wick chapter 2, twelve utterances which categorized as warning are found. the selected examples are explained as follows: da ta 1 abra m : he once killed three men in a bar. abra m’s subordinate: with a pencil. i know. i’ve heard that story. abra m : with the fuckin pencil. who the fuck can do that? (00:05:42 – 00:05:49) the data above is a conversation between abram and his subordinate. the conversation took pl ace in abram headquarter. abram and his subordinate talked about how feared john wick is by everyone and what he has done. everyone who works at underworld crime knows the story about john wick who killed three men in a bar just by using a pencil. abram used declarative sentence to state a fact about john wick. in this conversation he emphasized to his subordinate who john wick actually is. abram said, he once killed three men in a bar. the utterance can be categorized as warning since abram warned his subordinate that john wick killed three men in a bar just by using a pencil. thus, the sentence means that if they wanted to face john wick, it could be very hard to win over him. abram sai d you die. you run you die an eye for a n eye john. you know how it goes you wa nt a war? or do you wa nna just give me a gun? the door in a ny service or provider in connection with the continental a re now closed to you. i a m sorry. your life is now forfeit john wick excommunicado 3 promise all right. it will be rea dy christmas 3 12% i promise i’ll kill them. i’ll kill them all 4 refusal no one gets out a nd comes back without repercussion 3 12% find someone else i ca n’t help you tota l 25 100% 4 | i wayan juniartha, desak putu eka pratiwi, i made yogi wijaya lingual (vol. 10, no.2, 2020) that to make his subordinate be careful and alert about possibilities that will happen if they messed wi t h john wick. da ta 2 john wick: you have my car. abra m : ba ba ya ga (00:06:25) the conversation is between john wick and abram. they talked about john wick’s car which stolen by abram’s nephew and now it is in abram headquarter. abram headquarter is the place where abram runs his crime. john wick told abram that he knew his car is there and he will take it back. everyone knows there are three things that john wick loves the most; they are his wife, his car , and hi s dog. if somebody dared to steal one of them, they must pay it back. the type of sentence that used by john wick is declarative sentence, since john wick declared something that based on the fact or truth. this utterance is categorized into warning. john wick warned abram that he will take his car back no matter what. he warned abram that there will be a danger or problem because abram kept john wick’s car in his headquarter. john wick will take an action when he says you have my car to abram. finally, john wick killed abram’s nephew because he did not only steal his car but also killed his dog. da ta 3 sa ntino d’antonio: this is beca use of me. this, in pa rt, is mine. john wick : ta ke it ba ck. sa ntino d’antonio: take it ba ck? john wick : ta ke it ba ck. sa ntino d’antonio: a marker is not small thing john. (00:21:46 – 00:21:56) the conversation is between john wick and santino, which took place in john wick’s house. they talked about a plan to kill santino’s sister. santino’s family has a right to stand in one of twelve seat s on high table as the comorra or italian mafia. that position was held by santino’s father. after his fat her died, the position is replaced by his sister giana d’antonio. that is why he wants his sister die. no matter how hard santino attempted to persuade john wick, he kept refuse it. then santino showed john wick the evidence of their engagement. there is john wick blood on a kind of agreement paper. the blood shows the evidence that john wick has a marker with santino d’antonio. if a hit man had a marker with someone, he will be paid to kill somebody. if he broke the marker, he will get a punishment. the high table will find and kill him. santino’s utterance is categorized into warning. santino used declarative sentence, declar i ng how important that marker is. this kind of sentence is used to inform something true or based on the fact. on the other hand, john wick refused santino’s demand to kill his sister. santino said, a marker is not small thing john. what santino means here is, the luxury house where john wick lives and all of the things inside it are santino’s gift for him. santino gave it all to john wick because of that marker . john w i ck replied, take it back. the fact is john wick does not want to kill people again. therefore, santino warned john wick that the marker is really important and it is the thing that a hit man should afraid of. everybody who has bound by the marker must obey the rules. by saying that utterance, santino war ned john wick that he still has an obligation to do his job as a hit man. 3.2 threat threat is an expression of an intention to inflict pain, injury, punishment or evil. it is a statement in which speaker tell someone that speaker will cause them harm or trouble if they do not do what speaker want. there are twelve utterances which categorized as threat found in the movie john wick chapt er 2 . the selected examples can be seen as follows: da ta 4 abra m’s subordinate : so we’re giving everything up for a car? abra m : it’s not just a car. it is john wick’s car. abra m’s subordinate : oh commissive speech act in the movie john wick chapter 2 | 5 (00:04:08 – 00:04:16) the conversation is between abram and his subordinate when they were on duty in abram’s headquarter. this conversation is about john wick’s car that currently among their inventories. john wick’s car was stolen by losef tarasov. when he stole john wick’s car, he also killed his dog. f or t hat reason, losef tarasov and his father were killed by john wick. abram is losef tarasov’s uncle who has crime business in new york city. abram’s utterance can be categorized as a threat since it is threatening to know that it is not just a car but it is john wick’s car. abram used that statement to inform his subordinate to be aware because john wick will come to inflict pain or injury to take his car back. he i s a famous hit man also known as bogeyman, for that reason abram says it’s not just a car. it is john wick’s car. it’s obvious that they will be in trouble. da ta 5 sa ntino d’antonio: you came to me. i helped you. if you don’t do this, you know the consequences. (00:22:21 – 00:22:30) this conversation is in john wick’s house where santino visited john wick to ask for a demand. i t is santino’s right to ask john wick due to the marker they have. if john wick dishonoured the marker, i t means he breaks the rules and he will get the punishments in underworld crime that governed by the high table. when santino threaten john wick, he used imperative sentence. santino told john wick that if he did not fulfil the demand, he will get the consequences. the utterance can be categorized as t hr eat since santino gives an expression with an intention to inflict pain and punishment to john wick. if john wick did not do it, he will be in trouble. santino wants john wick to do what he want s and t her e i s no reason to refuse it. he wants to make john wick fulfilled his demand by reminding him the consequences he will get once he broke the rules and forgot about the marker. da ta 6 john wick: i have no choice? winston: you dishonour the marker you die. you kill the holder of the marker you die. you run, you die. (00:29:28 – 00:29:32) the conversation is between winston and john wick in continental ground new york city. they talked about the consequences if john wick broke the marker. winston as john wick’s friend gave an advice to john wick not to take a wrong decision. there is no way that john wick can be fr ee f r om t he marker which finally force him back to be a hit man. winston used imperative sentence to threaten john wick. he wants to tell john wick to avoid dangerous situation which put his life and family at risk. winston utterance can be categorized into threat since it tries to threaten john wick by describing the consequences of his decision if he dishonoured the marker. the only way he could free from the mar ker is by honouring the marker, following what the holder of the marker wants and completing his job. 3.3 promise promise is an oral or written agreement to do or not to do something. it is an utterance used to remind the speaker about something to be done in the future. there are three utterances which categorized as promise found in the movie john wick chapter 2. the selected examples can be seen as follows: da ta 7 aurelio : john, what the hell? i thought you love this car. john wick: what do you think? aurelio : your motor’s a bout to fall out a nd, the chassis’ a ll bent up, the… the driveshaft is a ll destroyed. and i don’t know if you noticed, but you got a crack in your windshield. i mean…. what do i th ink? i could fix it. john wick: thanks for finding her. aurelio : not a problem, man. just made a few calls. no big dea l. john wick: let me know when it’s fixed. aurelio : all right. it will be ready christmas. 6 | i wayan juniartha, desak putu eka pratiwi, i made yogi wijaya lingual (vol. 10, no.2, 2020) (00:17:23 – 00:17:47) this conversation took place in john wick’s home between aurelio and john wick. they talked about the car of john wick. aurelio is john wick’s friend who own a garage and also works at underworld crimes in new york city. aurelio came to john wick’s house to see the condi t i on of john wick’s car and took it to his garage to repair it. aurelio also helped john wick to find his car which stolen by abram’s nephew. aurelio’s utterance can be categorized into promise since he declared something to john wick t hat he will do in the future. he gave assurance to john wick to fix his car. he promised that the car wi l l be ready on christmas. when aurelio saw john wick’s car for the first time, he was shock since it was badly broken, yet he knows john wick really loves his car. aurelio explained the problems of the car. when john wick said, let me know when it’s fixed, he persuaded aurelio to promise him. then a urel i o replied, it will be ready christmas, to show his commitment and the action that he will do in the future. da ta 8 ca sia n : i’ll ma ke it quick. i promise. john wick: i a ppreciate that. i’ll try a nd do the same. (01:07:29 – 01:07:38) the conversation between john wick and casian took place in a bar at rome continental gr ound. at that moment, john wick just finished his mission to kill giana d’antonio. casian is al so a hi t m an and the body guard of giana d’antonio and they have special relationship. he is so mad with john wick and wants to revenge. casian used declarative sentence since he declared something that he will do to john wick in the future. it can be categorized as promise since casian commits himself about something that he will do in the future. he promised to kill john wick because john wick kills giana d’ a nt oni o . casian says i’ll make it quick. i promise. it means that he will kill john wick as soon as possible. afterwards john wick replied, i appreciate that. i’ll try and do the same, to show that he is not afraid of it. 3.4 refusal refusal is the act of refusing, denial of anything demanded, solicited, or offered for acceptance. there are three utterances which categorized as refusal found in the movie john wick chapter 2. the selected examples can be seen as follows: da ta 9 sa ntino d’antonio: for a man to gra nt a marker to a nother, is to bind a soul to a blood oath. john wick : find someone else. (00:21:59 – 00:22:10) this conversation took place in john wick’s house when santino came and asked him to kill his sister. they do not have any special relationship instead of business partner. john wick refused santino’s demand by saying, find someone else. it can be categorized as refusal since john wick did not want to do santino’s demand. john wick did not want to do that because he has retired. he retired because of his wife who has passed away. he did not want to be a hit man anymore since it made him having so many enemies and putting his wife and family in danger all the time. da ta 10 john wick : i’m a sking you don’t do this sa ntino d’antonio: i’m sorry. no one gets out and comes back without repercussion (00:21:12 – 00:21:22) the conversation is between santino d’antonio and john wick. santino kept forcing john wick t o kill his sister yet john wick did not want to do it. he told santino not to do this. however, santino refused it by saying, no one gets out and comes back without repercussion. santino’s utterance can be categorized into refusal since santino did not want to accept john wick’s suggestion. by saying that expression, santino refused john wick’s suggestion and he wanted john wick to accept his demand to kill his sister. it means that john wick is not allowed to retire from being a hit man before he compl et ed his job. commissive speech act in the movie john wick chapter 2 | 7 iv conclusion this study analysed types of commissive speech acts in john wick chapter 2 movie and the meaning of its utterances. there are 25 data of commissive act found in john wick chapter 2 movie. the finding shows that there are four types of commisive speech acts, which predominantly used by t he characters in the movie john wick chapter 2, they are: warning (48%), threat (28%), promise (12%) and refusal (12%). warning is utterance that has purpose for other to be careful. threat is an expr essi on of an intention to inflict pain, injury, punishment, or evil. promise is an utterance used to remind t he speaker about something to be done in the future time. refusal is an act of the speaker in ref using, denial of anything demanded, or offered for acceptance. each character in this movie has different emotion when they deliver the utterances depend on the context of situation, the topic that being discuss, the participants, and language role. among four types of commissive speech act, warning is the most dominant type which found in this movie. this type became more dominant than the others due to the genre of this movie, which is a thriller action movie. thriller action movie is a blend of either action and thriller movie in which the protagonist confronts dangerous adversaries, obstacles, or situations that must be conquered. when the characters used commissive utterances, they determine what they wi l l do in the future time. through warnings, they make statements and tell people about possible danger, problem or any other unpleasant situation that might happen. references halliday, m.a k and hasan, ruqaiya. 1989. language, context and text. washington: oxford university press. mifflin, houghton. 2003. dictionary of the english language. retrieved from http://www.freedictionary.com, accessed on november 12th 2019. searle, john r. 1979. expression and meaning. cambridge: cambridge university press. thomas, jenny. 1995. meaning in interaction: an introduction to pragmatics. london: lancaster university yule, george. 1996. pragmatics (oxford introduction to language study). new york: oxford university press. an analysis of context of culture and context of situation in obama’s speech text samsudin, sukarismanti institut ilmu sosial dan ilmu budaya samawa rea, sumbawa, ntb syamsamsudin18@gmail.com, sukarismanti@gmail.com abstract functional systemic linguistics studies the meaning of texts. in understanding the meaning of the text, it needs the involvment of situation context and cultural context. the aim of this research is to analyze the speech text conveyed by barack obama in terms of situation context and cultural context. this research used descriptive qualitative approach as research design. technique of data analysis uses the context of situation and cultural context analysis as formulated by suzanne eggins (2004) and halliday and hasan (1985). the result showed that situation context is determined in terms of field, tenor, and mode. the field of the text is about description of the problems faced by american state and how to solve those problems. the tenor of this text describes that relation between barak obama and the audience is not equal. the mode of the text shows that the text was conveyed orally and rewriten by the journalist in the form of written text. then, the cutural context is determined in terms of the word choice in making the meaning of the text. in addition, cultural context is also detemined by the genre and the purpose of text. thus, it is analitical text whose purpose is to give the new hope and the solution to crises happening in america. keywords: context of culture, context of situation, speech text i introduction english is used in academic field where it is used as a means of communication in education whether in the oral or written form. in a written speech text, language in specific english text will be used to persuade, influence, and give information to societies or audiences toward the content and the purpose of speech which is delivered by the speakers. in political speech, the the puspose of speaker i s how to influence the audiences to follow and to take action toward what the speaker wants. the wr i t t en text of political speech is not only in indonesian text but also english one. they can usall y be f ound i n some media, such as newspaper, internet, magazine, etc. the english text as a language found in the speech text has two functions; as a means of transaction and interaction. first, transaction means a language, english texts, is used to express an ‘information’ or idea from the speaker or writer to the listener or reader. it is also called ideational meaning (halliday, 1994). second, interaction means a language, english texts, is used to express a social and personal relationship such as: feeling, mood, and attitude. halliday (1994) called this, interpersonal meaning. besides, using languuage in political speech also has two types of function, they are as informationa and transformation. information means that a speech is used to give information or make societies khow what speaker wants and what the cont ent of political speech is. then, transformation means that the polotical speech is used to change the soci et i es’ mind by purposing to make societies follow the concept or the content of speech. however, for the speakers who give a political speech should have good understanding of the context of situation and culture of a society or community where the they live in. therefore, the most important thing should pay attention for speaker is know the societies socio-cultural condition because knowing those condition will centaintly affect the speakers’ need. speech is expressed through language that functions to convey information, transformation, and interaction, so in composing speech content must be appropriate in accordance with the context. according to saragih (2006: 23), context is the internal aspects of the text and everything that externally encompasses the text. saragih also said that language is a social phenomenon which manifests itself as a social semiotic and language is a text that is contextual (determines and refers to one another) with a social context. functional systemic linguistics (lsf) is a flow of functional language studies that examines the meaning of texts. this flow develops a theory of language by looking at language as a social process. i n other words, the genre seeks ways in which the language used by humans is arranged in different contexts (context of situation and cultural context). in addition to the context of the situation, a text is also built by the cultural context. cultural context refers to the values shared by a group of peopl e ( t he community). halliday (1994) says that each actual context of the situation, the arrangement of certain fields, the involvment and the means that have formed the text, is not a collection of random features, mailto:syamsamsudin18@gmail.com mailto:sukarismanti@gmail.com 2 | samsudin, sukarismanti lingual (vol. 10, no.2, 2020) but rather a whole as a package that is typically coupled in a culture. therefore, functional systemic linguistics is seen as relevant for studying political speech texts related to the disclosure of the context of the situation and cultural context. there are some previous researches relates to this research, such as a research was conducted by hemmam (2006) entitle context of situation contained in english commercial advertisement. this research analyzed the context of situation in commertial advertisement texts. the context of situation which is analyzed is field, tenor, and mood. while another research is a research conducted by rosmawaty (2011) entittle tautan konteks situasi dan konteks budaya: kajian linguistik sistemik fungsional pada cerita terjemahan fiksi halilian. this study used an approach proposed by tar i gan (1992:7) with the purpose is to reveal the social construction, comprising men’s and women’s posi t i ons and roles in society. thus, based on the two previous research above, it can be concluded that the research conducted by hemmam focuses on context of situation only and rosmawaty tried to reveal social construction, comprising men’s and women’s positions and roles in society. this means t hat she used other approach to analyze context of situation and context of cultura. while this research tries to analyze political speech using approaches used by hemmam and rosmawaty. the above phenomena are interesting to be studied in specific english written texts used in speech text. by using english written texts as a medium of international communication whether in formal situation, informal situation, and media will arise sosme problems especially for indonesian people. one of the problems is that there will be difficulties for indonesian people to understand the texts whether grammatically or semantically. then, other problems are about the context of situation and culture contained in english text. based on the description above that this research aims to analyze the political speech text conveyed by barack obama using suzanne eggin’s theory (2004) in a book entitled an introduction systemic functional linguistics (second edition) and halliday and hasan (1994) in a book ent i t t l ed a n introduction to systemic functional linguistic. this means that this research analyzes context of cultur e and context of situation. ii materials and method in order to get the finding of this research objectively, the writer performed a resear ch, pr ovi ded with the descriptive qualitative approach. the data used is in the form of discourse, sentence, phrase and words gained from english political speech text taken from intenet. method of data collection is documentation. technique of data analysis uses the context situation analysis as formulated by suzanne eggins (2004) and halliday and hasan (1985:14). iii results and discussion context is the internal aspects of the text and everything that externally surrounds it. this cont ext analysis covers the context of the situation and cultural context. if the cultural context is the basis for understanding the translated text, the situation under study is limited to the main components, field, tenor, and mode. field refers to what is happening in the text and the nature of social processes: what the participant is doing by using language as the medium, or as 'the social action'. tenor or i nvol vem ent i s 'the role structure' refers to who is involved in the social event, the nature of the participants, social status and role. mode or means is 'the symbolic organization' referring to the part played by the language. this concerns the participants' expectations by using language in certain situations: the symbolic organization of the text, its status, its function in context, the channel (channel): written or oral or a combination of both, the rhetorical means: persuasive, expository, didactic, and the like. an analysis of context of culture and context of situation in obama’s speechtext | 3 3.1 context of situation picture 1. part of obama’s speech situa tion description field : it refers to the subject matter a nd it may b e similar to certain uses of the term domain in computational linguistics: what is ha ppening, to whom, where and when, why it is ha ppening, a nd so on. thus, the field is a bout obama’s second inauagral speech as 44th president of the united states. this speech happened in america on 21 ja nuary 2013 and this speech wa s conveyed by barac obama as a president in front of the american citizen. tenor : it refers to the social rela tion existing between the interactants in a speech situation. it includes rela tions of formality, power, a nd a ffect (manager/clerk, father/son). tenor influences interpersonal choices in the linguistic system, a nd thereby it a ffects role the structures a nd the strategies chosen to a ctivate the linguistic exchange. the tenor of this text is tha t barak obama is a s new president of united sta tes of america in which he pursued american citizen to strugle to end the economic crisis fa ced by america n citizen. while the citizens or a udiences a re goverment or civil societies of america. mode : it describes the wa y the la nguage is being used in the speech interaction, including the medium (spoken, written, written to be spoken, etc.) a s well a s the rhetorical mode (expository, instructive, persua sive, etc.). therefore, this text was conveyed in spoken using written text a s guidance. 3.2 field of the text the above text informs the readers or the audiences who attend the inaugural ceremony. the inaugural speech was conveyed by president namely barack obama in white house and in front of the american people. first, the description of the speech content is clearly expressed in the language through of process that are being written about, which are all processes of either existence and condition. in this case, the president, barack obama, described the american condition after taking inaugural. the description of their condition tells the audiences or american people about what they face and what should be done to face their condition. besides he described their condition, he asks all american people to face all problems such as healt, education, economic, the worker, and etc. thus, this text tries to persuade american people to follow what the speaker wants. in addition, this text gives information about the real condition faced by american people. therefore, this speech text is extremly impor t ant t o read by his citizen as transaction of information. 3.3 tenor of the text the interaction between speaker and the audiences or the readers is most directly expressed in terms of the person selections in the grammar. the speaker and readers have different posisions and functions namely as a goverment and citizen. however, in this particular readers’ grammar is at this position as subordinate. they refer to readers more than two readers or many as you and the speaker as representation of govement which hired it uses the pronoun we. the goverment is more powerful because it determines the policy to the readers who are less powerful and they have obeyed al l pol i ci es which are made up by the goverment. the powers of the goverment can also can seen from the mood. later on, tenor of the text can be broken down into tree aspects such as, power, contact, and affective involment. in order to get better understanding tenor of the above text, it will be explai ned as f ol l ows: first, power; the power continuum of the text above is unequal power. it means non reci pr ocal power like goverment / citizen. in this context the speaker is more powerful rather than the readers. second, 4 | samsudin, sukarismanti lingual (vol. 10, no.2, 2020) contact; the contact continuum of this text is occasional because between the speaker and the readers do not see each other directly (unseen). they have different time and place in writing and reading of the text. third, affective involvement; the affective continuum of this text is formal situation. it can be identified by the situation such as formal, hierarchic power, infrequent, or one – off contact, low affective involvement. while the language used in formal situation can be characterized such as, neut r al lexis, formal lexis (full forms, no slang), titles, no name, etc. 3.4 mode of the text the mode is, of course, written language, planned or un-spontaneous text. the written language i s clearly expressed in the statement forms, the statement informs and persuades the readers, obama’ speech text is a text that describes the real contdition of america state and how to solve their probl em s. further, related to the mode, martin (1984) describes two different types of distance in the relation between language and situation. the writer will express the situation in the following: 3.4.1 spatial/interpersonal distance this continuum ranges situation according to the possibilities of immediate feedback between interactants. spatial/interpersonal is not visual, aural, and feedback. in other word, the text is written text. thus, the writer/speaker and the reader/audience does not meet each other. the text uses modern communication mode such as, faxes, telexes, and electronic, magazine, etc. 3.4.2 experiential distance the continuum of experiential distance means the ranges according to distance between l anguage and social process. this text informs about recounting experience like report in newspaper. in experiential distance is commonly divided into two poles, language accompanying social process, call ed language as action. on the other hand, language constituting social process, called language as reflection. the text of this speech tends to use language as reflection. it means that the writer reflects hi s intention in order to attract the readers through the language. by the language constructed, t he speaker will influence the audiences to solve the problems faced by the american people. aside from the situation, there are also two more linguistics features that are highly sensitive to mode variation: the degree of grammatical complexity, and the lexical density of the language chosen. 3.4.3 nominalization this text was conveyed the president, barack obama, after taking inaugural. it is dominantly spoken text although in written form. in order to get better understanding, in the following the wr iter analyzes it clearly by taking one paragraph as an example: so it has been.// so it must be with this generation of americans.// that we are in the mi dst of crisis is now well understood.// our nation is at war, against a far -reaching network of violence and hatred.// our economy is badly weakened, a consequence of greed and irresponsibility on the part of some, but also our collective failure to make hard choices and prepare the nation for a new age.// homes have been lost; jobs shed; businesses shuttered. / / our health care is too costly; our schools fail too many; and each day brings further evidence that the ways we use energy strengthen our adversaries and threaten our pl anet . / / these are the indicators of crisis, subject to data and statistics.// less measurable but no less profound is a sapping of confidence across our land — a nagging fear that am er i ca’ s decline is inevitable, and that the next generation must lower its sights.// today i say to you that the challenges we face are real.// they are serious and they are many.// they will not be met easily or in a short span of time./ /but know this, america — they will be met.// on this day, we gather because we have chosen hope over fear, unity of purpose over conf l i ct and discord//. in the first sentence, it consists of one uncomplete sentence. becuase this sentence is the transciption of speaker’s statement. in this case, such sentence is spoken form. then, in next sentence, the speaker uses two be namely are and is. it means that in formal written text it is called as a sentence i s not good enough. however, in a spoken form the audiences do not affect the meaning of the text at all. it means that in understanding the text either wittern form or spoken form involved the context of situation and context of culture. then other sentences, there will actually be nominalization of the verb used in an analysis of context of culture and context of situation in obama’s speechtext | 5 every sentence but they are mostly using human actors lied on the first sentence such as, we, t hey, you, and i. moreover, in this text, the speaker frequently uses spontaneous speech formations such as, i say to you, they are serious, they are many, they will not be met easily, they will be met, we gather, and we have chosen hope. those expressions show to the readers that it seems visual contact, aural, and immediate feedback. in short, there is no nominalization in the text and there is a spoken language f or m even though the speech is composed in written form. 3.5 context of culture the analysis of context of cultures focused on the genre of text and the purpose of text itself. there are many types of text that we can produce namely genre of the text and the prupose of t he t ext . thus, the text choosen above is about president obama’s second inaugural speech. the genre of the text : ana litical text the purpose of the text : ba rack obama gives the new hope to unite state of america that new president can end to petty grievances a nd false promises, the recriminations a nd worn -out dogmas, that for fa r too long have strangled american politics a nd gives solution about crisis ha ppening in america. iv conclusion context is the internal aspects of the text and everything that externally surrounds it. this cont ext analysis covers the context of the situation and cultural context. thus, context of situation i s l i m i t ed t o description of field, tenor, and mood. based on the descritpion above, it can be concluded that t he f i el d of this text is about barack obama’s second inauagral speech as 44th president of the united states. this speech was happened in america state on 21 january 2013 and this speech was conveyed by bar ac obama as a president in front of the american citizen. then, the tenor of this text is that barak obama is as new president of united state of america in which he pursued american citizen to strugle to end t he economic crisis faced by american citizen. while the citizens or audiences are american people both goverment or civil societies. and the last is mood. mood describes the way the language i s bei ng used in the speech interaction, including the medium (spoken, written, written to be spoken, e t c. ) as wel l as the rhetorical mode (expository, instructive, persuasive, etc.). therefore, the mood of this text is conveyed in spoken using written text as guidance. then context of cultural in this reseach focuses on the genre of text and the purpose of text. thus, the genre of the text is analitical text because cont ent of the text is description of the real american condition and how to solve the problem faced by the american people. then, the purpose of the text barack obama gives the new hope to unite state of america that new president can end to petty grievances and false promises, the recriminations and wornout dogmas, that for far too long have strangled american politics and gives solution about crisis happening in america. references eggins, suzanne. 1994. an introduction to systemic functional linguistics. london: pinter publisher. halliday, m.a.k.1994. an introduction to functional grammar. new york: edward arnold. hemmam. 2006. context of situation contained in english commercial advertisement. unnes: unpublished thesis rosmawaty. tautan konteks situasi dan konteks budaya: kajian linguistik sistemik fungsional pada cerita terjemahan fiksi halilian. litera 10. 1 (76-86) 2011 saragih, amrin. 2006. bahasa dalam konteks sosial. medan: pps unimed. elliptical sentences in open file a cliff hardy novel by peter corris putu mesia pertiwi, i gusti bagus wahyu nugraha putra, i. b gde nova winarta mahasaraswati university, denpasar pertiwimesia@gmail.com, wahyunugraha1980@yahoo.com, gusdnova@gmail.com abstract ellipsis is a branch of syntax that studies about elimination of words to avoid repetition in a sentence. this study concerns the types of elliptical sentence and analyze the constituent structures of sentences in the novel by peter corris in title open file a cliff hardy. this study applied the theory proposed by quirk and greenbaum (1973) to find out the types of elliptical sentence and the theory from brown and miller (1991) to analyze the constituent structure of a sentence. the data were collected by documentation method and analyzed descriptively by means of a qualitative method. the finding shows that there are five types of elliptical sentences of which the most dominant is ellipsis of subject (and auxiliary). keywords: elliptical sentence, sentence structure i introduction language is very important in our life; by language we can conduct communication with other people. in this world there are various languages and english being one of them used in almost all countries and it becomes an essential thing. in using this language, we often make repetition of words that we do not even need to include a replacement for a word or expression that has alr eady been sai d. ellipsis is a branch of syntax that studies an elimination of repetitive words. an elliptical sent ence i s a shorter sentence that has been omitted, but maintains the same meaning to reduce word or words to make it more simply. it is important to know that we can learn how to combine rep etition of words without changing the meaning. novel is a kind of written text that employs ellipses. ii materials and method the data source of this study was taken from novel written by peter corris entitled “open f i l e a cliff hardy” (year). the data were collected by using documentation method. through reading the novel intensively. taking a note of the data which is considered to be ellipsis, then they were classified into types of ellipsis which consist of: ellipsis of subject (and auxiliary), ellipsis of auxiliary only, ellipsis of predicate or predication, ellipsis of whole of predication, auxiliary in predication, ellipsis of direct object or subject complement, ellipsis of head of noun phrase and prepositional complement, and ellipsis of adverbial. this study used two theories to answer the problem, they are the theory pr oposed by quirk and greenbaum (1973) to answer the problem of what types of elliptical sentence and the theory proposed by brown and miller to answer the problem how the constituent structure of the sentence. iii results and discussion this study found five types of elliptical sentence. they can be seen below: no. types of elliptica l sentence qua ntity percentage 1 ellipsis of subject (and a uxilia ry) 189 94,5% 3 ellipsis of predicate or predication 8 4% 4 ellipsis of whole predication 1 0.5% 5 ellipsis of direct object or subject complement 1 0.5% 6 ellipsis of hea d of noun phrase a nd preposition complement 1 0.5% mailto:pertiwimesia@gmail.com mailto:wahyunugraha1980@yahoo.com mailto:gusdnova@gmail.com 2 | tota l 200 100% table 1. types of elliptical sentence 3.1 ellipsis of subject (and auxiliary) ellipsis of subject (and auxiliary) is the subject of sentence is ellipted if the subject is identi cal . i n the open file a cliff hardy by peter corris 189 data of ellipsis of subject (and auxiliar y) wer e f ound. only one selected example is illustrated below: da ta 1: he subbed out the ciga rette a nd shuffled a pile of pa pers on his desk this sentence is categorized as ellipsis of subject (and auxiliary), originally the sentence is he subbed out the cigarette and (he) shuffled a pile of papers on his desk, however after being om i t t ed t he sentence becomes he subbed out the cigarette and shuffled a pile of papers on his desk. the subject (he) in the second clause is ellipted. therefore, this sentence can be categorized as ellipsis of subject (and auxiliary. constituent structure of sentence can be seen as below: s s conj. s np vp s pp pro v np np vp prep. np det. n pro v np pp det. np det. n prep. n he subbed out the cigarette and (he) shuffled a pile of papers on his desk the type ellipsis of this sentence is ellipsis of subject (and auxiliary). the sentence has two claus es which are leftmost s and rightmost s then they are separated by conjunction and. those clauses have noun phrase constituents (np) and verb phrase constituents (vp) as the branches of s. the noun phr ase (np) constituent is he that the realized items is in the leftmost s meanwhile the constituent noun ph r ase (np) in the rightmost s is empty. therefore, this sentence is categorized as the ellipsis of subject (and auxiliary). 3.2 ellipsis of predicate or predication ellipsis of predicate or predication is the types of ellipsis if the predicate or predication is elli pt ed. the subject maybe ellipted as well. in this study there were 8 data found. the selected data are as follows: da ta 2: i met watson a nd a detective named constable kate cafarella a t the mona va le police station the sentence above is classified into ellipsis of predicate or predication that has two clauses and separated by conjunction and. originally the sentence must be i met watson and (i met) a detective named constable kate cafarella at the mona vale police station; however, after being ellipted the sentence becomes i met watson and a detective named constable kate cafarella at the mona vale police station. the word i as the constituent of noun phrase and met as the constituent of verb are empty in the second clause to avoid repetition. therefore, this sentence is classified into ellipsis of predicat e or predication. the constituent structure of sentence is represented below: s s conj. s np vp np vp pro v np pro v np s1 n det. n comp. s np vp np pp n v n prep. np det. n i met watson and (ɵ) (ɵ) a detective (ɵ) (ɵ) named constable kate cafarella at the mona vale police station the mother nodes s broke into two branches which is leftmost s and rightmost s. the l ef t m ost s has branches which is noun phrase (np) and verb phrase (vp). immediate constituent noun of noun phrase is i and constituent verb phrase (vp) has two branches they are verb and noun phrase, the immediate constituent verb of verb phrase is met and noun phrase is watson then the rightmost s also has two branches which is noun phrase (np) and verb phrase (vp), however because of the empty of the noun and verb therefore it is symbolized by using symbol (ɵ). 3.3 ellipsis of whole of predication ellipsis of whole of predication is the predication is ellipted completely. the data found in this study is 1 data. da ta 3: i had to hope she wouldn’t mention faxes and she didn’t the sentence has two clauses that are separated by conjunction and. the ellipsis of whole of predication occur in the second clause, the real construction must be i had to hope she wouldn’t menti on faxes and she didn’t (mention faxes). meanwhile after being ellipted the sentence becomes i had to hope she wouldn’t mention faxes and she didn’t. the whole of predication of sentence is the verb ellipted and accompanied by the noun phrase. explanation of sentence structure is portrayed below: s s conj. s np vp np vp n aux v s1 n aux neg. v np comp. s n np vp n aux neg. v np n i had to hope (ɵ) she would n’t mention faxes and she did n’t ( ɵ) (ɵ) from the tree diagram above, it can be seen that the mother nodes s is separated into leftm ost s and rightmost s. braches of leftmost s is noun phrase (np) and verb phrase (vp), immediate noun of noun phrase is i, then the constituent verb phrase has three branches they are auxiliary (aux) , ver b ( v) and s1. in the s1 there were independent clause explained she wouldn’t mention faxes. word she as t he 4 | constituent of noun phrase, would not as the constituent of auxiliary and negative, then mention faxes as the constituent of verb and noun phrase and becomes the whole predication. meanwhile, the rightmost s is she didn’t as the constituent of noun phrase and auxiliary. however, the empty of constituent verb and noun phrase is indicated by using symbol (ɵ). that mean the constituent is ellipted. 3.4 ellipsis of direct object or subject complement ellipsis of direct object or subject complement is the direct object or subject complement is ellipted. in this study there were only 1 data found. da ta 4: the bonus wa s useful, the publicity wa sn’t the sentence above is categorized into ellipsis of direct object or subject complement because t he subject complement in the second clause is ellipsis. the first sentence is the bonus was useful, whil e t he second clause is the publicity wasn’t. the subject complement of useful is ellipted alone. if the ellipsis does not occur in the sentence, the real sentence must be the bonus was useful, the publicity wasn’t useful. the constituent structure of sentence can be seen as below: s s conj. s np vp np vp det. n v adj. p det. n v neg. adj. p adj. adj. the bonus was useful , the publicity was n’t ( ɵ) the diagram above first expanded into two branches which is leftmost s and rightmost s, in the middle is sign coma (,) that separated the clause. leftmost s has two branches which is noun phrase (np) and verb phrase (vp), the bonus was useful. the bonus is the constituent of noun phr ase and was useful is the constituent of verb phrase, was is constituent of verb and useful is constituent of adj ec t i ve. while the publicity wasn’t is the constituent of rightmost s, which the publicity is the constituent of noun phrase and wasn’t is the constituent of verb phrase. however, the constituent of adjective is em pt y and it is indicated by symbol (ɵ) that means the constituent is ellipted. 3.5 ellipsis of head of noun phrase and prepositional complement ellipsis of noun phrase and prepositional complement is the noun of noun phrase and pr eposi t i on of object is ellipted. in this study only 1 data found. the representative of data can be seen below: da ta 5: i tell you some things a nd you do the same the sentence above is categorized as ellipsis of head of noun phrase and prepositional complement; if the process of ellipsis does not occur in the sentence the real sentence must be i t el l you some things and you do the same (things). in the second clause the head of noun phrase which i s t hi ngs is ellipted. therefore, this sentence is categorized as ellipsis of head of noun phrase and prepositional complement. s s conj. s np vp np vp n v np np n v np n det. n det. adj. p n i tell you some things and you do the same (ɵ) the tree diagram above shows that the mother nodes s is expanded into two branches which is leftmost s ad rightmost s. constituent of leftmost s is i tell you some things. i is the constituent of noun phrase and tell you some things is the constituent of verb phrase. the head of noun phrase is (things). you do the same is the constituent of leftmost s; you is the constituent of noun phrase and do the same i s the constituent of verb phrase. however, the constituent of (things) as the head of noun phrase is em pt y. therefore, it is indicated by using symbol (ɵ) iv conclusion this study analyzed types of elliptical sentence in open file a cliff hardy by peter corris and t he constituent structure of sentence. there are 200 data of elliptical sentence, the finding shows t hat t her e are five types of elliptical sentence, they are: 94,5% of ellipsis of subject (and auxiliary), 4% of el l i psi s of predicate or predication, 0.5% of ellipsis of whole of predication, 0.5% of direct object or subject complement and 0.5% of head of noun phrase and prepositional complement. ellipsis of subject (and auxiliary) is the subject alone ellipsis in the sentence to avoid the repetition of subject, ellipsis of predicate or predication is the first part of predicate or predication ellipted. ellipsis of who le of predication is the predicate ellipted and accompanied by the noun phrase or other complement , el l i psi s of direct object or subject complement is the direct object alone is ellipted, and the ellipsis of head of noun phrase and prepositional complement is the noun of noun phrase and preposition of object is ellipted. among six types of elliptical sentence, ellipsis of subject (and auxiliary) is the most dom i nant types of ellipsis found in this study. this type became more dominant than the other due to the f act t hat character use in the sentence is the same in order to avoid repetition of subject in the sentence. references keith, brown, & miller. (1991). syntax: a linguistics introduction to sentence structure. great britain. harper collins academic. quirk, & al., r. e. (1973). a grammar of contemporary english. london: longman. quirk, r., & greenbaum, s. (1973). a university grammar of english sudaryanto. (1993). metode dan aneka teknik analisis bahasa (pengantar penelitian wahana kebudayaan secara linguistics). yogyakarta: duta wacana university press. indonesian folktales in english: media to integrate local wisdom in efl classroom muhammad fadhli universitas bengkulu mfadhli@unib.ac.id abstract indonesia has a lot of folktales as one of the precious cultural heritages that must be preserved. a folktale provides cultural knowledge and moral lessons as one type of literary text. using indonesian folktales in english as teaching materials in the classroom of english as a foreign language (efl) will contribute a great deal to the growth of the linguistic and cognitive skills, cultural understanding and moral values of students. this paper focuses on some of the benefits and considerations of using indonesian traditional folktales in english as a teaching aid in the efl classroom. keywords: folktales; efl classroom; culture knowledge i introduction indonesian traditional folktales are one of the most important cultural heritages. indonesian folktales must be taught to students in order to save the folktales from extinction. as one form of literary text, traditional folktales are precious because they represent a country's national cultural identity. anderson (1991) states that national cultural identity is a major element of a nation's life. in line with this, in order to prevent extinction as a result of globalization and commercial entertainment, cigay (2010) notes that folktales, myths and legends need to be preserved in this digital era. one way to introduce traditional folktales to learners is to use them in english subjects as teachi ng materials. english teachers can incorporate cultural knowledge and moral values as well as some language elements through indonesian folktales in english as learning material in the efl classroom. folktale exists in the form of stories that offer meaningful cultural identity of message and material (harun & jamaludin, 2013). accordingly, fuhler, farris and hatch (1998) note that fol kt ales can hel p students grasp the reality of human diversity and increase their empathy for people from other cul t ures. in addition, as cited in prastiwi (2013), citraningtyas (2012) states that local material, particularly in the form of folktales could promote the development of national identity and enhance the awareness of national culture for students. in line with this, prasetyo (2016) stated that it is not only beneficial to maintain the cultural heritage to provide folklore, but also beneficial to help efl students study english, help them gain cultural acquisition, and give them positive values to their character building. some scholars have carried out studies on the teaching of english using folktales. alim (2011) found that folktale has dual roles as a linguistic setting that provides a cultural context for the l anguage used and the social environment. prastiwi (2013) found that in the teaching of english as a foreign language, the use of local cultural material serves two purposes: to encourage mastery of the target language (l2) while also allowing teachers to fulfil their duty to teach local culture. additionally, ismail (2019) found that the use of folklore stories offers genuine reading resources that give students the opportunity to emotionally intermingle with the text and involve themselves personally. besides, several studies have been carried out on several aspects of folktales such as cultural-historical aspects (cubitt, 2006; dundes, 2007; gottschall et al., 2004), philological-literary aspects (babalola & onanuga, 2012; hamilton, 2012; lwin, 2010) sociological and psychological aspects ( haase, 1993; ragan, 2009; westland, 1993). based on the description above, this paper would specifically highlight some of advantages and considerations of using folktales as instructional materials in the classroom for english as a foreign language (efl). ii materials and method 2.1 folktales and cultural knowledge every country has its own folktales that represent its country's beliefs, customs, rituals, or val ues. folktales derive from the oral storytelling practices of the respective communities of groups of p eopl e, are known as fiction, typically timeless and placeless, usually tell the exploits of animal or human mailto:mfadhli@unib.ac.id 2 | muhammad fadhli lingual (vol. 10, no.2, 2020) characters, and contain traditional narrative motifs, such as supernatural enemies, supernatural hel per s, magic and marvels, tasks and quests, and common themes (norton, 1999). typically, the writers' nam es have been lost over time, but the stories live over repeated telling; they are passed on from one generation to the next to demonstrate a lesson, moral principle, belief or tradition that a specific folk culture considers extremely significant. in general, some stories have one or more of the following characteristic features. simplicity: folktales are simple stories of simple individuals. it is easy to understand the language. the definitions are transparent and clear. either good or evil, strong or weak, rich or poor, wise or stupid are the characters. it is easy to love or hate them, to value or to abhor them. the folk characters are straightforward and easy to understand. fantasy, magic and the supernatural: typically, folk tales contain one or more of these el em ent s. something very magical occurs in almost every folktale. trees and beasts talk. gods fall from the heavens and, in supernatural ways, alter everything. wizards, witches, fairies, or goblins m ay per f or m miracles or cause mischief. fantasy, sorcery, and supernatural intervention make a good story and appeal to the imagination of the reader in the course of ordinary events. customs, traditions and beliefs: folk tales remind individuals of their ancestral heritage. people are connected to their heritage and embedded in their past through customs, rituals and beliefs conveyed in folktales. and, hence, in the retelling of the stories, these cultural elements are passed on through t he generations. a moral: folk stories always contain a moral. in other words, they teach an important lesson about human nature that is clear and convincing. it is the moral lessons they teach that make them live through the centuries. parents use them to teach their children important lessons that will prepare them to live well with a deeper understanding of their fellow human beings. therefore, students may engage in their own cultures by using traditional folk stories in the efl classroom. they are ready to focus on the beliefs, aspirations, and practices of others with a greater degree of intellectual objectivity by exploring their own cultures, i.e. by examining the values, expectations, traditions, customs, and rituals in which learners unconsciously take part (straub, 1999). there are some advantages of teaching culture. tavares and cavalcanti (1996) note that teaching culture will improve the knowledge and interest of students about the target culture and their own and allow them to make comparisons between cultures. in line with this, thanasoulas (2001) notes that cultural teaching should make learners aware of speech acts, connotations, etiquette, acceptable or inappropriate conduct, and give them the opportunity to be a part of the target culture to act out. in addition, as quoted in thanasoulas (2001), tomalin and stempleski (1993) described some objectives of culture teaching as follows: 1) to encourage students to appreciate the fact that all individuals display behaviours that are culturally conditioned; 2) to encourage students to recognize that social factors such as age , gender , social status, and place of residence affect the ways people talk and act; 3) to encourage students to become more conscious of traditional behaviour in the target community in common circumstances; 4) to encourage students to lift their awareness in the target language of the cultural connotations of words and phrases; 5) to encourage students to build the capacity, i n t er m s of supporting evidence, to assess and refine generalizations about the target community; 6) to help students to develop the required skills to locate and organize target culture knowledge; 7) to st i m ul at e the intellectual curiosity of students about the target culture and to foster empathy for its people. there are a number of indonesian folktales that can be taught to students. english teachers may use folktales to explain the beliefs, traditions, rituals and principles of people from whom folk tales originate. moreover, the use of folktales is also very suitable for the incorporation of cultural knowledge and moral values into the efl classroom. for example, malin kundang, one of west sumatra's indonesian folk tales, contains some cultural knowledge and moral values. teachers can i llustrate the moral lesson of the story of malin kundang, for example: we must respect our parents. english teacher s may also explain by showing pictures of some west sumatra cultural knowledge, such as west s um at r a customs to go overseas (merantau), rumah gadang as a traditional west sumatra house, and other west sumatra tourist objects such as jam gadang. another example is the story of the legend of the prambanan temple of central java. through this story, a teacher can discuss the moral lessons of the story, such as "do not force our will on others, respect what others want." in addition, some cultural awareness can also be promoted through the story, such as the prambanan temple, which is a tourist destination while on vacation in yogyakarta, is the largest hindu temple in indonesia. the teacher m ay show a video or a picture of the prambanan temple when explaining the place for student s who ar e not from yogyakarta. by integrating cultural knowledge, students will improve their underst andi ng of t he indonesian folktales in english: media to integrate local wisdom in efl classroom | 3 sense of the indonesian philosophy of unity in diversity. it can also support the indonesian gover nm ent program to integrate local content and character building for students into the curriculum 2013 by integrating cultural awareness and moral values. 2.2 folktales and language aspects many experts agree that literary works such as folktales are ideal for use in language teachi ng. as cited in alim (2011), povey (1972) notes that literature can improve all language skills because it can expand linguistic knowledge by providing evidence of systematic use of vocabulary and complex and precise syntax. langer (1997) pointed out that literature could open possibility horizons, enabling students to challenge, interpret, interact and explore. additionally, taylor (2000) states that folktales match well with communicative strategies that concentrate on teaching language to express meaning. therefore, in addition to cultural awareness, the use of folktales as teaching media in the efl classroom can also contribute to enhancing the comprehension of language aspects of learners. folktales may allow learners to widen their vocabulary. for most language learners, vocabulary mastery is a common issue. it's almost impossible to ask students to memorize dictionary vocabulary, not just because of their ability, but also because of their motivation. they may not have a great intention of mastering the vocabulary if they are not curious about english learning materials. therefore, setting a context that encourages the effort of learners to memorize vocabulary will inspire their desire to understand and memorize the meaning of the material terms. a fascinating subject in a folktale can raise the curiosity of learners to be interested in the text. understanding the main idea or the subject of a folktale implies that the learners have carried out an exercise of brain storming that trains their mind to have a close relation with the subject matter. once learners feel the sense of inclusion in the text, they will be very willing to find out the meaning of difficult words. enriching the vocabulary of learners is very critical for promoting their success in english. i n t hi s case, learners have more flexibility within an appropriate context to perceive the meaning of a certain vocabulary. later, this comprehension will improve the ability of learners to guess the meaning of a difficult word from its context. later, teachers can help give the meaning of a certain word from the text to increase the word power of the learners and encourage learners to perform the following tasks, e.g. finding the synonym and the antonym of that word. learners may use those terms to create sentences in a more advanced class. this exercise promotes the understanding of the contextual sense of the term by learners as well as provides learners with specific experience or cultural interaction with language. this contextual and cultural awareness will make it easier for learners to appreciate the richness and diversity of the use of language. if it is well controlled, it can draw the interest of learners, and at the same time improve their language control. i t i s assumed that this approach makes the class more vibrant and engaging. the use of folktales can assist english teachers to explain grammar as one of the aspects of language. one language 's structure or grammar absolutely differs from the others. in language learning, this grammatical or structural problem also becomes another problem. learners may feel that 'too complex' is the grammar or structure of the language studied that is different from their native language. at least the use of literary works will minimize that 'complicated meaning' as they provide the r eal example of how to apply the grammar or structure rule in sentences. take the teaching of prepositi on as an example. theoretically, explaining it may lead to confusion for learners. by using literary works, if i t can be seen how prepositions are used in a particular story, preposition and its application can be m or e detailed and stronger. this method becomes more helpful by providing the real example of using preposition in a phrase and it leaves a clear impression on the mind of the lear ners. in teaching other grammatical aspects, such as document, tense, agreement, direct -indirect expression, etc., the same way can also be used. it is widely noted that the inability to teach gr am m ar i s due to the dense structure of the theory. in fact, the mastery of grammar theory by learners does not correlate favourably with their ability to apply the theory in a real language context. it is due to t he l ack of awareness of learners about the roles of the social setting as the context of the sentence. the obvi ous contribution of literary work to teaching english would be to reduce the ambiguity of the system as wel l as to offer the true social meaning. iii results and discussion teachers should take certain considerations as follows in order to get great benefits by using folktales in the efl classroom: 4 | muhammad fadhli lingual (vol. 10, no.2, 2020) language skills or aspects: in a syllabus and curriculum, teachers should consider the language skills or aspects that become learning goals. a proper collection of a folktale would be the first influential factor, since a folktale provides a wide variety of potential language skills. it is true t hat i t i s not easy to find precisely definite language skills in a folktale, as several language skills can be found i n a folktale. in this case, it should be done proportionally to prioritize or highlight the subject of discussion about related items. the level of learners’ comprehension: in using folktale in the efl classroom, the second quest i on is about the degree of understanding of learners. the reality indicates that learners are more interested i n certain items that they have appropriate knowledge of. the level of complexity of a text should, therefore, be considered by teachers. teachers may use two levels above and two levels below the comprehension level of learners. if the text is too simple for them to compel them to understand the text, teachers can simplify the words in a text. cultural content: it is common for a folktale to be rich in cultural material. the presence of this cultural content will give learners double benefits if a teacher will adequately explain the cultural content. therefore, a teacher can find some details about the folktale that will be demonstrated to the students in the classroom before using such folktales. a teacher can also ask the students to find out about more folktales that will be used in the next meeting by themselves or in groups, so t hat t hey can share their information and the teacher may lead the discussion. text size: text size also plays an important role both in improving the motivation of l ear ner s and in exploring the 'secret potential' of learners. the time allocation of the class operation shoul d be t aken into account when selecting the length of the document. a shorter text may be simpler to use because the time available for the class is more flexible. another explanation is that it offers more time and opportunities for students to pay more attention to the substance of the text in order to improve their understanding. iv conclusion using folktales in the efl classroom can contribute to developing the cultural knowledge of students, teaching moral values, and improving the vocabulary and grammar knowledge of students. by means of a traditional folktale, teachers can explain the traditions, customs, rituals, or values of a certai n region. since the folktale includes moral values, teachers can use the moral message of the folktale to advise their students. students need to know the meaning of words in the text to understand a folktale. i f they're interested in the material given, they will be inspired to find out the meaning. references alim, c. n. (2011). teaching indonesian as a foreign language through folk tales. proceeding of conference at the second annual international symposium of foreign language learning. 29-30 november 2011. anderson, b. (2006). imagined communities. london, united kingdom: verso books. babalola, e. t. & onanuga, p. a. (2012). atrophization of minority languages: indigenous fol kt al es t o the rescue. international journal of linguistics, 4(1), 158-173. cigay, d. t. (2010). preserving our folktales, myths and legends in the digital era. journal of storytelling, self, society, 6 (1), 19-38. cubitt, c. (2006). folklore and historiography: oral stories and the writing of anglo-saxon hist ory. i n e. m. tyler, & r. balzaretti (eds.), narrative and history in the early medieval west ( pp. 189224). turnhout: brepols publishers. dundes, a. (2007). worldview in folk narrative. in s. j. bronner (ed.), the meani ng of f ol kl ore: the analytical essays of alan dundes (pp.193-195). logan: utah state university press. fuhler, c.j., farris, p.j. & hatch, l. (1998). learning about world cultures through folktales. social studies and the young learner, 11 (1), 23-25. gottschall, j., martin, j., quish, h., & rea, j. (2004). sex differences in mate choice criteria are reflected in folktales from around the world and in historical european literature. evolution and human behavior, 25(2), 102-112. haase, d. (1993). response and responsibility in reading grimms' fairy tales. haase, reception, 230249. hamilton, m. (2012). kentucky folktales: revealing stories, truths, and outright lies: lexington, ky: university press of kentucky. indonesian folktales in english: media to integrate local wisdom in efl classroom | 5 harun, h., & jamaludin, z. (2013). folktale conceptual model based on folktale classification system of type, motif, and function. proceedings of the 4th international conference on computing and informatics. 352-357. ismail, i. (2019). the impact of interactive reading using local folktales stories in supporting students’ vocabulary achievement in indonesian efl learners. majesty journal, 1(2) , 25 37. https://doi.org/10.33487/majesty.v1i2.119 langer, j. (1997). literacy acquisition through literature. journal of adolescent and adult study, 8 (4), 10-18. lwin, s. m. (2009). revisiting a structural analysis of folktales: a means to an end? the bucki ngham journal of language and linguistics, 2(1), 69-80. norton, d.e. (1999). through the eyes of a child: an introduction to children’s literature (5th ed.). columbus, oh: merrill. prasetyo, a. (2016). folklore in efl: the local wisdom implementation of indonesian curriculum. journal of elt research: the academic journal of studies in english language teachi ng an d learning, 1(2), 194-199. retrieved from https://journal.uhamka.ac.id/index.php/jer/article/view/61 prastiwi, y. (2013). transmitting local cultural knowledge through english as foreign language ( e fl ) learning as a means of fostering unity in diversity. academic journal of interdisciplinary studies, 2 (7), 507-5018. ragan, k. (2009). what happened to the heroines in folktales: an analysis by gender of a mult i cul t ural sample of published folktales collected from storytellers. marvels & tales, 23(2), 227-247. straub, h. (1999). designing a cross-cultural course. english forum, 37 (3) tavares, r. & cavalcanti, i. (1996). developing cultural awareness in efl classrooms. english forum, 34 (3), july-september, 1996. taylor, e. k. (2000). using folktales. cambridge: cambridge university press. thanasoulas, d. (2001). the importance of teaching culture in the foreign language classroom. radi cal pedagogy. 1-25. westland, e. (1993). cinderella in the classroom: children's responses to gender roles in fairy‐tales. gender and education, 5(3), 237-249. the notion of wind on rossetti’s and damono’s literary work vidia lantari ayundhari balai diklat keagamaan bandung ayundhari.vidia@gmail.com abstract christina rossetti and sapardi djoko damono are two poets born in different nationalities. both mostly drew simple poems using natural objects, such as wind. the writer believes that interpreting poems, in this case objecting to nature symbols, appealing and useful. the paper discusses several poems involved wind as an element on rossetti’s work. it also analyses “angin 3” by damono. comparative method is used as an attempt to understand human literary behavior by examining both texts. the writer sorted, analysed, compared the literary works in various contexts to create meanings, convey their emotions, feelings, and ideas towards the writer herself as a reader. in summary, sense of uniqueness and employment over the works represent what the poets think and feel. poetry is not only a tool, but also an experience gain for all readers to expand the ability of exploring and understanding the world, either concrete or abstract. keywords: natural object, wind, poem, literary work i introduction who ha s seen the wind? by: christina rossetti who ha s seen the wind? neither i nor you: but when the leaves hang trembling, the wind is pa ssing through. who ha s seen the wind? neither you nor i: but when the trees bow down their heads, the wind is pa ssing by. in a glimpse, rossetti’s poem entitled “who has seen the wind” may highly be int er pr et ed as a common poem with the compilation words fulfilled by nursery rhymes. fineman (2009), a poet and children's book author, had a notion that this poem is anthologized in collections for chi l dr en: a poem with an ‘easy’ perfect memorization over certain forms and characterisctics having two quat r ai ns or 4 line stanzas, and it rhymes abababcb. yet, is this natural phenomenon intended to a ‘real’ wi nd? a comment taken from one of fineman’s blog visitors then said that it is actually not: when it asks, who has the wind it refers to god. we are the trees and when have worries we tremble with fear but god is there. when we bow our heads down and pray just like t he trees in the poem god is there. the wind is like god, we can’t see him but we can al ways feel the wind just like we feel god. wind is not a literally wind and trees are like a metaphorical word for human beings who are supposed to be afraid of god’s existence, obliged to remember him. wind is god, as it is invisible. fineman but justified, the beauties of poetry also have to consider its forms of writing. it can be observed simply by bringing people experiences and expectations along with the poetry, and nature elements enclosed within are interesting to contemplate. unfortunately, poetry is used mostly for teaching tool rather than for exploring experience (ofsted, 2007: 9)---pros and cons on literary appreciation. yet in some cases, other merits of interpreting literary works are for therapeutic uses which might highly lead to personal development, self-understanding and self-expression (olson-mcbride & mailto:ayundhari.vidia@gmail.com 2 | vidia lantari ayundhari lingual (vol. 11, no.1, 2021) page 2012). the writer then agrees with simecek & rumbold’s conviction (2016) that critical t hi nki ng in poetry is crucial to gain experiences which reflect our lives. thus, based on the previous premises, the writer believes that interpreting poems, in this case objecting to nature symbols, appealing and useful for the poets and also the readers. readers are encouraged to use poetry as that impactful words t o expl or e and understand world. ii materials and methods poems contained wind as an element on rossetti’s is selected. this paper also analyses dam ono’ s work. a wonderful poem entitled who has seen the wind is taken from rossetti’s which was first published in 1947, whilst angin 3 written by damono is sourced from damono’s manuscript (1994). comparative method is used as an attempt to understand human literary behavior by means of t he examination of samplings of several texts produced by several authors (nemesio, 1999). he al so added that the method aims to decipher humans’ (poets) work related to writing and reading objects which may differ in different cultures. the writer sorted, analysed, compared both texts as well as r el at ed t hem t o various contexts (historical, social cultural, literary, and biographical) to create meanings, convey t hei r emotions, feelings, and ideas towards the writer herself as a reader. iii results and discussion 3.1 christina rossetti: a pious born christina georgina rossetti in london, december 5 1830 to garbrielle and frances (polidori) rossetti. her father is italian (poet and translator), and her mother is italian and english, a religious temperament. rossetti used bilingual in her house. she also taught religious devotion subject with her mother. the children of the family were artistic and scholarly. in 1853, she supported the family since her father became ill. later she was diagnosed angina and tuberculosis. her mother nursed her. almost rossetti’s poetry dedicated to her mom (bloom, 2004: 13). the summary taken from poetryfoundation.org flattens religious devotion played a major role in christina's life. she began to worship at christ church at albany street since 1843. she also had personal ties with high church theologians who became her personal adviser. most works of her are very devotional, so that rosset t i ’ s faith for life and art can hardly be overstated. the themes of death, faith, individual unwor t hi ness, and the perfection of divine love were tightly sensed in her poetry. most biographers portrayed middle-aged rossetti as an overly pious. her dedication to anglo-catholicism certainly intensified. until her final illness, rossetti worshiped at christ church, woburn square. 3.2 characteristics on the wind poems rossetti’s work was favorably accepted by the public at the moment: how she conveyed nursery rhymes in particular. in 1872, her collection of poems for children was made: sing-song: a nursery rhyme book, (hughes, a: 1999). it brings joy to children as it gives the memory aids for learning about time, number, months, and color, for instances. the sound and meter are well-arranged and delighted t o be heard. however, rossetti also frequently carried on thrilling phenomena such as rain, wind, and even death over her poems. here are two others rossetti’s rhyming poems about wind: the wind ha s such a ra iny sound the wind ha s such a ra iny sound moa ning through the town, the sea has such a windy sound, will the ships go down? the a pples in the orchard tumble from their tree. oh will the ships go down, go down, in the windy sea? o wind, why do you never rest the notion of wind on rossetti’s and damono’s literary work 3 o wind, why do you never rest wa ndering, whistling to a nd from, bringing ra in out of the west, from the dim north bringing snow? the catchiness of the poems is unforgettable. it is easy to follow because of the playing sounds and repetition in each line. it would be planted to the memory of the readers as the rhyming pattern intensely fits. moreover, the stanza meets the same sound pattern which is very neat. the use of i am bi c rhythm and meter in who has seen the wind? for instance, would make the sound move f r om up a nd down to down and up like asking question and giving answer. to have more distinction features on rossetti’s, further explanation about these three winds poem elements is elaborated below: elements who has seen the wind the wind has such a rainy sound o wind, why do you never rest qua train 2 2 1 sta nza 4 4 4 rhyme abab abcb abab abab abab rhythm & meter 1st two lines: ia mbic trimeter following lines: ia mbic tetrameter a nd trimester 1st & 3rd line: ia mbic tetra meter 2nd & 3rd line: ia mbic trimester 1st & 3rd line: ia mbic tetra meter 2nd & 3rd line: ia mbic trimeter allitera tion wa ndering, whistling repetition who ha s seen the wind neither but when the wind ha s such go down (varia tion) bringing personification trembling, bow down moa ning, tumble wa ndering, whistling, bringing, qs.ma rk ca ll a nd response hesita ncy monologue table 1. the analysis of the three winds’ poem elements by christina rossetti 3.3 the wind: symbol and imagery there is an emphasis between the title and the refrain in who has seen the wind. wind represent s something invisible but still we know its existence. wind is a natural object which is mythical and mysterious. in lines 3-4, the effect of wind when it is passing through the trees is employed cleverly. passing through trees means treating wind’s nature respectively, no force. those “trembling” leaves ar e resulted from the passing wind. we cannot see the wind, but the wind is there, is real, exists. the t r ees and their leaves are such a prove to wind’s existence. trembling leaves personifies human beings who feel suddenly frightened or eerie when the wind passing through. the bow-down (trees) heads also symbolize that actually they admit the power of wind. the trees defer to the wind’s strength as allowi ng it to pass. bowing down trees shows a level of respect to the wind. they have a mutual understanding but no need any explanations. (line 7-8). the poems of the wind has such a rainy sound and o wind, why do you never rest also symbolize wind as a powerful natural object. the analogy in the poem the wind has such a rainy sound brings something remarkable. the wind has rainy sound, but the sea has windy sound is such 4 | vidia lantari ayundhari lingual (vol. 11, no.1, 2021) contrastive point of view: the wind element in water and vice versa (sea to wind). the question marks in line 4 and 8 may imply uncertainty of the ship which will go down the sea to pass through forceful windy. it is also implicitly stated that the ship can be personified as human beings facing an or deal in life whether they are strong enough or not, because wind results the apples tumbling from t hei r t r ee as well (line 5-6). rossetti may possibly give us this message of hesitancy toward the readers. o wind, why do you never rest, is less or more may have similar personification judgment to our previous wind poems. rossetti asked the wind as if it is tired or not to wander and whistle: to rule the nature or to mak e it stable (line 2). 3.4 a perspective of wind for indonesian poet the wind as a symbol written in damono’s poems is quite many. even, there are three poems specially entitled to wind in sequences (angin 1, angin 2, and angin 3). in this paper, the writer relishes his ‘windy’ poem angin, 3, which is more interesting for us to discuss. bahasa english angin, 3 “seandainya aku bukan….” tapi kau angin! tapi kau harus tak letih-letihnya beringsut dari sudut ke sudut kamar, menyusup di celah-celah jendela, berkelebat di pundak bukit itu. “seandainya aku….” tapi kau angin! nafasmu tersengal setelah sia-sia menyampaikan padaku tentang perselisihan antara cahaya matahari dan warna-warna bunga “seandainya…” tapi kau angin! jangan menjerit; semerbakmu memekakkanku. wind, 3 “if only i a m not...” but you wind! but you have not to be tired shifting from one to another room’s corner, threa ding wa y through windows, fla shing by that shoulder hill. “if only i...” but you wind! you are out of breath a fter extended to me with no purpose a bout qua rrelling over sunrise and colors of flower “if only...” but you wind! don’t scream; your fra gra nce deafing me. table 2. bahasa and english translation of angin 3 by sapardi djoko damono the use of angin or wind as natural phenomenon in indonesian poems becomes an interesting focus to discuss for the writer is living in this country, so that she has known and learned sor t of t hem . several indonesian poets also use this object (wind) as an invisible thing, yet can be sensed. one of well-known indonesian poets who fond of attaching this attribute to a poem is sapardi djoko dam ono. damono is categorized as 1966’s poet’s group. most of the 1966’s works are surrealistic and absurd. the poems form is more liberated than the former, in forms of stanza, meter, and rhyme. wit h hi s own sensitivity and knowledge as a poet, he translated modern brazilian and classical chinese literatures. damono also translated some of literary works, such as the old man and the sea by hemmingway, around 20 drama scripts including murder in cathedral by ts. elliot, and the trilogy of morning become electra by eugene o’neil. damono is very famous over his simple and touching collection poems. many people marked his poems mostly telling us about god, nature, love, and death. this i s t he reason why the writer chooses damono as the comparison for rossetti since they have similarities on certain perception, notably in some themes. angin 3 has freer poetic forms, among the stanza, meter, and rhyme. it has one quatrain within first two quatrains containing 4 stanzas and a couplet in the last. there are lot repetitions used in his poems, for instance the words: seandainya, tapi kau angin, tapi kau, letih-letih, sia-sia, and warnawarna. he uses exclamation marks to emphasize what he meant as well. the writer thinks angin 3 probably delivers the message about discrepancy or temptation. the wind can be symbolized as lust, evil, or anything invisible: it depends on how the object described. the first quatrain (line 1-4) may give the message to the readers that one has a huge discrepancy with let say ‘woman’ that is metaphorized as the notion of wind on rossetti’s and damono’s literary work 5 the wind. he makes a supposition using “seandainya aku bukan.. (if only i am not...)” as if he can be something fulfilled in the blanks matched the wind: the wind which is invisibly overfill the room but fast moving (active) here and there in a sturdy way. he always wants to go with the wind but it is impossibl e to catch it. next quatrain (line 5-8) emphasizes his other supposition but a word in repetition is reduced, become “seandainya aku... (if only...)”. the woman as wind convinced him deeply that the gap can be handled. she keeps telling him some beautiful things till no words left (out of breath) but it turns out useless. the man thinks it will not work. the last supposition uses only a word “seandainya... (if only)”. the man expects still that the woman is not the wind. the last part also can be deciphered the man’s thought on impossibilities of being together, yet the woman keeps recalling him loudly (don’ t scr eam ) like the nature of wind that blowing fragrance so he cannot forget her ‘smell’ easily. iv conclusion the unique elements are highly supposed to be employed in every literary work. besides adding more artistic and stylistic aspects within the poem, it would be strongly planted in the reader’s mind. rhymes and meter implementation to intone a poem for instance, or repetition which emphasizes intended meaning. rossetti uses wind to symbolize something powerful, mystical, and mysterious. damono does too. yet, sometimes it is decipherable to say wind is ‘haunted’ memory, shadow, image or even hum an being. wind affects the surrounded especially some natural objects, like trees, leaves, sea, weather, room, and others. one thing to note, the more pious a person, the more unseen (abstract) he will think or contemplate as employed in the literary work. to sum up, poetry is not only a tool, but also an experience gain for all readers. interpreting all literary formats undoubtedly expands the ability of exploring and understanding the world, either concrete or abstract. references ---. (2008). oxford world’s classic. christina rossetti: poem and prose. edited with an introduction and notes by simon humphries. ny: oxford. ---. (2016). biography: christina rossetti. retrieved from http://www.poetryfoundation.org/poems and poets/poets/detail/christina-rossetti#poet bloom, h. (2004). comprehensive research and study guide: christina rossetti. philadelphia: chelsea. chapman, a. (2012). poem of the month: christina rossetti’s “who has seen the wind?”. ret r ieved from http://web.uvic.ca/~vicpoet/2012/01/poem-of-the-month-christina-rossettis-who-has-seenthe-wind/ damono, s. d. (1994). manuskrip puisi: hujan bulan juni. jakarta: gramedia. fineman, k. (2009). who has seen the wind? by christina rossetti. retrieved from http://kellyrfineman.blogspot.bg/2009/04/who-has-seen-wind-by-christina-rossetti.html hughes, a. (1999). sing-song: a nursery rhyme book by christina g. rossetti. retrieved from http://digital.library.upenn.edu/women/rossetti/singsong/singsong.html olson-mcbride, l., and t. f. page. 2012. song to self: promoting a therapeutic dialogue wi t h hi gh risk youths through poetry and popular music. social work with groups 35 (2): 124–137. simecek, k., & rumbold, k. (2016). the uses of poetry. changing english, 23:4, 309-313, doi: 10.1080/1358684x.2016.1230300 nemesio, a. (1999). the comparative method and the study of literature. clcweb: comparative literature and culture, 1(1), 1. ofsted. (2007). poetry in schools: a survey of practice. london: ofsted. shmoop editorial team. (2008). who has seen the wind? retrieved from http://www.shmoop.com/who-has-seen-the-wind/ slang language in indonesian social media i gede budiasa, putu weddha savitri, a.a.sg. shanti sari dewi english department, udayana university igedebudiasa@unud.ac.id, weddha_savitri@unud.ac.id, sari_dewi@unud.ac.id abstract slang is a phenomenon of using language variations that arise due to language development and a social dynamic in society in the realm of language. slang in indonesian is referred to as bahasa gaul and is mainly used by young people when communicating with other groups. therefore, this study attempts to analyse more in depth the form, function and meaning of existing slang, particularly used in social media. this research is qualitative by documentation methods in data collection. the data was obtained through observations about the use of slang in several social media then the slang found is classified into the type and formation of words. based upon allan & burridge (2006) the findings show that the forms of slang found on social media are very diverse, creative and active including fresh and creative, flippant, imitative, acronyms and clipping keywords: slang, social media, acronym, flippant, clipping i introduction language is the main means of communication used by humans to interact with each other, convey opinions and information, or show self-identity. a person who speaks indonesian can be assumed that he is indonesian, the same is true of other languages. the languages in the world are very diverse. e ven one language has various kinds of dialects and registers used by certain groups. language is very closely related to society. the section that discusses the relationship between language and society is called sociolinguistics. the existence of a language cannot be separated from the speech community. in line with people's life which is always dynamic, language experiences the same thing. a language i s al ways developing, some are progressing with the addition of various aspects, some are even almost extinct because no one is using them anymore. the development of a language is usually based on the needs, current circumstances, and of course the wishes of the speaker (chaika, 1998: 8). everyone has t he ability to create new words, use existing words in new ways, and create sentences by combining elements that have never been heard before. things like this are very common among adolescents, where with great creativity they often produce new utterances and combine various language var i at i ons in their daily communication. the use of code-switching, code mixing, interference (inserting foreign language elements into indonesian words or vice versa), borrowing foreign terms, and using slang both orally and i n writing have become the informal language styles of today's young people. one of the language vari at i ons t hat is often used in social interactions is slang. according to chaer & agustin in antoro (2018: 2), sl ang i s created and used by certain social groups to interact internally so that it is not known by ot her s. thi s i s in line with the meaning of slang in kbbi where slang or often called bahasa gaul is a non-formal dialect of indonesian used by certain communities or certain areas for social interactions. currently, t he use of slang words has become more widespread and spread beyond that group. slang has become a trend among teenagers and one of the factors that have contributed to spreading this out is social m edi a. this is because using social media has become a new lifestyle among teenagers, where on soci al m edi a they can have certain groups with similar hobbies, interests, work, and others. social media has successfully spread the emerging new slang language, so it is not surprisi ng t hat slang is also used as a social language on social media. budiasa & savitri (2019) state that from the results of the questionnaire, as many as 76% of the young generation currently use slang in their conversations between close friends, both verbally and in writing. i n written form, they usually use i t i n social media, such as when sending messages via whatsapp, giving comments or direct messages on instagram, facebook, twitter, and youtube, for example: bonjour mes a mis, comment ça va? do you know that today we will ha ve a crepes cooking program, yuhuuu, buruan skuy if you want to join? hurry up and go to #warungprancisumy (instagram) rip ma rie freddiksson roxette the songs of this swedish duo make ambyaaar hearts, one music group tha t accompanied my mother's teenage years ‘let’s (whatsapp status). from the two examples above, there are slang words that we encounter very often, namely skuy and ambyar. these two words can be categorized as slang because initially only certain groups mailto:igedebudiasa@unud.ac.id mailto:weddha_savitri@unud.ac.id mailto:sari_dewi@unud.ac.id 2 | understood their meaning, but then the use of these words became wider and almost all adolescents understood their meaning and even used them socially. the word skuy is an exchange of the letter or der of the word yuks (let’s go) while the word ambyar actually comes from the javanese language but its usage has become wider and so does its meaning. the true meaning of the word ambyar is shattered int o pieces, but is usually used as a complement to a sentence as an expression of deep disappointment or sadness, even the writing is sometimes given additional letters to further emphasize its meaning. these two examples of words are far from the indonesian language norms, but the fact s ar e m or e familiar among young people today. based on this phenomenon, studying or dissecting slang words is very interesting to do as part of language change in today's digital era. the use of slang on social m edi a is certainly an interesting phenomenon to explore because of its massive and dynamic distribution and use. this means that almost always new words emerge which initially come from conversations on social media which are then widely used by teenagers. in addition to budiasa & savitri (2019) as st at ed previously, another analysis of slang was made by sudiyanti, n.l et al. (2019) in their study to conclude several types and functions of slang words found in a film. the results of the analysis show t hat of t he four types of slang, the imitative form is the most dominant because the speaker does not need certain knowledge but merely imitating words that already exist. based on the explanation above, the issues t o be discussed in this study are: 1) the forms or types of slang that often appear on social media these days, 2) the function and meaning of slang used in social media by teenagers. ii materials and method teenagers usually use slang words in everyday conversation. the origin of the slang word itsel f i s unknown. this is in line with the opinion of yule (2006) who describes slang as a word or phrase that i s used more frequently than everyday words by young people or certain groups. no one knows the or i gi n of the appearance of a slang word. usually slang words are new words that arise from the expansi on of the meaning of existing words without heeding formal language rules and are used by certain groups (per & gaynor in alwasilah, 1990: 56). to examine the form of slang in this study, the theory of al l an & burridge (2006) will be used, which divides the types of slang words into 5 types: 1) fresh and creative types in the sense that new vocabulary words that did not exist before, are the result of creativity, imagination, informal forms, or are contemporary words, for example buddy. 2) flippant, which is a slang made of two or more atoms that bring up new connotative meanings and have not hi ng to do with the literal meaning of the word, for example fancy pants. 3) imitative, which is a sl ang wor d that imitates or comes from a word that is in standard english but has a m ore expanded meaning, for example honey, sick, gotta, wanna 4) acronym, which is a word that comes from two or more words which are pronounced as a word and fulfils phonetic rules 5) clipping is a slang word that is formed from removing certain parts of a word, for example bro, sis. see also kridalaksana in antoro (2018: 16) to find out the form and type of slang used in social media, the observation method is used, namely by tracking the appearance of slang on various social media such as instagram, facebook, twitter and whatsapp. slang language will be classified based on its form, function and meaning. iii results and discussion regarding types and meanings of slang language in social media, the theory of allan & burridge (2006) will be used in identifying the types of slang words found as data with the incl usi on of fresh and creative types of slang, flippant, imitative, acronyms and clipping. this theory is i n l i ne wi t h the types of slang words conveyed by kridalaksono in antoro (2018: 16) which states that the formation of slang words consists of acronyms, fragments, abbreviations, and contractions. based on data obtained from various social media, the use of slang words is very diverse and this shows that the formation of slang continues and is increasingly being used in written language on social media on instagram, you tube, whatsapp, and facebook. the following will describe the types or types of slang words found i n data sources, then determine the meaning and how these words are formed. as proposed by allan & burridge (2006) five types of slang are found in the current study with the inclusion of fresh and creative, flippant, imitative, acronyms and clipping. 3.1 fresh and creative slang words that are classified as fresh and creative are vocabulary that did not exist before, which were formed as a result of imagination, creativity, informal forms, and contemporary words. the following are the slang words that can be classified into this type and their meanings and forms are simultaneously translated no. slang word meaning 1 kuy/skuy used a s a n interjection to invite someone to do something is a reversa l of the order of the letters in the word yuk, yuks; (let’s go) 2 coy a close nickname for friends in a rela tionship as a substitute for the person's name and la ter a nickname for a nyone. other forms can be cuy 3 sa ntuy used to express the attitude of not being ha sty in doing something, or not being too bothered about something. another form of the word rela x. 4 ashia a pp an interjection that expresses someone's readiness / willingness to do something that is a sked by a nother. is a ja rgon or characteristic of the number one indonesian youtuber, atta halilintar 5 unfa edah to mention something that is useless. formed from the word un + fa edah. english prefix unmeans negative (no), while the word fa edah means useful. then the word unfaedah means useless table 1. fresh and creative 3.2 flippant slang this type is a word /phrase that is formed from 2 or more words which form a new meaning that i s different from the literal meaning of the word that forms it. here are some slang phrases t hat ar e of t en found on social media: no. slang word meaning 1 netizen + 62 sa tire to refer to a person or indonesian people / netizen mea ning a group of people, a nd +62 is the dia ling code for the country of indonesia 2 genera si micin a term for young people who a re mostly acting, unnatural (from cute to cute ones that make us sa d). formed from the words generation a nd micin. micin is a type of flavor enha ncer in food (msg) which can have side effects if consumed in excess, including wea kness of thinking, excessive sweating, etc. 3 soba t missqueen the term for twitter social media users a nd the word missqueen serves as a creation of how to spell the origina l indonesian word miskin (poor) table 2, flippant 3.3 immitative according to the theory proposed by allan & burridge, slang words that are included in t hi s t ype are words that have already existed before, but their meaning has expanded and is even very different from the original. below you can see the slang words that are classified as the imitative type no. slang word meaning 4 | 1 ambyar used to express a disappointment, feeling sa d until you don't know what to do. in kbbi, ambyar means scattered, fra gmented, broken into pieces 2 ha qiqi/hqq describes something very extraordinary a nd irrefutable. for exa mple, essential enjoyment. according to kbbi, intrinsic mea ns true, actually, in fact, it derives from the word hakiki which is usua lly associated with religious or divine tea chings. nowdays, hakiki is used a s sla ng la nguage with the change of some letter to make it different from the existing word, a nother form that is often used is haqiqi or hqq. the meaning of haqiqi a s sla ng is referred to something that really nice or give ultima te sensation to someone. 3 bosque a ca ll for the other person to raise or ra ise the status. sla ng term for my boss. sometimes the pronunciation is slightly different, like [boskyu] or [boskuh] 4 ga sss used a s a n interjection to invite the other person to do something a s soon a s possible. but la ter on, it ca n a lso be used to describe the behavior of other people who speak in a high a nd fiery tone a s if someone is a ngry (ga sping). derived from the word ga s in the a utomotive sector which mea ns a part that pulls or ra ises the speed. table 3. immitative 3.4 acronym an acronym is an abbreviation formed from the initial letter or syllable and is pronounced as a word (oxford dictionary of english 2020). no. slang word meaning 1 bucin the term for someone who is in love a nd willing to do a nything. short for love slave. it stands for budak cinta 2 kepo the term to describe someone's curious attitude towards something. it stands for knowing every particular object 3 ba per it expresses feelings ca rried a way and stands for terbawa perasaan. 4 otw, otewe a term for being on a trip. it stands for on the way. 5 follba ck a term that is often used by netizens so that their a ccount is followed ba ck by others. the abbreviation of 2 english words, na mely follow back table 4 acronym 3.5 clipping for this type, the slang formulated as fragment of a word in order to facilitate or simplify pronunciation and spelling. no. slang word meaning 1 bro, brow, vroh a close ca ll for a friend or interlocutor (male). it is a fra gment of the english word, brother. 2 sis, sista from the english word, namely sister which means sister 3 cuk close ca ll of friends a s a substitute for the person's name. a fra gment from the javanese curse, namely jancuk which mea ns damn, jerk which is used to express disappointment or a stonishment over something extraordinary table 5. clipping iv conclusion based on the analysis that has been made, it can be concluded that several things are related t o t he type and use of slang on social media. regarding the type the slang language found on social media consists of fresh and creative, flippant, imitative, acronym, and clipping. the formation of slang continues to occur and is increasingly being used in written language on social media on instagram, youtube, whatsapp and facebook. references alwasilah, chaedar (1990). sociology of language. bandung: space antoro. antoro, martinus dwi. (2018). bentuk, jenis, dan makna kata slang dalam majalah hai edisi januari-juni 2017. skripsi: universitas sanata dharma yogyakarta. budiasa & savitri (2019) ragam bahasa youtuber dan vlogger indonesia serta pengaruhnya terhadap perilaku berbahasa generasi muda. laporan penelitian hups: denpasar: lppm universitas udayana. chaika. (1994). language the social mirror (3rd edition). boston: heinle & heinle publisher. eble, connie. (1996). slang and sociability. berkeley: uc press george. (2006). the study of language (3rd ed). new york: cambridge university press. hymes, d. (1989). foundation in sociolinguistic an ethnography approach. philadelphia: university of pensylvania holmes. j. (2001). an introduction into liguistics. harlow: pearson education limited. sari, ratna perwita. (2010). an analysis of slang language types in "rush hour 2 movie". jakarta: state islamic university sudiyanti, n.l et al. (2019). a descriptive analysis of slang words used in “step up: all in” movie yule. yule, george. (2006). the study of language (3rd ed). new york: cambridge university press. implementation of iconic card based malay cultural values in developing character education of senior high school students juliana faculty of social science and education, universitas potensi utama juliana@potensi-utama.ac.id abstract the lack of the students ' interest and attention toward the local wisdom values of the local culture is this research background. the phenomena are due to the absence of interactive media to strengthen character education based on local wisdom in school. the purpose of this research is to create an interactive media based on local wisdom values with the implementation of the iconic card to strengthen the local wisdom values of malay culture which is useful to build students’ character education. the research used a qualitative descriptive method with social anthropological lnguistics approach. the subject of this research was students of nurul hasanah senior high school, medan. the data were collected through field observation, interview, and documentation. the results showed that the iconic cardis used as a media to teach malay wisdom values with the use of the pak belalang icon and malay pantun. pantun in this research has local wisdom values of malay culture such as moral, ethical and norm values. keywords: malay cultural values, iconic card, pantun i introduction at present, indonesian community is being stirred up by various problems related to violence committed by some students in various regions. one example of the recent violence is a case of violence between students around taman ahmad yani, medan. this phenomenon is due to the lack of character education in schools, since school is a stakeholder to teach and strengthen the values of character education of students in creating the quality of human resources (rosala, 2017). for this reason, efforts are needed to strengthen character education developing cultural human resources. one effort to build character education is through enhancing the values of local wisdom (ghufronudin et al., 2017). strengthening character education through local wisdom values needs to be done by stakeholders in schools, so that students increasingly recognize the nation's culture while loving cultural diversity (rasid, 2014). the material from local knowledge can be used as learning materials for cultural contextual character education as a solution to face the challenges of globalization (komara, 2018), . therefore, education in indonesia creates the advantage of character education in the culture of local knowledge in facing globalization. through character education based on local wisdom not only creates intellectually intelligent human resources but is also able to produce individuals who possess cultural intelligence who hold fast to national identity (juliana, fatimah, 2018). in developing local wisdom material, it is expected that creative educators integrate local wisdom with the content in the school by taking up the theme of local culture, namely malay culture so that students can recognize and love the culture of the local community (fajarini, 2014) malay culture is known as through literary works in the form of pantuns. the pantun is a malay poetic form and originated as a traditional oral form of expression (wikipedia). pantun can be used as a media to strengthen the local wisdom values of malay culture, which contain messages, mandates, and advices of malay ethnic. the intelligence of a language educator in transferring knowledge to students through figurative language is very appropriate to be used through pantun to provide awareness for young people to recognize local culture in the city of medan, especially malay culture so that the knowledge they receive is not only useful but also provides messages and moral methods containing the values of local wisdom that are full of advice in it. besides, pantuns are also able to form the character of students who are intellectually cognitive and synergize with skills and ethics (mat, 2006). he formulates that the literary component that is taught formally can help to give birth to a group of knowledgeable, skilled and noble people. the skill of arranging words in pantuns can be used as a measure of one's intelligence level because the language in pantuns contains figurative meanings (juliana, 2019). a wise person uses the figurative language contained in poetry; it can be said that he is a knowledgeable person (kusmayadi, 2006). one of the media to teach the wisdom values of malay culture through pantun is to use iconic media. mailto:juliana@potensi-utama.ac.id 2 | juliana lingual (vol. 9, no.1, 2020) iconic cards can be used as an interactive media based on local wisdom by applying the iconic character of pak belalang who is well-known in malay folklore and also pantun that are full of advice and advice from the lives of malay people so that these two cultural icons can be used as a medium to introduce malay culture (juliana, fatimah, 2018). local wisdom can be found in folklore inherent in particular community groups and can also be expressed in the form of wise words in the form of proverbs, pantuns, folklore (oral stories) and so on (anggraeni, n., & haryanto, 2013). one of the culture-based learning models can be done through folklore and proverbs or pantuns that contain life's advice and mandate (wuryandani, 2010). besides, it can be said that the iconic media card is one of the effective media in helping students understand the local wisdom values of malay culture because it is presented with pantuns that are full of messages and advice from ethnic malays as well as the character of pak belalang as an icon of conveying information about pantuns (indra, 2013) (anharoeni vina, 2018). in this case, the students are trained, guided and fostered to familiarize themselves in understanding the local wisdom values of malay culture in pantuns so as to shape the students' good character (yekti mahanani, 2015). for students, the implementation of wisdom value of malay culture through pantuns can provide insight and knowledge in recognizing and promoting local malay culture as a form of preservation of local wisdom. this is done by introducing the types of pantuns, the values of the local wisdom of the pantun and folklore pak belalang. the pantuns used in this study were adjusted to the character-building of the students. the teaching system and method use the media of pictorial icons of pak belalang folklore figures that are presented interactively so as to stimulate students' cognitive and affective intelligence (juliana, 2019) from the background above, this research aims to implement the values of malay local wisdom in building the character education of students of nurul hasanah senior high school. through the use of iconic cards, namely interactive learning media that enable students to understand the basic concepts of pantun, and make messages delivered to students becomes compelling, so that the interest and participation of students to love and apply the values of local wisdom increases. ii materials and methods 2.1 research design this research employs a qualitative descriptive method with a social anthropology approach. in this research, researcher studied the wisdom values of malay culture and its development in education (hammersley, 2018). this research is located in nuruh hasanah senior high school at jalan amal bakti no. 69 tembung, kecamatan percut sei tuan, and postal code 20371 medan. the subjects of this research were 25 eleventh grade students of nurul hasanah senior high school medan in 2018/2019 academic year. the sample is chosen using purposive sampling, it means that only select students that has similar knowledge and background about malay pantun before. the research was conducted when teaching bahasa indonesia lesson. the data were collected through observation, interview, and documentation. 2.2 research procedures the stages and procedures of the implementation of this research are described as follows: 2.2.1 preparation of material and implementation of research preparation of material and application of research carried out by preparing material that supports the implementation of research including making materials and media for teaching the values of local wisdom of malay culture using iconic cards by applying local wisdom values of malay culture in the form of pak belalang and malay pantun. 2.2.2 conducting the research conducting the research is one of the solutions for teaching the values of malay cultural wisdom to nurul hasanah high school students by using the pantun-based malay iconic card and pak belalang icon. this research was conducted by optimizing the creative potency of nurul hasanah high school students in producing pantun, teaching the local wisdom values of malay culture using pak belalang icon and malay pantun in the form of moral, ethics and norms values, and developing teaching innovative media using iconic cards based on the character icon of pak belalang and the pantun. third stage: data are analyzed using miles and huberman's theory (1998) interactive data analysis procedures and models. implementation of iconic card based malay cultural values in developing character education of senior high school students | 3 2.2.3 interactive data analysis interactive data analysis in describing the process of conducting this research is as follows (huberman, 1998). firstly, data reduction was conducted by selecting pantun that used in the research to adjust to the research objectives. the selection of pantun was adjusted from the cultural values to build students’ character education. secondly, data presentation by presenting ways, methods, media and teaching activities of the local wisdom values of malay culture to the students of nurul hasanah high school through the use of pantun and icon of pak belalang. lastly, thirdly, conclusion drawing by making conclusions from the results of the analysis of field data regarding the way, the process of teaching the local wisdom values of malay culture through the iconic card to students of nurul hasanah senior high school. in other words, the data is described, discussed, and concluded. fourth stage: evaluation of the implementation of research by conducting supervision and providing advice on the implementation of activities to students of nurul hasanah senior high school medan. this stage was done to give a solution to the problems and obstacles faced by students of nurul hasanah senior high school after the research was completed. iii results and discussion 3.1 local wisdom values of malay culture the process of teaching the values of local wisdom of malay culture is carried out by providing an introduction and direction on the basic concepts of local wisdom values of malay culture through the poems and folklore of the iconic character of pak belalang to students of nurul hasanah senior high school, medan. the process of teaching local malay cultural wisdom values consists of several stages as follows: 3.1.1 local wisdom values in malay pantun in this case, the teaching process of the local wisdom values of the malay pantun is carried out by providing knowledge to students of nurul hasanah senior high school about the types, values and functions of the malay pantun. the local wisdom values of the malay pantun taught include religious values, politeness, tolerance, compassion, honesty, customs, character and loyal friends. (abidin, m. i. z., & razak, 2003). here are a few pictures showing examples of malay rhymes that contain local wisdom values of malay culture on iconic cards: figure 1: iconic card based on friendship and generous values in this figure 1, the pantun used is the rhombus is divided in four. don't forget to split it up, hunting buddies are easy to get, true friends are only closely attached to the heart. from this pantun reflects the local wisdom value of malay culture, namely the value of friendship. in the next figure, there is a pantun which shows the local wisdom value in the form of the tolerance value contained in the pantun pick fruit with friends, beautiful and, handsome persons because generous. 4 | juliana lingual (vol. 9, no.1, 2020) figure 2: iconic card based on honesty and good manner values in the figure 2 the pantun used is the roses are on the edge of the well, given water to be fertile, our nation can prosper, its leaders must be honest. from this pantun reflects the local wisdom value of malay culture in the form of honesty. in the next picture, there is the pantun which shows the local wisdom value in the form of respect for the values contained in the pantun treasures in a chest, many rainbow-colored gems, old people we respect, young people we care about. figure 3: iconic card based on politeness and tolerance values in the figure 3, there is the pantun life is only a reality, dusk belongs to the powerful, be noble and kindhearted, gentle language. from this pantun contains the wisdom value in the form of politeness. in the next figure there is the pantun eat one portion of dumplings, eaten in a relaxed room, religious life and tolerate each other, so that you can live peacefully. this pantun contains wisdom value in the form of tolerance value. 3.1.2 local wisdom values of pak belalang folklore effendi (2019) states that if you want to see the customs, culture and the malay community, then look at from literature or folklore. (abidin, m. i. z., & razak, 2003). this is in accordance with the function of literature and folklore can be used as a tool to teach and educate the community character including the presence of good teaching about ethical, moral values such as honesty, politeness, loyalty, kinship and etc. (abidin, m. i. z., & razak, 2003). besides, there are also advice and messages not to be carried out such as advice and prohibitions not to do things that are not good, namely jealousy, arrogant, arrogant, spiteful, greedy, cunning, and so on. implementation of iconic card based malay cultural values in developing character education of senior high school students | 5 from the folklore of pak belalang by dedi rinjaya (2016), (effendi, 2019), there are two main characters, namely pak belalang and king. the excellent character conveyed to the students of nurul hasanah senior high school in this research is in the form of the role pak belalang as the main character who has an original role. message and mandate to students of nurul hasanah senior high school is in everyday life to solve a problem requires expertise and ingenuity in order to obtain a solution to a problem. (abidin, m. i. z., & razak, 2003) in addition, the nature and character of the king taught to students of nurul hasanah senior high school is as a decisive leader. to be a leader, you should have a firm and wise nature. this is necessary to decide on a problem precisely and not biased. these two values of goodness are then taught and conveyed to the private high school student nurul hasanah to be applied in life. in addition, the message and the mandate from pak belalang folklore is also conveyed to students of nurul hasanah senior high school that to get success requires hard work and effort. do not expect luck to reach happiness, and also do not believe in the existence of predictions and astrologers because most astrologers and predictions are only in the form of deception. 3.2 implementation of iconic card as teaching media based malay wisdom values malay pantun reflects the values of local wisdom and life of the malay community, including the values of motivation, discipline, security, order, cleanliness and health. (effendi, 2019)the following are some iconic media-based media on local wisdom of malay culture applying the iconic character of pak belalang and pantun malay taught to students of nurul hasanah senior high school, medan. figure 4: iconic card based on motivation values 6 | juliana lingual (vol. 9, no.1, 2020) figure 5: iconic card based on discipline, cleanliness, and orderliness values figure 6: iconic card based healthy, safety, and friendly values 3.3 responses and questionnaires the responses of the students of nurul hasanah senior high school to the teaching of the local wisdom values of the malay culture through iconic cards applying the malay pantun and pak belalang was carried out to obtain information from the respondent in terms of reportson his personality, or things he knew (arikunto, 2019). this instrument was arranged based on indicators that can express knowledge, skills, and experience regarding teaching pantun using iconic cards. the questionnaire was used to find some information about: (1) the interest of students of nurul hasanah senior high school in teaching local wisdom values of malay culture through the iconic card applying pantun and iconic character of pak belalang, (2) the active role of students in teaching values of local wisdom of malay culture through iconic card media applying the pantun and icon of pak belalang, (3) the difficulties and ease faced by students of nurul hasanah senior high school when participating in the teaching of local wisdom values of malay culture through iconic card based on pantun and pak belalang (4) students’ feeling after following the teaching of local wisdom values of malay culture through the iconic card based on pantun and pak belalang icon and (5) students’ implementation of iconic card based malay cultural values in developing character education of senior high school students | 7 knowledge after attending the malay cultural local wisdom values assisted by iconic card media applying pantun and pak belalang. the instrument for evaluating the effectiveness of research in the teaching of malay local wisdom values through the iconic card was carried out using a questionnaire. there were 25 statements and distributed to students of nurul hasanah senior high school, medan. the calculation results of the given questionnaire instruments can be seen in the figure below: 70 75 80 85 90 responds figure 7: responds of teaching malay local wisdom values the results of the questionnaire calculation of the implementation of research activities teaching the values of local cultural wisdom through the iconic card obtained an average percentage of questionnaires at a rate of 80.5 respondents liked this research activity. this is in accordance with the questionnaire calculation category which can be seen in table 1 below (arikunto, 2019). the questionnaire was used to find some information about: (1) the interest of nurul hasanah senior high school students in teaching local values of malay culture through the iconic card applying pantun and iconic character of pak belalang, (2) the active role of students to participate in teaching values of local wisdom of malay culture through iconic card media applying the pantun and icon of the pak belalang, (3) the difficulties and ease faced by high school students when attending the teaching of local wisdom values of malay culture through the pantun-based iconic card and pak belalang icon (4) feelings students after following the teaching of malay cultural local wisdom values through the pantunbased iconic card and pak belalang icon and (5) student knowledge after attending the malay cultural local wisdom values assisted by iconic card media applying pantun and pak belalang. the instrument for evaluating the effectiveness of researching the teaching of malay local wisdom values through the iconic card was carried out using a questionnaire. consisting of 25 statements and distributed to students of nurul hasanah senior high school, medan city. the calculation results of the given questionnaire can be seen in the figure below: no percentage result category 1 80% -100% excellent 2 65% -79,99% good 3 55% -64,99% fair 4 40% -54,99% poor 5 0% -39,99% very poor table 1: evaluation criteria (jacobs et al 1981& b north 2003) based on the assessment guidelines above, it can be seen that the response of students toward teaching the local wisdom values of malay culture using the iconic card applying pantun and iconic character of pak belalang is as very good with a percentage of 80, 5% categorized as very good. 8 | juliana lingual (vol. 9, no.1, 2020) iv conclusion the results showed that the implementation of the local wisdom values through interactive media of iconic cards using pak belalang and pantun were able to improve the character education of students of nurul hasanah high school, medan. in terms of knowledge aspect, students were able to understand basic material regarding types, functions and the local wisdom values of malay culture include moral values including religious, politeness, tolerance, compassion, honesty, customs, character and loyal friends’ values, and ethical values include honesty, politeness, loyalty, loyalty, family values. in terms of attitude and ethics aspects, students have the character of discipline and motivation in learning, courtesy to teachers, mutual respect for each other, have an awareness of obeying school rules, and maintain and preserve the culture of the community. references abidin, m. i. z., & razak, a. a. (2003). malay digital folklore: using multimedia to educate children through storytelling. information technology in childhood education annual, 2003(1), 29-44. anggraeni, n., & haryanto, r. (2013). kajian harga lahan sebagai implikasi perkembangan aktivitas komersial di koridor jalan gajahmada, kota semarang. teknik pwk (perencanaan wilayah kota), 2(3), 368–377. anharoeni vina. (2018). pengembangan kearifan budaya lokal dalam pembelajaran sejarah kebudayaan islam di smp n 1 bantul. universitas islam negeri sunan kalijaga. effendi, t. (2004). tunjuk ajar melayu: butir-butir budaya melayu riau. yogyakarta: balai kajian day pengembangan budaya effendi, r. (2019). seeing nature and the philosophy of banjar through banjar traditional pantun. indonesian journal of cultural and community development, 2019(3), 1–9. fajarini, u. (2014). peranan kearifan lokal dalam pendidikan karakter. sosio-didaktika: social science education journal, 1(2), 123–130. ghufronudin, zuber, a., & demartoto, a. (2017). representasi-pendidikan-karakter berbasis kearifan lokal melalui pembelajaran membatik. jurnal aanalsisi sosiologi, 6(2), 30–37. hammersley, m. (2018). routledge revivals: what’s wrong with ethnography? (routledge). routledge. huberman, m. (1998). qualitative data analysis: a methods sourcebook. in university press of america. sage. https://libgen.is/book/index.php?md5=8516feb54168afdb473061e7e4444ee1 indra, d. a. . (2013). upaya meningkatkan pembelajaran menulis pantun melalui teknik copy the master. bahtera bahasa: antologi pendidikan bahasa dan sastra indonesia, 1(1), 1–13. jacobs, h. l. (1981). testing esl composition: a practical approach. english composition program. newbury house publishers, inc., rowley, ma 01969. juliana, fatimah, a. (2018). pembinaan penulisan grafiti sebagai wadah creative entrepreneur berbasis kearifan lokal budaya melayu deli. jurnal ilmiah lingua idea, 9(2), 129–143. http://jos.unsoed.ac.id/index.php/jli/article/download/1135/903 juliana juliana, fatimah fatimah, a. a. (2018). empowering and fostering creative industries entrepreneurs based on local wisdom of malay deli. karsa: journal of social and islamic culture, 26(2), 215–250. http://ejournal.stainpamekasan.ac.id/index.php/karsa/article/view/1829 juliana juliana, h. z. (2019a). revitalisasi filosofi ornamen bermotif melayu pada desain corak anyaman gedebong pisang: kajian kearifan lokal budaya melayu. jurnal ilmiah lingua idea, 10(1), 12–28. http://jos.unsoed.ac.id/index.php/jli/article/download/1541/1049 juliana juliana, h. z. (2019b). the philosophical revitalization of malay motif ornament in the design of woven gedebong (catri n art, rimbang sekampung village). the second annual international conference on language and literature volume 2019, 326–343. https://doi.org/doi 10.18502/kss.v3i19.4868 komara, e. (2018). penguatan pendidikan karakter dan pembelajaran abad 21. sipatahoenan, 4(1), 1– 10. kusmayadi, i. (2006). think smart bahasa indonesia (p. g. m. pratama. (ed.); pt grafind). pt grafindo media pratama. https://books.google.co.id/books?hl=en&lr=&id=sp2aykr3_4cc&oi=fnd&pg=pr3&dq=ismail+ kusmayadi&ots=0glpjifxf9&sig=lxd_pgwdkb5yhgop0_jgm2zupyk&redir_esc=y#v=onepag e&q&f=false https://libgen.is/book/index.php?md5=8516feb54168afdb473061e7e4444ee1 https://books.google.co.id/books?hl=en&lr=&id=sp2aykr3_4cc&oi=fnd&pg=pr3&dq=ismail+kusmayadi&ots=0glpjifxf9&sig=lxd_pgwdkb5yhgop0_jgm2zupyk&redir_esc=y#v=onepage&q&f=false https://books.google.co.id/books?hl=en&lr=&id=sp2aykr3_4cc&oi=fnd&pg=pr3&dq=ismail+kusmayadi&ots=0glpjifxf9&sig=lxd_pgwdkb5yhgop0_jgm2zupyk&redir_esc=y#v=onepage&q&f=false https://books.google.co.id/books?hl=en&lr=&id=sp2aykr3_4cc&oi=fnd&pg=pr3&dq=ismail+kusmayadi&ots=0glpjifxf9&sig=lxd_pgwdkb5yhgop0_jgm2zupyk&redir_esc=y#v=onepage&q&f=false implementation of iconic card based malay cultural values in developing character education of senior high school students | 9 mat, n. (2006). keperluan teks sastera dalam pengajaran bahasa melayu. (44-47. dewan bahasa (ed.)). north, b. (2003). scales for rating language performance: descriptive models, formulation styles, and presentation formats. research monograph series. princeton, nj: edu cational testing service. rasid, y. (2014). nilai-nilai kearifan lokal ( local genius ) sebagai penguat karakter bangsa. in dr. arifin tahir (ed.), deepublish publisher (yogyakarta). deepublish, yogyakarta. rosala, d. (2017). pembelajaran seni budaya berbasis kearifan lokal dalam upaya membangun pendidikan karakter siswa di sekolah dasar. ritme, 2(1), 16–25. wuryandani, w. (2010). integrasi nilai-nilai kearifan lokal dalam pembelajaran untuk menanamkan nasionalisme di sekolah dasar. proceding seminar nasional lembaga penelitian uny, 1–10. https://doi.org/10.1017/cbo9781107415324.004 yekti mahanani, a. (2015). peningkatan keterampilan memproduksi teks pantun secara tulis dengan metode tulis berantai melalui media kartu pintar pada peserta didik kelas xi teknik sepeda motor smk negeri 10 semarang. universitas negeri semarang. developing instructional materials for english language and letters students of sma al-miftah palengaan rini listyowati, ina daril hanna islamic university of madura (uim) rinilistyowati428@yahoo.co.id, darilhanna88@gmail.com abstract the purpose of developing instructional unit is to get: (1) instrcutional unit for drama teaching materials students of sma al-miftah palengaan pamekasan, (2) determine the validity/feasibility of the product. the expert assessment include: 1) assessing the learning content expert product drama courses teaching materials with excellent qualification with a score of 92,5%, guide teacher 89,58%, guide students 83%; 2) instructional design expert assess product materials drama courses 85%, guide teacher 87,5%, guide students 87,5%; 3) media expert assess learning materials product drama courses 97,5%, guide lecture 100%, guide students 97,5%. the result of the expert review as basis of further improvement of the products can be tested to get input from the users. the test includes: 1) an individual trial for four students with s score 88,7% and guide students 89,8%; 2) test for the small group of eight students, assess product of material s 90,4% and guide students 84.3%; 3) test for large group for 25 students evaluate teaching materials product 90,7% and guide students 84,3%. it can be concluded that product development is considered fit for being used as a learning resource for language and letters department students of sma al-miftah palengaan pamekasan. keywords: developing, instructional material, drama, orchestra learning model i introduction one of the literature teaching subjects is drama which is the compulsary subject expertise taken by the students xi class of english language and department in sma al-miftah palengaaan pamekasan. the curriculum of drama teaching has not contained some obvious indicators for english language and letters department students who do the staging plays. the students even more study literary theories and lacking in the affective and psychomotor aspects. an emphasis of both aspect s t hat encourage developers to produce a teaching material product suitable with characteristic of subject teaching. according to degeng (2006), the major indicators of teaching and learning success lies i n t he welfare of children. they will feel well-being when the learning activities are fun and exci t i ng. dr am a teaching is compulsary subject expertise that consist of some theories and practises which lead to the goal that the students will produce a work of drama to be staged in front of the class at the end of learning process. the provision of teaching material is a fundamental part of learning to actualize an optimal learning. recognizing the purpose of subject generally being the necessity that can guide teachers and students in learning process. the learning pattern of english literary of english language and letters department get less attention from the agency in the developmental process of literary teaching. because the english language and letters department emphasize more on the theory. meanwhile, the literary field closely linked to some social cases that occured around such life. drama subject is one of the compulsary subject expertise that give some opportunities to the students to increase their ability in analyzing the contain of both american and english literary work. based on the topic has given in one sem est er , t he students are expected to produce: (1). text analysis of the text given by the teacher in group, and (2). producing drama script to be performed in the front of class. the assessment criteria of students’ learning outcome of the middle test, final test, tasks, and class participation. observation result in drama teaching class show that it has not provided learning material t hat f i t with the students’ characteristic. in the final evaluation the students are required produce a st or y scr i pt and play the role in group consist of 8-10 students. based on students’ statement that have taken dr am a subject said that getting difficulty in understanding the english literary works’s genre, furthermore in writing the script of drama as a final task to play the role. this is because the materials given by the teacher have not contained some dialogues of english literary works’ genre in order that the students can not do the performance in the class. the failure of drama teaching is the important problem to solve while the learning out com es ar e supported by the learning method. degeng in albanjari (2015) student-centered because individuals have potential to be developed. each student has different characteristic and ability so that learning mailto:rinilistyowati428@yahoo.co.id mailto:darilhanna88@gmail.com 2 | rini listyowati, ina daril hanna lingual (vol. 10, no.2, 2020) design should be directed to ease learning. nowadays, drama teaching class is still many domi nat ed by the implementation of conventional and lack of some supporting learning facilities which are relevant i n drama teaching, some medias: cd, dvd, staging equipment and also staging plays’ room. the development of orcherstra model by degeng is based on the research has been done by danayanti (2010) entitled ‘pengembangan model orkestra pembelajaran bermedia montessori untuk pembelajaran panca indra dan kecakapan hidup sehari-hari anak usia tk’.the result of developmental research are used two dimension of orchestra learning by degeng that are flexible and i t does not follow the clear and rigid order to stimulate the creativity of early childhood learners, by usi ng the instructional design that called quantum learning design. based on the background of study that have been explained so there are two main problems of t he developers to do this developmental research. first: instructional design that is still focus on teacher centered finally it omits the inventive work and intention learning of students. indirectly, it is an i m pact of the use of instructional approach and model sistematically. those are the instructional appr oach and model are designed based on the clear and rigid order. if this kind of instructional design are used continuely, it causes the developement of the creativity in learning will get obstacles. second: the use o f drama performance method that has not been optimal because it has not provided the instructional materials that suitable with characteristic of learning in english language and letter department. degeng (2011) stated that orchestra learning model have free space, relaxed, amazement, fun and exciting. freedom is the main point that is necessary in the school. therefore, the developers need to develop instructional material for students of english l anguage and letter department in sma al-miftah palengaan–pamekasan that are designed by using orchestr a learning model by degeng that is flexible to stimulate the inventive work and intention learning of senior high school students. next, procedural steps of this orchestra model made in the form of guide book for students that contain some operational steps. ii materials and method the developmental method brings described a) developmental model, b) developmental procedure, and c) product tryout that consist of: a) tryout design b) subject of tryout, c) types of data, d) the instrument of data collection, and e) techniques of data analysis 2.1 developmental model there are three kind of developmental models: procedural model, conceptual model and theoritical model (seels & richey, 1994). procedural model is a descriptive model that set some steps to be followed to produce the product. conceptual model is an analitical model that give some components of product that will be developed and related between the components. theoritical model show the relati on between the changes. based on the classification above, two dimension of orchestra learning model by degeng that is used in this developmental research is kind of conceptual developmental model. it is because it is implemented by analyzing and linking between the components learning activity. for more det ai l , t wo dimension of orchestra learning model can be seen on the table 1: context content exciting situa tion interactionadviser strong ba se lea rners interactioncurriculum plea sa nt environment lea rning the learning skills dyna mic custom tabel 1. two dimension of orchestra learning model by degeng 2.2 developmental procedures the developmental procedures of orchestra learning include three steps that are flexible in practice: developing instructional materials for english language and letters students of sma al-miftah palengaan | 3 2.2.1 defining step in this step, the developers do some activities below: a . focusing a nd identifying the solving problem progresively. the developers will loo k for some information sources that can support developmental process of orchestra lea rning. th e information a s like some references a bout drama lea rning, the development of inventive work a nd intention lea rning of students and some relevant information. b. the phronesis development and contextual development. the developers will a lwa ys be a ctive, intensive, a nd continue to discuss with various parties. the discussion intended to get sufficient understanding a bout instructional ma terial development of dra ma. 2.2.2 the design and developmental step these steps are done integratively in a whole inseparable. some steps that the developers do as follow: a . selecting environtment for developmental product of orchestra lea rning model that will be used in english la nguage a nd letter department sma al-miftah palengaan-pamekasan. b. selecting of format a nd media. the developmental product in the form intructional materia ls of drama for english la ngua ge and letter departement in sma al-miftah pa lengaan-pamekasan. c. eva luation. the developmental result a re evaluated by expert of content/ material, expert of instructional media, expert of instructional design, a nd senior high school students. the in struments of data collection in the form direct response to the instructional material product that are developed a nd also questionnaires. after they a re considered bay a ll of experts and students, the developers do some revision based on some a dvices of the experts. it ca n be done repeatedly accordance with the needs until a ll of expert concider that the product get perfect. 2.2.3 product tryout the purpose of this product tryout is to obtain the data that can be used as a basis to do revisi on i n order that it can reach the effectiveness level, efficiency and attractiveness of the product. they include: 1) tryout design, 2) subject of tryout, 3) kinds of data, 4) instruments of data collecting, and 5) technique of data analysis. 2.2.3.1 tryout design tyout is done to the developmental product in form of instructional materials of drama, t eac her s book, and students book. tryouts are intended to test the validity. some activities in validity test ar e: 1) review from expert of content/instructional material, 2) review from expert of instructional design, 3) review from the expert of instructional media, 4) individual tryout, 5) small group tryout, and 6) l ar ge group tryout. the tryout design activities in this developmental research can be illustrated below: picture 1. the tryout design of instructional material pro duct of drama adopted from: dick carey & carey 2001 4 | rini listyowati, ina daril hanna lingual (vol. 10, no.2, 2020) 2.2.3.2 subject of tryout the subject of tryout in this developmental research consist of : the instructional material exper t , instructional design expert, instructional media expert , and all of the students in english l anguage and letters departement sma al-miftah palengaan-pamekasan. the expert tryout in this developmental research consist of instructional materials expert, instructional design expert, and instructional media expert. the step of individual tr yout on this developmental research are 4 students taking drama subject of english language and letters of department sma al-miftah palengaan . some material tested are drama teaching materials and students book. small group tryout are consist of 8 students taking drama subject of english l anguange and letter departement sma al -miftah palengaan pamekasan. subject determination based on the difference of ability and gender.besides, some subject who have joined on the individual and small group tryout are not involved again. subject tryout for large group consist of 25 students. the m at er i al tested are drama teaching materials and students book. 2.2.3.3 types of data the types of data obtained from product tryout of the instructional materials development in qualitative and quantitative. the qualitative data are some comments and suggestions of revisions obtained from questionnaires (column of comments and suggestios) and interview. but on quantitave data are obtained from the result of questionnaire score that ia given to subject of tryout by instructional material expert, instructional media expert, teaching expert, individual tryout, small gr oup and large group tryout. 2.2.3.4 the instruments of data collection some instruments are used for data collection on this tryout step like questionnaire, observation and interview.the questionnaire used to collecting data of review result from expert of instructional material, instructional media, instructional design and students for revisions beside that observation and interview are used to fullfill some data obtained from questionnaire admission. 2.2.3.5 technique of data analysis there are 2 techniques of data analysis are used in this developmental research those are: technique of qualitative desccriptive analysis , the data obtained are some comments, suggestions or critics from tryout of experts, individual tryout , small group and big group tryout.the data are used as a base for product revision. the technique of statistic descriptive analysis used to analyze data col l ect i on from questionnaire so it will use statistic descriptive analysis. data from questionnaire will be anal yzed to get some description about the developmental product . after some questionnaire collected ,these ar e counted the precentage of each questions by using the formula from sugiono (2010) below: precentage: the number of answer score x100% n x highest score expla nation: n: number of a whole questionnaires’ item the formula of a whole number subject precentage to count a whole precentage of tryout subject used the following formula: p = f n expla nation: p = precentage f = precentage of a whole number n = number of a whole subject tria ls developing instructional materials for english language and letters students of sma al-miftah palengaan | 5 the formula of a whole subject for giving the meaning a nd making decision are used the following requirements: level of achievement qua lifica tion expla nation 76%-100% very strong do not need to be revised 51%-75% strong do not need to be revised 26%-50% avera ge need to be revised 1%-25% wea k need to be revised table 2. qualification for the precentage result 2.2.3.6 learning revision the data are obtained from formative evaluation that are collected and interpreted to sol ve som e problems are faced by the students in learning. beside, this evaluation is used to revise learning activities to be more effective . this activity is done after finishing formative evaluation. iii results and discussion 3.1 the evaluation result of instructional material expert the developmental products are reviewed by the instructional material expert , then they give some comments and advices to the instructional materials, teacher book, and student book. the evaluation of the instructional materials expert for the instructional materials development show that score = 37. the precentage is counted by the formula of a whole number subject pr ecent age then it is found that total precentage= 37 (10x4)x 100% =92,5%. after t he precentage result (f) is obtained then it is added to the formula of a whole subject to be counted the persentage (p) = 92,5 % that include on the very strong qualification so it does not need to be revised. the evaluation of instructional material expert to the teacher book show that the total scor e = 47. the precentage is counted by the formula of a whole number subject precentage. the total precentage 43: (12x4)x 100% = 89,58%. then the result of total precentage (f) is obtained and added to the formula of a whole subject to be counted the persentage (p) = 89,58 : 1 = 89,58% t hat i ncl ude on t he very strong qualification so it does not need to be revised. the evaluation of instructional material expert to the student book show that score 39: (11x4)x 100% = 83%. after the result of total precentage (f) is obtained then it is added to the formula of a whole subject to be counted the persentage (p).the result is (p) = 83:1 = 83% that include on t he ver y strong qualification so it does not need to be revised. 3.2 the evaluation result of instructional design expert the evaluation of instructional design expert to the instructionl materials development generally show that score = 34. the precentage is counted by the formula of a whole number subject precentage.the total precentage 34: (10x4)x 100% = 85%. after the result of total precentage (f) is obtained then it is added to the formula of a whole subject to be counted the persentage (p )= 85:1 = 85% that include on the very strong qualification so it does not need to be revised. generally the materials is attractive, the reinforcement to be revised on font size, and placement; the title should be revised to be instructional materials of drama, the institution ldentity should be placed on the bottom of the cover, the name of writer in the middle, and it need to make the color sharply, the organizing patter n in each chapter is still less consistent. the evaluation of the instructional design expert to the teacher book generally show the score = 35. the precentage is counted by the formula of a whole number subject precentage. the total precentage 35: (10x4)x 100% = 87,5%. then the result of total precentage (f) is obtained and added t o the formula of a whole subject to be counted the persentage (p) = 87,5 : 1 = 87,5% that i ncl ude on t he very strong qualification so it does not need to be revised. the evaluation of the instructional design expert to thestudent book generally show the score = 35. the precentage is counted by the formula of a whole number subject precentage. the total precentage 35: (10x4)x 100% = 87,5%. then the result of total precentage (f) is obtained and added to the formul a 6 | rini listyowati, ina daril hanna lingual (vol. 10, no.2, 2020) of a whole subject to be counted the persentage (p) = 87,5 : 1 = 87,5% that include on t he ver y st r ong qualification so it does not need to be revised. 3.3 the evaluation result of instructional media expert the evaluation of the instructional media expert to the instructional material development generally show the score = 39. the precentage is counted by the formula of a whole number subject precentage. the total precentage 39: (10x4)x 100% = 97,5%. after the result of total precent age ( f ) i s obtained then it is added to the formula of a whole subject to be counted the persentage (p )= 97,5 : 1 = 97,5% that include on the very strong qualification so it does not need to be revised. the com m ent s ar e the cover has not been the logo institution, the name of institution, the name of city, and the year of publishment. the evaluation of the instructional media expert to the teacher book generally show the score = 40. the precentage is counted by the formula of a whole number subject precentage. the total precentage 40: (10x4)x 100% = 100%. after the result of total precentage (f) is obtained then it is added to the formula of a whole subject to be counted the persentage (p )= 100 : 1 = 100% that incl ude on t he ver y strong qualification so it does not need to be revised.. the evaluation of the instructional media expert to the student book generally show the score = 39. the precentage is counted by the formula of a whole number subject precentage. the total precentage 39: (10x4)x 100% = 97,5%. after the result of total precentage (f) is obtained then it is added to the formula of a whole subject to be counted the persentage (p) = 97,5 : 1 = 97,5% that include on t he ver y strong qualification so it does not need to be revised. 3.4 the data result of individual tryout for the instructional materials development,the result of questionnaires show that precentage of the total avarage = 88,7% , it can conclude that 88.7% is in very strong qualification. but some comments and suggestions from the students are usefulfor revision need of the next product. for the student book, the result of questionnaires show that precentage of the total avarag e = 718,7, so the avarage precentage is 718,7 : 8 = 89,8%. it can be concluded that 89,8% is in ver y st r ong qualification and it does not necessary to be revised. 3.5 the data result of small group tryout for the instructional materials development, the result of questionnaires show that precentage of the total avarage = 1356,2 so that the average precentage is 1356,2 : 15 = 90,4% , it can be concl uded that 90,4% is in very strong qualification and it does not necessary to be revised. for the student book, the result of questionnaires show that precentage of the total avarage = 674, 9 so that the average precentage is 674,9 : 8 = 84,3% it can be concluded that 84,3% is in very strong qualification.it does not necessary to be revised. 3.6 the data result of large group tryout (field) for the instructional materials development, the result of questionnaires show that precentage of the total avarage = 1361, so that the average precentage is 1361 : 15 = 90,7% it can be concl uded t hat 90,7% is in very strong qualification and it does not necessary to be revised. for the student book, the result of questionnaires show that precentage of the total avar age = 679 so that the average precentage is 679 : 8 = 84,8% it can be concluded that 84,8% is in very strong qualification.it does not necessary to be revised and it does not necessary to be revised. 3.7 product revision of instructional material development draft 1 product revision of instructional material development draft 1 consist of data analysis resul t f r om some questionnaire response by instructional material expert , instructional design expert, and instructional media expert. the following will be described some revisions of the instructional m at er i al product in a sequence. the result of data analysis from questionnaire response by the instructional material expert do some revision on intructional material, teachers book, and students book. the revision have done t o t he developmental product, the instructional material expert give some inspiring suggestion to make the same product so that the developmental product getting better.then there are some pictures/illustrat i ons that do not need to be placed on the developmental product which have been revised by the developer. developing instructional materials for english language and letters students of sma al-miftah palengaan | 7 the result of data analysis from questionnaire response by the instructional design expert has revised instructional materials, teachers book , and students book. the revisions of the develop mental product are; suggestion: a . the enforcement to revise the font /size of letter and the cover position have been revised by the developers b. the identity of institution is pla ced on the beneath of cover have been revised by the developers. c. it is suggested to use sharp color on the developmental product have been revised by the developers. d. the chapter organizing that a re less consistent have been revisss by the developers. all of comments by the expert of instructional design are interested to the developmental product. the result of data analysis from the response of questionnaire by the expert of instruci onal media.the revisions have been done for the instructional materials, teachers' book, and students' book. he give some suggestion to display a logo of institution, the name of institution,the nam e of ci t y, and the published year of the developmental product. overall he consider that the developmental productare very good and attractive. 3.8 the revision of the developmental instructional material draft ii some suggestions and analysis of 4 students in individual tryout that are used to revise the draf t of the developmemtal product .the following some suggestion and revisions from the developmental instructional material and students'book. suggestion and comment: generally instructional material is atrractive both of the visual and the clarity of materials.so that this instructional material is very needed by the students as the r ef er ence t o write a drama script for role playing.and generally the student's book is also pretty clear and easy t o be applicated in drama teaching. 3.9 the product revision of the insttructional material on draft iii the result of data analysis from 8 students of small group tryout are used to revise the draf t i i i on this developmental product. the revision have done for the instructional material and the students book.the following some revision of the developmental product will be described.suggestion and comment: 8 students of small group tryout give comment an siggestion: this instructional materi al have been suitable as learning source on the drama subject, then in each chapter have given some drama script from each genre that can make students easier to write drama script of drama performance. 3.10 the product revision of the instructional material draft iv the result of questionnaire response of the large group tryout field found that the average of precentage 84.30.it means that the developmental product is very good and it does not need to be revised. iv conclusion based on the result of the developmental research that has been done, it can concluded that instructional materials of drama are successfully approved the effectiveness of the product, the efficiency of the product and the feature of the product.from this developmental research, the developers have obtained some supporting data shown that the developmental product have had appropriate value and some featured to be applied to in teaching. v suggestion 5.1 the strengths of the product the instructional materialis of drama teaching for the students of english language and letters departement of sma al-miftah palengaan pamekasan are one of the developmental instructional material designs that is flexibel,not need clear order/stiffness. it will stimulate the inventive work and intention learning of students from senior high school students that are specifically designed t o f ul l f i l l teaching material need of english language and letter of department sma almiftah palengaan pamekasan in drama teaching. it can also increase growt on learning by grating opportunity for each students to choose their own exciting media.beside that the students are encouraged to think in diverging relate with multiple solution throw kinds of drama teaching activities that can stimulate the inventive work and intention learning of students so that it will set them being the good person. 8 | rini listyowati, ina daril hanna lingual (vol. 10, no.2, 2020) this developmental product can also build the self-sufficiency and learning interest of the students throw setting up the learning evironment that suitable with the intellectual and emotional devel opm ent of the atudents.this developmental product have been developed by using 2 dimensions of orchestra learning of degeng that is flexible and suitable withthe instructional design used in drama class ,it is called quantum learning design. 5.2 the weakness of the product the developmental product of the drama instructrucnal materials only can be used in english language and letter of department sma al-miftah palengaan pamekasan especially on drama subject as instructional media.beside that the development of model orchestra learning is only f ocus t o the context or setting-up of the learning environment regardless its contents. because the instructional material product have not been applicated on the real class so that it still have so many the weaknesses that is not able to be identified based on real condition. this instructional materials have not been fullfilled with some instructional features like: worksheets an supporting equipments like lcd, dvd ,cd film, studio/ special room of staging and the equipments. 5.3 developmental suggestion this developmental instructional materialis are developed with 2 dimensions of orchestra learningof degeng to optimizing this instructional materials should concern on the usage.teacher can use the teachers book that has been designes as the reference in teaching in order that it will be opt i m al i n teaching materials.teacher should know the characteristic of the subject teaching well so that he can manage the class perfectly. this instructional materials isjust a suplementary book that will still need some support i ng book from the other sources so that the teaching learning process can optimize the students learning and t hey can use the students book as the guidance to make their learning be more better than before. 5.4 product suggestion as a suggestion for the dissemination of a broader target product for the use of drama teaching material products,these have been able to be used by students as drama teaching materials for cl ass xi majoring of english language and letter departement al-miftah palengaan pamekasan. therefor e, i t should immediately be printed and produced to be used as lnstructional materials for teachers and students. 5.5 further product development suggestion for the purposes of further development of drama teaching materials products, suggestions can be made as follows: as a follow up to the developmental materials of drama subjects, we need a deep understanding of each topics. seeing this subjects are theoretical and practical, it is necessary to prov i de other learning media tools that can complement this teaching material in the learning process. a speci al room arrangement is needed so that students can develop orchestras of drama teaching on the drama performance. references albanjari, arif sugion.2015. desain pembelajaran. arifsugion.blogspot.com. retrieved on 8th july 2020 degeng, n.s. 2011. bagaimana cara menjadi qunatum teacher: wibawa vs lembut. makalah disajikan dalam seminar di universitas pgri adibuana surabaya, surabaya 9 februari. seels, b.b. & richey, r.c. 1994. instructional technology: the definition and somain of the field. washington, d.c: aect sugiono. 2010. metode penelitian pendidikan. bandung: angkasa student engagement in efl on-line class yunik susanti universitas nusantara pgri kediri yuniksusanti@unpkediri.ac.id abstract a closed-ended questionnaire was designated to the english department students university of nusantara pgri kediri to investigate their cognitive, behavioural and emotional engagement during the english teaching learning processes that were administered in online classes. these online classes were managed to implement the government policy in banning the spread of covid-19 pandemic. the results showed that students’ behavioural engagement was relatively high, however, their cognitive and emotional engagement were not extensively positive in some of their aspects. it was found that the students found obstacles in communicating ideas, helping each other, previewing the previous materials, and overcoming anxiety in making mistake during online class. findings contributes to an understanding of the various aspects of web-based classes and the efl student engagement in the virtual classes keywords: student engagement, online class, english as a foreign language i introduction corona virus disease (covid-19) pandemic has altered the system of teaching and learning process drastically. teachers and students are compelled to conduct the teaching learning pr ocess f r om their homes for the unlimited time as the government is still keeping up with the growth of this pandemic. indonesian minister of education and culture issued decree number 4 2020 r egarding education policy during the emergency situation of covid-19. he stated that teaching learning process from home is administered via online in order to facilitate a meaningful learning experience. in order t o implement that decree teachers, have to be prepared to change their conventional classes to online ones. therefore, it is important for the teachers to elevate their self -competence, point of view, and their interaction pattern to the latest technology. however, there are several problems faced by both teachers and students in the implementati on o f online class. suharwoto (2020) revealed several challenges related to the application of online t eachi ng learning process; (1) a technological gap between schools in the big city and those are in the countrysi de in indonesia, (2) limitation of teacher’s competence to utilize online teaching applications, (3) t he l ack of the technology resources such as internet and computer, and (4) the low integration among t eacher s, students and parents in online learning. teachers are staggered since they have to change the system, syllabus, and the teaching learning process greatly. students are stuttered getting piles of tasks while parents are under pressure, since they have to accompany their children to do the school tasks. previously, teachers saw online teaching learning process as no more than a concept or technical application. they did not consider that online teaching learning process is a certain teaching par adi gm . online teaching can be used to ease the students to access various sources of knowledge, more creativity in creating artwork, and supplement for student’s knowledge. several solutions have been provided by the government to face this pandemic challenges, such as; accomodating online class into one portal that can be accessed by more than eighty thousand people, cooperating with education application providers such as ruang guru quiper school, zenius, office 365, google for education, and many others to provide free access to their facilities, and cooperate wi t h national tv station to broadcast education programs that can be utilized by the teacher and the st udent s to study at home in meaningful way. both in conventional and online classroom student engagement take important roles in the success of teaching learning process. students who have high engagem ent i n teaching learning process tend to be more active in the classroom interaction and they involve more their feeling and sense in their interaction to achieve the learning objectives. kuh ( 2003) stated that student s’ engagement can be used as assessment of development both of personal and learning process. this means that the more students involve in practising, getting feedback in the teaching learning process, the more they learn. it can also be said that the student achievement can be promoted by a high-level involvement of the students to the teaching learning process. the evidence for role of engagement in influencing students’ academic outcomes such as lear ni ng achievement and the teaching learning process have been provided by several former studies. krause and coates, (2008) clarified that the objectives of engagement were to achieve students’ learning outcomes by devoting their time and effort to do activities that contribute to their learning directly. mailto:yuniksusanti@unpkediri.ac.id 2 | yunik susanti lingual (vol. 10, no.2, 2020) trowller (2010) affirmed that students’ engagement with active participation was done by t he st udent s through their time in the classroom. jens (2013); zohud (2015) confirmed there was significant effect of the student engagement to the student language achievement. furthermore, han & hyland ( 2015) who conducted their research the student engagement in the area of teaching writing stated that the st udent s’ engagement contributes to the students’ achievement in writing skill. however, little attention has been put into the students’ engagement in the online class. one that focused on it was conducted by gi nt i ng (2020) who reflected his experience in teaching english via online. he proposed the use of inquiry community approach to promote the students’ engagement in online class. so far, however, there has been no discussion about the type and the way how the students’ engagement in online class. theref or e, this study pictured the types and the way how the students involve in online teaching learning process especially when they learn english as foreign language. thus, we have a comprehensive under st andi ng on the students’ engagement in the online efl class. fredricks, blumenfeld, and paris (2004) divided student engagement into three aspects such as behavioural engagement, emotional engagement, and cognitive engagement. this study used these three divisions to see the student engagement in the teaching processes that were conducted vi a onl i ne. therefore, the aims of this study were; to describe what platforms that the teachers used in teaching english via online and how was the student engagement in the implementation of those online t eachi ng learning process. ii materials and methods this qualitative research used case study as the technique of the research as it focused on answering a descriptive question about what happened to the student engagement when they were studying english in online classes. as ary et al (2010) stated, a case study provides in-depth descripti on of an individual, group, class, site, program, process, institution, or community. it can answer descriptive questions (what happened) or attempt to explain why something happened by looking at a process. the subjects of this study were the students in english education department university of nusantara pgri kediri that consists of 120 students. the data about students’ engagement in the english teaching learning process of online classes were collected using closed ended questionnaires. the questionnaire was developed using three divisions of students’ engagement proposed by trowller (2010) and fredrict, blumenfeld and paris (2004) as seen in the following table: student engagement criteria indicators sub-indicators cognitive comprehension response to the teachers’ questions do the tea cher’s task sha re ideas communicate ideas to the classroom help ea ch other to do the tasks. preview knowledge a nswer the teachers questions rela ted to the la st materia ls emotional interest ea ger to join the cla ss do the cla ssroom activities worried be a fraid to make mistake keep silent behavioural attention follow a nd do the teachers’ instruction student engagement in efl on-line class 3 effort do the ta sks in or out of the classroom submit the task on time cla ssroom pa rticipation responsibility pa rticipate actively be responsible follow the lesson on time table 1. student engagement criteria modified from trowller (2010) and fredrict, blumenfeld, and paris, (2004) there were 15 items for each aspects of the students’ engagement, five (no.1 up to 5) for the cognitive aspect, five (no. 6 up to 10) for emotional aspect and five questions (no. 11 up to 15) for behavioural engagement. five options in each question range from strongly agree, agree, neutral, disagree, and disagree were given to get the students’ responds. to analyse the data, there wer e sever al steps; first, the data got from the questionnaire were turned into scores based on the linkert -scale in which the score for strongly agree, agree, neutral, disagree and strongly disagree were respectively 5,4,3,2, and 1 score. then the computed score was calculated in the percentage score for each aspect. finally, those scores were interpreted using interval analysis. the following criteria were used to interpret the computed score so the level of the students’ engagement can be found. interval criteria : 0% 19.99% = strongly disa gree 20% 39.99% = disa gree 40% 59.99% = neutral 60% 79.99% = agree 80% 100% = strongly agree iii results and discussion 3.1 research result this chapter focused on describing the results of the data analysis about student’s engagement in efl online classes that were collected using closed ended questionnaire. the total of ninety participant s participated in filling the questionnaire that were conducted via online by using google form. 3.1.1 applications used in efl online classes the result of the study showed that the efl online classes in english language department university of nusantara pgri kediri were administered using various applications. we can see those variations in the following graphic: graphic 1. application used in efl online teaching and learning from the chart above, we can identify the most popular application to be used to teach onl i ne was whatsapp application in which almost half respondents stated that their lecturers used whatsapp application to conduct the online teaching learning process. the least popular, in the second number, there was edmodo application. it was followed by google classroom in the third number. in the last 4 | yunik susanti lingual (vol. 10, no.2, 2020) position there was zoom aplication. however, it does not mean that one lecturer used only one application, since the respondents also replied that their lecturers used more than one application in teaching english. 3.1.2 students’s cognitive engagement in efl online classes cognitive engagement can be displayed in terms of being strategic or self -regulating. it accomplishes the students’s understanding or comprehension, sharing ideas and previewing knowledge. the following data shows the details of those aspects from the students’ point of view when t hey wer e taught english using online media. 3.1.2.1 comprehension aspect there were two sub-components in this aspect namely; the way how the students understand the teachers’s instruction and they way they do the teacher’s task. the results showed that more than half students, about fifty two percent students, could response the teacher’s questions and sixty percent students were able to do the tasks given by the teachers. there were only few students, in about five percent of the respondents, had difficulties to answer the teachers’s questions and around ten percent students could not complete the tasks. it means during the online class in general there were no obt acl es for the students to comprehend the teachers’s explanations and materials. 3.1.2.2 sharing ideas aspect in the second sub-indicator of cognitive engagement, namely sharing ideas, the students found limitation both in communicating their ideas and helping each other in online class. eventhough onl y a small number of students, approximately ten percent, stated directly that they could not communicate their opinion during the online class, it was found that there were around half students answered that they were in neutral point. it means they were in some cases may found difficulties to express their ideas in the online efl classes. however, the rest respondents, approximately fourty percent st udent s, said that online class did not interfere them to communicate their ideas and cooperate with others in doing the tasks. 3.1.2.3 previewing knowledge aspect in the last sub-indicator of cognitive engagement namely previewing knowledge, there were not more than half students or fifty percent students gave neutral answer. it means they may have dif f i cul t y in relating their new knowledge with the previous one. on the other hand, there were thirty percent students who were able to answer confidently that they could relate their previous knowldege with the teacher’s new questions during the online class. the following graphic showed the students’s cogni t i ve engagement when they followed the english lesson via online. graphic 2. students cognitive engagement in efl online class from the graph 2 above, we could see that the student’s engagement in almost all of the cogni t i ve aspects such as; in responding teacher’s question, expressing ideas, helping each other and especially previewing the teacher’s questions, were in neutral position. it means students might have been difficul t student engagement in efl on-line class 5 to respond the lecturers’ questions, communicate their ideas and cooperate with others in the online class. however, they generally didn’t find difficulties in doing the tasks. 3.1.3 students’s emotional engagement in efl online classes emotional engagement related to the students’s interest and encompassed positive and negative reactions to teachers, classmates, academics, and school. it is presumed to create ties to an institution and influence willingness to do the work. there were two sub-indicators in this aspect such as interest and worried. the following description shows the details of the students’ emotional engagement when they followed the online class. 3.1.3.1 interest aspect online class did not hinder the students’ interest to join the class. almost all or respectivelly eighty percent students stated that they had the same interest to attend the online class as much as their int er est to the offline class. in addition, they also had high motivation to do the class activities eventhough t hey did not have face to face meeting with their lecturers. 3.1.3.2 worried aspect in this sub indicator, worried feeling, however, more than half students said that they had anxi et y to make mistake during the online class, therefore they tended to remain silent in the class. 3.1.3.3 attention aspect the students’ concentration during the online teaching learning process was not distracted. it is shown from their ability to answer the lecturers’ questions and when they had to follow the lecturer’ instructions. the data showed that there were only small number of the students or ten percent st udent s who failed to answer the lecturers’ questions. it happened at a similar way when the students had to carry out the lecturers’ instruction, there were only twelve percent students were unable to do the teachers’s instructions. it means online class did not bother the students’ concentration during the teaching learning process. graphic 3 showed the students emotional engagement condition when they followed online classes. graphic 3. students emotional engagement the graph 3 above showed that generally the students’ emotional engagement during the online classes were positive especially in the interest and attention aspects. almost all of the students joined the class, did the class activities and followed the lessson. however, in the aspect of worried, there were almost twenty five percent students answered that they were afraid to express their idea and remind silent when they were in online classes. 3.1.4 students’s behavioural engagement in efl online classes behavioral engagement encompases the idea of drawing on the idea of participation; it includes involvement in academic and social activities and is considered to be crucial for achieving positive academic outcomes. in this study there were four sub indicators namely: attention, effort, classroom 6 | yunik susanti lingual (vol. 10, no.2, 2020) participation, and responsibility aspects. the following describtion shows the details of those each aspect. 3.1.4.1 effort aspect the students’ attempt to follow the online lesson were also high. it can be seen from the r esul t of the questionnire, which showed that the majority were able to submit the tasks on time. on the contrar y, there were only five percent students weren't able to do that. 3.1.4.2 classroom participation aspect the number of the students’ participation in online class were also positive. more than half respondents were active in the class, however, there were still one fourth students or fourty percent students who were in the neutral position. it means they might have been less active in the onl i ne cl ass eventhough there were only seven percent students who stated directly that they were not active at al l i n the virtual class. 3.1.4.3 responsibility aspect the students’s resposibility in the online class were also positive. almost all students or seventy percent students were responsible on the lesson. they were also quite eager to follow the lesson. more than seventy percent students had high motivation to be punctual on following the lesson. graphic 4 shows the results of the students’ behavioural engagement renspond. graphic 4. students behavioural engagement the graph 4 above showed that generally the students’ behavioural engagement during th e onl i ne classes were positive. almost all of the students could do the teachers’ instruction, submit t he cl ass , be responsible and take part in the lesson on time. however, in the aspect of activeness they were conf used how they could be active in their online classes. it was shown that there were almost thirty five per cent students answered doublty about whether they could be active or not when they were in online classes. 3.2 discussion from the research results mentioned above, it can be stated that the student’s engagement during the english language teaching that is conducted via online was postive in nature. it is in line with zohud (2015) who stated that learners became more active and engaged in the learning process and learn bet t er when their teacher use different strategies and media in the class. dewi et al. (2020) also found t hat t he implementation of google classroom as a learning aid to improve students’ reading comprehension is quite effective, since the students could learn with more access by using their smartphone without bei ng limited by time and place. however, some problems related to the students’ cognitive engagement cannot be neglected. the cognitive engagement that were interfered during the online class was the students’ opportunity to communicate their ideas and having cooperative and collaborative learning. the students also find difficulties to relate what they have learnt with the materials being discussed. these findings coincided with coates’ (2005) study which found that placing lecture notes or audio str eam i ng on the web is not a substitute for effective lecturing. students reaction indicate that even when all lecture notes are on the web, they will attend lectures if the lecture is interesting and presented well. contact with academics and their peers is crucial. to reduce this shortcoming, ginting (2020) suggested to student engagement in efl on-line class 7 mention the names of students who takes online classes since it can build strong social relationship. thi s strengthen dewi’s at al. (2020) finding about the students’ perceptions of using google classroom, it revealed that some students still preferred to study in the offline classroom since they could interact directly and easily with the teacher. the student’s emotional engagement especially in handling their anxiety of making mistake was high in the online class. therefore, they chose to be silent and not active in the class. this coincides with krause (2005) who said that when lecture material was presented online, academics needed t o devel op strategies for encouraging student involvement during lectures. for example, integrated activities into the lecture timeslot-in online learning environments, capitalise on the community-building capacities of online discussion forums to connect students to each other and to the learning community. f i l i us e t al . (2018) as cited by ginting (2020) stated that giving confidence to take over the role of t he t eacher was relatively effective because this trust made students see themselves positively, increased their self confidence, and encouraged them to actively interact. finally, the only aspect in the behaviour engagement that should be given more attention in onl i ne class is in focusing the students’ attention to the lesson. it needs suitable strategies to increase the students’ concentration to the lesson, as han and hyland (2015) stated that the teachers should careful l y plan their strategies to enhance the studets’ engagement. furthermore, ginting (2020) stated that promoting the instructor presence in online class by clarify the rules of the lesson can increase the students’ engagement in the way that they actively interacted during the online class. thi s can be done by, for example, explaining what students have to do and what they should not do. iv conclusion there are several points that can be concluded from this study; firstly, the students’ engagement during online class was high in all three aspects; cognitive, emotional and behavioural engagements. they were able to comprehend the lesson, did the task, had high interest and put high efforts dur i ng t he online class. however, in certain sub categories, such as in the cognitive engagement aspect, the students had difficulties in the way how to communicate their ideas and how to conduct cooperative and collaborative activities in the class. in addition, they also found problems to do previewing activities. they lack the ability to connect previous lesson with the materials being studied. the students also found difficulties both in getting the correct answer and completing the task. secondly, in the sub category of emotional engagement the students have anxiety in following the online lesson because t hey were afraid of making mistakes. as a result, they chose not to be active in the class and kept silent. finally, in the sub category of the behaviour engagement, the students had problems in focusing their attention to the lesson. it is recommeded that during the online teaching learning process, the teachers should facilitate the students with opportunities to communicate their ideas by using other additional interactive applications. the teachers also need to create more tasks that can provide chances for the students to have collaboration and cooperation. regarding to the student’s anxiety of making mistake during the teaching learning process, the teachers should give more feedback and reward to promote t he student’s self-confidence. lecturers were suggested to follow practical workshop on the strategy in teaching english in online classes then apply those techniques in their teaching learning process. the more appropriate teaching strategies applied by the teacher, the more enganged the students will be to the lesson. for future researchers, there are some aspects that have not been covered in this study such as; the teachers’ point of view on the implementation of the online class, the effect of certain teaching techniques or strategies in online applications that can be used to promote the students’ cognitive aspect , and emotional as well behaviour engagement in the online class. references abing, jens. (2013). the effect of students’ engagement on academic career from a drop point perspective. published bachelor thesis university of twente. ary, d., jacobs, l.c., soransen, c. (2010). introduction to research in education. wadsworth: cengage learning. bryson, c. and hand, l. (2007). “the role of engagement in inspiring teaching and learning: innovation in education and teaching”. international journal. 44 (4) pp. 349-362. dewi, n-; zahrowi, e; sulistyawati, m.,e.,s. (2020). the implementation of google classroom in improving students’ reading comprehension at man 4 jakarta. lingual: journal of language 8 | yunik susanti lingual (vol. 10, no.2, 2020) and culture, 9(1) pp. 21-26. available at:https://ojs.unud.ac.id/index.php/language/article/view/58807. fredricks, j. a. , blumenfeld, p. c. and paris, a. h. (2004). “school engagement: potential of the concept, state of the evidence. review of educational research, 74 (1) pp. 59–109. indonesian minister of education and culture issued decree number 4 2020 about education policy during the emergency spread of the covid-19 han, ye., hyland, fiona. (2015). exploring learner engagement with written corrective feedback in a chinese tertiary efl classroom. journal of second language writing. 30 (2), pp. 31-44. ginting, d., hasbi, m. ed (2020). a research on promoting students’ engagement through a community of inquiry. english teaching practices in indonesia during covid-19 crisis. temanggung: cv raditeens. kuh, g.d. (2003). what we are learning about student engagement from nsse. change, 35(2), pp. 2432. krause, k,. & coates, h. (2008). students’ engagement in first year university assessment and evaluation in higher education. educational journal. vol. 33 (5) pp. 493–505. suharwoto, gogot. 2020. pembelajaran online di tengah pandemi korona, tantangan yang mendewasakan. (online) available at http://www.timesindonesia.co.id accessed on 24 april 2020. trowler, v,. 2010. students engagement literature review. york: the higher education academy. zohud, n.w.,izzat. (2015). teaching strategies and their role on students’ engagemen t i n l earni ng english. published thesis of an-narah national university faculty of graduate students. the usage specification of registers in social media instagram sang ayu isnu maharani, i wayan mulyawan english department, udayana university isnu_maharani@unud.ac.id, moelya01@gmail.com abstract this research concerns with the usage specification of registers in social media as a renewable way of communication in the millennial era. the aims of this research were identifying and mapping the usage specification of registers in social media instagram. it also aimed at finding find out the function of the usage specification of the registers. this research was a combination of qualitative and quantitative research. the method applied for this research was observation method with note-taking techniques. the method used to analyze the data was discourse analysis method. to answer the problems formulated in this research, of halliday’s (1994) register theory was applied. keywords: usage specification, register, social media, instagram i introduction register is a linguistic phenomenon that exists in society. register is a variation of language that i s caused by the existence of the special characteristics of the needs of the user, for example, it can be found in the written language such as: an advertisement, article, pamphlet and social media. meanwhile, when viewed from spoken language, we can see them in political language, presentation, parody, football commentator’s session and other verbal actions which can not be mentioned one by one. in the development of today's society, we will easily encounter various linguistic phenomena. the phenomena can be seen in social, alay, or slang language. social language is the simple, informal language we use when talking face to face with family members or friends. it allows us to use slang terms or communicate feelings, needs and wants using symbolic hand gestures. alay is short for anak layangan, literally meaning “kite kid”. alay is considered as various non-standard style expressions used regional or almost throughout indonesia. meanwhile, slang is a type of language consisting of words and phrases that are regarded as very informal, are more common in speech than writing. it is t ypi cal l y restricted to a particular context or group of people. those three linguistic phenomena mentioned are different from register due to the reason that the register is semantic concept that relates with arrangements and context. the linguistic phenomenon that examined in this is research was the usage specification of register in social media instagram. as we aware, social media is a contemporary lifestyle that is in high demand and inevitably 'forces' people to be able to understand if they do not want to be considered old-fashioned. social m edi a gi ves people the opportunity to become free writers, become independent journalists, become public f igur es, become online business people, build their self-image and there are many other things that can be done via social media, viewed from positive perspective. meanwhile, if we look at it from the negative si de, it will be easier to find fraud or criminal acts such as human trafficking. p ositive and negative things, of course, are always like two sides of coin. we realize, social media has slowly changed the mentality, attitude, lifestyle and also the language of the people. language or style/variety of languages conveyed by the public through social media is a form of renewable communication. there is still not much research viewed from the linguistic aspects. besi des, language is also used to carry out integration, social adaptation, tools to express self -expression and al so social control. language variations (registers) found on social media are inter esting things to study because there is still limited study or research concerns with this topic. isnu maharani & mulyawan (2019) studied english registers in social media instagram. they have explored and focused the research in identifying the english registers. in the following year (2020) isnu maharani & mulya wan pr oceed further research on the usage specification of registers in social media instagram. the identification and finding of this research is expected to be able to provide additional insight to the academic wor l d about the dynamics of language change that is so rapidly developing in society. based on the above introduction, this study seeks to describe the following problems; the usage specification of registers in social media instagram, and the functions of the usage specification of register in social media instagram. mailto:isnu_maharani@unud.ac.id mailto:moelya01@gmail.com 2 | sang ayu isnu maharani, i wayan mulyawan lingual (vol. 11, no.1, 2021) the results of this study are expected to have theoretical and practical benefits. theoretical benefits aim at broaden the reader's insight, in particular regarding variations in language, register in social media instagram. in addition, this research is expected to widen “horizon” and perspectives, especially in the field of sociolinguistics. ii materials and methods the data source of this study was registers of eighteen (18) accounts taken from instagr am soci al media within a period of three months, from january to march 2020. the period of data collection conducted in the 2020 to give updated data for the research. the data was collected based on the frequency of appearance of accounts of particular categories in social media instagram. the collected data was categorized according to the type of account seen in social media instagram. the results of t he categorization are presented in the form of tables and descriptions. this study used the observation method and note-taking technique. the collected data taken f r om posted accounts in instagram media in the period january-march 2020.the data taken manually by taking screen shot of every collected data. the data taken limited in the period of january-march. existing data was then categorized based on the usage specifications. the data that has been identified and categorized were then tabulated in tabular form to get the percentage of usage and later described descriptively. this research applied discourse analysis method. this method was a study that examines or analyzes the language used naturally, either in written or spoken form. the analysis emphasizes the study of language use in social contexts. the discourse in question is the language used to communicate. the usage specifications of registers found in social media instagram were grouped and anal yzed for the use of the language and also the function of the usage of the registers. the analysis results of t he usage specifications were presented in tabular form. the function of the registers was described descriptively. iii results and discussion 3.1 result this section describes the results of data analysis, namely the usage specification in social medi a, instagram from january-march 2020 period. the data obtained in the following categories: (1) hea lth a nd beauty (2) minimarkets / supermarkets (3) property and contractors (4) restaurant (5) services (6) convenience stores category account name number of post percentage health and beauty meisa bulu mata 29 0,03 parlour me beauty salon 59 0,07 mini market/supermarket alfamart 88 0,11 giant indo 49 0,06 indo mart tip top super carefour 105 29 104 0,13 0,03 0,13 the usage specification of registers in social media instagram | 3 property and contractor property&contractor 10 0,01 restaurant wr.kayu manis nui health bowls dapoer sehat cumi doerr baliku jamur 49 41 37 10 36 0,06 0,05 0,04 0,01 0,04 services bulu waxing jualan.lau 8 8 0,01 0,01 shops j.co indo coffee nitra jaya kebaya 21 100 0,02 0,12 total 783 table 1. frequency of accounts occurrence in social media instagram period of jan-march 2020 in category (1), accounts @meisa bulu and @parlour me beauty salon were found. meisa bulu mata's account consists of 29 data and parlourme beauty salon consists of 59 data. the mini m ar ket or supermarket categories, we can get accounts such as @alfamart, @giant indo, @indomart, @tip top supermarket and @transmart carefour. the frequency of appearance of alfamart accounts is 88, giant indonesia is 49 data, indomart is 105 data. for the advertising category: property and contractor, ther e are 10 records. the restaurant category contains a total of 173 posts, which in detail are: @warung kayu manis 49 data, 41 data @nui healthy bowls, @dapoer sehat 37 data @ cumi doerr there are 10 data, @baliku mushroom has 36 data. there are a total of 16 data categories with details found at @bulu waxing hut and @jualan lau there are 8 data. the shops, barber, coffee categories are as follows: @ j.co indon coffee shop has 21 data and the @nitra jaya kebaya account has 100 data. 3.2 discussion ferguson (1971) argues that registers are situations of communication that occur regularly in a society (relating to participants, places, communicative functions, etc.) over time, which tend to develop over time, marking the structure of language and the use of language that is different fro m the use language in other communication situations. a communication situation that recurs regularly in a social environment (in terms of participants, settings, communicative functions and so forth) will tend to overtime to develop indentifying markers of language structure and language use, different from the language of other communication situations (ferguson, 1971). register according to halliday (1994: 54) is a semantic concept that can be defined as an arrangement of meanings that is specifically connected to certain arrangements of terrain, engagem ent , and means. this arrangement is more familiar with context. medan refers to what is happening or when the action is taking place, what are actually being said by the parties involved. involvement refer s to t he people who take part in a conversation, the nature of the actors, their position and role. means r ef er t o the role taken by language in certain situations, such as pointing, explaining, and educating. register is a variety of languages based on the user, the language used depends on what i s being worked on (halliday, 1994). 4 | sang ayu isnu maharani, i wayan mulyawan lingual (vol. 11, no.1, 2021) registers or variations of language in terms of usage used in certain professions make the language functional. each register has a specific function. ferguson (1971) explained that the function of registers or language variations in terms of their use was as follows: a . instrumental functions, la nguage oriented to the listener or interlocutor. the la nguage used to regulate the listener's behavior so that the interlocutor wa nts to obey or follow what is expected by the speaker or writer. this ca n be done by using expressions that express demand, appeal or se duction b. interaction function, la nguage-oriented contact between parties who a re communicating. register in this ca se serves to establish and maintain rela tionships and show feelings of friendship or social solidarity. the phra ses used a re usually patterned but like when meeting, getting to know, asking a bout the situation a nd so forth. c. personality or personal function, la nguage oriented to speakers. d. problem -solving function, the la nguage contained in expressions that a sk for, a ccording to or sta te an a nswer to a problem or problem. the expressions used in this function a re in the form of questions that require expla nation or explanation e. imaginary or ima ginary functions, la nguage that is oriented towards the intent that will be conveyed by the spea ker or writer f. information function, the la nguage used as a tool to provide news or informatio n so that others can know. from the data category above, we can temporarily see that the mini market / supermarket account has the highest frequency of appearance, namely the @indomart account with a total of 105 posts, whi l e the lowest frequency is on the services @ jualan.lau account with 8 posts. the lowest category is the services account, each consisting of 8 posts. the usage specification of registers in social media instagram are as follows, each category is represented by 1 data. 3.2.1 health and beauty category picture 1. health and beauty from the above data, we can find the use of indonesian and english. in the visual i m age di spl ay, the dominant color is red as the base for the shampoo, making this image look attractive. the sent ences in english are found in: (a ) 2020 most loved-must have star product (b) miss your fa vourite treatment? (c) ca ll us now a nd we’ll deliver itu to you in 24 hours the sentences that appear in indonesian language are: (a ) apakah anda rindu perawatan rambut kesayangan anda ? (do you miss your favourite hair tra itment?) (b) kami tetap setia membantu menjaga rambut anda tetap sehat selama masa #dirumahaja (we a re still loya l to a ssist you to keep your hair hea lthy during the period #stayathome (c) kontak kami melalui wa ini dan dapatkan “diagnose khusus” sesuai kebutuhan rambut anda (plea se contact us in this following wa a nd receive “special dia gnose” in a ccordance to your hair needs) (d) kami kirimkan produk kesayangan anda langsung ke rumah anda (we send your favourite products directly to your home) the usage specification of registers in social media instagram | 5 (e) kami berikan promo ongkir apabila anda tinggal di denpasar area (we give promotion of delivery cha rge if you stay in denpasar a rea) (f) akan kami kirimkan dalam waktu 24 jam (we will send in 24 hours) from the description of the above sentences, we can see registers or language variations such as: (a ) ca ll us now (b) we’ll deliver it to you in 24 hours (c) kami tetap setia…(we a re still loya l…..) (d) kontak kami…. (contact us………….) (e) kami berikan promo ongkir….(we give promotion of delivery charge….) (f) kami kirimkan dalam waktu 24 jam (we send in 24 hours……..) some of the registers found above are marketing registers that are commonly used to attract customers or buyers by using 2 language versions, indonesian and english. parlor me beauty sal on as a women's beauty centre delivers its products through advertising language as listed above. register repetitions in the presentation of indonesian and english are found in points (a) and (d), namel y cal l us now and contact us. other repetitions can also be found in points (b) and (f), namely we will deliver it to you in 24 hours and we send it within 24 hours. 3.2.2 minimarket/supermarket category picture 2. minimarket/supermarket the above category is the mini market category, namely indomart. the image displayed characterized by indomart’s costumes and colours. the sentences that appear in the @indomart account are as follows: halo sobat selagi #dirumahaja jangan lupa biasakan untuk cuci tangan dengan sabun dan air mengalir, pa stikan langkah-langkah cuci tanganmu sudah benar, ya! bekerja di rumah, belanja dari rumah, dengan klik indomart hi friends while #sta y a t home do not forget to getting use to wa sh your hand with soap and running wa ter, ensure your wa shing ha nd procedures have done correctly. work a t home, shop from home, with indomart click from the description of above sentence that appears on instagram, several registers can be fou nd as follows: (a ) dirumah aja just sta y at home (b) biasakan cuci tangan get use to wa sh your hand (c) bekerja dirumah work a t home (d) belanja dari rumah shop from home (e) klik indomart indomart click the register that appears on this account more emphasis on social appeals or messages to the community. perhaps this is a form of indomart's participation and concern toward events that occur r ed during this pandemic. a register with hashtag #dirumah aja is one of the viral registers in the 6 | sang ayu isnu maharani, i wayan mulyawan lingual (vol. 11, no.1, 2021) community. during pandemic, people are limited to leave the house and suggested to do activities f r om home, one of which is shopping from home, point (d). a new habit that is also one of the registers during the pandemic is biasakan cuci tangan as seen in point (b). the register that stated in point (e) shows recommendation to conduct virtual activities; online shopping by indomart click. 3.2.3 property and contractor category picture 3. property and contractor the above data shows the application of english language in delivering the information. the sentences are: (a ) below ma rket pla ce (b) 2 plots of la nd with ocean a nd mountain view in ba li (c) loca ted in da tah hills a rea in ka rangasem (d) one of some pieces of developing tourism area in no rth of bali the above sentences include following registers, they are: (a ) below ma rket pla ce (b) 2 plots of la nd (c) loca ted in…. (d) one of some pieces…. registers in english are commonly used as a form of information and product introductions offered by the @propertyandcontractor account. the register genre in the above account is oriented towards sales and marketing terminology and tends to be aimed at foreigners. 3.2.4 restaurant category picture 4. restaurant the image of mushrooms above is a type of information register that provides inform at i on about food, namely the @balikujamur account. the language used is indonesian. several registers were found from this account: (a ) hari ini baljam buka mulai jam 2 siang – ba ljam opens a t 14.00 tommorrow afternoon (b) cobain order mac and cheese yuk – let us try to order mac and cheese (c) rekomended recommended (d) isian dalam satu porsi – the filler in one portion (e) extra topping the usage specification of registers in social media instagram | 7 (f) sa uce macaroni, cheese, cheddar dan potato chips registers (a-f) are several registers showing lexical items in the culinary field. baljam itself is al so a register which stands for balijamur. the community then used to say baljam. register (c) the word rekommended is a loanword from english which is also more of a choice than the word recommended. 3.2.5 services category picture 5. services the account of the above category shows the service category in terms of sales of magic lash oi l laura which is displayed in bright orange shades. the registers found from the above account are (a ) jualan lau – selling la u (b) semagic itu kann – that magic…. 3.2.6 shops category picture 6. shops the account above is taken from the shop account of nitra jaya, with a picture of a whi t e kebaya suit. the registers that can be found include the followings, that are shown in indonesian phrase or sentences: (a ) promo special special promo (b) hanya….. just (c) harga normal – normal price (d) berlaku di toko kapal, nusa dua dan pembelian secara online – a pplicable in ka pal’s shop, nusa dua a nd online purchasing (e) berlaku mulai 30 maret sd 20 april 2020 – valid from 30 march to 20 a pril 2020 registers (a-e) are several registers related to sales marketing. this account is in the area of a shop that sells kebaya clothes. in order to attract consumer interest, register (a) is often used as a technique for making sales. 3.3 the function of usage specification register in social media instagram there are six types of register functions, namely instrumental, interaction, personal, problem solving, imagination and information functions. the results of the data analysis above are as follows: data 1 shows that the language function used in the account is an information function. the information provided is an advertisement, namely about shampoo. the other register funct ions ar e not visible in this data. likewise, data 2 and others also show information functions. the information 8 | sang ayu isnu maharani, i wayan mulyawan lingual (vol. 11, no.1, 2021) function shown tends to be advertising products. data 2 is about indomart advertisements, data 3 is about property sales, data 4 is information about culinary types, namely baljam, data 5 is included in t he magic lash oil sales service category, and data 6 oriented towards selling kebaya clothes. iv conclusion the results of data analysis showed that the usage specifications of registers found from the six categories of accounts that appear in social media instagram were marketing, appeals and information registers. the marketing register was shown from the property category, and the services and store categories. meanwhile, the appeal register was found in the mini-market / supermarket category. information registers can be found in all data from existing categories. it can be found that the most 105 posts were from the service category of mini-markets / supermarkets and the data that showed the minimum frequency of appearance of posts was from the service category. references chaer, a. & agustina, l. (1995). sosiolinguistik. jakarta: rineka cipta. denscombe, m. (1998). the good research guide. philadelphia: open university press. djajasudarma, t. fatimah. 1993. metode penelitian linguistik: ancangan, metode penelitian dan kajian. bandung: pt. eresco. ferguson, c.a (1971). language structure and language use. stanford: stanford university press fishman, j. a. (1972). sociolinguistics: a brief introduction. massachussetts: newburry house publisher. halliday, m.a.k and ruqaiya hasan. (1985). language, context and text: aspects of language in a social semiotic perspective. victoria: deakin university press hymes, d. (1964). language in culture and society. new york: happer and row. hymes, d. toward ethnographies of communication: the analysis of communicative event s i n p . p . giglioli, ed. (1971) language and social context. middlesex: penguin books, ltd. hudson, r.a. (1980). sociolinguistics. cambridge: cambridge university press. labov, w. the study of language in its social context in p. p. gigioli, ed (1972) language and social context. middlesex: penguin books ltd. leech, geofrey. (1993). prinsip-prinsip pragmatik (terjemahan m. d. d. oka) in adeliani noor. 2014. lagu menidurkan anak pada masyarakat banjar: kajian bentuk, makna, dan fungsi. jurnal albanjari vol. 13, no. 2, juli-desember. lincoln, y.s. & guba, e.g. (1985). effective evaluation. san fransisco: yossey bass publisher. sudaryanto. (1993). metode dan aneka teknik analisis bahasa. yogyakarta: duta wacana uni ver si t y press sumarsono. (2007). sosiolinguistik. yogyakarta: pustaka pelajar discourse markers of humor analysis in trevor noah’s stand-up comedy eko suci priyono, zainur rofiq universitas islam negeri maulana malik ibrahim malang ekosucipriyono@gmail.com, zainurrofiq@uin-malang.ac.id abstract discourse markers have been widely studied in various discourses such as political discourse, legal, media discourse, and even daily conversation. however, there is still a lack of discourse markers research in humor studies. this study was projected to identify the linguistic aspects of humor genre utterances in stand-up comedy performed by trevor noah as one of the most influential stand-up comedians. in addition, those linguistic aspect is discourse markers. the data were taken from trevor noah’s video entitled prince harry & meghan markle's royal wedding live at the o2 london. afterward, the data were analyzed by using the theoretical framework of discourse marker and its pragmatic functions introduced by brinton (1996). this study reveals that there are several types of discourse markers used in stand-up comedy, such as ah, and, like, oh, alright, then, huh, well, yes/no, and i know/knew. in addition, all of those discourse markers have different functions, and sometimes one discourse marker serves more than one pragmatic functions. keywords: discourse markers, pragmatic functions, humor, stand-up comedy i introduction a discourse marker is a required element that cannot be separated from our daily live communication. a researcher exposed that discourse markers are an essential part of achieving social communicative goals both in written and spoken discourse (piurko, 2015, p.5). some examples of discourse markers that are frequently used in discourse are yeah, well, so, etc. norrick (2000) has st at ed that discourse markers can be used to start a discourse, to tag a topic shift, or to quibble for a while to think before continuing (p. 49). meanwhile, brinton (1996) has her definition of discourse markers which is pragmatic marker s as it serves pragmatic meaning in the discourse. brinton explains that discourse markers not onl y ser ve i n the function of discourse marker as discourse element in the discourse organization but also serve a pragmatic function and term pragmatic markers covers the range of the item functions rather than discourse markers alone. moreover, brinton (1996) divided the role of discourse markers (pragmatic markers) into a textual and interpersonal level (p. 38). an interpersonal function of a discourse marker is affected by its textual function. a discourse marker cannot in any way be separated from anal yzi ng i t s textual function. it is because the fundamental meaning of discourse markers will determi ne t he use of discourse markers in utterance or discourse. humor discourse is a linguistic phenomenon that often either intentionally or unintent ionally occurs in our daily communication. as a kind of humor, stand-up comedy is rich in linguisti c f eat ur es. schwarz (2010, p. 3) describes in brief words as ‘a combination of various linguistic features of joke telling such as wordplay and punning, hyperbole, repetitions, timing, and paralinguistic choices , whi ch makes it receive great interest from linguists. many studies have paid attention to this topic through diverse perspectives, such as pragmatics (attardo, 2008; attardo & raskin, 2017), semantics ( allen, 1988), and cognitive linguistics (brône & veale, 2015). therefore, my research will deal with the analysis of stand-up comedy by narrowing the scope of investigation into discourse markers of verbal humor expressed in stand-up comedy and their functions. furthermore, humor as a linguistics phenomenon in stand-up comedy has been studied not comprehensively, which is proven by the small amount of research in terms of this research. one of the studies in terms of the topic ment i oned bef or e has been done by schwarz (2010) who analyzes the aspects of linguistics in verbal humor especially stand-up comedy in her research. she explains that there are many linguistics aspects in verbal humor on stand-up comedy including one of them is discourse marker. yuniar (2013) also investigates the function of the discourse marker ya in indonesian stand-up comedy. the novelty of this research is that it seeks to investigate the discourse markers’ textual and interpersonal functions in english stand-up comedy, as one of the humor genres. the research data wer e taken from trevor noah’s stand-up comedy, who is a very famous stand-up comedian. he al ways put s the hottest world issues upon his jokes. time magazine has also declared trevor noah as one of the 100 most influential people of 2018 because of his comedy. he also becomes the most popular tv personality of 2018 according to a survey by mvpindex based on data from facebook, instagram, mailto:ekosucipriyono@gmail.com mailto:zainurrofiq@uin-malang.ac.id 2 | twitter, youtube, and google plus reported in hollywoodreporter.com. therefore, those reasons above may guarantee the sense of humor he produces in his stand-up comedy. moreover, the data of this research was a video entitled prince harry & meghan markle's royal wedding live at the o2 london by trevor noah from trevor noah channel, youtube. it was the performance of stand-up comedian (comic), trevor noah in the program saturday night show at the 02 london which received millions of viewers and positive reviews than the other trevor noah's video. so far, there has been no previous research that focused on the discourse marker used in english stand-up comedy comprehensively and under the perspective developed by brinton (1996). since this study deals mainly with the pragmatic functions of the discourse markers used in stand-up co m edy, so brinton's perspective of discourse markers and its pragmatic function; textual and interpersonal function (1996) is the most suitable framework of discourse marker and its pragmatic function. ii materials and methods this research employed descriptive qualitative research. the researcher becomes the main instrument. the data of this present study were collected through several steps. first of all, a video entitled prince harry & meghan markle's royal wedding live at the o2 london by trevor noah was selected. then, the researcher watched the video, and then the spoken material of the stand up com edy performance by trevor noah was transcribed in detail by marking utterances with humor-related annotation. furthermore, the researcher identified the discourse markers used in trevor noah's video by usi ng a skimming reading technique as it centers on pointing out specific information from the content as stated by rosidi (2008). lastly, the researcher selected the dms followed by laughter as the data. moreover, in analyzing the selected data, the researcher identified the discourse markers used in a stand up comedy based on brinton’s dms inventory item (1996). after that, by following the concept of the function of discourse marker by brinton (1996), the researcher determined the pragmatic functions which consist of textual and interpersonal functions of discourse markers. lastly, based on the forms and functions found in finding and discussion the researcher concluded how dms can help to generate laughter in stand-up comedy performance. there have been some scholars focusing their investigation on discourse markers, such as schiffrin (1987) and hyland (2013), who emphasize that discourse markers are following dependent elements which bracket units of talk. they also categorize discourse markers into four kinds which are particles (oh, well), conjunctions (and, but, or, so, because), time deictics (now, then), and lexicalized clauses (y‘know, i mean). fraser (1999) has a dissimilar belief with schiffrin (1987) about discourse m ar kers. he solely notes discourse markers as a linguistic expression. he points out that discourse marker has two characteristics: (a) it has a core meaning which can be enriched by the context; (b) it signals the relationship that the speaker intends between the utterance the dm introduces and the previous utterance (see also fraser, 1999; aijmer, 2002; muller, 2005) iii results and discussion after checking the discourse markers used in trevor noah’s stand-up comedy especially in the humor utterances utilizing the guidance of brinton's discourse markers inventory item, the researcher found eleven types of discourse markers that match with the list of brinton's discourse markers inventory item. dms that appear in stand-up comedy are dms ah, and, like, oh, alright, then, huh, wel l , yes/no, and i know/knew. the first discourse marker that is listed in brinton's dms inventory is ah. the researcher found several discourse markers ah in trevor noah's stand-up comedy as seen in excerpts 6 and 7. we have ascertained that ah appeared in the data functioning as a dm instead of a disfluency filler because, according to corley & stewart (2008, p. 591), it is no more likely to use fillers such as uh ( ah) , i n t he fast conditions, as displayed in trevor noah’s stand-up comedy. in addition, the second discourse marker found is and. it can be observed in excerpt 2. moreover, one of the most frequently used discourse markers in trevor noah’s stand-up comedy is like. it appears several times in the humorrelated utterances, and it can be seen in excerpt 4. the next discourse marker is right/all right. this ki nd of discourse marker only appears once in the humor-related utterances on trevor noah's stand-up comedy. it can be seen in excerpt 5. moreover, the discourse marker then is also found once i n t he dat a on excerpt 3. however, the rest of the discourse markers listed in brinton’s dms inventory, such as actually, after all, almost, anyway, basically, because, but, go, i mean/think, mind you, moreover, just, if, ok, or, really, so, say, sort/kind of, therefore, and you see are, unfortunately, not found in humor related utterances on trevor noah’s stand-up comedy. furthermore, the discourse markers found in this study will be presented in the table below. moreover, the frequency of the appearance is also added to see which discourse markers are used frequently in the humor-related utterances on trevor noah's stand-up comedy. dm occ dm occ dm occ a h 7 5. right/a ll right 1 9. yes/no 8 a nd 9 6. then 1 10. you/i know 4 like 11 7. uh-huh/mhm 3 11. yea h 3 oh 2 8. well 1 figure 1. discourse markers and their frequency distribution in addition, based on the characteristics of discourse markers proposed by brinton (1996) along with jucker & ziv (1998) such as discourse markers usually short and lack phonologically and discourse markers appear outside the syntactic structure, they usually have no clear grammatical function, there is an addition of one discourse marker which has not been listed in brinton’s dms inventory item namely yeah in the finding. all in all, there are eleven in the total of discourse marker types used in humor genre utterances on trevor noah's stand-up comedy. moreover, from the discour se markers found in the data, there are several pragmatic functions that will be specifically discussed in t he following section. 3.1 discourse marker as topic switchers the pragmatic function of discourse markers as topic switchers lies under the layer of textual function. halliday (1994) stated that textual function is formed in the theme structure of the di scour se, the given or new information, and cohesive relations. the cohesive relations which compare to discourse markers are conjunctive relations that relate content components together. in other words, it refers to the organization or the discourse. castro (2009) elaborates the understanding of opening marker s devised by brinton which says that the pragmatic function of discourse marker as topic switchers is used to pr esent a new topic from a previous topic. it also serves as topic switchers in the partial shift on the topic. therefore, to move from one topic to another topic or shift in the topic the speaker will use thi s ki nd of discourse markers. furthermore, there is a discourse marker occurs in the data which serves the the textual function as a topic switcher. it can be seen from excerpt 1 below. exceprt 1 trevor noa h : meet trevor's uncle bobby. i didn't even know i had an uncle bobby!! well now you do and he shits his pants!! audience : burst of la ughter the discourse marker well in the excerpt above is used to initiate a topic shift from the topic which discuss the condition of trevor doesn't have uncle namely bobby into the new topic that tells trevor recognizes his uncle starting from the moment of speaking, so in the second topic, he got an uncle namely bobby. thus, the discourse marker well in trevor noah’s stand-up comedy serves a textual function as topic shifters. 3.2 discourse marker as new information indicators the next pragmatic function of discourse marker found in the data is discourse mar ker as new or old information indicators. this discourse marker is used when the speaker wanted to add new or old information so that the flow of the information will be as expected and more understandable. furthermore, in the data, the researcher found a discourse marker that functions as a new information indicator and it appears several times. the discourse marker which functions as a new information indicator is discourse marker and as illustrated in the excerpt 2 below. excerpt 2 4 | trevor noa h : everyone was stressed out a bout it, mega n markle's family wa s in the tabloids. the da ily ma il trying to destroy their lives! ma n, when the da ily mail comes after you, they do not mess a round! they will find tha t one uncle in your family who's a n a lcoholic and shits his pants!!! audience : burst of la ughter as what we can see in the excerpt above trevor noah explains that when you become the attention of society, the media will always try to search for your mistake to be reported. in the excerpt above, trevor noah gives an example about media finding that one of your uncles is an alcoholi c and he adds new information which is shit his pants. the discourse marker and in the excerpt above connect two different information which is an alcoholic and shits his pants and dm and works as new information indicators. thus, the marker and between the information of an alcoholic and shits his pants ser ves as a textual function in terms of marker that indicate new information. 3.3 discourse marker as sequence markers the third pragmatic function of discourse marker found in the data is discourse marker as sequential markers. when the speaker wanted to convey something that has sequential steps or even t he order of an object or other things, the speaker will use markers to relate step one to another step. this marker is called a sequence or relevance marker. the discourse marker which functions as a sequence marker in the data is discourse marker then. excerpt 3 trevor noa h : africa n pastor, a nd-and-this wa s like it wa s weird in a good wa y! he started giving a sermon. and he started talking about martin luther king. and then he started talking a bout sla very. audience : burst of la ughter trevor noa h : and i could see, in tha t moment, there were people in the a udience who were like “god sa ve the queen! god save the queen! somebody stop this man! god save the queen!” audience : burst of la ughter discourse marker then in excerpt 3 above functions as a sequential marker. it becomes the m ar ker of the action sequence done by the pastor from he started talking about martin luther king into the next action which says he started talking about slavery. therefore, the discourse marker then in trevor noah’s stand-up comedy serves a textual function and works as a sequence marker. 3.4 discourse marker as repair marker the next pragmatic function and the last function of the discourse marker's textual f unct i on i s t he repair marker. a repair marker is used when someone aims to repair what he or she has sai d bef or e. i t indicates that the speaker wants to repair the previous discourse and change it with the correct discourse. that is why the marker is called a repair marker. discourse markers as repair marker appear frequently in trevor noah's stand-up comedy si nce he speaks continuously and sometimes he unintentionally states something wrong and then he attempts to repair it. we can see the use of discourse marker as repair marker in the excerpt below. excerpt 4 trevor noa h : i'm not gonna front like she has a ga ngster vibe about her… audience : burst of la ughter the appearance of the discourse marker like in the excerpt above indicates self-repair. trevor at the first time trying to say i am not gonna front and then he corrected his statement by saying she ha s a gangster vibe. the function of the discourse marker like in the excerpt above fulfills a textual function as a repair marker. 3.5 discourse marker as cooperation or agreement marker the next discourse marker that operates at the interpersonal level is the discourse marker as cooperation or agreement maker. brinton (1996, 38) stated that the interpersonal functions of pragmat i c markers are related to halliday’s interpersonal elements (2006, in spanakaki 2007). a marker with interpersonal function is related to the nature of the social trade and expresses demeanors, sentiments, and assessments. it refers to the writer or speaker’s stance towards the content or the potential reader. therefore, cooperation or agreement maker means that the speaker expresses an idea about something then he or she will try to cooperate or to make an agreement with the audience. there are several discourse markers in trevor noah’s stand-up comedy which serve as cooperation or agreement maker include alright, yeah and i know. the analysis of the use of discourse marker which functions as cooperation or agreement marker can be seen in the excerpt below. excerpt 5 trevor noa h : if ha ve a bla ck person playing the cello it's sa fe to say, that you've ca nceled out the bla ckness of that event! that's the safest way to introduce blackness into your family. da ddy!! i'm dating a bla ck man!! what?!? he plays the cello! alright, bring him in, bring him in! audience : burst of la ughter discourse marker alright in the excerpt above indicates the agreement of the queen in r espondi ng to such a situation. she realizes that she is the queen so that she responded and agreed with the situat i on above. therefore, the function of alright in the excerpt above is a response marker and agreement marker. however, these dms found and highlighted in the present study also appear in other discourses, such as everyday-conversation, political and media discourse, monologue, etc. for instance, zarei (2013) describes that discourse markers oh and well are used in the dialog on interchange books whi ch are quite similar to the ones found in this research. moreover, castro (2009) also describes that the sam e discourse markers found in this study also occur in efl classroom interaction. to sum up, according t o the results of this study, there is no significant difference between discourse markers in humor wi t h t he ones used in other variants of discourse. iv conclusion most of the dms found in the present study occur as a response or reaction marker within the speech in stand-up comedy. so, the comic employs impersonation techniques and making a dialogue within the speech; first, the comic says a certain statement and then the comic himself responds to the statement. the discourse markers in stand-up comedy mostly occur in this form. meanwhile, the r est of the discourse markers appear as topic switchers, new information indicators, sequence or relevance markers, cooperation, and agreement markers, checking understanding markers, and confirmation markers. furthermore, those dms could seemingly help to generate laughter in some ways. first, discour se markers as new information indicators or markers. these discourse markers help to create laughter by providing more information about the discourse. the more information provided, the funnier it wi l l be. second, discourse markers as response markers that help to generate laughter by using the appropriate response in a particular context. third, discourse markers as agreement markers can help to generate laughter. for example, saying commonly shared knowledge, then agreeing to it in specific context (functioning like a satire) produce laughter. the last is discourse markers as checking understanding markers. these markers help generate laughter by also having satire in them. so, the comic pr et ends t o ask something very clear in aiming of expressing satire. eventually, discourse markers can help generate laughter if it occurs in the punch line section which is delivered by using stand-up comedy techniques such as impersonation and callback techniques. for instance, the discourse marker and can help to generate laughter in a way that it adds more information so that the stand-up comedy will be funnier because there is a lot of funny information. besides, discourse marker can also help in generating laughter in terms of the use of particles as m ost l y response or reaction which is stated repeatedly using callback technique such as the use of discourse marker ya in bahasa indonesia (yuniar, 2013) and its english equivalent terms found in thi s r esear ch, such as discourse marker huh, yes, ah, and yeah. references aijmer, k. (2002). english discourse particles: evidence from a corpus. amsterdam: john benj am i ns publishing company. allen, n. j. (1988). semantics and madison avenue: application of the semantic theory of humor to advertising. attardo, s. (2008). semantics and pragmatics of humor. language and linguistics compass, 2(6), 1203 1215. attardo, s., & raskin, v. (2017). humor and pragmatics. the routledge handbook of language and humor, 174-188. brinton, l., j. (1996). pragmatic markers in english: grammaticalization and discourse functions. berlin: walter de gruyter. 6 | brône, g., feyaerts, k., & veale, t. (eds.). (2015). cognitive linguistics and humor research (vol. 26) . walter de gruyter gmbh & co kg. castro, c., m., ch. the use and functions of discourse markers in efl classroom interaction. prof i l e issues in teachers’ professional development, accessed 20 march 2021, available from http:www.redalyc.org/articulo.oa?id=169214144005. corley, m., & stewart, o. w. (2008). hesitation disfluencies in spontaneous speech: the meaning of um. language and linguistics compass, 2(4), 589-602. fraser, b. (1999). what are discourse markers? journal of pragmatics, 31: 931-952. halliday, m., a., k. & hasan, r. (2006). cohesion in english. harlow: pearson education halliday, m., a., k. (1994). an introduction to functional grammar. london: edward arnold. hyland, k. (ed.) (2013). discourse studies reader. london: bloomsbury. jucker, a. h., & ziv, y. (eds.). (1998). discourse markers: descriptions and theory (vol. 57). john benjamins publishing. muller, s. (2005). discourse markers in native and non-native english discourse. amsterdam: john benjamins publishing company. norrick, neal r. (2000). conversational narrative. philadelphia: benjamins. piurko, e. (2015). discourse markers: their function and distribution in the media and legal discourse (master's thesis). rosidi, sakban. (2008). research methodology: a brief reminder for the students of english department. malang: the state islamic university (uin) of malang. schiffrin, d. (1987). discourse markers. cambridge: cambridge university press. schwarz, j. (2010). linguistics aspects of verbal humor in stand-up comedy. www.researchgate.net spanakaki, k. (2007). translating humor for subtitling. translation journal. http://www.bokorlang.com/journal/40humor.htm/. retrieved on march 18, 2019 yuniar, dientha. (2013). ya as discourse marker: indonesian stand-up comedy strategy in produci ng laughter. international journal of applied linguistics & english literature. vol. 2 no. 6; november 2013 zarei, f. (2013). discourse markers in english, international research journal of applied and basic sciences, 4/1: 107-117. the process of acquiring declarative sentence on aphasia muhammad muzakky, fahriani, meli aulia utami uin syarif hidayatullah jakarta zakkazakky08.mm@gmail.com, fahriany@uinjkt.ac.id, meli_utami19@mhs.uinjkt.ac.id abstract the present study investigates the process of acquiring declarative sentences in adult aphasia. this study seeks to address the question of how the process of an aphasia to acquire declarative sentences. using a case study, the process of interview was implemented to explore the subject's response toward this issue. the subject is an adult indonesian speaker who is 69 years old. the data were obtained from interviews and documents. the interview section was used to explore the process of acquiring declarative sentences, and the documents were used to check the validity of the interview. the data analysis of acquiring declarative sentences showed: (1) the process of acquiring the language on an adult is through behaviorist theory that consists of subject's routinizes in reading books, newspapers , and comics. (2) in adult language learners, the duration of acquiring the language is not too long and challenging. the subject takes a significant effort to deal with various activities, and it is the characteristic of an adult in acquiring the language. (3) in the construction of declarative sentences, the subjects could produce six sentences correctly and no grammar errors. he also could interact with others through those sentences. the challenge is on the way he produces, which is slowly mouth movemen t. additionally, we open the gate of future research with pieces of evidence. it was recommended the future research on this study might be conducted in a quantitative method with more adult aphasia involved. keywords: second language acquisition, aphasia language learner, declarative sentence i introduction this article aims to demonstrate how an adult who experienced aphasia relearn how to speak and communicate. since the scope of language is extensive, we will limit it to the acquisition of decl ar at i ve sentences. even though a wide range of research on adult language acquisition is blooming for quite some time, to our knowledge, there is still a little attention of study that focuses on adult aphasia learning process. however, it is vital to remember that not only is this a case study, the object ive of t hi s research also only takes a little piece of the whole phenomenon. now, talking about learning a language in the adult period, even though researchers have provided extensive analysis on how the age of acquisition is crucial in successfully learning the target language, this effortful and complex process is typically standard. this phenomenon thus paves an excellent opportunity for various self-learning neural developments stimulating in an ecological context. anot her study also mentioned that adult language learning has been analyzed by employing artificial l anguages or categorization tasks that aim to particular skils for example lexical learning (h. li et al., 2019; plant e et al., 2015). due to high level of cognitive skills, better analytical ability, logical thinking, and stable selfmonitoring capacity, some researchers believe that an adult can learn a new language effortlessly (mohamad nor & rashid, 2018). in contrast, some others also argued that adult must confront some factors that can discourage them to acquire the target language. adult learners of a second or addi t i onal language (ln) need to acquire syntactic structures, lexical items, morphological paradigms, and phonological properties in order to communicate in the new language successfully (schepens et al., 2020). the process of learning these abilities is dynamic. there are cases where even after several year s of exposure towards the target language, adult learners are still unable to earn language proficiency l i ke a native speaker. previous studies have shown a specific interest in adult language acquisition as l2 or ln in a variety of focus such as the impact of l1 background (artieda, 2017), learners’ distinguish aptitude (kidd et al., 2018; saito, 2017), a biological factor especially age (abutalebi & clahsen, 2018; arnon et al., 2017; deng & zou, 2016), and environment that supports social interaction (montrul, 2020) . these findings are evidence that adult language learners’ barrier is not always dependent on their cognitive skills. even so, research on an adult who learns a language due to aphasia, to our knowledge, has never been discussed before. this study sheds light on adult language learners' process after their aphasia to acquire the declarative sentence as a learnable aspect of language acquisition not already placed in the input syst em of the human brain. due to memory loss, they have to learn the language repeatedly as if they wer e j ust born. this background is rare and exciting to fill in the gap of how an adult learns language without a prior language ability. interlanguage usually occurs when learning a new language due to their l1 mailto:zakkazakky08.mm@gmail.com mailto:fahriany@uinjkt.ac.id mailto:meli_utami19@mhs.uinjkt.ac.id 2 | muhammad muzakky, fahriani, meli aulia utami lingual (vol. 11, no.1, 2021) knowledge. however, with this background, interlanguage stands no chance to happen. thus, it will reveal the factors that can prevent adult learners from acquiring a new language. studies have found that agrammatic aphasia patients are having an issue in interpreting complex declarative sentences. (salis & edwards, 2008). another study also states that various studies indicate how aphasia subjects have success and failure patterns in understanding various structure types ( ber ndt et al., 1997). a declarative sentence is a sentence that is commonly used to make a statement or to declare an idea. it is aimed to state a fact or argument in a declarative mood. this sentence type structure can be various, but the least minimal is subject followed by the predicate. like any other sentence formula, it consists of semantic and syntactic structures. polar questions are derived from declarative sentences by auxiliary movement. for instance, declarative with progressive verbs place the auxiliary “is” before the verb “playing” as in the sentence “the boy is playing.” the declarative sentence is one of the sentence structures that is commonly analyzed by researchers in another type of brain-injury as wel l (salis & edwards, 2008). in the case of aphasic patient, they have difficulty not only in understanding the sentence but al so producing (berndt et al., 1997; schwartz et al., 1987). sentence production is a compound pr ocess t hat requires various stages such as conceptualization, phonological selection, and syntactic composition (sung et al., 2018). the cognitive resource is one of the required factors as it will be engaged with syntactic formulas in which its complexity rises. also, chomsky (1957) stated that the individual's input does not explain the syntactic knowledge that supports the correct structure. with that being said, in this paper, our purpose is drawn into this research question: how an adul t who experienced aphasia has to relearn or acquire declarative sentences. finally, we will critically demonstrate the stages in which the subject has to go through in learning declarative sentences with regards to this research question. ii materials and method this study was executed with a case study research design to explore the process of acquiring declarative sentences. descriptive qualitative performed to describe the existing phenomenon as naturally as possible. the critical point of this method is that the researchers can only report what happens without having the control to manipulate the variables. in a case study, it is an intensive exploration about a person to get generalization of the research focus. then, to explore the adult aphasi a process on declarative sentence, one adult speaking indonesian language was recruited as the subj ect of the research. he is 69 years old who got aphasia five years ago. at that time, he got a ser i ous acci dent with his brain which caused he forgot how to speak and arrange some proper sentences. then, he tried to reacquire the language including declarative sentence which becomes the focus of this study. to gather the data, this study used interviews and documentaries as the instrument of research. the interview section is used to explore subjects’ responses toward the process of acquiring a declarative sentence. it was recorded and transcribed to know the subjects’ responses to the process. documents were collected to support the data from the interview. this is also used to check the validity of the research or triangulation of qualitative research. then, to analyze the data, the theory from cresswell (2012) was implemented. first, the r ecorded interview was transcribed. it was then read to get the general sense of the data, which is used t o answer the research question related to acquiring declarative sentences on adults. after that, it is described in narrative description. the data were interpreted based on the theories of some scholars, personal vi ews, making comparisons between the findings and the literature review. iii results and discussion 3.1 the process of acquiring language the subject is asked about acquiring language during his treatment on aphasia and after he can remember well. the subject says that to acquire a language, he tries to do reading activities. he reads the newspaper every morning, some books, and also comics. for adults, the main resource of new vocabulary comes from several contexts, including reading (ma et al., 2015). reading is one of possi bl e sources where a learner can acuqire word meanings. some scholars hold the view that in the adol escent learners, l1 literacy improvement through reading can positively benefit the l2 achievement ( ar t i eda, 2017). this activity is done individually and regularly, which becomes his habit. it is supported by behaviorism theory, which strives to explain that the process of habit formation is the key to l2 acquisition of linguistic structures (powell et al., 2012). behaviorists believe that learning is an observable behavior, through some stimulus and response through mechanical repetition. besides the habits, the subject said that he got treatment from a doctor to speak. her e, t he doct or did some instruction such as showing an apple and the subject had to spell a-p-p-l-le. this condition was supported by sweller (2017), who stated that learning to acquire in adult needs to be effortful since t hey have to look at the explicit instruction on the part of instructors. 3.2 length of the process of acquiring this question aimed to know in the subject’s case how long adults with aphasia could speak wel l after the tragedy. the subject explained that there are some stages times during the process, which are the first three months is controlling and checkup that in this stage he does read as an interview quest i on number one said, the second is after three months, he is able to enter the office and did som e act i vi t i es such as writing a letter, memo and report where at this stage he could write well also a bit fluent in speaking. it is supported by bley-vroman (1989) who proposed that adult second language learning acquisition is not similar to the child language progress as to adult it is more alike to their usual gener al problem-solving. moreover, age of acquisition can beneficially impact the learner for example words that are acquired during childhood can give a positive progressing privillage once they become an adul t in a variety of lexical and semantic tasks, including sentence processing (arnon et al., 2017). early acquired words tend to get faster response than later-acquired ones after controlling for adult usage patterns (the word's frequency in adult language). furthermore, the subject trains himself by writing a letter and other worksheets in his office. zhang, q., & min, g. (2019) point out that the key factors affecting writing outcomes are par t i ci pant s' characteristics. while in this case, the subject got effortful to do his language proficiency. 3.3 declarative sentence that could be produced this question sheds light on how many sentences could be produced during the process of acquiring. then from the data, the subject could construct six declarative sentences during the three months process of controlling; below are the constructed sentences: • i ride blue vespa motorcycle • i wea r a ca p • i use gla ss shoes • i wea r grey pa ns • i turn right to go home • i fell in front of the mosque generally, the sentence is constructed well, and he tries to state some ideas. also, he used the sentence to answer the question from the doctor. it is supported by shopen (2007) that says declaratively, the sentence is conventionally used for speech acts such as claiming, stating, reporting, complaining, and bragging. moreover, the theory of universal grammar by chomsky (1976) st at ed t hat biologically humans are born to learn a language since they are provided with the language faculty or language acquisition device (lad). 3.4 error analysis of the sentence during the process of acquiring data shows that there is no error analysis, such as in the interview question number three that he i s able to utter six sentences in a good construction such as: • i ride blue vespa motorcycle • i wea r a ca p • i use gla ss shoes • i wea r grey pa ns • i turn right to go home • i fell in front of the mosque the sentences are good grammatically, but the barrier is on the way he produces them is too sl ow. he knows what he wants (the words are in the brain) to say, but it is challenging to produce. accor di ng to kresen in latif (2015) an adult learner is a formal thinker who is able to utilize formal operations such as conscious grammar, meta-awareness, and general abstract rules of language. vygotsky (1978) believes that language learning or acquisition only happens when the learner tries to communicat e wi t h 4 | muhammad muzakky, fahriani, meli aulia utami lingual (vol. 11, no.1, 2021) somebody who has higher proficiency such as their teachers or friends who achieved higher f l uency i n the target language. in this case, the subject constructs sentence well due to his habits to read and interact with people such as the doctor and his family. 3.5 discussion the following discussions are based on the research focus. there is the process of acquiring declarative sentences in adults. here, the subject was asked about acquiring language, the lengt h of t he process, how to construct a declarative sentence, and the error analysis of declarative sentences. the subject explained that there are some factors to provoke him to acquire the language. there are analyzing book offices, reading the newspaper regularly every morning, and reading comics to entertai n him. ade-ojo (2019) suggests that the seeming insensitivity of adult literacy provisions to the process of acquiring language, the ideological as autonomous perceptions of literacy. those activities became his habit to acquire language. this condition shows that the theory of behaviorism, which says learning as the acquisition of a set of structures through the process of habit formation (powell et al., 2012), on language acquisition is proven. in adulthood, speech sounds' bet t er behavioral performance is related to tremendous success learning foreign language vocabulary; nonnative speech perception abilities may act as a “gatekeeper” to the initial stages of foreign language learning (qi et al., 2019). in sum, the behavior and the richness of literacy are the main factors to acquire the language in adult. what is more, adults' self-monitoring ability in the process of acquiring language is powerful (deng & zou, 2016). the subject use reading as learning strategies to carry out autonomous learning without any force from others. in other words, he has a strong self-monitoring. language control is a crucial part of the language learning process, involving the recruitment of extra resource when comprehension is effortful (gurunandan et al., 2019). furthermore, the subject answered on the acquisition period is through controlling in 3 months and practicing in 7 months. during the controlling stage, the subject tries to acquire the language by reading some texts, writing, and interacting with people. it is on bley-vroman's (1989) theory that proposed adult second language learning acquisition more similar to general adult problem-solving. the subject also tries to write something such as reports and notes. as chik and ho (2017) stated that the act of repeatedly writing things down using pen and paper is the best way to remember the new words adult learn. in addition, during this time, the subject got some instruction from the doctor to pronounce and speak some words. here, an adult need to be effortful since they have to look at the explicit instruction on the part of instructors (sweller, 2017). in terms of a declarative sentence, the subject responds to some sentences. he can speak without having any grammatical mistakes. deng et al. suggested that adult l2 speakers with high morphological cognition are sensitive to rule violations and apply error. this situation also indicates that the t heor y of universal grammar proposed by chomsky says every human is biologically equipped to learn a language using the language faculty other language acquisition device (lad). in the case of tricky words on declarative sentences, advanced learners have already developed a sensitivity to morphological information (kimppa et al., 2019), while such knowledge is weak in beginners. the subject also could use the sentence to interact because the adult brain displays significant neuroplasticity in response to social interaction (p. li & jeong, 2020). besides, the declarative sentences can be used for representative, declaration, commissure, expressive, and directive speech acts. for example, from the data the subject says “i wear a cap,” the speaker states the function of speech act as stating that he has just worn a cap. ade-ojo et al. (2015) has explored the nature of the social dimensi on of adult literacy which recognizes literacy as a social practice. piaget stated that the interaction wi t h t he environment and the thereby acquired sensorimotor information initially drives cognitive devel opm ent (vogt et al., 2019). moreover, the most-immediate environmental pertains can affect t he f r equency of language used that can help an adult to acquire and process the language better (kidd et al., 2018). iv conclusion this research was conducted to pinpoint acquiring the declarative sentence, and it was conducted on an adult apahsia. the conclusion was explained in this part. the data earned from the research shows: (1) the process of acquiring the language is through behaviorist theory that consists of the subject’s routinize in reading books, newspapers, and comics. ( 2) in adult language learners, the duration of acquiring the language is not too long and chal l engi ng. the subject takes a significant effort to deal with various activities, and it is the characteristic of adults in acquiring the language. (3) in the construction of declarative sentences, the subjects could produce six sentences correctly and no grammar errors. he also could interact with others through those s ent ences. the challenge is on the way he produces, which is slowly mouth movement. having researched pinpointing the process of acquiring declarative sentences on adult language learners, this research has its limitations. the subject of the research should be enriched in quantity. one single subject is not enough to get valid information on this issue. we cannot provide strong evidence or prediction about whether a similar correlation exists in adults. it might be the other adult language learners’ point of view on this term, what they feel and what they do through the process of acquisition. references abutalebi, j., & clahsen, h. (2018). critical periods for language acquisition: new insights with particular reference to bilingualism research. in bilingualism (vol. 21, issue 5, pp. 883–885). https://doi.org/10.1017/s1366728918001025 ade-ojo, g., & duckworth, v. (2015). the consolidation of an instrumental value position: the m oser committee. in adult literacy, policy and practice: from intrinsic values to instrumentalism (pp. 65–100). palgrave macmillan. https://doi.org/10.1057/9781137535115 ade-ojo, g. o., & duckworth, v. (2019). forms of institutionalised symbolic violence and resistance in the journey of a cohort of adult literacy learners. international journal of educational research, 98, 336–344. https://doi.org/10.1016/j.ijer.2019.08.008 arnon, i., mccauley, s. m., & christiansen, m. h. (2017). digging up the building blocks of language: age-of-acquisition effects for multiword phrases. journal of memory and language , 92, 265 – 280. https://doi.org/10.1016/j.jml.2016.07.004 artieda, g. (2017). the role of l1 literacy and reading habits on the l2 achievement of adult learners of english as a foreign language. system, 66, 168–176. https://doi.org/10.1016/j.system.2017.03.020 berndt, r. s., mitchum, c. c., & wayland, s. (1997). patterns of sentence comprehension in aphasia: a consideration of three hypotheses. brain and language, 60(2), 197–221. https://doi.org/10.1006/brln.1997.1799 bley-vroman, r. w. (1989). what is the logical problem of foreign language learning? in s. gass & j . schachter (eds.), linguistic perspectives on second language acquisition (pp. 41–68). cambridge university press. chik, a., & ho, j. (2017). learn a language for free: recreational learning among adul t s. syst em, 69, 162–171. https://doi.org/10.1016/j.system.2017.07.017 chomsky, n. (1957). syntacric strucfures. moutin. chomsky, n. (1976). reflections on language. pantheon. creswell, j. w. (2012). planning, conducting, and evaluating quantitative and qualitative research. i n pearson (4th ed., vol. 66). educational research, pearson. deng, f., & zou, q. (2016). a study on whether the adults’ second language acquisition is easy or not— from the perspective of children’s native language acquisition. theory and practice in language studies, 6(4), 776. https://doi.org/10.17507/tpls.0604.15 gurunandan, k., carreiras, m., & paz-alonso, p. m. (2019). functional plasticity associated with language learning in adults. neuroimage, 201(july), 116040. https://doi.org/10.1016/j.neuroimage.2019.116040 kidd, e., donnelly, s., & christiansen, m. h. (2018). individual differences in language acquisition and processing. trends in cognitive sciences, 22(2), 154–169. https://doi.org/10.1016/j.tics.2017.11.006 kimppa, l., shtyrov, y., hut, s. c. a., hedlund, l., leminen, m., & leminen, a. (2019). acqui si t i o n of l2 morphology by adult language learners. cortex, 116, 74–90. https://doi.org/10.1016/j.cortex.2019.01.012 latif, a., & binti, a. (2015). a study on english language anxiety among adult learners in universiti teknologi malaysia (utm). procedia-social and behavioral sciences, 223–232. li, h., qu, j., chen, c., chen, y., xue, g., zhang, l., lu, c., & mei, l. (2019). lexi cal l ear ni n g i n a new language leads to neural pattern similarity with word reading in native language. human brain mapping, 40(1), 98–109. https://doi.org/10.1002/hbm.24357 li, p., & jeong, h. (2020). the social brain of language: grounding second language learning i n soci al interaction. npj science of learning, 5(1). https://doi.org/10.1038/s41539-020-0068-7 6 | muhammad muzakky, fahriani, meli aulia utami lingual (vol. 11, no.1, 2021) ma, t., chen, b., lu, c., & dunlap, s. (2015). proficiency and sentence constraint effects on second language word learning. acta psychologica, 159, 116–122. https://doi.org/10.1016/j.actpsy.2015.05.014 mohamad nor, n., & rashid, r. a. (2018). a review of theoretical perspectives on language l ear ni ng and acquisition. kasetsart journal of social sciences, 39(1), 161–167. https://doi.org/10.1016/j.kjss.2017.12.012 montrul, s. (2020). how learning context shapes heritage and second language acquisition. in the handbook of informal language learning (pp. 57–74). https://doi.org/10.1002/9781119472384.ch4 plante, e., almryde, k., patterson, d. k., vance, c. j., & asbjør nsen, a. e. (2015). language lateralization shifts with learning by adults. laterality, 20(3), 306–325. https://doi.org/10.1080/1357650x.2014.963597 powell, r. a., honey, p. l., & symbaluk, d. g. (2012). introduction to learning and behavior. wadsworth cengage learning. qi, z., han, m., wang, y., de los angeles, c., liu, q., garel, k., chen, e. s., whitf i el d -gabr iel i , s ., gabrieli, j. d. e., & perrachione, t. k. (2019). speech processing and plasticity in the right hemisphere predict variation in adult foreign language learning. neuroimage, 192(february), 76–87. https://doi.org/10.1016/j.neuroimage.2019.03.008 saito, k. (2017). effects of sound, vocabulary, and grammar learning aptitude on adult second language speech attainment in foreign language classrooms. language learning, 67(3), 1–29. https://doi.org/10.1111/lang.12244 salis, c., & edwards, s. (2008). comprehension of wh-questions and declarative sentences in agrammatic aphasia: the set partition hypothesis. journal of neurolinguistics, 21(5), 375 –399. https://doi.org/10.1016/j.jneuroling.2007.11.001 schepens, j., van hout, r., & jaeger, t. f. (2020). big data suggest strong constraints of linguistic similarity on adult language learning. cognition, 194. https://doi.org/10.1016/j.cognition.2019.104056 schwartz, m. f., linebarger, m. c., saffran, e. m., & pate, d. s. (1987). syntact i c t r ansparency and sentence interpretation in aphasia. language and cognitive processes, 2(2), 85–113. https://doi.org/10.1080/01690968708406352 shopen, t. (2007). part of speech system. in t. shopen (ed.), languae typology and syntactic description, vol 1: clause structure (pp. 3–61). cambridge university press. sung, j. e., eom, b., & lee, s. e. (2018). effects of working memory demands on sentence product i on in aphasia. journal of neurolinguistics, 48(march), 64–75. https://doi.org/10.1016/j.jneuroling.2018.03.006 sweller, j. (2017). cognitive load theory and teaching english as a second language to adult learners. contact magazine, 43(1), 5–10. vogt, a., kaup, b., & dudschig, c. (2019). when words are upside down: language–space associations in children and adults. journal of experimental child psychology, 186, 142–158. https://doi.org/10.1016/j.jecp.2019.06.001 vygotsky, l. (1978). interaction between learning and development. in mind in society (pp. 79–91). harvard university press. identifying higher order thinking activation in english textbook mandated in indonesian senior high school anton muzaeni syukur, misdi english education department, university of swadaya gunung jati antonmuzaeny@gmail.com, misdi@gmail.com abstract this paper aims at investigating factual phenomenon of higher order thinking as it reflected in the reading activities of bahasa inggris sma/ma xi. using theory of bloom’s (2001) taxonomy, this study used the content analysis method to identify reading features specifically for their essay questions and exercises and tasks of the english textbook. the data of essay reading questions were collected by using coding checklist. three categories of higher order thinking (analyze, evaluate, and create) were discovered while the distribution of the higher order thinking level is higher than the lower order thinking level. the finding reveal higher order thinking activation and activities in the reading exercises and tasks was unequal, especially the create skills which pursued lower distribution, e.g.not provide treatment properly of the higher order thinking than the analyze skill and the evaluate skill. this puts emphasis on the evaluate skills. keywords: higher order thinking, reading exercise, english textbook i introduction in english language teaching process, english textbooks performs a substantial role in efl classroom because it provides beneficial guidance and covers the materials that teachers need to deliver . as one language activities, reading is a crucial part that stimulates higher order thinking ski l l s because the students need to analyze and synthesize what they have read. an effective english textbook must have relevant reading perhaps followed by exercises and questions. besides, those exercises assist students to understand the teaching material and to know their ability in reading as the basic ski l l of t he language. by giving the questions, reading exercises should involve higher order thinking ski l l s due t o the involvement of five scientific processes on 2013 curricula. krathwohl (2002) offered three levels of higher order thinking in bloom’s revised taxonomy; namely analyze, evaluation and create. farrel (2002) stated that most of language textbooks for exampl e reading textbook gives exercises such as predicting, inference, checking prior knowledge, and guess t he content of the text. seif (2012) examined the higher order thinking activation in reading sections of english textbooks distributed in palestine. the findings reveal analysis skill 51.92%, synthesis skill 41.35% and evaluation skill got 6.73%. the reading activates fairly students higher order thinking. another study was also conducted in 2016. lubis (2016) reported his high order thinking anal ysi s from senior high school english textbook. the report shows 12.9% for analyze skill, 2.6% for eval uat e skill, and 1.2% for create skill while lower order thinking skills got 83.2%. to this, the higher order thinking still exists in english textbook even if it has the lower number of distribution than the lower order thinking. recent study revealed revealed that 95.6 % belongs to lower order thinking skill — remember (55.7%), understand (36.8%), apply (3.1%), whereas, 4.4% belongs to higher order t hi nki ng skill—analyze (2.2%), evaluate (2.2%), and create (0%) (sari, 2017). the reading exercises i n e ngl i sh textbook activate students higher order thinking although it has the lower number than the l ower or der thinking. the rare analysis in the contexts of indonesian schooling english textbook has driven this study to address critical thinking activation as reflected in the reading activities. thus, the current research aims at identifying critical thinking activation as it indicated in the reading activities which potentially promote critical thinking in their completion. ii materials and method a content analysis (ary, et al., 2010) was employed as the technique of data analysis i n this current research. the data were collected following bashir, et al’. (2014) bahasa inggris sma/ ma xi . the book was published by national ministry of education and culture. in addition, descriptive statistics was employed in presenting the results of data analysis to show the higher order thinking features of the english textbook. in the last stage, the descriptive statistics result s were then critically interpreted qualitatively. mailto:antonmuzaeny@gmail.com mailto:misdi@gmail.com 2 | anton muzaeni syukur, misdi lingual (vol. 11, no.1, 2021) iii results and discussion 3.1 chapters and reading texts the textbook bahasa inggris sma/ma xi purveys many exercises for students to study. over al l , the book serves all language skills such as activities of speaking, listening, reading, and writing with their language components. these are present in the whole exercises and tasks for the students. however, it is the reading exercises and tasks which are the focus of the study. eight reading texts wer e found to be explored and investigated texts—folklore, opinion article (discussion text), speech (argumentative text), a play, formal invitation, short story, personal letter, a skit (a short comical / f unny drama) as shown in the following table. chapter theme number of exercises reading exercises essay reading exercise 1 ca n greed ever be sa tisfied? 15 10 4 (1, 2, 3, & 6) 2 bullying: a ca ncer that must be era dicated 14 10 3 (1, 2, & 3) 3 hopes a nd dreams! 13 7 3 (1, 2, & 3) 4 va nity, what is thy price? 11 7 3 (1, 2, & 3) 5 benefit of doubt 12 7 3 (1, 2, & 3) tota l exercises 65 38 16 table 1. essay reading exercise distribution 65 exercises in the textbook bahasa inggris sma/ma xi practicing and promoting all language skills as well their components while 38 exercises practice the reading skill. nevertheless, 16 out of 38—amounts of the reading exercises in the textbook—the essay reading exercises. meanwhile, the rests are not only the other types of reading exercises but also essay reading exercise like responding, readi ng aloud, multiple-choice, editing, short-answer, gap-filling, fill in the blank, complete the colum n, cl oze, labeling, and matching. from the textbook, the distribution of the essay reading exercises is supposed t o provide more attention again, because it has lower distribution compared to the other reading exer ci ses types. test types of the reading are presented in the following table. exercise types chapter and numbers of exercises total 1 2 3 4 5 essa y 1, 2, 3, 8 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 16 responding 6 6 2 rea ding aloud 4 4 4 4 4 5 multiple-choice 5 1 editing ta sk 6 5 6 6 4 short-answer 7 8 2 ga p-filling 9 1 fill in the bla nk 10 6, 10 7 5 7 6 identifying higher order thinking activation in english textbook mandated in indonesian senior high school | 3 exercise types chapter and numbers of exercises total 1 2 3 4 5 complete the column 5, 7 2 la beling 9 1 ma tching task 5 1 cloze ta sk 15 14 13 11 12 5 tota l exercises/tasks 11 11 8 8 8 46 table 2. exercises and tasks types in reading 12 types of reading exercises, such as essay question, responding question, reading aloud, multiple-choice question, editing, short-answer question, gap-filling, fill in the blank, complete the column, labeling, matching, and cloze task. either of the highest distribution (see the table)—clearly the essay question out of two more another test types, like short-answer and fill in the blank, t hose ar e, by acquiring 16 exercises out of 46 exercises, which practice the reading skill. thus, it seems better than the rest distributions of another reading test types, like 1 exercise each (for multiple choice, gap-filling, labeling, and matching), 6 exercises (for fill in the blank), 5 exercises each (for cloze, and reading wor d aloud), 4 exercises (for the editing task), and 2 exercises each (for responding, short-answer, completing the column) out of 46 exercises. all reading provides essay questions constructed evenly in five chapters of the book besides except reading aloud, editing task, short-answer, fill in the blank and cloze. 3.2 higher order thinking in essay reading: categories and distribution 54 essay questions were identified from 16 essay reading exercises. directed from revised bloom’s taxonomy (2001), lower order thinking level (remember, understand, apply) and hi gher or der thinking level (analyze, evaluate, create) were adopted. after examining and categorizing, the higher order thinking activities are found--analyze, evaluation and create. interestingly, these domains of higher order thinking distributed more than lower order thinking skills. it is proven by the result of the data analysis which shows that the higher order thinking receives 64.8% while the lower order thinking collects 35.2%. in other word, 1:1.84 comparison. from 5 chapters, 54 essay reading questions are still lack of higher order thinking level (35 questions) and the rests are lower order thinking (19 questions). there is an unevenness of t he num ber s of distribution of higher order thinking questions in the essay reading exercise as shown in the following table. higher order thinking (hot) level essay reading questions percentage ana lyze 12 12/54×100% = 22.2% eva luate 19 19/54×100% = 35.2% crea te 4 4/54×100% = 7.4% tota l 35 35/54×100% = 64.8% table 3. higher order thinking skill distribution in essay exercises the calculation of the ratio between each skill of the higher order thinking looks like, among others: 1:1.6 (between evaluation and analyze), 1:4.8 (between create and evaluation), and 1:3 (betwe en create and analyze). the findings evaluating skill is regarded as the highest level of the taxonomy as wulandari’s studies (2016). furthermore, the study demonstrates an unbalanced amount too, inasmuch as, the create domain just obtains 7.4% only, out of 100%. it is quite startling if compared to the findings in seif 's st udy t hat the synthesis skill or create skill acquires a superb number namely 41.35% (seif, 2012). it m i ght occur 4 | anton muzaeni syukur, misdi lingual (vol. 11, no.1, 2021) because the author assumes that the textbook is addressed for the heterogeneous classes, who are less competent or incapable to answer the questions-based create skill of the higher order thinking skill in much number (brookhart, 2010). nevertheless, it is better if the attention of the author of t he t ext book tends to enrich several essay reading questions into the create skill, particularly in chapter 2 that has none of questions-based in create skill. first, the analysis skill obtained 12 out of 54 questions or 22.2%. it gets the second place i n the distribution of higher order thinking skill. this is available in all five chapters of the t ext book as wel l . from 12 questions which belong to the analyze skill, the highest distribution of the questions is from chapter 4, namely, amount to 4 questions. meanwhile, chapter 1 and chapter 3 have the same distribution, that is, amount to 3 questions each. the same distribution occurs too in chapter 2 and chapter 5 as well, namely 1 question each. second one is the evaluate skill. 19 questions out of 54 or 35.2% belongs to the evaluate skill. i t i s the highest number among the three skills in the higher order thinking level. subsequently, the eval uat e skill is also available in all five chapters of the textbook. further on, the highest distribution of eval uat e question is from chapter 2 namely amount to 6 questions out of 19 questions. whereas, the rest chapt er s distribute as follow: chapter 1 (2 questions), chapter 3 (3 questions), chapter 4 (3 questions), and chapter 5 (5 questions). the last category is the create skill or the most critical thinking skill. it only distributes 4 questions out of 54 essay reading questions or 7.4%. from 5 chapters of the textbook, there is one chapt er of t he textbook that does not cover the create level, namely, chapter 2. in details, those four chapters di stribut e as follow: chapter 1 (1 question), chapter 3 (1 question), chapter 4 (1 question), and chapter 5 (1 question). however, 4 questions out of 35 higher order thinking questions that belong to the create ski l l (c6), in fact far away from idea, because the criterion of good questions according to sudjana (1990) i s as follows, 30% for easy level (c1, c2), 40% for medium level (c3, c4), and 30% for difficult level (c5, c6). that is to say, the create skill (c6) on the basis of good question's criteria should amount of 8 questions while the number questions of other higher order thinking skills are supposed to be as follows, 11 items (analyze), and 8 items (evaluation); so that the percentage of distribution of those higher or der thinking skills, in the essay reading exercises in the textbook, are supposed to be as follows, 20.4% (analyze skill), 14.8% (evaluate skill), and 14.8% (create skill). thus, the proportionate amount of distribution of the higher order thinking skill on the basis of good question's criteria, are supposed t o be 27 questions, out of 54 essay reading questions in the textbook. as addition, this lower create distribution normally occurs through receiveing complex r esponses (daiek & anter, 2004). this high skill is addressed for higher education settings. this will be a good chance for english teachers to provide their students this skill as a preparation to attend university by distributing the create skill in the essay reading questions. finally, in the higher order thinking level, t he evaluate skill is the focus. again, it confirms that evaluate skills regardless the two skills. subsequent l y, it is still considered as the highest distribution comparing to the other six cognitive domains. ther e was only 4 out of 54 questions or 7.4% distribution. the create skill needs to train students to make their original argument, thinking and ideas. in short, varieties of questions are still less paid. iv conclusion the analyze, evaluate, and create—the three categories of higher order thinking—were available in the essay reading exercises of english textbook entitled bahasa inggris sma/ma xi published by kemendikbud 2014. this book is fairly promoting critical thinking in english language lear ni ng, even though some limitations are also identified. limitation is found in the contexts of reading assessment and evaluation materials such as authenticity and student empowerment. this is interesting, because critical thinking, higher order thinking, and empowerment is key points in the 21st century ski l l s. i s sue of authentic reading exercises is still out of discussion. thus, further analysis in high order thinking should be taken into account. references ary, et al. (2010). introduction to research in education (8th ed.). belmont: wadsworth cengage learning. brookhart, s. m. (2010). how to assess higher-order thinking skills in your classroom. al exandr i a: ascd member book. identifying higher order thinking activation in english textbook mandated in indonesian senior high school | 5 daiek, d., & anter, n. (2004). critical reading for college and beyond. boston: the mcgraw-hill companies. farrel, t. s. c. (2002). planning lesson for reading class. singapore: seameo regi onal language center. retrieved from http://www.relc.org.sg igbaria, a. k. (2013). a content analysis of the wh-questions in the efl textbook of horizons. international education studies, 6(7). krathwohl, d. r. (2002). a revision of bloom’s taxonomy: an overview. -: taylor and franci s gr oup and jstor. lubis, n. (2016). thinking order skills of reading comprehension questions in english textbook f or eleventh grade of senior high school based on bloom’s taxonomy. journal of english language teaching of fbs unimed, 5(1), 1-12. retrieved from http://jurnal.unimed.ac.id/2012/index.php/eltu/article/view/5264/4686 musial, et al. (2009). foundations of meaningful educational assessment. new york: mcgraw-hill higher education. sari, i. p. (2017). reading exercises for viii grade students based on bloom's taxonomy ( bachel or ’ s thesis, state university of medan). seif, a. a.-q. (2012). evaluating the higher order thinking skills in reading exercises of engl i sh f or palestine grade 8. (doctoral dissertation, the islamic university-gaza). shen, p., & yodkhumlue, b. (2012). a case study of teacher's questioning and students' critical thinking in college efl reading classroom. international journal of english linguistics, 2(1). sudjana, n. (1990). penilaian hasil proses belajar mengajar. bandung: pt remaja rosdakarya. tangsakul, et al. (2017). using bloom's revised taxonomy to analyze reading comprehension questions in team up in english 1-3 and grade 9 english o-net tests. international journal of research, 5(7), 31-41. doi: 10.5281/zenodo.826733 ulum, o. g. (2016). a descriptive content analysis of the extent of bloom’s taxonomy in the reading comprehension questions of the course book q: skills for success 4 reading and writing. the qualitative report, 21(9), 1674-1683. retrieved from http://nsuworks.nova.edu/tqr/vol21/iss9/7 wulandari, a. i. (2016). a content analysis of reading comprehension questions in english t ext book based on the revised version of bloom's taxonomy (s-1 thesis, jember university). ret r i eved from http://repository.unej.ac.id/bitstream/handle/123456789/78452/agustiningsih%20ika%20wulan dari%20-%20120210401087%20%20%23.pdf?sequence=1 improving creative writing for young learners using ctl post covid 19 elli setiyo wahyuni, deasy arieffiani universitas hang tuah elli.setiyo@hangtuah.ac.id, deasy.ariffiani@hangtuah.ac.id abstract the research aims to implement contextual teaching and learning approach in writing skill which is integrated in the lesson plan. this is a case study in a primary school in indonesia. the purpose of the study is to investigate the improvement of students’ writing skill post covid 19. there are five strategies in contextual teaching and learning approach, namely relating, experiencing, applying, cooperating, and transferring (react). the implementation is providing practices on descriptive and narrative writing. the assessment is the learning project related to real-world context and writing story telling. the result indicates that ctl enhances the students’ creative writing because it is practical in real world situation. it is suggested to integrate ctl in a lesson plan which is relevant with the current development in english language teaching. keywords: contextual teaching and learning, creative writing, lesson plan, react i introduction one of the most common problem for indonesian students in writing skill is putting the ideas i nt o written form. students understand what the teachers have explained theoretically, unfortunately, they have found difficulties in constructing their ideas and thought into creative writing. for this reason, they feel reluctant to write and do not have motivation to produce written answers in english. in addition, learning english is considered as foreign language acquisition that unknown vocabulary and sentence pattern are difficult to be mastered easily. furthermore, grammar usage and time signals in basic english material are found difficult to be memorized so that students have inability to master this language (taylor & taylor, 2019). it is a fact that mastering english language is different from learning indonesian language f or t he mother tongue has no difference in using time signal and its language pattern. a person could communicate in indonesian language without memorizing various sentence patterns (d’arcy nell, 2017; inan-karagul & yuksel, 2014). in addition, formal education in indonesia usually emphasizes the english teaching only on theory rather than practice. as the result, students become lack of practices especially in writing (neff-lippman, 2011; reyhan, 2012). the condition also contributes to the problem of comprehension in writing skill, even though the teachers begin the learning process st ep by step by introducing vocabulary, explaining grammar rules, and providing examples (renandya et al., 2018; mccowan, 2010). therefore, the purpose of the study is to provide new concept in writing by using creativity through contextual teaching and learning in term of the lesson plan, classroom act i vi t y, and particular project for the students. in this case, creative writing is the term should be emphasi zed t o enhance learning motivation using online media (satriani et al., 2012). the second term is the use of ctl that provides teachers detailed solutions in lesson plan (nawas, 2020). the students’ background problem supports the idea of using contextual teaching and learning approach in order to create creative writing in the learning activity. furthermore, improving writing skill should be included in the goal of lesson plan by integrating the skill and the use of ctl (nasrun, 2014; lynch, 2014). react is the strategy of contextual teaching and learning used in this study which means relating, experiencing, applying, cooperating, and transferring (crawford, 2001). the lesson pl an accommodates writing skill by using the application of react in online class. furthermore, the l esson plan is described in detail for the learning activity, assessment, students’ task, practices, and teaching materials. the examples of react enforcement are applying and transferring. teacher gives an example of writing through video, explanation, and tutorial. the students practice writing accor di ng t o the topic that has been set. students are also asked to find another topic that matches with their preferences so that they know what to write and what to do in writing. in this case, the students learn how to transfer the basic knowledge of english skill in students’ real classroom and life situation (tienrafida, 2016; karim, 2017). the use of ctl approach aims to set a lesson plan for writing skill. the implementation will be applied by using react (satriani et al., 2012; fadhilah et al., 2017). for this reason, ctl approach mailto:elli.setiyo@hangtuah.ac.id mailto:deasy.ariffiani@hangtuah.ac.id 2 | elli setiyo wahyuni, deasy arieffiani lingual (vol. 11, no.1, 2021) applies real practices and experiences for students to learn english. the application can be seen in the students’ task and project by using real situation materials and background knowledge (preradovic, 2020). students transfer the knowledge into written form related to school and real life. ctl appr oach contains real practice to develop knowledge through projects and activities (berns & erickson, 2001; susiloningsih, 2016). in this case, students have opportunity to create community of transferring knowledge among friends and practicing english skills. in addition, students also have opportunity to make connection between academic knowledge and situation occurred in the teaching process (sears, 2003). as the benefit, students increase their motivation in mastering english and experiences in improving writing skill. the previous researches conducted contextual teaching and learning approach for improving the academic purposes. the results indicated that the application of ctl improved students’ critical thinking and motivation (winarti, 2016; sihono, 2004). in addition, ctl provided recommended strategy of teaching and learning in social, sciences, and english skills. the previous studies proved t he effectiveness of contextual teaching and learning approach for all academic subjects. for this reason, contextual teaching and learning approach should be applied for the effectiveness and benefits in improving creative writing. furthermore, character-based teaching materials through the contextual teaching and learning approach generated in the development study, have been declared effective for improving learning skills and developing student character (sianipar et al., 2017). contextual t eachi ng and learning activities had positive effect on language achievement. it is strongly recommended to be used especially in improving writing skill (gull & shehzad, 2015; dewi, 2018) the application of contextual teaching and learning approach develops student english competency by engaging the material and the real experience. the strategy of react also motivates students to make connection between knowledge and the application to their lives as family members, citizens, and students (hudson & whisler, 2007). thus, the lesson plan is designed to meet students’ need and learning target to enhance writing skill. furthermore, the study aims to answer t he f ol l owi ng research questions. 1) the integration of ctl approach and creative writing in the lesson plan, 2) the implementation of teaching creative writing to young learner post covid 19. ii materials and method the study uses qualitative method to observe students’ improvement in writing skill . the case study is taken in a primary school in indonesia that the activity is conducted through online learning due to covid 19. the participants are the sixth-grade students in three classrooms. the study aims to meet the target learning in creative writing, apply react strategy in the lesson plan, and emphasize the students’ involvement in learning activity from knowledge to the applications of real situation. the dat a collection technique uses the following procedure. outlining lesson plan the implementation data analysis integra ting creative writing a nd ctl (react) students' a ctivity, cla ss projects students' writing result table 1. data collection technique iii results and discussion the function of react proves that students relate their background knowledge, practice vocabulary and grammar, cooperate with friends, and transfer knowledge. the strategy of react in ctl supports students to be autonomous and creative learners. the implementation of teaching creati ve writing to young learner post covid 19 consists of relating, experiencing, applying, cooperating, and transferring. relating means that students use their background knowledge to be related in the materials taught . the implementation of relating can be seen from the activity related to the topic that has been introduced. students can identify the sequence of the story, and guess the meaning of vocabularies. in brief, relating means students are familiar with the topic given and perform well in the writing exercises. for this reason, the purpose of relating is to make connection between ideas and practical activities. the improving creative writing for young learners using ctl post covid 19 | 3 activity can be seen in the lesson plan that they can put the ideas of storytelling into their descriptive and narrative writing. students describe the main character from the story and write the sequence of story. experiencing is contextual teaching and learning strategy that makes meaningful connection between knowledge and academic purposes. students are motivated to retell the sequence of the story using proper expression and intonation in online class. the examples are the activity of story r epet i t i on that each student presents the storyline in simple words or sentences. applying is the students’ participation in constructing sentences to build a story and to describe someone or something according to background knowledge. in writing descriptive writing, students practice to write what they know to describe picture or someone they know to produce a creative writing. here, students can apply the knowledge of grammar rules and vocabulary into descr i pt i ve and narrative writing. students can retell the story by using simple present tense to conclude the story. contextual teaching and learning strategy accommodate strengths and weaknesses on students’ writing skill. whereas, students can share knowledge among the others in order to help in facing complex problem in understanding instruction or inability to accomplish the task. the purpose of cooperating is to maintain collaboration, team work, and participation. in this phase, cooperating enables students to be autonomous learners that they do not depend only on the teacher whenever they have problem in learning, in fact, they learn how to find solution themselves through literature, sharing knowledge, and information from media. in cooperating with other students, they need cer t ai n t i m e t o discuss their project. as it is online learning, they collaborate the ideas into written form and present t he result in online class. students transfer what they know into descriptive and narrative writing. the activity can be seen from transferring the written work into spoken form by doing presentation in online class. in transferring knowledge into written form, students can use their background knowledge and experiences to conclude the story and provide moral value. they can share the conclusion and thought to the peers in order t o be active in online learning. contextual teaching and learning help students in relating the materials they are learning to real life context. what the students have known as background knowledge, will be connected with t he pr i or knowledge and forms experiences in learning. the learning target accommodates students in m ast er i ng writing skill. thus, learning through context and real situation are great opportunities f or students to practice theory in the class to be applied in community where they live. the following lesson plan is used to teach creative writing. the purpose of outlining a lesson pl an is to implement contextual teaching and learning approach to improve writing skill. writing genre teaching and learning activity creative writing 1. descriptive writing (introduction) tea cher introduces a topic by using video, pictures, a nd storytelling (tea cher ca n use zoom meeting or google meet). tea cher a sks students to do repetition in vocabulary tea cher a sks students to guess the meaning of vocabulary tha t they learn tea cher explains gra mmar rules tea cher shows a video how to use gra mmar rules into sentences. tea cher a sks students to do repetition on sentences and words. tea cher explains descriptive writing by giving exa mple a nd showing video to construct sentences. storytelling project, writing 4 | elli setiyo wahyuni, deasy arieffiani lingual (vol. 11, no.1, 2021) 2. na rra tive writing (rela ting a nd experiencing) ea ch student writes a sentence to describe something/ someone. ea ch student shares the result of the descriptive writing tea cher shows the examples how to write descriptive essa y in two or three sentences. ea ch student writes descriptive writing rela ted to the topic in two or three sentences. (applying a nd cooperating) tea cher tells a story rela ted to the topic students do repetition on some sentences. students write descriptive writing a bout the object or the figure in the story. (tra nsferring) students present their writing to the cla ss (they ca n tell the sequences of story using proper expression a nd intonation). (introduction) tea cher introduces a folklore from indonesia using video, story book, a nd pictures (teacher ca n use zoom meeting or google meet). tea cher a sks students to do repetition on vocabulary tea cher shows some pictures a nd a sks students to guess the vocabula ry tea cher explains gra mmar rules tea cher shows a video how to use gra mmar rules into sentences. tea cher a sks students to do repetition on sentences and words. tea chers explain narrative writing by giving exa mple and showing video to construct sentences. (rela ting a nd experiencing) ea ch student writes a sentence to retell one of the actions on the folklore. ea ch student shares the result of narration. tea cher shows the examples how to write na rrative essay in two or three sentences. ea ch student writes two or three sentences according to improving creative writing for young learners using ctl post covid 19 | 5 the a ctions on the pictures. (applying, cooperating, a nd transferring) tea cher a sks students to make a sequence story by working together in group. students present the story in sequence. table 2. lesson plan the lesson plan provides detail information of applying react in contextual teaching and learning. it promotes some topics related to real world context. based on the data taken in the assessment and students’ work, it can be seen that students perform well in their study of acquiring english as the foreign language, students participate more in the discussion because the topics relat ed t o the knowledge of world that they have mastered. furthermore, it can be seen that students improve thei r motivation in learning english because they are not only learning the language, but also enhancing creativity in writing, and cooperation. the application of react in the lesson plan assists the teacher to know what to do in the class activities. the teacher as the facilitator works optimally in the teaching because students are the centre of the learning, and the teacher facilitates the class with various activity for monitoring their improvement. the function of lesson plan also provides detail activity and learning target so that both of them comprehend the objective of the study. contextual teaching and learning approach help teacher and students in connecting the meaning of subject matter through prior and new knowledge in order to get new understanding. the strategy of ctl provides a wide range of activities that enables students to take part in various contexts of their lives. the benefit of applying ctl is to motivate students in using creativity and the ability to work toget her . the activity in lesson plan aims to educate learners to be creative in writing sentences. furthermore, t he benefit of ctl is to strengthen students’ memory and understanding of the concept because the student s are learning through the material that has taken from their experience and new knowledge. in other words, they relate their prior and new knowledge to understand the lesson. thus, they will easily remember, recall, and comprehend the material. in addition, contextual teaching and learning engages students in significant activity that helps them to see meaningful work by formulating projects, identifying problems, making choices, searching out information and reaching conclusion. iv conclusion the role of teacher in teaching english for young learners is important, especially in the new normal era or post covid 19. the study recommends some techniques in motivating students to learn and write creatively even though the class is conducted in online meeting. for it is an online learning, teacher should use creative media so that students can focus on the lesson. ctl provides react method that gives suitable steps for teachers to do in online class. creative writing should be cr eat ed t o trigger students’ ideas and participation in online class. contextual teaching and learning provide the strategy to make students relate what they know, practice the language, perform well in discussi on, and know how to present the story. that is the meaning of react in creative writing. this st udy suggest s the future study to use not only descriptive and narrative writing for teaching, but also expository writing for writing development. references berns, r., & erickson, p. (2001). contextual teaching and learning: preparing students for the new economy. the highlight zone: research work no. 5. the highlight zone research, 5, 1–8. crawford, m. l. (2001). teaching contextually. 24. d’arcy nell, d. (2017). english language teaching. in history of oxford university press: v ol ume i v 1970 to 2004. https://doi.org/10.1093/acprof:oso/9780199574797.003.0018 dewi, f. (2018). components in telecommunication network design and. international journal of chemistry education research, 2(february). fadhilah, f., effendi, z. m., & ridwan, r. (2017). analysis of contextual teaching and learni ng ( ctl) in the course of applied physics at the mining engineering department. international journal of 6 | elli setiyo wahyuni, deasy arieffiani lingual (vol. 11, no.1, 2021) science and applied science: conference series, 1(1), 25. https://doi.org/10.20961/ijsascs.v1i1.5106 gull, f., & shehzad, s. (2015). effects of cooperative learning on students’ academic achi evem ent . journal of education and learning (edulearn), 9(3), 246–255. https://doi.org/10.11591/edulearn.v9i3.2071 hudson, c. c., & whisler, v. r. (2007). contextual teaching and learning for practitioners. imsci 2007 international multi-conference on society, cybernetics and informatics, proceedings, 2(4), 228–232. inan-karagul, b., & yuksel, d. (2014). teaching language skills. teaching language skills, may, 1– 232. https://doi.org/10.4324/9781315230801-6 journal, i., & science, a. (2020). abu nawas contextual teaching and learning (ctl) approach through react strategies on improving the students’ critical thinking in writing contextual teaching and learning (ctl) approach through react strategies on improving the students’. 4(may), 46–49. karim, a. (2017). analisis pendekatan pembelajaran ctl (contextual teaching and learning) di smpn 2 teluk jambe timur, karawang. formatif: jurnal ilmiah pendidikan mipa, 7(2), 144– 152. https://doi.org/10.30998/formatif.v7i2.1578 lynch, r. l. (2014). contextual teaching and learning. encyclopedia of educational leadershi p and administration, september, 0–19. https://doi.org/10.4135/9781412939584.n124 mccowan, j. (2010). integrated learning. in effective learning and teaching in engineering. https://doi.org/10.4324/9780203415986_chapter_12 nasrun. (2014). contextual learning approach in improving critical thinking skills of gui dance and counseling students of state university of medan. international journal of sciences: basic and applied research (ijsbar), 18(1), 151–161. neff-lippman, j. (2011). assessing writing. in concepts in composition: theory and practice in the teaching of writing. https://doi.org/10.4324/9780203806807 preradovic, n. m. (2020). encyclopedia of educational philosophy and theory. encyclopedia of educational philosophy and theory, june, 0–6. https://doi.org/10.1007/978-981-287-532-7 renandya, w. a., hamied, f. a., & nurkamto, j. (2018). english language profici ency i n i ndonesi a: issues and prospects. journal of asia tefl, 15(3), 618–629. https://doi.org/10.18823/asiatefl.2018.15.3.4.618 reyhan, a. (2012). the use of guided writing and sequences of pictures as teaching technique to enhance the ability of writing narrative of students in different english course. anglicist, 1(2), 1–6. satriani, i., emilia, e., & gunawan, m. h. (2012). contextual teaching and learning appr oach to teaching writing. indonesian journal of applied linguistics, 2(1), 10–22. https://doi.org/10.17509/ijal.v2i1.70 sears, s. (2003). introduction to contextual teaching and learning. sianipar, l. t., setiawan, d., & rahman, a. (2017). the development of character based on teachi ng materials according to the learning design experts through a contextual approach at grade v in sd negeri 060841 medan city, indonesia. international journal of education, learning and development, 5(10), 19–36. sihono, t. (2004). contextual teaching and learning (ctl). jurnal ekonomi & pendidikan, 1( 1) , 63 – 64. https://www.google.com/url?sa=t&source=web&rct=j&url=https://media.neliti.com/media/publi cations/17282-id-contextual-teaching-and-learning-ctl-sebagai-model-pembelajaran-ekonom i dalam-kb.pdf&ved=2ahukewjrtmurs7oahuat30khw6hbjcqfjaaegqibhac&usg=aovvaw39ua susiloningsih, w. (2016). model pembelajaran ctl (contextual teaching and learning) dalam meningkatkan hasil belajar mahasiswa pgsd pada matakuliah konsep ips dasar. pedagogia: jurnal pendidikan, 5(1), 57. https://doi.org/10.21070/pedagogia.v5i1.89 taylor, j. r., & taylor, j. r. (2019). cognitive linguistic approaches. in the oxford handbook of english grammar. https://doi.org/10.1093/oxfordhb/9780198755104.013.32 tienrafida. (2016). observing contextual teaching and learning on students’ achievement in writing recount text (case study: smp swasta bina bangsa, batubara regency). international journal of english language teaching, 4(9), 57–68. www.eajournals.org improving creative writing for young learners using ctl post covid 19 | 7 winarti, w. (2016). contextual teaching and learning (ctl) untuk meningkatkan kemampuan berpikir kreatif siswa. jurnal pendidikan fisika dan keilmuan (jpfk), 1(1), 1. https://doi.org/10.25273/jpfk.v1i1.4 stance of indonesian writers in journal articles yana qomariana, putu lirishati soetama udayana university yana_qomariana@unud.ac.id, lirishati_soethama@unud.ac.id abstract stance refers to attitude, feelings, judgment or commitment of a speaker towards a proposition. a speaker employs certain linguistic features to express his stance including hedges, boosters, self-mentions and attitude markers. this research aims at analyzing stance of indonesian writers in social and hard science journal articles written in english by examining the use of linguistic features employed as stance markers. this research applied descriptive qualititative method. data was taken from introduction part of 16 national journals written by indonesian writers. the stance markers in data were identified and analyzed whether they represent approval of the writers. the research result shows that the writers of social science articles use more stance markers compared to those of hard science articles. indonesian writers maintain the objectivity of academic writing as there was very limited use of self-mentions in the articles. the stance markers used by indonesian writers represent the approval, disapproval or neutral type of stance. keywords: stance, indonesian writers, journal articles i introduction stance refers to “lexical or grammatical expression on attitude, feelings, appreciation, or commitment towards content of a proposition (biber & finegan, 1998). according to this definition, the writers’ stance can be observed through expressions selected in his statements. he can show agreement or disagreement towards a topic by employing one linguistic feature, such as ‘agrees to’ or ‘on the opposite of’. stance has been a topic of interests of many research. linguists have analyzed stances from verbal or written sources. hyland (1998) wrote aspects of stances in conversations. the writers’ stances are generally expressed clearer in written sources, including news articles or autobiographies. in these sources, stance markers can be observed through selected linguistic features. stance markers are also found in scientific papers; such papers that are known to be neutral have started changing its tradition. hyland (2005) mentioned that in the last few decades academic writings have no longer maintained their characteristic as the objective writings which do not show any signs of the authors’ subjectivity. academic writings have changed to become the authors’ persuasive effort of communicating his ideas to readers. the pioneer of research on stance are hyland (1998), bermann (2002) and dubois (2007). starting from his writing that discussed features of hedges, hyland has since written many aspects of stances from of verbal sources. dubois (2007) enhances the relationship between the writers and their readers. he used the term stancetaker for writers who convey their position in their articles. further, dubois explains that a writer takes a stance through linguistic feature he selected. the use of stance markers selected by writers is an action of stancetaking (thomson and hunston, in bahrami 2018). while bermann (2002) analyzed written or verbal resources as discourse or text. chindamo (2012) provides summary of stance classification. there are three categories of stance, they are epistemic, affect and manner. epistemic stance expresses the writers’ degree of certainty towards a topic. stance of affect is named for expression of feeling, mood, disposition attitude and feelings. the third category of stance refers to the writers’ style of speaking. stances can be expressed by employing lexico-grammatical features as stance markers including adverbs, modals, adjective or nouns. the writers’ stance can be categorized into three types, they are supportive, disapprove or neutral (tiang and liang, 2014). the writers’ judgment towards other writers’ proposition can be observed by examining the tone of the stance markers that the writers’ selected. ii materials and method this research employs descriptive qualitative method. the data was taken from introduction part of 16 national journals in the field of economy, politics, electrical and computer science and agriculture. these journals were selected as representative of social science and hard science. the articles were written by indonesian writers and were published in the last five years. lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 1 mailto:lirishati_soethama@unud.ac.id mailto:yana_qomariana@unud.ac.id this research is focused on the introduction and literature review parts of journal articles based on the reason that these are parts that the writers review the previous research by using stance markers. therefore, the parts were considered suitable to be data in this research. in the next stage, stance markers in the form of hedges, boosters, attitude markers and selfmentions in the articles were identified and counted. as introduction and literature review parts of the articles have variety in length, the stance markers are counted in terms of 1000 words. the figures of hedges, boosters, self-mentions and attitude markers were then are compared to see how often writers of social sciences articles employ the stance markers compared to the hard science. the statistical difference between the two types of articles was checked by using chi-square test. iii results and discussion the results and discussion are presented in three different sections. the first section discusses the frequency of hedges in social science and hard science article, the second part discusses frequency of boosters in social science and hard science article, the third part discusses frequency of self-mentions in social and hard science article, and the last part discusses the frequency of attitude markers in the data as well as analyzing the tone of stance markers. iii.1 hedges hedges refers to linguistic features that show writers’ uncertainty. it can also be mentioned as means to ‘decrease epistemic commitment and expanding discursive space’ (aull and lancaster, 2014). hedges include modal verbs expresses probability (may, might, could), adverbs (generally, possibly, likely), verbs (suggest, indicates) (hyland, 2005). based on the data, more hedges are found in social sciences compared to hard science, as illustrated in figure 1. figure 1 shows that writers of social science articles employ ore hedges. this agrees to findings of hyland (1998) and vatalla (2001) several hedges used in social and hard science articles are provided below: (i-1) on the other hand, the increase in loan losses is less likely to occur when the loan growth is caused by something other than a shift in the loan supply. (s10) (i-2) data from bis indicate that the average credit growth for the non-financial sector in the g20 countries was 6.3%, from 2008 to 2017. (s23) (i-3) gwas is often utilized when we are interested in finding out all the genomic regions that may control a specific role. (h4) (i-4) the soil macronutrients indicated in a low content of n total (%), ca, and mg. (h8) the data above illustrates that hedges are used more frequently by writers of social science compared to writers of hard science. this is consistent with the previous study by farrokhi & emami (2008). this finding shows that writers of social science expresse more uncertainties in their articles, while writers of hard science are more direct in expressing their judgment. modal verbs are the most frequent hedge found in both social and hard science articles which express possibility of a phenomena to occur. data (i-2) shows verb indicate that appeared in social sciences is used actively, while in hard science the verb is used in passive construction; in which in terms of information packaging, it shows that information at front of the sentence is considered more important. immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 3 iii.2 booster on the opposite of hedges, boosters are devices to show confidence of the writer. boosters are usually found in the form of adverbs (absolutely, clearly, definitely, certainly, very, highly, obviously, really and the like), modals (must, will), verbs (demonstrate, show, find). boosters found in the data are illustrated in figure 2. the figure above shows that similar to finding on hedges, writers of social science articles use more boosters in comparison with those of hard science articles. one reasonable rationale for this finding is that the writers of hard science articles maintain more objectivity of their articles. the followings are several sentences taken from the data that contains booster. (i-5) the banking sector is the most highly regulated sector in every country. (s9) (i-6) brand imagery shows the brand’s ability to meet the psychological or social needs of customers. (h7) (i-7) the phenotypic performances of 50 accessions of lg population showed abundance on morphological variation. (h12) (i-8) researcher must contend with the cofounding effects of both population and family structure. (h15) all the boosters used in the sentences carry the function to improve the nature of quality being discussed in the sentences. in this case, the writers enhance his opportunities to underline the points he needs to deliver in his statements. in the data, boosters are found in the form of adverbs, verbs and modal verbs. iii.3 self-mentions self-mentions are the mention of the writer in the form of pronoun (i, we, our, us). this is the least stance markers used in the data. based on the data, self-mention is only found once. although it has been mentioned that academic articles have shown more of authors’ subjectivity, majority of writers still maintain the objectivity of article by avoiding mentioning themselves as writers. the following sentence is taken from the data as the sample of sentence that include self-mention. (i-9) we propose that the team monitoring is needed. (h23) the self-mention strengthens the writers’ position related with activity being carried in the topic of discussion. in the above sentence, the overt use of pronoun provides the entity who does the activity more emphasis on the pronoun as the executor of the mentioned activity. iii.4 attitude markers attitude markers show the writers’ attitude on propositions, agreement, importance, obligation or frustration (cazares-cervantes, lague & dykeman (2019).). linguistic features employed as notion of the writers’ attitude are expressed by using various means, therefore, there is no standardized stance features applied to analyze this stance type. attitude markers in social science and hard science articles are compared in terms of appearing token. the frequency of appearance of attitude marker in social and hard science articles are illustrated in figure 3. based on figure 3, it can be seen that attitude markers appear in social science articles doubles the size of ones found in hard science. this is in line with the appearance of hedges and boosters. this finding is consistent with finding of study written by cazares-cervantes, lague & dykeman (2019). as the term implied, attitude markers allow writers to convey his position towards a certain proposition clearer. several samples of attitude markers found in the data articles are provided in the followings: (i-10) this is a sector that persistently becomes the source of systemic risk, namely the asian financial crisis in 1998. (s14) (i-11) it caused significant unrest in many of the financial and currency markets around the world. (s15) (i-12) iron toxicity knowledge about ewom communication against political brands will be beneficial for candidates to find effective and efficient political marketing communications. (s19) (i-13) iron toxicity is one of the important abiotic stresses that can decrease rice production. (h27) (i-14) the application is flexible, especially in remote areas where there is no electricity grid, but renewable energy sources are abundant. (h30) (i-15) some studies (thakor, 1996; kashyap and stein, 2000) explain how monetary policy affects the fluctuations in the growth of loans. (s29) in the above sentences, attitude markers used are in the form of adjective, adverb, noun and verb. the attitude markers assist the writers to give tones to his statements. sentences (1-10) and (1-11) show disapproval of the writer by using the word persistently. sentences (1-12), (1-13), and (1-14) contains approval, while sentence (1-15) shows stance of neutral type. iv conclusion the objectives of this study are to analyze the use of stance markers in social and hard science articles written by indonesian. using 16 journal articles as the data this research is able to find interesting findings. based on the findings in this research it can be concluded that stance markers in the form of hedges, boosters, attitude markers and self-mentions are unemployed more by writers of social science articles compared to the hard science articles based. among all the stance markers, modal verb will is the most frequently used hedge in the articles, while self-mention is the least stance marker used. the tone of stance can be observed through attitude markers selected. stance markers representing approval, disapproval and neutral are found in the articles. it is suggested that the similar research with a bigger data can be conducted to have a more detailed explanation on the use of stance markers by indonesian writers, especially in terms of the tone of the writers’ stance. references aull, yl.l., & lamcaster, z. 2014. linguistic markers of stance in early and advanced academic writing a corpus-based comparison. written communication, 31(2), pp. 151-183 list of bahrami, l., dowlatabadi, h.r., yazdani, h. & american, m. (2018). authorial stance in academic writing: issues and implications for research in english language teaching in international journal of english & translation studies. 6(2). 69-80 biber, d & finegan, e. 1989. styles of stance in english: lexical and grammatical marking of evidentiality and affect in text-interdisclipinary journal for the study of discourse, 9(1) pp.93124 bermann, ruth, ragnarsdottir and stromqvist, sven. 2002. discourse stance: written and and spoken languague in written language and literacy. doi: 10.1075/wll.5.2.06ber cazares-cervantes, a., lague, a. & dykeman, cass. 2019. authorial stance in counselling research articles. http://psyarxiv.com/discover?q=authorial%20stance%20on%20counseling immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 5 chindamo, m., allwood, j., & ahlsen, elisabeth. some suggestions for the study of stance in communication. 2012. privacy, security, risk and trust (passat), 2012 international conference on and 2012 international conference on social computing du bois, & john, w. 2007. the stance triangle in stancetaking in discourse. amsterdam: john benjamins publishing company farrokhi, farahman & emami, safoora. 2008. hedges and boosters in academic writing: native vs non-native research articles in applied linguistics and engineering hyland, ken. 1998. boosting, hedging and the negotiation of academic knowledge. in text interdisciplinary journal for the study of discourse 18(3) january 1988. doi: 10.1515/text.1.1998.18.3.349 hyland, ken. 2005. stance and engangement: a model of interaction in academic discourse . london, thousand oaks, ca and new delh: sage publication mohammad reza. exploring stance and engagement features in discourse analysis papers in theory and practice in language studies, vol 4, no 3, pp. 593-601, finland: academy publisher salichah, imraatu, irawati enny and basthomi yazid. 2015. hedges and boosters in undergraduate students’ research articles in jurnal pendidikan humaniora vo. 3 no 2, pp. 154-160 june 2015. http://journal.um.ac.id/index.php/jph sanjaya, i.n.s., sitawati, a.a.r., and suciani, n.k. 2015. comparing hedges used by english and indonesian scholars in published research articles: a corpus-based study in teflin journal vol 26, no 2 july 2015 seyyedrezaie, zari sadat and vahedi, vahided sadat. 2017. projecting gender identity through metadiscourse marking: investigating writer’s stance taking in written discourse in indonesian journal of applied linguistics vol 6, no 2(2017) tian, xiufeng and liang, yueyuan. 2014.the analysis of writers stance: a comparison between two reviews on desperate housewives in theory and practice in language studies, vol. 4, no.5, pp. 965-972, may 2014. finland: academy publisher lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 6 lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 27 appraisal framework in analyzing attitudinal resources in vishal garg’s apology letter fikry prastya syahputra, fadilla shafiira universitas sumatera utara fikryprastya@usu.ac.id abstract this paper contains a systemic functional linguistics (sfl) analysis of the apology text of the ceo of better.com. vishal garg. he apologized for his dismissal of 900 staff through a zoom meeting. this analysis is carried out through an appraisal framework to show feelings, judgment or appreciation for things, people, behavior or idea¬¬s expressed by vishal garg through his apology letter. the research method used in this paper is a mixture of qualitative and quantitative methods. 23 expressions were used in this analysis, and the majority of the attitudinal resources that are found in the letter is affect (47,83%), then followed by judgment (30,43%), and the least is appreciation (21,74%). as a results, vishal had shown his positive emotion toward his staff and positive emotion toward his company in the future. besides affect, vishal also expresses his emotions through judgment. the comparison of positive and negative judgments shown from the results of the analysis is only one difference. the most of which are positive ones, and the least of which are appreciations which are all positive. keywords: appraisal, apology text, vishal garg i introduction due to covid-19 outbreak many companies have to shut their business and fired their staffs. the economic sector has become one of the hardest hits since the existence of covid-19 (utami et al., 2021). the economy is one of the critical factors in human life, wherein everyday life humans always intersect with economic needs (hanoatubun, 2020). likewise, vishal garg's company, better.com, encountered hard-times during this covid-19 pandemic. since 2014, better.com is working to "improve home mortgages" and finances by allowing people to apply for loans and financing online, instead of going to the bank in person. the company claims to offer adjustable and fixed rate loans for regular loans and large loans for certain types of housing with no commission. over the years, the company has rapidly expanded its scope of activities, collaborating with various companies in the process. for example, in 2015, the founders partnered with avex funding, a california-based company that has specialized in mortgage matching and sizes for over 10 years. during the pandemic, better.com paid their indian employees a covid-19 allowance of rs 10,000/month, in addition to the telecommuting facilities. most of the company's subsidiaries are located in india. no geographic pattern of layoffs has been identified, but some indian employees also appear to have received pink coupons. when this happened, vishal garg fired more than 900 employees during a quick zoom call last week. garg cites market efficiency, performance and productivity as reasons for the layoff. this paper presents the analysis of the ceo of the better.com letter that he wrote after firing 900 of his staff through a zoom meeting. although the addressees of the letter were supposed to be his staff, the letter was written and shared openly on the website, until it became a big news that is discussed in various news media, so the interlocutor from vishal garg was no longer limited to the staff. based on the above explanation, how vishal garg shows his approval or disapproval for things, people, behaviour or ideas through his based on attitudinal resources can be analyzed with the appraisal theory. attitude is used to negotiate positive and negative feelings, judge people’s character, behaviour and evaluate the worth of things. the attitude can be divided into three parts, which are affect, judgement and appreciation. there are many researches using appraisal theory for academic text, newspaper article, and many more (ertyas, 2011; pascual & unger, 2010). however, this time, the theory is used to analyse an apology letter that went viral. mailto:fikryprastya@usu.ac.id 28 | fikry prastya syahputra, fadilla shafiira lingual (vol. 13, no.1, 2022) ii materials and methods 2.1 literature reviews halliday’s idea classified the way we use language into three different meta-functions. they are ideational (where we construe reality), interpersonal (where we show social relation), and textual (where we create text). the appraisal framework extends halliday’s systemic functional linguistics (sfl) account of interpersonal meaning (see halliday, 1985; 1994; and halliday & matthiessen, 2004) to provide a fine-grained description of evaluative language in english. there are three sub-categories of this framework which are attitude, engagement and graduation. attitude is used to negotiate positive and negative feelings, judge people’s character, behaviour and evaluate the worth of things. the attitude can be divided into three parts, which are affect, judgment and appreciation. graduation is concerned with gradeability or the way the speaker expresses how strongly they feel about someone or something. engagement deals with sourcing attitudes and the play of voices around opinions in discourse (martin and rose, 2008). 2.2 method the research method used in this paper is a mixture of qualitative and quantitative methods. qualitative method was used to explore expressions categorized into three domains of attitude which are affect, judgment and appreciation. the quantitative method was used in calculating and presenting the frequencies and percentages of the data which are being analyzed (moleong & surjaman, 1991). the data of this analysis was taken from the official apology text on vishal garg’s website. the analysis is done by dividing the sentences and identifying and categorizing the expression which are used to show feelings (including emotional reactions, judgments of behaviour and evaluation of thing). the data that were analyzed is shown in the form of table including their percentage. the analysis focuses on appraising items which show the attitude that is covering affect, judgment, and appreciation. iii results and discussion as mentioned before, a text is analyzed to show attitude that is covering affect, judgment, and appreciation of vishal garg’s letter. the following is the full text that taken from https://cdn.brandfolder.io/a8sa0ybw/at/ggkbfpsbjbvc335cprpv33bg/a_message_from_our_founder ___ceo.pdf is being analyzed: picture 1. vishal garg letter https://cdn.brandfolder.io/a8sa0ybw/at/ggkbfpsbjbvc335cprpv33bg/a_message_from_our_founder___ceo.pdf https://cdn.brandfolder.io/a8sa0ybw/at/ggkbfpsbjbvc335cprpv33bg/a_message_from_our_founder___ceo.pdf appraisal framework in analyzing attitudinal resources in vishal garg’s apology letter | 29 from the letter above, there are 23 expressions that are concerned in this analysis. the data is displayed in pie chart and table to represent their types in attitudinal appraisal. the percentage of the attitudes that were found in the letter are as follow: figure 1. appraisal results chart of garg’s apology letter. 3.1 affect as mentioned in martin and white (2005), the affect subcategory of attitude regarded with resources for construing emotional reactions. positive or negative feelings such as happiness or sad, confidence or anxious. it is included in this sub category. the followings are expressions that analyzed through affect. category polarity occurrence no. samples inclination positive 2 1. 2. i want to apologize… i hope you’ll join… negative 1 3. …the individuals who were affected…. happiness positive 1 4. i couldn’t be more grateful… negative 1 5. i am deeply sorry and am committed to learning… security positive 5 6. 7 8 9. 10. i am deeply sorry and am committed to learning… i believe in you… …i believe in better… …i believe that… … we can make homeownership better together. satisfaction negative 1 11. … i embarrassed you. table 1. appraisal analysis result of garg’s apology letter in positive and negative affect parameter i want to apologize for the way i handled the layoffs last week. the letter starts with vishal expressing his feeling of ‘wanting to apologise’ towards his staff, this is included in inclination. 30 | fikry prastya syahputra, fadilla shafiira lingual (vol. 13, no.1, 2022) i hope you’ll join me for the discussion. another inclination is shown here. using ‘hope’, he showed his desire for the team (his staff) to join the discussion that would be held soon. …for the individuals who were affected… “affected” refers to the staff who feel the negative impact of the dismissal. i couldn’t be more grateful for all you are accomplishing for the customers we serve. this section shows that vishal is very grateful, to the fullest, for the work of his staff, but rather than giving value to his staff, vishal is more likely to express it by showing how his feelings is ‘affected' by the work of his staff. i am deeply sorry and am committed to learning… again, he shows how his feeling towards his staff, he feels sorry, which is a sort of negative form of happiness. committed here refers to vishal himself that he must learn to handle the situation ahead. i believe in you, i believe in better, and i believe that working together we can make homeownership better together. he expressed his feelings of ‘trust’ towards his staff, ‘believe’ expresses positive feeling, ‘together’ is the disposition form of security in affect. …i embarrassed you. this part shows the dissatisfaction that affect the staff because of what vishal did in the zoom call. from the samples above, the percentages would be served as the following table: appraisal category polarity occurrence percentage affect inclination positive 2 18,18% negative 1 9,09% happiness positive 1 9,09% negative 1 9,09% security positive 5 45,45% negative 0 0 satisfaction positive 0 0 negative 1 9,09% total 11 100% table 2. appraisal analysis result of garg’s apology letter in affect percentage 3.2 judgment martin and white (2005) defined judgement as the subcategory of the appraisal that concerned with resources for assessing behaviour according to various normative principles. judgment deals with attitudes towards behaviour, which we admire or criticise, praise or condemn. the following table would show the judgement released by vishal garg in his letter. category polarity occurrence no. samples capacity positive 1 1. we are also taking fast steps… negative 1 2. …i failed to show… propriety positive 3 3. … the appropriate amount of respect… appraisal framework in analyzing attitudinal resources in vishal garg’s apology letter | 31 4. 5. … the appropriate amount of respect… …better together… negative 2 6. 7. … this news made a difficult situation worse. … this news made a difficult situation worse. table 3. appraisal analysis result of garg’s apology letter in positive and negative judgment parameter we are also taking fast steps… this implied that he was judging how a pace of step, yet ‘steps’ here isn’t something that could be scientifically counted cause it’s about their company’s and staff’s development. …i failed to show… this shows his negative judgment towards himself. … the appropriate amount of respect… this shows that vishal judged how something can be said as respect in a certain count that he said as appropriate. respect is not something that can be count, so the appropriate amount of respect is just his opinion (judgment) that could be different with other’s opinion. …we can make home ownership better together. … this news made a difficult situation worse. how something ‘difficult’, ‘better’ or ‘worse’ would be different with different people. using these words is clearly showed his judgment. from the samples above, the percentages would be served as the following table: appraisal category polarity occurrence percentage judgment capacity positive 1 14,28% negative 1 14,28% propriety positive 3 42,85% negative 2 28,57% total 7 100% table 4. appraisal analysis result of garg’s apology letter in judgement percentage 3.3 appreciation appreciation deals with resources for interpreting the value of things, including natural phenomena and semiosis (as a product or process). the following table would serve the appreciation released by vishal garg in his letter. category polarity occurrence no. samples composition positive 2 1. 2. …we are very transparent and aligned… … we are very transparent and aligned… valuation positive 3 3. 4. 5. … the metrics that matter most… … are essential in the… …in the vital work. table 5. appraisal analysis result of garg’s apology letter in positive and negative appreciation parameter 32 | fikry prastya syahputra, fadilla shafiira lingual (vol. 13, no.1, 2022) we are also taking fast steps to make sure we are very transparent and aligned as a company… from that sentence we can see vishal's vision of how he wants to make the company more valuable, and he shows the value of a company with the words ‘transparent’ and ‘aligned’. …the metrics that matter most… ‘matter the most’ shows how he values some metrics …your dedication, focus and expertise are essential in the vital work. he shows his appreciation towards the staff’s dedication, focus and expertise by saying nice thing like ‘essential’. this is a kind of positive appreciation. while ‘vital’ shows how he value a work. from the samples above, the percentages are repersented in the following table: appraisal category polarity occurrence percentage appreciation composition positive 2 40% negative 0 0 valuation positive 3 60% negative 0 0 total 5 100% table 6. appraisal analysis result of garg’s apology letter in appreciation percentage iv conclusion results of the analysis shown that the letter written by vishal garg contains all three domains of attitudinal resources in appraisal, which are affect, judgment, and appreciation. the most dominant resources belong to affect (47, 83%). according to martin and white (2005), affect is the registration of positive and negative emotions (whether we are happy or sad, confident or worried, interested or bored). in this regard, the analysis had shown that vishal mainly used positive affect, he used 8 positive affects in total. vishal talks about his staff’s contribution during their working period and the future of his company. based on that, it can be concluded that vishal had shown his positive emotion about his staff and positive emotion about his company in the future. besides affect, vishal also expresses his emotions through judgment. the comparison of positive and negative judgments shown from the results of the analysis is only one difference with the most positive, and the last one is appreciation which all consist in positive form. references ertyas, p. c. (2011). an appraisal analysis of gossip news texts written by perez hilton from perezhilton. com (a study based on systemic functional linguistics). 179. halliday, m.a.k. (1985). an introduction to functional grammar. london: edward arnold. halliday, m.a.k. (1994). an introduction to functional grammar (second edition). london: edward arnold. halliday, m.a.k. & mathiessen, c. (2004). an introduction to functional grammar (third edition). london: edward arnold. hanoatubun, s. (2020). dampak covid–19 terhadap prekonomian indonesia. edupsycouns: journal of education, psychology and counseling, 2(1), 146-153. retrieved from: https://ummaspul.ejournal.id/edupsycouns/article/view/423 martin, j. r., & white, p. r. (2005). the language of evaluation: appraisal in english. basingstoke: palgrave macmillan. martin, j.r., & david rose. (2008). working with discourse, meaning beyond the clause (2nd edition reprinted). london: continuum moleong, l. j., & surjaman, t. (1991). metodologi penelitian kualitatif. jakarta: penerbit pt remaja rosdakarya. appraisal framework in analyzing attitudinal resources in vishal garg’s apology letter | 33 utami, w. k., & prafitri, n. (2021). journal of local government issues (logos) the economic impact of covid-19 pandemic on female. 4(march 2020), 13–29. pascual, m., & unger, l. (2010). appraisal in the research genres: an analysis of grant proposals by argentinean researchers. revista signos, 43(73), 261–280. https://doi.org/10.4067/s071809342010000200004 lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 34 christos tsiolkas’ the slap: multiculturalism in australia now hianly muljadi universitas kristen maranatha hianly.muljadi@gmail.com abstract this study focuses on the use of narrative techniques, especially point of view, in a novel entitled the slap written by an australian author, christos tsiolkas. this novel begins with a barbecue party hosted by a couple in a suburban melbourne. the party is attended by many of their friends, families and co-workers who came from many different ethnic backgrounds, mostly immigrants or immigrant descents in australia. the story takes an interesting turn when a man slaps an unruly boy who is not his own. the boy’s parents become so furious and decide to report the incident to the police. the story then continues with a revelation on how the case goes. what is special about this novel is how the aftermath of the incident is written in multiple chapters, narrated by a different character for each chapter. the characters come from different ethnics; greek, indian, jew, and british australians, thus readers will be able to see what happen after the incident through the eyes of each character, who not only talk about the incident but also inform the readers about their life and the people around them. christos tsiolkas claimed that he wanted to show the real australia, which often not represented in other novels through this novel and he has chosen to use the third person limited point of view as a means to deliver his message. at the end of this research, it can be concluded that there is a shift in position between white australians and immigrants or immigrant descent nowadays in terms of superiority and inferiority. keywords: narrative technique, point of view, multiculturalism, immigrant, white australians i introduction since 1945, more than 7 million people have come to australia as new settlers. the point that triggered a large-scale immigration program was the end of world war ii. australian government launched a massive immigration programme, since they believed that they had narrowly avoided the japanese invasion and that they need to have more people living in the vast land of australia. (price, 1998) the programme has been proven to be successful, as a research has shown that the population growth in australia depends more on immigration than on natural growth, as stated that: with time replacement fertility would lead to a stable population but this is not likely in australia as long as immigration remains high. today net migration is more than ever, a significant factor in australia’s growth. for example, in 2013-14, the populat i on grew by 352,88 people: 44.5 percent from natural increase and 55.5 per cent from net migration. (betts) until today, australia is still a country that attracts many immigrants from various countries across the globe, such as india, indonesia, and many other european countries. however, some believes that the coming of immigrants in australia is a good thing, whi l e ot her s may not think so. some believes that immigrants will enrich australia in one way or another, while others perhaps see immigrants as threat to the british or white australians. there was even a hi st or y of limitations for immigrants to come to australia to protect the white austral ians from the invasion. furthermore, immigrants are often seen as inferior compared to the white australians as the own er of the land. another thing is, with the coming of immigrants, australia has since become a multicultural country. this condition leads to a problem of cultural clash since people with different culture and different perspective are forced to live side by side in one surrounding. racism and prejudice are also a n inevitable side effect in this condition. although it seems that nowadays, australia has already passed the phase of culture clash (a very big issue threatening this country), but what becomes t he new australia is still very much debatable. one of the novels that touches the issue of multiculturalism in australia is the slap, which is published in 2008. the novel has won the commonwealth writer's prize 2009 and was shortlisted for the 2009 miles franklin literary award and the als gold medal. (christos tsiolkas) the slap also has been turned into a tv series, both in australian and in the united states of america. the aut hor of t he novel, christos tsiolkas, is an australian author, playwright, essayist and screen writer. some of his mailto:hianly.muljadi@gmail.com 2 | hianly muljadi lingual (vol. 10, no.2, 2020) books are loaded (1995), the jesus man (1999), and dead europe (2005). (christos tsiolkas). tsiolkas was born in 1965 to parents who had emigrated from greece and he grew up in suburban, working cl ass melbourne. on writing the slap, he stated: i was hungry to write about an australia i rarely saw represented on the pages of australian literature or on screen. (christos tsiolkas on how he wr ot e t he slap – guardian book club) with this statement, he claims that the australia written about in many works of fictions are not the true australia. this can mean that the slap is a novel which truly capt ur es the real australia that tsiolkas sees and experiences. however, tsiolkas believes that his realistic portrayal of australia in the slap, especially which concerns the issue of multiculturalism, is challenged by some members of the society. in the novel, tsiolkas contrasts the life of immigrant descents and british australians in such a way and he becom es aware to the fact that there is a resentment against his way of portraying the success of immigrants in the land but as an immigrant himself, he believes that he needs to say something about this m at t er , as seen below: the multiculturalism and resulting vigour that i wanted to champion in my writing was being challenged by the rise of populist, xenophobic parties and politicians who decried the loss of british australia and reacted vehemently against the increasing self-confidence of both immigrant and indigenous australians. such politics were distressing for m ysel f and for my circle of friends and family. at the same time i was aware that in the push-pull between a vision of a cosmopolitan and multi-ethnic australia and the resentments such a vision gave rise to, there was something exciting and dangerous occurring: contradictions are a wonderful source for stories and ideas…it was also a challenge to the founding r aci al injustice of this new nation, the enshrining in the first legislation passed at the federation of the white australia policy, a policy only fully dismantled in my own lifetime. (christos tsiolkas on how he wrote the slap – guardian book club) the novel sets place in a suburban barbeque, hosted by hector and aisha, who have invited m any of their family, colleagues and friends. harry, hector’s cousin, then slapped hugo, an unruly child whose parents are aisha’s friends, rosie and gary. they are enraged by this event and report this incident to the police. the story then follows the aftermath of this incident, from 8 different point of views from 8 different major characters, who has witnessed what has happened. the most interesting part in the story is that these 8 major characters come from different ethnic and religious identity; greek, indian, jew, and australian. based on that, i am interested to further investigate the novel, as i believe that the narrative techniques, particularly the point of view used by the author may reveal something more on t he l i f e of multi ethnics australians. other researches have been conducted on the slap, some of them are the slap's resonances: multiculturalism and adolescence in tsiolkas' australia by davis glyn, christos tsiolkas and the pornographic logic of commodity capitalism by andrew mc cann, and the virtue of self-discipline: reading tsiolkas and foucault by peter mathews. this research is different in a way that it is solely dedicated in the discussion of narrative technique, to be more specific, point of view and what it gives the readers. narrative techniques refer to how a writer chooses ways of telling a story to manifest ef f ect s t ha t he wants the reader to feel. the discussion of narrative techniques focuses on four elements in particular, namely; point of view, style, time and tempo, and distance (eastman, 1965, pg. 111). i n t hi s r esear ch, the focus would be the point of view as it can give new insight on different life of the characters with different ethnic background. ii materials and methods this article is methodologically qualitative and interpretive by gathering the data qualitatively and presenting them descriptively. the writer uses library studies in conducting this research. after r eadi ng the novel, the research is continued by reading some references and browsing the internet for further information that can help enrich the analysis. the writer analyzes the novel based on the theory of narrative technique, particularly the point of view and what it provides to the readers. christos tsiolkas’ the slap: multiculturalism in australia now | 3 iii results and discussion according to eastman (1965), point of view may be defined as the restriction of the reader’s observation to a limited point of consciousness. there are four types of point of view, namely; first person point of view, third person limited point of view, third person dramatic point of view, and t hi r d person omniscient point of view. tsiolkas’ the slap uses a third person limited point of view which means that the story is told from one certain character who is now referred to as the t hi r d per son. thi s point of view will become more objective compared to the first person point of view whi l e at t he sam e time still hold the readers close to the character. in third person limited point of view,the readers will be able to see how this character feels and thinks. the character will freely and honestly express their thoughts and feelings towards the events that happen because one is always true to his/her own f eel i ng. this creates a sense of empathy and understanding of the character’s feeling and actions. the slap consists of eight chapters and each chapter has different narrator. the narrator s are, respectively, hector, anouk, harry, connie, rosie, manolis. aisha, and richie. the readers will find the story interesting because each narrator may have different opinion on the incident. some will support rosie and gary as the parents of hugo, while some may take side with harry and blame rosie and gar y for their misbehaving son. however, i am of the opinion that tsiolkas has more to say in this stor y t han parenting and educating a child. he has a certain message to be delivered in this novel and h e uses 3r d person limited point of view to deliver it. as stated in the previous paragraph that the use of 3r d per son limited point of view will make the voice of the narrator more objective than 1st person poi nt of vi ew, then tsiolkas uses the point of view to deliver his objective opinion, which, i believe, is about the rise of immigrants in australia, contrasted with the fall of the supremacy of the white australians. even from the very beginning, from the choice of characters that become the narrator, tsiolkas has shown his message. he uses 8 different characters who have different ethnicities. among 8 char act er s, only 3 are the so-called white australians while the rest are all descendants of immigrants in the land of australia. hector, harry, manolis are greek, anouk is jewish and aisha is indian. rosie, connie and richie are white australians. the number of narrators has shown the majority and importance that tsiolkas would like to emphasize in this matter. following the story through the eyes of the narrator in each chapter, tsiolkas not only manages t o give the readers the full account on what happens after ‘the slap’ happens. he also manages t o del i ver information after information about the life of those characters involved in the incident. in each chapter , the narrator explains about themselves, about their past, about other people around them, i n an honest , matter of fact way because as the author chooses to employ 3rd person limited point of view the characters are simply expressing their own thoughts and ideas about somethings. the readers then will be able to get a clear picture from all the stories told by the narrators. it seems that immigrants or immigrant descents in australia are leading a good life in many aspects while the white austral i ans ar e pictured to be in a desperate condition, leading a life which is far worse than those of the descendant s of the immigrants. the following paragraphs will highlight that contrasts. the first chapter is narrated by hector, an attractive man of greek descent in his early f or t i es. he is the husband of aisha, and they are the host of the barbeque party. hector lives comfortably with aisha and his two children. from hector, the readers are made aware of the strike contrast between all the guests coming to his house, especially between the two families, who at the end, end up fighting because of the slap incident. when rosie, aisha’s very best friend and her husband, gary, arrive with hugo, their children, it i s told that hugo is such a spoiled child and gary always ends up drunk in parties. even hect or’ s f am i l y know about this bad habit of his, as seen below: gary was going to get drunk. gary always got drunk. it had become a running j oke i n hi s family, one aisha disapproved of because of her loyalty to her friend... hector’s mother would turn to the other greeks, raise her eyebrow and exclaim australezi, what do you expect? it’s in their blood! (tsiolkas 21) another couple then are introduced in this chapter. they are harry, hector’s cousin, sandi, his wife and rocco, their child. harry is a successful businessman and now lived in prime blue-ribbon real estate (22). as an immigrant who has been successful, harry now is enjoying a luxurious life. it i s t ol d in the story that he plans to send rocco to a private school because he thinks that government school was inadequate for their son, that the facilities were degraded and the class sizes are too large (22). 4 | hianly muljadi lingual (vol. 10, no.2, 2020) however, gary immediately challenged him (22). this reaction makes harry turned away from gary and whispered in greek to manolis ‘the australians don’t give a fuck about their children (22). even from the very first chapter when the readers are introduced to the characters, the contrast between the immigrants or immigrant descents and the white australians have become apparent. it is also highlighted with the fact that from all the guests coming to the party, there are only a few white australians and more of immigrant descents. from hector’s point of view, the readers are informed about how he feels about this event. hect or actually takes side with harry as he realizes that hugo is such a spoiled child. hector shares the same feeling with koula and manolis, his parents, who soothes harry as they walk him to his car and that their anger would be directed against that bloody australians (tsiolkas 46) seeing the incident, hect or reflects what has happened to his life. he realizes how good aisha is as a wife and a mother. thus, hector promises aisha that he would try to be a better father to their children. the second chapter is narrated by anouk, aisha’s friend, a jewish woman who writes script for crappy television show and struggles to write a novel. although she is struggling with her career, anouk is described as a very independent, straight forward, open minded woman. she clearly shows her empathy to harry. although she is also best friend with rosie, she disagrees with the way r osi e r ai ses hugo. anouk is of the opinion that hugo needs to be disciplined and that his parents has failed to do that. in other words, hugo deserves the slap. unfortunately, having been known as a carefree, single woman who does not want to commit herself to be a wife, moreover, a mother, anouk has no right to say anything, according to aisha and rosie. their conversation about this matter can be seen below: ‘i [anouk] saw harry slap hugo. and i saw that hugo deserved it.’ ‘no one deserves to be hit, let alone a child.’ ‘that’s just platitude, a new age bullshit platitude. you need to teach a child discipline and sometimes that discipline has to be physical. that’s how we learn what is acceptable and what is not.’ rosie was furious. ‘just shut it, anouk. you have no right to say what you are saying.’ …………………………………………………………………………….…. ‘hugo’s problem is not that harry has slapped him. hugo’s problem is that neither you nor gary had the control over your child to stop him acting like a brat.’ ……….………………………………………………………………………. aisha is holding rosie’s hand. ‘you don’t have the right to say any of that, anouk. r osi e is right.’ aisha’s tone was icy, her eyes were black steel… ‘you don’t like babies and you don’t like talk about babies and children. you’ve made that clear over the years and we’ ve respected that. but don’t then assume that you can start being an authority now.’(78) in this chapter, readers can see how rosie is in contrast with anouk. rosie is stubborn and l ack of motherly character because she spoils her child so much as can be seen from her opinion in the quotation above that she does not think that what she does is wrong while anouk is, ironically, a better mother figure because she believes in teaching children discipline. little do aisha and rosie know that anouk has just found out that she is actually pregnant with her boyfriend’s child. anouk meant to ask her best friends for advice about whether or not she should keep the child. however, because of thei r ar gum ent before, anouk, again showing her independent nature, makes up her mind about having an abor t i on so that she has no children to worry about and she can continue catching her dream as an author. the third chapter is narrated from harry’s point of view. again, the readers are given details about harry’s life and at the same time continues the story. harry is a descendant from greek immigr ant . he is married to sandi and has a son named rocco. harry grows up poorly. moreover, his parents often quarrel. harry has seen his father hit his mother many times although they stay together. however, all of that are in his past because harry now owns a garage which is very successful and he enjoys a luxurious life. after the incident, harry decides to hire the very best greek lawyer to defend him against the charge rosie and gary make. the lawyer assures harry that he will win the case, there is no doubt. harry, who at first feel furious toward rosie and gary, now realizes that it is useless to spend negat i ve energy on them. he thinks that rosie and gary are not his equal: “…he realized that he and sandi had nothing to worry about. the people …were vermin, no more than animals. he was a drunk and she was a fool. it was no wonder that t he chi l d christos tsiolkas’ the slap: multiculturalism in australia now | 5 was a brat…they were scum. he and rocco and sandi weren’t even part of the same species. they were as far above them as the moon was from the earth.” (135) harry’s comment in this quotation clearly shows the contrast between him and rosie. he is far superior, both mentally and financially. harry now feels more grateful that he has a good life and that his past was buried a long way f r om where he is today. he decides to keep his good life and he thanks god for that: he thought of his house that he loved, with the pool and the new kitchen, the double garage, the sound system, the plasma television, he thought of his barbecue and fishing lines, and then he thought of his beautiful wife and his beautiful son… he was a lucky man, he was such a lucky man…thank you, god. he parked the car in the garage, he pressed the remote and the garage door began to roll down. thank you, panagia. he was home. (135-136) the next chapter is narrated from connie’s point of view. connie is aisha’s part tim er and she i s best friend with richie. both of them are white australians and they are still very young and imm at ur e. the very first thing that the readers can learn from the beginning of this chapter is the fact that connie i s a very brilliant student and that richie is a gay who has trouble coming out to the society. thi s chapt er does not directly connect to the incident because connie is not directly involved. however, in this chapter the readers are informed that connie has a huge crush on hector. it is also revealed t hat r i chi e also has a crush on hector. richie steals a photograph of hector from rosie’s album when they babysi t hugo and when connie finds out about it, she is so upset because actually she desperately wants to have that photograph but she cannot tell richie that she almost has an affair with hector. thus, she lies to richie that hector has raped him to explain the reason behind her being upset seeing richie has taken the photo. this chapter may have not contrasted white australians with other ethnics but this chapter has a significant role later on in the story. the next chapter is narrated by rosie. if connie, in the previous chapter makes a comment that gary and rosie often argue and their marriage life is not harmonious (161 – 162), then this chapter completes the picture that connie has drawn earlier in her chapter because it clearly shows t he l i f e t hat rosie and gary are leading. they often argue about many things. one of them is because gar y di sl i kes that fact that rosie is still breastfeeding hugo despite the fact that hugo is almost 4 years old (162). rosie prioritizes hugo in such a way that she even sometimes refuses gary’s advances for intimacy. (225) on the other hand, rosie finds that gary is indifferent towards hugo. he does not really care about his son and he does not interact much with him. every day after wor k, gary will sit in front of t he television, drink beer and do nothing. (226-227). the fact that they live in a small shabby rented house is also something that rosie dislikes about his husband. they live poorly because gary’s job does not really pay well and rosie cannot work because she has to take care of hugo. gary considers himself a talented painter. thus, he often thinks of becoming a fulltime painter. unfortunately, his paintings do not sell really well and he is stuck in a job that he does not like because he needs the money. reading this chapter, readers cannot help feeling the desperation exuding from rosie and gary’s life. the worst thing about rosie and gary relationship is that they often blame each other on their situation and they try to get back on and hurt each other. an example is when rosie helps s ham i r a and bilal look for a house. rosie knows that what she does will hurt gary because it reminds gary of his own incapability to buy a house for them. returning home, rosie finds gary, richie, and hugo are reading the playboy magazines. gary does that to get back to rosie for what she does: they all looked up when she entered the shed. she felt as if she had intruded on some masculine game, as if she had walked into an exclusive club. gary’s face was expressionless. richie, who was sitting cross-legged on the dirt floor, a pile of magazines across his lap, looked up at her, his mouth open, shocked, guilty. hugo’s face expressed only uncomplicated adoration and pleasure. he rushed to her… …………………….…………………………………………………………. ‘mummy,’ he exclaimed. ‘we’ve been looking at boobies.’ …….…………………………………………………………………………. …she knew exactly was gary was doing. he’s planned this moment, deliberately chosen to show the boys the magazines when he knew she could be home any moment. he was 6 | hianly muljadi lingual (vol. 10, no.2, 2020) paying her back for going off to look at houses…because the prick was spoiling for a fight. (251-252) rosie and gary’s life together is described as full of disappointment, frustration and anger. both of them cannot stand each other and they do not communicate very well. another thing about their life highlighted in this chapter is the existence of hugo, their child. gary, who always seems distant at hom e and rosie, who lets hugo do whatever he likes, have created a child with attitude problem. rosie and gary as parents seem unable to control and discipline their child. in the end, hugo adds to the tension between them. in this chapter, readers are informed of the better life that rosie used to have i n t he past and how it all ends after she marries gary and gives birth to hugo. it gives the impression that instead of getting better, her life is falling apart and she cannot do anything to mend it. all th ese, in turn, will create a contrast between the life of the characters portrayed before this chapter with rosie’s. another thing revealed in this chapter is that bilal, an aborigine, asks rosie to stay away from hi s wife, shamira. bilal disagree of rosie’s being friend with shamira and he asks rosie to leave his family. bilal thinks that rosie and gary are a bad influence for them, as seen from his speech to r osi e: i don’ t want you or your husband or your son in my life. you remind me of a life i don’t ever want to go back to. i don’t want you to talk to my wife. i don’t want you to be her friend. i just want to be good. i j ust want to protect my family. i don’t think you’re any good, rosie. sorry, it’s just your mob. you’ve got bad blood (288). this quotation shows that even aborigines, who are marginalized by the white austral i ans in history, are more superior and now are leading a better life. the next chapter is narrated by manolis. manolis’ chapter talks mostly about his memory as a young greek immigrant in australia and how he meets koula, his wife. the memories are described ful l of hardships and obstacles, especially because he was new in australia. however, this chapter descr i bes how the greek immigrants are like one big family because they share the same experiences and difficulties that they have to endure when they first arrive in the land. manolis realizes that now he is getting old and he loses his friends one by one. however, although they seem to grow apart, they are still one big family. this chapter does not contrast the white australians and other ethnics in aust r al i a, but the life that manolis described shows that immigrants are close knitted and despite the hardships, they have a fulfilling life. the next chapter is narrated by aisha. aisha is of indian descents and a successful veterinarian. aisha’s chapter gives information about what happens after the trial in which harry wins the case. aisha has been in a dilemma since the incident because she does not know which side she should be. a t f i r st , she takes rosie’s side, but she realizes that she is being unfair to her husband hector so she promises hector to visit harry’s house to show her support. what she does not expect is rosie’s reaction. rosie gets really upset and she hurts aisha by saying things about hector: ‘i’m sorry.’ aisha said it flatly, unconvincingly. then with passion, ‘i’m going to visit sandi. i promised my husband.’ aisha’s eyes were pleading with rosie. ‘sweetheart, l et i t go, it’s over.’ ……………………………………………………………………………….. ‘fuck you,’ screamed rosie. ‘fuck you, fuck your cunt of a husband, fuck your chi l dr en, your whole perfect, middle-class family. i fucking hate you.’ aisha watched her friend storm off as she wiped rosie’s spray off her cheek with a napkin… she felt intoxicating relief. (425-426) it is clear from the quotation that rosie is such a sore loser that she cannot accept losi ng t he case. rosie’s speech also indicates that she is actually quite jealous of aisha’s life and this shows the superiority of the immigrant descents compared to the white australians. the last chapter is narrated by richie. this last chapter gives closure to all the characters af t er t he incident. what is interesting in this chapter is how, again, the readers are given a glimpse of t he l i f e of rosie, gary, and hugo through richie. richie often babysits for hugo when rosie and gar y ar e busy. richie experiences first hands how naughty and how unruly hugo is, as described below: it was at the traffic lights on gold street that hugo spat at the old man. ……….………………………………………………………………………. hugo let out a peal of laughter. ‘got ya,’ he taunted. the old man made no reply christos tsiolkas’ the slap: multiculturalism in australia now | 7 richie reached up and gripped the boy’s arm. ‘hugo, apologize.’ he turned to the old man. ‘i’, so sorry, sir,’ ‘no.’ the boy on his shoulder was still laughing, still thought it a joke. ……………………………………………………………………………….. ‘say you’re sorry.’ ‘i don’t have to.’ ‘now!’ the boy was wriggling, and richie let go of his arm and gripped his leg, fearful that he would fall. he saw hugo’s other foot kick out and strike the old man across t he shoul der . (455-456) upon returning to rosie and gary’s house, richie is surprised because hugo tells rosie that richi e has hurt him. he becomes even more surprised seeing rosie and gary’s reaction. rosie acts as if it wer e not hugo’s fault and gary completely ignores hugo’s outrageous action: … ‘he hurt me.’ richie backs away, onto the verandah. ‘i didn’t do anything,’ he protested, wanting to point at hugo, needing to know how unfair all this was. ‘hugo spat at an old man. i told him off. that’s what happened.’ the two adults looked stunned. rosie shook her head. ‘i can’t believe that.’ she stroked hugo’s hair. ‘did the old man scare you?’ richie’s mouth dropped open. hugo had not answered; his mouth was pulling at r osi e’ s tit. gary stepped out onto the porch. ‘hugo,’ he shouted. ‘did you spit at an old man?’ the boy buried himself deeper into his mother’s breasts. ‘hugo!’ the scream startled all of them. ‘what the fuck did you do?’ the boy started to wail and gary went to grab him out of his wife’s arms. rosie struggled, evaded him and started running down the hall, her son still in her arms. gary shrugged, turned around to richie. ‘come on, mate, come and have a beer.’ (458) richie feels even more miserable because right after that, rosie seems to dismiss the probl em and hugo begins to play again innocently like nothing has happened. furthermore, rosie demands that richie should apologizes to hugo: ‘okay,’ his mother sang out. ‘friends again. we’re all friends again.’ hugo rubbed at his arm. ‘he hurt me.’ rosie winked at richie. ‘i’m sure he’s sorry. you’re sorry aren’t you, richie?’ what about the old man? what about what hugo did? rosie’s eyes were boring into richie, forcing an apology out of him. tears stung his eyes and he blinked them back, confused. don’t cry, you little bitch, he scolded himself, don’t you dare cry. ‘i’m sorry,’ he gulped. (459) from the quotation above, the readers are informed how dysfunctional the family is. gary and rosie are terrible parents, but more than that, what happens afterward gives a better description on t hei r nature. feeling even more embarrassed for crying and for being forced to feel guilty of hurt i ng hugo, richie blurts out that he has met hector to rosie and gary. however, when he is asked how hector is connected with this incident, richie feels too embarrassed to admit that he likes hector. that is why richie blurts out how hector has raped connie (460). the event that follows show how rosie and gary think that this is their chance to get back at aisha. they seem proud and happy to be able to get a chance like this, as seen from gary’s reaction: for just a moment, gary looked elated, like a footballer who had just scored a goal (460). gary also encourages rosie to tell aisha, the stuck-up bitch exactly what kind of man her husband is (461) . r osi e realizes that it is her chance to hurt aisha back so she decides that this terrible news …should come from me (461). she would like to make sure that aisha feels so hurt. together, they all go to aisha’s clinic to meet her. in front of aisha and his mother, richie cannot utter a word when gary proudly informs aisha that hector has been sleeping with connie. i n t hat ver y moment, connie comes in. aisha turns to her and demands for an explanation. connie denies everything 8 | hianly muljadi lingual (vol. 10, no.2, 2020) and tells everyone in the room that it is richie who has an obsession with hector so richie has made up sick things about hector and connie. richie cannot deny it and he simply watches his mother cry of hearing the shocking news (466). as a result of this event, aisha ends her friendship with rosie, who is so surprised on how t hi ngs have turned out to be that she cannot say a word. aisha asks her to: just fucking go. get out of my life (465). meanwhile, richie tries to commit suicide by taking his mother sleeping pills. luckily, his mother finds him on time and takes him to the hospital, where later on connie shows up and apol ogi zes to richie. she admits that she has made the story up about hector raping her and they mend their friendship. connie tells richie that aisha is very angry at gary and particularly to rosie. she also expresses her anger towards rosie because she feels that they didn’t give a fuck about me, di d t hey? i f they did, they would have come to me first. they just wanted to hurt aish. they’re fucked (470). this last chapter gives a conclusion to what happens to all the characters, especially those di r ect l y involved in the accident. hector and aisha mend their relationship, aisha ends her friendship with rosie while rosie, and gary continue living their life as it is. the ending emphasizes on the contrasts bet ween the white australians and the immigrant descents characters. connie and richie, being young, immature, and naïve are victims who get dragged into the confusion after the incidents. rosie and gary, as the adults, use them to get back to other characters which turns out to be backfired. rosie and gary are described as spiteful, miserable people who cannot deal with the reality of losing and what is worse, seem incapable of making their life bet t e r and bl am e other people instead for their failure. in contrast, there are hector, aisha, harry, anouk, and m anoli s, who prove to be leading a better life (despite some obstacles and affairs) as immigrants or immigrant descent who are used to be taken as inferior compared to the white australians. iv conclusion based on the analysis above, it becomes clear that tsiolkas deliberately chooses to use 3rd per son limited point of view and he chooses 8 different characters to be his narrator in 8 different chapters. the use of 3rd person limited point of view enables the readers of the novel to follow the story through a certain character chosen by the authors in every chapter. it is interesting to see how each char act er m ay have different opinion on the matter while at the same time, the events following the incident are revealed. however, tsiolkas is believed to have a certain aim in writing this novel, and i t i s m or e t han just to deliver an interesting story. by changing the character as the narrator of the story in every chapter, tsiolkas manages to give a variety of opinions, thoughts and information as seen from the point of view of the 8 different characters. by using 3rd person limited point of view, tsiolkas manages t o be able to give a voice to each of the characters so they are free to express their honest opinions and thoughts. the character from each chapter reveal their past life, what they have gone through, and t h ei r present condition. as an addition to that, the character also makes comments about how t hey see ot her people around them and how they feel about those people. by reading the characters’ thoughts and opinions as well as following their life, readers are informed about the kind of life they are leading. one thing that stands out is the fact that the life that t he white australians are leading is described as bleak and unfulfilling. moreover, they are also described as people who are clueless about how to make their life better. instead of working hard to improve their life, they choose to dwell on their own frustration and blame other when things do not work out for them. readers of the novel cannot help feeling the frustration, anger, as well as desperation coming from these characters. in contrast, the immigrant characters are leading a life which are comfortable. they have worked hard for it but now they start to be able to enjoy the result of their hard wor k. they know exactly what they want and they dare to pursue their dreams. readers will feel a sense of hope and positivism coming from these characters. i believe, tsiolkas has successfully delivered the realistic portrayal of life in australia through this novel, that there is a shift of power in the people of aust r al i a. the superior white australians seems to be inferior now and the immigrants are certainly on the rise. references betts, katherine. (2015). migration to australia: an overview of the data from 1860 to 2014-15. the australian population research institute. retrieved november 3 2015 from https://www.researchgate.net/publication/288827223_migration_to_australia_an_overview_of_ the_data_from_1860_to_201415_published_by_the_australian_population_research_institute christos tsiolkas’ the slap: multiculturalism in australia now | 9 christos tsiolkas. (n.d.) retrieved october 27 2015 from http://christostsiolkas.com.au/#christos christos tsiolkas. (n.d.) retrieved october 27 2015 from https://www.penguin.co.uk/authors/1011078/christos-tsiolkas.html?tab=penguin-biography christos tsiolkas on how he wrote the slap – guardian book club. (2014, jan 16). in the guardian. retrieved september 12 2020 from https://www.theguardian.com/books/2014/jan/16/christostsiolkas-slap-book-club davis, glyn. (2012) the slap's resonances: multiculturalism and adolescence in tsiolkas' australia. interactions: studies in communication & culture 3.2 (173-186). retrieved october 3 2020 from https://www.researchgate.net/publication/272147388_the_slap's_resonances_multiculturalism_ and_adolescence_in_tsiolkas'_australia eastman, richard. m. (1965). a guide to the novel. chandler publishing co. england. mathews, peter. (2012). the virtue of self-discipline: reading tsiolkas and foucault. westerly 57.1 (209-223). retrieved october 3 2020 from https://www.researchgate.net/publication/296174429_the_virtue_of_selfdiscipline_reading_tsiolkas_and_foucault mccann, andrew. (2010). christos tsiolkas and the pornographic logic of commodity capitalism. australian literary studies 25.1. (31-41). retrieved october 3 2020 from https://www.researchgate.net/publication/292474630_christos_tsiolkas_and_the_pornographic _logic_of_commodity_capitalism price, c. (1998). post-war immigration: 1947-98. journal of the australian population association, 15(2), 115-129. retrieved november 20, 2020, from http://www.jstor.org/stable/41110466 tsiolkas, christos. (2011). the slap. atlantic books. united kingdom. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 41 conversational maxims used by bts members nessa aqila anggraini, usmi university of indonesia nessanggraini@gmail.com abstract the purpose of conversation is to deliver the message and receive it completely. concerning the purpose of conversation, speaker and listener have their principal role to use language constructively. the objective of this study is to find out the use of conversational maxims by bts members in their reality show by applying grice’s theory of cooperative principle. this study also gives explanation regarding the types of conversational maxims that have been violated by bts members. this study qualitative done. the data are the dialog among bts members which violate the rule of the conversation. the result shows that maxim of quantity is the dominant one that bts member violates. keywords: conversational, maxims, cooperative principle, bts i introduction the goal of communication process is to convey the information and to understand that information smoothly. concerning the purpose of conversation, speaker and listener have their principal role to use language constructively. it will enable common meaning to be produced and the understanding to be occurred. yet, the communication process does not always run smoothly without any obstacle, especially the communication in daily conversation. grice (1975:39) names an issue which called implicature phenomenon when the unpredicted response lead to misinterpretation among the speaker and hearer. in identifying and classifying this phenomenon, grice (1975:45) propose the cooperative principle as a rule of conversation. he named it as violation of maxims; maxim of quality, maxim of quantity, maxim of relation, and maxim of manner. the maxim of quality happened when the speaker or listener is not telling the truth about something. the maxim of quantity, where the speaker or listener give much information than needed. the maxim of relation, where the feedback of the conversation is not relevant at all. the maxim of manner, when the speaker or listener give unclear information that causing ambiguity. some of researcher that analysed the theory of implicature, syafryadin (2020) which analysed students’ conversation and found that there were two types of implicature namely conventional and conversational implicature. in other side, sayyid (2020) study shows that the most violated maxim in beauty and the beast movie is maxim of quantity. it is also happened to the study by akmal (2020) which discover that the frequent use of flouting maxim of quantity occurred more frequent than other in the kingdom of heaven movie script by william monahan. as one of the biggest groups in the world, people will look up to bts as group which influence most of the young generation. this phenomenon makes the writer interested to analyse bts utterances in bts run reality show. furthermore, the writer hopes can show the reason why the implicit meaning is used by bts in impartial manner. so that the reader can understand the speaker’s want and make them wiser in order to make good response to the speaker. as mention before, this research deals with the pragmatics implicature behaviour. by understanding the significances of the issue, the main problem that will be analysed in this research is the conversational maxims used by bts members in the bts run reality show. ii materials and method data source took from the one of the famous korean broadcasting, v application which can be access in play store or app store. the study was qualitatively done. this study used the theory of implicature and cooperative principle which proposed by grice (1975) to determine the type of conversational implicature and identify the cooperative principle as the rule of conversation. cresswell (1998) state that qualitative method is the process of analysis where the writer is compiled all the task such as collecting, analysing, and composing the data in detail but not involved with the data since this study dealt with utterances. ary, et al (2002) also affirm that in process analysing a conversation, the writer need some recorded material such as recording and textbooks. mailto:nessanggraini@gmail.com 42 | nessa aqila anggraini, usmi lingual (vol. 13, no.1, 2022) iii results and discussion 3.1 maxim of quantity jungkook: v앱에 대해 어떻게 생각하세요? vaeb-e daehae eotteohge saeng-gaghaseyo? what do you think about v-app?’ rm: 이보다 긍정적인 의미를 지닌 알파벳이 있을까요? 비전, 시각, 가치, 다양함, 다양함 iboda geungjeongjeog-in uimileul jinin alpabes-i iss-eulkkayo? bijeon, sigag, gachi, dayangham, dayangham ‘is there any alphabet that has more positive connotation? vision, visual, value, vary, variety, various’ the conversation above occurs in the first episode of bts run reality show which was aired on august 1st, 2015. in this episode, all of the members were introducing themselves and their special ability to the viewers. they were given several questions about v application. since it was the first episode, the members give their own opinions enthusiastically. from the conversation above, the utterance of is there any alphabet that has more positive connotation? vision, visual, value, vary, variety, various is regarded the maxim of quantity because he gives more information than needed. one of the rules of maxim quantity is to not make your response more informative than already required. the utterance v-live app is good is enough to answer interviewer’s question. jimin: 놀이기구 개발하는 사람들 이해가 안 돼요. 그들이 나를 두려워하는 이유는 무엇입니까? nol-igigu gaebalhaneun salamdeul ihaega an dwaeyo. geudeul-i naleul dulyeowohaneun iyuneun mueosibnikka? ‘i don’t understand those who develop rides. why do they terrify me?’ rm: 누구나 중력에 저항하고 싶어한다. nuguna junglyeog-e jeohanghago sip-eohanda ‘all humans naturally want to defy gravity’ the conversation above occurs in the episode 3 of bts run reality show which was aired on august 18th, 2015. they were going to amusement park and chose to rides the rollercoaster. in the middle of the road, one of the members, jimin was scared and didn’t want to join the rides. he kept telling the other members how he felt scared just to see the people who rides the rollercoaster. in this case, namjoon violates the maxim of quantity because his answer is not informative and he does give information that is not supported by evidence. jimin gives a question that need to be answered by namjoon clearly. otherwise, namjoon declare an information that is not clear enough to answer jimin’s question. hence, he leaves jimin unsatisfied with his answer. the utterance i don’t know is clear enough to answer jimin’s question. rm: 방금 사전 인터뷰를 했는데 뷔가 서바이벌 게임을 너무 잘한다고 하더라. 그가 한 말이다. v 어떻게 생각해? bang-geum sajeon inteobyuleul haessneunde bwiga seobaibeol geim-eul neomu jalhandago hadeola. geuga han mal-ida. v eotteohge saeng-gaghae? ‘i just did a pre-interview, and v said, he’s so good at survival games. that’s what he said. what do you think, v?’ v: 내 기록은 0사망 40사망이다 nae gilog-eun 0samang 40samang-ida ‘my record would be 0 death and 40 kills’ the conversation above occurs in the episode 7 of bts run reality show which was aired on november 17th, 2015. bts members were played a game called survival picnic and divided into two teams, red and black teams. the rules are that each team plays by attacking and defending, if a member conversational maxims used by bts members | 43 is shot by a paint ball, they must return to their camp to rejoin, and if they enter the enemy's camp without being shot, they will win. if no one wins within 30 minutes, the team with fewer respawns or shots wins. by saying my record would be 0 death and 40 kills, v violates the maxim of quantity because his answer is more informative than required. when engaged in conversation, the maxim of quantity object to make the contribution as informative as is required for certain purpose (h.p. grice: 1975). v proudly tells to all of the member about his greatest record he ever achieved instead answer rm’s simple question. jungkook: 성인이 된 후에도 그런 행동을 계속한 이유는 무엇인가요? seong-in-i doen huedo geuleon haengdong-eul gyesoghan iyuneun mueos-ingayo? why did you continue those actions after becoming a legal adult?’ jimin: 습관이 참 무섭다 seubgwan-i cham museobda ‘habits are quite scary’ the conversation above occurs in the episode 12 of bts run reality show which was aired on february 28th, 2017. they were having another skit which located in police station. like the previous episode there is no script, so it will be a real skit that created by the members. there are 3 roles in this episode. jin, j-hope, and jimin will be the criminals, suga will be the chief, rm, jungkook, and v will be the cops. from the utterance habits are quite scary, jimin violates the maxim of quantity because his answer is not complete in accordance to jungkook’s question. the rule of conversation as in the maxim of quantity is to deliver the information clearly and as just needed. here jimin give incomplete answer that cause misinterpretation. jimin supposed to answer the question by saying it’s all because of his habits instead of habits are quite scary. j-hope: 정국아 준비됐어? jeong-gug-a junbidwaess-eo? ‘are you ready jungkook?’ jungkook: 우리는 운명입니다. 너무 상세하다 ulineun unmyeong-ibnida. neomu sangsehada we’re doomed. it’s too detailed’ the conversation above occurs in the episode 66 of bts run reality show which was aired on march 5th, 2019. the theme for this episode is bts in comic book cafe. bts members will have to complete missions. the first mission is cartoon book random game. it is between the staff and bts members. the person with a smaller number of people on a random page in the comic is the winner. all of bts members will play, and if 4 of them win the members will win 5 points and choose a snack. but they will only count people with definite eyes, nose, and mouth. by uttering we’re doomed. it’s too detailed, jungkook violates the maxim of quantity because his response is not clear enough to understand and there is no further explanation about that. jungkook should answer with a simply yes or no to j-hope’s question. the maxim of quantity requires you to make your response as informative as is required and do not make your contribution more or less informative than is required. (grice: 1975). 3.2 maxim of quality rm: 슈가를 봐. 깃발이 찢어졌습니다. syugaleul bwa. gisbal-i jjij-eojyeossseubnida ‘look at suga’s. the flag is torn’ suga: 넘어지면 찢어져요 neom-eojimyeon jjij-eojyeoyo 44 | nessa aqila anggraini, usmi lingual (vol. 13, no.1, 2022) ‘it was torn when i stumbled’ the conversation above occurs in the episode 8 of bts run reality show which was aired on december 15th, 2015. they have a mission to find 10 flags in the mountain individually. there were also some blank flags that have x mark written on the flag. the member who got the blank flags will not get the meal. one of the members, suga did not get any flags. in the last scene, namjoon was questioned suga’s flag because it seems suspicious. then suga states, it was torn when i stumbled to others. however, the members did not believe suga. the conversation above suga violates the maxim of quality because he is not telling the truth. by saying it was torn when i stumbled, he gives the information which is not true. he is lying to avoid unpleasant consequence which is he did not get the meal. do not say what you believe to be false and do not say that for which you lack evidence. those are the characteristics of maxim of quality. suga should plays the games fairly and answer the question as honestly as possible. v: 지민아, 놀이기구 타도 돼? jimin-a, nol-igigu tado dwae? ‘jimin, can you go on the rides?’ jimin: 네, 할 수 있어요. 별거 아니야 ne, hal su iss-eoyo, byeolgeo aniya yes, i can. it’s no big deal the conversation above occurs in the episode 3 of bts run reality show which was aired on august 18th, 2015. they were going to amusement park and chose to play several kind of rides. jimin and j-hope are known as the member with acrophobia or fear of heights in bts. on their way, members are talking to each other and v was asking a question to jimin and j-hope since he knew that both of them were scared. instead of feeling happy, jimin and j-hope seems a little bit off with the fact that they must rode the rollercoaster from the utterance of yes, i can it’s no big deal, jimin violates the maxim of quality because what he said was not true and it contrast with the reality. in fact, jimin was really scared and he was not able to ride the rollercoaster unlike the other members. it can be concluded that jimin’s remark implies that he can’t go on the rides. he can answer v’s question by telling the truth that he was scared. 3.3 maxim of relation j-hope: 이 양말 어디서 났어요? 그들은이 양말을 판매합니까? 딸기우유에 담그지 않았나요? i yangmal eodiseo nass-eoyo? geudeul-eun-i yangmal-eul panmaehabnikka? ttalgiuyue damgeuji anhassnayo? ‘where did you get these socks? do they sell these socks? didn’t you soak them in strawberry milk?’ jin: 한 번 입었어요 han beon ib-eoss-eoyo ‘i wore them once’ the conversation above occurs in the episode 29 of bts run reality show which was aired on november 28th, 2017. in this episode, bts members were shooting at their own dorm. they have to be a stylist to another member to keep their vow for a billboard hot100 hit. bts members will use their own outfits to style the others. they will play a game to choose partners and put on a fashion show. there will be a prize and punishment for the best and the worst style. from the conversation above, jin violates the maxim of relevance because jin’s information is not relevant to j-hope’s question. by saying i wore them once, he says something entirely different to deliver his intention. when engage in conversation, the maxim of relation requires you to be relevant (grice: 1975). it is simply relevant answer would be “yes” or “no. 3.4 maxim of manner jin: 여러분, 3차전은 만족하시나요? yeoleobun, 3chajeon-eun manjoghasinayo? conversational maxims used by bts members | 45 everyone, are you all satisfied with the 3rd game?’ jungkook: 순식간에 끝났다 sunsiggan-e kkeutnassda ‘we were done in a flash’ the conversation above occurs in the episode 39 of bts run reality show which was aired on february 6th, 2018. the theme for this episode is bts golden bell. they will play 7 games in 2 team with mc jin. the losing team will have a penalty at the end. the rules are the mc will choose 1 team and he will have to perform the penalty too if his team loses. the winner will get jungkook’s computer. by uttering we were done in a flash, jungkook violates the maxim of manner because he did not give a specific and clear answer. violating the maxim of manner occurs when speaker’s contribution is not perspicuous and it may be obscure, ambiguous and not reasonable direct. when engage in conversation, the maxim of manner requires you to be perspicuous (grice: 1975). jungkook’s answer is not clear and it can be interpreted in 2 ways, he really satisfied with the game or he did not enjoy at all. to avoid ambiguity, jungkook should answer the question clearly. suga: 당신의 죄가 무엇입니까? dangsin-ui joega mueos-ibnikka? ‘what is your sin?’ v: 내 죄가 심각합니다. 이 친구 김석진이 있습니다. 이 죄는 그렇게 심각한 것이 아닙니다. nae joega simgaghabnida. i chingu gimseogjin-i issseubnida. i joeneun geuleohge simgaghan geos-i anibnida my sin is serious. i have this friend, kim seokjin. this sin is not that serious’ the conversation above occurs in the episode 6 part 2 of bts run reality show which was aired on october 20th, 2015. in this episode, all the member of bts had skit which take place in the church. the episode shows about the member who playing a role as a sinner and priest. in the situation above, suga is the priest and v is the sinner. v is come to confess his sin to father suga. v’s utterances my sins are serious. i have this friend, kim seokjin. this sin is not that serious indicates that he violates the maxim of manner because his utterance is not clear and ambiguity. suga asked a simple question, however what he receives from v is an uncertain utterance that suga already know that it will be a funny story. the interpretation can be made from the utterance above that v forget that he has told that story to suga before that is why he want to skip the story. he can say his sin is about jin in order to avoid ambiguity. iv conclusion the findings and discussion of conversational implicature analysis based on grice theory in bts run reality show have led to some conclusions. there are four maxims of cooperative principle in the conversation of bts run reality show and all of those maxims were violates by the members of bts in the conversation. there are 5 utterances violate maxim of quantity, 2 utterances violate maxim of quality, 1 utterance violate maxim of relevance and 2 utterances violate maxim of manner occurs in the conversation of bts run reality show. the researcher concluded that bts member violate maxim of quality when they make certain thing for laughing stuff by saying the untrue thing. then bts members violate the maxim of quantity when they try to get more attention. they violate the maxim of manner in order to give confusing response. then they violate the maxim of relevance when they want to change the topic of the conversation. references akmal, s. (2020). conversational implicature analysis in “kingdom of heaven” movie script by william monahan. buletin al-turas 26(2), 335-350. ary, d., jacobs, l. c., sorensen, c., razavieh, a. (2002). introduction to research in education. belmont: wadsworth. 46 | nessa aqila anggraini, usmi lingual (vol. 13, no.1, 2022) creswell, j.w. (1998). research design: qualitative and quantitative approaches. california: sage publications. fauziyah, n. (2012). conversational implicature on the chew talk show. malang: maulana malik ibrahim state islamic university. grice, h. p. (1975). logic and conversation. in s davis. pragmatic: a reader. new york: academic press. huda, m. (2013). conversational implicature found in euro trip movie. malang: fib brawijaya university. khairunas, s., sidauruk, j., pratama, r. m. d., tesalonika, m. d. n. (2020). conversational implicature in beauty and beast movie directed by bill condon. wanastra: jurnal bahasa dan sastra, 12(1) lestari. (2013). the analysis of conversational implicature in the movie script of “despicable me”. salatiga: stain press. syafryadin, s., wardhana, d. e. c., apriani, e., noermanzah, n. (2020) maxim variation, conventional and particularized implicature on students’ conversation. international journal of scientific and technology of research, 9(2), 3270-3274. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 47 encourage students’ affective value in efl class through cooperative learning rabi’ah, achmad baidawi, ina daril hanna state islamic institute of madura (iain) madura, islamic university of madura (uim) rabiah@iainmadura.ac.id, achmadbaidawi@iainmadura.ac.id, darilhanna88@gmail.com abstract in this modern era, education is required not only to be able to create intelligent students but also to be able to create students who have good attitudes. the attitude that is needed when they are in the midst of society such as tolerance, respect for the opinions of others, mutual cooperation and the others. considering that these attitudes have begun to decrease by the times and the advancement of civilization. therefore, an educator is expected to be able to develop the ability of students not only in the cognitive domain but also in the affective domain. in this case, the lecturer as educator can give directly positive suggestion or creating a good teaching and learning that contain some valuable meanings. implementing cooperative can covered both cognitive aspect and affective aspects. the method of this study is qualitative approach which descriptive design. this paper aims to describe what attitudes can be developed by applying cooperative learning methods and what strategies in cooperative learning can be done to encourage affective values of students. to achieve the aims of this study, the researcher conducts the research in state islamic institute of madura (iain madura). the subject is the students of english department in the first semester. the result showed that cooperative learning can improve respect, tolerate and solidarity value of the students. the model of cooperative learning that create those values is number head together. jigsaw, and think pair-share keywords: affective value, cooperative learning i introduction recently, indonesia is plagued by a crisis of morals in which disputes, mutilation and selfrighteousness have plagued all sectors of human life, including the world of education. the harmony between religions is disturbed by the existence of radical ideology. even the harmony between moslems is disturbed by the existence of different faith. it must be immediately addressed. in this case the world of education as a place to produce knowledgeable and good personality people must be able to provide solutions to these problems. the students should be taught islamic moderation. so that the goal of national education is truly realized. in line with this statement alvionita and arifmiboy stated that the general orientation of the 2013 curriculum is to increase and improve both soft skills and hard skills which include some competencies like attitudes, skills, and knowledge (alvionita & arifmiboy, 2021). especially an educator, in this case it is requested not only to create students who are intellectually smart students, but also have good attitude. in other words, the process of teaching and learning in the class should cover both cognitive and affective domains. the term ‘‘affect’’ refers to emotion or feeling, the aspects of our emotional side of human behavior, and it may be juxtaposed to the cognitive side. richards & schmidt (2002:169) in sugirin define affective domain as objectives that have as their purpose the development of students’ attitudes, feelings, and values (sugirin, 2010). while according to boom (walter, 1987) in rambaugh stated that affective doimain includes objectives that describe a change in interest, attitude, and value and the development of appreciations and adequate adjustment. based on humanistic psychology, learners should be treated as the whole person with both intellectual and emotional needs (rumbaugh, n.d.). from the objectives above, actually where the direction of indonesian education is clear. but in practice, it has not been realized or reached. lecturers as implementers in learning activities not only play a role in transferring knowledge but also as educators who instill good values to students or directing students to have good manners and courtesy. according to dewey that is cited by syahraini tambak stated the classroom should mirror the large society and be a laboratory for real-life learning (tambak, 2017). concerning such conditions above, it is necessary to think of alternatives or ways that can be done by lecturers in creating students who are not only reliable in science but also have good morals. one way that can be done by lecturers is by applying the cooperative learning method. where this method students learn in groups to achieve the objectives of the learning. but today the use of this method is only used to create a competitive spirit among students. looking for who is the best among the other lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 1 mailto:darilhanna88@gmail.com mailto:achmadbaidawi@iainmadura.ac.id mailto:rabiah@iainmadura.ac.id groups. not in the realm of exploring values of attitudes such as respecting the opinions of others, correlating to differences, and how students interact with each other in the group. cooperative learning is a model of group learning that has certain rules. according to wena the basic principle of cooperative learning is that students form small groups and teach each other to achieve common goals, even in this learning smart students teach students who are less clever students without feeling disadvantaged (wena, 2011). cooperative learning is also a model that prioritizes cooperation among students to achieve shared goals. basically, the cooperative learning method is in line with human nature as a social creature who needs others. according to johnson et al (2011). that cited by singh and agrawal cooperative learning is an educational tool in which small groups of students work together to increase individual, as well as, group member learning. cooperative learning exists when students work together to achieve joint learning goals (singh & agrawal, 2011). positive dependence on cooperative learning will motivate students to take responsibility for the success of their learning process. in this case, students will learn to help their weak friends and learn to respect one another. besides that, they will respect the efforts of each member of the group. students will work well together as a consequence to ensure that each participant in the group understands the material they are discussing. the ability to influence each other in making reasons and conclusions, social modeling, social support, and suppressing each other's ego is the impact of cooperative learning methods. in cooperative learning students are required to have interaction skills such as submitting opinions, listening to the opinions of friends, displaying leadership, compromise, negotiation and classification on a regular basis to complete their tasks. in line with the cooperative understanding above, the qur'an has been explained as contained in surah al-maidah verse 2 ثِْمَواْلعُْدَوانَِواتَّقُوااللََّهِِإنَّاللََّهَشِديُداْلِعقَاِب َوالتَّْقَوىَواََلتَعَاَونُواَعلَىاِإْْلِ َوتَعَاَونُواَعلَىاْلبِّرِ and cooperate in righteousness and piety, but do not cooperate in sin and aggression. and fear allah; indeed, allah is severe a penalty (q.s al-maidah:2) (http://www.alquranenglish.com/quransurah-al-maidah-2-qs-5-2-in-arabic-and-english translation). similar research has been done by muslih. he found that cooperative learning has some advantages not only in boosting student academic achievement, but can also encourage the social aspects of treatment such as respecting others, empathy with others, cooperate with others and reduce the various negative aspects of competition, as well as able to give impressions on some other positive behaviors (muslih, n.d.). most of the researches on the issue have concluded that student’s attitude is an integral part of learning and that it should, therefore, become an essential component of second or foreign language learning pedagogy (getie, 2020). another research that also studied about improving students’affective value through cooperative learning is done by martati. he found that one of the modelsof learning which includes a learning process that reflects value moral is cooperative learning. because in student cooperative learning learn to respect friends and work together in small groups. furthermore, slavin in martati stated that cooperative learning has many different forms (types), but all of them involve students working in small groups or teams helping each other in learning academic material. in the cooperative learning model, moral value education can be found, namely: students learn something, there is respect for groups, individual responsibility, equal opportunity to succeed, learning is fun, working in pairs, working in groups, and so on (martati, 2018). i materials and methods this study is a qualitative approach. it uses decriptive design and it is classified into a case study. bogdan and biklen in wafi , elaborate that a case study is a detailed examination of one setting, or one single depository, or one particular event (wafi, 2019). where the goal is to describe the researchers’ experiences in encourage students’ affective value through cooperative learning. the scopes of this study were on implementing cooperative learning method to encourage students’ affective value. to reach the goal the researchers is applying cooperative method to promote students’ affective value. the researchers conducts the research in state islamic institute of madura (iain madura) especially in the first semester of students of english department. the number of the subject is 36 students. observation and interview are used as instrument. observation is a technique that observes the students’ or subjects’ attitude (sugiono, 2012). while agrosino, m.v in latief defined as a process of fieldwork by which people interacting in thier natural setting are studied so that their behavior and words can be immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 3 put into their proper context (latief, 2012). while interview borg et all in latief (2012) defined interview is a data-gathering instrument that involves direct verbal interaction between individuals (latief, 2012). in this case, the researchers uses unstructured interview. it means that the interview is not planned in detail ahead of time; the researchers asks a question as the opportunity arise and listens closely and uses the subjects’ responses to decide on the next question. some steps were done in doing the research. the first is preparation, in this step the researcher making a lesson plan, making an observation sheet, making an interview guide line. after all the instruments to got the data were done then the researcher conducted the teaching and learning process by using some cooperative learning. to gain the data the researchers did some activities. for the first, the researchers conduct the teaching and learning process by implementing cooperative method. here, the researchers uses various technique or type in cooperative learning namelly jigsaw, nht and think pairshare. the second, the researchers is doing observation while the students work in a group. the researchers observes how the students interact each other and how the students’ attitudes in a group. the researchers used an observation sheet to observe the activity.in the teaching and learning process, the researcher observed the phenomena that appear in the class. the researcher tick the affective value that come up during teaching and learning process. the third, the researchers is asking some question related with the study. in this case, the researchers conducts an interview. here, the researcher used an interview guide line to interview the students. all of the students in every group were asked about what attitude which is treated by implemented cooperative learning. to answer the second question of this study the researchers was implementing the various techniques in cooperative learning and then analyses them. the last step is presenting the data. here the researchers presents the result of her research after conducting some various techniques in gaining the data. in presenting the data the researchers shows the data in every meeting result. in analyzing the data, the three steps were done. they are data condensation, data selection, and data display. data condensation means reducing unsuitable data that got from interviews and questionnaires. this step was followed by data selection. in this step, after data is reduced the researchers choose the data that answer the two research objectives only. the last step was presenting the data clearly and systematically. ii results and discussion the researchers conducted the research during three meetings. in each meeting the researchers implemented different techniques or types of cooperative learning. as stated before, that the aim is to encourage students’ affective value. here, the researchers presented the data in every meeting. in the first meeting, the researchers conducted the teaching and learning process by implementing the jigsaw technique. the result showed that while discussing the lesson the students presented a good interaction among students. they discussed the topic nicely. the leader explained the topic. it trains the students’ responsibility. while the member of the group was showing a good attention. they took a part in group discussion equally. it indicates that they respect to his or her friend. besides that, the researchers found empathy value. it occurs when the capable student helped the others who are lower. this data was gained through observation. while for interview result showed that for about 35 % students stated that the activity could improve students respect each other when they face diverification of opinion. 36 % students stated that jigsaw technique could encourage students’ mutual cooperation. the rest stated that the activity could improve students’ responsibility. in line with this finding trianto that cited by rijal stated that in cooperative learning students are not only as learners but aslo as teachers who give information or explain the material to their friends in their group (rijal, 2015). in the second meeting, the researcher taught the students by using number head together (nht) technique. this technique includes cooperative learning. the result of observation showed that most of the students in a group were enthusiastic in discussing the topic. they cooperated happily. the students became confident to deliver their opinion. they tried to receive the differences among them. they tried to take conclusion about the lesson wisely. in the nht technique, the students were trained to be hard workers. it happened when they were eager to finish their work. while for the result of the interview showed that 55% of the students agreed that the nht technique increased their tolerance among the students. it occurred when they had different ideas or opinions. 30% of students said that the nht technique could increase their motivation in solving the problem. the rest of the students for about 15% said that this technique could increase their competitive value. in the third meeting, the researchers conducted the teaching and learning process by setting the students in face-to-face form. it is called by think-pair-share. think pair share is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. think pair share promte students to think together with their patner in group to solve their work. think pair-share support higher-order thinking (sumarni, 2016). therefore, the result of observation indicated that treating the student with a think-pair-share technique could improve students’ affective value such as solidarity, helpful and the most important the students have experienced how to interact with other people. this is supported by rosita and leonard (2015) they argued that two heads are better than one head, which can be interpreted that with the cooperation, students can develop selfconfidence, add life experiences and enhance social interaction that will help students to live in their real life in the future (rosita & leonard, 2015). for the result of the interview, the students delivered that they enjoyed the learning process because they could share their idea each other. beside that, the students also had the same opportunity to deliver their idea or statement. it meant that the students could participate in learning equally. instilling the values of goodness or in other word fostering students’ attitude values can be done directly and indirectly. directly is giving advice, provide direction in the form of words. whereas, the indirect way is by giving examples or by applying methods that can encourage the students’ affective value. in this case the researchers implement cooperative learning especially jigsaw, hnt, and thinkpair-share to encourage students’ affective value. from the result above, it can be summarized that jigsaw can increase students’ responsibility, cooperation, and respect. this strategy makes students more active in participating learning process. in line with this, rusman (2012) stated that there are two advantages using cooperative learning; they learn to understand or solve the problem and also help each other in their small group (rusman, 2012). in line with islamic moderation, those effective value is really needed by the students. for example; respect, this affective value will help students when they face the diversity of opinion, people, and religion. the students can cooperate with other people without looking at the religion, ethnic and tribe. in number head together (nht) students learn to tolerate the opinions of his/her friend in the group. the students is understanding each other during the discussion. cooperative learning offers a pleasant learning situation for all students, all students have equal opportunity, competition is amended as friendship, the spirit of cooperation and participation is reinforced, and all students are entitled to be thoughtful and creative (laguador, 2014). this affective value is crucial for the students’ concerning indonesia has six religions as a faith of indonesian citizens. the students have tobe used to with diversity. the last is in think-pair-share. the students learn to be wise and have a good solidarity between the students. it is also needed by the students when they are in real life. they should be wise in deciding the problem. from the explanation above, it can be concluded that the first research problem of this study has been answered. it means that there are many affective’s values that can be developed through cooperative learning. and for the second research problem is also answered. in this case, jigsaw, nht, and think-pair-share can encourage students’ affective value. there are some principles of cooperative learning that proposed by jacobs are (a) heterogeneous grouping, (b) collaborative skills, (c) group autonomy, (d) simultaneous interaction, (e) equal participation, (f) individual accountability, (g) positive interdependence, (h) cooperation as a value (baidawi et al., 2021). some of those principles can be build by applying some techniques in cooperative learning as researchers did in their reserach. think pair share promate the students to act wisely when atking decition. while head number together treat students tobe tolerant in their life. the lats is jigsaw. jigsaw encourages the students in equal participation. iii conclusion based on the research finding and theories, the researcher concluded some points concerning with this study. the first cooperative learning such as jigsaw, number head together and think pair-share could encourage students’ affective value. for instance; responsibility, respect, empathy and helpful. these values appeared in the jigsaw teachnique. whereas for number head together could encourage students’ motivation in learning and competitive value. the second, think-pair-share type could increase the students social interaction and generous value. it is because they could share their knowledge equally. think pair-share also created an enjoyable condition for the students because they could discuss the lesson in face-to-face form. immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 5 therefore, teaching and learning process is not only emphasized in the cognitive domain but also in affective domain. so that the students will be ready to associate with the society after graduating from university. they can appreciate the diversity of opinion, religion, tribe, and ethnicity. they can live peacefully. it is suitable with the principle of islamic moderation that is justice and balance. the last, the researcher suggested for all educators to use cooperative learning to encourage students not only for the cognitive domain but also affective domain. cooperative learning is proper for developing both of them. references alquran english. ‘quran surah al maidah 2 (qs 5: 2) in arabic and english translation’, 1 july 2009. http://www.alquranenglish.com/quran-surah-al-maidah-2-qs-5-2-in-arabic-and-englishtranslation. alvionita, s., & arifmiboy, a. (2021). character education values on dialogue in english textbook entitle bahasa inggris think globally act locally. new language dimensions, 1(2), article 2. https://journal.unesa.ac.id/index.php/nld/article/view/11090 baidawi, a., rabi’ah, r., & wafi, a. (2021). instilling character values using jigsaw in teaching grammar. journal of english education and teaching, 5(3), 425–435. https://doi.org/10.33369/jeet.5.3.425-435 getie, a. s. (2020). factors affecting the attitudes of students towards learning english as a foreign language. cogent education, 7(1), 1738184. https://doi.org/10.1080/2331186x.2020.1738184 laguador, j. m. (2014). cooperative learning approach in an outcomes-based environment. international journal of social sciences, 2(2), 11. latief, m. a. (2012). research methods on language learning an introduction. um press. martati, b. (2018). model pembelajaran kooperatif untuk menumbuhkan nilai moral siswa sekolah dasar. else (elementary school education journal) : jurnal pendidikan dan pembelajaran sekolah dasar, 2. https://doi.org/10.30651/else.v2i1.1405 muslih, m. (n.d.). pembelajaran moral melalui pembelajaran kooperatif. 15. rijal, s. (2015). student teams achievement division (stad) at english language teaching. wacana didaktika, 3(2), 122–127. https://doi.org/10.31102/wacanadidaktika.3.2.122-127 rosita, i., & leonard, l. (2015). meningkatkan kerja sama siswa melalui pembelajaran kooperatif tipe think pair share. formatif: jurnal ilmiah pendidikan mipa, 3(1). https://doi.org/10.30998/formatif.v3i1.108 rumbaugh, w. (n.d.). affective domain applications in standards-based education. 163. rusman, r. (2012). model-model pembelajaran; mengembangkan profesionalisme guru. pt raja grafido persada. singh, y. p., & agrawal, a. (2011). introduction to co-operative learning. indian streams research journal, 10. sugiono. (2012). metode penelitian kuantitatf, kualitatif dan r&d. alfabeta. sugirin, s. (2010). affective domain development: reality and expectation. jurnal cakrawala pendidikan, 3(3), article 3. https://doi.org/10.21831/cp.v3i3.357 sumarni, s. (2016). think pair share effect of understanding the concept and achievement. proceeding of the international conference on teacher training and education, 2(1), 783–787. tambak, s. (2017). metode cooperative learning dalam pembelajaran pendidikan agama islam. alhikmah: jurnal agama dan ilmu pengetahuan, 14(1), 1–17. https://doi.org/10.25299/alhikmah:jaip.2017.vol14(1).1526 wafi, a. (2019). using games to improve students’ active involvement in the learning of english syntax at iain madura: an autonomous learning. okara: jurnal bahasa dan sastra, 13(1), 107. https://doi.org/10.19105/ojbs.v13i1.2256 wena, w. (2011). strategi pembelajaran inovatif kontemporer. bumi aksara. lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 6 the use of game-based learning in teaching english vocabulary for junior high school students’: teacher perception rini listyowati, moh. hidayat english education department, fkip, universitas islam madura pamekasan listyowatirini@gmail.com, nafdayprinting@gmail.com abstract this article aims to determine the teacher's perception of the implementation of based learning game in teaching vocabulary to junior high school students. the research method used in this research is descriptive qualitative. one teacher from each of the three types of smp in madura; mts. nahdlatut thullab omben, smpi an-nidhomiyah pamekasan, and mts. an-nur dharma camplong participated in a semi-structured interview. data collection was done through interviews, observation and documentation. five questions are submitted in indonesian to make it easier for participants to comprehend and respond them and then transcribe to collect data. it the results of this research are positive perceptions with teachers of the use of game-based learning as a medium for teaching vocabulary. they also agreed that game-based learning is feasible to increase vocabulary of students because there are further benefits. regardless of the challenges they face. keywords: learning vocabulary, game-based learning, in term of teachers i introduction vocabulary is an important language component for english language learners since it plays a vital part in the development of the learner's english mastery. it is necessary to teach vocabulary to language learners, that is an essential aspect of learning a foreign language (alqahtani, 2015:21). learners' english proficiency can be enhanced by acquiring a large vocabulary, which they can then utilize to comprehend and communicate well in english. wealthy vocabulary enhances thinking so as to enable students communicating in an appropriate and interesting way (webber, 2015:9). despite its significance, vocabulary isn't the only thing that matters, it looks that instructing in english will face some challenges, notably in the area of vocabulary. despite their poor comprehension and lack of vocabulary, seventh graders were shown to be less interested in studying english. because the students found it difficult to observe the educational process, the teacher instructed them in indonesian as the primary language (kumalasari, 2018:26). the fact that the relevant research mentioned above appear to contradict another truth, namely that language may be taught through the use of some educational medium. students can gain vocabulary not only by memorizing or reading sources, but also by having fun, laughing, conversing, walking, watching a movie, playing a game, or listening to music. vocabulary instruction can be done in a variety of ways, including learner training, mnemonics, word cards, and soon (thornbury, 2002:67). in addition, game is a good strategy to make the students understand to learn english vocabulary. the game can make students pleased and interested in learning vocabulary. a game is an activity that uses elements of fun, relaxation, and enjoyment to drive students to simply and cheerfully recall vocabulary (mawaddah, 2010:23). games give pupils with language meaning that they may emotionally feel rather than just studying about it (wright, betteridge, & buckby cited in islahiyah, m. 2018). examining students' perceptions on vocabulary teaching media is also important because it will help to improve the procedure for learning and vocabulary competency. (marzano, 2020). as a result, the researcher wishes to undertake a study to find out how teachers feel about using based learning game as a teaching tool for junior high school pupils. the research question of this study is “how do efl teachers feel about utilizing games to teach vocabulary to junior high school students?” on the basis of the study question, the goal of this study is to figure out why teachers think the way they do. in the direction of using game-based learning as a vocabulary learning tool. this research in general aims to introduce game-based learning as an educational innovation that can be a solution acceleration of student learning adaptation. through this research, it is expected to produce learning adaptation innovation implemented by teacher quicly and precisely so that it will increase students’ interest in learning. mailto:listyowatirini@gmail.com mailto:nafdayprinting@gmail.com 2 | rini listyowati, moh. hidayat lingual (vol. 14, no.2, 2021) ii methods in this research, the researcher used descriptive qualitative because the researcher described the teacher’s perception of game-based learning to teach vocabulary that the data gotten used observation, interview and documentation. the analysis of the data used in this research is non-statistical analysis method by several steps: organize the data, choose the data to be a unit that can be managed by the researcher, reach for and get the data, find the important things that are studied, and decide what the researcher can tell other people. iii findings and discussion 3.1 findings the purpose of this study is to answer the following research question: " how do efl teachers rate the effectiveness of employing game-based learning to teach vocabulary to junior high school students?" the following is a summary of the conclusions based on the data analysis. 3.1.1 in terms of teacher perception on the use of game-based learning no. question answer 1 2 3 1. what is the teachers’ opinion about teaching vocabulary by using games? “my opinion, game-based learning can improve the quality of student learning in class. so that, they do not watch and just sit quietly when the lesson begins. so that teachers and students are actively involved in class. using game to teach vocabulary in junior high school is very effective and makes students more active and happier than using the lecture method. teaching by using game-based learning is very effective to improve students’ english vocabulary. table 1: the use of game-based learning game-based learning is effective and efficient, and it has numerous benefits and advantages that make it a valuable asset. if something is introduced in the learning process that helps individuals stay in the game for hours, the outcomes will be satisfactory and will become a new innovation. therefore, the teacher can apply this game-gased learning to improve students' vocabulary. learning with this gamebased learning models is able to change the learning paradigm which was originally a teacher center to a student center. this learning model helps students build meaningful and effective learning stimulate their development by providing a pleasant learning experience. this fun learning experience will certainly have an impact on interest and motivation students. 3.1.2 in terms teacher perception on the advantages of using game-based learning in vocabulary instruction for junior high school students all participants agreed that using game-based learning to improve a student's vocabulary provides numerous benefits. because games are a pleasant way to learn, they enhanced students' motivation to improve their vocabulary. no. question answer 1 2 3 1. what are the advantages of teaching vocabulary by using games? “the advantage of game-based learning is that it can make students happy and they do not get bored to follow the lessons in class and “game-based learning makes students more active and not sleepy when the lesson starts and also students are “for teacher: easier to increase students vocabulary for students: they can memorize new vocabulary without being forced to memorize it and the use of game-based learning in teaching english vocabulary for junior high school students’: teacher perception | 3 also can improve students memory for the better and not easily forget the material that has been studied.” more enthusiastic to learn english.” make students more interested and more enthusiastic about learning english.” table 2: the advantages of using game-based learning in vocabulary instruction students' passion and competitiveness rose as a result of game-based learning. furthermore, it can help pupils develop their character, particularly in terms of responsibility when working as a team, because each student has a certain function to play in the group. another advantage of game-based learning is that it produced an engaging environment and increased student engagement with the learning materials. this method has its own charm for learning as well got nice feedback and useful and can also measure the level of understanding, train memory, selfreflection after learning, as well as triggering the spirit of learning so that students are more active and do not easily forget the lessons they have learned. 3.2 discussion 3.2.1 teacher perception on the use of game-based learning the outcomes of this research discovered that, according to three teachers' perceptions, implementation-based learning game as a medium for learning vocabulary has a varied intensity. they use game-based learning more often than they use the lecture method. it's because they teach students in boarding schools. which has many activities other than the school itself, thus making them easily sleepy. furthermore, the three participants consensus that using a game-based learning to teach vocabulary is an effective method. it supports assertions that utilizing games to teach language is one technique to boost students' vocabulary by helping and encouraging them to pay attention. wright, betteridge, and buckby (wright, betteridge, & buckby cited in islahiyah, m. 2018). instructors' favorable opinions of utilizing board games for learning languages to assist students who are studying vocabulary were revealed in a previous study (sasidharan & eng, 2013), while the current study revealed instructors' favorable impressions of using various games in teaching vocabulary. games, in a variety of forms and uses, assist teachers in helping pupils improve their vocabulary. 3.2.2 teacher perception on the advantages of using game-based learning in vocabulary instruction three teachers took part agreed that learning through games helps students obtain vocabulary in both direct and indirect ways, and that the vocabulary will stick with them for a long time because they learned it while participating in collaborating on activities. this study discovered that games convey language meaning that students may emotionally feel rather than simply studying it (betteridge, buckby & wright cited in islahiyah, m. 2018). the conclusions of this study were in line with those of other studies (ramadhaniarti cited in jubri, moh. 2020) students responded favorably to the use of based learning game for vocabulary education, according to the study. based learning game according to the three teachers in this research, is a good teaching medium for expanding students' vocabulary since it brightened the classroom and kept students engaged in learning because the game was enjoyable, engaging, and demanding. iv conclusion the interview revealed that, in the opinion of the teachers, game-based learning was an effective medium for junior high school pupils to learn vocabulary. despite the fact that game-based learning for teaching vocabulary had numerous benefits, there were some issues with game production and student as well as a reaction to the games. finally, everyone agreed that the advantages exceeded the disadvantages. the use of game-based learning to teach vocabulary to junior high school students can then be advised. teachers can use their creativity as a class instructor to engage pupils in vocabulary learning through simple games. to keep students from becoming bored, it could take the shape of games of matching, games with a difference, or other activities that are with relation to the class's current topic. when adopting game-based learning, teachers must still provide support to students, especially when 4 | rini listyowati, moh. hidayat lingual (vol. 14, no.2, 2021) they are playing collaborative games, to ensure that all students in the group are equally engaged. when the games are finished, it's also a good idea to assess the learning outcomes. the result of this research is useful for the other researchers who have the same field with this research, especially about teaching vocabulary. references alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, iii, 21 aini, qurrotul. (2018). improving students vocabulary by using total physical response (tpr) at eigth grade of mts miftahul ulum pamekasan. pamekasan: uim. benoit, j. m. (t.t.). the effect of game-based learning on vocabulary acquisition for middle school english language learners. 103. cahyaningsih, r. d. (2017). teacher’s perception on folklores in english textbook in sma 1 bae kudus. kredo: jurnal ilmiah bahasa dan sastra, 1(1). https://doi.org/10.24176/kredo.v1i1.1756. dwirahmita, nurafrilia anindya. (2020). teaching vocabulary through the implementation of gamebased learning for junior high school students: the teachers’ perceptions. malang: unisma. huizenga, j. c. (2017). teacher perceptions of the value of game-based learnng in secondary education. university of amsterdam. islahiyah, m. (2018). the analysis of dialect on madurese language. pamekasan: uim. jubri, moh. (2020). the implementation of think pair share (tps) by using puzzle picture in teaching writing descriptive text in sevent grade of islamic junior high school miftahul ulum sek gersek palengaan laok pamekasan. pamekasan: uim. marzano, r.j. (2020). what is the role of perception in learning: reference.com. retrieved december 30, 2021, from reference.com: https://www.reference.com/worldview/role-perception-learningbae08a3ef26984a munadiroh, siti. (2016). pincreasing students' vocabulary mastery using word square game at the seventh grade of smp islam al-abror jamgalis banjar kedungdung sampang. pamekasan: uim. ngadiso, s. s., & rochsantiningsih, d. (2018). the implementation of vocabra games to teach vocabulary for high motivated students in elementary school. international journal of scientific and research publications (ijsrp), 8(8). https://doi.org/10.29322/ijsrp.8.8.2018.p8087 profita, d.r, susilowati, g., & saroso, t. (2014). improving english vocabulary mastery by using crossword puzzle. english education: journal pendidikan bahasa inggris universitas sebelas maret, 255-264 wright, a. betteridge., & buckby, m. (2007). games for language learning. cambridge university press. pho, a., & dinscore, a. (2015). game-based learning. instruction section tips and trends instructional technologies committee. association of college and research libraries and american library association purnomo, m. d., & hum, m. (t.t.). department of english education faculty of tarbiyah science and teachers training state islamic university of north sumatera. 147. https://www.reference.com/worldview/role-perception-learning-bae08a3ef26984a https://www.reference.com/worldview/role-perception-learning-bae08a3ef26984a https://doi.org/10.29322/ijsrp.8.8.2018.p8087 utilising various online dictionaries to improve the english diphthong pronunciation ability of the pgri payangan vocational students ida ayu made puspani, ketut mas indrawati, ni wayan sukarini, novita muliana faculty of humanities, udayana university made_puspani@unud.ac.id, mas-indrawati@unud.ac.id, wayan_sukarini@unud.ac.id, novitamuliana@unud.ac.id abstract the difference in the pronunciation system between english and balinese, which is the mother tongue of the balinese people, is often a problem. one of the most common types of pronunciation difficulties is the pronunciation of diphthongs in english. pronunciation errors will certainly have an impact on misunderstandings during english communication. based on this phenomenon, this study is aimed at providing a solution to improve the ability to pronounce diphthongs in english, which is by utilizing various online dictionaries that are equipped with audio features. this solution is one of the options that can be done considering that currently, balinese people are very close to technology, but some still are not able to fully utilize the dictionary in the network. the target of this study was the students of smk pgri payangan gianyar. keywords: diphthong, online dictionary, community service i introduction even though balinese people have studied english since elementary education level, english knowledge of balinese, whether obtained from formal or informal education, still requires improvement. this is based on the difference between the english language system and the balinese language. one of the most basic differences is the difference in the pronunciation system, including the pronunciation of diphthongs. the balinese pronunciation system often affects the way balinese people pronounce words in english, so the english pronunciation of the balinese, especially diphthongs, is not perfect. this was shown in puspani and indrawati (2021) that took a sample of 75 students and found that 7 of the 8 types of diphthongs in english from the respondents could not be pronounced correctly. this occurred due to the respondents’ lack of understanding of diphthongs on one hand. on the other hand, the spelling of words in english that have not been mastered well. the result was many respondents pronounce the diphthongs in english like the pronunciation of diphthongs in their mother tongue. errors in pronouncing words, especially english words that contain diphthongs certainly has an impact on misunderstandings in spoken english communication. there are several ways that balinese people can do to improve their english skills, especially word pronunciation. the solution includes taking english courses, but this method is seen as less effective for most people. english courses are often only considered suitable for students who indeed spend most of their time studying. in addition, course institutions are usually located in the city center so they are less affordable for rural communities. therefore, people in the productive age range, often do not have free time to be able to take courses. as a result, cost constraints are also one of the factors that discourage people from taking non-formal education to improve their english skills. on the other hand, the need to master english in international tourism destinations and the demands of the times are unavoidable. therefore, we need a practical solution that can be done by all balinese people to be able to improve their english skills, especially the ability to pronounce words. based on this situation analysis, there are two problems discussed in this study: 1) students of smk pgri payangan gianyar have difficulties in pronouncing vocabulary in english, especially diphthongs, 2) the use of various dictionaries on the network able to help students of smk pgri payangan gianyar improving their pronunciation skills. ii methods 2.1 teaching english phonetics and phonemics the english phonetics and phonemics teaching program was the first step taken in this study. as described above, providing students with a basic understanding and knowledge of the english mailto:made_puspani@unud.ac.id mailto:mas-indrawati@unud.ac.id mailto:wayan_sukarini@unud.ac.id mailto:novitamuliana@unud.ac.id 2 | ida ayu made puspani, ketut mas indrawati, ni wayan sukarini, novita muliana lingual (vol. 14, no.2, 2022) pronunciation system was very important before students were introduced to several online dictionaries with audio features that could help students learn english pronunciation independently. 2.2 socialization of various online dictionaries after providing an initial understanding and knowledge of the different english phonological systems from balinese, the next program was to introduce students to various online dictionaries that could be used to improve their english pronunciation skills. the implementation of the two programs in this study used the lecturing method. this method was considered very suitable considering that this program emphasized improving students' english skills, especially pronunciation skills. in addition, in the implementation of the program, the provision tutorials were carried out to provide guidance to students in utilizing various online dictionaries as well as existing features, conducting discussions, and exercises. the approach used in this study was a communicative approach which was carried out by emphasizing the element of communication in order to enhance the community towards the desired progress. in this activity, the target community was given a basic understanding and knowledge of the english pronunciation system and then introduced to various online dictionaries. by implementing these programs, it was hoped that the target community, namely the students of smk pgri payangan, gianyar had a better knowledge of the english pronunciation system and able to consult the media that could help them to improve their skills, which could be accessed anytime and anywhere. iii results and discussion 3.1 the english diphthongs pronunciation is referred to as the production of the english sounds as mentioned by cook (1996 as quoted by pourhose in gilakjani, 2016). pronunciation is learned by repeating sounds and correcting them if they are pronounced incorrectly. when students start learning pronunciation, they start creating new habits and adjust the problems that come from their mother tongue. this is due to differences in the sound system of the two languages. roach (1983: 19) defines diphthong as a glide from one vowel to another. vowels that do not go through a movement or glide are called pure vowels, and one of the general pronunciation problems for english learners is to replace the diphthongs by pure vowels. roach (1983: 19) classified the english diphthongs as described in the following diagram: figure 1. diphthongs classification by roach (1983: 190) kelly (2000:34) claims that a simple description of a diphthong is a mixture of vowel sounds. he also stated that there is a movement from one pure vowel to another and that the first vowel pronouns longer and louder, but not for all languages. this makes frequent mispronunciations in english learners. similar to roach, kelly also mentions that english language has eight diphthongs. kelly (2000:37) exposes that the aim of discussing sounds separately in class is to assist students pronouncing certain phonemes that have an impact on speaker communication and understanding. 3.2 the result of the study the result of the questionnaires distributed to the students during the study conducted at smk pgri payangan are presented in the graphs below: utilising various online dictionaries to improve the english diphthong pronunciation ability of the pgri payangan vocational students | 3 figure 2. graphs on the results of questions 1 and 2 figure 3. graphs on the results of questions 3 and 4 figure 4. graphs on the results of questions 5 and 6 based on the responses obtained above, it can be concluded that most of the students at smk pgri payangan gianyar, namely 93.2%, still have problems in pronouncing words in english, especially in the pronunciation of diphthongs. in facing these obstacles, 65.6% of students used a dictionary to help them pronounce words in english. the figures were obtained from the result of the questionaries being distributed to the students. the question being asked related to their experience in facing difficulties in pronouncing diphthongs as stated in the picture 2 of the graph showed 93.2% having difficulties. picture 3 of the graph, shows the result of the questionnaires that 65.6% of the students used dictionaries in helping them to pronounce english diphthongs. however, the only application that is known to students of smk pgri payangan is google translate. these students only used google translate, despite the fact there are various other online dictionaries that can be used to improve pronunciation skills and provide more accurate results, such as the oxford dictionary, cambridge dictionary, or merriam webster dictionary, which are also available in the network. 4 | ida ayu made puspani, ketut mas indrawati, ni wayan sukarini, novita muliana lingual (vol. 14, no.2, 2022) 3.3 the significant of the study the result of the questionnaires on the significant of study to the students smk pgri payangan are presented in the graphs below: figure 5. graphs on the results of questions 7 and 8 figure 6. graphs on the results of questions 9 and 10 figure 7. graphs on the results of questions 11 and 12 this study was carried out in two activities, namely the introduction of diphthongs in english and the use of online dictionaries. the students of smk pgri payangan realize that the materials presented were able to help them and provide a new understanding of how to pronounce vowels in english. it also enriches their knowledge and understanding of the use of various online dictionaries that they can use in learning to improve their pronunciation skills in english. all respondents in this activity think that similar study need to be carried out again in their smk. utilising various online dictionaries to improve the english diphthong pronunciation ability of the pgri payangan vocational students | 5 iv conclusion based on the findings in 3.2 and 3.3, it can be concluded that the students of smk pgri payangan gianyar still have difficulties in pronouncing vocabulary in english, especially diphthongs. therefore, we need a solution to overcome the difficulties experienced by students, namely by providing an understanding of english diphthongs and introducing various online dictionaries that can be used in the learning process to improve students' pronunciation. after the study was carried out, the students of smk pgri payangan increased the understanding of pronouncing diphthongs. by utilizing various online dictionaries, they were also able to improve their pronunciation skills to be more accurate. references carr, p. (2014). english phonetics and phonology. blackwell publishing ltd: west sussex, po19 8sq, uk collins, b & mess, i. m. (2013). practical phonetics and phonology. routledge 711 third avenue, new york, ny 10017 gut, u. (2009). introduction to english phonetics and phonology. internationaler verlag der wissenschaften frankfurt. germany. gilakjani, a. p. (2016). english pronunciation instruction: a literature review. international journal of research in english education, 1(1). indrawati, n. l. k. m., & puspani, i. a. m. (2021). the capability of pronouncing the english diphthongs by the english department students, faculty of humanities, udayana university. international journal of current research and review, 4(5), 393-400. kelly, g. (2000). how to teach pronunciation. england: pearson education limited roach, p. (1983). english phonetics and phonology: a practical course. cambridge: cam-bridge university press. skandera, p & burleigh, p. (2005). a manual of english phonetics and phonology. narr francke attempto verlag gmbh + co. kg dischingerweg 5. tübingen. yates, l, & zielinski, b. (2009). give it a go: teaching pronunciation to adults. sydney, aus-tralia: ameprc. available: in http://www.ameprc.mq.edu.au/resources/classroom_resources/ immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage alireza sardari payame noor university alireza.sardari@ymail.com abstract it is well established that immigration brings about fundamental changes and the immigrant faces significant challenges in the new culture. this research uses homi bhabha’s critical theories of mimicry and ambivalence to determine the effects of ‘state of mimicry’, and to pinpoint the ‘site of identity’ in the immigration experience in chimamanda ngozi adichie’s the arrangers of marriage (2009). the results indicate that antagonist’s (ofodile) ‘state of mimicry’ continuously grows him apart from his wife chinaza (protagonist) and intensifies gender inequality against her in their relationship. in addition, the results indicate that protagonist’s ‘site of identity’ is fluid and not fixed, and this place-lessness of identity is because of the never-ending comparison between her past with the present situation she experiences as an immigrant. keywords: african literature, postcolonial theory, immigration, gender inequality i introduction there are serious questions about immigration, “what can we ask of immigrants once they arrive? should they be expected to assimilate, or can they properly demand that we make room for the different cultures they bring with them? and so on” (miller 2016, p. 1). immigration is of leaving the familiar for the unfamiliar; of giving up what one has to achieve what one desires. it is undeniable that the immigrant leaves behind a part of his identity in his homeland and feels its absence at the new home. and when he returns to his homeland, he again leaves behind another part of his identity. immigration is where the absence of something is always present as the immigrant lives 'in-between' his past and present. immigration is the crossroad of fear and hope where the immigrant can neither forget his past nor look at the future with certainty. perhaps the greatest lesson of immigration for humanity is that “living is bathing in the pool of the ‘now’” (sepehri 2013, para. 56). the immigrant learns to choose ‘here and now’ between his past that is gone and the ambiguous future that is still to come. yes. immigration is the story of ‘now’. nigerian-born chimamanda ngozi adichie (b.1977) is one of the leading african literary figures who belong to what is generally known as the third generation of african writers. a generation “born and educated after 1960, who never personally experienced the colonial period, and whose writings began to appear in the mid-1980s. they include ben okri, helen oyeyemi, sefi atta, chris abani, helon habila, okey ndibe, uzodinma iweala, and now also adichie” (kurtz 2012, p. 24). adichie’s first novel, purple hibiscus (2003) received critical acclaim and brought her fame across literary circles. as a prominent writer, she “takes up her pen in order to present a ‘true image’ of african people and the african past in order to contest racist misrepresentations and erasures” (eisenberg 2013, p. 9). her works has been translated into over thirty languages, and she also has received numerous awards and honors including macarthur fellowship known as the “genius grant” (2008), and honorary doctorate degrees from the university of edinburgh, duke university, yale university, and etc. “all this has placed adichie prominently among a group of young nigerian writers whose efforts are revitalizing west african writing” (kurtz 2012, p. 24). adichie’s works focus on different concerns such as identity, race, gender inequality, and otherness that are in line with postcolonial issues. the arrangers of marriage is a short story in the collection the thing around your neck (2009). it is about a nigerian girl named chinaza who lives in lagos with her aunty ada and uncle ike. they have found chinaza a new husband named ofodile who is “a doctor in america” (adichie 2009, para. 11). they get married in lagos and move to new york. ofodile, fully absorbed in american culture, has changed his name to dave bell. from day one, he starts correcting chinaza’s speaking and reminds her to act like a local, not a foreigner. he even changes chinaza’s name to agatha bell for her green card application. chinaza is shocked when ofodile tells her about his prior marriage. she feels disrespected lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 1 mailto:alireza.sardari@ymail.com by ofodile’s behavior and befriends their downstairs neighbor named nia who seems to be supportive. chinaza feels frustrated and decides to start a new life for herself in america. the present research applies homi bhabha’s theories of mimicry and ambivalence reflected in his seminal work the location of culture (1994) to investigate the cultural issues in the arrangers of marriage (2009). therefore, this study answers the following questions: first, in the postcolonial era, what is the effect of ‘state of mimicry’ in the immigration experience? second, where is the ‘site of identity’ in the immigration experience? ii materials and method ii.1 mimicry mimicry, an important concept in postcolonial studies, describes “the ambivalent relationship between colonizer and colonized” (ashcroft, et al., 2013, p. 154). mimicry discloses the colonial goal of ‘making the colonized to be like the colonizer’, and crystalizes the postcolonial situation that is nothing but to-the-end-of-time conflict between colonizer and colonized; between those who recklessly struggle to fulfill their boundless desires versus those who speak out against the colonial rationale. authority is the keyword in this cultural process. imposing the colonial rule over the colonized, the colonial hegemony soon or late will be disappeared because when the colonized imitates _or is encouraged to imitate_ the colonizer, the boundary between the two starts to blur. in result, difference gives its place to similarity. in this process of cultural struggle, colonial authority is constantly challenged: fighting the colonized, the colonizer is, in fact, denying his own colonial authority because colonized has become roughly identical with the colonizer. mimicry empowers the colonized to elude the self-defeating authority of the colonizer. in this regard, gandhi (2019) says, mimicry is also the sly weapon of anti-colonial civility, an ambivalent mixture of deference and disobedience. the native subject often appears to observe the political and semantic imperatives of colonial discourse. but at the same time, she systematically misrepresents the foundational assumptions of this discourse by articulating it. . . . in other words, ‘mimicry’ inaugurates the process of anti-colonial self-differentiation through the logic of inappropriate appropriation. (pp. 149-150) mimicry is an ambivalent site in which both colonizer and colonized give and take qualities from each other. as the colonized is encouraged to adapt to the dominant culture, both sides become almost the same. this cultural process opens a space for the colonized to mimic the colonizer exaggeratedly. the result is not “a simple reproduction of those traits. rather, the result is a ‘blurred copy’ of the colonizer that can be quite threatening. this is because mimicry is never very far from mockery, since it can appear to parody whatever it mimics. mimicry therefore locates a crack in the certainty of colonial dominance, an uncertainty in its control of the . . . colonized” (ashcroft, et al., 2013, p. 155). in other words, when the colonized is encouraged to imitate the colonizer, the difference between them diminishes gradually. as a result, the colonial superiority is challenged. ergo, the colonized has the power to affect the dominant culture and ultimately resist the colonial discourse. bhabha (1994) states, “colonial mimicry is the desire for a reformed, recognizable other, as a subject of a difference that is almost the same, but not quite. which is to say, that the discourse of mimicry is constructed around an ambivalence; in order to be effective, mimicry must continually produce its slippage, its excess, its difference” (p. 86). this uncertain situation makes the colonizer anxious since he realizes when both sides are alike, then, the colonial power does not have exclusive authority over the colonized anymore. “mimicry is ambivalent because it requires a similarity and a dissimilarity. it relies on resemblance, on the colonized becoming like the colonizer but always remaining different. . . . with mimicry the authoritative discourse becomes displaced as the colonizer sees traces of himself in the colonized: as sameness slides into otherness” (childs & williams 1997, pp. 129-130). mimicry, as huddart (2006) states, “examines the ways that the colonized retain their power to act despite the apparent domination of the colonizer” (p. 6). what is undeniable is that mimicry overturns the seat of power and finally discredits the colonizer’s cultural superiority. huddart (2006), elsewhere asserts, “a further consequence of mimicry is the undermining of the colonizer’s apparently stable, original identity. . . . the identity of the colonizer is constantly slipping away, being undermined by effects of writing, joking, ‘sly civility’, and repetition” (p. 51). immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 3 ii.2 ambivalence ambivalence is another keyword in bhabha’s thinking that “signifies the condition produced through the discourse of mimicry, whereby . . . there is produced, says bhabha, a difference, slippage or excess. thus, the colonial other is produced as almost, but not quite, the same, thereby producing disquiet in the colonialist, and thus a renewal of the fear of the other” (wolfreys, et al., 2006, p. 7). ambivalence, in other words, spotlights the fact that culture is not a one-way path where only one participant affects others. culture is a circle where every participant has the potential to affect others. that is why culture is already an ambivalent condition, a land belonging to no one. consequently, the theory of ambivalence exposes the inherent contradictions in the colonial discourse where the authenticity of the colonizer is questioned. bhabha believes, “object of colonial discourse is marked by ambivalence because it is derided and also desired, like the colonial fantasy to be in ‘two places at once’, to be colonizer and colonized. ambivalence thus involves a process of identification and of disavowal” (childs & williams 1997, p. 124). iii results and discussion iii.1 mimicry in the immigration experience in the arrangers of marriage, ofodile is a true incarnation of imitation since he abandons his own name, language and identity to feel included in the american society. for example, when chinaza calls her family in nigeria, ofodile asks “‘did you get through?’. . . . ‘it’s engaged,’ i said. ‘busy. americans say busy, not engaged,’ he said” (adichie 2009, para. 13). he is desperate to assimilate into the american culture as he only uses english (and not igbo language) with chinaza at home. “‘you have to speak english at home, too, baby. so you can get used to it’” (para. 41). ofodile’s cultural alienation from his roots is to the extent that he rejects any sign linking him to his nigerian identity. ofodile’s behavior reveals his will to subjugate chinaza when he buys an american cookbook for her and justifies his action by saying “i don’t want us to be known as the people who fill the building with smells of foreign food” (adichie 2009, para. 43). ofodile’s will to power in companionship with chinaza’s lack of power indicates their exact opposite situations at the same home, at the same time. for chinaza, to cook familiar food evokes a sense of homeland, a sense of belonging, a sense of home. mcleod (2010) elaborates on the concept of ‘home’, a valuable means of orientation by giving us a fixed, reliable sense of our place in the world. it is meant to tell us where we originated from and apparently where we legitimately belong. as an idea it stands for shelter, stability, security and comfort (although actual experiences of home may well fail to deliver these promises). to be ‘at home’ is to occupy a location where we are welcome, where we can be with people we may regard very much like ourselves, where we are not at sea but have found safe harbor. (p. 142) it is true. home is where we are ourselves with no need to hide our identities. home is the safe harbor where inclusion overpowers exclusion. on the contrary, ofodile’s cultural alienation prompts him to pretend he is unfamiliar with his nigerian roots. all he desires is to feel included in the american society at all costs. thus, culinary tradition, as a point of commonality between them, acts as a point of divergence where they have grown distant from each other. ofodile’s cultural alienation is a cul-de-sac, beginning with egotism and ending with relationships falling apart. that is, he uses others to achieve his desires. the circle of ofodile’s selfish thinking even extends to his relationship with chinaza, humiliating her for being herself and forcing her to behave following his instructions. needless to say, his self-centered worldview harms his relationships. and, of course, the results of these relationships are unpleasant. for example, when chinaza says, “‘i thought i would have my work permit by now’” (adichie 2009, para. 52). ofodile responds, “‘the american woman i married to get a green card is making trouble,’. . . . ‘our divorce was almost final, but not completely, before i married you in nigeria. just a minor thing, but she found out about it and now she’s threatening to report me to immigration. she wants more money’” (para. 54). chinaza is shocked hearing what she hears. she asks ofodile, “‘you were married before?’” (adichie 2009, para. 55). ofodile answers, “‘it was just on paper. a lot of our people do that here. it’s business, you pay the woman and both of you do paperwork together but sometimes it goes wrong and either she refuses to divorce you or she decides to blackmail you’” (para. 55). regarding ofodile’s behaviour, it should be mentioned that egotism and boundless desires are two sides of the same coin. when chinaza asks, “‘why did you marry me?’” (adichie 2009, para. 57). ofodile answers, “‘i was happy when i saw your picture,’. . . . ‘you were light-skinned. i had to think about my children’s looks. light-skinned blacks fare better in america’” (para. 59). this selfexplanatory conversation reveals ofodile’s worldview. for him, chinaza is only a tool of satisfaction and nothing more. everyone should be there for ofodile and nothing more. this conversation is a perfect reflection of his thoughts that is nothing but manipulating others for his own benefit. in his relationships, ofodile thinks only of himself and considers his wife and others only as a means to achieve his goals even at the cost of upsetting them. there is no sense of equality, commitment, or even respect, and this is the beginning of the end of morality in human relationships. one of the consequences of displacement is the struggle to fit in the new environment. ofodile is desperate to be accepted in america. his attitude is contrary to what chinua achebe, in the novelist as teacher, wishes for his society, to “regain belief in itself and put away the complexes of the years of denigration and self-abasement” (achebe 1976, pp. 58-9). ofodile and chinaza are from the same society, but they have different worldviews; two sides of a binary of which chinaza cherishes her roots while ofodile is ashamed of his origin. and mimicry nestles in the crossroads of self-humiliation for one’s origin and desperation to fit in with the new culture. iii.2 ambivalence in the immigration experience the arrangers of marriage is more than anything else the narrative of assumption versus reality. at the beginning of the story, chinaza’s words expose her frustration after arriving at ofodile’s apartment with “musty smells hung heavy in the air” (adichie 2009, para. 3). the way chinaza narrates her first encounter with the new home is nothing but mixed feelings of an immigrant with very high expectations. “when he told me about our home. i had imagined a smooth driveway snaking between cucumber-colored lawns, a door leading into a hallway, walls with sedate paintings. a house like those of the white newlyweds in the american films that nta showed on saturday nights” (para. 2). facing unwelcoming atmosphere such as “both rooms lacked a sense of space, as though the walls had become uncomfortable with each other, with so little between them” (adichie 2009, para. 4). and “airless hallway with frayed carpeting” (para. 1) make chinaza disappointed. in the case of human immigration, understanding (looking at) something from a faraway position is what i call ‘immigration overestimation’. that is, imagining the immigration as it should be, not as it really is, to flee here and now. to pinpoint ambivalence in the colonial discourse, we should acknowledge that immigrant’s background is as equally important as his present situation. minh-ha (2010) comments, i am a stranger to myself and a stranger now in a strange land. there is no arcane territory to return to. for i am no more an “overseas” person in their land than in my own. sometimes i see my country people as complete strangers. but their country is my country. in the adopted country, however, i can’t go on being an exile or an immigrant either. it’s not a tenable place to be. i feel at once more in it and out of it. out of the named exiled, migrant, hyphenated, split self. the margin of the center. . . . the fragment of woman. . . . here too, their country is my country. (p. 34) immigration is a challenging decision since the immigrant experiences feelings that if he had not immigrated, he might never have experienced. feelings like being ‘in-between’. that is, being an insider and outsider simultaneously and feeling alone in a group. the immigrant’s attitudes change after immigration because he does not look at the concepts such as home, homeland, friendship, family, loneliness, and nostalgia the same as he did in the past. lubecka (2012) states that the “identity dilemma implied by immigrant stories often additionally results in making the narrator experience his/her strangeness in a more acute way as they make him/her aware of a gap between the mother culture values s/he cherishes but which might be neither understood nor approved of in the new country and the host culture values s/he cannot fully identify with” (p. 139). and this is because culture is gradually institutionalized over time. thus, culture should not be expected to be immediately forgotten or accepted. chinaza criticizes the traditional arrangement of marriages where elders of the family decide who one should marry. for example, when ofodile snores, chinaza finds it disturbing and talks to herself, “they did not warn you about things like this when they arranged your marriage” (adichie 2009, para. 6). this phrase shows her criticism toward traditional marriages. when aunty ada told her “‘you will have plenty of time to get to know each other before the wedding’” (para. 11). chinaza said “‘yes, aunty.’ ‘plenty of time’ was two weeks” (adichie 2009, para. 11). two weeks is not enough time. to immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 5 be respectful, she says “i did not remind them that i wanted to take the jamb exam again and try for the university, that while going to secondary school i had sold more bread in aunty ada’s bakery than all the other bakeries in enugu sold” (para. 13). she again criticizes aunty ada and uncle ike for the arrangement of her marriage that her feelings were of no importance and she had no right to interfere in her own marriage. as an immigrant, chinaza needs to stick to familiar experiences such as culinary traditions and to use the igbo language to ease the culture shock she is going through. unsurprisingly, ofodile’s presence and behavior echo his cultural alienation and he does not support chinaza in the process of culture shock. chinaza feels the ambivalence when she finds out that nia, their black american neighbor who lived three years in tanzania “had chosen an african name, while my husband made me change mine to an english one” (adichie 2009, para. 47). chinaza’s lack of power is evident. she has been treated as an object in her family where she has no right to express her feelings about the arranged marriage. even ofodile changes chinaza’s name for the green card application. in the immigrant’s life, the clash of assumption versus reality gives birth to ambivalence. chinaza’s life is riddled with struggles. she is stuck between her past in a patriarchal society and the present where she is again colonized at home. she could not go back to nigeria because her family would be disappointed. on top of that, there could be no future with ofodile since he is the colonizer at home. as a woman, chinaza is doubly colonized. she has lived all her life according to the wishes of others, especially her family. as a woman, she has always been forced to ignore her wishes and feelings. as a woman in exile, she has to stay in a destructive relationship suppressing her emotions so that her family and ‘new husband’ would not be disappointed. as a human being, this is a sad story. after immigration, although her location changed, her circumstances did not. no feelings, no freedom, no future. another point to note is that ofodile is a self-colonizer character because forgetting one’s own culture and mimicking the new one at all costs is a self-colonizing behavior. that is why their neighbor nia nudges chinaza to lead her own life and to be independent, “‘you know, my sister’s a manager at macy’s,’ she said. ‘they’re hiring entry-level salespeople in the women’s department, so if you’re interested, i can put in a word for you and you’re pretty much hired. she owes me one.’” (adichie 2009, para. 49). this conversation offers a ray of hope for chinaza, “something leaped inside me at the thought, the sudden and new thought, of earning what would be mine. mine” (para. 49). in quest of freedom and prosperity, chinaza realizes that being independent is better than being in a destructive relationship where the colonizer only believes in the mirror in front of himself. this crossroads of past and present gives birth to ‘ambivalence’. iv conclusion with the help of bhabha’s theories of mimicry and ambivalence, this article scrutinized the immigration experience in the arrangers of marriage (2009). answering the first question of the research, the results indicate that ofodile’s self-alienation pushes him away from chinaza. they grew apart from each other due to the fact that ofodile constantly denies his nigerian roots and desperately struggles to fit in the new society. this ‘state of mimicry’ intensifies gender inequality and discrimination against chinaza. as the protagonist of the story, chinaza’s voice has been silenced for god-knows-how-long in a patriarchal culture. and unfortunately, this silence is considered absolutely normal by her family. needless to say, ofodile’s offensive behavior with chinaza is the result of this state of mimicry. answering the second question of the research, the results indicate that the place of immigrant’s identity _in this context chinaza_ is placeless. that is, it is fluid and not fixed. mentioning two points would be clarifying: first, the impact of the immigrant's past on the immigrant's today, and the impact of the immigrant's current situation on her future is an undeniable fact. secondly, the immigrant always compares her different experiences: what has happened to her in the past, and what she experiences now. and the fluidity and place-less-ness of the immigrant's identity originates from this perpetual comparison. as the result of this comparison (past versus present), ambivalence is born that is crystal clear in chinaza’s behavior throughout the story. the immigrant can neither forget his past nor deny the present situation. the immigrant's past and present live together but never become one, like two oceans side by side. although they go to the point of unification, they never become one and their difference remains eternal. therefore, the identity of an immigrant is repeatedly in the process of formation. and comparing the past with the present situation is an integral part of this process. references achebe, c. (1976). the novelist as teacher. in morning yet on creation day: essays (pp. 55–60). new york: anchor press. adichie, c. n. (2009). the arrangers of marriage. in the thing around your neck. harpercollins publishers. epub. ashcroft, b., griffiths, g., & tiffin, h. (2013). postcolonial studies: the key concepts (3rd ed.). london: routledge. bhabha, h. (1994). the location of culture. london: routledge. childs, p., & williams, p. (1997). an introduction to post-colonial theory. london: routledge. eisenberg, e. (2013). “real africa”/“which africa?”: the critique of mimetic realism in chimamanda ngozi adichie's short fiction. in e. emenyonu (ed.), writing africa in the short story (pp. 824). boydell & brewer. gandhi, l. (2019). postcolonial theory: a critical introduction (2nd ed.). new york: columbia university press. huddart, d. (2006). homi k. bhabha. london: routledge. kurtz, j. r. (2012). the intertextual imagination in purple hibiscus. ariel: a review of international english literature, 42(2), 23–42. lubecka, a. (2012). immigrants and their stories. in p. leese, c. mclaughlin, w. witalisz, & e. chrzanowska-kluczewska (eds.), migration, narration, identity: cross-cultural perspectives (text – meaning – context: cracow studies in english language, literature and culture) (vol. 6, pp. 133–144). peter lang gmbh, internationaler verlag der wissenschaften. mcleod, j. (2010). beginning postcolonialism (2nd ed.). manchester: manchester university press. miller, d. (2016). strangers in our midst: the political philosophy of immigration. cambridge, massachusetts: harvard university press. minh-ha, t. t. (2010). elsewhere, within here: immigration, refugeeism and the boundary event. new york: routledge. sepehri, s. (2013). book v: sound of the footsteps of water (sedayeh payeh ab). b. a. shahid (trans.). in sohrab sepehri: a selection of poems from the eight books. balboa press. epub. lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 7 lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 34 code switching and code mixing found in the shallow stuff’s utterance kadek rina desiyana putri, ni made verayanti utami, ni nyoman deni ariyaningsih faculty of foreign languages, universitas mahasaraswati denpasar rina.desiyana25@gmail.com, verayanti.utami@unmas.ac.id, deni@unmas.ac.id abstract this study aims to determine the types and functions of code switching and code mixing between indonesian and english that occur in the utterance made by one of indonesia's beauty vlogger, shallow stuff in three videos from her youtube channel. the analysis is using three different theories, a theory proposed by poplack in romaine (1995) to analyze the types of code switching, the second theory is proposed by muysken (2000) to analyze the types of code mixing, and a theory proposed by marasigan (1983) to analyze the functions of code switching and code mixing. the direct observation method is used by transcribing and note-taking the utterance that contains code switching and code mixing from the video. the results indicate that the most frequent code switching in shallow stuff's utterance is intra-sentential switching because she often switches her utterance using english sentences, on the other hand, the result found the most frequent code mixing is the insertion. keywords: code switching, code mixing, beauty vlogger i introduction communication is important in human life. through communication, ideas thought, humans feeling, or information is delivered. in communication, there should have media or tools which as language. language is used to deliver all of the information, or ideas in communication. language is different in each country and very diverse. due to there being many different languages, grosjean:1982 stated that the function of language is as the identity of each social group and also as a symbol of group membership and solidarity. the variety of languages currently exist affects people these days who learn or use more than one language, a phenomenon is known as bilingualism or multilingualism. bilingualism refers to the ability to use and communicate in two different languages, whereas multilingualism refers to the ability to use and communicate in two or more distinct languages at the same time. people with this ability can change their language while speaking. the use of more than one language while speaking or writing is known as code switching and code mixing. this phenomenon often occurs in bilinguals, for example, indonesian people who are accustomed to using indonesian and the local language while speaking. public figures or content creators on social media, especially youtube, also often do code switching and code mixing using a foreign language. shallow stuff is an indonesian bilingual youtuber that simultaneously does code switching and code mixing in her utterance. shallow stuff is a content creator who reviewed beauty. this study aims to investigate deeper analyze the types and functions of indonesian-english code switching and code mixing. the shallow stuff videos were analyzed because some of her utterances in the three videos used as data sources contained code-switching and code-mixing of the indonesian-english language. the researcher is extremely driven to do a study entitled "code switching and code mixing found in the shallow stuff’s utterance" ii materials and method 2.1 theories the theory used in this research is divided into three parts; they were the types of code switching, the type of code mixing, and the function of code switching and code mixing. the first theory is proposed by poplack in romaine (1995) in the book entitled bilingualism second edition. this theory is about the type of code switching, where this theory is used to answer the first problem. the second theory is proposed by muysken (2000) in the book bilingual speech a typology of code-mixing about the type of code mixing. the last theory used in this research is the theory about the function of code switching and code mixing proposed by marasigan (1983). according to poplack as cited in romaine (1995), there are three types of code switching; tag switching, intra-sentential switching, and inter-sentential switching. tag switching is simply defined as adding a tag in a different language to an utterance whose language is completely different. tag mailto:rina.desiyana25@gmail.com mailto:verayanti.utami@unmas.ac.id mailto:deni@unmas.ac.id code switching and code mixing found in the shallow stuff’s utterance | 35 switching is extremely uncomplicated and can be positioned at the beginning, middle, or end of a sentence or utterance. its syntactic nature makes this type of code-switching low risk of occurrence of grammatical violations of rules. you know, i mean, etc. is an example of tag switching. intra-sentential switching occurs when a clause or sentence is switched. a clause or sentence from another language is incorporated into the language being used. inter-sentential switching can also arise within speaker rounds, according to romaine (1995:122-123). however, inter-sentential switching refers to switching that occurs at a sentence limit or clause (poplack in romaine, 1995: 122-123). the preacher begins in their first language and then changes to other languages. this means that one utterance will utilize one language, followed by another utterance or statement in a completely different language. speakers must be fluent in both participating languages utilized when communicating to engage in inter-sentential switching. apart from the type of code switching, code mixing also has three types as developed by muysken (2020). the theory proposed by muysken (2000) isolated the type of code mixing into three; insertion, alternation, and congruent lexicalization. the explanation of each type is clearly explained as follows: according to muysken (2000), insertion is the merging of words, sentences, or lexical objects from one language into the structural arrangement of another. the code-mixing system is envisioned as something akin to borrowing. people commonly utilize code mixing when they do not know a word or term, or a phrase in their first language, therefore they mix a code in a sentence or utterance. alternation arises when the speaker mixed the language that is used with a phrase from a completely different language. alternation happens between structures from two languages present. according to muysken (2000), alternation occurs in a single round speech or a single sentence. according to muysken, congruent lexicalization occurs when two languages share a grammatical structure that can be filled lexically with elements from either language (2000). congruent lexicalization is influenced by dialect in a person, which impacts language use. the occurrence of code switching and code mixing has certain functions in communication. marasigan (1983) presents code switching and code-mixing functions; quotations, addressee specifications, message qualifications, repetitions, interjections, personalization and objectivization, and facility of expressions are all included. these seven functions are explained descriptively as follows: 2.1.1 quotations marasigan (1983:73) explains that the aim of quoting themselves or another person by the topic, either directly or indirectly, is to appear more trustworthy to the recipients. she stated quote acts as evidence of a saying that is a reality that the addressee must believe. a quotation cannot be made up or fabricated. 2.1.2 addressee specifications marasigan (1983: 76) discovered the addressee specification is used to direct the message to a specific person. 2.1.3 message qualifications according to marasigan (1983: 84), message qualification represents the idea of time. 2.1.4 repetitions according to marasigan (1983: 79) repeating a message in another code has the purpose to emphasize the message, to make the statement or message by the speaker more clearly and easier to understand, or mark a joke. 2.1.5 interjections marasigan (1983: 81) an interjection is applied to switch the intercommunication may either be from the "we" code to the "they" and vice versa. 2.1.6 personalization and objectivization marasigan (1983) explains the function of personalization and objectivization refers to someone's opinion, feeling, or knowledge about something. this function is subjective because the speaker expresses fact or argument. 36 | kadek rina desiyana putri, ni made verayanti utami, ni nyoman deni ariyaningsih lingual (vol. 13, no.1, 2021) 2.1.7 facility of expressions according to marasigan (1983: 90), code switching and code mixing occur when the speaker is having difficulties finding new or acceptable terms in their first language, so happens code change to another language. this situation is categorized as a facility of expression. 2.2 research methods in the process of analyzing and collecting data, several methods were used. the method used in this research will be a guide in analyzing the data obtained. the data of this research will be collected from three different beauty video vlogs on the shallow stuff youtube channel. shallow stuff is a beauty vlogger from north sumatra indonesia who starts her career on youtube in 2017. she can speak more than two languages simultaneously. besides being fluent in using english, she also can speak german. the three videos which used as a data source such as; the video entitled "caraku nampak awet muda (kelen yang bilang). skincare routine luar + dalam" which was published on november 18, 2020. a video entitled “swatch tanpa makeup base 12 warna makeover hydrastay smooth lip whip” was published on march 31, 2021, and the last video entitled “alasan aku nggak punya instagram, twitter, facebook dan tiktok” was published on june 28, 2021. the reason for choosing those three videos because all the utterances she made are contained code switching and code mixing. in those three videos, mostly she uses indonesian but sometimes she changes the language to english. this proves that the speaker is bilingual and that shows that there is a relation between the data source and existing phenomena. the data for this research was gathered directly from three videos using the direct observation method. transcription and note-taking are the techniques used to collect data, and a qualitative method is used to analyze the data. the collected data were analyzed using three different theories. first, a theory from poplack in romaine (1995) was used to analyze the data of the type of code switching. furthermore, muysken's (2000) theory was used to analyze the type of code mixing found in the utterance of shallow stuff. lastly, the function of code switching and code mixing was examined using marasigan's theory (1983). iii results and discussion according to the findings of the data, there were 76 data that can be classified as a type of code switching, in addition, there were 82 data that can be classified as a type of code mixing that was contained in the utterance made by shallow stuff. the table below clearly shows the types of code switching and code mixing discovered. table 1: type of code switching in the utterance of shallow stuff according to the table, 51 data of intra-sentential code switching happened in the three videos, with 67,09% percentage. due to shallow stuff frequently switches the code within a sentence in her utterance, intra-sentential switching dominated and occurred in all videos. there are also 15 data from inter-sentential switching (19,52%) observed in shallow stuff utterances. meanwhile, tag switching is the smallest occurrence of code switching discovered because her utterance has only 10 data (13,14%). video type of code switching tag switching intra-sentential switching inter-sentential switching occurrence % occurrence % occurrence % video 1 3 3,94% 13 17,10% 3 3,94% video 2 6 7,89% 27 35,52% 6 7,89% video 3 1 1,31% 11 14,47% 6 7,89% total 10 13,14% 51 67,09% 15 19,52% code switching and code mixing found in the shallow stuff’s utterance | 37 table 2: type of code mixing in the uttrenace of shallow stuff from the table above, it can be seen that the most dominant code switching in the utterance of shallow stuff is insertion. it is shown that there were 59 data (71,93%) that indicates insertion. the difficulty of finding an appropriate word and a lack of shallow stuff's knowledge of the indonesian word is the reason why insertion often occurs in her utterance. for alternation, only 18 data (21,93%) were found. meanwhile, for congruent lexicalization, only 5 data (6,08%) were found. after the data is presented in the table above, an in-depth explanation of the data analysis that has been found is described in the sentence below. 3.1 type of code switching according to the theory proposed by poplack in romaine (1995), type of code switching is divided into three; tag switching, intra-sentential switching, and inter-sentential switching. 3.1.1 tag switching tag switching is defined as inserting tags from one language into utterances that are entirely in another language. when someone wants to highlight an utterance, they can incorporate a word from another language into their statement or speech. the data is presented below. data 1 alright, jadi aku sudah memutuskan mulai dari video ini memutuskan, memutuskan. (alright, so i have decided starting from this video decided, decided.) as shown in the data above, there is a tag switching from english to indonesian. an english tag here is shown in the use of the word "alright" at the beginning of the utterance. according to the data, shallow stuff begins her utterance with "alright" and then continues the utterance in indonesian. in this case, "alright" is an english tag, which means "baiklah" in indonesian. the word "alright" is usually used in non-formal or informal contexts. this word expresses agreement or acceptance. according to the analysis, the insertion of the english tag at the beginning of the utterance, as shown in the data above, can be classified as tag switching. the code switching in shallow stuff's utterance above also has a function. shallow stuff used the english word "alright" to commence what she wanted to say and do. the speaker is accustomed to using the word "alright". in this context, she frequently uses that english word while speaking, and has become her habit speaking. the word "alright" was classified as a facility of expression in this context. 3.1.2 intra-sentential switching according to poplack's theory about intra-sentential switching, as cited in romaine (1995:122123), intra-sentential switching occurs when a clause or sentence from a completely other language is incorporated into the language being spoken and occurs among speaker rounds. from fifty-one data found, one of the data is explained in detail below. data 2 i'm not ready to reveal my age just yet, tapi kalo udah nyampe ke umur tertentu dan itu udah bentar lagi hmm aku pasti bakal kasih tahu aku udah umur berapa sebenarnya. video type of code mixing insertion alternation congruent lexicalization occurrenc e % occurrenc e % occurrence % video 1 23 28,04% 6 7,31% 0 0 video 2 31 37,80% 7 8,53% 4 4,87% video 3 5 6,09% 5 6,09% 1 1,21% total 59 71,93% 18 21,93% 5 6,08% 38 | kadek rina desiyana putri, ni made verayanti utami, ni nyoman deni ariyaningsih lingual (vol. 13, no.1, 2021) (i'm not ready to reveal my age just yet, but if i reach a certain age and it's been a while hmm i'll definitely let you know how old i really am.) from the one utterance round above, it can be seen that shallow stuff used two different languages where she started by using english, and the rest used indonesian. as a consequence of there being a sentence in a different language that occurs in indonesian utterance in one speaker round as stated from poplack in romain (1995), the data above is classified as intra-sentential switching. english sentence "i'm not ready to reveal my age just yet" has function as a message qualification because from her statement it can be interpreted that now she does not want everyone to know her age. it shows that there is a concept of time in her statement. as stated by marasigan (1983: 84), the concept of time is represented by message qualification. 3.1.3 inter-sentential switching inter-sentential switching occurs when a speaker begins using their first language and then switches to another language, according to poplack (1995), as cited in romain (1995: 122). this means that one utterance will utilize one language, followed by another utterance or statement in a completely different language. from the fifteen data, some of the data are explained in detail as follows. data 3 so today we're going to talk about why i don't have an instagram or facebook or twitter account. kalau twitter sama facebook aku memang gak punya dari tahun 2010, jadi aku sempat punya tapi udah 11 tahun gak punya, dan kalau untuk tiktok sama instagram dari dulu emang engga pernah punya. (so today we're going to talk about why i don't have an instagram or facebook or twitter account. for twitter and facebook, i don't have had that since 2010, so i used to have but i had not it already for 11 years, and tiktok and instagram, i've never had one.) the data above is found in the video entitled "alasan aku nggak punya instagram, twitter, facebook dan tiktok". it can be seen that two different sentences used two different languages. in the first complete sentence, the speaker used english, then the second sentence used indonesian. according to the poplack theory as cited in romaine (1995: 122) the data above is classified as inter sentential switching. from the data above, the speaker uses english to inform the audience what they will talk about on that occasion. to explain when the event occurred, the speaker inserts the word "today" to make the statement clear. due there is a concept of time in the utterance above, the data has function as message qualification. 3.2 type of code mixing on three videos from the shallow stuff youtube channel, code mixing is frequently used in the utterance of shallow stuff. muysken (2000) classified code mixing into three types: insertion, alternation, and congruent lexicalization. 3.2.1 insertion according to muysken (2000), insertion occurs when a word, phrase, or lexical object from one language is merged into the structural arrangement of another. from fifty-nine data of insertion found, one data in-deep explained as follows: data 4 ketika pegang tangan kayak gini, kaya aku rub kayak gini ini dia oke ternyata lebih soft juga (when i hold my hand like this, just like i rub like this, okay it's softer too) the utterance above contains two english words. the code mixing here is "rub" and "soft". in indonesian "rub" means "gosok" then "soft" can be interpreted as "lembut". all those english words appear in the middle of the utterance. due to there being english words inserted in indonesian utterances, the data above is categorized as insertion. the code mixing with an english word in the utterance above has function as the facility of expressions because the speaker is having difficulty finding an appropriate word due to a lack of indonesian vocabulary. 3.2.2 alternation according to muysken (2000) alternation occurs when there is a switching between structures from two languages present in a single round utterance or sentence using a phrase from another code switching and code mixing found in the shallow stuff’s utterance | 39 language. from three videos that were analyzed, it was found that eighteen data contain alternation. one of them is explained descriptively below. data 5 ini kayak true red gitu sih. (it's like a true red.) from the data above, it can be seen that there is a code mixing in the middle of the utterance. code mixing here is the english phrase "true red" which has meaning in indonesia as "merah nyata". due to there being a mixing of english phrases in the indonesian sentence, the data is classified as alternation. alternation occurs between phrases in a single sentence or a single round speech, according to muysken's (2000) theory of alternation. shallow stuff in the utterance above talked about the color of the lip product she reviewed, she used an english phrase because it is easier to make the audience understand what she means, and she has difficulty finding suitable terms. therefore, the code mixing that arose above has to function as a facility of expressions. 3.2.3 congruent lexicalization according to muysken (2000), congruent lexicalization occurs when two languages have a grammatical structure that may be filled lexically with elements from either language. from the three videos on the shallow stuff youtube channel analyzed, only 5 data were found that contained congruent lexicalization code-mixing. one of them is explained below. data 6 setelah aku biarkan nge-set dia menurut aku masih kayak pink gitu (after i let it set, i think it's still pink) from the data above, code mixing occurs in the middle. it can be seen that there is a combination of grammatical and lexical elements between indonesian and english. english verb "set" is combined with the indonesian prefix "nge-". therefore, the code mixing in the data above is categorized as congruent lexicalization. the data are shown above also contains a code-mixing function. if the speaker is speaking bahasa, the word "nge-set" is difficult to explain because it has no corresponding definition in bahasa. she combines code with english to make it easier for the audience to comprehend what she is saying. as a result, the code mixing described above refers to the facility of expression. iv conclusion after analyzing the type and function of code switching and code mixing, it could be concluded that from seventy-six data of code switching, intra-sentential switching is the highest occurrence in the utterance by shallow stuff with fifty-one data (67,09%) because she frequently switches indonesian to english by using a sentence in one speaker round. in contrast, fifteen data (19,52 %) were classified as this type of code switching for inter-sentential switching. meanwhile, tag switching had the lowest percentage with only ten data (13,14 %) because in emphasize something, the speaker does not use english. furthermore, for the type of code mixing, eighty-two data were found from three videos, which included code mixing. fifty-nine (71,93%) data from the shallow stuff utterance were classified as insertion. due to she frequently inserts english words into her utterances, hence insertion became the most common code mixing appears. eighteen data (21,93%) are identified for the alternation. meanwhile, only five data (6,08%) were identified as congruent lexicalization this is because shallow stuff rarely shares an indonesian grammatical structure when change the code into english according to the findings, the most common function of code switching and code mixing is facility expression, and personalization and objectivization. function facility expression is dominant because, in three videos analyzed, she frequently changes the indonesian to english because she had difficulty finding an appropriate word in indonesian and her insufficiency knowledge of indonesian vocabulary, so she changes the language to english to make herself easier to comprehend and the audience easier to understand. on the other hand, personalization and objectivization are also dominant because mostly she delivers her opinion in that three videos. 40 | kadek rina desiyana putri, ni made verayanti utami, ni nyoman deni ariyaningsih lingual (vol. 13, no.1, 2021) references juniari, n. k. d., jendra, n. y. d. a., jendra, i. m. i. i. (2021). code switching in jika kita tak pernah jadi apa-apa novel. journal of humanities, social science, public administration and management, 1(2). doi: https://doi.org/10.51715/husocpument.v1i2.29 linuwih, e., & novedo. (2018). code switching and code mixing used by sarah sechan and cinta laura in sarah sechan talk show. seminar nasional ilmu terapan (sniter) – lppm universitas widya kartika, 1. retrieved from https://ojs.widyakartika.ac.id/index.php/sniter/article/view/94 marasigan, e. (1983). code-switching and code-mixing in multilingual societies. singapore university press. muysken, p. (2000). bilingual speech a typology of code-mixing. the edinburgh building, uk: cambride university press. romaine, s. (1995). bilingualism second edition. oxford, uk: blackwell. schmidt, a. (2014). between the languages: code-switching in bilingual communication. germani: anchor academic publishing. stuff, s. (director). (2020). caraku nampak awet muda (kelen yang bilang). skincare routine luar + dalam [motion picture]. indonesia. retrieved september 19, 2021, from youtube.com/watch?v=9szskwqmcrg stuff, s. (director). (2021). alasan aku nggak punya instagram, twitter, facebook dan tiktok [motion picture]. indonesia. retrieved september 19, 2021, from https://www.youtube.com/watch?v=d22yyodeh2m&t=1s stuff, s. (director). (2021). swatch tanpa makeup base 12 warna makeover hydrastay smooth lip whip [motion picture]. indonesia. retrieved september 19, 2021, from https://www.youtube.com/watch?v=c8uxdo4tnco&t=3s sukrisna, a. (2019). an analysis of using code mixing on atta halilintar's video youtube channel. retrieved from http://repository.radenintan.ac.id/6999/1/skripsi%20agung%20sukrisna.pdf utami, n. m., hakim, d., & adiputra, i. n. (2019). code switching in the notes made by the sales assisstants in ripcurl. lingual: journal of language and culture, 6(2). doi: https://doi.org/10.24843/ljlc.2018.v06.i02.p04 lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 41 the emergence of an “intersecting circle” in kachru’s three concentric circles of world englishes: a case of ethno-linguistic neutrality in central nigeria peter ochefu okpeh, james iorliam udaa department of english and literary studies, federal university lokoja peter.okpeh@fulokoja.edu.ng, jimudaah@yahoo.com abstract there is evidence that contemporary nigeria is drifting towards a society of monolingual english users, a component of which could be defined as lacking in ethno-linguistic identity. this trend is found among a generation of young nigerian urban dwellers (between the age bracket of (12 and 25) who can neither communicate in their parents’ native language(s) nor in any other nigerian indigenous language; their only medium of communication is english. although based on their childhood exposure to the english language and their relative competence in it, english can be described as their ‘‘mother tongue’’ but the fact that they are not native speakers given the socio-geographical circumstances of their birth excludes them from kachru’s (1988) inner circle classification of native speakers. consequently, these nigerians are left without a clearly defined ethno-linguistic affiliation. this paper interrogates this emerging sociolinguistic phenomenon in especially central nigeria, with the aim of stimulating scholarly consciousness on the ethno-linguistic identity of this category of nigerians, and its implications for english usage among them. the submission of the paper is that another circle, “the intersecting circle”, be created for them since they bestride both the inner circle in having english as their “mother tongue” and yet they are not native speakers of the language. keywords: mother tongue, ethno-linguistics, ethno-linguistic identity, nigerian english i introduction the connection between language, culture, and identity is a widely researched theme in sociolinguistic scholarship (john, 1956; trudgil, 1971; kramsc, 1993; uderhill, 2015). most of the scholarly postulations on these variables situate language in between the two, and consider it as only the verbal expression of culture, but also a vital component of it as well as an index of identification among ethno-linguistic groups. adegbite and akindele (1999) explain this connection in three ways: first, language, according to them is an aspect of culture, one of its very many objects and institutions. second, language is an instrument of thought, helping to concretise thought and to explore and record the experiences of culture. finally, language expresses culture, and serves as the only means by which the social experiences and values of a group of people are perceived and understood. the significance of language to its owners is further underscored by the sapir-whorfian hypothesis of linguistic relativity which describes the connection between the structure of a language and a people’s worldview. a people’s language, according to the hypothesis, conditions their conceptualisation of the world and influences their cognitive processes and behaviour. language in this connection is critical to both how the individual members of an ethnic group define their identity visa vis their role within the group, and how the group in turn is able to project their cultural worldview and heritage among other ethnic groups and on the global stage. it is in the light of such a pivotal role of language to the ethno-linguistic uniqueness of the people that, in spite of the increasing linkages among the nations of the world being facilitated by globalisation, a cross section of sociolinguists has continued to advocate the need for linguists and governments of nations to do something drastic in order to reverse the threat of endangerment and death faced by most languages in africa (mufwene, 1995; kraus, 1992, stiglitz, 2002). the general thinking among such linguists is that whenever a language goes extinct an entire way of thinking is lost. the current enquiry springs from the above orientation and is rooted in the hypothesis that a generation of nigerians is currently emerging whose language behaviour makes it difficult for them to be classified under any existing ethno-linguistic group in nigeria. this category of nigerians whose existence in central nigeria also suggests the possibility of their existence in other parts of the country is within the age bracket of 12 and 25 years. apart from their inability to speak their mother tongue, the only language they speak is english. however, the fact that they are not native speakers of english, based on kachru’s concentric circle theory of world englishes, coupled with the nigerian content of the variety of english they speak makes it difficult to consider english as their mother tongue, even though lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 1 mailto:jimudaah@yahoo.com mailto:peter.okpeh@fulokoja.edu.ng english is their first language. the complexity of their ethno-linguistic identity is further deepened by their inability to speak any other indigenous nigerian language. the goal of this study is to interrogate this emerging linguistic phenomenon by stimulating scholarly conversations on the ethno-linguistic identity of the category of nigerians that manifests this language behaviour, and its implications for english language usage among them, the nigerian society and the global community of english language users. i materials and methods i.1 review of related concepts one of such concepts is ethno-linguistics which is the scientific study of the relationship between language and culture. uderhill (2015) describes it as cultural linguistics, a subfield of linguistics that studies the way perception and conceptualisation of people influences their language. uderhill (2015) further considers it to be how language relates to culture especially in relation to how meaning is politically and culturally influenced; how language shapes the thoughts of ethnic groups and how their thoughts in turn shape their language. in ethno-linguistics, language is considered as an integral part of culture. in relation to identity, gile et al. (1977) define ethno-linguistic identity as what makes an ethnic group ‘‘likely to behave as a distinctive and active collective entity in intergroup situations. it is a sociolinguistic necessity borne out of ethno-linguistic diversity. this perhaps is why tafel (1978) views it as an aspect of social identity which informs an individual’s self concept and is derived from his knowledge of his membership of an ethnic group. the three aspects of social identity cognitive, evaluative and emotional outlined in ellermers (1999) are, according to ehala (2009) significant components of ethno-linguistic identity in that they enable the members of an ethnic group to act collectively as one. the pervasive impact of globalisation on the world’s languages which manifests as ‘‘cultural imperialism’’ makes the question of ethno-linguistic identity not only a necessary way of ensuring the survival and perpetration of the diverse but rich cultural heritage contained in the over 7000 languages of the world, but also significant for individual ethno-linguistic groups as a means of defining and projecting their distinctiveness amidst other language groups. another of such concepts is mother tongue/ first language. the terms mother tongue (mt) and first language (l1) are often used interchangeably. akindele and adegbite (1999) support such usage and consider the two terms not just to have the same? meaning technically, but to also both have shades of other meanings and applications. first, the two terms according to akindele and adegbite (1999) refer to the only language of a monolingual person which is acquired naturally in his native environment, and is able to meet all his linguistic needs. hebrew language to a child born and bred in israel will be the child’s mother tongue/ first language because that is the only language he has in his speech repertoire and the only means of communication available to him. akindele and adegbite (1999) also consider a mother tongue/ first language to be the sequentially first language of a bi/multilingual person. such a language usually fully identifies with the personal or native culture of such a person. a nigerian, for instance, who is competent in idoma, hausa and english will be said to have idoma as his mother tongue/l1 if idoma is the language he acquires first among the three. finally, akindele and adegbite (1999) consider a mother tongue/ first language to be the language in which a bi/multilingual conducts his everyday activity and which he has the greatest facility or intuitive knowledge. he uses such a language at both formal and informal settings and does not have to resort to texts in order to understand the phonology or syntax of the language. this is certainly what the english language is to an educated english man. language acquisition is an unconscious process, very much a part of the entire developmental process of humans, by which a child internalises the linguistic behaviour of his environment (chomsky, 1965; shatz, 2007). through language acquisition the young human acquires the capacity to perceive and comprehend language, as well produce and use words and sentences to communicate. unlike language learning, language acquisition is usually informal and a product of social interaction in the linguistic environment of the child. chomsky’s acquisition theory explains how infants are born with a language acquisition device (lad), an area in their brain which makes language acquisition a natural event. based on the theory, a normal child naturally acquires the language of his environment by the time he is six. language learning on the other hand is a conscious exposure of humans (who have assumedly acquired a first language) to the rules of a language. unlike language acquisition which is motivated by the need to communicate and which occurs informally, language learning is borne out of official necessity and usually occurs within a formal institution such as a school where the learner is immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 3 instructed on the rules of correct usage in the target language, which is usually a second language to the learner. another related concept is nigerian english, which jowitt (1991: x) metaphorically describes as “an english that has england as its first mother and nigeria as its second, and has defied nature by undergoing a gynaecological reprocessing”. adeniyi (2006: 25) considers it to be the variety of english spoken and used by nigerians. jowitt (1991) considers it as being different from nigerian pidgin on the one hand and standard british english on the other. one of the earliest postulations in favour of the existence of a variety of english known as nigerian english is captured by walsh (1967, p. 88) ‘‘the varieties of english spoken by educated nigerians, no matter what their first language, have enough features in common to mark off a general type, which may be called nigerian english’’. because of the varying sociolinguistic and educational backgrounds of nigerian users of english, scholars on the subject have devised a couple of descriptive terms to qualify it. banjo (1981) proposes “standard nigerian spoken english”, bamgbose (1982) speaks of “educated nigerian english” and jowitt (1991) contains these descriptive terms, and also has another descriptive label, “popular nigerian english”. the foregoing are efforts by scholars interested in the phenomenon to conceptualise a “prestigious” variety of nigerian english that will serve as its standard form, and whose canonical parameters in the areas of syntax, phonology, semantics and lexis will form the basis for determining the non-standard form of nigerian english. although the above does not seem to exist in a formal/ official sense, evidences of its consciousness abound in practice, in that the variety of english spoken by children of educated nigerians is likely to be more “prestigious” (tending more towards standard british english) than the variety spoken by their counterparts from illiterate backgrounds. i.2 kachru’s concentric circles of world englishes kachru’s (1988) concentric circles of world englishes proposed one of the most significant frameworks for classifying the varieties of english in the world. in the framework, kachru conceptualised the spread of english in terms of three concentric circles, which are representative of ‘‘the type of spread, pattern of acquisition and the functional domains in which english is used across cultures and languages’’ (p. 12). the inner circle, according to the model, represents the traditional roots of english occupied by mother tongue varieties, where english has the status of a first language. members of the inner circle are the uk, the usa, canada, australia, new zealand. the varieties used among the members of this circle are said to be the ‘‘normproducing’’ varieties. the outer circle, according to kachru, comprises earlier phases of the spread of english in non-native settings where the language has become part of the country’s chief institutions, and plays an important second language role in a multilingual setting. most of the members of the outer circle are former colonies of the usa and the uk, and include malaysia, india, singapore, ghana, kenya, and nigeria. the varieties of english used by the members of this circle, according to the theory, are “normdeveloping”. in the expanding circle are found countries where english occupied the status of a foreign language in terms of teaching and learning. they have no history of colonisation by members of the inner circle. members of this circle include china, japan, greece, poland, among others. the varieties of english they speak are ‘‘norm-dependent’’. these three circles are represented in the figure below: fig. 1: kachru’s concentric circles of world englishes i.3 methodology of the study this study is a pilot study and so the methodology adopted for it is a tentative reflection of the bigger study which is still ongoing. although the target area for the bigger study is central nigeria, comprising kogi, kwara, niger, nasarawa, plateau, and benue, attention is currently being focused only on kogi and benue states. kogi is chosen because of not only its strategic placement in the country’s geo-sociopolitical history, but also because the researchers currently reside and work in lokoja, the state capital. benue’s selection is informed by the fact of being the researchers’ state of origin where they have had considerable contact with members of the target group in question. a total of 150 people between the age bracket of 12 and 25 years old from these states are being engaged with regards to their spoken english. the mother tongues of the parents/ guardians of these people are igala, ebira, okun, idoma and tiv. the instruments of data collection are observation, informal interaction in the form of participant observation where the subjects are unaware of the purpose of the interaction. the interactions bothered essentially on some of the social and political issues that were prevalent in nigeria at the time of the research. the purpose of such informal interactions was to elicit a plethora of linguistic forms from the subjects which provided a sociolinguistic framework to classify them. the semi-structured interviews were administered to both the subjects and their parents/guardians. the interviews were designed to obtained information on their biodata and sociological / sociolinguistic issues bothering on the language of their highest proficiency, the mother tongues of their parents (if parents are from different ethnic groups), etc. from the outcome of these dimensions of engagement with the subjects, they can be tentatively classified into three sociolinguistic groups. group a: those whose parents/guardians are from the same ethnic group, yet their indigenous languages are hardly ever used in communication between the parents, nor by such parents to their children. consequently, english is the only medium of communication in such homes. group b: those whose parents /guardians are from the same ethnic group (like in group a above) and use their indigenous language to communicate between each other and to their visiting relatives, but resort to english when they want to interact or communicate with their children/wards. the children in turn use english in communicating with their parents and interact with their siblings. group c: those whose parents /guardians are offspring of mixed marriages (e.g. one of the partners is from kogi state and the other, the indigene of another state). this group, like the first two, is hardly ever communicated to in either of their parents’ languages; thus they are left with only english as the medium of communication especially as the parents themselves necessarily have to rely on english for interpersonal communication between each other. immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 5 for a better understanding of the above classification, none of the youths in the three groups above, during the period the researchers interacted with them and based on the authority of their parents’ statements, produced code switching or code mixing during their conversations in english. i.4 theoretical orientation the theoretical framework underpinning this study is the languages in contact theory which provides a basis for a comprehensive investigation of the changes experienced by languages when they interact in multilingual contexts. according to moumine (2020), there has been an unprecedented growth in the study of languages in contact. thus, given the influence of multilingualism as a result of globalisation, clyne (2003 as cited in moumine, 2020, p.1) lic is “a multidimensional multidisciplinary field in which interrelationships hold the key to the understanding of how and why people use language(s) the way they do. this includes interrelations between the structural linguistic, sociolinguistic and psycholinguistic; between typology and language use; between macroand micro dimensions; between variation and change; … between the linguistic, sociological, demographic and political”. clyne posits further that a direct consequence of lic is bi/multilingualism in which the implication of any analysis of contact situations may stand in support of the sociolinguists’ assumption which argues for the existence of a patterned interaction between language and its users. consequently, the study of lic has become a fresh frontier for research where the synchronic and diachronic analyses of languages converge and offer further evidence for the dynamic nature of language (martinet, 1955; cf. thomason, 2001; winford, 2003, as cited in moumine, 2020). this theory is therefore suitable in undertaking this study because of the new insight being investigated by the phenomenon of non-native mother-tongue english monolingual speakers in central nigeria. ii results and discussion ii.1 indicators of subjects’ ethnolinguistic neutrality the first and most prominent indicator of the neutrality of the ethno -linguistic identity of these nigerians is their inability to communicate neither in their parents’ indigenous languages nor in any other nigerian indigenous language. ethno-linguistic identity is a consciousness rooted in ethnolinguistic group membership, and since a cardinal feature of this membership is the ability to communicate in the language of the group, subjects in this category are without a clearly defined ethnolinguistic membership, as they are unable to lay claim to any nigerian language as their mother tongue. the potentiality of language as the vehicle of culture and marker of identity gives these nigerians out as being short of the nigerian culture sociolinguistically. consequently, although their parents may be affiliated to certain nigerian ethno-linguistic groups, they themselves cannot be said to share their parents’ linguistic identity, especially as language is not genetically transmitted. another indicator of the ethno-linguistic neutrality of the subjects in all three groups is the circumstance of their nationality and their consequent placement within the framework of kachru’s three concentric circles. granted that english is their first language, and could in a technical sense be regarded as their ‘‘mother tongue’’ especially as it was, like every other mother tongue, naturally ‘‘acquired’’ by them, the fact that they are nationals of nigeria excludes them from the inner circle of native speakers where nationals of countries such as the usa, the uk, canada, australia, and new zealand belong. consequently, they cannot be given the inner circle status (because they are not native speakers), neither can they be accurately described as belonging to the outer circle (because they ‘‘acquired’’ and did not learn’ ’the english language). the ethno-linguistic neutrality of the subjects in groups a, b and c, is further revealed by the variety of english they speak. the varying nature of their sociolinguistic and educational background when situated against the efforts of some nigerian linguists to conceptualise a “standard” or “educated” or “popular” variety of nigerian english further deepens the difficulty of associating them as a group with one singular variety of nigerian english. there are varying degrees of perfection/ imperfection in their spoken english which can only be reflective of their sociolinguistic and educational backgrounds. thus, their variety of english has a ‘‘fluid’’ and an emerging nomenclature, neither clearly collectively defined as “standard nigerian english’’, nor anything close to the variety spoken by kachru’s inner circle members. recorded samples of their oral communication, for example, reflect phonological patterns of the language of the dominant ethnic group in the area where they are domiciled as well as syntactic and lexico-semantic manifestations. from the methodology adopted for the study, it was observed that at the phonological level, the subjects display some mastery and a degree of proficiency beyond the various ethnic englishes across nigeria such as hausa english, yoruba english, igbo english, ebira english, igala english, idoma english, tiv english, and so on. their accent is relatively unmarked at both segmental and suprasegmental levels, cutting across a large spectrum of the nigeria speech community. it is quite difficult from their articulation to pin them to a particular ethnic identity. the general features at segmental level manifest in vowel reduction where tense (long) vowels are made lax (shortened), systematic substitution of certain consonants, reduction of consonant clusters while at the suprasegmental level observable patterns include bisyllabification of monosyllabic words, a tendency to overgeneralise the rules of stress patterns, and general realisation of only the falling and rising tone in intonation pattern. features predominant at the syntactic level include noun subject copy, pluralisation of non-count nouns, omission of obligatory articles, morphological processes such as reduplicatives, etc. lexico-semantic features of english include their use neologisms, semantic extension, semantic restriction, etc. ii.2 the “intersecting circle” as the fourth circle in kachru’s three centric circle: a proposed modification the analysis made so far already demonstrates the complexity of the ethno-linguistic identity of the category of nigerians in question and the difficulty to situate them in any of kachru’s three concentric circles of world englishes. clearly, the foregoing hinges on the dynamic interplay between language contact and language change. and so nearly three decades now after kachru propounded his three concentric circles of classifying world englishes, the english language has interfaced with more climes across the world and undergone radical transformations as a result of these contacts, such that new varieties are constantly emerging, some with ethno-linguistic roots which kachru did not envisage when he conceived his model. in what follows we attempted a modification of kachru’s three concentric circles in order to create a space for the group we have described in this study as being ethnolinguistically neutral. in our proposed framework, there is a fourth circle which bestrides both the inner circle and the outer circle. we name this new circle “the intersecting circle”. it is “intersecting” because it overlaps and bestrides both the “inner and outer circles”, and by so doing it appropriately captures and accommodates the multiple ethno linguisticcharacteristics of its members such as: i english is their “mother tongue” (a characteristic of inner circle members), yet they are not native speakers of the language. ii. they (as nigerians) are nationals of a former colony of britain (a requirement for belonging in the outer circle), yet english is their first language. against the backdrop of their sociolinguistic characteristics above, a way to define the paradox of their ethno-linguistic identity and characterise their placement in kachru’s three concentric circles framework will be to conceptualise an overlapping space for them among the first two circles of world englishes, which is what has been proposed in this paper. this is diagrammatically represented below: immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 7 fig. 2: a modified version of kachru’s concentric circles of world englishes (x in the intersecting circle represents other countries in west africa and elsewhere, which might be experiencing similar sociolinguistic developments) iii conclusion language and language contact is critical to ethno-linguistic identity and also constitutes the lens by which ethno-linguistic groups conceptualise the world. the study examined emerging indices of ethno-linguistic neutrality among a group of english users in central nigeria, with kogi and benue state as pilot study which constitutes a microcosm of the wider group of similar nigerian english users across other parts of the country. findings revealed the complexity of their ethno-linguistic identity and the difficulty of locating them in kachru’s (1988) concentric framework of world englishes. consequently, the study proposed a modification of kachru’s framework to include a fourth circle which bestrides the first two circles in the original framework, and consequently defines a space for this group of nigerians in the global community of english users. references akindele, f. and adegbite, w. (1999). the sociology and politics of english. ile-ife: obafemi owolowo university press. banjo, a. (1981). “towards a definition of standard nigerian spoken english” in actes du congres de societe linguitique. abijan: university de abijan bamgbose, a. (1982). standard nigerian english: issues of identification. in b. b. kachru (ed.), the other tongue: english across cultures (pp. 95-111). illinois: university of illinois press. chomsky, n. (1965). aspects of the theory of syntax. mit press. john, b. (1956). language, thought and reality: selected writings of benjamin lee whorf. new york: technology press of mit. jowitt, d. (1991). nigerian english usage: an introduction. lagos: longman. kramsc, c. (1993). context and culture in language teaching. oxford: oxford university press. kraus, m. (1992). the world’s languages in crises. languages. kachru, b. (1988). ‘‘standard, codification and sociolinguistic realism: the language in the outer circle. in r. quirk & h. widdowson (eds.) english in the world. cambridge: cambridge university press. mufwene, s. (1995). “language shift & language death: perspectives from new worlds”. a paper presented at the language south of rio bravo. conference: 9-10 january, 1995 moumine, m.e.a.(2020). “ the theoretical approaches to the study of language in contact” in basa mat.(p.1-28) shatz, m. (2007). on the development of the field of language development. in holf and shatz (eds.). blackwell handbook of language development. wiley. pp. 1 – 15. stiglitz, j. (2012). globalization and its discontents. new york: norton. tajfel, h. (1978). ‘”social categorizations, social identity and social comparison” in tajfel (ed) differentiation between social groups: studies in the social psychology of inter group relations. london: academic press. trudgil, p. (1971) sociolinguistics. hamondsworth: penguin. uderhill, j. (2015). ethno-linguistics and cultural concepts. cambridge: cambridge university press. lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 9 the accuracy of business english curriculum to students’ communication performance: the efl students’ perception pandu prasodjo, sabarina moksin, leil badrah zaki universitas internasional batam pandu@uib.ac.id, moksin@uib.ac.id, leil@uib.ac.id abstract measuring the accuracy of a private university in batam business english course curriculum to the present needs of workplaces in batam from students’ perception is essential. because 85% of the university students are working, it is compulsory to maintain the gap low between what students learned in class and what is implemented in the working field. a questionnaire consists of three dimensions (curriculum, communication performance, and motivation) distributed randomly to 60 students from a population (n=328) of the third-semester students programmed business english course at a private university in batam. the result suggested that the curriculum needs to add more practices, peer work, and case studies to improve students’ communication performance. students’ perspectives in the business english course reflected a new technical vocabulary that needed to practice in a correlated context. the curriculum content’s relevance to the workplace’s contextual needs is moderately related because not all working students used the english language in their workplace. additional focus on internal and external motivation through group work and peer work is needed to improve students’ communication performance and confidence. finally, the existing business english curriculum is reasonably accurate, supporting students’ communication performance, both written and oral, at their workplace. keywords: curriculum, esp, efl, business english, students’ perception i introduction almost all sectors in human life today are affected by the development of information and communication technology (ict). since the late 70s, the education field in language learning also could not escape to the vast inventions in ict, it is reflected by the introduction of computer-assisted language learning (call) (higgins, 1983). the development of call had many innovations in ict-based teaching language today, such as flipped classroom (bykonia et al., 2019; flipped learning network, 2014; jovanović et al., 2017; wang, 2017), using social media (lackovic et al., 2017; thai et al., 2019; wulandari, 2019; xodabande, 2017), messenger applications (hafifah & sulistyo, 2020; mahzoun & zohoorian, 2019; purnomo et al., 2016; strasser, n.d.), and video games (danka, 2020; rivera-trigueros & sánchez-pérez, 2020; tamtama et al., 2020). besides the education sector, other sectors in human life also adjusted to the vast growth of ict, e.g. in business and manufacture (kassem et al., 2019; wahab et al., 2020), economy (gonzález & nuchera, 2019; jehangir et al., 2011; ugli, 2020), tourism (tu & hwang, 2020), etc. these studies showed that the implementation of ict could improve output quality and increase working efficiency. english for specific purposes (esp) emerged around the 1960s (johns & dudley-evans, 1991) to prepare the english language competency in a specific discipline in terms of communication. esp studies conducted in some disciplines, e.g., esp for accounting (sari & atmanegara, 2018), medical and nursing (hosseini & shokrpour, 2019), engineering (alsamadani, 2017; arnó-macià et al., 2020; nimasari, 2018), and business (amine & faiza, 2018; fitria, 2019; naukowy & polonijnej, 2018; rahmi et al., 2020). the results showed that esp is developed continuously through teaching materials, media, and curriculum design; to match graduates’ needs to strive in working and global competition. the curriculum development is needed to revisit periodically and match the targeted competencies, enhance collaborative and individual learning, and provide high-quality and relevant graduates as expected by future users in targeted sectors (custodio et al., 2019). notably, it is related to the esp curriculum. aspects covered in the curriculum development, e.g., defining objectives, contents, methodology, and evaluations (hussain et al., 2011; su, 2012). therefore, the learning process’s curriculum design could cover or come near to the relevant competencies expected by graduate users shortly. chan (2018) studied curriculum development in business english esp. he recommended more topic-specific, research-informed curriculum innovations in esp be published to strengthen the link between research and curriculum development. bykonia et al. (2019) added that students’ preference in lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 1 mailto:leil@uib.ac.id mailto:moksin@uib.ac.id mailto:pandu@uib.ac.id learning business english shifted to a greater desire to engage independently with computer-assisted work, which affected how teachers’ teaching strategy. furthermore, rahmi et al. (2020) investigated students’ perceptions study in esp business english teaching implementation suggested that the appearance should be attractive to improve students’ motivation using the book. besides, teaching strategies provided fun learning, games, and controlled class is preferred for indonesian learners. further study to measure the business english curriculum’s current accuracy to users’ needs from students’ perspectives who are working can enrich accurate information in developing the future curriculum supported by their knowledge of their workplace needs in english language communication performance. therefore, research questions proposed are how do the students perceive the current business english curriculum and how is the current business english curriculum related to the students’ communication performance in the working places. i materials and method a survey was presented to collect data. the questionnaire consisted of 19 questions; 3 openquestions, 16 questions measured using likert five-scale, determining 1 as the least or strongly disagree to 5 as the most or strongly agree. the questionnaire design consulted two scholars who are considered capable in statistics and designing the questionnaire. the questionnaire’s internal consistency or reliability of questions with scaled answers was tested by piloting it with 25 representative samples distributed via the google survey. 25 responses were received and analyzed. the questionnaire’s reliability test resulted from a cronbach’s alpha of 0.71. it is reflected that the instrument produced a reliable result (mahzoun & zohoorian, 2019). the final design of the questionnaire was transferred to google form in order to be distributed online to the respondents. the questionnaire was distributed randomly to 60 students who programmed bussiness english (n=328) in a private university in batam via a whatsapp message containing a hyperlink to the google form. the population database was retrieved from the academic administrative and student affairs bureau. the database accommodates students’ names, study programs, email, and whatsapp number. the data collected from the open questions were analyzed and grouped into a relatively small number of categories (krosnick & presser, 2010). furthermore, an interview was conducted with five randomly selected students who were willing to for interview sessions. it is purposed for validating the categorical judgments (lapan et al., 2012). the interview was a semi-structural interview with open-ended questions conducted in bahasa indonesia for 15 to 30 minutes. the five students were interviewed three times a week with the same substance using different questions until the information is redundant or saturated (lin, 2019; perakyla, 2005) the questionnaire and interview data were coded to present themes, representations, quotes, and comments summaries (dehaan, 2019) related to student’s perceived values after the be course. ii results and discussion the questionnaire result was collected and analyzed accordingly. there were 72 responses recorded on the google form. there were 9 invalid responses because of double sending from the same respondent, besides 3 responses also invalid due to incomplete answering the questions. the screening process returned 60 valid responses and proceeded to the statistical calculation. the students’ feedback represented by the questionnaire (table 1) is classified into three themes or indicators; those are 1) the relevance to the workplace, 2) the teaching and learning process, and 3) personal english communication performance. interview sessions were also conducted three times with five participants to validate the openended questions in the questionnaire and enrich the feedback collected through questionnaires. it was classified by themes, e.g., 1) the relevance of the be curriculum; 2) the workplace expectations; 3) students’ motivations, and 4) students’ obstacles (table 2). the number of interviews was considered already collecting saturated data on the third interview. no more new information could be gathered. therefore, no further interview sessions were needed to be scheduled. no perceived value percent 1 i feel the be course improve my english communication performance. 83.00 2 my workplace uses the english language. 76.00 immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 3 3 i found materials taught in be helped me in the workplace. 83.67 4 the materials given in the be course is challenging. 85.00 5 be course accommodated me to explore my creativity in learning english. 84.33 6 be course gives exposure to my performance using english. 74.67 7 i can understand my friends who speak english. 71.67 8 my friends can understand me when i speak in english. 71.00 9 i can understand the english text. 78.67 10 people can understand my english writing. 76.00 11 i can use english grammar correctly. 65.67 12 i am confident speaking in english. 55.00 13 i am confident to write in english. 58.33 14 i can do oral negotiation in english. 44.67 15 i can write a formal letter and a casual posting using english. 69.33 16 i use english when visiting singapore or other countries 63.33 table 1. student’s perceived value in be curriculum theme representative quote summary of related comment on the topic the relevance of be curriculum it was very helpful. thanks to the university for providing this course. i can implement what my lecturers taught to my office worker. participants agree that the curriculum provided in the be course is relevant and applicable to their workplace/ office. workplace expectations communicate effectively to the company/office international partners/guests. qualified handling english text documents. understand instructions or commands both oral and written in the english language. the expectations of the students’ companies or offices are students can communicate effectively even though just in basic english performance. furthermore, performance in handling and understanding english text and commands are preferable. for some big companies, this performance becomes a compulsory. student’s motivation sometimes, i am not confident speaking in english because my grammar is awkward. meeting international guests can force me to use the english language and improve it. my be lecturer gave me challenging assignments to make an interview video with overseas visitors in batam. i can use english to build my personal branding on my instagram. the problem could be students’ confidence. even though they speak in english, not grammatical, the intended meaning still can be delivered. besides, visitors from singapore who often come to batam at the weekend could help to build students’ confidence by giving compulsory interaction practice. student’s obstacles working in a small group can help me finishing the assignments more effectively than working in a big group. table 2. reflections on the correlation of be curriculum and english used in the workplace ii.1 correlation of be curriculum to current workplace expectations based on the university academic administration and students affairs database, students who have jobs and working while studying is about 85% of the population. the stand of bussiness english (be) course taken by the students in a private university in batam showed the satisfying result. the students feel that through the be course, their communication performance in the english language is improving (87%), which means that improvement could help students to give a better general performance on their job or career. this is validated by participants interviewed that by programming be course they are insisted on learning something that could be applied at their workplace or office, e.g., greeting customers, writing offer letter, or responding the supervisor or employer instructions in the english language. not all students who are working using the english language in their workplace only 76% of students whose workplace using english in different range. the rest of them uses bahasa indonesia and the chinese language as their daily official language. even though in their workplace do not use the english language in their business, the benefit of taking be course still could be applied. one participant said that, ”my office does not use english at all because our market is totally for local customers. bahasa indonesia and mandarin (chinese language) are more often used during the day. but for my english (language ability), i use it to build my personal branding in my social media instagram, who knows, someone will use my account to promote their goods or services.” this phenomenon reflected that the be course could apply not only to those who work in an office or company but also to those who use social media as social branding for business purposes. it could be a consideration for be curriculum developers to start looking at the digital business, e.g., english for social media branding, as one enrichment topic in the curriculum. added by taillefer, (2018), besides the basic fundamental esp curriculum, technological issues and digital materials become challenges for the curriculum development to tackle. ii.2 student’ perceived values to existing be curriculum the perceived values of the be course were investigated in two dimensions, and those are the teaching and learning process and personal english communication performance. the teaching and learning process conducting under the same be curriculum was designed by the curriculum developers. it is distributed to lecturers who are assigned to teach be. a preliminary interview was conducted with the be course coordinator related to the mechanism of running the be course in multiple classes. at the beginning of the semester, the be coordinator invited all be lecturers immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 5 to have a briefing discussing the current curriculum and the targeted outputs in the be course. therefore, be lecturers shared the same targets and outcomes. the students’ perspectives in the teaching and learning process shared high relevant values to the indicators measured respectively. most students agree that the teaching materials prepared for the students in the be course are challenging to explore their creativity and giving exposure in improving their english communication performance that possibly applied at their workplace. from the interview of a participant, she said that she does not sound confident enough to speak in english because her english grammar had to improve much. after programming the be course, she thought that the be could motivate her to advance the grammar in english. besides, their job was one of the reasons they programmed the be course. at their office or company, their positions required them to interact with international customers, companies, and guests. on the other hand, obstacles issue also raised by students in the process of teaching and learning. it was related to the grouping management. a validation conducted by interviewing participants that this issue could decrease the effectiveness of learning be because most of the students are working, they do not have much time to have a regular discussion session and, usually, the group working load was handled by one or two group members only. it is suggested to have a smaller group to work with. the students’ perceived their personal english communication performance improving after conducting the be course is moderately agree. it showed that less than 60% of the students are not confident both in performing speaking and writing in english. even though they could do conversation practices and understand what their friend says in english, they also could write a formal letter as required in the course curriculum, and some of them practiced it in their workplace. augmenting the development of be curriculum by adding confidence issues, e.g., settings (hashim & yunus, 2018), teaching contents, or strategies (dewi et al., 2016; singhanuwananon, 2016), in performing english both oral and written could become a consideration. due to the number of students who are self-assured performing english to communicate is still below 60%. iii conclusion the students’ perceived value after completing be course related to the relevance of the existing be curriculum to the expected output by the graduates’ users are relatively relevant to be conducted to higher education students because it could accordingly help them in their workplace, especially to students who work at big companies in batam which closely linked with other international companies or to those who work or running on tour and travel business. the practical issues brought by students to the class could be a real-case discussion enrichment material for the students, lecturers, and curriculum development. raising students’ confidence becomes a decisive issue as a special proposition to put in the curriculum development alongside the core english skills. further studies on investigating proper and effective be curriculum that relevant to the current needs and could increase students’ confidence perform english both oral and written. furthermore, this study data is very limited due to taken participants that come from one private university in batam. collecting data from a broader participant could increase the accuracy for inferring the result to a broader scope. references alsamadani, h. a. (2017). needs analysis in esp context: saudi engineering students as a case study. advances in language and literary studies, 8(6), 58–68. amine, b., & faiza, s. (2018). the effect of processgenre approach on esp students’. european journal of research and reflection in educational sciences, 6(2), 10–14. arnó-macià, e., aguilar-pérez, m., & tatzl, d. (2020). engineering students’ perceptions of the role of esp courses in internationalized universities. english for specific purposes, 58, 58–74. https://doi.org/10.1016/j.esp.2019.12.001 bykonia, o. p., borysenko, i. v., zvarych, i. m., harbuza, t. v., & chepurna, m. v. (2019). teaching business english to future economists using a multimedia textbook. international journal of higher education, 8(4), 115–123. https://doi.org/10.5430/ijhe.v8n4p115 chan, c. s. c. (2018). proposing and illustrating a research-informed approach to curriculum development for specific topics in business english. english for specific purposes, 52, 27–46. https://doi.org/10.1016/j.esp.2018.07.001 custodio, p. c., espita, g. n., & siy, l. c. (2019). the implementation of outcome-based education at a philippine university. asia pacific journal of multidisciplinary research, 7(4), 37–49. www.apjmr.com danka, i. (2020). motivation by gamification: adapting motivational tools of massively multiplayer online role-playing games (mmorpgs) for peer-to-peer assessment in connectivist massive open online courses (cmoocs). international review of education, 66(1), 75–92. https://doi.org/10.1007/s11159-020-09821-6 dehaan, j. (2019). teaching language and literacy with games: what? how? why? ludic language pedagogy, 1, 1–57. dewi, r. s., kultsum, u., & armadi, a. (2016). using communicative games in improving students’ speaking skills. english language teaching, 10(1), 63. https://doi.org/10.5539/elt.v10n1p63 fitria, t. n. (2019). business english as a part of teaching english for specific purposes (esp) to economic students. jurnal education and economics, 02(02), 143–152. http://jurnal.azharululum.sch.id/index.php/jee/article/view/51 flipped learning network. (2014). what is flipped learning ? the four pillars of f-l-i-p. flipped learning network. gonzález, r. l. h., & nuchera, a. h. (2019). dynamics of service innovation management and cocreation in firms in the digital economy sector. contaduria y administracion, 64(1), 1–19. https://doi.org/10.22201/fca.24488410e.2018.1802 hafifah, g. n., & sulistyo, g. h. (2020). teachers’ ict literacy and ict integration in elt in the indonesian higher education setting. turkish online journal of distance education, 21(3), 186– 198. https://doi.org/10.17718/tojde.762050 hashim, h. u., & yunus, m. m. (2018). english as a second language (esl) learning: setting the right environment for second language acquisition. tadris: jurnal keguruan dan ilmu tarbiyah, 3(2), 207. https://doi.org/10.24042/tadris.v3i2.2941 higgins, j. (1983). computer-assisted language learning. language teaching, 16(2), 102–114. https://doi.org/10.1017/s0261444800009988 hosseini, a., & shokrpour, n. (2019). exploring motivating factors among iranian medical and nursing esp language learners. cogent arts and humanities, 6(1). https://doi.org/10.1080/23311983.2019.1634324 hussain, a., dogar, a. h., azeem, m., & shakoor, a. (2011). evaluation of curriculum development process. international journal of humanities and social science, 1(14), 263–271. http://www.ijhssnet.com/journals/vol_1_no_14_october_2011/34.pdf jehangir, m., dominic, p. d. d., naseebullah, & khan, a. (2011). towards digital economy: the development of ict and e-commerce in malaysia. modern applied science, 5(2), 171–178. https://doi.org/10.5539/mas.v5n2p171 johns, a. m., & dudley-evans, t. (1991). english for specific purposes: international in scope, specific in purpose. tesol quarterly, 25(2), 297. https://doi.org/10.2307/3587465 jovanović, j., gašević, d., dawson, s., pardo, a., & mirriahi, n. (2017). learning analytics to unveil learning strategies in a flipped classroom. the internet and higher education, 33, 74–85. https://doi.org/10.1016/j.iheduc.2017.02.001 kassem, r., ajmal, m., gunasekaran, a., & helo, p. (2019). assessing the impact of organizational culture on achieving business excellence with a moderating role of ict: an sem approach. benchmarking, 26(1), 117–146. https://doi.org/10.1108/bij-03-2018-0068 krosnick, j. a., & presser, s. (2010). question and questionnaire design. in handbook of survey research, second edition (second). emerald group publishing limited. https://doi.org/10.1097/01.prs.0000074494.47391.be lackovic, n., kerry, r., lowe, r., & lowe, t. (2017). being knowledge, power and profession subordinates: students’ perceptions of twitter for learning. the internet and higher education, 33, 41–48. https://doi.org/10.1016/j.iheduc.2016.12.002 lapan, s., quartaroli, m. t., & riemer, f. j. (2012). qualitative research: an introduction to methods and designs (s. lapan, m. t. quartaroli, & f. j. riemer (eds.)). jossey-bass. file:///c:/users/youhe/downloads/kdoc_o_00042_01.pdf immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 7 lin, s.-f. (2019). students’ attitudes towards learning english vocabulary through collaborative group work versus individual work. journal of education and learning, 8(4), 93. https://doi.org/10.5539/jel.v8n4p93 mahzoun, f. e., & zohoorian, z. (2019). employing telegram application: learners’ attitude, vocabulary learning, and vocabulary delayed retention. european journal of foreign language teaching, 4(1), 151–165. https://doi.org/10.5281/zenodo.2651380 naukowy, p., & polonijnej, a. (2018). competancy-based approach to teaching english for specific purposes (esp) and business english (be) olga. periodyk naukowy akademii polonijnej, 27(2), 28–35. nimasari, e. p. (2018). an esp needs analysis: addressing the needs of english for informatics engineering. jees (journal of english educators society), 3(1), 23. https://doi.org/10.21070/jees.v3i1.1085 perakyla, a. (2005). analyzing talk and text. in handbook of qualitative research. https://doi.org/10.1017/cbo9781107415324.004 purnomo, a., ratnawati, n., & aristin, n. f. (2016). pengembangan pembelajaran blended learning pada generasi z. jurnal teori dan praksis pembelajaran ips. rahmi, r., abduh, a., & sofyan, m. (2020). student perception of esp business english teaching implementation in makassar national informatics polytechnic. jurnal ad’ministrare, 6(2), 167. https://doi.org/10.26858/ja.v6i2.12514 rivera-trigueros, i., & sánchez-pérez, m. m. (2020). conquering the iron throne: using classcraft to foster students’ motivation in the efl classroom. the journal of teaching english with technology, 20(2), 3–22. sari, f., & atmanegara, y. (2018). developing esp reading materials for accounting students. advances in language and literary studies, 9(5), 1. https://doi.org/10.7575/aiac.alls.v.9n.5p.1 singhanuwananon, s. (2016). intelligibility redefinition and students’ confidence in english speaking in thai elt. european journal of sustainable development, 5(4), 209–215. https://doi.org/10.14207/ejsd.2016.v5n4p209-215 strasser, t. (n.d.). app, app’ n’ away. how social messaging tools like whatsapp support mobile language learning and teaching. 2020, 25–55. su, s.-w. (2012). the various concepts of curriculum and the factors involved in curricula-making. journal of language teaching and research, 3(1). https://doi.org/10.4304/jltr.3.1.153-158 taillefer, l. (2018). a business english course in the digital era: design and analysis (pp. 165–182). https://doi.org/10.1007/978-3-319-68926-5_11 tamtama, g. i. w., suryanto, p., & suyoto. (2020). design of english vocabulary mobile apps using gamification: an indonesian case study for kindergarten. international journal of engineering pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551 thai, m., sheeran, n., & cummings, d. j. (2019). we’re all in this together: the impact of facebook groups on social connectedness and other outcomes in higher education. internet and higher education, 40(april 2018), 44–49. https://doi.org/10.1016/j.iheduc.2018.10.001 tu, y.-f., & hwang, g.-j. (2020). trends and research issues of mobile learning studies in hospitality, leisure, sport and tourism education: a review of academic publications from 2002 to 2017. interactive learning environments, 28(4), 385–403. https://doi.org/10.1080/10494820.2018.1528285 ugli, a. n. r. (2020). the role of digital economy and ict in developing economics of uzbekistan. international journal of research & development, 5(3), 31–33. wahab, n. y. a., mohamad, m., yusuff, y. z., & musa, r. (2020). the importance of ict adoption in manufacturing sector: an empirical evidence on sme business performance. international journal of supply chain management, 9(2), 268–272. wang, f. h. (2017). an exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. computers & education, 114, 79–91. https://doi.org/10.1016/j.compedu.2017.06.012 wulandari, m. (2019). improving efl learners’ speaking proficiency through instagram vlog. journal: a journal on language and language teaching, 22(1), 111–125. https://doi.org/10.24071/llt.2019.220111 xodabande, i. (2017). the effectiveness of social media network telegram in teaching english language pronunciation to iranian efl learners. cogent education, 4(1). https://doi.org/10.1080/2331186x.2017.1347081 improving students’ vocabulary mastery by using fly swatter game moh. sofyanto, ina daril hanna universitas islam madura sufyanroyal12@gmail.com, darilhanna88@gmail.com abstract the goal of this research was to see if employing fly swatter game can help children improve their vocabulary mastery. classroom action research was used to perform this study. the students in this study were from mts nahdlatut thullab's seventh grade, which had a total of 24 students. this study was divided into two cycles, which consist of planning, acting, observing, and reflecting. the information was acquired using both qualitative and quantitative methods. analyzing the interview and observation results yielded qualitative data and the students' pre-test and post-test vocabulary scores were then used to generate quantitative data. based on the findings of this research, students' vocabulary mastery improved, as shown by the mean pre-test score of 53.6, the mean post-test 1 score of 66, and the mean post-test cycle 2 score of 83.6. in addition, four students (16.6%) in the pretest passed the minimum mastery criterion kriteria ketuntasan minimal (kkm). meanwhile, 9 students (37.5%) passed (kkm) in cycle 1, and 18 students (75%) passed (kkm) in cycle 2. this indicates that the success conditions were met. furthermore, the findings of the observation and interview revealed that the students were interested in the teaching-learning process when fly swatter game was used. keywords: improving, students, vocabulary mastery, fly swatter game i introduction in indonesia, english is neither the first nor the second language but it is a foreign language, so that people get difficult to communicate english. there are some difficulties to study english like: limited facilities such as dictionaries and others, nervous to speak. supported by andini (2019), there are five difficulties in learning english, namely difficulty to get facilities to study in the class, unable to correct the pronunciation error, no willingness to learn, embarrassed by other people's comments, and lack of faith on your own abilities. one of the english teaching objectives is to encourage student to feel confident in using english both written and oral form. there are four core of language abilities in english that are interconnected and should be learned by students. listening, speaking, reading, and writing are the four english skills that have to be mastered by them. however, if the students do not grasp the english language components, the students’ talent will not be well-established. according to silaban (2017: 36), vocabulary plays an important part in the development of the four language skills (listening, reading, writing and speaking). if the students do not master many vocabularies, they will get difficulties in speaking or conversation with others, they cannot understand the content of english reading text, they are not able to develop english writing, and they cannot understand conversation or dialogue by listening to the cd, dvd, or video. so it is very clear that that vocabulary has big influence in mastering four skills in english, they are speaking, listening, writing, and reading. the term vocabulary refers to a group of words that can be used to help students understand the teaching and learning process in class. students can converse a lot with words if they memorize a lot of terminologies. that is to say, vocabulary is important for students to learn in class. according to khabib (2018: 8), vocabulary is an important part of any language, because learning vocabulary is the crucial part for learning sentence structure and other skills in language. mastering a lot of vocabularies will make it easier for someone to read, writing, listen and speak english. aini (2018: 2), stated that english vocabulary has special place to improve english skill. in reading, speaking, listening, and writing, the students must memorize vocabularies to understand the meaning of context. it is also supported by andriyansyah (2020: 1), the grammar, pronunciation, vocabulary are feature of language components from fluency and accuracy. in mts nahdlatut thullab, grammar translation method (gtm) is english teacher’s a learning method that is used in teaching and learning; for instance, teacher asks the students to translate the sentence in the student work sheet or on the blackboard one by one. the weakness of gtm is that the teacher finds it difficult to control a crowded class, because when the teacher asked one student to translate a sentence, she did not focus on other students, and the student did not active and tend to be passive in the class because their activity is just listening and translating a sentence. it makes them bored mailto:sufyanroyal12@gmail.com mailto:darilhanna88@gmail.com 2 | moh. sofyanto, ina daril hanna lingual (vol. 14, no.2, 2022) in studying english, so that they did not understand and it will be difficult to focus on studying english. the researcher concludes that students need some activity that can encourage them to be more active in participating the class, so the method has to be changed by a more suitable method in teaching vocabulary at the junior level. based on the problems, the researcher looked for solutions to these problems using methods that are appropriate for mts nahdlatut thullab students, such as games. the researcher believes that a fly swatter game might keep students motivated in language study and prevent them from becoming bored. according to abrar (2019: 2), fly swatter game is game that can make vocabularies learned by student without feeling bored, so they can enjoy the atmosphere in the class. this game is used by teachers in the classroom, teachers as guides and students as players. this game is considered a success when 75% of students reach the kkm. the researcher chooses to use fly swatter game, because the game is very attractive and interesting. thus, it is so suitable to teach vocabularies. by using fly swatter game, teacher can take hold of object and make the teaching material more attractive and make it easier for students to study vocabularies. according to abrar (2019:2), one of teaching media that has a chance to make students learn english more enjoyable, fun, and relaxing is fly swatter game. the game will get the students motivated a lot more. students can get active, because fly swatter game is a suitable method for learning vocabularies. ii materials and method 2.1 methods this research is classroom action research (car). the object of research were the students of mts nahdlatut thullab. therefore, the researcher wants to know how the students' vocabulary mastery in the classroom. there are many research methods like car, qualitative, quantitative and others; but the researcher used (car) in this research, because car is finding out what works best in your own classroom to enhance students learning can be done through classroom action research. according to latief (2020: 141-142), classroom action research (car) is one of the new perspectives in educational research, which bridges practice and theory in the field of education. in this research model, the researcher can act as an observer as well as a teacher (participant) or as a teacher. in contrast to other research that produces the formulation of scientific conclusions, car must produce an innovative strategy to solve problems that occur in the classroom and increase students' motivation and abilities. classroom action research (car) is research conducted to solve problems in class. therefore, before doing car, we must do pre-research (need analysis) to find out what problems occur in the classroom. problems in the classroom that often occur are related to classroom management, teaching and learning processes, use of learning resources and teacher professionalism. this is supported by alek (2016: 1), where action research developed with the aim of solving social problems (including education). from the classroom main problem, the researcher will join hands with the english teacher of mts nahdlatut thullab omben sampang to solve the problem by using fly swatter game that can improve students’ vocabulary mastery. when gets solved, this method can be a reference for other english teachers as well. 2.2 participants the researcher has done research in mts nahdlatut thullab omben sampang on the seventh grade. this grade consists of two classes, women class and men class; since it is in islamic boarding school, so the class separated into two classes. the researcher chose men class that consist of 24 students as the subject of the study and the researcher chose the first class of mts due to the lack of students' ability to master english vocabulary. 2.3 instruments in this study, three instruments were used, which are as follows: obsevation, interview and test. the observation sheet is used to observe students and teachers' activities in teaching-learning vocabulary in real classroom activities at mts nahdlatut thullab omben sampang's seventh grade students. in each cycle, two observation sheets are utilized to observe the students' and teacher's activities. interview is used to complete the data needed. the structured interview are conducted to the english teacher of mts nahdlaut thullab omben sampang. it was applied before and after classroom action research. there are two types of tests available with this technique: pre-test and post-test. a pre-test was conducted improving students’ vocabulary mastery by using fly swatter game | 3 before the actions were implemented, and a post-test was undertaken after the actions were implemented. 2.4 data analysis the most crucial aspect of classroom action research is data analysis, which is used to identify real data and answers to the research process question so that real findings can be produced and it can be trusted. the result data can answer the research question, whether using of fly swatter game can help the students increase their vocabulary mastery or not. the researcher can know the students’ vocabulary mastery scores utilizing data analysis techniques. farhana (2019: 81) said that data analysis is an important part of car implementation. the quality of the results and data analysis determine the significance of the car performed. if the analysis is carried out correctly, the results of the study will provide an objective picture of the conditions under study. the quantitative data was a vocabulary test, and it was about 25 questions for each cycle. in scoring vocabulary test, it was determined that the ranging from 0-100 by accounting the correct answer. the correct answer was given 4 while the wrong answer was given 0 and by applying these formulas: 𝑆𝑐𝑜𝑟𝑒 = 𝑟𝑖𝑔ℎ𝑡𝑎𝑛𝑠𝑤𝑒𝑟 𝑡𝑜𝑡𝑎𝑙𝑜𝑓𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛 100% figure 1. to obtain results of individual score 𝑀 = 𝑋 𝑁 m: mean score ∑x: individual score n: the number of students figure 2. to obtain the average of students score 𝑃 = 𝐹 𝑁 100% p: the class percentage f: total students geting passing grade n: number of students figure 3. to obtain the percentage of class that passed kkm iii results and discussion in the first day, the pre-test was conducted to seventh grade students at mts nahdlatut thullab. in pre-test, the researcher gave questions sheet to the students that consisted of 25 multiple choice questions. the researcher assigned the students to do pre-test in 50 minutes. the researcher calculated the students score of pre-test after giving pre-test to the students. based on the result of pre-test, the researcher analysed the data of pre-test and then the researcher indicate the mean score of pre-test is 53,6, and there are some students can have passed the kkm and cannot get the kkm. those are 4 or 16,6% students can get score up the minimum mastery criterion kkm, whereas the 21 students ware still under kkm. the result of analysis, it can be proved that the seventh grade of mts nahdlatut thullab have still lack of vocabulary mastery. 3.1 cycle 1 after 1 week, the action of cycle i was done. in this cycle, the english teacher acted as teacher, and the researcher acted as an observer. based on the lesson plan that was created by the researcher, the teacher implemented the process of learning english. the researcher did the observation sheet to english 4 | moh. sofyanto, ina daril hanna lingual (vol. 14, no.2, 2022) teacher in learning activity was ongoing. the explanation of what each meeting's agendas is as following: first meeting starting the learning and teaching process based on the lesson plan. teaching vocabulary to students on verb and noun. asking the students about material that have been explained. explaining about fly swatter game and how to play it. second meeting reviewing the previous meeting. starting the learning and teaching process based on the lesson plan. asking the students to make 2 groups according to their attendance numbers. implementig fly swatter game, where each groups go forward one by one to play this game. after the first cycle of teaching and learning was completed, the first post-test was give to determine and evaluate the improvement in students' vocabulary mastery. the class's mean score was 66 based on the results of post-test 1. there were 9 students from 24 students, or 37.5% of the class, who received a score above the minimum mastery criterion (kkm) the kkm standards are 70, while the rest had a score below it. it means that the first requirement had not been met. the teacher and researcher chose to keep the classroom action research into the second cycle. the researcher created a fresh lesson plan in the second cycle. because the students have not understood about the material and fly swatter game, so that they did not get motivation in learning process. the researcher would alter the planning and action stages in the second cycle. 3.2 cycle 2 the second cycle was done by the researcher 1 week after cycle 1. the english teacher acted still as the teacher, and the researcher acted as observer, so the teacher conducted the teaching and learning in second cycle based on the lesson plan. the researcher did observation by using observation sheet in during learning and teaching process. the action phase of the second cycle is slightly different little from the previous cycle, one of the differences is in cycle 1 there was no discussion between students to other students, in cycle 2 used discussion. the following is a description of the agendas for each meeting in the second cycle: first meeting starting the teaching and learning process based on the lesson plan. giving the material sheet, and then explained the material asking the students to discuss it with their friend. asking the student, on what they still remember regarding fly swatter game. second meeting repeating the material of cycle 1. starting the teaching and learning process based on the lesson plan. telling the students to form 2 groups according to their attendance number. informing that one of groups was the loser, so they would get a punisment. starting the fly swatter game. asking the students on what vocabulary that they have mastered. improving students’ vocabulary mastery by using fly swatter game | 5 the second cycle's teaching and learning processes were completed, a second post-test was give to determine and assess the students' vocabulary improvement. this second post-test will also look at the difference between the first and second cycles, the difference in post-test 1 and post-test 2 is only different sequences in the question number. this post-test was conducted after the second meeting finished. according to the results of the post-test 2, the average score of the class was 83,6, with 18 students (or 75%) scoring over the minimum mastery criterion. additionally, the mean score of students’ improvement from the first to the second cycle, the first cycle's mean score was 66, while the second cycle's average score was 83,6. it indicates that the average score improved by 26.6%. as a result of interview, the researcher used the fly swatter game to help students improve their vocabulary. the english teacher was interviewed after the technique was implemented to assess its success. the teacher gave the positive responses to this strategy. the result of observation, in particular, the students get motivated in the classroom learning process the researcher and the teacher were pleased and proud of the students' increased vocabulary growth after seeing the change in results from the first to the second post-test. this demonstrates that the work put into establishing the fly swatter game was carried out well. this game can make students more active in the class and improved the students’ vocabulary mastery. it is supported by lubis (2017: 67), the use of fly swatter game can assist the english teacher in teaching vocabulary, while also increasing the students' vocabulary. the students can remember stronger about the vocabulary that have been given by implementing the fly swatter game and students become more focused and motivated as a result of changes in learning activities in the second cycle. abrar (2019:1), revealed that it also aids the teacher in focusing the students' attention on the learning process without getting them bored with english. jufa (2020) said that the teacher and student connection was improved by employing the swatter game to teach vocabulary and integrating the students in the teaching and learning process. the students could utilize fly swatter game to memorize and remember their language, based on their observations and the results of their test. it could be inferred that by playing fly swatter game, students can increase their vocabulary mastery. as a result, the classroom action research was ended in the second cycle since 75% of students had met the accomplishment objective or pssed the kkm. iv conclusion according to the findings of this action research, the use of fly swatter game to seventh grade students at mts nahdlatut thullab omben sampang has managed to improve students' vocabulary mastery, students' vocabulary achievement, as well as their interest and enthusiasm for learning english vocabulary; which has improved significantly. those facts ware supported by the following. initially, the results of the exam revealed that students' vocabulary achievement had improved. only 16,6% of students (4 students) passed the minimum mastery criterion-kriteria ketuntasan minimal (kkm) in the pre-test, with a mean score of 53,6. then, in the cycle 1 post-test, only 9 students out of 24 were able to pass the kkm, a rate of only 37.5%, and the mean score was 66. the difference between cycle 2's post-test and cycle 1's post-test was fairly considerable. the kkm was passed by 75% of students or 18 students, with an average score of 83,6. as a result, it met the success criteria. the results from the teacher interview revealed that the teacher gave favourable reactions to fly swatter game, indicating that it aided and encouraged students in improving their vocabulary mastery, and that it could be a different approach of teaching and learning vocabulary. when the fly swatter game was implemented, observational data revealed an increase in student interest for improving their vocabulary mastery. while there were no substantial changes at first, the modifications became more and more noticeable over time. references abrar, m., mertosono, s. r., & hasna. (2019). improving vocabulary mastery of grade seven students through fly swatter game. e-journal of elts, 1. http://jurnal.untad.ac.id/jurnal/index.php/elts/article/download/13438/10278 aini, q. (2018). improving students vocabulary by using total physical response (tpr) at eight grade of mts miftahul ulum bettet pamekasan. universitas islam madura. alek. (2016). classroom action research dalam pendidikan bahasa: teori, desain, praktik. jakarta: uin jakarta press. http://jurnal.untad.ac.id/jurnal/index.php/elts/article/download/13438/10278 6 | moh. sofyanto, ina daril hanna lingual (vol. 14, no.2, 2022) andini, t. n. (2019). 5 alasan kenapa kita sulit belajar bahasa asing. https://www.idntimes.com/life/education/tresna-nur-andini/5-alasan-kenapa-kita-sulit-belajarbahasa-asing-c1c2/1 andriyansyah. (2020). the effect of teaching grammar by applying board race method to students at smp muhammadiyah 1 medan. undergraduate thesis. universitas muhammadiyah sumatera utara farhana, h., & awiria (2019). penelitian tindakan kelas. jurnal pendidikan akuntansi indonesia, 4(1), 87-93 latief, m. a. (2020). metode penelitian pendidikan: penelitian kuantitatif, penelitian kualitatif penelitian tindakan kelas (e. m. ardi (ed.)). https://www.scribd.com/document/486546085/buku-metode-penelitian-pendidikan2020?secret_password=fupqxl67drzf47rwqh4w#fullscreen&from_embed lubis, i. r. (2017). improving students’ vocabulary mastery by using fly swatter game in the first grade of mts persatuan amal bakti (pab) 1 helvetia. cwl publishing enterprises, inc., madison. http://onlinelibrary.wiley.com/doi/10.1002/cbdv.200490137/abstract rabiah, s. (2018). language as a tool for communication and cultural reality discloser. 1–11. https://doi.org/10.31227/osf.io/nw94m silaban, a. l., & andriani, r. (2017) using fly swatter game to improve students’ vocabulary mastery at grade eight smp dwi sejahtera pekanbaru. jurnal eltlectura, 4(2). pp. 36-41. syahrir, l., sadapotto, a., anwar, p., & hermansyah, s. (2022). improving students vocabulary mastery by using fly swatter game at the seventh grade students of smp negeri 2 kulo. la ogi: english language journal, 8(1), 35-39. retrieved from http://jurnal.umsrappang.ac.id/laogi/article/view/609 https://www.idntimes.com/life/education/tresna-nur-andini/5-alasan-kenapa-kita-sulit-belajar-bahasa-asing-c1c2/1 https://www.idntimes.com/life/education/tresna-nur-andini/5-alasan-kenapa-kita-sulit-belajar-bahasa-asing-c1c2/1 https://www.scribd.com/document/486546085/buku-metode-penelitian-pendidikan-2020?secret_password=fupqxl67drzf47rwqh4w#fullscreen&from_embed https://www.scribd.com/document/486546085/buku-metode-penelitian-pendidikan-2020?secret_password=fupqxl67drzf47rwqh4w#fullscreen&from_embed http://onlinelibrary.wiley.com/doi/10.1002/cbdv.200490137/abstract https://doi.org/10.31227/osf.io/nw94m lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 66 the improvement of students’ speaking skill through storytelling maya marsevani, diana merliana rahman universitas internasional batam maya@uib.ac.id, dianamrliana22@gmail.com abstract this research was conducted in an islamic private junior high school in batam. it was conducted on 7th grade students with a total of 10 students. this research uses classroom action research (car) method. started with the problems that were faced by the students such as lack of vocabulary, lack of the proper motivation to study and speaking practice, not confident to speak. responding to the problems, the right method of learning to speak english should be how to train memory, pronunciation and hearing simultaneously, namely storytelling. before the storytelling method was applied, students were given a pre-test to get the average grade for the class. after that, the average value of the class that has been obtained will be measured by the rubric. the total students’ average was 2.2 (poor). after looking at the results of the pre-test, researcher saw that with practice conversation, speaking skills of students can’t develop well. because of that in the treatment 1, application cycle 1 and also post-test, the post-test results were 2.76. it can be said that the storytelling can improve students' speaking abilities. keywords: speaking, storytelling, skill i introduction in teaching english there are several skills that need to be learned one by one, these skills have their respective techniques. gynan and baker (2011) states that there are several language skills, such as speaking, listening, reading and also writing. all of this language skills are important for daily life, especially speaking skills. english speaking skills may be defined as the skill of an individual to communicate his thoughts to anyone orally or directly. speaking skills need continuous practice in order to develop and improve, exercises can be done directly with people in the surrounding environment such as classmates or teachers who can speak english. supriyadi (2005) also revealed that if someone has good speaking skills, he will get social and professional benefits. therefore, speaking skills must be possessed by everyone who learns english because speaking skills have goals and benefits. according to syakur (1987) briefly, english teachers should be able to be creative in developing their teaching process to create a better atmosphere, by improving the skills of speaking to the students, giving attention to the speaking components and can make english lessons more interesting for the students. speaking is also a very important part of learning and teaching a second language chaney (1998). however, the purpose of teaching speaking is an effort to improve student’s communication skills because students can express themselves and learn how to use language. based on the experience of the researcher who has done practical work in teaching english in islamic schools, the researcher found out students’ problems in the classroom when teaching english. they had difficulty in speaking english, they are not very confident and tend to be very passive in speaking. ur (1996) also reveals that there are some factors that prevent students from speaking, such as: self-restraint, nothing to say, low or unevenly participation, and also because of mother-tongue use. responding to the problems above, the right method of learning to speak english should be how to train memory, pronunciation, and hearing simultaneously, namely by applying storytelling learning in teaching english. the goals are to make the speaking skills easier, to improve structure of language, to increase the vocabulary and train the listener because of his ease with the message of the adversary. according to samantaray (2014) storytelling is an enduring teaching technique. students could briefly summarize a story heard from someone who had previously, or they could create their own story to tell to their classmates. according to collins (2005), the purposes of storytelling are: a.) it can develop students' imagination, b.) it can broaden the listener's horizons, c.) it can provide enjoyment for students. it is in line with harmer (2007) storytelling as one of methods in teaching the ability to speak that states students can briefly summarize stories or stories they heard from someone before, or they can create their own stories to tell to their classmates, so students can share their own ideas or paragraphs in telling stories. moreover, in pedagogical theory there is strong support for storytelling techniques to be used in language teaching. briefly, stories are an interactive approach between students, teachers and the mailto:maya@uib.ac.id mailto:dianamrliana22@gmail.com the improvement of students’ speaking skill through storytelling | 67 suggested materials to perform in class. irawati (2003) says that storytelling is an oral activity where language and gestures are used in a colorful way to create scenes done in a sequence, however is made up of more than telling. as part of the pre-teaching activity in class, storytelling is also an effective teaching tool that enables students to focus on the structure of the story. several research about storytelling has been conducted by previous researchers. agustina (2016) from university of muhammadyah jember has been research “improving speaking ability by using storytelling technique at x akuntansi class of smk trunojoyo jember in the 2015/2016 academic year”. in this research, she saw many students in the vocational high school still have difficulty in speaking, felt unmotivated in speaking, especially speaking english. so, she used storytelling technique to increase students speaking skill. for the results in this research, storytelling can improve their speaking skill by giving short story to retell by own words, also can improve student active participation by giving more practice and ask them to perform the task in front of the class. susanti (2019) from ikip pgri bojonegoro conducted a research about “improving students speaking skill by storytelling technique”. in this research the she told that there are some problems that make students have difficult to speak english because several factors, such as lack of vocabulary, lack of ideas to speak, they afraid to make mistakes when speaking english and their motivation is still low. so, the researchers made the suitable technique to solve these problems by choosing storytelling technique to change the student’s skill in speaking. mujizat (2016) from faculty of educational sciences syarif hidayatullah state islamic university jakarta has a research entitled “the effectiveness of using storytelling technique on students speaking skill”. in this research, the subject was students in sman 1 bekasi have some difficulties in speaking because of several factors such as students sometimes feel worry, nervous when they spoke or communicated using english in front of their friends and then students always lack of many ideas or initiative to speak english because lack of vocabulary, patterns of grammar and lack of practicing speaking skills. because of that problems, he solved the problems with storytelling technique to enhance their speaking ability. for the results of this research, storytelling technique is effective to be applied in teaching speaking skill. it can develop confidence, vocabulary, grammar, and comprehension. it concludes that storytelling technique were enhanced more effectively. aforementioned studies above conducted the research in senior high school level from different cities in indonesia. it can be highlighted that there are no previous studies conducted the research in junior high school level. furthermore, the use of storytelling had not been used in this junior high school before. the students claimed that they just focused on text book and just listened what teacher said. it means that the students never practice their speaking skills in learning english. hence, the researchers intended to use storytelling method to improve students’ speaking skills. ii materials and methods 2.1 methods this research uses classroom action research (car) method. bogdan (1992) explains that action research is a systematic collection of information designed to bring about social change. this study uses the material cycle (kemmis, s. and mc. taggart, 2002) which says that the car consists of 4 stages. they were: (1) organization, (2) measure, (3) observing, and (4) reflection. 2.2 participants this research was conducted in an islamic private junior high school in batam. researchers chose this school because the researchers had already made brief observations on the site. as a result of these observations, researchers have identified the issue that became the subject of this study. furthermore, it strengthened researchers to choose the participants. this research was conducted on 7th grade students with a total of 10 students. the researchers chose grade 7 to be used as research because currently grade 7 was studying one of the english language skills, namely speaking skills in class. by observation also, grade 7 is the most weaknesses about speaking, this because grade 7 was still very junior and had not been familiar with vocabulary. hence, this reason fortifies the researcher to choose grade 7 as a participant to support this research. 2.3 instruments before the cycle was applied directly in the classroom, the researchers had conducted classroom observations to find out the problems experienced by students when learning english. after being 68 | maya marsevani, diana merliana rahman lingual (vol. 13, no.1, 2022) observed and analyzed, the researchers applied a direct cycle with the storytelling method which aims to develop students' speaking skills well, increase vocabulary knowledge and also train students' listening skill. 2.4 data analysis before the storytelling method was applied, students were given a pre-test to get the average grade for the class. after that, the average value of the class that has been obtained will be measured by the rubric below fluency pronunciation and accent vocabulary grammar details 5 clear, forthright and smooth; very confident; excellent and strong volume. pronunciation is very good; very well done. there’s a lot of excellent vocabulary; right selection of vocabulary. excellent of accuracy; and excellent of the structure. an excellent description; complete and exciting content. 4 clear, forthright and smooth; quite confident; excellent and strong volume. pronunciation is very good; well done. there’s a lot of good vocabulary; quite right selection of vocabulary. good of accuracy; and excellent of the structure. an excellent description; complete and nice content. 3 quite clear and smooth; not really confident; excellent volume. pronunciation is good; well is quite done. lack of vocabulary; quite right selection of vocabulary. quite of accuracy; and quite of the structure. quite of description; complete and not really good at content. 2 not clear and forthright but smooth; not really confident; low volume. pronunciation is poor; no effort; not well done. lack of vocabulary; not right selection the vocabulary. lack of accuracy; and quite of the structure. lack of description; not complete and bad content. 1 not clear, forthright and also smooth; there’s no confident at all; low volume. pronunciation is very poor; not well done. poor and lack of vocabulary; poor in selection the vocabulary. poor of accuracy; and lack of the structure. poor of description; not complete at all and very poor content. table 1. students’ rubric scores after getting the results from the pre-test, the researcher immediately carried out the post-test, namely applying storytelling learning, by making a group of 3 people and then one of the groups was required to take one of the pictures in front, after that continued to develop the story based on the picture they see on the paper, then after that they are obliged to present/tell it in front of the class. researcher will pay attention to fluency, pronunciation and accent, vocabulary, grammar and details, including cohesiveness and cooperation. after that the average value will be taken based on the assessment table above. iii results and discussion the researcher used storytelling to improve the ability of students' speaking skills because with the storytelling, students not only heard but could see the visual first-hand and could practice it first-hand. hamid (2011) also revealed that the methods of learning by using audio (hearing), visual (sight or picture) learning style, and kinaesthetic (actions) students can increase student mastery of the material given because students will do and feel their own experience as learning for themselves. thus, the improvement of students’ speaking skill through storytelling | 69 researcher needed learning innovation to energize students, to have the motivation to learn speaking by using the storytelling method. pre-test grades was taken from students' speaking skills before the use of storytelling. students had carried out speaking skills with researcher in class using conversational techniques. researcher directly asked students to create a conversation consisting of two people who were interviewing and then the student came forward to the class to practice it. from these exercises, the researchers observed first and took the scores of speaking skills from it. researcher took scores by paying attention to their fluency, pronunciation, accent, vocabulary, grammar and other details, whether it was appropriate or not. researcher gave the scores based on the rubric that researcher have used above. here are the resulted of pre-test scores from students who carried out speaking skills with conversation. name fluency pronunciation vocabulary grammar details participant 1 4 3 3 1 4 participant 2 2 2 2 1 2 participant 3 3 3 1 1 1 participant 4 1 1 1 1 1 participant 5 3 2 2 1 1 participant 6 2 2 2 1 1 participant 7 5 4 4 1 3 participant 8 4 4 4 1 3 participant 9 3 1 2 1 1 participant 10 3 3 4 1 3 mean 3 2,5 2,5 1 2 mean total 2,2 table 2. students’ pre-test scores aspect score categories fluency : 1 (very poor), 2 (poor), 3 (average), 4 (good), 5 (very good) pronunciation : 1 (very poor), 2 (poor), 3 (average), 4 (good), 5 (very good) vocabulary : 1 (very poor), 2 (poor), 3 (average), 4 (good), 5 (very good) grammar : 1 (very poor), 2 (poor), 3 (average), 4 (good), 5 (very good) details : 1 (very poor), 2 (poor), 3 (average), 4 (good), 5 (very good) after viewing the table of speaking skills of the students above, it indicates that their speaking skills was unspecified as good, the average of fluency was 3, average 2.5, student’s grammar 2.5, grammar 1, and details 2. after gaining the average scores of students speaking skill, the researchers intended to implement storytelling to improve their pronunciation, vocabulary and especially grammar. (behmer, 2000) revealed that storytelling can be believed to be a tool for sharing values and knowledge between one person and another. it is an excellent way to learn from others about something they can feel in a relationship with them. storytelling also enables people to exchange information with others. in this regard, people can learn from one another through storytelling. after seeing the pre-test scores, researchers applied storytelling to improve students' speaking skills by 3 times. in march, 29 the researchers had observation and had a treatment 1 with the students, in the treatment 1 this action is performed by teaching storytelling speech to improve the ability of students' speaking skills, the researchers form a group of 3 to 4 students inside. then, one of the students 70 | maya marsevani, diana merliana rahman lingual (vol. 13, no.1, 2022) from the group take prepared color pictures at the front of class with the researchers, then developed a story and one of the students had to retell the short story in front of the class. for the results of the treatment 1, the students did not achieve a target, because some of them still lacked vocabulary, they were still not good at pronunciation, not confident and still confused what will they speak. many of them still had less vocabulary because they still found unfamiliar words and had not motivation in learning new vocabulary. brown (2000) revealed that the self-anxiety factor is considered to be one of the most influential affective factors for learners in the speaking skill of the class. these self-anxieties can cause various difficulties for learners to respond appropriately in speaking activities. only some students active in each group. this means that the standards mean the scores and the requirements to speak of the subject in the treatment 1 of this research have not been accomplished and can be said to be unsuccessful. in april, 18. the researchers to had just first meeting that is action implementation cycle 1 with the students, to improve their speaking more, the researchers tried in this meeting have needs to be repaired by creating activities that are not grouped together anymore. afterwards, each student had to come to the front of the class to retell a short story in front of the class using their own words. having seen the results of the treatment 1 in which progress and improvement were not complete, in this meeting researchers tried again to find the best way to solve the problems students were facing. as follows: (3-1) the teacher tries to explain more about the material and gives the direction to the students to be more understanding. (3-2) the teacher does not divide the student into groups anymore, but the teacher divides individual students to make students more active. (3-3) the teacher gives different activities and different short stories to make students better understand about the story. (3-4) the teacher also does not forget to motivate the students to be enthusiastic and not afraid to make mistakes and to be more confident in front of the class and teacher to teach the students just as treatment 1 before. in this action, the implementation cycle 1 were followed in the same way as the treatment 1, but only they were not divided into groups, just individuals. that way students can become more active and easier to express their own words. for the results of the exam speaking in implementation cycle 1 is finally indicate that there is a development in student speaking skill, the students speaking in this implementation was much better than the previous one. they became more confident, enjoy, willing to talk and learn from the mistakes. morrow in bachruddin (2008) claims that storytelling can provide pleasure and stimulate the imagination of children. continued in april 20, students carried out post-tests in the classroom, using techniques that were in implementation cycle 1. it is known that the last previous which is implementation cycle 1 was held individually and the results was much better than working together in a group. post-test is done for 60 minutes, during the post-test, students were very calm and smooth. this was because they had been trained from previous meetings. for the results were quite satisfactory researchers, because many of them experience an increase in speaking skills, pronunciation is quite clear, vocabulary develops and more confident but still experiences shortcomings in grammar. researchers took grades based on rubrics as before, following the grades of students who carry out post-tests. name fluency pronunciation vocabulary grammar details participant 1 5 4 3 2 4 participant 2 3 3 3 2 3 participant 3 3 4 3 2 2 participant 4 3 2 2 1 2 participant 5 3 3 2 1 2 participant 6 2 2 3 2 1 the improvement of students’ speaking skill through storytelling | 71 participant 7 5 3 4 2 4 participant 8 4 2 3 1 4 participant 9 4 4 3 1 3 participant 10 3 3 4 1 3 mean 3,5 3 3 1,5 2,8 mean total 2.76 table 3. students’ post-test scores it can be seen from the table that there was an improvement from speaking skills of students, the average of fluency 3.5, pronunciation and vocabulary up from 2.5 to 3, grammar also gets an increase to 1.5, details 2.8. as compared with the results of the pre-test earlier, speaking skills student experienced an increase from the average 2.2 to 2.76. as collins (2005) stated that the use of storytelling can increase the students' imagination, expand a listener's horizons, and give the students pleasure. it is line with cameron (2016) that the storytelling makes students more active in learning english because they can fan fantasize and receive impressions that give an active soul. moreover, moeslichatoen (2004) revealed that telling or storytelling is a method that could share the learning experience for a child by giving a story to the child directly or verbally. the stories a teacher gives should attract and pay attention to the child and not escape the educational purposes of the child. telling a story is supposed to help share interesting experiences for the child so that the child can tell stories that have been heard in an effort to improve the ability to speak and again meaningful value from the content of the story. iv conclusion based on the results of the data retrieved that has been applied, it can be stated that storytelling could overcome speaking skill problems and can also improve students' speaking skills for the better. the results of the increase can be seen from the results of the last assessment on the post-test that has been carried out. in the initial results of the pre-test, students still lacked in almost all aspects, but after holding several meetings, at the last meeting, namely the post-test, students were able to develop speaking skills well. the average score on the post-test increased by 2.16 from the pre-test. in the pretest, the students' assessment results were taken from their conversational practice, but apparently this practice could not improve students' speaking skills well. after conducting various studies, the researchers finally tried to apply the storytelling technique to students' speaking learning. after knowing that storytelling technique can improve students' speaking. because by storytelling, students not only speak but also listen, think and also remember. usually students like to tell stories, therefore the researchers decided to apply storytelling techniques in the classroom so that students still enjoy learning while at the same time improving their speaking skills. references agustina. (2016). improving speaking ability by using storytelling technique at x akuntansi class of smk trunojoyo jember in the 2015/2016 academic year. international journal of langauge and literature, 1(2005), 105–107. bachruddin. (2008). improving students’ english speaking competence through storyteling. international journal of language and literature., 10(1), 119–134. behmer. (2000). literature review digital storytelling: examining the process with middle school students. the journal of the learning sciences. bogdan. (1992). qualitative research for education: an introduction to theory and methods. boston: allyn & bacon, 24(4), 157–162. brown. (2000). principles of language learning and teaching. new york: longman., 185–190. cameron. (2016). new geographies of story and storytelling. international journal of language & linguistics, 1(1), 1–8. chaney. (1998). teaching oral communication. boston: allyn & bacon, 60(4), 982–992. collins. (2005). story telling techniques. fountain: gary c. collins publishing, 1(1), 10. 72 | maya marsevani, diana merliana rahman lingual (vol. 13, no.1, 2022) gynan and baker. (2011). hakikat keterampilan berbahasa keterampilan berbahasa indonesia sd. keterampilan berbahasa indonesia sd, 1(1), 1–34. harmer. (2007). teacher’s strategies in teaching speaking to young learners english education study program ibn khaldun university of bogor. new york: longman., 1(1), 19–31. irawati, s. (2003). the use of newspaper in teaching speaking for smu students in smu 97 jakarta. jakarta: the university of jakarta, 40, 1–13. kemmis, s. and mc. taggart, r. (2002). the action research planner. victoria: deakin university press, 20(5), 40–43. moeslichatoen. (2004). metode pengajaran storytelling. jakarta: pt asdi mahasatya, 1,24. mujizat. (2016). the effectiveness of using storytelling technique on students’ speaking skill, aquasiexperiment study at the elevent grade of man 1 bekasi. academic year 2016/2017. syarif hidayatullah state islamic university, jakarta, 1(1), 100–105. supriyadi. (2005). pembelajaran keterampilan berbicara melalui pendekatan pengalaman berbahasa di sekolah dasar. majalah ilmiah pembelajaran, 6(1), 116. susanti. (2019). improving the students’ speaking skill through storytelling technique toward eleventh grade students at smk swasta cimanggis. a journal of english language teaching, linguistics, and literature, 2(1), 17–18. https://jurnal.stkippgritulungagung.ac.id/index.php/bright/article/view/739 syakur. (1987). the component of speaking ability. surakarta: sebelas maret university, 3(1), 60–75. ur. (1996). a course in language teaching: practice and theory. new york: cambridge university press, 2(1), 166–170. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 73 a brief look on balinese language maintenance and shift in denpasar i made sena darmasetiyawan faculty of humanities, udayana university sena.darmasetiyawan@gmail.com abstract balinese language were spoken by balinese that generally are multilingual speakers, since they would also need to be proficient in indonesian and sometimes even have a good command of english; particularly those living in tourism area. between indonesian and english, the position of balinese language in regard to the language maintenance and language shift can become a quite complex matter depending on the context and matter in conversation. this study tried to provide brief example of findings that indicated several factors that can insinuate the shift in language and the effort towards maintaining balinese language. keywords: multilingual, language maintenance, language shift, context i introduction despite the majority of balinese community are balinese language speakers, several aspects such as cultural change, religious change, media influence, labor migration and especially tourism can provide substantial incentives for language shift. the study examines language behavior of balinese speakers in three different settings, selected strategically to measure the significance of context for language use. these three settings of language use are language use in (i) religious ceremony/practice, (ii) government offices (both main and branch offices), and (i) a royal family palace. language use was recorded in spoken and written form (questionnaires filled out by the speakers) to support the findings. language maintenance cannot be separated with the study of language shift, since this shift is one of the factors that can threaten language maintenance. from the point of view of effort conducted to support language maintenance, merti (2010) points out that language use in family, traditional markets, religious activities, cultural practices, art performances, and government policies can be seen as evidence to balinese language maintenance. furthermore, several factors that strengthen balinese maintenance are bali post, bali aga, orti bali, and other examples of media in bali. these examples have not adequately represented balinese language maintenance in several other efforts, such as balinese script signs (see sena, 2017), social status in balinese community, and even political or economic factor that can affect the government policies immensely. therefore, this study focuses on the process of language maintenance and shift that can be seen through the speaker language use, along with the emphasize on context of language use that seemingly provide substantial contribution to the findings. this study attempts to elucidate categories that signify successful language maintenance and the process of language shift, as well as trying to explain the domains of context, which can be outlined in terms of balinese community in denpasar. through observing balinese language maintenance and shift in denpasar, there are two aspects to be studied: (1) any speech level that underwent significant changes during balinese language maintenance, and (2) the relationship of context and lexical shifts during balinese language maintenance. ii materials and methods 2.1 literature review kurniasih (2006) stated that the role of parents is very crucial to their children language preference in language shift and maintenance point of view. by taking account of several factors such as educational background, formal and non-formal domains, the social classes, and supported by findings on the language attitude, she points out the status of indonesian language in javanese community and the difference of language use in terms of both languages. in reference to kurniasih (2006), musgrave (2014) pointed out that regional languages in western part of the nation have better prospects for language maintenance than the many small languages in the east. based on the language use in java and central maluku, the comparison is clear, where javanese language in the western part of the nation has distinctive advantageous of the possibilities in educational system and the concern of large number of speakers. his findings also echoed by kurniasih (2006), suggesting that the majority of children are mailto:sena.darmasetiyawan@gmail.com 2 | i made sena darmasetiyawan lingual (vol. 14, no.2, 2022) taught by their mother using indonesian language at home. these findings imply that there is a tendency of gender preference for language use, where women subconsciously prefer using indonesian language to maintain equality to the men as well as countermeasure to social class impact. budiawan (2000) in his research of balinese diaspora in lampung, suggest that when in the same multicultural context with javanese language; because of transmigrate area, balinese language is still well preserved in social activities. the contact between languages does not influence language shift but enrich their knowledge as multilingual speakers instead. these languages will then serve as salient marker to the social group in lampung. similar research also conducted by malini (2011) in lampung, which taken on elaborated approach that stated language interference occur between balinese, indonesian, and javanese language. this interference occurs in phonological level that marked by changes of low vowels into middle vowels, and morphological level that marked with attachment of suffixes. furthermore, amongst 6 of her findings on several factors that support balinese language maintenance in lampung, she also stated that transmigrated people have strong loyalty and great pride in balinese cultures as well as the language. in align to kurniasih (2006), malini (2011) also stated that mastery of balinese speech level is very low on younger generation or children. language development in lampung has generated a more neutral common register that mainly occur in vocabularies of greeting forms, activities, as well as quality and condition. another similar research by djamereng (2014) also points out that balinese speaker in sukamaju, north luwu, sulawesi has also used the language as a mean of expressing cultural and selfidentity in this transmigration area. it is interesting to figure out that language attitude of balinese speakers in transmigration area often showed a positive attitude due to their feeling of proud on their homeland as a global tourism destination. several major factors to balinese language maintenance that djamereng (2014) has stated are age, education, settlement pattern, mobility, bilingualism, religion, and culture. he also points out that positive language attitude does not guarantee language maintenance, since several interviewees state their reluctant in using balinese language due to the feeling of afraid making mistakes. in bali, putrayasa (2016) stated that balinese language speaker does not able to meet their desired outcome from the language, where the mastery cannot provide added value to improve the standard of living. in his research, there are three strategies of balinese language maintenance, such as encouraging balinese language use in everyday family life, using it in social interaction of both customary and religious realm, and through education and teaching at school. the first strategy of encouraging balinese language use in family context is not a viable option, since referring to kurniasih (2006), the majority of parents in indonesia will prefer using indonesian language to their children due to the globalization and majority of social group demand. another similar research in bali by maharani (2013) showed that through using story telling such as i lutung jak i kakua, pan balang tamak, and siap selem on a total of 12 banjar in batubulan village, balinese speakers will inevitably convey balinese language to their children in family context. this story telling is thought to hold significant part in consolidating morality and character reinforcement to the children. her similar research in ubud (2016) took more significant approach on language maintenance by using contextual mapping of balinese community. the first area is indicated to be able to maintain balinese language due to their population of mostly pengayah (people who are alert and ready to give their devotion in various religious activities in puri or the royal palace of ubud), which imply the necessity to use higher speech levels of balinese language. the second area also able to maintain balinese language due to the nature of tourism places that generates strong ethnic awareness, which in turn, presented in the use of their mother tongue language. to her findings, it also pointed out that both areas also experiencing language shift to indonesian and other foreign language (in the tourism area). nevertheless, balinese language maintenance is relatively strong due to the existence of royal palace and the social or religious activities (ngayah) involved around it. this research will aim at discovering the domain where this shift occurred, which is not mentioned specifically in her research. language maintenance can be supported by the speaker awareness to place the language as an important symbol of group identity (holmes, 1992: 71). this concept justifies social phenomenon nowadays, where most balinese language speakers realized how bali has become a world tourism destination, which attract multilingual and multicultural people that interested in balinese culture. therefore, these speakers that directly (as in their occupation) or indirectly depend on the tourism aspect, will always greatly value their culture, and thus the language as a product of culture. in a community with caste based social distribution, language change will occur from the highest caste down to the bottom, which will eventually accepted by the whole community. from this example, it suggests a brief look on balinese language maintenance and shift in denpasar | 3 that two most important factors that affect language maintenance are variability of language use and social pressure experienced by the speaker of this language (wardhaugh, 1984: 202, 210). while variability of language use can be explained through linguistic features, such as semantic properties, the social pressure will need to be based on the subject social status and contextual effect considerably. in the context consideration to conduct this research, frequency of language use may help the effort of maintaining language (holmes, 1992: 72). furthermore, by looking at the relationship of age with language competence, these cases suggest that relatively young speakers of certain language will use a different form and preferences compared to the old speakers (wardhaugh, 1984: 191). based on gender, in most cases, women often show higher general language comprehension and usage compared to the men (wardhaugh, 1984: 195). in balinese community setting, the complexity of politeness used by the women shows how they comprehend higher speech level. 2.2 method the subject in this project will be ten main interviewees (five men and five women) based on three different contexts, which are during two different religious ceremonies/practices, in two different government offices, and in the royal family palace. aside from interview to these ten speakers, questionnaires will be filled out by other balinese speakers during the same setting of occurrence. study will be conducted specifically in denpasar, where numerous multilingual communities gathered. the recording of main interviewees will be done during three occasions of these three contexts; during religious ceremony conducted (mainly conversation occur to the priest and other family members), during meeting in the government office (mainly conversation occur to the seniors and juniors), and during daily conversation among the royal family members. religious ceremonies such as dewa yadnya (related to gods) and manusa yadnya (related to people celebration) are taken into account, since religious aspect has already mixed in balinese culture, i.e., the offering of the same ceremony can be different based on the place conducted, social status of the participants involved, and even the current economy status of the person / family in charge of the ceremony. additional reason of relating these two ceremonies contexts is since both ceremonies are highly regarded by balinese communities; where most of the time, balinese people will see this ceremony as a benchmark of a person / family wealth. in the government offices, both main office and branch will be setting where this research conducted, since political power also serves tremendous effect on the social standing; i.e., over the past few years, political power has shifted to people from singaraja (same place where the governor came from), which caused the phenomenon where a lot of participants on that community were able to gain higher social status and/or occupation that related to politics, such as public servant. the consideration of taking royal family into account is due to the nature of social status (caste) in bali and how these families will considerably uphold any values that may reside in any language units. data source will be gained through a set of indigenous language unit based on the subject language competence combined with the subject point of view on current balinese language standing in the community. several data gained in the religious ceremonies will be separated based on the religious technical terms and common cultural terms. in the political setting, language choice will be considered as a variable, where there are four different levels of politeness according to who one addresses and where one is oneself located within the hindu caste system. while in the royal family setting, data obtained will be focused on distinctive language unit that is taken account through its own social class standing. iii results and discussion following several short interviews to the subjects on all the contexts (settings) they were currently in, several interesting variables can be taken account. out of the 10 speakers, 7 admitted that they tend to use indonesian rather than balinese upon stumbling on vocabularies that they were not familiar with or were not able to find its respective meaning in balinese. the rest (3 speakers) would try to ask the person they were talking with (helping them memorize the vocabulary) and trying to describe it through object representation or associative meaning. on the matter of language shift, aside from the stand of indonesian as an option to the balinese speakers, all speakers (10) were and will, upon asked, change their speech level from low to high, or vice versa. balinese language has four different speech levels, ranging from the highest one (alus singgih) that usually used to priests or royalty families down to the lowest one (kepara) that usually used in daily conversation and towards very close friends or families. while some changes can occur, 4 | i made sena darmasetiyawan lingual (vol. 14, no.2, 2022) indonesian still can serve as a way out to speakers’ limited access on vocabularies, since indonesian is considered as very formal as well. in different context of religion, putra (2009) research on balinese language spoken by moslem speech community showed interesting finding as to how moslem speech community in pegayaman village will integrate their naming system to show their ethnic identity (as moslem) and at the same time enhance their existence as a part of balinese society. this code-mixing phenomenon expands from their naming system, up to terms of address, particle usage, and the use of other vocabularies. this kind of shift can suggest that while language shift can occur between different languages, it can also occur inside the language by the different speakers themselves. multilingual effect in a specific community does not guarantee occurrence of language change and language maintenance, though it will cause several cases of language shifts, due to different language use by the majority and minority group of respective community (chaer, 2004: 148). such as the way of people from different hierarchy class in bali that has to shift to indonesian language to reduce the possibility of making mistake in using the correct speech level. therefore, it is unclear as to what aspects that can support or justify the effort of language maintenance. the concept of maintenance in language maintenance does not refer to a stagnant term; it has the possibility of including language change in smaller scope, due to the internal development and/or any contact to other languages. nevertheless, several language subsystems such as phonology, morphology, syntactic, semantic, and core lexicon should still intact (winford, 2003: 11). in the case of balinese language, several semantic properties may also shift due to the variety of dialects. in the respective gender, 4 out of the 5 women can speak and maintain fluent high speech level of balinese, while only 2 out of the 5 men can perform similarly. one of the reasons this occur might be because balinese values men as the head of the family, which tend to receive more command of respect in family setting. for example, marriage by couples of different castes were only possible when done by higher caste of the groom’s family, while if it was done in the opposite, the bride (who are of a higher caste than the groom) will be frowned upon for choosing someone from a lower caste. in correlation to gender, the three settings also produced findings, where 8 out of the 10 speakers will tend to use higher speech levels to the priest or any other key person involved in the ceremony, to their seniors or supervisor in the context of meeting, and to the head of the family in royal family context. the other 2 out of the 10 speakers will keep on using indonesian, even though they were quite fluent in balinese, to enable a safer option in their communication. aside from the use of balinese in a formal government meeting (which usually done in indonesian), one interesting finding to note in this respect was how some royal family members (the women) who tend to use relatively higher speech level when speaking with someone older (parents, parent-in-law, or other older family members who are not so distant), would not use so much higher speech level when talking to their husband (which in fact, usually is the head of the family). this can indicate that ‘distant’ of relationship from the speakers can triumph the aspect of general context (i.e., royal family status). moreover, 6 out of the 10 balinese speakers would agree that if they were to fail in producing balinese language on a particular speech level during a certain context, it would generally deteriorate their conversation and sometimes worsen their relationship with the other speaker (interestingly, the use a sudden higher speech level to a very close friend can create distances and misunderstanding as well). this can suggest that relationship of ‘power’ and ‘status’ in the respective context can add or diminish appropriate speech level that correspond to their needs. while the use of balinese rather than indonesian even in formal non-religious, non-cultural settings (i.e., formal government meetings) can be a clear example of the effort in language maintenance, the language shift that occurred in the other settings (contexts) can also be a sign that controls have to be put in place so that these factors (e.g., age, caste, position, or gender) would not greatly affect the occurrence of language shifts. iv conclusion in summary, upon the findings seen through considering gender, context, and social status or hierarchy, there are two conclusions to be drawn: (1) vocabularies and phrases will be replaced abruptly due to the pursuit of common understanding during conversation; (2) if the language needed in particular context; balinese speakers are obliged to adjust their speech level. the following findings can prove beneficial to future studies to consider these aspects in discussing language maintenance and shift; particularly, that of balinese language. a brief look on balinese language maintenance and shift in denpasar | 5 references budiawan. (2013). language maintenance of balinese diaspora in lampung, indonesia. stba teknokrat lampung. chaer, a. (2004). sosiolinguistik: perkenalan awal. jakarta: pt rineka cipta cole, m., & scribner, s. (1974). culture and thought. new york: john wiley and sons, inc darmasetiyawan, i. m. s. (2017). penggunaan aksara bali pada tempat umum sebagai bentuk pemertahanan bahasa bali. seminar bahasa ibu x. bali: udayana university djamereng, j. (2014). factor of attitude contributing to the maintenance of balinese language among transmigrant communities in sukamaju north luwu. research on humanities and social sciences, 4(17). holmes, j. (1992). an introduction to sociolinguistics. london: longman kurniasih, y. k. (2006). gender, class, and language preference: a case study in yogyakarta. victoria: monash university maharani, s. a. i. (2016). the language maintenance of mother tongue in tourism area, ubud. leksika, 10(2). maharani, s. a. i., & putra, i. k. s. (2013). language maintenance of balinese mother tongue through the traditional story telling (mesatua) in batubulan village, gianyar. proceeding: international seminar "language maintenance and shift iii". http://erepo.unud.ac.id/7148/1/id3_19820811200812200114081409828kimli-1-2014.pdf malini, n. l. n. s. (2011). dynamics of balinese language in the transmigration area of lampung province. e-journal. http://download.portalgaruda.org/article.php?article=348991&val=959&title=dynamics%20 of%20balinese%20language%20in%20the%20transmigration%20area%2 0of%20lampung%20province merti, n. m. (2010). pemertahanan bahasa bali dalam masyarakat multikultural di kota denpasar. udayana university: thesis. http://www.pps.unud.ac.id/thesis/detail-22-pemertahanan--bahasa-balidalam-masyarakat-multikulturaldi--kota--denpasar.html musgrave, s. (2014). language shift and language maintenance in indonesia. monash university. http://users.monash.edu.au/~smusgrav/publications/lmls_indonesia_musgrave.pdf putra, i. n. a. j. (2009). the balinese language spoken by the moslem speech community of pegayaman, bali. universitas pendidikan ganesha. http://jakarta.shh.mpg.de/isloj2/a.j.putra.pdf putrayasa, i. b. (2016). the maintenance strategies of mother tongue. journal of education and social sciences, 3. http://jesoc.com/wp-content/uploads/2016/03/kc3_82.pdf wardhaugh, r. (1984). an introduction to sociolinguistics. oxford: basil blackwell revisiting motivational constructs and learning preferences in an immersion context: does culture matter? dzulfikri universitas islam malang dzulfikri@unisma.ac.id abstract this study is devoted to investigating dynamic motivational construct on learning structures in an immersion context. due to the ever-changing motivational construct, which, in particular, is driven by learning structures in a new environment, this study assumes that the preferred learning structure commonly favoured in the research participants’ home countries might shift that will eventually affects their learning motivation. this study takes place at the english language institute of university of hawai’i at manoa, usa. the research participants are mostly graduate students taking english courses to improve their language skill. this study found several surprising findings. the first finding is that although cooperative learning has the highest contribution to intrinsic motivation, they do not show any significant correlation (r=.279). on the other hand, competitive learning negatively correlates with intrinsic motivation (r= .-.407), suggesting that if competitive learning is enacted, the participants’ intrinsic motivation decreases. in terms of learning preference, individualistic learning is favored most, which might be affected by learning cultures commonly adopted in graduate programs in the us. keywords: self-determination theory, learning types, extrinsic and intrinsic motivations i introduction in a classroom setting, one of the major problems in learning is learners’ motivation, which is caused by several factors including teaching technique (tahir & yucel, 2019). regarding teaching technique, richards, hull, & proctor (1997: ix) suggest that to avoid student’s boredom, the teacher can employ various delivery techniques in teaching speaking skills such as group work, pair work, models of cooperative learning, role play, presentation, information gap, as well as frequently vary the pair or group work arrangement so that they work with different classmates. since motivation is one of the key factors to get success in a learning, many educational institutions try to find strategies to motivate learners such as improving instructional materials including the use of media. motivation is a dynamic construct that fluctuates even in a single lesson (dornyei, 2003). such fluctuation is influenced by several factors such as learners’ attitudes toward the materials and the classroom atmosphere (julkunen, 2001). this implies that learning situations in a classroom, to some extent, affect learners’ motivation (e.g., sivrikaya, (2019). in classroom context there are three common learning situations reflected in how classroom activities are carried out namely cooperative, competitive and individualistic ones (johnson & johnson, 1987). those learning situation may construct different kinds of motivation. 1.1 motivations in l2 learning context in the classroom context, intrinsic motivation plays a very important role. this type of motivation is considered more important than extrinsic motivation since many studies about motivation claim that intrinsic motivation is better in term of a long-term retention (brown, 2007). similarly, stipek (1988) said that a learner learns optimally when he or she is motivated intrinsically because she or he wants to rather than has to. this implies that internal drive is considered superior factor in learning. thus, learning with intrinsic motivation is more enjoyable than working on tasks for external rewards. in addition to giving autonomy to learner, promoting cooperative learning can also enhance intrinsic motivation. the self-determination theory (deci & ryan, 1985) posits that one of factors making a student motivated is relatedness and cooperative learning caters such kind of relatedness as it follows the principle social interdependence (johnson & johnson, 1994). studies show that cooperative learning becomes a preference in classroom context (alcalá, garijo, pueyo, fernández-río, 2019; ada, çetinkalp, altiparmak & asçi, 2018; julkunen, 2001). their research reveal that tasks and situations affect learners’ motivation. they concluded that regardless of task types, cooperative situation is the most motivating the learners experience. mailto:dzulfikri@unisma.ac.id 2 | dzulfikri lingual (vol. 14, no.2, 2022) in addition to giving autonomy and enhancing relatedness, intrinsic motivation can be promoted through facilitating learners to develop their sense of competence such as by giving informative feedback (noels, 2001). feedback should be given in a positive way to encourage them to keep being motivated such through compliment, constructive suggestion etc. through those feedback and constructive suggestions, learners know what they have to do to improve their competence. another way to improve intrinsic motivation is by building curiosity as recommended by stipek. stipek (1988, p.65) pointed out that “pleasure or enjoyment can be achieved through creating, investigating or processing stimuli that are moderately discrepant”. this means that stimuli exposed to learners should be discrepant or new to them to arouse their interest. however, if it is too discrepant, the learners potentially ignore the stimuli and create anxiety. this is probably relevant to krashen’s comprehensible input hypothesis that by giving knowledge one level above learners’ present knowledge, they will be challenged and be willing to attend to the input. the last type of motivation which is unfortunate to happen to any learner is demotivation. learners even with good competence might not achieve well in classroom if they are not well motivated. this type of motivation is the opposite of other two motivations. demotivation is defined as a situation in which there is no relation between people’s actions and the consequences of their actions and the consequences are seen as arising due to factors beyond their control (deci & ryan, 1985). in this situation, they have no reasons why they perform the activities. another factor why demotivation happens is when there is no relation between their activities and outcomes. as a result, they are not motivated to perform such activities. to sum up, in classroom setting, intrinsic, extrinsic and demotivation are product of teaching and learning models. this implies that how teaching and learning are carried out will much influence learners’ motivation. therefore, a teacher who has important role to run the class must carefully employ teaching techniques, learning strategies or situations that are relevant to nature of classroom and learners. 1.2 learning types in l2 learning there are many types of learning in classroom atmosphere. they are cooperative, competitive and individualistic learning. cooperative learning is an instructional method employing small group, allowing students to collaborate for better learning outcome (jacob, 1999; johson, johnson, & holubec, 1994). there are numerous types of learning such as visual learning, relational learning, holistic learning, episodic learning, competitive learning, cooperative learning and so on. to void the broadness of the covered topics, the researcher focuses on three common types of learning in classroom atmosphere. they are cooperative, competitive and individualistic learning. the next type of learning is competitive learning or learning through competition. this type of learning might may also generate motivation particularly the extrinsic as they compete commonly for rewards such as compliments. schmidt at.al (1996) uncovers that different learning types might affect different motivation. competitive situation in classroom might also create an unhealthy classroom atmosphere will be very possibly created. anger, anxiety, and hostility toward others, teacher even institution potentially happen. such situation will also lead to a negative perception that can create hopelessness among the losers. although this type of learning has been widely criticized, it has positive points when carried out appropriately such as for reviewing the learned materials by putting emphasis on drill rather than for true competition. thus, the teacher should know when to use competitive learning or it will be boomerang not only for him or herself but also for the institution in addition to worsening classroom atmosphere. in competitive situation, learners truly rely on their ability. they think that their competence will make them win and worthwhile. therefore, they will keep on trying to achieve their higher competence level. such effort will generate a challenge for them that eventually will lead them to be more selfdetermined. thus, as stated in selfdetermination theory, such competence pursuing certainly motivates them to learn. individualistic learning refers to goal-self achieving (johnson & johnson 1994). in this learning situation, learners perform task in their own pace and they have to be responsible with their own accomplishment. in other words, individuals realize that they have their own fate, struggle for selfbenefit (johnson & johnson, 1987). even though decreasing interaction intensity, this type of learning is able to enhance students’ motivation if implemented appropriately. individualistically structured activities in learning may supplement cooperative learning through a division of assignment in which revisiting motivational constructs and learning preferences in an immersion context: does culture matter? | 3 each student learns materials or skills that later to be used in cooperative activities (johnson & johnson, 1994). in short, different learning situations create different motivations. schmidt, boraire & kassabgy (1996, p.18) further pointed out that “competitive, cooperative and individualistic goal structures elicit different types of motivation, and students who have been socialized into different motivational styles may prefer different learning structures. this implies that further studies need to be carried out to see how learning situations affect learners’ motivations. i think this is very interesting because of two reasons. first, classroom is a very complex community with different background, traits, and motives to learn. second, motivation is very dynamic that changes over time even in a single lesson. by conducting studies in this area, situated learning situations and motivational patterns can be identified and this will help teachers, school administrator and other stakeholders design ideal instruction. referring to the literature reviews, intrinsic motivation is one of the most important aspects in learning and there are three learning situations that are potentially able to enhance that motivation although cooperative learning is said to be able enhance that motivation most. however, the reviewed studies were carried out in non-immersion context. the contrast findings might be found in this study carried out in an immersion context, in which motivation in relation to learning types and preferences might change due to different learning cultures they encounter. hence this study seeks to reveal the learning preferences and learning situations contributing to intrinsic motivation in a such context. ii methods this study employed correlation design. to collect the data, the researcher used questionnaire. questionnaire itself can consist of closed, open ended questions or combination of both (nunan, 1992). in this survey, the questionnaire contains closed questions. the questionnaire consists of 2 parts. the first part asks learners about their motivations whether they are intrinsically or extrinsically motivated as well as demotivated. the second part of questionnaire is asking learners about their learning situation preferences, cooperative, competitive and individualistic situations. the questionnaire was distributed to students taking speaking and listening class at english language institute, university of hawai’i at mano, usa. this place is used to improve international students’ english competence. the class comprises 17 students, 11 women and 6 men. the researcher is only able to access this class due to strict regulations of conducting research in the language institute. all of them are from non-english countries such as china, japan, korea, germany and indonesia and they are mostly graduate students studying at maters and doctoral program at university of hawaii. 2.1 procedures and analysis the students’ questionnaire was distributed in early fourth month as the class has already been in the third month. the students answer the questionnaires after their class session so that there is no ‘face threat’ of the teacher. the students should keep in a distance one others to avoid interference and had to answer the questions honestly. soon after completing the questionnaires, the answers were collected for data analysis. the researcher employed correlation statistics namely pearson product moment and processed the data using spss 16.0 to observe the correlations between learning types and intrinsic motivation. to see whether the students have intrinsic motivation or not, the researcher asked students to complete 3 types of motivation questionnaires namely intrinsic motivation, extrinsic motivation and demotivation. to know their learning situations contributing to that motivation, the researcher asked them to complete 3 learning situations. the researcher treated motivations as dependant variable and learning types as independent variable. then the researcher also tried to see correlation between the most preferred learning situation and the highest scored motivation. iii results and discussion 3.1 results this section presents the results of questionnaire to answer the research question on what learning types relating to intrinsic motivation by correlating them to observe their contribution to the research participants’ intrinsic motivation at eli-80 class. among three learning situations, cooperative, competitive and individualistic ones, cooperative learning has the highest contribution to intrinsic motivation. the results show that cooperative learning (cl) has value r= .279, which is lower than r table value, 0.48, and greater than significance level(p), 0.05, which further suggests that there is no significant correlation. meanwhile, competitive and individualistic learning have value r = -.407 and r= 4 | dzulfikri lingual (vol. 14, no.2, 2022) .168 respectively which are not also significant as referred to r table value and significance level (p). these all indicate that all learning types do not ‘contribute’ to their intrinsic motivation. furthermore, the negative value (-) of competitive learning shows a contradictory fact; meaning that the more competitive learning is promoted, the less intrinsic motivation they have. in terms of strength of correlation, the three types of motivation have weak correlation to intrinsic motivation since their r values are below 0.50 (arikunto, 2013), implying that those three types of learning have weak or low relation or contribution to intrinsic motivation in addition to the result above, the researcher obtains several results concerning types of motivation and a learning type preference. the results show that extrinsic motivation ranks the highest, with mean 3.50 of a 1-5 likert scale, meanwhile, intrinsic and demotivation have means 3.25 and 1.74 respectively. in learning type preferences, individualistic learning is the most preferred learning type with slight difference in score from cooperative learning and competitive learning in which individualistic learning’s mean is 2.85 followed by competitive learning, mean 2.72, and cooperative learning, mean 2.70. the high score in extrinsic motivation is very likely that the research participants’ motivation is driven by external rewards such as academic grades 3.2 discussion it is a surprising fact that the class shows high extrinsic motivation although the teacher frequently promotes cooperative learning in the eli-80class and this type of learning as widely discussed above will enhance intrinsic motivation. relatedness, one of self-determination elements, that is always promoted through cooperative learning such as through pair work, group work, peer evaluation, and other method by our classroom teacher likely does not enhance intrinsic motivation. based on the answer of questionnaire on extrinsic motivation items, they are primarily extrinsically motivated because english improvement is perceived as instrumental end and english is thought very important for their future career. moreover, i also assume that due to small participants of research, only 17 students, which does not have good statistical power, the reliability is also low which, in turn, results in low reliability of findings and thus those findings are hard to generalize into a bigger population. another interesting finding is that individualistic learning is the most preferred learning situation. cooperative learning, which is frequently applied in eli 80 class seems unable to change their preference to learning situation. several books and articles such as those written by johnson & johnson (1987; 19940, brown (2007), and slavin (1985) who advocate the advantages of cooperative learning and criticize competitive and individualistic learning seem ‘irrelevant’ to this class. furthermore, julkunen’s study (2001) also demonstrates that the participants enjoy cooperative learning in doing different tasks. this class’s learning preference is probably influenced by several factors such as nature of class which is ‘good’ for individualistic learning, learners’ personality, and again, too few participants in the study. based on the answer of questionnaire on items of individualistic learning, learners prefer setting their own goals and strive to reach them and achieving their “personal best” for them is the most important. the participants’ preference to individualistic learning might be caused by the class structure model employed by the professors in their main respective classes, which is different from learning structure in the bridging class, eli course 80 where this study is performed. learning is not merely acquiring the knowledge from classroom, but acculturation or adaptation might take place (gavelek & kong, 2012). thus, the individual learning which is commonly employed in graduate level may affect learners’ learning preferences as shown by the result of the questionnaire. iv conclusion this research seeks to examine the learning situations correlated to intrinsic motivation in classroom setting, eli 80 class, by employing quantitative method to find out what learning situation is favored most as well as what the highest-scored motivation is. as previously assumed that the class has good intrinsic motivation since one of enhancing factors of this motivation, relatedness, is always promoted by classroom teacher through cooperative learning. this further suggests that motivation and learning preferences are dynamic construct which are affected by numerous factors, one of which is the operating cultures. the findings of this study seem contradictory to the existing theories or study, however, there is a limitation in this study, the small number of participants, only 17 students. such a small number affects the internal consistency or reliability of the constructs that also result in low reliability of findings. therefore, further studies need to be conducted with a larger number of participants so that better revisiting motivational constructs and learning preferences in an immersion context: does culture matter? | 5 reliability can be achieved. through these findings, the classroom teacher can apply types of learning that are compatible with the classroom learning atmosphere and individual learning preferences so that an ideal learning situation can be achieved for a better learning outcome. references ada, e.n., çetinkalp, z.k., altiparmak, m.e., & asçi, f.h. (2018). flow experiences in physical education classes: the role of perceived motivational climate and situational motivation. asian j. educ. train, 4, 114–120 alcalá, d.h., garijo, a.h., pérez-pueyo, a., & fernández-río, j. (2019). cooperative learning and students’ motivation, social interactions and attitudes: perspectives from two different educational stages sustainability, 11, 7005; doi:10.3390/su11247005 arikunto, s (2013). prosedur penelitian: suatu pendekatan praktis. edisi revisi. jakarta: pt. rineka cipta. brophy, j. (1998). motivating students to learn. the usa. mcgraw-hill. brown, h.d., (2007). teaching by principles: an integrative approach to language pedagogy. new york. the usa. pearson education, inc. deci, e.l., & ryan, r.m. (1985). intrinsic motivation and self-determination in human behavior. new york. plenum. dornyei, z. (2003). attitudes, orientations, and motivations in language learning: advances in theory, research, and applications. language learning, 53, 3-32. gavelek, j.r., & kong, a. (2012) learning: a process of enculturation. in encyclopedia of the sciences of learning (pp.2029-2031) guilloteaux, m. j., & dornyei, z. (2008). motivating language learners: a classroom-oriented investigation of the effects of motivational strategies on student motivation. tesol quarterly, 42, 55-77. studies in second language acquisition, 24, 143-188. jacob, e. (1999). cooperative learning in context: an educational innovation in everyday classroom. usa. state university of new york press, albany. johnson, d.w., & johnson, r.t. (1987). learning together and alone: cooperative, competitive and individualistic learning: 2nd edition. new jersey. usa. prentice-hall, inc. johnson, d.w., & johnson, r.t. (1994). learning together and alone: cooperative, competitive and individualistic learning: 4th edition. massachusetts. usa. allyn and bacon. johnson, d.w., johnson, r.t. holubec, e.j. (1994). the new circles of learning: cooperation in the classroom and school. alexandria. association for supervision and curriculum development. julkunen, k. (2001). situation and task-specific motivation in foreign language learning. in z. dornyei & r. schmidt (eds.), motivation and second language acquisition (pp.29-41). honolulu, hi. second language teaching & curriculum center. ma, j.h. (2009). autonomy, competence, and relatedness in l2 learners’ task motivation: a selfdetermination theory perspective. dissertation. noels, k.a. (2001). new orientation in language learning motivation: toward a model of intrinsic, extrinsic, and integrative orientations and motivation. in z. dornyei & r. schmidt (eds.), motivation and second language acquisition (pp.43-68). honolulu, hi. second language teaching & curriculum center. noels, k.a., clement, r., pellettier, l.g., & vallerand, r.j. (2000). why are you learning a second language? motivational orientation and self-determination theory. language learning, 50:1. pp. 57-85. nunan, d. (1992). research methods in language learning. cambridge. uk. cambridge university press. richards, j.c., hull, j., & proctor, s. (1997). new interchange student’s book 2: english for international communication. london. great britain. cambridge university press. sivrikaya, a.h (2019). the relationship between academic motivation and academic achievement of the students. asian j. educ. train, 5, 309–315 schmidt, r., boraire, d., & kassabgy, o. (1996). foreign language motivation: internal structure and external connections. in r. l. oxford (ed), language learning motivation: pathways to the new century (pp.9-70). honolulu, hi: university of hawaii press. slavin, r.e. (1985). an introduction to cooperative learning research. in slavin, r., sharan, s., kagan, s., hertz-lazarowitz, r., webb, c., & smuck, r. (ed). learning to cooperate, cooperating to learn. new york. usa. plenum press. 6 | dzulfikri lingual (vol. 14, no.2, 2022) stipek, d.j. (1988). motivation to learn: from theory to practice. second edition. massacusetts. allyn and bacon. tahir, m, & yucel, s. (2019). motivational technique for teaching: prophetic model. international journal of teaching and education. 7(2) ushioda, e. (2001). language learning at a university: exploring the role of motivational thinking. in z. dornyei & r. schmidt (eds.), motivation and second language acquisition (pp.43-68). honolulu, hi. second language teaching & curriculum center. vallerand, r.j. (1997). toward a hierarchical model of intrinsic and extrinsic motivation. in m.p. zanna (ed.), advances in experimental social psychology (vol.29, pp.271-360). sandiego, ca: academic press. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 58 the perception of the widow in stand-up comedy mega syalshabillah lambok hermanto sihombing, adithiya wiradinatha saputra communication studies undergraduate program, president university lambok@president.ac.id, adithiyawiradinatha.saputra16@gmail.com abstract this article discusses the perception of widows in the stand-up comedy presented by mega syalshabillah. in her performances, mega syalshabillah always uses a theme close to the life of a widow. the depiction she did was a form of answering the negative perception that existed in the public's mind about a widow. in this study, the researchers will examine how the perception of widows in stand-up comedy delivered by mega syalshabillah. researchers use data sourced from youtube shows, the process for selecting youtube views is based on the most significant number of views. in practice, the researchers use the theory of perception proposed by rudolf r. verderber (1978). perception is defined as the process of interpreting sensory information. the theory of perception that the researcher used aims to see the views and perspectives of a widow due to divorce. personal branding theory is also used in this study as a supporting theory, and it aims to answer how a comedian promotes himself so that the wider community knows it. the findings obtained from this analysis are that people always have a negative perception of a widow due to divorce; the community first generalizes the bad things about widow status. keywords: stand up comedy, comic, widow, perception, personal branding i introduction recently, the name mega syalshabillah has become a hot topic of conversation among the public, because she is a comedian in a stand-up comedy show who always presents material about her life experiences as a widow. through stand-up comedy, mega often shares her life story in a funny way. through the stand-up comedy, mega syalshabillah is able to represent the life of a widow. stand-up comedy is a comedy performance art performed by one performer or who is familiarly called a comic. in its implementation, the comedians bring jokes that depart from a social problem or an ongoing phenomenon to express the comedian's feelings. this follows pragiwaksono's (2012) statement that stand-up comedy departs from observation, photographing social phenomena, and analyzing and discussing them in funny monologues. comics performing their actions on stage to entertain the audience will throw jokes at the audience from the results of observation and analysis of phenomena that cause anxiety to the audience in a comedy manner. usually, in the jokes brought by the comic, there is a statement that contains elements of critical social concerns that will make anxiety comics with the surrounding circumstance. mahfud (1997:47) states that social criticism is an activity that has a relationship with the assessment, comparison, and disclosure of social conditions in a society related to the values held and the values that serve as the basis. a comedian will present material based on they thoughts, and they will convey their opinions and views to the audience in a humorous way. the material presented by a comedian is not meaningless; on the contrary, the material presented by a comedian has the meaning of essence in seeing the surrounding phenomena currently felt by the audience. generally, comedians in indonesia have their characteristics in conveying comedy material, such as the style of dress and the distinctive tone of speech. this characteristic can provide added value for a comedian on stage. in stand-up comedy, the term persona is usually known to distinguish a comedian from other comedians in front of the audience. a persona is a mask that a comedian displays to the audience; the closer the persona is to the natural person, the easier it will be to maintain (boles, 2010). in addition to the persona, a comedian must also have good personal branding to "promote" his abilities and expertise in stand-up comedy. quoted from the book sharing-mu, personal branding-mu (2017) by muhammad fadhol tomimy, personal branding aims to attract and build other people's trust in the individual. personal branding will be formed from the public perception, built-in stages (fadeli, 2014). therefore, persona and personal branding are two things that must exist in a comedian. stand-up comedy in indonesia is a spectacle that the people in indonesia highly admire because of its entertaining nature. the material presented undoubtedly does not seem standardized because the show is performed to entertain, although it can be framed in the form of competition and taken from the surrounding phenomena that provide a lively atmosphere. mailto:lambok@president.ac.id mailto:adithiyawiradinatha.saputra16@gmail.com the perception of the widow in stand-up comedy mega syalshabillah | 59 mega syalshabillah, better known as mega suca, is a comedian from the stand-up comedy academy talent show, currently on the rise because of the material it brings. in every appearance, mega is not just joking, but there is catharsis. an expression of vent will be restless and turn into funny. however, before that, a process is needed to deal with the situation. she is a widow who often uses her life story as a widow. from the story of her life experiences, mega entertained the audience because what she told in the stand-up comedy material described the life of a widow and life in the household. the success of a comedian in delivering her material is when the audience remembers and captures the essence of the material conveyed by the comedian (pragiwaksono, 2012). the loss of a spouse due to divorce or the death of a spouse can make a person a new status as a widow or widower. for women, widowhood is one of the toughest emotional challenges. apart from the duties and responsibilities of being a single parent for the child, the psychological burden from the public, who generally consider life as a widow, is a negative thing. without ever wanting to see the various factors that cause or condition women when they become widows, society tends to judge and label widows badly and cruelly. this is what most widows feel in their lives. the various stories they experience will undoubtedly be an unforgettable experience because an essential event in their life is not easy to forget. departing from this, the comic mega syalshabillah made her life experience as a widow be used as material in stand-up comedy. what was conveyed by mega was a situation, condition, and phenomenon that other widows also felt. the stand-up comedy material presented by mega represented the feeling of being a widow, which of course, she shared with funny stories, thus making the audience laugh. sharing mega's stories is not easy, and not everyone can do it. mega's efforts before sharing the story of a widow must first make peace with themselves. making peace with themselves can be interpreted as a process of accepting things that are happening right now. alternatively, it can also be interpreted as accepting an individual completely, including all the weaknesses, strengths, and mistakes that have been made. mega syalshabillah's ability as a comedian is undoubtedly very professional, considering her expertise in packaging her bitter experiences into a stand-up comedy material that can represent the feeling of being a widow. from the material presented by mega about widows, of course, the audience will process in their minds the perception of a widow in the community. according to (mulyana, 2001) perception as an internal process that allows us to select, organize and interpret stimuli from our environment, and these processes can influence our behavior later. the higher the level of similarity in perception between individuals as a consequence, the more likely it is to form a cultural group or identity group. perception is the most important element in adjusting behavior to the environment. perception is the most important role in human life, because it will find human behavior, and give meaning to the environment. in that case, subject will digest the perception in they mind, and put it in an interaction with other people. the interaction can be in the form of interaction between two individuals, or on a large scale. through this they will use language that is easy to understand as a communication process. communication can be said to be successful if there is a common perception between the communicator and the communicant. it is not surprising that this perception appears in the hearts of the audience is responding to the stand-up comedy material presented by mega syalshabillah. this is the spontaneous attitude of the audience who reflexively stimulates the comedy message, thus making the audience absorb it, and an attempt arises to discuss it after listening to stand up comedy. verderber (1978) said that perception is a process in interpreting sensory information (syahputra, 2020). from the description that has been explained above, perception is something that cannot be separated from human life, because what happens around a person's life will be digested through their mind, then interpreted based on one's understanding. this can be seen in the mega syalshabillah comic in her performance which presents material about her personal experience as a widow. departing from this personal experience, mega tries to explain how the perception of a widow's life in the community, both from things that are visible and hidden. departing from this, this journal will discuss how the perception of widows in stand-up comedy delivered by mega syalshabillah. researchers will use the theory of perception proposed by verderber (1978) to obtain accurate research results. furthermore, in this study, the researcher will use a supporting theory, namely the personal branding theory proposed by mcnally (2004). this theory is used considering that a comedian in every appearance must have a strong personal branding value so that it can be a special attraction for the audience. 60 | lambok hermanto sihombing, adithiya wiradinatha saputra lingual (vol. 13, no.1, 2022) 1.1 perception perception is a word that cannot be separated from everyday life. etymologically, perception comes from the latin perceptio, from percipere, which means to receive or take. perception is the experience of objects, events, or relationships obtained from inferring information and interpreting messages. the term perception is usually used to express the experience of an object or an event that has been experienced. according to verderber (1978), perception is defined as the process of interpreting sensory information. according to slameto (2010:102), perception is a process related to the entry of messages or information into the human brain through human perception continuously in contact with the environment. this relationship is carried out through the senses, namely the senses of sight, hearing, touch, taste, and smell. according to sarlito wirawan sarwono (1983:89), perception is a person's ability to organize an observation, these abilities include the ability to distinguish, the ability to group, and the ability to focus. therefore, a person may have a different perception, even though the object is the same. this is possible because of differences in the value system and personality traits of the individual concerned. from some of the explanations above, it can be concluded that perception is a process of interpreting the stimuli received by the human senses and then interpreted differently. 1.2 definition of widow widow means a woman who does not have a husband anymore, either because of divorce or because her husband died. widow status is not a favorable position for women biologically, psychologically, or sociologically. conditions that surround women often invite bargaining positions of these people when dealing with men. widows are sometimes placed as women in a position of helplessness, weakness, and need to be pitied so that in patriarchal socio-cultural conditions, injustice often occurs against women, especially widows (munir, 2009: 144). ontologically, a widow is a woman who has no husband, and has to endure physical and psychological suffering from various perceptions of society and the surrounding environment. 1.3 stand-up comedy stand-up comedy is an entertaining activity in standing in front of many people. stand up comedy is a form of comedy art that is delivered in monologue to the audience usually is done directly, and the comics (as stand up comedy actors) do a one-person show (saputra, 2017). in bringing their jokes, comics rely on language and storytelling techniques. the audience must understand the story told to know the joke's humour. the funniest part is called the punchline, or the part that surprises the audience to give a humorous effect (rahmi, 2020). usually, after watching stand-up comedy, various perceptions arise from the audience who watch the show regarding the content of the material or jokes that the comic brings. ii materials and method this type of research is descriptive qualitative research. this type is used to obtain accurate analysis results and findings. in this study, researchers used the theory of perception proposed by verderber (1978). perception is a process in interpreting sensory information (syahputra, 2020). every human being certainly has a perception and a view of the ideas that someone has conveyed. this perception appears as a stimulus to obtain meaning. to support this, of course, we need a theory in line to get accurate research results, and the theory is the theory of personal branding put forward by david mcnally and karl d. speak. perception and personal branding are two things that cannot be separated from a stand-up comedy comedian, so, in practice, comedians will use unique and funny things as an attraction. these two theories are very appropriate to analyze the perception of widows in the stand-up comedy material presented by mega syalshabillah. komika mega shalshabillah always uses stories about widows taken from her personal life to serve as material on stage. the material presented by mega syalshabillah certainly raises the perception of a widow; this is what underlies the author to research on this topic. to discuss this topic, the researcher uses the stand-up comedy video source mega syalshabillah taken from the youtube page. the selection of the youtube channel was carried out using a random sampling technique of 4 youtube impressions, which was based on the most significant number of viewers. furthermore, this research period starts from april 09, 2022, to april 16, 2022. there are three stages used in this research process, namely, first, the author the perception of the widow in stand-up comedy mega syalshabillah | 61 selects, sorts, and collects the youtube stand up comedy channel hosted by mega syalsabillah, the process the selection of youtube impressions is not only based on the number of viewers but also based on the quality of the content that represents the research topic. second, the researcher analyzed the channel source based on the research questions that had been prepared. third, the researcher concludes the writing results, which aims to obtain an appropriate and accurate finding. iii results and discussion because of the uniqueness and phenomenal action, the researcher will analyze further the perception of widows brought by mega syalshabillah in her stand up comedy material. the following is the first source for analysis material, entitled “kenalin nih! (prj) presiden republik janda..eaaa mega | suca 4 top 32,” or in english “get to know here! (prj) president of the republic of widows..eaaa mega | suca 4 top 32.” data 1 correlation of widows in the real world and ftv https://www.youtube.com/watch?v=jvew_-9hhji indonesia: ada cowok nikah dua kali, tiba-tiba kritis di rumah sakit kecelakaan, yang dihubungin istri pertamanya, istri keduanya kemana? sibuk main tiktok? biasanya pihak rumah sakit menghubungi istri pertamanya, dan bodohnya istri-istri di ftv mau aja gitu datang terus nangis-nangis. (1:50 2:07) maksud gua gini kenapa sih di film ftv tuh kebanyakan pemeran istrinya tuh yang lemah lembut, penyabar, jadi kan jalan ceritanya ketebak……… coba deh sekali-kali pemeran istrinya diganti yang lebih tegas, biar suaminya ngga punya alasan buat kawin lagi…. gitu, kita sebagai istri tuh harus tegas jangan diam aja, jangan mau dibodoh bodohin nanti kaya gua (3:10-4:30) yang lebih bikin gua kesel dia nyuruh gua dandan tapi ngga pernah ngasih duit buat beli makeup (5:345:39) english: there's a man who married twice, suddenly was critical in an accident hospital, the first wife contacted, where did the second wife go? busy playing tiktok? usually the hospital calls his first wife, and stupidly the wives at ftv want to come and cry. (1:50 2:07) what i mean by this is why in ftv movies, most of the wives who play the role are graceful, patient, so the storyline is predictable……… try changing the role of the wife once in a while, so that her husband doesn't have a reason to remarry…. that's it, we as wives must be firm, don't be silent, don't want to be fooled like me later (3:10-4:30) what annoyed me even more was he told me to do my makeup but never gave me money to buy makeup (5:34-5:39) for about 4-5 minutes, mega syalshabillah delivered material about widows correlated with ftv films from this first source. mega said that widows have their moral burden, which is quite heavy; she describes when a husband with two wives is sick and hospitalized, the hospital will contact the first wife. mega said that this has indeed happened a lot in the community. the first wife and a widow will be sought and needed when the ex-husband is in troubled times. the annoyance expressed by mega is an expression that represents the widows that have been happening all this time. it can be understood that widows are portrayed as weak people. mega syalshabillah also compares the films shown on ftv and the real world. mega revealed that ftv films always show weak female characters (the role of the wife), which tends to have implications for the opportunity to become a widow, whereas, in the real world, not all women have the potential to become widows are weak. furthermore, in the last part, mega syalshabillah also describes the demands of a man who requires his wife to look beautiful but is not given money to buy make-up for his wife. this potential certainly adds to the chaos in the household because judging someone only from a beautiful face, not from the heart. an incident like this is a picture that mega syalshabillah is trying to explain to everyone that this will undoubtedly have the potential to lead to disharmony in the household, which can lead to divorce. data 2 dramatic widow life https://www.youtube.com/watch?v=xqe3f98cvka https://www.youtube.com/watch?v=jvew_-9hhji https://www.youtube.com/watch?v=xqe3f98cvka 62 | lambok hermanto sihombing, adithiya wiradinatha saputra lingual (vol. 13, no.1, 2022) indonesia: gua pisah sama suami gua waktu umur anak gua umur 22 hari jadi waktu itu suami gua jam 2 malam belum pulang, gua telpon ngga aktif. gua tungguin berjam-jam dia ngga pulang-pulang, gua nekat gua pergi ke rumah orang tua gua….. akhirnya gua sampai rumah orang tua gua, siangnya suami gua telpon, halo bund lo dimana? koper ngga bilang-bilang, ngga usah tanya gua, tanya aja diri lo sendiri gua ngga ada waktu, tunggu-tunggu gua masih mau ngomong, sepatu futsal gua lu taroh mana. ya allah dia nyariin sepatu gua ngga dicariin. (1:03-2:23) tapi tuh gua bingung akhir-akhir ini dia genit lagi ke gua dia dm in gua di instagram. gua gimana yaa? gua ladenin lah, biar istrinya tau biar pisah lagi yakan. syukurin lu jadi duda dua kali. (3:09-3:27) gua tanyain kenapa sih kabar lu kurang baik? iya nih gua lagi ribut ama istri gua. ya allah dia malah curhat, dia curhat ke gua tentang istrinya (istri kedua). dia ngga tau apa perasaan gua. (4:31-4:46) english: i divorce from my husband when my son was 22 days old, so at that time my husband didn't come home at 2 am, i called his cell phone he was not active. i waited for hours he didn't come home, i was desperate to go to my parents' house….. finally i arrived at my parents' house, in the afternoon my husband called, hello where are you? why you go not tell me, you don't have to ask me, just ask yourself, i don't have time, wait, i'm still talking, where do you put my futsal shoes? oh god, he looked for his shoes, why isn't he looking for me. (1:03-2:23) but i'm confused lately, he's been flirting with me again, he dms me on instagram. how are you? i'm reply, so that his wife knows, to divorce again.... so, you're a widower twice. (3:09-3:27) i'm asking why are you not doing well? yes, i'm still arguing with my wife. oh god he even confide, he confide in the cave about his wife (second wife). he doesn't know how i feel. (4:31-4:46) the second source comes from a youtube show with the title “tjakep! karena janda semakin di depan! mega | suca 4 top 40,” or in english “tjakep! because widows are getting ahead! mega | suca 4 top 40.” in this show, the comic depicts the life of a widow, which is full of drama, just like in movies on television. she explained that some men are full of varying emotional levels resulting in mixed feelings. this she describes in the behaviour of some men who sometimes leave their wives and newly born children to leave for no apparent reason. this, of course, creates a deep sense of irritation and disappointment for the wife if she experiences such a thing. mega syalshabillah also described a widowed woman whose status is as the first wife; when her ex-husband has remarried, the potential level of being tempted again is relatively high. the fate of the widow described in the comic is certainly a personal story shared by most of the other widows. this gives rise to the perception that widows are only a place of escape and temporary shelter when there are serious problems. this perception is currently developing in society and creates stories that have negative implications. data 3 challenging widow life https://www.youtube.com/watch?v=3wbsq4dsfp0 indonesia: jadi janda tuh nggak enak sering disalahin sama orang. kalau ada janda nih dideketin sama cowok, janda nih ngga tau kalo cowok ini udah punya istri. tapi kalo istrinya tau pasti yang disalahin jandanya. (2:062:19) maksud gua kenapa sih yang disalahin janda gitu. padahal janda itu bukan keinginan kita, bukan cita-cita kita. (2:36-2:42) apalagi jaman sekarang banyak orang bilang janda itu perebut suami orang (2:55-3:00) jadi janda itu susah, apalagi udah punya anak satu, gua harus jadi ibu sekaligus bapak di waktu yang bersamaan (3:22-3:28) dan karna gua cewek kalau gua ngojek tuh banyak penumpang cowok yang duduknya nempel-nempel (4:34-4:40) english: being a widow is not easy because often blamed. if a widow is approached by a guy, and this widow doesn't know that this guy already has a wife. but if his wife knows, surely the widow is blame. (2:062:19) https://www.youtube.com/watch?v=3wbsq4dsfp0 the perception of the widow in stand-up comedy mega syalshabillah | 63 i mean, why is the widow always to blame? even though the widow is not our desire, not our ideal. (2:362:42) especially nowadays, many people say that widows take people's husbands. (2:55-3:00) being a widow is difficult, especially since i already have one child, i have to be both a mother and a father at the same time. (3:22-3:28) and because i'm a girl, when i worked as a taxi bike, there are a lot of male passengers who sit like to stick. (4:34-4:40) the next source of channel comes from youtube with the title “ketakutan mega jika nikah sama pak jarwo mega | suca 4 top 24,” or in english “mega's fear of marrying with mr. jarwo mega | suca 4 top 24.” this show conveys that life as a widow is full of tough challenges. mega syalshabillah illustrates that widows are always blamed for stealing other people's husbands, even though this is not necessarily true. as a widow, this perception always arises from the mouth of the community because of the negative perception that has already developed in society, even though being a widow is not someone's ideals and hopes but fate. negative perceptions about widows that are currently growing in the community certainly result in hurt feelings, and these feelings can lead a person to severe depression. mega syalshabillah illustrates that being a widow means that the burden of being a single parent is very challenging; this is because the duties and responsibilities of being a parent must be adequately fulfilled. however, the status as a widow while working is also full of great temptations, such as being teased by a masher man; it is not surprising that a widow gets unfavourable treatment. this treatment is undoubtedly a concern that has been experienced by widows who are struggling to provide for their families. this is what mega syalshabillah is trying to describe in her material. data 4 widows always get negative perception from society https://www.youtube.com/watch?v=hobaez1qye4 indonesia: tetangga gua nih aneh-aneh aja, apa aja diomongin, gua pulang malam aja diomongin. si mega pulang malam mulu pantesan jadi janda. lah, emang kalo orang pulang pasti jadi janda, hansip tiap hari pulang malem tapi ngga jadi janda. (3:44-4:00) english: my neighbors are just weird, whatever the situation, it's bound to be a topic of conversation, even, i came home at night too. mega comes home late at night, deserves to be a widow. well, if people go home, they must be widows? the security guard comes home at night only doesn't become a widow. (3:44-4:00) as previously explained, being a widow is not a person's dream. however, being a widow always has a negative perception. this is illustrated by mega syalshabillah, that whatever we do, whether it's work, behaviour, and other activities, is always associated with status due to being a widow, even though it has absolutely nothing to do with it. this perception causes widows to be depressed and confused about what to do. according verderber (1978), the perception of widows that develops in society has been described through the theory of perception. verderber (1978) say, perception is defined as the process of interpreting sensory information. from this understanding, the perception of widows brought by mega syalshabillah is an interpretation of meaning built and analyzed by him. perception generally occurs due to two factors, namely internal factors and external factors. internal factors come from within the individual, such as attitudes, habits, and will. at the same time, external factors come from outside the individual, including the stimulus itself, both social and physical. functional and structural factors influence individual perception. functional factors are personal factors. for example, individual needs, age, experience, gender and others are subjective. meanwhile, structural factors are outside the individual, such as the environment, culture and social norms that significantly influence a person's perception of something. perceptions of widows that develop in society are more damaging, as described previously, and this is due to the mindset of the people who have generalized the behaviour of widows to negative things. this perception is certainly very detrimental to people who have widow status. what has been described by mega syalshabillah in the material she delivered in stand up comedy became an event where he was able to represent widows to share their experiences as someone who has https://www.youtube.com/watch?v=hobaez1qye4 64 | lambok hermanto sihombing, adithiya wiradinatha saputra lingual (vol. 13, no.1, 2022) that status. the successful comic brought material about widows, which received various praises and positive comments from the public who watched and had a sense of empathy. the stand-up comedy style performed by mega is always themed about a widow. this can also be interpreted as a means of personal branding that mega syalshabilla is trying to build to be different from other stand up comedy comedians. according to mcnally (2004), three essential things become characteristics and must be considered in designing a strong personal brand, namely: 1. has a characteristic (authenticity). a solid personal brand describes something particular that reflects the ideas and values that distinguish him from others. this distinctiveness can be presented in unique qualities, physical appearance, or expertise. 2. relevant. it is a personal brand related to the person's character who explains something that is considered essential or needed by the community. if there is no relevance (attachment), strengthening the public's mind won't be easy. 3. consistent. that is an effort to run a personal brand continuously (consistently) so that other people can identify the personal brand quickly and clearly. these three things are the hallmarks of mega syalshabillah in delivering stand up comedy about widows. in the public's mind, a stand-up comedian who brings the theme of widows as her characteristic is sure to lead to mega syalshabillah because the personal branding she has built is perfect. mega shalshabillah in every appearance tries to answer various public perceptions about widows, the story that she brings is able to provide new understanding for the community so that it is not easy to have a negative view of widow status. furthermore, to build a strong personal branding, mega shalshabillah is always consistent with every material she brings, namely about widows. iv conclusion the negative perception of a widow is familiar to the public, a widow is a status that a woman certainly does not want. this negative perception makes a widow a challenge and a burden in itself. through this, the mega syalshabillah comic tries to answer various public perceptions about widows through stand-up comedy. the perception that arises leads to bullying, such as saying that widows are weak, widows are usurpers for people's husbands, and even if something fails, everything that is done will be associated with being a widow. this negative perception that mega syalshabillah is trying to portray in her stand up comedy material is to open the inner eyes of the broader community so that they realize the burden of being a widow is not easy and avoid/minimize all negative actions both in words and actions so as not to hurt a widow's feelings. the context of the widow's perception that mega syalshabillah is trying to portray can attract the attention of all circles, considering that the personal brand she has built is what makes her known, and the material presented can bridge the feelings of a widow in social life. references boles, j. (2010). life upon wicked stage: a sociologist's look at people in show business. iuniverse. fadeli, m. (2014). personal branding pada industri citra. j-ika / jurnal ilmu komunikasi, 3 fadhol, m. (2017). sharing-mu, personal branding-mu: menampilkan image diri dan karakter di media sosial. jakarta: visimedia. hariatiningsih, l. r. (2018). persepsi mahasiswa bsi kaliabang pada tayangan drama komedi dunia terbalik episode 151 di rcti. cakrawala-jurnal humaniora, 18(2), 205-212. mahfud, m. d. (1997). kritik sosial dalam wacana pembangunan. yogyakarta: uii press. mcnally, d., speak, k. d. (2004). be your own brand = resep jitu meraih personal brand yang unggul. jakarta: gramedia pustaka utama. mulyana, dedi. (2001). ilmu komunikasi suatu pengantar. bandung: pt remaja rosdakarya munir, a. (2009). kebangkitan kaum janda: akar teologis-spiritual kaum papa. pustaka pelajar. krissandi, a. d. s., & setiawan, k. a. c. (2018). kritik sosial stand up comedy indonesia dalam tinjauan pragmatik. pena: jurnal pendidikan bahasa dan sastra, 7(2), 46-59. kue, m. f., & sahertian, c. (2019). model elaboration likelihood dalam pembentukan personal branding pita’s life di youtube channel. jurnal nomosleca, 5(1). pragiwaksono, p. p., henny, i. (2012). merdeka dalam bercanda. bentang. purba, f. h., naibaho, p., & rajagukguk, w. (2018). persepsi masyarakat terhadap keberhasilan lapangan benteng sebagai ruang terbuka publik. alur, 1(2), 1-10. the perception of the widow in stand-up comedy mega syalshabillah | 65 rahmi, e., tressyalina, t. (2020). implikatur dalam lawakan komika abdur pada acara stand up comedy. lensa: kajian kebahasaan, kesusastraan, dan budaya, 10(1), 83-93. saputra, a. f. (2017). proses produksi pesan humor stand up comedy (studi kasus proses produksi pesan humor oleh anggota stand up comedy solo). sarwono. (1983). teori-teori psikologi sosial. jakarta: cv. rajawali septiani, v. n., adnan, i. z., & mujianto, h. (2017). konstruksi sosial identitas janda muda. sumber, 3(579), 2-927. slameto. (2010). belajar & faktor-faktor yang mempengaruhinya. jakarta: rineka cipta. syahputra, a., putra, h. r. (2020). persepsi masyarakat terhadap kegiatan kuliah pengabdian masyarakat (kpm). at-tanzir: jurnal prodi komunikasi dan penyiaran islam, 11(1), 1-20. verderber, rudolph f. (1978). communicate. belmont. california: wadsworth wulandari, y., suyatmi, t., fujiastuti, a. (2017). persepsi siswa sekolah menengah atas (sma) di kota yogyakarta terhadap kesusasteraan indonesia modern. literasi: jurnal bahasa dan sastra indonesia serta pembelajarannya, 1(2), 9-16. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 66 lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 18 “am i being rude”: exploring indonesian students’ intercultural communicative competence in inner circle countries ella yuzar, rahmiaty, fadhlur rahman state islamic institute of langsa, state islamic institute of lhokseumawe ella.yuzar@iainlangsa.ac.id, rahmiaty2021@iainlhokseumawe.ac.id, fadhlur.rahman@iainlhokseumawe.ac.id abstract studies in intercultural communication competence (icc) has been extensively investigated by numerous experts in the last decade. some models and approaches have been constructed to the purposes of developing individuals’ competency in intercultural communication context. however, some problems occurred due to cultural discrepancy. the purpose of this study is to explore strategies being used by indonesian postgraduates’ students who were undertaking their master and doctoral programs in english speaking countries to be inter-culturally and communicatively competent. interviews session (adopted from fantini’s conceptual framework) with sixteen indonesian students have been conducted to scrutinise their personal experienced and awareness in intercultural communication setting. despite the fact that the existences of cultural diversity in inner circle countries, indonesian students have attempted to exposure more in intercultural interaction. they converged themselves with other international students as well as with the domestic studentsin the international community. from a critical perspective, this study suggested that indonesian students should attempt to shift out from their ‘very own’ circle. equally significant, to be more open to initiate deeper conversation and involve in a more interactive, intercultural communication settings, with other students from different countries. keywords: intercultural communicative competence (icc), cultural discrepancy, indonesian students, international students, inner circle i introduction globalization and mobility have increased the internationalization of higher educational institutions. more and more people worldwide are choosing to attend university overseas (bennell, 2020), particularly in inner-circle countries (where english is used as l1) for various reasons. their desire to gain professional exposure in an international setting (ou & gu, 2020), improve their global employability (fakunle & higson, 2021), and expand their networking collaboration (alvarez valencia & fernández benavides, 2019) cannot be curtailed. approximately 3.3 million students have decided to pursue study abroad, according to the oecd's (2017) statistics. as a result, the university has evolved into the ideal paradigm of a multicultural atmosphere; individuals from diverse cultural backgrounds and languages participated in a variety of social activities which collectively form one global society. this is aligned with deardorff and jones (2012), who claim that one of the university's purposes is to equip international students with the skills required to live and work in a globalized society. students in higher education institutions are expected to have strong communication skills and positive interactions with international and domestic students (rauschert & byram, 2018). notwithstanding, because cultural differences and misunderstandings frequently create barriers to intercultural communication, the ability to communicate successfully in an intercultural context has become a critical skill for international students, including indonesian students who study in international colleges or universities (leong, 2015; mckenzie & baldassar, 2017). furthermore, ribeiro (2016) argues that higher education must reflect the transforming nature of society and the workplace. in this situation, students must develop intercultural awareness and communicative skills to live and function as a knowledgeable intercultural individual in a multicultural society. in essence, students who enrolled in tertiary institutions must possess a solid grasp of intercultural communication. international students are supposed to congregate in a 'global village' to survive (thomas & inkson, 2017). given the extent to which students from many cultural backgrounds have engaged in inner circle nations, there is a need for a complete understanding of students' voices. interestingly, the existence of various prominent scholarships, such as lpdp (indonesia endowment fund for education), australia awards, chevening, and fulbright, has resulted in an increase in the number of indonesian students studying in inner-circle nations in recent years. due to the extensive examination of the theoretical framework for intercultural competence, several alternative terms of intercultural competence have emerged, including global competence, transnational competence, cross-cultural awareness, transcultural communication, multidialectical mailto:ella.yuzar@iainlangsa.ac.id mailto:rahmiaty2021@iainlhokseumawe.ac.id mailto:fadhlur.rahman@iainlhokseumawe.ac.id “am i being rude”: exploring indonesian students’ intercultural communicative competence in inner circle countries 19 competence, and metacultural competence, depending on the context, discipline, and approach (see fantini, 2006; sharifian, 2013). as a result, scholars have developed and broadened many definitions and descriptions of intercultural competence. ruben (1976), spitzberg (1983), and byram (1997), for example, focused on communication contexts and behavioural approaches that demonstrate how individuals must have a strong personification ability to communicate effectively and represent appropriate behaviour when conversing with other interlocutors. bennett (1993), on the other hand, proposed a 'dynamic model' to explain how individuals deal with cultural differences during ethnorelative stages (denial, defense, and minimization). in a similar vein to bennett's definition, interculturalists such as chen and starosta (1996) defined 'cultural sensitivity' as an individual's capacity to recognize and respect cultural dissimilarities. additionally, intercultural educators such as van der zee and brinkmann (2004) and academics such as arasaratnam and doerfel (2005) have defined ic in cultural empathy, interpersonal skills, and cultural insecurity. fantini (2006) defined intercultural competence in a broader sense as the needed competencies to perform responsibly and successfully during intercultural encounters. however, these overviews of icc models focus exclusively on the criteria for evaluating the research results. sharifian (2013), in a more recent proposal to the icc, pushed the concept of 'metacultural competence' as a means of 'negotiating and participating' during the process of intercultural communication. essentially, this concept encompasses three critical components: knowledge of cultural variance, explanation, and negotiation (sharifian, 2013). additionally, this concept was applied in a recent study conducted by xu (2017) to develop the metacultural writing competency of international students who participate in online debate settings. to be sure, the research findings had significant implications for english language teaching, particularly in e-learning environments. despite the fact that competency in intercultural communication encompasses a variety of words, ideas, models, and techniques that have resulted in a diversity of evaluation methods. indeed, from culturally diverse face-to-face engagement to online learning, developing the necessary abilities for intercultural competence is a challenging task. in recent years, the study of intercultural communication competency has flourished in various professions and segments of society, including multinational corporations, military training, health services, and educational institutions. particularly for international students who are heavily involved with other intercultural speakers (also known as global citizens), including indonesian students in this context. ii materials and methods the purpose of this study, which drew heavily on the works of fantini (2006, 2018, 2020), was to explore the techniques employed by indonesian postgraduate students when confronted with intercultural interactions in inner circle nations especially in this context i.e. united states, england, australia where the participants have spent some time undertaking their educational. this study is primarily prompted to evaluate the competency of indonesian students in an intercultural communication context. significantly, to gain and explore insights into what may have gone wrong and what alternative options might be incorporated into the pre-departure training curriculum prior to sending students abroad. in this scenario, this research paper seeks to identify potential communication hurdles among indonesian postgraduates, international students from other countries and their domestic peers enrolled in english-medium universities as well as international community where english is the main tool of communication. understanding the causes and types of communication barriers among individuals involved in a global context is of particularly importance as to avoid misunderstanding and miscommunication. in addition, the study aims to discuss the strategies employed by indonesian postgraduates to overcome communication problems in the international and intercultural settings. this research employed a narrative inquiry to explore pattern and phenomenological order of the participants’ personal experiences. classification of the patterns and data observed are accomplished through the use of in-depth interview. the questions for the interview were adapted from fantini's (2006, 2018, 2020) prominent works in order to determine participants' intercultural communicative competence as well as to investigate their strategies. miles, hubberman and saldaña’s (2018) data analysis technique was used to find the pattern emerged from the interview result. 16 indonesian postgraduate students who come from a variety of academic fields involved in this study. half were enrolled at australian universities, whereas three of them were studying in the united kingdom, and five people were in the united states. the participants were purposively chosen for their compliance and the availability of time. however, all were required to have spent at least two semesters living and studying in interactive seminar classrooms. since they were still living abroad at the time of data 20 | ella yuzar, rahmiaty, fadhlur rahman lingual (vol. 13, no.1, 2022) collection, the majority of respondents were interviewed by video conferencing (zoom and google meet), while the remaining respondents were interviewed offline or in-person. those who were interviewed face to face were students in australian universities since the researchers were in the country at the time of data collection. there were not any considerable differences emerged from both the online and offline interviews as all the participants seemed to answer the questions in a comfortable manner. each participant took approximately 40-50 minutes for the interview. using the narrative inquiry approach, the interview was started as a casual conversation as it evolved into a more patterned question-answer regarding the participants’ experience in their international environment. the respondents were between the ages of 25 and 40. details regarding the participants can be observed from the table below. code of participants (p) gender age details p1 female 25 years old born in bandung, master of applied linguistics, monash university p2 male 38 years old born in east java, ph.d. in education, university of sydney p3 female 26 years old born in bali, master of international development studies, monash university p4 male 30 years old born in surabaya, master of education, university of new south wales p5 male 27 years old born in nusa tenggara timur, master of data science, monash university p6 female 25 years old born in malang, master of arts, university of adelaide p7 male 29 years old born in aceh, master of civil engineering, monash university p8 female 32 years old born in nusa tenggara barat, master of education, monash university p9 female 29 years old born in aceh, master of science, university of bristol p10 female 27 years old born in west sumatra, master of education, university of leeds p11 male 35 years old born in aceh, master of law & public policies, university of sussex p12 male 39 years old born in aceh, ph.d. in primary education, ohio state university p13 female 37 years old born in medan, ph.d. in education, university of texas austin p14 male 37 years old born in aceh, ph.d. in history, university of north carolina p15 male 34 years old born in north sumatra, ph.d. in education, university of south florida “am i being rude”: exploring indonesian students’ intercultural communicative competence in inner circle countries 21 p16 male 35 years old born in east java, ph.d. in education and tesl, university of maryland, baltimore iii results and discussion from the descriptive qualitative analysis, the findings from the data set are classified into two categories and additional subcategories. first, the reasons that cause barriers in intercultural communication are discussed. next it follows by the strategies used by the indonesian students to tackle the situation to avoid the intercultural miscommunication when they were among their international peers. 3.1 issues that cause intercultural miscommunication in higher education context 3.1.1 unaware to the existences of different dialectical used in english being international students at global universities, to have ability at recognising varieties of english/englishes is a necessity. unaware to the existences of different dialectical used in english may compromise other transition concerns, resulting in an inability to create intercultural exchange with other international and domestic peers. further, due to the spread of english as a heterogeneous language, exposure to multidialectal and multiple conceptualisations of englishes are exceptionally demanding process. “back then in indonesia, my english teacher never taught me varieties of english like i encountered here, i used to learn and listen for only american english…and the english language materials that we have in our textbook was also written in american english. so, first time i encounter intercultural interaction with my friends such as from korea, india, china and australia, i found it hard to understand them….” (p9) the participant’s statement above would resonate with many other english as foreign language students in indonesia. many english teachers at level of junior high school and senior high school would assert that there are only 2 standard english that should be recognized, i.e., british english and american english. reflecting on the authors personal accounts, english teachers in indonesia hardly ever explain that english is not merely spoken in the assumed major accents. in fact, students are rarely exposed to learning materials that adopted the australian accent. however, in the international context where english users are widely various, english might be affected by many accents, even by a very thick one such as indian english, vietnamese english, etc. it should be noted that from p9’s case, interacting with other students whose english is not their first language is a positive sign, on the other hand misunderstanding could be raised. therefore, a ‘passive competent’ like ‘multidialectal competence’, which is brought up by canagarajah (2006), is necessary in intercultural communication context, in this case especially, in the education institution environment like universities where international students engaged intensively. 3.1.2 different mode of views in values the excerpt below describes one of p10’s experiences when she was living with her australian roomates. she confronted a situatuation that would be characterized as a different social interaction where australians usually greet each other when they encounter people they know even though they live in the same house. greetings such ‘good morning’, ‘good night’, ‘hi’, ‘how’s your day?’ are commonly conversed in social interaction. on the other hand, p10, at the time, admitted that she was not ready for that type of social protocol. p10 came from a provincial country area in indonesia where most people do not recognize saying ‘good morning’ to each other. in addition to this, prior to her departure to australia, p10 had never had much experience engaging in international communities. when she was reluctant to respond to her interlocutors, she said that she was taking time to process the new way of communication and did not mean to create distantance. however, this different speaking custom was not seen favourable when interacting with an australian or anyone coming from a more multicultural context. not converging into the custom of the place where we live might create an awkward situation and develop negative preconception. at the beginning when i arrived in australia, i was living with two australian working ladies, and i didn't really expect to hear greetings like "good morning" or "good night" 22 | ella yuzar, rahmiaty, fadhlur rahman lingual (vol. 13, no.1, 2022) uttered every time we went to bed. 'assalammualaikum' is all we say when we meet or part ways with someone, and we don't really greet that much; we merely smile when we do so. when she murmured "good morning" to me as i stepped out of my bedroom, i felt compelled to react, lest she think i was being impolite. at one time, i still recalled that moment, and i asked myself, am i being rude? am i still unfamiliar with australian customs? (p10) as every culture has its unique concept and value systems, cultural discrepancy has repeatedly caused impediment among intercultural speakers. in this case, p10 views on greeting is noticeably influenced by her own culture on seeing the world, particularly in terms of greeting manner. her (p10) orientation in valuing australian greeting has significantly caused problem in intercultural interaction. therefore, one practical element that is essential to be mentioned is by displaying respect to others, in order to show a positive attitude. further, being flexible as well as express initiating when encountered intercultural communication is also crucial in this circumstance. furthermore, instead of putting a judgemental respond to that greeting (such as being ignorant to not reply), being able to acknowledge and respect other people culture is fundamentally required during face-to-face intercultural interaction, in other words ‘to see the world with different perspective’. to conclude, it confirmed the demand of seven dimensions of icc behavioural approach that proposed by ruben (1976), to be successfully competent in intercultural interaction. 3.1.3 misinterpreted meaning in particular setting "when i had a collaborative learning experience with other international students, i was exhausted and sleepy. while everyone in the group is working hard to complete the task, i was uninterested in group work since i figured it could be completed just as well without my contribution. then all of sudden, at this one time, one student said to me, ‘you better get sleep when we are working on it’. without complaining, then i just sat comfortably and relaxed. but that was actually…” (p7) the excerpt above illustrates a group work situation among several international students and at some point, the participant (p7) received a sarcastic utterance from his peer. the line ‘you better get sleep when we are working on it’ should have not been understood literally. here, p7 had failed to recognize the real intention behind the phrases and by extension, misread the situation. as the result, his friend got irritated by his following action and p7 did not even realize it. interpersonal communication in global colleges can be severely hampered by misunderstandings. it could lead to misinterpretation and misapprehension. in this case, p7 was apparently misinterpreting the ‘sarcasm’ being used by his colleague. he thought that what his colleague was saying is something that really support him to pause and take a rest. but it was actually a “sarcasm” which was being used to rhetorically telling something that means the opposite one. misinterpreting meaning in communication like this have been done by many ‘intercultural speakers” because mostly they rely on the norms of their native language. p7 admitted that he came from a small city in indonesia where this type of sarcasm was not very palpable for him. another case could be that the utterances did not appear to be a mocking remark for p7 because he did not realize it due to limited language pragmatic ability. in this sense, it confirmed the theory multidimensional icc model as byram (1997) proposed, which encompass the element of savoir comprede means the ability to interpret meaning and relate something on the context is essential in intercultural communication. additionally, complex language ability is essential to increase one’s intercultural communicative competence. 3.2 strategies being used to counter intercultural communication setbacks 3.2.1 give credence to diversity after discussing what might cause problem when communicating with people in an intercultural context, the participants were asked what lesson they would keep to themselves and strategies they would use to overcome the communication barrier. the excerpts below show the participants’ perceptions and their approach to reduce the social awkwardness during the social interaction in within an international environment. “am i being rude”: exploring indonesian students’ intercultural communicative competence in inner circle countries 23 “…after a while, though, i learned that i can't be ignorant, disrespectful, or naive like i was when i did what i did. i have to accept that every culture has its own set of values, and i have to respect them. because of that, when they greet me, i try to respond and show a positive attitude, and i've done that each and every day since then, which means that i've converged to them. as long as that doesn't hurt my own value, i respect that.” (p10) “i think the most important strategy to assist myself in dealing this kind of intercultural communication problem is by being open and accept the differences. by being open, and lenient towards unintended insult caused by cultural differences. equally important is to be willing to learn and being cooperative. i use this strategy often while i am in australia. i think that my interlocutors are also aware of this.” (p1) “i have to develop my knowledge about other people culture, and also i must have much exposure i mean to interact with a lot of people, so i will learn more, and i will become more open-minded, and of course i have to respect their culture as well” (p16) from these quotes, it can be observed that the participants have acknowledged several important lessons regarding their experiences in intercultural communication. for these reasons, it can be admitted that the essence of intercultural awareness is to foster intercultural speakers with converging into other’s culture and accept the diversity. this is one of the most frequently cited reasons for the breakdown of communication between international and domestic students, particularly when international students choose to stay in communities alongside local residents (jackson, 2010). thus, it should be noted that it is essential to start learning something from those differences that appeared during intercultural encounters. this fact is also visible in the classroom, where teachers have a widespread perception that certain overseas students create groups of people who share a shared culture and first language. therefore, individuals should strengthen themselves with being open by changing the ego mindset/ethnocentric as well as start treating different culture based on respect. numerous theoretical frameworks (ruben's behavioral approach, arasatnam and doerfel's culture-generic approach, and sharifian's metacultural competence) argue that open-mindedness and multicultural awareness are necessary components of intercultural competence. this is congruent with davies and rizk's (2018) argument that a lack of understanding about others' social and cultural practices, as well as cultural disparities, might result in communication breakdown and prohibit people from interacting further. on the other hand, cultural familiarity and language proficiency boost overseas students' endeavours to establish friendships with both domestic and international students. 3.2.2 engaging in a collaborative manner while p10, p1, and p16 assert strongly that an awareness of cultural diversity is a necessary component of intercultural competence, p2 and p6 responded that it is critical to question our preconceived assumptions and prior knowledge about other people. each individual has a unique perspective on things (in a more limited context), as well as a different insight upon that world (in a more general context). in essence, most people tend to assume that others will behave just as we expect they would. as a consequence, we should exercise our self restraint when expressing ourselves, posing questions, and responding, as failing to do so will have negative impacts for our fellow interlocutors. in this particular component, p2 has to put a collaborative manner during his experience encountered intercultural communication, by asking for apology towards his peer interlocutors. collaborative engagement between multicultural students benefits both the international student and the host student, as well as the university. luo and jamieson-drake (2013) assert that the presence of international students will expose the opportunities for host students to be exposed more to other languages and socio-cultural identities. additionally, interactions between the two groups may result in establishing a more extensive social network, from which they might benefit mutually through the exchange of ideas, information, experiences, and encouragement. however, once students enter the professional world, their ties will aid them in their future endeavours (krajewski, 2011). “when i was volunteering in the spring-fling festival, i am having a chit-chat with my australian working partner. every time she talked to me, i just answering it with a very direct answer and bluntly, without adding more explanation…for about a moment it was very awkward situation. but this happened actually because i assume that australian people really want to talk directly. later on, i realise that in australia, the people here really love a small talk so that i should talk more and engage in conversation.” (p6) 24 | ella yuzar, rahmiaty, fadhlur rahman lingual (vol. 13, no.1, 2022) “my vietnamese roommate is funny most of the time. one day, while we are having a lunch, we are having a small chit-chat. he informed me that he's attempting to obtain a permanent residence visa to stay in australia and had to take pte test. then i asked him about his plan for his future if he failed the test, “what will you do if you failed the test? by asking directly. i was attempting to ask his plan for the future if the visa got rejection. but it turns out he assume that i was hoping him to be failed. a moment after that i apologized right away and reveal my true intention of asking him that question. in that case i thought first it will be okay if i ask the way i ask thing, but it result in different way, so i tried to engage in a collaborative manner”. (p2) interacting with people from various cultures and perspectives will familiarize local students with developing their intercultural awareness. they will also improve their intercultural communicative competence, which has become an increasingly important requirement in today's globalized society. it is reasonable to suggest that being interculturally competent influences a positive outcome. further, this is also supported by a variety of icc theories and approaches; this essential competence conceives the ability to understand one another, avoid conflict among interlocutors, and foster decision-making skills. as a matter of fact, it will also contribute to the internationalization of higher education goal of producing graduates capable of working in a multinational and multicultural environment. all in all, two important implications emerge from the findings. first, the importance of selfdevelopment during the acculturation process cannot be overstated. according to deardoff (2006), "intercultural competency is viewed as a lifelong practice." this research served as the foundation for creating a handbook for international students enrolled at the university. the group became more cohesive and active on campus due to the implementation of these activities. the institution held an annual cultural appreciation day, which resulted in a better cultural life on campus. it was clear that social connection and cultural appreciation were taking place. cross-cultural experience teaches us that people seek meaning and identify themselves in some way as members of a globalized society. this paved the way for the establishment of an organization for international students. second, the need to change the efl teaching idea in the indonesian educational system, owing to the prevalence of english variations. according to the participants' concern, efl education in indonesia primarily focuses on american english (ame) and british english. in fact, the primary goal of foreign language learning is to develop cross-cultural communicative competence, and the course objectives are to acquire these competencies sequentially (nesterova & remizova, 2019). therefore, language curriculum designers and educational policy makers need to step in and reform the language program. english teachers in indonesia must be informed not to set english usage as secluded. it is important to understand the standard use of the language, but students also need the exposure of how english is spoken in international context. interestingly, several methods have been identified due to indonesian students' intercultural interactions and acculturation processes. although the emergence of cultural variety exists in inner circle countries educational systems, indonesian students have tried to increase their exposure to intercultural engagement. according to the researchers’ observation, some efforts must be commended on the part of indonesian students as they converge with other students and the community in which they live. as a result, another essential point to advocate in this research is that indonesian students should endeavour to expand their circle and comfort zone to be more receptive to initiating communication with students from various countries. equally significant, the inclusion of inner circle cultures needs to be integrated in indonesia efl’s curriculum setting (ubaidillah, 2019). iv conclusion to summarize, the study aimed to investigate the primary issues contributing to intercultural communication misunderstandings and classify which elements of icc might be developed to increase student's intercultural competence. apparently, indonesian students undertaking graduate programs abroad have faced situations that might lead intercultural miscommunication. these might cause by students’ lack of awareness regarding the varieties of english use in international context. foreign language learners, especially in indonesia, are barely informed that english is not only spoken by people from the inner circle countries such as united kingdom, usa, australia, canada, etc. having different culture, values, and tradition has also contributed to barriers in a social interaction in multicultural settings. indonesian students might encounter several communication cues that they have never found in their cultural context which would generate confusion as to how to give a natural response. another is “am i being rude”: exploring indonesian students’ intercultural communicative competence in inner circle countries 25 the lack of language competence might cause inability to interpret the real meaning between interlocutors. not realizing what the speakers are really saying might cause the students to react inappropriately and create a communication breakdown. however, there are also strategies found among those indonesian students such as accommodating to different cultural values in an international context is essential for smooth communication process. this could also be fostered by engaging themselves in more collaborative activities, either for academic or social purposes. the result of the study might inform educational stakeholders at different levels. for example, it is crucial for the scholarship providers to give a subtansial amount of intercultural communication training for their awardees in order to maintain academic success and networking at global universities. at the institutional level, language curriculum designers and policy makers ought to consider introducing world englishes or english in the global context for its students. therefore, indonesian speakers of english can be ready to collaborate at an international circumstance and avoid being rude to other people from different cultural background. references alvarez valencia, j. a., & fernández benavides, a. (2019). using social networking sites for language learning to develop intercultural competence in language education programs. journal of international and intercultural communication, 12(1), 23-42. arasaratnam, l. a., & doerfel, m. l. (2005). intercultural communication competence: identifying key components from multicultural perspectives. international journal of intercultural relations, 29, 137-163. bennell, p. (2020). the internationalisation of higher education provision in the united kingdom: patterns and relationships between onshore and offshore overseas student enrolment. international journal of educational development, 74, 102-162. byram, m. (1997). teaching and assessing intercultural communicative competence. clevedon: multilingual matters. canagarajah s. (2006). changing communicative needs, revised assessment objectives: testing english as an international language. language assessment quarterly 3(3): 229–242. chen, g. m., & starosta, w. j. (1996). intercultural communication competence: a synthesis. in r. b. brant (ed.), communication yearbook 19. thousand oaks, ca: sage publications. davies, s., & rizk, j. (2018). the three generations of cultural capital research: a narrative review. review of educational research, 88(3), 331-365. deardorff, d. k. (2006). theory reflections: intercultural competence framework/model. journal of studies in international education, 10, 1-6. deardorff, d., & jones, e. (2012). intercultural competence: an emerging focus in international higher education. the sage handbook of international higher education, 283-303. fakunle, o., & higson, h. (2021). interrogating theoretical and empirical approaches to employability in different global regions. higher education quarterly, 75(4), 525-534. fantini, a. e. (2006). exploring and assessing intercultural competence. final report of a research project conducted by the feil retrieved from https://digitalcollections.sit.edu/ cgi/viewcontent.cgi?referer=&httpsredir=1&article=1001&context=worldlearning_publications fantini, a. e. (2018). intercultural communicative competence in educational exchange: a multinational perspective. routledge. fantini, a. e. (2020). reconceptualizing intercultural communicative competence: a multinational perspective. research in comparative and international education, 15(1), 52-61. jackson, j. (2010). intercultural journeys: from study to residence abroad. basingstoke, uk: palgrave macmillan. krajewski, s. (2011). developing intercultural competence in multilingual and multicultural student groups. journal of research in international education, 10(2), 137-153. leong, p. (2015). coming to america: assessing the patterns of acculturation, friendship formation, and the academic experiences of international students at a us college. journal of international students, 5(4), 459-474. luo, j., & jamieson-drake, d. (2013). examining the educational benefits of interacting with international students. journal of international students, 3(2), 85-101. mckenzie, l., & baldassar, l. (2017). missing friendships: understanding the absent relationships of local anld international students at an australian university. higher education, 74(4), 701-715. doi 10.1007/s10734-016-0073-1 26 | ella yuzar, rahmiaty, fadhlur rahman lingual (vol. 13, no.1, 2022) miles, m. b., huberman, a. m., & saldaña, j. (2018). qualitative data analysis: a methods sourcebook. sage publications. nesterova, t. g., & remizova, v. f. (2019). aspects of ecological education in foreign language classes. ответственный редактор, 30. oecd (2017), "indicator c4 what is the profile of internationally mobile students?", in education at a glance 2017: oecd indicators, oecd publishing, paris. https://doi.org/10.1787/eag-2017-en. ou, w. a., & gu, m. m. (2020). negotiating language use and norms in intercultural communication: multilingual university students’ scaling practices in translocal space. linguistics and education, 57, 100818. pm ribeiro, s. (2016). developing intercultural awareness using digital storytelling. language and intercultural communication, 16(1), 69-82. rauschert, p., & byram, m. (2018). service learning and intercultural citizenship in foreign-language education. cambridge journal of education, 48(3), 353-369. ruben, b. d. (1976). assessing communication competency for intercultural adaptation. group and organization studies, 1, 334-354. sharifian, f. (2013). globalisation and developing metacultural competence in learning english as an international language. multilingual education, 3(7), 1-11. spitzberg, b. h. (1983). communication competence as knowledge, skill and impression. communication education, 32, 323-329. thomas, d. c., & inkson, k. c. (2017). cultural intelligence: surviving and thriving in the global village. berrett-koehler publishers. ubaidillah, m., f. (2019). construing efl students’ beliefs on the inclusion of inner circle cultures in english language teaching. lingual: journal of language and culture. 7 (1), 22-26. van der zee, k. i., & brinkmann, u. (2004). construct validity evidence for the intercultural readiness check against the multicultural personality questionnaire. international journal of selection and assessment, 12, 285-290. xu, z. (2017). developing meta-cultural competence in teaching english as an international language. in f. sharifian (ed.), advances in cultural linguistics (pp. 703–720). singapore: springer nature. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 27 implicatures in alfatah nando’s short movie terlanjur mencinta idha nurhamidah, liliek soepriatmadji, sugeng purwanto universitas islam sultan agung, universitas stikubank semarang idhanurhamidah@unissula.ac.id, liliek_soepriatmadji@edu.unisbank.ac.id, sugeng_purwanto@edu.unisbank.ac.id abstract youtube has been flooded with contents within a movie genre, mostly the products by junior creators. it is therefore important to appreciate their works to maintain their creativities and innovations. positive responses to such literary works are also required to improve their quality writing. the current study was aimed at identifying and at the same time construing the implicatures found in each act of the movie entitled terlanjur mencinta directed by alfatah nando. george yule’s pragmatic theory (1996) was used in relation to implicatures caused by conversational maxims (grice, 1975) supported by linguistic evidence-based contextual interpretation, namely utterances and stage directions. findings show that generalized conversational implicatures were identified, namely 12 implicatures in which 42% was due to violation of manner maxim, 33% attributed to that of relation maxim, 17% due to that of quantity maxim, and 8% due to that of quality maxim. in addition, 4 conventional implicatures were found in the monologue. the study concludes that the implicatures can be easily understood through the contexts of situations. it is recommended that future researchers can formulate the ideal proportion and distribution of implicatures in a particular text in terms of quality, employing comparative rhetoric and a special research instrument. keywords: pragmatics, implicature, conversational maxims, short movie, youtube creator i introduction language is used to make meanings to be understood by interlocutors, in such a way to create linguistic interactions, enabling communication to occur for special purposes, in relation to the development of culture, civilization, technology, etc. (cai et al., 2021; olmstead et al., 2021). in other words, any line of human activities cannot be separated from the use of language, be it written or spoken. however, communication does not always succeed in its mission as expected by language users. there are possible language barriers related to activities of communication, for example, the use of grammatical complexity, technical vocabulary (registers), strange intonation due to the influence of a particular linguistic background, and many more (lodge, 2021). this has triggered language users to realize the importance of pragmatic knowledge to construe both implicit and explicit utterances (isanova, 2021; mcconachy & liddicoat, 2021). generally speaking, language users find it easy to understand explicit meanings of particular utterances, especially with respect to the use of denotative and idiomatic expressions or publicly-known connotations. as for implicit meanings, it is not always the case. problems may be encountered, especially by those with least pragmatic knowledge so as to cause misunderstanding (due to local cultures), up to a severe point of social unrest caused by misunderstanding in the use of language. high prevalence of contents in youtube within the genre of movie produced by junior creator is a positive phenomenon of creativity and innovation that has to be appreciated (pires et al., 2021; seo & jung, 2021). the concrete form of appreciation is by subscribing, viewing, and commenting or sharing the channel. responses (hereinafter referred to as literary criticism) to such literary works should also be undertaken to improve quality and beauty. peer evaluations performed among creators and or viewers, including literary critics may create natural selection which positively improves the movie world of unlimited scopes across the globe. short movies produced in youtube by indonesian creator as manifestation of the channel dynamics have confidently employed the local languages. more surprisingly, subtitle services according to the proposed languages have been available to bridge the gap of understanding between creators and viewers of particular youtube channels. the current study was aimed at identifying and construing the implicatures found in each act of a short movie entitled terlanjur mencinta directed by alfatah nando. other issues related to comprehensibility of the plot, conflicts, and moral values were also discussed to justify that language is mostly pragmatically used, implying that meanings are implicitly expressed. lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 1 mailto:sugeng_purwanto@edu.unisbank.ac.id mailto:liliek_soepriatmadji@edu.unisbank.ac.id mailto:idhanurhamidah@unissula.ac.id i materials and methods i.1 theoretical highlights implicature or implicit meaning can be identified in an utterance and is therefore a logical consequence of language use (betti & khalaf, 2021; meyer & feiman, 2021; qin & van compernolle, 2021; sbisà, 2021; terkourafi et al., 2021). even implicit meaning has to be used in response to culture. conversational implicature is a sort of pragmatic implication that may occur due to violation of cooperative principles (li, 2021; yudith et al., 2021). pragmatic theory (yule, 1996) proposed two types of implicatures, namely ‘hedges’, ‘conversational implicature’ and ‘scalar implicature occurring due to violation of conversational maxims consisting of quantity, relation (relevance) and manner maxims (kurniadi, 2021; d. lestari & firdaus, 2021; nahak & bram, 2021). yule also states that there is another type of implicature called ‘conversational implicature’ in which its occurrence is not caused by violation of conversational maxims. this can be found in monologues, such as speeches or stand-up comedies or non-verbal expressions such as talking to one’s self. in the research on a movie entitled laskar pelangi directed by riri riza, for example, nine types of implicatures were found, consisting of four violations of relevance maxim, three violations of quantity maxim, and the other two violations belonging to maxim of manner and maxim of quality. the research findings were informally presented focusing on the process of occurrence of implicatures due to cooperative principles of conversation (yulianti & utomo, 2020). meanwhile, another research on implicature was performed, involving people in a market to identify types of conversational implicatures made by sellers and buyers, namely (1) accepting as demanded by need for something, (2) rejecting due to high prices, and (3) bargaining due to the high offer of price. the implicatures occurred in indirect expressions caused by conditional, situational and linguistic factors. the findings indicated that implicatures were mostly dominated by acceptance dominated and least by bargaining (maydolina et al., 2020) the use of implicature is also related to presumption (something foregrounding an utterance) as evidenced in the research (mansyur, 2020) on a sighing open debate by candidates of governors of west java province in 2018-2023. meanings were interpreted based on presumptions and implicatures occurring in the debate speech events. the findings indicated that, in general, conversational implicatures consisted of conventional implicatures (62.16%) and conversational implicatures (22.98%), while presumptions of 14.86%. the types of implicatures included ordering, expelling, showing hates, flattering (persuading), sighing, avoiding, and mocking. however, the occurrence of implicature is not always initiated by presumption. therefore, in such a study, the percentage of occurrence of implicatures should have been separately performed apart from the occurrence of presumptions as both were of no cause-and-effect factors. when bothwere observed, it would be better limited to comparative frequency counts based on which interpretation could be made. in respect to the novelty of this study, the previous researches as described above have not addressed any issues related to implicatures of monologues and dialogues in a short movie to form a particular discourse with a particular target audience, as well as involving special techniques for the audience to enjoy a movie in a short period of time. this study contributes a new linguistic repertoire in terms of (1) application of pragmatics in a literary work employing a total sampling. the point was to identify the occurrence of implicatures in a literary work within a short period of time, yet yielding a lot of implicit expressions or utterances. in addition, (2) presumption and implicatures were separately presented for more comprehensive understanding of a literary work. i.2 method the current study is descriptive, qualitative and interpretative in nature. the data were taken from a short movie entitled terlanjur mencinta [already in love]. the movie is directed by alfatah nando, produced by padi entertainment in 2020 with 20.2k subscribers and has been viewed by 369,209 viewers. the movie is supported by a famous sound tract of the same song title ( terlanjur mencinta). the movie was produced in time of covid-19 pandemic showing creativity of junior artist maximizing the government policy of work from home (wfh). upon watching the movie, researcher team have found possible implicatures worth analysing as they may yield significant pragmatic findings in the use of language. the movie consists of five acts. each act was analysed employing theory of conversational maxims (grice, 1975) such as used in researches to identify the violations of conversational maxims (n. g. lestari & helmie, 2020; wahyunianto et al., 2020) in dialogues and monologues. meanwhile, pragmatic theory (yule, 1996) were used to describe the implicatures based of violations of immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 3 conversational maxims. implicatures were interpreted to reveal the intended meanings through contexts and co-texts. the results of analyses were tabulated for further discussion on which to draw conclusion and recommendation. ii results and discussion ii.1 findings as in a short story which can be enjoyed in one sitting, a short movie only needs 5-15 minutes to watch in order to comprehend the whole story. the essence of the two genres of such literary works is that both can present reflections or contemplation on the part of the audience (readers and lookers-on). for this, due to the limited time, the plot was made short, dealing only one conflict or viewed from one angle of look. this has enabled implicatures to occur along each utterance either in monologues or monologues. an 8 minute-and 29 second movie terlanjur mencinta presents various implicatures in monologues (conventional implicatures) and dialogues (implicatures based on violation of conversational maxims). to help non-indonesian readers to have a full understanding of the story, team of researchers of this study provided english translation of the dialogue, monologue and narrative. this was done through a forum group discussion (fgd). ii.1.1act 1 <overheard in a well-designed apartment complex in a city, voices of two women talking in mobile phones, each is talking right from her own dwelling place, shot one after another> (1) ra : “fin, pokoknya lho harus jadi tinggal di apartemen gue.” [fin, you have to live with me in my apartment, no choice] (2) fina : “ah, iya ra. bawel loe.” [ok, ra, such a talkative] <wagging her hand over the mobile phone screen. turning herself to a white car appraocing the house next door> (3) ra : “ya lagian, emangnya loe ngga bt tinggal di rumah segede itu sendirian” [don’t you feel lonely to live in such a big house, alone?] (4) fina : <not answering, still focusing on the white car> (5) ra : “hallo…! <shouting> fin…? masih di sana?! fin…?” [fin? are you there?! fin?] (6) fina : <still focusing on the white car, there is a man getting off the car. slowly, she is approaching the man> “ra…ra…ra, bentar ya…, dah dulu ya dada-dada” [ra…ra…ra, wait. ya bye bye for now] (7) ra : “eh, tunggu dulu masih mau ngomong nih…” [eh, wait. wanna talk more] in the phone dialogue above, there occurs a violation of conversational maxim, namely (2) fina violates maxim of quality, by giving an attribute bawel [talkative] to ra. besides, fina is not enthusiastic in response to ra’s demand; this can be seen physically from fina’s behaviour, wagging her hand over the screen of her mobile phone, and turning herself to a white car approaching the house next door. however, ra understands fina, namely agreeing to live together, and does not care for the attribute bawel as said by fina, and yet focusing more on the importance of living together with the follow-up response (3) “ya, lagian, emangnya loe ngga bt tinggal di rumah segede itu sendirian.” again in (4), fina violates maxim of manner by not giving a follow-up response. after (5) ra says hallo, in a loud voice and “fin? masih di sana?! fin?” finally, (6) fina responds, but she responds by violating maxim of relevance, saying “ra…ra…ra, bentar ya…, dah dulu ya dada-dada.” (7) ra quickly shouts, “eh, tunggu dulu masih mau ngomong nih…” but the telephone has disconnected, at the same time showing violation of maxim of behavioural manner by fina, disconnecting the phones. implicature-1 (due to violation of quality maxim) occurs when fina give an attribute bawel loe implicitly meaning that “as a matter of fact, fina does not really like to receive a call from ra who always wants to convince that they will live together.” implicature-2 (due to violation of relation maxim) occurs when fina ends the phone as “ra…ra… ra, bentar ya…, dah dulu ya dada-dada” implicitly meaning that “i don’t wanna talk with you any more” and simply cutting off the phone. regarding fina’s violation of manner maxim, no implicit meaning can be identified. it is assumed that ra understands the situation. ii.1.2act 2 (1) fina : <approaching a man, busy bringing a trunk, a back-bag and a guitar) “e… rumah ini kan kosong…ngapain loe di sini?” [no body lives in the house. what on earth are you here for?] (2) bara : “e… gue yang nempatin rumah ini sekarang” [e…me living in the house now!] (3) fina : “o… <talking with herself> (4) bara : “oi!” <surprising fina who is talking with herself> (5) fina : “eh …iya” [eh, yeah] (6) bara : “nama gue bara” [my name’s bara] (7) fina : “fina. gue yang tinggal di .. <pointing at her house> .. situ” [fina. i live over there] (8) bara : “o.., kita tetanggaan donk sekarang?” [oh, we are neighbors, then] (8) fina : “iya, kebetulan… tetangga” [a coincidence … we are!] (10) bara : “o… yaudah, gue balik bebenah barang gue ya?” [well, let me get things done, right?] (11) fina : “bye bara.” <returning home> (12) bara : “bye fina” in the above dialogue, (2) bara violates maxim of relevance to fina’s question “ ngapain loe di sini?” in (4) bara breaks fina’s day-dreaming in (3), and (5) fina manages to get herself back, saying “eh..iya”. in (7) fina violates maxim of quantity, giving unnecessary information, though finally (8) bara can get fina’s information. in (10) bara diverts his talk, and (11, 12) they say bye to each other. implicature-1 is due to violation of relevance maxim. bara’s response actually means “look! today, i am moving in this house.” fina’s violation of quantity maxim has caused bara to conclude that they are neighbours as implicature-2 fina’s monologue: “bara, anaknya ok juga. ah, masak baru kenal gue langsung tertarik sih sama dia? ini kali ya, yang namanya jatuh cinta pada pandangan pertama. ehm. <occasionally winking at bara who is entering his house> [bara, such a nice kid! ah, isn’t it logical for me—as newly introduced—to be interested in him? is it probably what is called love at the first sight. ehm] in this monologue, a conventional implicature occurs. fina is talking with herself (1) making judgment about a newly-known individual, asking herself and concluding by herself, ending in an ehm sound—full of meanings. ii.1.3act 3 <morning! fina is doing sport exercises>. (1) fina : “selamat pagi tetangga baru…!” [g’morning, new neighbor..!] (2) bara : “selamat pagi, fina!” [good morning, fina!] (3) fina : <approaching bara who is ready for cycling> “trendy juga ya loe anaknya, mentang-mentang sekarang lagi musim sepeda, loe malah ikutikutan” [such a trendy boy you are, coz of cycling season, you are just following it] (4) bara : “ngeselin juga loe ya? ya, walaupun di rumah aja kan gue harus tetep sehat. maka gue sepedaan.” [a naughty girl, aren’t you? well, despite just staying at home, i have to be healthy. thus, cycling!] (5) fina : “terserah deh…” immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 5 [all up to you] (6) bara : <dragging his bicycle, rides on> “loe kan tetangga gue satu-satunya nih, itung-itung gue selametan, bantuin gue juga beresberes di rumah ya?” [you are the only neighbour, as a day of blessing, help me make over the house, will ya?] (7) fina : “bisa aja loe” <tapping bara’s back> [what a tricky of you] (8) bara : “bye fina” <cycling> (9) fina : “pokoknya gue gak mau tahu ya, kalau gue beresin rumah loe, loe harus beliin gue kopi” [no matter how you do it, if i clean your house, you must buy me coffee] (10) bara : “ga denger…” [can’t hear ya] (11) fina : “iiih.. bara.” <smiling> [shit!] in (4) bara violates maxim of relation, responding to fina’s comment by saying “ ngeselin juga loe ya?” expressed jokingly so as not to cause misunderstanding bara continues with logical argument on fina’ comments. this further confirms that the setting of this movie is during covid-19 pandemic expressed in (4) “… ya, walaupun di rumah aja kan gue harus tetep sehat. maka gue sepedaan.” in (5) fina violates maxim of manner by commenting “terserah deh..” in addition, in (7) fina violates maxim of manner, in agreeing to clean bara’s house. both in (5) and (7) fina uses joking expression and not to cause miscommunication. in (10) bara violates maxim of manner by responding “ga denger” promisingly expressed but can be ambiguous, too. implicature-1 due to violation of relevance maxim is expressed in “ngeselin juga loe ya?” but as romantically expressed, it may mean “oh, honey.” due to violation of maxim of manner, implicature-2 does occur, indirect praising, meaning “you are …quite logical”. implicature-3 occurs due to violation of maxim of manner. an utterance “ bisa aja loe” behaviourally justified by tapping bara’s back. it may mean “ok. i’ll take care”. due to violation of maxim of manner, implicature-4 does occur, with ambiguous meaning but expressed romantically, possibly means “ok., no worries,” despite the fact that, semantically, an utterance “gak denger” actually means “i am sure what you are asking for, i can’t hear it clearly”. ii.1.4act 4 (1) fina : “assalamu’alaikum, bara!” <knocking at the door> (2) bara : <opening the door> “mana sini tangan loe?” [your hands, please] <spraying disinfectant over fina’s both hands> (3) fina : <give her hand> “ga sekalian cek suhu” [why not check the temperature], <a bit of smiling, then coming in> “jadi gue musti ngapain nih?” [so, what shall i do?] (4) bara : <giving her cleaning tools> “ready?” (5) fina : <nodding> <both are then cleaning the house. when completed, fina is offered coffee. bara puts his mobile phone (hp) on the table> (6) bara : “kopinya..” [coffee, please…] (7) fina : “thank you” in (2) violation of relation/relevance maxim occurs due to the fact bara does not answer fina’s greeting. instead, he asks for fina’s hands “mana sini tangan loe” which, at the same time, indicates that the setting of the movie is during covid-19 and this is further strengthened in (3). another violation of relation maxim in which bara does not answer fina’s question. instead, he gives cleaning tools along with a question “ready?”. fina answers by nodding. <bara plays the guitar. fina enjoys bara’s playing the guitar while have coffee>. fina’s monologue: “sekarang aku percaya adanya cinta pada pandangan pertama. aku percaya saat adanya pertemuan itu. aku tidak tahu kau menyadarainya atau tidak. mungkin terlalu cepat atau begitu singkat. perasaanku seketika bergebu. yang membuatku jatuh pada tatapan mata saat bertemu.” [now, i believe in love at the first sight. i believe in that special meeting. i don’t know if you realize it or not. possibly it is just too fast or too short. i have a sudden strange feeling, that makes me fall in love at the first meeting] conventional implicature is to stress information on one’s self despite the presence of doubts “ aku tidak tahu kau menyadarinya atau tidak” but fina reaffirms herself that love at the first sight does exist, and it happens to her. <bara stops playing the guitar, then enters his room. when bara is inside his room, bara’s mobile phone rings. fina wants to know who is calling. her face turns blue as she catches a sign of love (heart) in the notification bar. fina leaves bara’s house without any words>. fina’s monologue: “perasaan yang baru saja bergebu riang, kini berseteru kehilangan ruang. ah…bodoh!” [my happiness is over—no more space for it. ah, who the hell cares!] the first conventional implicature occurs as fina gets mad with herself as expressed in the above monologue in response to the context. ii.1.5act 5 <the bell in fina’s house ringing. fina is near the door. knowing who is coming behind the window glass, she is full of doubts> fina’s onologue: “pikiranku berkata untuk meninggalkannya, namun hati ini meminta untuk terus bersamanya. perasaanku sudah terlanjur tumbuh. sekarang hanya ada dua pilihan; meyakinkannya untuk bersama atau menghindar darinya. [i think i must leave him, but i wanna go on being with him. i’ve grown that type of feeling (being in love). now there are only two choices—convincing to be together, or to avoid him] the second conventional implicature occurs when fina is faced with two choices—being together or leaving him. (1) fina : <opening the door> “bara.” (2) bara : <at first behind the door, then turns around) “hai!” [hi] (3) fina : “hai!” [hi] (4) bara : “boleh aku masuk?” [may i come in] (5) fina : <signalling agreement>) (6) bara : <entering> the dialogue between fina and bara feels awkward and formal, no more romantic joking. in (5) fina can be categorized as violating maxim of quality, because she does not answer bara’s question— simply giving a signal of agreement. bara is then entering fina’s without any words, just obeying fina’s gesture. implicature occurs due to violation of quality maxim, namely fina only signals out agreement for bara to enter the house without any words. however, it is mostly possible that she might say “please do come in..” such signalling can also be categorized as non-verbal implicature. it proves that bara enters fina’s house too. fina’s monologue: “terkadang, aku hanya ingin perasaan ini berada pada tempatnya, pada rumah yang seharusnya, yaitu dirimu. aku tidak peduli. aku hanya ingin perasaan ingin memeluk harap sebelum semuanya menjadi hambar dan hilang tak berlatar. bara, rasanya aku kini terjatuh dalam keindahan yang membuatku tak sanggup untuk menjauh darimu. entah sampai kapan aku akan terus terlarut dan terlena dalam bisikan cinta yang membuatku buta. aku ingin terus berada di sampingmu, tak peduli siapa yang ada di hatimu. karena perasannku sudah ‘terlanjur mencinta”. [at times, i just wanna put my feeling in its place, in the must-house, that is in you. i don’t care. i just wanna hope before things are over, fading away, nothing left behind. bara, i feel that i have fallen in a beauty that makes me unable to get separated from you. i don’t how long it will last in a whisper of love that makes me blind. i wanna be with you always. i don’t care who the hell is in your heart. for, i am already in love] in the above monologue, conventional implicature occurs when fina reflects herself. she has already fallen in love with bara; she does not care if her love is like clapping with one hand; she is already in love. immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 7 <fina is looking at herself from her mobile phone screen, ready to meet bara, but then feels jealous to find bara ready to go with another woman/ girl, probably his girlfriend.> <bara drive out of the housing complex>. thus, according the above context, this short movie makes use of open ending in the sense that the audience is given freedom to continue the story. possibly, there are two ways to continue the story. first, the girl in bara’s car is his girlfriend, implying that fina fails to get bara’s love. secondly, the girl is actually bara’s sister; the conflict can therefore be relieved. ii.2 discussion table 1 below indicates the occurrence of generalized conversational implicatures due to violation of conversational maxims. act maxim violation implicature quantity quality relation manner generalized % conventiona l ∑ % ∑ % ∑ % ∑ % 1 1 1 2 4 2 1 1 2 1 3 1 3 4 4 1 1 1 5 1 1 2 ∑ 2 17% 1 8% 4 33% 5 42% 12 75% 4 25% table 1 implicatures in a short movie “terlanjur mencinta” table 1 above indicates that violation of manner maxim dominates (42%) but without causing misunderstanding. this implies that the short movie entitled terlanjur mencinta directed by alfatah nando has been framed in a casual and informal setting. such findings are also confirmed by violation of relation maxim (33%). this short movie is very suitable for young audience to add a wider horizon of look regarding various kinds of love behaviours. fortunately, implicatures due to violations of conversational maxims do not necessarily cause misunderstandings. instead, they give more flavours to the jakarta dialect which, to some extent, has become a preferred lingua franca among young generation. fina as the main actress shows her over aggressiveness toward an unknown man (bara). she is willing to approach a man, symbolizing young millennial individuals (generation) regarding women to men romantic behaviours. such social behaviours might not be performed in movies produced in older time in which the setting of time and place would very much influence the actors and actress as framed by the director in compliance with the costumes and the use of language in early (old) generation. such violations of conversational maxims do not hinder communication, even have become a new trend as “wrongly acceptable forms of language use” especially regarding the use of betawi (jakarta) dialect. this further confirms that language use is evaluative in nature, changing from one paradigm to another. therefore, it is possible that such a dialect of betawi will be used by young people all over indonesia, especially those watching the movie. this is also supported by the fact that most of the indonesian movies make use of betawi dialect instead of the formal indonesian language. language as used in movies tends to be replicated by the audience even though they do not live in the same area as the settings to which movies are assigned. there is such an increasing feeling of prestige when an individual manages to use a language similar to that used by his or her favourite movie stars. implicatures resulting from violations of conversational maxims, when used repeatedly, will become “wrongly acceptable” and be considered “a new trade mark” in the use of language with reference to discursive practices in particular communities research findings on language have recommended the use of language in good, correct and acceptable ways but in practice it turns out to be otherwise. in other words, the use of language is very much determined by contexts and special registers, and it is all possible that language users, sooner or later, will abandon the use of formal grammar and vocabulary items as compiled in formal dictionaries. therefore, the study of language shall develop around pragmatic theories as vast as possible to accommodate the changing paradigms in the use of language from time to time. in short, the use of language is never prescriptive but descriptive. in act 1 of the short movie terlanjur mencinta, violation of quality maxim occurs as performed by fina negatively attributing “…bawel loe”. it is actually due to the presumption that there has been a talk of agreement that fina has agreed to live with ra and the telephone conversation is done in a casual and informal situation. this also includes when fina violates maxim of relevance by cutting off telephone connection due to the arrival of a handsome man and fina wants to say ‘hi’. she is pretty sure that ra will not get mad with fina’s behaviour as they are close friends. fina’s question in act 2 “e… rumah ini kan kosong…ngapain loe di sini?” is probably based on presumption that the house is empty; no body to live in it. fina wants to know why a handsome man is coming. the man’s arrival in a car gives more presumption that the man belongs to the have so that fina is eager to know more about him. this is a behavioural phenomenon of a modern woman who has no shame to start introducing herself to a rich and handsome man. therefore, the man (bara) acts accordingly to violate conversational maxim of relevance. however, bara conventionally introduces his name as bara, and is welcomed by fina as saying her name “fina”. violation of conversational maxim in act 3 is based on presumption that there is an obligatory theme of covid-19 pandemic by not answering fina’s greeting, but asking for her two hands “ mana tangan loe” over which bara sprays disinfectant. fina further assures why not take the temperature “gak sekalian cek suhu.” this is meant to participate in the campaign for health protocol for any visitor to the house. even though this study has no evaluative capacity on the movie, it can be concluded that the movie was well-created to help the government fight against the pandemic. the awkward and formal action in act 5 is caused by fina’s over jealousy on the woman who went in one car with bara. the conversational maxim is violated by giving gesture to bara’s permission (question). fina is eager to love regardless of whatever happens, in line with the movie title terlanjur mencinta [already in love]. in this case, it can be assured that fina will cancel to live with ra (act 1), who is famous for being talkative and fina does not like living with ra. moreover, now, fina has a handsome and rich neighbour like bara. this strengthens pre-assumption that fina will cancel her plan to live with ra. keeping in mind that this short movie is open-ending in nature, it is possible that presumptions change. this happens when the girl in one car with bara turns to be his girlfriend. fina breaks her heart and finds it impossible to get healed, so moving to live with ra is the best way to forget bara. iii conclusion the use of pragmatic theory (george yule) to investigate implicatures due to violation of conversational maxims (grice 1975) as supported in studies (n. g. lestari & helmie, 2020; wahyunianto et al., 2020) which may be found in conversations is still relevant. likewise, the current study, employing the said theory, managed to explore the implicatures in a short movie entitled terlanjur mencinta including the interpretation of the hidden meanings in the implicatures through contexts of culture and situation. it is therefore recommended that pragmatic research on implicatures should not be limited to identification and interpretation. it is very much expected that future researchers can formulate the ideal proportion and distribution of implicatures in a text through comparative rhetoric, employing special research instrument. references betti, m. j., & khalaf, n. s. (2021). a pragma-stylistic study of implicature in shakespeare’s hamlet and twelfth night. international linguistics research, 4(3), p12–p12. https://doi.org/10.30560/ilr.v4n3p12 cai, z. g., sun, z., & zhao, n. (2021). interlocutor modelling in lexical alignment: the role of linguistic competence. journal of memory and language, 121, 104278. https://doi.org/10.1016/j.jml.2021.104278 https://doi.org/10.1016/j.jml.2021.104278 https://doi.org/10.30560/ilr.v4n3p12 immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 9 isanova, z. (2021). the importance of intercultural pragmatics in teaching a foreign language. philology matters, 2021(2), 166–177. https://doi.org/10.36078/987654499 kurniadi, s. (2021). a gricean maxim analysis in teaching and learning process at higher level education. jurnal inotera, 6(2), 112–118. https://doi.org/10.31572/inotera. vol6.iss2.2021.id145 lestari, d., & firdaus, d. (2021). flouting maxim of quantity in the characters’dialogues in “detective pikachu" movie. call, 3(1), 93–104. https://doi.org/10.15575/call.v3i1.12838 lestari, n. g., & helmie, j. (2020). an analysis of flouting maxims in conversation speaking of the main character in the movie of home alone 2 “lost in new york” by john hughes. jurnal joepallt (journal of english pedagogy, linguistics, literature, and teaching), 7(1). https://doi.org/10.35194/jj.v7i1.537 li, s. (2021). conversational implicature instruction as a pedagogical strategy for english majors in a chinese context: a pragmatic-analysis of its effectiveness. theory and practice in language studies, 11(10), 1279–1287. https://doi.org/10.17507/tpls.1110.16 lodge, w. (2021). ‘complex and confusing’: the language demands of school science texts. research in science & technological education, 39(4), 489–505. https://doi.org/10.1080/02635143.2020.1772740 mansyur, m. (2020). implikatur dan praanggapan pada program debat terbuka pasangan pemimpin jawa barat periode 2018-2023 dengan tajuk “debat publik kedua cagub jawa barat”(suatu kajian pragmatik). diskursus: jurnal pendidikan bahasa indonesia, 2(01), 49–54. maydolina, s. p., syofiani, s., & yetty, m. (2020). implikatur pada percakapan penjual dan pembeli di pasar raya padang: suatu tinjauan pragmatik. universitas bung hatta. mcconachy, t., & liddicoat, a. j. (2021). teaching and learning second language pragmatics for intercultural understanding (t. mcconachy & a. j. liddicoat (eds.); 1st ed.). new york: routledge. https://doi.org/10.4324/9781003094128 meyer, m.-c., & feiman, r. (2021). priming reveals similarities and differences between three purported cases of implicature: some, number and free choice disjunctions. journal of memory and language, 120, 104206. https://doi.org/10.1016/j.jml.2020.104206 nahak, y., & bram, b. (2021). gricean maxim violations in a javanese song entitled slénco. els journal on interdisciplinary studies in humanities, 4(3), 307–315. https://journal.unhas.ac.id/index.php/jish/article/view/15020 olmstead, a. j., viswanathan, n., cowan, t., & yang, k. (2021). phonetic adaptation in interlocutors with mismatched language backgrounds: a case for a phonetic synergy account. journal of phonetics, 87, 101054. https://doi.org/10.1016/j.wocn.2021.101054 pires, f., masanet, m.-j., & scolari, c. a. (2021). what are teens doing with youtube? practices, uses and metaphors of the most popular audio-visual platform. information, communication & society, 24(9), 1175–1191. https://doi.org/10.1080/1369118x.2019.1672766 qin, t., & van compernolle, r. a. (2021). computerized dynamic assessment of implicature comprehension in l2 chinese. language learning & technology, 25(2), 55–74. http://hdl.handle.net/10125/73433 sbisà, m. (2021). presupposition and implicature: varieties of implicit meaning in explicitation practices. journal of pragmatics, 182, 176–188. https://doi.org/10.1016/j.pragma.2021.05.027 seo, w., & jung, h. (2021). challenges and opportunities to improve the accessibility of youtube for people with visual impairments as content creators. universal access in the information society, 1–4. https://doi.org/10.1007/s10209-020-00787-8 terkourafi, m., haugh, m., & kádár, d. z. (2021). inference and implicature. in d. z. haugh, m.; kádár (ed.), cambridge handbooks in language and linguistics (pp. 30–47). cambridge university press. https://doi.org/10.1017/9781108954105.004 wahyunianto, d., djatmika, d., & purnanto, d. (2020). grice’s cooperative principles violation in the communication of children with autism. sosiohumaniora, 22(1), 36–45. https://doi.org/10.24198/sosiohumaniora.v22i1.24378 yudith, y., natsir, m., & lubis, i. s. (2021). conversational implicature in “in the heart of the sea” movie. ilmu budaya: jurnal bahasa, sastra, seni dan budaya, 5(2), 201–211. https://doi.org/10.30872/jbssb.v5i2.3380 yule, g. (1996). pragmatics. terjemahan jumadi. 2006 (h. g. widdowson (ed.); series edi). oxford university press. https://doi.org/10.30872/jbssb.v5i2.3380 https://doi.org/10.24198/sosiohumaniora.v22i1.24378 https://doi.org/10.1017/9781108954105.004 https://doi.org/10.1007/s10209-020-00787-8 https://doi.org/10.1016/j.pragma.2021.05.027 http://hdl.handle.net/10125/73433 https://doi.org/10.1080/1369118x.2019.1672766 https://doi.org/10.1016/j.wocn.2021.101054 https://journal.unhas.ac.id/index.php/jish/article/view/15020 https://doi.org/10.1016/j.jml.2020.104206 https://doi.org/10.1080/02635143.2020.1772740 https://doi.org/10.17507/tpls.1110.16 https://doi.org/10.35194/jj.v7i1.537 https://doi.org/10.15575/call.v3i1.12838 https://doi.org/10.31572/inotera https://doi.org/10.36078/987654499 yulianti, y., & utomo, a. p. y. (2020). analisis implikatur percakapan dalam tuturan film laskar pelangi. matapena: jurnal keilmuan bahasa, sastra, dan pengajarannya, 3(1), 1–14. lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 11 exploring learners' emotions and teachers' strategies in dealing with them in efl contexts canda ayu arum pertiwi, dzulfikri universitas islam malang 22102073004@unisma.ac.id, dzulfikri@unisma.ac.id abstract the study on emotions is particularly important as it is expected to influence people's overall health (rezapour:2022), then it develops into guilt, embarrassment, shock, pride, and empathy. based on their experience, this emotion will develop continuously; each of them has different ways of handling it. understanding students’ emotion is important in the process of studying and receiving any knowledge. this research focuses on one of the private schools located in malang city. the researchers carried out an interview for more or less sixteen until thirty minutes each, which means around 59 minutes in total. by using the indonesian language, the researchers conducted the interview with all of the participants face-to-face. some causes of students’ negative emotions appear such as 1) do not like the teacher and the subject, 2) unstable emotions, 3) class conditions, and 4) classmates’ effect. teachers need to fix students’ negative emotions so that the teaching and learning process will run smoothly. keywords: emotion, efl, negative emotions, positive emotions i introduction the study on emotions is particularly important as it is expected to influence people's overall health (rezapour:2022), then it develops into guilt, embarrassment, shock, pride, and empathy. people start to feel basic emotions from a baby. gu (2019) stated that there are four basic types of emotions: happiness, sadness, fear, and anger are associated in different ways with the three main influences: reward (happiness), punishment (sadness), and stress (fear and anger). based on their experience, this emotion will develop continuously; each of them has different ways of handling it. according to amalinda (2021) parents play an important role in children's development, so the implications of applying daily habituation and teacher cooperation include guiding the process of children's development through daily habituation is stimulating learning in children. students’ emotional development is needed to be guided and directed so parents’ and teachers’ roles are important in guiding their emotional development progress. cristovao (2020) stated that teachers are students' primary emotional guides, and the foundation for fostering emotional balance within a group is the ability to recognize, understand, and manage students' emotions. understanding students’ emotion is important in the process of studying and receiving any knowledge. it is important in understanding students’ language learning and their emotion in order to know the best solution early to the obstacles that will happen to our students (safitri: 2021) in their studies. after finishing kindergarten school, students are ready for the elementary school era with more complex emotional feelings. how they respond and react to many incidents around them is deeper and full of curiosity. there are two kinds of emotions in general. those are positive and negative emotions. positive emotion is expressed by feelings of happiness, joy, gladness, pride, and so on. while negative emotion is expressed by feelings of sadness, disappointment, hurt, and so on. as discussed by alfaeni (2022) negative emotions should be managed, so that positive emotions can blossom. understanding emotion is important so that students can respond to the incident around them appropriately (bebeclub, 2022). by knowing their own emotion, students are able to show their deviation around. wardhani (2021) stated that not only the emotion of the students but also teachers’ emotions are important to be known. without it, it will be hard for the students to place themselves in society and it also gives influences their character building. character building cannot be separated from emotional development, which greatly influences students’ feelings. this emotional development points to students’ reactions to every feeling they feel, their point of view in solving the problem, take the decision, and their behavior. emotional development is also connected with how students understand why something happened, know others’ feelings, and develop them. students who can manage their feelings later can develop a positive image and be confident. as stated by medise (2022), social and emotional skills are increasingly recognized as important for children to succeed in school and later into adulthood. in malang, there is one bilingual school. two bilingual languages, they are english and arabic. students use both languages in their everyday activities in school. both languages are not their everyday mailto:22102073004@unisma.ac.id mailto:dzulfikri@unisma.ac.id 2 | canda ayu arum pertiwi, dzulfikri lingual (vol. 15, no.1, 2023) language use in the home. so, still, english and arabic are hard for them to learn. as explained by aladdin (2021), arabic was difficult to learn from pronunciation, and later from the writing system and spelling [orthography]. in this case, both languages, especially english, are not used in their daily conversation. this case, more or less, will give some effect on students’ emotions in the teaching and learning process in the class. how they have to learn something difficult, how they can follow class, and how teachers’ roles are applied in this condition. there are two journals that are related to this article. the first article is from pertiwi (2022), in her article, she discussed the obstacle to teaching english to young learners. at this time, this article also wants to discuss the teachers’ strategies for teaching young learners. in differ, this article is focused on teachers’ strategies for handling students in the teaching and learning process through their emotions. based on her research, there are 7 points of challenges in teaching english in elementary school, accused of (1) having knowledge of languages other than english, (2) having less motivation (3) having a negative perception of english (4) pressuring time (5) inadequate teaching and learning resources; (6) cluttered classrooms; condition and (7) fear of speaking. the second previous study is from alfaeni (2022) who explained through her research that students have their own techniques for dealing with their emotions. the purpose of this study was to clarify why students are anxious, nervous, and indifferent to learning english, and how they can overcome their emotional intelligence. the result found that there are four categories of students' emotional intelligence: anxious (42.75%), feeling nervous (26%), feeling embarrassed (19.75%), and unsure (5.25%). the result shows that many students felt insecure about learning english, and the only way to overcome their emotional intelligence was to engage in english learning intensively. the first article shows the obstacles in teaching english but not based on their emotion. the second article is right about students’ emotions but it is for senior high school. in this condition, the researcher wants to conduct research related to students’ emotions and it is for elementary schools because there is still a lack of people who make research related to both conditions. the researcher hopes that this research can benefit other researchers, especially those who want to do research related to this topic. knowing the cause of students’ negative emotions appearing in the class is important to keep teaching and learning running smoothly. therefore, this research will explain some causes stated above. this research is interesting to read because, in this research, the result is not just stated the cause of students’ emotion appears. but, after knowing the causes of students’ negative emotions, the teachers also know the way in handling those situations. in summary, through this research, the readers, especially the teachers, will know what are the causes of students’ negative emotions appearing in the class, so they can avoid that condition and they can also handle those conditions happen. ii method this research focuses on one of the private elementary schools located in malang, east java, indonesia. there are more or less 30 teachers with 465 students from the first grade to the sixth grade in this school. this school is a bilingual school with two languages learned besides the indonesian language. they are arabic and english. 2.1 research design and procedure this study used a qualitative approach with a case study as the design. the data were collected from questionnaires. we get deeper information through interviews with both teachers. we carried out an interview for more or less sixteen to thirty minutes each, which means around 59 minutes. using indonesian language, we conducted the interview with all participants face-to-face. finally, we recorded the interview and then transcript it into written text. 2.2 research participants table 1. interviewed participants (teachers) no name (pseudonym) gender s1 study code english teaching experiences 1 mrs. ati female s1 elementary school teacher 1 (t1) 4 years 2 mr. surya male s1 english education teacher 2 (t2) 13 years the participants of this research are four english teachers who gave responds to the questionnaires, and then the researcher interviewed these 2 teachers in this school. iii findings and discussion 3.1 findings positive and negative emotions are important in daily life, especially in teaching and learning. knowing students’ emotions will give effects the teaching and learning process. emotions can shape how teachers teach and affect learners' willingness to learn what they have learned (richards:2022). positive emotions include love, joy, optimism, humor, pride, awe, and hope. while negative emotions include sadness, disappointment, down, sorrow, etc. by knowing their emotions before the teaching and learning process started, teachers can manage class easily and the class will run conditionally. besides, it will make teachers easier in delivering the material. there are some causes found by the researcher related to students’ negative emotions. negative emotion is sometimes challenging to handle, but it does not mean cannot be handled. based on those two emotions stated, every people strongly agree that positivity is better than negativity, and so do emotions. positive emotions are the best choice over negative ones. as stated by tan (2021), in improving academic performance, positive academic emotions are better than negative academic emotions. 3.1.1 cause of negative emotion appearance there are some causes to negative emotional appearance in the students. in this case, the researcher explained one by one based on the interview results. those are: 3.1.1.1 does not like the teacher and the subject one of the causes of students’ emotions is they do not like the teachers and the subject. english is one of the most dislike subjects for students. based on the condition explained, they will get angry easier in class and ignore the teachers’ explanations. (t1) there was a student who did not like the teacher, then he keeps giving negative emotions in the class by being angry and argue their friends. he did not give any response to his teachers, did not pay attention, and do everything in the class by himself. because he did not like the teacher. (t2) emotion can build from like and dislike. when we meet someone, we do not like, sometimes we automatically feel in a bad mood. on the other sides, when we meet someone, we like, the bad mood feeling will automatically disappear. so, liking and dislike to someone or something have a big influence on students’ emotional feelings. students who disliked school experienced an overall attachment to the lower school (graham:2022). their teacher dislikes giving effect to the subject which students want to learn. the feedback given by the students is connected with the teacher’s provision. the way the teacher gives the material, class management, and class conditioning is important to give a positive effect on the students. as discussed by alia (2021), the more professional the teacher, the better the learning process, and the high quality of achievement of learning objectives as teachers play a major role in learning. so, they will be happy and enjoy every minute of the learning process with their teachers. the way the material is given to the students must be interesting and students should not be passive participants in the class. english teachers use different kinds of authentic teaching materials such as images, videos, songs, etc. with multiple criteria like relevance, excitement, clarity, and up-to-date (mufarrohah:2022). in this private elementary school, the teachers try to give the appropriate material to their students. by finding and asking other people and searching through some available applications, they succeeded to apply them to their students. for them, not only delivering the material but also the way it delivers is also important. how to make students more active in the class and create a “happy class” is their motto in the teaching process. 4 | canda ayu arum pertiwi, dzulfikri lingual (vol. 15, no.1, 2023) (t1) the material given should be interesting and challenging, the way it delivers is important. students should not be passive participants they should be more active in the learning process. (t2) not only english, but teachers should also be more creative and give an extra strategy to build students’ liking in all of the subjects. so, how students want to, and how their happiness feeling appears to learn is a teacher’s duty. teachers need to motivate students despite the class load and need to teach more optimally and creatively with limited time each week :2020). by using engaging teaching materials, students’ topics are easily discussed and situations are more fun and memorable (sukritiningsih:2022). the more interesting the material is, the higher students’ curiosity to study deeper. one of the most interesting ways to turn on the class activeness is “teaching by playing”. playing games in the process of learning will make students more enthusiastic and motivated, especially educational games. learning games are now used as an innovative media and educational strategy to achieve more effective learning and tend to positively affect the learning process (syahidi:2021). (t1) the first that teachers should do is teach from the heart. what are our goals, for students, teach with love. as a teacher, we should have many methods and tricks for them. in this private elementary school, the way the teachers create an interesting english class is by delivering the material through games. for teachers, students need to like the teachers first, then they will easier receive the material. therefore, the teachers in this school show their best creativity in making their students love them, especially the lesson. 3.1.1.2 unstable emotions as the researcher stated in the background of the study, students are ready for the elementary school era with more complex emotional feelings. the chance of them having unstable emotions is bigger and higher. (t1) all this time, i faced different and unstable moods of the students. in the beginning, they feel a bad mood, laziness, and lack of spirit. i just let them flow. i ignore them. after a few times, they will follow me. all of their laziness and bad mood just went automatically. so, their unstable moods are still predictable. (t2) students have unstable emotions, which means that now they are in a bad mood, a half or one hour later, their mood is better. as i ever experienced, there is a student who has a problem with his friend, he was fighting and felt angry. but, one hour later, they are talking and laughing together. keep their relationship tightly. although students’ unstable emotions are still resolved, they still give an effect on their learning process. in other words, students’ emotional stability is important in the learning process but elementary school students, still lack emotional stability. as stated by gagani (2021). the concept of emotional stability is the ability to maintain one's emotional balance under pressure. again, in handling this condition, teachers are playing important role in making their students’ emotional balance keep stable. singing a song and ice-breaking can be some relative ways in stabilizing students’ emotions. (t1) so that’s the key, what the teachers have, the cause of students' emotions, that’s why before teaching and learning process we can clapping, singing, or story telling first. that is what me myself always do. therefore, besides applying some games in the teaching and learning process, the teachers also show some ice-breaking and sing songs together with their students. those are also their ways in creating a “happy class”. 3.1.1.3 class condition the condition of the class can be the reason for students’ emotional appearance. whether the class is fresh, hot, cold, and so on also gives effect the students’ emotions. yustri (2022) discussed in her article that a good classroom environment is one of the pillars of enhancing student learning. (t2) when the day is already afternoon, the students become tired, feel hot in their class, and they will get angry easily. the unconducive class and the wheatear which are not supported can build a bad mood feeling for them. based on pule (2021), a healthy learning environment that supports children must be enthusiastic and conducive to learning and working. a cozy class influences students pleasant in the classroom. not only for the students but also for the teachers. if the class condition, management, and also temperature go well, the teaching and learning process in the class will also run conditionally. as stated by boix (2021), indoor temperature, indoor humidity, and outdoor-to-indoor temperature differences largely explain the teacher's lower perception of mood and lower student perception of behaviour and affect students' perception of behaviour. therefore, in fixing class conditions in the afternoon, teachers add a fan in the class and do outdoor learning. in front of the class or in other rooms in the school such as the computer laboratories, yard, and other places. those are some ways in avoiding uncomfortable class conditions. the more comfortable the class is, the more positive emotions appear, and the easier material will be received. 3.1.1.4 classmates’ condition friends can be the reason for students’ emotions. when a student has a good mood and suddenly his friend does something annoying, his mood will change automatically. flirting, hitting, and many other things can give effect students’ moods. (t2) “because of unpredicted conditions, is already afternoon, and they feel hot because of the weather or maybe they were offended with their friends, their teachers, and other things. when they have a problem with their friend, do not like the subject, and they will feel bad mood soon.” (t1) “… sometimes they bother others to express their feeling of bored or something. so, they express their feeling by bothering others, so the teaching and learning process will automatically be disturbed because of them. students have their own ways to resolve their negative emotions. bothering their classmates is one of their ways of expressing their negative emotions. experiences with classmates can affect an adolescent's academic, emotional, and social development (mertens, 2021). 3.2 discussion based on the findings, there are many things that caused students’ negative emotions to appear. the first one is because the students do not like the teachers or the subject. that is an english lesson. outside of the classroom, english is rarely used in everyday life and students have no opportunity to learn english informally (getie, 2019). because of its rare existence in people’s daily life, english is strange for many students. that is the main reason of students feeling in disliking english. from a teacher's perspective, they must have creative teaching skills to prepare them to meet the expectations of the curriculum (andrea, 2020). teachers’ creativity gives a big effect on teaching and learning process fluency. the more creative the teacher is, the more the teaching and learning process will grow, develop, and full of joy. therefore, teachers’ creativity influences fixing students’ perspectives in disliking them. the second finding is that students’ unstable emotions influence the english teaching and learning process. emotionally stable students manage stress better (gagani, 2021). it is different for students who have unstable emotions. they cannot control their negative emotion easily, and sometimes they still need other people to handle their negative emotions. the third finding is that causes students’ negative emotions to appear as stated in the finding is the condition of the class. improving the classroom environment encourages group work and improves student learning (malik, 2018). therefore, the class conditions also give affect the appearance of students’ negative emotions. it influences the teaching and learning process fluency in the class. an uncomfortable class will make students not focus on the material delivered by the teacher. the last factor is the classmates’ effect. classmates can also give effect students’ negative emotions. in other ways, it is also how they express their emotions. when students feel bored by disliking the subject or the teachers, they will do something to cheer themselves up. on the other hand, classmates can also give a positive effect on other students. in summary, classmates greatly influence students’ teaching and learning processes in class. support (support, encouragement, praise, 6 | canda ayu arum pertiwi, dzulfikri lingual (vol. 15, no.1, 2023) appreciation) from classmates has a positive impact on students' interest in learning english (fitriati, 2022). iv conclusion there are two kinds of emotions in general. those are positive and negative emotions. positive emotion is expressed by feelings of happiness, joy, gladness, pride, and so on. while negative emotion is expressed by feelings of sadness, disappointment, hurt, and so on. understanding students’ emotions is important in studying and receiving knowledge. based on the discussion written in the findings, the conclusion is there are some causes that make students’ negative emotions appear such as 1) do not like the teacher and the subject, 2) unstable emotions, 3) class conditions, and 4) classmates’ effect. teachers need to fix all of those students’ negative emotions appear so that the teaching and learning process will run smoothly. creating a “happy class” is the key to the smoothness of teaching and learning process. interesting learning and creative method can also be a way in creating a conditional class. by making students like the teachers, enjoy the class, and interested in the subject, the material will be received easily. references aladdin, a. (2021). subject-related as a significant demotivating factor for non-muslim learners of arabic as a foreign language. ijaz arabi journal of arabic learning, 4(3). doi: https://doi.org/10.18860/ijazarabi.v4i3.13360 alfaeni, i. (2022). emotional intelligence on learning english as english foreign language (a case study at eleventh grades majoring in social sciences of ma al-khairiyah pipitan) (doctoral dissertation, uin sultan maulana hasanuddin banten). uri: http://repository.uinbanten.ac.id/id/eprint/9988 amalinda, k., virantika, m., & arisca, m. (2021). the impact of lockdown on early childhood emotional development. jurnal indria (jurnal ilmiah pendidikan prasekolah dan sekolah awal), 6(1). doi: https://doi.org/10.24269/jin.v6i1.3304 andrea, k. n., artini, l. p., & padmadewi, n. n. (2020). the discrepancy between teachers perception and implementation of teaching creativity. indonesian values and character education journal, 3(1), 20-30. doi: https://doi.org/10.23887/ivcej.v3i1.26106 boix-vilella, s., saiz-clar, e., león-zarceño, e., & serrano, m. a. (2021). influence of air temperature on school teachers’ mood and the perception of students’ behavior. sustainability, 13(17), 9707. doi: https://doi.org/10.3390/su13179707 cristóvão, a. m., candeias, a. a., & verdasca, j. l. (2020, january). development of socio-emotional and creative skills in primary education: teachers' perceptions about the gulbenkian xxi school learning communities project. in frontiers in education (vol. 4, p. 160). frontiers media sa. doi: https://doi.org/10.3389/feduc.2019.00160 erlia, w. (2021). roles of the teacher for increasing the learning quality of students. etude: journal of educational research, 1(3), 77-86. doi: https://doi.org/10.56724/etude.v1i3.35 fitriyati, f., hengki, h., & aprizani, y. (2022). junior high school students' interest in english speaking supported by classmates and teachers. proceeding: islamic university of kalimantan. gagani, f., carredo, b., daan, e. a., enriquez, j., fernan, m. j., manlunas, i., & tayurang, e. j. (2021). investigating students' emotional stability as a predictor of stress management while engaging in flexible online learning during covid-19. international journal papier public review, 2(2), 52-61. doi: https://doi.org/10.47667/ijppr.v2i2.89 getie, a. s. (2020). factors affecting the attitudes of students towards learning english as a foreign language. cogent education, 7(1), 1738184. doi: https://doi.org/10.1080/2331186x.2020.1738184 graham, l. j., gillett-swan, j., killingly, c., & van bergen, p. (2022). does it matter if students (dis) like school? associations between school liking, teacher and school connectedness, and exclusionary discipline. frontiers in psychology, 13. doi: https://doi.org/10.3389/fpsyg.2022.825036 gu, s., wang, f., patel, n. p., bourgeois, j. a., & huang, j. h. (2019). a model for basic emotions using observations of behavior in drosophila. frontiers in psychology, 781. doi: https://doi.org/10.3389/fpsyg.2019.00781 malik, r. h., & rizvi, a. a. (2018). effect of classroom learning environment on students' academic achievement in mathematics at secondary level. bulletin of education and research, 40(2), 207-218. medise, b. e., wiguna, t., & asih, n. k. s. d. (2022). social-emotional development in early life: what happens and how to optimize it. world nutrition journal, 5(s2), 9-14. doi: https://doi.org/10.25220/wnj.v05.s2.0002 mertens, e. c., deković, m., van londen, m., & reitz, e. (2021). the role of classmates’ modeling and reinforcement in adolescents’ perceived classroom peer context. journal of youth and adolescence, 50(2), 260-270. doi: https://doi.org/10.1007/s10964-020-01325-8 mufarrohah, s., & munir, a. (2022). authentic materials of choice among english lecturers. linguistic, english education and art (leea) journal, 5(2), 162-174. doi: https://doi.org/10.31539/leea.v5i2.1280 nurlatifah, e. e., & mauriyat, a. (2020). an english teacher’s perception on the removal of the english subject at elementary school. project (professional journal of english education), 3(4), 465-469. doi: http://dx.doi.org/10.22460/project.v3i4.p465-469 pertiwi, c. a. a., mustofa, m., ubaidillah, m. f., & hariyanto, s. (2022). the portrait of challenges in teaching english to young learners: a case study in an indonesian islamic school. journal of english language teaching and linguistics, 7(3), 467-478. doi: http://dx.doi.org/10.21462/jeltl.v7i3.892 pule v, mathee a, melariri p, kapwata t, abdelatif n, balakrishna y, kunene z, mogotsi m, wernecke b, wright cy. (2021). classroom temperature and learner absenteeism in public primary schools in the eastern cape, south africa. int j environ res public health. doi: https://doi.org/10.3390/ijerph182010700 rezapour, m., dehzangi, a., & saadati, f. (2022). students’ negative emotions and their rational and irrational behaviors during covid-19 outbreak. plos one, 17(3), e0264985. doi: https://doi.org/10.1371/journal.pone.0264985 richards, j. c. (2022). exploring emotions in language teaching. relc journal, 53(1), 225-239. doi: 10.1177/0033688220927531 journals.sagepub.com/home/rel safitri, u., neviyarni, n., & irdamurni, i. (2021). pengaruh perkembangan bahasa dan perkembangan emosional pada psiko-sosial anak. jurnal pendidikan tambusai, 5(2), 2590-2595. doi: https://doi.org/10.31004/jptam.v5i2.1250 sukristiningsih, s., & sahid, s. (2022). efl teaching material development for junior high schools in arfak mountains regency, west papua. els journal on interdisciplinary studies in humanities, 5(2), 364-373. doi: https://doi.org/10.34050/elsjish.v5i2.21709 syahidi, a. a., supianto, a. a., hirashima, t., & tolle, h. (2021). learning models in educational game interactions: a review. international journal of engineering education, 1(1), 1-7. doi:/doi.org/10.14710/ijee.3.1.%25p tan, j., mao, j., jiang, y., & gao, m. (2021). the influence of academic emotions on learning effects: a systematic review. international journal of environmental research and public health, 18(18), 9678. doi: https://doi.org/10.3390/ijerph18189678 wardhani, a. c., ena, o. t., & mbato, c. l. (2021). constructing teacher identity: teachers emotion in teaching english for pre-school students. language circle: journal of language and literature, 15(2), 193-200. doi: https://doi.org/10.15294/lc.v15i2.26365 yusri, n. f., & nirwana, h. (2022). class management in learning. literasi nusantara, 2(1a), 360-368. doi: https://doi.org/10.21107/literasinusantara.v2n1.291 students’ perceptions toward the process of online english language teaching and learning syarifah ismia y., yohanes gatot s. y., wardah rahayu a., eka fajar r. english education department, fkip, universitas tanjungpura syarifahismia@student.untan.ac.id abstract the adoption of online learning is one indication of increased technological empowerment in education. teachers apply online learning to achieve learning goals even at a distance. however, the implementation of online learning falls short of educators' expectations. this study aimed to discover the perceptions of eleventh-grade students at sma taman mulia and the challenges they confront during online english language teaching and learning. this study used an online survey to collect the data. from the data, 61% of students negatively perceived online english learning whereas 57% of students agreed that materials become harder to understand during online english language teaching and learning. meanwhile, students gave positive perceptions regarding assignments and the teacher's explanations. the study also found that most students faced challenges such as incomprehension, lack of vocabulary and fluency, lack of communication, unmotivated, limited time, and low signal and internet quota. therefore, it is clear that online english language teaching and learning require more focus in terms of both materials’ delivery and students’ challenges, particularly those related to understanding. keywords: challenges, online english learning, students’ perceptions i introduction the realization of online english language teaching and learning results in various perceptions and difficulties for students. the significance of students’ perceptions can be used as proof of the effectiveness of online english language teaching and learning. excellent learning at all levels should be one that can guarantee the development of intellectual students. carliner (2004) stated that online learning refers to using a computer to present learning materials. educators can publish subject content in files using specific computers or hardware. bakia, shear, toyama, and lasseter (2012) added that online learning describes various activities that use the internet to give access to educational resources and promote interaction between teachers and students both within and outside the classroom. considering online learning requires the presence of teachers and students to achieve learning objectives, students' perceptions regarding the process of online english language teaching and learning are critical. perception is a mixture of several complex stimuli and meaningful experiences of external events or things (mather, 2014). perception, in its literal sense, refers to each human's ideas due to receiving input from an item. individuals organize and interpret sensory experiences to provide meaning to their surroundings, which can be called perception (robbins, judge, & breward, 2016). in reality, it should recognize that every individual has a unique view of it, even when confronted with an identical situation or item. in addition, perception is a very complicated cognitive behaviour that occurs in each individual's unique view of society, a viewpoint that may be highly unlike reality (luthans, luthans, & luthans, 2021). in line with buchanan and huczynski (2019), a human comes from diverse social and physical origins, as well as their beliefs, passions, and expectations, leading to differences in perceptions. therefore, a learner's background might also affect whether or not they respond positively to anything. as previously mentioned, online learning is known to encounter a variety of barriers during the learning process. the absence of interaction between educators and students is the primary reason for students' inability to comprehend the learning material. a strong and quality learning system should contain a common reaction from students to the teacher to produce cognitively qualified pupils. incomprehensible materials, restricted time, and a lack of variety in media all contribute to students' lethargy during the learning process. additionally, this study observed that students struggled with assignments due to the fact that they did not understand the material offered by the teacher. this study attempted to determine students' perceptions and challenges regarding online english language teaching and learning. thus, this study used the quantitative descriptive study as the research design. by understanding students' perceptions and the challenges faced during online english language teaching and learning, teachers may enhance their approaches and the quality of their students. afterward, this is necessary to conduct a study regarding students' perceptions and the challenges of the process of online english language teaching and learning. mailto:syarifahismia@student.untan.ac.id 2 | syarifah ismia y., yohanes gatot s. y., wardah rahayu a., eka fajar r. lingual (vol. 15, no.1, 2023) ii materials and method this study employed a descriptive quantitative approach in this study. the instrument used to collect the data was a questionnaire. the questionnaire made was open-ended questions. students’ perceptions were analysed through steps such as filtration of the data, visualization, and formulating and validating the conclusions. in this study, the microsoft excel application was used to analyse the statements that the participants submitted. after this step, the gathered computation results were shown in tables and charts with percentages for each item. iii results and discussion 3.1 findings 3.1.1 students’ perceptions toward the process of online english language teaching and learning this aspect's outcome was intended to describe students' perceptions of the online english learning experience. the percentage of pupils who answered positively to the first question is 33%. on the other side, 61% of pupils negatively view online english language learning and teaching. as many as 6% of the pupils chose the neutral side. the following table illustrates the above: table 1. students’ perceptions toward online english language teaching and learning category count percent students' positive perceptions 12 33% students' neutral perceptions 2 6% students' negative perceptions 22 61% total 36 100% based on the evidence presented above, the researchers conclude that the process of online english language teaching and learning, in general, appears to be failing. it can be seen in several unpleasant statements from students. 3.1.2 students’ perceptions of the material given by the teacher during the online english learning process some individuals made outstanding claims about their ability to comprehend the material while studying english online. the remarks they made were subdivided into several themes by the researcher. the goal is to capture the core of their justifications. table 2 contains details on their statements: table 2. students’ positive perceptions of the material given by the teacher during online english language teaching and learning category example of statement count percent more focus easy and more focus 2 15% comprehensible easy to understand. the reason is that the material provided by the teacher is relatively easy to understand 8 62% resourceful it is easy to understand because we can look for sources from media platforms other than what the teacher explained. 3 23% total 13 100% based on the table, it can be seen that there were 62% (eight participants) agreed that the material during online english learning is simple to comprehend because the teacher delivers material that is relatively easy to understand. even the teacher only delivers the material to google classroom without have meeting through google meet. students’ perceptions toward the process of online english language teaching and learning | 3 in this section, the researchers discussed the participants' negative perceptions regarding the ease of understanding the english material during online learning. their statements are summarized in table 3 below: table 3. students’ negative perceptions of the material given by the teacher during online english language teaching and learning category example of statement count percent need explanation no, because i need an explanation from the teacher 4 20% difficult to comprehend online english learning is difficult because i do not understand the material given online. 12 60% hard to ask the teacher no, because during online learning, it is hard for us to ask questions to the teacher 2 10% unable to understand english no, because i do not know the meaning of english words 2 10% total 20 100% based on the facts provided above on the material used during online english learning, it is clear that students have trouble understanding the material. even while some students supplied good feedback, it cannot be ignored that a more significant number of students have negative perceptions of the information provided during online english learning. even though some students stated that the content grew simpler to understand during online english learning, many more stated the contrary. it is supported by other students' statements that they require further explanation of the material delivered by the teacher. 3.1.3 students' perceptions of the assignments given by the teacher during the online english language teaching and learning this section seeks to discover participants' perceptions of the ease they complete assignments while participating in online english language teaching and learning. each participant responded to this question, citing a variety of reasons. table 4 summarizes the participants' perceptions. table 4. the ease of doing assignments during online english language teaching and learning category count percent students' positive perceptions 22 61% students' neutral perceptions 3 8% students' negative perceptions 11 31% total 36 100% it can be observed that more than half of the participants claimed that each assignment grew simpler throughout online english language teaching and learning. it can be noticed from the statistic reveals that 61% (twenty-two participants) offered a good assessment of the ease of accomplishing tasks during online english language teaching and learning. 3.1.4 students' perceptions of the teacher's explanations or delivery during online english language teaching and learning in the learning process, the teacher was using lecturing method and after that the teacher gives assignments for taking understanding. therefore, here the researchers may get insight into students' perceptions of the teacher’s explanation concerning their pleasure in online english language teaching and learning. the following are the outcomes of the investigation: 4 | syarifah ismia y., yohanes gatot s. y., wardah rahayu a., eka fajar r. lingual (vol. 15, no.1, 2023) table 5. students’ perceptions toward teacher’s explanations category count percent students' positive perceptions 18 51% students' neutral perceptions 2 6% students' negative perceptions 15 43% total 35 100% the participants had a positive view of the explanation provided by the teacher, which resulted in them being pleased with online english language teaching and learning. the reality may show that the proportion of positive statements reached the most incredible amount, indicating that 51% (eighteen participants) made positive statements. 3.1.5 students' challenges toward the process of online english language teaching and learning in this section, the researcher discusses the challenges students face during online english language teaching and learning. the following are the statements made by participants. table 6. students’ challenges during online english language teaching and learning category example of statements count percent english fluency the challenge is not very fluent in english 4 11% incomprehensible do not understand the material 12 33% no challenges no difficulties 4 11% quota and signal internet limitations on signal and quota 5 14% limited time time, because i think collecting assignments on time is a challenge. 3 8% hesitation i feel doubt because there is no explanation or examples when doing tasks online. 1 4% lazy sometimes confused about understanding the material being studied, quota barriers, and sometimes feeling a little lazy 3 8% do the tasks making and practicing dialogue is an example. 4 11% total 36 100% based on the data given above, students face problems on average, specifically a lack of comprehension gained during online english language learning and teaching. notably, they receive virtually no explanation relating to english lessons. the next challenge is quota and signal internet because the school did not provide internet facilities (wi-fi) for students. the researchers have incorporated significant results for the six items above in the table below for the reader's convenience. table 7. conclusion to the findings no category result % students’ perceptions toward the process of online english language teaching and learning | 5 1 students' perceptions toward the process of online english language teaching and learning negative 61% 2 students' perceptions of the materials given by the teacher during the online english language teaching and learning process difficult to understand 12% 3 students' perceptions of the assignments during online english language teaching and learning process easy to do 22% 4 students' perceptions of the teacher's explanations or delivery during online english language teaching and learning process positive 51% 5 students’ challenges in the process of online english language teaching and learning incomprehensible 33% 3.2 discussion the results of this study indicate that the process of online english language teaching and learning for eleventh-grade students at sma taman mulia was deemed poor based on students’ statements in filling out the questions given, especially in terms of the materials provided by the teacher. meanwhile, students regard the teacher's explanation as simple to comprehend. students' difficulties were also identified as a reason for the ineffectiveness of the online english learning process regarding materials and assignments. participants' incapacity to understand the online english teaching materials and assignments provided by their teacher is the most prevalent challenge they experience. throughout online english language teaching and learning, students confronted numerous cognitive and personal problems. a previous study by harahap and ratmanida (2021) found that the students responded well and agreed that online english learning was going well, despite various difficulties. the lack of improvement in students' english skills during online english learning is why students feel online learning is not profitable. students face obstacles such as a lack of explanation, and understanding, poor motivation, various environmental distractions, and others. even though the teacher has aided the learning process by using the application and proper learning material, online english language teaching and learning remain difficult. on the other hand, due to technological advances and information resources, students find it very simple to complete the tasks assigned by the teacher. unfortunately, the results of this study contradict those found by agung, surtikanti, and quinones (2020), who discovered that learners felt burdened and pressured by the teacher's assignments. the participants' diverse qualifications probably are the cause of the discrepancy. the startling discovery is that the inaccuracy in the utilization of teaching methods also affects students' understanding. the teacher should employ teaching strategies to get students involved and develop a mutually beneficial communication relationship when learning english online. it was discovered in this study that the teacher's method of teaching has a significant effect on students' comprehension, leading to students’ positive perceptions of the teacher's explanation. alawiyah (2021) also found that students positively respond to the teacher's explanations in delivering the subject matter, as we know that inaccuracy in explaining the subject can make it more complicated for students to grasp the lesson. the process of online english language teaching and learning can be made to be more effective by choosing the appropriate materials, assignments, and teacher explanations. this research is almost the same as rifiyanti (2020), who found that employing the right technology, quality, and teachers' competency to enhance and help students involved in online learning environments is helpful during online english learning. further work is urgently needed to find ways to solve online english learning challenges for high school students, besides what factors make teacher explanations easy to understand during online english language teaching and learning. 6 | syarifah ismia y., yohanes gatot s. y., wardah rahayu a., eka fajar r. lingual (vol. 15, no.1, 2023) iv conclusion this study aimed to find out students’ perceptions regarding materials, assignments, and teachers’ explanations during online english language teaching and learning. besides, the researcher was interested in finding out the challenges students face in online english language teaching and learning. from the previous chapter, the researcher notices. although learning applications like google classroom are frequently used at sma taman mulia, online learning is not successful overall. moreover, materials given by the teacher during online english language teaching and learning seem challenging to understand. on the other hand, students gave positive perceptions of the assignments and the teacher’s explanations. some challenges students faced include cognitive and personal factors, such as incomprehensible, less explanation, low motivation, internet and quotas, environmental distraction, and limited time to study. references agung, a. s. s. n., surtikanti, m. w., & quinones, c. a. (2020). students’ perception of online learning during covid-19 pandemic: a case study on the english students of stkip pamane talino. journal of social sciences and humanities, 10(2). alawiyah, a. (2021). students’ perception and motivation toward english e-learning during covid-19 pandemic. bakia, m., shear, l., toyama, y., & lasseter, a. (2012). understanding the implications of online learning for educational productivity. u.s. department of education, office of educational technology. retrieved from http://ctl.sri.com/publications/displaypublication.jsp?id=913 buchanan, d. a., & huczynski, a. a. (2019). organizational behaviour (10th ed). pearson. retrieved from www.pearson.com/uk carliner, s. (2004). an overview of online learning (2nd ed.). united states: hrd press. harahap, p. a., & ratmanida. (2021). an analysis of teachers and students’ perceptions toward online english teaching and learning during a covid-19 pandemic at senior high school in torgamba, labuhanbatu selatan, sumatera utara. journal of english language teaching, 10(3), 374–388. retrieved from https://doi.org/10.24036/jelt.v10i3.113209 luthans, f., luthans, b. c., & luthans, k. w. (2021). organizational behavior: an evidence-based approach (14th ed). information age publishing. mather, g. (2014). essentials of sensation and perception. new york: routledge. retrieved from https://doi.org/10.4324/9781315787275 mukherjee, t. (2017). teaching material and teaching aids-ii (vol. 1). rifiyanti, h. (2020). learners’ perceptions of online english learning during covid-19 pandemic. scope: journal of english language teaching, 5(1), 31. retrieved from https://doi.org/10.30998/scope.v5i1.6719 robbins, s. p., judge, t. a., & breward, k. e. (2016). essentials of organizational behaviour (1st cdn ed.). canada: pearson. politeness strategies analysis in two distant strangers gabriella sella damara, almira ghassani shabrina romala sanata dharma university gabriellasellad@gmail.com, almiraromala@usd.ac.id abstract the effort to satisfy someone else’s face or public self-image refers to as a politeness strategy in linguistics (brown & levinson, 1987). these strategies are used in everyday communication. aside from using politeness strategies in daily life dialogues, politeness strategies can also be seen in films. the object of this study is the script of a short film on netflix entitled two distant strangers. there are three key characters in the film, carter, merk, and perri. this research aims to discover the types of politeness strategies utilized by the characters in two distant strangers and the sociological factors that influence the use of politeness strategies in the short film. this research employs the pragmatic approach and qualitative methodology. the analysis, result shows that all characters in two distant strangers implemented four types of politeness strategies. the characters’ utterances demonstrated a relationship between politeness strategies and related sociological factors. bald on-record is the most frequently used strategy as merk, the character who acts as a police officer, believes he is more powerful than the other characters. the sociological factor of high to low power plays a part in why merk is not hesitant to ignore other characters’ faces and command them as he likes. keywords: politeness strategies, sociological factors, utterance i introduction politeness strategies are necessary for achieving healthy interpersonal relationships that adhere to societal norms. politeness is most likely a prerequisite for human cooperation in general (brown, 2015, p. 326). it is essential for humans’ social life. one of the social norms in society is being kind to everyone. people who follow that social norm will attempt to make their interlocutors feel appreciated or respected. as a result, when speaking with other individuals, people will try to be more polite and considerate. they will need to apply politeness strategies to make that attempt. in pragmatics, politeness does not denote to how people act in public. it refers to how a person arrange its language use and linguistic expressions so that it is able to give space and depict a friendly attitude to the interlocutors (cutting, 2002, p. 45). according to linguistic theory, being courteous involves trying to satisfy someone else’s face or public self-image. the dangers to a person’s self-image are lessened using politeness strategies. humans view the wants on each other faces as fundamental desires that all members of society are aware of and that, generally speaking, it is in everyone’s best interests to partially satisfy (brown & levinson, 1987, p. 62). brown and levinson (1987) identified the four categories of politeness strategies: bald on-record, positive politeness, negative politeness, and off-record. brown and levinson (1987) also mentioned that sociological factors may be considered in all cultures when determining how serious a face-threatening act is. sociological factors are the underlying variables that affect how one uses politeness strategies. this theory is utilized to see if the characters’ sociological factors influenced the character’s use of politeness strategies. politeness strategies are utilized in many facets of human communication. the politeness strategies’ utilizations in daily life are essential because if humans did not learn strategies to defuse conflict and confrontation, social connections would be challenging to establish and maintain (yule, 1996, p. 106). how people express politeness will constantly evolve over the years; for example, the usage of respectfully polite titles like miss, mrs., and mr. is declining, while the use of given names, particularly familiarized forms of given names like sam, sue, and bill is increasing (leech, 2014, p. 297). leech observed that phenomenon from real-life events. in addition to paying attention to politeness strategies in casual conversation, people can also analyze politeness strategies in films. films usually depict conversations that occurred in the real world accurately. in light of this, it is essential to study films because they can be used as a tool to enhance people’s knowledge about politeness strategies. people can stream films online right now through the internet. one of the most well-known overthe-top (ott) streaming services is netflix. people can watch television shows, films, series, and much more on netflix. two distant strangers is one of the short films available on netflix. the dialogue in this movie depicts how one’s characteristics affect the words chosen in the conversation. this phenomenon is the reason why two distant strangers was chosen as the object of the study. carter, mailto:gabriellasellad@gmail.com mailto:almiraromala@usd.ac.id 2 | gabriella sella damara, almira ghassani shabrina romala lingual (vol. 14, no.2, 2022) merk, and perri are its three primary characters. the narrative’s protagonist is an african-american man called carter. he repeatedly wakes up in perri’s apartment in the same scene, in which a white police officer named merk kills him. numerous instances of politeness strategies in two distant strangers demonstrates the influence of human characteristics on language use. for example, when speaking to merk, carter used the word “sir,” whereas merk often addressed carter with command words like “get down!” the use of various tones in the characters’ utterances is intriguing to examine. the aim of this paper is to observe how the characters’ utterances preserve or jeopardize each other’s positive or negative faces. this research focuses on the politeness strategies all characters apply in two distant strangers. it has two objectives. the first is to discover the politeness strategies used by the characters in the short film, and the second is to identify the sociological factors that influence the type of politeness strategies utilized by the characters. in every utterance that contains the kind of politeness strategies, the sociological factors always entail. those factors are the primary motivations behind people’s utilization of politeness strategies. therefore, this research will also look at how the types of politeness strategies relate to the sociological factors evident in the dialogue of the characters in the short film. numerous researches about politeness strategies have been conducted. maros and rosli (2017, pp. 132–149) investigated the politeness strategies applied in selected tweets on twitter posted by malaysian females who studied the english language. the findings stated that negative politeness strategy is the least common and positive politeness strategy is the most common. their observation demonstrates how female twitter users are conscious of the damage they could do on an online platform. hence, they employ politeness strategies to decrease their threat to other users. in addition, jeanyfer and tanto (2018, pp. 137–145) discussed politeness strategies in text messages. the findings suggested that when people text someone with more power, they frequently employ negative politeness to avoid making a threat or imposing their will on the listener. if a higher-ranking sender is texting with a lower-ranking receiver, the sender will employ a bald on-record to accomplish the communication’s goals. they also discovered that when people are texting with someone on an equal level, they frequently mix up the types of politeness strategies. the application of brown and levinson’s concept (1987) of politeness strategies is what links the previous articles to this one. as a result, the data analysis performed by jeanyfer and tanto (2018) and the analysis of the first research objective in this article are the same. both maros and rosli’s article (2017) and this article use similar data classification systems. the object is what distinguishes this research from the other two research. maros and rosli (2017) chose the data from twitter updates, whereas jeanyfer and tanto’s research (2018) focused on the requests made in apps like whatsapp and line. social media is the source of the data for both publications. on the other hand, this research draws its data from the utterances made by the characters in a short film streamed online. another difference is that the data from maros and rosli (2017) are from non-native english speakers, and jeanyfer and tanto’s data (2018) is in indonesian, while the data in this article is in english and from native english speakers. to sum up, this article is different from the ones that have been described previously. it uses the same theory and adapts the data analysis approaches used in the two related journal articles. nevertheless, this article can still deliver new information since no other articles have examined the politeness strategies applied in two distant strangers. hence, when other researchers want to conduct further research, they can use the results of this study as a comparison to other articles. lastly, this research can comprehensively help to understand politeness strategies by implementing the theories in dialogues in a short film. ii research method this journal article used utterances in two distant strangers as its data. this study used qualitative method because the datum dealt with words and their contextual meaning and would be analyzed descriptively. furthermore, the context of the utterances that could affect the meaning of what the characters stated had to be considered to understand the politeness strategies employed by the characters in that short film. because pragmatics is the study of contextual meaning (yule, 1996, p. 3), the pragmatic approach is ideal for this research. to comprehend the plot, the data was gathered by listening and watching two distant strangers. the next step is transcribing the short film’s script. then, the following step is observing and selecting the utterances that applied politeness strategies. to address the first research objective, the initial step of the analysis was to examine and categorize the characters’ utterances into four different politeness politeness strategies analysis in two distant strangers 3 strategies according to brown and levinson’s theory (1987). the final step was to analyze the sociological factors to address the second research objective and to assess the connection between politeness strategies and sociological factors. iii results and discussion ninety-four data were identified from the characters’ utterances in the short film. this section consists of analyzing and explaining some of the data. 3.1 the types and the sociological factors of the characters’ politeness strategies the table below shows the distributions of the types of politeness strategies utilized by two distant strangers’ characters. table 1. the findings’ summary of the types of politeness strategies no . types of politeness strategies frequency 1. bald on-record 37 2. positive politeness 35 3. negative politeness 12 4. off-record 10 total 94 the findings on the various politeness strategies identified in the characters of the short film entitled two distant strangers are summarized in the previous table with a total of 94 utterances. the table shows 37 utterances were categorized into bald on-record, 35 utterances into negative politeness, 12 utterances into negative politeness, and 10 into the off-record strategy. the characters in two distant strangers applied all four types of politeness strategies without any exception. the analysis of the data for each type can be seen in the following section: 3.1.1 bald on-record 37 utterances applied bald on-record strategy with several sub-strategies. there are task-oriented, have great urgency/desperation, sympathetic advice/warning, farewell, and invitation. the examples are as follows: dialogue 1 perri: hey, uh, you wanna go out and get some food or something? there’s this new jamaican brunch spot that just opened up down the block. carter: did you wash your hands? (p/bor/02:23) in this dialogue, perri applies a bald on-record strategy in the form of invitations. here, perry as the speaker, requested the hearer, carter, to do something, which is to eat together with her in a jamaican brunch spot. despite the unrelated response she got from carter, perry invites carter using a direct and clear expression. despite only having met the previous evening, the social distance between perry and carter gets smaller due to perry’s ability to command carter to do something. because perry views carter as her lover, she considers that she has an equal level of power to carter. this dialogue has a high rank of imposition because the invitation could threaten carter’s negative face as the hearer. perri imposes the need for service by asking carter to go with her. dialogue 2 perri: go home, boy. carter: i’ll, uh, call you? 4 | gabriella sella damara, almira ghassani shabrina romala lingual (vol. 14, no.2, 2022) (p/bor/03:47) the above conversation shows that perri utilizes a bald on-record strategy in the form of farewells. carter and perri had a brief discussion before perri bid carter farewell by stating, “go home, boy.” here, perri insisted that it was okay for carter to leave her. there is minimal chance for carter to threaten perri’s positive face by being allowed to depart. this is the implementation of a bald on-record strategy in a case of a non-minimization face threat. in this dialogue, it can be seen that perri uses an informal way to say goodbye. there is a close social distance between the speaker and the hearer. perri sees carter as someone that is on the same level as her. therefore, the power is equal in dialogue 2. the rank of imposition is low because her utterance requires carter to give neither service nor goods. dialogue 3 carter: you know, uh, you got a nice place. you should get this fixed, though. perri: mmm-hmm. (c/bor/03:58) carter’s utterance here is applying bald on-record strategy in the form of sympathetic advice. as the speaker, carter conveys that he cares about perri as the hearer. he is advising perri to fix the display on her apartment door. he softens the advice by complimenting her place first, but he still says the advice in a direct and clear expression. at this point in the short film, carter and perri are more comfortable. thus, the social distance in this dialogue is close. the power is equal since carter dares to give perri a piece of advice in a nonforcing way. the rank of imposition here is high since it may impose perri’s negative face, and it requires a service, which is fixing the display on her apartment door that almost falls off. dialogue 4 merk: put the bag down and step against the wall for me. carter: what? i’m good actually, man. merk: i’m not good. carter: listen, man. merk: give me the bag, get against the wall. (m/bor/06:44) merk applies a bald on-record strategy in this conversation in the form of a task-oriented. here, merk is threatening carter’s face with his request and command. since commanding carter to do certain things is his primary concern, he ignores carter’s face wants. merk is also confident that carter will not object, so there is no need to reduce the face-threatening act. viewed from their race, the social distance in this conversation is far. merk, a white man, believes he has more power than carter, an african-american man. the speaker and the listener have a high to low power ratio. merk has higher and stronger authority because he is a police officer. his line of work gives him the power to command and control others. the level of imposition is high because merk’s comments endanger carter’s negative face. dialogue 5 perri: my hands! you can see my hands! what do you want me to do? merk: knife! (p/bor/13:00) the statement made by perri in this instance exhibited great desperation and applied the bald onrecord strategy. she was stunned and startled when the police rushed into her apartment. this situation makes her anxious. she spoke straightforwardly due to her anxiousness since she knew that if she were to change her tone. it would lessen the impression of her desperation. she instantly displays her conformity by employing a bald on-record strategy since she is frightened of being shot. politeness strategies analysis in two distant strangers 5 in this dialogue, perri indicates that she considers merk someone with higher power than her. thus, this dialogue has low to high power. estimated by their race and occupation, their social distance is far because they have different social statuses. merk is a white police officer, while perri is an african-american civilian. the rank of imposition is low because perri’s utterance does not threaten merk’s negative face. dialogue 6 merk: get down! perri: breathe! oh, my god. (m/bor/13:11) merk’s command in dialogue 6 employs a bald on-record strategy in the form of great urgency. merk knows that maximum efficiency is critical to ensure that perri and carter follow the command to “get down” directly. there is no need to redress his utterance because adding the word “please”, for example, will decrease the communicated urgency. the relative power in this dialogue is from high to low since perri cannot impose merk’s plan. she does not have any other choice other than to comply. the social distance is far because of the different social statuses. the rank of imposition is high because merk’s utterance threatens perri’s negative face, which is the freedom of action. she does not have freedom because she must follow merk’s command. 3.1.2 positive politeness 35 utterances applied positive politeness strategy with several sub-strategies. there are jokes, notice to a hearer, in-group marker, seek agreement, promise, intensify interest to a hearer, and avoid disagreement. the examples are as follows: dialogue 7 carter: i was not gonna just leave. perri: i know. just fucking with you. breathe. carter: you got jokes. (p/pp/01:58) perry uses humor to demonstrate a positive politeness strategy in dialogue 7. the most straightforward strategy to reduce face-threatening behavior is to make jokes. her quips let carter feel a lot more at ease because he was previously worried that he could offend perry. perry's humor strictly blocked any possible face-threatening act in this conversation. the social distance in this dialogue is close because perry tries to lessen the social distance by making jokes so that the conversation will flow effortlessly even though they had just met the night before. the rank of imposition is low because perry’s utterances do not threaten carter’s negative face. perry puts herself in equal power to carter because she jokes just like how people would talk to their friends. dialogue 8 merk: everything all right here, fellas? carter: yes, sir. everything is just fine. i almost bumped- (m/pp/10:28) in dialogue 8, merk applied the positive politeness strategy in the form of in-group identity markers. the marker here is the address form “fellas”. the use of that address form can claim solidarity between merk and carter. it will automatically satisfy carter’s positive face, which is to be accepted by other people. the rank of imposition is low in this dialogue because merk only asks a question that does not threaten carter’s negative face. here, merk intentionally puts himself on an equal level with carter to ease the circumstance. merk also lessens the distance between them by showing solidarity. thus, the relative power is equal, and the social distance is close. 6 | gabriella sella damara, almira ghassani shabrina romala lingual (vol. 14, no.2, 2022) dialogue 9 merk: that’s enough circus tricks. give me the bag, step against the wall. carter: look, dude. i’m about to fuck your head up right now. you see the corner? cute couple about to kiss. boom! yoga girl about to take a selfie. voilà. skater kid right there, watch him eat shit in three, two… (c/pp/17:41) in this dialogue, carter employs a positive politeness strategy by intensifying interest in a hearer. here, merk is going to lose interest in hearing carter’s tale. then, carter deftly persuades merk to rejoin the conversation by telling “a good story” to convince him. seeing the circumstance, the relative power in the dialogue is equal because, currently, carter does not consider merk someone with a higher power. it can be seen by the word “dude” in his utterance. the rank of imposition is low because carter’s utterance does not require merk to give either service or goods. the social distance is close because carter used “dude” instead of “sir”. dialogue 10 merk: so, what do you want? carter: why don’t you just take me home, man? (c/pp/20:01) carter’s utterance in dialogue 10 here utilizes a positive politeness strategy by giving reasons. carter implies that merk can help him return to his home. it is his way of showing merk what help is needed. this strategy will make merk feel included in the situation and satisfy his positive face. the social distance in this dialogue is close because the speaker and the hearer are cooperating. however, the rank of imposition is high since the utterance requires merk to give a service, which is taking carter to his home. the power here is equal since carter dares to impose merk’s plan by asking for help. 3.1.3 negative politeness 12 utterances applied negative politeness strategy with a few sub-strategies. there are apologies and give deference. the examples are as follows: dialogue 11 merk: is that a cigarette? carter: yes, it is. merk: but, it don’t smell like no cigarette. carter: with all due respect, the inaccuracy of your sense of smell is not my problem, sir. (c/np/10:31) carter employs a negative politeness strategy, which is giving deference, in dialogue 11. carter masks the offensiveness of the sentence’s underlying meaning by expressing deference. “with all due respect” and “sir” are the words of deference. carter boosts merk’s self-esteem and meets his desire to be considered as superior. the dialogue between merk and carter above reveals a significant social distance. carter distances merk further by highlighting the formality of his statement. the rank of imposition is low because it does not harm merk’s negative face want. it also does not call for any services or goods from merk. carter thinks merk has more power than he does. he believes that formal language is required. hence, the relative power is low to high. dialogue 12 merk: what? carter: i am sorry, i… what’s the real reason you became a cop, man? not that brochure bullshit. (c/np/22:00) politeness strategies analysis in two distant strangers 7 carter applies a negative politeness strategy in this utterance by apologizing. carter is sorry for laughing at merk’s answer to his questions earlier. by saying, “i’m sorry”, he is expressing his unwillingness to impose on merk’s negative face want and somewhat redressing the impingement that jeopardizes merk’s face wants. the relative power in this conversation is equal because carter speaks to merk like how friends communicate with each other. the social distance has shrunk because they have been talking several times. thus, the distance between them becomes close. the rank of imposition is high because carter imposed merk’s negative face by forcing him to answer his question honestly. 3.1.4 off-record this strategy is the most infrequent. 10 utterances applied the off-record strategy. the examples are as follows: dialogue 13 carter: listen. some people do commit crime. but what choice do they have, when white people are born on the third base and niggas outside the stadium? merk: boo-hoo. (c/or/22:51) carter applies the off-record strategy as a rhetorical question in dialogue 13. carter’s query has an implied response that can be utilized to commit a face-threatening act. carter does not expect an answer to the question that he uttered. it only functions as carter’s way to refute merk’s racial bias theory and highlight the disparity between white and african-american people. due to carter’s acknowledgment of their disparate racial backgrounds, there is a significant far social distance in this conversation between merk and carter. carter does not show any sign of deference. thus, the relative power is equal. because carter’s statement may impose merk’s negative face want, the rank of imposition is high. based on the discussion, the results suggested that the characters in two distant strangers apply all four categories of politeness strategies. merk typically employs a bald on-record strategy to give people his orders in a straightforward manner. carter dominates both the positive and negative politeness strategies. when he speaks to perri, he often utilizes positive politeness to hasten intimacy. when speaking with merk, carter employs negative politeness to show respect. all characters apply the off-record strategy. it demonstrates how the off-record strategy may be involved in any circumstance to give speakers a way out if they mistakenly or purposely do anything that puts their face wants in danger. the findings also showed that various things influence the three sociological factors. the characters’ race has a significant impact on social distance. carter, an african-american man, constantly tries to fulfill merk’s demands because he feels inferior to merk. he makes an effort to stay out of trouble by being courteous. to perri, because they have the same race, he sees himself as equal to her. the occupation and the ability to impose on each other’s plans impact relative power. merk has a distinct advantage over the other characters because he is a police officer, whereas the rest are just mere civilians. the degree of interference on the hearer’s face determines the ranking of imposition. the utterances said by the characters, such as what they demand, ask, and order from the interlocutors, influence the rank of the imposition. iv conclusion from the analysis above, it can be seen that all characters in two distant strangers implemented different politeness strategies. the most commonly utilized strategy is bald on-record and the least utilized is the off-record strategy. the characters’ utterances also demonstrated a relationship between politeness strategies and related sociological factors. it has been established that every time a character applies a politeness strategy, the three sociological factors are always present. the most common social factors in bald on-record strategy are high to low power, far distance, and high rank of imposition. it is evident in the conversations between carter and merk since carter has lower power. the sociological factors that most strongly influence the positive politeness strategy are close social distance, equal power, and low rank of imposition. they are commonly exemplified in the conversation between carter and perri. it suggests that the characters use positive politeness as a strategy when speaking to someone who shares their social traits. therefore, they are not concerned 8 | gabriella sella damara, almira ghassani shabrina romala lingual (vol. 14, no.2, 2022) about the interlocutor’s power. negative politeness is often applied when carter talks with merk, who is more powerful. it demonstrates how the characters use this strategy when they feel inadequate or must take great care to avoid offending the interlocutor. off-record, the final one, is the most adaptable because the characters employ it when conversing with people who are either close or far in social distance. finally, it is suggested that other researchers look at various linguistic phenomena depicted in two distant strangers. the other researchers might examine how the characters’ violations of maxims caused the short film’s conflicts. researching this short film from various linguistic standpoints will undoubtedly strengthen one’s comprehension of linguistic topics. references brown, p. (2015). politeness and language. the international encyclopedia of the social and behavioural sciences (iesbs), (2nd ed.), 326-330. doi: 10.1016/b978-0-08-097086-8.53072-4 brown, p., & levinson, s. c. (1987). politeness: some universals in language usage. cambridge: cambridge university press. cutting, j. (2002). pragmatics and discourse: a resource book for students. new york: routledge. damara, g. (2022). a pragmatic analysis of politeness strategies in two distant strangers (undergraduate thesis). retrieved from http://repository.usd.ac.id/id/eprint/42813 dridi, t. (2021). face threatening acts (ftas) in aipac political annual speeches between 2006 and 2012. llt journal: a journal on language and language teaching, 24(1), 261-275. doi: 10.24071/llt.24i1.2684.g2283 free, t., & roe, m. d. (directors). (2020). two distant strangers [motion picture]. jeanyfer, & tanto, t. (2018). request strategies in indonesian: an analysis of politeness phenomena in text messages. journal of language and literature, 18(2), 137-145. doi: 10.24071/joll.v18i2.1569 leech, g. (2014). the pragmatics of politeness. new york: oxford university press. maros, m., & rosli, l. (2017). politeness strategies in twitter updates of female english language studies malaysian undergraduates. 3l: the southeast asian journal of english language studies, 23(1), 132-149. doi: 10.17576/3l-2017-2301-10 miwita, r. (2016). politeness strategies applied by the characters of “the great debaters” movie. llt journal: a journal on language and language teaching, 19(1), 19-33. doi: 10.24071/llt.19i1.190103 natanael, t., & putranti, a. (2019). the interpersonal factors affecting the introduction to english literature lecturers’ politeness strategy. joll: journal of language and literature, 19(1), 101-113. doi: 10.24071/joll.v19i1.1813 pinem, y. (2021). socio-pragmatic profiling on english imperative at the airport. llt journal: a journal on language and language teaching, 24(1), 164-179. doi: 10.24071/llt.24i1.2662 sari, i. (2020). the speech act of cartoon movie: spongebob squarepants’ the movie. linguists: journal of linguistics and language teaching, 6(1), 126-132. doi: 10.29300/ling.v6i1.2854 septiyani, w. (2016). the use of brown and levinson’s politeness strategies by the main characters of bride wars movie (undergraduate thesis). retrieved from http://repository.usd.ac.id/id/eprint/5459 soehendra, e., & jumanto. (2022). the analysis of impoliteness within grammar nazi context in twitter tweets. journal of pragmatics research, 4(1), 73-92. doi: 10.18326/jopr.v4i1.73-92 sugini, djatmika, & maryadi. (2016). politeness strategies performed by teachers to effectively assist children with autism in their learning process. humaniora, 28(1), 28-36. doi: 10.22146/jh.11411 suyono, m., & andriyanti, e. (2021). negative politeness strategies in what would you do? tv show. joll: journal of language and literature, 21(2), 438-452. doi: 10.24071/joll.v21i2.3430 syafryadin, s. (2021). integrating politeness principles and strategies in counselling technique: a phenomenological study. journal of pragmatics research, 3(2), 147-159. doi: 10.18326/jopr.v3i2.147-159 theresa, a. (2020). politeness strategies in directive speech act by oprah winfrey and michelle obama in super soul sunday talk show (undergraduate thesis). retrieved from http://repository.usd.ac.id/id/eprint/37711 yule, g. (1996). pragmatics. oxford: oxford university press. locals’ perceptions towards english in langgher dhatang as a local tourism industry development in pamekasan, madura devy sulistyawati, mohammad halili universitas trunojoyo madura devysulistyawati9@gmail.com, mohammad.halili@trunojoyo.ac.id abstract this research aims to study the locals’ perceptions towards english in association with the local tourism destination development. since language and tourism are interwoven, the use of language is linked to the likelihood of its popularity or infamy. it is undeniable that indonesia requires english in all tourism sectors. the problem is that indonesian's english proficiency in general is still in the lowest position among the members of the mea. this has become one of the obstacles to make local tourism sites more competitive in the international sphere. recognizing the communities’ perceptions to english would be a meaningful step to advance the potentials of the local tourism destination. therefore, two issues that this research is concerned about are: the locals’ perceptions and the problems that might pose if english were introduced. the descriptive qualitative method employed. this research is located in langgher dhatang, dusun pogag, desa palalang, kec. pakong, kab. pamekasan, madura. we interviewed thirteen local people living around the location. the participants’ involvement decision was made based on the assumption that they will have a direct impact for its language planning. we designed a questionnaire in a google form to ask and marked the answers in accordance with the participants’ responses. the research shows various attitudes towards english: most of them (76,9%) believe that english is important for langgher dhatang. 15,4% of the participants who have no idea either english will have a positive impact or not for local tourism development. the rest (7,7%) sees that english is inconsequential to its promotion. the problems that could arise include a low level of motivation in learning (15,4%), a low level of education (69,2%), and the youth ignorance in tourism site development (7,7%). keywords: english, langgher dhatang, locals’ perceptions, local tourism destination i introduction language and tourism cannot be separated. the use of language is associated with the likelihood either the popularity of tourism destination increases or decreases. to do a language planning in a certain area, initial information of the dwellers’ insights is important to get since it clues what sort of the next actions that can be taken. it can help the researchers to work effectively mainly because the gathered evidences from locals can underlie either the project can(not) continue. therefore, this study aims to reveal the locals’ attitudes towards english for the development of the local tourism industry and problem identification if english were introduced. langgher dhatang is a religious site that is strongly believed to exist without human intervention. the terms are madurese: langgher means mushalla (a public place for performance of religious duties) and dhatang means datang (come). it means that this site presents by itself. this belief has already passed from generation to generation. its naming consists of and refers to its historical values and meanings. since then, planning to develop this site onto religious tourism purposes develops. tour is transitional activity from one activity to another with a lighter intensity. tour is usually done by someone to take a break from the daily routine such as work. tourism is the plural term of tour. tour is a tourist trip that is carried out repeatedly or around, both planned and unplanned which can produce a total experience for the perpetrator (wirawan & semara, 2021). tourism is everything related to tour activities and their impacts, due to the contact/interaction between travel agents and tourist attractions, tourism support facilities, and infrastructure/infrastructure provided by the community, private sector, and government, starting from the place of residence, while on the way, at the destination, until he returns to his place of residence (wirawan & semara, 2021). thus, tourism is a symptom that happens due to the motion of human beings from where they stay to do some travelling activities, whether or not it was a holiday until they went back to their home. indonesia has tourism development potentials. the abundance of natural resources, cultural diversity, religions, ethnics and races can be a strong capital for tourism investment. with these various attractions, it is not surprising that indonesian’s tourism industries is considered highly promising. in fact, the tourism sector in indonesia is one of the largest sectors supporting the state income. indonesia as the largest archipelagic country in the world consisting of 17,508 islands or also known as the mailto:devysulistyawati9@gmail.com mailto:mohammad.halili@trunojoyo.ac.id 2 | devy sulistyawati, mohammad halili lingual (vol. 15, no.1, 2023) maritime country, has realized the importance of the tourism sector to the indonesian economy (mudrikah, 2014). the reason for this is that indonesia's tourism growth is always above indonesia's economic growth. the tourism industry can contribute to the country's foreign exchange up to us$ 10 billion. this position is number four after oil, coal and palm oil (sari & suryawan, 2021). recognizing that fact, developing the tourism sites means developing economic incomes of its people. religious tourism sites could be an option to tourism purposes. these sites offer spiritual experiences and attract visitors. in mecca for instance, the number of pilgrims during the 5 days of the hajj reached up to 3.16 million in 2012 (oumoudden & al-zahrani, 2021) and 4.2 million people annually for vatican city, italy (moore, 2018). in islamic context, religious tourism is used to spread da'wah and learning about islam to the wider community in general in the form of tourism activities. in other words, visitors can take learned-lessons of islamic values and meanings from their visits. for example, they can recall the history of religious tourist attractions visited (vinandari, hafizd, & noor, 2019). the high spiritual needs of the indonesian people have caused many religious sites to appear with various backgrounds. spirituality is a dominant force in the needs of human life today because spirituality can provide peace and tranquillity in the human soul and even unity with the creator so that it has meaning in life (narulita, 2018). the local people’s proficiency in english plays a significant role in tourism. this competence can facilitate the communication between visitors and dwellers. in a transaction for instance, a best deal can be made if the seller and the buyer understand each other. the oral promotion of its site from visitors to their families, friends, and colleague will be likely to increase the rate of its popularity as to it becomes magnet to other potential visitors. sharing the understanding of a language can help every social group to feel as a single unit even though they come from different group (dwivitasari, 2019). english has made the business more vibrant (savarese, 2007). as an international language, english is a means of connecting nations. it is undeniable that indonesia requires english in all tourism sectors. the function is to facilitate communication between foreign tourists and tourism actors. in a study conducted by luh sri damayanti in the journal in journey: journal of tourismpreneurship, culinary, hospitality, convention and event management (vol. 2, no. 1, pp. 71-82) entitled peranan keterampilan berbahasa inggris dalam industri pariwisata, mentioned that english has an important role in the tourism and hospitality industry. these roles are communicative role, integrative role, lingua-franca role, relationship-fostering role, business/economic role, and functional role (damayanti, 2019). this reinforces the statement that english is needed in various layers of the tourism sector. mastering english is thus important to attract a wider market especially in indonesian’s tourism sectors. english which achieves a global status is necessary to be developed in the tourism sector in indonesia. if the local people understand english, the communication with foreign tourists can take place effectively. this also can be a strong point that attract the people around the world to see local site destination in indonesia. however, the ability or english language skills of indonesians are still in the lowest position among the countries that are members of the mea (asean economic community) (damayanti, 2019). equal to thailand and vietnam, indonesia is the country with the lowest english proficiency compared to other mea member countries such as singapore, the philippines and even malaysia. indonesian people's english proficiency is in the range of 38.45 –54.06 (iriance, 2018). this is one of the obstacles to the progress of local tourism in indonesia to be able to compete in the international scope. language development is one of the efforts to improve the quality of human resources so that the language planning is also fundamental. the research on the language planning was also conducted in bali (sutarma, putu., sadia, & ketut, 2013). they were mainly focused on the use of bahasa indonesia in practical terms in tourism industries in bali. the source of data taken by researchers was the use of indonesian in nusa dua, kuta and sanur, bali. the result of this study demonstrates that the indonesian language planning process is not optimal due to the fact that the use of foreign languages is still dominant and also that implementation and evaluation steps have not run well. other research examines how local communities in japan perceive the sustainable cultural tourism. the results of the study indicate that japanese residents have both positive and negative traits depending on how close they are to the interaction with the industry and tourism activities. however, most of them are unhappy with the sustainable cultural tourism due to the severe impacts that might be caused. for that reason, the researcher suggests that tourism managers and/or local governments need to develop a better market planning and management to develop sustainable cultural tourism (kurniasari, 2021). from these two studies, it can be seen that public perceptions are highly fundamental for the locals’ perceptions towards english in langgher dhatang as a local tourism industry development in pamekasan, madura | 3 development of the local tourism industry. in other words, it is pivotal to engage communities to do language planning in a targeted local tourism development. the community engagement can indeed minimize the potential conflicts among governments and the dwellers as we already did initial identification to the likelihood either the project can(not) continue. the process of language planning always intersects with political, social, cultural, and religious interests. language planners cannot ignore the obstacles that might occur when language planning is carried out. the human resources or the targeted learners could be another problematic source. it means that introducing english in this context does not mean that the project goes as planned as we struggle with the background knowledge of the participants. designing relevant materials and setting the class condition are parts of the internal challenges. it is also important to take account that the challenge is even more difficult because language planning will be held is local tourism in which its people are less exposed or even has never been in direct contact with english. establishing the importance of locals’ perceptions towards english, the purpose of this study is to look at the insights of the community in langgher dhatang, dusun pogag, desa palalang, kec. pakong, kab. pamekasan, madura. this research questions two issues: 1) what are the locals’ responses if english is introduced in that area; and 2) what are the possible challenges that can contribute to its plan (un)successful. ii methods this research employed a descriptive qualitative method. the notion refers to a certain tradition in social sciences that fundamentally depend on observations of humans both in its area and the forms of (spoken and writen) language (anggito & setiawan, 2018). the purpose is to elaborate the locals’ perceptions towards english. this is to look at the view of local people if english were introduced in langger dhatang, located in dusun pogag, palalang village, pakong district, pamekasan regency. the rational of choosing this site to undertake the research is based on the people’s (irrational) belief that this is a stand-alone building without anyone’s intervention. people believe that this building was built by spiritual forces. moreover, the research on it as a religious tourism site destination remains unidentified. on the one hand, this location has an interesting history but due to the lack of promotion, this place has a very small numbers of both local or international tourists. therefore, researchers assert that developing english for the people around it will have added values to why tourists should explore this place. the following chart illustrates steps in the data collection we did: picture 1. data collection steps the first step is to design questionnaire that was made to structure the relevant questions to obtain required information. using google form is indeed handy enough to guide where the questions are going to go. this is generally accepted that gathering information from society is dynamic, not static. therefore, as distracted topic might present, it is important to keep focusing on what specific information we are looking for. this is also helpful to specify, rather than generalize, responses as we expected. moreover, we interviewed thirteen participants as they all meet the criteria of being participants: indigenous, neighbouring to the location of the research (langgher dhatang), and directly impacted with the language planning. the questions are in bahasa indonesia, but we used the local 4 | devy sulistyawati, mohammad halili lingual (vol. 15, no.1, 2023) language, maduranese, to ask or to talk. this is to ensure that messages get across well or the questions were well understood. the participants’ responses were recorded. while we asked, we marked the options of the answers on the google form based on the participants’ responses. this method is undoubtedly useful as this guards the data from lost. we can later check their responses on the google form. finally, we analysed the chosen data based on the issues under discussion. in this stage, we see how the perceptions of the interviewees link to the notion of english to be introduced in that area. this point is crucial to understand because this gives a clear picture to us either the project to introduce english can go hand in hand with locals or vice versa. iii results and discussion this section presents the results of the interviews with participants in the given area covering the following issues: 3.1 the possibilities of english development in langger dhatang area we found various responses or beliefs of the participants to the likelihood of english to be introduced in that place. the first question is that “based on your opinion, is it possible to develop english langguage in langger dhatang area?”. the following chart illustrates their responses: picture 2. the locals’ perceptions towards the development of english the chart clearly shows us that most of the participants, which reach up to 76.9%, agree that it is possible to develop english in the langgher dhatang area. there are only small number of the participants (7.7%) of the respondents who disagree with english introduced in that site. some (15.4%) have no idea about the issue under discussion. it means that the last party cannot justify their position to the idea of english development. any efforts are undoubtedly required to support the development of tourism site and developing english is considered to be a realistic action to improve the tourism industry (widiastuti, astawa, mantra, & susanti, 2021). for example, we can identify who will engage in the project. youth around the location can be the party that will firstly receive this project. in addition, we also trained basic expressions for the people running a business around the location to understand basic command in english. since not all of the participants share the same views, the ones who see that english is not possible to develop in that area need further study. the problem with this view is that they actually have no idea about english, but because they see that developing tourism site will have more negative impact instead of the advantages, they put any efforts to popularize the site will remain harmful. for that reason, disagreement shown mirrors the pseudo rejection to english, but they see the disadvantages are more dominant than positive ones. pertaining to the previous insights, we asked a further question that can indicate what the next step that can be taken is. the following chart shows their responses: locals’ perceptions towards english in langgher dhatang as a local tourism industry development in pamekasan, madura | 5 picture 3. the necessity of english the data show that most them, that reach up to 61.5% of the participants "agree" with english requirement in the tourism area. this means that the participants consider the necessity of english for tourism sectors. to get more visitors especially from foreign countries, english is irrefutable. english plays a major role in the delivery of quality service (zahedpishes, bakar, & saffari, 2017) and get more competitive global market (al-saadi, 2015). having a good command in english supports the local tourism to have more visitors and intercultural communication can take place (wilson, 2018). reciprocal engagement or two-ways communication between visitors and hosts facilitate what they need. meanwhile, there are also the respondents who have no idea to its significance and it reaches up to 30.8%. participants with this position definitely do not know what english is actually for. for that reason, they cannot justify their position. the rest of the participants, which are up to 7.7% "disagree" with that idea. it should be noted, however, that this is very common to see this point of view. even though logical reasonings to their attitude require more investigation, it is presumably believed that langgher dhatang is downward impossible to have foreign visitors. therefore, they do not think that english brings more advantages to the development of langgher dhatang as a local tourism destination. 3.2 the problems that arise as a result of language planning the second research question to the problems that arise when english language planning is carried out is fundamental to this study, since it can anticipate further actions for its plan. by recognizing and classifying the potential problems that might arise, we can work later effectively. as it is known that developing a language that has never been used before raises problems both internally and externally. the following are the result of research on the perception of the people around local tourism langger dhatang regarding this matter: picture 4. potential problems towards english development 6 | devy sulistyawati, mohammad halili lingual (vol. 15, no.1, 2023) what we found from the challenges or possible problem identification include: 1. lack of hr interest in learning; 2. low level of education; 3. pessimistic perception of tourism site development activities; 4. average age of hr dominated by parents; 5. lack of youth concern for the environment around tourist sites; 6. lack of sensitivity of the community to jointly develop tourist sites; 7. there is no support from educators to learn english for residents; 8. lack of financial support from the local government; 9. other (is an answer for people who do not understand or do not know the answer). the data stated 69.2% or 9 respondents answered "other", 15.4% or 2 respondents answered "lack of hr interest in learning", "7.7% or 1 respondent answered" lack of community sensitivity to jointly develop tourist sites” and 7.7% or 1 respondent answered “lack of youth concern for the environment around tourist sites”. the interesting point to note is that the low level of education achieves the highest rank in number. that big number basically strongly indicates how important the education is, according to the locals’ perception, to support the local tourism industry. this can lead people around langgher dhatang to share a uniformed goal: the development of local tourism industry. education plays an important role to build people’s tourism awareness because it increases the people’s sense of belonging to the tourism site around them. additionally, skills that they gain while in education or tourism training can provide better services. for that reason, positive cooperation among people is expected to grow healthy. some, however, do not know what sorts of problems will arise if language planning is carried out. this shows that language planning is something that has never happened before resulting in a lack of information regarding this matter. however, other answers such as lack of community sensitivity, lack of concern for youth and lack of interest in human resources in learning are indications that the problems that arise originate from within the community itself. in relation to the moeliono theory, which says that in the language planning process there are problems that need to be considered by language planners, such as problems related to position or status, problems with language systems or codes, and problems related to the use of language by local residents (riani, 2017), the community problems in the langger dhatang area are in point number three of moeliono's opinion, which is related to the local residents. 3.3 english as a langger dhatang tool of promotion concerning the people’s belief to the positive impact that can bring by mastering english is another initial identification prior to the english development. what we asked is that "whether english be a means of promotion and attraction for the local tourism industry which in this case is less well known by tourists? ". langger dhatang as local tourism which has an interesting history but is not well known by the wider community is one aspect of the interest of researchers to find out the perceptions of the people in the tourist area when using english as one of the attractions and a means of promotion for langger dhatang tourism itself. the following is the data that has been taken by researchers on this matter. picture 5: english as a tool of tourism promotion the data shows that most of respondents (53.8%) agree with, some (38.5%) "don't know" and some disagree with (7.7%) that english can promote the local tourism destination. seeing the results which show that almost half of the respondents chose "yes", the researchers concluded that the public thinks that english can indeed be a means of promotion for langger dhatang. the following data reveals the locals’ perceptions whether english can be a magnet for visitors or not. locals’ perceptions towards english in langgher dhatang as a local tourism industry development in pamekasan, madura | 7 picture 6: english as a means of tourism attraction the above data shows that the results of english can be an attraction for langger dhatang tourism. the data stated that participants (46.2%) agree with, some (30.8%) "don't know", and some (23.1%) disagree with that english can be an attractive tool to local tourism. with the big number of respondents who said "yes" to this question, the researchers concluded that indeed english could be an attraction for local tourism in langger dhatang. from the two data above, the language of tourism provides a description of the potential of tourist destinations that seek to persuade, attract, encourage and seduce potential tourists to become real tourists (arfin, aireen, & hassan, 2012). this is in line with the opinion of the people in the langger dhatang area that indeed english can be a promotional tool that can attract tourists and can also be a tourist attraction. the data shows various attitudes shown by the participants in regards with the development of english in langgher dhatang area. those various responses can be understood as a challenges and opportunities for language planning especially in the local tourism destination which is low in popularity. iv conclusion gathering initial insights of the local people towards english can be a meaningful step to develop english in a religious tourism site. introducing and mastering english to and by local people in a growing religious tourism visit enable the local tourism destination more vibrant. the current research shows various attitudes towards english in the given area: most of participants believe that english is important and if it is introduced to them, english can be a means of effective communication for foreigners’ as to promote this site to wider visitors. in contrast, some did not see any significance to langgher dhatang promotion even though they learn english. but some cannot justify their position to the role of english in the religious tourism site. moreover, the participants anticipate the potential problems that hinder the learning, for example, the low level of education of its people, lack of tourism awareness development of the youth, the low level of motivation in learning english. these alert us that it is not only a matter of transferring or introducing english, but also a matter of understanding the learners. what we can recommend for the next research is to scrutinize on how actually mastering english can be associated with economic incomes of its people. we can subsequently see the consistency of their opinions if different contexts of research proposed. references al-saadi, n. (2015). importance of english language in the development of tourism management. academic journal of accounting and economics researches, 33-45. anggito, a., & setiawan, j. (2018). metodologi penelitian kualitatif. cv jejak (jejak publisher). arfin, m., aireen, n., & hassan, h. (2012). language for tourism: a review of literature. procedia sosial and behavioral sciences 66, 136-143. damayanti, l. s. (2019). peranan keterampilan berbahasa inggris dalam industri pariwisata. journey: journal of tourismpreneurship, culinary, hospitality, convention and management, 2(1), pp 71-82. dwi vitasari, d. (2019). analisis gaya bahasa pada lagu peterpan. journal peqguruang, 1(2), pp. 109114, doi:10.35329/jp.v1i2.561. 8 | devy sulistyawati, mohammad halili lingual (vol. 15, no.1, 2023) iriance, i. (2018). bahasa inggris sebagai bahasa lingua fraca dan posisi kemampuan bahasa inggris masyarakat indonesia diantara anggota mea. prosiding industrial research workshop and national seminar 9(0), 776-783. isdianto, e. (2014). bahasa dan teknologi. jurnal bahas, 40(91), 90-98. kurniasari, k. k. (2021). pariwisata budaya berkelanjutan: persepsi masyarakat lokal. journal of research on business and tourism, 1(1), p 62-74. mudrikah, a. (2014). kontribusi sektor pariwisata terhadap gdp indonesia tahun 2004-2009. economics development analysis journal, issn 2252-6765, 362-371. narulita, s. (2018). spiritualitas modern melalui wisata reigi studi fenomenologi peziarah makam habib husein alydrus. strengthening the moderate vision of indonesian islam, (hal. 904-912). surabaya. oumoudden, s., & al-zahrani, k. (2021). "tourisification" of the spritual and/or spritualization of the cultural: between pilgrimage and consumerism: the emergence of religious tourism in saudi arabia. open edition journal. riani. (2017). permasalahan dalam perencanaan bahasa pada masyarakat multikultural. madah, 3(2), 164-172. sari, n. i., & suryawan, w. a. (2021). pengembangan area hiburan dan edukasi di area paralayang batu. jurnal sains dan seni its, 9(2), g137-g142. savarese, c. (2007). english language right in the global market: an american perspective. springer science business media, lcc. sutarma, putu., i. g., sadia, & ketut, i. (2013). penggunaan bahasa indonesia di industri pariwisata bali: studi kasus perencanaan bahasapada industri pariwisata bali. soshum jurnal sosial dan humaniora, 3(2), 118-135. vinandari, n., hafizd, k. a., & noor, m. (2019). sistem informasi geografis wisata religi berbasis web mobile. jurnal sains dan informatika, 5(1), 42. wilson, a. (2018). adapting english for the specific purpose of tourism: a study of communication strategies in face-to-face encounters in a french tourism office. asp (la revue du geras), 1-20. wirawan, p. e., & semara, i. m. (2021). pengantar pariwisata. bandung: ipb internasional press. zahedpishes, n., bakar, z. b., & saffari, n. (2017). english for tourism and hospitality purposes (etp). english language teaching, 86-94. semantic change on imitative slang used by indonesian netizen putu weddha savitri, a.a. sagung shanti sari dewi udayana university weddha_savitri@unud.ac.id, sari_dewi@unud.ac.id abstract in this digital era, the development of a language can be observed from its use on social media or audio-visual digital platforms such as youtube, spotify, or tik-tok. this can happen because social media or any digital platform has become a media to deliver any expression freely. young generation as the largest users of it, used often non -standard language in expressing their thought and it can be led to language change. one of these changes is a change in meaning. this paper aimed to analyses the meaning changes of the words especially those that classified as imitative slang and their function. the data was taken from any written language used by netizens on the tiktok platform and youtube. this study uses qualitative methods in data analysis. the result showed that there are a widening or expansion of meaning, metaphor, hyperbole, and degeneration or pejoration of meaning through these slang words. keywords: semantic change, slang, social media, meaning i introduction one of the language variations is the use of slang in public communication, both oral and written, especially for informal communication among certain circles. yule (2006) describes slang as words or phrases that are used more frequently than everyday words by young people or certain groups. nowadays, the use of slang has become wider and spreads quickly thanks to social media or others entertainment platforms that are used as a means of communication from various communities, especially among teenagers. millennial generations are known as igeneration or internet generation, who are multitasking and full of creativity, therefore they often make a new change like produce a new slang word that they use in everyday communication. the existence of a language cannot be separated from the people who use it. in line with society's life which is always dynamic, language also experiences the same thing. a language is always developing, some are progressing with the addition of various aspects, some are even almost extinct because there is no user or no longer used. the development of a language is usually based on needs, the current situation, and of course the wishes of the speaker (chaika, 1998:8). in this digital era, it is undeniable that social media plays a very important role in spreading various information, including the language used by its users. as its function, the language used can be adjusted to their needs. therefore, the phenomenon of using slang on social media can be used as a reflection of language development, both mother tongue and foreign language in indonesia. the dynamic nature of language will bring changes in several aspects of language. one of the most interesting aspects to be observed is the semantic change or shift in meaning of words. in particular, those that can be classified as imitative slang. according to allan & burridge (2006), imitative slang is a slang word that imitates or takes words from standard languages which then gain additional meanings. it is very clear that in imitative slang, there is a change/shift in meaning which is very interesting to analyse other meanings that arise especially when it is used on digital platforms. many studies have been conducted on slang, but most only investigate slang based on its type and meaning. however, this research focuses on changes in meaning that occur in words that are classified as imitative slang used by netizens in the tik-tok and youtube applications. ii methods this study used a qualitative descriptive method in analysing the data. according to creswell (2012), qualitative descriptive research was conducted to obtain a detailed description or explanation of the research object. this method also makes researcher the main key in obtaining data which is classified as an imitative slang word. the data was obtained through observing the text on the audiovisual platforms tiktok and youtube of the researcher account, especially in the caption and comments column because from these sections we can observe various kinds of spontaneous use of non-standard language or slang by indonesian netizens who commented on for your page videos, mostly comedy or viral videos which have a lot of comment, taken on june up to august 2022. through a random mailto:weddha_savitri@unud.ac.id mailto:sari_dewi@unud.ac.id 2 | putu weddha savitri, a.a. sagung shanti sari dewi lingual (vol. 15, no.1, 2023) sampling technique, words belonging to this imitative slang word were noted by doing screen captured, then looked up for their literal meaning in the online indonesian dictionary https://kbbi.kemdikbud.go.id/ and then determined the contextual meaning, and other meanings that the word may have and then classify them into the type of semantic change that occurs. the final step was to determine the function of these words. changes in meaning can be in the form of shifts, developments or deviations from the original meaning. many things can cause this change in meaning, including technological developments, sociocultural developments, differences in areas of usage, associations, exchange of sensory responses and differences in responses (chaer, 2009). many linguists have arranged their own typology of changes in meaning or semantic change, such as bloomfield (1933), ullman (1957), aminuddin (1988), blank (1999), etc. the analysis of semantic change in this article used the 9 types of semantic change proposed by bloomfield (1933, 426-427) as following: the widening and narrowing of meaning, metaphor, metonymy, synecdoche, hyperbole, litotes, degeneration, elevation. while in the discussion of meaning, this article describes the literal or lexical meaning and contextual meaning. as for the function of slang, it follows the description from allan & burridge (2006), namely to initiate relaxed conversations, to form intimate atmospheres, to express impressions, to address, to express anger, and to show intimacy, to humiliate iii results and discussion from the data obtained, there has been a change in the meaning of words that are classified as imitative slang, and these words are very often used by indonesian netizens when communicating on the tiktok and youtube platforms. from the data source, there are fifteen words of imititave slang found, but only 8 examples that will be explain in detail to show the semantic change of those words. 3.1 expansion or widening of meaning widening refers to meanings that becomes less specific or more general from its previous meanings. according to aminuddin (1988) a word is said to be expanded if there is an addition of meaning to a lexical and then it can be used in general. based on observations on various comments of netizens, various term of adress which in formal language are intended for certain individual, but on social media these words expanding the meaning and used in more context, including the words bunda, kaka(k), bang, suhu, bos, gan (clipping of juragan ‘master’). for example, the words bunda ‘mother/mom’ and kaka(k) already exist in standard language and are used in everyday conversation, but recently they have become very frequently used on social media. the word bunda is a term of address for our female parent, while kaka(k) is a word of greeting for older siblings or people around who are older than the speaker. meanwhile, on the platforms, the word bunda becomes widespread and nonspecific because all women can be called bunda, even if they are not your biological mother, are greeted with the word bunda, as well as the word kaka(k) is used to politely greet fellow netizens. moreover, in communication on social media, we cannot know whether the person is older and deserves to be called bunda or kaka(k). that means the words bunda and kaka(k) have experienced a widening of meaning because their meaning has shifted from its original meaning. here are some other examples of lexical items that have experienced an expansion of meaning which are often used in the comment column of netizens. (3-1) ternyata suhu… mana lucu lagi according to online indonesian dictionary (kbbi.kemdikbud.go.id), the word suhu has 2 lexical meanings, first means temperature, and second means a teacher in the world of martial arts. but on social media, the word suhu is used to refers to someone who is considered as an expert in anything, it can be in games, photography, painting, making jokes, or a term of address for people who do cool or even absurd things or out of ordinary. thus, the word suhu has experienced an expansion in meaning because it originally had a specific meaning, then now the use of the word has become wider. the word suhu that is often used on social media does not only refers to a martial arts teacher, but someone who is an expert in any field. while its function is to express one's impression of someone who is considered to have shown something great or extraordinary according to netizens. (3-2) iri bilang bos; setuju banget bosku the word bos ‘boss’ is now often used in social media as a term of address for anyone you want to be called like that. the lexical meaning of the word bos actually refers to someone as a leader or semantic change on imitative slang used by indonesian netizen | 3 superior (in a company) who has power and commands his employees. however, in the context of netizen conversations, this word is a term for anyone (fellow netizens). therefore, the word bos has undergone a widening or expansion of meaning because this word no longer specifically refers to the leadership of the company, but anyone can be called the boss even though they do not have a vertical social relationship such as between superiors and subordinates in work place. the function of using this word is to greet or call other netizens without the intention of elevating one's position, and it also functions to create an atmosphere of familiarity between netizens. 3.2 pejoration or degeneration of meaning pejoration or degeneration of meaning is a shift in meaning towards a negative one from the preexisting meaning. henry (1989:90) states that a word experiences a pejoration if its meaning becomes worse or lower ‘status’ than the previous meaning. some of the words that have this change such as the words keciduk, comot, emak (3-3) abis dari sini keciduk apa ya kira2 from the sentence above, the word keciduk has a different nuance from its pre-existing meaning. keciduk / terciduk means that it has been taken with a scoop (dipper, spoon and so on), while its connotative meaning is taken to be detained by the authorities. however, in today's social media, this word has a more negative nuance, because it is usually addressed to someone who is caught or exposed (by anyone, not just the police) doing things that are unpleasant or negative because they violate norms or ethics, such as an affair or cheating their partner, or do other indecent things. the word terciduk/keciduk itself is the equivalence of the phrase tertangkap basah ‘caught red-handed’ but terciduk/keciduk becomes worse or lower than its equivalence, so that it can be classified into a pejoration or degeneration meaning change. while the function of using this word is to embarrass someone because it tends to contain negative meanings. (3-4) hahaha.. emak2 jaman now punya aturan sendiri the word emak itself is one of the terms of address for female parent and has no negative impression. but now the word emak used on social media tends to have an additional negative meaning because netizens will use this word to refers to middle-aged women who do 'odd' or a little strange action and tend to act a little funny and stupid. as in the example above, it can be seen that the word emak in this context is used to refers to a middle-aged woman who turns on the motor sign to the left but instead turns to the right. it is very clear that the meaning of the word emak carried a little more negative or lower sense than before. the function of using this word is to address and to express impression but there is little purpose to humiliate or to mock someone (a woman) whose behaviour is funny/silly. 3.3 metaphor based on bloomfield’s typology in semantic change, metaphor is a change in meaning that occurs due to a similarity in nature so that the word can be used in another meaning, as shown by the words sultan and receh (3-5) raffi ahmad foto bareng the real sultan andara we often encounter the use of the word sultan on social media as a term for very rich people. the word sultan itself is a title of nobility / highest position (king) in several regions in indonesia, such as sultan hamengku buwono who holds the highest position in the yogyakarta sultanate. however, there are two uses of this word in social media, the first is used as a term of address (noun category). there is still a relationship between the meaning of the word sultan before and the word sultan used on social media today. a sultan is a king or nobleman of an area and usually associated with a person that has abundant wealth, and this trait is then taken as a term for a person who is wealthy even though he does not have royal blood/ancestry. in this case, the word sultan can be said to have experienced a semantic change, namely widening of meaning, because it is not referring to very specific person anymore, but it can be any very reach person. the second is used as description (adjective category), usually used to describe something luxurious, for example sekolah sultan or penjor sultan. sekolah sultan does not means the school of sultans/kings, but the school with very luxurious facilities and very expensive fees. likewise, penjor sultan it does not mean the penjor is owned by the sultan, but the penjor costs quite a lot so that it looks very luxurious. therefore, the word sultan as an adjective means luxurious or high level. in this case, the word sultan can be said to have experienced a change in the meaning namely metaphor, a semantic change due to the similarity in nature or sense. the function is to call or address 4 | putu weddha savitri, a.a. sagung shanti sari dewi lingual (vol. 15, no.1, 2023) someone, especially those who have abundant wealth, and also to express impression of something luxurious. (3-6) receh banget ya selera gue the lexical meaning of the word receh itself refers to money or coins which have a small nominal value. but now, this word has a metaphor meaning that is to describe simple things (as an adjective) because coins associated with something inexpensive, for example in the phrase makan receh ‘eat cheap food’ or liburan receh ‘inexpensive vacation’. in addition, based on the sentence above, this word is also often used by someone who easily laughs at small jokes. the nature of the word receh itself is taken to describe things that are simple and usually does not cost much but still make the speakers happy. it can be said that the word receh used in social media considered as imitative slang and experiences change in meaning that occurs due to similarity in nature so that the word can be used in other meanings. the function of using this word is to make the conversation more relaxed, and apart from that it also has an informative function. 3.4 hyperbole a word is said to have a hyperbole when its meaning is exaggerated to give stronger meaning to the word even though the meaning relationship still exists with the initial meaning. imitative slang words that are often used on social media and can be said have a total change in meaning such as bengek, pecah, obat in phrase ga ada obat, (3-7) bengek bang, ampun dah we often found this word bengek ‘whiny’ in netizens' comments on a funny video on youtube or tiktok platforms. literally, this word means a condition with shortness of breath (illness). however, in the context of the sentence above, the word bengek is used to express the condition of the speaker who, because of something very funny, laugh so hard that he is (like) short of breath. in fact, they often only write bengek as a comment on funny content and are usually accompanied by emoticons that express face(s) laughing until tears come out. so, it can be said that the word bengek used by netizens has hyperbole in meaning because it has only a little relationship with illness, it only takes the condition which is shortness of breath, and this word bengek replaces the expression of laughing out loud. the function of using this word is to make the conversation more relaxed, and also to inform that the video can make the viewer laugh out loud in watching it. (3-8) bali emang ga ada obat toleransinya literally, the word obat ‘medicine’ is usually related to health problems, both physical and mental health. however, in the context above, the word obat does not refer to ingredients or health products that function to cure disease. the word obat in the expression ga ada obat 'no medicine' has become exaggerated in meaning. this phrase is often used to express/state that something or someone is very special, extraordinarily good, so that nothing can compete with it. it can be said that the word obat in that phrase has a total change in meaning because there is nothing to be cure here, but if it is used in the phrase ga ada obat, netizen want to convey that nothing can ‘cure’ the goodness and it means that thing is extremely good. it has an expressive meaning and functions to express an impression about something, in this case the impression of netizens on the harmony and tolerance of religious communities in bali. iv conclusion the language on social media is non-standard language or also known as written slang used by netizens to interact. the use of imitative slang in netizen communication is quite common with other types of slang. based on the results of the analysis, several lexical items that did exist before have become very popular and have a shift or change in meaning. from the data analysed, the semantic changes that occur in these imitative slang words include widening or expansion of meaning, degeneration or pejoration, metaphor and hyperbole. it does not rule out the possibility of other semantic changes considering the variety of slang used by netizens on social media. the use of these words serves to initiate relaxed conversations, to form intimate atmospheres, to express impressions, to address, to express anger, to show intimacy, and to humiliate. his research also proves that social media can play a role in bringing change or showing the development of a language. semantic change on imitative slang used by indonesian netizen | 5 references allan. k & burridge, k. (2006). forbidden words. new york: cambridge alwasilah, c. (1990). sosiologi bahasa. bandung: angkasa aminuddin. (1988). pengantar studi tentang makna. bandung: sinar baru antoro, m. d. (2018). bentuk, jenis, dan makna kata slang dalam majalah hai edisi januari-juni 2017. skripsi: universitas sanata dharma yogyakarta. blank, a (1999), "why do new meanings occur? a cognitive typology of the motivations for lexical semantic change", in blank, andreas; koch, peter (eds.), historical semantics and cognition, berlin/new york: mouton de gruyter, pp. 61–90 bloomfield, l. (1933) language. new york: henry holt and company. chaer, a. (2003). linguistik umum. jakarta: pt. rineka cipta chaer, a. (2002). pengantar semantik bahasa indonesia. jakarta: pt. rineka cipta chaika. (1994). language the social mirror (3rd edition). boston: heinle & heinle publisher eble, c. (1996). slang and sociability. berkeley: uc press hymes, d. (1989). foundation in sociolinguistic an etnography approach. philadelphia: university of pensylvania holmes, j. (2001). an introduction into linguistics. harlow: pearson education limited. pateda, m. (2001). semantik leksikal. jakarta: rineka cipta riadi, m. (2013). pengertian dan jenis-jenis makna kata dalam bahasa. diakses pada 11/27/2022, https://www.kajianpustaka.com/2013/03/pengertian-dan-jenis-jenis-makna-kata.html susanthi, i. g. a. a. d., muliawan, m. s. d., & suarjaya, a. a. g. (2021). the language functions used in guiding conversation: pragmatics approach. retorika: jurnal ilmu bahasa, 7(1), 19. https://doi.org/10.22225/jr.7.1.2903.1-9 tarigan, h. g. (1986). pengajaran semantik. bandung: angkasa ullmann, s. (1957). principles of semantics (2nd ed.). oxford: blackwell yule, g. (2006). the study of language (3rd ed). new york: cambridge university press the practice and students’ reaction toward self and peer-assessments in creative writing class yunik susanti universitas nusantara pgri kediri yuniksusanti@unpkediri.ac.id abstract self-assessment and peer assessment deal with promoting students' reflective effort in writing learning process. the students’ writing achievement, critical thinking, and autonomous skills are encouraged in the implementation of these teaching techniques. the purposes of this study are to implement, to know the benefits, and to find the student responses to self-assessment and peer-assessment in writing classes. this study was conducted in second-year students of english language department nusantara pgri university in creative writing subject. the study used observations, student reflection notes, interviews, and documents for data collection. data were analysed using three-step qualitative data analysis; display of data, reduction educe of data, and conclusions drawing. data analysis showed that the benefits of peer assessment and self-assessment outweigh the drawbacks, as they can provide students with new knowledge, skills, and understanding of the writing process and student achievement. peer assessment and self-assessment enable students to gain better experience, making it easier for them to apply and respond to their writing. the study concludes that english teachers are recommended to implement these teaching techniques in facilitating the students to fully experience their writing process and to boost the students’ writing ability. keywords: self-assessment, peer-assessment, efl, teaching writing, creative writing class i introduction writing plays an important role in a student's life when learning english. it develops students' competencies in academic disciplines, promotes student development in social and emotional dimensions, and plays a role in the continuation of student learning and self-expression. walsh (2010) argued writing is essential since writing is widely used by academicians and professionals. when learners get difficulties expressing their ideas in writing, they cannot communicate accurately with teachers, managers, colleagues, or others. in addition, the majority of professional communication such as proposals, memos, reports, applications, preliminary interviews, and emails are conducted in the form of writing. furthermore, durga & rao (2018) stated that writing is important to pass the academic process such as finishing students’ education. therefore, the ability to write is essential for students in academic and non-academic aspects for example occupational reasons. however, there are challenges teachers face when teaching writing skills. these challenges are divided into two factors: inner factors and outer ones. the inner factors are the learner's language proficiency, interference with the native language, motivation, and learner’s reading habits. while, the outer factors are the class condition, teaching aid availability for writing, and time availability (hidayati: 2018). furthermore, (adam et al.: 2021) find that teachers also faced technique-related challenges, difficulty in motivating students to write, time constraints to teach the students, and linguistics-related challenges. considering those challenges, teachers should consider several principles in teaching writing; stating the writing objective, providing ample writing learning experiences, facilitating students with feedback, and explaining how the students’ writing products are assessed (brown 2004). by giving feedback and advice, teachers are able to provide opportunities for students to be more autonomous in learning. this process is possible since the teachers involve the students in the process of scoring. the students’ involvement in the process of scoring promotes the growth of essential competence such as accountability, judgment, and independence. those skills are essential to the students’ professional lives. self-assessment and peer assessment have been widely studied in the field of education and have been shown to have a number of benefits for both students and teachers, swaffield, s. (2006); hattie, j., & timperley, h. (2007); clarke, s. (2011). research has demonstrated that self-assessment and peer assessment promoted students’ motivation and participation in teaching learning process, as students are more likely to be invested in their own learning when they have roles in the assessment process. in the self-assessment process learners locate their knowledge and decide what they are able to do. this activity allows students to become independent and responsible for their learning. they are encouraged to assess themselves as accurately as possible. park (2019) finds that self-assessment was suitable to be mailto:yuniksusanti@unpkediri.ac.id 2 | yunik susanti lingual (vol. 15, no.1, 2023) applied in enhancing students’ writing quality, as it encourages them to do a reflection on their writing and locate the component of their writing that needs to be revised. the study also finds that selfassessment can be especially beneficial for second language learners, as it facilitates students to enhance the students’ consciousness of their own language abilities and become more autonomous learners. in addition, hsu, chang, and jong (2020) find that peer assessment enhances both students' achievement and students’ self-efficacy and critical thinking. peer assessment has a better impact on learning than self-assessment. peer assessment develops both the students’ responsibility and motivation in learning. it is also beneficial in improving the students’ ability in conducting an assessment (stanci´c: 2021). in addition, topping (2009) has shown that peer-assessment can boost diversity and enjoyment, activities and interaction, identity, and connection, self-confidence and understanding with others. the combination of self-assessment and peer-assessment offers several benefits. peer-assessment facilitates self-assessment. assessing someone else's achievement or results allows students to better view their ability (bostock, 2001). self-assessment and peer-assessment facilitate students with chances to enhance their awareness using feedback from a different point of view (saito & fujita, 2004). feedback allows students to improve their achievement by being aware of the students’ shortcomings and decreasing errors. they have experiences getting their understanding of the topic being studied developed through receiving and giving feedback. by providing feedback in the future, students will improve their performance in the future as the feedback approach allows them to provide appropriate suggestions and advice to help students fine-tune their learning. (osado, merlo, & campo, 2013). self-assessment and peer assessment facilitate students to enhance their writing skills because students can get feedback from multiple sources and utilize that feedback to revise and enhance their product. concina's study (2022) examines the implementation of self-assessment and peer assessment in a college-level writing course. research shows that self-assessment and peer assessment appear to be two separate activities that can complement and affect one another. for both students and instructors, the use of self-assessment and peerassessment can support autonomous learning. besides benefits for students, self-assessment and peer assessment can also benefit teachers. teachers can reduce their workload and gain valuable insight into student study and comprehension by involving the students in the assessment process. self-assessment and peer assessment can also help in creating a learning environment that facilitates the students to work with others and give one another supports. in this learning situation, students collaborate with others to evaluate and provide feedback on each other's work. self-assessment and peer assessment are valuable tools to promote students to learn and engage in the classroom. by allowing students to evaluate their own work and those of their peers, teachers can foster a sense of ownership and responsibility for learning. by enabling students to assess their writing and the work of others, teachers promote the students’ capacity to involve and be responsible for their own learning. wanner and palmer (2016) argue that self-assessment and peer assessment are necessary for college students to develop an on-going and student-centred view of assessment. engaging in the teaching-learning process that focuses on self-assessment and peer assessment not only helps students know the procedure of assessment, but it also helps them improve the process and their academic performance. there have been many studies on the use of self-assessment and peer-assessment in a writing class; improving students’ achievement leads to higher scores (yang, et al.: 2022); improve student learning (zhan and wan: 2022); improve students' knowledge of key elements of assessment and learning outcomes (seifert and feliks: 2019); encourages reflective thinking (ratminingsih, artini, and padmadewi: 2017). taken together, these studies continue to support the use of self-assessment and peer assessment as an effective way to improve students learning and participation in the teaching-learning process. those studies focused on general outcomes such as performance improvement or learning outcomes, improvement the learning process, assessment process, and reflective thinking. therefore, the results of these studies may vary depending on the specific context where these assessment techniques are implemented, such as the subject area, the grade level, or the type of assessment task. that’s why this recent study focused on a more specific area of self-assessment and peer assessment namely the implementation of self-assessment and peer assessment in creative writing class. in which the emphasis was on describing how these strategies might be effectively implemented in the classroom. it would be interesting to explore how these approaches be adapted or modified to better support the needs of these students. therefore, this research also focused on investigating the students’ responses toward the use of self-assessment and peerassessment in teaching writing. these aspects need to be studied since they the practice and students’ reaction toward self and peer-assessments in creative writing class | 3 provide us with more comprehensive and reliable knowledge about the use of self-assessment and peerassessment. in sum, this study aims to implement self-assessment and peer assessment in teaching creative writing, then to know the benefits of using self-assessment and peer-assessment in creative writing, and also to know the students’ reaction to the implementation of self-assessment and peer assessment in creative writing. ii method this case study focused on answering the descriptive questions about the implementation, the advantages, and the students' responses about using self-assessment and peer assessment in creative writing class, especially in writing a review. the use of selfand peer-assessment in this study is also considered as ways to boost the students’ motivation since students’ motivation becomes a precursor of the students’ writing achievement. ary et al. (2010) state that a case study provides a detailed description of an individual, group, class, place, program, process, organization, or community. it provides answers for (what happened) or explains the reasons something happened by paying attention to the process. the subjects of this study were second-year students of the english language education department of nusantara pgri kediri university which consists of 45 students. the data were collected using observation, reflective journals, guided interviews, and documentation. the process of review writing teaching-learning process followed the process of writing proposed by harmer (2004), starting from drafting, reflecting, revising, and writing the final product. the collected data were then analysed using a three-steps qualitative data analysis; data display, data reduction, and conclusion drawing (miles and huberman: 2005). iii results and discussion the results of the data analysis reveal the performance, interests, and student responses to selfassessment and peer assessment in review writing. data on the performance and benefits of peer assessment and self-assessment are drawn from classroom observations, student-written reflection diaries, and documentation in the form of student writing products. self-assessment and peer assessment have been performed. while data on students' responses to self-assessment and peer assessment were collected from guided interviews with students after self-assessment and peer assessment in teaching creative writing. 3.1 implementation and advantages of self-assessment and peer-assessment in teaching review writing objectives teaching creative writing class are at the end of the teaching-learning process students are able to understand the forms, techniques, and content of review writing and able to write the review. students also have to apply their language skills and knowledge about the concept of review writing in a writing product. in this creative writing class, the students did self and peer-assessments in teaching writing reviews of a film, a hotel, a restaurant, or a food. the process of teaching review followed the writing steps starting with drafting, reflecting, revising, and writing the final product in six weeks. the steps of teaching review writing using self-and peer assessment were as follows: first, the lecturer explained the form and the kinds of review writing they could choose, then the students wrote their first draft of their review, and they chose whether they would write hotel review, film/music review, and restaurant review. after the students wrote their first draft of reviewing, then they read the scoring rubrics for each writing review category (hotel review, film/music review, and restaurant review), after that they identified the strength and weaknesses of their writing, scored their writing, then they revised their draft. in the last step, they submitted their final draft of reviewing writing into the google drive prepared by the lecturer. the next procedure was to conduct a peer assessment. in the first step the students exchanged their drafts, read their peer work then studied the scoring rubric provided by the lecturer, after that they gave comments to their peer work, and they discussed with the lecturer and their peers when they find difficulties assessing their friend’s writing. after that, they uploaded the result of their review. after receiving the results of the review from their peer, the students revised again their writing. when they found difficulties understanding the review from their peer they would ask and discuss it with their peer. finally, the students wrote their final product of the review writing, they submitted their writing in the 4 | yunik susanti lingual (vol. 15, no.1, 2023) provided google drive. table 1. shows the analysis sheet consisted of a framework of review writing to provide the students an insight into their writing. table 1. review writing framework (ramet: 2007) introduction introduce the subject, focus on to point of writing content continue writing by focusing on the point of the article, dealing with each relevant item in a logical order conclusion round off article by bringing it back to the beginning. using that framework, students assessed their first draft. in this process, the students wrote a note that shows the advantages of self-assessment that they had done: a male student (azaa) stated, "i got a lot of knowledge from this method. honestly, this is my first time to review something then assessed my own writing, i have just known that review something is not as easy as i think and there are many ways to do that. by assessed my own review i know that my writing needs to be revised" another male student (lb) stated, "through this activity i got a lot of new things about how to write review. so, i can express what i felt using logical order. how to make conclusion and opening to be more interesting. by doing self-assessment i know the most grateful thing is to understand how to review text is about and to make people interested in our review.". from those two statements, we can see that by doing the self-assessment process, they could reflect on what they have already achieved or not. these findings support the claim of nitta and baba (2014) that self-assessment as part of self-reflection plays the most important role in the development of l2 writing. the students process to manage themselves such as to plan, to assess themselves, to adapt, have important role in writing. after knowing their weaknesses in writing the first draft by conducting self-assessment process. the students revised their review writing and then submitted them to the provided google drive to be assessed by their peer. the following table present some of the peer-assessment results: picture 1. students’ peer-assessment process the practice and students’ reaction toward self and peer-assessments in creative writing class | 5 picture 1 shows the example of the peer's comments on the draft of the review writing. from the data above we observed that the review included the mechanic aspect (the use of commas and capital letters) and the idea of the review writing. another example is presented in table 2. the peer commented on the organization of the review writing (thesis statement). picture 2. peer assessment result from picture 2 above, we can see that the student colleague has also modified the content of the review writing. in the last step of the peer assessment, the peer also assigns a score based on the scoring grid. table 2 shows the scale used by students during self-assessment and peer assessment when writing about film reviews. table 2. film review scoring rubric this scoring rubric was given at the beginning of the lesson. the teacher explained the description of each indicator in this rubric. picture 3 below displays an example of the score that the students gave to their peer’s writing on film review. 6 | yunik susanti lingual (vol. 15, no.1, 2023) picture 3. peer scoring result 3.2 students’ reactions toward the use of self-assessment and peer-assessment in creative class data about the reactions of the students toward the use of self-assessment and peer assessment were obtained from self-reflective notes written by the students and guided interviews given to them. in the reflective notes, students also stated that by doing self-assessment and peer-assessment they got valuable experiences. the following figure shows their notes after they did self-assessment and peerassessment. picture 4. the students’ notes toward the use of self and peer-assessment in teaching creative writing picture 4 shows that students stated that they got new knowledge about giving the critics, experienced the assessment process, got new knowledge on the scoring rubric, gave comments on the students’ works, and knew the steps of review writing. furthermore, they also got new skills in revising their own and peer’s works, accepting and giving critics, assessing their works and peer works, editing skills, reading and grammar skills, and assessing the students’ work as the teachers did. in addition, they also said they gained a new understanding of the assessment criteria and grading process by sharing and checking their own work and that of others. it is in line with the results of a study conducted by (orsmond et al.: 1996), who find that students consider peer assessment to be beneficial to their learning and to have a valuable effect on the teaching learning process (stancic: 2021). the practice and students’ reaction toward self and peer-assessments in creative writing class | 7 the data analysis also found that at first-time students were not confident to give the score. they were afraid of making mistakes in scoring and could not give the correct reasons why they gave that score to their peer’s work. this finding is consistent with stancic (2021), who states that peer assessment can be frustrating and difficult for several students, but as they develop their responsibility for their own learning and motivation, students can take the benefits of peer assessment. it enhances their assessment ability and they were able to grade their learning outcomes accurately. a guided interview was implemented to complete the data collected from the questionnaire. there are five questions related to the implementation of self-assessment and five questions about peerassessment. the questions were composed based on the activities of conducting self and peerassessment proposed by boud and falchikov (1986). the activities included identifying the strengths and weaknesses in their own or their peer’s writing product, and identifying the components of writing that they review. the last two questions were about the students’ attitude toward self and the peerassessment process stated by saito and fujita (2004) and sluijsmans and moerkerke (1999). in which selfand peer-assessment facilitated the students to improve students’ interaction, identification, selfconfidence and the quality of their writing product. table 3. self-assessment process questions questions 1. how did you identify your weaknesses on your review writing? 2. how did you identify your strengths on your review writing? 3. what aspects of writing did you review in your writing? 4. how did you write better by conducting self-assessment? 5. did feel confident on scoring your own writing using the provided scoring rubric? table 4. peer-assessment process questions questions 1. how did you identify your peer weaknesses on their review writing? 2. how did you identify your peer strengths on their review writing? 3. what aspects of writing did you review in your peer writing? 4. did you gave positive comments on your peer writing? 5. did feel confident on scoring your peer writing using the provided scoring rubric? on self-assessment and peer-assessment question number one, the students reported that they could notice their own and weaknesses using the scoring rubric. a female student ma said: “when the lecturer explained the scoring rubric, i paid attention and asked several questions about the way how to score appropriately. i am so happy because i could act as a teacher/ gave the score”. furthermore, another female student tr said that: “i focused on my mistakes when conducting self-assessment, i tried to fix my draft after doing self-assessment. even though self and peer-assessment needed much time, i enjoyed doing this as i could apply the knowledge about review writing. for the aspects of writing that they reviewed were the content, the grammar of the sentences, the usage of vocabulary, and the generic structure of review writing. these findings are consistent with to and panadero (2019), who find that engaging students in peer assessment can improve students' understanding of key features of the assessment process and the ability to assess learning outcomes. by 8 | yunik susanti lingual (vol. 15, no.1, 2023) conducting self-and peer assessments they could evaluate their work, write another review writing better, learn more deeply about review writing, and write a review that is more engaging for the readers. eventually, reading other works’ reviews could broaden their knowledge and references on review writing, so they write the review better. doing these activities forces them to read more references about how to assess writing, review how to write incorrect grammar, and enlarge vocabulary. students reported that self-assessment and peer assessment helped them get used to being evaluated and receiving the evaluation. they are better at admitting mistakes in the writing process, courageously judging others, and being reflective. this agrees with (de grez et al., 2012), who find students' good reactions to the use of peer-assessment. iv conclusion in conclusion, self-assessment and peer assessment are beneficial for motivating students to learn and to participate actively in the classroom, especially in the context of a writing course. by enabling students to assess their own work and that of their peers, teachers can encourage the students’ engagement and responsibility in their own learning. their ability to think critically and do reflection also can be developed the benefit of self-assessment and peer assessment outweigh their drawbacks were displayed clearly in this study. they provide students with new knowledge, skills, and understanding. the new knowledge that they could get such as: did reflection on their works, gave critics and feedback, experienced the assessment process, got knowledge of the scoring rubric, and knew the steps of review writing. the new skills that they experienced such as revising, accepting, and giving critics, assessing their works and peer works, editing skills, reading and grammar skills, and assessing their peer’s work as the teachers did. the new understanding that they got for example: knowing the writing scoring rubric and process, sharing and checking their and others’ work. the students’ positive response to the use of self-assessment and peerassessment in writing instruction has shown that these assessments can be applied in writing instruction. however, to avoid the student's hesitation to make mistakes in assessing the other’s works, the teacher should provide students with a short and clear scoring rubric. references adam, n., abid., bantulu, y., (2021). challenges in teaching writing skills: lesson learnt from indonesian high schools english language teachers. jambura: journal of english teaching, 2(1). p.12-21 brown, h. douglas. 2004. teaching by principles an interactive approach to language pedagogy. longman. bostock, s. (2001). student peer assessment. higher education academy. available https://www.cs.auckland.ac.nz/courses/compsci747s2c/lectures/paul/student_peer_assessment__stephen_ bostock.pdf boud and falchikov (1989). product comparisons and process benefits of collaborative peer group and self-assessment. assessment and evaluation in higher education, 11(2). chang, shao chen., hsu, chia ting., jong, morris siu yung. (2020). integration of the peer assessment approach with a virtual reality design system for learning earth science. computer and education, 146. https://doi.org/10.1016/j.compedu.2019.103758 concina, e. (2022). the relationship between selfand peer assessment in higher education: a systematic review. trends high. educ., 1, 41–55. https://doi.org/ 10.3390/higheredu1010004 de grez, l., valcke, m., & roozen, i. (2012). how effective are selfand peer-assessment of oral presentation skills compared with teachers’ assessment? active learning in higher education, 13(2), 129-142. http://dx.doi.org/10.1177/1469787412441284 dochy, f., segers, m., & sluijsmans, d. (1999). the use of self-, peerand co-assessment in higher education: a review. studies in higher education, 24(3), 331-350. http://dx.doi.org/10.1080/03075079912331379935 durga, s. s., & rao, c. s. (2018). developing students’ writing skills in english-a process approach. journal for research scholars and professionals of english language teaching, 2(6), 1–6. hidayati, k.,h. (2018). teaching writing to efl learners: an investigation of challenges confronted by indonesian teachers. langkawi: journal of the association of arabic and english, 4(1). p. 21-31. http://dx.doi.org/10.31332/lkw.v4i1.772 the practice and students’ reaction toward self and peer-assessments in creative writing class | 9 orsmond, p., merry, s., and reiling, k. (1996) the importance of marking criteria in peer assessment. assessment and evaluation in higher education, 21(3), pp. 239 249. osado, a. g., merlo, l. f. s., & campo, m. h. d. (2013). formative assessment in a chemistry course through feedback and feed-forward strategies. inted2013 proceedings, 3852-3860. topping (2009) topping, k. j. (1998). peer assessment between students in colleges and universities. review of educational research, 68(3), 249–276. to, j.; panadero, e. (2019). peer assessment effects on the self-assessment process of first-year undergraduates. assess. eval. high. educ. 44, 920–932. ramet. adele. (2007). creative writing 7th edition how to unlock your imagination, develop your writing skillsand get published. how to books ltd. oxford: united kingdom. saito, h., & fujita, t. (2004). characteristics and user acceptance of peer rating in efl writing classrooms. language teaching research, 8, 31-54. http://dx.doi.org/10.1191/1362168804lr133oa stanci´c, m. (2021). peer assessment as a learning and self-assessment tool: a look inside the black box. assess. eval. high. educ. 46, 852–864 sluijsmans, d., dochy, f., & moerkerke, g. (1999). creating a learning environment by using self-, peerand co-assessment. learning environments research, 1, 293-319. http://dx.doi.org/10.1023/a:1009932704458 somervell, h. (1993). issues in assessment, enterprise and higher education: the case for self, peer and collaborative assessment. assessment & evaluation in higher education, 18(3), 221-233. http://dx.doi.org/10.1080/0260293930180306 seifert, t.; feliks, o. (2019). online self-assessment and peer-assessment as a tool to enhance studentteachers’ assessment skills. assess.eval. high. educ, 44, 169–185. wanner, t.; palmer, e. (2018). formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. assess. eval. high. educ., 43, 1032–1047 walsh, k. (2010). the importance of writing skills: online tools to encourage success. retrieved december 30, 2022, from http://www.emergingedtech. com/2010/11/the| importance-ofwriting-skills-online-tools-to-encourage-success/. yang, a.c.; chen, i.y.; flanagan, b.; ogata, h. (2022). how students’ self-assessment behavior affects their online learning performance. comput. educ. artif. intell, 3, 100058 zhan, y.; wan, z.h.; sun, d. (2022). on-line formative peer feedback in chinese contexts at the tertiary level: a critical review on its design, impacts and influencing factors. comput. educ. 176, 104341. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 47 a pedagogical perspective to semantic features of nigerian english muideen olasheu, david olorunsogo university of bamberg, university of ibadan anuoluwadeen@gmail.com, sogodav@gmail.com abstract the study examined the semantic manifestations of english words in the nigerian contexts and the implications for teaching in nigerian secondary and primary education. the data for this study were obtained from roger blench’s (2005) dictionary of nigerian english (dne) and corpus of global web-based english. while lexical items were culled from the dictionary, the contextual usages of the words, which were drawn from the dictionary were gathered through the corpus of global web-based english. using paradis’ (2012) cognitive approach to lexical semantic relation, the study compared standard english (se) and nigerian english (ne) by accounting for semantic shifts, semantic extensions, and morphologically marked neologisms in nigerian english. nigerians rarely utilize ne words that represent complete semantic shifts from bre meanings. unlike the 'total shift' situation, there is a disparity in the general usage of words to portray ne extended meaning. the conclusion from the study is that, it is evident that the english spoken in nigeria is not the same as british english or american english, thus, examination bodies’ insistence on bre and ame is futile and unreasonable. nigerian english should be recognised by examination agencies; it should be developed and adopted as the language of pedagogy for primary and secondary education in nigeria. keywords: nigerian english, contextual usages, lexical-semantics, semantic shifts, semantic extensions, language of pedagogy i introduction the existence of nigerian english as a variety of global english or world englishes is no longer an issue of debate. many scholars (adetugbo 1987; adegbija 1989; banjo, 1995; bamgbose 1995; ekundayo, 2013; opara; 2019) have identified with and acknowledged this variety of english; they have also given extensive scholarly positions. the earlier studies carried out by these scholars reveal that english language spoken in nigeria is different from standard british english. the english language in nigeria has been nativized, domesticated, and localized as a result of cultural elements infusion (achebe, 1975; kachru, 1986; odumuh, 1984; adamo, 2007; obasi, 2012, kaan and amase, 2013). it is sufficed to say that english is a foreign language in nigeria, but nigerian english is not. the education system in nigeria has played a huge role in the development of english in nigeria (opara, 2016:28). however, nigerian english has not been recognized by the educational system and examination bodies in nigeria (onyemelukwe and alo, 2015) leading to year-in/year-out mass failure of students in english examinations. in january 2020, twenty-nine nigerian english words and phrases were added to the oxford english dictionary (oed). this development seems to have brought some global awareness to the much-debated status of nigerian english. nevertheless, it does not solve the problem of ‘standard nigerian english’ question: can we accept nigerian english as a standard variety of english? the words are aimed at enriching global english and not the status of nigerian english. as stated by salazar (2020) in a blog post on the oed official page, ‘nigerians have made, and are continuing to make, unique and distinctive contributions to english as a global language’. oed is not geared towards standardising nigerian english; the incorporated words are to enrich british english. while present nigerian students can embrace this reality and use some of these words, especially in examination writings, the added words and phrases are few and this will have little or no implication for the nigerian students and education in nigeria. examination boards marking guides may pardon students for a few ne words and phrases in oed, while all other ne words will be regarded as deviations leading to the mass failures (less than 20% pass rate of students) in english examinations. in order for students to overcome the dilemma of english usage and the strict examination adherence, there is the need to give nigerian english shelter by incorporating it into pedagogy (onyemelukwe and alo, 2015:11-13), especially to teach general english. this feat can only be achievable if the nigerian government constitutionalise ne in its national policy on education by making it the ‘english language’ of instruction for education at all levels. a full consciousness that the general english language is different from ne has the tendency of making mailto:anuoluwadeen@gmail.com mailto:sogodav@gmail.com 48 | muideen olasheu, david olorunsogo lingual (vol. 13, no.1, 2022) students aware of the varieties and to know which to appropriate when writing the secondary school leaving exams of the subject english language. the development of ne in oed is a progressive step; however, it gives ne only a breathing environment in global english while it is still striving to get institutional recognition in nigeria. ne is an independent variant and it will become a viable variety if it is adopted as the language of pedagogy at all levels in nigeria. ne is not the same as bre, therefore, there is the need to fully understand the areas of uniqueness beyond the coinages and borrowing that oed reveals. these areas include phonology, semantics, and syntax among others; what is the scope and meaning of bre words and phrases in ne. while there are studies (ekundayo, 2013; christiana-oluremi, 2013; kaan and amase, 2013; opara, 2016) that have focused on semantic shifts in ne, the studies are just linguistic instigations to examine deviations in ne in relation to bre. however, the interest of this study is to set bre in parallel comparison with ne; to build on the suggestion to use ne as the language of instruction in education (owolabi, 2012; onyemelukwe and alo, 2015); and to design a pedagogy template for teaching the english language (specifically bre) with ne in primary and secondary education in nigeria. in the light of these, this study sets out to explore the semantic features of nigerians english; identify the semantic scopes of some ne lexicon and phrases; explain why ne lexical words and phrases need to be incorporated in pedagogy. 1.1 language and education policy in nigeria nigeria passes as a multilingual state, because there exists in the country, over 500 indigenous languages spoken among many ethnic groups. as a thing of concern in education planning, it is expected that a country like nigeria has issues with the language of instruction in pedagogy (jummai, 2012). however, this is not the situation in nigeria, as the national policy on education (npe) carefully spelt out what should have been a complex situation of the language of instruction in schools (olagbaju, 2014:67). nigeria as a nation does not have a language policy despite its multilingual situation. however, in nigeria’s national policy on education (npe) that was published in 1977, and later revised in 1981 and 2004 there is a provision for language in education policy (oyetade, 2003; taiwo, 2009; olagbaju, 2014). the position of the policy on the language of education, according to (jummai, 2012:758) is in line with the 1922 phelps-stock commission’s emphasis on the use of the indigenous language of education. a development that would later inform the 1927 recommendation by the british advisory committee on native education in tropical africa, that the indigenous languages should be the language of education in elementary years of primary education. according to the npe (2014), the english language should be introduced as a subject in the first three years of primary education, but the language of instruction should be an indigenous language. from the fourth year or primary education to tertiary education, the english language should not only be a subject, but also the medium of instruction. the issue of the language of education is spelled out in section 1 and section 4 of the npe (2014, butit is interesting to note that while primary schools owned by the government may or may not comply with the npe on the adoption of indigenous languages for the first three years, private nursery and primary schools’ outright violation is a norm. a larger percentage of the private schools will not even permit speaking the indigenous languages in their school premises, some extent of punishing students for speaking ‘vernacular’ (ogunbiyi, 2008; olagbaju 2009). there are reasons for the violation of the policy with respect to the language of instruction in early primary education. on the one hand, there is the failure on the part of the ministry of education to fulfil its responsibility of ensuring that schools abide by the provisions of the policy (olagbaju 2009:3). on the other hand, the status of the english language in nigeria has led to the relegation of other indigenous languages, and parents would pay extra money to ensure that their wards start speaking and writing in english from the early years of primary school. according to christiana-oluremi (2013:263), the medium of instruction in higher education will continue to be english because no indigenous language can rival it. given the introduction of english as the language of instruction from early primary school, it would have been expected that students will perform exceptionally well in english examination. the reverse is the case and the reason for this is not farfetched. examination boards’ marking guides maintain that for the english language as a subject, students must strictly adhere to the use of either standard british english or american english. unfortunately, teachers in primary and secondary school also use nigerian english unconsciously and there is no clear distinction of variety in the mental repository of the students (onyemelukwe and alo, 2015). a pedagogical perspective to semantic features of nigerian english | 49 the npe must be reviewed, and two major things should reflect. ne should be recognized and given the status of the language of instruction in primary and secondary schools, while english as a subject is retained with the focus of teaching the standard british english and the american english as separate varieties, and an intention to equip nigerians with global competence of english while also competent in ne. the second reflection is a binding force that would motivate the ministry of education to ensure that all schools follow the policy. 1.2 nigerian english language and culture cannot be separated because they are intertwined; the language spoken by people should preserve and express their culture (onuh and uwadiegwu 2014:64). when a foreign language is used by society, the foreign language becomes adapted and incorporated in such a way to reflect the culture of the new society. this is one of the responsible factors for having a new variety of a language. the situation of english in nigeria is like the aforementioned. the status of english in nigeria and its usage has led to the emergence of nigerian english as a variety. it has been an official language and the second language in nigeria, and its unique features have distinguished it as a potent variety of world englishes (adamo, 2007; amase, 2013; onyemelukwe and alo, 2015; ugorji, 2015; opara, 2019). according to kachru (1986), as explained by kaan and amase (2013:76), the english spoken in nigeria is “in the outer centric circle”. the cover term for that variety of english is nigerian english. the variety is marked with lexical, morphological, syntactic, and phonological features that are only intelligible to nigerians and the nigerian context (adamo, 2007; opara, 2019). opara (2016:30) terms ne as “popular nigerian english” which he defined “as distinct nigerian forms that are widespread and inevitably coloured by nigerian socio-linguistic peculiarities, experiences and culture.” some other terms that have been used in place of ne are “educated nigeria english” and “standard nigerian english” (ekundayo 2013:20). because of the multi-ethnic and multilingual situation of nigeria, ne has variants. although there are questions surrounding which variants should be regarded or adopted as the standard variety, the focus of this paper is not to meddle in such debate. the variants have been classified by scholars by region, education status, and social status (ekundayo 2013:20). while addressing the classification by region, okoro (2004:9) explains that in the real sense, ne varieties will not accommodate all the varieties that may be suggested by over two hundred indigenous languages. he restricted the regional (which he terms geographical) classification to major ethnic groups hausa, yoruba, igbo, efik, edo and so on. each of these variants is predominantly different from one another by phonological features. the common educational classification is the one presented by banjo (1996). while reviewing banjo’s classification, ekundayo (2013) explains: the most popular classification is banjo’s varieties i, ii, iii and iv. variety i is associated with primary school pupils and leavers, ii is common with secondary school students and leavers and a majority of nigerians. it is characterized with interference and grammatical deviations. iii is associated with educated nigerians as depicted in the next paragraph. banjo proposes variety iii as nigerian model because it has ‘intranational’ prestige and international intelligibility. variety iv is identical to sbe or rp, or sae used by very few nigerians who acquired english in native english-speaking settings or have a nativeenglish speaking parent. apart from the register, there are no significant variations of ne at the social classification. according to okoro (2004:9), “a high social status does not necessarily imply a correspondingly high standard of education or exposure to the language.” as it has been earlier stated in this paper that the issue of the standard variety of ne will not be meddled with, ne in the light of this study shall mean the english language that is spoken intelligibly in nigeria; a language that fully expresses the worldview and the socio-cultural realities of the nigerian people. ne may not be an indigenous language, but it can be termed ‘native’ to nigerians. as findings from earlier studies suggest, it is the most common language to everyone, and it is used for virtually all kinds of communication. it is without a doubt that it is not an indigenous language of many nigerians; however, its reality is like the first language in nigeria. while bre is learnt in schools, ne is acquired 50 | muideen olasheu, david olorunsogo lingual (vol. 13, no.1, 2022) in society (kaan and amase, 2013:77). the relationship between ne and bre in nigeria is like the situation of first language and second language, respectively. ii materials and method the study adopted both the qualitative approach and quantitative approach in data gathering and analysis. the study makes use of roger blench’s (2005) draft of dictionary of nigerian english (dne). the dictionary was selected because it is one of the attempts to pilot ne lexical items towards pedagogy and to justify the ne words used in this study. a dictionary is a conscious attempt towards codification and standardization of a language, and one for nigerian english must be commended (tunde-awe, 2014:490). drawing insights from padaris (2012) approach to lexical-semantic relation, ten ne words (borrow, yellow, beetle, sexed, dash, garage, bitter-leaf, bride-price, bush-cow, sugar mummy) were selected from the dictionary based on semantic change (6) and morphologically marked neologism (4). the ten words do not include any of the recent 29 ne words/phrases (agric, barbing salon, buka, bukateria, chop, chop-chop, danfo, to eat money, ember months, flag-off, to flag off in flag, gist (n), gist (v), guber, kannywood, k-leg, mama put, next tomorrow, non-indigene, okada, to put to bed, input, qualitative, to rub minds, sef, send-forth, severally, tokunbo, zone, and zoning) or any ne words that have appeared in oed. the selected words are random samples of words selected to pilot future pedagogical investigation. the dne served as the source of the meanings of the selected words, while oed served as the bre meanings. although, there are possibilities of many definitions for a word in oed, the selection of definitions for this study is based on meaning relation with ne words. while employing a qualitative approach, each of the ten ne words was searched on the corpus of global web-based english (glowbe). glowbe provided the frequency of usages of the words by frequency and in their nigerian contexts of usage. the frequency of the general usage of each usage of the word was recorded (which includes the usages in standard bre) and a further focus on the frequency in terms of semantic change and neologism as manifestations of ne. two examples of contexts of usage were selected and subjected to a lexical-semantic analysis as well as contrastive linguistic analysis to explain the manifestation of semantic shifts, extension and, morphologically marked neologism. this is in line with first tier of meaning relation, which are words that share the same form but mean different things, as explained by paradis (2012). using the qualitative approach, the lexical-semantic analysis was appropriated to explain the meaning of the words in relation to the contexts of manifestation. according to padaris (2012:33-57), the interest of lexical semantics is “the meaning of words. lexical semanticists are interested in what words mean, why they mean what they mean, how they are represented in speakers’ minds, and how they are used in text and discourse”. as an approach that overlaps with pedagogy, lexical semantics gives room for applied linguistics, especially, language learning and acquisition. the approach was adopted to explain how perceived deviations of ne (okoro, 2017; opara, 2016) can be used in the teaching of bre in schools. this implies that ne was hypothetically tested in place of a first language for the teaching of bre as a target language. iii results and discussion 3.1 findings and result the tables below present the results of the ne words selected from the dne. their definitions by dne and their frequencies from glowbe search in their contextual manifestations were identified. the meanings of these words were compared with their bre definitions. the semantic manifestations of the words were examined and grouped. word/phrase ne (shifted) meaning frequency ng context (ne usage) percentage of ne usage bre meanings (tl) borrow to lend (v) 664 (7) 1.05% to take (a thing) on pledge or security given for its safe return (v) a pedagogical perspective to semantic features of nigerian english | 51 yellow light-skinned (n, adj) 934 (38) 4.07% of relating to people of southeast or east asian ethnic origin: now usually regarded as derogatory and offensive (adj) table 1: manifestation of semantic change as total shift in ne words the words in table 1, do not just have different connotative meanings in ne, their meanings are directly opposite to the meanings obtainable in bre. the semantic change here is a total shift from bre convention. the word ‘borrow’ has 664 occurrences in the nigerian context, only 7 (1.05%) usages bear the ne meaning while 657 usages align with all other bre usages. like ‘borrow’, ‘yellow’ has 934 occurrences, with only 38 (4.07%) of them aligning with ne shifted meaning. owing to the frequency as reflected by glowbe, the table indicates that nigerians seldom make use of ne words that reflect a total semantic shift from the bre meanings. nevertheless, the existence of these usages is not deniable. word/phrase ne (extended) meaning frequency ng context (ne usage) percentage of ne usage bre meanings (tl) beetle volkswagen car (n) 25(13) 52% the class name for insects of the coleopterous order (n) sexed to have sex with someone (v) 6(3) 50% having sexual appetites, feelings, or functions of a specified nature or intensity (adj) dash to give someone. something for free (v) 221(68) 30.77% a gift, present, gratuity; = dashee (n) garage bus-station (n) 223(22) 9.87% a building, either private or public, intended for the storage and shelter of motor vehicles while not in use (n, adj) table 2: manifestation of semantic change as extension in ne words the words in table2 have extended meanings in ne beyond the bre meanings. the word ‘beetle’ is used to mean ‘volkswagen car’ in 13 (52%) instances out of 25 contexts of use; the word ‘sexed’ has 3 (50%) manifestations of ne extended meaning in 6 occurrences; ‘dash’ occurs 221 times with 68 (30.77%) instances of ne extended meaning; ‘garage’ appeared 223 times with 22(9.87%) instances of ne extended meaning. unlike in the ‘total shift’ situation, there is a disparity in the general usage of words to manifest ne extended meaning; while some words (beetle, sexed) are almost used to reflect 52 | muideen olasheu, david olorunsogo lingual (vol. 13, no.1, 2022) ne extended meaning as much as bre meanings, other words tend to have fewer manifestations of ne extended meanings when compared to usages bearing bre meanings. word/phrase ne (extended) meaning frequency morphological process bre equivalence (tl) bitter-leaf mucilaginous leaf, used to make draw soup. 10 compounding mucilaginous leaf bride-price payment by a man to the parents of his wife at marriage or before technical anthropological term 11 compounding dowry bush-cow buffalo 11 compounding buffalo sugar mummy older woman who supports younger man in exchange for sex 63 compounding nil table 3: manifestation of descriptive morphological neologism table 3 is the representation of neologisms that are created through the compounding of general english words. the elements of the new words are descriptive of the meaning they convey, but the newly created words do not exist in bre, they are only found in ne and their usages appear on glowbe. out of the four new ne words ne, three have english equivalences while one does not have. ‘bitterleaf’ in ne has 'mucilaginous leaf' as equivalence in bre; ‘bride-price’ has ‘dowry’ as bre equivalence; ‘bush-cow’ has ‘buffalo’ as bre equivalence, but ‘sugar mummy’ does not have an equivalence. 3.2 discussion semantic change in this study shall be defined as a change in the meaning of words (fortson, 2003:648). this change occurs as a result of the emerging contextual usage of such lexical items. changes in meaning can be an extension of the initial meaning (additional meaning which has is referred to as extended meaning) or a total departure from the initial meaning (an opposite meaning which is referred to as radically shifted meaning). one of akhmanova’s (1969) definitions of neologism is the drive of this discussion. he defines neologism as – a new word or expression that has not received the right for citizenship in the national language and thus is perceived as belonging to a specific, often substandard style of speech (akhmanova 1969:263). to capture this study in line with akhmanova’s (1969) definition, ne and bre will be used in place of ‘specific style’ and ‘national language’ respectively. 3.2.1 semantic change the areas of semantic change are very instrumental in the teaching of connotations in bre. lexical items in ne, with total contrast with the bre meanings, are a plus for teachers of bre to ne speakers. sometimes, contrast is a useful tool in l1 to l2 teaching and learning process (rao, 2017). the students who use the word for the ne meanings are likely not to be aware of the bre equivalence of what they intend to say, or they do not know when to use what. the advantage of this to pedagogy is that this seeming deviation may be identified as an error in bre but correct in ne. it is an easy point for teachers to teach students new words and their meanings because it is easily identifiable that the meanings of some words in bre as not the same in ne. since this semantic shift is the antonym of the bre meaning, then it can also be then this may be the starting point to teaching the concept of antonymy in the english language. consider the contextual usage of words below. (1) better yet, i’ll get the book by dale carnegie (how to win friends and influence people) and see how i can make more photographer friends that will be willing to borrow me their camera (if i don’t want to rent from elophotos) whenever i have jobs. a pedagogical perspective to semantic features of nigerian english | 53 (2) by the way, let me use this medium to borrow the ignorant author some pure wisdom: do not attack the train of end-time prosperity. (3) yes, the fairest girl i dated was that bit of golden-sunshine-yellow-honey-brown shade. (4) honestly, light skin is attractive just like yellow is brighter than brown the word ‘borrow’ in 1 and 2 is used in the sense of 'lend'; the exact opposite of the word 'borrow' in the bre situation. there is no instance in the corpus where 'lend' is used instead of 'borrow', which means those who misuse 'borrow' in the bre sense, are fully aware that 'borrow' means 'to receive', they only do not know that it does not mean 'to give'. for a teacher, 'borrow' is not an entirely new word. rather than discard the meaning of borrow as to give, the teacher will only have to teach that the meaning borrow does not include 'to give' in bre. introducing the word 'lend' in such context of borrow make learning the new word effectively possible. students will remember the lexical word that means 'to give' in bre because it is a contrast of what borrow connotes in ne. syntactically, 1 and 2 can also assist in the teaching of grammatical collocations in bre. the verb 'borrow' in the examples has the receiver (1 me; 2 the ignorant author) at the object region, while in bre, the receiver, in the context of the verb borrow is always at the subject region except in marker structures like passive utterances. like 'borrow' in 1 and 2, 'yellow' in 3 and 4 is like the antonym of what it means in bre context. while it is used as a racial reference to asians in bre, it is a reference to fair-skinned people in these ne contexts of use, which seem to represent favourable preference. in 3, 'yellow' is an adjective that is modified by pleasant adjectives (golden-sunshine) while it is also modifying another pleasant adjective (honey), meaning the girl with yellow skin is preferable. in 4, 'yellow' is a noun that shares a meaning relation with 'light skin' which has been qualified as attractive, invariably, 'yellow' is attractive. this lexical item is relevant in the teaching of the english language, especially in the understanding of global usages of items and politeness in relation to culture. understanding that the word 'yellow' to qualify a person may be offensive, will equip the student with knowledge that some words should be embraced in a context must be avoided in another context. (5) i am not sure i want to recommend his 1987 volkswagen beetle to my councilor either considering that the thing will break into two on ago palace (6) in those days, the beetle car was sold for n2, 000.00 (7) here how she got a murano jeep from a fan. hehehe when will someone dash me a murano too. (8) how can ibb "dash" one person a natural resource that belongs to all of us in this country. (9) chairman of the national union of road transport workers (nurtw) at the apete garage would not agree to this. (10) buhari should consider the post of a motor park chairman in katsina main garage. he will learn gradually what its take to become a leader. (11) will you be happy to see your mother or sister been sexed in movies? (12) to her, no other man is necessary because to be sexed by you touches her and satisfies her on the deepest levels of her being. the above examples are contextual manifestations of the semantic changes with extended meanings. in bre, ‘beetle’ is an insect but its extended meaning in ne is the volkswagen car that is designed like the shape of the insect. in 5 and 6, the lexical word ‘beetle’ appears as a noun and adjective, respectively. while it describes a volkswagen car in 6, it is the volkswagen describes it in 5. the word beetle emerged in ne as a description of the volkswagen car. therefore, if the word ‘beetle’ is used in the nigerian context, a further investigation of collocate may be needed to understand the meaning of the word. in 5 and 6, words like ‘volkswagen’ and ‘car’ are surrounding words that establish the connotation of the word ‘beetle’ as the reference of volkswagen car. while ‘dash’ means a lot of things (gift, present, and gratuity) in bre, none of its meanings includes ‘giving something to someone’ as seen in 6 and 7. the origin of 'dash' as ‘giving something to someone’ can be traced to the nigerian pidgin. since the word also exists in english as a gift, its incorporation into ne is inevitable. it is a transitive verb that usually has both indirect and indirect objects. one of the hints to identifying the ne connotation of ‘dash’ is the presence of the objects. in 7, ‘me’ and ‘a murano’ are the indirect and direct objects, respectively. in 8, ‘one person’ and ‘a natural resource’ are the indirect and direct objects, respectively. in bre sense, the speaker in 7, means ‘when 54 | muideen olasheu, david olorunsogo lingual (vol. 13, no.1, 2022) will someone gift me a murano’ and the speaker in 8 means ‘how ibb gift to one person the natural resource that belongs to everyone in the country’. as reflected in the results in table 2, the meaning of ‘garage’ is in the ne context extends beyond its meaning in bre. in 9 and 10, ‘garage’ is a nominal lexeme that represents public bus stations. in 9, ‘nurtw’ and ‘apete’ give contextual information about the location of the place is called ‘garage’. apete garage is a known place in ibadan nigeria, and the location is a bus station, ‘apete’ is just acting as a determiner to ‘garage’. nurtw in nigeria is a union for public transport workers, who usually converge at a location (here being referred to as garage) and the union has a chairman which in 9 would not agree to ‘this’. in 10, ‘katsina’, ‘main, and ‘motor park’ serve as the contextual cue of the extended meaning of ‘garage’. while ‘katsina main garage’ is a popular bus station in katsina state, ‘motor park’ in the utterance enriches the extended meaning of ‘garage’. in bre ‘sexed’ is an adjective meaning ‘sexual appetite’ and ‘sexual characteristics’, but in the nigerian english contexts, as in 11 and 12, ‘sexed’ is a verb with an extended meaning ‘to have sex’. in both instances, ‘sexed’ is used in the passive sense, positioning the object at the receiving end of sexual intercourse. in 11, ‘mother’ or ‘sister’ is the likely recipient of sex, in 12, ‘her’ is the recipient of sex. the knowledge of the semantic extensions in all the examples 5, 6, 7, 8, 9, 10, 11 and 12, will be a tool for teaching semantic connotations and how new meanings of a word emerge in a language. 3.2.2 morphologically marked neologism morphology is usually resourceful when teaching the structure of the second language in the language learning situation. one way that is effective is to explain word formations in the target language by using examples from l1 for proper and efficient learners’ comprehension. the ne words in table 3 are not just the regular words classified as neologisms; they were created by merging two english words to describe what they mean. all the neologisms considered in this study are formed by compounding. this is because of the provisions of the limitation of the dne adopted and the appearances of words in glowbe. a recommendation for an updated dne is also the drive of this study. some of the words have lexical equivalence in bre. the words could have emerged because the users do not know the english equivalence and since indigenous nigerian languages are descriptive, it is only natural to create new words by description. consider below, the examples of these neologisms formed compounding in the nigerian contexts. (13) i do not know bitterness unless i chew onugbu bitter-leaf plant. (14) add the bunches of bitter-leaf (finely chopped) 10 minutes before the end of cooking time. (15) in the olden days if u get pregnant without ur bride-price being pain you stand to be scorned. (16) just like the christian parents who will not give out their daughter before a bride-price is paid forgetting that it is cultural not religious. (17) one whose father was killed by a bush-cow does not use a bush-cow horn for drinking oil palm wine. (18) many times, the women of uzuakoli would come and complain to master kapi about a large wild animal called bush-cow that was spoiling everything they planted on their farms. (19) here is an opportunity for you to make enough money from our rich sugar mummy and daddy and say goodbye to financial break down. (20) i need a sugar mummy for sex and financial issues (tit for tat). ‘bitter-leaf’ in 13 and 14 is the combination of ‘bitter’ and ‘leaf’ and it means a leaf that is bitter. the english equivalence of that leaf is 'mucilaginous leaf'. in both instances, it is evident that the leaf is an edible leaf. this is observable by ‘chew’ in 13 and ‘cooking’. the two contexts present the different word classes that the word can reflect. while ‘bitter-leaf’ appears as an adjective in 13, it is a noun in 14. ‘bride-price’ which by description means money that is paid to marry a bride. the equivalence of ‘bride-price’ in bre is dowry. ‘bride’ and ‘price’ are merged to realize ‘bride-price’. in 15 the speaker tries to establish that a woman whose ‘bride-price’ has not been paid is not supposed to be pregnant. by implication, it is dishonourable for a woman to be pregnant before a man pays her dowry. in 16 the root of ‘bride-price’ is suggested to be cultural, one reason why the word emerged. the context of use also suggests that parents do not give out their daughters to marriage if the groom does not pay the ‘brideprice’. a pedagogical perspective to semantic features of nigerian english | 55 in 17 and 18 ‘bush-cow’ means a wild cow, and its bre equivalence is ‘buffalo’. by combining ‘bush’ and ‘cow’, the word means a cow that is not domestic, hence a perfect description of a wild cow. in 17, the description of the ‘bush-cow’s’ horn as a cup suggests how big the animal is. the wildness of the animal is also suggested in its ability to kill humans (father). in 18, the phrase ‘large wide animal’ is used as the reference of ‘bush-cow’ and it destroys plantations. this is just a perfect description of a buffalo. unlike other manifestations of morphologically marked neologisms, ‘sugar mummy’ does not have a lexical equivalence in bre, although, it seems to be the female version of bre’s ‘sugar daddy’. since ‘sugar daddy’ in bre means a man that spends money on younger girls in exchange for sex, the ne name for the female version of ‘sugar daddy’ is ‘sugar mummy’. therefore, ‘sugar mummy’ means an older woman who supports a younger man in exchange for sex. in 19 lexemes like ‘money’, ‘rich’, and ‘financial’ suggest that ‘sugar mummy’ has to do with financial support. in 20 ‘tit for tat’ is a full description of what a ‘sugar mummy’, she offers sex and financial support. 3.3 implications for pedagogy it is no doubt that ne has emerged and will keep emerging as a viable variety of the global english language (opara, 2016). its global recognition by oed is a conscious awareness that while it is not officially recognized, it is the most utilized language for communicative purposes in nigeria. it is a futile imagination to assume that bre is the language of instruction in primary and secondary education. while it is perceived that bre is taught, in actual practice, school teachers teach students using ne, leading to mass failure of many students who sit for the english language in waec and neco (onyemelukwe, and alo, 2015), because they obviously would naturally think they are competent to know bre. it is a point to note that the variety or mixture of varieties of english students used in writing exams in all subjects (except the english language) is not a determining factor in evaluating their performances. therefore, the npe should be reviewed and updated, to reflect the adoption of ne as the medium of instruction in primary and secondary education. the manifestations of deviations in ne should not be seen as errors, rather, signifying features that signify its uniqueness (adamo, 2007). when this is done, the features of ne should be consciously taught, and these features should be used to teach the subject english language (bre) as explicated in this study. this practice will not only make students know that ne is different from bre, but it will also be instrumental to effective and efficient teaching and learning process of bre. an updated and adopted ne dictionary should be developed, for the sake of pedagogy. there are lots of studies on linguistic features of ne (adetugbo 1987; adegbija 1989; banjo, 1995; bamgbose 1995; ekundayo, 2013; opara; 2019); a further study in this area may not have a practical effect on scholarship or in pedagogy. nevertheless, other studies that have practical implications could be carried out in other areas of linguistics (phonology, syntax, discourse) to buttress the hypothesis of this study. iv conclusion this study examines the features of nigerians english from a semantic perspective with the goal of identifying these features as useful tools in the development of ne and improving its status to the preferred english variant for pedagogy in nigeria. the semantic features of ne identified from the corpus are semantic change and morphological neologism. there are two forms of semantic changes; they are semantic shift and semantic extension. in semantic shift, the meanings of lexes in ne are the opposite of what they mean in bre, while in semantic extension, bre lexes only accommodate new meanings in the ne context. morphological neologisms portray the descriptive nature of nigerian languages as manifested in english. these identifiable features are viable to marking ne as standard english and should be seen as a variant of english. therefore, ne should be standardized and made adopted as the distinct language of instruction in primary and secondary school education in nigeria. this will reduce the dilemma (irregular variants of english) students are faced with. nigerian english is clearly different from british english (bre) or american english (ame), examination boards' insistence on bre and ame is fruitless and unfair. ne should be recognized by examination boards’ marking guides, and it should be promoted and embraced as the pedagogical language in nigeria's elementary and secondary schools. references adamo, g. (2007). nigerian english. english today, 23, 42-47. 56 | muideen olasheu, david olorunsogo lingual (vol. 13, no.1, 2022) adegbija, e. (1989). lexico-semantic variation. world englishes, 8(2), 165-177. akhmanova, o. (1969). dictionary of linguistic terms. moskva: sovetskaya entsiklopediya. alo, m. (2004). context and language variation: the el2 example. in oyeleye, l. (ed), language and discourse in society (pp. 73-82). ibadan: hope publication. bamgbose, a. (1995). english in nigerian environment. in bamgbose, a; thomas a. (eds) new englishes: a west african perspective (9-26). ibadan: musoro. banjo, a. (1995). on codifying nigerian english: research so far. in bamgbose, a., banjo, a., & thomas a. (eds), new englishes (pp. 203-231). ibadan: mosuro publishers. banjo, a. (1996). making a virtue of necessity: an overview of the english language in nigeria. ibadan: university of ibadan press. blench, r. (2005). a dictionary of nigerian english (draft circulated for comment). united kingdom: cambridge christiana-oluremi, a. (2013). lexico-grammatical features of nigerian english. international journal of english language education, 1(1), 261-271. corpus of web-based global english. https://www.english-corpora.org/glowbe/ ekundayo, s. (2013). lexico-semantic ‘intraference’ in educated nigerian english (ene). international journal of english linguistics, 3(6), 17-30. fortson, b. (2003). an approach to semantic change. the handbook of historical linguistics, first edition. edited by brian d. joseph and richard d. janda. blackwell publishing ltd. jummai, m. (2012). language education in primary schools in nigeria: contemporary issues and new direction. literacy information and computer education journal (licej), 3(3). kaan, a., & amase, e. (2013). nigerian english: identifying semantic features as variety markers. iosr journal of humanities and social science (iosr-jhss), 16(5), 76-80. obasi, j. (2012). lexico-semantic features of nigerian and ghanaian englishes. journal of english as an international language, 7(1), 52-66. odumuh, a. (1984). english in the world: educated nigerian english as a model of standard nigerian english. world language english, 3(4), 231-235. ogunbiyi, o. (2008). the challenges of languages teaching in the 21st century. faculty of education, lagos state university, ojo, nigeria. medwell journals pakistan journal of social sciences, 5(4), 279-299. okoro, o. (2004). the identification of standard nigerian english usage. chapter 9 in dadzie, a. b. k. & awonusi, v. o., eds., nigerian english: influences and characteristics, the department of english, university of lagos. okoro, o. (2017). nigerian english usage and the tyranny of faulty analogy iii: pronunciation. california linguistic notes, 41(1), 26-62. olagbaju, o. (2009). challenges of using nigerian languages in modern education. an unpublished paper presented as part of course work for tee 813 olagbaju, o. (2014). multilingual education in nigeria: policy, practice, challenges and solutions. journal of education and practice, 5(6). onuh, c., & uwadiegwu, c. (2014). a review of the communicative roles of english language in multilingual/ethnic nigeria. journal of nigeria languages and culture, 15(1), 63-74. onyemelukwe, n., & alo, m. (2015). making nigerian english pedagogy a reality. american journal of linguistics, 4(1), 11-17. doi:10.5923/j.linguistics.20150401.02 opara, c. (2016). lexical deviations and intelligibility in popular nigerian english. international journal of english language and linguistics research, 4(6): 28-43. opara, c. (2019). deviations in popular nigerian english syntax. international journal of development and management review, 14(1), 193-207. oyetade, s. (2003). language planning in a multi-ethnic state: the majority/minority dichotomy in nigeria. nordic journal of african studies, 12(1), 105-117. paradis, c. (2012). lexical semantics. in c. a. chapelle (ed.), the encyclopedia of applied linguistics wileyblackwell. https://doi.org/10.1002/9781405198431.wbeal0695 rao, c. (2017). a brief study of words used in denotation and connotation. journal for research scholars and professionals of english language teaching, 1(1), 1-5. taiwo, r. (2009). the functions of english in nigeria from the earliest times to the present day. english today, 25, 3-10. doi:10.1017/s0266078409000121. the federal republic of nigeria 2004 national policy on education (4th edition). nerdc press, yaba, lagos. a pedagogical perspective to semantic features of nigerian english | 57 tunde-awe, b. (2014). nativization of english language in a multilingual setting: the example of nigeria. academic journal of interdisciplinary studies, 3(6):485-492. doi:10.5901/ajis.2014.v3n6p485 ugorji, c. (2015). nigerian english in schneider’s dynamic model. journal of english as an international language, 10(1), 20-47. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 58 understanding moral values in the memoir entitled educated by tara westover: a spiritual metamorphosis desak putu eka pratiwi, i gusti agung sri rwa jayantini, i putu ade pratama universitas mahasaraswati denpasar desakekapratiwi@unmas.ac.id, agung_srijayantini@unmas.ac.id, iputuadepratama@gmail.com abstract this article is focused on how to analyse any moral values portrayed in the memoir "educated," with particular emphasis on the protagonist, tara westover. the study intends to identify conflicts encountered by the main character through narration or dialogues with other characters, and to reveal moral values that emerge as she overcomes these conflicts. the research utilized a qualitative descriptive method and drew on the conflict theory proposed by stanton (1965) and the theory of moral values put forth by linda and eyre (1993) to analyse data from the memoir. two of the conflicts found in this study were both internal struggles by the main character involving her thoughts and feelings and external struggles with her father, abusive older brother, and family members who labelled her as a dangerous girl influenced by satan. through her resolution on these conflicts, the main character demonstrated various moral values, including selfreliance, self-discipline, courage, and respect. the study's findings emphasize the significance of spiritual metamorphosis in memoirs and literature, as well as how conflicts can facilitate such transformation. keywords: conflicts, moral values, main character, memoir i introduction literature holds significant power in communicating values, imparting entertainment, pleasure, and information with a specific message, commonly referred to as moral value. moral value is a key aspect of literature that can help individuals recognize important life lessons and guide their behavior. as stated by abrams (2009), literature should contain values that shape an individual's ability to distinguish between what is right and wrong. moral values are often embedded in non-fiction literary works such as memoirs, which are written based on personal experiences or special sources. through reading a memoir, readers can easily extract moral values as it reflects the author's personal journey. these moral messages are sometimes shared indirectly through conflicts that occur in the story. memoirs often use conflict to ex-plain or characterize problems. therefore, understanding how an individual overcomes the conflict can be one way to extract valuable lessons conveyed through the story. moral values have been a part of literary works for centuries, with authors using their stories to convey ethical and moral messages to their readers. a philosopher known for her work on the ethical dimensions of literature and narrative, stated that moral values have been present in literature throughout history (nussbaum, 1990). memoirs, in particular, provide a unique platform for authors to communicate moral values, as they are based on personal experiences and of-ten serve as a form of selfreflection. an expert discussed the unique role that memoirs can play in communicating moral values. he noted that memoirs are able to convey moral messages in a powerful way, as they are based on the author's personal experiences and reflect their own ethical and moral perspectives (couser, 2012). overall, both nussbaum's work on the ethical dimensions of literature and couser's discussion of memoirs highlight the important role that literature can play in conveying moral values and ethical considerations. one memoir that can serve as an example to how fundamental moral values conveyed is tara westover's memoir, entitled ‘educated’, which was published in 2018. the memoir tells the story of westover's transformation from a young girl in an isolated family to a cambridge-educated historian. despite her lack of formal education, she became deeply interested in knowledge, which led her on a journey to harvard university and the university of cambridge. how-ever, the story is filled with conflicts, including one that led to her losing her be-loved family in the pursuit of her dreams. through reading educated, readers can not only be entertained but can also learn many moral values, especially through how the main character overcomes the conflicts in her life. memoir was chosen as the data source for this study to reveal the moral values conveyed through any conflicts experienced by the main character. the author notes that there are several previous studies on a similar topic that may be useful for guiding the current research. the first study, conducted by azali (2022), examined moral values that mailto:desakekapratiwi@unmas.ac.id mailto:agung_srijayantini@unmas.ac.id mailto:iputuadepratama@gmail.com 2 | desak putu eka pratiwi, i gusti agung sri rwa jayantini, i putu ade pratama lingual (vol. 15, no.1, 2023) was analysed through the main character's approach to conflict resolution in james dashner's novel "the maze runner". azali analysed the conflicts and their resolution based on stanton's (1965) theory, and the moral values that were shown through the main character's approach based on nurgiantoro's (1998) theory. the second study, conducted by kinaryaning (2019), focused on analysing moral values revealed through the character andy's methods of overcoming conflicts in the film "cargo". kinaryaning used murphy's (1972) theory to analyse andy's characteristics, boggs and petrie's (2008) theory to analyse the conflicts, and lickona's (1991) theory to analyse the moral values. the third study is an article by desica and arianto (2022). they focused on analyzing the moral factors that aided the main character in achieving self-unity using theories proposed by linda and eyre (1993) and cady (2005). the fourth study is an article by xiaohan and hui (2021). the authors analysed tara westover's experiences of trauma and her recovery process using the trauma theory proposed by herman (1997). based on the studies mentioned above, it appears that there is a growing interest in analysing the moral values depicted in literary works, including novels, films, and memoirs. the previous studies mentioned are related to the current study in the sense that they all deal with the analysis of moral values in literary works. however, they differ in terms of the specific works analysed, the theories used, and the methods employed. the current study aims to contribute to the existing literature by examining the moral values in the memoir "educated" by tara westover and analysing how these values are conveyed through the author's personal experiences. this study builds on the previous studies by providing a unique perspective on the moral dimensions of memoirs and highlighting the potential of memoirs to educate and inspire readers on ethical issues. therefore, the previous studies provide a valuable background for the current study and help to contextualize its contribution to the field of literary analysis. despite the growing interest in analysing the moral values in literary works, there is still a research gap when it comes to analysing the moral values depicted in the memoir "educated" by tara westover. therefore, the current study aims to contribute to the existing literature by examining the moral values revealed in the memoir, the ways in which the author uses her personal experiences to convey these moral values, and how readers can interpret and extract moral messages from the memoir. by doing so, the study aims to shed light on the moral dimensions of memoirs and their potential to inspire and educate read-ers on important ethical issues. given the aforementioned context, the discussion of moral values is a compelling topic to explore. this research is especially intriguing as it draws upon a widely-read and inspirational memoir based on a true story. the objective is to uncover the moral values that can be gleaned from the memoir's main char-acter. her life journey is a spiritual metamorphosis, taking her from a girl who never attended traditional schools to a ph.d. in history at cambridge university, which has a lasting impact on her life. exploring moral values is important for several reasons. firstly, moral values are the principles and standards that govern human behavior and are therefore central to our understanding of what is right and wrong. by examining the moral values embedded in literary works, we can gain a deeper understanding of the ethical dilemmas faced by individuals and society as a whole. this can help us to reflect on our own values and beliefs and make informed decisions about our actions. secondly, exploring moral values in literature can contribute to our personal growth and development. by engaging with literary works that convey moral messages, we can learn from the experiences of others and expand our perspectives on ethical issues. this can help us to develop empathy, compassion, and a deeper understanding of the human condition. finally, exploring moral values in literature can have broader societal implications. literature has the power to shape cultural norms and values, and by examining the moral messages conveyed in literary works, we can gain insights into how these messages may influence social attitudes and behavior. ii methods the data was derived from a memoir entitled educated written by tara westover, which was first published in 2018 by penguin random house and has 352 pages. the memoir narrates a fascinating story of tara westover, who be-came a historian educated at cambridge university, and discusses the significance of education in broadening her horizons. the data was gathered through the observation method, which involved reading the book repeatedly to gain a deeper understanding of the narrative. the data collection process involved identifying conflicts and highlighting specific keywords that depicted how the main character overcame them. the data was then organized in a table that separated the conflicts and how the protagonist overcame them. the collected data was checked for validity to ensure accuracy. the qualitative descriptive method was employed to analyse the data, with the aim of understanding moral values in the memoir entitled educated by tara westover: a spiritual metamorphosis | 3 presenting the findings accurately, coherently, and systematically, using relevant theories. the data was analysed using conflict theory proposed by stanton (1965) and the theory on moral values by linda and eyre (1993). iii findings and discussion in this section, the outcomes and discourse are presented, founded on the information collected from the memoir entitled educated. the investigation of the data deliberates the story and discussions between the characters, succeeded by a depiction of the data based on stanton's theory of conflict and linda and eyre's moral values theory. linda and eyre (1993) explain that moral values guide behavior, and by shaping better individuals and improving our treatment of others, they lead to both individual and collective happiness. they propose that by valuing and prioritizing others, we can receive more in return. the authors further classify values into two categories, namely "values of being" and "values of giving". values of being involve developing positive qualities and attitudes within ourselves that influence our behavior and interactions with others. they are ac-quired through practice and personal growth. the six values of being include honesty, courage, peacefulness, self-reliance and potential, self-discipline and moderation, and fidelity. values of giving, on the other hand, are gifts we give to others that then shape our character. they are gained through the act of giving. the six values of giving are loyalty, respect, love, unselfishness and sensitivity, kindness, and mercy (linda and eyre, 1993). the memoir written by westover depicts a lengthy journey filled with a multitude of conflicts, all of which convey certain messages directly or indirectly to the readers. these messages are essentially valuable lessons, or moral values, which become apparent when westover successfully overcomes her challenges. upon analysing the moral values present in the "educated" memoir using linda and eyre's (1993) theory of moral values, four distinct values were identified in the data: self-reliance and potential, self-discipline and moderation, courage, and respect. these values were discovered through westover's experiences of overcoming conflicts, as described in detail below. 3.1 self-reliance and potential the initial moral value that can be gleaned from westover's journey of overcoming conflicts is self-reliance and potential. as described by linda and eyre (1993: 79), this value entails being aware of our potential for growth, committing to self-improvement, and taking responsibility for our actions. throughout the memoir, westover consistently demonstrates this value by remaining dedicated to her personal development and striving for excellence in resolving the challenges she faces. (3-1) i made some effort to keep up my schooling in the free time i had between scrap-ping and helping mother make tinctures and blend oils (p. 72) the excerpt above highlights the moral value of self-reliance and potential, which is demonstrated in tara westover's personal journey in the memoir. westover had to overcome her internal conflict between her desire to receive a proper education and her family's beliefs. despite her family's disapproval, she recognized her potential and was determined to pursue her interests. however, she initially struggled with the idea of going against her family's beliefs and felt it was a betrayal to her father's sacrifices. nevertheless, she ultimately learned to rely on her own capabilities and took the necessary steps to achieve her goals, which was an essential part of her self-reliance and potential. westover's lack of formal education did not diminish her eagerness to continue learning. she was motivated to seek opportunities for self-improvement, even while balancing her responsibilities of helping her parents. with a growth mindset, she was committed to becoming a better person and was able to effectively manage her time and resources. this aspect of westover's story emphasizes her message of the importance of being aware of personal growth and self-improvement. (3-2) then, because i knew i wouldn’t be able to pay it in february, i took a second job as a domestic cleaner, driving twenty minutes north three days a week to scrub expensive homes in draper (p. 223) the above excerpt portrays moral values of self-reliance and potential. the lesson to learn here is in westover's triumph over her inner conflict between her doubts and her desire to continue her studies. initially, her college experience was dominated by hard work to cover all of her expenses. she had to pay for her tuition and apartment by herself, which led to a lot of bills she couldn't imagine how to pay. this caused her to lose interest in her studies and feel hopeless. although she considered dropping out of 4 | desak putu eka pratiwi, i gusti agung sri rwa jayantini, i putu ade pratama lingual (vol. 15, no.1, 2023) college, she decided to persevere. she worked in various places, borrowed money from her housemate, and even sold her beloved horse to make ends meet. eventually, she received a government grant that helped her pay off all her bills. despite this stroke of luck, she still took on a second job to ensure the smooth progress of her studies, knowing that she could anticipate similar struggles in the future. despite not receiving any financial assistance from her parents, westover persisted in her studies by working simultaneously, which took a toll on her both physically and mentally. nevertheless, she remained dedicated to her education, despite the constant pressure of being responsible for her own expenses. she was a diligent worker who continued to work even after receiving a government grant, taking on a second job to guarantee the advancement of her studies. in her memoir, westover's message is clear: she embraced her obligations and did not attribute her difficulties to anyone else. (3-3) then it was spring, then summer, and finally as summer turned to fall, i found i could read with focus. i could hold thoughts in my head besides anger and self-accusation. i returned to the chapter i had written nearly two years before at harvard (p. 341) the above excerpt demonstrates moral values of self-reliance and potential. the lesson to learn here is seen when westover overcomes her external conflict with her family, who labelled her as "dangerous and influenced by satan." her dissertation work suffered due to her frustration and grief over losing her beloved family. she confided in her supervisor about this and was advised to quit, given the demanding nature of the dissertation work. despite the chaos she experienced while trying to find peace with herself, she remained committed to completing her dissertation. the process was draining both physically and men-tally and lasted for many seasons. eventually, she found the ability to focus again, although she still struggled with anger and self-accusation. she decided to continue with her dissertation and eventually earned her ph.d. westover faced significant physical and mental stress that made it challenging for her to concentrate fully on her studies, particularly while working on a strenuous task such as a dissertation. her family conflict was causing problems, to the extent that her supervisor recommended that she quit. despite the uncertainty and possible devastation, she felt at that point, westover refused to abandon her studies and instead remained devoted to her education. it took her numerous seasons to regain her mental clarity, but she continued to persevere in her quest for personal growth and excellence. this is the core message that westover aims to communicate through her account. 3.2 self-discipline and moderation another moral value that can be learned from westover's story is self-discipline and moderation. as linda and eyre (1993: 93) define it, self-discipline and moderation involve the ability to balance physical, mental, and financial self-control by recognizing the limits of the body and mind, such as being moderate in speech, eating, exercise, and avoiding extreme viewpoints or actions. this value is evident in the story, as westover demonstrates the ability to exercise self-restraint and control in dealing with conflicts. (3-4) i woke up every morning at six to study because it was easier to focus in the mornings, before i was worn out from scrapping (p. 150) this excerpt highlights the importance of self-discipline and moderation as a moral value. the story of westover overcoming her conflict with her father demonstrates the valuable lesson that can be learned. westover faced opposition from her father regarding her plan to pass the college qualification test. the conflict caused her to doubt herself, and she became fearful of divine retribution. despite this, westover persevered in her decision to pursue her education, even though it would not change her father's opinion. she implemented self-discipline by waking up early every morning to study, recognizing that it was easier to focus during this time, before helping her parents. through her experiences, westover illustrates the importance of balance and self-restraint in achieving one's goals, and this is the message she wants to convey through her memoir. despite lacking support from her father, westover was determined to pursue her dream of getting a college education. she made a consistent effort to wake up early each morning and study, even though she was not necessarily motivated to do so. instead, she demonstrated a remarkable level of discipline and commitment to achieving her goal. westover's ability to balance self-discipline and moderation is the key message she wants to portray through her life story. (3-5) i bought my textbooks, paid rent, and had money left over. the bishop said i should treat myself to something, but i said i couldn’t, i had to save the money (p. 225) understanding moral values in the memoir entitled educated by tara westover: a spiritual metamorphosis | 5 the excerpt describes how westover exhibited the moral values of self-discipline and moderation when she faced an internal conflict between her doubts and her desire to continue her studies. due to financial difficulties, she considered dropping out of college. however, she eventually received a government grant that improved her finances. rather than being content with the new-found financial stability, westover chose to exercise self-discipline and moderation. she refrained from spending the money on frivolous things and instead saved it for the purpose of advancing her studies. through her actions, westover demonstrated the importance of balancing one's desires with practicality and discipline, and this is a message that she hopes to convey through her life journey. the story illustrates westover's exceptional skill in making wise and moderate decisions, even when presented with a government grant that resolved most of her financial issues. she took care of her essential needs such as health, books, and rent, and rather than squandering the remaining funds on superfluous things, she chose to save them. she understood that having enough was more valuable than having excess and therefore didn't feel compelled to spend more simply because she had the funds. through her experiences, westover emphasizes the importance of self-control and restraint, making clear that these are qualities to be admired and emulated. 3.3 courage the third lesson to be learned from westover's story is about courage, which she demonstrates when overcoming conflicts. courage, as defined by lin-da and eyre (1993: 48), means being willing to attempt difficult tasks while staying true to one's beliefs, even when it is unpopular or uncomfortable. westover's story shows that she possesses this quality, as she bravely makes bold decisions based on her heart to overcome her struggles. (3-6) i was sixteen, had never taken an exam, and had only recently undertaken any-thing like a systematic education; still i registered for the test (p. 151) the excerpt explores the moral significance of courage, exemplified in westover's tale. the lesson becomes apparent when westover confronts her father's disapproval and religious objections towards her pursuit of higher education. she remained committed to her beliefs and demonstrated bravery by registering for the college qualification test after rigorous studying. her unwavering determination gave her the confidence to pursue her aspirations, even when faced with opposition and fear. through her experiences, westover highlights the importance of courage in staying true to oneself and following one's aspirations, despite obstacles and opposition. the passage highlights the moral value of courage, which is exemplified in westover's story. despite coming from a family background that did not value education, westover dared to dream of going to college and had the courage to fight for it, even though it meant going against her family's beliefs and facing the consequences of being rebellious. this decision was uncomfortable and challenging, but westover's conviction in her beliefs compelled her to push through it and grow as a person. the message that westover wants to convey through her memoir is the importance of having the strength to try hard things and stay true to one's convictions, even in the face of adversity. (3-7) i rise from my bed, retrieve my journal, and do something i have never done be-fore: i write what happened. i do not use vague, shadowy language, as i have done in other entries; i do not hide behind hints and suggestion. i write what i remember (p. 215) the excerpt discusses the moral value of courage, which is demonstrated in westover's story. the lesson is revealed when westover overcomes the external conflict with her older brother, shawn, who physically abused her. despite feeling ashamed and wanting to believe that the abuse was just a game, westover mustered the courage to face the truth and confront the painful reality of her situation. she refused to hide her experience and instead, for the first time, wrote down the details of the abuse in her journal without using vague or euphemistic language. this act of bravery shows her determination to face difficult truths and seek justice, even in the face of shame and fear. westover's decision to confront the truth about the abuse she experienced and to document it in her journal took immense courage. it was uncomfortable and painful, but she did not shy away from the truth. this decision was a turning point for her, as it marked the beginning of her journey towards healing and overcoming the trauma she experienced. by sharing her story with readers, westover hopes to inspire others to have the courage to confront their own painful truths and to take steps towards healing and growth. 6 | desak putu eka pratiwi, i gusti agung sri rwa jayantini, i putu ade pratama lingual (vol. 15, no.1, 2023) 3.4 respect linda and eyre (1993: 136) define respect as including a variety of things, such as self-respect, respect for life, property, parents, elders, nature, and the beliefs and rights of others. the story shows that westover has a strong sense of self-respect when dealing with conflicts. (3-8) i could not judge her for her choice, but in that moment, i knew i could not choose it for myself. everything i had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind (p. 328) the excerpt explores the moral value of respect, exemplified in westover's story. the lesson becomes apparent when westover confronts familial conflict and her family labels her as "dangerous and influenced by satan." de-spite understanding her sister audrey's seemingly cruel decision, westover chooses to respect her own beliefs and not judge audrey for her choice. westover stands her ground and refuses to exchange her abusive past stories for distance from her family, demonstrating selfrespect and a refusal to compromise her beliefs for others. through her experiences, westover highlights the significance of respecting oneself and one's beliefs, even in the face of conflict and familial pressure. the passage highlights how westover prioritized her own well-being and self-respect despite the potential consequences of distancing herself from her family. she was confident in her decision to not trade her past experiences for acceptance from her family, as it would require her to deny her truth and invalidate the abuse she endured. westover recognized and accepted the imperfect and unchangeable parts of herself and did not compromise her self-respect in the process. her actions exemplify the importance of respecting oneself and one's own values and beliefs, even in the face of opposition. (3-9) i said i needed a year to heal myself; then perhaps i could return to their mad world to try to make sense of it (p.337) the excerpt emphasizes the significance of respect as a moral value, exemplified in westover's story. the lesson becomes apparent when westover faces familial conflict, where her family labels her as "dangerous and influenced by satan." despite her confidence in improving her relationship with her family, westover discovers that her doubts about her memories make her appear to be a threat to her family's faith. this realization causes her to feel broken, leading to a panic attack while in london and subsequent letter-writing to her father ex-pressing her frustration. in prioritizing her well-being, westover shows self-respect, acknowledging her pain and taking action towards healing before returning to her family's tumultuous environment. through her experiences, westover highlights the importance of respecting oneself and taking steps to prioritize personal well-being, even in the face of opposition and conflict. westover's decision to set boundaries with her family was a way for her to prioritize her own wellbeing and mental health. it was a form of self-rescue that allowed her to heal and regain a sense of control over her life. by doing so, she demonstrated respect for herself and her own needs. this is an important message that westover conveys in her memoir, as it shows the importance of self-care and self-respect in the face of difficult circumstances. iv conclusion the study's findings emphasize the significance of spiritual metamorphosis in memoirs and literature and how conflicts can facilitate such transformation. in conclusion, tara westover's memoir, educated, is a powerful illustration of spiritual metamorphosis, where she undergoes a profound transformation from a limited and oppressed existence to a life of intellectual and personal free-dom. through the conflicts she faces, both internal and external, she learns valuable moral values that guide her towards self-discovery and growth. her journey towards self-reliance, self-discipline, courage, and respect highlights the im-portance of moral values in shaping one's character and transforming one's life. this transformation is not just a physical or intellectual one but a spiritual one, where westover's worldview is fundamentally altered, and she gains a deeper understanding of herself and the world around her. her story serves as a powerful reminder of the transformative power of moral values in achieving spiritual metamorphosis. references abrams, m. h. (2009). a glossary of literary terms. new york: holt, rinehart, and wiston inc. understanding moral values in the memoir entitled educated by tara westover: a spiritual metamorphosis | 7 azali, f. (2022). the moral values revealed through the main character’s way in solving the conflicts in james dashner’s the maze runner. yogyakarta: universitas sanata dharma. couser, g. t. (2012). memoir: an introduction. oxford: oxford university press. churchill, l. r. (1982). the teaching of ethics and moral values in teaching. oxfordshire: taylor & francis, ltd. davids, m. (1983). understanding literature. michigan: michigan press. desica., arianto, t. (2022). moral factors that encourage the main character to achieve self unity in the novel beauty and the beast by elizabeth rudnick. batam: universitas putera batam. djajasudarma, f. (1993). metode linguistik ancangan metode penelitian dan kajian. jakarta: refika aditama. dukes, j. (2020). what is memoir. retrieved april 17, 2022, from http://celadonbooks.com/what-is-amemoir/ eyre, r. m., & eyre, l. f. (1993). teaching your children values. new york: simon and schuster. goldie, p. (2012). literature and moral understanding. the journal of aesthetics and art criticism, 70(1), 33-42. hiastri, e. f. (2021). moral values found in educated by tara westover viewed from indonesia character based education. malang: universitas islam malang. kinaryaning, s. (2019). the moral values revealed through andy’s ways of overcoming his conflicts in cargo. yogyakarta: universitas sanata dharma. lemahieu, d. l. (2016). moral knowledge and literary interpretation. journal of aesthetics and art criticism, 74(4), 377-388. mitchell, l. m. (2016). moral interpretation in literature. philosophy compass, 11(12), 723-732. nussbaum, m. c. (1990). love's knowledge: essays on philosophy and literature. oxford: oxford university press. rennie, l. (2007). values of science portrayed in out‐of‐school contexts. perth: curtin university. stanton, r. (1965). an introduction to fiction. new york: hartcourt brance and world, inc. westover, t. (2018). educated: a memoir. united states: random house. xiaohan, x., hui, l. (2021). trauma recovery of tara westover in educated: a memoir. quebec: cs canada. the first freshmen students’ university test of english proficiency: a descriptive an correlational study pandu prasodjo, sally universitas internasional batam pandu@uib.ac.id, sallykho@gmail.com abstract listening and reading play an essential role in students learning english as a foreign language. recognizing freshmen students’ english language proficiency through the university test of english proficiency (utep) helps the university to portray the cohort performance and decide future policies and teaching strategies for the english lesson. this is important for the efl teachers developing teaching strategies that are suitable for students. however, a study to describe the current phenomena of the first freshmen students and the existence of the relationship between utep listening and reading proficiency scores also need to be conducted for the sake of utep's continuous improvement as an assessment instrument. therefore, the present study aims to (1) investigate the descriptive statistics of the current cohort first utep; and (2) find out the existing relationship between freshmen students’ utep reading and listening proficiency scores. a quantitative method was applied to describe the current utep scores statistically and to find out the degree of correlation coefficient of freshmen students’ first utep. the data was collected from 863 freshmen students who took their first utep and statistically analyzed using spss version 26. the results revealed that there is a positive and quite strong relationship between freshmen students’ utep reading and listening proficiency scores. keywords: descriptive statistics, correlational study, reading proficiency, listening proficiency, utep i introduction the 21st century has seen a growing dependency on the acquisition of knowledge through the audio-visual channel. wolf, muijselaar, boonstra, & de bree, (2019) research implies that book reading among children and adolescents decreases relatively speaking. in contrast, the consumption of audio (visual) knowledge through, for example, tv and computers are rising. at the same time, in primary education, reading comprehension is an important subject because it is recognized as a significant indicator of the career and life-long learning of children in school. people recognize listening ability is considered as an essential ability as an integral part in verbal communication yet not easy to learn (alzamil, 2021). several basic psychological mechanisms, i.g. short-term (operative) memory and long-term memory, thinking, and anticipated events; are required for students (mukarrama et al., 2022). common listening issues are associated with the speechrate, pronunciation, accents, nervousness, limited vocabulary, and lack of background information (alzamil, 2021; novika et al., 2020; saraswaty, 2018). the development of strategies in teaching listening skill are countinously established and studied to be able to provide a higher chance of success for students. because listening is an ability and a physical skill. listening involves paying attention to what is learned and trying to process it (yildirim, 2016). the role of reading is also reasonably necessary to learn especially english as a foreign language in indonesia. there is an urgent need nowadays to understand the importance of reading due to its role as the receptive skill of language ability (schmitt, 2002) which functioned to receive and gather text information; and high exposure to english words and terminologies lies in our linguistic landscape (kweldju, 2021). the linguistic landscape is a language phenomenon in the real world, e.g., the emergence of the word tokopedia which is a combination of the indonesian word “toko”, i.e., indonesian translation of “store”, and “pedia” as the end part of the word “encyclopedia”. the combination of english and indonesian morphemes or lexemes produces cross-linguistic compound words or hybrids for their appeal and for expressing communicative value and nationalism (kweldju, 2021). in fact, the word tokopedia is well-accepted and become famous among indonesian people as an electronic commerce platform for online shopping. english is officially taught in indonesia starting from elementary schools to the university level, generally as a foreign language. there are some schools and universities in indonesia that treat english as a second language due to the schools’ philosophical background and curriculum or the major specialized in the english language (linguistics, literature, education, or other applied linguistics discipline). (jdih batam, 2020) mailto:pandu@uib.ac.id mailto:sallykho@gmail.com 2 | pandu prasodjo, sally lingual (vol. 14, no.2, 2022) based on observation after 2 years of living in batam, english is taught in batam from elementary schools to universities as well as in other cities in indonesia. most schools teach english following the national curriculum and treat english as a foreign language. on the other hand, some international schools and private international universities are using a blended-based curriculum (combining national and international curricula) using english as the medium instructional language. the social expectation in batam of students acquiring english is high because they think the position of batam city as a special free trade area resulting in many international companies do investment and building their offices and factory here. the better the students' english proficiency, it is expected to raise their chances of getting a job and a better job position; which in turn, enables them to compete with immigrant workers. yet, most schools in batam city teach english by implementing a national curriculum that needs higher exposure for communication both receptive and productive in their linguistic landscape. this has an impact on students who go on to university to have english language skills that are varied and sometimes extreme with one another. the universities feel the need to respond the society’s expectations regarding graduates’ english language ability after they leave college. the university takes the responsibility to prepare adequate graduates that fulfilling their needs and competes in the job market or society. the universities, specifically in batam city, realize that not all of the graduates could get accepted into the job market but some of them are not willing to find a job but maybe either start a new business or succeed in the family's company. therefore, setting a passing grade for students’ english proficiency could help them to meet the minimum competence to strive for challenges in the after-collage world. mapping the english proficiency based on a standardized test, especially in listening and reading of new students each year is compulsory to adjust and re-design the composition of english courses to help students meet the minimum competence of english proficiency after they graduate. the standardized test is called the university test of english proficiency (utep) which is adapted from the test of english for international communication (toeic). careful, systematic, and clear instruction (sinwongsuwat & nicoletti, 2020) in the development of toeic-like standard tests is positively believed that take a role as a self-regulated learning instrument for students (yabukoshi, 2020) and could be strengthened with corrective feedback (poehner & leontjev, 2018) from the teacher. the finest test should have two characteristics: validity and reliability (chan et al., 2015; divayana et al., 2021; hoffmann, 1964; nouri & marzban, 2018). to be effective, the test must measure the level it intends to measure. to be reliable, the test must produce essentially the same results when managing multiple locations over a long period. to put it another way, the results must be reproducible. tests that generate statistically different scores based on test locations are unreliable. if the test is not reliable, the test is invalid. utep is an assessment instrument to measure the student's proficiency in the english language, especially for listening and reading. it is realized that utep needs continuous improvement to describe students’ achievements more accurately and clearly. utep also has a role as a parameter for determining the more suitable curriculum and teaching strategy to pursue students’ english proficiency goals when they graduate. therefore, finding insight through revealing a meaningful correlation between listening and reading utep scores was considered an important issue for stakeholders in making future policies. however, the development of utep must be evaluated annually because 1) utep both listening and reading test sections need continuous improvement and adjustment with the current real situation issues; 2) utep is an ongoing-development assessment instrument product, and 3) the accuracy of utep outcome is needed to be sharpened because sometimes showing error in depicting students’ english ability. therefore, based on the current situation, the authors need to investigate whether there is a connection between students’ listening and reading comprehension reflected in the utep result to design an effective strategy for teaching english to higher education students to achieve passing grades when they graduate from university. based on the elaboration above, the present study aims to (1) investigate the descriptive statistics of the current batch first utep; and (2) find out the existing relationship between freshmen students’ utep reading and listening proficiency scores. both null and alternate hypotheses are designed to approximate the phenomena reflected in the second research question to be tested. the null hypothesis is no relationship between freshmen students’ utep listening and reading comprehension. while the alternate hypothesis is a relationship exists between freshmen students’ utep listening and reading comprehension. ii method this research was designed as a descriptive study aimed at describing and investigating the correlation between the freshmen students’ reading and listening comprehension through the university test of english proficiency (utep). a descriptive study is a research design to collect information without changing the environment or anything being manipulated (tawalbeh, 2019), it is also sometimes referred to as a correlation or observational study (supratiwi et al., 2021). this study is aimed to investigate information about the natural utep score status occurs and the correlation between students’ listening and reading comprehension reflected on utep achievement in a private university in batam. this study follows the four-step framework provided in the guidelines for assessment and instruction in statistics education (gaise) report (franklin et al., 2007) as the practice of statistics. gaise report put variation as an explicit matter compared to previous statistical investigation frameworks suggested by holmes (1980), bright and friel (1998), and wild and pfannkuch (1999) which recognized it implicitly. the four-step gaise report consists of 1) formulating questions, 2) collecting data, 3) analyzing data, and 4) interpreting the result. the role of variability is emphasized for every step and it is critically specified, those are anticipating variability in writing the questions, acknowledging variability in designing the data collection method, accounting for variability in using distribution, and allowing for variability in interpreting the results (j. watson et al., 2018). figure 1. a framework of statistical investigation (j. m. watson, 2017) the four-step gaise report in posing problems and defining the statistical questions the gaise (franklin et al., 2007) emphasized that “anticipating variation” is the key feature and “requires the understanding of the difference between a question that anticipates a deterministic answer and a question that anticipates an answer based on data that vary” in formulating questions. to anticipate both deterministic questions and the data varies, the questions are taken from the problem faced by the utep organizer and management staff. the posing questions suggested investigating the utep validity, reliability, and statistical analysis supporting further research for utep continuous development cycle. these practical questions are needed to answer as the bridge to improve utep quality and accuracy as a language proficiency assessment instrument. the second step in the gaise report is planning for collecting data which focuses on samples and sampling. the practice of statistics often takes a sample from one or more population(s) and followed it to make inferences about the population(s) from the findings revealed by the sample(s) (makar, 2018). the issues of selecting a sample which concerned the selection of the sample, the sample size, and acknowledgment of the sample variability became the key to being able to make an inference (j. watson et al., 2018; wild & pfannkuch, 1999). related to the subject of the research, the sample was the freshmen students' first utep score in listening and reading. the first utep score is considered the anchor reflection of freshmen students’ english language proficiency that will be tied up to the following utep score as the initial corresponding score. a convenience sampling technique was used due to the research tried to take a part in the development of utep under the direction of the university and the utep coordinator; therefore, the authors have permission and access to some confidential matters related to students’ utep scores. the data was collected from 862 freshmen students divided into 7 study programs who conducted utep for the first time, there were 170 students in the accounting department, 23 students in the architecture department, 108 students in the law department, 336 students in the management department, 173 students of information systems department, 27 students of technology information department, and 26 students of the civil engineering department. students’ agreements regarding their scores for this research had been represented by utep legal coordinator unit to agree to share all recorded scores of the freshmen students that related to the research needs and goals. 4 | pandu prasodjo, sally lingual (vol. 14, no.2, 2022) the students’ agreement became a prior concern as ethical issues were involved in the current research. the ethical frameworks (i.e., consequentialist ethics, non-consequentialist ethics, and virtue ethics) (oey-gardiner et al., 2021) in research must be followed and maintained by researchers carefully, especially in the data-collecting stage. because researchers are not only responsible to protect all participants' privacy when the research was conducted but also in the future, e.g., in reports, publications, seminars, the use of research results, and data maintenance. the data analysis stage began with cleaning the raw data and was followed by structuring the data. as the initial process was completed, the data were analyzed both using descriptive and correlational statistics to answer the research questions. it began with measuring its central tendency and dispersion, testing the hypothesis and p-values, measuring the degree of correlation through pearson productmoment rule, visualizing the statistics result, and interpreting the result. defining the strength of the correlation, it was referring to de vau's correlation degree in mahmood et al. (2017). finally, it delineates the coefficient of determination. as technology grow and evolve, the use of technological tools to support statistical investigations is a part of researchers' way to present convincing reports and tasks (makar, 2018). the use of statistical package for social science (spss) version 26 was used as the technology that could advise the researchers to minimize statistical calculation mistakes in handling large data sets and this software is employed by many researchers in the same field as the statistical calculation application and data presentation (latifah et al., 2018; mahande et al., 2019; qutob & madini, 2020). the spss version 26 was implemented since this is the latest version of spss when this research was conducted. finally, to present a triangulation process in analyzing the data, microsoft excel was used to cross-check the statistical calculations. iii findings and discussion the highlighted topic of this paper is investigating the first university test of english proficiency (utep) conducted by first-year students of 2020 in a private university in batam city, indonesia. first, what are the freshmen students’ utep listening and reading comprehension results? essentially, utep is the adoption of the test of english for international communication (toeic). utep is conducted to support the university's internationalization program and gather initial data on each student's english proficiency. additionally, utep is also treated as an english class placement test. during college, students will take part in a structured english language development program to meet one of the graduation requirements passing utep with a minimum score of 740. later on, students will take the real toeic as their proceeding graduation requirement. the fundamental argument that utep adopting toeic is listening and reading are believed as naturally given as primary abilities to learn the language(s). toeic has two kinds of tests (im & cheng, 2019)), namely listening and reading tests with a score range of 10-990. in the toeic listening and reading parts, no speaking is involved. in response to a variety of comments, test takers are expected to answer questions (chiang, 2018). the listening segment consists of 100 questions in 45 minutes to be answered. the reading part explores how well-written english is understood by the test taker, consists of 100 multiple-choice questions, and lasts 75 minutes. the toeic is explicitly intended to investigate the capacity in real-life circumstances to apply and use english. the nature of the test ensures that the scores can be compared accurately among people worldwide. the toeic has become one of the world's most common comprehensive assessments; more precisely, it is intended to test english abilities (chiang, 2018). in addition, the score of utep and toeic could be correlated to the common european framework of reference for languages: learning, teaching, and assessment (cefr). table 1. cefr standard (council of europe, 2020) section score range minimum score a1 a2 b1 b2 c1 listening 5-495 60 110 275 400 490 reading 5-495 60 115 275 385 455 reading is one of the language abilities that cannot be isolated from other language abilities because the skill of the students can help their ability to master others in one aspect (nation, 2008; grabe, 2009). it is an essentially educational purpose, as one's language does not improve without reading. the ability of students to read is vital because they will be able to develop general language skills in english by the ability to read; reading can enlarge the english vocabulary of students and can help improve their writing or speaking skills of students (prasodjo et al., 2021). so, it can be inferred that for someone who wants to be an educated person, reading is one of the keys to success. the necessary key to speaking is listening; the early stages of the production of language in the first language of a person (and in the naturalistic learning of other languages) rely on listening. indeed, (newton & nation, 2020) nation showed that in first language education, both the growth of oracy and literacy required continuous attention. before that, it was taken for granted that first-language speakers required guidance on how to read and write, but not how to listen and speak since native speakers naturally acquired these abilities. yildirim (2016) suggests that many factors should be paid special attention to when listening. as a consequence, listening comprehension is crucial since it is the mechanism by which we receive feedback, and comprehension learning would not be possible without it. in addition, he also stated that listening has an important influence on the development of spoken language. unless we improve our listening ability, we cannot improve our speaking ability. therefore, depicting the freshmen students’ english listening and reading proficiency could portray their english ability to help the curriculum developer adjust the teaching and learning style based on the current english language proficiency pattern. by gaining the pattern of freshmen students’ listening and reading proficiency through utep, the english language teachers could be suggested teaching strategies proportion in teaching listening and reading that accommodate all learning styles. implementing all learning styles respectively in the meetings could enhance the chance for students to remember what they have learned (williams, 2008). students learning style influences how they think and express themselves (sukrawan hari, 2012). resulting in a student conducting a distinctive piece of thinking from others because it is an outward representation of how an individual perceives the situation, therefore learning style is an important part of every educator's educational philosophy because it is a part of what makes an individual unique (guild & garger, 1998). based on the descriptive statistics analysis of the data set taken from the first freshmen students’ utep score, i.e., gathered from 7 study programs (sp), through spss version 26 and microsoft excel, the result of freshmen students’ utep listening and reading achievements are presented in figure 2 and figure 3. figure 2. spss descriptive statistics screenshot figure 3. microsoft excel descriptive statistics screenshot the calculation result both using spss and microsoft excel demonstrated identical results. meaning that spss version 26 has no calculation bug or issue in analyzing descriptive statistics. descriptive statistics analysis summarized the central tendency and dispersion of the data set. the intention of measuring the central tendency was to investigate the location of the center of various distributions for sparking a better idea as to where the pivot of distribution is located (j. m. watson, 6 | pandu prasodjo, sally lingual (vol. 14, no.2, 2022) 2017). besides, measuring the dispersion of the data set was aimed at seeing deeper into the data set when the data values are dissimilar, e.g., determining the reliability of the average and serving as the basic control of the variability (mahmood et al., 2017). therefore, measuring the central tendencies and dispersions enabled the researchers to summarize data in a single value, compare two series concerning their variability, and see their consistency or uniformity. the comparison of central tendency values, i.e., mean, median, and mode, between listening and reading scores (figures 2 and 3) showed freshmen students’ utep listening proficiency generally tends to be higher than reading proficiency. further, the distance between the variables’ mean, median, and mode was quite far. if the central tendency parameters correspond to the cefr standard in table 1, surprisingly the parameters of the freshmen students’ listening proficiency belong to the b2 level and the reading proficiency belongs to the b1 level. the first impression of students’ achievements looked so satisfying and a good signal of their english language proficiency due to this score was their first trial of utep. this satisfying result must be accompanied by looking further at its data distribution for drawing a more accurate and legitimate conclusion. the data distribution is described through the data set range, standard deviation, skewness, and kurtosis. based on figure 2, the comparison between the range of listening and reading scores showed a slight difference. it was about 10 points gap. this range gap is not considered a critical element. however, the minimum and maximum scores between the listening and reading scores appeared appalling. the minimum score on the reading proficiency test showed displeasing and it became an important finding. reviewing the standard deviation of the distribution counting, the listening and reading scores exhibited close numbers. this means the flatness between the listening and reading score curves is similar. further, the standard deviation also presented homogeneous or approximately equal data because the difference between both standard deviations was slight. finally, standard deviation showed how the scores clustered together or scattered. it is known that the slight difference between the variables’ standard deviation showed the scatter pattern of the scores resulting from similar distribution. however, if it corresponded to the range and its minimum scores of both variables, it indicated the existence of outliers. outliers are extremely low or high values that considerably affect the range of the data set (mahmood et al., 2017). skewness values indicated the variables’ amount and direction of the data set variation. through skewness values, the distributions could be indicated by bulking on which side of the mean. it helped for portraying the majority of students’ achievements. following the rules of thumb in skewness mentioned in mahmood et al. (2017), the skewness of the listening score was valued as moderately negatively skewed because it lay between -0.5 to -1. on the other hand, the reading score skewness score was valued as an approximately negative skew because it lay between -0.5 to 0.5. therefore, the major position of the students’ listening proficiency was above the mean score, on the other hand, the student's reading proficiency score was nearly close to the mean score. kurtosis is a parameter that describes the shape of the data set distribution. kurtosis is valued into three types, those are leptokurtic, mesokurtic, and platykurtic (mahmood et al., 2017) which show the shape of the curve peak with a standard distribution having a kurtosis value of 3. in figure 2, both of the variables’ kurtosis values were smaller than 3 meaning the curves created were platykurtic. platykurtic shows that the data distributed in the curve tail is heavy, therefore the peak of the curve is not high. however, the value of the listening score kurtosis was higher than the reading score. it reflected that the peak of the listening score was higher and the data distribution density was close to the peak of the curve. it reflected that most students’ listening scores were scattered near the peak and left few numbers on both tails. on the other hand, the reading score kurtosis showed the data distributed approximately equally resulting in low peaks and heavy tails. it showed the students’ reading proficiency distribution was approximately equal among those who got the low score to those with high ones. the second question raised in this work was to investigate the relationship existing between listening and reading comprehension reflected in utep scores among university freshmen students. if exist, how strong is the correlation between listening and reading comprehension? investigating the existence of listening and reading comprehension correlation reflects the interrelatedness of each test section successfully assesses and interprets the degree of a student's ability as a university standardized test in the english language. standardized tests are tests written by professionals in the related field or exams prepared by specialized organizations of professional exam organizers (irdiyansyah & rizki, 2018). standardized tests are part of the science of evaluation and have been used worldwide including in indonesia, especially in the field of education. it aims to measure the ability of students from a cognitive perspective. the standardized tests must pass their standard as assessment tools. a test should comply with these four characteristics of testing: validity, reliability, difficulty, and test distinguishing (morales & fernández, 2019; nurdiansyah & r. abdulrahman, 2020). the goals of tests are: 1) assessing what students know and can do, 2) enhancing instruction, and 3) assisting students in achieving higher academic goals. further, the ultimate goal of standardized testing is standardization. it provides a standard for comparison. standardized tests are designed to assess and then compare the abilities or abilities of different groups of people. therefore, standardized tests must represent the domain of knowledge, be reliable in format and scoring, and be consistent in test conditions (zucker, 2003). correlation statistics is known as a technique used to measure and describe two variables; they are simply observed as they naturally exist in the real environment. pearson's product-moment coefficient was used to measure the degree of a linear relationship and was used with the ratio data type. the correlation degree or the correlation coefficient was calculated using the rule presented in figure 4. the analysis and counting process was handled through spss version 26 and microsoft excel as the triangulation instrument. figure 4. pearson correlational rule in the hypothesis testing process, the h0 and h1 were already designed as follows; the null hypothesis is no relationship between freshmen students’ utep listening and reading comprehension. while the alternate hypothesis is a relationship exists between freshmen students’ utep listening and reading comprehension. the null hypothesis is rejected if the significance value of the p-value < 0.05 or less than 5%. figure 5. spss correlation calculation result figure 6. microsoft excel calculation result based on the results of both the spss and microsoft excel outputs above, it was found that the significant value was 0.00 or below the criteria of 0.05 to negate the null hypothesis. the alternative hypothesis of there is a relationship exists between freshmen students’ utep listening and reading comprehension was accepted. the pearson correlation coefficient value calculation results of spss and microsoft excel for freshmen students’ utep listening and reading were 0.764. the value showed that the relationship between the variables was a strong positive relationship. even though the correlation coefficient showed a high value but the accuracy of one variable predicting another variable was to square the correlation value or the correlation of determination because it measures the proportion of variability in one variable that can be determined from the relationship with another variable (hadi, 2018; mahmood et al., 2017). therefore, the correlation of determination was 0.584 or 58.4% accuracy. 8 | pandu prasodjo, sally lingual (vol. 14, no.2, 2022) iv conclusion in conclusion, based on an investigation of the descriptive and correlational statistics of the data set, it is known that the comparison of central tendency values, i.e., mean, median, and mode, between listening and reading scores showed freshmen students’ utep listening proficiency generally tends to be higher than the reading proficiency; the comparison between the range of listening and reading score showed a slight value difference. however, the minimum and maximum scores between the listening and reading scores appeared appalling; the standard deviations of both variables were approximately equal but if they corresponded to the range and its minimum scores of both variables, it indicated the existence of outliers; the skewness showed the major position of the students’ listening proficiency was above the mean score, on the other hand, the student's reading proficiency score was nearly close to the mean score; the kurtosis reflected that most students’ listening scores were scattering near the peak and left few numbers on both tails. on the other hand, the reading score kurtosis showed the data distributed approximately equal to that resulting in low peaks and heavy tails. it showed the students’ reading proficiency distribution was approximately equal among those who got the low score to those with high ones. the correlation coefficient obtained through spss and microsoft excel calculation was 0.764. both software demonstrated corresponding results. this showed that the relationship degree between freshmen students’ utep listening and reading proficiency scores was positive and strong. this means that students who get high reading comprehension scores also get high reading comprehension scores and vice versa with the correlation of determinant 58.4% accuracy. this research report is positive and could be followed up with further inquiries to get a broader knowledge of 1) further investigation utep issues in a qualitative manner; 2) further development of institution-based standardized assessment, especially utep, and a deeper understanding of correlating the role of each assessment section; 3) investigation regarding the outliers qualitatively could significantly reveal new insight. finally, this report could be used for further consideration for stakeholders in developing teaching strategies for the batch and evaluating the current utep for encouraging better tests and continuous improvement to enhance graduates’ english language proficiency and accomplish the expected output. references alzamil, j. (2021). listening skills: important but difficult to learn. 12(september), 366–374. bright, g. w., & friel, s. n. (1998). graphical representations: helping students interpret data. chan, s. h. c., inoue, c., & taylor, l. (2015). developing rubrics to assess the reading-into-writing skills: a case study. assessing writing, 26, 20–37. https://doi.org/10.1016/j.asw.2015.07.004 chiang, h.-h. (2018). english vocabulary size as a predictor of toeic listening and reading achievement among efl students in taiwan. theory and practice in language studies, 8(2), 203. https://doi.org/10.17507/tpls.0802.04 council of europe. (2020). common european framework of reference for languages: learning, teaching, assessment. (companion). council of europe. divayana, d. g. h., adiarta, a., & suyasa, p. w. a. (2021). development of material contents and online assessment based on the sevima edlink platform for online learning of program evaluation subject during covid-19 pandemic in indonesia. journal of technology and science education, 11(2), 498–512. https://doi.org/10.3926/jotse.1243 franklin, c., kader, g., mewborn, d., moreno, j., peck, r., perry, m., & scheaffer, r. (2007). guidelines for assessment and instruction in statistics education (gaise) report: a pre k-12 curriculum framework. in report (issue august 2005). american statistical association. http://www.amstat.org/education/gaise/gaisecollege_full.pdf guild, p. b., & garger, s. (1998). marching to different drummers, 2nd edition. 193. hadi, a. (2018). the effectiveness of porpe (predict, organize, rehearse, practice, and evaluate) method to teach reading viewed from students’ self-esteem. palapa, 6(2), 98–120. https://doi.org/10.36088/palapa.v6i2.69 hoffmann, b. (1964). standardized tests. science, 143(3610), 997. https://doi.org/10.1126/science.143.3610.997 holmes, p. (1980). teaching statistics 11–16. slough, uk: schools council publications and w. foulsham. im, g. h., & cheng, l. (2019). the test of english for international communication (toeic ®). language testing, 36(2), 315–324. https://doi.org/10.1177/0265532219828252 irdiyansyah, i., & rizki, t. (2018). teachers’ perspective on standardized test. journal of humanitis and social studies, 02(01), 18–21. jdih batam. (2020). sejarah batam. https://jdih.batam.go.id/?page_id=500 kweldju, s. (2021). incorporating linguistic landscape into english word-formation task in an english morphology course. teflin journal, 32(1), 29–49. https://doi.org/10.15639/teflinjournal.v32i1/29-49 latifah, y., suwarno, b., & diani, i. (2018). the effect of teachers’ direct and inderect feedback on student’s writing ability. joall (journal of applied linguistics & literature), 1(1), 47–58. https://doi.org/10.33369/joall.v3i2.6846 mahande, r. d., jasruddin, j., & nasir, n. (2019). is success model for edmodo e-learning user satisfaction through tam on students. journal of educational science and technology (est), 5(2), 140–152. https://doi.org/10.26858/est.v5i2.9575 mahmood, n., khan, a. a., asghar, s., & chaudary, s. k. (2017). educational statistics (f. karim (ed.)). allama iqbal open university islamabad. https://doi.org/10.2307/2277079 makar, d. b. k. (2018). international handbook of research in statistics education. http://link.springer.com/10.1007/978-3-319-66195-7 morales, h. s., & fernández, l. c. (2019). authentic assessment in the listening comprehension classroom: benefits and implications. gist – education and learning research journal, 19, 6–30. https://doi.org/10.26817/16925777.704 mukarrama, j., jasurbek, a., & kamoliddin, s. (2022). teaching listening skills in english. academicia globe: inderscience research, 3(6), 252–255. https://www.who.int/news-room/factsheets/detail/autism-spectrum-disorders nation, i. s. p. (2008). teaching esl/efl reading and writing (esl & applied linguistics professional series). newton, j. m., & nation, i. s. p. (2020). teaching esl/efl listening and speaking. in teaching esl/efl listening and speaking. https://doi.org/10.4324/9780429203114 nouri, f., & marzban, a. (2018). the effect of freewriting on developing punctuation marks in paragraph writings of iranian efl intermediate learners. theory and practice in language studies, 8(1), 34–43. https://doi.org/10.17507/tpls.0801.05 novika, h., arbain, m., & aprizani, y. (2020). three hidden problems faced by second year university students on listening skill. intensive journal, 3(1), 1–12. https://doi.org/10.31602/intensive.v3i1.2901 nurdiansyah, a., & r. abdulrahman, t. (2020). the use of instagram to develop students’ writing ability. akademika, 9(1), 97–107. https://doi.org/10.34005/akademika.v9i01.808 oey-gardiner, m., rahardi, f., & can, canyon keanu. (2021). ethics in social science research in indonesia. yayasan pustaka obor indonesia. poehner, m. e., & leontjev, d. (2018). to correct or to cooperate: mediational processes and l2 development. language teaching research, 24(3), 295–316. https://doi.org/10.1177/1362168818783212 prasodjo, p., moksin, s., & zaki, l. b. (2021). the accuracy of business english curriculum to students’ communication performance: the efl students’ perception. lingual: journal of language & culture, 12(2), 2–9. qutob, m. m., & madini, a. a. (2020). saudi efl learners’ preferences of the corrective feedback on written assignment. english language teaching, 13(2), 16–27. https://doi.org/10.5539/elt.v13n2p16 saraswaty, d. r. (2018). learners’ difficulties & strategies in listening comprehension. english community journal, 2(1), 139–152. https://doi.org/10.32502/ecj.v2i1.1003 schmitt, d. (2002). learning vocabulary in another language. i.s.p. nation. elt journal, 56(1), 91– 93. https://doi.org/10.1093/elt/56.1.91 sinwongsuwat, k., & nicoletti, k. (2020). implementing ca-t model lessons in schools: a preliminary study in southern border provinces of thailand. english language teaching, 13(11), 15–29. https://doi.org/10.5539/elt.v13n11p15 sukrawan hari, i. m. (2012). the effect of reciprocal strategy and learning style on reading comprehension of the 10 th grade students of sman 3 amlapura. 1–42. supratiwi, m., yusuf, m., & anggarani, f. k. (2021). mapping the challenges in distance learning for students with disabilities during covid-19 pandemic: survey of special education teachers. 10 | pandu prasodjo, sally lingual (vol. 14, no.2, 2022) international journal of pedagogy and teacher education, 5(1), 11–18. https://doi.org/10.20961/ijpte.v5i1.45970 tawalbeh, t. i. (2019). efl instructors’ performance evaluation at university level: prescriptive and collaborative approaches. theory and practice in language studies, 9(11), 1379–1387. https://doi.org/10.17507/tpls.0911.02 watson, j., fitzallen, n., fielding-wells, j., & madden, s. (2018). the practices of statistics. in international handbook of research in statistics education (pp. 105–137). watson, j. m. (2017). linking science and statistics: curriculum expectations in three countries. international journal of science and mathematics education, 15(6), 1057–1073. https://doi.org/10.1007/s10763-015-9673-y wild, c., & pfannkuch, m. (1999). statistical thinking in empirical enquiry. international statistical review, 67(3), 223–248. williams, j. l. (2008). the relationship between learning styles and student performance on the palmetto achievement challenge test in a low performing, low socioeconomic-status school. proquest dissertations and theses, 102. wolf, m. c., muijselaar, m. m. l., boonstra, a. m., & de bree, e. h. (2019). the relationship between reading and listening comprehension: shared and modality-specific components. reading and writing, 32(7), 1747–1767. https://doi.org/10.1007/s11145-018-9924-8 yabukoshi, t. (2020). self-regulated learning processes outside the classroom: insights from a case study of japanese efl students. journal of asia tefl, 17(3), 758–777. https://doi.org/10.18823/asiatefl.2020.17.3.1.758 yildirim, o. (2016). the effect of teaching experience on english language teachers’ perceptions of learners’ listening comprehension problems. theory and practice in language studies, 5(4), 694. https://doi.org/10.17507/tpls.0504.04 zucker, s. (2003). fundamentals of standardized testing fundamentals of standardized testing. december 2003. genderized implications of bride pricing culture in igbo land: a sociolinguistic study uche oboko, aloysius c. ifeanyichukwu department of english language, department of mass communication madonna university okija ucheoboko@yahoo.com, ebukaifeanyi@gmail.com abstract the study aims at ascertaining the actual implication of bride pricing system in traditional marriages in igbo land. a total of fifty respondents (thirty women and twenty men) from the five states that make up the southeast zone in nigeria were selected for the study. with qualitative research, the study adopted ethnographic research design and employed a purposive non-probability sampling method in selecting the respondents. the study made use of focused group discussions, unstructured interview and participants’ observation method as instruments of data collection. the collection of data lasted for a period of six months from june 2020 to november 2020. the research is anchored on radical and snail sense feminism theories and data for the study were analysed using descriptive thematic method. findings from the study reveal that payment of bride price does not reduce women to mere commodities in igbo land. it also reveals that it gives undue privileges to men in igbo land among other findings. finally, it was shown that igbo men and women still regard bride price payment as an important aspect of their culture which should not be abolished. keywords: bride price, culture, gender, commodification, igbo land, women i introduction over the years, the nature, advantage and disadvantages of bride price payment in marital culture of africans has provoked series of scholarly debates and personal opinions. while proponents of bride price payment (bishai, falb, pariyo, & hindin, 2009, ego-alowes, 2018) advocate for its sustenance as a unique mode of traditional marriage in african culture; the opponents of this system of marriage (kaye, 2005, ezeifeka, 2016, lowes & nunn 2017) are of the view that it not only leads to objectification and commodification of the woman, but equally constitute unnecessary economic burden on the man. they contend that marriage should be contracted only the basis of love and agreement between the two individuals coming together supported by their families. indeed, the culture of bride pricing is one of the most commonly accepted system of marriage in nigeria and most african countries and which is usually based on custom, religion and tradition of the people. bride price simply refers to an obligatory payment made by a groom to the family from whom he takes a bride in marriage (falana, 2019, p.132). in igbo land, bride pricing is a very crucial rite of marriage without which it is believed that marriage has not taken place. according to oguli (2004) a typical bride price consists of contract where material items often cattle, pigs, other animals or money are paid by the groom to the bride’s family in exchange for the bride for the labour and her capacity to produce children. anderson (2007) traces the history of bride price to at least as far back as 3000 bce, and was used by the ancient egyptians, mesopotamians, hebrews, aztecs, and the incas. notwithstanding the importance of this popular practice in africa, the culture of bride pricing has come under intense criticisms in recent times. the rise of feminism perspectives and the persistent push for gender balancing has given birth to a school of thought (kaye, 2005, ezeifeka, 2016, lowes & nunn 2017, adichie, 2018, chitu et al 2019) that criticizes the idea of bride price payment in african marital culture. their objections according to lowes & nunn (2017) stem from the view that the transactional nature of the practice results in the commodification of women and has adverse consequences. for example, husbands may feel they can maltreat their wives because they have paid for them, leaving women in marriages prone to physical violence and conflict. the women’s rights group mifumi in uganda reports cases where men say ‘i am beating my cows’ when they hit their wives, women are denied ownership of property, and women may be expected to be sexually available to their husbands at any time and without protection (eryenyu 2014). the implication of the above instances is that not only does the culture of bride pricing in the views of the anti-bride pricing scholars commodify women; it also sets the stage for incidences of gender-based violence. with issues of gender equality ranking among crucial global development goals, it is `imperative to closely examine the gender implication of the bride pricing culture and discover whether it should be encouraged or discouraged. consequently, this study intends to assess the opinions lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 1 mailto:ebukaifeanyi@gmail.com mailto:ucheoboko@yahoo.com of igbo people about bride pricing culture in marriage; do they consider it a catalyst for debasement and endangering of women or are there other factors beyond bride pricing that are responsible for the genderized challenges faced in marriages in igbo culture? the study will focus more on women who are the alleged victims of the controversial culture and seek to know their views about bride pricing culture in marital union. in all, the intent of this study is to establish whether the opposition against bride pricing culture in igbo land is just an attempt to further the neo-colonialistic agenda of the west in africa or whether there are actual merits in the claim that the practice of bride pricing contributes to the problem of gender inequality in africa. i.1 archival consideration and problem identification in nigeria and other african countries, some scholars have conducted researches on bride price. such scholars including princewill et al. (2018) who investigated bride price payment and women autonomy in nigeria used ikwerre women as a case in point. the study revealed that patriarchy and a culture of absolute respect for men and not the bride price is the reason for women’s diminished autonomy. similarly, oniyangi et al. (2020) examined high bride price as determinant of marital stability among akwa-ibom people in surulere area of lagos state, nigeria. the findings of the research prove that marital stability of married akwa-ibom people is affected because of high bride price which is a significant determinant of domestic violence and emotional problems among married akwa-ibom people in surulere. the study recommends that high bride price should be reduced in order to avoid domestic violence which leads to marital instability among akwa-ibom people in surulere area in lagos state, nigeria. more so, nwoke (2009) examines bride price and its implications for women's rights in nigeria from a psychological perspective. the work advocates that conflicting issue or value system that does not allow for growth and development of the individuals should be reconciled with reasons. it further maintains that the terminology/notion bride price appears to be misconstrued. the paper, therefore, recommends the restructuring of the term bride price with some new terminology options. also, nwatu and nwogugu (2018) surveyed the constitutionality of bride price and the validity of the decision against the background of nigerian constitutional law. the paper agreed to a nuance change in the practice but argue that the change must be authentic and not dictated by western typology. beyond the shores of nigeria, adjei and mpiani (2018) studied bride price, cultural and gender identity, and husband-towife abuse in ghana. their work explored the subjective interpretations and contextualized discoveries around the custom of bride price and how it shapes cultural and gender identity and husbandtowife abuse in ghana. despite the abuse women are subjected to due to the bride price paid on them, the paper holds that payment of bride price serves as a material condition necessary for accomplishing desired masculinity and feminity legitimizing husband’s exercise of matrimonial authority over their wives and apparently presenting them as objects and commodities in marriage. their paper further concludes that the marked and continued saliency of the practice of bride price results from its significant role in conferring cultural identity status on both men and women in ghana. in addition, mbaye and wagner (2016) provide evidence about the relationship between bride price payments and fertility decisions in senegal. according to them higher bride price payment reduces the fertility pressure for women with results being robust to cofounding socioeconomic and contextual factors. the study espouses that fertility reducing impact is greater for women who are economically dependent on their husbands. their work further reveals that in polygamous households and for arranged marriages, lower bride price increase fertility pressure but does not affect fertility in monogamous households and for non-arranged marriages. in a similar vein, bishai, falb, pariyo, and hindin (2009) explore the angle of westernization which is seemingly tied to most opposition to bride price payment. in a study testing the connection between bride price payment and sexual risk in uganda, they discovered that the view of bride price as a purchase price of a wife is consistent with western media who obviously do not fully comprehend the ways of africans. they note that the views of the media are very different from the general interpretation of the practice made by anthropologists. furthermore bishai et al. (2009 p.147) point out that ‘almost all of what is known about the potential harms of bride price is based on small qualitative studies or anecdotal recollection’. lowe and nunn (2017) in their research conducted in kananga, democratic republic of congo discovered that wife’s education is the only robust predicator of the bride price payment at the time of marriage. their findings are in line with asraf et al. (2016) who equally discovered that wife’s education is a strong predicator of the value of the bride price in indonesia. they further note that why immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 3 parents encourage their daughters to be married at a younger age is to obtain the bride price payment especially if the parents are credit constrained and need funds immediately which may even be at the cost of their daughter’s future welfare. there is no doubt that the extant studies provided the background for the current study, however, from the works reviewed, no study has been carried out on genderized implications of bride pricing culture in igbo land. to fill this gap some questions become apparent: what are the genderized perceptions of igbo women about bride price? are there some traces of western radical feminism influence behind the opposition of bride price payment in igbo land? should the bride price payment culture be retained or abolished in igbo land? the current study therefore intends to fill these gaps in knowledge. findings from the study will also validate or refute extant knowledge on the implications of bride pricing culture in igbo land. i.2 an overview of gender and bride price the concept of gender is one of the most misconstrued concepts in cultural discourses. according to eckert & mcconnell-ginet (2003) gender is embedded so thoroughly in our institutions, actions, beliefs, and desires, that it appears to us to be completely natural. the world swarms with ideas about gender – and these ideas are so commonplace that we take it for granted that they are true, accepting common adage as scientific fact. west and zimmerman (1987) clarify that gender is not something we are born with, and not something we have, but something we do. a common misconception about gender is its confusion with sex. sex is a biological categorization based primarily on reproductive potential, whereas gender is the social elaboration of biological sex (eckert & mcconnell-ginet, 2013). people often associate sex with nature; that is the biological identity of a person. however, gender is seen as a product of nurture; that is the environment which accounts for the social upbringing of a person. writing on the intertwined nature of gender and sex, fausto-sterling (2000, p.3) elaborates ‘… labeling someone a man or a woman is a social decision. we may use scientific knowledge to help us make the decision, but only our beliefs about gender – not science – can define our sex. furthermore, our beliefs about gender affect what kinds of knowledge scientists produce about sex in the first place.’ according to unesco (2003), gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. by extension, the study of gender also focuses on the social behaviour expected from both women and men. this is otherwise known as femininity and masculinity. eckert & mcconnell-ginet, (2013) opine that gender roles and expectations are learned factors which can change over time with regards to cultures and environment. as such, varied modes of social stratification like political status, class, ethnicity, physical and mental disability and age, all function as modification to gender roles. through the study of the nature and workings of gender, one gets to understand how certain attitudes and dispositions held by individuals of varied sexes are constructed. the moment a child is born, what follows next is that the parents in tandem with their socio-cultural beliefs and expectations begin to raise the child to fit into his or her respective genderized roles and responsibilities. in african society, boys are raised to learn how to hunt, farm, make baskets and other tasks expected from the male child. the girls, on the other hand, are trained to embrace domestic responsibilities like cooking, sweeping, washing and other female associated chores. furthermore, bride price is that ‘first and compulsory payment either in cash or in kind that a man pays to the parents of a girl or lady he intends to marry in order to be granted permanent traditional legitimate relationship with the girl’, which will in turn, bring about his own family (falana, 2019 p.132). payment of bride price is the singular most important aspect of marriage rite in igbo culture and other african cultures. without bride price, marriage is said not have taken place and thus the couple living together are said to be merely in amorous relationship without proper recognition in the traditional scheme of things. according to sambe, & avanger (2013), bride price is the payment made in kind, cash or material as demanded by custom of a group by a groom or his family to the family of the bride who in order to make the union legitimate. the emphasis on legitimacy in this definition implies that without bride price, a marriage is said to be illegitimate in igbo culture and africa. the parents of the couple, as well as their entire community cannot give their consent to a union unless a bride price is paid. the importance of bride price in igbo culture can be best witnessed in situations of divorce in traditional setting. generally, in igbo culture once a man and woman agree to end their marital relationship, an important step which lends legitimacy to such development is the retrieval of bride price from the bride’s family by the groom. once a man takes back the bride price, the marriage is officially deemed to have ended. in the research carried out by sessou, tenebe, abasifiok & okonkwo (2018), it was discovered that while bride price payment varies from tribe to tribe in nigeria, there is a common agreement that the practice of bride pride payment helps in solidifying marriages. some of the respondents opined that bride price removes shame from the face of a woman and elevates her from the status of the single to married. on other hand, the practice of bride price payment has come under serious criticisms in recent times from scholars who believe the practice demeans and places women in a disadvantaged position. the inability of parents especially from poor families to return the bride price in the case of a failed marriage often leaves the woman trapped. according to lowes & nunn (2017, p.1) bride price may trap women within their marriage. in many customs, the woman’s parents are required to return the bride price if the woman leaves the marriage, particularly, if she has not yet had any children. thus, it is possible that the practice of bride price results in women being locked in marriages because parents are unwilling or unable to repay the bride price. in her views, adichie (2018) opines that historically, the idea of marriage has changed from being a fluid act of gift exchanges between the groom and the family of the bride to being now a grossly commercialized venture. similarly, corno and voena (2016) and corno et al. (2016) also expressed that a lady maybe given away in marriage by her parents strictly because of the bride price to cushion economic shocks which are common in most poor families. furthermore, the big issue about bride price is the perceived patriarchal undertone which places women increasingly on gross disadvantaged positions. thus, there is seemingly a feminism undertone to the criticisms against the practice of bride price payment. while not strictly opposed to the idea of bride price payment, falana (2019) found out that men are often guilty of abuse of privileges accorded by the payment of bride. such abuse may manifest in form of excessive dominance which often spiral into gender-based violence. i.3 the igbo culture and bride price bride price payment is a sacrosanct rite of marriage recognized in igbo culture. in every part of igbo land, any man who wants to marry a lady must observe the culture of bride price payment before such union is deemed valid. in ezza land of present day ebonyi state, it is common knowledge that any man living with a woman whose bride price has not been paid must in the event of death of the woman, pay her bride price before the deceased is buried. similarly, in afikpo, also in ebonyi state, during the payment of bride price ceremony known as aku, all men who are unmarried and those who are living with women they have not paid their bride price are sent out and prevented from observing the rite as well as partaking in the eating of the stockfish reserved exclusively for those who are validly married. also, only genuinely married men get n100 (one hundred naira) each from the bride price paid by the groom. all these are said to be done in order to motivate those yet to legalize their marriages to do so. falana (2019) speaks of certain cultural values attached to bride price that made the practice very significant, such as being a sign of sincerity, commitment, and marital faithfulness which is akin to the wedding and engagement rings used in modern times. in addition, bride price payment has a spiritual connotation which makes it not just a mere transactional exchange but a tacit approval from the elders of the land. despite the social value placed on bride price payment, some feminists like adichie have argued that it gives the impression of commercialization of women. conversely, ego-alowes (2018) promptly refutes adichie’s position that bride price amounts to commercialization of women in igbo culture. she espouses that bride price is not mere exchange of money for a female but ime onu/ishi aku nwanyi, the rite of treasuring a woman/bride. for him, the word aku does not translate into money as the price in bride price literarily suggests. aku goes beyond money to include properties too. this is why wives in igbo culture are generally addressed as oriaku. on this, ego-alowes (2018 n.p) expresses: oriaku was too literally interpreted by the contemporary igbo under the curse of a second non-native lingua franca. but the truth is, oriaku does not convey a fattened or fattening bride or wife. oriaku is actually the tenderest thing a man can compliment a woman with. if well understood and translated, oriaku means ‘you are the reason i labour, that i am alive.’ generally, we live to achieve aku, which is not always money or cash as often depicted. a more precise equivalent of money or cash is ego not aku. while aku may include ego, ego is not all there is to aku. the igbo say ‘ohia eri aku,’ (true asset/ value/wealth is imperishable); this implies that wealth is hinged to eternal values. the igbo do not say ‘ohia eri ego’ because material wealth does come to vanish. immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 5 from the above, ego-alowes (2018) holds different views from the views of most feminist scholars who see bride price payment as an instance of debasement for the feminine gender. her view implies that in its truest sense, bride price payment does not imply commodification or commercialization. it rather connotes dignity and respect for womanhood. as for vroklage (1952, p.135) bride price is a compensation for the expense, the care and trouble spent on the bride’s upbringing… it is compensation for the complete loss of a worker as a bride withdraws from her own kindred and henceforth belongs to her husband’s.’ in furtherance to this, lowes and nunn (2017) argue that bride price is particularly common among groups that practice patrilineal descent and is considered as a compensation payment for the bride’s future children, who will no longer belong to her parents’ family. this is equally true of the igbo people who are known to be patrilineal. okigbo (2020, personal discussion) held that the payment of bride price in igbo culture, is borne not out of the desire to own or control the woman as a wife, but rather to show appreciation to the parents of the bride as well as bring dignity to the new bride. he further presents that male dominance in relationship with the female precedes the payment of bride price and may easily be traced to religious-cultural configurations. there is seemingly an agreement between okigbo (2020), ego-alowes (2018) and bishai et al. (2009) on the european historians misconstruing the real essence of ‘bride price’. ideally, the proper translation of what obtains in igbo land is ‘bride wealth’ and not bride price. what really obtains in traditional igbo marital rite is ‘ime aku nwanyi’ the opening of a jewel or treasure which the woman is in igbo land. the token paid by the groom to the bride’s family is mere symbolic gesture which by no means equates the real value of the bride. the parents of the bride usually tell the groom after collecting a token from whatever is presented as the bride price, “take back your money and use it to take care of our daughter; we do not sell our daughters!” this is to say that the idea of bride price payment in igbo culture is not borne out of the desire to commercialize, commodify, enslave or oppress, but rather a symbolic gesture of commitment and appreciation between two families entering into a lifetime of unity. i.4 towards a theoretical understanding of bride price culture in igbo land two theoretical perspectives best reflect the genderized implications of bride price payment in igbo land. they are: radical feminism theory and snail-sense feminism theory. evidently, the idea of bride price payment as an instance of female debasement in africa and igbo land stemmed mainly from the views of radical feminism. radical feminism theorists believe that patriarchy is at the heart of gender inequalities and injustices present in human societies. according to vukoicic (2013), radical feminist theory is based on the fact that gender inequality fueled by unbridled male dominance is the foundation of all other inequalities and oppression against women. to ensure equity and equality for women, this perspective of feminism sues for a radical dismantling of all forms of patriarchy in all ramifications of human society. essentially, the radical feminist theory entertains no dialogue or negotiation in suing for the comfort of women in male dominated climes. the radical feminists profile men as potential abusers and bully from whom women must be protected. lober (1997, p.17) aptly captures the sentiments of radical feminists thus: radical feminism turns male-dominated culture on its head. it takes all the characteristics that are valued in male-dominated societies - objectivity, distance, control, coolness, aggressiveness, and competitiveness -and blames them for wars, poverty, rape, battering, child abuse, and incest. it praises what women do - feed and nurture, cooperate and reciprocate, and attend to bodies, minds, and psyches……radical feminism claims that most men have the potential to use physical violence against women, including rape and murder. they point to the commonness of date rape and wife beating, of murders of exwives and former girlfriends. the commercial side of this systemic misogyny, or womenhating, is the way women are depicted as sex objects in the mass media and as pieces of meat in pornography, and the global exploitation of girls and young women in prostitution. even more insidious, they argue, sexual exploitation is the common downside of romantic heterosexual love, which itself is oppressive to women. the threat of violence and rape, radical feminism theorizes, is the way patriarchy controls all women. by inference, the views expressed above account for why the payment of bride price is seen by radical feminists as a ploy by men to enslave and control women. they disagree with the opinions of scholars like ego-alowes (2018) who maintain that bride price is less a ploy of endangerment and more a symbol of commitment and appreciation. of course, the sentiments of radical feminists are not unfounded as cases of gender-based violence and abuses stemming from patriarchy abounds. however, the radical approach of suing for equality which seldom entertains dialogue or divergent explanations is what other scholars of subtle feminism schools of thought are opposed to. the snail-sense feminism theory also known as african feminism is one instance of these considerate viewpoints opposed to radical feminism perspective. the theory was first presented at a roundtable discussion on feminism in africa at the international conference “versions and subversions in african literature,” which took place in berlin, germany, in may 2003, (ezeigbo, 2012, p. 48). referring to the theory in a monograph series by faculty of arts, university of lagos (2012), ezeigbo clarifies that her own model of feminism is as a result of the peculiarity of nigerian women. she adduces reasons for her choice of feminism which according to her emanates as result of a comprehensive research in african system. she puts it succinctly in these words: it emanates as a result of an in-depth research or investigation into the condition of nigerian women, their reaction and response to socio-cultural and political forces that impacted and still impact on their lives in the past and in contemporary times. i must state clearly at this point that my view about feminism has undergone some modifications, following more than two decades of studying women’s writing from nigeria and other parts of africa… (2012, p. 48). ezeigbo asserts that in spite of the theorizing and analysis done over the years on feminism, the problems women experience in society still persist. she states further that the principles of shared values which operate in many cultures in nigeria encourage one to be tolerant, to imbibe the virtues of negotiation, give and take, compromise and balance. of course, the snail-sense theory does not deny the fact that there is gender inequality especially in africa and that women are unfairly treated. the problem spotted by this new model of feminism is the fact that there is a fundamental inadequacy with the already existing theoretical viewpoint especially in the area of making considerations for the socio-cultural peculiarities of traditional societies like those of africa. snail sense theory encourages dialogue, negotiation, tolerance and wisdom in suing for fairness for women in male driven society like that of igbo land. it recognizes the cultural roles of women in africa which women in africa see those roles not as subjugation but as prestigious responsibilities which must be appreciated in its own respect. the snail-sense feminist theory is derived from the habit of snail which most nigerian women adopt in their relationships with men. ezeigbo (2012:27) explains further: women in our cultures -from different parts of nigeria often adopt a conciliatory or cooperative attitude towards men. this is akin to what the snail does with the environment in which it moves and exists. the snail crawls over boulders, rocks, thorns, crags and rough terrains smoothly and efficiently with well-lubricated tongue which is not damaged or destroyed by these harsh objects.… the snail carries its house on its back without feeling the strain. it goes wherever it wishes in this manner and arrives at its destination intact. if danger looms, it withdraws into its shell and is safe. this is what women often do in our society to survive in nigeria’s harsh patriarchal culture. it is this tendency to accommodate or tolerate the male and cooperate with men that informs this theory which i call snailsense feminism. when applied to the issue of bride price payment, the provisions of snail-sense theory do not completely exonerate patriarchy as leading to abuse of women which is a unique cultural practice of africans. rather, it sues for an in-depth evaluation and proper re-sensitization of the true meaning of bride price payment as well as discourage abuse by men through dialogue. the snail sense theory suggests reforms and believes that through parleys and negotiations, balance would be achieved without taking rash decisions that may have further adverse consequences. the african woman loves to be a wife and a mother and function under her husband without being oppressed or unfairly treated. the snail-sense theory, by implication, evolves a distinct brand of feminism clearly removed from the westernized appeal towards intolerance in the discourse of gender equality. in discussing the issues of male dominance or oppressions against women fueled by bride price payment, the snail-sense theory recognizes that there are also oppressed men who are in abusive relationships with women they paid their bride prices. what then is the cause of the abuse? are men to immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 7 be blamed in any challenge experienced within marriages? would the complete halting of bride price payment culture see to the end of gender discriminations experienced in marriages? in all, the summary of snail-sense theory is gender related issues like bride price payment can be best resolved through dialogue and never through confrontations and intolerance. ii materials and method the research design used for this study is the ethnographic research design. the choice of ethnography is informed by the fact that this study is apparently anthropological in nature. that is to say it has its prime focus on humanity and culture. d’andrade (1992, p.230) clarifies the conditions of something being cultural thus: to say something is cultural is—at a minimum—to say that it is shared by a significant number of members of a social group; shared in the sense of being behaviorally enacted, physically possessed, or internally thought. further, this something must be recognized in some special way and at least some others are expected to know about it; that is, it must be intersubjectively shared. finally, for something to be cultural it must have the potential of being passed on to new group members, to exist with some permanency through time and across space. accordingly, the selected study area is the five southeast states of nigeria where the igbo indigenes predominantly occupy: abia, anambra, ebonyi, enugu and imo. the duration of this study was a period of six months beginning from june 2020 to november 2020. using the purposive nonprobability sampling method which according to merriam and tisdell (2016) is the most fitting for qualitative research, the researchers selected fifty respondents (thirty women and twenty men) whom they interviewed while observing marriage ceremonies in different communities within the area of study. the justification for the unequal number in men and women is that women are the alleged victims of bride price payment culture in igbo land. hence, they are given higher number in the study. the observed had fore knowledge of the study beforehand and consented to feature in the exercise. most of the respondents who spoke to the researchers where mainly engaged impromptu. thus, in the course of carrying out this ethnographic study, the participants’ observation method was used as instrument for data collection. for the purpose of this study the respondents between the ages of twenty and forty-five years of age are taken to belong to younger generation while the respondents between the ages of fortysix years to seventy years are taken as people that belong to the older generation. generally, the researchers were guided by the research objectives in the course of their observations and interviewing. while the researchers made use of their eyes in the field, two distinct field notes were still kept to enable proper future interpretations and generalizations. the researchers adopted the focused type of observation which was described by werner and schoepfle (1987) in angrosino & deperez, (2000) as a method of observation that is supported by interviews in which the participants' insights open more room for further observations. the researchers went with dewalt and dewalt, (2002) suggestions, and had field notes publicly taken so as to reassure the observed of the harmless intent of the study. this enhanced a more relaxed atmosphere for the conduct of the study. as a way of maintaining confidentiality, the opinions of those interviewed were used in the study on the basis of anonymity. with regards to data analysis, the researchers utilized the thematic analysis approach. to arrive at themes, the collected data were first coded using deductive coding method. ii.1 research objective codes the codes reflected below represent the opinions of ten women and five men who were interviewed and observed among others in the course of this study. these respondents and observed were engaged in their homes at different parts of southeast, nigeria. the following include the data elicited from the respondents which were also used in developing related themes. ii.1.1bride price and commodification of women observations and responses from the field (initial coding) some of the observations and responses which point to commodification of women through bride price payment practices include: • respondents who hold the opinion that bride price is a way of commodifying the women were mostly women of younger generation. this notion of commodification is mainly inspired by their agreement with western radical feminist ideals. • bride prices were set according to the educational qualifications of the bride. hence, there are separate prices for university graduates, secondary school certificate holders, elementary school certificate holders and those who did not attend any formal education at all. • there is price haggling during the bride price payment which is held in secret only by family members of the bride and groom without the knowledge and consent of the bride. • statements like there is flower or an udala (a particular type of fruit in igbo land in reference to the bride) we saw in your house and decided to come pluck it suggest commodification. • in situations where the bride had been made pregnant by the groom before the marriage, the bride’s kinsmen insist on being paid extra for giving out two persons. otherwise, the child becomes the child of the bride’s maiden family. • suggestions that large sums of money were spent by brides’ parents training the brides, thus, the sonsin-law are urged to increase the amount of the bride price to be paid on the brides. • some parents especially from poor families, hinged their hopes of improved standard of living on the marriages of their daughters. hence, they put pressure on their daughters to accept marriage proposals only from men who are financially capable with less consideration for compatibility and peace of mind of their daughters. deduction from the observations and responses (focused coding) • in the course of exacting bride price haggling, women are often treated as commodities as it is only objects or commodities for sale that are bargained over. the idea of such bargains presents brides as commodities put off the shelves and which can be negotiated over. theme: bride price payment often commodifies women. ii.1.2undue advantage to men observations and responses from the field (initial coding) some of the observations and responses which suggest that bride price confers undue privileges to men include: • the payment of bride price confers undue privilege to men. the man often ends up treating the bride as his possession; thus, the common phrase in moments of conflicts, “a woman i married with my money”. • during the ceremony, the bride’s father pours palm wine into a cup and have the bride go round the arena playfully looking for her husband. on sighting him, she submissively goes down on her knees to present the drink to her husband. • only men discuss bride price. women are prohibited from being parties to the discussion/haggling. so, the men decide the fate of the bride without any input from her or her mother, and in event of any disagreement among the parties, the men can choose to walk away and there ends the marriage. • the sitting arrangement during the ceremony often have women sitting behind where they are barely seen. deductions from the observations and responses (focused coding) • the bride price payment culture places the men at advantaged positions over women. theme: payment of bride price gives undue advantages to men. ii.1.3trapping of women observations and responses from the field (initial coding) there are some observations and expressed views that suggest that payment of bride price leads to trapping of women in marriages: • most respondents who subscribed to this view were educated or live mainly in cities. they have been exposed to western lifestyles and thus, believe bride price traps women in abusive marriages. • this view is prevalent among the younger respondents. their position further explicates the reason for the prevalence of marital conflicts, separations, and divorce in igbo land which were rare occurrences in the traditional igbo culture. consequently, the respondents in reaction to the realities blamed bride price payment as a remote cause of marital strain. • both the male and female respondents elaborated that the igbo society permits polygamy. hence, a man can easily marry more wives if he feels mistreated by his wife and to divorce his wife would only ask that immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 9 the bride price he paid be returned to him. conversely, a woman mistreated in marriage, even when separated, would not be able to remarry until her bride price has been returned to the estranged husband. hence, divorce is recognized officially in igbo culture only when the bride price is paid back. the situation often leaves the woman trapped unfairly until the family of the bride chooses to return the bride price. • a situation of tilted advantage in favour of the men was also observed. men who understand their privileged position often use it against the women. deduction from the observations and responses (focused coding) • most enlightened respondents believe that bride price payment can trap women in abusive marriages. theme: bride price payment traps women in belligerent marriages. ii.1.4means of cultural identification observations and responses from the field (initial coding) some of the responses and observation point to the fact that bride price is seen as a form cultural identity that should not be scrapped: • most respondents who held the view were in the older generation. further explanations from them revealed that the youths are unduly influenced by western cultures. hence, their desire to end bride price payment practices in igbo land. • greater number of the respondents present that bride price payment is a symbolic gesture that proves that a man is capable of taking care of his wife and immediate family rather than dehumanize the woman. • bride price is not the major cause of marital conflicts as there are situations where the women are the main aggressors. • both male and female respondents agreed that abolition of price bride payment is a western ideology that seek to get rid of our cultural identity. • bride price is symbolic as no one has ever been required to pay the real worth /value of the bride. deduction from the observations (focused coding) • the older respondents see bride price payment as a means of cultural identification which need not be changed as a result of influence of the western culture. theme: bride price is a means of cultural identification. ii.1.5cognitive dissonance observations and responses from the field (initial coding) the researchers observed and also elicited that there are some forms of cognitive dissonance present in the attitude of the respondents in respect of bride price payment: • the respondents are aware of the negative consequences of bride price culture, but prefer to carry on with the traditions unmodified. the men among the respondents complained of the exorbitant bride price in most communities in igbo land which often discourage eligible struggling bachelors from making marriage moves. a lot of female respondents complained about the patriarchal right which the bride price culture confers on men. they were equally afraid of the possibilities of entrapment in situations of marital challenges. • yet, in the face of all these negative effects, the respondents were unwilling to sue for a change in the culture of bride price in igbo land; rather, they made excuses for its continuation without modification regardless of the inconveniences. all the reasons adduced for the retention of the culture of bride price in igbo land centre on the widely held belief that payment of bride price confers dignity on a couple. the point is overt in some communities in igbo land where unmarried men or women are denied certain rights and are asked to participate in communal duties reserved for the unmarried. again, the need not break the chain traditional practice which began the days past support were significant reasons for the support of the culture of the bride price in igbo land. deduction from the observations and responses (focused coding) • most igbo indigenes are aware of the downsides of bride pricing culture in igbo land which requires some forms of modifications or amendments. yet, they are unwilling to seek these changes for fear of changing the cultural tenets of the land. theme: there is cognitive dissonance in how bride price is construed in igbo land. iii results and discussion findings from the study revealed the stance of the igbo people on bride price payment. first, it was observed that women of younger generation in igbo land view paying of bride price on a woman as reducing her to a mere commodity. commodification in this sense breeds the desire to control or treat a woman as an object. the researchers further discovered that most female respondents that subscribed to the commodification notions are equally of the view that payment of bride price by a man places him in an undue advantaged position which is often exploited in moments of conflict. this advantage is similar to commodification in the sense that by paying the bride price, the man is given the right of a buyer. these views were found to have been inspired by the women’s constancy to western radical feminist perspective which persistently trace all societal problems faced by women to men. these notions which are often mediated deliberately portray men as potential abusers and opportunists who take pleasures in the suffering of women. thus, the women find bride price payment culture as an enabling tool of patriarchy for the perpetual subjugation and enslavement of women. trapping of women in abusive marriages was also one of the themes generated in the course of this study. even in situations of separation, the man can easily remarry while the woman must wait until there is a refund of the bride price by her maiden family before she is free to remarry. this is because in igbo culture, a woman is officially considered divorced only when her estranged husband formally retrieves the bride price he paid on the woman. by implication, some women in bad marriages find themselves trapped and often debased psychologically due to the traditional bureaucracies involved in divorce in igbo land. even women who walked out of their marriages are not spared as they cannot remarry unless the bride prices paid by their former husbands are officially refunded. again, this view is in consonance with feminist’s approach of bride price payment culture in igbo land. however, for the older generation, bride price payment is a primary marriage rite in igbo culture and not a means of dehumanization for women as the western feminist schools of thought suggest. their opinions are in line with ego-alowes who views bride price payment culture as a man’s gesture of responsibility, appreciation to the family of his bride and accordance of honour to his new bride. it is therefore a unique igbo cultural practice which needs not be demonized by western ideologies. finally, the researchers observed evidences of cognitive dissonance in the responses of the respondents. while they admit to the difficulties and pessimisms associated with price payment culture, there is still an unwillingness to sue for its modifications. the respondents still contend beyond logic that a review of the culture may not be necessary as it has become a normative way of life in igbo land. in all, the findings of the study relate to the two theoretical frameworks used in the study. obviously, the notion of commodification or objectification and trapping of women relate directly to the radical feminism perspective. radical feminism as earlier discussed traces human problems in society to inequality resulting from unbridled patriarchy. thus, the views that bride price payment confers undue advantages on men which are often exploited are all products of radical feminism thoughts. the radical feminism perspective from the above findings challenges the igbo cultural status quo on bride price payment and seek for possible end to bride price payment in igbo marriages. the snail-sense theory applies equally in the views of those older respondents who seek to protect their unique cultural identity through bride price payment culture. the position of the theory is that with negotiation and dialogue, any harmful implication resulting from bride price payment culture can be addressed. this view clearly shows a disconnect from the opinions of the western world which they believe do not appreciate the uniqueness of the igbo marital culture. in sum, despite the downsides of the bride price payment culture, the respondents hold the view that it remains an intrinsic part of the igbo tradition and should not be abolished. iv conclusion from the findings, it is clear that bride price payment is still regarded as an important aspect of igbo culture. it is seen as a symbol of total commitment and bond between the man and woman. although the payment of bride price has been abused especially by men who do not understand the import or underlying reason of bride price payment in igbo land, it remains a sturdy marriage rite in igbo land. while the igbo culture dissociates itself from the extreme provisions of radical feminism, it leans on ezigbo’s snail sense suggestions in suing for fairness and balance for women. the male folks in igbo land also need proper sensitization and reorientation in this regard as the bride price cannot equate all the wealth expended in raising a bride from cradle to adulthood. it is rather a symbol of commitment, stability and appreciation from the groom to the family of the bride. thus, while the culture of bride price needs not be abolished as the findings suggest, effort must be made to ensure that modifications immigration in the postcolonial era: mimicry and ambivalence in chimamanda ngozi adichie’s the arrangers of marriage 11 and amendments are made where and when necessary, as tradition is only an aggregate opinion of the majority in a given community. the traditions can be reviewed from time to time in so far as the genuine interest of the people is served. harmful practices like hiking of bride price and abuse of marital privileges stemming from bride price payment should be completely discouraged and annihilated in order to accommodate all in a fair society. references adichie, c. (2018, september 22) i find commercialism in bride price, disgusting: remarks at native landscape event at the work station. pulse. retrieved from www.pulse.ng. adjei, s.b. & mpiani, a. (2018). bride price, cultural and gender identity, and husband-to-wife abuse in ghana. international journal of evidence based research, policy and practice, 13 (7), 921– 937. anderson, s. (2007). ‘the economics of dowry and bride price’. journal of economic perspectives, 21(4), 151–74. ashraf, n. bau, n., nunn, n. & voena, a. (2016). bride price and female education. working papers. cambridge ma: harvard university press. bishai, d., k.l. falb, g. pariyo, and m.j. hindin (2009). ‘bride price and sexual risk taking in uganda’. african journal of reproductive health, 13(1), 147–58. eckert, p. and mcconnell-ginet, s. (2013) language and gender. cambridge: cambridge university press. ego-alowes, j (2018, september 8) the bride, the price and ms. chimamanda adichie. the sun newspaper. retrieved from https://www.sunnewsonline.com. eryenyu, j. (2014, september 10). ‘payment of bride price turns women into commodities’. daily monitor. retrieved from www.monitor.co.ug. ezeifeaka, c. (2016). her market has closed: critical rethinking of gender stereotypes in selected igbo idioms. mgbakoigba, journal of african studies. 5 (2), 152-169. ezeigbo, t. a. (2012). snail-sense feminism: building on an indigenous model. lagos: faculty of arts, university of lagos. monograph; series no.17. falana, t. (2019). bride price syndrome and dominance in marriage: an expository analysis. international journal of humanities social sciences and education (ijhsse), 6(8), 132-139. fausto-sterling, a. (2000). sexing the body: gender politics and the construction of sexuality. new york, ny: basic books. kaye, d. k., mirembe, f., ekstrom, a. m., kyomuhendo, g. b., & johansson, a. (2005). implications of bride price on domestic violence and reproductive health in wakiso district, uganda. african health sciences, 5(4),300–303. https://doi.org/10.5555/afhs.2005.5.4.300. lorber, j. (1997). the variety of feminisms and their contribution to gender equality. oldenburg: bibliotheksund informations system der univ. oldenburg, 7-23. lowes, s & nunn, n. (2017). bride price and the wellbeing of women. working paper united nations university world institute for development economics research. mbaye, l.m. & wagner, n. (2016). bride price and fertility decisions: evidence from rural senegal. the journal of development studies, 53(6), 891– 910. mcleod, s. (2014) the interview research method. available at: www.simplypsychology,com (accessed june 8, 2020). nwatu, s.i, & nwogugu e.i. (2018). constitutionality of ‘bride price’ in nigeria: echoes from the supreme court of uganda. journal of common wealth law bulletin. 44 (2). 182–204 nwoke, m.b. (2009). bride price and implications for women's rights in nigeria: psychological perspective, gender and behaviour, 7 (1), 2078–2086. oguli, o. (2004). bride price and violence against women: the case of uganda. a paper presented at the international bride price conference, kampala, uganda. okigbo, j. (2020, may 22) personal communication. oniyangi, s. o., qudus tosin, j. a.; owo, b., babangida, u. i., getso, a. m. & helen, s. (2020). high bride price as determinant of marital stability among akwa-ibom people in surulere area, lagos state, nigeria. indian journal of public health research & development, 11 (1),1376– 1380. princewill, w.c., wangmo, t. , jegede, a.s., rossler, a.r., & elger, b. s.( 2018). bride price payment and women’s autonomy: findings from qualitative interviews from nigeria. journal of women and health. vol. 59(7). p. 775– 788 sambe, n., avanger, m. (2013). the effects of high bride-price on marital stability. iosr journal of humanities and social science 17(5). sessou, e., tenebe, n., abasifiok, j., & okonkwo, c. (2018, july 26) much ado about bride price. vanguard newspaper. retrieved from https://www.vanguardngr.com west, c. & zimmerman, d., (1987). doing gender. gender & society, 1(2), 125-151. unesco (2003). gender and education for all: the leap to equality. paris: unesco. vukoicic, j. (2017). radical feminism as a discourse in the theory of conflict. sociological discourse 3(5) vrokage, b. (1952) bride price or dowry. anthropos, 47(1/2), 133-146. lingual: journal of language & culture (volume 12, no.2, november 2021) english department, faculty of humanities, udayana university 13 sexist language in indonesian via metaphor and transitivity: an exploratory study luh putu laksminy, gede primahadi wijaya rajeg udayana university putu_laksminy@unud.ac.id, primahadi_wijaya@unud.ac.id abstract this paper discusses how stereotypes and/or attitudes and positions of women and men are reflected in sexist language, focusing on metaphorical sexist expressions and the study of syntactic structures such as transitivity and grammatical relations. based on qualitative analysis of web-based linguistic data and two novels from a female author, we found that metaphorical sexist expressions in indonesian conceptualise women as animals, commodities/goods, foods, and dumping sites, indicating negative attitudes towards women. in terms of the transitivity analysis, we illustrate that the women character is portrayed as the undergoer of the action enacted by the man-actor. overall, the findings indicate that unfavourable attitudes towards women can still be found in language and that could call for a change in language use without discriminating against women. keywords: sexist language, metaphor, transitivity, sociolinguistics i introduction the study of language and gender, according to meyerhoff (2006, p. 201), is characterised by the debate around the pros and cons associated with different ways of conceptualising the relationship between language and society. according to coates (2007, p. 62), gender differences in language use are directly related to the relative social power of male speakers and the relative powerlessness of female speakers. in social groups, this notion made women to be often seen as a minority while men are the majority (coates, 1986, p. 12); such an imbalance view is known as sexism, a behaviour that maintains inequality between men and women, so that sexist attitudes stereotype someone based on gender, rather than evaluating individual achievements and abilities (holmes, 2001, p. 305) (cf. §2.2). this nonparallel treatment of men and women is a feature present in most languages and language communities (pauwels, 2003, p. 553). actions that view men as prototypes for human representation led women to a status that makes them someone who is “invisible”, “unnatural (marked)”, and “subsumed” (pauwels, 2003, p. 553). at the heart of feminist activists and experts is the attention to changing language that is discriminatory against women and which seems to downplay women-related activities. a related endeavour is to change the way women are represented in advertisements, newspapers and magazines, as well as the way they are addressed in texts and in interactions (mills, 2008). in this paper, we discuss and illustrate how stereotypes (see §2.3) and/or attitudes and positions of women and men are reflected in language. the rationale of this aim is that until now, the representation of women and men is still seen as asymmetrical, which could be reflected in language, which is called sexist language (wareing, 2004, p. 76; mills, 2008, p. 38; weatherall, 2002, p. 12; payne, 2001, p. 112) (see §2.4 for details). the aim is in line with holmes’ (2001, p. 305) assertion that the focus of research on sexism (§2.2) and sexist language (§2.4) lies in how language is used to convey negative attitudes towards women; the expression evoking such an attitude is also the focus of this paper. however, until recently, it was still being debated whether language could actually be sexist towards men, or only towards women (wareing, 2004). eckert and mcconnell-ginet (2003, p. 215) and holmes (2001, p. 305) note that sexist language is often expressed metaphorically. following up on this, this paper will present data on sexist language with metaphorical nuances (§2.5 and §4.1) that evoke semantic derogations for women. in addition to metaphorical expressions, the syntactic aspect of transitivity (§2.6 and §4.2) in the use of language in the text will also be discussed to show one’s perspective on women in relation to their position with men. through the analysis of what is said and how it is said (r. lakoff, 1975, p. 1), if she is a woman, or talking about women whoever they are, one can gain insight into how a person feels—about herself, about women. this is because language conveys attitudes (holmes, 2001, p. 305). mailto:putu_laksminy@unud.ac.id mailto:primahadi_wijaya@unud.ac.id 2 | luh putu laksminy, gede primahadi wijaya rajeg lingual (vol. 15, no.1, 2023) ii materials and method 2.1 theoretical concepts 2.1.1 sex or gender? in sociolinguistics, sex is increasingly limited to the biological and physiological differences between men and women (meyerhoff, 2006, p. 201). according to eckert and mcconnell-ginet (2003, p. 10), and wareing (2004, p. 76), sex is a biological classification, usually fixed before birth and based primarily on reproductive potential. in other words, sex is something that we possess and can be defined according to objective and scientific criteria—namely the number of x chromosomes in a person (meyerhoff, 2006, p. 202). in contrast, gender denotes a social identity that emerges or is built through social actions (meyerhoff, 2006, p. 201). this is in line with eckert and mcconnell-ginet’s (2003, p. 10) emphasis that “gender is not something we are born with and not something we have, but something we do— something we perform” (boldface in original). gender is a socially constructed category based on sex and most societies now operate based on two types of gender, namely masculine and feminine (coates, 2007, p. 63). meyerhoff (2006, p. 202) concludes that gender is a social property: something acquired or built through our relationships with others and through individual adherence to certain cultural norms and restrictions. gender is a social elaboration of sex, and “gender builds on biological sex” (eckert & mcconnell-ginet, 2003, p. 10). it is worth noting that this paper will not pursue lgbtq issues any further. 2.1.2 sexism mills (2008, pp. 1–2) emphasises that sexism, like racism and other forms of language discrimination, is rooted in greater social power, wider power inequalities, and finally, the ongoing conflict between men and women. especially in public activities, regarding who has the right to certain positions and resources. sexism is not just a statement that seems to constantly focus on gender when it is irrelevant. a statement can be considered sexist if it is based on outdated beliefs and stereotypes when it is used to refer to certain women (e.g., “look at you crying over this film”—suggesting women are very emotional) (mills, 2008, p. 2). a further factor for a statement being judged as sexist is when it emphasises that male experience is human experience in general, and when the statement is based on the presupposition that any activity related to women is secondary to that of men (e.g., “women tennis players get lower prize money at wimbledon because the game is less exciting”) (mills, 2008, p. 2). from these two examples, it can be seen that none of the linguistic elements (i.e., words) in those two expressions is sexist; it is the belief system expressed that is sexist, which sees that women are certainly different from and inferior to men (mills, 2008, pp. 3, 10). in sum, it is essential to note that sexism is not only seen from the elements of language but also from beliefs or discourses about men and women that are displayed in and conveyed through the language (mills, 2008, p. 3). we ought to be able to distinguish between statements that can be classified as sexist (based on stereotypical knowledge or the gender discourse that appears to underlie them) and linguistic features that indicate sexism in most contexts (mills, 2008, p. 11). 2.1.3 stereotypes when talking about sexism, the notion of “stereotype” is often brought up, and it is often assumed that we all have access to the same stereotypes. stereotypes are hypothesised based on structural inequalities, although it is important not to generalise too much about stereotypes of men and women (as they are formed from specific contexts) (mills, 2008, p. 126). according to bourdieu (cited in mills, 2008, p. 126), stereotypes can be defined as “a fixed set of characteristics than as a range of possible scripts or scenarios (sets of features, roles, and possible narrative sequences) that we hypothesise”. bourdieu’s view suggests that some extreme aspects, which are seen and imagined, from the behaviour of several out-group members, are assumed and then these features are generalised to the group. assumptions about stereotypes usually (i) reflect judgments about men and women, and (ii) establish notions, often unconsciously, about what is appropriate (mills, 2008, pp. 126–127). geeraerts (2008, pp. 26–27) states that “stereotypes and prototypes alike involve semantic information that is salient within a category but that is not sufficient to adequately characterise the category as a whole”. stereotypes are prototypes viewed from a social angle and are social entities (geeraerts, 2008, p. 27). sexist language in indonesian via metaphor and transitivity: an exploratory study 3 2.1.4 sexist language holmes (2001, p. 305) states that sexist language is a medium that can be used by a culture or society to convey its values from one group to another, and from generation to generation. sexist language displays the inequality of men and women as if members of one sex seem less completely human and less complex and have fewer rights than members of the other sex (wareing, 2004, p. 76; payne, 2001, p. 112). sexist language also displays stereotypes of women and men, which sometimes harms the men, but more often impacts the women (wareing, 2004, p. 76; weatherall, 2002, p. 12). fiksdal (2008, p. 422) indicates that gender differences in language exist in the way men and women use linguistic features (e.g., phonology, syntax, metaphors [cf. §2.5 and §4.1]) or certain discourse strategies (e.g., turn allocation), amongst others. moreover, mills (2008, p. 10) notes that sexist language can refer to a wide range of linguistic elements, from (i) generic pronouns (e.g., the english pronoun he used to refer to both male and female), (ii) words suffixed with -ette indicating female (e.g., usherette), nouns referring to male and female (e.g., landlord and landlady, or manager and manageress, which seem to have a range different meanings), (iii) swearing expressions that seem different for boys and girls (cf. ningrum et al., 2021), (iv) names given to us and used for parts of our bodies, etc. eckert and mcconnell-ginet (2003, p. 215) and holmes (2001, p. 305) also state that sexist language that conveys negative attitudes towards women is often expressed metaphorically (to be explained in §2.5 below and illustrated in §4.1). much of what is termed ‘sexist language’ is felt to be offensive/derogatory because problematic attitudes lie behind metaphorical identifications with women and their sexes, for example, commodities, small animals, and with fruit or other desserts (eckert & mcconnell-ginet, 2003, p. 220). 2.1.5 metaphor the concept of metaphor in this paper is adopted from the conceptual metaphor theory (cmt) (g. lakoff & johnson, 1980, 1999; kövecses, 2010), a contemporary theory of metaphor widely recognised in the last 30 years proposing metaphor as a central cognitive process. contrary to the classical view of metaphor, lakoff and johnson (1980, 1999) argue that metaphor permeates humans’ everyday life, including not only language but also thoughts and actions. metaphor plays a very important role in the human mind as the mechanism to conceptualise the world and its activities (g. lakoff & johnson, 1980, p. 3; deignan, 2005, p. 13; gibbs, 2008, p. 3). as an example, the way we understand and talk about abstract concepts such as emotions is largely metaphorical in nature. for instance, across many different languages (cf. kövecses, 2000) including indonesian (i. m. rajeg, 2013; g. p. w. rajeg, 2014), anger can be talked about using vocabulary from the domain of fire (e.g., api kemarahan berkobar ‘blazing fire of anger’; memadamkan kemurkaan ‘extinguish [the] wrath’; data from table 1 in g. p. w. rajeg (2014, p. 165)). in cmt, metaphor is viewed to arise from the interaction between the brain, body, language and culture (gibbs, 2008, p. 4). concerning the role of sexist language in conveying negative attitudes towards women (cf. §i), metaphorical language could play a central role as indicated by charteris-black (2005, p. 13): “metaphor influences our beliefs, attitudes and values because it uses language to activate unconscious emotional associations and it influences the values that we place on ideas and beliefs on a scale of goodness and badness. it does this by transferring positive or negative associations of various source words to a target metaphor.” we will, in §3.1, discuss data manifesting charteris-black’s quote above. 2.1.6 transitivity sexism as discussed in §2.2 and §2.4 can be evoked not only via specific words, but also via the entire utterance, a sentence, or a longer text (wareing, 2004, p. 82). one aspect in the analysis of a sentence relevant to sexist language is “transitivity”. transitivity is one part of the systemic functional linguistics (sfl) theory developed by halliday (1994) (see also eggins, 2004, for an introduction). as viewed in sfl, transitivity serves to convey the type of process or experience: action, event, conscious process, and relationships (halliday, 1994). halliday (1994, p. 101) adds that the process which is expressed through language is the result of our conception of the world or point of view. the transitivity model provides a way to find out how certain linguistic structures in a text point to different viewpoints or mindsets towards the world or one's 4 | luh putu laksminy, gede primahadi wijaya rajeg lingual (vol. 15, no.1, 2023) ideology, both traditional and in special circumstances. the viewpoint in this paper is related to the view towards sex and gender. the transitivity analysis in this paper is guided by the question of “who or what does what to whom or what” (mills, 2008, p. 69). this question is also central to the study of syntax. concerning sexism, in many literary works, there is often a tendency for female characters to be grammatically presented as objects of the actions of other characters; as an end-point of other actions, and in a position as an object compared to a subject position (mills, 2008, p. 69). wareing (1994, as cited in mills, 2008) states that even in women’s literary works, where initially the female characters are active and confident, there is still a tendency for the characters to be shown as passive at certain crucial moments in the text, for example in sexual scenes (see §3.2 for some evidence and the discussion). 2.2 methodology the illustrative indonesian data in this study will be taken from authentic language use on the web and two novels by a female author oka rusmini (rusmini, 2000, 2003); this author is famous for her novels that focus on women's portrayal, especially against the socio-cultural background of bali. the web-based data is given the url via the footnote while the novel source is provided with an in-text citation. if none of these sources was given, the data would be provided introspectively by the authors. it is important to emphasise at the outset that the nature of this paper is mainly qualitative and exploratory. further studies with a larger pool of datasets are needed to further substantiate the proposal presented in this paper. iii results and discussion in the following two sections, examples of indonesian sexist expressions will be presented, together with the discussion of textbook-example from english as a comparison (citation to the author will be given in the main text after the example). in §3.1, we show several forms of sexual metaphors and their impact on women’s views. then, §3.2 presents a discussion on sexist language as reflected in the sentence’s syntactic structure related to transitivity. 3.1 metaphorical sexist expressions in the conceptual metaphor theory (cmt; §2.5), metaphor is defined as a process of understanding a conceptual domain (the so-called the target-domain or tenor) using knowledge from another conceptual domain (namely the source domain or vehicle) (kövecses, 2010). the examples include thinking and talking about (i) life via the concept of travel/journey (hidupnya sedang melalui jalan terjal ‘his life is going through a steep road’), (ii) argumentation via the concept of war/fight (bersilat lidah ‘crossed tongues’), or (iii) love via the concept of insanity (dia tergila-gila pada dirimu ‘(s)he is crazy about you’), amongst others. according to eckert and mcconnell-ginet (2003, p. 215), vocabularies and concepts related to sex and gender are widely used as the metaphorical source domain to talk about another concept (see the linguistic examples for indonesian below). “sexual metaphor” highlights a marked tendency to use the conception of male-female differences in structuring speech and thought from a myriad of other differences (haste, 1994 as cited in eckert & mcconnell-ginet, 2003, p. 215). particularly, sexual metaphor plays a central role in maintaining a sex-gender system that supports male dominance (eckert & mcconnell-ginet, 2003, p. 215). one example is the feminists’ notion that english is a sexist language discriminating against women through metaphors as reflected in such words as bitch, ho (slang for whore), pimp, and faggot (holmes, 2001, p. 305). the animal is another domain used in metaphor to characterise women as inferior to men. for example, the use of bitch for women indicates its negative traits compared to the use of studs and wolves for men (holmes, 2001, p. 306). sex and gender can also be used as the target domain or tenor of a metaphor, for example, using elements from the sports field as a source domain for understanding (hetero)sexual relations, as in the following english expression: “i didn't get to first base with him”, which projects images of men actively defeating women as in a baseball game (eckert & mcconnell-ginet, 2003, p. 220). much of what is termed ‘sexist language’ is felt to be offensive/derogatory because problematic attitudes lie behind metaphorical identifications with women and their sexes, for example, commodities, small animals, and with fruit or other desserts (eckert & mcconnell-ginet, 2003, p. 220). in the remainder of this section, we present examples of indonesian metaphorical sexist expressions, starting with (4-1). (3-1) hai manis, apa kabar-mu di sana? sexist language in indonesian via metaphor and transitivity: an exploratory study 5 hi sweet what news-your at there ‘hi sweetie, how is it going with you over there?’ expression hai manis ‘hi sweet(ie)’ in (3-1) is often used to greet women. the word manis ‘sweet’ is used metaphorically by using the image of food, especially saccharine. metaphorical expression based on the saccharine concept is also common in english, for example, sweetie, honey, and sugar (holmes, 2001, p. 306). the use of terms such as ‘sweet’, which initially were neutral or loving, could eventually acquire a negative connotation when the term was used to address women with a focus on women as sexual objects (holmes, 2001, p. 306). in indonesian, it can be said that there are almost no food-related terms that seem appropriate to refer to men. example (4-2) shows gender bias reflected in language based on animal metaphor. (3-2) keluar dari sini kamu wanita jalang (...) go.out from here you woman wild/untreated.animal ‘get out of here, you bitch (lit. wild/untreated/non-domesticated animal) the animal-related adjective jalang ‘undomesticated; wild’ in (3-2) often modifies wanita ‘woman’, illustrating how women are described as being like animals. the use of animal comparisons shows a less positive picture of women than men (holmes, 2001, p. 305). here is another example of an animal-based sexist metaphorical idiom. (3-3) mahasiswi (...) menjadikan ayam kampus sebagai profesi female.univ.student make chicken campus as profession untuk memenuhi kebutuhan hidup for fulfilling need life ‘a female university student (...) chose prostitute (lit. campus chicken) as a profession to fulfil life necessities’ example (3-3) shows that woman working as a prostitute is metaphorically referred to as ayam ‘chicken’ the whole idiom ayam kampus meaning ‘campus prostitute; that is a female student who also works as a prostitute’. these animal-based expressions for women also exist in english, for example, chick, bitch, cougar, and kitten. even though neutrally ayam is not necessarily bad, the aspect of chicken highlighted in its use in the idiom ayam kampus could be its helplessness as a pet. the helplessness aspect is then mapped to the target domain of a woman, who is easy to handle and turns into a prostitute. compare this with the use of animal metaphors for men which often have at least some positive components, such as sexual prowess (e.g., macan ‘tiger’ or kuda ‘horse; stallion’). in the previous discussion, we show how sex/gender is metaphorically construed using another domain, such as animal. next, as stated by eckert and mcconnell-ginet (2003, p. 216), sex/gender can in turn be used as a metaphorical source domain for discussing various topics (see (3-4) and (3-5)). women and their activities are often the primary source of the metaphors by which men construct a distinct sense of self, their relationship to the world, and their relationships with one another (eckert & mcconnell-ginet, 2003, p. 217). (3-4) kiper m. ridho (...) ingin gawang-nya tetap perawan goalkeeper name want goalpost-his stay virgin ‘the goalkeeper, m. ridho, (...) wants to keep his goalpost virgin’ (3-5) sebuah skema permainan cantik melahirkan gol keempat a scheme play; game pretty give.birth.to goal fourth ‘a beautiful game plan resulted in (lit. give birth to) the fourth goal’ examples (3-4) and (3-5) are commonly uttered (mostly by men) in sports, especially football (a sport identical to men). again, these expressions contain words sexist towards women (i.e., perawan ‘virgin’, cantik ‘pretty; beautiful’, melahirkan ‘give birth to’) because these words refer to women’s conditions, characteristics, and activities. intuitively, we never find the corresponding expressions that use words sexist towards men in that context. for example, replacing perawan ‘(female) virgin’ with perjaka ‘(male) virgin’ in (3-4) into gawangnya tetap perjaka ‘the goal is still (male) virgin’ sounds infelicitous. the same is true when we replace cantik ‘pretty; beautiful’ with tampan/ganteng ‘handsome’ in (3-5); it sounds unnatural and infelicitous. although the use of sexist words in (3-4) and (3-5) does not seem to evoke negative and offensive attitudes towards women, they clearly demonstrate how the realm of women is more conventionally used in the domain identical to men (i.e., football sport). this then could indicate the imbalance in the position of women and men. the construal that a football goalpost can be “virgin” as in (3-4) entails that 6 | luh putu laksminy, gede primahadi wijaya rajeg lingual (vol. 15, no.1, 2023) the female sexual organ could be conceptualised as if it is a metaphorical goal that must be conquered as in a game of football. this is shown in (3-6) below. a similar image, namely sangkar ‘cage’, is also attested (3-7). (3-6) david mulai membobol gawang gadis itu name start break.into goalpost girl that dengan sangat hati-hati ia tahu jika dia masih virgin with very be.careful he know if she still virgin ‘david starts penetrating (lit. broke into the goalpost/vagina of) that girl with care, knowing that she is still a virgin’ (3-7) kelamin yang menghinggapi sangkar perempuan itu. sex.organ which overtake cage woman that ‘(it knows precisely how many) sex organs (i.e., penis) which have overtaken the cage of that woman.’ despite the similarity in form between a goalpost and a cage, (3-6) and (3-7) suggest that women are construed as objects that must be conquered, in this case for example, sexually, as well as other things (e.g., power, domination, etc.). this contrasts with the image used to construe the male sexual organ. in indonesian, the penis can be referred to as senjata ‘weapon’ (3-8) or even rudal ‘missile’ (3-9). (3-8) memperbesar ukuran senjata pria enlarge size weapon male ‘enlarging the size of the penis (lit. male weapon)’ (3-9) ia menendang rudal pria itu (s)he kick missile male that membuat sang pria kesakitan make the male get.hurt ‘(s)he kicked the man’s penis (lit. the man’s missile) making him hurt’ the implication of these metaphors is the view that men are portrayed as strong and powerful compared to women with respect to their same biological aspect (i.e., the construal of their sexual organ). the different choice of metaphor for women and men in examples (3-6) to (3-9) could be viewed as sexism because it tends to highlight the weak side of women. it raises gender bias in society regarding the views on women. the following examples illustrate other metaphorical expressions evoking negative attitudes towards women as if they are metaphorical objects for men. (3-10) data from rusmini (2000, p. 26) lelaki dengan bebasnya memilih perempuan-perempuan baru man with freely choose women new untuk mengalirkan limbah laki-laki-nya. for stream waste male-his ‘men freely chose new women to stream their manly waste (i.e., sperm)’ the implication of (3-10) is that women are viewed metaphorically as the ‘dumping place’ to channel men’s sexual desires; this desire is metonymically evoked by the word limbah ‘waste’ in limbah laki-lakinya ‘men’s manly waste/semen’. the opposite of this metaphor as applied to men is theoretically not the case. next, other examples in (3-11) and (3-12) show that women’s body is construed as food that men want to taste and eat. (3-11) data from rusmini (2000, p. 28) laki-laki yang sering menjilati tubuh sekar men who often lick body name dengan mata mereka .... with eyes their ‘men who often lick sekar’s body through their eyes....’ (3-12) sebelum menikah siri, farhat mengakui sempat before be.married unregistered name admit ever.once “mencicipi” tubuh molek regina. taste body comely name ‘before committing the unregistered marriage, farhat admitted that he has once tasted regina’s comely body’ sexist language in indonesian via metaphor and transitivity: an exploratory study 7 finally, (3-13) below indicates that women are considered as a commercial commodity that can be sold. therefore, women who are prostitutes are often referred to as barang ‘goods’, which evokes a negative connotation. (3-13) data from rusmini (2000, p. 211) dari orang-orang sadri mendengar, kendran menjual seluruh tubuh-nya. from people name hear name sell entire body-her ‘sadri heard from people that kendrad sells her entire body’ in sum, all the metaphorical expressions above indicate that women are still considered inferior, subordinate, and discriminated against men. 3.2 sexist expressions via transitivity transitivity analysis in this paper examines “who does what to whom” (mills, 2008, p. 69). such an analysis captures actions performed by actors against patients. we investigate the semantic roles men and women fill in the sentence. for that reason, we identify the use of passive and active sentences with transitive verbs with men and female participants. the following extracts exemplify transitivity in sentences with sexist nuances. (3-14) data from rusmini (2000, pp. 5–6) keringat laki-laki itu benar-benar membuat=nya mabuk sweat man that truly make=her drunk ‘the sweat of that man truly made her (i.e., sadri) drunk’ in (3-14), the change of state that sadri experienced (namely being drunk, that is in this case losing control of his feelings) is not directly caused by the action of the man (namely putu sarma) (an example of indirect causation). however, semantically, an aspect of putu sarma (namely his sweat) had an impact on changes in sadri’s (emotional) state. the role of the woman character as the affected here further suggests the view that women tend to be emotional and helpless. next, the examples in (3-15) to (3-17) below show the passive forms of transitive verbs sentuh ‘touch’ perkosa ‘rape’, and peristri ‘cause to become a wife’. in these sentences, women characters are the undergoer of the action performed by the men-actor. this further indicates the positioning of women as the end point of an action chain. (3-15) data from rusmini (2000, p. 56) “bagaimana mungkin seorang penari joged how possible a dancer name.of.a.dance yang tubuh-nya biasa di-sentuh laki-laki which body-her usually pass-touch men bisa menasihati cucu-ku dengan baik.” can advise grandchild-my with good ‘how is it possible that a joged dancer, whose body usually gets touched by men, can offer good advice to my grandchildren’ (3-16) data from rusmini (2000, pp. 36–37) ibu sekar di-perkosa oleh lebih dari tiga laki-laki. mother name pass-rape by more from three man ‘sekar’s mother was raped by more than three men.’ (3-17) data from rusmini (2003, p. 13) adik-nya itu sudah di-per-istri bhuana, laki-laki muda younger.sister-her that already pass-caus-wife name man young ‘her younger sister has been made wife by bhuana, a young man...’ one other active-voice example in (3-18) below further illustrates that semantically, perempuanperempuan ‘women’ are the endpoint or undergoers of the direct action by the man-actor. (3-18) data from rusmini (2000, p. 61) benih laki-laki jalang yang telah meniduri seed man wild which already have.sex.with (lit. sleep on) perempuan-perempuan tidak terhormat. women not honored ‘(the) seed of a wild man who has slept with (lit. have sex with) dishonourable women’ in both active and passive sentences above, the transitive verb is associated with the action performed by the male character in the novels. in other words, it is the men who initiate the action 8 | luh putu laksminy, gede primahadi wijaya rajeg lingual (vol. 15, no.1, 2023) against the object. in contrast, the women characters are cast in passive and helpless roles as they undergo the result of the men’s actions or the men’s features (see (3-14)). the tendency for women to fill in the undergoer role (e.g., that of patient or experiencer of an event) can be identified in the way women present themselves in interactions. due to stereotypical views, some women write themselves as helpless victims, and their texts will contain many “disenabling metaphors, disenabling lexis, and disenabling syntactic structures” (burton 1982, as cited in mills, 2008, p. 69). for example, women are more likely to say, “you'll never guess what happened to me” than “you'll never guess what i've just done”. moreover, as we have seen in the above examples in this section, certain types of verbal habits (e.g., presenting someone as the recipient of an action) are seen as stereotypical for women (mills, 2008, p. 69). overall, it can be said that the syntactic selection in the data above shows a conventional gender assignment of men and women. the data we have presented in this section could indicate the language of conquest and belonging, and the female characters seem unable to resist. we want to show that women are in a position determined by men. in other words, women have a weaker position than men. women are used as complements, models, and objects of satisfaction and sexual victims. iv conclusion sexism involves behaviour that maintains inequality between men and women, so that sexist attitudes stereotype someone based on gender, rather than on individual achievement and ability assessments. sexist language displays the inequality of men and women as if members of one sex do not appear to be fully human. this paper discusses sexism shown through language or expressions of sexism (§2.1.4) in indonesian. sexism can be created using sexual metaphors which sometimes demean women (§3.1). it is found that metaphorical sexist expressions can conceptualise women as animals, commodities/goods, foods, and dumping sites. it was also found that events associated with women's biological reproduction (e.g., childbirth) were used as topics of sexist expression for women which tended to eventually lead to negative stereotypes. in the analysis of transitivity (§3.2), the author uses syntactic-semantic structures displaying participants interacting in a stereotypical portrait of gender relations between men and women. this happens because there are still stereotyped views, even from the women themselves, so that they (women) are portrayed as helpless victims (or objects of the action of men). moreover, certain types of verbal habits (e.g., presenting someone as the recipient of an action) are seen as stereotypical for women. this is following what was proposed by halliday (1994) (presented in §2.1.6) that the transitivity model provides a way to discover how a particular linguistic structure of a text refers to different viewpoints or mindsets towards the world or one’s ideology. future studies can conduct quantitative analysis of the distribution of the semantic role male and female characters occupy in the sentences in which they occur. references charteris-black, j. (2005). politicians and rhetoric. palgrave macmillan uk. coates, j. (1986). women, men, and language: a sociolinguistic account of sex differences in language. longman. coates, j. (2007). gender. in c. llamas, l. mullany, & p. stockwell (eds.), the routledge companion to sociolinguistics (pp. 62–68). routledge. deignan, a. (2005). metaphor and corpus linguistics. john benjamins publishing company. eckert, p., & mcconnell-ginet, s. (2003). language and gender. cambridge university press. eggins, s. (2004). introduction to systemic functional linguistics: 2nd edition. a&c black. fiksdal, s. (2008). metaphorically speaking: gender and classroom discourse. in g. kristiansen & r. dirven (eds.), cognitive sociolinguistics: language variation, cultural models, social systems (pp. 419–448). mouton de gruyter. geeraerts, d. (2008). prototypes, stereotypes, and semantic norms. in g. kristiansen & r. dirven (eds.), cognitive sociolinguistics: language variation, cultural models, social systems (pp. 21– 44). mouton de gruyter. gibbs, r. w. (2008). metaphor and thought: the state of the art. in r. w. gibbs (ed.), the cambridge handbook of metaphor and thought (pp. 3–13). cambridge university press. halliday, m. a. k. (1994). an introduction to functional grammar (2nd ed.). edward arnold. sexist language in indonesian via metaphor and transitivity: an exploratory study 9 holmes, j. (2001). an introduction to sociolinguistics. longman. kövecses, z. (2000). the concept of anger: universal or culture specific? psychopathology, 33, 159– 170. kövecses, z. (2010). metaphor: a practical introduction (2nd ed.). oxford university press. lakoff, g., & johnson, m. (1980). metaphors we live by. the university of chicago press. lakoff, g., & johnson, m. (1999). philosophy in the flesh: the embodied mind and its challenge to western thought. basic books. lakoff, r. (1975). language and woman’s place. harper & row. meyerhoff, m. (2006). introducing sociolinguistics. routledge. https://doi.org/10.4324/9780203966709 mills, s. (2008). language and sexism. cambridge university press. ningrum, e. e., netra, i. m., & rajeg, g. p. w. (2021). swearing expressions by main male and female characters in night school movie. udayana journal of social sciences and humanities (ujossh), 5(2), 77–80. https://doi.org/10.24843/ujossh.2021.v05.i02.p04 pauwels, a. (2003). linguistic sexism and feminist linguistic activism. in j. holmes & m. meyerhoff (eds.), the handbook of language and gender (pp. 550–570). john wiley & sons, ltd. https://doi.org/10.1002/9780470756942.ch24 payne, k. e. (2001). different but equal: communication between the sexes. greenwood publishing group. rajeg, g. p. w. (2014). metaphorical profiles of five indonesian quasi-synonyms of anger: multiple distinctive collexeme analysis. proceedings of the international congress of the linguistic society of indonesia 2014, 165–170. https://doi.org/10.4225/03/58578ddba1fd2 rajeg, i. m. (2013). metafora emosi bahasa indonesia [disertasi doktoral, universitas udayana]. https://doi.org/10.6084/m9.figshare.7886180 rusmini, o. (2000). tarian bumi. tera. rusmini, o. (2003). kenanga. grasindo. wareing, s. (2004). language and gender. in l. thomas, s. wareing, i. singh, j. s. peccei, j. thornborrow, & j. jones (eds.), language, society and power: an introduction (2nd ed, pp. 75– 92). routledge. weatherall, a. (2002). gender, language and discourse. routledge. https://doi.org/10.4324/9780203988817. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 3 mulan meeting her waterloo in homeland: analysing the 2020 film from a cultural perspective aiqing wang university of liverpool aiqing.wang@liverpool.ac.uk abstract on 4 september 2020, disney released a remake of its 1998 hit animation, yet the film mulan fails to replicate its success in the chinese market this time, as reflected by its box office and online review. it is unexpected for mulan to meet her waterloo is her homeland, as the patriotic legend involving cross-dressing has been entrancing and intriguing generations of chinese people from both ends of the social spectrum via a range of media. among divergent versions of mulan narration, the poem of mulan composed circa the 5th century is the earliest and most established one, and since it has been in the school textbook for decades, the majority of chinese people’s construal of mulan is impinged upon by this work. the film mulan, however, exhibits disparate core values from the poem of mulan: the poem features filial piety and loyalty, whereas the film feminism and being true. furthermore, the film depicts mulan as a quasi-witch woman with mighty qi that cannot by wielded by females, discrepant from the poem that is void of supernatural demonstrations and interventions, impinged upon by confucian agnosticism and atheism. additionally, the film demonstrates historical and cultural details that appear to be counterfactual to chinese audiences, which is regarded as ignorance and disrespect of chinese culture. keywords: mulan, filial piety, loyalty, feminism, supernatural demonstrations i introduction among china’s rich tradition of tales and legends that have been existing for hundreds of years or even millennia, there is a well-known narration that has entranced and intrigued generations of chinese people, viz. the remarkable adventures of a female soldier hua mulan in the military realm. hua mulan cross-dresses to replace her elderly father to be conscripted in imperial troops, and after performing heroic deeds in battlefield, she rejects an official position bestowed by the emperor in favour of a family reunion (zhou 1999, huang 2000, luo 2007, ming 2008). the basic story of mulan has penetrated both ends of the social spectrum via a wide range of elite and popular genres (allen 1996, wu 2011). throughout historical periods, mulan’s tale has been portrayed in an array of versions with discrepant emphases and cultural codes, reflecting the multiplicity of identities occurring on multiple layers. the image of mulan assumes and exhibits personas in divergent versions, impinged upon by prevailing ethos and ethical values at the time of production and redactors’ artistic goals and commercial imperatives, and it is subject to readers’ projection of individual interests and ideologies. through extensive elaborations in plot, characterisation and background of distinct versions, critics have propounded a wide diversity of perspectives on the fundamental theme of mulan’s story, ranging from patriotism and filial piety to feminism and maidenly chastity (feng 2003, judge 2008: 143-86, edwards 2010, kwa and idema 2010: xiii-xxviii, yang 2018). modern english fantasising and manipulation concerning mulan embedded in chinese american culture include maxine hong kingston (tang tingting)’s autobiographical novel the woman warrior in which mulan serves as a heroic model, as well as a disney feature-length animated film in which mulan is chosen as the first chinese heroine. the woman warrior (1976) illuminates martial exploits, with an emphasis being placed on feminist impulses, explorations of life and psychology of ethnic minorities, as well as the inextricable intertwinement of ethnic identity and female identity (wong 1988, allen 1996, cook 1997, yuan 2001, feng 2003, edwards 2010, qin 2014). the 1998 disney animated adaptation emphasises individuality, whereas by means of conflating racial and gender perceptions, the iteration perpetuates orientalised stereotypes that the oriental other is effeminate and irrational (he 1999, zhang 1999, feng 2007, dong 2011: 172-173, wang 2012, yin 2014, dundes and streiff 2016, anjirbag 2018, li 2018, yang 2018). on 4 september 2020, disney released a 2-hour live-action remake of its 1998 hit animation via the streaming service in several markets. although the film mulan (henceforward film) had a gigantic budget of $200 million, it merely obtained modest sums in the united states. interestingly, the film also had a disappointing theatrical rollout in china, despite disney’s hope that the film’s story and chinese star cast would enable a box-office success in china (kavanagh and mustafa 2020, sims 2020, young mailto:aiqing.wang@liverpool.ac.uk 4 | aiqing wang lingual (vol. 13, no.1, 2022) 2020). compared with the animated version of mulan which had 7.8 out of 10 stars on douban (a popular chinese review website for books, films and music), the film only achieved 4.7. the film is described as ‘general tso’s chicken’, viz. an americanised mentality of chinese culture—the criticisms it has received are mainly regarding the ignorance and disrespect of authentic chinese culture (barnes and qin 2020, elegant 2020, reuters 2020, yau 2020). apart from the mediocre quality that fails to meet expectations of audiences and critics, the fact that due to covid-19, the film’s screening was postponed and/or moved online in several countries also contributes to its lower level of success compared to the 1998 animation (bbc news 2020, hu 2020). in this paper, i compare the 2020 film mulan with the earliest and most established version of the narrative, viz. the anonymous 木兰诗 mulan shi ‘poem of mulan’ or ‘ballad of mulan’ which was composed during the northern and southern dynasties (420-489 ad) and later included in an anthology 乐府诗集 yue fu shi ji ‘collected works of the music bureau’ compiled by guo maoqian (1041-1099) (allen 1992: 51, su 2008, wang 2017). the prominent status and well-acceptance of poem of mulan (henceforward poem) is reflected by and attributed to the fact that this work has been included in the textbook for secondary education since the republic period (1912-1949) (zhao 2019), so the majority of chinese people’s perception of mulan is profoundly impinged upon by the poem. ii core values: filial piety and loyalty vs. feminism and being true as concretisations of traditional ethos in chinese patriarchal society, the core values conveyed in the poem are filial piety reflected by mulan’s acts of joining the army in place of her father and declining imperial honours for a family reunion, as well as loyalty embodied by her patriotic credentials. the cardinal virtue of filial piety (孝xiao) is construed as the fundamental norms and essential pillar of the confucian ethical system, which serves as the anthropological source of ethically evaluative sentiments of imperial china. confucian filial piety is role-based and correlated with social identity, encompassing material and emotional aspects of not only parent-child and authority-subordination relationships, but also social structures, ethical requirements and power dynamics (ho 1986, 1994, hwang 1995, ikels 2004: 187-191, larm 2012, chen 2018, van norden 2019, yeh and bedford 2019, bedford and yeh 2020). under the palpable confucian moral codes and precepts, filial piety constructs one’s personality and personal identity and one’s service-mindedness to their superiors occupying higher positions, whose authority as resource allocators is unconditional and conceptually independent of moral excellence (yao 1995, hwang 1999, wang 2004, harbsmeier 2015). confucianism draws on early zhou (1122-221 bc) political philosophy and links filial piety in the family to loyalty (忠zhong) in the political realm (lai 2008: xiii, 24, chang and lee 2013: 14, csikszentmihalyi 2020). loyalty to the state is defined as public loyalty that is supposed to be ethically informed, even if the performance may involve openly remonstrate with or disobey the lord (yang 1999: 171, 227, maria 2017). nevertheless, if the connotation of loyalty deteriorates into blind submission to the authority of the ruler, it is referred to as private loyalty: after the han dynasty (206 bc-220 ad), china evolved into a unified empire with a stable political system, so the relationship between the sovereign and ministers became analogous to a master-servant one (liu 1982, hwang 1999, van norden 2007). apart from being perceived as dutifulness to social peers and superiors, loyalty entails conscientiousness to one’s social duties (ivanhoe 2008), as well as treating people honestly and adjudicating cases fairly (goldin 2008, sung 2018). in addition to replacing her elderly father to be conscripted and declining an official post in order to accompany her parents, mulan’s identity as a filial daughter is also inextricably intertwined with the family separation and reunion which are depicted in detail in the poem: the majority of lines (48 out of 62) are dedicated to portraying mulan’s impending departure and homesickness, her parents’ disquietude and a touching reunion with kith and kin (edwards 2010). the poem reveals that mulan’s attributes of loyalty, bravery and righteousness are inextricably intertwined with her filial piety (li 2008), and mulan’s fundamental motivation for joining the military is her overarching preoccupation to defend the country and protect her father, rather than feminism. it is noteworthy that feminism in this context denotes western feminism in a sense of pursuing political, economic and legal equality, and in terms of women’s growing autonomy and judgement of success according to values they impose on society (legates 2001: 6). the cross-dressing act in the poem by no means indicates an enthusiasm to forge new social roles for women; instead, it renders the narration entertaining, because readers are titillated and intrigued by the feasibility of mulan’s life among men in mulan meeting her waterloo in homeland: analysing the 2020 film from a cultural perspective 5 the army. moreover, the transgression of gender norms amplifies the magnitude of mulan’s devotion and determination, as it implies extreme physical and moral danger. mulan’s assumption of a malegendered military role was not interpreted as being anti-patriarchal or revolutionary until the 20th century, but even in the 20th century, mulan’s deed is still constrained by a preoccupation with the link between the imperial country and its subjects (edwards 1995, 2010, lau 2020). the film, however, emphasises being true, which is reflected by the fact that ‘true’ serves as one of three creeds ‘loyal, brave and true’ engraved on mulan’s sword, and the fact that ‘being true’ has been reiterated throughout the film. according to the witch xianniang, mulan should be herself, instead of disguising herself as ‘hua jun’, because not being true poisons her chi (example (1)). after being defeated by xianniang, mulan sees the phoenix and decides to be true (example (2)), by removing her armour and letting down her hair. (1) liar. your deceit weakens you. it poisons your chi…then you will die pretending to be something you’re not. (1:02:18-1:03:20) (2) hua jun did die, for a lie can only live so long. but mulan. mulan lived. (1:03:46-1:03:56) iii (in)supernaturalness: weaving and makeup vs. qi and witchcraft the vast majority of mythological and legendary narratives in traditional chinese folk literature are featured by supernatural demonstrations and interventions, represented by the four great folktales: 1) meng jiang nv who annihilates the great wall with her tears for grief at her husband’s decease; 2) bai suzhen who is a white snake transformed into a woman through taoist magical arts and marries an immortal; 3) zhu yingtai who turned into butterflies with her thwarted beloved after death; and 4) the goddess zhinv who is expatriated from her immortal husband and only has an annual reunion over the milky way through a bridge formed by a flock of magpies (tuohy 1991, tan 1993, lee 2005, 2008, roland 2005, brown and brown 2006: 72-75, idema 2008, 2012, lin 2009). in sharp contrast with the above-mentioned folklore heroines, mulan’s quotidian narration is void of divine elements or superpower. as a work eulogising filial piety and loyalty, the poem is comprehensively impinged upon by zeitgeist confucian ideology, the cardinal ideational scheme of which is featured by agnosticism and atheism. the confucian focus of ritual and sacrifice is placed on natural forces or historical sages through inculcating ethical values and social criticality into humanity, rather than expression of dependence on the supernatural (cohen 1992). consequently, annunciations oppugning the existence of divinities abound with the analects, e.g. 子不语怪力乱神 zi bu yu guai li luan shen ‘the subjects on which the master does not talk are strange powers and irrational deities’, 未知生, 焉知死 wei zhi sheng, yan zhi si ‘if we even don’t understand life, how could we know anything about death’, and 敬鬼神而远之, 可谓知矣 jing gui shen er yuan zhi, ke wei zhi yi ‘the wisest thing one could do is to keep a respectful distance from spirits and ghosts’ (li 2008: 247, rosker 2019: 142, author 2020). therefore, the sustained popularity of mulan in the poem is exactly attributed to the fact that her legend is regarding an ordinary mortal’s adventure by simply deviating from conventional gender norms, which renders the transformation compelling and revolutionary (kwa and idema 2010: xi). in the poem, mulan is an ordinary young woman who does domestic chores such as weaving (example (3)). it is worth mentioning that the household duty of weaving was typically linked to the conventional role of women as indispensable contributors to the grain-based, self-sufficient, and labourintensive agricultural economy (wang 2000: 58). additionally, ‘[c]ommoners produced the basic material goods necessary for human life, and within this sphere weaving was the female counterpart of tilling the soil. the elite worked with culture, wen, and within this sphere embroidery was a female counterpart of writing’ (bray 2013: 116). (3) 唧唧复唧唧, 木兰当户织。 ji ji fu ji ji, mulan dang hu zhi. ‘a sigh, a sigh, and then again a sigh—mulan was sitting at the door and weaving.’ (kwa and idema 2010: 1) furthermore, mulan’s boundary-transgressive behaviours are temporary, and her proper place is home where she can assume the proper gender identity (allen 1996). therefore, as soon as mulan returns to her hometown, she ceases cross-dressing and puts her old clothes back on, and she also 6 | aiqing wang lingual (vol. 13, no.1, 2022) dresses herself up by putting on makeup and doing the hair (4), which is the embodiment of stereotypical female mindset and norms. (4) 开我东阁门,坐我西阁床。脱我战时袍,著我旧时裳。当窗理云鬓,对镜帖花黄。 kai wo dong ge men, zuo wo xi ge chuang. tuo wo zhan shi pao, zhuo wo jiu shi chang. dang chuang li yun bin, dui jing tie hua huang. “open the gate to my pavilion on the east, let me sit down in my old western room. i will take off the dress i wore in battle; i will put on the skirt i used to wear.” close to the window she did up her hair; facing the mirror she applied makeup.’ (kwa and idema 2010: 2) nonetheless, in the film, mulan is depicted as an energetic young woman who ‘flits around rooftops chasing chickens’, as opposed to a lady who faces the mirror applying makeup in the poem. more significantly, she has chi, ‘the boundless energy of life itself’ that only ‘a son can wield’. as one of the most fundamental conceptions of chinese thought, chi, or qi 气‘vital energy’, denotes ‘spiritual matter’ that connotes the substance of life, and its conceptualisation in daoism and confucianism can be pursued in a context of spiritualism: a spiritualistic world view ascribes all things in the universe to qi (ogura 2018). qi covers fields of philosophy, religion, literature, calligraphy, painting, music, martial arts and medicine, and penetrates everyday vernacular (ames and hall 2001: 22, kim 2015: 7, 12-13). since the spring and autumn period (circa 770-476 bc), qi, as psychophysical energy, has been assumed to consist of yin (阴the receptive force) and yang (阳the active force), which are two opposing yet simultaneously complementary primordial energy constituting everything in the universe—visible and invisible, with and without form, living and nonliving, material and ideal, etc. the innovatively harmonising operations of the two modalities of the psychophysical energy qi is captured by the symbol of the great ultimate (太极taiji) illuminating a ceaseless dynamic union of complementary opposites (hwang 1999, browne 2007, wang 2012: 13-14, lee 2014: 42-45). in terms of witchcraft, in the film, it is is depicted to suffer from disdain and disapprobation, which is counterfactual. in ancient china, amuletic, divinatory and alternative magical and ritual practices and practitioners were treated with awe and reverence. for instance, in the chinese epistemological system of shamanism, shamans (巫wu) embodied a set of beliefs and religious techniques, and they were assumed to be able to cure diseases and exorcise evil as magicians (harner 1987, tong 2002); additionally, shamans mediated between heaven and earth, the former of which exerted dominion over the latter by imparting essential values, so the shamans were bestowed with supreme authority as representatives of heaven, and they thus occupied a position of rulership over the earth (knecht 2003, ogura 2018). moreover, even zhuge liang (181-234), who was the celebrated adviser to the founder of the shu-han dynasty (221-263) and construed as the incarnation of ultimate intelligence, loyalty and perseverance (chen 2007, yan 2011), was believed to possess supernatural powers (encyclopaedia britannica 2017). a specific paradigm can be drawn from 红楼梦hong lou meng (‘dream of the red chamber’ or ‘story of the stone’), a full-fledged masterpiece composed in the mid-18th century and unanimously acknowledged as the milestone and pinnacle of chinese literature, which chronicles the travails of an enormous aristocratic clan as well as its prosperity and catastrophic perishment. in chapter 25, there is an episode depicting non-mainstream, unorthodox religious practices entailing sorcery and abracadabra, which render the protagonist baoyu and his cousin ‘subjected by witchcraft to the assaults of demons’ (hawkes 1973) and trigger their paralysing stupor. the black magic is conducted deviously by an avaricious and malevolent witch who is baoyu’s ‘godmother’ yet is bribed by his father’s concubine to curse him out of animosity and covetousness. as can be seen from chapter 25 of the novel, the witch is venerated by the upper class, reflected by her close rapport with a range of aristocratic and affluent families. iv other cultural and historical details apart from core values and supernatural elements, there are other details in the film that are in defiance of chinese culture and history. 4.1 fenghuang and reincarnation in the film, mulan is told by her father that ‘the phoenix is consumed by flame and emerges again’ (0:05:18). nevertheless, 凤凰 fenghuang ‘phoenix’ in traditional chinese culture is disparate from the mulan meeting her waterloo in homeland: analysing the 2020 film from a cultural perspective 7 egyptian mythological bird phoenix that rejuvenates from ashes with renewed youth to live through another cycle (encyclopaedia britannica 2017, ayto 2020). in chinese mythology, fenghuang denotes an immortal bird whose auspicious rare appearances signify harmony and prosperity while departure boded calamity (zhang 2010, cheng 2014, yin 2015, helicon 2018). fenghuang initially entails properties of both genders, but in later descriptions it exclusively symbolises the female portion of the yin-yang principle and becomes the female counterpart of the long (龙long), viz. the chinese dragon (chen 2008, encyclopaedia britannica 2017, zhang 2018). the depiction of fenghuang first appeared in 山海经 shan hai jing ‘classic of mountains and seas’, a pre-qin (prior to 221bc) compilation of mythical geography and animals (example (5)). as can be seen from (5), fenghuang is deemed propitious, as it demonstrates the confucian virtues of righteousness, propriety, benevolence and faithfulness. it is notable that the original name of fenghuang is written as 凤皇 rather than凤凰, and in a reference book 说文解字 shuo wen jie zi complied by xu shen (58-147), the name became the latter (example (6)). in ancient classics, there is lack of record justifying that fenghuang can be consumed by flame and reemerge. (5) 有鸟焉,其状如鸡, 五采而文, 名曰凤皇, 首文曰德, 翼文曰义, 背文曰礼, 膺文曰仁, 腹文曰信。是鸟也, 饮食自然, 自歌自舞, 见则天下安宁。 you niao yan, qi zhuang ru ji, wu cai er wen, ming yue feng huang, shou wen yue de, yi wen yue yi, bei wen yue li, ying wen yue ren, fu wen yue xin. shi niao ye, yin shi zi ran, zi ge zi wu, jian ze tian xia an ning. ‘there is a pheasant-like bird with colourful feathers, which is called fenghuang. there are characters on its body: “virtue” on the head, “righteousness” on the wing, “propriety” on the back, “benevolence” on the chest, and “faithfulness” on the stomach. this bird consumes natural food and water and dances and sings on its own; its presence augurs world-wide peace.’ (shan hai jing: nan shan jing) (6) 凤, 神鸟也。…出于东方君子之国, 翺翔四海之外…见则天下大安宁。 feng, shen niao ye…chu yu dong fang jun zi zhi guo, ao xiang si hai zhi wai…jian ze tian xia da an ning. ‘feng, the divine bird…it was born in the oriental kingdom of gentlemen and flies beyond four oceans…its presence augurs grand world-wide peace.’ it is worth mentioning that in chinese mythology, for instance, as recorded in shan hai jing (7-8), there are indeed birds that are believed to be able to resist fire, yet they are by no means fenghuang. (7) 曰小华之山…鸟多赤鷩, 可以御火。 yue xiao hua zhi shan…niao duo chi bi, ke yi yu huo. ‘there is a mountain called xiaohua...most birds there are chibi which can resist fire.’ (shan hai jing: xi shan jing) (8) 曰翠山...其多鸓, 其状如鹊, 赤黑而两首四足, 可以御火。 yue cui shan...qi duo lei, qi zhuang ru que, chi hei er liang shou si zu, ke yi yu huo. ‘there is a mountain called cui…there are many lei that look like magpies; these black birds have two heads and four feet and can resist fire.’ (shan hai jing: xi shan jing) there is no denying the fact that currently in china, fenghuang is sometimes wrongly linked to rebirth and reincarnation. this misperception, however, is attributed to a poem entitled 凤凰涅槃 fenghuang niepan (‘nirvana of the phoenix’) from a poetry collection 女神nvshen ‘goddess’ composed by 郭沫若 guo moruo (1892-1978), one of the vanguards of modern chinese poetry, in 1921. under the background of the literary revolution in early 20th-century china, the height of which is marked by the may fourth movement in 1919, guo’s epoch-making collection embodies an allimportant evolutionary narrative of a chinese revolutionary nation building expressed by the new culturalists. as the most thematically emblematic work that typifies the collection and the spirit of the may fourth movement, nirvana of the phoenix emphatically conveys intellectuals’ revolutionary spirit and optimism, as well as their aspirations to regenerate their homeland (he 1983: 442-443, zhou 1987): its theme ensures that the born-again birds feng and huang can bring regeneration of the world with 8 | aiqing wang lingual (vol. 13, no.1, 2022) them, and as long as one practices differentiating (from the multitude) self-discipline, transcendence in death can be realised (chen 2006, zheng 2012). that is to say, in nirvana of the phoenix, the image of the chinese fenghuang is impinged upon by the egyptian phoenix, and fenghuang’s characteristic concerning regeneration is merely an embodiment of the author’s artistic imagination and cultural and political aspirations. owing to the wide-ranging and profound influence of guo moruo and the new culture movement, along with china’s urgent need for such a positive and optimistic metaphor in the early 20th century, fenghuang’s representation of regeneration has become established as a novel cultural allusion. 4.2 matchmaking and face the film’s misrepresentation of chinese culture can be indicated by an episode regarding a matchmaker. in the film, after mulan fails to behave well in front of a matchmaker who is arranging a marriage for her, the matchmaker castigates mulan in front of a whispering crowd as being ‘[d]ishonour to the hua family’ and proclaims that her family ‘have failed to raise a good daughter’. nevertheless, i propound that in a chinese context, such an act of public censure would be hard to accept for chinese audiences, as it would be regarded as face-threatening. face conceptualisation is correlated with positively valued social attributes (goffman 1967), respectability and/or deference (ho 1976), public self-image (brown and levinson 1987), due recognition to other’s social status and achievement (mao 1994), interpersonal identity of individuals in communication (scollon and scollon 1995), etc. saving face entails avoiding or reducing face threats via verbal and behavioural strategies, and face enhancement is a politeness strategy for reducing face threat; face attack and face loss, on the contrary, are associated with failure to engage in face-saving conduct (culpeper 1996, 2008, 2011, 2012, bravo 2008). the concept of face in a chinese context is embedded in the confucian ethos of shame and social harmony (fang 1999, dong and lee 2007), and it is comprised of two distinguishable criteria, viz. 面子mianzi and 脸lian (hu 1944, haugh 2005, gao 2009, he and zhang 2011: 2369, chang and haugh 2013). given the collectivistic cultural background, integrating and non-confrontational styles of interaction as well as obliging and avoidance conflict management approaches are more embraced in china. consequently, chinese people are more other-face oriented than their counterparts impinged upon by individualistic cultures who place more emphasis on the self-face (ting-toomey 1988, tingtoomey et al 1991). when engaged in social interaction, chinese people adopt face and politeness strategies as social practice to preserve hierarchical order and solidarity (pan 2000: 149), and they tend to conduct more indirect and other-face concern conflict acts and display avoiding, obliging and passive aggressive facework tactics (ting-toomey and kurogi 1998, ting-toomey and oetzel 2001, tingtoomey 2005, 2009, 2012). therefore, casting aspersions on someone and their family does not comply with the chinese conceptualisation of face. furthermore, in the film, the matchmaker’s preaching about the virtues of being a good wife is counterfactual, in that matchmakers in the feudal society were not expected to assume duties other than arranging marriages (fang 1997, wu 1998). 4.3 restrictions on women and conduct of rulers the film’s misrepresentation of traditional chinese culture can be manifested by two examples: aristocratic women are depicted to socialise with their male counterparts, without being restricted by gender segregation; the emperor is depicted to engage in a duel himself, defying the conventional ethos of rulers. both examples concerning the ruling class contradict with traditional chinese culture. to be more specific, one example is that a scene in the film depicts aristocratic women walking around in the royal palace with sun umbrellas, and in the background male officials can be seen as well. similarly, towards the end of the film, when the emperor offers mulan an official position in the imperial guard, soldiers and some gloriously dressed, aristocrat-like women gather in the same hall. in the pre-modern patriarchal society, civilised and respectable women were restricted from freedom of movement out of inner chambers, in that according to ethic-religious confucian precepts, the proper place for women was in the home, where they were obliged to fulfil societal and familial responsibilities of upbringing and educating offspring, so women’s travelling, especially unaccompanied one, was deemed improper or illegal (adler 2006, li 2015, liu 2016, wang 2019). these creeds eventually led to the misogynistic practice of foot binding that originated among the upper class in the tang dynasty (618-907) and proliferated to most social classes by the qing era (1644-1912), so as to ensure seclusion that was evaluated as being morally superior to gender mingling (ebrey 1993: ko 2001: 32-42, 199, 2005: 1-2, pitts-taylor 2008: 200-204). furthermore, orthodox institutions forbade mulan meeting her waterloo in homeland: analysing the 2020 film from a cultural perspective 9 sexual or even social contact between two genders, and aristocratic women were forced into isolation from public affairs and communication with non-familial males, thereby preventing damage of female chastity (mcmahon 1987, edwards 1990, theiss 2004: 13-14). a quintessential embodiment of the patriarchal repression on women was the cult of chastity that had been prevailing since the yuan dynasty (1279-1368): widows were extolled for committing suicide upon their husbands’ decease, and ceremonial arches and shrines were constructed for married and unmarried chastity martyrs who committed suicide to protect their chastity (waltner 1981, 1996, mann 2002, theiss 2002, smith 2008: 358, fei 2012). the other example is that in the film, the emperor decides to kill the khan with his ‘own hands’ in a duel, so later he is ambushed and abducted. in china’s first military masterpiece 孙子兵法 sunzi bing fa ‘the art of war’ composed between 400 and 320 bc, which captures the ‘essence of wisdom on the conduct of war’ (hart 1963: v, luo and zhang 2018, joshi 2019), the general perspective and attitude towards warfare lie in prudence in waging war (慎战shen zhan) and victory without battle (不战而胜bu zhan er sheng). the author sun tzu also emphasised the significance of wisdom for a competent military general by stating it as the foremost virtue: ‘a general is wise, trustworthy, benevolent, brave and disciplined’ (将者, 智, 信, 仁, 勇, 严也 jiang zhe, zhi, xin, ren, yong, yan ye) (li and young 2017). therefore, the emperor’s duel does not conform to conventional ethos of sagacious rulers, as the most revered ones are adulated for 运筹帷幄之中, 决胜千里之外 yunchou weiwo zhizhong, juesheng qianli zhiwai ‘devising strategies within a command tent to obtain decisive victories thousands of miles away’. 4.4 tulou, couplets and rabbits in the film, mulan’s family live in a massive multi-storey house built along an inward-looking, circular floor plan around a central open courtyard with only one entrance, which is called tulou (土楼 ‘earth building’). tulou was for defence purposes, housing a whole clan of hundreds of hakka migrants driven by war and conflicts (unesco 2008, huang and dai 2009, zhou and dong 2015). significantly, tulou originated during the song dynasty (960-1279) and was located in the southeast coastal area, i.e. fujian and guangdong provinces (huang 2003: 221, you 2010, xinhua 2019). nonetheless, it is generally agreed that the legend of mulan occurred in the northern wei dynasty (386-534) which was located in north china (edwards 2010, kwa and idema 1010: vii). in the poem, there is a line indicating that mulan’s home is located hours away by horse from the yellow river (9), but the yellow river is at least 1,500 kilometres away from fujian or guangdong province, where the tulou in the film can be found. that is to say, it is counterfactual for mulan to live in a tulou both temporally and geographically. (9) 旦辞爷娘去, 暮宿黄河边。 dan ci ye niang qu, mu su huang he bian. ‘at dawn she said good-bye to her dear parents, at night she rested by the yellow river.’ (kwa and idema 2010: 1) it is noteworthy that a pair of antithetical couplets (对联duilian) are attached to the sides of the matchmaker’s door. if the film manages to accord with the correct order to arrange the anterior and posterior lines, namely, from right to left, then the couplet is in (10). as can be seen, example (10) fails to comply with institutions of couplet composition: 1) the posterior line must not reuse characters employed in the anterior line; 2) characters in corresponding positions of two lines must share the identical lexical category and have related or opposite meanings; 3) the tone pattern of one line must be the inverse of the other, adhering to level-oblique (平仄ping-ze) patterns (huang 2004, chen 2012, wang 2010). to be more specific, the two lines in example (10) share repeated characters, and they fail to ensure lexical matches and tonal correspondence. (10) 愿天下有情人终成眷属 yuàn tiānxià yǒuqíngrén zhōng chéng juànshǔ wish world lover eventually become couple 望世间眷属全是有情人 wàng shìjiān juànshǔ quán shì yǒuqíngrén 10 | aiqing wang lingual (vol. 13, no.1, 2022) hope world couple all be lover ‘wishing all lovers in the world eventually become couples; hoping all couples in the world are lovers.’ in the film, there is a scene in which mulan tells her family about two rabbits (11), which i presume is to allude to the last verse of the poem pertaining to the indistinguishability between bucks and does, as shown in example (12). (11) black wind and i rode alongside two rabbits running side by side. i think one was a male, one was a female. but you know, you can’t really tell when they’re running that fast. (12) 雄兔脚扑朔, 雌兔眼迷离; 双兔傍地走, 安能辨我是雄雌? xiong tu jiao pu shuo, ci tu yan mi li; shuang tu bang di zou, an neng bian wo shi xiong ci? ‘the male hare wildly kicks its feet; the female hare has shifty eyes, but when a pair of hares runs side by side, who can distinguish whether i in fact am male or female?’ (kwa and idema 2010: 3) there is no denying the fact the film is faithful to the poem in this sense, but it fails to demonstrate the cultural connotation implied in the verse. in ancient china, there was a well-established misconstrual concerning the reproduction of rabbits. according to an atheistic book 论衡 lun heng composed in the eastern han (25-220), rabbits are asexually reproduced via their mouths, as shown in example (13). this misconception was still held by ordinary people during the qing era, and only intellectuals such as the author of 诗识名解 shi zhi ming jie reprimanded such a misperception recorded in 博物志 bo wu zhi (232-300), as shown in example (14). owing to rabbits’ presumed uniqueness in terms of reproduction, the dedicated patron-god of homosexuals in pre-modern china was called the god of rabbits, as recorded in a book entitled 子不语 zi bu yu by yuan mei (1716-1797) (vitiello 1992, szonyi 1998, stevenson and wu 2013: 254). therefore, rabbits used to indicate homosexuality in literary works, such as a novella entitled 兔孕 tu yun ‘rabbit pregnancy’ composed in 1791, which is categorised into the genre of 志怪 zhiguai (‘accounts/records of miraculous paranormality and anomalies’) (chiang 2005: 12-13) and features the (pretended) childbearing and childbirth of a male homosexual assuming the uke (bottom) role. (13) 兔吮毫而怀子, 及其子生, 从口而出。 tu shun hao er huai zi, ji qi zi sheng, cong kou er chu. ‘rabbits suck fur and become pregnant; they give birth to progenies through mouths.’ (lun heng: qi guai) (14) 博物志云, 兔无雄, 望月而孕, 口中吐子, 故谓之兔, 此诳语也。 bo wu zhi yun, tu wu xiong, wang yue er yun, kou zhong tu zi, gu wei zhi tu, ci kuang yu ye. ‘according to bo wu zhi, all rabbits are female and they become pregnant by staring at the moon, and they are named because of the characteristic of giving birth to progenies through mouths. this is a lie.’ (shi zhi ming jie) v conclusion in this paper, i investigate the reasons why the 2020 film mulan fails to gain popularity among chinese audiences, by means of comparing the film with the poem of mulan from a cultural perspective. first and foremost, the core values expressed in the poem are filial piety and loyalty, as reflected by mulan’s acts of replacing her father to be conscripted, as well as the family separation and reunion. the film, however, focuses on the significance of being true in a feminist sense. moreover, the film is discrepant from the poem in terms of supernatural elements. in the poem, which is void of divine or magical aspect, mulan is depicted as an ordinary young woman who weaves and wears makeup, which renders her epic of joining the military and deviating from conventional gender norms particularly compelling and revolutionary. nonetheless, the film demonstrates a variety of supernatural demonstrations and interventions, including milan’s qi that empowers her yet cannot be wielded by her gender, which is in breach of the confucian ideology regarding agnosticism and atheism. as for witchcraft abhorred in the film, it was treated with awe and reverence in pre-modern china. mulan meeting her waterloo in homeland: analysing the 2020 film from a cultural perspective 11 the film also demonstrates other details that do not accord with chinese culture or history. the phoenix accompanying mulan in the film is believed to be able to re-emerge after being consumed by flame, whereas fenghuang in traditional chinese culture has never been associated with rebirth. another scene that is alien to chinese audiences is the matchmaker’s sharp rebuke for mulan and her family in public, which is deemed as face-threatening and hence refrained in the collectivist context featured by other-face-oriented, non-confrontational styles of interaction. additionally, the inter-gender mingling, and the emperor’s duel do not adhere to the upper-class ethos in a feudal context. other details such as tulou, couplets and rabbits also reflect the film’s lack of understanding of authentic chinese culture. in terms of the rationale behind such a discrepancy, being it intentional or unintentional, it is worth exploring in future research. references adler, joseph a. (2006). daughter/wife/mother or sage/immortal/bodhisattva? women in the teaching of chinese religions. asianetwork exchange 11-16. allen, joseph r. (1992). in the voice of others: chinese music bureau poetry. ann arbor: center for chinese studies, university of michigan. allen, joseph r. (1996). dressing and undressing the chinese woman warrior. positions 4.2: 343-379. ames roger t. and david l. hall. (2001). focusing the familiar: a translation and philosophical interpretation of the zhongyong. honolulu: university of hawaii press. anjirbag, michelle anya. (2018). mulan and moana: embedded coloniality and the search for authenticity in disney animated film. social sciences 7. 230. 10.3390/socsci7110230. altenburger, roland. (2005). is it clothes that make the man?: cross-dressing, gender, and sex in pretwentieth century zhu yingtai lore. asian folklore studies 64: 165-205. ayto, john. (2020). phoenix. the oxford dictionary of idioms. https://www-oxfordreferencecom.ezproxy.lancs.ac.uk/view/10.1093/acref/9780198845621.001.0001/acref-9780198845621e-3670?rskey=hfk7vf&result=2081. barnes, brooks and amy qin. (2020). disney wanted to make a splash in china with ‘mulan.’ it stumbled instead. new york times. 15 september 2020. https://cn.nytimes.com/business/20200915/disney-mulan-china/dual/. bbc news. (2020).《花木兰》中国上映, 水土不服和争议不断让其口碑折戟 hua mulan zhongguo shangying, shuitubufu he zhengyi buduan rang qi koubei zheji [mulan is filmed in china but receives criticism and controversy]. bbc news. 14 september 2020. https://www.bbc.com/zhongwen/simp/chinese-news-54145676. bedford, olwen and kuang-hui yeh. (2019). the history and the future of the psychology of filial piety: chinese norms to contextualized personality construct. frontiers in psychology. https://doi.org/10.3389/fpsyg.2019.00100. bravo, diana. (2008). (im)politeness in spanish-speaking socio-cultural contexts: introduction. pragmatics 18.4: 563-576. bray, francesca. (2013). technology and gender: fabrics of power in late imperial china. london: routledge. brown, ju and john brown. (2006). china, japan, korea: culture and customs. charleston: booksurge publishing. brown, penelope and stephen c. levinson. (1987). politeness: some universals in language usage. cambridge: cambridge university press. cameron, browne. (2007). taiji variations: yin and yang in multiple dimensions. chaos and graphics 31.1: 142-146. chang, chi-yun and orient lee. (2013). confucianism: a modern interpretation. hangzhou: zhejiang university press. chang, wei-lin melody and michael haugh. (2013). ‘face’ in taiwanese business interactions: from emic concepts to emic practices. in chinese discourse and interaction: theory and practice, eds. yuling pan and daniel z. kádár, 126-150. london: equinox. chen, guang. (2012). tantao duilian yishu, jicheng he fazhan duilian wenhua [disguising the art of couplets and promoting and developing the couplet culture]. youth literator 14. chen, lai. (2018). historical and cultural features of confucianism in east asia. in confucianisms for a changing world cultural order, eds. roger t. ames and peter d. hershock, 102-111. honolulu: university of hawaii press. 12 | aiqing wang lingual (vol. 13, no.1, 2022) chen, li. (2006). shengming shengdian de chengzuikuanghuan [intoxication in the carnival of life]. in guo moruo zuopin duoyuanhuajiedu [pluralist interpretations of guo moruo’s major works], eds. li chen and xiaocun chen, 8-24. chengdu: sichuan university press. chen, qiong. (2008). phoenix yu fenghuang zai zhongxin wenhua zhong chayi de yan jiu [analysis of the differences between phoenix and fenghuang in chinese and western cultures]. journal of the huebi open university 28.8: 116-117. chen, tianran. (2007). tan zhuge liang xingxiang de suzao dui xiezuo de yidian qishi [the inspiration of the creation of zhuge liang’s image on writing skills]. journal of fujian normal university 04. cheng, qian. (2014). zhuqie de xingcheng yu fenghuang de hunxiao [the formation of zhuqie and its confusion with fenghuang]. academic exploration 09: 133-136. chiang, sing-chen lydia. (2005). collecting the self: body and identity in strange tale collections of late imperial china. leiden; boston: brill. cohen, myron l. (1992). religion in a state society: china. in asia: case studies in the social sciences, ed. myron l. cohen, 17-31. new york: m. e. sharpe, inc. cook, rufus. (1997). cross-cultural wordplay in maxine hong kingston's china men and the woman warrior. melus 22. 4: 133-146. csikszentmihalyi, mark. (2020). confucius. in stanford encyclopedia of philosophy, ed. edward n. zalta. https://plato.stanford.edu/entries/confucius/. culpeper, jonathan. (1996). towards an anatomy of impoliteness. journal of pragmatics 25.3: 349-367. culpeper, jonathan. (2008). reflections on impoliteness, relational work and power. in impoliteness in language: studies on its interplay with power in theory and practice, eds. derek bousfield and miriam a. locher, 17-44. berlin, new york: mouton de gruyter. culpeper, jonathan. (2011). impoliteness: using language to cause offence. cambridge: cambridge university press. culpeper, jonathan. (2012). (im)politeness: three issues. journal of pragmatics 44.9: 1128-1133. dong, lan. 2011. mulan’s legend and legacy in china and the united states. philadelphia: temple university press. dong, qiumin and yu-feng l. lee. (2007). the chinese concept of face: a perspective for business communicators. journal of business and society 20: 204-216. dundes, lauren and madeline streiff. (2016). reel royal diversity? the glass ceiling in disney’s mulan and princess and the frog. societies 6 (4): 35. ebrey, patricia buckley. (1993). the inner quarters: marriage and the lives of chinese women in the sung period. berkeley: university of california press. edwards, louise. (1990). women in honglou meng. prescriptions of purity in the femininity of qing dynasty china. modern china 16.4: 407-429. edwards, louise. (1995). women warriors and amazons of the mid qing texts jinghua yuan and honglou meng. modern asian studies 29.2: 225-255. edwards, louise. (2010). transformations of the woman warrior hua mulan: from defender of the family to servant of the state. nan nü 1: 175-214. elegant, naomi xu. (2020). disney tailored ‘mulan’ for china. it still ‘never had a chance’ at the mainland box office. fortune. 20 september 2020. https://fortune.com/2020/09/20/disneymulan-2020-china-box-office-flop/. encyclopaedia britannica. (2017). fenghuang. britannica concise encyclopedia. britannica digital learning. http://ezproxy.lancs.ac.uk/login?url=https://search.credoreference.com/content/entry/ebconcise/f enghuang/0?institutionid=3497. encyclopaedia britannica. (2017). phoenix. britannica concise encyclopedia. britannica digital learning. http://ezproxy.lancs.ac.uk/login?url=https://search.credoreference.com/content/entry/ebconcise/ phoenix/1?institutionid=3497. encyclopaedia britannica. (2017). zhuge liang. britannica concise encyclopedia. britannica digital learning. http://ezproxy.lancs.ac.uk/login?url=https://search.credoreference.com/content/entry/ebconcise/ zhuge_liang/0?institutionid=3497. fang, chuan. (1997). zhongguo lishi shang de guanmei zhidu [the official matchmaker system in chinese history]. cultural and historical knowledge 01. mulan meeting her waterloo in homeland: analysing the 2020 film from a cultural perspective 13 fang, tony. (1999). chinese business negotiating style. thousand oaks: sage publications. fei, siyen. (2012). writing for justice: an activist beginning of the cult of female chastity in late imperial china. the journal of asian studies 71.4: 991-1012. feng, lan. (2003). the female individual and the empire: a historicist approach to mulan and kingston’s woman warrior. comparative literature 55.3: 229-245. feng, yanmei. (2007). disini donghuaoian zhong de hua mulan xingxiang jiedu [analysis of the image of hua mulan in disney’s animated film]. movie review 14. frankel, han h. (1976). the flowering plum and the palace lady: interpretations of chinese poetry. new haven: yale university press. gao, ge. (2009). face and self in chinese communication. in face, communication and social interaction, eds. francesca bargielachiappini and michael haugh, 175-191. london: equinox. goffman, erving. (1967). interaction ritual: essays on face-to-face behaviour. new york: pantheon. goldin, paul r. (2008). when zhong 忠 does not mean ‘loyalty’. dao 7: 165-174. harbsmeier, christoph. (2015). on the nature of early confucian classical chinese discourse on ethical norms. journal of value inquiry 49: 517-541. harner, michael. (1987). the ancient wisdom in shamanic cultures. in shamanism: an expanded view of reality, ed. shirley nicholson, 3-16. wheaton: theosophical publishing house. hart, liddell. (1963). foreword. sun tzu: the art of war. translated by samuel. b. griffith. new york, oxford: oxford university press. haugh, michael. (2005). what does ‘face’ mean to the japanese? understanding the import of ‘face’ in japanese business interactions. in asian business discourse(s), eds. francesca bargielachiappini and maurizio gotti, 211-239. bern: peter lang. hawkes, david. trans. (1973). the story of the stone. middlesex: penguin books. he, mingyuan and shaojie zhang. (2011). re-conceptualizing the chinese concept of face from a facesensitive perspective: a case study of a modern chinese tv drama. journal of pragmatics 43.9: 2360-2372. he, qifang. (1983). shige xinshang [poetry and its appreciation]. he qifang wenji [the collected works ofhe qifang. beijing: people’s literature publishing house. he, zhongshun. (1999). what does the american mulan look like? chinese sociology & anthropology 32:2: 23-24. helicon. ed. (2018). phoenix. the hutchinson unabridged encyclopedia with atlas and weather guide. http://ezproxy.lancs.ac.uk/login?url=https://search.credoreference.com/content/entry/heliconhe/ phoenix/0?institutionid=3497. ho, david. (1976). on the concept of face. the american journal of sociology 81.4: 867-884. ho, david. (1986). chinese patterns of socialization: a critical review. in the psychology of the chinese people, ed. michael harris bond, 1-37. hong kong: oxford university press. ho, david. (1994). filial piety, authoritarian moralism, and cognitive conservatism in chinese societies. genetic, social, and general psychology monographs 120: 347-365. hu, guangxin. (2020).《花木兰》《信条》再延期 hua mulan xintiao zai yanqi [the screening of mulan and tenet has been delayed again]. yangcheng evening news. 29 june 2020. http://www.xinhuanet.com/ent/2020-06/29/c_1126170438.htm. hu, hsien chin. (1944). the chinese concept of ‘face’. american anthropologist 46: 45-64. huang, hanmin. (2003). fujian tulou: zhongguo chuantong minju de guibao [fujian tulou: the heritage of chinese traditional residential houses]. beijing: shenghuo dushu xinzhi sanlian shudian. huang, li. (2000). mulan wenhua chutan [a study on mulan culture;]. wuhan wenbo 36. 2: 16-21. huang, lianhui and zhijian dai. (2009). minxi kejia minju de xingtai chengyin qianxi [analysis of reasons of forming the configuration of civil residence of hakka in western fujian]. fujian architecture & construction 03. huang, zekui. (2004). duilian wenhua puji qianshi [knowledge of the couplet culture]. minjian duilian gushi 01. hwang, kwang-kuo. (1995). knowledge and action: a social psychological interpretation of chinese cultural tradition. taipei: psychological publishers. hwang, kwang-kuo. (1999). filial piety and loyalty: two types of social identification in confucianism. asian journal of social psychology 2: 163-183. idema, wilt. l. trans. (2008). meng jiangnü brings down the great wall. ten versions of a chinese legend. washington: university of washington press. 14 | aiqing wang lingual (vol. 13, no.1, 2022) idema, wilt. l. (2012). old tales for new times: some comments on the cultural translation of china’s four great folktales in the twentieth century. taiwan journal of east asian studies 9.1: 25-46. ikels, charleotte. (2004). filial piety: practice and discourse in contemporary east asia. stanford, ca: stanford university. ivanhoe, philip. (2008). the ‘golden rule’ in the analects. in confucius now: contemporary encounters with the analects, ed. david edward jones, 81-107. chicago: open court. joshi, akshay. (2019). strategic wisdom from the orient: evaluating the contemporary relevance of kautilya’s arthashastra and sun tzu’s art of war. strategic analysis 43.1: 54-74. kavanagh, joanne and tanyel mustafa. (2020). when is mulan released on disney+ uk ? the sun. 04 sep 2020. https://www.thesun.co.uk/tvandshowbiz/11087778/mulan-disney-plus-2020-ukrelease-date-uk/. kim, jung-yeup. (2015). zhang zai’s philosophy of qi: a practical understanding. london: lexington books. knecht, peter. (2003). aspects of shamanism: an introduction shamans. in shamans in asia, eds. clark chilson and peter knecht, 1-30. london, new york: taylor & francis group. ko, dorothy. (2001). every step a lotus: shoes for bound feet. berkeley: university of california press. ko, dorothy. (2005). cinderella’s sisters: a revisionist history of footbinding. berkeley: university of california press. kwa, shiamin and wilt l. idema. (2010). mulan: five versions of a classic chinese legend, with related texts. indianapolis: hackett publishing company. lai, karyn l. (2008). an introduction to chinese philosophy. cambridge: cambridge university press. larm, jackie. (2012). confucianism. in encyclopedia of global studies, eds. helmut k. anheier, mark juergensmeyer and victor faessel, 266-269. thousand oaks, ca: sage reference. lau, jessie. (2020). who is the real mulan? the diplomat. 04 september 2020. https://thediplomat.com/2020/09/who-is-the-real-mulan/. lee, haiyan. (2005). tears that crumbled the great wall: the archaeology of feeling in the may fourth folklore movement. journal of asian studies 64.1: 35-65. lee, haiyan. (2008). meng jiangnü and the may fourth folklore movement. in meng jiangnü brings down the great wall: ten versions of a chinese legend, ed. wilt l. idema, 24-41. seattle: university of washington press. lee, hyo-dong. (2014). spirit, qi, and the multitude: a comparative theology for the democracy of creation. new york: fordham university press. legates, marlene. (2001). in their time: a history of feminism in western society. new york and london: routledge. li, jing. 2018. retelling the story of a woman warrior in hua mulan (花木兰, 2009): constructed chineseness and the female voice. marvels & tales 32.2: 362387. li, mengyun. (2015). lvxing gushi: kongjian jingyan yu wenxue biaoda [stories of travelling: space experience and literary expression]. beijing: people’s literature publishing house. li, peter ping and monsol young. (2017). how to approach the ancient chinese wisdom? a commentary concerning sun tzu’s the art of war. management and organization review 13.4: 913-920. li, zehou. (2008). shiyong lixing yu leguan wenhua [pragmatic reason and a culture of pleasure]. beijing: shenghuo dushu xinzhi sanlian shudian. lin, jifu. (2009). minjian chuanshuo [folk legend]. in minjian wenxue jiaocheng [textbook of folk literature], eds. shouhua liu and jianxian chen, 49-63. wuhan: central china normal university press. liu, c. y. (1982). public and private: ethical implications of loyalty. in the way of heaven and the way of humanity, ed. c. j. huang, 171-207. taipei: lien-jin publisher. liu, suping. (2016). zhuiqiu yu kangzheng: wan ming zhishi nvxing de shehui jiaowang [pursuit and fight: the social interaction of female intellectuals in late ming]. zhengzhou: zhengzhou university press. luo, tian and meifang zhang. (2018). reconstructing cultural identity via paratexts: a case study on lionel giles’ translation of the art of war. perspectives 26.4: 593-611. luo, yanqiu. (2007). mulan xingxiang zai wenxue jieshou zhong de yanbian [the evolution of mulan’s image in the literature history]. journal of mudanjiang college of education 102. 2: 3-4. mulan meeting her waterloo in homeland: analysing the 2020 film from a cultural perspective 15 mann, susan. (2002). grooming a daughter for marriage: brides and wives in the mid-qing period. in chinese femininities/chinese masculinities: a reader, eds. susan brownell and jeffery wasserstrom, 93-119. london: university of california press. mao, luming robert. (1994). beyond politeness theory: ‘face’ revisited and renewed. in selected readings in pragmatics, eds. z. he, 595-644. shanghai: shanghai foreign language teaching press. maria, joseph emmanuel d. sta. (2017). shu and zhong as the virtue of the golden rule: a confucian contribution to contemporary virtue ethics. an international journal of the philosophical traditions of the east 27.2: 110-111. mcmahon, keith. (1987). eroticism in late ming, early qing fiction: the beauteous realm and the sexual battlefield. t’oung pao 73 (4/5): 217-264. ming, deyun. (2008). mulan kao [study of mulan]. in mulan wenhua [mulan culture], ed. the research society for mulan culture, 9-14. beijing: jiefangjun wenyi chubanshe. ogura, kizo. (2018). animism and spiritualism: the two origins of life in confucianism. in confucianisms for a changing world cultural order, eds. roger t. ames and peter d. hershock, 112-127. honolulu: university of hawaii press. pan, yuling. (2000). politeness in chinese face-to-face interaction. stamford: ablex. pitts-taylor, victoria. ed. (2008). cultural encyclopedia of the body. westport, london: greenwood press. qin, liyan. (2014). the nightmarish and fantastic china in the woman warrior. canadian review of comparative literature 41(3): 313-322. reuters. (2020). exclusive: china bars media coverage of disney's 'mulan' after xinjiang backlashsources. reuters. 10 september 2020. https://www.reuters.com/article/us-film-mulan-chinaexclusive-iduskbn2611fp. rosker, jana s. (2019). following his own path: li zehou and contemporary chinese philosophy. albany: suny press. scollon, ron and suzanne wong scollon. (1995). intercultural communication. oxford: blackwell. sims, david. (2020). the failure of mulan is more bad news for hollywood. the atlantic. 22 september 2020. https://www.theatlantic.com/culture/archive/2020/09/mulan-box-officepandemic/616433/. smith, bonnie g. ed. (2008). the oxford encyclopedia of women in world history. oxford: oxford university press. stevenson, mark and cuncun wu. (2013). homoeroticism in imperial china: a sourcebook. new york: routledge. su, jui-lung. (2008). shi poetry: music bureau poems (yuefu). in how to read chinese poetry: a guided anthology, ed. zong-qi cai, 84-102. new york: columbia university press. sung, winne. (2018). zhong in the analects with insights into loyalty. in confucianisms for a changing world cultural order, eds. roger t. ames and peter d. hershock, 175-196. honolulu: university of hawaii press. szonyi, michael. (1998). the cult of hu tianbao and the eighteenth-century discourse of homosexuality. late imperial china 19.1: 1-25. tan, daxian. (1993). zhongguo chuanshuo gaishu [introduction to chinese folklore legends]. taipei: guanya shuju. theiss, janet. m. (2002). femininity in flux: gendered virtue and social conflict in the mid-qing courtroom. in chinese femininities/chinese masculinities: a reader, eds. susan brownell and jeffery wasserstrom, 47-66. berkeley: university of california. theiss, janet. m. (2004). disgraceful matters: the politics of chastity in eighteenth-century china. berkeley: university of california. ting-toomey, stella. (1988). intercultural conflicts: a face-negotiation theory. in theories in intercultural communication, eds. young yun kim and william b. gudykunst, 213-235. newbury park, ca: sage. ting-toomey, stella. (1994). managing intercultural conflict effectively. in intercultural communication: a reader, eds. larry samovar and richard porter, 360-372. belmont, ca: wadsworth. ting-toomey, stella. (2005). the matrix of face: an updated face-negotiation theory. in theorizing about intercultural communication, ed. william b. gudykunst, 71-92. thousand oaks, ca: sage. 16 | aiqing wang lingual (vol. 13, no.1, 2022) ting-toomey, stella. (2009). facework collision in intercultural communication. in face, communication and social interaction, eds. francesca bargiela-chiappini and michael haugh, 227-249. london: equinox. ting-toomey, stella. (2012). understanding intercultural conflict: multiple theoretical insights. in the routledge handbook of language & intercultural communication, ed. jane jackson, 279-295. new york: routledge. tong, enzheng. (2002). magicians, magic, and shamanism in ancient china. journal of east asian archaeology 4.1: 27-73. ting-toomey, stella, ge gao, paula trubisky and zhizhong yang. (1991). culture, face maintenance, and styles of handling interpersonal conflict: a study in five cultures. international journal of conflict management 2.4: 275-296. ting-toomey, stella and atsuko kurogi. (1998). facework competence in intercultural conflict: an updated face-negotiation theory. international journal of intercultural relations 22.2: 187-225. ting-toomey, stella and john oetzel. (2001). managing intercultural conflict effectively. thousand oaks, ca: sage. tuohy, sue. (1991). cultural metaphors and reasoning: folklore scholarship and ideology in contemporary china. asian folklore studies 50: 189-220. unesco. (2008). fujian tulou. unesco. https://whc.unesco.org/en/list/1113/. van norden, bryan. (2007). virtue ethics and consequentialism in early chinese philosophy. new york: cambridge university press. van norden, byran. (2019). mencius. in stanford encyclopedia of philosophy, ed. edward n. zalta. https://plato.stanford.edu/entries/mencius/. waltner, ann. (1981). widows and remarriage in ming and early qing china. women in china: current directions in historical scholarship 8.3: 129-146. waltner, ann. (1996). recent scholarship on chinese women. signs 21.2: 410-428. wang, huibin. (2017). zhongguo yuefushi piping shi [history of critics on collected works of the music bureau in china]. wuhan: wuhan university press. wang, ping. (2000). aching for beauty: footbinding in china. minneapolis: university of minnesota press. wang, robin. r. (2012). yinyang: the way of heaven and earth in chinese thought and culture. cambridge: cambridge university press. wang, shunping. (2019). nvzi youxing: hong lou meng de guige youli xushi yu ‘haishang’ xin yihan [women’s travelling: female travelling narration and the new meaning of ‘sea’ in dream of the red chamber]. taipei: hyread. wang, xianghua. (2010). zhongguo duilian wenhua de fanyi yu chuanbo [the translation of chinese couplet culture]. shidai wenxue 10. wang, xin. (2012). wenhua chayi yu renwu suzao—cong dianying hua mulan qianxi disini donghuapian zhong de mulan [cultural difference and character creation: analysing the image of mulan in the disney’s animated film hua mulan]. movie literature 06. wang, yunping. (2004). zaoqi rujia pinde lunlixue yu xiao de [early confucian moral ethics and the value of filial piety]. confucius studies 4: 55-63. wong, sau-ling cynthia. (1988). necessity and extravagance in maxine hong kingston’s the woman warrior: art and the ethnic experience. melus 15. 1: 3-26. wu, baohe. (2011). hua mulan, yige zhongguo wenhua fuhao de yanjin yu chuanbo—cong mulan xiju dao mulan dianying [hua mulan, the evolution and dissemination of a chinese cultural sign: from mulan drama to mulan film]. journal of shanghai university 18.1: 16-26. wu, xiuhua. (1998). tan jin ping mei zhong de meipo xingxiang [analysis of the image of matchmakers in jin ping mei]. journal of ming-qing fiction studies 03. xinhua. (2019). shijie jumin guibao—fujian tulou [world building heritage—fujian tulou]. xinhua. 12 april 2019. http://www.xinhuanet.com/science/2019-04/12/c_137968783.htm. yan, hua. (2011). lun zhuge liang wenhua xingxiang neihan [analysis of the cultural implications of the image of zhuge liang]. business culture 10. yang, bingan. (1999). shiyi jia zhu sunzi jiaoli [ten commentaries on sunzi, arranged and collated]. beijing: zhonghua shuju. yang, qing. (2018). mulan in china and america: from premodern to modern. comparative literature: east & west 2.1: 45-59. mulan meeting her waterloo in homeland: analysing the 2020 film from a cultural perspective 17 yao, xinzhong. (1995). jen, love and universality—three arguments. concerning jen in confucianism. asian philosophy 5: 181-195. yau, elaine. (2020). disney’s mulan likely to bomb in china. hit by coronavirus, boycotts and controversy, liu yifei film fails to inspire audiences. south china morning post. 09 september 2020. https://www.scmp.com/lifestyle/entertainment/article/3100799/disneys-mulan-likelybomb-china-hit-coronavirus-boycotts. yeh, kuang-hui and olwen bedford. (2020). the psychology of filial piety and moral decision-making in chinese people. in the oxford handbook of moral development: an interdisciplinary perspective, ed. lene jensen. 10.1093/oxfordhb/9780190676049.013.21. yin, hong. (2015). feitian yixiang yanjiu [the study on the representation of flying]. chengdu: sichuan university press. yin, jing. (2014). popular culture and public imaginary: disney vs. chinese stories of mulan. in the global intercultural communication reader, eds. molefi kete asante, yoshitaka miike and jing yin, 285-304. oxon: routledge. you, zhangyou. (2010). ‘yuantulou zhi yuan’ shi ge weimingti—jiantan minyue diqu de tulou zhi gen [‘the origin of round tulou’ is a false question—discussion of origin of tulou in fujian and guangdong provinces]. the periodical of hakka research 2: 145-150. young, jingan. (2020). the problem with mulan: why the live-action remake is a lightning rod for controversy. the guardian. 07 september 2020. https://www.theguardian.com/film/2020/sep/07/mulan-disney-live-action-remake-hong-kongchina. yuan, shu. (2001). cultural politics and chinese-american female subjectivity: rethinking kingston’s woman warrior. melus 26. 2: 199-223. zhang, xueyang. (2018). ‘daya juana’ fenghuang yixiang kaoshi [exploration of the image of fenghuang in daya juana]. northern literature 12: 41-42. zhang, yanbing. (1999). liangzhong shijiao kan hua mulan [seeing hua mulan from two perspectives]. social sciences 3: 75-78. zhang, zongfu. (2010). lun du fu shige fenghuang yixiang de wenhua neihan [study on the cultural implications of fenghuang’s image in du fu’s poetry]. du fu studies journal 3: 9-17. zheng, yi. (2012). poetics of crisis and historical redirection guo moruo’s modern nirvana. comparative literature: east & west 16:1: 47-66. zhao, jiujiu. (2019). ruxuan jiaocai de ‘mulan shi’ jiujing you duoshao zhengyi [the amount of controversies in the ballad of mulan that has been included in the textbook]. guancha 11 july 2019. https://user.guancha.cn/main/content?id=141446. zhou, dawang. (1999). hua mulan chuanqi [the romance of hua mulan]. wuhan: wuhan chubanshe. zhou, hui and shiyu dong. (2015). impact of ethnic migration on the form of settlement: a case study of tuiou of south fujian and the hakkas. journal of landscape research 7.6: 75-78. zhou, yang. (1987). guo moruo be tade nushen [guo moruo and his goddess]. in guo moruo yanjiu ziliao [reference materials for guo moruo studies], eds. xunzao wang, zhengyan lu and sao hua, 208-215. beijing: chinese academy of social sciences press. lingual: journal of language & culture (volume 13, no.1, may 2022) english department, faculty of humanities, udayana university 18