linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1017 469 analysis of students’ vocabulary in learning english ivan susanto salawazo 1 universitas prima indonesia marintan simbolon 2 universitas prima indonesia vivi enjelia hutabarat 3 universitas prima indonesia achida n. veronika 4 universitas prima indonesia erikson saragih 5 universitas prima indonesia ivansalawazo@gmail.com 1 submit, 11-12-2019 accepted, 30-01-2020 publish, 24-06-2020 abstract the purpose of this study was to analysis students’ vocabulary in learning english of ninth grade at smp swasta yayasan pangeran antasari, medan in the academic year of 2018/2019. the researchers used descriptive qualitative method to describe and implementing factual condition and characteristic. there are 72 students that decided two classes at ninth grade as the population. but the researcher only took one class consists of 36 students as the sample. to collecting data, researchers use questionnaire and vocabulary comprehension test as procedure. in analyzing the data, the researchers identifying the difficulties of students’ vocabulary and cause difficulties by analyzing students answer sheets and their mistakes. there were 25 students (70%) incorrect answer in the questions. there were 6 students (16%) in modal, there were 8 students (23%) in simple past tense, there were 8 students ( 24 %) in simple present tense, 3 students (7%) troubled in simple continuous tense. meaning. students who gave incorrect answer in the questions were 29 students (82%). others difficulties is translation being other types of the questions that examined in this research. it was found that there were 23 students (64%) who were unable to give the correct answer. concluding the cause difficulties of students’ vocabulary in learning english are the first students difficulties in pronouncing the words. grammatical form be the second cause because the written form is different from the spoken form in english. the last, students does not give their attention to study english mailto:ivansalawazo@gmail.com 2020. linguistics, english education and art (leea) journal 3 (2):469-475 470 more, knowing a words much more, and limitations their time to sources of information about new words vocabulary. the last, forgot the words easily. keywords : analysis students’ vocabulary, difficulties, cause introduction nowadays english most important for everybody because english is the international language. most people in many countries speak english for communicating with other people who are foreigners. lowenberg (1991), in a discussion on the role of english as a foreign language in indonesia, suggest that because of the particular nature of the impact of english is making on the development and modernization of indonesia’s national language, bahasa indonesia, english as an “additional” language not merely as a “foreign” language. consequently, english is essential for indonesian students for the following three reasons : easy to find a high-quality job, communicating with international world, and accessing scientific sources in the students’ major field. in learning english, there are language skills components and language role that have to master. one of them is vocabulary. vocabulary as one of the knowledge areas in language, vocabulary is a great role for learners in acquiring a language. learners vocabulary development is an important aspect of their language development. vocabulary knowledge is more than just citing a word, it requires meaning based upon a given context and also often viewed as a critical tool for second language learners. nation (2001) further describes the relationship between vocabulary use as complementary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary knowledge. if student cannot master and learn more vocabulary, it is the problem and difficult for them to understand the language especially learning to speak, listening, reading. in vocabulary to support their skills, they must to mastering that. vocabulary plays important role in languange learning. without sufficient vocabulary, people cannot express their ideas to communicate in form of spoken and written effectively. the more people master vocabulary the more they can speak, write, read, and listened as they want. wilkins in thorn bury (2004) states that without grammar very little can to convey, without vocabulary nothing can to convey. it means that even someone has good grammar, but it will be useless if they do not know many vocabularies. the writer’s experience while practice teaching in smp swasta yayasan pangeran antasari, there were many students’ problem, especially vocabulary and writing. vocabulary is the total number of words as people know and use it in their language activities, a group of words and meaning to communicate with others as a main part of language. vocabulary is an essential subject to students to speak, 2020. linguistics, english education and art (leea) journal 3 (2):469-475 471 read, write, and listen. andriani & wahyuningsih (2019) found that students have a good ability in mastery vocabulary but have some difficulties also that related to the some aspects as grammar and spelling. students still have many problems or difficulties in vocabulary mastery. most of students have difficulties in grammar, how to understand the meaning of words, how to spell, and making translation (rahman, 2016). in this study, researcher analysis difficulties of students’ vocabulary in learning english. on the results of previous research was found that students most difficulties in grammar, meaning, spelling, and translation. that results increase our knowledge and knew a case of learning english in vocabulary. but the results were not explained the basic part of students’ difficulty in learning english. thus, the researchers interested to research the difficulties of students’ vocabulary in the same way, and explaining the basic problem students in learning english vocabulary. literature review vocabulary is one of four skills in language. vocabulary is about words in a language. according to setiyaningsih (2009) vocabulary is all the words that is received by persons incidentally or intentionally through indirect exposure to words explicitly instruction to specific word and word learning strategy. vocabulary learning is essential part in foreign languange learning as the meanings of new words are very often emphasized. on the other hand vocabulary is the knowledge of english language as l2 learners’ greatest single sources (muara, 1980). learning vocabulary represents one of most important skill and necessary for learning english language. the talk about the improtance of vocabulary is related to communicate with other people using a language, so here we have to mastered in vocabulary. vocabulary is the total number of words language which supports the speaker in communication. in other words, vocabulary plays as central to english language teaching to develop the language skill. without a lot of vocabulary students cannot understand others or express their ideas. vocabulary is the total number of words. according to napa (1991) vocabulary is one of the language components. jarpersen (2007) defines that vocabulary is words formation by means of suffixes and prefixes. in vocabulary, students order to have a lot learn of vocabularies to make easily to speak, write, read, and listened. when students start to learn english language, students have to acquire about the vocabulary of the language. it is beginning process for students learn a unit of words presented by theteachers. thornburg (2002) state: there are two steps for vocabulary practice. they are: 2020. linguistics, english education and art (leea) journal 3 (2):469-475 472 1. learner training. in learner training there are five activities that can use, they are: a) they pay attention to form, b) they pay attention to the meaning, c) they are a good guesser, d) they encourage to take risks and not afraid to making mistakes, e) they know how to organize their own learning, like using dictionaries to know the meaning of words in language 2. word games (thornbury, 2002). word games can use in teaching vocabulary by using categories of word. for example, the topic is animal. from the explanation above the writers conclude that vocabulary has so many words it will difficult to understand if the people did not know about the function of it. it realized that to express something we need more than one word to make people understand and to make the sentences clear in the language learning of vocabulary. studying a language cannot be separated from studying vocabulary because when we are learning speaking, reading listening and writing we all need vocabulary which is the knowledge of meaning is one of the components of a language. from the statements above, the writers comes to an perceptions that the vocabulary the important role to increase the students’ ability in the developing of teaching and learning, so the teacher should be taught vocabulary to the student since the students young so that the learner will easy to master vocabulary and they can reach the goals of teaching and learning a foreign language, that is produce a language in speaking, reading, and writing. research method in this research, researchers use descriptive qualitative method. this method is attempt to describe and implementing factual condition and characteristic of a case study in which the researchers investigating the difficulties students’ vocabulary and causes difficulties students’ vocabulary in learning english. the population of this research is at ninth grade of smp swasta yayasan pangeran antasari. there are 72 students that devided two classes. but the researcher only take one class that consists of 36 students as the sample. the data collecting procedure that use in this research are questionnaire and vocabulary comprehension test. both of questionnaire and vocabulary comprehension test to know kind and cause difficulties of students’ vocabulary in learning english. 1. vocabulary comprehension test. for the questions consists of 40 questions. two kinds of vocabulary test that researchers give to the student are : a) multiple choice : consists of 25 questions, b) match the words : consists of 10 questions. 2020. linguistics, english education and art (leea) journal 3 (2):469-475 473 2. questionnaire. the questionnaire present in indonesia language so that respondents could quickly fill out the response in 10 minutes. the questionnaire consist of 5 questions for gathering information from respondents. table 1. qualification categories of student’s ability in mastering vocabulary no range category 1 81-100 very good 2 70-79 good 3 56-69 fair 4 46-55 poor 5 0-45 very poor buku model penilaian kelas kbk (bsnp) 2007 the first, identifying the difficulties of student vocabulary by analyzing students answer sheets and their mistakes. after identifying, researchers classifying the difficulties of students’ vocabulary based on their answer sheets and their mistakes. findings the first, researchers provided the results of data analysis based on vocabulary comprehension test. grammar the main focus researcher in test of vocabulary comprehension. the question which contain modal verb consists of 4 questions. there was found that 5 students gave incorrect answer. simple past tense consists 10 questions that 8 students difficulties to answer questions. simple present tense 8 students that also gave incorrect answer that consists of 10 questions. present continuous tense that consists of 10 questions was found 3 students incorrect answer. next, question form is about meaning that consists of 6 questions were found that 29 students did mistakes and gave inccorect answer. next, provided the results of data based on questionnaire. this question consists of 10 questions. 1. do you like study english (apakah kamu suka belajar bahasa inggris)? yes or no. explain? only 15 students answer yes. their reason is because english is good for future. another students were no. the reason is because the do not know anything about english 2. do you have problem in vocabulary ( apakah kamu ada kesulitan dalam kosakata)? yes or no. explain! for this question, students as much 90 % answer yes. most of their reasons is because they “lazy to study english”. it means that is the maint point that researchers got the difficulties of students to learn english. 2020. linguistics, english education and art (leea) journal 3 (2):469-475 474 3. do you have problem in pronouncing words ( apakah kamu ada kesulitan dalam mengucapkan kosakata)? yes or no. explain!for this question, almost all students answers yes because different from indonesia languange words to pronouncing. 4. do you have problem in translating words? yes or no. explain! their answer is yes. because they have limited of vocabulary. 5. is vocabulary important to learn english ( apakah kosakata penting dalam belajar bahasa inggris)? yes or no. explain? all of students answers yes. most their reason is because vocabulary is important to speak and making sentence discussion the first, researcher identify students difficulties in vocabulary mastery by analyzed students’ answer sheets then analyzing students’ false answer. researchers provided the data based on the results of students’ ability in vocabulary mastery based on vocabulary comprehension test. grammar in this result show there were 25 students (70%) who gave incorrect answer in question. who gave incorrect answer related the type of verb followed by modal, there were 6 students (16%). next, there were 8 students (23%) have difficulties in simple past tense. there were 8 students (24 %) have troubles in answering questions type of verbs used in simple present tense. the last, there were 3 students (7%) troubled to decide the type of verb used in present continuous tense. meaning there are many students did mistake to answer the questions. students who gave incorrect answer in the questions were 29 students (82%). there were incorrect in parts of verbs to acquire the correct meaning, noun to proper meaning, and noun for appropriate meaning. other difficulties it was found there were 23 students (64%) who were unable to provide the correct answer the types of question about translation. according to stepherd (gazlianty, 2011) explains one of the criteria of vocabulary mastery that the students are able to use them in appropriate grammatical form. based on the result, of data analysis questionnaire, the researchers was found that lack of student interest to learning vocabulary english. pronouncing the differences between spoken and written in english was become the factor of difficulties of students to learning english. for example, when the students faced the words muscle, listen, write, honestly, judge, science. some words that contain problematic especially indonesia students. grammatical the written form is different from the spoken form in english. when the students want to write a word, “muscle” and “science,” they just write the word that heard “massel”, “ sains”. that sign that cause difficult of students to learn english vocabulary. because that is influence their english skills. forget the words easily the number of words that students need to learn is exceedingly large. the limitations of sources of information about words. because generally many students does not 2020. linguistics, english education and art (leea) journal 3 (2):469-475 475 give their attention more and inserted to learn english. the last cause is because students have limitations vocabulary, so they difficult to translating words. conclusion based of the results of data analysis the difficulties of students’ vocabulary and causes difficulties of students’ vocabulary in learning english, researchers can summary. the findings of this study shows that the difficulties of students’ vocabulary was found in grammar. there were students incorrect answer in the questions, in modal, simple past tense, in simple present tense, in simple continuous tense, and in meaning. others difficulties translation being other types of the questions that examined in this research. it was found that students unable to provide the correct answer. based on the results and the data analysis, researchers concluding the cause difficulties of students’ vocabulary in learning english are the first students difficulties in pronouncing the words grammatical form be the second causes because the written form is different from the spoken form in english. the last is students forget the easily because most students does not give their attention to study english more, knowing a words much more, and limitations their time to the source of information about new words vocabulary refferences andriani, d., & sriwahyuningsih, v. (2019). an analysis of students’ mastery of vocabulary. universitas putra indonesia yptk padang. eltlectura, 6(2), 169-176. gazlianty. (2011). improving vocabulary skill by using puzzle game: a classaction research at second grade of sman 1 narmada. unpublished thesis. jarperson. (2007). word formation: prefixes and suffixes. journal of student vocabulary, 22(1), 71-97. lowenberg. (1991). english as a foreign languange in indonesia. word englishes, 10(3), 133-145 muara. (1980). grammar and vocabulary mastery on students’ reading comprehension. readingresearch quarterly, 20(2), 522-535. napa. (1991). vocabulary learning and teaching. boston, ma: heinle & heinle. nation. (2001). principle of language learning and teaching vocabulary. new jersey: prentice hall inc. rahman, f. (2016). an analysis of students’ difficulties in vocabulary mastery. university of mataram. journal. 4(2), 115119 setiyaningsih. (2009). practising maritime english vocabulary and developing through the wall dictation, 3(2), 72-74. thornbury, s. (2002). how to teach vocabulary. london: longman wilkins, t. (2004). how to teach vocabulary. england: pearson education limited. linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1045 265 students’ comprehension and difficulties on reading descriptive text at sma swasta pencawan medan herna sianturi universitas prima indonesia christina siahaan universitas prima indonesia syarifah isma dinda universitas prima indonesia yenita br sembiring universitas prima indonesia hernasianturi06@gmail.com submit, 15-01-2020 accepted, 30-01-2020 publish, 06-02-2020 abstract this research aims to find out the student's reading descriptive text. the method used in this research is qualitative; the study was conducted at sma swasta pencawan medan with the samples were 30 students of xi mia-2. the researcher used multiple-choice with ten questions, reading tests, and interviews. the data collected from the students' scores. the result showed that there is 0 student or 0 % who was categorized excellent, there were two students or 6,67% who were classified as very good, there were seven students or 23,3 % who categorized as good, there were seven students or 23,3% were categorized as fair, there were five students or 16,7 % who were classified unsatisfactory. there were nine students or 30 % who were categorized very poorly. so, from the result, the researcher can conclude that the students were still in the poor category. keywords: reading, comprehension; reading comprehension problem; descriptive introduction reading comprehension is one of language skill should mastered by students. reading is a language skill learned in senior high school. however, students must know and understand what they read. this condition decreased their reading ability and comprehension about what they read; it also affects the knowledge of students. the poor reader will start reading a passage much as you just did, without understanding the title and predicting what is in the text. reading comprehension is a relational process between reader and book. mailto:hernasianturi06@gmail.com 2020. linguistics, english education and art (leea) journal 3 (2):265-273 266 moat (2011), in reading, we must be able to understand the meaning of symbols and be able to create words. difficulty in reading comprehension is no longer rarely heard because there have been many studies of the biggest problem in reading is to understand the contents of the text. however, reading does not only know about the book, but the students get information and add new vocabulary. reading in a foreign language is a critical skill because it will increase his or her knowledge. there is some kind of text, such as descriptive text, narrative text, report text, procedure text, etc. based on the researcher observation in sma pencawan medan, the researcher found that the students had a low interest in reading english text. there hasn't been the definition, generic structure, even the kind of the book. they do not know the meaning of the text because of their lack of vocabulary, so that's making them not interested in learning english. according to anderson in nunan (2003) that reading is a natural process of readers combining information from a text and their background knowledge to build meaning. these show that the information on the book is not enough to make a reader comprehend a text. to understand a version, a reader brought his previous knowledge on their topic and related it to the information in the book. reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (snow, 2002) reading comprehension means how the reader can find out the message comprehend the text well. so, the teacher is not only to teach the students how to read, but how to understand and find out the meaning of the book. based on the researcher's experience when they did a field teaching practice program, students are not interested in reading text. this situation happened because the teacher teaching with an old strategy, so they're lazy to study. woolley, (2011) state descriptive text is a text which says as what a person or the thing is like. its purpose of describing the particular person, place, or words. the general structure of the descriptive text is identification and description-identification to explain the phenomenon. the description is described as parts, characteristics, and qualities. descriptive writing is a kind of text with a purpose to give information. it explains how a thing is done (a place, a person, an animal). students still have difficulties in reading descriptive text; the problems are the lack of vocabulary and lazy to reading book — the researcher focus on the descriptive text in this research. the researcher wants to find the difficulties of reading descriptive text. this research had previously been conducted by hariyadi et al. (2018) from the study conducted by researchers found 0 students or 0% in the excellent category, two students or 6,67% in the outstanding group, seven students or 23,3% in the as good grade, seven student or about 23,3% in the fair category, five student or approximately 16,7% as poor category and nine student or about 2020. linguistics, english education and art (leea) journal 3 (2):265-273 267 30 % who was categorized very poor. another research conducted by siahaan (2013), the results found by researchers, some students have been able to write a semantic structure of descriptive text using appropriate linguistic features. but there are still confused students so that it is needed to improve their skills to write a descriptive paragraph. in this study, the researcher analysis reading comprehension and difficulties in reading descriptive text. on the results of previous research was found that the students most problems in vocabulary. the students didn't know the meaning of the reading text, and also they lazy to bring a dictionary. the results were not explained to the students' difficulty in learning english. the researcher is interested to know students' comprehension and problems with reading descriptive text. literatur review understanding the reading text oberholzer (2015) stated that ―understanding the reading text is far more important than knowing the mechanical skill of reading. without comprehension, reading would serve no purpose.‖ it means that understanding the text is very important to the students because reading is not merely about mechanical skills. therefore, understanding the book is not an easy thing, so that is why many students find difficulties in understanding the text. shalahuddin (1991) stated that ―interest is a concern that contains elements of feeling. it can motivate the students to be active in their job or their activity.‖ if the students' interest in reading, it will be easier for them to know what they read. motivation is one of the essential things to support the students' read the book or text. as brown points out, motivation includes factors such as the need for exploration, activity, stimulation, new knowledge, and ego enhancement. by giving motivation before the study can provide the students with such a new spirit to know about something by reading. this research was also previously conducted by salam (2018), who did her research in early junior high school with his research subjects in the eighth-grade academic year 2017/2018, where her research results showed that students' reading comprehension was still at an average level. the results show that in the identification section, students get an average value of 55, 75. in terms of describing 50.25 of the overall results, then after averaging, students get a value of 51. hence, researchers assume that the ability to write descriptive text students are still limited to average. other research was also conducted by dian (2019) at mandau junior high school in the academic year 2019/2020 to know students comprehending in reading descriptive text; she found that students' percentage of students' 2020. linguistics, english education and art (leea) journal 3 (2):265-273 268 difficulties in learning a graphic book in terms of the level of the document (reliability) was 75.14%. research method in this research, the researcher uses qualitative analysis. qualitative is to find the result and collected the data from the object of the study. in this study, the writer used descriptive qualitative research method to expose the result. place and purpose of the education the objective of this study was students' 11 th grade of sma swasta pencawan medan in the academic year 2019/2020. the researcher conducted in class xi mia -1 that consisted of 30 students. the instrument of collecting data in collecting data the writer used reading test with giving the form of a question of five descriptive texts. the researcher interview to ask students' difficulties in answering the test paper and reading test used by the writer to analyzed reading comprehension in reading. after giving a trial, the writer collects the data from the worksheet of students and then identification the paper answer and gives it score. the researcher interviewed the students who have difficulties in comprehending the descriptive text. the students answered the question with their own words, and there was no alternative answer from the researcher. the instruments used to support the research by collecting the data from teachers and students. the test will be an instruction to prepare some research procedures, as follow: 1) explained the material, 2) gave the reading test to the students, 3) collected the answer sheet, 4) conducts an interview. after conducting reading tests, the researcher analyzed the score of the reading test. the researcher then calculated the score of a reading test and changed into the percentage of students' scores. after giving the reading test, the writer interviewed the students. the results of the interviewed were analyzed to find students' problems in understanding english texts. to get the score of students,' the writer used arikunto’s formula. the researcher calculated the students’ reading test by using this formula: s = x 100 notes: s = score of the data analysis r = number of the correct answer t = total of item 2020. linguistics, english education and art (leea) journal 3 (2):265-273 269 in this step, the writer describes the students' score into some categorized brown theory states that to grading system can be classified into five categories, namely: excellent, very good, good, fair, weak, and very poor. score grade 90 – 100 excellent 80-89 very good 70-79 good 60 – 69 fair 50 – 59 poor less than 50 very poor according to best states that to calculating the test, it must be determined the value of the mean first. the calculating of the meaningful use of the formula below: m = where: m = mean = total score n = number of students findings the number of items test was ten items with multiple choice. when all scores were found, the writer gets only two students who got to score 80, which is the highest score. after finding out the data, the researcher combined with the kkm of the subject, which has a category of how the students to understand the text. the kkm of sma swastapencawan medan is 75. from the result, the researcher concludes how the students to answer the book. the data were shown below: table 1. the students’ score on reading test no students’ initial name score 1. am 20 2. as 70 3. cs 60 4. cb 70 2020. linguistics, english education and art (leea) journal 3 (2):265-273 270 5. das 40 6. em 50 7. ei 60 8. fa 50 9. ff 60 10. hf 30 11. it 50 12. lb 60 13. ls 70 14. nss 20 15. ps 70 16. re 10 17. rl 80 18. rat 70 19. rs 60 20. rar 60 21. sva 40 22. ss 50 23. sc 70 24. tgs 70 25. tas 60 26. td 30 27. ts 50 28. um 40 29. yf 80 30. ypa 40 total 1590 mean 53 table 2. students’ criteria no students’ initial name score criteria 1. am 20 very poor 2. as 70 good 3. cs 60 fair 4. cb 70 good 5. das 40 very poor 6. em 50 poor 7. ei 60 fair 8. fa 50 poor 9. ff 60 fair 10. hf 30 very poor 11. it 50 poor 12. lb 60 fair 13. ls 70 good 2020. linguistics, english education and art (leea) journal 3 (2):265-273 271 14. nss 20 very poor 15. ps 70 good 16. re 10 very poor 17. rl 80 very good 18. rat 70 good 19. rs 60 fair 20. rar 60 fair 21. sva 40 very poor 22. ss 50 poor 23. sc 70 good 24. tgs 70 good 25. tas 60 fair 26. td 30 very poor 27. ts 50 poor 28. um 40 very poor 29. yf 80 very good 30. ypa 40 very poor discussion this section presents the analysis based on the findings of the study. it concerned about students' difficulties and the factors causing the problems in understanding english reading descriptive text. the researcher identifies by analyzed worksheets and students’ answers. it is in line with kennedy‟s theory (1981). it is difficult to any, but the most thoroughly disciplines readers to concentrate on material 75 they dislike or that related to their interest. in his research, mahmud (2014) said that the most significant difficulty of high students in answering questions because top students do not have the skills and motivation to read. the researcher categorized the student‟s score into four categories using brown theory (2003) there is excellent, very good, good, fair, weak, and very poor. researchers provided the database on the result of students' scores, from the result show that there was 0 student or 0% who was categorized excellent. there were seven students or 23,3% who were classified as useful. there were seven students or 23,3% who were categorized as fair. there were five students or 16,7% who were categorized as weak. there were students 9 or 30% who were classified as very poor. freeman and long stated that a teacher is a subject in education who must transfer the knowledge to the students. most of the students' said their teacher's technique is not unusual, she does not give explicit instruction in teaching reading; he rarely uses media in teaching and cannot create exciting activity in learning. a similar opinion was also expressed by syakira (2016), who said that students are reading on the descriptive text in the average category. 2020. linguistics, english education and art (leea) journal 3 (2):265-273 272 in his research, he found students still had many difficulties in reading explanatory books. based on the data, the researchers found that some factors that make students' comprehension and difficulties in reading descriptive text are: the first factor of students' problems on reading a graphic book in eleventh-grade students' was the low vocabulary mastery. it happened to many students of xi mia – 2 in the academic year 2019/2020. the students did not understand the english text that the researcher gave. the students' lazy to bring a dictionary; they preferred to ask the teacher the meaning of the problematic word. also, thinking critically is the ability to reason in an organized way. this is an essential mental activity in comprehending a reading text because reading comprehension is an active process between the reader and the book. in the process, the reader needs to bring what he/she knows about the topic and related it to the information on the text. thinking critically make the students use their knowledge and intelligence effectively (caroll, 2004). the second factor is that the students’ that still use the textbook on their teaching-learning process. they did not have other books as references. the facilities such as in focus and speaker not available make them bored. having a reason to learn, of course, make the students are interested to learn. the teacher sometimes is monotonous, so that makes the students not interested in studying english. conclusion in this part the writer drew the following conclusion: the students of sma swasta pencawan medan, the result showed that there are three problems the students face in understanding english reading descriptive text that is 1) lack of students, interest 2) lazy to study english 3) lack of vocabulary mastery. references brown, h., d. (2003). reading on second language acquisition. new york: longman. carroll, r., t. (2004). critical thinking. retrieved in 2012, march, from http://www.scribd.com/doc/16426858/critical-thinking-ch1-drrobert todd-carroll. dian h.,n, (2019) an analysis of students’ difficulties in comprehending narrative text at senior high school 8 mandau. skripsi thesis, universitas islam negeri sultan syarif kasim riau. haryadi, p., & wennyta, n., f. (2018). an analysis of students’ ability in writing descriptive text at the tenth grade students of sman 11 jambi academic year.jelt: journal of english language teaching, 2(2) http://www.scribd.com/doc/16426858/critical-thinking-ch1-drrobert%20todd-carroll http://www.scribd.com/doc/16426858/critical-thinking-ch1-drrobert%20todd-carroll 2020. linguistics, english education and art (leea) journal 3 (2):265-273 273 kennedy, e,. c. (1981). the method of teaching development reading. washington: peacock publisher. moats, l., c. (2001). teaching reading is rocket science: what expert teachers of reading should know and be able to do. washington, dc: american federation of teachers. mahmud, m. (2014). the efl students’ problems in answering the test of english as a foreign language (toefl): a study in the indonesian context. theory and practice in language studies, 4(12): 2581 -258 nunan, d. (2003). practical english language teaching.new york: mcgraw – hill companies, inc. oberholzer, b. (2005). the relationship between reading difficulties and academic performance (submitted in part fu1fiiment of the requirements for the degree of m ed (ed. psych) in the department of educational psychology at the university of zululand, 2005). salam, r., s., 2018. analysis of students’ reading comprehension of descriptive text at seventh grade at smp pangeran antasari medan. stkip riama medan. shalahuddin. (1991). students motivation learning. washington dc : american federation siahaan, j. (2013). an analysis of students’ ability and difficulties in writing descriptive texts. bandung: alphabeta snow. (2010). reading comprehension for learning in harvard graduate school of education, cambridge journal (5) 5. syakira, a (2016). analysis of the students' reading comprehension in comprehending descriptive text. in journal surakarta kartawijaya sekolah tinggi sakti alam kerinci. woolley, g. (2011). teaching english. in australian journal of language and literacy, 33 (2), 108-125. linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1134 340 facilitating english learners competence in listening through flowerdew and miller’s listening strategies diyan anita puspitasari 1 universitas negeri surabaya slamet setiawan 2 universitas negeri surabaya ahmad munir 3 universitas negeri surabaya diyananita24@gmail.com 1 submit, 20-03-2020 accepted, 13-06-2020 publish, 14-06-2020 abstract this study aims to examine the use of listening strategies to facilitate the students’ listening competence and aims to examine the students’ perception about the roles of listening strategies. using a qualitative research as the design of the research, the researcher collects the data through observation in listening classroom and interview to the university students. the result reveals that the lecturer used flowerdew and miller’ listening strategies, such as metacognitive strategies, cognitive strategies, and socioaffective strategies to facilitate the students in improving their listening competence, moreover, the students perceive that the roles of listening strategies can help them to enhance their competence and help them become more skillful in listening. keywords: listening strategies, cognitive, metacognitive, socioaffective introduction nowadays, the use of english has spread over the world. it causes teaching english become more important because the english learners are expected that they master in using english in order to be able to communicate with people from other countries. since english as global language (liu & fang, 2017). there is an upgrading of english learnt by many people. to success in learning of english, there are basic skills of language learning that have to be mastered. one of the skills is listening. because listening can increase the other language skills like speaking, reading, and writing. since the learners of english expend about 40-50 mailto:diyananita24@gmail.com 2020. linguistics, english education and art (leea) journal 3 (2):340-347 341 % of learning time for listening. thus, listening is the competence that is the most oftenly used by the learners. the role of listening is crucial since listening as the basic skill to master a language especially english. listening is the ability to understand all information delivered by the speaker through the process of communication (vahdany, et.al, 2016). when the english language learners are listening, they have to recognize the speech sounds and they have to interpret it to catch the information. therefore, listening is active mental process of learning a language. in communication and education process, listening is vital. since most process of teaching and learning use verbal explanation. before the lesson in the classroom is started, the students should prepare to be ready in listening all the materials that will be explained by the teachers. therefore, becoming proficient in listening is needed by the learners. awareness of lecturers to apply listening strategies in teaching english especially to facilitate the students to enhance their proficiency in listening is important. because teaching listening becomes challenging for the lecturer. one of the ways to facilitate the ells enhancing their listening competence is using listening strategies (madani & kheirzadeh, 2018). the lecturers become central role in the process of teaching and learning. particularly, teachers should aware about the way they teach in the classroom. ngo (2015) state that the learners of english can improve their competence in listening through listening strategies. therefore, listening strategies can enhance the english language learners become proficient. corcerning about listening strategies there are some studies that have done by the researchers. al-azzemy & al-jamal (2019) the results reveal that strategies of cognitive, metacognitive, and socioaffective strategies are significant affect the students’ listening comprehension. kassem (2015) the results displays that listening strategies are significantly with both listening comprehension and selfefficacy of the students and the listening strategies that are more often used by the students is cognitive strategies. in indonesia context, there is few update research corcerning on three types of listening strategies, namely metacognitive strategies, cognitive strategies, and socioaffective strategies. the researchers only concern one of the three types of listening strategies. as setiyawati (2018) the results demonstrate that cognitive strategies have significant to listening comprehension for the participants. therefore, this study examines the use of three types of listening strategies. moreover, because all the previous studies do not seek how the roles of listening strategies from the students’ perception when the lecturer use it to facilitate the students in mastering listening. therefore, this study also examines the students’ perception about the roles of listening strategies. 2020. linguistics, english education and art (leea) journal 3 (2):340-347 342 literature review listening listening is the processes of recognizing, understanding, and interpreting of spoken language to get the information (yulisa, 2015). hence, listening is an active process. because there is an active activity during perceiving the speech to get the information from what the speakers said. to be able to succes in learning english, the learners have to be master the skills of language. because the learners spend 40-50% time to listen when they are communicating with others. so, listening is one of the language skills that is important to be mastered by the learners. teaching listening for english language learners teaching listening is not easy for lecturers. because listening is hard to be assessed. so, the lecturers need a listening strategy to facilitate in teaching listening. there are two models of teaching listening (liu & fang, 2017). the first is intensive listening. intesive listening is teaching listening in the classroom usually focus on a certain specify. the second is extensive listening. extensive listening is teaching listening usually in out side of classroom and the situation is more relaxe flowerdew and miller’s listening strategies there are three types of listening strategies proposed by flowerdew and miller (cited in kassem, 2015), namely metacognitive strategies, cognitive strategies, and socioaffective strategies. metacognitive strategies are listening strategies by manipulating the process of mteaching and learning through some activities of 1) planning: the strategy to arange before the listening process is started, 2) monitoring: the strategy in checking and monitoring the continuing comprehension of the learners , and 3) evaluation: the strategy to evaluate the learners’ performance in listening. cognitive strategies are listening strategies by manipulating or managing the materials of listening in order to make the learners become easier to learn. cognitive strategies contain of 1) inferencing: the strategy when the missing information are filled with the use of known words, 2) elaboration: the strategy when the missing information are filled with the use of new information into texts or conversation, 3) summarization: the technique to synthesis what is heard to confirm that the information has been recalled, 4) translation: the ideas from target language are translated into first language, 5) transfer: the strategy to draw considertion from the listeners, 6) repetition: the strategy that allow the listeners repeat the materials of listening, 7) resourcing: the strategy that the reference materials are used, for examples: dictionary, text book, encyclopedia, etc, 8) 2020. linguistics, english education and art (leea) journal 3 (2):340-347 343 grouping: the strategy in categorizing words according to their meaning, 9) note taking: the strategy which is the key words are written down to help the learners, 10) deduction/induction: the strategy that gives the listeners clues to find the rules, and 11) substitution: the strategy that allow the listeners to replace informations into other but the same meaning. socioaffective strategies are the strategies to stimulate the learners through some efforts: 1) clarification is the strategy to elicit explanation about the materials of listening, 2) cooperation is the strategy that allow the listeners to work together, 3) lowering anxiety is the strategy to reduce anxiety, 4) selfencouragement is the strategy that allow the listeners thinking about swear that oneself can be success, 5) taking emotional temperature is the strategy that allow the listeners to express their emotion (kassem, 2015). the roles of listening strategies the learners of listening have their own belief about the role of listening strategies in facilitating to learn english. as stated by gilakjani & sabouri (2016) that listening strategies have important roles for the students who are learning english, such as: 1) improve the students’ performance of listening, 2) increase listening ability, 3) help the learners become more skillful, 4) increase awareness of listening process. research method this study uses qualitative research design. because this study examines the lecturer’s experiences when teaching listening by using listening strategies to facilitate the students’ competence in listening. moreover, the data of this study is not in the form of number. so, qualitative research design is appropriate with this study. the participants of this study are one lecturer and english language learners from one of universities in surabaya. they are from english department and they are first year students. the students consist of female and male students with total 25 students. there are two sources of data in this study. the first source is from observation by using field note about the listening activities in classroom when the lecturer uses listening strategies. and the second source is spoken data from the interview to the students about the role of listening strategies. to collect the data, the researcher done through an observation in the classroom and also interview to the students. in the observation, the researcher joined to the listening class to observe how the listening strategies used by the lecturer in listening class to facilitate the students’ listening proficiency. the researcher notes all the listening strategies used by the lecturer. 2020. linguistics, english education and art (leea) journal 3 (2):340-347 344 moreover, the interview done to the students. the aim of the interview is to get depth information about the role of listening strategies. by recording the process of interview with the students. in analysing the data, the researcher review and reduce the data the data from fieldnote through the observation in the classroom. the data of activities when the lecture used listening strategies are selected by reducing the types of listening strategies used by the lecturer to know what the listening strategies used by the lecturer to facilitate the students in learning the listening. furthermore, to analyse the data from the interview, the researcher transcribes the audio recording. then, the data from transcription is selected to know what the role of listening strategies for the students. findings listening strategies used by the lecturer to facilitate the students enhance their listening competence here is the table of listening strategies used by the lecturer, the table below is from observation: table 1. the results of observation using field note metacognitive strategies field note planning the lecturer write the topic of listening about “recycling” in the white board before the lecturer starts playing the audio for listening conitive strategies field note elaboration the lecturer asked to the students whether or not they have experiences to do “recycling” translation there are some difficult words that are translated by the lecturer, for instance: recycle= mendaur ulang repetition the lecturer repeated some parts of listening when the students do not catch the answers when they are given exercises based on the audio socioaffective strategies field note cooperation the lecturer asked the students to discuss in pair about the answers of the exercise from the audio listening self-encouragement the lecturer told to the students that if the students do not answer all the questions, the students can do next time. the students perceiption on the roles of listening strategies from the interview to the students, the researcher found how the students perceive the roole of listening strategies. excerpt 1 s1: for me, when the lecturer repeats the audio twice or more times. i can get the information easily. it helps me to improve my competence. because i 2020. linguistics, english education and art (leea) journal 3 (2):340-347 345 sometimes hard to catcth the information from the audio if the lecturer only play the audio once. from the response of studens 1 in excerpt 1, she perceives that when the lecturer repeated the audio listening twice, she will get the information easily. this repetition of audio is clasified into cognitive strategies. as stated by flowerdew and miller (cited in kassem, 2015) that repetition is one of the activities in cognitive strategies. the role of the listening strategy that used by the lecturer as the student 1 said that it helps me to improve my competence. from this response, the student 1 perceives that by repetition, the lecturer helps the student 1 improve her listening competence. as stated by gilakjani and sabouri (2016) that listening strategy can increase the students listening competence. the perception about the role of listening strategies for the student 1 is appropriate with the roles of listening strategis proposed by gilakjani and tafaghodtari (2010). excerpt 2 s2: i think when the lecturer used listening strategies, for examples: asks all the students in my class to discuss together, translate the difficult words, and etc. all these efforts can help we as the learners become skillful in listening. we can improve our competence if our lecturer alsways use listening strategies. from the answer of students 2 in excerpt 2, it shows that this student perceives that the role of listening strategies can help the students become skillful in listening. as stated by gilakjani and tafaghodtari (2010) that listening strategies play the roles to make the learners become more skillful in listening. discussion from the table 1 about listening strategies used by the lecturer, it shows that the lecturer used listening strategies, such as metacognitive strategy, cognitive strategies, and socio affective strategies. in metacognitive strategy, the lecturer only done one activity that is planning. the lecturer wrote the topic of listening before the lecturer started the lesson. as stated by flowerdew and miller (cited in kassem, 2015), planning of metacognitive strategy is the strategy to arange before the listening process is started. in cognitive strategies, the lecturer done some activities that are elaboration, translation, and repetition. as stated by flowerdew and miller (cited in kassem, 2015), that cognitive strategies are the listening strategies by manipulating or managing the materials of listening in order to make the learners become easier to learn. thus, elaboration, translation, and repetition that used by the lecturer are the strategies in manipulating the listening materials. as the 2020. linguistics, english education and art (leea) journal 3 (2):340-347 346 evidences, after the students listen the audio, the lecturer asked to them whether or not the students have done recycling. this is elaboration of cognitive strategies. in addition, because during the listening, some students do not know the meaning of difficult words. therefore, the lecturer helped the students by translating the difficult words. and to make sure that al the students catch all the information from the audio, the lecturer also played the audio twice. this strategy aims to improve the students’ competence in listening. when the lecturer facilitates the students by using socioaffective strategies in teaching listening, the lecturer done through cooperation and selfencouragement activities. the lecturer asked the students to discuss with their pair about the answers from the audio listening. and in the end of the lesson, the lecturer motivated the students that they can improve their listening competence step by step if they do not get all the answers from the audio. the students can do better in the next lesson. those strategies are socioaffective strategy. conclusion from the research, this study concludes that the lecturer used metacognitive strategies, cognitive strategies, and also socioaffective strategies while teaching listening to the students. the listening strategies help the students to enhance their competence in listening. moreover, from the interview to the students, it concludes that the students perceive that listening strategies can help them to enhance their competence in listening and the students become more skillful in listening. therefore, the students believe that listening strategies has important roles in mastering english. references al-azzemy, a., f., t., & al-jamal, d., a., h. (2019). evaluating cognitive, metacognitive and social listening comprehension teaching strategies in kuwaiti classrooms. heliyon, 5(2), 1-16. flowerdew, j., & miller, l. (2005). second language listening: theory and practice. cambridge: cambridge university press. gilakjani, a., p., & sabouri, n., j. (2016). the significance of listening comprehension in english language teaching. theory and practice in language studies, 6(8), 1670–1677. kassem, h., m. (2015). the relationship between listening strategies used by egyptian efl college sophomores and their listening comprehension and self efficacy, 8(2), 153-169. https://doi.org/10.5539/elt.v8n2p153 liu, j., & fang, f., g. (2017). perceptions, awareness and perceived effects of home culture on intercultural communication: perspectives of university students in china. systems, 6(7), 25–37. https://doi.org/http://dx.doi.org/10.1016/j.system.2017.04.003 2020. linguistics, english education and art (leea) journal 3 (2):340-347 347 madani, b. s., & kheirzadeh, s. (2018). the impact of pre-listening activities on efl learners’ listening comprehension. international journal of listening, 2(3), 1–15. ngo, n., t., h. (2015). some insights into listening strategies of learners of english as a foreign language in vietnam. language, culture and curriculum, 28(3), 1–16. setiyawati, e., p. (2018). the cognitive strategy training: blocked buttom-up top-down approaches in a listening class. universitas lampung. vahdany, f., akbari, e., shahrestani, f., & askari, a. (2016). the relationship between cognitive and metacognitive strategy use and efl listening test performance. theory and practice in language studies, 6(2), 385– 391. vandegrift, l., & tafaghodtari, m., h. (2010). teaching l2 learners how to listen does make a difference: an empirical study. language learning, 60(2), 470–497. https://doi.org/doi:10.1111/j.1467-9922.2009.00559.x yulisa, d. (2015). learning to listen: listening strategies and listening comprehension of islamic senior high school students. edukasi: jurnal pendidikan dan pengajaran, 5(1), 22–30. linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1015 308 the effect of using picture strip story on students’ speaking skill eva christina turnip 1 universitas prima indonesia ades pranata purba 2 universitas prima indonesia eva natalia sitompul 3 universitas prima indonesia evachristina30@gmail.com 1 submit, 09-12-2019 accepted, 30-01-2020 publish, 26-02-2020 abstract this research was conducted at smp yayasanpangeranantasari, which located in jl. veteran no. 1060/19 helvetia, medan, north sumatera. the data were collected by using a speaking test using pieces of pictures in narrative texts as the media. the results show the picture strip story has a positive effect on students' speaking skills through improving the students' speaking scores. this subject of this research were the students at the second grade a. this research was conducted by researchers starting with giving the pre-test to know the students' speaking ability before conducted the post-test in the last meeting, researchers treat the students using the picture strip story. this study shows the significant effect of using pst has a positive effect on students' speaking skill through the improvement of students' speaking scores. it was proven by the means in posttest was higher than in pre-test (73,5548,00). the t.obs>t.table (p = 0,05), df(19). it means that ha was accepted. through the scores between pre-test and post-test shows a significant difference after being taught using the pst. therefore, pst is one of some media which can be used to improve the students' speaking skill. keyword: picture strip story, speaking skill, effect. introduction the main purpose of learning english is how to be able to use it. some skills which are, speaking, writing, reading, and listening skills, must be mastered as the way to be able to use english. between four skills above speaking is one of the most difficult skills to learn stated by toyib & syafi’i (2018). it caused by students are afraid and anxious whenever they are in an evaluation situation or afraid of performing in the class because they think people will value them mailto:evachristina30@gmail.com1 2020. linguistics, english education and art (leea) journal 3 (2):308-315 309 negatively stated by izumi (2017). teachers should give enough time for students to improve their skill especially in speaking skill, help them overcome their timidness through friendly behaviors to make them feel comfortable when speaking, remind their learners not to worry about making mistakes, and give them true instructions and enough guidance stated by mei & masoumeh (2017). therefore, solving the problem needed some appropriate technique, method, and strategy, which can help the students in speak up. choosing appropriate activities for speaking skills will be a good strategy in decreasing speaker anxiety as a factor affecting speaking skills. however, choosing the appropriate also support the students in mastering english. especially in this research will explain how the pst can be a media that support the students speaking mastery. through pictures, students can express their ideas (kosdian, 2016). khairunnisa (2015) stated that there is a significant effect in sing picture strip story technique toward the speaking ability of the second-grade students.there is a significant difference in speaking achievement after implementing a strip story technique stated by rifa'at (2018). after analyzing the data purba & marbun (2019), outline the use of picture strips, storysignificantly affects the students’ speaking ability. some data above also support that the use of pst improve the students' speaking skill. pst is one of the effective media which help to improve the students’.,speaking skills through the scores of the students in speaking tests. besides improving speaking skills, the media also built the confidence of the students to speak up. prawerti (2015), as a teaching technique, strip story shows the real effectiveness of motivating them to speak. students will make into some groups and giving some pictures with strip stories. after that, ask them to discuss what will be the next picture for the sequences of the story. then students will present what they discuss in front of the class with their own words. this research also shows how picture strip story can have a positive effect on increasing the students' speaking skills. one of the skills that students should master in curriculum 2013 is speaking skills. as one of the schools which using 2013 curriculum, researchers deals to conduct this research to find out is there any effect of using pst through the scores of students' speaking test in the effect of students speaking skill literature review. speaking skills produced by the period of learning the listening skill that is developed by language skills in child life is the definition of speaking (tarigan, 1990). according to nunan, as cited in damayanti (2017) stated to express the ideas or precise words fluently, which can describe oneself, speaking activity is a 2020. linguistics, english education and art (leea) journal 3 (2):308-315 310 way to achieve it. those factors which support the speaking itself consist of some elements; they are: 1. pronunciation is a difficult component of some language components. the phonology includes being deals with the other component. to make up the elements of the component of grammar, phonology, and principles, how sounds vary the pattern in language. 2. vocabulary is the appropriate diction that communicates one to the other. without the appropriate diction, students will have difficulties in speak up and interesting in learning the language. so, students have to find a way how to expand their vocabulary. 3. grammar, how the conversation consists of correct sentence arranges. heaton, 1988:5 stated students be able to manipulate inappropriate the structure and to distinguish appropriate grammatical ones. to correct the way to gain expertise in a language, whether in oral and written form, the utility grammar needs to learn. 4. fluency is being able to keep the language corning, as the way to keep the ability in speaking accurately suited. according to wright, a picture strip story is a story that has been separated into smaller segments from beginning to end—a picture strip story cup up to into separate pictures. one picture is handed to each member of the group. without seeing each other’s pictures, the learner in the group must decide on the original sequence and reconstruct the story. from the explanation, it concludes that picture strip story is a picture which can be decided into a smaller part base on some segments on the story from the beginning until the end of the story. effect. the effect is an impact caused by something or someone. according to a.s hornby, the writer concludes that the effect can be said as the influence that is appeared by something towards something else. research method in this research, use a pre-experimental design. one group pre-test and post-test as the design approach. quantitative research was used as the research method that focused on the effect of students' scores before and after being taught by using psd. this research was conducted to know whether there is any effect on students' scores after being taught the picture strip story. the subject of this research was 20 students in the second grade of smp yayasan pangeran antasari. the researchers used the speaking test as the instrument in this research. the use of group or pair activities researchers conducted-to gets the data, where the students put into some groups and given a task, then they work together. the researcher's purpose of finding out is there any effect of the students' scores before and after being taught by using the picture strip story. 2020. linguistics, english education and art (leea) journal 3 (2):308-315 311 a test using narrative text which researchers form into picture strip story used to get the data. a pre-test conducted by researchers was to find out the mean scores of the students' speaking ability. by looking at the difference, the researchers could conclude there is any effect of using picture strip story on students' scores before and after being taught the picture strip story. table 1 the test illustration of group pre-test and post-test design. type treatment type a  b a: pre-test b: post-test  : teaching speaking using picture strips story table 2 teaching procedure. teaching procedure a. pre-test. 1. .researchers divide the students into some groups. 2. researchers give them one story with the title" the legend of lake toba" and let them discuss the original sequence of the story, and after students did, they present the results of their discussion. b. treatment. 1. researchers divide the students into some groups. 2. researchers show the picture which has cut up into separate pictures with one sentence. 3. researchers give pictures to every group member to discuss and determine the sequence of the story. 4. researchers control the students’ activity. 5. the students present the results of their discussion. 6. the researchers and students discussed the problem that they face in their discussion. c. posttest. 1. researchers divide the students into some groups. 2. researchers give them separate pictures with one sentence on a story with the title" the legend of lake toba." 3. students discuss the original sequence of the story, and after students did, they present the results of their discussion in front of the class. 2020. linguistics, english education and art (leea) journal 3 (2):308-315 312 the technique of data analysis was quantitative data. the students' scores in speaking test used by researchers to conclude whether any effect of students' scores by using the pst on student speaking skills. the speaking tests used by researchers are some pieces of pictures and sentences in narrative text. the test was given by researchers to the subject using four narrative texts; they are, the legend of lake toba, timun mas, cinderella, and the legend of sangkuriang. the test was done in 60 minutes by students in groups. the researchers make sure the validation test by the validity test using spss 22. findings the research was conducted on november 2019, after given the pretest, researchers conducted the treatment, and on the last meeting on november 2019 researchers conducted the post-test. scores criteria are used by researchers to describe the data. both of the good or bad scores of the test. the score's criteria could be seen through this table below. table 3 score’s criteria no mean score criteria 1 81-100 excellent 2 71-80 very good 3 61-70 good 4 41-60 poor 5 0-40 low to get the data, this research conducted by researchers in five meetings. the pre-test is the first meeting, then followed by treatment, and the last meeting conducted the post-test. table 4 the result of descriptive statistics n minimum maximum mean std. deviation nilai pre-test nilai post-test valid n (listwise) 20 20 20 10 60 74 80 48,00 73,55 14,242 5,414 2020. linguistics, english education and art (leea) journal 3 (2):308-315 313 the mean score result of the pre-test and post-test was had a differentiate. the significant different show in the pre-test was 48.00, while the mean score of the post-test was improved to be 73,55. it was considered very good. therefore, to find out whether ha or h0 could be accepted or not, researchers conduct the ttest through spss 22 and using the paired-samples t-test formula for the hypothesis test. table 5 paired sample test paired differences t df sig (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper part 1 nilai pre-testnilai post-test -25,550 12,601 2,818 -31,447 -19,653 9,068 19 ,000 based on the result of the test, through a t-test using spss 22, researchers analyze the data, and the result is the t-count was 9,068. after comparing the 5% significance level and the degree freedom (pdf) of 19 and the t count ( 9,068), which was higher than t-table (2.086).there is a significant difference between the score in some aspects in speaking skill shows the use of the pst supports the students to speak. discussion the use of picture strip story in students' speaking ability gives effectiveness. it proved through some of the research findings of novianda (2017), damayanti, (2017), prawerti, (2015). through applying the picture strip story can improve the students’ speaking ability. stimulate students to express their idea through the pst. in this research find the data that shows the picture strip story gives a positive effect on students speaking skills, especially in students speaking skills. through some tests, the researchers find that there is a significant difference in students' scores before conducted the treatment using the picture strip story. the researchers find there are 16 students who got the 31-60 scores (80%), three students who got 61-90 scores (15%), and one student who got 10-30 scores (5%). the percentage of the test shows that there are five aspects 2020. linguistics, english education and art (leea) journal 3 (2):308-315 314 that support the students' speaking skills. they are fluency. 1. the percentage of students' fluency in the pre-test is 17,5% and in the post-test 23 %. 2. the percentage of students' vocabulary in the pre-test is 20,2 % and in the post-test is 25,3%. in grammar, the percentage in the pre-test is 22,1%, and in the post-test is 25,5%. in pre-test, pronunciation is on 15,6% and in the post-test 20,5% . in the pre-test, comprehension is on 19,8%, and in the post-test is 23,1 %. it means that the students are on a low level in speaking, according to table 3.1. therefore, the researchers conduct the treatment to find whether the differentiate of using picture strip story in teaching speaking or not. after giving the treatment for three meetings, researchers also conduct the post-test, to find whether there are differences after teaching speaking using the picture strip story and before taught speaking using the picture strip story. in post-test, the researchers found that there are some students who got high scores after taught speaking using the picture strip story. there are 19 students who got the 61-90 scores (95%) and one student who got 31-60 scores (5%). it means that the students’ speaking skill increase. through the scores between pre-test and posttest, shows the significant after being taught using the pst. the same result of the research findings above also finds in this research where the students' speaking ability was improved. it proved using the different scores of the pre-test mean scores(48,00) with the post-test mean score ( 73.55) that was higher than the pretest mean score (48,00 ˂ 73,55). it was also supported by the t-test, where the tcount of 9,068 that bigger than the t-table of 2,068. it was showed that h0 was rejected while h0 was rejected. the significance value was 0,00 was lower than the significance level; it was 0,05. researchers conclude that there is a positive effect on students' speaking skill through students' speaking scores test after being taught by the picture strip story at the second grade of smp yayasan pangeran antasari. conclusion based on the data analysis, there was any effect of the students’ scores before and after being taught by using the picture strip story from the test; the ha was accepted while ho was rejected. through the scores between pre-test and post-test shows a significant difference after being taught using the pst. it was concluded that picture strip story gives a positive effect on students' speaking skills, which could be seen through the difference in the pre-test mean score that made a lower result than in the post-test mean score. 2020. linguistics, english education and art (leea) journal 3 (2):308-315 315 references izumi, i., c. (2017). the study between students’ anxiety and speaking ability at the first grade students of sma negeri 1 kabupaten tangerang.a script. the university of lampung. damayanti, s., e. (2017). the used of picture strip story to improve students speaking skills. the state islamic institute of surakarta. kosdian. o. (2016). improving students' speaking skills by using picture strip story. indonesian efl journal, 2(2), 100-109. khairunnisa.(2015) the effect of using pictures strip story technique toward speaking ability of the second grade students at ma al-ihsan, buluhrampai. state islamic university of sultan syarif kasim riau, pekanbaru. leong, l., m, ahmadi s., m. (2017). an analysis of factors influencing learners’english speaking skills. school of educational studies, universiti sains malaysia. novianda, r. (2017). teaching speaking by using picture strip story. syiah kuala university. banda aceh. purba. d., marbun, w. (2019). the implementation of picture strip story in improving students’ speaking ability of darmaagung university. tarigan h. g. (1990). prinsip-prinsip dasar metode riset pengajaran dan pembelajaran bahasa. bandung: angkas. toyib, r. syafi’i, a. (2018). role-play as a method to overcome students' anxiety in speaking skill. stkipal-hikmah surabaya. prawerti, c., r. (2015). the effectiveness of using strip story technique in teaching speaking towards students’ speaking achievements. institute agama islam negeritulungagung. rifa'at, a. a. (2018). stimulating you to speak; a strip story as a technique in teaching speaking. sitikhadijah, palembang. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1354 13 an analysis of deixis in avenger infinity war movie dessy permata sari 1 universitas putera batam (upb) zakrimal 2 universitas putera batam (upb) pb161210035@upbatam.ac.id 1 submit, 04-07-2020 accepted, 20-07-2020 publish, 21-07-2020 abstract the purpose of this study is to find out the types of deixis and the most dominant deixis that appeared in the avengers infinity war movie. this study applied descriptive qualitative research. for collecting data, the researcher used nonparticipatory technique and observational method. the data in this study applied the theory from levinson. the utterances of the speaker is used as the data in this study. the researcher found 168 data of deixis. the data were analyzed into person, temporal, place, discourse, and social deixis. the result showed that there are 87 person deixis, 31 temporal deixis, 14 place deixis, 21 discourse deixis, and 15 social deixis. based on 168 data, the most dominant types of deixis is person deixis because most of all the character in the movie used person deixis. keywords: deixis, linguistic, pragmatic, introduction in everyday life, being able to speak is essential. speaking is the delivery of language through more speaker and hearer. in speaking, the term whether or not to speak is determined by the participant. participants can have a good conversation if the speaker and listener pay attention to the conversation. it can be started from the speaker who gives the best possible speech. on the other hand, the listener can contribute by understanding speech. speaking that is done well by the speaker and listener has a good impact on the conversation. as during conversation, a lot of words or sentences which have been misinterpreted by hearer. for instance, people who heard sentence „he walks in the park.‟ if the hearer does not understand the context of „he‟ or which it refers to, it will rise the ambiguity. in doing conversation, there are many words that used to refer to something. it refers to place, person, time, social, and etc. according to birner (2012) the term deixis denotes the phenomenon of using a linguistic expression to “point” to some contextually available discourse entity or property. deixis itself can be assumed as the pointed meaning riemer (2010) mailto:pb161210035@upbatam.ac.id1 2020. linguistics, english education and art (leea) journal 4 (1):13-24 14 explained that deixis is a those which make reference to some aspect of the context of utterance as an essential part of their meaning. moreover, according to levinson (1983) deixis is categorized into five types, these are person, time, place, discourse, and social deixis. deixis is the topic that the researcher interested to. this research is done to analyze types of deixis. deixis consists of person, time, place, discourse, and social deixis. this research focused to analyze deixis which proposed by levinson (1983). by analyzing these types of deixis, people can know easily about pointed meaning in speaker‟s utterance. deixis is related to pointing. it means that it makes easier to decide which utterance pointed to place, time, person, discourse, and social in the right way. it makes listener knows the clear meaning about who, what, where of the utterance. in deixis, context is needed in order to understand deixis. context is used to interpret situation when the utterance is spoken. listener cannot understand the deixis without context. learning deixis is important because it helps reader to understand in pointed meaning in an utterance. vaysi & salehnejad (2016) discussed the spatial and temporal deixis in english and persian and this research conclusion is that the most economical means is used to describe certain place and time is applied in order to make the exact interpretation of the time and place expression. saputri (2016) there are 4 types of maxim found in the movie script that consisted of personal deixis, spatial deixis, temporal deixis and social deixis. ekowati & sofwan (2014) the result showed in this research that person deixis is the most dominant deixis and person deixis appeared 234, discourse deixis was 47. place deixis was 16. time deixis was 15, and social deixis appeared 12. wibowo & nailufar (2018) the research identified from this research that deixis appeared 676 in the first chapter in the novel, person deixis appeared 569 times, spatial deixis appeared 85 times, and 22 temporal deixis appeared 22 times. anggara (2017) the result found in this research that the dominant types in this research is person deixis. wahyudi (2012) the result of this research is that there are five types of deixis and two references found in this journal. putri & budiarsa (2018) the researcher found that there are three types of deixis found in this research and the types are person, spatial, temporal deixis. nasution, et al (2018) the result of this research is that all songs are found in all songs of ed sheeran album. pangaribuan, et al (2015) the result of this research showed that there are five types found in business brochures text which is 16,33% person deixis, 5,71% spatial deixis, 5.31% temporal deixis, 63.27% discourse deixis, and 9.39% social deixis. patmo (2017) the result of this research is that deixis is used in the daily activity by english teachers and students and the most dominant types of deixis used is person deixis. this research discussed about deixis in avenger infinity war 2020. linguistics, english education and art (leea) journal 4 (1):13-24 15 movie. the deixis was found 168. person deixis appeared 87 times. temporal deixis appeared 31 times, place deixis appeared 14 times, discourse deixis appeared 21 times, social deixis appeared 15 times. the researcher decided to analyze this topic because it helps people in understanding meaning in effective way to point something. as it is known that deixis cannot be separated from language and society. especially in avenger infinity war movie, deixis can be found in the movie so that people can get more understanding through this movie. the function of deixis is to assist the hearer and speaker in understanding and comprehending the meaning in speaking. in the previous research most the data is from song and textbook. in this research used movie which is popular in the world so that people can watch movie while learning deixis. the advantage of this research is because this research used the newest data from previous researches so the data is easy to be accessed by the reader. the data is from movie entitled avenger infinity war. the movie contains many utterances about deixis which worth to be analyzed. literature review in compose the research, the researcher uses pragmatic approach. in order to comprehend the meaning of pragmatic, it is better to know the definition of pragmatic. as birner (2012) stated that pragmatics may be roughly defined as the study of language use in context. based on the quotes that has been described by birner, it is concluded that pragmatic is the study of meaning which deals with context. it is different with semantic which discusses only about meaning as what have been explained, the researcher analyzed the meaning of utterances based on its context. it is different with semantic which means the study of literal meaning independent of context birner. in this theory, it is obviously explained that pragmatic focuses on the context meanwhile. by doing this research, the researcher focuses to the utterances depend on its context. deixis is linguistic aspect which studies about word and phrases which the meaning can be interpreted if there is context. that is why deixis is in pragmatic approach since deixis needs context to be understood. moreover, in explicit way levinson (1983) stated that the single most obvious way in which the relationship between language and context is reflected in the structures of languages themselves, is through the phenomenon of deixis. in deixis, it is also called as pointing because some words and phrases pointed to person, time, place, discourse, and social. levinson has categorized deixis into some aspects. the deixis 2020. linguistics, english education and art (leea) journal 4 (1):13-24 16 person deixis personal deixis is related to the understanding of the participants in the speech discussion in which the speech is made. the category of personal deixis is divided into three parts: the category is the first person is the grammar of the speaker's own reference. the second person is understanding the speaker's reference to one or more goals. the third person is a reference source for the people and entities of speakers and speakers. for example, the use of the first person pronouns is the speaker reference for the speaker for himself, the second person to point in one direction or more of the speaker, while the third person to designate other than the speaker and the speaker. temporal deixis temporal deixis temporal deixis refers to the relative time at which the conversation or conversation takes place. temporal deixis is very easy to know if the speaker and speaker understand the time of the conversation and the conversation as well as the purpose of the conversation. there are several words that include time deixis, including: now, yesterday, tomorrow, today, months, afternoon, etc. place deixis based on levinson explanation about place deixis, it refers to the location that being spoken. it usually comes with the explanation of which place that is spoken in the conversation. there are many words that indicate place. in demonstrative pronoun, there are words „this and that‟. in adverbs of place also can be found words that indicates place (there and here). place deixis is known as the pointing of place. according to cruse (2000) spatial deixis manifests itself principally in the form of locative adverbs such as here and there, and demonstratives/determiners such as this and that. it means that place deixis concerned with here and there as the words which shows the place. discourse deixis by looking at levinson‟s theory, discourse deixis is an expression which refers to some parts in a discourse. moreover, there is also reference in the text of discourse. according to levinson (1983). discourse deixis has to do with the encoding of reference to portions of the unfolding discourse in which the utterance (which includes the text referring expression) is located for example: kento: don‟t close the door, the kitty keeps crying dessy: this has nothing to do with that. 2020. linguistics, english education and art (leea) journal 4 (1):13-24 17 based on the example, the word “this” is deixis. that word means that the closing of the door has no relation with the crying kitty. social deixis social deixis is a deixis that refers to the status and relation between participants. the social status can be known by two speakers in the deixis. social deixis shows differences in social characteristics between speaker and addressee or speaker with the topic or reference referred to in the conversation research method this research is a descriptive qualitative research. the researcher focused on the types of deixis and the most dominant types contained in the movie. the data was conducted from the utterances said by the character in avengers infinity war movie. the theory of type‟s deixis was based on levinson theory. for the collecting data, the researcher used observational method and for technique, the researcher used non-participatory. the main theory that used in this research is the theory from levinson (1983). findings based on the analysis of deixis in avenger infinity war movie, the result showed that there are 87 person deixis, 31 temporal deixis, 14 place deixis, 21 discourse deixis, and 15 social deixis. the types of deixis are discussed in the data below. table 1. forms of deixis no types of deixis total amount 1 person deixis 87 2 temporal deixis 31 3 place deixis 14 4 discourse deixis 21 5 social deixis 15 total 168 person deixis data 1 tony: “he means get lost.” in the dialogue said by tony stark above, tony talked to ebony and interpreted what wong said and told ebony to just go away. tony mocked ebony. the utterance above is spoken by tony stark. there is a person deixis “he” in the 2020. linguistics, english education and art (leea) journal 4 (1):13-24 18 utterance above is categorized as person deixis. it refers to the first and plural subject. data 2 natasha: “we don‟t wanna kill you.” based on the utterance, natasha and her friends fought with their enemy and natasha said that natasha with her friends do not have any desire to kill the enemies. that dialogue is said by natasha. the subject “we” in the dialogue refers to natasha, captain america, and wanda maximoff. it is a second person. data 3 peter parker: “ned, hey. i need you to cause a distraction.” by looking at the utterance, peter explains that he needs his friend to cause a distraction to distract the passenger from the alien. the utterance is said by peter. there is a person deixis “i” in the dialogue. it is known as the first and singular person. data 4 ebony maw: “hear me, and rejoice. you have had the privilege of being saved by the great titan.... you may think this is suffering... no. it is salvation. universal scales tip toward balance because of your sacrifice. smile…” in the dialogue said by ebony maw above, ebony tells inhabitants of the earth to feel rejoice about their coming. there is a person deixis “you” in the utterance above is categorized as person deixis. it refers to the second and singular person. data 5 peter quill: “oh, boy. stepfather. technically, she hates him as much as you do. [thor softens a bit.]” based on the utterance, quill tells thor that thanos is gamora‟s stepfather and gamora also hates her stepfather as much as thor. that dialogue is said by quill. the subject “she” in the dialogue refers to gamora. it is a third and singular person. temporal deixis data 6 tony: “earth is closed today.” as the utterance, it said that tony and his friends do not welcome the guest in the earth. it means that the alien is prohibited to enter the earth that day. it is 2020. linguistics, english education and art (leea) journal 4 (1):13-24 19 spoken by tony stark. the deixis that contains in the utterance is temporal deixis. “today” shows that the time happens at that day when the utterance is spoken. data 7 bruce banner: “we have to find him now.” in the utterance, bruce, tony, dr strange, and wong have to find someone as soon as possible at that moment. temporal deixis exists in the utterance. there is “now”. it refers to the time which means that action has to be done at that moment when bruce, tony, dr strange, and wong were having conversation. data 8 tony: “gotta get that stone outta here, now.” as the utterance, it said that tony wants that stone to be taken out from that place. it means that the stone has to be taken at that moment when they speak. it is spoken by tony stark. the deixis that contains in the utterance is temporal deixis. “now” shows that the time happens at that moment when the utterance is spoken. data 9 gamora: “then we have to go to knowhere now.” in the utterance, gamora said that they have to go to knowhere where thanos is at that moment. temporal deixis exists in the utterance. there is “now”. it means that time which they speak has to be done at that moment when gamora speaks with her team. data 10 vision: “[struggling to sit up and slide off the exam table] it‟s too late. we need to destroy the stone now.” as the utterance, it said that vision wants the stone directly destroyed from his head because it is already late. it said that the stone has to be destroyed at that moment when they speak in the conversation. it is spoken by vision. the deixis that exists in the utterance is temporal deixis. “now” shows that the time happens at that moment when the utterance is spoken. place deixis data 11 bruce: “i need to concentrate here for second.” the utterances above happened when bruce banner wanted to transform into a hulk but he could not. so, he told tony that he needs to concentrate at there. 2020. linguistics, english education and art (leea) journal 4 (1):13-24 20 “here” in the sentence is deixis of place. “here” refers place that bruce stands for that time. data 12 rocket: “i would very much to go there.” gamora asks her team to go knowhere to thanos location, but the thor refuses to go there and suggests to nidavelir. nidavelir is a place where thor‟s weapon was made. then, rocket said that he would very much like to go there. “there” in the sentence means to nidavelir. it is categorized as a deixis of place. data 13 tony stark: “[echoing the familiarly defiant 2008 tony stark] i'm sorry, earth is closed today. you better pack it up and get outta here.” the utterances above happened when ebony comes to the earth. so, tony tells ebony to get outta here. “here” in the utterance is deixis of place. “here” means earth or place which ebony stands. data 14 peter parker: “mr. stark, it smells like a new car in here!” peter and tony stark are in enemy‟s ship and then at that ship peter said that the ship smells like a new car at there. “here” in the sentence means to enemy‟s ship. it is categorized as a deixis of place. data 15 peter quill: “[voice now normal] no. knowhere? it's a place. we've been there. it sucks. excuse me, that's our food. [to thor as he rummages through their food stores.]” the utterances above happened when thor suggests to go to knowhere because that is the location of thanos. then, quill said we‟ve been there. “there” in the sentence is deixis of place. “there” means knowhere. discourse deixis data 16 tony stark: “i'm glad you brought this up, 'cause it's nothing. it's just a housing unit for nano particles.” based on the utterance, tony said that tony glad pepper brought “this” up. “this” in the utterance indicates discourse deixis. discourse deixis exists in the utterance. it means tony stated that his business has no relation with having a kid. overall, tony‟s business does not bother their plan in having a kid. 2020. linguistics, english education and art (leea) journal 4 (1):13-24 21 data 17 sam wilson: “i hope you're right about this, cap. or we're gonna land a lot faster than you want to.” in the utterance, sam wilson said that he hopes steve rogers right about this. “this” in the utterance is categorized as the discourse deixis. it means that sam hopes steve sure about his decision by telling the pilot to land in 2600 heading 0-3-0. data 18 gamora: “please don't do this.” based on the utterance, gamora begs to thanos to not do “this”. “this” in the utterance shows discourse deixis. discourse deixis exists in the utterance. thanos wants to hurt nebula, gamora begs thanos to not do that. “this” in the utterance means hurt nebula. that‟s why gamora said please don‟t do “this”. data 19 thor: “no!!! [after thanos kills heimdall] you're going to die for that!” thanos comes to thor‟s planet and takes force the infinity stone and he also kills thor‟s best friend heimdall. in the utterance, thor screams you‟re going to die for that. “that” in the utterance is known as the discourse deixis. it means that thor cursed thanos for killing heimdall data 20 tony stark: “i didn't lose him. he's more than that. he's evolving.” bruce asked tony where vision is and tony said that vision has turned off his transponder. bruce tells that tony has lost his superbot. tony responses by saying he‟s more than that. based on the utterance, “that” in the utterance indicates discourse deixis. discourse deixis exists in the utterance. it means vision is more than superbot. social deixis data 21 f.r.i.d.a.y.: “boss, incoming call from miss potts” as the utterance, it said that f.r.i.d.a.y calls his boss tony stark. in the call, f.r.i.d.a.y tells tony that there is a call from miss pots. based on the utterance, since tony is his boss, f.r.i.d.a.y calls tony‟s wife miss pots to show respect as his wife‟s boss. it is also known as social deixis. 2020. linguistics, english education and art (leea) journal 4 (1):13-24 22 data 22 thor: “only eitri the dwarf king can make me the weapon i need. i assume you're the captain, sir?” by the utterance above, thor calls the rocket by saying sir. “sir” is known as the social deixis. in the utterance, thor is the guest in the ship. as the newcomer, thor shows his respect to the captain of the ship. the captain is the rocket. in this situation, rocket has higher position than thor. that‟s why thor calls rocket sir. data 23 james rhodes: “you know they're only criminals because you've chosen to call them that, right, sir?” james rhodes talks with secretary ross. in the conversation, james rhodes calls secretary ross “sir”. it is because secretary ross has higher position than james rhodes. to respect secretary ross, james rhodes calls him “sir”.this is known as social deixis. data 24 bruce banner: “uh, sir, i think you can expect quite a big assault.” bruce comes to wakanda to start assault to enemies. there bruce meets king t'challa or known as black panther. king t‟challa is the leader of wakanda and has higher position than bruce. that is the reason bruce calls king t‟challa “sir”. the using “sir” in the utterance is called as social deixis. data 25 peter parker: “hey, man. what's up, mr. stark?” peter helps tony stark which fights with an alien. then, peter comes to help tony stark. peter said what‟s up mr stark. since tony stark is older than peter and has higher position than peter, peter calls him “mr” to respect him. it is known as social deixis. discussion based on the analysis of the data above, it can be found that all types of maxim include in the data in avenger infinity war movie. as it is known that according to levinson (as cited in sasmita, hardiah & et al., 2018) that all types of deixis consist of person deixis, temporal deixis, place deixis, discourse deixis and social deixis. the theory used in this research is from levinson (1983).the types of deixis have many kinds. the dominant types appeared in this research is person deixis. person deixis related to the encoding in the speaking that contained in the utterance 2020. linguistics, english education and art (leea) journal 4 (1):13-24 23 levinson (1983). the use of person deixis showed by the using of first, second, and third person. for the first person, there are “i and we”. the second person, there is “you”. the last for the third person, there are “he,she,it,they”. person deixis is functioned to make easy in pointing person in the utterance. the least dominant types of deixis is social deixis. as it is known that social deixis is a deixis that refers to the status and relation between participants (levinson, 1983). in social deixis also exposes the social rankings different in society (retnowaty, 2019). miss and sir are usually used to respect someone that higher than us. for the social deixis there 15 data find in the movie. deixis is useful as the pointing language. according to yule (vaysi & salehnejad, 2016) that deixis is a technical term (from greek) for one of the most basic things we do with utterances. conclusion deixis words and phrases that need context to understanding meaning. it means that in the utterances cannot be understood without requires context. based on the 168 data, the researcher has data which have the types of deixis. the researcher found utterances that used person, temporal, place, discourse, and social deixis in avengers infinity war movie script. the most type‟s deixis that appeared in the movie script is person deixis. references anggara, i., g., a. (2017). deixis used in top five waldjinah‟s popular keroncong song lyrics. parole journal of linguistics and education, 6(1), 35–42. https://doi.org/10.14710/parole.v6i1.12377 birner, b., j. (2012). introduction to pragmatics (first edit). john wiley and sons ltd. cruse, a. (2000). meaning in language an introduction to semantics and pragmatics. oxford university press. ekowati, a., & sofwan, a. (2014). the use of pragmatic deixis in conversation texts in “ pathway to english .” journal of educational research, 43(2), 71–77. https://journal.unnes.ac.id/nju/index.php/lik/article/view/3339/pdf_2 levinson, s., c. (1983). pragmatic. cambridge university press. nasution, d., r., a., setiadi, g., & ilza, s., s. (2018). deixis analysis in the song lyrics of ed sheeran‟s divide album. journal of 2nd english language and literature international conference (ellic) proceedings, 2, 376– 382. pangaribuan, r., e., manik, s., & pasaribu, t. (2015). deixis used on business brochures text: a pragmatics study. international journal of english linguistics, 5(5), 171–182. https://doi.org/10.5539/ijel.v5n5p171 patmo, y. (2017). an analysis of deixis and speech act used in english teaching and learning process. linguistic, english education and art (leea) journal, 1(1), 82–90. https://doi.org/10.31539/leea.v1i1.34 2020. linguistics, english education and art (leea) journal 4 (1):13-24 24 putri, a., & budiarsa, m. (2018). the analysis of deixis in the novel the fault in our stars by john green. jurnal humanis, 22(3), 697-710. https://doi.org/10.24843/jh.2018.v22.i03.p19 retnowaty, r. (2019). deixis in donald trump‟s speech to un general assembly. lingua didaktika: jurnal bahasa dan pembelajaran bahasa, 13(2), 109-119. https://doi.org/10.24036/ld.v13i2.106880 riemer, n. (2010). introducing semantics. cambridge university press. saputri, k. (2016). an analysis of deixis in black swan movie script. journal bahasa dan sastra, 5(1), 13–18. sasmita, r., hardiah, m., & . e. (2018). an analysis of deixis and its reference used by main character in “a thousand words” movie scriptby steve koren. journal of english education and teaching, 2(1), 68–75. https://doi.org/10.33369/jeet.2.1.68-75 vaysi, e., & salehnejad, l. (2016). spatial and temporal deixis in english and persian. international journal of humanities and cultural studies, 3(1), 1405–1414. h wahyudi, c. (2012). pragmatics study on deixis in the jakarta post editorial. jurnal penelitian humaniora, 15(2), 111–120. https://doi.org/https://doi.org/10.23917/humaniora.v15i2.758 wibowo, a., i., & nailufar, n. (2018). deixis and its context used in “girl in pieces” novel by kathleen glasglow. wanastra: jurnal bahasa dan sastra, 10(2), 73–84. https://doi.org/10.31294/w.v10i2.4125 linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.174 143 the used of inductive approach to improve students’ speaking in professional context at the second semester students of stkip pgri lubuklinggau ayu oktaviani 1 stkip pgri lubuklinggau yulfi 2 stkip pgri lubuklinggau damerayu13@gmail.com 1 submit, 05-04-2018 accepted, 05-06-2018 publish, 05-06-2018 abstract the objective of the research was to find out how students’ speaking in professional context at the 2nd semester of stkip pgri lubuklinggau can be improved through inductive approach. the researcher used action research or classroom action research. the research conducted at stkip pgri lubuk linggau academic year 2014/2015. the research conducted to the students who took speaking class (speaking for professional context). the class consists of 34 students. the procedures of the actions were four steps as follows: (1) planning, (2) implementing, (3) observing and (4) reflecting. the findings of the strategy implementation were analyzed from the research instruments used, observation checklists, field notes, speaking test and interview. there were thirty-four (34) students as the samples of class room action research. based on the product of test, they were 30 of 34 students (88.24%) successfully passed the final of speaking test. based on the interview of 34 students in second semester only 6 students who were still not confidence in speaking and there were 28 students or (82.35%) who did not feel easily embarrassed when they spoke in the class especially in formal class. based on the data above, this classroom action research succeeds to improve students’ skill in speaking for professional context. it means that, inductive approach that has 6 steps, 13 meeting, and 7 topics was success. keyword: speaking, professional context, inductive, approach introduction speaking skill is important due to the large number of students who want to study english in order to be to use english for communicative purposes. today’s world requires that the goal of teachi ng speaking should improve students’ communicative skills because students can express themselves and learn how to use a language. based on the richards and mailto:damerayu13@gmail.com1 2018. linguistic, english education and art (leea) journal 1 (2):143-153 144 renandya’s (2004:23), a large percentage of the world’s language learners study english in order to develop proficiency in speaking. the use of english among teenagers such as in seminars for youth or among middle-level workers in the workplaces and the use of english by radio announcers or television presenters can be easily found (aziz, 2003:78). today, individual need english in order to communicate with others at international forums. accordingly, efforts need to be continuously made concerning quality improvements of english instruction in indonesia. in contrast, many students in university level had difficulties to speak, especially in stkip pgri lubuklinggau in academic year 2014/2015. the researcher found the problems that faced by the students. first, some students were by nature cautious or meticulous; others are sensitive and therefore easily embarrassed or upset if found to be in error or not understood or students had the problem in personality factors. second was lack of vocabulary. characteristics affect students’ performance in the oral part of the lesson (rivers, 1981:90). in psycholinguistic, speaking is a productive language skill. it is a mental process (o’grady, 2000:21). mental process also called as “a process of thinking”. we use word, phrase, and sentences to convey a message to a listener. to overcome the problem above, using approach and technique are good way to solve that problem. the teacher or lecturer should be creative in developing their teaching learning process to create good atmosphere , to improve the students speaking skill, to give attention to the speaking components’, and to make the speaking class more exciting. for this reason, the teacher should apply appropriate method and technique of teaching speaking. as we know that, there are many approach and technique that used in teaching speaking skill. in solving this problem we need match approach with the problem about personality factors. brown (2007:102) says that an approach was a set of assumptions dealing with the nature of language, learning, and teaching. method was described as an overall plan for systematic presentation of language based upon a selected approach. techniques were the specific activities manifested in the classroom that were consistent with a method. in short, brown (2007:105) stated that an approach is theoretically well-informed positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings. concerning the fact and reasons above, the researcher was interested in doing a research about using inductive approach to improve students’ speaking in professional context at the second semester students of stkip pgri lubuklinggau. 2018. linguistic, english education and art (leea) journal 1 (2):143-153 145 literature review university is different with junior and senior high school level. based on the syllabus of speaking for general communication (in academic year 2014/2015) at stkip pgri lubuklinggau, the teacher focused on students’ communication in the class and out classroom. it means that the students should be able to communicate as well as they can speak by using teacher guiding. it is deferent with junior and senior high school level; they focus on the text types especially in reading and writing. based on that reasons, the reseacher chooses the university level as the subject to conduct the research. it matches with the problem and syllabus of that university. then, speaking in the class can be practiced by the individual and group of students. in individual, they have story telling, describing things, and public speech and in grouping they have role-play, paper presentation, debates, small group /panel discussion are interactional. unlike group activities which have been given much attention in the literature, individual activities are usually listed as activities which can be taught in efl speaking (cahyono, 2011:34). in solving the problems above, rivers (1981:76) will answer the problems faces by the teacher or lecturer to make their students become active and good in speaking class. as we know that approach is kind of system to set the class. based on the rivers (1981:78), inductive approach has six points that will help the teacher, they are: 1. students encounter a new structure in a meaningful context in dialogue. 2. students encounter a new structure in a meaningful context in reading passage. 3. the teacher demonstrates the new structure through activity in the classroom, using, objects, pictures, action, sounds, or mime. 4. students attempting to communicate spontaneously with each other need structure they do not know. 5. students study example sentences and discuss regularities of structure they can observe in these sentences. students listen to examples of the structure in use and then do guided written exercises which involve use the structure. the implementation of inductive approach in teaching speaking based on the rivers (1981:79), the various ways in applying inductive approached may be summarized as follows. 1. students encounter a new structure in a meaningful context in dialogue. a. the dialogue may be presented orally or accompanied by a filmstrip or pictures. the students practice use of the structure orally through 2018. linguistic, english education and art (leea) journal 1 (2):143-153 146 substitution and conversation exercises. they then establish a generalization or rule as a summary of what they have been doing. b. they then try out what they can do with the new structure in variations of the dialogue, directed dialogue, chain dialogue, improvisation related to the dialogue, or games which force use of the structure. 2. students encounter a new structure in a meaningful context in reading passage. a. in the early stages, these are usually conversation in tone. through question on the content of the passage, the teacher forces use of the structure. if it is obvious that students have not worked out how the structure operates, their attention is drawn to a paradigm, schematic explanation of the rule, or a statement of the rule with examples. b. the improvises further examples of the structure in use in sentences related to the content of the reading. students then do written exercises which contain vocabulary and situations drawn from the reading passage. finally, they give oral reports or write original paragraphs on related subjects which draw on the structure just learned. 3. the teacher demonstrates the new structure through activity in the classroom, using, objects, pictures, action, sounds, or mime. a. students imitate the teacher’s production and then demonstrate their comprehension by variations on what they have heard, demonstrating their meaning through action or other visual means. b. if students have not fully grasped the workings of the structure, the teacher gives further oral examples which focus on the point at issue, or demonstrates its operation schematically on the chalkboard. students continue to use the structure creatively in conversational exchanges or roleplaying activities, built on situations which require use of the structure. (this is called active grammar practice) 4. students attempting to communicate spontaneously with each other need structure they do not know. a. the teacher supplies it. other students need the same structure. the teacher supplies the structure again. students attempt to use it, with the teacher correcting discreetly when they misuse it. students continue to have recourse to the teacher on those occasions when they are not sure that they are using the structure appropriately. (students may later refer to a textbook or programmed note to review what they have been using in class. this is usually an out-of-class activity) 5. students study example sentences and discuss regularities of structure they can observe in these sentences. with the teacher’s help they establish a schematization of the operation of the structure. they then do exercises, orally or in writing, in which they apply what they have just discovered. 2018. linguistic, english education and art (leea) journal 1 (2):143-153 147 6. students listen to examples of the structure in use and then do guided written exercises which involve use the structure. when they have grasped the operation of the structure, they try using it in conversation with other students. research method research method of this research was action research. based on (borg, walter r, gall, meredith d, and gall, joyce p, 2007:45) action research in education is a form of applied research whose primary purpose is to increase the quality, impact, and justice of education professionals’ practice. this research was collaborative action research (latief,2010:156) where in conducting the research, the researchers was in group by two members. they are speaking for general communication lecturer and her self (researcher). this was because this research measured the students’ achievement in speaking and to find out how can inductive approach improve students’ speaking in professional context at the 2nd semester of stkip-pgri lubuklinggau. in relation to the research design, this study employed a classroom action research model developed by kemmis and mctaggart which covered four steps, namely: planning, implementing, observing and reflecting (kemmis and mctaggart, 1998:145). the research conducted at stkip-pgri lubuklinggau academic year 2014/2015. the research conducted to the students who took speaking class (speaking for professional context) especially in second semester. the class consists of 34 students. the subject was chosen because of the facts that the students’ skill in speaking at this semester had problem in personality factors and lack of vocabulary. finding the findings of the strategy implementation were analyzed from the four research instruments used, observation checklists, field notes, speaking test and interview. the qualitative data on the teaching and learning process in terms of interaction between teacher and students were resulted from observation checklists, interview and field notes. those were then confirmed with the analysis on the speaking test. the quantitative data on the student’s achievements were generated from the scores they got both in daily exercise and speaking test. the implementation of using inductive approach to help students of stkip pgri lubuklinggau, especially in speaking for professional context to improve their speaking skill in this research was conducted in one cycle because the result of this cycle achieved the points that had been set in the criteria of success. this cycle was implemented in 13 meetings. 2018. linguistic, english education and art (leea) journal 1 (2):143-153 148 there were thirty-four (34) students as the samples of class room action research. data of the research were taken from their activities in the class and speaking test. there were 30 of 34 students (88.24%) successfully passed the final speaking test. data had been collected, in the form of speech in different topics. they were: 1. learning english for young learner, 2. the best school, good students, 3. gambling, child abuse, 4. prostitution, and 5. pedophilia. there were three points for criteria of success: 1. the process of class observation (at least 80% of the students are actively involved during the action). 2. the product of speaking test (at least 80% of the students pass the minimum passing score (75). 3. students’ responses based on the interview (at least 80% of the students give positive response toward the implementation of inductive approach in teaching speaking). the students’ involvement in the teaching and learning process. at least 80% of the students are actively involved during the action. the students' are attitude (enthusiasm) during the application of inductive approach. the situations of the class are in terms of student-student interaction and studentteacher interaction. the students’ are activity in doing the process of speaking for professional context. this first criteria was observation class. the researcher and her collaborator recorded the data in the form of video and field note. based on that data, almost students showed that they had good communication to the teacher or the researcher. and the students also had courage in speaking in order to be able to speak in front of the class. in the first meeting, the students were shy to rise their hand up to ask the questions and answered the questions in the class. because, the students were afraid doing mistakes and a single mistake. in the middle of meeting, the students were confident to perform their midterm test. in the last meeting, the most of students raised their hand up in order to be the first performer in the last speaking test. the data was showed in the form of video and field note. based on the result of interviewe sheet, in the last part of speaking for professional context class they felt more confident to be an active students. because, spoke in front of the class was of their habitual. 2018. linguistic, english education and art (leea) journal 1 (2):143-153 149 the result of speaking test. at least 80% of the students pass the minimum passing score (75). the product of students’ criteria of success was speaking test or performance test. this was individual test. the researcher gave the instruction to the students before they were speech individually. based on the product of test, they were 30 of 34 students (88.24%) successfully passed the final of speaking test. data had been collected, in the form of speech in different topics. they were: 1. learning english for young learner, 2. the best school, good students, gambling, 3. child abuse, 4. prostitution, and 5. pedophilia. table 1 the result of speaking test no description speaking test score 1. the highest score 90 2. the lowest score 66 3. the mean score 80.74 4. standard deviation 5.930 the students’ attitude (opinion) toward the application of inductive aprroach in speaking for professional class at least 80% of the students give positive response toward the application inductive approach in teaching speaking. the students’ attitude (opinion) toward the implementation of inductive approach in teaching speaking was very applicative. in this research, the researcher used interview guide to know the response. based on the interview of 34 students in second semester only 6 students who was still not confidence in speaking and being volunteer in the class and there were 28 students or (82.35%) who did not feel easily embarrassed when they spoke in the class especially in formal class. they were not upset anymore when they had error in speaking. for the students who were still not confidence in speaking, they were interviewed by the member of the researcher. he found that the sixth students felt that they did not have enough vocabulary to speak and they were afraid when they made mistake in grammar. based on the data above, this classroom action research succeeds to improve students’ skill in speaking for professional context. it means that, inductive approach that has 6 steps, 13 meeting, and 7 topics was success. 2018. linguistic, english education and art (leea) journal 1 (2):143-153 150 from the data presented above, it could be concluded that the researcher could reach the criteria of success in terms of the process, the product, and the students’ responses. as was presented in the previous subchapters, the average score of students’ involvement during the implementation of inductive approach in teaching speaking in 2nd semester of stkip pgri lubuklinggau was more than 80%; there were 28 students or (82.35%) who did not feel easily embarrassed when they spoke in the class especially in formal class. in other words, rivers (1981), inductive approach that has six points could help the teacher to solve personality factors, they are: 1. students encounter a new structure in a meaningful context in dialogue. 2. students encounter a new structure in a meaningful context in reading passage. 3. the teacher demonstrates the new structure through activity in the classroom, using, objects, pictures, action, sounds, or mime. 4. students attempting to communicate spontaneously with each other need structure they do not know. 5. students study example sentences and discuss regularities of structure they can observe in these sentences. students listen to examples of the structure in use and then do guided written exercises which involve use the structure. in addition, the percentage of the students who passed the passing grade was also more than 80%. based on the product of test, they were 30 of 34 students (88.24%) successfully passed the final of speaking test. similarly, in the form of video, the students gave positive responses in improving their skill in speaking. it showed in the firstthird meeting the students were shy to answer & ask the questions from the teacher and in processed of implementing the approach the students improve their skill to have discussion with their lecturer & classmate, the data can be seen in the form of video recorder. all in all, it could be concluded that in cycle 1 the researcher could reach all the criteria of success; hence she did not need to go to the next cycle. discussion this research was aimed at examining the process of learning by using inductive approach in improving students’ speaking skill in professional context. the discussion is focused on the way of implementing inductive approach as a combining strategy that can help the students learning english better in cooperative and independent learning. inductive approach is a kind of approach in encountering a new structure in a meaningful context in a dialogue, in a reading passage, teacher demonstrates by using object, pictures, actions, sounds or mime and many other. the materials presented by using powerpoint that made by the 2018. linguistic, english education and art (leea) journal 1 (2):143-153 151 teacher, media internet which can be utilized offline videos and real pictures, the teacher also demonstrated by her self the new structure through activity in the classroom, using, objects, pictures, action, sounds, or mime indeed speaking is more interesting. based on (rivers, 1981:78) many students have problem in personality factors. characteristics affect students’ performance in the oral part of the lesson. some students are by nature cautious or meticulous; others are sensitive and therefore easily embarrassed or upset if found to be in error or not understood. the consideration for choosing inductive approach for teaching speaking in professional context was based on several reasons. the implementation of inductive approach for speaking professional context in university level at stkip pgri lubuklinggau have attracted the students’ curiosity to explore the activities that comprises those materials. because in each activity provide with complete structure, language expression, the images, online and offline video etc. this could be concluded that the effect of the features on the motivation was good. through the animation they could understand the material easier. inductive approach was not only device that was used in this research. the students also used worksheets in each meeting to ensure the students’ speaking skill. the worksheets were the functioned also as the means to recall the information and copy the important things in the materials. dealing with the inductive approach that the students applied, the result of the students’ assessment on the approach applied in speaking for professional context, after the treatment within 13 meetings proved an improvement on their awareness to be good speakers who employs some important strategies. those include establishing speaking purpose, determining main idea, organizing information, and monitoring their skill. conclusion the findings of this present research showed that the use of inductive approach in teaching and learning speaking for professional context could solve the second semester students’ problem in speaking skill. this can be seen from the students’ improvement in three aspects that the students made. those are the final result of the students’ involvement in the class activity, the students’ speaking test (speech), and the number of the students who gave positive response in structure interview toward the implementing of inductive approach. furthermore, the students’ improvements in those three aspects were caused by the result of implementing steps of inductive approach. the implementation of inductive approach in teaching and learning process used the three phase technique (pre speaking activities-whilst speaking activitiespost 2018. linguistic, english education and art (leea) journal 1 (2):143-153 152 speaking activities) method and combined with six steps in applying inductive approach. the stages in implementing this strategy in every meeting were: (1) the topic was telephoning. students encounter a new structure in a meaningful context in dialogue. the dialogue presented orally or accompanied by a filmstrip or pictures. the students practiced using of the structure orally through substitution and conversation exercises. they then establish a generalization or rule as a summary of what they have been doing. they then try out what they can do with the new structure in variations of the dialogue which force use of the structure. (2) the topic was interview. students encounter a new structure in a meaningful context in reading passage. the teacher gave the copy of passage to read. in the early stages, these are usually conversation in tone. through question on the content of the passage, the teacher forced using of the structure. if it is obvious that students have not worked out how the structure operates, their attention is drawn to a paradigm, or a statement of the rule with examples. the improvises further examples of the structure used in sentences related to the content of the reading. students then do written exercises which contain vocabulary and situations drawn from the reading passage. finally, they gave oral reports or wrote original paragraphs on related subjects which draw on the structure just learned. (3) the topic was presentation. the teacher demonstrates the new structure through activity in the classroom, using, objects, pictures, action, sounds, or mime. the teacher gave the sample how to present a presentation in formal situation. students imitated the teacher’s production and then demonstrated their comprehension by variations on what they have heard, demonstrating their meaning through action or other visual means. (4) the topic was group discussion. students attempting to communicate spontaneously with each other need structure they do not know. the teacher supplied it. other students needed the same structure. the teacher supplied the structure again. students attempted to use it, with the teacher corrected discreetly when they misuse it. students continued to have recourse to the teacher on those occasions when they were not sure that they were using the structure appropriately. (students may later refer to a textbook or programmed note to review what they have been using in class. this is usually an out-of-class activity). (5) the topic was meeting. students studied the example of sentences and discussed regularities of structure they could observe in these sentences. with the teacher’s helped they established a schematization of the operation of the structure. they then did exercises, orally or in writing, in which they applied what they have just discovered. 2018. linguistic, english education and art (leea) journal 1 (2):143-153 153 (6) the topic was seminar. students listened to examples of the structure used and then guided written exercises which involved using the structure. when they grasped the operation of the structure, they tried using it in conversation with other students. in the last meeting of speaking for professional context, the teacher chose speech for oral test because in speech the students performed individually and before they have speech, the teacher also gave the tips and instruction how to make a good speech. those were the complete topics that have been applied in speaking for professional context class in second semester of english department stkip pgri lubuklinggau. references aziz, e.a. (2003). indonesia english: what’s “det tuh”? teflin journal, 14 (i): 140-148. borg, w.r., gall, m.d., & gall, j.p. (2007). educational research. san fransisco: pearson education, inc. brown , h. d.(2007). teaching by principles. san francisco: san francisco state university. cahyono, b. y., & widiati, u. (2011). the teaching of english as a foreign language in indonesia. malang: state university of malang press. kemmis,s., mctaggert,m. (1998). the action research planner. (3rd ed.). victoria: deakin university.http://www.stanys.org/rt/action%20research%20spiral.pd f http://www.infed.org/research/b-acties.htm accessed desember 18, 2012 and http://wwwz.fhs.usyd.edu.au/arow/arer/004.htm accessed desember 18, 2012. latief, m.a., (2010). research methods on language learning an introduction. malang: universitas negeri malang um press. o’grady, w. (2000). contemporary linguistic analysis: an introduction: c o p p clark ltd. renandya, w. a. (2004). indonesia. in h. w. kam & r. y. l. wong (eds.), language policies and language education: the impact in east asian countries in the next decade (pp. 115-311). singapore: eastern universities press. rivers, w.m. (1981). teaching foreign language skills. chicago, il: the university of chicago press. http://www.stanys.org/rt/action%20research%20spiral.pdf http://www.stanys.org/rt/action%20research%20spiral.pdf http://www.infed.org/research/b-acties.htm%20accessed%20desember%2018 http://wwwz.fhs.usyd.edu.au/arow/arer/004.htm linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1020 247 teachers’ communication strategy in sma swasta pencawan medan helmida barus universitas prima indonesia dorsita sitohang universitas prima indonesia meyna malango universitas prima indonesia seprosari simbolon universitas prima indonesia helmidabarus16@gmail.com submit, 13-12-2019 accepted, 30-01-2020 publish, 02-02-2020 abstract this study aims to discuss teacher communication strategies to students in improving student achievement. according to researchers obstacles what teachers face in improving student achievement is concerned free time or opportunity to gather (discuss) between the teacher and student. this research is a type of qualitative research, which researchers as the key instrument, from the interview results the researcher gave a picture of that teacher communication strategies in creasing student achievement in more schools to rewards, in reality teacher often misinterterpret strategies this, the teacher only understands the form of punishment given to students who guilty, even thought the reward should also be given to students who achievers in the form of gifts, praise and others. from the three studies above it can be concluded in the learning process still found 15 students from 30 students who have difficulty in communicating, so it is very influential in the participation and achievement of students learning. to solve the problem, it is by using a learning method that requires students to be actively communicating, dare to express opinions. the problem that is examined in this research is how the form of teacher communication with the students occurs keywords : communication strategies, english language learning. mailto:helmidabarus16@gmail.com 2020. linguistics, english education and art (leea) journal 3 (2):247-257 248 introduction communication is to provide information, messages, ideas, thoughts and feelings to others with the intention that others participation in the eventual information. in a message delivery or idea during the communication process, it often happens a depreciation of communication that is realized by the teacher. in other words, in the process of delivering the message will be a matter of meaning that the material received by the students is almost not equal and may not correspond to the material submitted by the teacher. such as, teachers are required to use communication strategies to minimize the occurrence of a depreciation of meaning. in communicating with others people need vocabulary. vocabulary is also need in learning proses (yenita, 2019). strategic omp n o omm n on „ om n important element of the communicative competence that a second or foreign language learner needs in order to communicate effectively (canale & swain, 1980; savignon 1983; canale 1983; bachman 1990; celce-murcia, dörnyei & thurrell,1995; ahmed & pawar, 2018). some educators think that it is not necessary to teach strategic competence as a part of the language syllabus as learners already have acquired these strategies of communication from their mother tongue. however, the situation with a foreign language is completely different as learners need such strategies not only for making further meanings that are more sophisticated and diplomatic but to compensate for lack of linguistic or sociolinguistic competencies. carvantes & roddringuez (2012) studied css used by two efl teachers and their beginner level students in mexico city, and the potential factors that influence the communication strategy use in class. for the purpose of collecting data, the researchers used audio-recordings of naturally occurring classroom interactions, interviews with the teachers and observation field notes taken in six class sessions. data from the interaction transcripts were examined as adapting faerch & k p ‟ (1983) xonomy of communication strategies as analysis basis. results indicated that the most frequently used communication strategy in both groups was language switch. however, the teacher who seemed more involved with students used clarification request, comprehension check and asking for confirmation strategies. the teacher who appeared more distant from students used comprehension check and repetition strategies. class size, seating arrangements and learning activity tasks were also some of the factors that influenced the communication strategies use. the advantage of this research is that the description and interpretation of the informant can be examined in depth by the researcher. this research has a theoretical basis that fits the facts more subjectively. this research is very 2020. linguistics, english education and art (leea) journal 3 (2):247-257 249 effective to be used in finding responses and views because of meeting directly with teachers and students. literature review in this section, the study is to survey the previous research on communication strategies. it attempts to go through the various definitions of communication strategies, categories of communication strategies, their significance in communication and language learning and providing some examples of most common communication strategies. (sabri & sunil, 2018). communication in english is communication, derived from the common wo d o f om wo d om n m n n “ m ” o “ m m n n ” n other words communication gives understanding together with the intention of changing thoughts, attitudes, behaviors, recipients and doing what is desired by the communicator. according to roben communication is a behavioral activity or the activity of delivering messages or information about thoughts or feelings. 18 no f f om ro n‟ nd nd n , jo n r. s m o n n ook l d managing organizational behavior states that communication can be interpreted as a process between individuals in sending and receiving symbols meaningful in their interests. 19 jl aranguren 20 in his book human communication states that communication is the transfer of communication to obtain responses. meanwhile, melvin l. de fleur 21 defines communication as coordinating the meaning between a person and the audience. john c. merril 22 said that communication is nothing but an adjustment of mind, the creation of a shared symbol in the minds of the participants or in short don fabun in his book the transfer of meaning says communication is an event that is experienced internally, purely personal, shared with others. 23 according to weaver communication is the whole p o d o om on ‟ m nd n ff o of o . according to gode, communication is a process that makes something that was o n lly own d y om on (on ‟ monopoly) o own d y wo o mo people. 24 james a.f. stoner in his book entitled management, states that communication is a process in which a person tries to provide understanding by moving messages. 25 so that in general communication is the delivery of information, ideas, thoughts, feelings, expertise from the communicator to the omm n n o nfl n omm n n ‟ m nd nd pon fo feedback for communicators. so that the communicator can measure the success or failure of the message conveyed to the communicant. communication theories in general, communication can be divided into several sections, tailored to human needs in interacting, including interpersonal communication, inter-group communication, political communication, mass communication, organizational communication 2020. linguistics, english education and art (leea) journal 3 (2):247-257 250 and so forth. based on the method of explanation and the scope of the object of his observations, littlejohn divided communication theories into two groups. the process of mass communication involves aspects of intra-personal communication, interpersonal communication, group communication and organizational communication. 28 of the various communication theories that are often used in the teaching and learning process is the theory of interpersonal and group communication. (barger & charles, 2008). communication strategies the term communication strategies refers to both linguistic and nonlinguistic strategies that a speaker calls upon to compensate insufficiency in his/her knowledge while communicating. boxer and cohen (2004) defined css as "a systematic attempt by the speakers or the learners to deliver or give the exact meaning that is not proportionate with the rules of the target language". instruments the instrument used for collecting data for this study is the observation. t o v d d n „ of cs d n interactions in english classes. (sabri & sunil, 2018) research methods the research uses a qualitative descriptive research plan. this research draft was chosen because the research plan is capable of describing the teacher's communication strategy during english language learning. this research is expected to describe the communication strategy that the teacher raised. the subject in this study was the teacher of class xi mia-1 pencawan. the object of this research is teacher communication strategy in english language learning. the data collection methods used in this study are documentation methods, interview methods and observation methods. in this research the author uses nonparticipatory observation methods. this method was chosen because the author wanted to see the natural learning situation performed by the teacher without any intervention from the author. to get a situation that learning naturally the researcher must take the distance with the research subject so that the situation created desired. when observing researchers record specific things or extraordinary things happening in the classroom during the course of learning. the recording was done to see things that the recording device could not record as such as the classroom situation. this method of observation is also accompanied by a recording of activities in the classroom. the use of this recording technique is done to prevent authors ' negligence in recording the communication strategy that the teacher raised. 2020. linguistics, english education and art (leea) journal 3 (2):247-257 251 after the data is collected, it will then be analyzed by using data analysis. this data analysis is the most important step for getting answers to the problems you want to solve. results discussion of the results discussion of the results of this study is focused on the findings of researchers (1) communication strategies that are raised by teachers in learning english (2) communication strategies most often used by teachers in learning english. the first finding about the communication strategy that was raised by the teacher in learning english. from the observations made by researchers, it appears the teacher raises communication strategies during the learning process. on observations the researchers made observations on class xi mia-1 and the teacher used cooperative strategies. understanding strategy understanding strategy in the indonesian dictionary of the ministry of education and culture defines the strategy is: "careful planning of activities to achieve specific goals." 1 made wena, argues that strategy is a way or art of using resources to achieve certain goals. 2 haitami and syamsul, stated the strategy is "all means and power to deal with certain targets in certain conditions in order to obtain the expected results to the maximum. 3 in general the strategy has an understanding of the broad outlines of the direction to act in an effort to achieve the specified goals. associated with teaching and learning, strategies can be interpreted as general patterns of student teacher activities in the realization of teaching and learning activities to achieve the goals outlined. 4 basic strategies in the educational context can be divided into 4 parts, namely: 1. identifying and establishing the specifications and qualifications of the behavior and personality changes of students as expected. 2. choosing a teaching and learning approach system based on people's aspirations and life outlook. 3. choosing and determining the procedures, methods, and teaching and learning techniques that are considered the most appropriate and effective, so that the teacher can make a handle in carrying out their teaching activities 4. establishing norms and minimum limits of success or criteria and standards of success, so that teachers can make guidelines in evaluating the results of teaching and learning activities that evaluate the results of teaching and learning activities which will then be used as feedback for improving the overall instructional system concerned. 2020. linguistics, english education and art (leea) journal 3 (2):247-257 252 cooperative learning strategies cooperative learning is a strategy used in constructivism learning models. constructivism learning according to paul suparno's assumption is that knowledge is a construction (form) of people who know something itself, constructivism emphasizes the active role of students because knowledge is formed by students actively and not merely passively accepted by the teacher (suparno, 1997). cooperative learning is one of the approaches used in constructivist learning models. constructivistic learning is an active process of students to build knowledge, not only mental but also physical activity, meaning that through physical activity students' knowledge is actively built based on the process of assimilating experience or material learned with the knowledge the lesson has and it takes place mentally. thus the essence of this learning is to build an approach. the way of teaching and learning in schools that is based on the theory of constructivism is a way of learning that emphasizes students in shaping their knowledge, while the teacher acts more as a facilitator who helps the student's activeness in shaping his knowledge. cooperative learning includes a small group of students who work as a team to solve a problem, complete an assignment, or work towards another common goal. from the description above it can be interpreted that cooperative learning is a teaching model where students learn and work in a small group, they also help each other, discuss and argue with each other in understanding a subject matter and cooperate in working on assignments or worksheets, both in the form of tutorials peer, peer training and correction. so learning can help in minimizing differences in understanding and mastery of the subject matter of each individual student. teacher method teaching question and answer method definition of question and answer method the term teaching method consists of two words namely "method" and "teaching". the method comes from two words namely meta and hodos. meta means "through", and hodos means "way or way". 1 in the big indonesian dictionary, "method" is "an orderly and well thought out way to achieve intentions." 2 then methods can be interpreted as roads or ways that must be traversed to achieve certain goals. some understanding of the method according to some experts, namely: 1. according to muhibbin syah in his book "educational psychology with a new approach" is that the method literally means a way. in general usage, the method is defined as a way of doing an activity or ways of carrying out activities using facts and concepts systematically. 2020. linguistics, english education and art (leea) journal 3 (2):247-257 253 2. according to muzayyin arifin, "understanding the method is a way, not a step or procedure. the word procedure is more administrative or taxonomic in nature. as if educating or teaching is only interpreted as having implications influence. then the interdependence between educators students in the process of being together towards specific goals ". 3. according to w.j.s poerwadarminta, "method is the" way "which is has been organized and thought out to achieve something mean ". the conclusion of the above meanings namely that the method in general is the right way and fast at doing things, like conveying subjects. 4. according to muhammad talib, the method is an orderly method used to carry out a job in order to be achieved a good result as desired. referring to some experts' understanding above, it can be concluded that the method is an organized or planned method which is used by an educator in delivering or presenting subject matter to students so that learning objectives are determined can be achieved by accompanied by changes in behavior at learners. question and answer method question and answer method is a method where the teacher uses or gives questions to students and students answer, or vice versa students ask the teacher and the teacher answers students' questions. (soetomo, 1993: 150) question and answer method is a way of presenting lessons in the form of questions that must be answered primarily from teachers to students, but can also from students to teachers (syaiful bahri djamarah 2000: 107). this method is considered better than conventional learning methods namely lecture method. the reason is because this method can stimulate students to think and be creative in the learning process. question and answer method can also be used to measure or find out how far the material or teaching material that has been mastered by students. steps for using the question and answer method to avoid deviations from the subject matter, the use of the question and answer method must pay attention to the following steps: 1. formulate clear question and answer objectives in the form of specific goals and focus on student behavior. 2. looking for reasons for choosing the question and answer method. 3. define possible questions to be raised. 4. define possible answers to keep from deviating from the subject matter. 5. provides the opportunity to ask questions for students. based on the steps above, the teacher's actions in using the question and answer method must be prepared as carefully as possible in the form of a detailed teaching plan with the following steps: 2020. linguistics, english education and art (leea) journal 3 (2):247-257 254 state the reasons for using the question and answer method. 1. prepare questions that fit the specific learning objectives. 2. summarizing student answers according to specific learning objectives. 3. give students the opportunity to ask questions that are not yet understood. 4. giving questions or opportunities to students to ask things that are development or enrichment. 5. give students the opportunity to answer questions that are relevant and are development or enrichment. discussion education in terms of the process is part of communication; in meaning that the process involves two components consisting of humans, namely the teacher as a communicator and students as communicants. while the difference between communication and education lies in its purpose or effect which is expected. judging from the expected effect, if the purpose of communication general, while the purpose of education is specific. this specificity which in the process of communication gives birth to special terms like information, propaganda, indoctrination, agitation and education. the purpose of education is to be specific, that is to improve learner knowledge about a matter so that he can master it. this is clearly different from the goals of enlightenment, propaganda, indoctrination, and agitation as mentioned above. the educational objectives will only be achieved if the process is communicative, in the sense that it runs smoothly and effectively. as understood, that in general the process of education or learning is take place in class is face to face (face to face). because of his group relatively small — although basically the pattern of communication between teachers and students in the class including group communication (group communication) but an educator at any time can turn it into communication interpersonal. form of communication that is expected to appear in the learning process in class is two-way communication (two ways flow of communication), where educators and students can occupy each other's position both as communicator as well as communicant. the two-way communication process occurs if students are responsive; express opinions or ask questions, asked or not asked. instead on the part of educators, he must give the widest opportunity for students to open dialogue and creative, innovative and dynamic discussion. order communication in the process learning is effective, so educators must prepare its strategy thoroughly. based on the findings, from eight types of communication strategies, stalling or time gaining strategy appeared to be the most frequent strategies used by the teacher in communicating with the students (36%). it showed that the 2020. linguistics, english education and art (leea) journal 3 (2):247-257 255 teacher used many expressions that related to time gaining or fillers in explaining the lesson. the teacher applied them in order to take time to think or to maintain the conversation run smoothly. this findings was relevant with dornyeim(1995), d d ll n o m n n y „ omm n on m n n n y‟. t w no l d o ‟ omp n , ow v done because the teacher need time to think in the conversation. the second place was taken by comprehension check with the percentage of 14%. the teacher often asked the question to the students in purpose to check their comprehension and to see how far they had understood the material. non-linguistics means was an effort from teacher to help the students by expressing certain things. meanwhile, based on the data interview, it can be elaborated that teacher was consciously applied two strategies from thirteen types of css. those were use non-linguistics means and code switching. code switching was the way in expressing message that had no words equivalent in english. juanita (2011) said that someone applied the code switching due to want to emphasize the word in english and the terms by using the equivalent in native language at the same time with the english sentence. thus, from the discussion above, it can be interpreted that the communication strategies types in the framework were not all employed by the teacher. nevertheles, the implementation of each startegies used by teacher above was very helpful for the students in nd nd n ‟ m l nd f l d n ov om n problem in communicating with the students during learning and teaching process. the more strategies teacher used, it meant the better conversation or communication among teacher and the students would appeared in the classroom. commonly, teacher used strategies to keep the conversation going well. the present study indicated that teacher only rely on compensatory strategies in the classroom interaction, since all the eight strategies were categorized into it. let us turn to non-empirical and empirical studies in support of communication strategy instruction. those who advocate teaching cs generally make pedagogical recommendations and argue that communication strategy training is desirable in order to develop strategic competence (e.g., dörnyei & thurrell, 1991, 1994; færch & kasper 1983a, 1986; tarone & yule, 1989; willems, 1987). færch and kasper (1986) recommend three specific activity types to practice cs. these are communication games with visual support, without visual support, and monolo . t y l o omm nd n n d n ‟ m -communicative awareness about the factors that determine appropriate strategy selection through certain analytic tasks, such as audio/video tape analysis of nns-ns discourse. 2020. linguistics, english education and art (leea) journal 3 (2):247-257 256 conclusion from the three studies above it can be concluded in the learning process still found 15 students from 30 students who have difficulty in communicating, so it is very influential in the participation and achievement of students learning. to solve the problem, it is by using a learning method that requires students to be actively communicating, dare to express opinions. the problem that is examined in this research is how the form of teacher communication with the students occurs references ahmed, s., t., s & pawar, s.,v. (2018) communicative competence in english as a foreign language: its meaning and the pedagogical considerations for d v lopm n ‖. the creative launcher, 2 (4), 301-312 bachman, l., f. (1990). fundamental considerations in language testing. oxford university press berger, c., r. (2008). interpersonal communication. in wolfgang donsbach (ed.). the international encyclopedia of communication. new york, new york: wiley-blackwell. boxer & cohen (2004), chapter 12. c. roever. difficulty and practicially in tests of interlanguage pragmatics canale, m & swain, m. (1980). theoretical bases of communicative approaches to second language teaching and testing. applied linguistics, 1(1), 1-47. canale, m. (1983). from communicative competence to communicative language pedagogy. in: c. jack, richards & richard w. schmidt (eds.), language and communication. london: longman. carvantes., c & roddringuez., r (2012). the use of communication strategies in the beginner fl classroom. gist education and learning research journal, 6 (1),111-128. celce-murcia, m., dörnyei, z., & thurrell, s. (1995). communicative competence: a pedagogically motivated model with content p f on ‖. issues in applied linguistics, 6(2), 5-35. dornyei, z. (1995). communication strategies, attitude, and oral output of efl learners: a study of relation. open journal of modern linguistics, 6 (5) dörnyei, z & t ll, s. (1991). ―s omp n nd ow o ‖. efl journal. 45 (1). 16-23 dörnyei, z. & scott m. l. (1995). communication strategies: an empirical analysis with retrospection. deseret language and linguistic society symposium. 21 (1), 137-150. 2020. linguistics, english education and art (leea) journal 3 (2):247-257 257 færch, c., & kasper, g. (1983). on identifying communication strategies in interlanguage production. in c. færch & g. kasper (eds.), strategies in interlanguage communication. london: longman. færch, c., & kasper, g. (1986). strategic competence in foreign language teaching. in g. kasper (ed.), learning, teaching and communication in the foreign language classroom. aarhus: aarhus university press. faucette, p. (2001). a pedagogical perspective on communication strategies: benefits of training and an analysis of english language teaching materials. second language studies, 19 (2), 1-40 juanita, f. d. (2011). communication strategies in an english conversation class, widya warta, 1 (2), 167-178 majd, golaleh (2014). teaching communication strategies to efl learners and its impact on anxiety level and motivation: a world. retrieved from www.esp.world.info . putri, l. a. (2013). communication strategies in english as a second language (esl) context. advances in language and literary studies, 4(1), 129-133 saraa f., a & dina, a., a (2016). communication strategies for teachers and their students in an efl setting. international journal of bilingual & multilingual teachers of english, 4 (1) sabri, t., s., a & sunil v.,p (2018). a study of communication strategies employed by radfan college efl students in their classroom interactions. new academia: an international journal of english language, literature and literary theory, 3(3) savignon, s. j. (1983). communicative competence. john wiley & sons, inc.. sembiring, yenita (2019). an an ly of s d n ‟ vo l y a l y o anagram in smk sandhy putra 2 medan. elt (english language teaching prima journal), 1(1) linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.1002 132 an analysis of reading comprehension difficulties in toefl test by high school students anita loviagirsang 1 universitas prima indonesia fransiska vanny guitara marbun 2 universitas prima indonesia yusri apriani margaretha turnip 3 universitas prima indonesia erikson saragih 4 universitas prima indonesia anitagirsang88@gmail.com 1 submit, 30-11-2019 accepted, 21-12-2019 publish, 23-12-2019 abstract this research was conducted with the aim of finding out the difficulties that were felt by high students in answering reading comprehension questions on the toefl test.the method used in this research is qualitative method. this research was conducted on high school students who had taken the toefl test. from the results of this study it was found that the biggest problem in reading comprehension in the toefl test was due to the lack of interest in reading high school students so they would feel bored by seeing the text in front of them and it was still difficult for high school students to find the meaning of the text due to lack of vocabulary, and lack of practice to answer questions related to reading comprehension with the lack of practice, they think that the time to answer questions is not enough. so from the research conducted it is expected to overcome these difficulties, high school students must increase their practice of reading comprehension questions both at home and at the course, and must increase interest in reading and increase vocabulary so that it is easier to work on problems in the reading comprehension section. keywords: reading comprehension,toefl introduction in this era, english is not a strange thing for everyone. because english is an international language, which is used in all corners of the world. in indonesia, english has become one of the subjects in the world of education. there are 4 skills in english, currently the toefl test is the most internationally recognized mailto:anitagirsang88@gmail.com1 2019. linguistics, english education and art (leea) journal 3 (1):132-137 133 test for measuring a person's level of english (warfield, et.al, 2013). one of which is reading. according to grabe & stloller, (2002) reading is a way to draw information from the printed page and to interpret the information appropriately .everyone actually has to master this skill because by mastering this reading skill the message of a text can be conveyed. to find out how high our english level is, we can take the toefl test, because the toefl is a standard test used to measure english language proficiency. at present the toefl score has become one of the requirements to get a scholarship abroad. so many people who have taken the toefl test. in indonesia, the toefl certified internationally is held by the english language system (ets) (mahmud, 2014).). even now all universities in indonesia have a toefl score to pass and even to get a job toefl score has become one of the requirements. the authority of universities set this precondition because they believe that toefl is able to evaluate students’ ability and skills to understand english in academic tasks (aliponga, 2013). previous research conducted by febriani et.al (2019) this research said that the problems faced by eighth semester students were lack of students' understanding of the text, lack of student background, lack of student reading strategies, which caused students to fail in answering reading comprehension questions on the toefl test. antoni (2014) also said the difficulties experienced by students in interpreting texts, vocabulary restrictions, and time constraints. another research was conducted by octarina (2018) in this research many questions were asked from deborah philips toefl book. that is, difficulty in finding the main idea, implied detail question, unstated detail, stated detail question and vocabulary queation. in this research said that the most difficulty faced by students is when they have to find the main ideas of the text, because of the lack of student vocabulary. then the thing that is most important is to increase the vocabulary. this research was conducted by making a few changes from previous research that only use research subjects from english education. however, the data in this study were obtained from diverse research subjects ranging from graduates from 2015 to graduates in 2019 who had taken the toefl test. so the data obtained is also very diverse because with different majors backgrounds. this is also done to find out the difficulties experienced by students in taking the toefl test not only one course, but from various majors. literature review many experts have defined meaning rather than reading, sweet & snow (2003) define reading as a process of constructing meaning from text.there are various techniques in reading as conveyed by grellet (1998) which are 2019. linguistics, english education and art (leea) journal 3 (1):132-137 134 summarized as; cursory reading, extensive reading, intensive reading, receptive reading, responsive reading. according to moat (2011) in reading we must be able to understand the meaning of symbols and be able to create words.difficulty in reading comprehension is no longer rarely heard because there have been many studies of the biggest problem in reading is to understand the contents of the text. vogel as cited in chen & chen (2015) has said that about 52% of adults with l2 reading comprehension problems had difficulties in learning a foreign language.however, problems also arise because of the low vocabulary of someone, so it is not enough to interpret the contents of a text and do not know the background of a text. goodman (1979) has said that even the most excellent readers frequently have difficulty to connect what they already know before they read something. the toefl test also contains reading comprehension questions which the toefl is test which is usually used to find out a person's ability level, about his english. this test itself is intended for those who do not use english as a mother tongue, or also countries that use english as a foreign language or also their second language. the toefl test consists of 4 parts, namely reading, listening, speaking and writing.in completing reading comprehension, there are many problems experienced by high students. as said by al-rawashdeh (2010) who conducted research in jordania universities students which in this study revealed that the toefl test was intended for english students, and assumed that the toefl test was useless.to solve the difficulties experienced by students, many researchers suggest that universities increase their time in terms of improving reading comprehension. research method the research method used in this study is a qualitative method, which aims to analyze the difficulties experienced by high scool students in answering reading comprehension questions on the toefl test. the subjects in this study were high school students from several campuses in medan and their graduates varied from 2015 to 2019 who had taken toefl tests of 45 people consisting of 27 women and 18 men. with the procedure of collecting data through interviews and filling out questionnaires related to the test toefl specifically in the reading section. finding in this study, researchers began their research by meeting and contacting people who had taken the toefl test, until finally information was obtained from 45 people who had taken the toefl test and then the researcher asked matters related to his research. in his research, researchers asked what parts were tested on the toefl until finally asking the hardest part in the toefl test. most 2019. linguistics, english education and art (leea) journal 3 (1):132-137 135 people say that when they have to answer a listening section, but most also say when they have to answer a question by having to read text that is very boring. that makes most people do not have time to answer questions because they have run out of time to read the text. not to mention the vocabulary used in the text including difficult vocabulary so that it must make the head spin around around to understand the meaning and contents of the text. lots of information obtained in this study. from 45 people there were 12 people who said they did not like answering questions in the reading section because reading was a very boring thing, especially not our own language. 8 people gave reasons not to like reading comprehension because of lack of reading interest. 15 people said that in answering reading comprehension questions was confusing because it was very difficult to find the meaning, purpose and meaning of the text, 5 people said it was very difficult to answer reading comprehension questions in the toefl test because it required a lot of time. so they felt the time given in answering the test was lacking, 2 others said that it was very rare to practice working on reading comprehension questions, and 3 people said that there was not enough money to take the toefl course. based on the data found by the researcher, the researcher concludes that the difficulty in answering reading comprehension questions on the toefl test is because the participants' lack of interest in reading, the meaning and purpose of the text in reading comprehension questions is difficult to understand, lack of practice and time become one of the difficulties for each participant who follows toefl test. discussion reading is one of the skills in english, so reading and understanding are required to be mastered by every student. as well as in the toefl test which has comprehension reading questions. but in reality there are still very many obstacles experienced by students, especially high students in mastering the techniques of solving reading comprehension problems in the toefl test.from the results of data collection many high school students still have difficulty answering questions on reading comprehension due to several things. as from the data found due to lack of interest in reading, the meaning of the text is difficult to understand, time to work on the problem is very lacking and lack of practice in working on reading comprehension problems, and the lack of foreign language vocabulary as a second language and not their true culture so that they will only get used to what they often hear and this is the biggest problem in answering toefl test questions so it is very difficult to find the main idea of the text. this is similar to what is expressed (carrell & eisterhold, 1988) that research on schema theory shows students can fail if they do not have the same 2019. linguistics, english education and art (leea) journal 3 (1):132-137 136 access as the text. other researchers also argue that cultural background is very influential on what they read (davoudi & ramezani, 2014) and incidental vocabulary acquisition (pulido, 2004). in his research mahmud (2014) said that the highest difficulty of high students in answering questions because high students do not have the skills and motivation to read. difficulties experienced by high students in solving toefl test problems become a big problem in the world of education. so it needs a lot of attention and actually the problem of facilities is also one of the supporting factors to increase student motivation to read so that students' reading skills also increase. so from the research conducted, it is expected to overcome these difficulties. high school students must increase their work on reading comprehension questions both at home and at the course, as well as increasing interest in reading and increasing vocabulary so that it is easier to work on problems in the treading comprehension section. conclusion so from the research conducted it is expected to overcome these difficulties, high school students must increase their practice of reading comprehension questions both at home and at the course, and must increase interest in reading and increase vocabulary so that it is easier to work on problems in the reading comprehension section. references aliponga, j. (2013). reading journal: its benefits for extensive reading.internationaljournal of humanities and social science, 3(12), 7380. al-rawashdeh, h. (2010). difficulties that face graduate students during their toefl preparation program at jordanian universities. antoni, r. (2014). an analysis on 6th semester students’ toefl experience at english department of teachers training and education faculty of pasir pengaraian university. journal ilmiah edu research, 3(1), 9-16. carrell, p. & eisterhold, j. (1988). schema theory and esl reading pedagogy. in p. carrell & d. eskey, (eds.), interactive approaches to second language reading. cambridge: cambridge university press. chen, s. c., & chen, k. t. (2015).the use of efl reading strategies among high school students in taiwan. the reading matrix, 15(2), 156-166. davoudi, m & ramezani, h. (2014). the effects of cultural familiarity on reading comprehension of iranian efl learners. international journal on studies in english language and literature (ijsell), 2(8), 58-71. febriani, d., elfrida, & fernandita., j.(2019). reading comprehion problem in reading section of toefl test.jaal, journal of applied linguistic and literasi, 3(2) 2019. linguistics, english education and art (leea) journal 3 (1):132-137 137 goodman, k. (1979). the know-more and the know-nothing movements in reading: a personal response. language arts, 55(6): 657-663. grabe, w., & stoller, f. l. (2002).teaching and researching reading. harlow: pearson education. grellet, f. (1998). developing reading skill. cambridge: cambridge university press. mahmud, m. (2014). the efl students’ problems in answering the test ofenglish as a foreign language (toefl): a study in indonesian context. theory and practice in language studies, 4(12): 2581 -2587. moats, l. c. (2001). teaching reading is rocket science: what expert teachers of reading should know and be able to do. washington, dc: american federation of teachers. oktarina, r. (2018). difficult skills in reading section of toefl faced by sixth semester english students. pulido, d. (2004). the effect of cultural familiarity on incidental vocabulary acquisition through reading. the reading matrix, 4(4), 20-52. retrieved december, 21, 2014 from http://www.readingmatrix.com/articles/pulido/article.pdf. sweet, a. p., & snow, c. e. (2003). rethinking reading comprehension. new york: guilford press. warfield, w., laribee, r., & geyer, r. w. (2013). examining results and establishing benchmark data from the toefl itp test. american academic & scholarly research journal, 5(3), 191-198. http://www.readingmatrix.com/articles/pulido/article.pdf linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1010 287 using vocabulary self-collection strategy (vss) to improve mastery student’s vocabulary putri anita simbolon 1 universitas prima indonesia feber anggelina br bangun 2 universitas prima indonesia sumianti magdalena pardede 3 universitas prima indonesia jelinta br tarigan 4 universitas prima indonesia sri ninta br tarigan 5 universitas prima indonesia putrianitasimbolon6@gmail.com 1 submit, 05-12-2019 accepted, 30-01-2020 publish, 12-02-2020 abstract the research aims to know that vocabulary self-collection strategy (vss) can improve students’ vocabulary mastery and to find out how far vocabulary selfcollection strategy (vss) can be useful for the students' vocabulary mastery at the second-grade students of smp sinar husni medan. the methodology of this research used classroom action research. it was conducted on a two-cycle. in analyzing the data, the researcher used quantitative data. the implementation of vocabulary selfcollection strategy (vss) in teaching vocabulary at eight grade students was successful. it can be seen from the progress of the mean score in cycle i to cycle ii. mean score in a period i 71.20 % and rating in cycle ii 78.80 %. the implementation vocabulary self-collection strategy (vss) as a learning strategy was not only increasing students' mean score but also increase students' motivation and behavior. the students were more interested, happy, and active in teaching-learning english, especially vocabulary. based on the result above, it could be concluded that vocabulary self collection strategy (vss) improved their students’ vocabulary mastery. keywords: vocabulary mastery, vocabulary self-collection strategy (vss) mailto:putrianitasimbolon6@gmail.com 2020. linguistics, english education and art (leea) journal 3 (2):287-295 288 introduction mastering english is not as easy as taking something for granted. learners have to go through many steps and parts of learning. one of those parts is learning and mastering the vocabulary in english. one aspect of language which plays a significant role in english ability is vocabulary. according to brown (2010) says that words are the basic building blocks of language; names are used to create sentences, more large paragraphs, and whole texts. after observation, especially in class viii-a, the researcher found some problems from the students. the first, the students still confused with the meaning of the word. second, they were difficult to remember some names. third, they are challenging to write the words in the sentences. fourth, they were also challenging to translate the meaning of a word in sentences. fifth, the students' motivation in english lesson was still less. the researcher predicted the possible causes of the problems. the researcher found the factor of why the problem arose. first, mostly students' did not have a dictionary. it made them felt confused about knowing the meaning of words. second, they rarely practiced speaking the words every day. so, their vocabulary was low. third, they also did not have the right strategy to remember the words in the learning process. it made them forget many words they have in the learning process. fourth, sometimes the teacher unclear when explaining the material in the learning process. based on the description above, the researcher interested in using strategy to teaching vocabulary used vocabulary self-collection strategy (vss) to improve the students' vocabulary mastery. according to residence, bean, and baldwin (in lester and elliot, 2002) states that the purpose of the vocabulary self-collection strategy is to help students generate a list of words to explore and learned and to use their prior knowledge and interests to enhance their vocabulary. this strategy can be used to stimulate growth in word knowledge. in this study, the researcher used five references to previous research. the first study was conducted by muttahidah (2012) she found that the students' vocabulary mastery achievement increased significantly after being taught by using vocabulary card. it was proven by the improvement of students' vocabulary mastery scores from pre-test up to post-test. the second study was conducted by fatonah (2015) the research findings showed that reading comprehension of most students improved after the vocabulary self-collection strategy was used in the teaching and learning process. it was indicated by the increase of the mean of students reading comprehension scores in the pre-test and post-test (58.9 to 78.0) and several other improvements, i.e., improve the students' interest in learning english texts, facilitate the students in defining the unfamiliar words based on the context of the book, and 2020. linguistics, english education and art (leea) journal 3 (2):287-295 289 improve interaction both among the students by employing small group discussion and between the students and the teacher during the class. artoni (2013) explained that the vocabulary self-collection strategy (vss) is a strategy that is guiding students to make a list of vocabulary. list of vocabulary depends on unfamiliar, and interest words of students‟ perception, and this strategy can increase students‟ vocabulary. this strategy is appropriate to apply before going to teach reading. the advantages of vocabulary self-collection strategy (vss) are to increase students‟ vocabulary and suitable for pre and post-reading and help students determine a purpose for reading. this strategy also can motivate the students by selecting the new word that makes them active in reading juwita (2013) used vocabulary self-collection as a strategy to teach vocabulary. vocabulary self-collection strategy (vss) is an approach to teach vocabulary by using students'‟ ability in collecting and generating words list, and it emphasizes the student's‟ personal experiences and general knowledge. this strategy is started with the assignment for both students and teachers to bring words that they believe whole members of the class should learn. aisyiyah holds the latest previous study (2015) the result of the survey found that vocabulary mastery of most students improved after the vocabulary self-collection strategy was used in the teaching and learning process. it was indicated by the increase in the number of students who passed the criteria of success from pre-test − post-test 1 − post-test 2. the three research that had been conducted above showed that the vocabulary self-collection strategy (vss) was successfully implemented to improve the students' vocabulary learning. by basing on those three previous studies, the researcher does want to research in the same field. what makes it different is that in this study, the researcher applies vocabulary self-collection strategy by attaching the teaching of reading comprehension to solve vocabulary problems that occurred in vocational high school level. although originally vss was developed for secondary students (gregersen, 2007), by looking up the students' english awareness, the researcher conducts a study to improve vocabulary mastery of the students of vocational high school of bandung. it was because the researcher thought that the students of class x ak-2 were cooperative to do the strategy. besides, the researcher intended to invite the students to learn english vocabulary joyfully through an enjoyable reading class. considering the actions conducted in the previous studies, it was expected that the implementation of vss in this study would also be successful. 2020. linguistics, english education and art (leea) journal 3 (2):287-295 290 literature review the vocabulary self-collection strategy (vss) is an interactive-learning instructional strategy that promotes word consciousness, as students are actively engaged in identifying essential words from their reading to share with members of their class. the plan was first to introduce by haggard (1982,1986) and since then has been adapted for various grade levels and instructional contexts. students select words from their readings that are new and interesting, use the background and other resources to determine the meaning of the phrase, and nominate the name to be learned by others in the group or class. teachers using the vss (1) model the process of collecting signatures, (2) provide guided practice within reading groups, and other instructional contexts, and (3) offer consistent encouragement to students to use vss during independent reading. the significant benefits of using vss are that students engage in their learning, discover how to recognize unfamiliar or exciting words from their texts, develop their vocabularies, and become word conscious. a review of the research on vocabulary instruction conducted by harmon et al. (2005) led them to claim that struggling readers learn vocabulary when teachers “ encourage independent learning by allowing students to self-select terms to be studied. they pointed to vss as an approach to help students to select and review words that they feel are important to learn. research conducted by calderon et al. (2005) with english language learners demonstrated that, in addition to teaching vocabulary before reading, their discourse around the next after reading leads to students’ vocabulary development. vocabulary self-collection strategy (vss) according to residence, bean, and baldwin (in lester & elliot, 2002) states that the purpose of vocabulary selfcollection strategy is to help students generate a list of words to explore and learned and to use their prior knowledge and interests to enhance their vocabulary. this strategy can be used to stimulate growth in word knowledge. because the list is selfgenerative, internal motivation is utilized. this strategy can help students become fascinated with language and thus, increase their enjoyment of the subject. vss (vocabulary using vocabulary self-collection strategy) involves the following steps: 1) selecting the words 2) defining the phrase 3) finalizing the terms list 4) extending names knowledge according to stoddard (2006), say that the purpose of the strategy enables the long-term acquisition of vocabulary. because the students generate both the vocabulary and the meaning from a text they are currently using, not only do they learn the vocabulary in context. the first research was conducted by martono & asrori (2012) tells that the most common problem is the difficulty of students using grammar, limited 2020. linguistics, english education and art (leea) journal 3 (2):287-295 291 vocabulary, and pain in spelling correctly. this study used different data collection methods from previous research. the quantitative data were obtained by calculating the score of the test. the researchers used oral text, written tests, and interviews to collect the data. to analyze the qualitative data, the researcher used steps to collect the data, gather the data from the scoring of the class, compare the students' scores, calculate the percentage of the students' scores, make the conclusion. research method this researcher used classroom action research {car} as the research design. classroom action research is part of a broad movement that has been going on in education, generally for some time. in car, there is a cycling term that contains four stages of this research. the four steps are an action plan, implementation action, observation, reflection. the result of one cycle is used to determine the need for the following period until the problem gets solved by strategy. findings the researcher found that the students' mastery in vocabulary was low. it could be shown in the percentage of the class unsuccess was 47.3 %. it meant that the students who failed the vocabulary test on the preliminary study were 47.3%. it said that all students were unsuccessful. (see the table of students' score in vocabulary test for each cycle) the result of the check-in period one and two was different. it had shown the improvement of the students continuously. the percentage of test 1 in cycle 1 was 71.20% and in cycle 2 was 78.80%. it showed that the teaching and learning process was successful. the result of students' score percentage also shows the significant improvement that is 78.80%, and that indicated higher than the minimal mastery criterion (70). the researcher concluded that improving students' vocabulary mastery using vss strategy could increase the student's ability to master vocabulary. it means that developing students' vocabulary mastery using vss strategy in smp sinar husni is successful in the classical category. table 1. table of students’ score in vocabulary test for each cycle no student’s name preliminary test test 1 (cycle 1) test 2( cycle 2 ) mean 1. abdul dimas fares 40 67 76 61 2. arifin 56 65 78 66.3 2020. linguistics, english education and art (leea) journal 3 (2):287-295 292 from the data above, it could be seen that there were 13 students (38 %) in cycle 1, passing the minimal mastery criterion ( ≥ 70 ). and there were only two students who failed the test or got lower than the minimum mastery criterion. the 3. bagas syahputra 50 67 78 65 4. egi santika 50 70 75 65 5. nabila febrianti 48 67 77 64 6. m. rafi irawan 60 70 80 70 7. gisya hadaya s 45 68 75 62.7 8. kasyfiana 50 65 80 65 9. kasyfiani 50 67 87 68 10. m. prastyo akbairih 65 70 85 73.3 11. m. khadavi 30 75 90 65 12. zuanda 60 67 80 69 13. m. alfikri 40 77 78 65 14. alfy dindo miranti 40 70 69 59.7 15. fika julia dewi 50 70 90 70 16. m. risky romo dhoni 50 68 75 64.3 17. dandy maisana saragih 40 67 75 60.7 18. m. jonothan 45 60 78 61 19. abdul rojab 50 66 80 65.3 20. aldy surya 40 76 76 64 21. dewi anggrani 30 75 80 61.7 22. lenoni umaros 35 78 80 64.3 23. yahtya 40 80 85 68.3 24. cheery 55 77 80 70.7 25. rei asahel 65 60 67 64 26. amando dewi 50 69 75 64.7 27. ikchan m 50 79 80 69.7 28. haitun nisa 45 77 80 67.3 29. nabila fahrezi 40 78 80 66 30. nina hairani 40 78 80 66 31. jihan baby 40 80 80 66.7 32. intan anastasya 50 70 75 65 33. risma siregar 50 70 75 65 34. siti aminah 50 78 80 69.7 total score 1599 2421 2679 mean 47.03 71.20 78.80 2020. linguistics, english education and art (leea) journal 3 (2):287-295 293 collecting data which was taken from the students' observation sheet and questionnaire could be said that vss made the students interested. the students were more enthusiastic about learning difficult vocabulary. they looked enjoyable in the class that applied the vss strategy. after using the vss strategy, the researcher saw that there were good responses from the students. the students were more enthusiastic about studying english (vocabulary) by using a vss strategy. also, it could be used to avoid boredom in the class. in general, the researcher concludes that improving students' vocabulary mastery using a vss strategy can increase the student's ability to master vocabulary. discussion classroom action research was done in two cycles. it was because the researcher found some wanted to achieve the target score. based on the study, the researcher found some weaknesses and strengths in applying vocabulary selfcollection strategy as a way to improve students' vocabulary mastery. the researcher found that the students' mastery in vocabulary was low. it could be shown in the percentage of the class unsuccess was 47.3 %. it meant that the students who failed the vocabulary test on the preliminary study were 47.3%. it said that all students were unsuccessful. (see the table of students' score in vocabulary test for each cycle) the result of the check-in period one and two was different. it had shown the improvement of the students continuously. the percentage of test 1 in period 1 was 71.20%, and in period 2 was 78.80%. it showed that the teaching and learning process was successful. the result of students' score percentage also shows the significant improvement that is 78.80%, and that indicated higher than the minimal mastery criterion (70). the researcher concluded that improving students' vocabulary mastery using vss strategy could increase the student's ability to master vocabulary. it means that developing students' vocabulary mastery using vss strategy after the second cycle had finished, the researcher interviewed, but also the collaborator of this research, sri murningsih. collaborator said that by using a vocabulary self-collection strategy, students were interested to learn english, and it helped them to improve their vocabulary mastery. the researcher considered that using a vocabulary self-collection strategy was able to upgrade the eighth-grade os smp sinar husni medan. it also helped students to improve their vocabulary mastery by themselves; it was also able to motivate students to learn english vocabulary. conducted by muttahidah (2012), she found that the students' vocabulary mastery achievement increased significantly after being taught by using vocabulary card. it 2020. linguistics, english education and art (leea) journal 3 (2):287-295 294 was proven by the improvement of students' vocabulary mastery scores from pre-test up to post-test. the second study was conducted by fatonah (2015) the research findings showed that reading comprehension of most students improved after the vocabulary self-collection strategy was used in the teaching and learning process. it was indicated by the increase of the mean of students reading comprehension scores in the pre-test and post-test (58.9 to 78.0) and several other improvements, i.e., improve the students' interest in learning english texts, facilitate the students in defining the unfamiliar words based on the context of the book, and improve interaction both among the students by employing small group discussion and between the students and the teacher during the class. juwita (2013) used vocabulary self-collection as a strategy to teach vocabulary. vocabulary self-collection strategy (vss) is an approach to teach vocabulary by using students'‟ ability in collecting and generating words list, and it emphasizes the student's‟ personal experiences and general knowledge. this strategy is started with the assignment for both students and teachers to bring words that they believe whole members of the class should learn. conclusion . the researcher concludes that increasing students 'vocabulary mastery using vss strategy can improve students' ability in mastering vocabulary, and this can be seen from the tests that have been done there are two tests conducted by researchers and the results obtained by researchers from the comparison of the first test and the second test can conclude that in the second test the student's average score improved from the first test. the results of this study with the students' vocabulary test scores can be concluded that the application of vss in vocabulary teaching for eighth-grade students in smp sinar husni medan increased and can be proven from the progress of the average scores of students in the table that has been made. references aisyiyah, f., y. (2015). “improving english vocabulary mastery through vocabulary self-collection strategy of the first grade students of muttawasith at addirasat islamiah school laddua panarea pattani south of thailand." iain tulungagung. artoni, s. (2013). “teaching reading by combining vocabulary self-collection strategy (vss) and cubing strategy at junior high school." state islamic university of sultan syarif kasim riau. 2020. linguistics, english education and art (leea) journal 3 (2):287-295 295 brown, h. d. (2010). language assessment principles and classroom practices. san francisco: pearson education calderón, m., august, d., slavin, r., duran, d., madden, n., & cheung, a. (2005). bring words to life in classrooms with english-language learners. in e. h. hiebert & m. l. kamil (eds.), teaching and learning vocabulary: bringing research to practice (pp. 115-136). mahwah, nj: erlbaum. fatonah, s., n.(2015). “using vocabulary self-collection (vss) to improve reading comprehension of the seven grade students of smpn 4 kalasan in the academic year of 2014/2015”. english departement faculty of language and arts: yogyakarta state university gregersen. (2007). vocabulary self-collection strategy for primary readers. texas state university. available at: citeseerx.ist.psu.edu. downloaded on 15 th february 2013. haggard, m., r. (1982). the vocabulary self-collection strategy: an active approach to word learning. journal of reading, 27(2), 203-207 harmon, j. m., hendrick, & wood. (2005). research on vocabulary instruction in the content areas: implications for struggling readers. reading and writing quarterly, 21(4),261-80. juwita, i. (2013). “using vocabulary self-collection strategy (vss) to increase mastery the junior high school students’ vocabulary." english departement faculty of language and arts: padang state university. lester, j. h & elliott. (2002). literary and learning: reading in the content areas: handbook iv for teachers in grades 5.8. southeastern louisiana university: louisiana public broadcasting. martono, r., a & muh, a. (2012). “improving students’ in writing narrative text through animation movie." english education study program sebelas maret university: surakarta. muttahidah. (2012). “improving students’ vocabulary through vocabulary card." department of english education faculty of tarbiyh and teachers’ training uin syarif hidayatullah: jakarta. safitri, n. f (2015). “using vocabulary self-collection strategy (vss) to improve reading comprehension of the seventh grade student of smpn 4 kalasan in the academic year of 2014/2015”. english departement faculty of language and arts: yogyakarta state university stoddard, t. (2006). vocabulary self-collection strategy with an example from ender’s game by orson scott card (online),(http://www.google.co.id/url?q=http://novelinks.org/uploads/novels/ endergames/vocabular_elf.pdf. accessed on march 16, 2017). linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1369 66 the cooperative principle analysis in about time movie yenny widya sari 1 universitas putera batam (upb), indonesia afriana 2 universitas putera batam (upb), indonesia pb161210096@upbatam.ac.id 1 submit, 04-07-2020 accepted, 20-07-2020 publish, 24-07-2020 abstract this research had aimed to analyze cooperative principle by observing the characters’ utterances in about time movie. a descriptive qualitative method was used in analyzing the data because it would be explained by words, phrases, and sentences. the data would be based on the characters’ utterances in about time movie. in collecting the data, the researcher used the observational method and non-participatory, note-taking techniques. pragmatic identity method was applied in analyzing the data. the result findings showed that all four maxims in cooperative principle were found through the utterances in about time movie. the researcher found 37 data of maxims. the result indicated that there were 14 (38%) data maxim of quantity, 14 (38%) data maxim of relation, 7 (19%) data maxim of quality and 2 (5%) data maxim of manner. in summary, the most frequently data were found in the maxim of quantity and maxim of relation. the least data were found in maxim of manner. keywords: cooperative principle, maxims, utterances, movie introduction language is used as a tool for communication between people. language is usually used to express people’s thoughts, ideas, and information that needed to be shared, especially in conversation. therefore, in order to make these thoughts, ideas and information are well presented, people need to understand the intention of those messages. however, a good conversation is not only about to understand the intention that is being said by the speaker but also there are some feedbacks that are given by the interlocutors. according to karim (2016), successful conversation is achieved when both of the participants are cooperative with each other. it can be concluded that a good conversation is started with a cooperative conversation that makes the conversation is acceptable. mailto:pb161210096@upbatam.ac.id 2020. linguistics, english education and art (leea) journal 4 (1):66-76 67 the study that discussed cooperative conversation is called a cooperative principle that was supported by grice (1975) theory. according to grice (1975) cooperative principle is the term in conversation by giving the information such as is required for both speaker and hearer. the contribution of this conversation has four maxims; maxim of quantity, maxim of quality, maxim of relation and maxim of manner. this science closely related to the phenomenon of human daily life. besides in the daily conversation that found in the society, a cooperative conversation is also showed in various media such as movie, talk show, debate and even in literary works such as novel, short story and etc. the phenomenon example of this cooperative principle could be found in the conversation of the movie. the movie is the representative of human life that is being shown through the media. this research investigated four maxims in cooperative principle that could be found in movie entitled ‘’about time’’. about time is a fantasy/romance movie that was released in 2013. this movie was directed by richard curtis. this movie tells about a man named tim who has the capability to do time travel. he uses this capability to find a girlfriend, then he met a girl named marry. there were several previous researches that discussed cooperative principle. yusro, et.al (2020), the finding data were not only about maxims, but there were violations of maxims in the efl classroom interaction. laila (2020). the result showed that there were two maxims that violated by the candidates, maxim of relation and maxim of manner. other than that, the most frequent data were found in maxim of quality by indonesian presidential debate candidates. state & adebola (2018) the finding data revealed that the use of cooperative principles in whatsapp is high to the extent between speaker and interlocutor. the result denoted that the most frequent data located in the maxim of relation and maxim of manner. ngenget (2017), the result of this research showed that the four maxims of gricean were applied in manado and malay language in order to give the information that in accordance with the cooperative principles. karim (2016) the result analysis in this research showed that the receptionist at the front desk carefully noticed both cooperative principle (cp) and politeness principle (pp), however, the guests’ responses were not complied with those principles. thakur (2016) research showed the result that the cooperative principle values are not located in the observing, yet it is located in flouting as the result that literary artists are able to produce several satisfying devices. li (2015) identified the result that the significance of english learning getting to be more self-evident because of the application of the cooperative principle in oral conversation. retnowaty (2013) research showed 688 data of observance of maxims and 142 data of non-observance of maxims. the most frequent data appeared in the maxim of relation because the participants gave the relative answers. herawati (2013) research showed that there was four fulfillment 2020. linguistics, english education and art (leea) journal 4 (1):66-76 68 of maxims from 100 conversations. maxim of quantity 33 data (33%), maxim of quality 100 data (100%), maxim of relation 90 data (90%) and maxim of manner 45 data (45%). pan (2012) research showed the correlation between cooperative principle and humor that were used in grice’s cooperative principle theory. from these previous researches, it can be summarized that the cooperative principle can be found in various fields because the conversation is always used in human daily life. the advantage of this research is that people can learn new information about cooperative conversation through different data source. in order to conduct further analysis about cooperative principle, the researcher uses different data source from the movie that can prove the cooperative principle appears in various aspects. having different data source will make a new perspective about cooperative conversation in communication. through the characters’ utterances, people can see how important the use of the cooperative principle in the conversation is. literature review in order to make the conversation is successful between the speaker and the interlocutor, people need to comply with the rules of the cooperative principle. the cooperative principle was found by grice. according to grice (1975) the cooperative principle is to make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged. grice stated (megah & wahyuni, 2018) both the speaker and interlocutor intend to be cooperative when they have conversation so that it will not make ambiguous responses. the cooperative principles consist of four maxims; maxim of quantity, maxim of quality, maxim of relation and maxim of manner. in each of this maxim has its own role in making the conversation cooperative as it is required which will be explained below; maxim of quantity grice stated (yule, 1996) maxim of quantity is make your contribution in the conversation as informative as is required. it means that when someone asked about something, the hearer must answer as the informative answer, say enough, and don’t say too much. it must be the answer or information that is needed by the person who asked the question. even though giving more information sometimes will be useful, but in cooperative principle rules only need the information that is needed. for example: mandy : ‘’hei, what is the capital city of canada?’’ austin : ‘’it is ottawa.’’ from this conversation between mandy and austin showed that this is one of examples maxim of quantity because austin gave the information about the capital city of canada is ottawa as it is required. 2020. linguistics, english education and art (leea) journal 4 (1):66-76 69 maxim of quality people like true answers. maxim of quality is about saying something that you have the reason to believe is true. the rule is don’t give any information that might be false because it will be flouting the maxim. the interlocutor must say something that is true or something that she/he sure about the answer. for example: ali : ‘’when is physics exam?’’ jordan : ‘’this saturday’’ in the conversation above showed the phenomena of a maxim of quality. the answer that was given by jordan is in accordance with the rule in maxim of quality. jordan answered with the truth that he believed is true. maxim of relation maxim of relation is one of the maxims that often found in the conversation. sometimes, people answer with the relevant answer and sometimes they are not. according to grice (as cited in yule, 1996) the rule in maxim of relation is saying something only what is relevant to the questions. megah & wahyuni (2018) stated that maxim of relation is staying on the topics that were being talked about and don’t stray from the topics. for example: rara : ‘’hei, do you like k-pop music?’’ astra : ‘’of course i do’’ rara : ‘’who is your favorite group?’’ astra : ‘’blackpink, how about you?’’ rara : ‘’ahh i like blackpink too, but i like bts more’’ the conversation between rara and astra is an example of maxim of relation. it could be seen that the question and the answer are relevant to each other. maxim of manner maxim of manner when the conversation is be brief, clear, and unambiguous. according to grice ( as cited in yule, 1996) these are the rules in maxim of manner; a. avoid obscurity of expression b. avoid ambiguity c. be brief (avoid unnecessary prolixity) d. be orderly for example: qara : ‘’what are the ingredients in the making of milkshake?’’ anna : ‘’a cup of milk, a cup of ice cream and whipped cream’’ the example above showed maxim of manner because anna gave perspicuous answer with brief, clear, orderly and unambiguous explanation. 2020. linguistics, english education and art (leea) journal 4 (1):66-76 70 these four maxims have their own rules in making the conversation stay efficient. the cooperative conversation will make both of the speaker and interlocutor connect to each other. however, if the interlocutor is not obeying the rules, it would break or violet the maxims. research method this research was conducted with a descriptive qualitative method. the object of the research was maxims in cooperative principle. the observational method and non-participatory technique were applied in collecting the data. the researcher observed the utterances by the characters in the movie and then collected the data by using the note-taking technique. the researcher used the non-participatory technique because the researcher didn’t involve directly as the participants who had a conversation in the movie. the pragmatics identity method was applied in the analysis of the data. findings the researcher has found 37 data of cooperative principle from characters’ utterances in about time movie. this research used grice’s theory in cooperative principle to analyze the utterances that were being spoken by the characters in about time movie. the result showed that the most frequent data were in maxim of quantity and maxim of relation with each had 14 data. the least data were in maxim of manner with 2 data. the finding results were presented in the table below; table 1. cooperative principles found in about time movie no cooperative principles frequency percentage 1. maxim of quantity 14 data 38% 2. maxim of quality 7 data 19% 3. maxim of relation 14 data 38% 4. maxim of manner 2 data 5% total 37 data data 1 tim : ‘’so, you’re saying that you and granddad, and his brother could all travel back in time?’’ dad : ‘’absolutely.’’ tim : ‘’and you still do?’’ dad : ‘’absolutely.’’ (00:05:38) 2020. linguistics, english education and art (leea) journal 4 (1):66-76 71 the first data showed in the conversation between the main characters named tim and his dad. in this conversation, when tim asked about something that were explained before by his dad and his dad answered it with the information as it is required. this phenomenon above included in maxim of quantity because the answer was given by the interlocutor without any further information than is required. data 2 tim : ‘’if it’s true, which it isn’t. although it is, it isn’t obviously. but if it was, which it isn’t…’’ dad : ‘’which it is’’ tim : ‘’but if it was, how would i? dad : ‘’how? is the easy bit, in fact you go into a dark place, big cupboard are very useful generally. toilets at a pinch then you clench your fist like this. think of the moment, you’re going to and you’ll find yourself there.’’ (00:05:55) the researcher found two maxims in this conversation between tim and his dad. the first maxim was maxim of quality which the utterance was given by tim’s dad. dad gave an explanation to tim about the time travel and tried to convince tim because tim didn’t believe what his dad was talking about. however, tim’s dad responded confidently with the sentence ‘’which it is’’ because he believed this magic was true. through this explanation, it could be said that tim’s dad utterance included in maxim of quality, say what is believed as true information. besides maxim of quality, the researcher also found maxim of manner in tim’s dad response. when tim asked his dad how would he do time travel, his dad answered with clear information about the way tim’s could do time travel and there is no ambiguity in the answer. data 3 tim : ‘’no, this is so obviously a joke’’ dad : ‘’it’s not a joke’’ (00:06:36) in the third data, the conversation still occurred between tim and dad. the researcher investigated that dad’s response from tim’s utterance as maxim of quality. even though tim still didn’t believe that he could time travel, but his dad still tried to answer truthfully. he was sure of what he said. 2020. linguistics, english education and art (leea) journal 4 (1):66-76 72 data 4 ace : ‘’you all right, tim?’’ tim : ‘’yes, yeah, good, ace’’ ace : ‘’good, come on. it’s nearly midnight and we’ve got to find’’ (00:06:36) the utterances that happened between ace and tim happened when they were at the new year eve’s party. ace saw tim with a confused face, then ace asked tim if he was all right, tim answered relevantly with the word good. from this explanation, it could be said that this conversation included in maxim of relation because there was a correlation between the question and the answer. data 5 polly : ‘’thank you, tim’’ tim : ‘’you’re welcome, polly’’ (00:08:35) in this conversation, there were polly and tim who just kissed at new year eve’s party. tim kissed polly and then polly said thank you for kissing her. the answer that tim gave to her was relevant to polly’s utterance. in this data, the researcher classified this conversation as maxim of relation. data 6 tim : ‘’what happened to uncle fred?’’ dad : ‘’absolutely sod all, wasted his life’’ (00:09:46) the situation in this conversation was when tim asked his dad about what happened to his uncle when he could do time travel, then dad responded with the required information. he said that uncle fred wasted his life. these utterances showed that the conversation between tim and dad above included cooperative conversation in maxim of quantity. it was classified as maxim of quantity because tim’s dad gave the information as it is required and there is no further explanation. data 7 dad : ‘’you have to use it for things that you really think will make your life the way you want it to be. come on, really think about this.’’ tim : ‘’well, to be honest, i suppose at the moment, it would be just great if it could help me get a girlfriend. (00:09:50) this conversation above included in maxim of relation. the situation that happened in this conversation was when tim already believed about time travel. his dad suggested him to do something that tim wanted to do, tim responded that he wanted to get a girlfriend. from this explanation, it could be said that 2020. linguistics, english education and art (leea) journal 4 (1):66-76 73 tim’s answer was relevant to his dad’s utterance. their utterances also showed that the conversation followed the rule of cooperative principle in maxim of relation. data 8 dad : ‘’have you enjoyed having charlotte here all summer, tim?’’ tim : ‘’yeah’’ (00:13:04) in the eighth data, it showed that maxim of quantity occurred in this conversation. maxim of quantity requires both speaker and interlocutor contribution as informative as it is required. it could be seen in the conversation when tim’s dad asked his son about charlotte, then tim answered with the utterance ‘’yeah’’. tim gave an answer that as it is required from dad’s question and he also didn’t say too much. data 9 a man : ‘’what do you think of show?’’ a woman : ‘’i thought it was incredible’’ (00:31:34) there was relevancy in this conversation between a man and a woman. in this scene, it didn’t show the main character, but there was scene of strangers in bar who watched playwright. when the man asked the woman about the playwright, the woman answered immediately with informative answer as it is required from the question. this conversation could be said cooperative conversation because both the speaker and the interlocutor obeyed the rule of cooperative principle. data 10 kit kat : ‘’i’ve only just noticed this cat in this picture. see that cat?’’ tim : ‘’i do see that cat’’, ‘’my god! my god!’’ kit kat : ‘’what?’’ tim : ‘’it’s her’’ (00:34:17) through this conversation between kit kat and tim at the art gallery, the researcher classified this conversation as cooperative conversation. there were two maxims in their utterances. they were maxim of relation and maxim of quality. maxim of relation occurred in tim’s answer when kit kat asked him that did he see the cat in that picture, then tim answered with ‘’i do see that cat’’. tim’s response proved that their conversation was relevant to each other. meanwhile, maxim of quality occurred when tim responded kit kat’s question with ‘’it’s her’’. he answered with confidence because he believed the girl that he saw at the art gallery was the girl that he was looking for. as already explained, 2020. linguistics, english education and art (leea) journal 4 (1):66-76 74 the rule in maxim of quality is not to say something that is believed to be false. yet, tim believed the girl was true. discussion in the finding result showed that all four maxims were found in about time movie by richard curtis. these four maxims based on cooperative principle theory that was supported by grice (1975). the researcher found the data from characters’ utterances in about time movie. all four maxims were applied to this analysis. from the finding data, the most dominant data were found in maxim of quantity and maxim of relation. grice stated as cited in retnowaty (2013), there are two rules to contribute to the maxim of quantity. first, make your conversation as informative as is required for the exchange of current purpose. second, don’t make your conversation more informative than is required. these rules could be shown from the finding data of maxim of quantity from the characters’ utterances in about time movie. tim said ‘’so, you’re saying that you and granddad, and his brother could all travel back in time?’’ then the interlocutor answered ‘’absolutely’’. the phenomenon between characters’ utterances showed that the information that had given by tim’s dad was an informative answer. there was no additional information in this conversation. the other dominant data were found in maxim of relation. in grice (1975) theory, the rule in this cooperative is to make your conversation relevant. it means that the speaker and interlocutor need relevancy between the question and the answer. this phenomenon could be found in the conversation between tim and polly. when polly uttered ‘’thank you, tim’’, then tim answered ‘’you are welcome, polly’’. this conversation contained maxim of relation because there was relevancy between the utterances ‘’thank you’’ and ‘’you are welcome’’. this maxim became one of the most dominant data in about time movie because mostly the conversations in about time movie were related to each other. meanwhile, the least data were found in maxim of manner. in the maxim of manner, the researcher found 2 data. according to grice (1975) theory, a maxim of manner has the rules to avoid obscurity, avoid ambiguity, be brief, and be orderly. in about time movie, the researcher could not find much data that had these rules because of most of the conversation contained required and relevant information. the phenomenon of a maxim of manner could be shown in the conversation between tim and his dad. when tim asked about how could he do time travel, tim’s dad answered with clear information and there was no ambiguity in his answer. the discussion above indicated that all four maxims in cooperative principle were found through the characters’ utterances in about time movie. simply, the theory was applied in these utterances. the conversation between the characters could be said as a cooperative conversation because it followed the rules of a cooperative principle. the most frequent data in this movie showed that 2020. linguistics, english education and art (leea) journal 4 (1):66-76 75 the characters’ utterances gave more required and relevant information than the other two maxims. conclusion from the analysis above it could be concluded that the cooperative principle occurred in about time movie. it consisted of four maxims that were analyzed by the characters’ utterances. based on analysis data in about time movie, the researcher found that the most frequent data were in maxim of quantity (38%) and maxim of quality (38%). it showed that the characters were having a conversation by giving information as it required and relevant answer. meanwhile, the researcher found the least data were in maxim of manner (5%). references grice, h. p. (1975). logic and conversation, in p. cole and j. morgan (eds), syntax and semantic, 3: speech acts. academic press. herawati, a. (2013). the cooperative principle: is grice’s theory suitable to indonesian language culture? jurnal lingua cultura, 7(45), 43–48. karim, s., a. (2016). analysis on cooperative principle and politeness principle in guest complaining at x hotel in kuta-bali. retorika: jurnal ilmu bahasa, 2(2), 394–408. https://doi.org/10.22225/jr.2.2.409.394408.analysis laila, n., a. (2020). cooperative principles in the 2019 indonesian presidential debate : grice ’ s maxims analysis. applied linguistics research journal, 4(1), 14–22. https://doi.org/10.14744/alrj.2019.85057 li, q. (2015). the application of cooperative principle in oral english learning. international journal on studies in english language and literature, 3(1), 39–48. megah, s., i., & wahyuni, k., d. (2018). an analysis of the cooperative maxims in the omar’' movie. cahaya pendidikan, 4(1), 70–78. https://doi.org/http://dx.doi.org/10.33373/chypend.v4i1.1283 ngenget, s. (2017). a revisit of the gricean maxims in manado malay language. script journal: journal of linguistics and english teaching, 2(2), 203–212. pan, w. (2012). linguistic basis of humor in uses of grice ’ s cooperative principle. international journal of applied linguistics and english literature, 1(6), 20–25. https://doi.org/10.7575/ijalel.v.1n.6p.20 retnowaty. (2013). the awareness and realization of grice’s cooperative principles in the conversations among non-native english. english education journal, 3(2), 68–77. state, o., & adebola, o. a. (2018). cooperative principle maxims in whatsapp conversations among undergraduates in the federal university of technology. advances in social sciences research journal, 5(10), 542– 557. 2020. linguistics, english education and art (leea) journal 4 (1):66-76 76 thakur, v., s. (2016). cooperative principle of conversations in vikram seth’s a suitable boy: a socio-pragmatic assesment of inferential. international journal of education, 9(1), 24–31. yule, g. (1996). pragmatics (illustrate). oxford university press. yusro, a., sutopo, d., & yuliasri, i. (2020). the application of cooperative principles in efl classroom interaction : the case of sman 4 pekalongan. english education journal, 10(2), 124–130. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.1000 230 improving students’ skill in writing narrative text through animation movie kristianilisma vera br ginting 1 universitas prima indonesia dinda syafitri 2 universitas prima indonesia cahaya riama yanti nehe 3 universitas prima indonesia nita paskarina manullang 4 universitas prima indonesia sri nintatarigan 5 universitas prima indonesia kristianiveraginting@gmail.com 1 submit, 30-11-2019 accepted, 30-12-2019 publish, 30-12-2019 abstract the purpose of this research is to find does the animation movies can improve students‟ skill and ability in writing narrative text at smp swasta td pardede foundation at vii grade in academic year2018/2019. in this research, the researchers used classroom action research and was conducted in two cycles. each cycles consist of four steps, there are: planning, action, observing and reflecting. this research used quantitative and qualitative research to collect the data, researchers conduct tests. the tests are pre-test and post-test.the result showed that the teaching students‟ skill in writing using video can improve students‟ skill in writing narrative text. an increase in mean scores indicates that there is an increase in students‟ skill. the student‟s pre-test score was 63.69; it increased to 72.50 in the first post-test up to 78.02 in the second post-test. from the result of the study, it can be concluded that teaching writing skill using animation videos can improve students‟ writing skill. keyword: narrative, animation movie mailto:kristianiveraginting@gmail.com1 2019. linguistics, english education and art (leea) journal 3 (1):230-237 231 introduction in some countries that consider english as a foreign language, writing in english is not easy for students. it can be seen from heaton's theory (1988), sometimes writing is difficult to teach because it is complicated. based on observations of students, some of them said that they were very bored and compiled, they gathered to write something in english, maybe caused by several process, mental and physical are carried at the same time. moreover, writing also requires the students to elaborate the components of writing, there are vocabulary, content, organization to present writer ideas language use and mechanic which those work simultaneously to build some short text, at least one sentence with beginning on new line and it can be deal with some single event, idea and description. but, frequently, students meet the difficulties in writing:organized words to be paragraph, in expressing their ideas, language in grammatical sentences, coherences, cohesion, and so on. the researchers found several problems students' writing skills, such as: they are still low in using grammar and low in vocabulary. that is why students are still difficult to express their ideas into written text. researchers also found another problem that the projector was not yet available at the school and therefore the researchers themselves provided the tools and that became one of the strengths of this study. for instance, sometimes they have many vocabulary but they are difficult to express the idea so it obstruct the students to build the paragraph. further, determining topic or idea of writing is one of the problems that students mostly face when they want to start writing.this is first thing that a writer commonly needs to decide before starting the writing, either on the level of sentences or paragraphs. the responsibility lies on the teacher to improve their student‟s abilities specially in writing skill, so the students can write easily and creatively. in the previous research conducted by martono & asrori (2012), the writer gets some findings, animation movies asteaching media improves students‟ skill inwriting narrative text. animation movieshelps the students in getting and developingtheir idea of writing. animation movies can be media of teaching to improves the class situation. the students are interested toward english lesson especially writing narrative text get better after using animation movies. they were veryenthusiastic and not reluctant to write and do the tasks and taking part in the lesson. another research by puspitasari & murwani (2007) tells most of the students could not apply grammar, especially in simple pasttense and had less of vocabulary lists. the students‟ progress during the teaching and learning activity byteaching of a narrative text was good. the students‟ skill in writingnarrative of a text got improved. 2019. linguistics, english education and art (leea) journal 3 (1):230-237 232 the other research written by fadila (2015) tells in the pre-test, there were 38.88% students who passed the kkm and the mean score of pre-test was 64.72. then, the writer gave the movie and the students have to rewrite the movie story. the result of post-test 1 in cycle one, 55.55% who passed the kkm considering their mean score of the test gained 72.4. next, to do the post-test 2, the writer gave the different movie from the cycle one. the result of post-test 2 in the second cycle shows that there were 86.11% who passed the kkm in which their mean score derived 83.1. it can be conclude that movie can improve students„ writing skill in narrative text. in this study, the writer choose animation movie as a media to improve students' writing skill in narrative text. the advantages of this research are the media is proven to increase students' curiosity to write everything on their minds. this strategy helps the students to comprehend more easily about narrative text, they can, the students found it easier to get an idea because they only rewrite the story in their word. the students had a lot of words based on the movie, so they onlyarranged the word into a good story. literarture review in this study, the researchers was decided to implement improvement writing by using animation movies because this strategy help the students to comprehend more easily what was being watch by them, the student more interested and less bored and the students also can hear how to pronounce and spell the words in that they are watched on the movie. by using this strategy, the students could remember the words longer because the movie they watched was more memorable instead of reading. writing skills is one of four english skills besides listening, speaking and reading. learning to write in schools has not been through the correct process. there are four process of writing, namely prewriting, drafting, revising and editing. alexander, (1974) classified that writing skill can be well developed through exercise that have been controlled and assessed carefully. the summary of writing is not a barren academic exercise that is only useful for examination purpose. it can be used effectively to develop a student‟s writing ability. the first research was conducted by martono & asrori (2012) tells that the most common problem is the difficulty of students using grammar, limited vocabulary and difficulty in spelling correctly. this study used different data collection methods from the previous research. the quantitative data were obtained by calculating the score of the test.the researchers used oral test, written test and interview to collecting the data. to analyze the qualitative data, the researchers used steps to collect the data, collect the data from the scoring of the 2019. linguistics, english education and art (leea) journal 3 (1):230-237 233 identifying planning i acting i observing i reflecting i planning ii acting ii observing ii reflecting ii class, compare the sudents‟ score, calculate the percentage of the students‟ score, make the conclusion. research method the researchers used classroom action research (car). in car, there is a cycle term which contains four stages of this research. the four stages are planning, acting, observing, and reflecting. by using animation videos with the title “white snake” with eight minutes duration. in this research, there were two cycles. this research was conducted for about three months. at the planning stage, the researchers give a lesson plan based on the result of problem identification. the next stage is acting; the researchers asked the student to watch the movie twice or after they got the meaning of the movie, then the researchers asked the students to retell that story by their own words in written as a narrative text. make sure that the actions taken in implementation are in accordance with the initial goals. the observation is carried out in conjunction with the implementation phase. the reflection which is the stage to process the result data from the observation.from the results of this reflection the researchers will find out whether the animation movie was successful or not. if it does not meet the success criteria, then the researchers must revise the strategy and go to the next cycle. figure action research . cycle i cycle ii the result of the test would be analyzed and compare using statistical computation. this research used quantitative technique of collecting data. quantitative data showed the difference of the cycle (before-after). quantitative were obtained by calculating the score of the test. the researchers used oral test, written test and interview to collecting the data. to analyze the qualitative data, 2019. linguistics, english education and art (leea) journal 3 (1):230-237 234 the researchers used steps to collect the data, collect the data from the scoring of the class, compare the sudents‟ score, calculate the percentage of the students‟ score, make the conclusion.the content of the writing narrative test include grammar, comprehension, content, and the organization of the sentence. therefore, the researchers using formula to calculate the percentage of the percentage of students‟ skill in writing narrative. the pre-test and the post-test calculated with: where: x= is the pre-test score y= is the posttest score n= is the numbers of sample calculate the percentage of the students‟ score into some categorized into five categories, there are: excellent, good, satisfactory, poor and fail. table 1 description of students‟ score quantitative ability categorized ability ability 80-100 excellent able 70-79 good able 51-69 poor unable 0-50 fail unable in this research, the researchers use classroom action research method. the action research consists of several stages: 1) identifying, identifying the problems before start the planning. the problem referred to the factors making the low writing improvement of the student. the problem can be identified by using test, interview, and observation. 2) planning. the writer prepared lesson plans, preparing the teaching aids (videos) and prepare the post-test to know whether students‟ writing skill improve or not. 3) acting. in this part, the researchers used animation movie as a technique in the teaching and learning process. 4) observing/ monitoring the action. the researchers monitored the students during teaching process in order to know whether it improvestheirwriting comprehension and class situation or not. 5) reflecting. the researchers evaluated the result of the 2019. linguistics, english education and art (leea) journal 3 (1):230-237 235 research, there are the improvement in writing comprehension and class situation to find out the positive result and weakness during the action. finding the animation video inspire the students to make narration easier because they can imagine about the story, then they write down on paper and the students were able to write using past tense correctly, it was shown by student‟s exercise in their work sheet. in the first cycle, the students‟ writing skill improved quite well. it was 63,69 in the pre-test. 71,50 in cycle i and 78,02 in cycle ii. the increase of students‟ writing skill proficiency in each component in percentage from the beverage in every cycle can be seen in from the diagram below: pre-test cycle i cycle ii figure. 1 students‟ increase writing skill discussion the findings of the research show improvement from the pre-test up to the second cycle could be a reflection that watching animation videos was helped the students in their narrative text writing. the result shows that the students ability get betterin each cycle.this research consists of two cycles. each cycle consist of two meetings. on the first meeting, the writers introduced about narrative text and explain about simple past tense. after that the writer asked the student to watch the movie with the title “white snake” with eight minutes duration. after that the researchers asked the student to watch the movie twice or after they got the meaning of the movie, then the researchers asked the students to retell that story by their own words in written as a narrative text. 0 20 40 60 80 2019. linguistics, english education and art (leea) journal 3 (1):230-237 236 the next meeting in cycle ii researchers reviewed students‟ worksheet to ensure that students can write narrative text correctly. in the last meeting the researchers conducted the post-test. the positive results showed that there was an increase in students' writing skills in narrative text. in the pre-test, the researchers found that students‟ skill in writing is still low such the students still had difficulties in using grammar, the limited vocabulary that cause students difficult to write and express their idea from bahasa into english, the mean score was 63,69. after that in the cycle i they got improvement in writing narrative text and the mean score was 71,50. then in cycle ii the students‟ can increase the score become 78, 02. the researchers found that the students‟ writing skill in narrative text through animation movie improve significantly. this finding support by that graphic that shows improving students' narrative writing.according to sadiman (2002),the message presented in the animationmovies can be a fact or fictitious, can be informative, educative, or instructive. it is informative, it means that much information from many experts in this world can be recorded in animation movies tape, so it canbe received by the students everywhere they are. by using modern animation techniques, the sciences are displayed become great and dramatic.the pictures and sounds that appear on movies that feature animated storylines also make the studentsnot bored, in order to stimulate the students to learn more and be encouraged to know and know the benefits of technology, as well as stimulating their interest to learn and enthusiastic about the stories that are shown in animated films especially in the learning process that supports the improvement of the students vocabulary. conclusion based on the research, it can be concluded using animation movie proven to improve students‟ skill in writing narrative text. in addition, learning process is more fun and it is better for the students to produce ideas that they see from the movie. this strategy is quite effective to make students confident and through this way students have a good comprehension about narrative text because of the visual effect of the movie. references alexander, l. g. (1974). practice and progress. longman: great britain arief, s. (2002). media pembelajaran dan proses belajar mengajar, developing students’ writing skill of narrative texts. english department faculty of language and arts: semarang states university. fadila, s., f. (2015). improving students’ writing skill in narrative text fifth edition. oxford: oxford universitypress. harmer, j. (2004). how to teach writing. harlow: pearson education limited https://www.abebooks.co.uk/servlet/searchresults?an=alexander%20louis&cm_sp=det-_-bdp-_-author 2019. linguistics, english education and art (leea) journal 3 (1):230-237 237 hornby, a., s. (1995). oxford advanced learners dictionary of current english, heaton. (1988). writing english language tests, new york: longman martono, r., a & muh, a. (2012). improving students’ skill in writing narrative text through animation movies. english education study program sebelas maret university: surakarta puspitasari, r., a & murwani. (2007). the use of animation movies for through movies. department of english education faculty oftarbiyah and teachers‟ training uin syarifhidayatullah: jakarta. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1361 45 semantics analysis of hyponym in the “fate and furious 8” lailatuz zakiyah 1 universitas putera batam (upb), indonesia zakrimal 2 universitas putera batam (upb), indonesia pb161210064upbatam.ac.id 1 submit, 04-07-2020 accepted, 20-07-2020 publish, 24-07-2020 abstract this study aims to find the hyponym hierarchy and find out the relationship in fate and furious 8. the method in this research is descriptive qualitative using observations and non-participatory in collecting data and using informal methods in presenting results. data were analyzed based on the association with hyponym by referring to semantic analysis. there are found 50 words included in hyponym. there are several categories of hyponym found such as family, transportation, color, appearance, number, object, country, size, animals, and parts of body. then broken down into (8) hyponym of the family, (7) hyponym of transportation, (3) color of hyponym, (1) hyponym of appearance, (11) hyponym of numbers, (6) hyponym of objects, (4) hyponym of country, (2) hyponym of size, (3) hyponym of animal and (5) hyponym with parts of body. based on the result, the conclusion can be taken that hyponym of number is the most dominant of hyponym categories. keywords: semantic, lexical relation, hyponym introduction the meaning is the most essential part in a language. if the language does not have meaning then it cannot be categorized in the form of language. even if a language has ambiguous and unclear meaning, there will definitely be a misunderstanding in accepting the meaning and of course in communicating. as is known, language is the main bridge in social interaction. semantics is the study of meaning in a language. in general, semantics are literal meanings in a language. in semantics there are related parts called lexical relations. this lexical relation has sub-chapters that lead to giving the meaning. semantic lexical has sub chapters such as antonym, synonym, metonym, taxonym, and hyponym. the five sub-chapters have characteristics and some similarities so that it is sometimes difficult to distinguish. in this research, choosing hyponym as a topic will be discussed further. hyponym is a lexical part where the meaning is related to the hierarchy owned. many words are found in 2020. linguistics, english education and art (leea) journal 4 (1):45-55 46 sentences that contain hyponyms like the following example. this example is taken from the words of the player in fate and furious 8. researchers chose this movie because fate and furiuos 8 is a famous movie and has had many sequels. the top actors and actresses took part in the cast of the film. from the film, many researchers found examples of hyponym in conversations between the players. there are several previous studies on hyponym in terms of topics or research data. telaumbanua et.al (2017) the finding that there were 22 forms or categories of hyponym found and there were 12 dominant categories. nyambura, et.al (2018). the results also showed that the use of hyponym was done more by women than men in the gīkũyũ church sermon. alshemmery & alshemmery (2017) showing results as many as 33.3% of participants were able to understand, recognize and produce hyponyms correctly and 66.7% of participants were unable to recognize and produce hyponyms correctly. after that was research from nakamura, et.al (2014) the results of their experiments showed that of 222 and 868 candidates were generated from statistical sentences with an accurate percentage of 67.1% and 37.0% for accuracy in the table, respectively in understanding hyponym. the following research by habibah & sulistiyo (2018) in their research they found that there were lexical cohesion activities in the form of; 107 repetitions, 48 synonyms, 13 antonyms, 50 hyponyms and 30 hypernymy. the next research comes from afianti & sunardi (2016) the findings of the research showed that repetition belongs to the dominant type of lexical cohesion. the results show 320 occurrences with a percentage (64%) of the total number of findings, 82 collocation events with a percentage (16.4%), 45 synonym events with a percentage (9%), 24 events receive a percentage (4.8%) 17 events antonym with a percentage (3.4%). hyponymy shows only 12 events which are the smallest findings with a percentage (2.4%) of the total findings. then was journal by ihsan et.al (2015) had result that the average score of the experimental group is (76.96) the results are better than the average score of the control group only (48.62). hyponymy has a strong effect in teaching vocabulary after the effect size is 1.83 (> 1.00) or is included as a "strong effect" category. malik (2017) based on the results, it can be concluded that there are three main types of lexical relationships, namely synonyms, antonyms and hyponyms. all three have an important role in the explanation, analysis, and use of the meaning of words in a sentence which approaches the meaning of words based on the relationship between one another and in communication the lexical relationship is considered as an effective way to explain variations of various meanings words. nekah, et.al (2013) in the study found results in the presence of attributive relationships 25.9%, functional relationships 17%, socio-cultural relations 11.9%, 2020. linguistics, english education and art (leea) journal 4 (1):45-55 47 synonyms as much as 9%, collocational relationships 8%, place relations 3.3%, 3% meronymy. relationships are 1.4%, instrumental relationships are 1.3%, semantic opposition are 1.1%, material relationships are 0.6%, negative relationships are 0.5%, time relationships are 0.4%, cause-and-effect relationships are 0, 3%, hyponymy, 0.13%, specific relations, 0.1% and gathering members, 0.1% is the result of the percentage of each relationship that appears. rosmaidar & purnamasari (2011) the results of the research indicated that there is a lexical relationship analyzed from 15 songs, which found the existence of hyponym, meronym, synonyms, and antonym used in the lyrics of the song jason mraz and every kind of lexical relationship is not the same in the performance of the function. based on some of the journals above and comparing with this research the phenomenon contained in this research is that there are many forms of hyponym found without anyone knowing it. in everyday speech both in the formal and informal fields many arrangements of the hyponym hierarchy are found based on riemer (2010). these words can be found in daily conversation, drama dialogue, or in movie scripts. this gives researchers a compelling reason to further examine the hyponym contained in the film fate and furious 8. this is caused of the many examples of hyponym found by researchers in that movie which is a famous movie with many sequels. literature review semantics according to riemer (2010) semantics is the science of the real meaning. language is an oral or written form which must have meaning if it is not included in language. the meaning is very important in language to communicate and semantics is one branch of linguistics that studies about meaning. in other words, semantics is the study of the real meaning. meaning which is not influenced by context. the meaning will still have consistency even in different situations or conditions. in semantic studies the intended domain is to understand meaning objectively rather than being subjective. yule (2010) stated that semantics have a simpler understanding of pragmatic namely sharing general knowledge about words, phrases or sentences in common language and have been known and used. there are two ways to understand semantic meaning, namely conceptual and associative. understanding the meaning of the components expressed by a word is a simple understanding of conceptual meanings as they are usually explained in a dictionary. then the associative meaning has relationship with connotative meaning of an object or word where each individual may have differences of opinion. 2020. linguistics, english education and art (leea) journal 4 (1):45-55 48 lexical relation lexical relation is a branch of semantic language study which is related to the real meaning. in this section is a variation of the set of meanings in interpreting a language. obeidat & abu-melhim (2017) stated that lexical relation is a form or pattern of association that is recognized and culturally determined which has a link between lexical units in a language used. there are several forms or parts of the lexical that relate to sematic meaning such as synonyms, antonyms, metonyms, taxonyms, and hyponyms. in this study using hyponyms as a theory and answering the core discussion of the study. below this is the definition of a part of a lexical relation consisting of five parts. antonym antonyms are part of the semantic meaning which gives the opposite meaning, reversed, contradictory and not the same in meaning. based on riemer (2010) antonyms are words that have meanings in different dimensions such as good-bad, high-short, and large-small. antonyms or opposite words possess very different characteristics so that antonyms are a form of meaning that is different in terms of both form and dimensions as well as the main meaning. synonym synonyms are parts that are opposite antonyms. if an antonym is the opposite of a word, synonym is a synonym. elhaj & gawi (2015) stated that several words with the same meaning are said to be synonyms. different words with different applications but have the same basic meaning. for example: beautiful-pretty and coming-present. one word with another word is different but has the same meaning. thus synonyms are part of the lexical relation of semantics which refers to the similarity of meaning. meronym meronymy is the relationship between meanings that have similarities with hyponymy. this is caused by the hierarchical relationship of meaning which is not only one side of the relationship of the meaning of the part with the whole meaning. according to riemer (2010) stated that meronym is a part of the whole but not only in line with the meaning itself. for example the eyes are part of the face, seeds part of the fruit, part of the tree trunk, etc. it can be said that meronym is part of a part which is close to one another. the meaning is based on sources that are close to the part of the meaning of the word. 2020. linguistics, english education and art (leea) journal 4 (1):45-55 49 taxonomy txonomy is a part of semantic which is grouping a meaning in terms of its level or hierarchy. arranging meanings based on a holistic level that gives rise to unidirectional meanings. like the ferrari example is kind of a sports car. sport car is kind of car and car is kind of vehicle. the taxonomy by riemer (2010) is a meaning that is sequential to the word hierarchy and function of meaning which makes it a bit like hyponym. hyponym hyponym is the relation of one meaning to another because it has the same scope. as an example of a rose is a hyponym of a flower and a flower is a hyponym of a plant. another example is black is a hyponym of color and eyes are a hyponym of a part of the body. thus the hyponym is included in the meaning which classifies it with the same basic form units in the meaning only it gives an explanation of the type part of the word itself. based on stated that hyponym is the translation of meaning by relying on the hierarchy of meanings and words that are owned. according to alshemmery & alshemmery (2017) hyponym has a form of meaning that is related to each other that forms a sequence based on the arranged meaning. as an example of mangoes, apples and bananas are hyponyms of the form of fruit, then spinach, mustard greens and potatoes are hyponyms of vegetables. fruits and vegetables are hyponym in the form of plants. the example shows that the hyponym has a level structure that is interrelated in giving meaning so as to form a hierarchical arrangement. in other words the hierarchical relationship is the meaning that is identified from the hyponym structure that is related to each other. research method in this study using descriptive qualitative which focus on each word contained in the data where the object of research is the form of hyponym contained in the movie script fate and furious 8 (n.d.). in this study using theory by riemer (2010) and supported by several other journals. collected and then observed and sorted so as to obtain data that contains a hyponym. nonparticipatory is also a method of collecting data that is used. the research will be presented in the form of words or sentences that include informal methods in presenting the results of the analysis. findings from the research conducted, it was found that the results showed several categories of hyponym such as family, transportation, color, appearance, 2020. linguistics, english education and art (leea) journal 4 (1):45-55 50 number, object, country, size, animals, and parts of body. from the results that have been analyzed there are (8) words that are a hyponym of the family (grandfather, father, mother, brother, sister, daughter, kids, and cousin ), (7) words included in the hyponym of transportation (ford, plymouths, cadillac, boat, airplane, car, motorcycle), (3) words included in the color hyponym (black, pink, red), (1) words that hyponym with appearance (beautiful), (11) words that hyponym with numbers (one, two, two, three, five, six, six, seven, eight, nine, ten, twelve), (6) words that hyponym with objects (seats, doors, batteries, window, engine and machines), (4) words that hyponym with country (hong kong, china, russia and cuba), (2) words that hyponym with size (big and small), (3) words which hyponym with animal (butterflies, dragon, and dog) and (5) words that hyponym with parts of body (mouth, head, brain, eye, finger). so all of the results that are found as many as are (50) data which is hierarchy with hyponym. family 1. a cuban boy: my grandfather bought it in 1957. when he died it passed to my father. then my brother and now to me. 2. a cuban lady: dom..it's your cousin. he's in trouble, come quickly! 3. hobbs: oh yeah. that's moms,they come out to sport the kids. 4. hobbs: the only thing that i love more than saving lives is my daughter. 5. frank: with your sister. grandfather, father, mother, brother, sister, and daughter are hyponyms in the category of family members. this refers to the relationship where the brother is the father's son, the father is the grandfather's child, brother and sister are sibling, kids is the plural of brother or sister. this relationship refers to the meaning of a hierarchy that is interrelated and characterizes the hyponym. cousin is included in the family's hyponym. cousin is a brother who comes from the blood ties of each parent. that way the hierarchical relationship is still very strong and makes cousin a part of the hyponym that belongs to the family member. transportation 1. a cuban boy: we swap in parts from ford, plymouths and cadillac. 2. toretto: look at this, this is an engine from a boat. 3. toretto: why he hooking up my cousin's car? 4. tez: yeah, remember the airplane? everyone drove their cars out but you. 5. chiper: i heard about a guy who almost killed you with a motorcycle and you. let him keep his car? ford, plymouths and cadillac is transportation and they are the names of car. ford, plymouths and cadillac are hyponym with car and car hyponym with transportation. the words have a hierarchy which like cadillac is the name of a 2020. linguistics, english education and art (leea) journal 4 (1):45-55 51 car and car is a means of transportation or vehicle. in this example it is clear that the relationship between hierarchies is strongly connected. boat is included in the category of hyponym of transportation. this leads to the meaning of transportation which means a means to move both passengers and goods. boat is included in water transportation. the relationship has clearly emphasized that the boat is a hyponym which refers to the type of transportation. such as airplane too that makes different is air transportation. car has a hyponym connection with the vehicle which also leads to transportation. the car is a four-wheeled vehicle used to move places or travel. this shows that there is a hierarchy between cars so that they are hyponym with vehicles and hyponym with transportation, also the motorcycle with two-wheeled vehicle has same function with car. parts of body 1. a cuban man: you watch your mouth. 2. shaw: you got a big mouth on a small head. 3. shaw: you don't think that tight t-shirt is cutting off the circulation to your brain. 4. roman: use god’s eye. 5. hobbs: other than your doctor's cold fingers the mouth is part of the hyponym of a part of the body. it is very clear that the hierarchy between the mouth and part of the body. the relationship is very close because each body has a mouth that is used to communicate and eat, so the hyponym hierarchy can directly lead to the members of the body. head, brain, eye, and also finger are parts of body that close hierarchy of hyponym. the object 1. toretto: pull the seats the doors the battery. it ain't the motor, take it off. 2. hobbs:i jumped out of a 4 storey window.saving my partner's life. 3. toretto: look at this, this is an engine from a boat. seats, doors, batteries, window, engine and machines are the hyponym of the object. these four things are inanimate objects which are included in the characteristics of inanimate objects. the relationship between seats, doors, batteries, and engines can be functioned if damaged can be disposed of, does not have human rights such as living things. then it can be ascertained to hyponym with inanimate objects. numbers 1. chiper: did you have to cross two blocks to go get your cuban coffee? 2020. linguistics, english education and art (leea) journal 4 (1):45-55 52 2. hobbs: number one, i choose you for this squad because you are the most fearsome warriors on the planet. and number two, you go out there, you do your job. 3. little nobody: six, eight, nine...ten. 4. shaw: coming from prisoner 6753. 5. little nobody: what are you, 12? number is a unit of calculation such as zero, two, five, seven, and so on. the hierarchical relationship of numbers is very easy because it directly refers to the pattern. each of nominal is hyponym with numbers. color 1. chiper: black, no sugar? 2. hobbs: if pink butterflies beat my red dragon that means we lose the championship. black is a dark form without light and black is included in the color category. that way black is a hyponym of color as well as pink, red, etc. the close relationship between black is closer to color than atmosphere and nature. appearance chiper: it can bring you beautiful things, and it can also bring you moments like this. beauty is a part of appearance. this refers to an ugly, slim, fat hierarchy that is part of appearance and hyponymed with appearance. then beauty is a hyponym of appearance. the connection is very close to the meaning and opinion that arise when speaking in such a way that ugly and beautiful opinion will emerge. animal 1. hobbs: if pink butterflies beat my red dragon that means we lose the championship. 2. shaw: what’s up big dog? butterflies, dragon, and dog are any living creature that can eat, reproduction, and move except human being. that is called animal category and it is also hyponym with it. size shaw: you got a big mouth on a small head. big and small is the kind of measure of something which shows the condition or the form. that is related to the bigger than or smaller than. from that hierarchy or relation can be seen that hyponym of big and small is about the size. 2020. linguistics, english education and art (leea) journal 4 (1):45-55 53 country 1. tez:he's in london. wait, we have got a 2nd match in hong kong 2. tez: alright they are not in china or russia. 3. toretto: what brings you to cuba? hong kong, china, russia and cuba are the name of country that have capital city inside. hyponym of those words are close to country because have some city in one territory. discussion the data analysis above shows some of the findings that refer to the theory riemer (2010) which based on the theory shows that the hyponym is part of the class structure of meaning and the hierarchical form of the word itself. researchers found several words that refer to words that refer to riemer's theory such as the words ford, plymouths, cadillac. these three words have become part of the car's hyponym since ford, plymouths, cadillacs have become part of the type of car. car is the hyponym of vehicle since vehicle is a meaning for vehicles on land such as cars. this does not stop until the vehicle has a hyponym in transportation since transportation has a hierarchical meaning with the vehicle. the series of interrelationships of meaning and hierarchy became the appropriate arrangement so that it was found that ford, plymouths, cadillac had anonymity with transportation. in the film fate and furious 8 found a lot of data with a kind of transportation not only cars such as planes and ships. the car still remains the main because in the film presents action scenes with epic car races. based on riemer (2010) also shows that the hyponym has a systematic hierarchical arrangement like ford which is a type of car, which then the car becomes part of the vehicle and the vehicle is part of transportation. this proves the existence of a systematic hierarchical arrangement of ford-car-vehicle-transportation. shortening by not blocking the meaning of being a ford is a hyponym of transportation. not only part of transportation, other types of hyponym such as number, family, the object, and etc have similarities in the systematic arrangement of the hierarchy in hyponym. according to yule (alshemmery & alshemmery, 2017) the theory for analyzing hierarchical arrangements is by naming superordinate. as stated in the result of the data about the words butterfly, dragon, and dog which is the hyponym of the animal. animals are the top level of the hierarchy called superordinate. butterflies are hyponyms of animals as well as dragons and dogs, both of which are words that have the same superordinate as butterflies or are called co-hyponyms. yule also gave the concept that hyponym is like the concept of "is a kind of". this refers to when giving meaning to a dog is a kind of animal 2020. linguistics, english education and art (leea) journal 4 (1):45-55 54 that is recognized that the meaning of a dog, butterfly and dragon is a kind of animal. conclusion there are several categories of hyponym found in the movie fate and furious 8 such as family, transportation, color, appearance, number, object, country, size, animals, and parts of body. completeness of data that has been identified as hyponym has shown the relationship of word meaning to the order of hyponym hierarchy. researcher have found (8) hyponym of the family, (7) hyponym of transportation, (3) color of hyponym, (1) hyponym of appearance, (11) hyponym of numbers, (6) hyponym of objects, (4) hyponym of country, (2) hyponym of size, (3) hyponym of animal and (5) hyponym with parts of body.hierarchical relationships are found to be related to words that have an arrangement of meanings that are parallel to broader meanings. references afianti, e., & sunardi. (2016). lexical cohesion analysis of the article what is a good research project? by brian paltridge. semarang. dian nuswantoro university. alshemmery, m., m., & alshemmery, i., m., o. (2017). the acquisition of hyponymy by iraqi efl university students. journal of college of basic education for education and human sciences, (34), 403–414. retrieved from https://www.researchgate.net/publication/317371298 elhaj, m., k., m., & gawi, e., m., k. (2015). developing saudi students lexical items through using synonymy and hyponymy-a case study of taif university students. european journal of english language and literature studies, 3(3), 1–9. fate and furious 8 manuscript. (n.d.). retrieved from https://www.scripts.com/script/the_fate_of_the_furious_20202 habibah, n., & sulistiyo, u. 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(2013). an assessment of lexical sense relation based on word association test. european scientific journal, 9(11), 383–399. nyambura, c., gathigia, m., g., & nyarigoti, n. (2018). hyponymy in gikuyu chruch sermons in nyeri county , kenya. european journal of english language and literature studies, 2(2), 44–58. https://doi.org/10.5281/zenodo.1218108 obeidat, e., & abu-melhim, a., h. (2017). lexical relations between english and arabic : the role of the translator. international journal of english language and linguistics research, 5(5), 40–49. riemer, n. (2010). introducing semantics. united kingdom: cambridge university press. rosmaidar, & purnamasari, d. (2011). lexical relation used in jason mraz’s song lyrics. jurnal ilmiah bina bahasa, 4(2), 81–90. retrieved from http://eprints.binadarma.ac.id/2428/ telaumbanua, s., & sihombing, e. (2017). semantic analysis of hyponymy in the short story “ the voyage .” international journal of linguistics, literature and culture, 4(3), 95–105. yule, g. (2010). the study of language (4th ed.). new york: cambridge university press. https://doi.org/10.1007/s13398-014-0173-7.2 linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.1280 162 authentic materials of choice among english lecturers sunnatul mufarrohah1 universitas negeri surabaya ahmad munir2 universitas negeri surabaya syafi’ul anam3 universitas negeri surabaya sunnatul.18028@mhs.unesa.ac.id1 submit, 28-05-2020 accepted, 25-03-2022 publish, 30-03-2022 abstract this study aims to reveal the indicators of lecturers in choosing materials. the method used in this research is descriptive qualitative using a narrative approach. researchers used documentation, document analysis checklists, and interview guidelines as research instruments. the results of the study indicate that lecturers have four criteria in choosing authentic materials, including 1) authentic materials must follow the needs of students; 2) authentic material must be essential to teach; 3) authentic material must be easy to understand; 4) authentic materials must be up-to-date. based on the criteria, several authentic materials can be used: letterforms, order forms, signs, photos, and authentic auditory materials such as videos and songs to provide students with an enlightening and exciting learning experience. in conclusion, english lecturers have used various types of authentic materials such as pictures, videos, and songs using several criteria, such as appropriateness, excitement, understandable, and up-to-date. keywords: authentic material, efl, learning, lecturer introduction authentic teaching of english is essential for motivating foreign language students. the students will feel they learn the language of their destination. authentic materials are beneficial because they convey cultural knowledge about the target language (ahmed, 2017). in addition, accurate documentation offers an understanding of the real meaning of the language used and is relevant to the needs of students. the latest authentic documents support more creative approaches to https://doi.org/10.31539/leea.v5i2.1280 mailto:sunnatul.18028@mhs.unesa.ac.id1 2022. linguistics, english education and art (leea) journal 5 (2):162-174 163 teaching (wulan, 2018). such results of using authentic materials may be the reason for the lecturer's use of authentic materials today. the source of authentic materials which can be used in the classroom is endless under contemporary circumstances. there are various ways of acquiring authentic teaching materials. we can find the most frequent media, television programs, songs, films, literature, and magazines. today, authentic materials can easily be obtained from the internet. it is also easy to access the internet from many people, not only adults but also children and teens. in addition, it is continuously improving and interactive. there is no reason the lecturer does not use the internet for their teaching because they can quickly get english authenticity to encourage (widyastuti, 2017). getting authentic english is easy when it is still helpful for students to learn; authentic materials should be suitable for what students want and need to know. it is possible to carry out the selection of authentic materials that are used in the classroom. the purpose of selecting resources from various sources is to grasp the meaning rather than the language style. the acquisition and augmentation of authentic materials in english instruction is referred to as insufficient or adequate authentic resources (yadav & jha, 2019). in addition, lecturers have to select suitable materials to implement and adapt authentic teaching materials. the lecturers should define the goals of the teaching program in selecting authentic materials and should evaluate the situation of teachings to select the materials that are suitable for class use (tanihardjo, 2018). despite the importance of using authentic materials in english language lecturing, the implementation of authentic materials has some problems faced by the lecturer. research by anam et al., (2019) found the problems in implementing authentic materials in teaching english. the problems were the lecturer should select suitable authentic material for their students, but they have limited time to prepare it. authentic materials should be selected by looking at the students’ level of english. tanihardjo (2018) also showed that authentic materials are not the best method for promoting students' grammatical collocation ability because authentic materials, such as newspapers, may function better to improve vocabulary knowledge. those researches showed that selecting authentic material was an essential thing before implementing in class. bearing this in mind, this research aims to provide a synthesis of theory and practice of lecturer's consideration in selecting authentic materials for teaching english. although a lot of research has been conducted on using authentic materials, it remains a challenge for the lecturer to select an appropriate authentic material in lecturing english. this research aims to fill this research gap between theory and practice and, in doing so to provide lecturers with an array of easy to follow the result of this research which they can use in their teaching. previous 2022. linguistics, english education and art (leea) journal 5 (2):162-174 164 research applied analysis to the use of authentic materials among teachers. this study conducted an analysis of lecturers at the university. in addition, researchers do this on a more specific source, especially in universities in indonesia. the rarity of research that focuses on authentic material chosen by lecturers makes researchers need research on authentic material selected by lecturers and what criteria are used by lecturers to select authentic materials so that learning english at universities is expected to be able to provide reliable workers in the world of work. there were two objectives of the study. the first is to reveal the kinds of authentic materials used by the english lecturer in the university, and the second is to reveal criteria considered by the english lecturer in selecting authentic materials. the use of authentic materials promotes real learning and motivates and makes students involved in the teaching of english languages. moreover, the use of authentic materials may be more efficient and sufficient to build student interests and fulfill student needs when the materials are carefully selected. literature review the definition of authentic materials vary among expert. authentic materials are not written for teaching language purposes but designed by native speakers for native speakers (ahmed, 2017). authentic materials also contain the languages produced for daily activities based on the culture, lifestyle, and any other aspects from native speaker (dania & adha, 2021). in addition, authentic materials are not limited on the authentic and native speaker since there are people from different place in the internet (purwandani et al., 2017). authentic materials have different definition for each source, but we can understand from the definition above that authentic materials are any materials produced by native speaker of english for native speaker in non-pedagogical purpose. sources of teaching materials are widely provided in this modern era and one of the most accessible sources are internet (yadav & jha, 2019). authentic materials are classified into three categories; authentic listening materials, such as radio news, cartoons, songs, etc.; authentic visual materials, such as street signs, magazines and newspapers pictures, post cards, etc.; authentic printed materials, such as sports reports, newspapers, restaurant menus, train tickets, etc (anggara, 2020). based on the basis of the fact sheet of authentic material published by kusumawardani et al., (2018), there are two kinds of authentic materials: first is authentic printing materials are utility bills, packaging slips, order form, websites, tickets for traffic, welcome cards, calendars, report cards, television manuals, food labels, magazines, newspapers and others and the second is authentic audition materials include telephone messages, radio transmissions, podcasts, e-books, films, videos and tv programs. 2022. linguistics, english education and art (leea) journal 5 (2):162-174 165 the researchers use the categories published by kusumawardani et al., (2018) to analyze the types of authentic material the lecturer uses as research subject theoretical information. the researcher will be simpler, using these categories, to categorize genuine material, because there are only two categories. in selecting authentic materials, there are some criteria that the lecturer should consider. there are two opinions stated by mcgrath and wallace in defining criteria of materials selection. first, according to mcgrath, there are eight criteria to be considered when choosing appropriate authentic texts. these are relevance (authentic materials should be suitable with the students’ needs), topic interests (selected authentic materials should be interested to be learned by the students), cultural appropriateness (authentic materials should meet the appropriate culture with the local culture where the materials used), logistical considerations (in selecting authentic materials should obey the length and legibility/audibility of the materials), cognitive demands (the selected authentic materials should be suitable with the use of english), linguistic demands (the selected authentic materials should contain acceptable language), quality (selected authentic materials should be able to help learner for having better understanding about english), and exploitability (the selected authentic materials can be used in various activities of teaching) (anggara, 2020). there were some researches regarding to selecting materials by english teacher. anam et al., (2019) observed the classroom that applied authentic materials and interviewed the teachers. he found that most teachers used audio-lingual kind rather than other kind of authentic materials such as printed and realia. the result also stated that most teachers agree on the importance of authentic materials in the classroom to enhance the language learning. siregar and manurung have done a quantitative research in smk swasta nurhasanah 2 medan regarding the authentic audio material impact on students’ performance. the study is done by divided the students into two groups: one received audio materials performed by natives and the other group do not. the finding shows that the group that received authentic materials have higher score than the other group; indicate the significant impact in implementing authentic material in listening class (siregar & manurung, 2020). research method in line with the research question above, qualitative research used in this study in accordance with the research question above. qualitative research gathers data for study to demonstrate the dynamics of education and learning. qualitative research results are illustrated by narrative presentation of the data. this research explained and explored the data finding. one english lecturer is the main subject of this research. document of authentic materials and lecturer’s experience in 2022. linguistics, english education and art (leea) journal 5 (2):162-174 166 selecting authentic materials will be analyzed and described narratively at the end of this research. the technique for gathering the data in this research used documentation and semi-structured interview. to answer the first question, the researcher used documentation to know kinds of authentic materials used by the english lecturer. in this research, the researcher take a picture of the learning process that used authentic materials. interview was used to answer the second research question. it is usually defined as a conversation that happen between two people or more to get information. the conversation involved interviewer and interviewee to get valid and reliable data is called as in-depth interview. using in-depth interview in collecting data can gained a complete information to describe activity that being observed. in this research, the writer has interviewed the english lecturer of one of senior high school in bangkalan to get a complete information about her consideration in selecting authentic materials in teaching english. authentic materials used by the english lecturer in one of bangkalan's senior high schools were required to answer the research questions. the researcher determined that the data sources used by the professor in the learning process and in the lecturer's investigation are credible information. as the focus of this study, the lecturer who was used as a data source was an english lecturer. this analysis analyzed the information gathered from interviews by the researcher to facilitate the transcription of the data. the data was analyzed and described narratively. first, both documents and interview findings are evaluated by the researcher. there were distinguished data from document analysis to two separate analyzes. because both research questions could be answered by the instrument. the researcher transcribed the data from the interview process recording typed it into a document for analysis. second, the researcher started to explain when all data were collected narratively represented have been the results and all the details. the designation data obtained from record analysis and interviews were based on the researcher’s work. third, the scientist analyzed the findings from the theoretical framework using the theory. the research centered more on the accurate content selection process. the researchers then compared the lecturer's criteria with the criteria in theory, to see whether the instructor used the same criteria specified in the theoretical sense or not. 2022. linguistics, english education and art (leea) journal 5 (2):162-174 167 finding kinds of authentic materials used by english lecturer authentic print materials an english lecturer used many types of authentic printed materials with picture was the materials most used. picture 1. castle facts as authentic print material forms of order and menus had also been used to improve the speaking skills of students. once students were waiters, they learned to speak to the clients as to how to deliver food, drink or other service. the lecturer used all these tools to carry the real world job situation into the classroom. picture 2. order form as authentic print material 2022. linguistics, english education and art (leea) journal 5 (2):162-174 168 authentic auditory materials the lecturer also used some authentic auditory material, such as videos and songs. also, the instructor taught videos. when the lecturer wanted to use the video in his teaching, he played and showed the videos with the lcd projector to the students. he told the students to watch the videos and to see what they had. the instructor then asked the students for their views on the video. picture 3. video conversation at desk hotel while the lecturer was using videos, the lecturer tried to have videos that lasted no longer than 10 minutes. according to the instructor the students were bored when videos or short movies were over 10 minutes, as a focus on videos or short movies would take a long time. songs and lyrics were another real auditory material that the lecturer used. such authentic materials have been used for educating students in listening by playing missing lyrics, for example. the students listens to the songs to complete the missing lyrics. the purpose of this activity was to make students interested in learning english by means of a quiz. picture 3. song worksheet as authentic auditory material 2022. linguistics, english education and art (leea) journal 5 (2):162-174 169 there are some genuine materials which the lecturer used in the hospitality teaching program. most of the lecturers obtained the materials from the internet. sometimes, when the lecturer thought it would be useful for students to learn english he purchased the authentic materials. some authentic materials were also received inside or outside the school by the lecturer from his friend, the english lecturer. criteria for selecting authentic material the lecturer did not use those parameters to pick authentic materials since he also tried to understand students ' individual skills. however, the researcher tried to show the parameters used by the instructor in any collection of credible materials based on his story during the interview process. the instructor used some requirements for choosing authentic materials. authentic materials selected must follow the basic skills in the curriculum and student's ability to speak english (appropriate), be interesting, easy to understand, and up-to-date. these criteria can be understood as follows: appropriate the lecturer stated that: 1) the appropriateness of the primary curriculum competences could not be ignored as the lecturer was expected to have all of the basic competencies established by the government; 2) it was a question of the proper use of materials. their students should understand the lecturers' definition of lessons. she was the most difficult instructor to use authentic documents since the english skill of the students was not the same. interesting the lecturer described the authentic materials as interesting materials that could raise research interests. however, the students were not interested in all the authentic materials of interest to the lecturer. at times, because of difficult vocabularies, the students were less involved. the lecturer can easily determine whether or not students were interested in seeing the students answer whether or not they were enthusiastic. when the students were less interested in the lecturer's genuine content, the instructor would encourage them to try to find some real stuff that was important for lecturers and students. understandable the lecturer classified the materials that provided easy meaning, language content such as vocabulary as understandable authentic materials. the lecturer should have authentic materials with linguistic contents, which students can easily 2022. linguistics, english education and art (leea) journal 5 (2):162-174 170 understand. the lecturer could not give genuine materials that the student could hardly understand the content. up-to-date the word up-to date in this situation has not always been the new. in order to refresh the obsolete authentic material the instructor has established this term. in other words, the lecturer renovated the authentic materials used for the hospitality program in english. the lecturer would replace the old authentic materials with upto-date materials if the materials were appropriate for essential skills, then only the lecturer would renovate the old materials with the new ones. while not all authentic materials used have been up-to-date, the lecturer has always sought to find the new resources to put together the lessons learned. it can be seen in the finding that the english lecturer used song from popular singer that is young adult know and the meal order form used was also form order that is used in nowadays. discussion kinds of authentic materials used by english lecturer based on the definition of authentic materials that had been mentioned in the key term, authentic materials means any materials that made by natives for nonpedagogical purposes (yadav & jha, 2019). authentic materials are not created and produced for english learning, yet the lecturer used those materials to teach english. there were many kinds of authentic materials used by the lecturers to support the teaching and learning process. some of the authentic materials used by the lecturer were bills, menus, brochures, videos, songs, etc. the instructor often used the authentic material he brought to the class for checking or playing games with the students. the aim was to spiritually and actively make students learn the english language and to make them think that english was not as scary as they had imagined. the instructor might demonstrate that english was not often seriously learned by playing quizzes or playing games using true materials. poster alphabet was one of the genuine material used by the professor to play exercises or games. if the lecturer used genuine texts (authentic text), he also tried to use texts with information about english in a real context. the lecturer therefore used many types of real materials in his / her education process as they have a positive impact on the motivation of learners, have a closer connection with the needs of learners, and encourage more creative learning. criteria for selecting authentic materials in this research, the researcher focused on the criteria used by the lecturer in selecting authentic materials. in selecting authentic materials, the lecturer said 2022. linguistics, english education and art (leea) journal 5 (2):162-174 171 that there were four criteria that she used in selecting an appropriate authentic material, the criteria are appropriateness, interesting, understandable, and up-todate. appropriateness the lecturer's primary criterion for selecting authentic materials was the suitability of genuine materials to be used in the lesson. this means that the authentic materials used should meet the fundamental skills and needs of students in english learning. the lecturer is driven mainly by the fundamental skills in indonesian formal education. the lecturer can enhance and help his teaching method by using authentic materials. if the use of authentic english-speaking materials were appropriate for the subject of the lesson, authentic materials used by the lecturer are appropriate in english-speaking for the students (anggara, 2020). what the lecturer did, however, was not exactly the same for wallace's sense of order. in this situation, the lecturer only considered the connection to this subject because the lecturer did not often use authentic material in all meetings. wallace clarified that each authentic material should be linked to the preceding texts and activities and subject. authentic instructor content will then be adapted to the level of english students. interesting true materials should be useful to learn because students' interest in learning english is created. in studying english, the students even won't be bored. the students could also easily understand the theme the instructor delivers in learning english by choosing interesting authentic materials. the students are motivated by the use of authentic materials (anggara, 2020). thus the 'interesting' criterion that the instructor considered when selecting genuine materials had the same significance as wallace's motivation criteria. motivation means that the genuine content chosen will be of value to students so that they are involved and hard at work to better understand. this criterion is often used to increase the quality of student study. understandable the selected authentic material should be understandable for the students to learn english. the understandable materials provide a clear reason not only for the students 'simple operation or mission but also for the provision of students' materials. whether the students understand their lecturer's resources, they can learn english well. the lecturer should therefore carefully pick the true materials (anggara, 2020). 2022. linguistics, english education and art (leea) journal 5 (2):162-174 172 up-to-date in choosing authentic content, the last requirements considered by the instructor were up to date. this means that the speaker is attempting to find the latest english problem. the instructor will finish up-to-date materials for students to raise awareness of the new english problem in order to use the correct materials for the students. it'll open the eyes of the student to today's english happening. it also gives english a voice to the students. students are also now aware of the actual use of english (anggara, 2020). the four criteria used by the lecturer in selecting materials, the first criterion was the main criterion amongst others. if the first criteria were not completed, the lecturer would not use the materials although the other criteria were completed. sometimes, when the lecturer though that he was really required to use authentic materials in his teaching, he would use the first criterion only. it was related to his responsibility as the lecturer that should deliver all of the basic competence determined by the government. this study shows the same results as guo & li (2018) and yavani (2017) that inappropriate materials make learners face difficulties in learning english. on the other hand, this obligation could demotivate the lecturer to use the selected authentic materials because of the limited time for preparing the authentic materials. conclusion the english lecturer has employed different types of authentic material such as letters of notes, order forms, images, videos, songs, etc. the lecturer got the materials through the internet, asked another english lecturer and often even used his own money to buy materials that seemed to be useful for the students. although the lecturer could use all of the materials to teach integrated skills, he always tried to further explore students speaking in class and listening through authentic materials that he used in the school as a result of the school goal, so that students could communicate with clients in their field of activity. at least the lecturer used four criteria when selecting authentic materials. authentic documents should be informative, understandable and up-to-date, relevant to the fundamental competence of curricula and the needs of the students. suitable authentic materials mean that a sense of lesson is not missed and students can accept the use of materials. interesting authentic materials can increase the interest of the students. understandable genuine materials make materials easy to use, including vocabulary, in context and language. authentic materials up to date mean new materials. 2022. linguistics, english education and art (leea) journal 5 (2):162-174 173 references ahmed, s. 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(2017). authentic materials: teachers’ perception and why it matters. elt echo : the journal of english language teaching in foreign language context, 2(1), 26-36. https://doi.org/10.24235/eltecho.v2i1.1591 linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1150 327 engaging students‘ speaking skill using role play in junior high school kamal yusuf 1 uin sunan ampel surabaya feby anggita setyamardani 2 uin sunan ampel surabaya kamalinev@gmail.com 1 submit, 08-04-2020 accepted, 13-06-2020 publish, 14-06-2020 abstract this paper aimed to investigate to what extent the role play technique, especially semi-scripted could improve students‟ speaking skill in english. this research was a descriptive qualitative in nature where was conducted at smp rahmat in surabaya, east java. thirty students participated in this study and they have practiced a semi-scripted role play as one kind of role play techniques. there was pre-test and post-test applied, before and after the role play activities. the tests were done to measure students‟ speaking skill. the results of this study showed that semi-scripted role play technique could significantly improve and affect properly the speaking ability of the students. furthermore, by employing the semiscripted role play, the students could freely express their feelings and make them able to explore their creativity in more ways to enable them facing the real life. keywords: role play, dialogue, speaking skill, english teaching introduction in the era of industrial reformation 4.0, ability to speak english is highly demanded. but in fact, most of indonesian people still have difficulties to speak with this language. the main reason why indonesian people have this problem is they didn‟t used to speak english in their education level, from kindergarten, elementary school, junior high school, senior hight school, even they already continue to college university. many schools still don‟t consider english language as a priority subject in their school. in school environment itself, there are still many students that feel terrible of speaking english, whereas english is mostly found in indonesian people‟s daily routine. speaking skill usually required when you want to be hired by a company or you want to go abroad to study, to have vacation, or even to get a new job. chaney (1998) states that speaking is the process of sharing the idea. in a kind of contexts, it can use verbal and non-verbal mailto:kamalinev@gmail.com1 2020. linguistics, english education and art (leea) journal 3 (2):327-339 328 pattern. to fulfill this need, we should train continously and master the prior knowledge also the basic skill, i.e. speaking skill to facilitate our communication with indigenous people there, especially when we still in education level. according to harmer (2007), there are several techniques that can develop speaking skill. in academic field, the students in school can be trained by several kinds of speaking activities such as acting from script, communication games, discussion, prepared talk, questionnaires, simulation, and role play. tompkins (1998) defines role play as “one of the classroom teaching techniques that encourage students to participate actively in the process of learning english. therefore, foreign language students practice the target language in a context similar to real life situations where stress and shyness are removed.” in this regards students can build on their opinions and thoughts, and establish language on their level, acting out in some situations based on their understanding because of role play. harmer (2007) explains that the benefits of role play are we can get many social contexts and many interactional roles. in addition, role play activity is a way of students to role behavior in significant context and situation. role play has been an issue that attracting many scholars to study, such as eppendi (2016); zare-behtash et al (2107); puspitorini (2018); krisdiana et al (2018); karyati (2019); wulandari et al (2019). zare-behtash et al (2107) conducted a research to explore how the role play task could improve learners speaking ability in university setting in iran. they devided two gropus of students with the control experiments. their study found that the treatment given in their control experiments demonstrated a positive effect on students„ speaking ability. it is to say that role play significantly inreased learners english speaking proficiency. a study that focuses on the use of role play in smp level was done by puspitorini (2018). she conducted her research with a site at the smpn 9 bekasi. there were 62 students participated in the study. the focus of her research is to examine the influence of using role play as a technique in teaching english speaking. her study revealed that there is a significant effect of using role play in teaching english speaking skill to the students. her study in line with eppendi„ finding (2016). eppendi (2016) states that role play naturally could motivate and attract students„ attention to study english speaking. by applying role play, students more engage in the learning process and finally enjoy to be active orally to practice speaking english in the classroom. another study was conducted by krisdiana et al (2018). with special attention to investigate the integration of role play, they study the connection of word card when it incorporated with role play in teaching english speaking. they focus their attention to speaking for communication purpose. by employing pretest and posttest to 23 students to compare what scores have been made by 2020. linguistics, english education and art (leea) journal 3 (2):327-339 329 students. in their results, they concluded that role play which is integrated by using word cards is proven can improve studetns„ speaking skill especially in the area of english for communication purposes. their study also confirmed what have been done by karyati (2019) who investigates the use of role play using role cards in learning kaiwa to improve their speaking ability. wulandari et al (2019) they found that implementing role play could increase students„ english speaking ability. from the previous studies that have been conducted, there is a scant of study that investigates the integration of role play and the use of script role play in english learning especially to junior high school students in upper grade (8th and 9th graders). for this reason, we have implemented the semi-scripted role play eventhough their average level is still pre-intermediate to examine and to see the effect of their speaking ability improvement. literature review speaking is a part of daily life. this idea also emphasized by bailey (2005) that, “speaking is such fundamental human behaviour. it means speaking is very essential in our lives.” it helps us to communicate among people in social life. there are seven activities required by the learners to improve speaking skills in the process of learning english as foreign language, those are: 1) responding to visual clues, 2) role play, 3) conversation, 4) word games, 5) story building, 6) asking for and giving information, 7) problem solving role play is one of the techniques that are generally connected to communicative language teaching. according to doff (1992), role play is a way of bringing situations from real life into the classroom. costa et al (2017); neupane (2019) also conducted that role play is the medium (media) which the students get the ideas about different situation through various activities taken from the scenario of real life. using role play in teaching speaking skill has advantages (kusnierek, 2015). in role play, the learners express feeling and attitudes; (2) role play is an encouraging activity; (3) provide the learners with the opportunity to feel the situation rather than merely intellectualize about it; (4) the learners feel motivated; (5) learners are being prepared for actual situations to be faced; (6) can be used to develop social skill; and (7) role play is kind of communication system based on action rather than words in use. daniastuti (2018) in her study investigates the effectiveness of simulation and role play in teaching english speaking for high and low motivated students. she reveals that simulation and role play contribute to the improvement of their positive speaking scores. furthermore, high motivated students show a significant result by the use of simulation and role play 2020. linguistics, english education and art (leea) journal 3 (2):327-339 330 techniques. however, simulation is more appropriate to be used to improve speaking skill than role play. furthermore, harper-whalen & morris (2005) state that there are three types of role play. first, fully scripted role play is role play in which each word is given, and each student should understand or memorize his/her role. such type includes explaining the model conversation in the prescribed text book and the main aim of the conversation after all is to make each item of the language meaningful and easy to remember. byrne (1986) indicates that role play in this type can be appropriate for low level students who do not know the situation in the semi-scripted role play. second is semi-scripted role play. this kind of role play includes a model conversation with some missing words and students should know how to fill in the blanks in suitable words of these contexts. so, students can change the main conversation to some certain way and establish their own conversation. such type of role play might be called as semi-controlled or as the teacher or prescribed textbook includes language input, but students should be familiar with main procedures and seeks to go higher level of tasks as semiscripted role play is less structured and less controlled than fully scripted role play. the last type of role play is non-scripted role play, already known that it is kind of role play without any texts or scripts before doing some role play, but it may be given with keywords of dialogues, keywords, and information, or contexts and aims in less controlled and structured tasks (dickson, 1989). this type of role play students can establish mini conversation based on keywords mentioned above, materials, or contexts are simply as filling in gaps. this role play also provides a great chance to employ the information of techniques in a certain situations. this kind of role play can be practical for middle to advanced level students. no need to give this kind of role play to beginner students because it will make them feel difficult to do it. conversely, they should first trained by fully scripted role play to make them feel accustomed to the situation in front of the class and feel confident to jump to the next step, until they can fully showed the non-scripted role play to you, as the teacher. students sometime encounter problems in learning english speaking, such as anxiety to speak. in their study, toyib & safi‟i (2018) revealed that to overcome with this problem, teacher should be wise to use a suitable method to make students comfortable to use english in their speaking. one techniques to be employed is role play. they argue that by using this method, students are fully involved in the class activity and it gives students opportunities to speak with their classmate freely. 2020. linguistics, english education and art (leea) journal 3 (2):327-339 331 research method the study was conducted in one class of 8th grade in smp rahmat surabaya when they have english lesson. there were about thirty students with different prior knowledges and backgrounds between each other. based on their average level, they still in pre-intermediate level. the researchers try to train their hots (high order thinking skill) through semi scripted role play. for this research, the researchers used pre test before conducted some role play, and post test for follow up their competence in speaking skill. this research used two instruments for collecting the data: observation rubric checklist and speaking test scoring guidance. for the speaking test scoring guidance will be discussed in next section (pre-test and post-test materials). the pre-test and post-test include as follows. 1. pre-test. in this kind of test, the researchers just want to test students‟ prior knowledge in speaking skill with simple activity. the researchers asked the students individually to come forward and explain about a picture that will be chosen by the researchers randomly. the main questions that will probably asked for them are about: “what are the people doing in the picture?” “can you mention any objects that you see in the picture?” also other kinds of questions that related with the pictures, maximally 5 questions for each student. 2. post-test. for the post-test, of course the researchers implement the role play into the students first (they work in pairs and do the semi scripted role play twice because they have to switch their roles), then evaluate them in the rubrics as same as before (pre-test activity). in role play speaking skill test, the researchers add “team work” section for the importance of role play itself. furthermore, we divided the observation procedures of the research into four parts: planning, acting, evaluating, and reflecting. 1. planning. first, the researchers prepared the observation checklists for both pre-test and post-test, also the materials for pre-test (some pictures of events) and post-test (any equipment that support the students‟ role play activities). 2. acting. in this activity, the researchers implemented the things that already prepared in planning stage. after doing the pre-test and evaluating the students, the researchers give some short times for the students to think about what they want to talk based on the dialogues that already distributed by the researchers. the dialogues are in pair form. 3. evaluating. this is the main and really important activity between all of the four stages. the researchers will observe and evaluate their speaking skill‟s basics: grammar, vocabulary, pronunciation, fluency, team work (for post test), and self esteem or self confidence. 2020. linguistics, english education and art (leea) journal 3 (2):327-339 332 4. reflecting. after acting out the role play, the researchers evaluating the students‟ work, which should be removed, which should be stagnant, and which activity and rubrics that need any improvements, also the researchers will count the mean of the results. the researchers need self reflection as well. in the end, the researchers give some recommendations based on those points of evaluation. findings this research consisted of three steps: pre-test, role play treatment, and post-test (including the brief interview session). for the pre-test and post-test, the researchers choose theme “describing picture” to test the students‟ speaking skill.there were four questions for three students in the class: 1. did you have an opportunity to practice speaking in your english class? if no, why? 2. how often do you practice speaking english class? if seldom, why? 3. did your english teacher give you motivation to speak english? 4. if there is a chance, do you want to have an english speaking class? those three students give the answers in the same meaning. for example, for first question, they answered that they didn‟t have enough opportunity to practice speaking in english language because the teacher commonly taught reading and writing skills in the class. and of course, they rarely do the speaking practice in english language because of that reason. for the next question, they also answered that their teacher gives them motivation to speak or have conversation in english language, but the students are just shy and afraid to talk in english. the teacher also just give one-side motivation, and didn‟t control the students whether they have conversation in english or not. and the last question, 2 out of 3 students said that they really want to speak in english language when they have that subject in the class. as mentioned earlier in the method section, the students‟ speaking skills were evaluated in five terms: grammar, vocabulary, pronounciation, fluency, and self esteem. the scoring system of each term starts from 10 as the lowest and 100 as the highest mark. the following tables below are the result of students‟ scores of speaking skill in pre-test. table 1. students‟ scores of pre-test (describing picture) no grammar vocabulary pronouncia tion fluency self confidence total score average 1 2 3 4 5 6 7 1 57 76 68 70 73 344 68.8 2 58 82 70 70 72 352 70.4 3 58 80 68 70 70 346 69.2 2020. linguistics, english education and art (leea) journal 3 (2):327-339 333 4 57 77 65 70 75 344 68.8 5 56 60 66 60 65 307 61.4 6 48 66 65 65 70 314 62.8 7 60 62 68 58 55 303 60.6 8 58 60 60 65 70 313 62.6 9 60 73 68 55 56 312 62.4 10 55 60 65 60 60 300 60 11 55 56 60 62 60 293 58.6 12 50 56 60 56 70 292 58.4 13 62 56 66 56 56 296 59.2 14 45 56 66 57 71 295 59 15 56 56 56 60 58 286 57.2 16 65 65 68 45 56 299 59.8 17 50 50 48 45 50 243 48.6 18 50 56 50 48 44 248 49.6 19 52 48 42 45 48 235 47 20 50 52 42 45 45 234 46.8 21 50 48 46 45 48 237 47.4 22 51 50 58 45 50 254 50.8 23 58 60 66 58 45 287 57.4 24 52 50 60 45 48 255 51 25 48 45 50 42 44 229 45.8 26 55 50 50 48 46 249 49.8 27 62 66 66 67 65 326 65.2 28 48 45 48 48 50 239 47.8 tot al 1.526 1.661 1.665 1.560 1.620 8.032 1,606.4 av era ge 54.5 59.3 59.4 55.7 57.8 286.85 57.37 table 2 below demonstrates the result of the classroom observation and the students‟ scores of speaking skill in role-play activities. table 2. students‟ scores of role-play no grammar vocabu lary pronunci ation fluency selfconfidence team work total score average 1 2 3 4 5 6 7 8 1 70 88 78 83 87 88 494 82.33 2 68 88 80 82 88 88 494 82.33 3 72 90 82 82 84 84 494 82.33 4 72 90 78 80 84 84 488 81.33 5 82 60 80 80 78 86 466 77.66 6 68 76 78 77 86 78 463 77.16 7 72 76 80 70 81 71 450 75 8 72 76 75 76 76 85 460 76.66 9 72 82 78 70 62 70 434 72.33 10 80 78 80 58 58 70 424 70.66 11 61 58 62 58 58 62 359 59.33 12 64 76 63 62 75 62 402 67 2020. linguistics, english education and art (leea) journal 3 (2):327-339 334 13 63 58 58 57 58 60 354 59 14 63 62 56 56 61 62 360 60 15 62 62 59 59 62 60 364 60.66 16 65 65 70 58 57 55 370 61.66 17 68 70 76 69 56 58 397 66.16 18 62 61 70 56 58 60 367 61.16 19 60 58 58 56 55 56 343 57.16 20 60 55 56 58 56 56 341 56.83 21 60 61 60 57 59 58 355 59.1 22 61 60 62 60 57 56 356 59.33 23 68 68 69 70 72 72 419 69.83 24 61 66 58 57 56 56 354 59 25 76 66 78 67 68 68 423 70.5 26 67 56 56 66 58 57 360 70.5 27 60 64 72 67 78 78 419 69.83 28 56 68 78 68 72 82 424 70.66 tot al 1.865 1.938 1.950 1.859 1.900 1.922 11.434 1,915.5 ave rage 66.6 69.2 69.6 66.3 67.8 68.6 408.35 68.4 table 3 below depicts our result checklist of class observations of students in the classroom when they implemented a semi-scripted role play. as can be seen from the table, students in overall cases did not implement most points as indicated from the observation indicators. table 3. class observations when doing semi-scripted role play no indicator implementation yes no 1 students are well prepared for the teaching learning process.  2 students take notes of teacher‟s explanation related to the objectives of the teaching learning process.  3 students actively divided themselves in groups to carry out any learning tasks.  4 students actively share knowledge to one another in their group.  5 students actively help one other for best performance.  6 students use english language during teaching learning process.  7 students enthusiastically come forward before the class for demonstration.  8 students get nervous, shy, and uncomfortable when invited to demonstrate a role-play in front of the class.  9 students voluntarily do a role-play demonstration in front of the class.  10 students spoke loudly and clearly in front of the classroom.  11 students speaking practice runs smoothly.  12 students speaking test runs smoothly according to the plan.  as can be seen from table 4, the mean scores from pre-test (57.37), role play activity (68.4), and post-test (72.6) are valuably increasing. that is important 2020. linguistics, english education and art (leea) journal 3 (2):327-339 335 to prove the researchers‟ assumption that learners will really enjoy role play so much and will improve their speaking skill especially in english language. table 4. students‟ scores of pre-test (describing picture) no grammar vocabu lary pronouncia tion fluency self confidence total score average 1 2 3 4 5 6 7 1 75 90 81 86 90 422 84.4 2 73 90 82 84 90 419 83.8 3 77 90 81 82 86 416 83.2 4 77 90 84 84 86 421 84.2 5 65 84 82 82 89 402 80.4 6 72 79 81 80 81 393 78.6 7 75 79 82 73 74 383 76.6 8 75 79 78 79 87 395 79 9 75 84 81 73 73 386 77.2 10 82 81 82 63 73 381 76.2 11 75 84 81 73 73 386 77.2 12 69 79 68 68 67 351 70.2 13 69 63 63 63 65 323 64.6 14 68 67 61 61 67 324 64.8 15 67 67 64 64 65 327 65.4 16 70 70 73 63 60 336 67.2 17 73 75 79 72 63 362 72.4 18 67 66 73 61 65 332 66.4 19 70 63 63 61 61 318 63.6 20 65 60 61 63 61 310 62 21 65 66 65 62 63 321 64.2 22 66 65 67 65 61 324 64.8 23 73 73 74 73 75 368 73.6 24 66 71 63 62 61 323 64.6 25 79 71 81 74 73 378 75.6 26 72 61 61 71 62 327 65.4 27 65 69 75 72 81 362 72.4 28 66 76 83 73 84 382 76.4 total 1991 2092 2069 1987 2036 10175 2034.4 average 71.1 74.7 73.8 70.9 72.7 363.3 72.6 table 5 shows the mean scores of speaking skill terms. the avarage scores for pre-test is 57.34, role play is 68.01, and post-test is 72.64. table 5. comparison of mean scores of speaking skill terms speaking skill pre-test role play post-test grammar 54.5 66.6 71.1 vocabulary 59.3 69.2 74.7 pronounciation 59.4 69.6 73.8 fluency 55.7 66.3 70.9 team work 68.6 2020. linguistics, english education and art (leea) journal 3 (2):327-339 336 self-confidence 57.8 67.8 72.7 average 57.34 68.01 72.64 discussion the activity practices (from pre-test, role play, and post test) approximately lasted for about 2,5-3 hours (already have the permission from the english teacher and the headmaster), and did in turn (in the first chance, student a become a, student b become b, and for the second chance, student a become b, student b become a). and according to the table, the students are getting nervous, shy, and uncomfortable when invited to demonstrate a role-play in front of the class, but the speaking practice runs smoothly when applied in the class. this phenomenon is common practice for young learners studying english. leong & ahmadi (2017) stated that speaking is one of the most important skills to be developed and enhanced as it is considered as the most difficult aspect in language learning. so, many learners find their self in difficulty to express their ideas even to start a small conversation (bashir et al., 2011). the researchers also conclude that most of the students are really dependent and didn‟t have any initiative even to start a conversation or role play, and the rest are doing conversely. in addition, half of them also feel panicked suddenly after they read the semi-scripted text which already distributed by the researchers, and after some approach that did by the researchers, they confessed that they are confused what will they say in front of the class when doing the role play. some of them (who get the long script) and find it difficult also surrender by see the script just in a glance, suddenly asks for their friends who they think are able enough to handle the script (because their friends often getting good marks in english subject). however, the result of speaking skill when it was conducted in the roleplay rather than in the pre-test were quite different. we have assumed the reason why the students get higher grade when doing role play rather than in pre-test was because they already have speaking before, so they already have confidence to speak english in front of the class. actually, before the students do role play in front of the class, they did some practice for the dialogue that have been distributed by the researchers in their own desks in order to make them feel more confident and reduce their anxiety when doing the role play in front of the class. besides, when they have difficulties, the researchers will let them know the example of the full-scripted role play that they‟ve got (just a glance, so they will not copy and memorize the example. the researchers expect more from them instead), and give them some directions as well. also when they already in front of the class, they are allowed to bring the semi-scripted text. 2020. linguistics, english education and art (leea) journal 3 (2):327-339 337 although they already have some rehearsal before going forward, not all of them had performed well when doing the role play. they often feel awkward each other, especially there are three stranger researchers in their class, so it‟s still understandable for the researchers. also, the students didn‟t have any experience to be evaluated on their speaking ability, especially speaking in english language. like a wise word, “if we are have a second chance, surely we will do better than what we do before.” and the researchers think that this wise word is suitable for the class that had been observed. they will perform better if they have second chance to do the role play. but unfortunately, because of the limited time, the researchers just conduct the role play once time. we would like to prove that semi-scripted role play was suitable for a1a2 learners (in this case is 8th grade of junior high school students that approximately in 12-15 years old). the data of mean scores of pre-test and posttest have useful informations about the effectiveness of the role play teaching strategy (especially semi-scripted role play), that the students made a big progress with this kind of treatment. after looking at the mean of each activity (pre-test, role play, and posttest), with this research, it already becomes an evident that role play really affect the students‟ speaking skill in terms of their improvement in grammar, vocabulary, pronounciation, fluency, and their self confidence. in role play, the students can express their feeling freely (eventhough it still have to in context with the role play theme), become more motivated, more creative, can develop their social skill, and they also can explore the feeling of the role that already played by them. also, it proves to us that speaking skills can‟t improve instantly, but with some treatment and experiences, the students can develop their speaking skill with the interactive and interesting way. this finding confirmed what has been done by krebt (2017); castro & villafuerte (2019). conclusion the following conclusions can be drawn from this study. students‟ scores and their speaking skill are still in average since they are still in pre-intermediate level of class and beginner level of english comprehension. actually, they should already in a2 level, but in average it‟s still fine to have them still in a1 level.the students thought that they aren‟t able to speak in english because they already feel afraid and shy to be laughed by their friends and to made mistakes in speaking english. most of the students really want to have speaking class in their english subject (proved by their intention and their activeness in role play activities). as a result, role play makes the students can freely express their feelings and makes them able to explore their creativity more. role play also can be as their preparation when they face a real situation. 2020. linguistics, english education and art (leea) journal 3 (2):327-339 338 references bailey, k.,m. (2005). practical english language teaching: speaking. new york: mcgraw-hill. bashir, m.,(2011). factor effecting students„ english speaking skills. british journal of arts and social sciences, 2(1), 34-50. byrne, d. (1986). teaching oral english. london: longman. castro, l & villafuerte, j. (2019). strengthening english language teaching in rural schools through the role-playing: teachers motivations. international journal of educational methodology, 5(2), 289-303. chaney, a.,l. (1998). teaching oral communication in grades k-8. boston: allyn and bacon. costa, n.,d(2017). the use of role play activities to improve english speaking skill of the grade 12 students of technology science of escola secundaria geral 4 de setembro unamet dili in the school year 2017. international journal of advanced research, 5(8), 1801-1820. daniastuti, m.,a. 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(2017). the effectiveness of role play techniques in teaching speaking for efl college students. journal of language teaching and research, 8(5), 863-870. krisdiana, b.,p, irawati, e, kadarisman, a.e. (2018). the effectiveness of roleplay integrated with word cards on students„ speaking skill for communication. jurnal pendidikan humaniora, 6(2), 78-84. kusnierek, a. (2015). developing students„ speaking skills through role-play. world scientific news, 1(2), 73-111. 2020. linguistics, english education and art (leea) journal 3 (2):327-339 339 leong, l-m & ahmadi, s.m. (2017). an analysis of factors influencing learners„ english speaking skill. international journal of research in english education, 2(1), 34-41. neupane, b. (2019). effectiveness of role play in improving speaking skill. journal of nelta gandaki, 1(1), 11-18. puspitorini, f. (2018). the influence of role play on students„ english speaking skill at nine graders. journal of english language and education, 4(1), 21-27. tompkins, p.,k. (1998). the role playing/simualtion. the internet tesl journal. 4(8), 12-24 toyib, a.,r & syafi‟i, a. (2018). role-play as a method to overcome students„ anxiety in speaking skill. efektor, (5)1, 50-53. wulandari, ayuningtias, d.,o, & yana. (2019). the use of role play to improve students„ speaking skill. project: professional journal of english education, 2(2), 416-420. zare-behtash, e, saeed, a, & zare-behtash, p. (2017). the effect of role-playing tasks on improving speaking ability of iranian pre-intermediate esp learners. iranian journal of english for acad emic purposes, 6(2), 1-10. linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1248 373 teacher’s motives in applying communication accommodation strategies in secondary elt class almas rizkika nabila 1 universitas negeri surabaya ahmad munir 2 universitas negeri surabaya syafi’ul anam 3 universitas negeri surabaya almas.18005@mhs.unesa.ac.id 1 submit, 12-05-2020 accepted, 16-06-2020 publish, 16-06-2020 abstract the objective of this study is to describe teacher’s motives that underlie the use of communication accommodation strategies in secondary elt class. this study employed a qualitative approach by observing the strategies used in elt class and interviewing teacher to ask the reason for performing those features. the participant of this study was one english teacher from secondary elt class. the result showed that teacher used more convergence features in accommodative strategies rather than divergence. besides, teacher’s motives in applying communication accommodation strategies were categorized as affective motives to emphasize the closeness with students and cognitive motives to improve students’ understanding in classroom interaction. teacher was dominant in cognitive motives rather than affective motives when using communication accommodation strategies in secondary elt class. keywords: communication accommodation strategies, affective motives, cognitive motives introduction classroom interaction is important to shape the communication between teacher and students in the whole learning and teaching activities (markee, 2015). learning activities will be effective if the communication and interaction between teachers and students occur intensively. according to kääntä (2015), interaction between teacher and student is a two-way process where the teacher can influence students to create meaning in learning activities and vice versa. among several components in learning activities, teachers become one of the most important factors to support the success of teaching and learning because they could mailto:almas.18005@mhs.unesa.ac.id1 2020. linguistics, english education and art (leea) journal 3 (2):373-384 374 motivate, facilitate, inspire and evaluate students in classroom. it can be said that teachers take a high position in the process of teaching and learning as they become the actor who create the classroom condition (sedova, sedlacek, and svaricek 2016). teachers need to maintain the classroom interaction using a communicative language to reach the objectives of learning. moreover, communicative language could bridge the gap between english teacher and students in elt context. in other words, some students still have a problem in delivering english language in classroom activities. the previous studies from rachmawaty & hermagustiana (2015) showed that some indonesians students have a problems in speaking fluency to produce the spoken language in elt class. the position of english as a foreign language and lack of exposure in daily life make students rare to communicate with the target language and it affects their speaking fluency. it becomes a challenge for english teacher to build the interaction because some students were not actively speaking up in elt class. it must be underlined that the primary components of classroom interaction are teacher and students. when one component was not actively participated in classroom activity then the teaching and learning process cannot run effectively and intensively. besides, teachers need to thoughtful and choose the appropriate language in delivering the material to encourage students to be more active especially in oral communication using the target language. therefore, matsuda (2017) emphasized that the use of communication strategies is significant for teachers to negotiate the linguistic differences and motivate students’ to be more communicative in elt class. communication strategy was defined as someone's effort to find a technique to fill the gap between their utterances and other people’s linguistic resources to handle the communication breakdowns (rastegar and gohari 2016). moreover, communication strategies used by english teacher mostly highlight the verbal features rather than nonverbal aspects. jumiati, gani, & sari (2017) mentioned that the features in communication strategies were limited to describe the nonverbal features. besides, some previous studies usually applied the theories of communication strategies from bialystok, dörnyei, faerch & kasper and tarone that actually more concern on verbal strategies. in classroom interaction, verbal and nonverbal language cannot be separated from each other since nonverbal sign is highly reliable in the communication process (bambaeeroo and shokrpour 2017). teacher used nonverbal language to deal with many students at classroom as the complement of verbal language. verbal language relates with spoken or written communication used by teacher in classroom interaction. while nonverbal language embraces the body gesture, expression and eye contact. therefore, the language input that concerns both verbal and 2020. linguistics, english education and art (leea) journal 3 (2):373-384 375 nonverbal languages in interaction to reach the effectiveness and intelligible communication is through accommodation (weizheng 2019). accommodation was firstly introduced by giles then developed to describe the nonverbal domain in interaction and called as communication accommodation theory (cat) (gallois and giles 2015). communication accommodation theory concerns on the adjustment of people in interaction through convergence and divergence strategy. besides, the motives in applying communication accommodation strategies in interaction are also important to be explored to see someone’s reasons for doing that behavior (dragojevic, gasiorek, and giles 2015). there are two kinds of motives in applying communication accommodation strategies including affective and cognitive motives. someone could adjust the communication to be more comprehensible to others in every setting of life such as in the office, market and school environment. moreover, communication accommodation strategies were applied in classroom interaction between teacher and students. the previous study from chen (2019) showed that taiwan teacher used communication accommodation strategies to adjust the interaction with the elderly students in order to avoid the impolite language. weizheng (2019) identified the way china teachers use communication accommodation strategies to improve their interaction with students in efl class. then, parcha (2014) explored the way students used convergence strategies of communication accommodation through social media as the learning media. the study from tien (2009) also described that teacher used code-switching in the convergence strategy of communication accommodation to adjust the students’ linguistic form in elt class. in indonesian context, maharsi (2010) explored teachers’ adjustment through the application of cat in efl speaking class. however, some of the previous studies only described the way teacher performing communication accommodation strategies rather than reveal the motives in applying those strategies in interaction. since the theory of accommodation is more reliable when it is accompanied by the motives underlying the use of accommodative strategies (dragojevic et al. 2015). therefore, this present study explored the communication accommodation strategies used by english teacher and the motives or reasons why teacher applied those strategies in elt interaction. literature review communication accommodation strategies accommodation theory was firstly introduced by giles in 1970s and known as speech accommodation theory (sat) which concern on speech variability or verbal features (dragojevic et al. 2015). later, speech 2020. linguistics, english education and art (leea) journal 3 (2):373-384 376 accommodation theory was developed and extended into nonverbal features and known as communication accommodation theory (cat) in 1991. communication accommodation theory deals with someone's ability to adjust and regulate behavior when interacting or responding to others (gallois and giles 2015). the substance of accommodation theory is actually the practice of adaptation when someone adjusts his or her communication. this theory rests on the premise if someone interacts in communication, they will adjust their speech, vocals, tone, accent, pace or body movement to accommodate others (holmes and wilson 2017). moreover, in english language teaching context, teachers used communication accommodation strategies to adjust or bridge the gap of linguistic competence between teacher and students in classroom interaction. womack (2017) mentioned that accommodate students’ understanding becomes the basic act and art of teaching to maintain classroom interaction. once again, it showed that teachers take an essential role to help students in delivering the materials through verbal or nonverbal language. moreover, there are two kinds of communication accommodation theory called as convergence and divergence strategies (gallois and giles 2015). holmes & wilson (2017) explained that convergence is a part of accommodation strategies when someone involved in the interaction and tries to adapt the communicative behavior to be more similar to the interlocutor. the features of convergence strategies that cover verbal domain including the use of simpler vocabulary, repetition, same code, same pronunciation, code switching, translating and developing the topic (dragojevic et al. 2015; gallois and giles 2015; holmes and wilson 2017). while the convergence strategies that cover nonverbal domain consist of extending the utterance length, pausing, smiling and gazing, expressive facial and head nodding, gesture and posture. furthermore, divergence is behavior when someone does not show any similarities between one another in interaction (dragojevic, gasiorek, and giles 2016). however, divergence is not a condition to negate the response to the interlocutor but rather an attempt to show a difference to the interlocutor. in other word, convergence strategies are used to adjust the others in communication, while divergence to show the opposite direction or dissimilarities. in addition, some features of convergence strategies that cover the verbal and nonverbal domain include the way someone maintains the language uses, show the different code, change the topic, use different pronunciation and vocabularies, use nonexpressive posture and gesture, also shifting the speech rate (dragojevic et al. 2015; gallois and giles 2015; holmes and wilson 2017). 2020. linguistics, english education and art (leea) journal 3 (2):373-384 377 the motives in communication accommodation strategies the communication accommodation strategies ware supported by the theory that explored the motives of someone in doing those strategies (dragojevic et al. 2015). someone’s purpose in doing something whether it is conscious or unconscious is called as motives. the motives of accommodation related to the way someone explains or gives the reason for his behavior during the conversation. in short, someone’s motive in doing convergence strategy is to show the closeness. zhang & giles (2017) mentioned that convergence strategy is applied to get approval by adjusting the interlocutor’s linguistic style for effective communication. besides the motive of divergence strategy is used by speaker to emphasize the dissimilarity with interlocutor. furthermore, the motives of speaker in applying the communication accommodation strategies in interaction were classified into affective and cognitive motives (dragojevic et al. 2015). first, affective motives take place in both convergence and divergence of accommodative strategies. according to dragojevic et al., (2016), affective motives in convergence strategies is used to gain or give the approval in conversation to be more recognized in the circle or group. it can be said that affective motives are the intention to show the closeness and avoid the distance with interlocutor. in elt context, teacher tries to adjust the speech style or linguistic variation to establish the closeness with students. if the relation between teacher and students run well, students will easily understand the message delivered. moreover, affective motives of divergence strategy are used to emphasize the difference of identity or distance between speaker and interlocutor (dragojevic et al. 2015). second, cognitive motives relate to someone’s intention to reach an understandable conversation with others. the term cognitive is usually concern with someone’s process in knowing and understanding certain circumstances. dragojevic et al. (2016) explained that the speaker could facilitate the interlocutor’s comprehensible input using accommodative strategies to reach the communicative interaction. it showed that cognitive motives underlie how the message could be easily understandable and predictable. besides, teacher commonly uses the divergence strategies in order to facilitate students’ linguistic resources in elt class and it is classified as cognitive motives. moreover, cognitive motives of divergence strategies are used to show the difference in perspective. it means that actually encourage someone’s comprehension could be found by showing the distinctiveness to the interlocutor. for instance, slowing the speech rate rather than adjust the interlocutor fast pace is better to reach an understandable message. 2020. linguistics, english education and art (leea) journal 3 (2):373-384 378 research method this study employed the qualitative approach to describe the communication accommodation strategies performed by teacher in elt class and the motives underlying its used. creswell & poth (2016) explained that the explanation from someone’s action and word could give a rich description in qualitative approach. the subject and setting of this study was one english teacher from 10 th grades of senior high school or secondary level. in the secondary level, students’ communicative competence was highlighted as the learning objective. for that reason, teachers need to adjust their communicative style and students’ competence using accommodative strategies to reach a comprehensive understanding. as the data collection procedure, this study used classroom observation completed by a checklist to describe and specify the communication accommodation strategies performed by teacher in elt interaction. the writer observed the interaction between teacher and students in elt class for twice. then, the writer conducted an unstructured interview to reveal and ask the reasons or motives behind the used of those features in accommodation strategies. in order to know the motives, the questions of interview were based on how teacher performed the accommodative strategies in elt class. the writer recorded the interview process to avoid the miscommunication an in important part. in this study, the writer could gather the data by directly seeing the subject of the study behave, act or perform a certain thing, also talking face-to-face with the participant (creswell and creswell 2017). furthermore, this study analyzed the data based on miles, huberman, & saldana (2014) by summarize, display then make conclusion from the data. first, the data from checklist observation was categorized into the convergence or divergence features and the writer summarized the number of frequencies. then, the writer showed the data in the table to clarify what kinds of accommodative strategies applied by teacher in elt class. second, the writer conducted an unstructured interview to see teacher’s motives in applying cat and transcribed the audio recording. based on the transcription, the writer summarized or found the pattern whether the teachers’ motives in applying cat are categorized as affective or cognitive motives. finally, this study displayed the data by giving the written description of each motive of accommodation. findings based on the observation, the writer found some accommodative strategies used by the teacher in elt class. the features of communication accommodation strategies performed by teacher in classroom interaction can be seen in the table below: 2020. linguistics, english education and art (leea) journal 3 (2):373-384 379 table 1. communication accommodation strategies used by teacher communication accommodation strategies the number of frequencies convergence features using simpler vocabulary 23 using repetition 14 using the same code 7 using the same pronunciation 0 code-switching 35 translating the difficult word 17 developing the topic 4 extending the utterance length 10 using pause 10 smiling and gazing 6 expressive facial and head nodding 9 gesture and posture 18 divergence features maintaining the language uses 20 showing the different code 7 changing the topic 0 using different pronunciation 10 using different vocabularies 0 using non expressive gesture and posture 0 shifting the speech rate 15 based on the observation, english teacher tended to be more convergence in elt interaction rather than divergence. teacher used 11 out of 12 features of convergent in communication accommodation strategies to adjust students during english learning process. the most common divergence strategies based on the number of frequencies in elt interaction was code-switching, using simpler vocabulary, using gestures and posture. besides, the convergence features of communication accommodation strategies combined both verbal and nonverbal domains. teacher used nonverbal domain of accommodative strategies in giving the expressive facial to students, pausing, smiling and gazing. the other convergence features used by teacher to adjust students in elt interaction was extending the utterance length, translating the difficult message, repeat the certain word, making the same code and developing the topic. once again, it clearly described that teacher adjust their students in elt interaction. on the other hand, the divergence features in communication accommodation strategies rarely used by teacher. the data from classroom observation showed that teacher only used 5 out of 7 features in divergence with less frequency compared to the convergence features. the most dominant features of divergence performed by teacher were maintaining the language used and shifting the speech rate. besides, teacher also used the different pronunciation, code and vocabulary to show the distinctiveness from students in elt interaction. 2020. linguistics, english education and art (leea) journal 3 (2):373-384 380 none of nonverbal domains performed by teacher in divergence features of communication accommodation strategies since teacher only emphasized the verbal domain in elt interaction. teacher’s motives in applying communication accommodation strategies affective motives teacher used some communication accommodation strategies both convergence and divergence in elt interaction with students. there were affective motives underlie the use of communication accommodation strategies in secondary elt class. first, teacher has affective motives in performing some convergence features in the verbal domains such as developing the topic and using the same code. teacher tried to develop the topic in every interaction to adjust and build the closeness with students. for example, teacher introduced one material to students and later teacher develop it into short stories that relate to lesson material. students become more interested in the material given by teacher. it built the closeness between teacher and students in elt class since students would give a response or questions regarding the story. teacher also used the same code with students to avoid the social distance in conversation. sometimes students were afraid to respond their teacher because they have lack linguistic references in english. teacher avoided the distance by using the same code as the students use. for example, teacher responded to students who used the indonesian language in conversation with the same code, so students did not feel nervous in classroom interaction. moreover, affective motives appeared in the use of nonverbal domain in convergence features such as smiling and gazing, also using the expressive facial. the reason why teacher performed nonverbal domain in the form of smiling and gazing in elt class was to give the approval to students. teacher presented the approval in the form of smiling if students spoke the right answer and gazed at them to emphasize the closeness during the conversation. it also happened when teacher put on the expressive facial to communicate the interest or agreement in elt interaction with students. second, affective motives also underlie the use of divergence features such as shifting the speech rate. shifting the speech rate in conversation was the second common feature in divergence. teacher shifted her speech became slower or faster in order to decrease the distance between students in conversation. for instance, when students spoke with a faster speech rate, teacher did not adjust them by applying a faster speech too but rather slower her speech rate to maintain the closeness with students. 2020. linguistics, english education and art (leea) journal 3 (2):373-384 381 cognitive motives based on the interview with teacher, there were cognitive motives underlying the use of communication accommodation strategies in convergence and divergence features. first, teacher has cognitive motives in performing some convergence features in the verbal domain such as code-switching, using simpler vocabulary, translating a difficult word, using repetition and pause the speech rate. teacher adjusted her speech with students in elt class using code switching in order to maintain students’ understanding. teacher used english language in delivering the material and then she can change their code easily into indonesian language to respond her students in conversation. other features used to enhance students’ understanding in elt class was using simpler vocabulary and translating the difficult word. teacher avoided in using the complex words to adjust students’ understanding in conversation, especially when teacher met with students that are not active in classroom interaction. besides, translating the difficult message became one of the strategies to make sure that students understand the material delivered by teacher in elt class. teacher also extend her utterance length to adjust students’ understanding by giving more explanation about the material and using the pause to build an effective communication. moreover, teacher performed nonverbal domains in convergence features such as using gestures and posture. in fact, giving a response in the form of gesture or posture could support students’ understanding of english material. for instance, rather than explaining if "surfing" was playing in the middle of the waves with a board, teacher would shake her hand up and down so students can guess the meaning through nonverbal gestures. it shows that adjustments through nonverbal could make students think more critically. second, cognitive motives also underlie the use of divergence features such as maintaining the language used, using different code and pronunciation. maintaining the language became the most common divergence features used by teacher. in order to encourage students to use english language in conversation, teacher maintains the language on her own and prefers to use a different code from students. it means that teacher did not change her code or adjust students’ in interaction. for example, when students spoke with indonesian language, then teacher still maintain the used english as the different code from students. the result showed that students tried to use english to adjust the teacher's code as much as they could. furthermore, during the interaction, teacher might perform a different pronunciation to give a sign that students pronounce a word incorrectly. according to teacher, it was the best way to tell them through the direct example to keep an effective communication in elt class. 2020. linguistics, english education and art (leea) journal 3 (2):373-384 382 discussion based on the finding, this study showed that teacher used more convergence rather than divergence in communication accommodation strategies. teacher emphasized the adjustment to reach effective communication between teacher and students in elt class. maharsi (2010) also mentioned that the implementation of cat could improve students’ performance in english class. this study showed that teacher accommodates students to bridge the gap of linguistic competence between teacher and students, so students can actively participate in classroom interaction. besides, divergence features in communication accommodation strategies also used by teacher in elt class but not as much as convergence. during the teaching and learning process, teacher has to deal with students’ fluency in speaking, so using convergence features in communication accommodation strategies is more suitable to adjust students’ communicative competence. matsuda (2017) supported that implementing the communication strategies in classroom interaction could motivate and expose students’ communicative skills to negotiate their linguistic competence. once again, enhancing students’ communicative competence is important, as it becomes one of the objectives of english study in our curriculum. it was different from rachmawaty & hermagustiana (2015) that tried to solve students’ problems in speaking fluency in english class using retelling techniques. the finding of this study also revealed that both verbal and nonverbal domains appeared in communication accommodation strategies in elt class. it renewed the existing study from jumiati et al., (2017) that concluded if nonverbal domain was limited to be described using communication strategies. based on the finding, teacher applied 8 verbal domains and 3 nonverbal domains of convergence features and 4 verbal domains of divergence features in communication accommodation strategies. as bambaeeroo & shokrpour (2017) mentioned in their study that nonverbal language is highly reliable to complement the classroom communication for teacher’s successes in teaching. furthermore, teacher has both affective and cognitive motives in performing communication accommodation strategies in secondary elt class. besides, cognitive motives were more dominant in the use of cat in elt class. in affective motives, teacher emphasized the closeness and approval from students. the use of some convergence features such as developing the topic, using the same code, smiling, gazing, and expressive facial underlie the affective motives in teacher-student interaction. while shifting the speech rate became slower or faster also included in affective motives from divergence features to decrease the distance between students in conversation. in line with a study from chen (2019) which teacher has affective motive in applying communication accommodation by avoiding the impolite language to adult students in order to 2020. linguistics, english education and art (leea) journal 3 (2):373-384 383 build solidarity. in addition, teacher has cognitive motives in applying communication accommodation strategies to enhance students’ understanding of material delivered by teacher in elt class. the use of some convergence features such as code switching, translating a difficult message, using simpler vocabulary, posture and gesture underlie the cognitive motives as teacher want to fulfill students’ communicative needs. code switching became the dominant feature used by teacher in this study if it is compared to accommodation in classroom code-switching from tien (2009). besides, teacher built the effective communication and encourages students’ critical thinking by performing some divergence features such as maintaining the language used, using different code and different pronunciation. conclusion finally, it can be concluded that communication accommodation strategies performed by teacher in secondary elt class could help students to improve their communicative competence. this study showed that accommodative strategies applied by teacher was combined both verbal and nonverbal domain. the importance of communication accommodation strategies in elt interaction was supported by teacher’s affective motives to build the closeness with students and cognitive motives to enhance students’ understanding in elt class. references bambaeeroo, 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(2017). communication accommodation theory. in the international encyclopedia of intercultural communication, edited by y. y. kim and k. l. mckay-semmler. new york, us: wiley online library. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1394 1 flouting maxims in “wonder woman“ movie esra juniati op.sunggu 1 universitas putera batam (upb), batam, indonesia afriana 2 universitas putera batam (upb), batam, indonesia pb161210054@upbatam.ac.id1 submit, 09-07-2020 accepted, 20-07-2020 publish, 21-07-2020 abstract this research was made based on the number of people making mistakes in communicating in the social environment. some errors in communication often result in ambiguity, due to the delivery of unclear information. related to the topic the researcher made the research that analyze the flouting maxims in wonder woman movie and find the reason why the characters flouted the maxims by using the theory of grice (1975). this research used qualitative descriptive method by sudaryanto (2015) to analyze data. the results of the research showed that there were 12 data which were flouting maxims namely 1 data flouting maxim of quality, 2 data flouting maxim quantity, 2 data flouting maxim manner and 7 data were flouting maxim relations. the conclusion based on the results of this research is that all the characters in wonder woman movie was flouted all of the maxims, it can be seen from the result of analyzed the data, especially in the main character. the most frequently flouting maxim is maxim relation. keywords: communication, cooperative principle, flouting maxim. introduction one of the activities that can never be separated from humans is talking or communicating with others using a language that they understand. related to this, communication is the most important part in the social world. people cannot imagine what the current situation would be if there was no direct or indirect communication between people. grice (hanna, 2017) said that in communication, everyone has their own way of conveying information to others. the intended communication is where the speaker and the listener understand each other what the topic they are talking about, the response from both parties indicates that the communication is going well. the cooperative principle makes your conversational contribution such as is required. it means that mailto:pb161210054@upbatam.ac.id1 2020. linguistics, english education and art (leea) journal 4 (1):1-12 2 do not give any information less or more to the listeners (hassani & salatiga, 2019). in fact some people do not follow the rules in the cooperative principle many people ignore and even violate the cooperative principle rules. grice (andy & ambalegin, 2019) said when people make an uncooperative principle when they are communicating it means that the person has already committed a violation of the maxim, or what is often referred as the flouting maxim. if speaker do flouting maxim in conversation it will make the listener ambiguous, where the listener cannot interpret the meaning conveyed by the speaker, because when someone does flouting maxim it means that the person has an implied intent or other meaning to be conveyed to the person listener. thomas (rohmanti & pradika ,2018) said that most people do flouting maxim because the speaker chooses to communicate using implicature or hidden meanings. related to this, we can conclude that the speaker wants to convey something but indirectly. this is can be happen because the speaker does not want to offend the listener or hopes that the listener understands the intent conveyed by the speaker. the conversation above takes place in a class where a teacher asks the name of a student. from the conversation above we can see the answers from these students do not fit related to the questions that given by teacher. student answer is “the new student in this class” i this situation t student should say his name, because the teacher asks the name not the student's status. it‟s mean that this conversation has flouting maxim because the student has violated the maxim of relation. this research will analyze what maxim that flouted in the wonder women movie and also, the researcher will analyze the causes or the reasons why the characters flouted the maxim in conversation. before analyze the data the researcher will explain some research that related to this topic about analyze of flouting maxims. aisya (2019), the result from the research is the guests flouted all the maxims but the most dominant is flouting maxim of quantity. fitri & qodriani (2016) the result of the research is there are some flouting maxims in the novel but the most dominant is flouting maxim of quantity. gustary, et.al (2018) the result from the research is the guests flouted all the maxims. hanna (2017) the result was presented that the most frequently fulfilled is maxim of quality. hassani & salatiga (2019) and the result is most of the conversation not obeying the maxim of relevance just to make jokes. ibrahim, et.al (2018) the result of the research is there are four flouting maxim in the seven movie. kurniati, et.al (2018) the result of the research is the character flout all the maxim in the movie. lestary (2019) the result of her research is all the maxims flouted in 2020. linguistics, english education and art (leea) journal 4 (1):1-12 3 the movie. natasya & sari (2019) the result is the most dominant flouing maxim is maxim quantity. noertjahjo, et.al (2017) the result is the element of flouting and violating maxim quality were found in the major character. based on the previous research, the researcher will analyze the flouting maxim in wonder woman movie that will different object with the previous research. it means that from the different object and method that will used, we can argue that the result or conclusion from analyze the movie will different with previous research before. literature review maxim of quantity this maxim requires the speaker to speak clearly about what needs to be answered or wants to be conveyed. apart from that it must also be informative. in another sense in this maxim both the speaker and the listener must provide information or give a statement properly so that the information conveyed is not lacking or excessive. if one of the participants violates this maxim, they have flouted the maxim of quantity. look at the example below. a: how older are you? b: i‟m 20 years old. a: where do you live? b: i live in batam, precisely in batu aji. the conversation above showed how the maxim quantity works. it can be seen when „a‟ give question to „b‟. from the answer that given by b it showed that b followed the rule of cooperative principle, means that b gave the right answer to a‟s question, because the answer is enough and no need any explanation again. maxim of quality according to grice (as cited in aisya & padang, 2019) said that in this maxim both of speaker or listener should give the information based on what happens in real life. it is meant that everyone in a conversation must say what they believe to be true and in fact it can happen. if someone gives a statement or information that is not really happening, or what is often referred to as lying, then that person has flouted the maxim of quality. to make easy understand the researcher will give the example as bellow. nico: hello jack, how are you? jack: i‟m good, thanks. nico: where are you now? jack: i’m in the hospital right now. 2020. linguistics, english education and art (leea) journal 4 (1):1-12 4 from the example above we can see the different between the conversations. the first showed that nico and jack followed the rule of cooperative principle. it can be seen from the jack‟s answer, he gave the right answer that related to the nico‟s question about the condition of jack. but if we see the second conversation it showed that jack has flouted the maxim of quality. when nico ask the position of jack, the first conversation said that jack is good, but after nico asked his position, jack said that he was in the hospital. as we know hospital is the place for people who are sick. it‟s mean that jack has flouted maxim of quality, because he was lying that he said he was good even he was in hospital. maxim of relation what is meant by this maxim is what is said to be relating to the previous statement or question. grice (1975) revealed that between the speaker and the listener must be relevant in communicating. the speaker must not say anything off-topic or outside the discussion and anything that has no correlation or is not related to what is being discussed. this maxim serves as a tool that connects interaction with each other. but on the other hand, there is often the flouted of this maxim, it happens because of the hidden meaning that the speaker wants to convey to the listener. the following dialog can be an easy example to understand the maxim. a: do you know where rebecka is b: she is in the canteen. a: can you show me that place? b: my friend is waiting me. from the example above we can see two different statements. the first is an example of maxim relation, because b answers or provides answers relating to questions a. when a asked about rebecka, b gave the answer that said rebecka was in the canteen. for the second statement or dialog, as seen in the conversation, b has flouted the maxim of relation. it can be seen from b‟s answer. the answer should be “yes or “no” but in this case b answered with “my friend is waiting me.” actually from the answer we can guess that b doesn‟t want to show the place. to refuse subtly and not offend a, forced b to say that. maxim of manner according to grice (as cited in andy & ambalegin, 2019) said that the explanation must be clear, unambiguous, and concise in order to reach the cooperative principle in a interaction. then this is called the saying good manners. the opposite of clear expressions or good manner can be ambiguous and unclear 2020. linguistics, english education and art (leea) journal 4 (1):1-12 5 statements will be considered a violation of proverbs. to avoid misunderstanding and ambiguous meaning, the listener must have a relationship, background knowledge or listener can guest the meaning from the utterance that given by speaker because it can be useful for participants to understand the meaning conveyed by the speaker. the following is a simple example of maxim manner. a: what do you think about the ding tea drink? b: i like the drink. a: what about the packaging and the price? b: it's the same as jom tea. the conversation above shows that there are two different sides of expressions one is an example of a cooperative principle and another one that shows an uncooperative principle. the first expression called cooperative principle because b‟s answer is clear about the opinion of the ding tea “i like the drink” the answer explain that b like the drink. but in another expression it is called uncooperative principle because b‟s answer is not clear and gave the ambiguous to a. the question that gave by a was about the packaging and price. but b gave the answer with “it‟s same as jom tea”. the utterance that given by b is not clear, because there is no explanation about packaging and price. research method in obtaining research data, the researchers used qualitative research as a methodology. the research instrument is the written text of the dialogue script of the actors in the movie to be analyzed. then, after getting this movie script, the researchers began copying it into written form, then analyzing and grouping it into what kind of saying was tampered with and explaining the reasons why it happened based on the cast in the film. finally, the data are then analyzed in three steps. the first is to find a mock maxim. the second is to explain the reasons why the actors violate the maxims. the third is to present the discussion and end it with a conclusion as an answer to the formulation of the problem. this research also helps people to achieve successful communication, understand the purpose of one's speech and avoid misunderstandings. findings there are 12 data found in the "wonder woman movie" which shows flouting of the maxims. there are 7 data that show flouting of maxim relation. furthermore, there is only 1 data that supports flouting of maxim quality. furthermore, there are 2 data that show flouting of maxim manner. finally, there are 2 data also show flouting of maxim quantity. based on these data we know 2020. linguistics, english education and art (leea) journal 4 (1):1-12 6 that in this movie contained 4 kinds of proverbial flouting of maxim in the wonder woman movie. table 1. table of types flouting maxims in “wonder woman” movie 1. 2. 3. 4 quality quantity manner relation 1 2 2 7 total number of data 12 flouting maxim of quality data 1 antiope: you‟re doubting yourself diana? diana : no, i’m not. antiope: yes, you are. but you‟re stronger than you believe. the data above showed the flouting of maxim quality, because the conversation happened when diana was trained with antiope. at the time while diana was trained, she was doubt to fight with antiope until she was fall on the ground. and then antiope asked her that she doubted herself. but the answer that given by diana was not the same with her feeling or she was lying, she said that she was not, but actually she was. from the statement of diana it is include to flouting of maxim quality. diana flouting maxim quality because she does not want to make antiope upset when she is telling the truth. flouting maxim of quantity data 2 diana: who are you? steve: i’m one of the good guys, and those are the bad guy. the dialog happened when diana helped steve from accidents when the plane crashed into the sea. when steve realized at the seashore diana asked the name of the man that she was helping. but the answer was flouting of maxim quantity. because the answer should be just said his name, no need to explain what diana didn't ask. steve said this because he was impressed with diana's beauty, and deliberately impressed diana with his words by saying that he was a good man. data 3 antiope: diana the time has come, you must… diana: what? antiope! antiope: the god killer diana go… 2020. linguistics, english education and art (leea) journal 4 (1):1-12 7 diana: go where? antiope. based on the data above we clearly see that in the dialog there is a flouting maxim of quantity that arises from the antiope statement. it is called flouting maxim quantity because antiope did not provide a complete explanation and clearly so that it made diana confused where to go. and antiope should provide a detailed explanation so that ambiguity does not occur to diana. the reason antiope sent diana away was because she knew that it was time she would fight to save the world, because diana had the power that all themyscira warriors did not have. flouting of maxim manner data 4 diana: themyscira has seen death for the first time, mother. ares must not be allowed to threaten us again. we know only too well what happens if he finds us and he will never again shall we enslaved. and now mankind must be freed. as amazon this is our duty! hippolyta: you are not an amazon like the rest of us, diana. the data above is an example of a flouting maxim manner, because based on the story in this movie it is said that diana is the daughter of queen hippolyta and it is clear that diana is also a resident or part of themiscira. but hippolyta gave a statement that diana was not a member of themyscira and made diana confused about her mother's statement. the reason hippolyta said that was because she did not want diana to interfere or want to fight with ares, because hippolyta had prepared special army to attack ares if one day he returned to the amazon. data 5 hippolyta: we are not deploying our army and leaving themyscira defenseless to go and fight their war. dina: it is not their war. hippolyta: that was a story diana. there is must you don’t know. mankind easily corruptible. the data above is still the same as the previous data which is flouting maxim manner. it is said flouting maxim manner because hippolyta confused diana with her mother's statement, because before, her mother said that ares was the cause of war on earth. but at this time her mother said that was just a story not real. the reason that made hippolyta flouting maxim manner was because he wanted diana to remain in the amazon and live as before. her mother wont diana followed steve to go out from the amazon. 2020. linguistics, english education and art (leea) journal 4 (1):1-12 8 flouting of maxim relation data 6 diana: hello mother how are you? hippolyta: how many times diana? the conversation above occurred when diana was still a child, at that time she tried to escape from her palace, but suddenly hippolyta caught diana who almost fell into a cliff. when hippolyta caught her daughter's hand, diana was shocked and tried to be nice to her mother by asking "hello mother how are you?" but the answer given by hippolyta is flouting maxim of relation. it is said flouting maxim of relation because the answer given by hippolyta is "how many times diana?" the answer is unrelated to what was asked by diana. hippolyta should have given the right answer to diana's question. hippolyta did the maxim flouting because he knew that diana had often done this, trying to run away from the palace, and pretending to be kind so hippolyta was not angry with her. data 7 diana: what if i promised to be careful? hippolyta: it’s time to sleep. the conversation above happened when diana was curious and wanted to join as a member of the army with antiope. when she wanted to sleep she said that she promised to be more careful when she was trained. but hippolyta‟s answer was not related to diana's statement. hippolyta was seen ignoring diana's words with the answer he gave. hippolyta did flouting maxim of relation in this conversation because she was bored with all the questions diana gave about training. data 8 diana: what if i didn‟t use a sword? hippolyta: fight doesn’t make you a hero. diana: just a shield then, no sharp edges. hippolyta: diana, you are the most precious thing in this world to me. the data above is still the same as the previous data, namely flouting maxim of relations. we can see that from each of hippolyta's answers to diana‟s questions. in the conversation above it is very clear that between questions with answers there is absolutely no match or we can say does not match the answers expected by diana. but in every answer given by hippolyta it has another meaning that he is afraid that something will happen if he gives permission to diana to take part in training with antiope. because we can see from the last statement that given by hippolyta who said that diana was the most precious thing in the world that she had. 2020. linguistics, english education and art (leea) journal 4 (1):1-12 9 data 9 diana: who would wield it? hippolyta: i pray there will never come a time when it is called to arms. this conversation occurs when diana and her mother go to a place that is storing a sword called "the god killer" in the conversation above we can see between the question and the answer given is very incompatible with the question. if we look at diana's question, the answer that hippolyta should have given is the name of someone who deserves to use the sword. but hippolyta's answer was unexpected and it was called the flouting of maxim relation. the reason for hippolyta to do flouting maxim in this conversation was to make diana stop hoping that she would not participate in a war. data 10 german army: where did this fog come from? german commander: find the plane. this conversation occurred when the german army wanted to arrest steve trevor and try followed steve until they arrived on the amazon. when they were in the middle of the sea one of the soldiers of the german army accidentally pierced the fog in the middle of the sea. the fog is a border between the themyscira amazon regions that will not be seen if we do not pass through the fog. when they saw the fog, one of the soldiers asked the commander where the fog came from. but the answer given by the commander is not related to the question of the soldier. the answer that should be given by the commander is the name of a place. but in reality the commander ignored the soldier's question and we can say that commander flouting of maxim relation in this conversation. this happened because the commander was so furious with steve who had stolen the potion book, and was eager to kill steve, so he no longer cared what his soldiers said. all that is in the mind of the commander is to immediately arrest steve trevor. data 11 hippolyta: what is your mission? steve: whoever you are, you’re enough danger. the conversation above occurred when steve was captured by themyscira's troops and took him to the palace to be executed with several questions, one of which was about steve's mission so he could get to themyscira. but the answer steve gave not related with hippolyta's question. the answer that should be given is in the form of a reason not a statement that threatens themyscira residents. the reason why steve do flouting maxim of relation is he don‟t want others to know that he is a spy. 2020. linguistics, english education and art (leea) journal 4 (1):1-12 10 data 12 epione: is it true you save his life? diana: who told you that? this last data is flouting maxim of relation. can be said like that because we can see diana flouting maxim of relations in the conversation above. the answer diana should have given was yes or no. but in reality she instead asked epione back. in this case diana did flouting maxim of relations because she did not expect that steve will said that to epione. discussion the objective of this research is to identify the types of maxim floating and to find out the reason why the characters floating the maxims in wonder woman movie. the results showed that all types of maxims, namely quantity, quality, relevance, and manner, were flouted in the movie. however, the maxim that is often flouted is maxim of relation that contained seven data. in other movie the researcher found that flouting maxim of relation was the most maxim flouted (hamani & puluhulawa, 2019; susanto (2017); fauziah, et.al, 2020). but contrast with other researcher, flouting maxim quantity and flouting maxim quality was the most maxim flouted (marlisa & hidayat, 2020; putra, et.al, (2018); flores (2019), ariwangsa, et.al, (2018); iksal (2020), aziz, et.al, (2019); iswahyuni (2019); maulida (2015), conclusion after analyzed the "wonder woman" movie the researcher was found all the proverbs of grice had been flouted by the characters in the movie. there are four types, namely one flouting maxim quality, two flouting maxim quantity, two flouting maxim manner and seven flouting maxim of relations. but all the maxims that have been flouted by the actors are aimed at creating an interesting movie storyline. and the researcher can be said that it is very important to know what is flouting maxim because it is useful for speakers and listeners to avoid misunderstanding when communicating or conveying some information to others. by understanding the use of cooperative principles, the speaker can avoid or reduce violations so that all information that we want to convey can be understood by the listener. from the results of this study it can be said that each flouting maxim analysis has different results or can be said the results of the analysis are not the same as other movie analyzes. the researcher said like that because every movie has a different genre, or a different story, of course it is very influential on the 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(2020). analysis of flouting maxim in good morning america talkshow. englisia: journal of language, education, and humanities, 7(2), 137–149. maulida, f., r. (2015). the flouting of conversational maxims in make-up. lexicon, 4(1), 11–21. natasya, d., & sari, n. (2019). flouting maxim in finding dory movie. jurnal kata, (1999), 321–328. noertjahjo, e., arifin, m., b., & ariani, s. (2017). analysis of flouting and violating towards maxim of quality in “my sister‟s keeper” novel. jurnal ilmu budaya, 1(3), 193–206. putra, n., g., p., ramendra, d., p., & suprianti, g., a., p. (2018). a pragmatic analysis of the speech actused in pulp fiction movie script. language and education journal, 1(1), 31–40. rohmanti, k., a., p., & pradika, b., g. (2018). an analysis of flouting maxims in ”coco” movie. project (professional journal of english education), 1(5), 657-663. susanto, f., d. (2017). analysis of flouting maxim in need for speed movie. jurnal pioneer, 09(2), 141–150. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1480 142 improving students’ reading comprehension by using concept oriented reading instruction (cori) strategy mita lianah 1 stkip yayasan pendidikan merangin nina juwita sari 2 stkip yayasan pendidikan merangin kingalfatih01@gmail.com 1 submit, 06-08-2020 accepted, 22-12-2020 publish, 29-12-2020 abstract the purpose of this research are to know the improvement of students reading comprehension by using cory strategy. this research used classroom action research (car), because car is aimed to got an improvement in teaching process. in this research have two cycle to know the improvement of students reading comprehension.each cycle consisted of two meeting. each meeting has equal to 2x40 minutes. each cycle of the research consisted of four steps, they are planning, action, observation and reflection. the subject of this research was the ninth grade which is consists of 20 students. the object of this research was reading comprehension. based on the data that had been collected from pre test to cycle i, and cycle i to cycle ii there were improvement. the researcher had found some progress on the scores of the students. the result of pre-test showed there were 3 students or 15% reach kkm. in the cycle i, there were 10 students or 50% of students reach kkm’s score. meanwhile, in cycle ii there were 15 students or 75% of all the students number who reach the kkm. keyword: students` reading comprehension, cori introduction reading contributes to the success of language learning together with the other skills. reading enables students to find out information from texts, ranging from textbooks, newspapers, magazines, advertisements, brochures, and the like. reading is an activity to understand what the text contains (victoria, 2008). reading also enables students to know how english is actually used in printed and written forms. according to mcnamara (2007) reading is an extraordinary achievement when one consider the number of levels and components that must be mastered. consider what it takes to read a simple story. in educational aspects, the importance of reading has been claimed as one of the skills that can determine mailto:kingalfatih01@gmail.com 2020. linguistics, english education and art (leea) journal 4 (1):142-149 143 the students’ success in learning. it is an important skill because the activity of reading is always as a center of students’ activity at school. reading is necessary for students in their study. they need good reading skill for acquiring knowledge and learning new information. however, most of students’ reading abilities are not good enough. many researchers have been interested in doing research to investigate appropriate reading method to help students have better understanding when they read. many reading methods have been used in classrooms alternately. the results showed that some of them are successful with a particular group of students but some of them are not. reading comprehension is one of types of reading that need to be able by students. reading comprehension is important for students in every subjects, because most of teaching learning materials consist of texts. reading comprehension will help students more concentrate and easier to grasp information from the book that they read. according to khruawan (2017) states reading comprehension is the ability which the students are able to read accurately and effectively; to get the maximum knowledge and information from the text with the least misunderstand. without comprehension, reading just an activity read or spell word by word. reading comprehension as a complex interaction among automatic and strategic cognitive processes that enables the reader to create a mental representation of the text. one of strategy where can use in teaching reading comprehension is concept oriented reading instruction (cori) strategy. according to guthrie (2004) cori is designed to help students’ reading engagement and comprehension through the teaching of reading process, and also able to development the students’ intrinsic motivation to read. research also have done by john, et.al (2007) about influences of conceptoriented reading instruction on strategy use and conceptual learning from text. this research define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. to increase reading engagement, a collaborative team of teachers, reading specialists, and university faculty implemented a year-long integration of reading/language arts and science instruction known as concept-oriented reading instruction (cori). salila (2015) also got the research abaout cori: explicit reading instruction to enhance informational text comprehension and reading engagement for thai efl. it was found that the students improved their reading comprehension and engagement after the implementation. there were also significant differences between the students’ pre-test and post-test mean scores. the results from the reading engagement index (rei) and reading engagement checklist indicated positive changes in behavioral, affective and cognitive engagements. 2020. linguistics, english education and art (leea) journal 4 (1):142-149 144 yulia, et.al (2020) the result of the research showed that the teachers used some strategies in teaching reading with the highest percentage were question generating (27%), encouraging the use of dictionaries (25%) and question answering (23%). this indicated that the teachers only used a few strategies in teaching reading comprehension. for the next researchers, they could conduct research about the teachers’ strategies used by english teachers in a wider area. so, the result will be more advantageous and be applied in a larger area. guthrie, et.al (2000) the results show that classroom contexts can be constructed to influence motivational outcomes positively. (psycinfo database record (c) 2016 apa, all rights reserved). ummi (2017) the result showed that cori strategy was effective to improvestudents’ reading comprehension. in addition, the students also had positive attitudes toward the use of cori strategy. it is recommended to conduct an experiment for another school level. aziz, et.al (2015) the findings of the research show that the using of cori strategy improves the effectiveness of teaching and learning process. the reason that the researcher used cori because this strategy increases reading comprehension, motivation, and conceptual knowledge of learners beyond that afforded by traditional reading instruction and want to give to the teachers one of new strategy to improve students reading comprehension. literature review understanding text is determined by the purposes for reading, the context, the nature of the text, and the readers’ strategies and knowledge. according to anderson (2000) defined reading as an interaction between reader and a text. it means that reading involves between reader, the writer materials, and the interaction. it is a complex skill requiring the coordination of a number of interrelated sources of information. reading is a fluent pocess of readers combine information from a text and their own background knowledge to built meaning. it means that reading is one of four subjects’ language ability and is part of or component of written communications.. reading is a respective language process. it constantly involves guessing, predicting, checking and asking oneself question. reading is the act as responding with appropriate meaning to print or written verbal symbols, for the beginners reading is concerned mainly with learning to recognize the printed symbols that represent written language and respond intellectually and emotionally to them. futher, learning english. reading is also important to students in learning activity. kintsch, (2005), reading is identification and recognition of printed or written symbols which serve as stimuli for the recall of meanings built up through past experience, and further the concentration of new meanings through the reader’s manipulation of relevant concepts already in his possession. as a process of 2020. linguistics, english education and art (leea) journal 4 (1):142-149 145 thinking, reading included activity to word recognition, literal comprehension, interpretation, critical reading, and creative comprehension. concept oriented reading instruction (cori) strategy the concept oriented reading instruction (cori) strategy is designed to foster reading engagement and comprehension, through the teaching of reading, and its explicit support of the development of student intrinsic motivation to read. according to guthrie (2004) cori are designed to meet students' needs. guthrie argued there are two things that students' needs to become a comprehended of reading, the first is mental, or cognitive. students must be able to use cognitive strategies easily. the students need to be able to tap into background knowledge, ask questions, and summarize frequently and appropriately. a second need is motivational, or affective. the students must want to learn, to have the desire to be good readers. concept oriented reading instruction (cori) strategy has two main aspects; (a) support for the cognitive strategies for knowledge construction during reading, and (b) support for the motivational development of learners. these two aspects are both served by teaching to contents or concepts in a discipline. when students are trying to gain conceptual knowledge, the difficult strategies of reading, such as summarizing, have an authentic purpose and are more readily acquired (guthrie, 2004). cori is one of strategies that can lead the students reading comprehension. as an instructional strategy, cori strategy helps students to cope their problem in reading comprehension by using three steps. those steps perceive text structures, inferencing, and concept mapping. each step of cori strategy improves the effectiveness of teaching and learning process which is also aimed to improve the students’ reading comprehension. perceiving text structure is the first step of the strategy. this makes the student to identify the text structure of narrative texts. briefly, cori strategy is able to make students become active in reading process, make them focus on the text, attract their motivation, have a long-term memory in comprehending the text and increase their score on the test. in addition, according to vongkrachang (2015), concept-oriented reading instruction (cori) is adopted to explicitly teach reading comprehension strategies for informational texts and provided classroom practices for engaged readers. there are four instructional phases, including (a) observe and personalize. the observe and personalize phase aimed to develop students’ awareness of their personal background knowledge that was integrated into three thematic units such as food, health and technology. the focus of each unit was on teaching informational text comprehension to promote levels of students’ reading engagement. during this phase, teachers built metacognitive knowledge or 2020. linguistics, english education and art (leea) journal 4 (1):142-149 146 awareness of activities to assist students in learning a language and provided classroom practices emphasizing the importance of personal engagement. research method this research the researcher used a classroom action research (car), because car is aimed to got an improvement in teaching process. research is an activity to observe an object with the certain rule of the methodology to get the data. action is an act of activity that done intentional with the certain purpose in cycles activity and class is the group of students with the same time and place to accept the lesson from the teacher. it means that the classroom action research is the research or activity that teacher done in the class with the cycles to collect the data of students. finding based on the data that had been collected from pre test to cycle i, and cycle i to cycle ii there were improvement. the researcher had found some progress on the scores of the students. the result of pre-test showed there were 3 students or 15% reach kkm. in the cycle i, there were 10 students or 50% of students reach kkm’s score. meanwhile, in cycle ii there were 15 students or 75% of all the students number who reach the kkm. based on the data, there were many significant and contribution findings that found during the cycle of the treatment. after observing and conducting the process of learning, researcher found that there was improvement of the students’ score and the students’ contribution and activity when followed the lesson. this thing happened because the teacher had organized the procedure that had been designed. so, learning process was success and the aims of learning could be reached. it could be known based on the result of student’s observation sheet in learning that it showed improvement and students active in learning process. the last, there were progress of their score from pre test to cycle i, and from cycle i to cycle ii which has been complete 75% of students who reached the kkm. it means that students’ reading comprehension have been improve. table 1. the improvement of each cycle acpect pre-test cycle i cycle ii average of students’ score 59 68,75 75,25 percetage of completeness 15% 50% 75% 2020. linguistics, english education and art (leea) journal 4 (1):142-149 147 discussion based on the result of research, which had done atthe ninth grade of smpn 20 merangin in academic year 2018/2019, the researcher found several things that could be noted down from the result of observation during the teaching and learning process. it is showed that concept oriented reading instruction (cori) strategy able to improved students’ reading comprehension.it was dealing with relevant studies in previous chapter by azis (2015) which is found that the use of cori strategy improves the effectiveness of the teaching and learning process which then increases the students’ reading comprehension of narrative text. then, anatasya (2013) the result of the data analysis could be concluded is has improved result learn students. at last, ronati (2012) based on result above, it can be concluded the same strategy that used was able to improved students in reading material. the differences with the relevant research were in the subject of the research. the relevance research was used the concept oriented reading instruction (cori) strategy in teaching speaking ability, and reading recount text. this research was used the concept oriented reading instruction (cori) strategyto improve students’ reading comprehension at the ninth grade of smpn 20 merangin in academic year 2018/2019 in narrative text. as a stated in the previous chapter, concept oriented reading instruction (cori) strategyis strategy that designed to help students’ reading engagement and comprehension through the teaching of reading process, and also able to development the students’ intrinsic motivation to read. ussr provides students with quiet time to consolidate reading skills. before the students used ussr strategy, as known in background that 18 student from 30 students not reach the kkm. in the other hand, based on the result of research showed that concept oriented reading instruction (cori) strategy has able to improving students’ reading comprehension. the result of pre-test showed there were no students reach kkm. meanwhile, in cycle ii there were 26 students who reach the kkm. analysis data above showed that the improvement of students classically was complete.the aspect in students’improvement was the students’ability in using concept oriented reading instruction (cori) strategy. it made students able to answer the question correctly. based on result above, it can be conclude that concept oriented reading instruction (cori) strategy able to improved students’ reading comprehension. 2020. linguistics, english education and art (leea) journal 4 (1):142-149 148 conclusion conclusion based on the processing or analysis of data which took place of two cycles, researcher had got some important finding. the data were taken and analyzed from researcher’s observation, student’s test, and reflection toward the cycles. it showed that concept oriented reading instruction (cori) strategy was able to improve students’ reading comprehension. based on the result of students’ observation from cycle i until cycle ii, it showed the improvement. so the researcher concluded that the application of concept oriented reading instruction (cori) strategy has able to improved student’s reading comprehension at the ninth grade of smpn 20 merangin academic year 2018/2019. references anatasya. (2013). improving students’ speaking ability by using conceptoriented reading instruction (cori) strategy at x h class in sman 56 suka bumi academic year 2012/2013. semarang: unnes. anderson, j. c. (2000). assessing reading. cambridge: cambridge: university press. azis, a. (2015). the use of concept-oriented reading instruction (cori) to improve teaching and learning of reading narrative texts to grade viiib students of smp islamic center siak. english department: riau university. elt. 3(1) guthrie, j. (2000). effect of integrated instruction on motivation and strategy use in reading. journal of education psychology, 92(2), 331-341. guthrie, j. (2004). motivation reading comprehension (concept-oriented reading instruction). london: mahwah, new jersey. guthrie, j. (2007). influences of concept-oriented reading instruction on strategy use and conceptual learning from text. university of chicago press. 99(4), 343-366. khruawan, p. (2017). a study of english reading comprehension using content-based instruction approach. international journal of research: granthaalayah. kintsch, e. (2005). comprehension. in s. g. paris & s. a. stahl (eds.), children’s reading:comprehension and assessment mahwah, nj: lawrence erlbaum associates. mcnamara, d. s. (2007). reading comprehension strategies. new jersey: lawrence erlbaum associates ronati. (2012). improving students’ reading recount text by using conceptoriented reading instruction (cori) strategy at eighth grade of smpn 14 purwekerto academic year 2011/2012. kupang: nusa cendana university. umi, k. (2017). the effect of oriented reading instruction (cori) strategy toward students’ reading comprehension. joall. 2020. linguistics, english education and art (leea) journal 4 (1):142-149 149 salilla. c. a. (2015). cori: explicit reading instruction to enhance informational text comprehension and reading engagement for thai efl students. chulalongkorn university. pasaa, 49(1) yulia, e. w. (2020). an analysis of english teachers’ strategies in teaching reading comprehension. galuh university. victoria. (2008). oxford learner’s pocket dictionary fourth edition. new york: oxford university press. vongkrachang, s. (2015). cori: explicit reading instruction to enhance informational text comprehension and reading engagement for thai efl students. pasaa, 49(2) linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1130 316 indonesian post graduate student’s motivation as an autonomous learner in overseas university dzikrina mardhotila 1 universitas negeri surabaya syafi’ul anam 2 universitas negeri surabaya slamet setiawan 3 universitas negeri surabaya dotik059@gmail.com 1 submit, 18-03-2020 accepted, 13-06-2020 publish, 14-06-2020 abstract this study investigates the motivation of indonesian postgraduate student as an autonomous learner in overseas university. this study focuses on answering a research question; (1) how the learner motivates himself for being autonomous learner. the qualitative method was used to fulfill the objective of the study. the data was collected from interview section with the student. it was transcribed and analyzed descriptively. the result shows that the student is an autonomous learner who has intrinsic and extrinsic motivation in learning language in overseas university. it can conclude that this study will enrich the discussion which relates to students’ motivation for being an autonomous learner especially in overseas university. keywords: autonomous learner, motivation, intrinsic and extrinsic introduction in recent years, many people talking about learner autonomy as a new model of learning. being autonomous learners strengthen their responsibilities in study. this connects to their study purposes; it should be in line with what they will do to get their purposes. additionally, the learner autonomy focuses on the ability to take responsibility for his learning (benson, 2013) benson (2013) reviews on autonomy in foreign language learning from a philosophical perspective and also focuses on the importance of putting our perception of autonomy in language learning within wider definitions of autonomy in learning and autonomy in life. he noted that the recent concept of mailto:dotik059@gmail.com1 2020. linguistics, english education and art (leea) journal 3 (2):316-326 317 learner autonomy often includes increasingly psychological aspects of autonomy. some autonomy proponents claim that if learners are to develop their autonomy, they need some degree of independence in learning. furthermore, autonomy can be seen as a learning method in which the learner can or is responsible for his or her own learning. learner autonomy in indonesian efl context marks as a individualism, self-regulation, motivation, and interdependence (blidi, 2017). the main marks that can be seen in learner become autonomous learner is motivation. learner autonomy and motivation is needed each other. as we know that motivation is no more seen as a reflection of definite internal forces such as instincts, volition, will, and psychic energy; it is considered as a feature of stimulation and strengthening in purely terms of behavioral. motivation refers to the decisions made by people about what activities or goals that they will pursue or avoid and how much effort that they will make for this regard. anjomshoa, & sadighi (2015) points out that general motivation theory seeks to explain no less than the basic issue of why people act as they do, and it would therefore be naive to suppose any easy and straight response. anjomshoa & sadighi (2015) identify some factors as motivation promotion in language learning: attitudes, beliefs, goals, involvement, environmental support and also personal attitudes. several fields of general education motivation studies indicate that learner who takes responsibility for his own learning can be motivated to learn and learn more effectively. also, many of these ideas are central to learner autonomy discussions. if we look at the definitions of learner autonomy, we can see that learner autonomy and motivation are sharing their certain key concepts for example, learner choice, and learner independence and also learner responsibility. abuhamdeh, et.al (2015) work, a powerful connection between motivation and autonomy can be viewed as intrinsic motivation. they differentiate between intrinsic and extrinsic motivation; those with an intrinsic motivation to do something do so for their own sake, rather than social coercion or expectation of reward. kemala (2014) in her research conclude that in every subject, motivation, environment, task, teacher and material are important roles in making students autonomous learners. lengkanawati (2017), for the perspective of psychological provides a view of how some factors for example, age, learner autonomy that they use itself, can be as motivation aspects and self-evaluation for the students to interact with others. in these researches, they are focused on learner autonomy and motivation in different situation. therefore, this study investigates the activities and aspects that motivate the post-graduate student in overseas university to become 2020. linguistics, english education and art (leea) journal 3 (2):316-326 318 autonomous learner. in addition, this study explores the explanation of the motivation behind autonomous learner. literature review learner autonomy learner autonomy is the responsibility of the learner for their own learning. it such aspects of the learning process that is also a goal setting consist of selecting course content as well as appropriate methods, techniques, and strategies; monitoring the learning process and appraising all that has been learnt (cirocki, 2016). characteristics of autonomous learner some previous discussions have summed up that autonomous learners are individuals who interested in seeking learning opportunities in their learning process for themselves rather than being guided by the teacher. regarding the characteristic of autonomous learner, yamashita (2015) points out four aspects about autonomous learner; a) learners should describe what is happening, or what was learned in their classes. when learning english, for example, an autonomous learner may think about the relationship between the new grammar in what he learned today and the grammar he learned earlier. b) the autonomous learner can formulate his own learning goals, but those goals are parallel or even close to the goals of his teacher. c) autonomous learner can choose acceptable learning strategies and implement those strategies. for example, in reading practices, autonomous learners will go through the text to see what is available in the text, such as images, graphs, names, subtitles, etc., rather than simply trying to read and understand it. d) autonomous learners can track and make necessary adjustments to the effectiveness of their use of strategies. an autonomous learner, for example, may first try to find out which frameworks and points he does not understand and then try to find the other effective ways to respond to them. motivation motivation has been described as the learning engine and can influence what, when, how and if we choose to learn, and is a major performance factor (liu, 2015).the correlation between autonomy and motivation from a new perspective indicates an increase in the motivation of the learner to take responsibility for his own learning (benson, 2013). the connection between autonomy and motivation from new perspective suggest an enhance motivation which conducted by the learner to take responsibility for himself learning. it means that motivation precedes autonomy, especially the motivation which dominant connected the meaning of identification learners and his learning. 2020. linguistics, english education and art (leea) journal 3 (2):316-326 319 as developing by león, et.al (2015), this study which conducted research in the field of autonomy and motivation. then, it has become a notion of selfmotivation that is largely based on theory of self-determination and has become a key factor in autonomy motivation in foreign language learning motivation has been described as the learning engine and can influence what, when, how and if we choose to learn, and is a major performance factor (liu,2015). motivation is seen as an important part or factor in the learning process (suryasa, et.al, 2017). learning and motivation are of equal importance to doing something. motivation drives us through learning processes and helps us to gain new knowledge and skills while learning. besides, motivation is generally characterized as the attitude of the learner with a view to achieving the learning objective. as one of language learner’s psychological factors, motivation was agreed by all individuals, especially english teachers and researchers, who are primarily responsible for initiating english as second foreign language learning. motivation is also primary source contributing to individual language learning bravo, et.al (2017).. but people with the greatest talents can't achieve long-term goals without adequate motivation. language learner will think positively about his own learning because of their encouragement. the roles of motivation in fostering learner autonomy compared with extrinsic motivation, intrinsic motivation helps learners to enjoy long-term learning and encourages the ability of learners to learn autonomously. in harmer’s perception, for most research methodologists, intrinsic motivation derived from within the person is especially important in promoting student performance in l2 learning. wulf, et.al (2016) the relationship between the forms of motivation for the students and the technique used was examined. he found that students who were more intrinsically motivated tended to use different learning methods relative to students who were less intrinsically motivated. ryan, et.al (2016) said that findings from various experimental studies suggest that intrinsic motivation is more critical than extrinsic motivation to boost the learning spirit of the learner. besides, its fundamental principles are based on the assumption that people are interested in need of autonomy and an inherent curiosity ryan, et.al (2016). intrinsic motivation is correlated with a greater interest of learners in learning material and higher academic achievement, and typically improves learning experience. it is fair for intrinsically motivated learners to be willing to be involved in learning without outside awards. nicholson (2013) states intrinsic motivation when learners actively seek out and take part in activities without being rewarded with materials outside the learning 2020. linguistics, english education and art (leea) journal 3 (2):316-326 320 task. looking at this situation, it is assumed that intrinsic motivation will encourage students to become autonomous learners. extrinsic motivation is desire to perform because of attaining a certain reward or goal. it is known as extrinsic motivation when the motive for doing something is to get something, not just the task itself, e.g. passing an exam, getting paid, etc(kim, et.al, 2015). in other words, student who are extrinsically motivated act and do affairs as he guests that what he do will causes fortunate results like a reward, teacher appreciation or teacher approval, getting good grades, stickers, avoid some punishment (anjomshoa&sadighi, 2015). research method the design of this research is qualitative. the reason why this research is engaged with qualitative method study is that the researcher wants to obtain the detailed information about what have been gained from the data. for this research purpose, it refers to do interview with the subject to get the detailed information about his motivation for being an autonomous learner. in this section, the researcher makes a schedule that is matched with subject’s time, then the researcher asking some questions that relates to what the information needed in this research. the study takes place in overseas university (australia). the situation of the learner autonomy in his place of study focuses on builds the students as autonomous learner. the subject of this research is a post graduate student who takes his study in overseas university in australia. the subject is chosen based on the considerations that the student has been studying in overseas a year and half with his high achievement. the subjects’ takes master degree and the major in his study is master of tesol. he is mastery in education field which focuses on student in high school. he is also a good student who joins a lot of activities in his university which focused on efl and esl. it is assumed that he has enough experiences as a student or autonomous learner in overseas university. interview uses to gather the data from the subject about his motivation, feelings, thoughts, and views in positive condition as an autonomous learner. the main points for asking the student is his motivation (intrinsic and extrinsic) become autonomous learner. the researcher uses semi-structured interview in collecting the data through interview which can modify by the researcher about the format or questions based on the situation in interviewing process. it is because the researcher wants to formulate the list of the questions before conduct the interview. there are 10 questions which are given by the researcher to the subject of this research. the question (1-4) deals with the student’s activities, then, questions (5-10) deals with the student’s motivation during his study in overseas university as an autonomous learner. 2020. linguistics, english education and art (leea) journal 3 (2):316-326 321 the researcher is doing interview through learner about his motivation in develop himself to become autonomous learner. in this action, mobile phone is used by the researcher as the device to record all the students’ response. this data is to answer the research question that wants to know the student’s motivation for being autonomous learner. before analyzing the interview, the researcher transcribed the interview from the recording. transcription of interviews is necessary because it helps researchers to become aware of interesting points raised by interviewees. furthermore, because the interview was conducted in bahasa indonesia and english, any relevant thoughts emerging from the comments of the interviewee were translated into english so that they could be recorded in the results of the study. a colleague also reviewed the translation to ensure the words were in line with the statements of the participants. the researcher will employ pattern coding in order to make the classification of data gathered in the study and present them based on developed themes or constructs. after that, the researcher will represent the two research questions by using description and explain all the results of the data by describing it in detail. the data analyze by reducing the data first and relating into literature review and theory to discard the irrelevant data. then, the researcher organize also compress the data into data display. finally, the researcher will carefully analyze and interpreted in the findings and discussion section. findings this part is exploring the finding of collecting the data. it is closely related to the way the overseas university student motivate himself for being an autonomous learner. from some questions in interview section, these are the focus answer that is matched with the aspect that the researcher need. students’ method in learning language in this section, the subject has explained about his method to study in comfortable situation. he is also said that in everyday activities, he also makes evaluation what happen in that day. he explains as follows: excerpt 1 s: perfect learning environment for me is when i can focus with my own. i did discussion with my friends but i did my task and studied prefer as independent. excerpt 2 s:i always evaluates what i did in that day. before i do so many activities in a day, i make a plan for anything. i always discipline with my plan 2020. linguistics, english education and art (leea) journal 3 (2):316-326 322 especially in learning language. in the end of day i evaluate all the things done. what i plan and what i get should be in line. if it is not, i should change the method to still get the goal of the day in the next day. it is part of my own responsibility as student and it works for my study. excerpt 3 s: i join some activities like charity, campus event, side job as translator, and also freelance worker in market. i did it to enjoy my day beside study. but i still stand in my goal as a good student in my campus. i make it all the things happen balanced. students’ motivation for being an autonomous learner in this part, the subject explains about the motivation as an autonomous learner in overseas university. some questions are related to this part, but the answer that can explain more about his motivation is in this section. he explains as follows: excerpt 4 s: when i get bored with all the activities in learning language, i go somewhere which peace for me like park and beach. but actually, the main thing that helps me to kill my boredom is calling my parents. they are my biggest support system for me as an overseas university student. excerpt 5 s: i know that is not easy being an overseas student. when i give up, i always remember what my dream which bring me here. excerpt 6 s: i want to be a good teacher for my student in indonesia. i will do my best for them; give them a new knowledge, a new story to keep their dream likes me study in overseas university. i want to upgrade my level in my job. those are the reasons why i should finish my study on time or as soon as possible. discussion students’ method in learning language this section explores student’s method in learning language to address the students as autonomous learner or not. generally, from interview data the researcher can conclude that this student is an autonomous learner. it is because of his method of learning, his goal, and his discipline in learning language. he explains as follows: 2020. linguistics, english education and art (leea) journal 3 (2):316-326 323 excerpt 1 s: perfect learning environment for me is when i can focus with my own. i did discussion with my friends but i did my task and studied prefer as independent. from this explanation he called as an autonomous learner because he prefers to study by himself. additionally he also give another explanation as follow: excerpt 2 s:i always evaluates what i did in that day. before i do so many activities in a day, i make a plan for anything. i always discipline with my plan especially in learning language. in the end of day i evaluate all the things done. what i plan and what i get should be in line. if it is not, i should change the method to still get the goal of the day in the next day. it is part of my own responsibility as student and it works for my study. in this additional explanation, it shows that he is a discipline student especially in his study. besides learning language in overseas university, he also has a lot of activities as translator, host, freelance worker and charity volunteer. he mention in this explanation: excerpt 3 s: i join some activities like charity, campus event, side job as translator, and also freelance worker in market. i did it to enjoy my day beside study. but i still stand in my goal as a good student in my campus. i make it all the things happen balanced. with all the explanation above, the researchers conclude that he is an autonomous learner which has a lot of activities. based on the students’ responses, it appears that this student can call as an autonomous learner. autonomous learner is capable of formulating his own learning objectives and autonomous learner is able to select and implement appropriate learning strategies ertürk, (2016). further, based on excerpts, this student has characteristic as autonomous learner, autonomous learner can monitor the effectiveness of their use of strategies and make necessary changes for them. he always being discipline in his study although he has a lot of things to do. students’ motivation for being an autonomous learner this section is completely explains the motivation behind this student. it is also relates to the research question which asking about the motivation from this student. he argued about the way to kill his boredom as follows: 2020. linguistics, english education and art (leea) journal 3 (2):316-326 324 excerpt 4 s: when i get bored with all the activities in learning language, i go somewhere which peace for me like park and beach. but actually, the main thing that helps me to kill my boredom is calling my parents. they are my biggest support system for me as an overseas university student. from that, we know that the student is similar to other students. he gets boredom like others, but he is not give up with that because he has his own way to kill the boredom. he is also explains what actually did when he gives up: excerpt 5 s: i know that is not easy being an overseas student. when i give up, i always remember what my dream which bring me here. in that explanation, the student tries to stand in his dream until he got finish. he has a good effort to do that. he motivates himself in any aspect. he wants to be a good teacher for his students in indonesia when he is back, he mention the explanation as follows: excerpt 6 s: i want to be a good teacher for my student in indonesia. i will do my best for them; give them a new knowledge, a new story to keep their dream likes me study in overseas university. i want to upgrade my level in my job. those are the reasons why i should finish my study on time or as soon as possible. he builds his motivation from other aspects to makes his goal achieved. from those excerpt, the researcher conclude that this student has a good motivation as an autonomous learner. from the theories above, this student has intrinsic and extrinsic motivation. students who have intrinsic motivation are willing to stay with intricate and complicated problems and gain knowledge from their slips and mistakes ryan, et.al (2016). from excerpt 5 it can groups as intrinsic motivation. he gives solution for his own; he explores his ideas and learning new thing because of his own curiosity. he always feel enjoy when he did a lot of activities in learning language. besides that, this student is also has extrinsic motivation for being an autonomous learner in learning language. extrinsic motivation is motivation to perform due to achieving a certain reward or target wulf, et.al (2016). when they are doing something is to get something like passing exam, being paid, etc(anjomshoa, l., &sadighi, f. 2015). from excerpt 6, the researcher knows that extrinsic motivation is also happen in this student. he wants to get another goal to be a good teacher for his students in indonesia. it can infer that he wants to get better salary after he finishes his study. he graduates from an overseas university, which all of people in indonesia known this is good university. 2020. linguistics, english education and art (leea) journal 3 (2):316-326 325 conclusion this study explores an indonesian post graduate student who studies in overseas university with his own motivation as an autonomous learner in learning language. from the data interview, this student categorize as an autonomous learner because he has their own responsibility in his study and his goal. he makes a plan everyday what actually have to do. in the end of the day, he evaluates what actually did in that day. if there is a plan which is not done by him, he changes his method for getting better in the next day especially in learning language.besides that, he is also joining a lot of activities in his campus and side jobs. from that, the researcher conclude that this student challenge himself for being a good autonomous learner. that explanation makes the researcher understand what makes the students motivate for being autonomous learner. he has intrinsic and extrinsic motivation. in case of intrinsic, he gives solution for his own; he explores his ideas and learning new thing because of his own curiosity. he always feel enjoy when he did a lot of activities in learning language. then, in case of extrinsic, he wants to get another goal to be a good teacher for his students in indonesia. it can infer that he wants to get better salary after he finishes his study.in conclusion, this study will enrich the discussion which relates to students’ motivation for being an autonomous learner especially in overseas university. references abuhamdeh, s., csikszentmihalyi, m., & jalal, b. (2015). enjoying the possibility of defeat: outcome uncertainty, suspense, and intrinsic motivation. motivation and emotion, 39(1), 1-10 anjomshoa, l., &sadighi, f. (2015).the importance of motivation in second language acquisition. international journal on studies in english language and literature (ijsell), 3(2), 126-137. blidi, s. (2017). collaborative learner autonomy. singapore:springer benson, p. (2013). teaching and researching: autonomy in language learning. london,routledge. bravo, j. c., intriago, e. a., holgućn, j. v., garzon, g. m., &arcia, l. o. (2017). motivation and autonomy in learning english as foreign language: a case study of ecuadorian college students. english language teaching, 10(2), 100-113. cirocki, a. (2016). developing learner autonomy through tasks: theory, research. practice. ertürk, n. o. (2016). language learner autonomy: is it really possible?. procediasocial and behavioral sciences, 232, 650-654. kemala, z. (2014). an analysis of autonomous learning strategies used by senior high school students (doctoral dissertation, universitas pendidikan indonesia). 2020. linguistics, english education and art (leea) journal 3 (2):316-326 326 kim, d. h., wang, c., ahn, h. s., & bong, m. (2015). english language learners' self-efficacy profiles and relationship with self-regulated learning strategies. elsevier-learning and individual differences, 38, 136-142. león, j., núñez, j. l., & liew, j. (2015). self-determination and stem education: effects of autonomy, motivation, and self-regulated learning on high school math achievement. elsevierlearning and individual differences, 43(2), 156-163. liu, hui-ju. (2015). learner autonomy: the role of motivation in foreign language learning. journal of language teaching and research 6,. 6(2),1165-1174. lengkanawati, n. s. (2017). learner autonomy in the indonesian efl settings. indonesian journal of applied linguistics, 6(2), 222-231. ryan, r. m., deci, e. l., & vansteenkiste, m. (2016). autonomy and autonomy disturbances in self‐development and psychopathology: research on motivation, attachment, and clinical process. developmental psychopathology, 1(2),1-54. suryasa, w., prayoga, i. g. p. a., & werdistira, i. (2017). an analysis of students motivation toward english learning as second language among students in pritchard english academy (peace). international journal of social sciences and humanities, 1(2), 43-50. wulf, g., & lewthwaite, r. (2016).optimizing performance through intrinsic motivation and attention for learning: the optimal theory of motor learning. psychonomic bulletin & review, 23(5), 1382-1414. yamashita, h. (2015). affect and the development of learner autonomy through advising. studies in self-access learning journal, 6(1), 62-85. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1777 425 vocabulary materials based on picture media for autistic students riryn fatmawaty 1 universitas islam lamongan riya risqi setyaningrum 2 universitas islam lamongan fita faridah 3 universitas islam lamongan fatmawatyriryn@gmail.com 1 submit, 09-11-2020 accepted, 18-06-2021 publish, 19-06-2021 abstract this study aims to develop image-based vocabulary material for autistic students at mts sunan drajat sugio lamongan. this research is a research and development (r&d) research. the subjects of this study were autistic students at mts sunan drajat sugio lamongan. researchers used three instruments to obtain data, namely interviews, questionnaires and observation checklists. the results showed that autistic students needed vocabulary material that contained many exciting pictures, varied activities, and attractive colors. the product of this research is vocabulary material entitled picture vocabulary mastery for autistic students, which is suitable for the needs of autistic students. in conclusion, autistic students like vocabulary material and these products can help autistic students learn english, especially vocabulary. keywords: autistic students, picture media, vocabulary introduction a study of a language includes the four skills, namely listening, speaking, reading and writing. one can't master them without mastering vocabulary. learning vocabulary is vital to support mastery of english skills as mentioned above. therefore, it becomes a central part in english learning. mansourzadeh (2014) says that learning a second/foreign language needs some skills and components to be mastered. among those skills and elements, vocabulary is one of the most crucial ones in language learning without communication. it can be concluded that vocabulary is the total number of words and without vocabulary, nothing can be conveyed. mailto:fatmawatyriryn@gmail.com 2021. linguistics, english education and art (leea) journal 4 (2):425-435 426 in communication, all students need vocabulary that can support them in producing and using meaningful sentences because speech provides the organ of the sentence. that way, vocabulary is essential to be mastered. however, there are student classes who experience difficulty in communication with the result that students experience limitedness in learning english, especially mastery vocabulary, for example, is the autistic student. students with autism usually have difficulty using language and communication, even though every student has different languages (mansur, 2016). communication with autistic children uses non-verbal communication more than verbal communication. that's why autistic children show their communication by shouting, crying. communication difficulties are the most dominant disorder in autistic children, and most of these disorders affect adults. developmental disorders that occur in autistic children are seen in delays in communication and social interaction and cognitive delays. difficulties in communicating and social interaction are caused because autistic children have an extreme preoccupation with their thoughts and fantasies, so the response of autistic children is sometimes challenging to understand by the surrounding environment (marhamah, 2019). the teaching and learning process must be creative and innovative. for example, in the first step in teaching foreign languages, the teacher must recognize them by vocabulary. asik & humaerah (2016) found that in teaching vocabulary for students with autism, teachers should use more pictures, apply road-aloud, use temporary boards, and provide more examples of words. meanwhile, according to puspita et al., (2019), the learning media that teachers can use is to convey instructions to autistic students even though they do not understand perfectly. based on a survey at mts sunan drajat sugio lamongan, two autistic students attend the public school. automatically, many facts do not show synergy with their particular needs. as a result, autistic students lag behind other regular students in learning english, especially mastering vocabulary. this lag can occur because the vocabulary material taught refers to regular students' standards. the media for the subject matter is also limited so that the english teacher only applies one book, namely student worksheet (lks), as the subject matter. english teachers also treat the conditions of their students the same regardless of the state of autistic students. as a result, the english teacher's material cannot make autistic students reach the kkm (minimum completeness criteria). this may be solved if they have a new book on improving vocabulary skills to support their learning. in fact, there are no books relevant to their needs as autistic students and vocabulary materials in their schools. 2021. linguistics, english education and art (leea) journal 4 (2):425-435 427 based on the problems described previously, the researcher tried to develop vocabulary material for students with autism in junior high school. the development of this material aims to make students have their books in learning vocabulary. they can study on their own at home. literatur review the autistic student has a significant problem. that is communicating in language with the result that limits vocabulary acquisition. according to marhamah (2019), developmental disorders in children that appear at an early age include language, cognitive, social, and adaptive function disorders. the longer the child will be left behind in development compared to children their age. the child has a delayed development (abnormal) when interacting and using language. developmental disorders in children with autism are not only cognitive, affective, verbal and nonverbal communication, but also include imagination, interest, attention, and flexibility. in the field of communication, the speech of autistic children tends to be challenging to develop. this difficulty can occur because the child is not too interested in balancing contact with other people or if the autistic child can/can talk. therefore, the speech is not used to communicate with other people, but with himself even they often use strange language or words that not understood and repeated (boham, 2013). in short, autistic students need some teaching media that can help them learn english easier and make the learning process more interesting for autistic students. by using media, the teacher can make the teaching-learning process run well, get the goal of teaching and make the learning process effective and efficient. therefore, it is better to have visual aids or supports as teaching media for autistic students. hayes et al., (2010) define that visual supports are those things people see that enhance the communication process and can be an excellent aid for children learning about the world around them. according to ulumudin (2019), visual learning aids are practical to use. many autistic students learn better with visual aids because most of them have difficulty understanding verbal instructions. therefore, visual aids can help autistic students. through the picture, it is expected that the teacher can attract their attention to learn so that the autistic students can learn like other standard students. therefore, to bridge those problems, the researcher develops vocabulary materials based on picture media that agree with autistics' needs and the existence of english materials. 2021. linguistics, english education and art (leea) journal 4 (2):425-435 428 research method the research design used by the researcher is classified into educational research and education (r & r&d), principally designed to develop english vocabulary materials based on picture media for autistic students of mts sunan drajat sugio lamongan. the final result of this research is the vocabulary materials for autistic students, which were developed based on the need analysis. hence, the materials are expected to match students' needs and uses. the researcher modifies the stages. the scheme of the steps is listed below; figure 1. the modification research procedure finding the need analysis is conducted on march-may 2016 at mts sunan drajat sugio lamongan. the school is located at jl. mastrip no. 73 lamongan. the researcher conducted the need analysis by distributing questionnaires, observing, and having an interview with autistic students and the english teacher. the next step is developing vocabulary materials. the result of the need survey is used as the basis of the development product. in this stage, the researcher is following the five ways of adapting materials subject to hylands’ model. they are adding, deleting, modifying, simplifying and reordering. the development of vocabulary materials for autistic students consisted of topics based on the syllabus and vocabulary materials in their school. the product consists of vocabulary materials based on picture media, which suitable for autistic student needs. the name of the product is “picture vocabulary mastery for autistic student”. the topics of the product are presented in table 1. table 1. division of book units unit title materials focus 1 the basic alphabet, number and colors under the sea 2 our environment vegetables party, fruits in gym, animals and the weather 3 people part of body, place, my family album and profession 4 time what’s the time?, days and date and the year 5 words verb, adjectives, opposites and synonyms need survey developing expert appraisal revision 1 try out revision 2 final product 2021. linguistics, english education and art (leea) journal 4 (2):425-435 429 after the trial of the topic of vocabulary, materials was created. it was then reviewed and evaluated in terms of content, language, layout and presentation of the product by three experts using questionnaires. the first expert is mrs. dian lutfiaty, m.pd. she is a lecturer of the islamic university of lamongan (unisla). she teaches morphology and reading 2 and the second expert is miss. tiara retno haryani, m.pd. she is also a lecturer of the islamic university of lamongan (unisla). she teaches speaking, structure and error analysis. the third expert is mr. tri joko mulyono. he is a teacher of autistic students in sdlb banjar mendalan lamongan. by looking at the experience and expertise of the evaluators, their suggestions are considered to be valid. any corrections and suggestions from the expert and the teacher were revised. next step, the product was tried out to the appropriate subjects and setting. it was conducted to the autistic students of mts sunan drajat sugio lamongan. the researcher will gather the autistic students in one room or flexible place. before trying out the developed materials, the researcher tells them the goals of the lessons that will be learned. then, the researcher provides the equipment of the materials. they are the prototype and pictures card which relevant with the materials. while doing this activity, the researcher is able to observe how the developed materials work. the researcher will also have a field note when this activity is running. there will be no stratification of the students in trying – out the developed materials since the goals of materials are only to create a fun and joyful atmosphere in teaching english vocabulary and practice their vocabulary skills for autistic students. after trying out the materials, the researcher will distribute the questionnaires again to the students. the questionnaires are used to know how the students' responses toward the developed vocabulary materials in the book. the result of the observation and questionnaires will be used as the basis of the second revision. the final edit is conducted before the final product is constructed. the data from the autistic students, english teachers and expert validation were analyzed quantitatively and qualitatively. first, the researcher gave questionnaires to two autistic students. then, the researcher divided the results of the questionnaires into some points. they were the importance of english, the importance of vocabulary ability, the autistic students' responses toward vocabulary activity, the autistic students' perceptions of the picture in vocabulary class and the student's point of view about learning vocabulary by using the image. the questionnaires indicated that two autistic students need a new vocabulary book suitable for their needs and ability. considering the autistic students' interview that they liked learning english, especially vocabulary, and they liked pictures, the researcher found that autistic students needed more materials to make them interested and easy to 2021. linguistics, english education and art (leea) journal 4 (2):425-435 430 understand. it can be concluded that autistic students need english vocabulary materials based on picture media. based on the english teachers' interview, it can be concluded that the picture was appropriate in teaching vocabulary for autistic students. the teachers also needed to acknowledge images to the autistic students by designing vocabulary materials based on picture media. the researcher also found the teachers admitted that pictures had a lot of benefits for the autistic students to build their vocabulary. the conclusion is the autistic students need english vocabulary learning materials as their supplementary books. based on the result of the expert validation, the items of the questionnaires were adapted from the standard of course book assessment (bsnp) and consist of four aspects. they are content appropriateness, language appropriateness, presentation appropriateness and layout appropriateness. those aspects are organized comprehensively through likert-scale questionnaires that were distributed to the materials evaluators (experts). in terms of contents, the suggestions given by the experts are the content should be more relevant materials and exercise in the course. it is also suggested that font size must bigger so the autistic students will understand the materials more accessible. the result of expert validation for the appropriateness of the content as follows: table 2. the appropriateness of the content no criteria score 1 the developed materials are following the indicators of materials 4 2 the indicator of materials are understandable for teacher 4 3 the developed materials are relevant to autistic students' daily life 4 4 materials (course, picture, and activity) are relevant to the topic being discussed 4 5 instructional activities 5 6 the developed materials accordance with the autistic students' ability 3 7 the developed materials are understandable by autistic students' ability 4 8 the content is consist of materials learning support 4 9 accuracy of the materials 3 10 the type of text of developed materials is appropriate 4 the mean value of the appropriateness of the content of advanced materials is 3.9. this value is the range of 3.1 – 4, which falls into the category of "very good". in terms of language, the experts suggest some changes in the language of instruction, since most of the instructions are not effective, despite its meaningfulness. the experts also recommend some grammatical and punctuation 2021. linguistics, english education and art (leea) journal 4 (2):425-435 431 revisions. the result of expert validation for the appropriateness of the language as follows: table 3. the appropriateness of the languages no criteria score 1 grammar in use 3 2 punctuation 3 3 spelling principle 4 4 diction or word choice 4 5 comprehension of the sentences 3 6 communicative (easy to understand) 4 7 language coherent 4 the mean value of the appropriateness of the language of developed materials is 3.5. this value is the range of 3.1 – 4 which make this developed material, in term of the appropriateness of the language, falls into the category of "very good". in terms of presentation, there is one suggestion given by the experts. the experts suggest that the picture and the sentences should be more significant. in another statement, the experts have agreed that the activities are very well organized. the result of expert validation for the appropriateness of the presentation as follows: table 4. the appropriateness of the presentation no criteria score 1 the developed activities are well organized and systematically grade 3 2 there is good balance of picture and sentence 4 3 the developed activities encourage autistic students to perform written effectively 4 4 the developed activities contain guided activities 4 5 the developed materials contain vocabulary that is related to the topic of the unit 4 the mean value of the appropriateness of the presentation of developed materials is 3.8. this value is the range of 3.1 – 4, which falls into the category of "very good". in terms of layout, there are two suggestions made by the experts. first, the font size must be consistent and readable. second, adding a subtitle for each unit. finally, the experts have agreed that the layout of units 1and 2 is well developed. the result of expert validation for the appropriateness of the form can be seen in table 5. 2021. linguistics, english education and art (leea) journal 4 (2):425-435 432 table 5. the appropriateness of the layout no criteria score 1 the overall design of developed materials is visually interesting 4 2 the illustration in developed materials are appropriate 4 3 the character size in developed materials are appropriate 3 4 the layout is logical and consistent 4 5 the developed materials use consistency of spacing, title, subtitle and with the book typing 4 6 the clarity of using page number in the book 4 7 the cover is appropriateness and attractiveness 4 8 the book size is precision 4 9 the picture and content are the appropriateness 4 10 text organization 4 11 the effectiveness use of subheadings 5 12 appropriateness of variation of fonts 3 13 the layout of developed materials is proportional 3 14 appropriateness of supporting materials are provided 3 the mean value of the appropriateness of the layout of developed materials is 3.7. this value is the range of 3.1 – 4, which falls into "very good". the average of the evaluation from the expert validation is described in table 6. table 6. the appropriateness of the developed materials no aspect mean 1 the appropriateness of the content 3.9 2 the appropriateness of the language 3.5 3 the appropriateness of the presentation 3.8 4 the appropriateness of the layout 3.7 total 14.9 average 3.7 the mean value of the appropriateness of the developed materials is 3.7. finally, this value is the range of 3.1 – 4, which falls into the category of "very good". the expert also suggested that the instruction needed to be revised in term of the content, the language, the presentation and the layout use so that the autistic students would not find any difficulties in understanding what the materials developer wanted to do. then, as the revision had been made, the materials were considered as the final draft. the revision was done based on the data obtained from the experts’ validation and the small-group try-out. those revisions became the basis of the final product development. 2021. linguistics, english education and art (leea) journal 4 (2):425-435 433 discussion as mentioned in the introduction, this research aims to develop vocabulary materials based on picture media for autistic students of mts sunan drajat sugio lamongan. it was designed based on the syllabus, the existence of vocabulary materials and autistic student needs. during the try-out, most of the autistic students enjoyed and were interested in the product. a hundred percent of the autistic students were also very enthusiastic and happy in learning it. this study indicates that mastery of vocabulary through pictures for autistic students can be an effective medium or book to increase the motivation of autistic students and make learning fun, so that autistic students do not feel lazy or have difficulty learning english, especially vocabulary skills. this is in line with ulumudin (2019) findings that autistic children can be taught abstract words and ideas through visual concepts, like pictures and objects. she said that individuals with autism think visually because the part of the brain associated with visual tasks is more active. therefore, through the picture, it is expected that the autistic student can study english like other standard students. from the explanation above, it can be seen that pictures are helpful to focus the students' attention to imagine what the text says. pictures are not ambiguous; an image should contain what the word means. using photographs is also an effort to help students to understand and comprehend something clearly and easily. substantial success using visual supports such as concept maps and visualizing word meanings and processes allows chunking, categorizing, and organizing words to determine patterns and relationships (antonius, 2014). however, teaching using pictures has an important role in understanding. using images can be a good technique in teaching english vocabulary to children, including autistic students. learning picture vocabulary mastery indicates that the materials and the activities in the picture vocabulary mastery book can increase their motivation and very effective in learning english, particularly vocabulary, and make it easier to comprehend the materials. moreover, the strength of this book is autistic students can study vocabulary not only in class but also at home wherever their place, with the result that parents of autistic students can help their children to learn vocabulary with this supporting book. finally, this book is so flexible. according to arifin (2014), one alternative that can improve the speaking ability of autistic children is the aba (applied behavior analysis) method. the aba method is a method of approaching and delivering material to children with autism that is carried out firmly, without violence, prompts and appreciation of children with effective rewards. the steps for implementing the aba method are (a) the educator gives a stimulus or stimulus in the form of an instruction to the child to pay attention to the educator or the task at hand, (b) this stimulus may be 2021. linguistics, english education and art (leea) journal 4 (2):425-435 434 followed by a prompt to elicit the intended response, (c) the child responds right/right, or wrong/incorrect, or not responding (considered wrong), (d) educators respond by giving rewards for the child's response, namely giving gifts if correct and saying "no" if wrong, and (e) there is free time or a short interval before starting the trial next. thus, the generous teacher should be able to make the teaching-learning process cooperative. there are some suggestions addressed to english teachers of autistic students and other material developers. for english teachers of autistic students, he/she develops his/her materials for the students based on the needs analysis. the process of needs analysis can be done through classroom observation during his/her teaching and learning process or an informal conversation with autistic students to reveal their needs, lacks and wants. the teacher does not need to develop several units once. he/she may establish a team for a specific topic and then analyzes the result. if the materials are helpful for autistic students, the teacher may develop other units. it is also suggested that the teacher evaluate the developed materials (expert validation) by proposing the developed materials to the materials expert. however, if the teacher does not have sufficient time to develop the materials, he/she may serve authentic materials for specific topics of discussion by adapting or adopting them. conclusion autistic students really like vocabulary material and these products can help autistic students learn english, especially vocabulary. vocabulary mastery through pictures for autistic students can be an effective medium or book to increase autistic students' motivation and make learning fun. so that autistic students do not feel lazy or have difficulty learning english, especially vocabulary skills. references antonius, w. (2014). pengaruh pemanfaatan media kartu jadwal terhadap kemampuan berbahasa anak autis. ortopedagogia, 1(3), 225–230. http://journal2.um.ac.id/index.php/jo/article/view/4615 arifin, m. d. n. (2014). meningkatkan kemampuan berbicara melalui metode aba (applied behaviour analysis) pada anak autis. jurnal pendidikan khusus. https://ejournal.unesa.ac.id/index.php/jurnal-pendidikankhusus/article/view/7751/8091 asik, n., & humaerah, a. (2016). using word wall picture in teaching vocabulary to the autism children at sekolah luar biasa negeri pembina provinsi sulawesi selatan sentra pk-plk. eternal (english, teaching, learning and research journal), 2(1), 55–62. https://doi.org/10.24252/eternal.v21.2016.a8 2021. linguistics, english education and art (leea) journal 4 (2):425-435 435 boham, s. e. (2013). pola komunikasi orang tua dengan anak autis (studi pada orang tua dari anak autis di sekolar luar biasa agca center puworow kelurahan banjer manado). journal, 2(4). https://ejournal.unsrat.ac.id/index.php/actadiurnakomunikasi/article/view/2 886/2436 hayes, g. r., hirano, s., marcu, g., monibi, m., nguyen, d. h., & yeganyan, m. (2010). interactive visual supports for children with autism. personal and ubiquitous computing, 14(7), 663–680. https://doi.org/10.1007/s00779-010-0294-8 mansourzadeh, n. (2014). a comparative study of teaching vocabulary through pictures and audio-visual aids to young iranian efl learners. journal of elementary education, 24(1), 47–59. http://pu.edu.pk/images/journal/jee/pdffiles/3_nurullah%20mansourzadeh_24_1_2014.pdf mansur, m. (2016). hambatan komunikasi anak autis. al-munzir, 9(1), 80–96. https://garuda.ristekbrin.go.id/documents/detail/1019002 marhamah, m. (2019). pola komunikasi anak autis : studi etnografi komunikasi pada keterampilan interaksi anak autis di sekolah cinta mandiri lhokseumawe. jurnal al-bayan, 25(1), 1–34. https://doi.org/http://dx.doi.org/10.22373/albayan.v25i1.4089 puspita, l. p. a. s., padmadewi, n. n., & wahyuni, l. g. e. (2019). instructional teaching media to promote autistic student’s learning engagement. journal of education research and evaluation, 3(2), 58. https://doi.org/10.23887/jere.v3i2.20975 ulumudin, i. (2019). penggunaan media gambar untuk mengembangkan penguasaan kosakata pada anak autis usia dini. jiv-jurnal ilmiah visi, 14(1), 75–84. https://doi.org/10.21009/jiv.1401.8 linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1016 274 communication strategies used by teacher darman pangaribuan 1 universitas prima indonesia stefani agustina 2 universitas prima indonesia anggie pratiwi 3 universitas prima indonesia elfian manalu 4 universitas prima indonesia yenita br sembiring 5 universitas prima indonesia darman.bambang@gmail.com 1 submit, 09-12-2019 accepted, 30-01-2020 publish, 07-02-2020 abstract this thesis was aimed to find teacher communication strategies during classroom interaction. this research was conducted in smp swasta brigjend katamso 1 medan. the subject of this research was the english teacher. we used a qualitative approach, more specifically classroom discourse analysis, in analyzing this study since the source of the data were communication strategies which are used by an english teacher in communicating with her students during an english teaching-learning activity. we took the data by recording 90 minutes of english lessons. we used faerch and kasper as a framework for this data analysis, for the reason of its specification and newness. the result showed that the five strategies used were repetition. from those strategies, code-switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. the teacher`s reasons for applying those communication strategies were to overcome the communication barriers that occur between the teacher and the students to help the students understand and memorize the material more accessible. the result of the interview also showed that the students had a good perception of the implementation of communication strategies used by the teacher in the classroom. keywords: achievement strategies, communication strategies, reduction strategies, teacher mailto:darman.bambang@gmail.com1 2020. linguistics, english education and art (leea) journal 3 (2):274-286 275 introduction in learning english, we have to learn all the skills and the component. to make excellent communication in the classroom, language learners sometimes use strategies. effective classroom interaction has two implications. first, it concerns a pleasant atmosphere in the school-friendly relationships among the participants of the learning process. second, which is mostly described in the article, encourages students to become effective communicators in a foreign language. it can be achieved through various ways: by implementing different student and teacher roles, exposing students to a different classroom organization, employing a variety of activities, helping students to express themselves, and encouraging their use of communication strategies. if the two implications are joined, we get a pleasant classroom atmosphere in which students are trying to communicate in a foreign language. to support this study, the researcher took some previous researches. the study is aimed at describing how classroom interaction occurs between teacher educators (tes) and students in three undergraduate programs of english language teacher education (elte) in bogotá, colombia, lucero & louse (2017). thirty-four sessions of classroom instruction of nine tes were observed and transcribed. data were analyzed under two methodologies—ethnomethodological conversation analysis (eca) and self-evaluation of teacher talk (sett). cervantes & rodriguez (2012), the study is aimed at findings the communication strategies in the beginning efl classroom. when language learners do not know how to say a word in english, they can communicate effectively by using their hands, imitating sounds, inventing new terms, or describing what they mean. these ways of teaching are communication strategies (css). abunawas (2012) examined css used by jordanian efl students and the effect of proficiency level in css use. the participants of this study consisted of sixty-six students at zarka university (28 males and 38 females). to collect data, the participants were put into three groups according to their proficiency levels, two instruments were used: picture description test and interviews. the findings of the study showed that jordanian university efl students use various css, such as approximation, circumlocution, and code-switching, in spite of their levels of proficiency. wang (2014) explored chinese english learners' ability to use css. the participants were put in a relatively real english referential communication setting. the analysis of the research data showed that chinese english learners, when encountering problems in foreign language communication, are characterized by their frequent use of circumlocution, approximation, substitution, exemplification, literal translation, and repetition and word-coinage strategies. the study reported students' infrequent use of culturalknowledge and paralinguistic css. the high frequency of literal interpretation, on 2020. linguistics, english education and art (leea) journal 3 (2):274-286 276 their l1-based approach, suggested that efl learners' use of l1-based css may depend more upon the developmental stage of their target language than the typology distance between l1 and the target language. the findings indicated that learners' use of css is influenced by a variety of factors, among which the development stage of their inter-language and their cultural background are identified as two critical factors. suryati (2015), the study reports a study on teachers‘ use of interaction strategies in english language teaching (elt) in the lower secondary level of education. the study involved eighteen teachers from lower secondary schools in malang, east java. classroom observation was selected as a method in this study by utilizing self evaluation teacher talk (sett) as the instrument. former studies on communication strategies have been conducted by researchers (abunawas, 2012; suryati, 2015; rofiatun, 2018). the earlier studies on communication strategies focus on the definition and taxonomy of communication strategies (faerch & kasper, 1983). somehow, most studies on communication strategies generally have been focused on communication strategies used by l2 learners. in previous studies, approximation was the type of communication strategy that most dominantly used by the teacher (abunawas, 2012). rofiatun (2018) stated that code-switching was not recommended. therefore, the current study is conducted to investigate code-switching as communication strategies used by english teachers during teaching and learning process. literature review speaking is one of the english skills that have to be mastered by students. speaking is the process of delivering ideas, opinions, or something in someone's mind in oral form. thornbury (2005) defines speaking as interactive and requires the ability to cooperate in the management of speaking turns. kayi (2006) added that speaking is a productive skill in oral mode. it, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. based on the explanations above, it can be concluded that speaking is an interactive process between teachers and students where the teacher gives the knowledge to the students to produce language as a skill. communication strategies tarone‗s definition of communication strategies, which has been used productively by many researchers, is one that views.....conscious communication strategies are used by an individual to overcome a crisis which occurs when language structures are inadequate to convey the individual's thought (tarone: 1980). in the statements above, tarone points out that communication strategy is a 2020. linguistics, english education and art (leea) journal 3 (2):274-286 277 systematic attempt by the learners to express or to code the meaning in the target language rules that have not been formatted. from the perspective of error resources, brown suggests that communicative strategy is the process of interlingual transfer and the context of learning as a learner tries to get a message through to a hearer or reader (brown, 1994). to some extent, we may determine some linguistic forms not available to the learner at that point of communication. then communicative strategies can act as the conscious employment of verbal or nonverbal mechanisms for communicating an idea. brown's definition of communicative approach can help us to reflect on what strategies have been used by a speaker through the analysis of errors. from the psychological perspective, færch and kasper (1983) define ―communicative strategy as potential conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal‖ (færch and kasper 1983). færch and kasper explain similar data in terms of an individual's rational response to a problem rather than as a joint response by two people. according to their definition, in general, there are two possible strategies for solving a communication problem: avoidance strategies and achievement strategies. model of communication strategies after reading some definitions of communication strategies, we will begin this section by examining faerch and kasper's communication strategies categories. most of the following policies are connected with problems in the planning phase and some others with issues in the execution phase. achievement strategies most of the following policies are connected with problems in the planning phase and some others with issues in the execution phase. 1. code-switching. when communicating with others in foreign languages, there is always switching from l2 to l1. the extent to which the switching happens depends on the interactants‘ analysis of the real communicative situation (færch and kasper 1983). 2. inter-lingual transfer. learners always ignore the il code when using the codeswitching strategy. however, plans of inter-lingual transfer result in a combination of linguistic features from the il and l1. the interlingual transfer may not only occur on the phonological level but also at the practical level (færch & kasper 1983). 2020. linguistics, english education and art (leea) journal 3 (2):274-286 278 3. il-based strategies. by using their il system, learners may have several ways of coping with communicative problems, such as generalized, paraphrase, coin new words, or restructure. from the perspective of il, generalization means that learners solve issues in the planning phase by filling "gaps" in their plans with il items, which they would not usually use in such context. while, from the perspective of l2, the strategy resembles overgeneralization of an l2 item, as it results in the extension of an object to an inappropriate context. 4. cooperative strategy. færch and kasper (1983) explain "although problems in interaction are necessarily shared problems and can be solved by joint efforts, they originate in either of the interactions, and it is up to him (the speaker) to decide whether to attempt a solution himself or to signal his problems to his interlocutor and attempt to get the problem solved on a cooperative basis." 5. nonverbal strategy. nonverbal strategy means the strategy which learners use to replace a lexical item or an action. in our daily communications, individuals often use nonverbal approaches, such as mime, gesture, and sound-imitation. although nonverbal strategies are less systematic than verbal behavior, it is still essential in interpersonal interaction. reduction strategies therefore, reduction strategies play an essential role in learners' process of second language acquisition. 1. formal reduction strategies. in færch and kasper's reduction strategies, there are two main aspects. firstly, it is the legal reduction strategies. the formal reduction strategies refer to the reduction by which parts of the linguistic system are avoided. learners tend to adopt formal reduction strategies mainly for the following two reasons. first of all, learners want to avoid making mistakes. error avoidance, to some extent, maybe psychologically determined. some second language learners may fell terribly about communicating in a foreign language. they have forbidden doing this unless they can do so without exhibiting linguistic handicaps. some second language learners believe that linguistic correctness is a prerequisite for the success of communication. secondly, second language learners want to increase their fluency. varadi (1980) argues that second language learners may notice that the elimination of certain formal elements does not interfere with the transmission of meaning. it may facilitate communication by increasing fluency. tarone (1980) also points out that legal strategies are employed to increase efficiency in speech production. 2. functional reduction strategies. færch and kasper (1983) point out that useful reduction may affect the following three main types of elements of the 2020. linguistics, english education and art (leea) journal 3 (2):274-286 279 communicative goal: actionable communicative goal, modal communicative goal, and propositional communicative goa research method in terms of research methodology, the researcher used qualitative research, which aimed at explaining the types of communication strategies and the process of implementing those strategies by an english teacher by using the communication strategies from faerch & kasper. english teacher is as the subject of this study. the instrument used in this study were observation, audio recording, and interview. the researcher collected the data by recording the entire activity during the class. also, the researcher interviewed the teacher to support the findings by asking questions that have been on the list and were determined by the researcher. after the data has been collected, the researcher transfers the data into the script. findings the data analysis is presented on the table, table 1 below, in the overall outcome of using communication strategies according to the theory of faerch and kasper (1984). all percentages on the elaboration of communication strategies as the result of the data analysis may refer to this table. the following pages will be the display of the effect of data analysis. table 1 communication strategies used by english teacher types of communication strategy subcategories total percentage achievement strategy code-switching 68 64% interlingual transfer 5 5% il based strategy 0 0 cooperative strategy 9 8% non-verbal strategy 21 19% 2020. linguistics, english education and art (leea) journal 3 (2):274-286 280 reduction strategy formal reduction strategy 3 3% functional reduction strategy 1 1% on the following pages, we describe each strategy in communicating with her — seventh-grade students of smp swasta brigjend katamso 1 medan in the academic year 2019/2020. achievement strategy by using the strategies, the second language learner tries to solve the communicative problems in the planning phase due to insufficient linguistic resources. most of the following procedure is connected with issues that appear in the conversation script. those strategies are code switching, interlingual transfer, il based strategy, cooperative strategy, and non-verbal strategy. code-switching when communicating with others in a foreign language, there is always switching from l2 to l1. the example below contain the strategy found in the conversation : (1) t: oke kita lanjutkan pelajaran kemaren, yesterday we learn about? about? about? ss: introduction sample 1 inferred that no teacher, s utterances analysis cs found 1. teacher: good morning, class? students: good morning miss in this conversation, both teachers and students used english. 2. teacher: once again, good morning class students: good morning miss in this conversation, both teachers and students used english. 3. teacher: how are you today? students: i am fine, miss, thank you, and you? in this conversation, both teachers and students used english. 2020. linguistics, english education and art (leea) journal 3 (2):274-286 281 4. teacher: ok, mmm... let‘s continue our study, kita lanjutkan pelajaran kemarin, ah... yesterday we have to learn about? about? about? (the teacher is repeating. .) intro.... students: introduction (students answer. . . ) in this conversation, the teacher switched the language from english into bahasa codeswitching 5. teacher: introduction apa? of of of of? ( teacher is repeating), iya... .about your self. so, it has already been evident. udah selesai you, and next, now i would like to show you a video, ya, miss akan tampilkan ada dua (teacher is moving hand) you dua, there are two videos, ada dua video, ah. . . it is related to our subject masih berhubungan dengan topik kita, ok, it‘s about ―introduction‖ oke, ahh nanti, later, miss again, i will show you this video, miss akan tunjukkan kamu video in. then, later i will ask you, yeah miss akan tanya kamu, what is it in the dialogue? apa yang ada di dalam dialog in? so, you have to listen to it, and you have to pay attention to it. oke? oke? oke? (gesture) students: okayyy miss. . . . . in this conversation, the teacher switched the language from english into bahasa codeswitching 6. teacher : masih terpesona nengok miss nya? student: nggaaakkkkk. . . . in this conversation, the teacher used interlingual transfer "sengoku" the formal bahasa is "melihat." interlingual transfer 2020. linguistics, english education and art (leea) journal 3 (2):274-286 282 7. teacher: ok, now i want to ask niivh (point the student). with. . . student: yes. . . in this conversation teacher and student are active in question and answer cooperative strategy 8. teacher: may i ask you? student: what? teacher: mmm. . . what is the title of that? student: about introduce and greetings. teacher: about introduce and greetings. is that true? students: yes. teacher: yes? students: yes. in this conversation teacher and student are active in question and answer cooperative strategy 9. teacher: deja. . . ahh. . . about introduction and greetings, tadi kata si niivh. he said it's about introduction and greetings. and then, which sentence yah (gesture) kalimat mana tadi yang kami lihat dan kami dengar that you see and listen ah, about introduction ada gak yang kami tangkap? atau, it‘s not clear, tidak dapat? student: tidak in this conversation, the teacher switched the language from english into bahasa codeswitching 10. teacher: hello, my name is. . . hello, my name is. . . . (repeating sentences) is that true? ada yang nangka tadi? students: ada. in this conversation, the teacher switched the language from english into bahasa codeswitching 2020. linguistics, english education and art (leea) journal 3 (2):274-286 283 11. teacher: introduction. . . introductions part, ada lagi? yes, joseline (point the student) student: selling the computer. . . . teacher: about introduction nak. in this conversation, the teacher directly improved student,s mistake formal reduction strategy 12. teacher: may . . . i... introduce... myself... he says, may i introduce myself, yah, itu adalah kalimat perke. .nalan. . . iya kan?? may i introduce myself? what does it mean? apa artinya it? (gesture) students: bolehkah saya memperkenalkan diri. . . . in this conversation, the teacher made some gestures to help the student understand the lesson nonverbal strategy 13. teacher : bolehkah saya memperkenalkan diri? gitu? masak sih? student: masak di dapur. . . . in this conversation, the teacher used interlingual transfer "masaksih" the formal bahasa is "benarkah?‖ interlingual transfer 14. student : bolehkah saya memperkenalkan diri saya sendiri? teacher: bolehkah saya memperkenalkan diri saya sendiri. . . yes, that‘s good, so, before you introduce yourself, don‘t forget to say ―may i introduce myself. . .‖ what else? kemarin sudah diajarkan, apalagi? teacher and students: let me introduce myself (point the student) gesture in this conversation, the teacher made some gestures to help the student understand the lesson nonverbal strategy 15. teacher: huh. . . no . . . . what else? let me introduce myself. . . may i introduce myself. . . what else? (gesture) what??? no... no... no... what? has ada lagi yang lain? student: can i introduce myself? in this conversation, the teacher made some gestures to help the student understand the lesson nonverbal strategy 16. teacher: he is. . . he. . . he . . . he sells the computers. so, what does he do? apa pekerjaannya in this conversation, the teacher directly formal reduction strategy 2020. linguistics, english education and art (leea) journal 3 (2):274-286 284 berarti? student : perkantoran teacher : hahh. . . perkantoran? student: a seller, miss. improved student,s mistake 17. teacher: what things that he sells? apa yang dia jual? students: computer. in this conversation, the teacher switched the language from english into bahasa codeswitching 18. teacher: oke now miss mau membagikan kalian kelompok, one grups terdiri dari 4 students kaya yang kemarin (moving hands) students: oooooooooowwww  in this conversation, the teacher made some gestures to help the student understand the lesson nonverbal strategy 19. teacher: oke, this is the last of our meeting. masih ada 6 grup lagi ya nak (moving hands) aaa next week we will continue ya hari selasa akan kita lanjutkan. so prepare your self don't forget to memorize your dialogue, jangan lupa aaa apa namanya (moving hands) hafal dan diulangi terus, oke see you (moving hands) students: see you, miss. in this conversation, the teacher switched the language from english into bahasa codeswitching discussion the present study was intended to explore communication strategies used by the teacher in communicating with her students in the classroom. the case study of communication strategies regarding achievement strategy and reduction strategy was elaborated with the academic supports which were relevant to this study. through combining interview data with classroom observations, it was found that the teacher decided to use achievement strategies, such as codeswitching, nonverbal strategy, cooperative strategy, interlingual transfer, and reduction strategy, such as formal reduction strategy and function reduction strategy as represented on the utterances above. code-switching was dominantly used to help the students understood what the teacher said. ―so, it has already been evident. udah selesai ya, and next, now i would like to show you a video, ya, miss akan tampilkan ada dua ". this utterance made students understand the lessons easily. nonverbal strategy, such as, ―may i introduce myself? what does 2020. linguistics, english education and art (leea) journal 3 (2):274-286 285 it mean? (gestures)"also connected the students to lesson, and communication among teachers and students become more comfortable when the teacher played some gestures. cooperative strategy, such as, ― ok, now i want to ask niivh (point the student). with. . . ", encouraged the students to build communication with each other, and also with the teacher. overall, the findings of this study are in support of the research of abunawas (2012) and lucero (2017), who showed code-switching in communication strategies, and this is also used dominantly in the findings. the results of this study indicate that there are six types of communication strategies used by english teachers during the teaching and learning process. the codeswitching strategy is the one most often used by english teachers during the teaching and learning process (rofiatun, 2018). wang (2014) explored chinese english learners' ability to use css. the findings indicated that learners' use of css is influenced by a variety of factors, among which the development stage of their inter-language and their cultural background are identified as two critical factors. suryati (2015) found that much of the interaction between teachers in lower middle school centers on material modes, skills, and system modes. the most common strategies are the initiation response feedback pattern (irf), display questions, teacher echoes, and extended teacher turnover, while extended student turnover rarely occurs. it was said that to improve indonesian elt; there was a need to provide alternatives for elt class interactions. conclusion based on the analysis of data in the previous chapter, the writer concludes that first, communication strategies used in classroom interaction were code switching, non verbal strategy, and cooperative strategy. code-switching is a combination of two or more languages between sentences. and the dominant communication strategy is non-verbal strategy and cooperative strategy. references abunawas, s. (2012). communication strategies used by jordanian efl learners. canadian social science. 8(4), 178-193. brown, h.d. (1994). teaching by principles: an interactive approach to language pedagogy. englewood cliffs, cervantes & rodriguez (2012). the use of communication strategies in the beginner efl classroom, gist education and learning research journal. 6(1), 118-128 2020. linguistics, english education and art (leea) journal 3 (2):274-286 286 færch, c & kasper, g. (1983).plans and strategies in foreign language communication. in c. færch and g. kasper (eds.) strategies in interlanguage communication. harlow, uk: longman. kayi, h. (2006). teaching speaking: activities to promote speaking in a second language. the university of nevada. the internet tesl journal, 12(11) lucero, e. & rose, m. (2017). classroom interaction in elte undergraduate programs: characteristics and pedagogical implications, colomb. appl. linguist. journal., 19(2), 193-208 rofiatun. (2018). communication strategies used by english teacher in teaching and learning process, 2nd english language and literature international conference (ellic) proceedings–(ellic proceedings suryati, n. (2015). classroom interaction strategies employed by english teachers at lower secondary schools. teflon journal, 6(2) taron, e. (1980) communication strategies, foreigner talk and repair in interlanguage? language learning 30(2), 417-413. thornbury, s. (2005). how to teach speaking. new york: pearson education, inc. wang, dianjian, l., h & leslie, m (2014) chines english learners' strategic competence.journal of psycholinguistics research. retrieved on 10/4 from http://link.springer.com/article/10.1007/s10936-014-9313-7. varadi, t. (1980) strategies of target language learner communication: messageadjustment. international review of applied linguistics 18(1), 59-71 http://link.springer.com/article/10.1007/s10936-014-9313-7 linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1019 258 students’ strategies used for idiom translation at sma swasta pencawan medan stevani lika sari tarigan universitas prima indonesia marta rejeki manalu universitas prima indonesia ayu supriani tampubolon universitas prima indonesia yenita br sembiring universitas prima indonesia stevani.tarigan01@gmail.com submit, 13-12-2019 accepted, 30-01-2020 publish, 03-02-2020 abstract the research aims to find out the student's strategies in translating idioms. the method used in this study qualitative descriptive, this study was conducted at sma swastapencawan medan with the samples were 23 students of xi-mia-2. the researcher used an essay test with 25 questions to translate idioms sentences. the result collection collected data from the students convert sentence researchers provided the database on the results of students' strategies in translating idioms on an essay test. using a phrase of similar meaning in form result show there were 61 (34,27%), using a language of same meaning but dissimilar form in form show there were 19 (10,67%), translating by paraphrase in form result show there were 70 (39,33%) and translation by omission in form show there were 28 (15,73%). the result showed that many students translate idioms sentences with translation by paraphrase. the dominant strategies students are predominantly translation by paraphrase, and most students cannot turn the idiom in to the sentence that has been given. keywords: strategies, translation idiom sentences, senior high school introduction language is the most effective device to express and communicate well and help to transmit information to one another at an individual or international level. all words have phrases and sentences that cannot be understood literally, but they know the meaning of the words, but it is difficult to translate into actual sentences. students understand the meaning of a word using english phrases, but mailto:stevani.tarigan01@gmail.com 2020. linguistics, english education and art (leea) journal 3 (2):258-264 259 they are tough to translate sentences in english. they turn proverbs in sentence form with a word per word, and their translation does not correspond to the meaning of the sentence. but using the english language is less and sentences without us realizing it is unique to read and heard, but in people who already understand or often listen to them already know the true meaning of phrases that are heard by him. researching students is very beneficial for students in answering test and understanding about the phrases or proverbs students are listening to or are currently watching. by the millennial now all have used idioms or proverbs because the prelingual is very important in shortens the sentences and has the meaning contained therein and is not so difficult in explaining lessons or others using sayings or phrases, if not done research or understand which students are still lacking in knowing the language is not very good because until whenever students will not be able to understand a sentence idioms or example idioms because it is very sound is not uncommon anymore all human beings often use the sentence of languages in addition to the lack of much waffle. because of example, idioms have a little punishment, but it contains a significant meaning or meaning. during the writer's experience while practice teaching in sma swasta pencawan medan, there were many students' problems, especially idiom and translate. the english language has millions of idiomatic sentences as it is more compatible with conveying the purpose of the speaker in different situations. idiomatic expressions function in role-playing on the meaning of phrases performed by more than two people., in the same information that means, and in generating different sentence styles. fernando explains the nature of varying atmosphere idiomaticity in balancing between everyday expressions and different moods. (fernando,1996, p. xvii). humans will not have a deeper understanding of the meaning of idioms in fact "because the purpose of the languages cannot be determined by the knowledge of the essential parts and the different moods. (collis, 1994). someone proficient in translating deserves to change sentences with the original sentence. in this respect, catford (1965) states that translating is exchanging a similar sentence in the same sense as the equivalent sentence in another pronunciation. according to newmark (1981), turning is a creation that is divided into efforts to combine express orders or phrases in the same sentence as the same message but spoken in different sentences. meanwhile, nida (1964) states a translator has a critical task to provide the sending of messages, meanings, and the habit part of the communication used in the conversation and generate accurate replies with the recipient. based on the above statement, students as beginners in learning english it usually makes mistakes in translating as a learning 2020. linguistics, english education and art (leea) journal 3 (2):258-264 260 process. for example, in translating idioms, students must know the translating strategy and the appropriate translating way that produces true meaning. so, translating strategies have an essential role in the knowledge skills of students in theory. based on the above statement, the author will discuss "translation strategies students in translating idioms in senior high school. " and the author uses the essay test to find out what strategies students are using in translating languages. there are four strategies for translating idioms proposed (khosravi & khotib, 2012). there is (1) using a phrase of similar meaning and form (2) using a language of comparable meaning but different form (3) translation by paraphrase (4) translation by omission. in this research, the writer discussed the idioms mostly found in indonesia. this is a difference with the previous study mentioned by khosravi and khatib, which focussed on english idioms in persian novel. in this study, the researcher knows more students use paraphrase in translating the translated idioms. the results of previous research found the same research results as research researchers, but in previous studies not described the cause of many students chooses to use the translation by paraphrase strategy in translating idioms. thus the researchers are interested in researching the analysis of students ' strategies used for idioms translation and explaining what plans are most dominant used by students in translating idioms. literatur review idioms are difficult to learn because they are not literal, and they do not mean what they say mcpartlandas cited hussien et al. (2000). the meaning of idioms is not the sum of the purpose of its parts or its constituents (hussien et al. 2000). a translator has to render the meaning of an idiom over and above the essence, and the difficulties that might be encountered and the suitable strategies for translating expressions are of utmost importance in successful idioms translation. translation strategies are because they usually enable translators to overcome difficulties that might be encountered in the process of conversion (dweik & thalji, 2016). to the best of the researchers’ knowledge, research that investigates difficulties in the omani context is scant. this is expected to contribute to the significance of the present study and its findings and potential implications. the goal of a good translator is to translate idiomatically, using making many adjustments in the forms. in other words, the translator's goal is the ability to reproduce a text in the target language, which communicates the same idea or message as the source language. many works of art face the complexity of the problem. besides the capability of looking for appropriate meanings, a translator should be able to transfer the moral message of the author to be 2020. linguistics, english education and art (leea) journal 3 (2):258-264 261 accepted by the readers of the translation product duly. newmark (1993) points out that slang and idioms are closely linked to culture and a particular period. a way that refers to idioms can be translated into other languages depending on many translation strategies. not in terms of phrases, it is converted by the same meaning but how to bring the idioms by producing the true meaning with the plan already available. the first strategy explains that discovering the languages and the true meaning of the habit is always heard and produces real sense. fernando and flavell are correct in warning us against the 'strong unconscious urge in most translators to search hard for an idiom in the receptorlanguage, however, inappropriate it maybe (baker,1992) baker (1992) suggests the following strategies for translating languages: 1. using a vocabulary of similar meaning and form. this strategy discusses that translating uses the true meaning of idioms, and the outcome is also identical to its purpose. 2. using an idiom of similar meaning but dissimilar. this strategy explains translating languages to produce purpose and meaning is not identical to the true meaning 3. translation by paraphrase. this strategy explains that turning using explanation is to re-interpret a sentence in another way in the same language without altering its original purpose. 4. translation by omission. this strategy explains that translating using oversight is to remove the actual or original meaning. from the explanation above, the author concluded that translating it has a strategy without altering its true meaning. it realizes that to bring something, we do not know the sense of such a purpose that makes people understand and can translate the idioms of the ones we make. learning the languages can not be separated from the translation because we learn our idioms need the meaning of the sentence idioms themselves. from the above statement, writers come to the perception that idioms translate has a crucial role in improving students ' ability in the translation strategy, so teachers must teach strategies in explaining to students since students in the age of growth so that students will easily translate. they can achieve the purpose of teaching and learning foreign languages, which produce idiom sentences. research method the research design is qualitative research. in this research, qualitative data used to find the result of some questions with systematic and accurate. the subject of the study this research were 11 th grade students of sma swastapencawan medan; it is located at bungancole raya no. 50, kemenangantani, kec medan tuntungan. the reason why researchers chose this 2020. linguistics, english education and art (leea) journal 3 (2):258-264 262 place because the researcher already observed the research topic in this school before. the instrument of the researchwastestwas used to collect the data. the type of test used in this research was an essay test. the techniqueanalyzingdataafter the data is collected, the researcher analyzed it to find the students' strategies in translating idioms. the procedure of analyzing information there were same procedures were applied: the researcher checked the students’ answer questions, and the researcher derived the strategy used in translating idioms finding the data of this research were the student's strategies in translating idioms. below is the table shows the student's strategies in translating languages. table 1 the students’ strategies in translating idioms no student’s initial type of translating idioms using an idiom of similar meaning and form using the language of comparable meaning but dissimilar form translation by paraphrase translation by omission 1. aas 2 1 2 2. as 4 2 11 3 3. cms 5 7 4. cbp 1 1 1 5. dabs 1 1 6. emh 4 1 2 1 7. aim 2 3 8. ffg 5 5 11 2 9. hmf 4 3 10. icbt 3 9 11. lb 1 2 3 12. lsn 1 1 13. ms 2 1 14. ns 4 2 1 15. pas 3 1 4 1 16. p 2 1 17. rebt 1 1 1 18. rl 3 2 2 19. ts 1 2 3 20. tdr 2 1 2 1 21. um 4 1 3 22. yp 2 1 3 3 2020. linguistics, english education and art (leea) journal 3 (2):258-264 263 23. yfs 6 2 2 2 total 61 19 70 28 discussion after conducting the research, the writer got the result. the students still had difficulties in translating idioms. writers get data on student mistakes, commonly meaning form. based on baker's theory, the writer's errors made the students, namely, using an idiom of similar meaning but a different way. from the data, the students’ errors in translating expressions focused on using a language of comparable meaning, but a different form, the more significant mistakes are made in bringing strategies using an idiom of similar meaning but different way. the first, researcher identify students difficulties in strategies for translating idioms answer sheets then analyzing students' false answer. researchers provided the database on the results of students' strategies in turning phrases on an essay test. using a language of similar meaning in form result show there were 61 (34,27%), using an idiom of same meaning but dissimilar form in form show there were 19 (10,67%), translating by paraphrase in form result show there were 70 (39,33%) and translation by omission in form show there were 28 (15,73%). many students made a mistake in translating idioms sentences. many students do not turn; there were eight students. this issue was discovered by researchers based on the results of translations of idioms of students. many factors affect students in translating. knowing students ' mistakes in reading is essential because this method can help english teachers find the next way or technique to teach excellent and correct translating strategies and help students if they encounter difficulties in doing the translation. knowing the error is a tool to help researchers check for mistakes on sentences made by students, mainly translating meaning in sentences idioms. based on the previous study that used researchers from hassan (2014), a learning translation is growing obedience that is increasingly popular over time. translating idioms is not only a straightforward burden when a person has a varied habit as the enforcement of practices is not merely a simple meaning in resembling a real sense. a translator uses a variety of methods, plans, and tactics to require sl & tl and attempts to equate with real meaning. a good translator has the mastery and understanding of both habits, and a person translator takes the strategy according to the needs of encouragement and goals. then based on holi ibrahim ali, the researcher found that the complexity students encounter the weakness of students to create similarities similar to the meaning of the actual idioms. translating by eliminating the purpose is the wrong strategy. the strategy used to bring the expressions is translation by paraphrase, which translates without removing the actual meaning. according to fachrizal 2020. linguistics, english education and art (leea) journal 3 (2):258-264 264 (2017), researchers explained the theory by fernando and mona baker to achieve research goals. this research results in a strategy that is often used are translation by paraphrasing due to the suitability and continuous way of translating and giving a more natural impact on the translator in translating idioms. based on the result of the data analysis essay test, the researchers were found that the lack of students' interest in learning idiom and translate. recognize the sentences idioms such as a hot potato should students better know the languages like what, if the hot potatoes that have the meaning of the first thing that the hot has long been silence will cool just as it is with humans do not first just burn his spirit like fire but until the end of his mind is also like fire. therefore. the last cause is because students have limitations idioms, so they difficult to translate languages. conclusion based on the results and the data analysis, researchers concluding the cause difficulties of students' strategies translating used for idiom translation are the first student's challenges in approach translating idioms the form of the sentence be the second cause because the written from the spoken form in english. the last is student forget the most students does not give their attention to study english more, knowing words much more, and limitations their time to the source of information about a new strategy for translating idioms. references fachrizal, a (2017). the translation strategy of idiomatic expression in english indonesian subtitles of the infiltrator movie. repository.uinjkt.ac.id baker, m. (1992). in other words: a coursebook on translation. london and new york catford, j., c. (1965). a linguistics theory of translation. london: oxford university press. collis, h. (1994). 101 american english idioms, illinois: ntc publishing group dweik, b & thalji, m., b. (2016). strategies for translating proverbs from english into arabic. academic research international, 7(2),120-127. fernando, c. (1996). idioms and idiomaticity. oxford: oxford university press hussein, r., f., khanji, r., makhzoomy, k., f. (2000). the acquisition of idioms: transfer or what? j king saud university, lang, & transl. (12), 23-34. khosravi, s. (2012). strategies used in translation of english idioms into persian in novels. academy publisher manufactured in finland, 2(9), 1854-1859 newmark, p.(1981). approaches of translation. oxford: oxford university press nida, e. (1964). towards a science of translating. leiden: e.j.brill. saadia, m., h & muhammad, f., t. (2014). strategies for translating idioms. british journal of english linguistics, 2 (3), 14-29 linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1353 285 student’s mistakes awareness in process of negotiation of meaning based on student’s level proficiency level arpinda syifaa awalin1 universitas negeri surabaya syafi’ul anam2 universitas negeri surabaya oikurema purwanti3 universitas negeri surabaya arfindasyifa@gmail.com1 submit, 04-07-2020 accepted, 02-02-2021 publish, 02-02-2021 abstract this study aims to know students making mistakes during the negotiation process based on their level of proficiency. this study was conducted at one of a university in surabaya. the case study is used to know the differences of student’s mistake awareness in different level proficiencies. the instruments of data collection were observation, audiovisual recording and interview. the source of data was student’s utterances. this study showed that every criterion has different mistakes that students made during the process of negotiation of meaning. the addition of student’s level proficiency influenced their mistakes awareness in process negotiation of meaning. keyword: case study, level of proficiency, mistake, negotiation of meaning introduction numerous studies have been undertaken on how vital language awareness is (piper, 2003; oel, 2016; gavidia, 2012; khandari et al., 2019). language awareness is essential for learners who learn english as a language subject. language awareness can be considered a crucial factor in acquiring language since it can help learners explore and discover the language feature (khandari et al., 2019). meanwhile, carter (2003) defines language awareness as a process of development in learners of an improved sensitivity to and consciousness of functions and language forms. language awareness can be defined as sensitivity to those needs and the ability to accommodate those needs in learning the language in language learning and how learner’s language awareness. language https://doi.org/10.31539/leea.v4i2.1353 mailto:arfindasyifa@gmail.com1 2021. linguistics, english education and art (leea) journal 4 (2):285-292 286 awareness gives advantages in learning a language since it has a crucial role in developing the target language. through language awareness, student’s understanding of language makes learners more confident in using the target language (rahmi & erlinda, 2014). young (2000) in saenz (2016) also adds that language awareness can influence all learners to acquire the target language, starting from an early age, passion and motivation to reach the target language. someone who has a high awareness of language will think critically about his/her utterance when communicating with another person. yet, someone who lacks understanding will not care about the language use and will not think critically about his/her statements. then, someone who lacks awareness will lose their passion for acquiring english and affect them to be demotivated. several studies about language awareness have been done, especially in grammar instruction and language awareness as linguistic-problem solving (perez, 2006; bourke, 2008). since grammar pattern plays a role in acquiring the second language, it can help the learner foster their awareness of language features. grammar also can help learners to construct their grammar structure in using a second language. language awareness can be defined as one of the kinds of language features, which can help the learners motivate them to use language. in acquiring the target language, learners still face difficulties in constructing sentences that can be understood by other people during the interaction. interaction and speaking also relate to each other and give benefit in acquiring the target language. pica, kanagy & falodun in yufrizal (2015) claim that business can be the best way to teach and learn english. since interaction can force the learners to express their opinions and ideas and foster their oral fluency and accuracy, it helps the success of using english in communication. additionally, people who interact in english class have to speak in english to communicate. therefore, oral interaction can be used to teach learning in the classroom because it can give and force the language learners to use the target language. that is an important reason why interaction is necessary and useful as an educational way to improve learning a foreign language. in interaction, the learners will obtain the target language if they gain the target language output ahead of their current level of proficiency. moreover, in business, the learners should force their skill and ability to produce precise, comprehended utterances of the target language to avoid misunderstanding. probably, it happens in the interaction process, which is called "negotiation of meaning". long introduced this term in the early 1980s. in this process, the speaker and listener try to change their contribution and production to have a smooth conversation. they must maintain a certain level of mutual understanding. numerous recent studies have researched topic negotiation of meaning (pica et al., 1989; palma, 2014; cook, 2015; ibarrola & martinez, 2015). those 2021. linguistics, english education and art (leea) journal 4 (2):285-292 287 have made negotiation of meaning one of the subjects that can be analyzed. but it did not confirm whether the negotiation of meaning can help learners in acquiring the target language. pica et al., (1989), as cited in champakaew & pencingkam (2001), claim that learners obtain chances to produce target language and grammatical patterns using negotiation of meaning. moreover, a study conducted by cook (2015) describes specific inputs that can be made through negotiation. her result showed that the kinds of negotiation of meaning offer the learners chances to recognize language use in intensions conditions rather than only focus on understanding. in this study, level proficiency plays a part that can influence the learner’s language awareness in negotiating to mean. level proficiency can give benefit learners in exchanging ideas and opinions during the interaction. in line with yule & macdonald (1990) in watanabe & swain (2008), they claim that groups with different proficiency levels in their participants can be successful in pair work and can change the interactive roles. moreover, the learners who have more level proficiency need to negotiate less because they will face fewer communication breakdowns. meanwhile, the learners who have less ability will neglect their errors in using language. yet, both learners still possibly create mistakes during the conversation on a different level. since investigating language awareness and negotiation of meaning become the focus of study, the researcher provides research questions to help the readers understand this study. does the researcher wonder about the language awareness of mistakes in the negotiation of meaning among students with different proficiency levels? literature review a mistake can occur during the negotiation of meaning, which showed by the users. student’s errors when using their language awareness involving classroom interaction include three aspects; grammar, vocabulary, and pronunciation. those mistakes proved when the students involved conversation with another conversation. through classroom interaction, the interaction between teacher and students occurs in the classroom (sari, 2005). besides, eriba & achor (2010) state that business within the school can be called techniques consisting of objectives and systematic observation of the classroom activities to study teacher action and interaction within the classroom. meanwhile, classroom interaction is distinguished into two kinds; nonverbal interaction and verbal interaction (ulrica et al., 2017). nonverbal-verbal business can be defined as a behavioral response in the classroom by expressing head nodding, hand raising, body gestures, and eye contact. the verbal interaction contains written interaction and oral interaction. the classroom interaction's 2021. linguistics, english education and art (leea) journal 4 (2):285-292 288 success can happen when the students can speak appropriately in conversation to avoid misunderstanding in the classroom. language awareness can be defined as explicit knowledge about language, conscious perception and sensitivity in language learners, language teaching, and language use (ulrica et al., 2017). it is also stated by donmall (1997) that language awareness is a person's sensitivity to and conscious understanding of the nature of language and its role in human life. language awareness can help the students become aware of their mistakes and remember these errors. meanwhile, negotiation of meaning occurred when addresses and addresses conducted the conversation exchanges to help themselves understand and be understood by their interlocutors (yufrizal, 2007). in case, speaker and listener worked together to solve any potential misunderstanding or understanding that occurred. shortreed (1993) in yufrizal (2007) shows that although negotiation of meaning can be manifested in various ways and forms, the basic idea of negotiation is still the same. that is, it is a way to overcome potential communication breakdown. research methods this research employed a case study. the model used by the researcher is qualitative descriptive. this study's participants are six college students with a different proficiency level in one of the university of surabaya, which focused on english. moreover, the researcher used several instruments to gain the data; observation and interview. data collection is obtained by observing student’s interactions during the exchange. the researcher also recorded and took notes and interviewed to describe student’s language awareness in making mistakes in the negotiation of meaning by dividing them into three groups, which is classified based on student’s english proficiency. the researcher employed interview for how depth the students were aware of the use of language. result researchers obtained data through observations made on student interactions. after that, the researcher summarized the data about the students who made a mistake during the exchange. most of the errors occurred in the language component, such as grammar, pronunciation, and vocabulary. according to the interview, students focused on meaning than the language components. they did not pay attention or aware of the language features. based on the research results, it is known that grammar is the component with the highest error rate found from observations and interviews, after which pronunciation and vocabulary. 2021. linguistics, english education and art (leea) journal 4 (2):285-292 289 table 1. the result of language aspect of student’s mistake no pairs aspect of language high/low high/low grammar pronunciation vocabulary 1. high high high average low 2. low low very high high high 3 high low high average average according to riduan (2009) in ulrica et al., (2017), these are the criteria of the mistakes that made by student; in range, 0%-20% was categorized very low, in 20%-40% was categorized average, 61%-80% is high level, and the last field 81%-100% is very high. according to table 4.1, it can explain that students made mistakes in each language component and were not aware. talk spontaneously became one reason the students were not aware of making mistakes and there were no correction mistakes from their interlocutor during the interaction. the students did not recognize if they have made mistakes and thought their interlocutor understood their utterances. every pair has different criteria for making mistakes for each component, but all teams mostly made grammar mistakes. at the same time, pronunciation and vocabulary have various standards. in the interview section, the students said that they tend to focus on meanings rather than structures. discussion grammar is one of the linguistic fields that the study contains of the language pattern, which how the language can go together. in this study, almost all participants made mistakes in choosing proper grammar (i.e., to be, verb) during an interaction. every student has different characteristics in learning a second language, and their proficiency level can affect their individual development, such as grammatical sensitivity (oel, 2016). the result showed that different levels of proficiency influence student’s grammatical sensitivity and lack of awareness. if the students were unaware of using proper language structure and being clueless in correcting mistakes, it could be said. so, the pair which consists of high and high learners has high criteria in making mistakes. the next team (i.e., low-low students) has very high standards in making mistakes and the last pair (i.e., high-low students) has high criteria in making mistakes. moreover, pronunciation and vocabulary have various criteria in each pair and are displayed into different team standards. for accent, the requirements showed that students did average measures with high-level proficiency. students who have low-level ability have more chances of making pronunciation mistakes. the students with high and low-level proficiency have intermediate pronunciation mistakes. the pronunciation is related to how the students produce understandable language when speaking (ulrica et al., 2017). in this study, the students make 2021. linguistics, english education and art (leea) journal 4 (2):285-292 290 mistakes in pronunciation because of their first language. almost all students have difficulties in pronouncing english words. their words still sounded indonesia. many aspects of pronunciation influenced it, such as mother tongue interference, english phonology, english phonetics and learner’s age (zhang & yin, 2009). the last mistakes came from vocabulary and the data showed that each pair has different criteria in making vocabulary mistakes. according to table 4.1, students with high proficiency made common mistakes in using vocabulary while interacting. the next team (low-low students) were in high criteria in making vocabulary mistakes and lacking in remembering the speech list. and the last pair (high-low students) were in average criteria for making vocabulary mistakes during an interaction. according to the result, the writer found that the second pair (low-low students) and third pair (high-low students) still used the wrong vocabulary. they always asked the teacher during interaction and even used their mother tongue to make conversation. the students did not chance to train their vocabulary than when they were asked to create a discussion and they often did not understand which proper language should be used. besides it, their environment did not force them to practice their vocabulary. furthermore, the researcher found that the students liked to use code-switching (i.e., english-indonesia or indonesia-english) when they forgot english vocabulary) during interaction. the students also used code-switching in using language because they wanted to ignore misunderstandings with their interlocutors during the conversation. since they have the same mother tongue (l1), it will make them easier to speak english and they felt no pressure when they are saying in the form of their first language (ur, 1996, in khandari et al., 2019). from all the explanation, the mistakes which produced by students did not interfere the students while maintaining the communication's flow. the students were concerned about expressing their ideas and used code-switching (i.e., english to indonesia) to avoid misunderstanding during the conversation. so, whether the students have difficulties using grammar, pronunciation, and vocabulary while expressing their message, they tended to use their mother tongue to help them make exact conversation (ibarrola & martinez, 2015). since almost all the participant used their first language during the discussion were coded. code-switching appeared in the interaction process when the students made mistakes, especially in grammar, pronunciation, and vocabulary, helping students make clear conversations. code-switching can be said to change between two languages and is usually found in bilingual conversation. according to musysken (1995) in shay (2015), code-switching is usually faced in bilingual conversation. bilingualism in this study related to the not english outputs when they produced those during the 2021. linguistics, english education and art (leea) journal 4 (2):285-292 291 conversation. bilingualism was found when the participants did code-switching from their target language to their first language (khandari et al., 2019). conclusion the results showed that the students made various criteria in each language component while they made mistakes. making grammar mistakes have a high up to a very high level in each pair and they still have a lack in realizing which should use proper grammar in the process of interaction. next, the pronunciation component has various criteria in each pair; average (pair 1), high (pair 2), and average (pair 3). those interpreted that students with low-level proficiency face more mistakes in using pronunciation during the interaction. the last component is vocabulary, as same as pronunciation. the vocabulary component has various criteria; low (pair 1), high (pair 2), and average (pair 3). for pair 2, the students were not aware of using proper vocabulary and often used code-switching to avoid misunderstanding. besides those, their interlocutor did not correct those mistakes instead and they only focused on the meanings. the researcher only found in pair three, who consists of students with high and low 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(2009). a study of pronunciation problems of english learners in china. asian social science, 5(6), 141–146. https://doi.org/10.5539/ass.v5n6p141 linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1285 506 the images in “maleficent” novel by elizabeth rudnick nommariati purba 1 universitas putera batam ambalegin 2 universitas putera batam pb151210070@upbatam.ac.id 1 submit, 31-05-2020 accepted, 30-06-2020 publish, 30-06-2020 abstract this study aims to analyze the images found in the novel maleficent by elizabeth rudnick in 2014. this is a descriptive qualitative study. the method of data collection is by observation (reading) and note taking (underlining). the result of the analysis is to find out the nine archetypal images. the images are water (river), sun, colors (red, green, blue, black, white), serpent, number (three), good mothers, wise old man, garden, and tree. the images are able to enlighten the fantasy moment created by the writer and bring the readers’ experiences to the literary work of fantacy. keywords: archetypal image, maleficent, novel introduction in human life there are many symbols, each symbol explains a meaning. the basic pattern is hidden in everyone and will be given a symbolic expression according to the historical situation in which the person is included (kay, 1969). according to (guerin et al., 2005), similar motifs or themes can be found among many different mythologies, and certain images that appear in the myths of people who are far apart in time and place tend to have the same meaning or, more accurate. some myths that often arise with phenomena in everyday life such as the sound of crows at night, one of them was a news from the it was reported about the phenomenon sound of crows at night, in the title ―thousands of crows flying over the city of wuhan, the people thought panickly that the crows hunted that bodies corpses, it was found from the newspaper sindonews.com on february 12, 2020 by wahyu budi santoso. the crow was likened to carrying a message to people to be aware there would be a disaster. sometimes crow interpreted as a grim reapers and often appears with big, and dark eyes. it was reported there are thousands of crows flying around the city of wuhan, then the birds perched on the road and pecked at something like looking mailto:pb151210070@upbatam.ac.id 2020. linguistics, english education and art (leea) journal 3 (2):506-519 507 for food. many opinions of residents and reporters on this matter, some argues that the bird was looking for corpses to eat, another opinion is looking for ash from cremated corpses. in our daily lives a sign appears that without us realizing the meaning of a message, (danesi, 2004). related to the news that the crows ate corpses, so china forbade corpses infected with the corona virus were buried but immediately burned. crows is believed to bring disaster and one's death. this issue is one of phenomenon about archetypal image that found in real life. this image is also related to the tradition and culture about the phenomenon of someone who cuts nails at night will lose fortune. crows is believed to bring disaster and one's death. some people also believe that who screams by saying to go away many times when this bird comes, this is believed to keep away the danger that is coming. some residents also believe that the appearance of crows will accompany the spirits to be taken to their resting places. (m.r., 2017), said that the crow was a sign that was interpreted as negative. related to the news that crows ate corpses, china forbade corpses infected with the corona virus were buried but immediately burned. the problem is the number of infected victims is already in fantastic numbers. this issue is one of phenomenon about archetypal image that found in real life. leaving children from sunset to darkness is believed that the spirit scatters them (kurniawan, 2019).this myth is trusted by the society in melayu sambas. the theory of carl jung discusses the darkness related to the crime, murder, and death. the night as the image is associated with the darkness and the evil as the symbols. those are the symbols appearing in the society. this study discusses the phenomenon of archetypal images found in the novel "maleficent" by elizabeth rudnick in 2014. the advantage of this study is people will understand the interpretation of symbols to see or feel the image because it is a common symbol in their lives. then, people can explain the idea of the symbol without the need to be taught. compared to previous studies, the reader is able to describe and better understand each symbol in archetypal images found in everyday life. literatur review every person understands the meaning of each image, archetypal image was built from collective unconscious. human usually calls it as a symbol. it makes easier to understand and sometimes it increase`s by the time. (hardanto et al., 2019) said that each culture in a place has their own symbol which could be understood by their self. therefore, the understanding of archetypal image is also influenced by the environment. (jung, 2018) purposed the terminology of archetypal images in. the book entitles archetypes and collective unconscious. he explained that archetypal 2020. linguistics, english education and art (leea) journal 3 (2):506-519 508 image can be accessed by all human like database in a server. he also explained that it was a reservoir of the experience as a species, humans’ knowledge of all the ―psychic inheritance‖ carried with birth. human never realizes it directly but only knows it indirectly by looking at its effect on all our behavior, especially those that are emotional. jung added about archetypal image that often found in literary works in fantasy genre. archetypal image is certainly easier found in literary work in fantasy genre. one example of them is the wise old man found in harry potter novel j.k. rowling. it can be concluded that wise old man symbolized by dumbledore. it knew based on the statement by (jung, 2018), he described the wise old man is a man who protects, teaches, and helps the main character. indeed, (jung, 2018) explained that archetypal image is universal symbol. it means many archetypal image that we know the meaning by seeing and feeling the image. because of that (guerin et al., 2005) categorized archetypal image more specific into fourteen archetypal images based on jung`s understanding. those are water, sun, color, circle, serpent, number, the archetype woman, the demon lover, the wise old man, the trickster, garden, tree, desert, and mountain. jungian images in (guerin et al., 2005) explained that each archetypal image has sub image. those are: water this archetypal image has two sub images. those are sea and river. sea is symbolized as mother of life, spiritual mystery. while, river symbolized is as death and rebirth (baptism), the flowing of time into eternity, phases of life cycle, sun this archetypal image has two sub images also. those are rising sun and setting sun. rising sun is symbolized as birth, creation, enlightenment. while, setting sun is opposite of rising sun, it is symbolized as death. colors this archetypal image has five sub images. those are red, green, black, blue and white. those also has meaning in each sub images. red is symbolized as blood, sacrifice, violent passion and disorder. green is symbolized as fertility, growth, hope and sensation. then, black is symbolized as something negative, darkness. while, blue is usually symbolized as highly positive, associated with truth. the last sub image is white, it is symbolized as signifying, or another in positive aspect. 2020. linguistics, english education and art (leea) journal 3 (2):506-519 509 circle this archetypal image has four sub images. those are mandala, egg, yangyin, and ouroboros. mandala is geometric figure symbolized as unifying center and physic integration. egg is shape of oval symbolized as mystery of life and forces of generations. yang-yin is chinese symbol representing the union of the opposite forces of yang which is symbolized as masculine principle, light and conscious mind. while, yin is symbolized as the female principle, darkness and unconscious. ouroboros is the last sub image symbolized as eternal cycle of life. serpent this archetypal image is shaped of snake. it is symbolized as energy, evil, corruption, sensuality and mystery. numbers this archetypal image has four sub images. those are three, four, five and seven. three is symbolized as light, spiritual awareness and unity. four is symbolized as four season. five is symbolized as signifying integration. then, seven is special number. it is symbolized as completion of all numbers. the archetypal woman this archetypal image has three sub images. those are the good mother, the terrible mother, and the soul mate. the good mother is positive aspect of the earth mother. it is symbolized as nourishment, protection, abundance. then, the terrible mother is negative aspect symbolize as witch, sorceress, or something in terrifying aspect. the last is the soul mate. jung described this image as the princess. the demon lover this archetypal image is the counterpart of the terrible mother. it is symbolized as devil, dracula, satan. the wise old man this archetypal has own page in jung’s book. it really special place because the figure of wise old man is very impact into a character in the story even in the real life. it is symbolized as savior, wisdom, protector and helpful man. the trickster this archetypal image appears the opposite of the wise old man. it is symbolized as joker, jester, clown, fool, or prankster. 2020. linguistics, english education and art (leea) journal 3 (2):506-519 510 garden garden is symbolized as paradise, fertility, innocence and unspoiled beauty. tree tree is symbolized as denotes life of the cosmos, growth, generative and regenerative process, and transformation process. desert this archetypal image is symbolized as spiritual aridity, death, hopelessness, and nihilism. mountain this archetypal image is symbolized as aspiration, inspiration, meditation and spiritual elevation. research method this researcher is a descriptive qualitative research. the object in this research is archetypal images. data collection procedures are observation (reading) and note-taking technique. the method of data analysis is content analysis and interpreting technique. this researched succeed content analysis in ―maleficent‖ novel because there are many phenomena of archetypal image found in this novel. archetypal image is easy to find in fantasy story, one of them is ―maleficent‖ novel by rudnick. findings water data 1 river: ―she flew along a rushing river, the water burbling happily over boulders of various sizes. as she saw the rocks, a glimmer came into maleficent’s eyes and she began to gesture with her hands‖ (page.29). the incident after two years ago made her able to live without his parents, and began to live independently. flew along the rushing river it means that he has grown and risen from sadness. data 2 river: ―sensing that maleficent was unhappy, diaval plunged ahead, his words running into one another in his rush to get them out—and then get far, far away. ―there will be a christening in one month’s time. they say it’s to be a grand celebration‖ (page 68). 2020. linguistics, english education and art (leea) journal 3 (2):506-519 511 the clue is christening. in christians a person who is baptized will be drowned in a river, from the data there is a christening sentence which means a rebirth. sun data 3 rising sun: ―the sun would be setting at any moment, and he needed to return home with his father‖ (page 3). the sentence sun will be setting any moment, in this case is a natural law and humans just follow it. at sunrise all people can do their activities while at sunset all will have difficulty. data 4 rising sun: ―he will bring it with him in case there is a problem. king henry's seal was sparkling in the sunlight. i will make this kingdom peaceful and prosperous‖ (page 60). stefan king had the ability to make the kingdom prosperous meaning that it contained a clue creative energy. data 5 rising sun: ―moments later, when the sun began to shine beneath the horizon, maleficent ran down the path behind the horse in full force to save aurora from its curse‖ (page 60). the appearance of the sun has an impact on the strength of maleficent to carry out the action. data 6 rising sun: ―as he watched the sun shine brighter he flew into the sky through the clouds and spread his wings to avenge him against the human race‖ (page 140). the power increases at sunrise, it means the sun has an important role in a power. colors data 7 red: ―he offered his hand, and she reached out to take it. suddenly, a searing hot flash hit her finger, and she pulled her hand back. glancing down, she saw his ring had left a red burn‖ (page 33). 2020. linguistics, english education and art (leea) journal 3 (2):506-519 512 the situation when they shook hands, stefan used an iron ring and burned maleficent`s hand until red. from the quotation above the author found the keyword red burn, it refers to something that is red. therefore, in archetype image of red in this novel symbolize blood. data 8 red: ―frightened, king henry raised his armored hand, trying to protect himself from maleficent. as he did, the iron gently brushed maleficent’s cheek. she let out a gasp and raised a hand to her face. where the iron had touched her skin, it burned painfully‖ (page 45). the war in the moors between king henry and maleficent. it is burn painfully which explain something red. another explains is that the burn painfully contained in the story is a red bruise due to the touch of steel with skin. so, in the novel red image archetype is symbolized by blood. data 9 red: ―when the iron touches its bleeding flesh, it feels burning pain and hears a hiss when its skin is burning. unable to handle extreme pain, maleficent fell to his knees, the net covered him like his wings used to be‖ (page 156). the conditions found clue bleeding which means at that time he suffered and bled. data 10 green: ― in the middle of the forest grows very large and magnificent green plants, the stems of the plant are twisted into long, thick branches, then descend into the mossy maze that has perfect roots. shiny leaves covered the branches, and when the moon caught it right, they threw a green light that illuminated the grass‖ (page 16). they are large and live there because they have kept many sources of life and their food is fulfilled besides being free from enemy attacks. data 11 green: ―hermia,‖ called a warm voice behind her. suddenly, a tall, handsome faerie appeared by her side. it was her husband, lysander, his green eyes gleaming as brightly as the stars above them‖ (page 17). a wife was sleeping her child at night, then the husband came by showing a teasing expression on his wife. from the above quote the author found the keyword green eyes gleaming. so that the keywords above express a sensation and a growing passion. thus, the archetype image of green symbolized growth and sensation. 2020. linguistics, english education and art (leea) journal 3 (2):506-519 513 data 12 green: ―tall trees soared into the air and thick green vegetation covered the ground. the fairies and other aliens enjoyed the beautiful morning‖ (page 35). green means the conditions there are very fertile so there is a lot of life. data 13 blue: ―leila looked nothing like maleficent, her locks golden and curled, not ebony and straight, her eyes warm and blue instead of a piercing green‖ (page 32). beauty and kindness of king stefan's wife makes him always comfortable and beautiful to look at, contrary to maleficent. blue eyes which means in the novel is a kindness and sincerity. thus, the archetype image of blue is symbolized as highly positive. data 14 black: ―the sky grew darker and black, and the sounds of nature became louder. there were the hoots of owls, the cawing of crows, and the buzzing drone of bugs as they went from flower to flower‖ (page 35). from the quotation above, the author explains about the situation of the place around the moorish kingdom which is famous for witchcraft and darkness that surrounds the kingdom. so that not many people dare to go there. the clue of the quotation above is black symbols. in the quote above the researcher found the clue screaming owls and the sound of crows, where the owls and crows are black. thus, the archetype image of black in this novel is symbolized mystery and evil. data 15 black: ―from the other side of the hill, two enormous black wings appeared through the mist‖ (page 43). a pair of black wings which symbolizes the black color is a mystery. in this case the mysterious power can be obtained from these wings to fight the enemy. data 16 black ―then there was a pair of sharp and crooked black horns, slowly maleficent rose to the water, looking like a creature from hell with only fog and no troops‖ (page 43). 2020. linguistics, english education and art (leea) journal 3 (2):506-519 514 the horn owned by the maleficent signifies a symbol of evil. data 17 black: ―henry yelled to his troops, ―bring me her head!‖ (page 43). the war that took place between maleficent and king henry. maleficent does not recognize henry as a king so he wants the head of maleficent, from the above quote the researcher concludes that there will be a death that wants maleficent to die. data 18 black: ―he saw a black crow who had visited the ruins trapped under a thick net. the dogs growled at the crow, causing the creature to flap its wings in panic. but there is no place for him to go‖ (page56). in the archetype image of a black crow is a mystery and death, in this case the crow is assigned to carry out a task of crime that is monitoring the situation by humans. data 19 black: ―she threw her little arms around maleficent’s legs and buried her head in the faerie’s long black robes‖ (page 87). he used a long black robe signifying the symbol of evil to carry out the action. data 20 white: "his skin was almost colorful, like a trickle of white dew, and his colorful wings were enticing when they fluttered behind him. he was the most beautiful thing that boy had ever seen‖ (page 13). the atmosphere in that place still natural and has not been disturbed by humans who make fairies roam there. the author found the keyword brilliant blue faerie climbed onto the rock, it shows that the situation there is still safe and fertile. serpent data 21 serpent: ―letting out a piercing scream, she raised her staff, shooting a lightning bolt into the dark sky‖ (page 66). in this image there is a black snake shaped stick that has magic power. in the image archetype is interpreted as a symbol of evil energy. 2020. linguistics, english education and art (leea) journal 3 (2):506-519 515 numbers data 22 three: ―the three fairies came to the baptism ―knotgrass was the first to say something. ―sweet aurora,‖ she began. ―i wish for you the gift of beauty.‖ reaching down, she touched the sleeping baby’s blond curls. next, flittle granted a wish. ―my wish,‖ she said, ―is that you’ll never be blue, only happy all the days of your life‖ (page 43). the events in the kingdom during baptism. the three fairies are good fairies, they say good wishes to babies and they do not like war proven when king stefan leaves aurora to keep watch. the author finds the clue from the words flittle and knotgas: happiness and beauty, so it is concluded that the hope given by the three fairies is included in the archetype of the image. the archetypal woman data 23 the good mother: ―she hummed a lullaby and raised one hand above her, making night blossoms suddenly unfurl on the branches overhead. then she made the leaves and flowers dance, swaying to the tune of her song, as her daughter was lulled to sleep‖ (page 4). hermia, maleficent`s mother is a good mother who gives comfort, keeps her child to sleep and gives beautiful songs. data 24 the good mother: ―keep sleeping, love,‖ he whispered to her. ―we’ll look after you‖ (page 21). in the statement above concluded that finch had the soul of a mother even though the baby was not his child but he cared for him well. data 25 the good mother: ―maleficent would cry and tell her everything, and then her mother hermia would kiss her forehead and tell her it would be all right‖ (page 41). in the statement above concluded that his mother was a good person, he tried to make his child calm and not disappoint him even though his mother would leave him to fight the human race. 2020. linguistics, english education and art (leea) journal 3 (2):506-519 516 data 26 the terrible mother: ―whenever he said silly things, his mother would cuff him upside the head and send him out to the barn to clean the stalls‖ (page 10). in the above case concluded that the mother did not educate her child well, the mother used more violence in educating her child, the child would feel depressed and not free. data 27 the terrible mother: ―there was one final part to her gift. ―but before the sun sets on her sixteenth birthday, she will…‖ she paused and looked around the room for inspiration. her eyes landed on one of the presents brought for the baby. she continued… prick her finger on the spindle of a spinning wheel and fall into a sleep like death. asleep from which she will never awaken‖ (page 74). the gift that maleficent give to the baby aurora, that is the curse of magic that made him die at the age of sixteen. the author found the key words from the quote above, the keywords is never awaken. will never awaken is a word spoken by someone to harm others and this action makes people lose their lives. based on keywords maleficent has the character of a terrible mother. data 28 the soul mate: ―and in return for my life, i am your servant‖ (page 57). from the above quote found the clue servant, which means that he devoted his life to others and lived with him, became friends and obeyed all his master's orders. the wise old man data 29 the wise old man: ―then he had hooted and hollered, mimicking his father as best he could, to make the furry creatures move on‖ (page 9). in the archetype image, the wise old man is a man who can teach someone well, in the quote above a child works as a shepherd and imitates his father's good qualities. 2020. linguistics, english education and art (leea) journal 3 (2):506-519 517 garden data 30 garden: ―there were natural resources, such as fresh water and plentiful forests. and it was rumored that the streams were filled with jewels. taking over the moors would make his kingdom much more powerful‖ (page 42). the garden is very fertile and there is abundant wealth that can provide for the lives of those who live there. data 31 garden: ―a very large and magnificent tree, the trunk of the tree twisted into long, thick branches, then descended into a mossy maze that was perfectly rooted. shiny leaves covered the branches, and when the moon caught it right, they threw green light that illuminated the grass‖ (page 16). there are large and magnificent trees that have thick leaves that cover the branches, have perfect roots, from the quotation above explains that the location where the tree is a fertile field and paradise for plants there. tree data 32 tree: ―most of the moorland creatures were asleep, some tucked in the leaves on the ground, others resting in trees. through it all, a sleeping aurora floated‖ (page 105). the situation at the moor at night, they mostly choose to stay in a tree because there they feel comfortable and thrive there their needs are also met. this section includes discussion from the findings of conducted research. in this section, it is necessary to compare the findings of research with relevant research findings. discussion from the data analysis above, researchers found several results. there are nine out of fourteen images found from the novel maleficent by elizabeth rudnick's novel. the image that emerges based on the theory put forward by (jung, 2018);(boyer, 2014). everyone has different traits, personalities, and archetypal. at a certain moment someone used to bring up a different type of image also because it depends on the person facing the problem, whether avoiding or even facing it (jung, 2018). many images that appeared in our daily live. the image "black" is symbolized by chaos, mystery, and death. so that in a tragedy or fairy tale if we find a crow that chirp, especially at night, it is believed that there will be disaster and even death. symbols appear in various forms, sometimes appearing in different visual forms and themes but are combined with other symbols, thus forming an illustration, artifacts, creative products such as films, 2020. linguistics, english education and art (leea) journal 3 (2):506-519 518 comics, games or works of art (jung, 2018). people recognize symbols by seeing or feeling their image because it is a common symbol in their lives. then, people can explain the idea of the symbol without the need to be taught. if someone sees "water" then they will realize that it is a very important source of life for sustaining life, besides that water is useful for agriculture, rice fields and for other animals. novels as a type of literary work arranged in narrative form. forms of style, structure and narrative techniques in the novel are depicted by its value system and can be enjoyed in the literature. novels certainly have genres such as in stories, such as romance, horror, mystery, humor, biography, history, and fantasy. the novel genre given is based on the content or phenomena in the story. (jung, 2018) explain that archetypes formed by collective unconscious related to aspects of life. in this case, the archetypal image can be found in the novel "maleficent" by elisabeth rudnick so that it is appropriate to analyze the basic drawing pattern by jung. this novel tells the story of another personality character from an evil fairy who turns out to also have a gentle, kind and compassionate heart, this trait changes the view of each audience. conclusion the archetypal image has their respective symbol in interpreting the images. it was found 32 data. the images are water (river), sun, colors (red, green, blue, black, white), serpent, number (three), good mothers, wise old man, garden, and tree. then, the researchers did not find the circle image, the demon lover, the trickster, desert, and mountain because in the novel no existed. the existence of the images in the novel supports the elements of pleasant situation that is imagined but it is unlikely to happen. references boyer, r., l. (2014). 8. a study of fitcher’s bird and little red cap. the rebirth archetype in fairy tales. 2(3), 1–6 danesi, m. (2004). messages, signs, and meanings. in u. of t. marcel danesi (ed.), a basic textbook semiotics and communication theory (third edit, p. 368). canadian scholar’spress inc. guerin, w., l., labor, e., morgan, l., reesman, j. c., & willingham, j. r. (2005). a handbook of critical approaches to literature (fifth edit). oxford univeristy press. hardanto, e., natsir, m., & kuncara, s. d. (2019). an analysis of smeagol’s character influenced by the one ring in lord of the rings: return of the king film using jung archetypes. jurnal ilmu budaya, 3(1), 106–120. kay, b. &. (1969). color science and technology. encyclopedia of color science and technology, 8–11. https://doi.org/10.1007/978-3-642-27851-8 kurniawan, s. (2019). pantang larang bermain waktu magrib (kajian living hadis tradisi masyarakat melayu sambas). jurnal living hadis, 4(1), 1. https://doi.org/10.14421/livinghadis.2019.1629 2020. linguistics, english education and art (leea) journal 3 (2):506-519 519 jung, c. (2018). expert witness and jungian archetypes. united states: harvard medical school. m.r., y. (2017). makna ground dalam cerpen uak dan burung gagak. jurnal ilmiah kebahasaan dan kesastraan. 3(2), 10-20 linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1379 34 an analysis morpheme in smoking article ilham rizki 1 universitas putera batam (upb), indonesia zakrimal 2 universitas putera batam (upb), indonesia pb151210063@upbatam.ac.id 1 submit, 06-07-2020 accepted, 20-07-2020 publish, 24-07-2020 abstract the aimed of the research were to find out the type of morpheme of morphology on smoking article. it was descriptive qualitative research. in collecting the data the research applied observational method and non-participatory technique. the data analyzed used the theory of bauer. the writer applied the words in the article as the data. it was found the 20 words of morphology. in this research focus in analyzing words in the article proposed theory of bauer about type of morpheme. the words are shorten, smoker, drugs, dependent, safer, cooled, additional, antifreeze, responsible, fertility, performance, circulation, illness, properly, smokeless, pressure, information, organization, helpful, hardest.the writer found 20 data in this article entitled smoking. data found are words that have their own meanings. the data changes meaning and grammar after adding suffix and affix. researcher research this issue to make reader can understand the process making a word. keywords: morphology, morpheme, derivational, inflectional. introduction in the daily life, language is the one of important thing in the world to communicate. people say expressions and opinions with language as conductor.language is a tool to communication each other. language can make people to interact with each other.language is the ability to produce and comprehend both spoken and written. language has study about itself that is linguistics. according to bauer (2007) said that linguistics is the word meaning „relating to language‟ as well as the word meaning „relating to linguistics. it meanslinguistics is knowledge about language and relate to language itself. in linguistics many part that study in there. there is morphology, free morpheme, bound morpheme, derivational morpheme, and affixes and also prefix and suffix. in this research we discuss about morphology and part of them. all languages obey the rules agreed by linguists. then we must follow the rules that have been set. we can communicate an unlimited number of concepts. mailto:pb151210063@upbatam.ac.id1 2020. linguistics, english education and art (leea) journal 4 (1):34-44 35 while each language has a different set of rules, all languages obey the rules. these rules are known as grammar. grammar is a set of rules for generating logical communication. grammar set of rules a language obeys for creating words and sentences. all languages have a grammar, and native speakers of a language have created the rules of that language grammar. in study of grammar there some tenses. it is study about how to make a sentence related to the rules. there is another part of linguistics that related to grammar that is morphology. according to bauer (2007) morphology is about the structure of words, how word such as dislike are made up of smaller meaningful elements such as dis and like. it means morphology is how to study about word/morpheme. morphology is the study of language itself, such as studying the formation of words / morphemes and also variations in the combination of words / morphemes in a language. at this time many people researching linguistics, especially english. people know the importance of linguistics. therefore, a lot of researcher researched on linguistics.they have researched several fields of linguistics. morphology is one part of linguistics that studies morpheme in it. martini (2016) showed that how bound morpheme can change a word that call is derivational of bound morpheme. this research only discussed about derivational of bound morpheme and make reader still confused. another researcher created another research about how to translate derivational bound morpheme into indonesian (wibowo & suyudi, 2015). they created this research to purpose that reader indonesian can understand how to translate derivational of bound morpheme. in this world there are so many language that we have. pak-pak language is the one of them. one researcher was researched derivational and inflectional morpheme (situmorang & arifin, 2011). and so many researcher discuss about derivational and inflectional morpheme such as halawa et al., (2020); kadek (2016); rugaiyah (2018); nuril et al (2017); and hidayati (2016). they all focused on derivational and inflectional morpheme only object of discussing that be differences. in another word, linguistic has connection one part to another part discussion. to learn about morpheme learner must know about morphology because morpheme is part of morphology. abd. muin (2017); nur (2019) researched about morphology clearly with the object is difference. many journals that discussabout morpheme. the researcher is one of the people who research about these subject. the researcher research morpheme how to analyze morphem itself with article smoking. there are ten journals taken for reference by researcher. so, this journal purpose to make reader knows how morpheme formed. in this journal reader can understand quickly because this journal made with simple word and often found in daily life. 2020. linguistics, english education and art (leea) journal 4 (1):34-44 36 literature review linguistics according to bauer (2007) linguistics is the word meaning „relating to language‟ as well as the word meaning „relating to linguistics. it means linguistics is study of language and study of word. according to cook (2003) linguistics is the academic discipline concerned with the relation of knowlage about language to decision making in the real world. it means that linguistics is the science that studies about language. crystal (2003) in his book entitled the cambridge encyclopedia of language divides linguistic types into 6 parts there are: morphology, phonetics, phonology, syntax, semantics, and pragmatics. in this research focus to study of morphology part. morphology according to bauer (2007) morphology is about the structure of words, how word such as dislike are made up of smaller meaningful elements such as dis and like. as can be seen in this definition by bauer (2007) this branch of linguistics is studying about the structure of words. besides defining about sttructure of words, morphology also studies about elements that makes meaning in certain words. according to lieber (2004) morphology is the study of word formation, including the ways new words are coined in the language of the world, and the way forms of words are varied depending on how the are used in sentences. it means that morphology is the science that studies about the word, a word that has innovation when used in sentences. the words are connected to another words and morphology studies these connection. from of all the defination about morphology above, morphology studies about words. it studies not only the meaning, but also the structure that from each word. words have their own structure and morphology tries to study is structure. words also have a connection between one to other word. by studying and understanding structure of words in morphology, the meaning and connection between words are easy to understand. morpheme talk about morphology, it cannot be separated with morpheme, because morpheme is the study of systematic covaration in the form and meaning words. a small part that has a meaning and grammatical function is called morpheme. morpheme is the root of word. according to booij (2005) morpheme is the morphological building bloks of word, are difined as the minimal linguistics units with a grammatical meaning. it means that morpheme is the smallest elements of linguistics that deals with grammatical meaning. according to lieber (2004) morpheme is the meaningful units that are used to form words. it means that 2020. linguistics, english education and art (leea) journal 4 (1):34-44 37 morpheme is the unit of form word which has a lot of meaning. from the definition the writer conclude that morpheme is the same with original or base word. morpheme also can be defined as the smallest unit of language that has its own meaning. there are two typesmorpheme in morphology there are freemorpheme and bound morpheme. based on lieber (2004) morpheme has two types there are bound morpheme and free morpheme. free morpheme is a morpheme which can stand alone to make a word. free morpheme can be found in simple word. a word that contain free morpheme has a basic meaning without any addition of grammatical function. free morpheme can appear with other lexemes of they can stand alone or “free” and free morpheme consist two types they are lexical and functional morpheme. bound morpheme is a morpheme cannot stand alone, it needs a combination to make a word. word that contain bound morpheme is a word that has grammatical function such as ed, -s/es, ing, en, er, ed, est. bound morpheme appear only together with other morphemes to form a lexemes. bound morpheme in general tend to be affixes: prefix and suffix. bound morpheme divided into two types they are derivational morpheme and inflectional morpheme. derivational morpheme is a morpheme that can change the meaning of the original word. inflectional morpheme is a morpheme that cannot change the meaning because it only adds the grammatical function in original or existing word. from of all the definition bound morpheme has two types such as derivational morpheme and inflectional morpheme. research method the title of this article is an analysis morpheme in smoking article. i described the data with reading an article. this article very helped me to found the morpheme.it can improve the skill of english words. the data are taken from smoking article.this research used descriptive qualitative method. findings based on the observation, researcher found some words after read the article. researcher found 20 bound morpheme that have difference meaning after add suffix or prefix. 2020. linguistics, english education and art (leea) journal 4 (1):34-44 38 table 1type of morpheme used in smoking article no data type morpheme free morpheme bound morpheme 1 shorten derivational affix short -en 2 smoker derivational affix smoke -er 3 drugs inflection drug -s 4 dependent derivational affix depend -ent 5 safer derivational affix safe -er 6 cooled inflection cool -ed 7 additional derivational affix add -tional 8 antifreeze derivational affix freeze -anti 9 responsible derivational affix response -ible 10 fertility derivational affix fertile -ty 11 performance derivational affix perform -ance 12 circulation derivational affix circulate -ion 13 illness derivational affix ill -ness 14 properly derivational affix proper -ly 15 smokeless derivational affix smoke -less 16 pressure derivational affix press -ure 17 information derivational affix inform -ation 18 organization derivational affix organize -ation 19 helpful derivational affix help -ful 20 hardest inflection hard -est in findings above researcher spell out of them as: shorten shorten consists of two morphemes. they are the free morpheme “short” and the bound morpheme “-en‟. morpheme of “shorten” belongs to verb category, while morpheme “-en‟ is suffix. shorten (v), short (adj), + -en. it is derivational affix, because the verb category changes the grammatical category from the adjective into verb. 2020. linguistics, english education and art (leea) journal 4 (1):34-44 39 smoker smoker consists of two morphemes. they are the free morpheme “smoke” and the bound morpheme “-er‟. morpheme of “smoker” belongs to noun category, while morpheme “-er‟ is suffix. smoker (n), smoke (adj), + er. it is derivational affix, because the noun category changes the grammatical category from the adjective into noun. drugs morpheme drug is noun and added suffix -s at the end of drug. the word to be plural after add –s and we call this word english grammar inflectional morpheme. dependent dependent consists of two morphemes. they are the free morpheme “depend” and the bound morpheme “-ent‟. morpheme of “dependent” belongs to adjective category, while morpheme “-ent‟ is suffix. dependent (adj), depend (v), + -ent. it is derivational affix, because the adjective category changes the grammatical category from the verb into adjective. safer safer consists of two morphemes. they are the free morpheme “safe” and the bound morpheme “-er‟. morpheme of “safer” belongs to noun category, while morpheme “-er‟ is suffix. safer (n), safe (v), + -er. it is derivational affix, because the noun category changes the grammatical category from the verb into noun. cooled morpheme cool is verb and added suffix -ed at the end of cool. the word to be past tense in inflectional english grammar after add –ed. additional additional consists of two morphemes. they are the free morpheme “add” and the bound morpheme “-tional‟. morpheme of “additional” belongs to adjective category, while morpheme “-tional‟ is suffix. additional (adj), add (v), + -tional. it is derivational affix, because the adjective category changes the grammatical category from the verb into adjective. antifreeze antifreeze consists of two morphemes. they are the free morpheme “freeze” and the bound morpheme “-anti‟. morpheme of “antifreeze” belongs to 2020. linguistics, english education and art (leea) journal 4 (1):34-44 40 noun category, while morpheme “-anti‟ is prefix. antifreeze (n), freeze (v), + prefix -anti. it is derivational affix, because the noun category changes the grammatical category from the verb into noun. responsible responsible consists of two morphemes. they are the free morpheme “respond” and the bound morpheme “-sible‟. morpheme of “responsible” belongs to adjective category, while morpheme “-sible‟ is suffix. responsible (adj), respond (v), + suffix -sible. it is derivational affix, because the adjective category changes the grammatical category from the verb into adjective. fertility fertility consists of two morphemes. they are the free morpheme “fertile” and the bound morpheme “-ty‟. morpheme of “fertility” belongs to noun category, while morpheme “-ty‟ is suffix. fertility (n), fertile (adj), + suffix ty. it is derivational affix, because the noun category changes the grammatical category from the adjective into noun. performance performance consists of two morphemes. they are the free morpheme “perform‟ and the bound morpheme “-ance‟. morpheme of “perform” belongs to verb category, while morpheme “-ance‟ is suffix. performance (n), perform (v), + -ance. it is derivational affix, because the verb category changes the grammatical category from the verb into noun. circulation circulation consists of two morphemes. they are the free morpheme “circulate‟ and the bound morpheme “-ion‟. morpheme of “circulate” belongs to verb category, while morpheme “-ion‟ is suffix. circulation (n), circulate (v), + ion. it is derivational affix, because the verb category changes the grammatical category from the verb into noun. illness illness consists of two bound morphemes. they are the bound morpheme “-ill” and the bound morpheme “-ness‟. morpheme of “illness” belongs to noun category. properly properly consists of two morphemes. they are the free morpheme “proper‟ and the bound morpheme “-ly‟. morpheme of “proper” belongs to 2020. linguistics, english education and art (leea) journal 4 (1):34-44 41 adjective category, while morpheme “-ly‟ is suffix. properly (adv), proper (adj), + -ly. it is derivational affix, because the adjective category changes the grammatical category from the adjective into adverb. smokeless smokeless consists of two morphemes. they are the free morpheme “smoke‟ and the bound morpheme “-less‟. morpheme of “smoke” belongs to noun category, while morpheme “-less‟ is suffix. smokeless (adj), smoke (n), + less. it is derivational affix, because the adjective category changes the grammatical category from the adjective into noun. pressure pressure consists of two morphemes. they are the free morpheme “press‟ and the bound morpheme “-ure‟. morpheme of “press” belongs to verb category, while morpheme “-ure‟ is suffix. pressure (n), press (v), + -ure. it is derivational affix, because the verb category changes the grammatical category from the verb intonoun. information information consists of two morphemes. they are the free morpheme “inform‟ and the bound morpheme “-ation‟. morpheme of “inform” belongs to verb category, while morpheme “-ation‟ is suffix. information (n), inform (v), + -ation. it is derivational affix, because the verb category changes the grammatical category from the verb into noun. organization organization consists of two morphemes. they are the free morpheme “organize‟ and the bound morpheme “-ation‟. morpheme of “organize” belongs to verb category, while morpheme “-ation‟ is suffix. organization (n), organize (v), + -ation. it is derivational affix, because the verb category changes the grammatical category from the verb into noun. helpful helpful consists of two morphemes. they are the free morpheme “help‟ and the bound morpheme “-ful‟. morpheme of “help” belongs to verb category, while morpheme “-ful‟ is suffix. helpul (adj), help (v), + -ful. it is derivational affix, because the verb category changes the grammatical category from the verb into adjective. 2020. linguistics, english education and art (leea) journal 4 (1):34-44 42 hardest hardest consists of two morphemes. they are the free morpheme “hard‟ and the bound morpheme “-est‟. morpheme of “hard” belongs to adjective category, while morpheme “-est‟ is suffix. the word is inflectional english grammar. after researcher found some data in the article and analyzed the data, researcher hope reader can understand to analyze the words in the future. table 2total amount type of morpheme used in smoking article no type of morpheme total amount 1 derivational 17 words 2 inflectional 3 words discussion based on findings, the researcher according to bauer (2007) said that linguistics is the word meaning „relating to language‟ as well as the word meaning „relating to linguistics.it meanslinguistics is knowledge about language and relate to language itself. in linguistics many part that study in there.some people interesting with linguistics because language is one thing is very important in life. according to bauer (2007) linguistics is the word meaning „relating to language‟ as well as the word meaning „relating to linguistics. it means linguistics is study of language and study of word. according to cook (2003) linguistics is the academic discipline concerned with the relation of knowlage about language to decision making in the real world. it means that linguistics is the science that studies about language. crystal (2003) in his book entitled the cambridge encyclopedia of language divides linguistic types into 6 parts there are: morphology, phonetics, phonology, syntax, semantics, and pragmatics. in this research focus to study of morphology part. from crystal‟s book we can know that linguistics has many fields science in there. talk about linguistics, morpheme is one fields of linguistics because morpheme is the study of systematic covaration in the form and meaning words. a small part that has a meaning and grammatical function is called morpheme. morpheme is the root of word. according to booij (2005) morpheme is the morphological building bloks of word, are difined as the minimal linguistics units with a grammatical meaning. it means that morpheme is the smallest elements of linguistics that deals with grammatical meaning. according to lieber (2004) morpheme is the meaningful units that are used to form words. it means that morpheme is the unit of form word which has a lot of meaning. 2020. linguistics, english education and art (leea) journal 4 (1):34-44 43 based on findings, this research identifies and classifies the analysis morpheme that found in the smoking article. according to lieber (2004) morpheme has two types there are bound morpheme and free morpheme that found in the smoking article. they are derivational and inflectional morpheme. researcher described how to analyze data that found in smoking article. there are 20 data that found in the article. researcher want to describe the data used theory by lieber (2004) about bound morpheme and free morpheme. in the findings, the data have analyzed which the bound morpheme and free morpheme. based on findings, researcher guided by lieber (2004) and researcher has separate the data be bound and free morpheme. conclusion the writer found 20 data in this article entitled smoking. data found are words that have their own meanings. the data changes meaning and grammar after adding suffix and affix. researcher research this issue to make reader can understand the process making a word. researcher want to reader make this research as example to analyze word. references abdul, m. (2017). prefix process in lexical morphology. journal of english for academic, 3(5), 1-21. bauer, l. (2007). introducing linguistic morphology. edinburg, germany: edinburgh university press. booij, g. (2005). the grammar of words. cambridge, uk: oxford university press. cook, g. (2003). applied linguistics. cambridge, uk: oxford university press. crystal, d. (2003). the cambridge encyclopedia of the english language. cambridge, uk: cambridge university press. halawa, a., raflis, & reni, f. (2020). an analysis of derivational and inflectional morphemes. international journal of linguistics, 12(1), 7283. https://doi.org/10.5296/ijl.v12i1.16084 hidayati, a. (2016). an analysis of inflectional morphemes errors in writing a text. vision, 10(10), 3-5. kadek, n., i. (2016). derivational and inflectional morphemes. international research journal of engineering, it & scientific research, 2(1), 22–29. lieber, r. (2004). morphology and lexical semantics. cambridge, uk: cambridge university press. martini, i., d., a. k. (2016). derivational of bound morpheme. international research journal of management, it & social science, 3(1), 15–22. muhammad, n. (2019). morphological process of english and arabic. journal of chemical information and modeling, 53(9), 5-9 1689–1699. https://doi.org/10.1017/cbo9781107415324.004 2020. linguistics, english education and art (leea) journal 4 (1):34-44 44 nuril, s., brilian, a., safitri, m., rahmania, f., evansam, r. g., & siswanto, a. (2017). morpheme analysis of english language. balitar islamic university journal, 2(1), 37–47. rugaiyah. (2018). derivational and inflectional morphemes: a morphological analisis. journal of english for academic, 5(2), 73–86. situmorang, a., & arifin, t., m. (2011). derivational and inflectional morphemes in pak-pak language. journal of linguistics of fbs unimed, 1(1), 15–23. https://doi.org/https://doi.org/10.24114/jalu.v1i1.377 wibowo, a., & suyudi, i. (2015). how are english derivational bound morphemes translated? (a case study on the translation of brown‟s deception point into indonesian). prosiding pesat, 6(0), 1–10. linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1254 414 communication strategies used by efl learners in task-based english debate novia rina saidah 1 universitas negeri surabaya ahmad munir 2 universitas negeri surabaya syafi’ul anam 3 universitas negeri surabaya noviarinasaidah@gmail.com 1 submit, 17-05-2020 accepted, 21-06-2020 publish, 21-06-2020 abstract this research aims to describe the use of communication strategies in an efl classroom during the completion of task-based debate activity. this research was conducted in an english course located in sidoarjo. the subject of this study are 10 efl intermediate level students. in line with that reason, this research is a qualitative study since it focuses on the depth of the comprehension of the communication strategies data rather than computing it. for obtaining the data, the researcher do observation and records learners’ verbal and non-verbal behaviour based on dornyei (1995) taxonomy of communication strategies during the debate activity. the result showed that all taxonomies by dornyei are used by the subjects i.e avoidance strategies, achievement strategies, and stalling strategies in the debate. there are various reason for leaners to choose those strategies to overcome their communication breakdowns during the short-time debate between speakers such as because it’s time-efficient, less confusing, and sound trustworthy to lengthen their time to think, keep the communication channel at hand, and keep up the discourse at the moment when learners face the difficulties. as the conclusion, english debate activity is considered as one of the task that promotes students-centered learning in a tblt class, provides opportunities for students to speak engish, and challenge students to use their language sources to strengthen their arguments. in the debate, learners mostly applied stalling strategies such as fillers since is considered very easy and quick for learners to use when they encounter problems such as nervous, lack of vocab, and lack of grammar structure in the english debate activities. keywords: communication strategies, task-based learning, english debate. mailto:noviarinasaidah@gmail.com1 2020. linguistics, english education and art (leea) journal 3 (2):414-425 415 introduction the development of english as a foreign language demands people to be able to communicate globally using english as the medium of their interaction. people need to exchange their intention, belief, and feeling in the form of verbal and non verbal utterances (brown, 2000). thus, as a social process which need signs, symbols, and languages as the resources to deliver meaning and generate understanding between people. moreover, the priority to master english consequently makes people judge their succes in learning a language by how fluent and proficient their communication in english (richards, 2008). however, as foreign language learners, they often encounter breakdowns that will cause problems in their process of communication. the problem mainly occurs when there is miscommunication or misunderstanding between speakers where the speakers’ intended message differs from the message received by the interlocutors. in indonesian context in which english serves function as a foreign language, learners’ often experience communication breakdowns since they have limited interlanguage sources compared to their first language (putri, 2013; cook, 1994) . the different rules between their first language and english is also factors affecting their communication problem. lack of vocabularies to express their utterances, poor grammar knowledge, poor pronunciation, and the limited opportunities to practice english outside the classroom also take part in creating problem in efl learners’ communication in english. cunningham (1999) adds that for communicating, learners need to understand not only the linguistic components of the language but also the sociolinguistic aspects such as situation, time, and place. moreover, psychological aspects such as low self-confident and low motivation cause learners’ fear of making mistakes, get anxious or even hesitate in speaking english (xiao, 2009). however, in order to overcome those problems, learners’ should try to find way out by using some communication strategies to remain in the flow of communnication and attain the goal of successful communication. the communication strategies serve function as negotiator device to deal with problems during the communication (dornyei, 1995). commuincation strategy provides alternative expression to convey meaning in surprising or unpredictable problems during communication and it helps learners’ achieving the communicative competence which is the ultimate goal of foreign language learning. concerning with those reasons, task-based language teaching (tblt) considered as appropriate method to enhance communication. it provides natural environment, great exposure, and chance for learners to use the target language (willis & willis, 2007). it develops learners’ creativity, cognitif process and problem solving which more to students-centered that allow them to be assigned 2020. linguistics, english education and art (leea) journal 3 (2):414-425 416 to various kind of tasks and performances using the language communicatively (widia & astawa, 2014). hasan (2014) states that task-based approach gives comprehensible input and can encourage communicative interactions between learners by using the target language. there are several studies have discussed task-based classroom activities in connection with communication strategies. ghout-khenoune (2012) in her study in algerian university found that most of the communication strategies in tarone’s taxonomy are used by students in the free-talk activity. however, in the second task which is picture description, students utter less sentence and it causes low use of communication strategies. meanwhile, rosas (2018) in her study about jigsaw and free conversation for spanish l2 learners found out that there is correlation between the task linguistic demands and students’ use of communication strategies. however, there is a few study which examines communication strategies in challenging and complex classroom task performance such as debate. hence, according to that reason, this present study will focus to examine in detail the communication strategies used by efl learners to solve their communication problems and to stay in the channel of the interaction during their performance in a classroom english debate. debate considered as one of the activity that can promote task-based language teaching in facilitating learners’ with authentic situation and elicit the use of communication strategies. debate serves function as a performance talk in which convey information to the audience (richards, 2008). it also gives learners the opportunity to use wide range of language such as comparing, justifying, persuding, and conclusion drawing. literature review communication strategies the prime term of communication strategies was firstly suggested by selinker in 1972. she proposed the term “strategies for second language learner” which later was elaborated in detail by savignon in the same year with the new term “coping strategy” that refer to foreign or second language learners’ way to deal with trouble during their communication caused by inadequate language resources. the result of those pilot studies then completed by (tarone, 1980) on the first empirical study carried out related to communication strategies. she defined communication strategies as conscious sketch used to overcome the communication crisis when the language source is unsufficient to utter someone’s intention. moreover she classify communication strategies into three main categories and nine subcategories in it. her taxonomies is still regarded as the most important because most of the following research rely on it. later, those publications attracted the interest of many researches focusing on the 2020. linguistics, english education and art (leea) journal 3 (2):414-425 417 communication strategies and its classifications including (faerch & kasper, 1983), bialystok (1990), dornyei (1995), and lópez & de quintana (2011). they confronted the previous taxonomies and suggest the new ones. most of the taxonomies are almost similar one another but may have different meaning on its applications. those classifications differ mostly in the terminology the authors have used for the specific strategies occurs in communication (popescu & cohenvida, 2014). however, in this study, the taxonomy proposed by dornyei (1995) will be used to investigate the communication strategies used during debate activity since this taxonomy considered as the summaries of all taxonomies exist in the related research hence it is more inclusive than the other taxonomies. it includes both theoretical perspective; psycholinguistic and interactionist for the elicitation and identification of the communcation strategies (rosas, 2018). its also covers the new strategies which are not included in the other taxonomies such as use of similar sounding word, stalling or time gaining strategies, and foreignizing. dornyei's (1995) taxonomy. there are three main categoris with some sub categories on this taxonomy. following are the brief description of each categories: 1. avoidance strategies: learners’ decided to avoid the words that he presents as difficult or may cause problems during their performance and interaction. this covers two sub categories: a. topic avoidance: learners avoid choosing the diffucult word/topic for their speaking. b. message abandonment: learners leave the topic and simply give up then jump into the other topic. it can be marked by a sudden stop during the speaking. 2. compensatory / achievement strategies: learners substitue the problems with other device. this covers ten sub categories: a. circumlocution: learners elaborate the intended unknown word into description or illustration. b. approximation: learners change the unknown word and choose the clostest meanaing word to their intended one. c. all-purposed item: learner repeating unimportant words. d. word coinage: learners employ non-existing word in the target language. e. literal translation: learners translate the word directly to the target language. f. foreignizing: learners pronounce the l1 or l2 word like the target language. g. code switching: learners shift to their l1 during communication. 2020. linguistics, english education and art (leea) journal 3 (2):414-425 418 h. repetition: learners repeat their last words or phrases frequently. i. non-linguistic means: learners use non-verbal device. j. appeal for help: learners ask teacher or friends. 3. stalling strategies: learners use fillers and hesitation device for delaying time for thinking. task-based language teaching (tblt) the core of task-based learning is communicative language teaching that enables learners actively using the target language in authentic language context where they can also enhance their language skill (hashemi et al., 2012). this approach make use of “task” as the instrument to generate students-centered learning in natural and real-world language context rather than drilling and memorizing certain language form (willis & willis, 2007). the teachers’ role are as facilitators to provide input and activities for students to willingly engage in communication, explore themselves, and have freedom to use their own linguistic resources in leaarning the target language. the more learners actively participate in the task, the more they learn and improve their language skills. as students do the communicative task, it is expected that they take part in negotiation meaning process and using the strategies like comprehension, confirmation, and clarification that can lead to a better language output. teachers as the course designer have an important role to choose the appropriate task which attract learners’ interest, suitable to their language skill, and promote their language performance (phi ho & hai long, 2014). willis & willis (2007) suggest that teachers should understand the three cycles of task procedures that can guide them to sequence their activities in tblt class. those task cycles generate interaction facilitated by a task that later can trigger language awareness and development of the learners. the task cycles are pre task, task cycle, and language focus. on the first cycle, teachers scaffold and provides the introduction to the topic. it includes the explanation about the related-words and the instruction of the task. the goal of this phase is to reduce the task complexity and familiarize learners to the topic by showing similar example e.g on video or dialogue or text. the second cycle, allows learners to use their language knowledge to execute the task. they are allowed to do the task individually, in pair, or in a small group under teachers guidance. the goal of this phase is to boost learners’ confidence since they have freedom to discuss and engage in communication without teacher huge involvement in the process. the report activity about what they have discussed shows learners’ linguistic ability. when they report their result, it opens a chance to exchange ideas between teams and create better meaning on their intention. meanwhile in the third cycle, allows learners to analyze, investigate, and practice their task using the better form of language. 2020. linguistics, english education and art (leea) journal 3 (2):414-425 419 debate different task demands different language resource. in designing communicative speaking task for foreign language teaching, it is necessary to know the different functions of speaking in every day communication and the distinct purposes for which learners need the communication skills. in this research, we use the purpose of talk as performance. it refers to a monologue talk in public which exchanges information to audience, such as debate (richards, 2008). debate is close to a discussion but it follows a recognizable format i.e motion and sequence, using an proper opening and closing, assess by judges, and it is closer to formal language than conversational language (flynn, 2007). debate can be used as follow up task-based learning as problem solving and comparing activity. it provides learners chance to negotiate meaning and yet gives motivation in using the target language because teacher can adjust the topic into the one which is challenging but still reachable to learners thinking skill. debate is about defending arguments, persuading, and pleasing audience with convincing language that the arguments surpass the oppositions’ (feds ui, 1998). there are two opposing team which are usually called as “pro” and “contra” team. before debating, learners are given time to prepare, discuss, and organize their arguments between their team. thus, provides learners with a safe surrounding to practice, take risk, and encourage them to engage in communication. (kidd, 2002) adds that debate is good activity to develop learners’ critical thinking, increase presentation skill, and improve teamwork. research method this research investigates the use of communication strategies in an efl classroom during the completion of task-based debate activity. in line with that aim, this research is a qualitative study since it focuses on the depth of the comprehension of the described data rather than computing it. observing the factual phenomenon process in the authentic setting is the main source of data, the key instrument is the researcher, and the data is gathered in the form of words. the subject of this study are 10 efl intermediate level students in sidoarjo. for gaining the data, the researcher observes, takes note, and records learners’ verbal and non-verbal behaviour based on dornyei's taxonomy of communication strategies. words, phrases, and sentences are the verbal data while mime, eye gazes, gesture etc are non-verbal data in this research. during the observation, researcher use field note to write activities, situation, and information related to the data during the learning process. researcher also record the debate process in order to make sure that the data appered are observed completely and enable researcher to repeatedly review for deeper analysis. after the data is collected, it will be analyzed by the procedures 2020. linguistics, english education and art (leea) journal 3 (2):414-425 420 proposed by miles et al which are reducing the data, displaying the data, and drawing conclusion. findings the results of data analysis based on the aims of the research are presented in the following table. it’s the overall use of communication strategies according to dornyei (1995) during the english debate activities. table 1. efl learners’ use of communication strategies type of cs sub-categories total use avoidance strategies topic avoidance 1 message abandonement 3 compensatory strategies circumlocution 12 approximation 0 all purpose item 19 word coinage 2 literal translation 5 foreignizing 3 code switching 25 repetition 20 non linguistic mean 17 appeal for help 22 stalling strategies fillers 44 the communication strategies used during the debate for the motion “online shopping is the best way to shop” are mainly to overcome the gap in the argument or opinion exploration. for instance, self-performance problems such as negative feelings, feeling nervous, lack of vocabularies, lack of topic knowledge and the linguistic problem such as the complexity of the topic-related word, minimum vocabularies and grammar knowledge play important roles in affecting learners’ strategies selection. avoidance strategies this strategies marked by “keeping silent” or not participate further in the debate process. learners’ who have low motivation and language proficiency tend to use this strategy because they can’t find way out to compensate for their weakness in linguistic knowledge and decide to leave the message unfinished. as paribakht (1985) states that more proficient learners’ will use more appropriate strategies to stay in line durng the communication. they will use their references either in linguistic structure or topic related knowledge to express more of their intention. meanwhile, the less proficient learners’ tend to omit lexically difficult words, causing them to not speak when they expect problems such as unknown 2020. linguistics, english education and art (leea) journal 3 (2):414-425 421 vocabularies or grammar structure. here are the avoidance strategies found in the debate: ss3: “if you buy in online shop, the price of the thing is so cheap and you can ermm so you can save your money. and of course with online shop i forgot what to say ... yeah ... online shop ... like that”. ss1: “that’s why you should buy from the original online store to make sure the product... (pausing for a while)... so you should buy from the original store” as we can see in the first example, ss3 as the “pro” members tried to explain more on the benefit of online shopping but he seemed hesitant because he forget the vocabularies that he wanted to say. in order to overcome it, he avoided it by saying “like that” and leave the topic behind and simply finished his argumentation. meanwhile in the second example ss1 as the “contra” team tried to abandon the message unfinished. she paused for seconds because she had difficulties in delivering the meaning for the next sentence. so she repeated her previous target message. compensatory strategies this strategies alternate learners’ problems during communication with all resourses available. when learners are eager to solve the communication gap rather than decreasing their communicative goal, they can use similar semantic feature to subtitue the intended meaning. the other way is by making up new words by all means to express the desired idea. asking peers or teacher as the resorted source during the debate, using all kinds of non verbal device such as nodding and clapping, describing the lexical word into the target language, translating literally the term to the target language, and switching to l1 during the debate are considered as alternative strategies to keep the message within the communicative goals. here are the compensatory strategies found in the debate: ss2 : “i have the same opinion to say that it’s easy, but do you what is “menyadari” in english? realize that it means the other people .... smart but bad people that good at computer .... ah hacker also easy to hack your online account?” ss4 : “olshop is bad because we we we can only see the picture. then, i don’t think the picture is the same like the real product or we can say thats thats that the baddest side”. ss5 : “the next good aspect is free ongkir. yes, free ongkir~ (pronunced “r” like native)”. 2020. linguistics, english education and art (leea) journal 3 (2):414-425 422 ss8 : “my turn yeah? ok, for me i disagree because there’s no filter for seller from the what’s the name? the owner of the shopee or lazada” . ss6 : “well, thats the nice stuff of olshop, but there are dangerous stuff like free delivery or stuff you know.” ss7: “you also don’t need to pay directly at the moment or no no no (,hand symboling paying cash money) needed ”. from the findings above we can see that all of the compensatory strategies apper at students utterances. ss2 did appeal for teacher help strategy by directly asking the word that he didn’t know in english. he also applied circumlocution since he describe the intended word into longer sentence to illustrate “hacker”. meanwhile, ss4 used repetition and word coinage strategies in which he tried his best to utter his intention. ss5 applied two strategies in his utterance. he applied code switching and foreignizing. first, he is either forgot to translate “ongkir” which is “ongkos kirim” in bahasa indonesia into english or he used to say it like that because it’s an abbreviation word. then, he seemed realize that “ongkir” is bahasa indonesia. but he did not know the english, so he prononce it like an english word. thus, able to overcome his bcommunication gap smoothly. ss8 did literal translation strategy because he literally translate from his l1 which is bahasa indonesia to the target language his deliberated l1 meaning is “giliran saya, ya?”.when it says in english, it should be “is it my turn?”. ss6 tend to use all-purposed item strategy by frequently repeating the word “stuff” which has general meaning to carry out his intention. ss7 did non-linguistic strategy which he did gesture to demostrate what he wanted to say. he used it to enable audience understand the word “cash” through his action. stalling strategies this strategies are employed for time-gaining process. by using fillers or hesitation devices, learners are able to give time for themselves to think about the alternative solution to keep the communication channel flow. it also gives them opportunities to recall their memory of the target language-related knowledge. here are the stalling strategies found in the debate: ss8: “hmm, well, i think that’s a nice idea of the benefit. but doing ol shopping is 50:50 because it also sell negative thing.” ss4 : “in my opinion, ee ... ee... olshop is... bad because .. ee... there are so many sellers sell the ee...fake things”. 2020. linguistics, english education and art (leea) journal 3 (2):414-425 423 this strategy used by learners mostly for giving them time to fill the pauses and think about their next utterances. ss8 used hedges whic is a vague language to calm his nervousness. he used it in the beginning of his speech to arrange his next utterance nicely. meanwhile, ss4 simply applied fillers to prolong his thinking time during the debate. discussion this study is aimed at exploring the communication strategies used by efl learners in task-based english debate. the application of tblt procedures were clearly seen from the beginning of the lesson. teacher gave the materials in a good sequence from the pre-task in which teacher played a video related to debate and asked students about how they usually shop nowadays. it gave a proper scaffolding process to students. in an instance, the class became lively and students felt motivated because they know that the topic for today’s debate was something that challenged them. topic that was close to their real-life experience. yet, it still reachable to students knowledge to talk about. the task cycle phase promote students-centered learning because teacher allowed students to discuss and use any language source that enable them to find much more information. it also enhanced students in natural social interaction between them. they shared ideas, exchanged opinion, and solved their task by themselves. hence, teacher as facilitator monitored their discussion and did not involve much because she wanted to give much opportunities for students to use the langugae as many as they can. teacher attention was more to students who had difficulties to convey ther intention. teacher gave them more priorities to be helped. related to the communication strategies used, it was found that strategies by dornyei presented in the debate activity i.e topic avoidance, message abandonement, circumlocution, word coinage, all-purposed item, literal translation, foreignizing, repetition, non-linguistic mean, code witching, appeal for help, and stalling strategies. appeal for help to teacher such as in “what is “menyadari” in english?” was dominantly used by learners’ to overcome their problem in trust-worthy way. they believed that teacher will always “be there” to help them and teacher will provide the correct answer to their question. this strategies considered top three used by learner during the debate. next, code switching was also the most favourable strategies for the learners. terms like “free ongkir” emerged because learners lack of vocabularies and indolecence to find another way out. thus, in line with the finding in pangaribuan et al. (2020) and lucero & rosa (2017) researches which showed that code switching was dominantly used by the participants. the use of it was influnced by the inter-language skill and the cultural background of the participants. thus, make students feel at ease and comfortable to switch to their l1 during the communication. meanwhile, the top strategies used by learners is 2020. linguistics, english education and art (leea) journal 3 (2):414-425 424 stalling strategies such as using “e..e.”, “mmm”, “errr”, “uh” to overcome their communication problems. this device is used to prolong their time to think, keep the communication channel available, and maintain the discourse at the time when facing the difficulties. conclusion through observation, it can be concluded that most learners applied communication strategies in the debate activities. most strategy used is stalling strategies such as fillers since is considered very easy and quick for learners to use when they encounter problems such as nervous, lack of vocab, and lack of grammar structure. references bialystok, e. 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(2009). multidimensional analysis and the study of world englishes. world englishes, 28(4), 421–450. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1416 99 exploring digital multimodal text in efl classroom: transformed practice in multiliteracies pedagogy yuslimu ilmi 1 universitas negeri surabaya pratiwi retnaningdyah 2 universitas negeri surabaya ahmad munir 3 universitas negeri surabaya yuslimui@gmail.com 1 submit, 17-07-2020 accepted, 22-12-2020 publish, 28-12-2020 abstract this study investigates efl students‟ composition of digital multimodal text. there were forty-four students recruited from tenth grade of a private senior high school in sidoarjo. all of them were divided into seven groups and given authority to choose their own topic for the digital multimodal project; advertisement video. based on the theory of multimodal analysis, this study examines both students‟ processes and products. qualitative case study was chosen as the design of the study and document analysis was chosen as the data collection technique. through qualitative case study, the finding of this research shows that all the students‟ groups used multimodal modes in creating their advertisement videos. additionally, this study revealed that the qualities of the students‟ project depend on two important things: the ability of the group members and the collaboration of the members in doing the project. keywords: multimodal text, multiliteracies pedagogy, transformed practice, efl classroom, senior high school. introduction in the twenty-first century, education is faced with the sophisticated technology and advance communication because people are now living in a global society with the increasingly different local contexts. this new environment changes the concept of text from reading and writing to be multimodal (mills, 2008). consequently, education needs to improve the quality of leaners that have high level of creativity to understand multimodal text. it is because multimodalities are always integrated with the advanced technology where mailto:yuslimui@gmail.com 2020. linguistics, english education and art (leea) journal 4 (1):99-108 100 information comes from many sources in different forms (boling, 2008; cope & kalantzis, 2009). as a part of education, english language teaching must be aware if the global context. the curriculum should be related to many different subjectivities (kellner, 2001). english teachers should be equipped with the appropriate skill, strategies and insight to cope with the different views of literacy and to support their students successfully (boche, 2014). they not only need to include the students with all their diversities in situated contexts, but also need to engage them in multiliteracies (davis, 2008). it has been considered that multiliteracies pedagogy is a meaningful way that can effectively engage students in teaching and learning practice by offering four benefits. first, it strengthens the relationship between teacher and students. second, it increases the inclusivity for multiplicity. third, it develops performances of literacy practices, and last it creates positive classroom community (doucette-vanthuyne, 2016). the concept of multiliteracies pedagogy is suitable with the twenty-first century education. it has four major components which can be implemented in teaching practices. those components are situated practice, overt instruction, critical framing, and transformed practice (new london group, 2000). every component has its important role in teaching and learning practice. they do not stand in linear hierarchy, but each of them can happen repeatedly, randomly, or simultaneously in complex ways (mills, 2006). transformed practice is the climax of multiliteracies pedagogy. in this section, students are expected to apply the knowledge they gained (from situated practice, overt instruction, and critical framing) appropriately and creatively (mills, 2006). applying appropriately involve some activities such as writing, drawing, acting out in the „common way‟ and solving problem. while applying creatively can be implemented through using knowledge innovatively, taking an intellectual risk, applying knowledge in different setting, offering a new problem, translating knowledge into different mix of „modes‟ of meaning (pullen & cole, 2010). the implements for multimodal compositions have been developed together with emerging technologies. in the twenty-first century, students have discovered various ways of using media to communicate, collaborate, and create in the most of digital space (alvermann, 2015). therefore, as one of the component in the process of “applying creatively”, research on multimodalities need to be conducted. much research has been done on multiliteracies pedagogy and a substantial numbers of studies have investigated the multimodal texts. (shin, et.al, 2020) examined the digital multimodal text of writing composition of l2 learners with the development of their metalanguage. such examination have focused on 2020. linguistics, english education and art (leea) journal 4 (1):99-108 101 learners‟ uses on multimodal text, types of multimodal writing task for undergraduate students, and some ways to engages teachers in exploring multimodal text (anstey & bull, 2014; jocius, 2013; lim & polio, 2020) . a study on esl students was done by ganapathy & seetharam (2016) to examine the effectiveness of multimodal approach in esl classroom. shepard-carey (2020) has started research on an emergent bilingual student in demonstrating and responding to reading comprehension text using various semantic texts. while a research among college freshmen students has been worked by jacobs (2012) to examine the multimodal text and academic literacies from an expository video created by students. to address the research gap, the current study examines tenth-grade efl learners‟ composition, both processes and products, of digital multimodal text. in particular, it highlights the use of more than one mode in the digital multimodal text created by the efl learners in form or advertisement video. literature review multliteracies pedagogy the pedagogy of multiliteracies has four major dimensions. those four major dimensions are called as situated practice, overt instruction, critical framing, and transformed practice (new london group, 2000). situated practice means the involvement of meaningful practices that able to relate to students‟ experience and background. through situated practice, teacher needs to construct the students‟ life world experience and putting the meaning-making process in the real world context (new london group, 2000). overt instruction is defined as an active interaction between teacher and students that helps students to understand what they learn (henderson, 2012). critical framing is similar with analyzing the social and cultural meaning of text by assessing particular design of meaning and transformed practice is transferring the previous design to create a new design of text in different context and cultural sites (kalantzis & cope, 1997). picture 1. components of multiliteracies pedagogy 2020. linguistics, english education and art (leea) journal 4 (1):99-108 102 multimodality multiliteracies pedagogy concerned with the use of multimodal layers of learners‟ world in the classroom to engage students with the tools and technology that they are already familiar with. multimodal meaning is the other modes of meaning working together; linguistic, visual, spatial, gestural, and musical (new london group, 2000). it involves the process of integration and moving the emphasis backward and forwards between the several modes. 1. linguistic mode includes written or spoken words. this mode includes the choice of words, the delivery of written or spoken words, the organization of words into sentences and sentences into paragraphs, and the development and coherence if words and ideas. the examples of linguistics mode are: narrative text type, report writing, script writing of a role play or radio talk script (pullen & cole, 2010). 2. visual mode refers to the images and characters that people see. visual includes the screen format, view, still or moving image, sculpture, and pagelayout. visual mode also discuss about the props, vector, size, shape of images, color and white space, borders, costumes, perspectives and maps concept (pullen & cole, 2010). 3. the audio or musical mode focuses on sound including music, sound effect, ambient noises, silence, and tone of voice, volume of sound or accent (pullen & cole, 2010). 4. gestural mode refers to the way movements are interpreted. it focuses on behavior (group/ individual), posture, facial expression, hand gesture, body language, items, artifacts, or kinesics in a role play (pullen & cole, 2010). 5. the spatial mode refers to the arrangement of elements in space. it involves the organization of items and the physical closeness between people and objects. for instance, the different ways in which chair and desks are arranged in classroom, the position of performer in a roleplay, movement, proxemics, layout of collage, layout of powerpoint (pullen & cole, 2010). research method this study is based on qualitative case study. the subjects of the study were recruited from an efl classroom consists of forty-four students‟ at the 10 th grade. all the students were divided into seven groups that each of them produced an advertisement video as the implementation the transformed practice to access multiliteracies pedagogy. the study was conducted in one of private senior high school in sidoarjo. this school was chosen because it is one of private school that has supporting items and facilities for the implementation of multiliteracies pedagogy. the data were collected through observation and document analysis. 2020. linguistics, english education and art (leea) journal 4 (1):99-108 103 the data were analyzed and processed based on these steps: familiarizing and organizing, coding and reducing, then interpreting and representing finding table 1. example of video transcription made by first group scene# (time stamp) linguistic mode (written) linguistic mode (oral) audio mode (sound and music) visual mode (still and moving images) spatial mode (arrangeme nt of elements) gestural mode (gaze or behaviour) 1: in a school park (00.0100.23) voicedubbing a girl is sitting in the school park. a boy comes and insults her. two boys come and do the same thing there is a table surrounded by three chairs made from cements. next to the teable ans seats there is a tree. the male students are pointing and looking at the girl sarcastically female student is sad (00.2400.32) we have a solution on the drinking hilo. this is hilo voicedubbing three girls are standing back to a fountain and having conversati on the fountain is located behind the girls showing a bottle of milk showing a sachet of hilo chocolate banana. (00.3300.41) instrument al music plays throughout ; it has a pleasant tone and seems to be both strings and piano. there is a display of a sachet hilo chocolate banana with a bottle of milk added with decorative glasses lying next to it hilo chocolate banana is leaned in front of a bottle of milk. then a glasses is put next to it. 2020. linguistics, english education and art (leea) journal 4 (1):99-108 104 the first group advertised milk. the video included five modes. those five modes are oral linguistic mode, audio mode, visual mode, spatial mode, and gestural mode. the oral linguistic mode was shown through the statement „we have a solution on the drinking. hilo.. this is hilo’. and the audio mode was in form of voice-dubbing and instrumental music. for the visual mode, the video displayed a girl who was insulted by the boys, and then she was helped by her friends. her friends entertained her and give her suggestion to drink hilo. the spatial mode supported the visual mode. it showed a table surrounded by long chairs all are made from cement. the table and chairs are located near a three. some gestural mode also found when the boys insulted and looked at the girl sarcastically, the girl felt sad after insulted by the boys. but then she felt happy again after drinking hilo. the second group promoted bread in their advertisement video. there were four modes inserted to the video. those are linguistic modes, audio mode, visual mode, and gestural mode. the linguistic mode found was a writing „2000 years later‟ and the dubbing sound saying the same words. for the audio mode, there was a song of jessy jay-price tag played at the end of the display. the visual mode showed a display of smpte colour bar at the beginning of the video, and then it shows some teenagers in the middle of yard eating sari roti bread. there were some gestures found from the visual mode such as: a boy touching stomach as if he feels hungry and two girls showing sari roti bread in front of the camera while saying “sari roti, bread sari roti.” the third group had decided to choose eskulin cologne gel to be advertised. the modes used were linguistic mode, audio mode, visual mode spatial mode and gestural mode. there was a sound of a mobile legend game played while the visual showed two boys playing a game. then voice-dubbing was used to complete the visual of some girl who are having a conversation in a class. a special effect was added. it was the displayed of the conversation when the boy was chatting with the girl via whatsapp. the spatial mode displayed through some chairs and tables inside the classroom. the boys were sitting not far one another. for the other scene, four students were sitting like having a group project. four tables are gathered in in the middle and four chairs were surrounding them. an example of gesture in the video was when a girl smells her body and one of her friend showing an expression of bad smell. at the end of the video there was found oral and written linguistic mode for the slogan of eskulin cologne gel. the fourth group had produced the simplest video. it talked about candy and included linguistic, audio, visual, spatial and gestural modes. the linguistic mode was written as “cold mintz exist”. the visual showed a girl who was studying and feeling hot. the girl fluttered her face to give a gesture mode. it was 2020. linguistics, english education and art (leea) journal 4 (1):99-108 105 supported with the instrumental music as the audio mode. the spatial mode found when the display showed three candies laid on a paper. the fifth group promoted a drink. it was fruit tea. the modes included were only linguistic, visual, and gestural. the visual showed two students were reading books in front of the class. and then, one student came and gave them drinks. one student said “many sensations, suitable for hot today”. that was included as the oral linguistic mode. and all of them showed the bottle of fruit tea to the camera as the gestural mode. the sixth group chose sprite to be advertised. the video involved four modes: linguistic, audio, visual, and gestural. at the beginning, the video displayed a bottle of sprite with a bubble inside it. supported with a linguistic mode “hi guys let‟s think clearly” both written and oral. an audio mode is also inserted in form of instrumental music. for the next scene there was a boy standing in a basketball court. he puts a bottle of sprite in his pocket, he drinks the sprite. the gesture of the boy after drinking the sprite was opening mouth widely as if he felt so fresh. all those activities were accompanied by voicedubbing from the beginning to the end. the video then closed with the linguistic mode “sprite is actually right, no more” both spoken and written. last but not least, the seventh group created an advertisement video of cornetto. it consisted of four modes: linguistic (oral and written), audio, visual, and gestural. visually, there are two girls walking out from class. one of the girls fell down. two boys walked by. one of them laughed at her, but the other one helped her and give her ice cream. the visual was supported with a back sound from chorus part of make you mine song by public. some written linguistic mode was also added such writing “thank you cornetto, i am happy”. at the end of the video, the girl showed a gestural mode that is a happy expression while she is holding cornetto. discussion from the findings described before, it can be concluded that all groups have used multimodal modes in the video. according to the new london group (2000) when two or more meaning modes are working together, it is called multimodal meaning. from the results of the videos made by each group, most of groups involved four to five modes of meaning in the videos. visual mode was mostly existed in all student products. visual mode can be found in screen format, view, moving or still image, page-lay-out and sculpture. it sometimes discuss about color, shape, size, vector, boarders, etc. (pullen & cole, 2010). related to visuals, of course gestural mode was also found in all advertisement videos made by the groups. from facial expressions, gestures and body languages, all get through the visual mode displayed on the screen. kress (2003) and westby (2010) said that gestural mode can be discovered 2020. linguistics, english education and art (leea) journal 4 (1):99-108 106 through; body language, face expression, gait, clothing and fashion, dance, hairstyle, eye movement and gaze, hands and arms movements. in addition, audio mode complemented almost all videos, except the majapahit group. audio mode was found in form of musical instruments, songs, or voice-dubbing. this mode is also called as musical modes which may discuss about dubbing, instruments, or probably a part of popular songs (pullen & cole, 2010). the linguistic mode involved was both in form of written and spoken. this mode was also included in almost the video. this mode includes the choice of words, the delivery of written or spoken words, the organization of words into sentences and sentences into paragraphs, and the development and coherence if words and ideas (pullen & cole, 2010). a little bit different from the other modes, spatial mode was minimally used in the videos. the spatial mode refers to the arrangement of elements in space. this meaning mode involves the organization of items and the physical closeness between people and objects (pullen & cole, 2010). there were two groups that did not include it in the video. the minimal use of modes in the advertisement videos were caused by inadequate quality of group members or lack of good cooperation between members. the different level of students‟ abilities certainly affects the quality of the video. moreover, creating video requires some other skills, such as video editing, inserting sound effects, images or even slipping a chat process between two people. therefore, good collaboration and contribution from all group members are needed. conclusion in conclusion, all products from each group involve multimodal modes (linguistic mode, audio mode, visual mode, spatial mode and gestural mode). although not all modes can be found in each video, but most of the products made have involved at least three modes of meaning (linguistic, visual and gestural), the rest have even used four to five modes at once. the differences in video quality, in terms of multimodality, are influenced by the ability of group members and also their ability to work in groups. these two things are mutually influential because groups that consist of proficient members do not certainly produce good quality products without good coordination and collaboration among the groups‟ member. while groups that have good cooperation and collaboration may make mistakes or deficiencies in providing materials without the support of good skills. 2020. linguistics, english education and art (leea) journal 4 (1):99-108 107 references alvermann, d. 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(2010). multiliteracies: the changing world of communication. top lang disorders, 30(october), 64–71. https://doi.org/10.1097/tld.0b013e3181d0a0ab linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1256 385 developing teaching instructions through the practice of lesson study in teaching passive voice imelda mallipa 1 universitas papua riana murianty 2 universitas papua i.mallipa@unipa.ac.id 1 submit, 18-05-2020 accepted, 17-06-2020 publish, 17-06-2020 abstract conducting a study to find the best practices in teaching a topic through lesson study procedures provided insight about what to do in planning a lesson and how students learn in a set context. the present study offered strategies in teaching passive voice and explanations about how to deal with some problems in teaching this problematic topic. this study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in planning, doing and reflecting. the participants were 40 english education students at universitas papua. the results showed that the possible strategy in teaching passive voice was using text to discuss grammar. before deciding to use a text, teachers should check the knowledge of students in grammar and students‟ prior knowledge of topic in text. in teaching process, drawing students‟ attention to the grammatical contsructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use grammar in context. keywords: teaching instructions, lesson study, passive voice introduction teaching instruction is one of elements that can affect students in their learning process. good instructions can lead students to learn effectively. students who find easy to follow the instrctions can work diligently either in all classroom activities or tasks provided. in other cases, students cannot study well because the teaching instructions do not meet their learning needs. therefore, one of the most important tasks for teachers is planning effective teaching instructions by considering some factors that may affect students in learning process such as subjects, teaching materials, students characteristics, teacher preferences and environment (mallipa & murianty, 2019) mailto:i.mallipa@unipa.ac.id 2020. linguistics, english education and art (leea) journal 3 (2):385-399 386 english grammar is notoriously difficult to learn for efl students especially for those whose first language has different rules. the pattern of english sentence requires the presence of a finite or verb that indicates the tense. the finite or verb must in agreement with the tenses and with the subject of sentence. the students (indonesian students) whose native language does not apply such rule may find it difficulty to apply the rules. consequently, they most likely fail to include the finite in their sentences when they express an idea that no lexical verb is required. in learning passive sentences, students often find difficulty to learn the patterns regarding the „verb‟ element (agustien, 2016). even though students might understand the rules, they sometimes cannot apply those rules in formulating sentences. very often english teachers present the concept of passive voice to students by comparing the concept in terms of lexical action, the subject as an agent or recipient of an action and comparing the patterns of sentences. the students may understand the concepts and patterns and apply them in changing active to passive but they get confused when they come to text (writing or reading) that contains both passive and active voice. before teaching passive sentences in this study, the students were given pre-test to see their prior knowledge. the results showed that some students were able to recognize the passive sentences in sentence level but failed to recognize and to use the passive verbs in reading and writing text. this study intended to cope the problems by planning instructions through lesson study where teachers planed lesson together as a team. it is supposed that following the principles of lesson study can lead teachers to work collaboratively in developing teaching instructions, give teachers opportunity to carefully study materials for teaching, design a lesson focused on a problematic topic and address a broader research theme related to teaching and learning, teach a lesson based on the lesson plan, observe the teaching and learning process and conduct a postlesson discussion (takahashi & mcdougal, 2016). studies have shown that applying the core tasks within lesson study cycle can improve the teaching of a particular topic (lewis et al., 2011a). one of the most contentious issues in english language teaching is grammar teaching. many methods, techniques or strategies have been proposed, used and investigated such as inductive vs. deductive methods, explicit vs implicit teaching of grammatical patterns, form‐focused instruction vs. forms-focused instruction, proactive vs. reactive focus on form, in separate (isolated) activities or within the context of communicative activities (integrated). the results implied that all strategies can be beneficial, depending on the language feature to be learned, as well as characteristics of the learner, the learning conditions and perception (agustien, 2016; bakshiri & mohammadi, 2014; marzban & 2020. linguistics, english education and art (leea) journal 3 (2):385-399 387 mokhberi, 2012; sik, 2015; spada & lightbown, 2008). the present study offered strategies in teaching passive voice and explanations about how to deal with some possible problems in teaching this problematic topic. literatur review teaching instruction instruction in teaching and learning process refers to directions used including how to begin a lesson, present new material, support students in learning process, and check student understanding (rosenshine, 2012). teachers can begin a lesson by reviewing previous materials and present new materials in lecture, demostration, questioning, and working examples. some instructions often used are asking good questions, summmarizing the main poins, supervising while students practicing new steps in a skill to guide students practice and to check student understanding. the effectiveness of teaching instruction could be affected by factors such as the prior knowledge of students (armand, 2001) and the characteristics of teaching materials (cho et al., 2019). the strategies and teaching material will be different for students who have a high level of prior knowledge from students who have low level of prior knowledge. the learning process might be ineffective when the teachers do not consider the factors in planning process. instruction in teaching english grammar refers to models used in presenting the pattern of english sentence to students. there are two common views using in developing grammar instruction: traditional view of english grammar and modern view. in traditional model, instructions are designed to teach students a simple framework for understanding and creating english sentences by using pattern practice drills, diagraming sentences, memorization, test student‟s mastery of grammar rules while in modern model, the instruction is used not only to support students‟ learning at the sentence level, but at text level by teaching grammar in the context such as reading text or writing a specific kinds of text such as stories. the knowledge of grammatical patterns cannot help students in real communication. knowing the rules is only considered as the first step. without using it in communication, it is useless. students will find hard to transfer their understanding from the given example to live text (myhill, 2000). therefore, presenting grammar in its form, meaning and use is suggested. it is suggessted to change grammar instruction by shifting the focus from grammar-for-explaining to grammar-for-use (tajino, 2019) or to use grammar in context. the context of use is always text (bolstad et al., 2010). teachers can use text to discuss the grammar concept. 2020. linguistics, english education and art (leea) journal 3 (2):385-399 388 passive sentences there are two types of voice that are commonly used and learnt, active and passive voice. both types of sentence have subject and predicate. subject could be noun; noun phrase or noun clause and predicate contains verb with or without object. active and passive sentences are different in the grammatical level: the clause and the verb phrase. however, the subject in active is the doer or the executor of the action while the subject in passive is the receiver of the action. the verb (phrase) in active voice could be simple form, simple past, past participle modified by be and have, has and had accompanied by past participle depending on tenses. in passive voice, the verb phrase must consist of be and past participle. usually the passive is used when the writer or speaker does not know who perform an action (azar & hagen, 2009). sometimes, even it is known who performs an action, the speaker prefers to use the passive with agent in order to focus attention on the subject of sentence. in the sentence “paper, the main writing material today, was invented by the chinese”, the focus of attention is on „paper‟. the speaker draws listener „s attention to “paper” as the point or topic of the discussion. passive could be classified into two categories, passive with agent (agentive passive) and passive without agent (non-agentive passive). in the nonagentive passive, the agent does not appear. “their loving mother” that follows by in sentence “they (the children) are protected by their loving mother” is called the “agent”. the sentences can be categorized into agentive passive. the sentence “papyrus was used in egypt, greece, and other mediterranean lands” does not stated any agent. the sentence is called the non-agentive passive”. lesson study lesson study is emerged in japan in the 1990s for professional development of teachers. it is firstly developed in teaching mathematics then it is widely accepted as a method of professional development for teachers in japan, america, south-east asian countries, africa, australia, and china and throughout the world in many subjects (coşkun, 2017; doig & groves, 2011a; sarkar arani et al., 2010). lesson study becomes popular because of japan‟s success in their professional development model. based on the studies by united stated educators, the high scores of japanese in mathematics might be the result of the model of their professional development. lesson study is interesting for teacher to be studied and used because it provides opportunities for them to study the process of learning and teaching through planning, doing, observation and reflection in actual classroom. involving in these processes can help teachers figure out what works and what does not in 2020. linguistics, english education and art (leea) journal 3 (2):385-399 389 real teaching situation as well as encourage teachers to always change their instructional teaching and work collaboratively with other teachers. lesson study is inspired by the ideas of inquiry based approach (johnson, 2009) to maximize classroom teaching (owens et al., 2018) and student learning by doing collaboration among teachers as a joint professional development (hargreaves, 2012) in planning and doing teaching and learning and making reflection. professional developments is needed to improve the quality of teaching in schools (kourieos, 2012) and lesson study provides a model for large-scale, sustainable professional development (doig & groves, 2011b). jointly planning, observing and discussing the lessons called study lesson (research lessons) are the core of the larger process known as lesson study (lewis, 2000). lesson study is started by formulating long-term goals for students learning and development. to bring the long-term goals to life, teachers design and develop a research lesson (lesson plan), implement it in classroom while carefully observe students learning, engagement, and behavior during the lesson then discuss and revise the lesson based on these observations. the idea of lesson study is simple, but developing effective lesson study can be a complex process (lewis, 2000; takahashi & yoshida, 2004). teachers must experience it by participating in all steps of lesson study in order to have a common understanding of how the lesson should be restricted to help students learn subject or topic well. the focus of lesson study is on students learning and understanding. how students are learning is crucial in planning teaching. thus, the ability to understand student learning can give teachers an idea to develop their teaching concepts and practices. teachers should know their students learning needs and plan lesson based on the needs (lewis et al., 2011). research method this study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in each step: planning (lesson plan, notes taken by moderator), doing/observing (observation notes, students‟ worksheets) and reflecting/discussing the lesson (notes taken by moderator), and posttest. there were five members of lesson study team initiated by a lecturer that has taught grammar for five years in english education department at a university in papua and had experience in doing lesson study. the five members were the fourth-year students in english education department. the students were in preparation to write their undergraduate thesis and had experience in teaching english during conducting their teaching practice in schools. 2020. linguistics, english education and art (leea) journal 3 (2):385-399 390 step 1. planning all members of lesson study group discussed the topic to be taught and planned a lesson. the discussion was started by the presentation of problems in learning english grammar for students in the second semester. the teacher or lecturer explained that students found difficulties in learning grammar when the teacher focused on forms in teaching process. the problem occurred was that the students failed to apply the structure or patterns of english sentences in real communication and tended to simply translate word by word when they were reading, speaking, listening and writing. in previous semesters, the leacturers taught active and passive sentences to the students by presenting the patterns of sentences and using them in sentences level. the results were not satisfied the lecturers. therefore, the method of teaching should be changed. by considering the problems, the theories of effectively learning english and the principles of teaching english mandated by the curriculum of indonesia, we formulated lesson goal (objective of learning) and developed lesson plan. we had three meetings to discuss the lesson plan. in the first meeting, we discussed the goals, materials, and methods. in the second meeting, we discussed steps and activities in teaching and learning process. in the third meeting, reading text, exercises, and items in test were validated. step 2. doing/observing the lesson plans were implemented in classroom. the initiator of lesson study also as the supervisor was playing a role as a teacher while the other five members (observers) were observing students‟ engagement and behavior during the lesson. there were two meetings with two classes for implementing the lesson plans. while the students were learning, the observers documented or recorded student learning process. two observers stood in the right side, two others stood in the left and the teacher roamed around the class to monitor students and control students in their learning activities. observers wrote what students did during learning process and the teacher helped students to understand materials. step 3. reflection/discussion after conducting teaching, the team discussed the teaching and learning process to find out how students were learning through the research lesson. in the discussion, all team members reported their observation during learning process, gave some comments on the way students learning and teacher teaching, and discussed whether the scenario of learning should be changed. the reflection was conducted after each meeting. 2020. linguistics, english education and art (leea) journal 3 (2):385-399 391 at the end of the process, the data from all the process were analyzed and summarized. the interview sessions were also conducted when there were some problems from data to be clarified. findings finding of planning a lesson in planning step, observers (student teachers) confirmed that one of the most difficult topics in teaching english grammar was passive voice; understanding the concept of passive voice itself is a problem let alone applying the concept into comprehending/when reading a text and creating their own text. students have learnt the structure of passive voice but when they were given pretest to see whether they still remembered the rules or patterns. the result of the pretest showed that only few of students could identify the passive verbs of sentences in given reading text and almost all of them failed to give correct response to the provided questions related to the information in text. learning the concept of passive voice should help learners in real life, therefore, the students should learn the concept through reading text. furthermore, we discussed the relevant text to be used and designed learning stages to be followed. we decided that the text used should contain passive sentences, simple sentences (not complex sentences), familiar words and interesting information to students. the sentences should use simple present tense. the stages in learning could follow the text-based instruction. the first stage was building the context through asking and answering questions about basic information in text. the next stage was discussing the generic schematic structure and linguistic features of text. the last stage was joint construction of text. in the process of our discussion, we made some changes in the stages. in the first stage as the beginning of lesson, we tried to attract students‟ attention by using picture that described the information in text. above the pictures, we gave two sentences taken from the text to be read loudly and to be discussed. the students learnt patterns of sentences by drawing their attention to the using of passive verbs and teachers checked students‟ understanding by asking questions related to the information in two sentences. in the second stage, students were divided into small groups to read the given text, answer the questions that asked information in text and learnt the structure of all passive sentences in text by underlining passive verb of each sentence. in the last stage, students practiced to use passive verbs through chain writing activities. finding of the first lesson study during learning process following the steps in lesson plan, students were enthusiastically engaged in learning activities. they actively gave response when 2020. linguistics, english education and art (leea) journal 3 (2):385-399 392 teacher asked questions required answer in passive sentences while showing picture, tried to answer question, read the given text “run and play”, asked some questions about the information in text, discussed with their friends in group, asked some questions regarding the kind of verbs in the text and participated in chain writing activities. most students learned to understand the using of passive by reading passive sentence in text describing the activities of lisa as mother, ben and amy as lisa‟s children. students also write down all passive sentences and the passive verbs that they got from the text and had an engaging discussion in completing the chain writing task. however, there were two of them who could not focus at beginning of lessons. the reasons were different from one to another. there was a personal factor such as feeling sleepy and getting a phone call. in group activities, there were 6 students who did not participate actively. dealing with the students who got problems in learning process, the teacher came to their group and tried to give additional explanation about how to recognize passive sentences and gave some more easy exercises where they practiced using the pattern of passive sentences. the teacher also suggested them to learn from their friends in groups. the teaching instructions applied based on lesson plan were successfully attracted students during the learning process. in „reflection‟ step, all observers reported that most students took part in all learning activities. only few students seemed uninterested in group activities and in chain writing activities. six (6) out of 40 students were passive in small group discussion. they thought that the topic or material was difficult. few students who were passive in small group discussion felt that the given text was difficult for them even most of students did not find any difficulty in understanding the text. therefore, in our discussion in “reflection” step, we decided to choose the more difficult level of text for the second lesson than the first but changed the instruction and activities at beginning of lesson to make some students who were passive in learning process to be engaged in all following learning activities. instruction at beginning of lesson 1 teacher : look at this picture and read the sentences (containing passive verbs). teacher : answer these questions (use passive sentence pattern). the observers suggested to change the instructions in the lesson 1. the activities in this stage should provide background knowledge of information in text and discussed difficult word related to the topic. teachers needed to ask students some questions, discuss the answer, activate background knowledge by 2020. linguistics, english education and art (leea) journal 3 (2):385-399 393 asking questions and providing basic information about topic and develop students‟ curiosity about the topic in order to prepare all students to participate actively in the next stage activities. instruction in the second stage teacher : work in group to understand the reading text, underline passive verbs and discuss how to answer the questions using passive sentences in the second stage, students were grouped into 4 or 5 students. in this stage, students were practiced using passive verbs in text through answered questions and underlined passive verb in every sentence. there was no need to change the instruction in this stage when the reasons of the six students who did not show an act of learning could be anticipated in the first stage. instruction in the third stage teacher : write a text (group writing of text/chain writing activities) students were given challenge to write a text containing passive verbs in all its sentences. the topic was decided by discussing with all members in group. the teacher did not specify the topic to give a freedom for students to express their idea. it was expected that by deciding their own topic, all members of group could have idea to be written down. when they had been ready, a piece of paper was given to each group. a group leader wrote the first sentence, he/she folded the paper to hide the answer /so that his/her answer could not be seen, then he/she passed it to the next member on his/her right. the members were asked not to read the previous member had been written to make the result was amusing. after all groups had completed the task, they were told to open the folded paper and gave opportunity to read their text. all students were seemingly interested in chain writing activities but there were still some students who did not use “to be” (missing finite). some others used passive verbs but got confused in using the form of „to be‟ and did not use past participle. there were also who did not place the correct „noun‟ as subject of their sentences. it seemed that students still needed time to practice using passive pattern in text. thus, we planned lesson study 2. based on the findings in lesson study 1, we made some changes in lesson study 2. we changed the activities in the first stage (at the beginning of instruction) and we also changed the materials. the materials of lesson study focused on the using of narrative text (story) written in present time using the structure of passive voice. the finding showed that the students had gotten the knowledge of rules in construction sentences in present passive voice through text-based instructions. in lesson study 2, we decided to use text contained past 2020. linguistics, english education and art (leea) journal 3 (2):385-399 394 passive voice. the structure still used simple sentences but the text would be informational report. finding of the second lesson study the instructions at beginning of lesson 2 seemed effective to engage most students in learning activities as it was expected. some questions were given to check what students had known about the topic and to develop their curiosity. the instructions used both english and indonesian languages. the instructions led students to think about the topic and new words in text. the students actively expressed their opinion about the invention that was important. they had different perceptions about the most important invention of all time. when teacher gave a list of difficult words that they were going to find in text, they showed their interest in finding and understanding the meaning of words through discussion. in the second stage of lesson 2, all students who participated actively in the first stage did not find any difficulty in understanding the given text. they had interesting discussion in their group. only students who came late and those who did not come in previous meeting got confused during learning process. based on the note from observers, those students were busy in checking their social media. they were passive in group discussion and did not answer the question. in chain writing activities, they did not use passive verbs in their sentences. the observers in „reflection‟ step gave suggestion to exclude the students who were late from the class; they did not understand the material and only disturbed their friends. not to mention, the students did not understand the material. during the group discussion, two of them asked their friends to explain, another looked confused and were silent, and the other played game, took a picture of the material and took pictures of herself while their friends were discussing. the teacher should give attention to the students who did something else while they had to involve in learning activities. in the third stage, all students participate actively in writing sentences to complete their text. the students were successfully use correct passive verbs in sentences and place the right agent as subject of their sentences. in interview session, some students stated that they enjoyed the activities in this step. some other students stated that they could not choose their own topic because they should have had agreement with their friends in group. they did not find any challenge when working on this task. discussion understanding the concepts of passive voice and using the concepts in understanding text and writing a text is the learning objectives in this lesson study. teaching instructions were designed to engage all students with different levels of 2020. linguistics, english education and art (leea) journal 3 (2):385-399 395 knowledge in learning activities by considering some factors. in planning, we predicted how students would learn the concept of english passive voice using the concept of second language acquisition (l2 acquisition). it is stated that l2 acquisition involves different kinds of learning such as item learning and system learning. students internalize chunks of language structure; on the other hand, they acquire rules. students must engage in both item learning and system learning (ellis, 2010). we thought students would understand the rules of english passive voice through reading a text that its sentences used the structure of passive voice. understanding the given text through small group discussion would help students acquire the language structure. through learning activities that we provided, we expected students to learn that passive sentences must have the finite „to be‟ and the verb must be in past participle. students might figure out that the finite „to be‟ could be changed based on tense and subject of sentence then used the concept in writing a text (chain writing activities). the result from the observations during learning process revealed that teaching instructions and materials that were carefully planned could increase student participation in learning activities. in planning instruction, student teachers had anticipated students response and students‟ difficulties in learning specific part of topic by asking and answering some questions such as how students would automatically acquire the rules of passive voice through reading a text and giving response to provided questions, how students would conceptualize the function of subject in passive sentences or whether the students could figure out the using of finite and past participle verb in passive sentences, and how to deal with slow learners and fast learners. the students who were categorized slow learners in this study were those who were passive in learning process, did not give response to questions, did not participate actively in small group discussion, and still failed in applying the concept of passive voice in their writing. factors that hinder students in acquiring and applying knowledge of passive voice structure were identified. lack of vocabulary, grammar knowledge, language awareness, and background knowledge of topics might impede the acquisition of language structure. the instructions should be designed by considering those factors without disregarding the fast learners. in planning, teachers chose relevant texts. the text should be interesting to learners and have significance for fulfillment the objectives of learning the topic. the text was predicted to be able to stimulate discussion in which the teacher and students made sense with texts. the provided instructions should allow teacher to enact lesson plan in order to lead students reacted to texts for purposes of understanding passive voice rules and applied the rules in writing process. in 2020. linguistics, english education and art (leea) journal 3 (2):385-399 396 “doing step”, teachers drew students‟ attention to the form or structure of every sentence in text through underlining passive verbs and circling nouns as subject and showed students how grammar and vocabulary function together in texts and how to use passive structures in familiar ways to them by using the context of text. we used text to discuss the grammar concept as suggested by bolstad et al., 2010. instructions at beginning of lesson (stage 1) in lesson study 1 were changed in planning lesson study 2. in lesson study 1, the instructions were provided to attract student‟s attention to the form of passive verbs. the text (story) used was quite easy. it contained picture, familiar words and simple sentences (present tense). on the other hand, the instructions at beginning of lesson study 2 were designed to understand the patterns of passive voice (past tense) through reading more difficult text. providing background knowledge of information in text through asking and answering questions and discussing difficult words related to the topic were should be done. instructions should lead students to have curiosity about the topic in order to prepare all students to participate actively in the next stage of instructions. in this case, we considered the difficulty of text based on students‟ background knowledge in order to develop effective instructions (armand, 2001; cho et al., 2019). in the second stage, small group discussion was used to engage all students in learning the concepts. in this activity, students were given opportunity to discover the rules through reading text and to apply the rules in their conversations. we provided questions that asked information in text and contained passive rules, and required students to answer using the pattern of passive voice. all students seemed to have interesting discussion in their group. most of them took opportunities to speak in front of their friends and got feedback. previous study showed that students who actively participate in learning small group discussion can increase their learning achievement (kalaian & kasim, 2014). small group discussion was effective only for students who found the activities we offered were engaging. students who thought that reading the provided text was not interesting activity because the text was difficult to understand were passively watching their friends discussing. in interview session, they stated that they got difficulty in understanding the text. through deep discussion with them, it was concluded that the main problems were the level of their language knowledge, english language structure and vocabulary. they lack knowledge of the classification of english words such as noun or noun phrase as subject and form of verbs in past participle. in sentence levels, they found difficulty in distinguishing passive and active sentences. they got confused when we asked them to classify the sentences into active and passive ones. when we asked them to identify the verb in sentences, they failed. 2020. linguistics, english education and art (leea) journal 3 (2):385-399 397 utilizing the concept of passive voice through chain writing activities could encourage almost all of students actively participate in learning process but without proper and thorough guidelines, not all students could be facilitated in their learning process to achieve their personal goals. the students who were in high level was not successful showing their ability. yet, students in low level had opportunity to learn through practice. the teachers might consider to regroup students in this step. conclusion although there is no a permanent set of instructions to be used to engage all students in a learning process that we set for them, there should be attempts to regularly develop and facilitate consistent plans in anticipation and in response to how a topic should be learnt and how students might learn the topic. teachers should make plans and predictions by reading theories, concepts, and practices underlining how a topic is learnt and what factors contribute to students‟ success in learning the topic, study what works and does not work in their classroom, put into practices a set of principles of teaching and learning to be assessed, continually observe how their students response to the principles, and study and discuss students‟ behavior with others. some students may not response to our instructions as we plan for them not because they do not have willingness to involve in learning process. there are always reasons behind their behavior. teachers must do investigation to figure out the reasons and plan the lesson based on the results. following the steps and applying the concepts of lesson study can help teachers to do their tasks. in teaching passive voice, one possible strategy to teach is using text to discuss the concepts of passive voice. before deciding to use a text, teachers should check the knowledge of students in grammar and students‟ prior knowledge of topic in text. in teaching process, drawing students‟ attention to the grammatical contsructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use the grammar in context. references agustien, h., i., r. (2016). teaching english grammar in asian contexts. in w. a. renandya & h. p. widodo (eds.), english language teaching today, 5(2),209–226 https://doi.org/10.1007/978-3-319-38834-2_15 armand, f. (2001). learning from expository texts: effects of the interaction of prior knowledge and text structure on responses to different question types. european journal of psychology of education, 16(1), 67–86. arani, m.,r., keisuka, f.,& lassegard, j.,p. (2010). "lesson study" as professional culture in japanese schools: an historical perspective on 2020. linguistics, english education and art (leea) journal 3 (2):385-399 398 elementry classroom practices. nichibunken japan review 22(1), 171200). http://doi.org/10.15055/00000208 azar, b., s., & hagen, s., a. (2009). understanding and using english grammar (4th ed). white plains: pearson education. bakshiri, n., & mohammadi, m. (2014). proactive/reactive focus on form and immediate/delayed writing production. procedia social and behavioral sciences, 98, 334–342. https://doi.org/10.1016/j.sbspro.2014.03.424 bolstad, f., kanamaru, t., & tajino, a. (2010). laying the groundwork for ongoing learning: a scaffolded approach to language education in japanese elementary schools and beyond. proceedings of interspeech 2010 satellite workshop on “second language studies: acquisition, learning, education and technology,” 1–4. cho, j.-r., mcbride, c., & kim, b. (2019). effective teaching instructions for hangul learning among korean kindergartners. reading and writing. https://doi.org/10.1007/s11145-019-09985-0 coşkun, a. (2017). the application of lesson study in teaching english as a foreign language. i̇nönü üniversitesi eğitim fakültesi dergisi, 3(2),151– 151. https://doi.org/10.17679/inuefd.297845 doig, b., & groves, s. (2011a). japanese lesson study: teacher professional development through communities of inquiry. eric.ed.gov, 13(1), 77–93. doig, b., & groves, s. (2011b). japanese lesson study: teacher professional development through communities of inquiry. mathematics teacher education and development, 13(1), 77–93. ellis, r. (2010). second language acquisition (16. [print.]). oxford univ. press. hargreaves, d., h. (2012). a self improving school system: towards maturity. cambridge: ncsl. johnson, k., e. (2009). second language teacher education: a sociocultural perspective. new york: routledge. kalaian, s., a., & kasim, r., m. (2014). a meta-analytic review of studies of the effectiveness of small-group learning methods on statistics achievement. journal of statistics education, 22(1), 20-30. https://doi.org/10.1080/10691898.2014.11889691 kourieos, s. (2012). the impact of mentoring on language teacher development during the practicum. elted, 15(3), 57–64. lewis, c. (2000). lesson study: the core of japanese professional development. japan: national science foundation. lewis, c., friedkin, s., baker, e., & perry, r. (2011a). learning from the key tasks of lesson study. in o. zaslavsky & p. sullivan (eds.), constructing knowledge for teaching secondary mathematics, 13(2), 161–176. https://doi.org/10.1007/978-0-387-09812-8_10 lewis, c., friedkin, s., baker, e., & perry, r. (2011b). learning from the key tasks of lesson study. in o. zaslavsky & p. sullivan (eds.), constructing knowledge for teaching secondary mathematics, 14(2), 161–176. https://doi.org/10.1007/978-0-387-09812-8_10 2020. linguistics, english education and art (leea) journal 3 (2):385-399 399 mallipa, i., & murianty, r. (2019). english teachers‟ decision in utilizing textbook in their classroom. linguistic, english education and art (leea) journal, 2(2), 116–131. https://doi.org/10.31539/leea.v2i2.588 marzban, a., & mokhberi, m. (2012). the effect of focus on form instruction on intermediate efl learners‟ grammar learning in task-based language teaching. procedia social and behavioral sciences, 46, 5340–5344. https://doi.org/10.1016/j.sbspro.2012.06.435 myhill, d. (2000). misconceptions and difficulties in the acquisition of metalinguistic knowledge. language and education, 14(3), 151–163. https://doi.org/10.1080/09500780008666787 owens, m., t., trujillo, g., seidel, s., b., harrison, c., d., farrar, k., m., benton, h., p., blair, j., r., boyer, k., e., breckler, j., l., burrus, l., w., byrd, d., t., caporale, n., carpenter, e., j., chan, y.-h., m., chen, j., c., chen, l., chen, l., h., chu, d., s., cochlan, w., p.,tanner, k., d. (2018). collectively improving our teaching: attempting biology department– wide professional development in scientific teaching. cbe—life sciences education, 17(1), 30-45 https://doi.org/10.1187/cbe.17-06-0106 rosenshine, b. 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(2004). ideas for establishing lesson-study communities. in teaching children mathematics, 436–443. nctm. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1391 25 address form analysis in the movie "mortdecai" hery sudira silaban 1 universitas putera batam (upb), batam, indonesia afriana 2 universitas putera batam (upb), batam, indonesia pb161210058@upbatam.ac.id 1 submit, 08-07-2020 accepted, 20-07-2020 publish, 21-07-2020 abstract the aims of this research were to find out the types and the function of address form in the mortdecai movie. it was a descriptive qualitative research. to collect the data, documentation and observation method are used.the source of data was the mortdecai movie in 2015 with the action/comedy genre, the data were the dialogue in the mortdecai movie. to analyze the data, a sociolinguistics approach was used with the theory of gumperz, for the address form robinson theory was used. researchers were also using wardhaugh's theory for the types of address form and chaika's theory for the function of address form. the result of the research, six types of address form were found and three functions of address form were found in the mortdecai movie. for the types of address form those were, first name (fn), title plus last name (tln), title alone (t), last name (ln), pet name (pn) and kinship term (kt), and for the function were to show intimacy, power difference, and respect. each use of the address form was different depending on a context, relationship, or position that a person had, while the function of the address form defined the intention of the person to addressed someone. keywords: sociolinguistics, address form, mortdecai introduction language is an important part of everyday human life. language is a media to express the thought of people to another people, which to say is a way to communicate people to each other. language is used to deliver the message or wishes that the speaker needs to the hearer. in language delivery problems can occur, where the delivery of messages can cause confusion or ambiguity to the recipient of the message. to achieve the same understandings between people, the communication must be understandable between each side the speaker and the mailto:pb161210058@upbatam.ac.id1 2020. linguistics, english education and art (leea) journal 4 (1):25-33 26 hearer. the field that related to this problem is linguistics, which the study of language. linguistics known by people as the study of language. in linguistics there are many forms of language study, one of it is a study which learn the language around the society. the term study of language around the society called sociolinguistics. sociolinguistic is the field of linguistics that study language in the society. there are many of definition and wide explanation about sociolinguistics. according to gumperz as cited in wardaugh (2006) sociolinguistics is an attempt to find correlations between social structure and linguistic structure and to observe any changes that occur. it can be said, sociolinguistics is the study that learn the relation of the language to the society, because language does not always stay the same, especially in the society. the changes what happen in society can cause problem where sometimes it is not understandable or confusing. in this sense where sociolinguistics involved is to analyze the language and study the language problem in society. in sociolinguistics study, there is a term called address form. in general, address form is status or function of identifying tags that identify a person. robinson as cited in wardaugh, (2006) stated the societies in which a person‟s status derives from his or her achievements, few distinctions in address are made. it means, that address form is often to be considers as a clear indicator for differential status in society. address form or also known as address term (the term of address) is any word, phrase, name, or title that is used to address or call someone. the use of the address form is usually done to find out someone's position through a call, such as age, occupation, status, etc. in learning the address form there are some problems can occur because of the lack of understanding that can cause misunderstanding and ambiguity to other people. this study focused on two different problems, the first problem is the types of address form, the second problem is the function of address form. according to wardaugh (2006) address form consist of six different types, such as, first name (fn), title plus last name (tln), title alone (t), last name (ln), pet name (pn), and kinship term (kt). then chaika (1982) stated there are three functions of address form such as, to show intimacy, power difference, and respect. these two problems are going to be analyzed in the movie "mortdecai". for study comparison, researcher has found some research regarding about address form. etaywe (2017) the results showed a significant impact of the relative academic background and length of marriage on the husband's work of address form. address form reflects stereotypical and careful communication which shows that address form in rural settings is not randomly chosen, but 2020. linguistics, english education and art (leea) journal 4 (1):25-33 27 rather for practical value in managing partner relationships. full of functions governed by situations, address form introduces a system of different cultural ways to intelligently maintain politeness, strength, solidarity, status and relationship of intimacy, consistent with the socio-cultural context. rendle-short (2009) the results show that there seems to be a shift in terms of how mate, as an address term, is used and understood. whereas mate has traditionally been understood as a male solidarity term used „by males and for males‟, this preliminary survey shows that more young women, aged between 18 and 29 years, are reporting their use of the address term mate compared to women aged over 50 years. the preliminary study seems to suggest that instead of mate being characterized as a neutral term used by men to show equality and egalitarianism, young women now see mate as a friendly and fun term that, along with many other address forms, is available to show intimacy. rifai & prasetyaningrum (2016) the result of the research shows that there are five kinds namely, addressing using name (fist name, full name, and last name), addressing using intimacy, addressing using kinship, addressing using respect, and addressing using mockery. then found seven reasons of addressing terms in tangled movie manuscript namely showing solidarity, intimacy, mockery, power, respectful, and anger. salihu (2014) in conclusion, the address terms provided in this paper makes it clear that hausa address terms are gender sensitive, relatively formal, culturally, socially, and politically loaded. mardiha (2012) the results of the research indicate that both men and women use address forms of formality (šoma) frequently in addressing the older people from both genders that shows age is more significant than gender in determining the pronouns in address system of persian. afzali (2011) the result of the research suggests that apparently the relationship between spouses in iran is moving towards solidarity; however, the power relationship has found new forms of manifestations. kuang, et.al (2012) the result of the study is that malaysians of the three ethnic groups tend to use malay address forms particularly when addressing malay civil servants serving in these government agencies. meylina (2014) the result of this paper has been discovered that the forms of address commonly used by the bengkuluness are titles and title + first name only, meanwhile title + last name and teknonymy are rarely to use. the titles vary from those derived from kinship terms, chieftaincy, age and social as well as distance of the people. address forms such as last name is rarely used. first names are often used when addressing a person who is junior or to show intimacy among them. one other finding of this study is that the address term teknonymy appears to be a infrequently feature of address in malay bengkulu. 2020. linguistics, english education and art (leea) journal 4 (1):25-33 28 helmi (2018) the results of the research showed that based on its forms acehnese address have morphological features such as single words and compound words. based on its type, it consists of kinship terms, non-kinship terms, religious terms, occupational terms, personal pronouns, and proper names. factors that influence the use of addresses are kinship, sex, age, nobility, marital status, religious factors and social status. rahmadani & wahyuni (2018) the result of this research showed there found only four types of address term used by ipmk-sb, which are special nickname, kinship terms, pet name and title only. then five functions of address terms, which are, attract people attention, show intimacy, show politeness, show power differential, and reflect identity. thus for this current research, the researchers are able to differentiate this research to other previous researches. the researchers compared this research to others previous researches that this research focuses in finding the types of address form and the function of address form in the movie of mortdecai. although this current research has the same purpose to the tenth research, the sources of data are different to each other. this research focuses on analyzing the conversation in the movie mortdecai 2015. it can be said that this current research is different from other previous research since this research objectives of this research are to find the types of address form and the function of address form in the movie of mortdecai. literature review sociolinguistics sociolinguistics is the study of language that related in social life. according to gumperz as cited in wardaugh (2006) sociolinguistics is an attempt to find correlations between social structure and linguistic structure and to observe any changes that occurred. another definition comes from wijana and rohmadi as cited in helmi (2018), they stated that sociolinguistics view a language is the relation between user and the language in society. from descriptions before, it can be concluded that sociolinguistics is language learning which deals with analyzing the language within the social sphere. address form in sociolinguistics study, there is a term namely address form. in general meaning, address form is how people address someone with first names, nicknames, etc. interesting hypothesis comes from robinson as cited in wardaugh (2006, p.274), he defined address form as the distinctions that is made to determine the way people addresses someone else, especially those people who have some achievements in society. in rahmadani & wahyuni (2018) wardaugh 2020. linguistics, english education and art (leea) journal 4 (1):25-33 29 also stated that the use of address terms are influenced by social status, gender, age family relationship, occupational hierarchy, race, and degree intimacy. it can be said that the address form is a way to distinguish the position of people through greetings. as cited in rifai & prasetyaningrum (2016), chaika stated that addressing term is often part of greeting. in this study, the researcher aims on analyzing the problem of types and function of address form. in studying the address form there are a few things that must be known, therefore in the application of the address form within the social sphere no error occurs. the first thing is the type of address form. address form consist of types that the use is difference to each other which depends on the people. according to wardaugh (2006, p.268), address form consist of six different types, such as, first name (fn), title plus last name (tln), title alone (t), last name (ln), pet name (pn), kinship term (kt). each type used with differently depends on the people, for instance, the age, achievements, positions, relationship, etc. the second thing that must be known is the function of the address form. in using address form there are the functions why it addresses to other people. according to chaika (1982, p.46) there are three functions of address form such as, to show intimacy, power difference, and respect. these functions used to explain the reason of why the people being addresses, depending on age, position, or relationship. research method in conducting this research, the researchers used the descriptive qualitative research; it is because the researchers intend to describe what the objectives of this research are. the objectives of this study are to analyze the type of address form and the function of address form in the movie "mortdecai". the data source for this study is the "mortdecai" and the data are the dialogue taken from the movie "mortdecai". for collecting the data, the researchers used documentation and observation as the method of collecting the data in this research. the following are the steps; watch the movie, noting the address form found in the movie "mortdecai", listing and dividing the address form found in the movie regarding to the objectives of the research, and analyzing the data that have been found in the movie "mortdecai". findings based on the result from the data collection, the researchers found there are twelve data that contains the address form from the movie mortdecai. the following are the findings of address form used in the movie motrtdecai. 2020. linguistics, english education and art (leea) journal 4 (1):25-33 30 table 1. the types of address form in the movie mortdecai after getting the data results for the types of address form, the researchers also found the data for the function of the address form. the following are the result findings of the function of address form in the movie mortdecai. table 2. the function of address form in the movie mortdecai in this study the data found for the function of the address form there are 12 data; this is because the type and function of the address form are interrelated. in this study, the type of address form and the function of the address form share the same data, because the researchers want to also examine the correlation between the type of address form found and what the function as address form is expressed to people. 2020. linguistics, english education and art (leea) journal 4 (1):25-33 31 discussion the address form as based on the findings, researchers refers the types of address form to wardaugh's theory as cited in rahmadani & wahyuni (2018), as he mentioned that the use of address terms are influenced by social status, gender, age family relationship, occupational hierarchy, race, and degree intimacy. also the researchers want to link the correlation between the type of address form used and the function of the address form, where the researchers also explain what functions the address form type is being expressed, as the function consist of to show intimacy, to show power difference, and to show respect, according to chaika (1982). as seen from the findings, tln were used more instead of other types of address forms. in the movie mortdecai, based on the story of this film takes place in the united kingdom, where the use of the title is very often because the story nuanced royal. for example, the main character of this story is charlie mortdecai, he is a royal descendant of mortdecai. if he was called by the address form 'lord', it was because of the background that he had, such as lord mortdecai. as cited in etaywe (2017), parkinson stated that address forms are important conveyors of social information and wealth of information. because of the use of the tln it is also can be function as to show power difference to other people. for instance, in the movie where charlie introduce himself with lord mortdecai, he requested some things to the hotel clerk to be granted. with the use of tln, he wants to show how high his position and power is. it can be said that the use of address forms refers to showing the function of the address form itself. as mentioned by salami as cited in meylina (2014), all studies on address forms indicate that they are really a part of complete semantic systems having to do with social relationships. though address form is able to show power difference it is also showing the intimacy. for instance is the relationship between charlie and his wife johanna. when johanna addressed charlie to her friend alastair, johanna used the kt 'husband'. it is meant to show her intimacy toward charlie as she refers as her husband, as mentioned by keshavarz as cited in mardiha (2012) defined the address form as “the linguistic forms that are used in addressing others to attract their attention or to refer to them in the course of a conversation”. not only that, in the situation where only charlie and johanna were talking to each other, charlie often addressed johanna with the pn such as 'darling' or even 'duck'. it is meant by him to show his intimacy toward johanna as his wife to maintain their relationship together, as mentioned by artika as cited in rifai & prasetyaningrum (2016) the aim of addressing is to maintain social relationship between addresser and addressee in society. stated by oyetade as cited in etaywe (2017), the address forms are words or expressions used in interactive, dyadic and face-to-face situations to 2020. linguistics, english education and art (leea) journal 4 (1):25-33 32 designate the person being talked to. in this term, it can be said that before calling someone, it must be known who that person was before addressing. as what happening in the movie where johanna visited the duke of asherboroughdon's mansion to meet him, johanna addressed him with the title 'your grace'. it is meant by johanna to the duke to show her respect to him, because of the duke had served in the war before. as it mentioned before by robinson as cited in wardaugh (2006), he defined address form as the distinctions that is made to determine the way people addresses someone else, especially those people who have some achievements in society. it can be concludes about the address forms, that the used of address form reflect the function of address form which reveal the background of the people that being addressed, especially in this movie where the royal nuanced story is happening. as stated by yang as cited in etaywe (2017), address form may also reflect social information about identity, gender, age, status and complex relationships in a speech community. it can be said that the address form, is only word that to use or call people in conversation as mentioned by chaer as cited in helmi (2018), who stated that the addressing is the words used to greet or call the person who is invited to take conversation, can reveal much about the people background that being addressed. thus, the researchers can say that the usage of the type of address form and the function of address form are related to each other, because although has different types, the address form that is mentioned shows the function of the address form that is addressed to the person that designated. conclusion there are six types of address form found in the movie and three functions of address form. the used of types of address form is different depends on the context of the person such as the social status, gender, age, etc. also, the function of the address form can define what the person intention to addressed someone, whether they wanted to show intimacy, power, or respect. the usage of address form can reveal the background, position, or even the relationship, is that person having. as from the data that have been analyzed, researchers are able say that each type is connected to the function of the address form because as it mentioned before the function of the address form can define what the person intention to addressed someone, whether they wanted to show intimacy, power, or respect from the types address form that is uttered to someone that being addressed . thus, researchers can conclude that each use of the address form is different depending on a context, relationship, or position that a person has. the researches also know that the function of the address form define the intention of the person to addressed someone. 2020. linguistics, english education and art (leea) journal 4 (1):25-33 33 references afzali, k. (2011). the address forms of spouses in different social strata in iran and its sociolinguistic. international journal of linguistics, 3(1), 50-60 https://doi.org/10.5296/ijl.v3i1.721 chaika, e. (1982). language the social mirror. massachusets: newbury house publisher,inc. etaywe, a., s., m. (2017). a sociolinguistic study of husband-to-wife address forms and functions in rural jordanian community. macrolinguistics, 5(7), 84–117. https://doi.org/10.26478/ja2017.5.7.5 helmi, r. (2018). the terms of address in acehnese language. (november). kuang, c., h., jawakhir, m., j., & saroja, d. (2012). a typology of address forms used in malaysian government agencies. international journal of english and education, 1(1), 61–78. mardiha, m. (2012). the role of age and gender in the choice of address forms: a sociolinguistic study. international journal of applied linguistics and english literature, 1(4), 173–182. https://doi.org/10.7575/ijalel.v.1n.4p.173 meylina. (2014). a sociolinguistics feature of address forms in malay bengkulu. literary criticism journal, 1(2), 1–9. rahmadani, & wahyuni, d. (2018). ipmk-sb “ kampar students studying in padang .” 7(1), 34-44 rendle-short, j. (2009). the address term mate in australian english: is it still a masculine term? australian journal of linguistics, 29(2), 245–268. https://doi.org/10.1080/07268600902823110 rifai, d., m., & prasetyaningrum, s., t. (2016). a sociolinguistic analysis of addressing terms used in tangled movie manuscript. jurnal penelitian humaniora, 17(2), 123-133. https://doi.org/10.23917/humaniora.v17i2.2504 salihu, h., h. (2014). the sociolinguistics study of gender address patterns in the hausa society. international journal of social science and humanity, 4(1), 48–53. https://doi.org/10.7763/ijssh.2014.v4.317 wardaugh, r. (2006). an introduction to sociolinguistics. in the british journal of sociology, 38(2), 123-133. https://doi.org/10.2307/590702 linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1260 400 the form of slang terms in the “kingsman: the golden circle” movie julio agsa 1 universitas putera batam (upb) ambalegin 2 universitas putera batam (upb) pb181210086@upbatam.ac.id 1 submit, 20-05-2020 accepted, 17-06-2020 publish, 19-06-2020 abstract this research aimed to analyze the slang terms found in the kingsman: the golden circle (2015) movie. this descriptive qualitative research focused on slang formation in this movie. this research used bloomfield and guth‟s theories. the source of the data was all slang terms in the movie. method of collecting data used observational method with non-participatory technique. in analyzing the data, this research used referential identity method with competence in equalizing technique. from this research, the results showed that there were 1 slang term in abbreviation such as teeth, 14 slang terms in shortened form such as wanna, i‟ll, i‟ve, they‟re, d‟d, thinkin‟, doin', hookin' up, ain‟t, y‟all, gent, 'em, ma'am, meth, champ, shittin‟, 8 slang terms in interjection such as fuck, fucking hell, shit, cheers, yep, bloody hell, crap, fuck off, 3 slang terms in figurative expressions such as bullshit, kick in, dumbass and 12 slang terms in nickname such as buddy, babe, bruv, nan, fellas, pal, boy, mate, love, kid, folks, sugar. based on the results, it can be concluded that the most widely used slang type is shortened form and the least used is abbreviation. keywords: slang formation, movie, slang terms introduction slang is a phenomenon that appears in social life. slang phenomena shows that language is dynamic. slang is an abbreviation of shortened language. thus, most of slang terms come from the shortened words such as “goat (greatest of all time)”, “wuatb (wish u all the best)”, “gws (get well soon)” and so forth. wardaugh (2015) stated that the use of slang terms varies from one region to another. therefore, slang terms in america will be different from slang terms in england or australia. each region or country has its own slang terms. in indonesian, there are slang terms such as "baper (bawa perasaan)", "caper (cari perhatian)", "nongki (nongkrong kita)", "php (pemberi harapan palsu)", "mantul (mantap betul)". these slang terms are in the form of an mailto:pb181210086@upbatam.ac.id1 2020. linguistics, english education and art (leea) journal 3 (2):400-413 401 abbreviation, because the slang term is formed from a combination of two or more words. some english slang terms are also used by indonesians such as “otw (on the way)”, “btw (by the way)”, “asap ( as soon as possible)”, “omg (oh my god”. all these slang terms (even more) are familiar and used both in oral and written way because they are easy to be applied by indonesians. there are some original english slang terms which are rare said in indonesia such as “busted, lit, bingo, savage”. it is caused by the difficult pronunciation and non-abbreviation. there are also a lot of slang terms in english. these english slang terms are globaliy well-known. the development of communication devices influence the use of simple language in written communication in which some english slang terms are popular in digital era. english slang can be spread through a social network. the use of english slang terms reflects friendship and “nowadays” generation. english slang terms nowadays are also found in songs. “dontcha” is a slang terms made of “don‟t you” found in the lyric of the pussycat dolls. agnes monica, an indonesian female singer, has an album titled “whaddup a” that is a slang terms made of “what‟s up”. the use of slang terms in song lyrics makes the song interesting and easily accepted. it shows that slang languages is closed to society and gives some new vocabulary. the research about slang have done before by some researchers. here there are ten researches are taken to be references. benany (2020), the research found that from four types of slang words in terms, there are three types of slang words applied by the members of keluarga besar group whatsapp. rezeki & sagala (2019), the research showed that millennial generation used slang words in their communication in social media namely 33 slang words in facebook and 31 slang words in instagram. suhardianto (2016), the results of the research found that construction of slang can be seen from seven ways, abbreviation, deletion, letter and sound change, adoption of basic word, mixed abbreviation, citation, new construction. desvicatary & putra (2020), the research concluded that from the six most dominant of characteristics in the fast and furious 7 movie is compounding and the least is acronym and coinage. trimastuti (2015), this research found that 'alay' is one of the slang words which has many errors in indonesian and is used in conversations between teenagers that can be understood by certain groups. kartina & pangestu (2019), the results of analysis found 66 data applied and how slang words used by main character to express his emotions. oktavia (2017) it can be found in research that the word slang is in the song and often appears in most of the far east movement songs because it is a hip hop group and always consists of several parts of rap. 2020. linguistics, english education and art (leea) journal 3 (2):400-413 402 putra & aditiawarman (2019) the results showed three points, first is three types of gay slang, second is the social context of slang and third is the reason why they use slang. sudiyanti & suarnajaya (2017), this research found that there are four types of slang and six functions of slang discovered in this movie. krisdianka, et.al (2019), the finding shows that there are some words and phrases of slang in black panther that have been classified into types of slang. slang terms are interesting to be learn to enrich vocabulary. thus, this article discussed the phenomena of slang terms found in “kingsman: the golden circle” movie. the slang words found in the movie are 1 slang term in abbreviation, 14 slang terms in shortened form, 8 slang terms in interjection, 3 slang terms in figurative expressions and 12 slang terms. there is no slang word in the type of funny mispronunciation found in the movie. based on the previous research, this research analyzed the slang from a famous movie. the movie has slang words which are known by today‟s society as the latest slang words. the latest slang words are known widely used by common society. there are many new slang words that appears from the movie that are worth to analyze. literature review slang terms are used instead of more everyday terms among younger speakers and other groups with special interests (yule, 2010). every society has different language. the different language in every place shows different slang terms. it relates to sociolinguistics which is a study about relationship between language and society (holmes, 2013). sociolinguistics explains why people speak differently in different social contexts. the different slang terms influence the language variation. wardaugh (2015) stated that different regional (geographical), ethnic (national and racial), and social (class, age, gender, socioeconomic status and education) affect how a language is spoken within a country. suhardianto & ambalegin (2016) stated that slang is prohibited in use in a formal way because it is reflected to impoliteness, vulgarity and rudeness in society. slang can be found only in the slang dictionary. some experts theorized the forms of slang terms. bloomfield (1933) and guth (1962) proposed the forms of slang. 1. abbreviation. abbreviation is words which are formed by taking the initial letters of some or all the words in a phrase or title and pronouncing them as a word (o‟grady & archibald, 2016). abbreviation is the process of shortening words and used primarily in writing to represent complete forms. usually fullstop is put between letters. 2020. linguistics, english education and art (leea) journal 3 (2):400-413 403 2. funny mispronunciation. funny mispronunciation is a modification of the height of the strange tone of the question that is used as a funny rude language or expresses a sense of distrust of something. these expressions do not have forms that correspond to linguistic characteristics. 3. shortened forms. a shortened form is a short form of words, syllables, or groups of words written and spoken, made by eliminating internal letters and sounds. shortened forms have various languages. the word shortened means united, it seems only logical that contractions are two words made shorter by placing quotation marks where letters have been deleted. 4. interjection. a form that cannot be affixed (affixed) and has no syntactic support in other forms, and is used to express feelings, such as (expressions of pleasure or pride) "hot damn", "that's my boy", "you're the man', 'fuck yeah!', and (expressions of liking food or drink) 'yum-yum', 'yummy'. 5. figurative expression. this form is an extension of the meaning of words or groups of words to obtain certain effects by associating two things. slang in figurative expression means layers of additional meanings, while words in literal expressions indicate what is meant by general use or dictionary and interpret data to convert it into meaning. 6. nickname. nickname is a giving name that is related to its privileges. nicknames are substitutes for the exact name of the person known, place or thing, usually is used to express affection, it is a form of affection and entertainment. research method this research used descriptive qualitative method. the object of this research is slang. the slang theory was proposed by bloomfield (1933) and guth (1962). method of collecting data used observational method with nonparticipatory technique by sudaryanto (2015) in analyzing the data, this research used referential identity method with competence in equalizing (sudaryanto 2015). findings this article identified and classified the slang terms found in the kingsman: the golden circle (2015) movie. there are 5 forms of slang based on by bloomfield (1933) and guth (1962) found in the kingsman: the golden circle movie. 2020. linguistics, english education and art (leea) journal 3 (2):400-413 404 abbreviation data 1 slang : “i believe the un has no teeth” the slang word “teeth” above is classified as an abbreviation. “teeth” stands for "tried everything else, try homeopathy". it is an abbreviation to describe desperation of a patient who unable to be cured with any medicine available. shortened forms data 2 slang : “i wanna make a good.” the slang word “wanna” above is classified as shortened forms. the slang word “wanna” is the shortened form of the word “want to”. the slang word “wanna” is used to refer to to wish for a particular thing or plan of action. data 3 slang : “yeah, i’ll look after.” the slang word “i‟ll” above is classified as shortened forms. the slang word “i‟ll” is the shortened form of the word “i will”. the slang word “i‟ve” is used to talk about what is going to happen in the future, especially things that you are certain about or things that are planned. table 1. forms of slang in suicide squad movie no forms of slang data quantity 1 abbreviation teeth 1 2 shortened form wanna, i’ll, i’ve, they’re, i’d, thinkin’, doin', hookin' up, ain’t, y’all, gent, 'em, ma'am, meth, champ, shittin’ 16 3 interjection fuck, fucking hell, shit, cheers, yep, bloody hell, crap, fuck off 8 4 figurative expressions bullshit, kick in, dumbass 3 5 nickname buddy, babe, bruv, nan, fellas, pal, boy, mate, love, kid, folks, sugar 12 total 40 2020. linguistics, english education and art (leea) journal 3 (2):400-413 405 data 4 slang : “i’ve got this shit on lock.” the slang word “i‟ve” above is classified as shortened forms. the slang word “i‟ve” is the shortened form of the word “i have”. the slang word “i‟ve” is used to verbs to form adjectives meaning showing the ability to perform the activity represented by the verb. data 5 slang : “they’re not just goons for hire.” the slang word “they‟re” above is classified as shortened forms. the slang word “they‟re” is the shortened form of the word “they are”. the slang word “they‟re” is used to contract "they are" and is often followed by the present participle. data 6 slang : “what, you think i’d kill roxy.” the slang word “i‟d” above is classified as shortened forms. the slang word “i‟d” is the shortened form of the word “i would”. the slang word “i‟d” is used to refer to future time from the point of view of the past. data 7 slang : “i was thinkin’, ain‟t that a pity.” the slang word “thinkin‟” above is classified as shortened forms. the slang word “thinkin‟” is the shortened form of the word “thinking”. the slang word “thinkin‟” is used for the action of using one's mind to produce thoughts. data 8 slang : “i was just doin’ my job.” the slang word “doin‟” above is classified as shortened forms. the slang word “doin‟” is the shortened form of the word “doing”. the slang word “doin” is used for the act of performing or executing for what is happening at that time. data 9 slang :”looks like we‟re hookin’ up” the slang word “hookin' up” above is classified as shortened forms. “hookin' up” is a form of shortened forms consisting of two words “hooking” and “up”. the slang word “hookin' up” means to define sexual relationships for most of teenagers and young women. 2020. linguistics, english education and art (leea) journal 3 (2):400-413 406 data 10 slang : “this ain't funny.” the slang word “ain‟t” above is classified as shortened forms. the slang word “ain‟t” is the shortened form of the word “am not, are not, is not, have not, has not”. it is used more common in the habitual speech of the less educated. it is used in both speech and writing to catch attention and to gain emphasis. data 11 slang : “y'all didn't keep nothing for yourselves.” the slang word “y‟all” above is classified as shortened forms. the slang “y‟all” is the shortened form of the word “you” and “all”. the slang word “y‟all” used usually in addressing two or more persons. data 12 slang : “all right, gents.” the slang word “gents” above is classified as shortened forms. the slang word “gents” is the shortened form of the word “gentleman”. the slang word “gents” refers to a man of any social class or condition which often used in a courteous reference data 13 slang : “put 'em on.” the slang word “„em” above is classified as shortened forms. the slang word “„em” is the shortened form of the word “them”. the slang word “them” is used as object of a verb or preposition. data 14 slang : “here you go, ma'am” the slang word “ma'am” above is classified as shortened forms. the slang word “ma'am” is the shortened form of the word “madam”. the slang word “ma‟am” used without a name as a form of respectful or polite address to a woman data 15 slang : “cannabis, cocaine, heroin, opium, ecstasy and crystal meth” the slang word “meth” above is classified as shortened forms. the slang word “meth” is the shortened form of the word “methamphetamine hydrochloride”. it is an extremely addictive drug usually sold from the drug dealer to the society. 2020. linguistics, english education and art (leea) journal 3 (2):400-413 407 data 16 slang : “well, i'm very honored, champ...” the slang word “champ” above is classified as shortened forms. the slang word “champ” is the shortened form of the word “champion”. the slang word “ma‟am” used for encouraging form of address, usually of a male. data 17 slang : “yeah, y'all shittin' in high cotton now.” the slang word “shittin'” above is classified as shortened forms. the slang word “shittin'” is the shortened form of the word “shitting”. the slang word “shittin'” used for very good, excellent; "cool". always preceded by "the" in the complimentary usage. interjection data 18 slang : “fuck!” the slang word “fuck” above is classified as interjection. “fuck” literally means an act of copulation. it is a general exclamation of displeasure. the slang word “fuck” is a form of interjection used to express to express anger, contempt, or disgust. data 19 slang : “fucking hell” the slang phrases “fucking hell” above is classified as interjection. it is formed by two words “”fucking‟ and “hell”. it is an impolite phrase. the slang word “fucking hell” is used to express an exclamation of surprise, anger, frustration. data 20 slang : “yeah. cheers.” the slang word “cheers” above is classified as interjection. the slang word “cheers” is to express goodbye or thank you or good luck. it is a positive expression. it can also express a closing to a conversation or visit. data 21 slang : “yep” the slang word “yep” above is classified as interjection. “yep” comes from the word “yes” or “yeah”. the slang word “yep” refers to the expression of positive affirmation or confirmation. 2020. linguistics, english education and art (leea) journal 3 (2):400-413 408 data 22 slang : “you think that shit's gonna work this time?” the slang word “shit” above is classified as interjection. “shit” literally means feces. the slang word “shit” is used to express a thing in a rude or offensive way. it is also exclamation expressing displeasure data 23 slang : “bloody hell, is that the time?” the slang phrases “bloody hell” above is classified as interjection. it is formed with the word “bloody” and “hell”. the slang word “bloody hell” is a form of interjection commonly used to express dismay, disgust, anger, surprise. data 24 slang : “crap. we're under attack.” the slang word “crap” above is classified as interjection. “crap” is a form of interjection commonly used to express exclamation acknowledging a mistake. data 25 slang : “fuck off!” the slang phrases “fuck off” above is classified as interjection. the slang word “fuck off” comes from the word “fuck” and “off”. the slang word “fuck off” is a form of interjection used to express an intense dismissive retort as to leave or go away or in an offensive way "go to hell". figurative expressions data 26 slang : “bullshit.” the slang word “bullshit” above is classified as figurative expression. “bullshit” is a form of figurative expression consisting of two words combined, namely “bull” and “shit”. the slang word “bullshit” means "nonsense" or something untrue or deceitful. it is a reprimand in response to communications or actions deemed deceptive, misleading, dishonest, unjust or wrong. data 27 slang : “no, no, wait. his instincts are gonna kick in.” the slang phrases “kick in” above is classified as figurative expression. “kick in” is a form of figurative expression consisting of two words “kick” and “in”. the slang word “kick in” means to begin taking effect. 2020. linguistics, english education and art (leea) journal 3 (2):400-413 409 data 28 slang : “no, it's okay. i know you didn't mean to make me feel like a dumbass.” the slang word “dumbass” above is classified as figurative expression. “dumbass” is a form of figurative expression consisting of two words “dumb” and “ass”. the slang word “dumbass” refers to unintelligent person, moron, or idiot. it is a slang to address harshly. nickname data 29 slang : “bye, buddy.” the slang word “buddy” above is classified as nickname. this nickname means a friend. the slang word “buddy” is used to address for a person whose name is unknown; "man", "dude" usually of a male. data 30 slang : “babe. i‟m home!” the word “babe” above is classified as nickname. this nickname means sweetheart, good looking, nice person, great body, someone you really like, loving term. the slang word “babe” is used to affectionate form of address for a loved one. data 31 slang : “and tilde made that for you herself, bruv.” the word “bruv” above is classified as nickname. this nickname means brother or a male friend. the slang word “bruv” is used mainly to address one's brother, or a friend or a male data 32 slang : “i've got to look after my nan tomorrow” the word “nan” above is classified as nickname. this nickname means grandmother. the slang word “nan” is used to address grandmother. data 33 slang : “so, fellas...” the word “fellas” above is classified as nickname. this nickname means friend. the slang word “fellas” is used to address friend or in plural can also refer to a particular group of male friends. 2020. linguistics, english education and art (leea) journal 3 (2):400-413 410 data 34 slang : “your old pal, charles, has messed up.” the word “pal” above is classified as nickname. this nickname means a good friend or mate. the slang word “pal” is used by young people to greet their male friends, meaning the word is friend or can also be interpreted as brother or sister. data 35 slang : “that'll make you wanna slap your mama right there, boy.” the word “boy” above is classified as nickname. this nickname means a close friend, male. the slang word “boy” is used to address a friend or associate. data 36 slang : “come on, jb. give it a rest, mate.” the word “mate” above is classified as nickname. this nickname means a friend. the slang word “mate” is usually used to refer to male friends but is nowadays being used to refer to female friends as well. data 37 slang : “pull the other one, love.” the word “love” above is classified as nickname. this nickname shows affection to who we talk to. the slang word “love” is used as affectionate form of address to a loving one like friend, family, girlfriend and boyfriend. data 38 slang : “well, that's the easy part, kid.” the word “kid” above is classified as nickname. this nickname means young boy. the slang word “kid” is used to address a young person or child. it can also refer to anyone, of any age. data 39 slang : “folks, who self-medicate?” the word “folks” above is classified as nickname. the nickname “folks” is a used to address a friend or associate. this slang word is intended for people in general, a specified class or group and also someone's parents. 2020. linguistics, english education and art (leea) journal 3 (2):400-413 411 data 40 slang : “so you can scream my name as loud as you need to, sugar.” the word “sugar” above is classified as nickname. this nickname means affection. the slang word “sugar” is used to address with affectionate, attractive friend or a significant other; sweetheart. discussion from the data analysis above, this research found some result. there are five out of six forms of the slang words that are used in kingsman: the golden circle movie. the forms of slang words is based on the theory proposed by bloomfield (1933) and guth (1962). the use of slang words has its own characteristic based on how people use it in the spoken language. the research found that form of shortened form is the dominant form in the movie. shortened form is made by eliminating internal letters and sounds (bloomfield, 1933). the word “i‟ll” is from the words “i will”. it is commonly used in spoken language to make it short to save time because people already know what the word is. this type of slang words enable people to deliver words in short amount of time. it is because language in spoken tends to be shorter than in the written. people want to speak as short as possible especially in the informal situation like in the movie. the least dominant form of slang words found in the movie is abbreviation. abbreviation is formed by taking the initial letters of some words (bloomfield, 1933). the word “teeth” stands for "tried everything else, try homeopathy". there is only 1 data of abbreviation found in the movie. the movie is about two guys wanted to destroy a criminal organization. there were no many words about the story of the movie that needs to be an abbreviation. the use of “teeth” is an expression to refer to the world organization that was not brave enough to stop world criminal. there is no slang word in the forms of funny mispronunciation found in the movie. based on bloomfield (1933), funny mispronunciation is a modification of the height of the strange tone. the form of funny mispronunciation does not exist because the movie is the story about formal and elegant lifestyle with the life of a princess with his boyfriend which is the main character. the character in the movie uttered all slang words with the way how it naturally sounds. there was no scene where they tried to modify the tone of a word while they were talking. conclusion the forms of slang terms proposed by bloomfield (1933) and guth (1962) were available in kingsman: the golden circle movie. this research found the results about type of slang words. there are abbreviation with 1 slang word such 2020. linguistics, english education and art (leea) journal 3 (2):400-413 412 as teeth, shortened form with 16 slang words such as wanna, i‟ll, i‟ve, they‟re, i‟d, thinkin‟, doin', hookin' up, ain‟t, y‟all, gent, 'em, ma'am, meth, champ, shittin‟ interjection with 8 slang words such as fuck, fucking hell, shit, cheers, yep, bloody hell, crap, fuck off, figurative expressions with 3 slang words such as bullshit, kick in, dumbass and nickname with 12 slang words such as buddy, babe, bruv, nan, fellas, pal, boy, mate, love, kid, folks, sugar. references benany, y. 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(2010). the study of language. cambridge, united kingdom: cambridge university press. https://doi.org/https:/doi.org/10.25170/perkotaan.v8i1.273 https://doi.org/https:/doi.org/10.25170/perkotaan.v8i1.273 linguistics, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.175 168 guidance of teaching english to young learners (teyl) for early childhood education teachers at ad dhuha kindergarten of jember ahmad jazuly 1 ikip pgri jember, indonesia ninuk indrayani 2 iain jember, indonesia ahmadjay2006@gmail.com 1 submit, 05-04-2018 accepted, 08-06-2018 publish, 08-06-2018 abstract this study aims to find out how the application of english teaching guidance to young students (teyl) for early childhood education (paud). this study on community service has been implemented in tk ad dhuha kabupaten jember, east java. community service is done because of the unity of national park commemorate national education day (ned).the method used in this research is observation, interview, and presentation between writer and audience about the technique of guidance on the implementation of teaching english to young students (teyl) for teachers of early childhood education in ad dhuha jember kindergarten. there are 24 teachers collected from 4 kindergarten schools consisting of 1 male and 23 female. the results of this study are: (1) the writer knows the teacher's ability to teach english in ad dhuha kindergarten, (2) the writer knows the teaching-learning method used by teachers for their children, (3) the teachers can develop teaching methods that have been learned during the training in community service at ad dhuha kindergarten. keywords: early childhood education teachers, kinds of teaching eyl, ad dhuha kindergarten. introduction the development of the world of education is increasingly advanced as it sees in terms of multimedia learning with a variety of new methods and theories used by educators or teachers, especially for educators who teaching english lessons at kindergarten and primary school. english subjects need to be implemented early on, though the 2013 curriculum stated that english is only local content for kindergarten and primary school. despite the demise of children entering early childhood education (ece) programs, their school must prepare all the students to need, from professional teachers, facilities, and infrastructures mailto:ahmadjay2006@gmail.com 2018. linguistic, english education and art (leea) journal 1 (2):168-179 169 of teaching, no exception of english lessons in early childhood education programs school. in east java, teaching english to young learners has been steadily growing in recent years. many parents believe that by studying english from the early stage, their children will get a better future. they believe that by introducing english to their children as early as possible, it will bring their children to have a better life. in jember east java, some kindergarten put english in their curriculum although in early childhood education new curriculum, for example, the 2013 curriculum, do not include english as their attention, every kindergarten has its own authority to expand their curriculum. some kindergarten such as amanah kindergarten, aba kindergarten, ibu shina kindergarten, pelangi kindergarten, and ad dhuha kindergarten, and more put english as one of their subjects. based on the survey in the field there are some problems faced by kindergarten teachers or early childhood education teachers are most of them are not graduated from english education department, but they are graduated from early childhood education program (pg. paud) and some of the teachers are graduated from other majors such as s1 math, biology, bahasa indonesia and basic education. therefore, they do not have enough knowledge about teaching english to young learners (teyl) in their kindergarten school. hence, the writer will convey the guidance and techniques of teaching english to young learners (teyl) in early childhood education ad dhuha kindergarten school jember, it is expected that teachers who follow teyl guidance and teaching techniques well and ready to master a variety of teyl teaching techniques even though they do not have a background of english education, so that later on they can practice teyl teaching techniques in the class and their children will be happy during the following english lesson. this paper aims to give teachers the understanding and guidance techniques of teyl, in such a way that they are more equipped in their teaching practices, so that english learning in early childhood education (ece) programs are more effectively, therefore the writer tries to answer the research question; “does teaching english to young learners’ guidance provide solution for kindergarten teachers?” literature review characteristics of children regarding this, some experts in second/foreign language teaching have illustrated the characteristics of children and children's cognitive development as follows: scott (2001:89) and musthafa (2000:34) assert that children in preschool or primary setting in generally learn by way of physical activities (learning by doing). this means that they learn through hands-on experiences and through 2018. linguistic, english education and art (leea) journal 1 (2):168-179 170 manipulation of objects in the environment. harmer (2007:67) states that children's understanding comes not from the explanation, but from what they see and hear, and crucially, have a chance to touch and interact with. regarding this, therefore, an eyl teacher has to pay attention to; first of all, he has to avoid grammar explanation and rules stated in abstract terms; and he has/she to repeat difficult concepts and pattern more often than that of teaching adults. moreover, language needs to be context-embedded. language in abstract, isolated, unconnected sentences will be much less readily tolerated by children mind (brown, 2001:90). another characteristic is that children need to have all five senses stimulated. the activities should strive to go well beyond the visual and auditory modes an eyl teacher has to project hands-on activities to go along toward helping children internalize the language. according to children intellectual development, jean piaget (1964:21), a swiss psychologist, states that there are four stages of intellectual development. all children go through identifiable stages of cognitive development: (1) sensorimotor period (birth to approximately two years), in which children tend to explore the world physically and grasp things; (2) pre-operational thought (approximately two to seven years old). this stage marks the beginning of language and vocabulary, and also the first learning of “good” and “bad”; (3) period of concrete operations (approximately seven to eleven years) when children need reference to familiar actions, objects, and observable properties; and (4) formal operations (approximately eleven to fifteen years) when children can reason with concepts, relationships, abstract properties, axioms, and theories. teaching english for young learners one main reason for teaching english to young learners is the convenience of their age for language acquisition. the belief that “younger is better” and children learn much more quickly and efficiently is generally appreciated by many especially by the supporters of critical period hypothesis. another reason for the popularity of teaching english to young learners is because it is a lingua franca today, it means a common language used for communication between two people whose languages are different (harmer, 2007:47). thus, parents want their children to learn english as early as possible so that they will be able to benefit from english as an important part of their academic in the future. seeing children with good ability in english give many benefits. teaching young learners is by no means the same as teaching adults. in teaching young language learners, pinter (2006:102) points out a number of reasons why children can benefit from learning a foreign language. it can develop children’s basic communication abilities in the language. communication abilities need to stimulate as early as possible. teaching english also encourages 2018. linguistic, english education and art (leea) journal 1 (2):168-179 171 enjoyment and motivation for language learning especially when it is in fun way. in addition, children can also promote learning about other cultures and develop children’s cognitive skills as well as developing children's metalinguistic awareness. learn language means learn about the culture. children are born with a natural appetite and interest for learning, and their desire to learn should be fueled when they begin school (cameron, 2001:167). teachers have the most important roles in creating an encouraging emotional atmosphere in the classroom. different activities will support a statement. teachers have to be creative in order to make a fun and interesting atmosphere in their class. cooperative rather than the competitive atmosphere (especially including a winner and some physical reward) works better with young learners (scott, w. a., & ytreberg, l. h. 2001:203). the students should feel that they are winning and having fun altogether. yet, this should not be understood as enjoying with little learning. the motto should be learning by enjoying. children especially have fun with movement and physical participation, and the more fun the students have the better they will remember the language learned (shin, j. k. 2006:145). as scott, w. a., & ytreberg, l. h. (2001:302) emphasize that the children understanding comes through hands and eyes and ears, and the physical world is dominant at all times. research method the method used in this research is observation, interview, and presentation between writer and audience about the technique of guidance on the implementation of teaching english to young students (teyl) for teachers of early childhood education in ad dhuha jember kindergarten. the community service training already implemented in ad dhuha kindergarten jember in 2017/2018 academic year. the community service was conducted cause by the unity of kindergarten commemorate national education day (ned), so they invited the writer to fill the event. therefore, the writer prepared about the implementing guidance techniques of teaching english to a young learner (teyl) for early childhood education teachers in ad dhuha kindergarten jember district of east java. there were 24 teachers gathered from 4 kindergarten schools, they are amanah kindergarten, aba kindergarten, ibu shina kindergarten, pelangi kindergarten and ad dhuha kindergarten which consist of 1 male and 23 female. to conduct this study, the first, the writer asks the teachers how current teaching english in their kindergarten jember. the second, the writer gave the explaining a theory of teaching english to a young learner (teyl) for teachers practice. the third, the writer asks the teachers to practice about the teaching english to a young 2018. linguistic, english education and art (leea) journal 1 (2):168-179 172 learner (teyl) one by one in by the following schedule at ad dhuha kindergarten jember district of east java. finding kind of teaching techniques of teaching english to young learners (teyl) for ece teachers here are some kinds of teaching techniques of teaching english to a young learner (teyl) that can be used and selected by the kindergarten teachers or early childhood education teachers, there are: 1. listen and repeat techniques listen and repeat can be implemented in learning listening, speaking, or reading. this listens and repeats activity can start by asking students to mimic the words and then imitate a phrase and then mimic a simple sentence. for examples: orange – an orange. there is an orange on the table. teacher: listen and repeat it’s a dog student: it's a dog teacher: it's a cat student: it's a cat 2. listen and do examples : teacher: "stand up, please" (students stand up) teacher: "sit down, now" (students sit down) teacher: "open your book!" (students open his book) teacher: "put your pencil under the book! " (students put a pencil under the book) this activity is an application of a language learning method known as tpr (total physical response). the teacher trains the student to understand his or her command and the student demonstrates his understanding by doing what the teacher says correctly. 3. question and answer the question and answer technique is a very well known technique in any class. for the initial level, activities can be done with teachers starting to ask questions and give examples of answers. then the students imitated, after which the teacher asks, and ask the students to answer. this technique can be applied to learning listening and speaking. before answering questions, students should listen and understand the question. in this technique, certain sentence structures can be applied, for example, sentences with familiar vocabulary. 2018. linguistic, english education and art (leea) journal 1 (2):168-179 173 question: "are you ........................ with the songs “are you sleeping?”, the teacher can train the question sentence with the answer. yes, i am or no, i'm not. for example : question answer are you sleeping? no, i'm not. are you sleeping? yes, i am. are you cooking? no, i'm not. are you cooking? yes, i am. are you studying? no, i'm not. are you studying? yes, i am. 4. substitution in applying this technique, the teacher removes or deletes one part of the sentence and asks the student to replace in other similar words. this substitution technique can be applied in learning listening, speaking, vocabulary addition, and grammar. to apply this technique, teachers can use tools such as flashcards, flip cards, posters, or real objects (realia). one of the important things that teachers need to remember is that in applying substitution techniques, this teacher is a mechanical drill. little by the little drill of this kind is reduced and replaced with a communicative drill for learning and language training becomes more meaningful. for examples: it’s a dog horse cat cow 5. draw and colour for early childhood education students, kindergarten or grade 1 students, those activities can be augmented by drawing and coloring activities after they get to know some words, objects, and colors, such as rabbit, carrot, orange, and green. the images given can be adjusted to what the student likes or what they have. similarly, color is adapted to the context of the reality that exists in the real world. for examples: draw a carrot. it is orange. (students draw and color) 2018. linguistic, english education and art (leea) journal 1 (2):168-179 174 6. listen and identify teachers can train students to two similar sounds in an interesting way, for example with "minimal pairs" for certain vowels and consonants. vowel example : (1) (2) cat it pen pan when the teacher pronounces cat, students identify one, if the teacher pronounces it students mention two. it can be done several times so that students will know and can distinguish two vowel sounds are almost the same. consonant example: (1) (2) pig big coat goat the teacher says / p h ig /, the student calls the number "one" (one), if the teacher says / big /, the student says "two" (two). in the english language, the exercises identify sounds as important because different speeches can mean little else. 7. see differences train students to observe, to find similarities and differences between two objects or images. this kind of activity to train precision and is a fun activity for students kindergarten or elementary school. then to prove the results of his duties, students are asked to write his findings. this activity should be done in pairs or small groups and students can help each other. for examples: activities looking for the 5 differences that exist in the following pictures. teachers can help with questions. how many butterflies? ………………………………………….………. ………………………………………….………. …………………………………………….……. ………………………………………….………. ………………………………………….………. how many flowers? ……………………………………………….…. ……………………………………………….…. ……………………………………………….…. ………………………………………….………. 8. in-pair activities (in-pair) activities undertaken by students in pairs or together can train students to interact and communicate. this activity will trigger students to interact and 2018. linguistic, english education and art (leea) journal 1 (2):168-179 175 learn to respect the opinions of others. the activities done in pairs, students practice until they are really ready to interact or ask questions about a thing. this paired activity can be either question-answer or complete a sentence or an answer to a problem. for example: student a: may i use your pencil? student b: no, i'm sorry. i only have one. the community service activity those 8 methods of teaching english to young learners have been practicing in the classroom during community service activities by 8 from 24 teachers; this is the following schedule: day 1. giving the explanation about 8 teaching methods no time activity explaining 1 07.00-08.00 registration committee 2 08.00-09.00 opening ceremony the headmaster of ad duha kindergarten 3 09.00-11.00 presentation session 1 1. listen and repeat 2. listen and do. 3. question and answer 4. substitution 4 11.00-12.00 question & answer all participants 5 12.00-1.00 break having lunch and praying 6 1.00-3.00 presentation session 2 5. draw and color 6. listen and identify 7. see differences 8. in-pair activities 7 3.00-3.30 question & answer all participants 8 3.30-4.00 closing committee 2018. linguistic, english education and art (leea) journal 1 (2):168-179 176 day 2. teaching practice no time activity explaining 1 07.00-08.00 registration committee 2 08.00-09.00 opening ceremony the headmaster of ad duha kindergarten 3 09.00-11.00 teaching practice session 1 teacher 1 = listen and repeat teacher 2 = listen and do. teacher 3 = question and answer teacher 4 = substitution 4 11.00-12.00 evaluation all participants 5 12.00-1.00 break having lunch and praying 6 1.00-3.00 teaching practice session 2 teacher 5 = draw and color teacher 6 = listen and identify teacher 7 = see differences teacher 8 = in-pair activities 7 3.00-3.30 evaluation all participants 8 3.30-4.00 closing ceremony the headmaster of ad duha kindergarten 9 4.00-4.30 closing committee participants no name no name 1 siti zulaikhah, s.t 13 wiwin astutik 2 eva purwandari, s.pd 14 novia yuliana pamungkas, s.ap 2018. linguistic, english education and art (leea) journal 1 (2):168-179 177 3 zahrotul warda 15 indri hapsari 4 dwi satriastuti 16 siti mutmainnah 5 siti zainab 17 agustin nugraini 6 nurul hidayah 18 marwiyatus sholehah 7 siti fatimah 19 lilik ikrimah 8 sri wahyuni 20 fatimatuz zahro 9 nizma yuraidah, s.pd 21 heni yunita 10 aprining rinawati, s.e 22 erlin 11 mierza evita rachman, m.t 23 irin kusumawati 12 citra asih k.p, s.sos. i 24 nugroho edie santoso, s.e headmaster of ad dhuha kindergarteen jember, siti zulaikhah, s.t the result of eyl guidance and instructional techniques are: (1) give examples of some techniques for teaching english for children, (2) describe some ways to practice the oral language of children, (3) selecting appropriate teaching techniques for specific learning. the result of community service is expected to contribute to early childhood education (ece) programs or kindergarten teachers to implement eyl methods in teaching english for early childhood education (ece) in their kindergarten school. hopefully, those children are easier to learn english with attractive methods and practice directly. discussion the implementation of guidance teaching english to young learners (teyl) by kindergarten teachers or early childhood education (ece) teachers in ad dhuha kindergarten jember district of east java was running well based on the table above. the study conducted in the first day is observation and an interview, and the second day is presentation between writer and audience about 2018. linguistic, english education and art (leea) journal 1 (2):168-179 178 the 8 technique of guidance on the implementation of teaching english to young students (teyl) they are: (1). listen and repeat (2) listen and do (3) question and answer (4) substitution (5) draw and color (6) listen and identify (7) see differences and (8) in-pair activities. there were 24 teachers gathered from 4 kindergarten schools which consist of 1 male and 23 female are followed the explanation from the writer on the first day. next day, after completion of eyl guidance and teaching techniques explained by writer the way and method of teaching english to young learners in ad duha kindergarten jember, the teachers practice directly with the guidance of the writer how to teach english in front of the class using eyl teaching techniques and method, the teachers practice in front of class one by one by choosing one of the methods that have been learned. the next season is peer teaching, kindergarten teachers teaching practice collaboratively among them by using choosing 1 from eight kinds of teyl teaching techniques in the class. when the teacher teaches english in front of the class, the other teachers evaluated and giving corrective feedback after the teacher taught them for 25 minutes. the children should feel that they are winning and having fun altogether. even though the children should not be understood during learning english, but they enjoyed with little learning. the motto should be learning by enjoying. children especially have fun with movement and physical participation, and the more fun the children have the better they will remember the language learned. the teachers emphasize that the children understanding comes through hands and eyes and ears, and the physical world is dominant at all times. one main reason for teaching english to young learners is the convenience of their age for language acquisition. the belief that “younger is better” and children learn much more quickly and efficiently is generally appreciated by many especially by the supporters of critical period hypothesis (cph). another reason for the popularity of teaching english to young learners is because it is a lingua franca today, it means a common language used for communication between two people whose languages are different. conclusion based on the results of community services above, there are two outcomes that can be concluded; the first, the teachers and learners of english learners (teyl) with the aim of making the students enjoy learning english. secondly, there are three findings from this community service activity: (1) the writer knows the teacher's ability to teach english in ad dhuha kindergarten, (2) the writer knows the teaching-learning method used by teachers for their children, (3) the teachers can develop teaching methods that have been learned during the training in community service at ad duha kindergarten. 2018. linguistic, english education and art (leea) journal 1 (2):168-179 179 references brown. (2001). teaching by principles: an interactive approach to language pedagogy. cameron, lynne. (2001). teaching languages to young learners. cambridge: cambridge universitypress. harmer, j. (2007). the practice of english language teaching. (4th ed.) harlow: pearson longman limited. musthafa. (2000). sociodramatic play and literacy development: an instructional perspective. department of english. the indonesia university of education. bandung. pinter, a. (2011). children learning second languages. hampshire: palgrave macmillan. piaget, jean. (1964). the language and thought of the child. new york: meridian books. scott, w. a., & ytreberg, l.h. (2001). teaching english to children (14th ed.). new york: longman. shin, j. k. (2006). ten helpful ideas for teaching english to young learners. english teaching forum, 44(2), 2-13. linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1317 476 the maintenance of cakap karo in kelurahan sempakata medan ingrid gibretta khairani ginting iakn tarutung ingridgibretta11@gmail.com submit, 16-06-2020 accepted, 26-06-2020 publish, 27-06-2020 abstract this research aims at describing the maintenance of cakap karo in kelurahan sempakata medan which was focus on karonese parents‟ attitude toward heritage language maintenance for their children and their efforts to help their children maintain cakap karo as their heritage language in kelurahan sempakata medan. this research is conducted by using qualitative method. data were collected from twenty karonese parents who had a child (or children) between the ages of 6-18 years old in 2019, using the questionnaire and interviews. the result revealed that all the parents in this study had positive attitudes and efforts toward their children‟s heritage language maintenance. there are some parents‟ effort to enhance children‟s cakap karo skill that found in this research; communication use cakap karo at home, use karonese books, educational karonese vocabulary books and karonese songs, bring to the church of gbkp (gereja batak karo protestan) and traditional ceremonies, and connect with karonese relatives and friends in home town using internet. this study confirms that parents‟ attitude and efforts play important role in language maintenance. keywords: maintenance, cakap karo, parents‟ attitude, heritage language, kelurahan sempakata introduction the republic of indonesia is a very large nation with correspondingly large population and great linguistic diversity. the nation extend over almost 3,000 kilometers: from banda aceh at the western tip of sumatera to kupang in west papua is approximately: 2,830 kilometers. estimates vary, but the nation includes somewhere in the region of 17,000 islands of which 6,000 are inhabited. ethnologue 15 lists indonesia as having 742 languages spoken within its borders, although others sources suggest that the methodology adopted in this publication results in a figure which is too high (steinhauer, 1994) . on the basis of their figure, ethnologue makes indonesia the 26th most linguistically diverse nation in the world. the republic of indonesia has its national language, bahasa indonesia (indonesian language); which is standardized malay variety. the period since the mailto:ingridgibretta11@gmail.com 2020. linguistics, english education and art (leea) journal 3 (2):476-485 477 founding of the indonesian nation, since 1945, has coincided with great changes in communication and technology, and it is not suprising that knowledge and the use of the national language has increased over this period. every human being needs language to communicate each other. they use language in their daily communication. they can express everything in their mind by using language to follow every human‟s activities. in other words, without language they cannot communicate each other and they will get difficulty in it, because language is important part of human being to express their ideas. and it applies to karo people, they use language to communicate each other, which is cakap karo (karo language). cakap karo is important part of karonese because they can express everything in their mind using cakap karo. karonese is one of the sort ethnics of bataknese in north sumatera, indonesia. using cakap karo in their daily communication, it is shown the identity of karonese. cakap karo is a symbol identity of the karonese. ethnic identity is the way in which the expression through a particular language. attachment to language is as strong as people regard themselves as social group, which is influenced largely by how the larger society regards them. some parents urge the children to shift to bahasa indonesia as quickly as possible in order to assimilate and succeed in the main stream society, whereas other parents would like to take on the challenge of maintaining the home language in the next generation. these different language ideologies directly impact the second generation children‟s language maintenance. although literature on language maintenance and language shift has been extensive, most of this studies focus on karonese children in kelurahan sempakata medan. this study confirms others‟ finding that parents‟ attitude and efforts play important role in language maintenance. some of the relevant research that has been done before by the researcher regarding language maintenance are: zuri, (2018). this research found the following results (1) there are seven factors affecting mandailing language maintenance such as: use of language in family, visiting homeland, use of the language in neighborhood domain, ethno linguistic vitality, living together in an area, use of the language in religion and practice of traditional ceremony; (2) to maintain mandailing language, the mandailing people conducted strategies like: family language policy, using mandailing language in daily life, using mandailing language in social meeting or religious, using mandailing language in cultural activity; (3) the reasons why the mandailing people maintain the language are: they were proud being mandailing people and speak mandailing language and mandailing language shows their identity as mandailing people. harahap, (2018) this research found the following results (1) there are four types of language maintenance of mandailingnese language, they are low 2020. linguistics, english education and art (leea) journal 3 (2):476-485 478 maintenance, medium maintenance, strong maintenance and extreme maintenance; (2) there are two ways found to maintain the language, they are join the community, teach the language to younger sister/brother; (3) there are two reasons why they maintain their language, they are to tell certain issue and to creat closer relationship. okpanachi & joseph, (2017) the findings show that each respondent is proficient in his or her native language and inn the dominant language, igala. factors relations such as marriage, economic, communal and other socio-cultural activities. another factor is religion. this work show that the three language used in the community have co-existed without any of them being endangered. savitri, (2019) this research describes javanese language maintenance through printed mass media, particularly comic strip on newspaper, tabloid and magazine. the writer shows how a comic strips in printed mass medai indirectly preserve spoken javanese.it making the speakers proud of using the langauge and making the language is used in daily and modren usage. farisiyah & zamzani, (2018) the findings from this study demonstrates that local languages have not been shifted yet because they are still frequently used in the family and neighborhood area. in other words, local languages are not shifted, yet maintained though in educational and general places are in the contrary. dewi, (2017) the first finding shows that there were six factors affecting language shift and language maintenance occured in intermarriage chinese families namely bilingualism, migration, economic, environment, demographic and attitude. and the second finding was that language shift and language maintenance occured since there are two languages exist in inter ethnic marriage. the third finding was the reasons language shift and language maintenance occured are bilingualism in which the man or the woman mastered two languages which led to language maintenance, migration in which the women migrate to follow their husband, economic factor dealing with the men and women‟s occupation, environment where they lived in homogenous or heterogeneous ethnic, demographic factor, and attitude which might be positive or negative. suryasa & dewi, (2018) from the research conducted, it could be known that balinese language agricultural field at desa canggu, north kuta subdistrict, badung regency have a positive language attitude, that is to keep using the traditional agricultural vocabulary from the original balinese language adttion to the new vocabulary from other languages. liang, (2018) the findings suggest that parental perceptions may change due to practical considerations and vary with different degrees of expectation, emphases, and reasons. the body literature shows that parents take the responsibility to make efforts, through trying to make full use of the inhouse and external resources such as creating language environment and attending heritage language school and church. some of them 2020. linguistics, english education and art (leea) journal 3 (2):476-485 479 have little enthuasiasm, and some of them change their language practices. it is concluded that joint efforts from parents, educational institutions, governments, and their organizations should be made to tackle the issue in heritage language maintenance. matrejo, (2017) the result of the study were found that there were six factors of javanese language maintaining the language namely seeing each other frequently (100%), neighborhood domain (97%). ethno linguistic vitality (100%), family domain (99%), religion domain (55%) and practice the traditional ceremony (35%). then the way of maintaining the javanese language were found namely acquisition of the language (40%),create a socially integrated population of native speakers (60%), localities of habitually using the language (80%) and the last was speak language in area oral competence (35%). the reasons of javanese intermarriages maintained the language namely show identity (90%), pride (100%) and keep the language (100%). amna (2018) this study focuses specifically on investigating the maintenance of bahasa aceh by acehnese teenagers in keude kopi in medan. it has been found that there were some factors lead to the maintenance of bahasa aceh, they are language attitude, parents‟ role, environment, visiting homeland continously and intra-marriage. the maintenance of bahasa aceh was done by keep using it to other acehnese, read the acehnese online or printed media, and watch or listen to the acehnese entertainment. in maintaining their mother language, the teenagers‟ reason were not only about showing their identity, help their community to progress and achieving self-esteem and/or self-pride, but also to create the feel-like-home station, since using the language with the same acehnese peers makes them feel closer and bound. this research had different findings with the previous studies and supportive by previous theories. the present study intends to close this gap by providing more in-depth knowledge of families‟ experiences with home language maintenance among second-generation karonese children. in this study, i explore karonese parents‟ attitude toward heritage language maintenance for their children and their efforts to help their children maintain cakap karo as their heritage language in kelurahan sempakata medan. i have some reasons for choosing this topic. first, karonese children in kelurahan sempakata medan are seldom of using cakap karo as their daily language. the second, i want to know the attitude and efforts of karonese parents‟ to help their children maintain cakap karo as their heritage language in kelurahan sempakata medan. literature review language must be maintained because language showed the identity of the language users. as (holmes, 1993) stated that where language is considered as 2020. linguistics, english education and art (leea) journal 3 (2):476-485 480 important symbol of a minority group‟s identity, the language is likely to be maintained longer. moreover (corson, 2001) said that the maintenance of a heritage language is a vital for the self-identity and esteem of its speakers. therefore, language must be protected, preserved, and maintained. mesthrie, (1999) defines language maintenance as “the continuing use of a language in the face of competition from a regionally and socially powerful or numerically stronger language”. it is usually presented as the reverse side of language shift: that is, change from habitual use of one‟s minority language to that of a more dominant language under pressures of assimilation from the dominant group (fishman, 1974). overall, past research has consistently shown that language language shift is much more common phenomenon among immigrant children than language maintenance. (fishman, 1974) describes the structure of linguistic shift as a three-generation process. in the indonesia context, the first generation learns as much as bahasa indonesia as it can but speaks the mother tongue at home. the second generation may speak the mother tongue at home but shifts to unaccented bahasa indonesia at school and in the workplace. by the third generation, bahasa indonesia becomes the home language and effective knowledge of the parental tongue dissapears. it is clear that there is a role for family to play in children‟s first language maintenance. (liang, 2018) examined parental perceptions toward and practices of heritage language maintenanc in the united states and canada. this study shows that most of the immigrant parents in north america share positive attitude toward their children‟s heritage language learning and maintenance, at least before their children entering into the formal schooling system. the results of this study also reveal that all participants lay most of the responsibility on parents for children‟s first language maintenance. in this study, we examined karonese parents‟ attitudes toward heritage language maintenance for their children and their efforts to help their children maintain cakap karo as their heritage language in kelurahan sempakata medan context where there is a majority language, bahasa. in particular, karonese parents‟ attitude toward the karonese ethnic churches (gbkp) as one of the most important ethnic communities in kelurahan sempakata medan were also investigated for relevance to their children‟s heritage language and culture maintenance. regarding the role of community in minority students‟ first language maintenance, (pak, 2003) describes the korean church as one of the important communities in which korean-american students can learn their culture and heritage language. she found that korean churches served as a bilingual and bicultural context for korean-american children. interviews with the adults in the church also show that korean language maintenance is closely connected with korean identity maintenance. 2020. linguistics, english education and art (leea) journal 3 (2):476-485 481 research method twenty karonese parents (ten fathers and ten mothers) who has a child (or children) between the ages of 16-18 were included in this project. the ages of participants were between the ages of 32 and 50. they were all born in medan. all the participants identified karonese as their heritage language. participants provided bio-data and participated interviews. participants were recruited through karonese church (gbkp), the scholl, and the author‟s personal contacts. the questionnaire on bio-data contained 12 items about participants‟ personal background, status, and proficiency levels in bahasa and cakap karo. after participants completed the questionnaire at the beginning of the study, they were asked to participate in an interview with the author. the interview was divide into two parts. the first section contained nine items about karonese parents‟ attitudes toward heritage language and cultural identity maintenance for the children and attitudes toward the karonese language, the karonese community and karonese churches in kelurahan sempakata medan. the second section contained four items about karonese parents‟ efforts to help their children maintain the heritage language both at home and outside the home. the interviews were audio-recorded in karonese and conducted wherever the participants felt comfortable. main points were transcribed and translated into english by the author. findings the results indicated that all the participants wanted their children to maintain the cakap karo. parents‟ attitudes towards the heritage language and their efforts to enhance their children‟s heritage language skills will be discussed in the following pages. parents’ attitudes toward the heritage language the result revealed that all the parents in this study had positive attitudes toward their children‟s heritage language maintenance. with regard to the reasons for wanting children to maintain the heritage language, all the participants responded their children should maintain the heritage language in order to keep their identity as karonese. this result shows that karonese parents strongly support their children‟s heritage language maintenance to enable them to keep their cultural identity through cakap karo. this result can be supported by the relationship between the heritage language and identity. as (cavallaro, 2005) mentions, language is one of the most important factors for ethnic identity in multilingual situations. in addition, heritage language development may help immigrant children define their cultural identity more positively in multicultural and multilingual societies, since being bilingual may promote their acceptance of 2020. linguistics, english education and art (leea) journal 3 (2):476-485 482 both the majority culture and their heritage culture. karonese parents believed that the maintenance of the heritage language can facilitate their children‟s positive identity formation. with regard to another reason why karonese children should maintain the heritage language, one parent mention the importance of first language skills in children‟s academic success and second language learning. she stated that her children started to learn cakap karo as their first language in medan, so they had to keep developing their first language, since effective second language learning and academic success would be possible based on the firm foundation of the first language skills. this result is in accord with (cummins, 1989) linguistic interdependence principle, which suggests that „there is an underlying cognitive and academic proficiency which is common across languages‟. cummins claims that a strong foundation in minority students‟ first language enhances their second language learning and second language academic skills. he insists that linguistic minority students‟ effective and fast acquisition of second language literacy skills and academic skills can be greatly facilitated and enhanced by their first language conceptual knowledge. parents’ efforts to enhance children’s cakap karo skills most parents thought that parents should help their children maintain their cakap karo in this study. all the participants responded that they tried to communicate with their children at home. this result shows that karonese parents use cakap karo with their children at home. even though children‟s cakap karo skills are not strong enough to communicate with parents solely, parents respond that they try to use as much cakap karo as is practical in order to keep their children‟s receptive competence as high as possible. they strongly believe that the use of cakap karo at home is the most important factor to their children‟s heritage language maintenance. also, sixteen parents responded that they use karonese books to help children maintain their cakap karo. they made their children read karonese books by themselves or they tried to read the karonese books together with their children. in addition, some (two out of twenty) parents used educational karonese vocabulary books in order to teach their children the cakap karo systematically. others parents also mentioned the use of karonese songs to study their heritage language. for the christianity family, they bring their children to the church of gbkp (gereja batak karo protestan). in this church, all people using cakap karo during worship. so, from this worship their children can enhance their cakap karo skill. some parents also bring their children to the traditional ceremonies to help their children maintain cakap karo at home and outside home. 2020. linguistics, english education and art (leea) journal 3 (2):476-485 483 as we mentioned before, since there is no systematic support from the community, most parents interviewed (seventeen) rely on church activities to provide a karonese-speaking outside the home. in addition, all participants responded that they encouraged their children to connect with karonese relatives and grandparents using the internet and the smartphone. most of the children in this study had contact with their karonese relatives, grandparents and friends more than once a week in order to keep their links to their family in hometown. discussion it is important to note that the findings reported here may not be generalisable to all karonese people in kelurahan sempakata medan, since only 20 parents participated. people in kelurahan sempakata medan is heterogeneous society. the population consists of various culture such as karonese, javanese, tobanese, mandailingnese, simalungunese, etc. so, when they comunicate with other ethnic comunities, they use bahasa. it has caused a language shift in their heritage language. the circumstances like this make sempakata‟s people become a multilingual society. this society tend to take a stand in using their heritage language in communication. the attitude of the community as a effort to use their heritage language is called language maintenance. if related to the theory put forward by (li, 1999), parents‟ positive attitudes towards their children‟s heritage language and culture are benefit for the maintenance of their identity and heritage language as well as for the development of their second language. li also mentions that supportive interaction between parents and children at home using their heritage language plays an important role in helping immigrant children maintain their heritage language. if a situation where parents tries to use their language to maintain their heritage language, then the attitude of sempakata‟s parents leads to language maintenance because all the parents had positive attitudes toward their children‟s heritage language maintenance. language maintenance has been an issue debated whenever languages come into contcact. (harahap, 2018) describes there were two strategies that conducted by mandailingnese people in tanjungbalai to maintain mandailingnese language. they are join the community and teach the language to younger sister/brother. in this study, karonese parents help their children maintain their cakap karo through communicate using cakap karo with their children at home. karonese parents use karonese books to help their children maintain their cakap karo. they made their children read karonese books by themselves or they tried to read it together at home. in addition, some parents used karonese songs in order to teach their children by sing the song at home or in the traditional events. 2020. linguistics, english education and art (leea) journal 3 (2):476-485 484 based on the result of the attitude of cakap karo‟s maintenance in kelurahan sempakata medan, the society can maintain their heritage language even though some have experienced language shift. furthermore, the maintenance of cakap karo is also the maintenance of culture because every culture activity needs to use a language. for this case, cakap karo is an element national culture for indonesia should be perserved. conclusion based on the results and discussion of the research can conclude that karonese parents in kelurahan selayang medan are very positive toward their children‟s heritage language maintainance. in addition, karonese parents‟ expectations for their children‟s proficiency level in the cakap karo are very high. they believe that their children‟s high level of proficiency in the cakap karo would help their children keep their cultural identity as karonese, ensure them better future economic opportunities, and give them more chances to communicate with their extended families and grandparents efficiently. it shows that karonese parents are very dedicated to their children‟s heritage language education at kelurahan selayang medan. they strongly believe that parents are mainly responsible for their children‟s heritage language and culture maintenance. parents‟ positive attitudes toward their children‟s heritage language maintenance will help their children develop and enhance the cakap karo skills in a multilingual context. references amna, e. 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(2018). mandailing language maintenance in kelurahan sudirejo ii medan. jurnal linguistik terapan pascasarjana. 2(3), 22-33 linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1362 56 semantic roles in joko widodo re-elected as president of bbc online news maria devi sidabutar 1 universitas putera batam (upb), indonesia zakrimal 2 universitas putera batam (upb), indonesia pb161210097@upbatam.ac.id 1 submit, 04-07-2020 accepted, 20-07-2020 publish, 24-07-2020 abstract this research focused in analyzing the types and the dominant of semantic roles that found in joko widodo re-elected as president in bbc online news (2019). the research design of this study is descriptive qualitative. this research used riemer (2010) theory. the data source of this research was “joko widodo reelected as president” in bbc online news which was taken from the internet. the method in collecting the data of this research was observation with nonparticipatory technique by using the transcript. the conclusion was the eight types of semantic roles can be found of joko widodo re-elected as president in bbc online. these data had been collected, the researcher found 10 data that produce 24 results of semantics roles which were involved into eight (8) types, such as; agent (3), patient (2), theme (5), location (2), experiencer (4), instruments (3), goal (2), and source (3) as the results. also, the dominant types of the semantic roles that frequently appeared was theme and the least was patient, location, and goal. keywords : semantic, news, types of semantic roles. introduction as the modern era, indonesia politics has been opened for political actors to compete and retain power. indonesia is included the country that almost its people wants to compete in the arena of political to reach the power and become a leader in the government such as be a president, mayor, regent, constitutional court, and others. fierce the competition to be a leader in the political world, there are so many things that can be done to bring down the rival such as looking for flaws and failures. the things make the candidates who will be running less and less. in finding the flaws and failures of someone or rival, it will be easy in this era now. there are so many tools that can be used. mailto:pb161210097@upbatam.ac.id1 2020. linguistics, english education and art (leea) journal 4 (1):56-65 57 in this era, the things to bring down the rival will be easy with making the interesting news even though the news is hoax. the things are all done to get a seat in government. the things can be done with using many electronics media such as television, online news, newspaper, magazines, and others that will be sending or writing news reporters trying to get the interesting news for reading by people. usually, the news will be written by the journalists with the interesting title to influence the reader in the news. the things also will make the increasing rating for the journalists in the field of electronics media. there are so many media are trying to cover the political news in indonesia which is currently determining a presidential election. the bbc online news also is interesting to cover the news about the political news in indonesia because of the presidential candidates are competing to be the leader. bbc (british broadcasting corporation is the largest online news media in the world and bbc also has the branch in indonesia. the center of the bbc online office is in london, england, and also has more than twenty-three thousands people. this online news conveys all the news clearly and using the english language in variation words, and bbc also get so many awards. even though, bbc uses the english in various words, it also can make misinterpret meaning when the readers read the news or the listeners watch and listen to the content of the news. because of that, it is needed the model of language that help the readers to understand how the text of the news works to interpret the meaning. the function of semantic roles can do this and describe language in actual and focus on texts and the contexts of culture or situation. so, the researcher must analyze the role of a word in the sentences. semantic roles have eight types such as agent, patient, theme, location, experiencer, instruments, goal, and source. these types make the researcher grouping the words in the sentences into the eight types of the semantic roles. marlina (2012) which found that nine kinds of thematic role such as agent, patient, location, beneficiary, experiencer, theme, source, goal and instrument are available in narrative texts and the role theme was frequently employed. there are six categories of the types of passive construction, such as : infinitive passive, get passive, be passive, impersonal passive, imperative passive, and causative passive. humolungo, (2013) that analyzed the passive sentences by semantic role analysis. hussain & sajid (2015) which found the roles of semantics in classifying the natural language predicates into a closed set of participant types in arguments and subfield of linguistics can be used in efl classroom for better teaching learning process. next researcher in its research was suryasa (2016) which had the result in showing the semantic has an important role involving to be understood by the reader with applied a figurative language that dominates the readers to know more 2020. linguistics, english education and art (leea) journal 4 (1):56-65 58 about the story was. those figurative language were metaphor, personification, hyperbole, simile, and synecdoche, then the most found was metaphor. maharsi (2016) which showed results the position of noun phrase’s determines its thematic role and the relevance between deep syntactic structure and the assignment of thematic roles for every noun phrase in the sentence. another researcher was agung (2016) analyzed the denotative meaning in kidung doa song which using the three lyrics as the data. maisarah (2016) which analyzed the pronouns in relation to the placement of verbs in a mah meri sentential construction. after that, the other researcher simanjuntak (2019) in its research concluded an action verbs has actor roles as an agent, effector, locative, theme, and as the patient. ismail (2019) the result showed the direct object that sometimes cannot be represented by inanimate in particular construction and prepositional phrases are optionally profiled in some cases. then the last profiling and not profiling the roles of participants may have something to do with what that called semantic restriction. then, sutedi (2020) which used as reference material for japanese lecturers in teaching of japanese case particles then the differences among the particles will be clearer and more easily understood by japanese language of learners in indonesia. based on the previous researches and comparing with this research phenomenon, this research of semantic roles can be found in the world of education and society with the application as the fact is a news either in print or online. then, the sentences and prepositions that had the basics of semantic roles in its also can be found in drama script, dialogue, especially in a news. because of that, the researcher got an interested reason further to better learn and understand about using semantic roles or tasks in sentences and prepositions by including understanding and some examples. literature review semantics semantics is one of the important branches of linguistics, it related with interpretation and meaning of the words, sentence structure, and symbols. it related with the reading comprehension of the readers, in how they understand others and their interpretations. ningrat, et.al (2019) stated in addition, semantics constructs a relation between adjoining words and clarifies the sense of a sentence, whether the meanings of words are literal or figurative. the purpose of semantics is to propose exact meanings of words and phrases, and remove confusion, which might lead the readers to believe a word has many possible meanings. it makes a relationship between a word and the sentence through their meanings. besides, semantics enable the readers to explore a sense of the meaning 2020. linguistics, english education and art (leea) journal 4 (1):56-65 59 because, if we remove or change the place of a single word from the sentence, it will change the entire meaning, or else the sentence will become anomalous. hence, the sense relation inside a sentence is very important, as a single word does not carry any sense or meaning. semantic roles wrihatnala (2016) stated semantic roles attempt to capture similarities and differences in verb meaning that are reflected in argument expression, with emergent generalizations that will contribute to the mapping from semantics to syntax. semantic roles also known as thematic relations, theta roles, participants roles, and deep cases are labels for certain recurring predicate-argument relations. semantic roles refers to the way in which the referent of the noun phrase contributes to the state, action or situation described by the sentence. there are eight of semantic roles such as agent, patient, theme, location, experiencer, instruments, goal and source made puspani (2016). agent the role of an argument that by its action affects some other entity. ex : sinta dropped the glass. from the sentence, it can be known that sinta is doing an action which causes the glass is broken. patient the role of an argument that entity undergoing the effect of some action. ex : the refrigerator froze the water. from the sentence, the refrigerator gave the effect for the water become freezing or being an ice. theme the argument that undergoes an action. ex : sandi lost the key. from the sentence, the key was looking by sandi and he did not find it. location an argument the place where the action was happened. ex : the match football was held in university of putera batam. from the sentence, it is known that university of putera batam was as the place for the match football was held. 2020. linguistics, english education and art (leea) journal 4 (1):56-65 60 experiencer an argument that someone feels something. ex : aunty heard that the baby was crying. this sentence shows that aunty heard the crying of baby. instruments argument that the means by which an action performed. ex : suzy is eating the fried noodle with her hands. this sentence shows that the fried noodle is eating by suzy using her two of her hands goal an argument that place from which an action is directed. ex : throw this rubbish into the rubbish bin. this sentence shows that the rubbish bin is the place of the rubbish must be. source a role of argument that the place from which an action originates. ex : maria comes from medan. this sentence shows that the source or the village of maria comes from. research method this research used the descriptive qualitative research method which was result of the research. for collecting the data contains the semantic roles in joko widodo re-elected as president, the researcher used observation method with nonparticipatory technique that applyed by sudaryanto. this research is describing an analysis of semantic roles joko widodo re-elected as president. the researcher determined the types of semantic roles and the dominant types of semantic roles that used in script as the data. the findings of the research were finally analyzed by the researcher. findings this research analyzed and classified the types of semantic roles that found in joko widodo re-elected as president of bbc online news (2019). here are ten (10) data which involving the eight (8) types of semantic roles in its. data 1 joko widodo has been re-elected as indonesia's president after last month's vote, beating former general prabowo subianto. 2020. linguistics, english education and art (leea) journal 4 (1):56-65 61 based on the statement, there can be seen two types of semantic roles. two of them are experiencer and theme. here, jokowi is an experiencer role who re-elected as the president of indonesia. mr. widodo re-elected because getting the highest poll as the result, also his hard work in leading indonesia and for advancing the country of indonesia. indonesia's president as the theme, because mr. widodo has won the voting. data 2 around 32,000 security personnel were deployed across the capital jakarta, afp news agency reports. there are also three types of semantic roles, patient, location, and agent. the 32,000 security personnel as the patient because taking care the result of voting in amid fears of unrest. the capital jakarta is the location because the result of the voting will be announced there. then, afp news agency is the agent in reporting the condition of the result of voting that will be held. data 3 mr. prabowo rejected the result and said he would pursue "legal avenues", but urged his supporters to stay calm. on the statement, there are two types of semantic roles are patient and goal. mr. prabowo is the agent who rejected the result of voting on himself. legal avenues is the goal that mr. prabowo chooses as the weapon to re-process the result of voting on himself that cause mr. prabowo loses in the voting. data 4 ahead of the final tally he had alleged "widespread cheating" and warned of potential street protests. in 2014 mr. prabowo challenged an election defeat by mr. widodo in indonesia's constitutional court, but lost.it can be found three types of semantic roles which are theme, agent, and location. widespread cheating and warned of potential street protests as the theme which is mr. prabowo alleged and will be done because mr. prabowo cannot accept his defeat. then, mr. prabowo as the agent that cannot accept his defeat in the voting. indonesia's constitutional court is the location that the place for the legal avenues will be held that taken by mr. prabowo. 2020. linguistics, english education and art (leea) journal 4 (1):56-65 62 data 5 mr. widodo won 55.5% of the vote to mr. prabowo's 44.5%, the election commission said. there are four types of semantic roles, they are experiencer, instrument, theme, and agent. mr. widodo is the experiencer that won the highest result in indonesian presidential re-election. the vote as the instrument which is used as the valid poll in choosing the president. the poll 55.5% of vote which is the result of voting that the winner or mr. widodo got in indonesian president re-election and 44.5% of vote which the voting that mr. prabowo got are as the theme. mr. prabowo is as the experiencer not as the patient because mr. prabowo got the lower poll in the result of voting. the election commission as the agent that saying the valid result of voting. data 6 mr. widodo, himself a religious moderat. here, there is only one type of semantic roles which is as instrument. himself a religious moderate become as the instrument because mr. widodo is already known by people with the character that mr. widodo has. data 7 jakarta's chinese-christian governor basuki tjahaja purnama known as ahok was accused by hardliners of blasphemy against islam. here are three types of semantic roles which are the theme, source, and experiencer. jakarta's chinese-christian governor as the theme that mr. basuki purnama is the governor from chinese ethnic that ever leading jakarta. chinesechristian as the source because that shows the identity of mr. basuki purnama or ahok from christian and chinese ethnic. mr. basuki purnama is as the experiencer who the governor of jakarta that has been accused by hardliners of blasphemy against islam. data 8 joko widodo has been president since 2014 when he also beat mr prabowo in a hotly-contested vote. here, mr. widodo is as the experiencer who ever as the president before and still re-elected as the president to advance indonesia again. 2020. linguistics, english education and art (leea) journal 4 (1):56-65 63 data 9 the 57-year old comes from humble beginnings and has focused his campaigns very much around his image as a "man of the people". based on the statement, there are two types of semantic roles, those are source and instrument. humble beginnings is the source that mr. widodo comes from the humble family and down-to-earth of character. his image as a man of the people became as the instrument because mr. widodo is already known by people with the character that mr. widodo has, it also became the style of leading indonesia. data 10 : he first came to international prominence by becoming governor of jakarta in 2012. from the statement, it can be found three types of semantic roles, those are source, theme, and goal. he is as the experiencer which refers to mr. joko widodo that starting to be famous to international since mr. widodo became the governor of jakarta. mr. widodo is a role model for indonesian, because he is known as a wise and clever leader in solving existing problems. he always and still has the well record as long as he does his job as a leader, both when he was still a governor until the president again. the theme is governor of jakarta that he was ever as governor during leading jakarta before becoming president now. discussion this research has some results that the researcher found from the analysis of data. there are all the types or the eight types that used in joko widodo reelected as president of bbc online news. the theory was applied by riemer (2010). the using in types of semantic roles had its understanding based on how to use it in the sentences. theme is the dominant type that appeared in the news which found by the researcher. theme is the argument that undergoes an action. “mr. widodo won 55.5% of the vote to mr. prabowo's 44.5%, the election commission said.” from this sentence above, make sure that “55.5% and 44.5%” was the poll that the each of candidates got at the party and it means that is as a theme which is talking about the argument undergoes an action. the least dominant is patient, location, and goal. from this sentence “mr. prabowo rejected the result and said he would pursue "legal avenues", but urged his supporters to stay calm.” this statement, there legal avenues is the goal that mr. prabowo chooses as the weapon to reprocess the result of voting on himself that cause mr. prabowo loses in the voting. 2020. linguistics, english education and art (leea) journal 4 (1):56-65 64 semantic roles can be divided into two types, that is to say, macroroles and specific roles by valin (1997). the macroroles are divided between actors and undergoers. specific roles of agent, patient, theme, locative, and experiencer can be referred to as subordinate roles. agent is the actor who perfoms an action and who controls and restrains the occurrence of an event. then, the patient is the undergoer who receives the action directly from the agent. the semantic role is a role played by the predicate argument so that it is said to offer a semantic relationship between the arguments and the predicates. according to yule (2006) the theory for analyzing the types of semantic roles of its sentence that stated had the result of the data about the words that including in its sentence. that thing done to determine what word it was called of its sentence, such as the role by the noun phrase of “the boy kicked the ball”. the boy as the entity that performs the action that called as an agent. another role is taken by the ball as the entity that is involved in or affected by the action, which is called as the theme. the theme typically non-human, but can be human too. in fact, the same physical entity can be appear in two different semantic roles in a sentence. geert (2007) stated that the semantic role refers to the verbs performed by general participants. in controlling, influence, and shape the situation and actions that affect the undergoer was influence from the actors himself. on the other hand, the target undergoer is participant who is only affected by verb actions that are said to be unable to control, do not form or not affect the situation as the agent does. conclusion there are eight types of semantic roles can be found in the news joko widodo re-elected as president in bbc online. these data has been collected, the researcher found 10 data that produce 24 results of semantics roles which were involved into eight (8) types, such as; agent (3), patient (2), theme (5), location (2), experiencer (4), instruments (3), goal (2), and source (3) as the results. also, the dominant types of the semantic roles that frequently appeared was theme and the least was patient, location, and goal as the conclusion. references agung, & satriyo, w.,w. (2016). a semantic analysis of denotative meaning in kidung doa song by sunan kalijaga. jurnal ilmiah bahasa dan sastra, 3(48), 1–20. geert, b. (2007). the grammar of words : an introduction to morphology. oxford textbooks in linguistics. oxford : oxford university press. humolungo, f. (2013). analyzing passive sentences through semantic roles analysis. universitas negeri gorontalo. 2020. linguistics, english education and art (leea) journal 4 (1):56-65 65 hussain, s., & sajid, s. (2015). semantics in efl classroom : a brief review. iosr journal of humanities and social science (iosr-jhss), 20(9), 39– 43. https://doi.org/10.9790/0837-20933943 indonesia election: joko widodo re-elected as president. (2019). retrieved from https://www.bbc.com/news/world-asia-48331879 ismail, d. (2019). profiling properties of the verbs bring, mails, send, rob, and steal in the news of washington post and pittsburg-gazette. joepallt, 7(2), 1–10. maharsi, e. (2016). thematic role assignment in english sentences : a quick glance an interface between syntax and semantics. eltics : journal of english language teaching and english linguistics, 2(1), 15. maisarah, k. & v. (2016). semantic analysis of theta roles of verbs in the mah meri language. journal of english education, 5(1), 49–70. marlina, r. (2012). the analysis of thematic role in narrative texts of senior high school textbooks. english review: journal of english education, 1(1), 80–88. ningrat, a.,a.,a ngr. adriyanti, w., kardana, i., n. (2019). semantic roles of the verb “to see” in javenese of kertosono. 5(2), 122–129. https://doi.org/http://dx.doi.org/10.22225/jr.5.2.1139.122-129 puspani, m., i., a. (2016). the semantic roles of the english action verbs. jurnal humanis, 16(2), 159–166. riemer, n. (2010). introducing semantics. united kingdom: cambridge university press. simanjuntak, f. & m. (2019). semantic roles of verbs in batak toba language. european journal of literature, language and linguistics studies, 3(2), 1–15. https://doi.org/10.5281/zenodo.3334399 suryasa, i., w. (2016). the roles played of semantic theory found in novel the moon that embracing the sun translation. international journal of linguistics, literature and culture, 2(1), 39–42. sutedi, d. (2020). the semantic roles of “ kaku-joshi ” in japanese textbooks. indonesian journal of applied linguistics, 5(3), 545–558. valin, v. & l. (1997). syntax : structure, meaning, and function. cambridge university press. wrihatnala, i., m., b. (2016). category of complement and semantic role of single argument in balinese syntactic constructions. 2(2), 384–393. https://doi.org/10.22225/jr.2.2.423.384-393. linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1212 426 evaluating questioning skills of pre-service efl teachers through self-evaluation of teacher talk (sett) in microteaching class naila muroda 1 universitas negeri surabaya ahmad munir 2 universitas negeri surabaya slamet setiawan 3 universitas negeri surabaya naila.18010@mhs.unesa.ac.id 1 submit, 04-05-2020 accepted, 21-06-2020 publish, 22-06-2020 abstract this study aims to investigate pre-service efl teachers’ way evaluating their own teachers talk, especially in questioning skill using sett (self-evaluation of teacher talk). the method used in this study is qualitative research toward four pre-service efl teachers’ used as the research’s participants. by revealing the data, the author used teachers’ reflective journals as process for evaluation and also interview to obtain deeper perspective and feelings results of the data analysis. the findings indicated that doing the evaluation of questioning skills using sett framework has helped their awareness of their language used in teaching, not only about the interactional features for communication but also how manage the language to assist the students to response. more importantly, they are able to use and control their language in running the classroom activities. thus, it means that sett has helped the teachers to achieved their personal development and awareness toward the classroom communication in holding the interaction especially in questioning skills. keywords: questioning skills, sett, pre-service efl teachers introduction in educational field, teachers must be able to create an infinite way of communicating to their students. alghasab et al. (2019) stated that it is as the essence of the teaching. it is very crucial to utilize the language to the students, especially when it comes to second language learning, english. thus, teachers have to be innovative in managing the language used to interact with the students. rather than just offer an interpretation, they will discover how they interactively mailto:naila.18010@mhs.unesa.ac.id1 2020. linguistics, english education and art (leea) journal 3 (2):426-440 427 construct the language among the students. it therefore allowed the students to gain the proper language. walsh described the teachers’ language as means to promote appropriate awareness to create the pupils' discussions and interactions. myhill (2016) also recommended that teachers use the language to monitor, coordinate and inspire pupils. with regard to these claims, teachers’ talks are the vital case to help students to be engaged effectively in the learning. teachers’ questioning is one of the most commonly known teacher rendezvous techniques to make it happened. nasir et al (2019) stated that posing questions helps teachers to address the circumstance and state of the classroom. in addition, questioning is one of the methods utilized by teachers in language education. dillenbourg et al (2018) has demonstrated that constructing chemistry in the classroom is difficult so that the role of questioning is essential to the language teacher. it is particular to promote verbal responses and assess the success of learners in order to mitigate their problems. however, in the reality, teachers cannot stay alone while doing the questioning; they must understand the position of students in answering questions. it is also necessary to know how the students will address the question. thus, teachers are responsible to what the students say in the classroom. it is therefore important for pre-service teachers (psts) who are in the phase of learning how to teach, to know and understand how the questions are created by them at microteaching class. for a role model, it is important that knowledge of psts is increased. it is how the students will undergo the correct questioning during the learning phase. any researchers believe that as language instructors they will strive to talk and use the language carefully, it is not an easy job to raise questions. it is important to develop the learning and teaching ability of the psts in the use of language for communication. their usage of verbal question allows language acquisition and essential communication abilities to be fostered in students' minds. regarding those issue, there is a clear correlation between what educators talk and what they do in actual conversation in the classroom. the characteristic complexity and intensity of language usage allows second language teachers to establish critical skills and knowledge to interpret, analyze and assess their language. walsh suggested method to determine the essence of the teachers 'talk, that is the self-evaluation of teacher talk (sett). it is a framework to know and understand the teachers' talks in the classroom and the deliberate characteristics in relation to their pedagogical purposes. it provides an avenue to better understanding the relationship between the spoken language, engagement and learning objectives of teachers. psts therefore need be conscious of the questioning talk. hence, sett asks the psts to examine their language in composing the questions so that they 2020. linguistics, english education and art (leea) journal 3 (2):426-440 428 valued awareness that affect their questioning. as abraham & eisenring (2018) stated that teachers need a forum to evaluate their language in questioning skills. hence, they can embody the questioning that serves the purpose of learning. some previous studies focusing on teachers talk using the sett framework have been done by some researchers. wang (2018) carried out an analysis based on the greater sett context. to evaluate the teachers' conversation, the study was performed focused on four modes: managerial mode, skills and system mode, materials mode, and classroom context mode. however, the study did not investigate how the teachers really evaluate their own talk, especially in questioning skills. a comprehensive analysis on the effectivity of the sett framework for psts has been conducted by gönen & asik (2016). this study used quantitative method to know the pre-service perceptions of the sett effectiveness in helping them in enhancing the interaction in the classroom. by involving 23 pre-service teachers, this study was conducted and the result shows that sett has raised their awareness in building the communication. however, the communication is in general, it needs to know the specific communication which is mostly done by the teachers in the class, that is questioning. astuti & selti (2018) explored efl teachers' opinions about the usage of sett during the microteaching session. the findings showed that they found the ambiguity to identify and evaluate their talk using sett. they felt difficulty in doing the evaluation because they felt that they did not understand enough to the types of interactional features. thus, to suggest, more induction and trainings are needed to be given to them. furthermore, it will be better for pre-service to know specific features rather than all in sudden. therefore, it is necessary to conduct the evaluation of teachers’ talk in questioning. ghafarpour (2016) investigated the contribution of the interactional features of sett proposed by walsh. the author claimed that those features are representative and useful; thus they have the implication to raise the teachers’ awareness of the teacher talk. however, this study only focused on the four moves of teacher interaction. deeper investigation dealing with the evaluating the features of teachers talk and how the features manage to help teacher achieved pedagogical goal in the class are needed to be conducted in order to know how actually teachers talk of sett framework does. moreover, the same research of sett framework has been conducted by wasi’ah (2016). the author investigated how teacher in jambi revealed fourteen interactional features of teachers talk. the result showed that only eleven sett interactional features performed while the later three features, referential questions, turn completion, and form-focus feedback. however, the author did not give the why those three features are evaluated. to suggest, it is also crucial to 2020. linguistics, english education and art (leea) journal 3 (2):426-440 429 examine how it might happen for pre-service teachers whether they are aware toward all the features or not, especially in questioning skills since the teacher in that research managed to perform eleven out of fourteen features. however, there is still lack of studies done to pre-service efl teachers, especially in evaluating their questioning through sett. furthermore, the key aim of those studies were to investigate the interactional feature of talks in general. thus, there is still no clear study to be done about how pre-service efl teachers utilize the questioning abilities through the sett grid. therefore, this upcoming study investigates the way the pre-service teachers in evaluating the questioning skills in which question is the most common communication used by the teachers in the classroom, whether in opening, explaining, or even reviewing the lesson in the classroom. by doing so, the pre-service teacher especially in microteaching class will learn how to evaluate and hope that they will be aware the questioning talk they created during the class. furthermore, it is as the challenge skills of pre-service efl teachers in evaluating their talks at questioning through reflective journal of sett, in which it can enable psts to consider how they performed questioning in the classroom. this will indicate a direction for pre-service teachers to build a specific teaching competence and concerns until they hold the real life of teaching in the real classroom circumstance in the future in their real professional life as a teacher. literature review microteaching class teachers are one of the most significant variables in maximizing education performance and the teaching cycle. it's really necessary to prepare teachers who have the fast-growing generation. in a typical point of view, teachers are the root and transmission of expertise; but through the context of the educational phase, they have also become the reference for students (darmayenti et al., 2019). the teachers nowadays have to learn, assess and improve the teacher preparation systems. one of the most significant initiatives in the learning environment is through a microteaching program. it gives students greater accountability and provides them with the ability to access knowledge. besides, it is a method of learning that trains teachers’ candidate to be educators during the start of teaching. psts are instructed for actual circumstances of teaching such as helping them to get adequate awareness of teaching, coaching and training teaching abilities as well as the teacher's attitudes and actions. furthermore, by enrolling to microteaching program, pre-service teachers have a great chance of implementing the ideas they have mastered in the actual school environment. even though education practice remains a struggle, the psts 2020. linguistics, english education and art (leea) journal 3 (2):426-440 430 should be well directed and supervised. it prepares themselves such as how to manage and treat not just their everyday lectures, but also the students and their classroom instruction. therefore, the most valuable aspect of the teacher education system is microteaching experience among pre-service teachers. the process of microteaching is easy but strictly regulated and restricted during 5 to 10 minutes and attended by between 3-10 students (afifah, 2017). it may involve a live demonstration or a recording of the teaching practicum through a selected topic. furthermore, it is offered in the faculty of teacher training to sixth semester students. they are who have achieved such previous main competencies in teaching and learning fields like classroom management, teaching media, teaching strategies, curriculum and soon. in doing microteaching, there are some ways to evaluate namely by capturing the video for the previous teaching practice to watch students’ expression and the language that has been used. thus, the teachers enable to focus further about the way the teach (jiang, 2016). it also has some aims such as enhances psts optimism and confidence, boosts and strengthens the teacher's capability in the classroom. by doing so, they are able to combine the materials with the technology or others and results are expected to improve their awareness toward the fundamental and relevant teaching skills in teaching (turgut, 2017). conversely, it has never been obvious how it has possibility to improve teaching abilities because most participants were not willing to show their instructional process properly (darmayenti et al., 2019). there must also be relevant, imaginative, enjoyable and dialogue-friendly learning environments for an instructor as an educator. as a consequence, much of their learning goals have not been fulfilled, thus, it is important to increase greater accountability of the preservice teachers. they will be trained to obtain information and opportunity to create suggestions or opinions in order to achieve learning objectives and a sense of satisfaction. they are required to improve their talents in order to render professional, knowledgeable, self-sufficient, and qualified teachers in the future. therefore, they are managed to make future professional, competent, selfsustainable and qualified teachers. basic teaching skills the purpose of microteaching is to create the basic essential teaching skills for teacher candidates. those are the ability that should be acquired by the teachers such as creating questions, giving explanation, and delivering the design of the learning (jamal & sandhya, 2016). it thus reveals that questioning has become one of the main abilities that the teachers will take the full account of. 2020. linguistics, english education and art (leea) journal 3 (2):426-440 431 the components that included as basic teaching skills are lesson plan, opening, explaining, reinforcing, media. managing, questioning, varying, discussing, and closing (darmayenti et al., 2019). those components are compulsory skills that a teacher should learn. thus, it means that they are some pre-service teachers’ activities during their time in learning how to teach as teachers. all the aforementioned viewpoints indicate that the teaching skills are a series of actions and behavior intended to facilitate and support student learning directly or indirectly. teacher's qualifications are often connected to the way in which the teacher did the job and the results produced to increase pupils' performance. questioning skills concept in enhancing the classroom circumstance, teachers are able to manage the question. this is also the most common way to communicate with students. the use of question as a teaching tool in a classroom has shown a central concept to engage learners in creating the discussion among the students (ghajarieh et al., 2019). the use of teacher questions can also generate specific and varied features of student talk that promote understanding, demonstrate student engagement and high-level thinking (boyd, 2015). questioning skill is also a main skill to raise the learners to speak and share their arguments and it is commonly done by the teachers from common to specific questions (aisyah, 2016). the way the students express their opinions, views and beliefs with others, whether they be with their peers or their teachers is boosted by teachers’ question. thus, through the use of effective question strategies, teachers are able to promote the growth of interaction at the class. in so doing, the teachers should master this basic skills, questioning skills, to allow students to analytically respond and think. teachers talk there something that cannot be denied that happen in the classroom, it is the teachers talk (putri, 2015). the interaction built between teachers and the students is main activity during the classroom activities, especially for language teachers. in order to preserve and develop its significance for pedagogical objectives in a specific sense of learning, teachers' language ought to know the language used in detail. however, it is not acknowledged by all teachers. indeed, in order to promote the learning process, it is truly important to create engagement between teachers and students in terms of second language acquisition. considering the need on how crucial the teachers' communication, it give the great impacts to motivate the students in the joining activities. 2020. linguistics, english education and art (leea) journal 3 (2):426-440 432 regarding those issues, in conveying the learning, teacher talk plays a crucial role in class engagement as it will improve the students ' comprehension of learning resources and enable them to be more involved throughout the learning phase (nasir et al., 2019). while walsh has claimed that the talk of teachers is more about language teachers being used as a guide to the engagement of classrooms, to monitor, organize and inspire students to communicate. it can be as a gateway to positive class interaction. it is a part of the interaction that involve students directly in classrooms by effective teacher talks. hence, it is really crucial to manage the teachers talk so that they would not experience the negative teachers’ talk in their own teaching class so the pupils they really enjoy the class (nagle, 2018). thus, teachers must realize that the teacher's lecture will be offered to students through learning cycles as a role model in the classroom. self-evaluation teacher talk (sett) teacher talk's self-evaluation (sett) is one of the teachers' instruments for the realization, identification, description and assessment of their teacher's conversation, in particular in relation to the need to increase their knowledge of the important connection between talk, interactions and learning. it also provides an opportunity to introduce a form of reflexive practice that not only encourages them to consider their teaching methodological aspects, but also their interactional decision making (astuti & selti, 2018). it demonstrated how teachers measure their language during the learning phase. it will also allow teachers to obtain and develop a better understanding of interactional language learning processes. with the students heading the classroom dialogue in one situation, it is important for teachers not just in terms of media and other recorded content, but also a language for communicating, that they know their progress in teaching. sett's main purpose is to determine the amount of interaction in classroom specifically. sett often helps the english teacher to figure out what form of verbal expression they have (abraham & eisenring, 2018). the interaction analysis using sett can help the teacher to develop the efficiency of his or her conversation in the classrooms. sett in general consists of some modes such as managerial, materials, skills and system and classroom context. every mode consists of certain characteristics and specific structure. in specific case, it has fourteen conversational features namely, scaffolding, display question, referential question, teacher’s interruption, extended learner-turn, extended teacher-turn, wait time, direct repair, and so on. this research, though, only focuses on sett's questioning skills for the pre-service teachers who take part to microteaching class. it consists of how the psts construct the questions and utilize their students' abilities to answer by the usage of long waiting period, interruptions for teachers and lengthy learning turns. 2020. linguistics, english education and art (leea) journal 3 (2):426-440 433 this ensures that the psts accomplish their pedagogical aims or not in managing the language in the classroom. any teacher has a way of asking concerns, using display or referential question. one teacher can be different from the others; it depends on who is going to address the question. the various forms of question used could be yes/no, 5w1h, tag questions or other syntactic structures. teachers will need to be able to address certain questions in order to encourage the students to utilize longer learners’ switches, prolonged waiting periods or even interruptions. students will respond to the teachers' query in different ways. the self-evaluation chart of questioning skills can also be seen in table 1 table 1 sett of questioning skill feature of talk in questioning skill description of pedagogical goal 1. display question asking question to which teacher knows the answer 2. referential question asking question to which teacher doesn’t know the answer 3. extended wait time allowing sufficient time (several seconds) for students to formulate respond 4. extended learner turn learner turn of more than one utterance 5. teacher interruption interrupting learners’ contribution research method this study is categorized as a case study since it discusses a particular occurrence which the state of the research topic requires to be investigated under greater detail. therefore, the examination of participants' results, encouragement and understanding, through deeper review of this research is a matter of reality. the findings of this study are shown by the individual subject of the studies to be discussed and evaluated objectively. furthermore, this study is included in a case study because it investigated the real phenomena the way the pre-service teacher doing the self-evaluation of teachers talk. it therefore depicts the phenomena that intended to investigate how pre-service efl teachers evaluate their language used and aware toward facilitating their students to respond using sett. the research was conducted in a microteaching class of efl department. there four pre-service efl teachers as the participants of this research. it can be named as pst-1, pst-2, pst-3, pst-4, and pst-5 (pseudonyms) who enroll in microteaching class (ppl-1) at english education department in one of university in indonesia. the participants are chosen as the subject of this study due to their enrollment to microteaching class. to be teacher candidates, they need to practice the way they teach. furthermore, it also compulsory subject that has to be taken by the students of education program because after doing the ppl-1, they will face their real teaching at the real school (ppl-2). so, this program is as bridge for 2020. linguistics, english education and art (leea) journal 3 (2):426-440 434 psts to assist them in the real practice of teaching or even as the foundation in the future of their professional skill in teaching. therefore, this is the appropriate concern of the research participant to be chosen. the source of data gained to answer the research problem are journal reflection and semi structured interview. the reason why using those sources of data is that to enterprise the certain situation. besides, the interview focused on the way teacher revealing their opinion in experiencing analyzing their own classroom language interaction in running the lesson in the classroom through sett framework. the evaluation process through the reflective diaries are supported by the video recording to reflect the natural situation that has been done the pre-service teachers. in this case, the teachers write a journal reflective as an evaluation report reflecting their language in teaching using sett framework of questioning skills. in addition, interview is conducted to clarify and avoid some miss understanding during the evaluation and also used to dig further about the teacher opinions in experiencing evaluation through sett framework. there are several steps in analyzing the teachers’ talk questioning skills evaluation, namely: 1. the subject of the research did a teaching practice at microteaching class 2. they obtained a training to analyze the sett framework. 3. after that the subject of the research practiced, recorded, and analyzed it using sett framework of questioning skills. 4. each psts are asked to do evaluation toward their questioning skills based on their teaching practice using reflective journals 5. they are asked using semi structured interview. findings 1. rq 1. how do pre-service efl teachers evaluate the questioning skills using sett framework in microteaching class? this first research question depicts the pre-service efl teachers’ way to evaluate and reflect toward the sett framework instrument of questioning. the evaluation are as follow: evaluation 1: the psts are managed to define and categorize samples of their questioning feature of the interactions (display and referential question) display question pst-2 : why is he so happy? s1 : happy because= pst-3 : =why? s3 : because he wins speech contest 2020. linguistics, english education and art (leea) journal 3 (2):426-440 435 the excerpt shows that pst 3 can find and categorize the interactive feature of questioning which is about the display question. how the pst-3 addresses the questions can be seen. the evaluation reveals that it was generated by asking "why is he so glad?”. if the instructor can define a questioning ability dialogue element for the discussion, it indicates that the teacher understands how the it was made purposefully (aşık & gönen, 2016). evaluation 2: the used of metalanguage critical self-evaluation of the psts all the psts are able to use the metalanguage in evaluating their questioning skill using sett grid. it is proven that they are aware toward the questions they created. furthermore, it happened when they know the purpose of posing those questions to the students. for the detail reflection for both in-service teachers in their second turn are as follows: extracts the used of metalanguage and critical selfevaluation 1. display question pst-1: can you tell me what borobudur looks like? l5: it is as one of seven wonders in the world miss! as you know guys, it is very big and so unique that built by syailenda dynasty pst-1: wow, good job! give approve applause guys! ls: (applause together) 2. display question pst-4: from the passage, can anyone describe the prambanan temple in a simple way? l3: hmmm, hmm … it is … unique, beautiful, and located in central java miss! pst-4: good job! this meeting session in the class i used display question because i would like to check my students’ understanding. besides, i gave extended learner turn to my students to answer. thus, it probably took minutes for answer it. this happened when i taught about introduction to descriptive text for tenth grade senior high school. i now know, that extended learner turn is very crucial to be conducted since recognizing the interaction with the students effectively is a necessary so that i gave extra time for my students to respond and not to take direct interruptions to them. i do realize in this meeting that doing waittime was really necessary in the lesson. i waited my student to respond when he used the discourse marker hmm… hmm to express the wait-time while he was still thinking what the best answer of my question. 3. referential question pst-2: do you have experience? what is that? l8: i have miss. it was for= pst-2: =when was it? l8: for about two months ago in madura in this meeting, i would ask about the previous meeting that discussed recount text using past tense. thus, i asked my students about their experience using referential question. after watching my video of teaching, i realized that i have done a big mistake to do teacher interruption. as a matter of this, i noticed that my talk had interrupted my student while he was talking. it took me to remind myself and i must took this as a consideration in order not to make 2020. linguistics, english education and art (leea) journal 3 (2):426-440 436 4. display question pst-3: what is the difference between these two passage? l4: hmm, it is= pst-3: =what is this? l6: the one is about cat in general, and the other is cat in specific pst-3: good job guys the same mistake in the future. for me, i thought that my instruction was clear enough for my students, but here i forget that every student has their own language proficiency. i should not directly interrupt them and even should give them times to take a breath from the prior lesson so think their answer. i don’t have that kind of wait-time to them. therefore, now i realized that it is not properly done to interrupt the students, i have to know the condition and wait the students appropriately. 2. rq 2. what are the pre-service efl teachers’ opinions of the sett experience in evaluating the questioning skills? to answer this question, interview is used. the psts’ responses were analyzed to shows their opinion about sett experience the four psts were interviewed and asked their opinions about the sett framework. all of them said that it is really interesting and a very valuable knowledge that they ever get in which they never know before. due to this experiencing sett framework, they know about language used in teaching, how to deal with classroom interaction, how to improve teaching skill, classroom management, and lesson planning. furthermore, it also helps them to reflect their own interaction talk of questioning, not only about revealing self-evaluation of interaction features but also realizing difficulties of their talk that delivered to their students. therefore, in this case, sett has helped them critically about student-teacher interaction and give great impact to their teaching and shows their strengths and weaknesses. thus, sett framework has showed powerful borders in language teaching for the development of psts. at the first, i am not paying attention to the certain talk i produce, even i don’t realize that it can make my students confused what i am asking to them. and when i did a reflection of my questioning talks, i got some difficulties, but then because of the training i could get much help. i learn not to make to complicated wordings that boost misunderstanding to my students. (pst-1’s interview) i don’t even know how to give space for my students’ time to answer my questions before. what i want is that they can directly answer my questions because i am afraid that the lecture would thought that my teaching practice was so bad. in fact, because of this sett in questioning, i realize how to deal with classroom language, how give extend more time to my fellows to react toward what i am asking to them. (pst-3’s interview) 2020. linguistics, english education and art (leea) journal 3 (2):426-440 437 from those interview, it shows that their language interaction with the pupils are crucial. while listening to the recordings, they are more aware toward the reflections emerged to some features of teachers talk such as extended learner turn, display question, and soon. they are able to see their teaching not only from one side of their own point of view but also proven from what they watch at the recording, also from the sett grid. it can give another perspective toward the way they use language classroom interactions. it definitely assists them to see their weaknesses that they might not aware to make their language interaction used better for their teaching ahead. thus the role of sett framework is really helpful for them. therefore, all of the psts’ opinion about their reflection in questioning has something to do with teaching awareness and focus on the learning activities, giving another point of view, and also solutions for classroom interactions ahead. discussion the findings of the research indicate that the psts are able to evaluate their teacher talk and created improvement even though the training of sett gained much benefit of having experience of analyzing their classroom interaction of questioning using sett framework. one of the key to do that is because of the sett induction that got by the pre-service teachers (brooke, 2019), as argued by astuti & selti (2018) that having the teachers’ training and workshops is very helpful to enable the teachers aware toward the language they used in the classroom and how they facilitate their students in responding the talk. while, it also sometimes cannot be realized and occurred all when the teachers’ did the teaching since it come unconsciously and cannot be planned during the learning process (wasi’ah, 2016). that’s why the pre-service teachers are suggested to upgrade and join some training at the time they become teachers. by doing so, they will be happy and more understandable how to be teachers in real life; how to perform the foreign language to non-native speakers better (jiang, 2016). in addition, based on the interview, sett also helps the teachers to have a deep critical evaluation and reflection to language communication that been produced by them. they can also see their own strengths and weaknesses in teaching, not merely about the methodology and the quantity of teachers talk time but more focus on metalanguage and interactional features implemented by the pre-service efl teachers at microteaching class. in this situation, the teachers will be granted the leadership in every potential project at the time of the school (macdonald, 2017). the way this looks will primarily focus on local circumstances and will draw on community leaders' relevant experience. since it managed to help them to be aware and develop their teaching to be better in the future, therefore, it is such a responsibility for implementing reflection and 2020. linguistics, english education and art (leea) journal 3 (2):426-440 438 evaluation habit in teachers’ daily activities and even in university program where the teacher candidates achieve their education to be teachers (gönen & asik, 2016). conclusion in conclusion, based on the data of this study has revealed that preservice efl teachers are able to analyze kinds of interaction features of classroom discourse in questioning skills in which it takes some difficulty due to the vagueness of the features. besides, it also inclined their awareness toward how important of having self-evaluation knowledge and experience. due to those experiences of evaluation, they managed to understand how to give instruction and create discussions with their learners with the appropriate language. they realized and become aware of language interaction for communication they used at microteaching class. therefore, the goal of pedagogy of learning can be achieved between teacher and students. the result of this study also cannot be generalized since it limited to the smaller amount of the participant and also microteaching class circumstance. references abraham, m., & eisenring, a. 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(2016). a study of teacher talk in classroom interaction at an islamic senior high school. okara journal of language and literature, 1(1), 29–43. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1708 270 a text analysis on joko widodo’s speech text on indonesia independence day asep anwar siddiq1 uin syarif hidayatullah jakarta didin nuruddin hidayat2 uin syarif hidayatullah jakarta alek3 uin syarif hidayatullah jakarta adrefiza4 universitas jambi didin.nuruddin@uinjkt.ac.id submit, 22-10-2020 accepted, 06-01-2021 publish, 31-01-2021 abstract this study aimed to describe the president's speech text as a critical discourse analysis taken on the indonesian republic secretariat cabinet website, conveyed by ir. joko widodo as the 7th president of the republic of indonesia. the methodology used by the researchers was a descriptive qualitative method. this textual content analysis is base on van dijk's design by which the research unit section is divide into three parts: macro-structure, supra structure and microstructure. the study revealed that the textual content was analyzed thematically or the discourse's subject in the macro-structure. the theme of jokowi's speech was about indonesia's excellence. it can be seen clearly from almost all the paragraphs in the statement stating one general subject, namely, about indonesia's superiority. then, for the supra-structure, jokowi's speech text is divided into three main elements: opening, content, and closing, which consisted of two opening paragraphs, eighteen content paragraphs, and two closing paragraphs. the last was microstructure. it was analyzed in a semantic way, which refers to the text's social meaning and the language modes used in the text. semantically, the text of jokowi's speech was analyzed from its setting, detail, intention, and presupposition. from jokowi's information, this expression shows that the speech's overall form contained all the speeches delivered by him; opening, filling, and closing. what has become very clear to set jokowi apart from many other international public figures is that he uses simple language. the things that jokowi has brought can be an excellent lesson for people when speaking in front of the audience. keywords: critical discourse analysis, jokowi’s speech text, van dijk’s design https://doi.org/10.31539/leea.v4i2.1708 mailto:didin.nuruddin@uinjkt.ac.id 2021. linguistics, english education and art (leea) journal 4 (2):270-284 271 introduction critical discourse analysis (cda) is a field of study interested in analyzing discourse to find hidden meanings and uncover the relationships among discourse, ideology and power (fairclough, 1995). cda is mainly centered on the connection between language and power. the precise position is then taken in cda to grasp, depict and ultimately oppose social disparity. that is, in a context, one must be aware of the interests. therefore, the analysis that was formed later was realized to have been influenced by the author of various factors. besides, it must also be realized that behind the discourse, there is the desired meaning and interests that are being fought for (ghanizadeh et al., 2020). critical discourse analysis is a discipline that deals with the way language enforce and strengthens power relations, inequality, and power struggles in any social or political context. power relations are explicitly found everywhere in society. there is an unequal distribution of power in almost all institutions of society. it is limited to social institutions and seen in the different social groupings between men and women or different ethnic groups or classes of society. as a result, this leads to a power struggle between different individuals or groups of a particular society. besides, power can be used positively or abused. a power relation exists between individuals in different situations (david, 2017; van dijk, 2006). for example, power relations may exist between teachers and students or between doctors and patients. as a scientific discipline, critical discourse analysis explains how power is misused and how power abuse occurs. the way power is handled in society helps to develop the shared ideological framework of a particular society. cda helps to uncover abuses of power in society, which help positively reshape any society's ideology. gee & handford (2013) argues that the dialectical relationship between language and social society is manifested through social events (texts), social practices (events), social practices (discourse order), and social structures. likewise, discourse plays a vital role in examining the power struggles that exist in any social context. discourse is something that is constructed in society, depending on the context. discourse helps shape society on the one hand and reflects society on the other. the discourse that shapes society is discourse and society itself plays a significant role in shaping the discourse to live side by side. on friday, august 16, 2019, the president of the republic of indonesia, ir. h. joko widodo, gave a speech in the republic of indonesia's 74th independence commemoration frame. in his remarks, ir. h. joko widodo invitations the entire community to uphold the nation's founders' spirit due to indonesia's success is not solely due to the work of the president and vice president. however, indonesia's success can be the work of spiritual leaders, humanists, educators, enterprise 2021. linguistics, english education and art (leea) journal 4 (2):270-284 272 individuals, laborers, traders, innovators and farmers, fishers, and smes, as correctly as all indonesian people's work. the researchers are interested in the text of the speech because the expression is a powerful speech for indonesia's people. it was delivered in the framework of indonesia's 74th independence. also, the statement was witnessed by all indonesian citizens, so there should not be a single sentence that is less precise or requires an explanation of meaning. thus, the text of the speech is interesting to study. several other studies examine critical discourse analysis in a president's speech. the first study was conducted by wang (2010), where he examined a critical discourse analysis of barack obama's speeches. he analyzed barack obama's presidential speech primarily in terms of transitivity and modality. he found the following things; the first is barack obama's speeches using simpler words and shorter sentences than difficult ones. the language is easy and colloquial. thus, it can easily shorten the distance between him and the audience. second, from the transitivity analysis, he can see that the process of matter, the process of conducting, has been used the most in his speech. from this process, obama showed the public what the government has achieved, what they have done and what they will do. his speeches awakened the american people's confidence in his presidency and administration in the next four years. third, he found that modality refers to the speaker's attitude or opinion about the truth propositions expressed in sentences. through modality analysis, it can be found that obama makes it easier for his audience to understand and accept his political speech through modal verbs, tense and first-person pronouns. he uses the simple present tense to present domestic and worldwide, ranging from politics, economics and cultural fields. depending on the simple future tense, he outlines the following reforms and steps to take in his terms. in this way, the government's goals can be demonstrated and at the same time, people's confidence is built. moreover, by using first-person pronouns and religious beliefs, he succeeded in shortening the distance between himself and the audience to help him persuade the public to accept and support his policies. the second study was conducted by bayram (2010). he examined a critical discourse analysis of erdogan's speech. he analyzed the ideological components and linguistic background that was immortalized in the turkish prime minister's speech during the debate. he found that erdogan's speech was in line with fairclough's ideas about the ideology that resides in the text and that "ideology invests in the language in various ways at various levels." that ideology is "a property of structure and events." despite severe criticism, erdogan has maintained his criticism. with his background in all the political times in 2021. linguistics, english education and art (leea) journal 4 (2):270-284 273 government, he has always used language as a powerful social tool to display his characteristics. the third study was conducted by bulan & kasman (2018), who examined the critical discourse analysis of ahok's speech in the thousand islands. in this research, he analyzes the use of words, ideology, components of critical discourse, power relations, and implications. in the analysis of word usage, he found that ahok always uses the first singular pronoun. the singular first-person pronoun refers to the speaker himself, namely ahok. the use of the singular first-person pronoun "i" indicates that ahok accentuates himself or indicates his existence as governor. then in his ideological analysis, ahok used an ideological practice strategy. ahok understands the condition and distribution of muslims in the thousand islands. ahok uses the opening greeting, which is a characteristic of islam even though ahok is not a muslim. then in the critical discourse component analysis, ahok recounts his past before becoming governor by saying 'when i was a regent'. this analysis is based on an audience who is a society with a lower social status than ahok. then in the analysis of power relations, ahok tried to make a power relationship equally and evenly with the audience. the data can be seen from the phrase “which i respect”. it shows that ahok tries to be humble towards the audience present. in fact, some who attended were people who held more prestigious structural positions than ahok. in the implicature analysis, he found that ahok expected the listeners to vote for ahok during the general election, but the phrase 'choose me' was not expressed by ahok. the speech implies that it is hoped that the listeners of the speech will interpret what ahok meant. in that context, ahok did not say, “choose me because i am better”. he understood that the context was not a campaign moment but only a moment of work visit. the similarity between the three studies is that they use critical discourse analysis to analyze a leader's speech. likewise, this study will analyze a leader's speech, namely the president of the republic of indonesia, ir. h. joko widodo. however, what distinguishes it from previous research is that this study uses critical discourse analysis proposed by van dijk (2005), consisting of the macrostructure, supra-structure and micro-structure. literature review people, in various ways, assert their power over others. different people are usually seen advising on the country's political and social conditions on different news channels or talk shows. they assert their strengths through the way they use language and change the course of the discussion from one point to another. in their paper, bilal et al., (2012), through the analysis of political tv talk shows, concluded how discourse could manipulate and assert power over 2021. linguistics, english education and art (leea) journal 4 (2):270-284 274 others. the analysis was carried out following van dijk's cda approach. the paper concluded that people use specific tactics to gain social power and political domination. much research has been done on how discourse helps shape ideology, build power relations, and assert dominance over different individuals or social groups in different contexts. in his book, gee & handford (2013) discusses the main principles of critical discourse analysis. they said that cda overcomes social problems where power relations are discursive. also, discourse is a society and also does ideological work. it is also evident in the conversations analyzed for the current research paper. however, many studies have been conducted in various regions based on the fairclough cda model (herdiana et al., 2020; mirzaee & hamidi, 2012). their research paper focused on fairclough's critical discourse analysis model and its implications in education. they concluded that cda helps teachers understand their classroom discourse better. this leads to a better quality classroom environment and classroom interaction. van dijk (2006), in his paper discourse and manipulation, has discussed manipulation as a form of social abuse, cognitive mind control, and discursive interaction by analyzing tony blair's speech in the house of common legitimized british participation in the us-led war against iraq in 2003. the study concluded that language is used as a tool to manipulate the analyzed speech. in his speech, blair said that the british parliament has the right to decide war even though it was decided last year. blair also displays his emotional side, which confirms the strength of his belief. likewise, van dijk (2006), in his paper ideology and discourse, has used an analytic approach to discourse to study ideology. he concluded that ideology is based on group attitudes and other beliefs and controls the personal biased mental model that underlies ideological discourse production. the ideology itself is discursively reproduced by the group and obtained by its members. however, discourse is not the only way to express ideology but is also expressed through other social practices. furthermore, bardici (2012) discusses the relationship between discourse and ideology by referring to how social media is credited for the egyptian uprising and political transformation. the study concluded that social media discourse overstates social media's power by portraying the egyptian revolution as the facebook revolution. it has also been revealed that the revolution in egypt is much more complicated than some journalists suggest. it affirms how the media, through representation, does ideological work and highlights its power in various ways. there have also been several studies related to cda, which previously conducted several speeches by the president of world leaders. for instance, wang (2010) analyzed barrack obama’s speech and revealed that the speech-language 2021. linguistics, english education and art (leea) journal 4 (2):270-284 275 served each ideology and power. in the meantime, recep tayyip erdogan’s speech was studied by bayram (2010), who examined throughout the context of considering culture and language background. recently, rachman & yunianti (2017) revealed how donald trump delivered his considering to reach the facility by controlling individuals and wins their hearts. mainly, with the speeches delivered by indonesian presidents, some previous research has additionally been conducted. for example, wang focused on analyzing speech acts in the types of illocutionary actions and the sorts of speech-language presented in both ideology and power. bayram (2010) is focused on analyzing the context of ideology, tradition and language background in speech through the use of micro in textual content analysis; kone (2016) in analyzing the speeches of sukarno; priatmoko & cahyono (2013) in sby's speech; madkur (2018) in a text analysis on president joko widodo’s speech at apec ceo summit asia pacific. these three analyzes have associated the level of microstructure in text analysis. this present study focused on the text of jokowi's speech when the 74th day of the republic of indonesia's proclamation was analyzed by van dijk's design methods, consisting of macro supra-structure and microstructure. joko widodo, more well-generally known as jokowi, is the seventh president of indonesia. as the chief of a rustic, jokowi has an essential function in bringing people's ideas. unlike with several presidents before, jokowi has been extensively often known as a modest leader. when he was the governor of jakarta, he was always eager to go to the community to instantly see the situation and the problems occurring in the place. surprisingly, before he was formally declared president, a tremendous international journal, time, selected him to cover his uniqueness and modesty. time said, "jokowi is the drive of indonesia." his being recognized in this journal showed us that jokowi is not solely effectivelyrecognized in indonesia but also in different countries. this article aimed to analyze the text of jokowi widodo's speech based on van dijk's design. the unit elements of the analysis are divided into three components: macro-construction, supra-construction, and microstructure. research method the research strategy of this research was descriptive qualitative with a critical discourse analysis approach. the object analyzed was the speech of the president of the republic of indonesia joko widodo in the commemoration of indonesia independence 2019. the text of jokowi's speech was taken on the republic of indonesia's secretariat cabinet, which was translated into english. because the original text of the speech is using indonesian. the text of the speech, which was already in english, can be seen in full in the appendix. to analyze the 2021. linguistics, english education and art (leea) journal 4 (2):270-284 276 text of jokowi's speech, the writer used the method developed by van dijk, which consists of a macro-structure, supra-structure and microstructure. the writer organized the analysis by dividing it into three parts: the macro-structure, the supra-structure and the microstructure. the first is macro-structure. the writer took a few paragraphs from the text of jokowi's speech, which was included in the macro-structure. then is the supra-structure, the writer divided into three parts, namely opening, content and closing, then inserting each paragraph of jokowi's speech into the three sections that had been written in jokowi's speech text framework. moreover, in the microstructure, the writer is divided into four parts: settings, elements, intention and presupposition. then enter the paragraphs from the text of jokowi's speech into the four appropriate sections. finding the text evaluation's unit parts are divided into three components, primarily macro structure wherein the textual content is analyzed thematically/topically. the second part is supra construction, through which the text's roles and order have schemed as a whole. then the third half is known as microstructure or semantic. macrostructure: thematic as previously mentioned, thematic evaluation is analyzing the theme or the subject of discourse. it is a general picture of a text. van dijk calls it global coherence, whether the e-books is sequenced and referred to one general idea. those elements are supporting each other to describe the general topic. the theme of this speech is extra likely to be superior in indonesia. it may be seen from virtually all paragraphs in the statement. several ideas assemble a single general subject, excellent indonesia. it is proven by his mentioning about many things related to extraordinary indonesia. here are a few paragraphs representing the general theme of jokowi's speech to make it more transparent. paragraph 3 indonesia yang maju bukan hanya pekerjaan presiden dan wakil presiden, bukan hanya pekerjaan eksekutif, legislatif, atau yudikatif. padahal, kesuksesan yang diraih indonesia juga merupakan hasil karya para pemuka agama, tokoh budaya, dan pendidik. keberhasilan indonesia juga merupakan hasil karya para pengusaha, buruh, pedagang, inovator, serta petani, nelayan, pelaku usaha mikro, kecil dan menengah (ukm), serta karya seluruh anak bangsa. “an advanced indonesia is not only the work of the president and the vice president, not only the work of the executive, legislative, or judiciary. the 2021. linguistics, english education and art (leea) journal 4 (2):270-284 277 success indonesia has achieved is also the work of religious leaders, cultural figures, and educators. indonesia’s success is also the work of businessmen, laborers, traders, innovators, as well as farmers, fishermen and micro, small and medium enterprises (smes) actors and the work of the entire children of the nation”. the text shows us that jokowi’s speech is about advanced indonesia that the president and vice president's work and come from other works. thereforetherefore, we conclude that the speech aims to invite people to open their eyes and hearts to work together to advance the nation. paragraph 5 saya yakin selama kita memiliki satu visi, dan indonesia maju, kita bisa membuat lompatan kemajuan, lompatan untuk mencapai kemajuan yang lebih cepat dari bangsa lain. sebagai kepala negara dan kepala pemerintahan, serta presiden dalam sistem presidensial yang diamanatkan oleh uud, saya mengimbau semua orang untuk tetap optimis dan terus bekerja keras. saya akan menjadi yang terdepan dalam upaya kami mencapai lompatan kemajuan. “i believe that as long as we have one vision and advanced indonesia, we can make leaps of progress, leaps to achieve faster progress than other nations. as head of state and head of government, as well as president in a presidential system mandated by the constitution, i call on everyone to remain optimistic and keep up the hard work. i will be at the forefront in our endeavors to achieve leaps of progress”. his mentioning one vision in a text (2) tells the audience about his belief that as long as he has one view with others, indonesia will achieve faster progress than other nations. moreover, in this paragraph, jokowi also indicated advanced indonesia. (2) tells the indonesian nation to make unity with discussion, by musyawarah or discussion we can make one vision of indonesia. however, indonesia will make leaps of progress. moreover, jokowi is also confident in inviting everyone to remain optimistic and work hard. paragraph 15 orang indonesia yang berdaya saing tidak hanya harus pintar tetapi juga sehat dan kuat. kita harus mengurangi kasus stunting agar anak kita tumbuh menjadi generasi yang unggul. kita harus memperluas akses layanan kesehatan melalui adopsi teknologi dan pembangunan infrastruktur dasar di semua wilayah di seluruh negeri. kualitas kesehatan 2021. linguistics, english education and art (leea) journal 4 (2):270-284 278 harus kita tingkatkan melalui pengembangan inovasi dan dengan mengedepankan gaya hidup sehat. “competitive indonesian people should be not only smart but also healthy and strong. we must reduce stunting cases so our children will grow into a generation of excellence. we must widen access to health services by adopting technology and essential infrastructure development in all regions across the country. we must improve health quality through the development of innovation and by promoting a healthy lifestyle. saying competitive indonesian people should be smart and healthy and secure means that this paragraph is still in line with the previous item about advanced indonesia. from several sections, it can clearly be understood that the sentence's topic is about advanced indonesia. health is one of the main areas to advance indonesia. for this reason, jokowi emphasizes improving the quality of health. suprastructure: schematic supra-structure is outlined as a frame of a text, reminiscent of opening, content, and closing. as a supra-structure of the discourse analysis, schematic observes how elements and schemes of the information are ordered in a complete form. the superstructure is also known as the text's generic structure, "the general structure or group of a text." the generic structure additionally performs a job in implementing power. jokowi's speech is, in general, divided into three principal elements, explicitly opening, content and closing. table 1. parts of paragraph description parts of paragraph description content opening paragraphs (1-2)  opening remarks  describing indonesia regions body paragraphs (3–20)  advanced indonesia  the goals of the nation  vision  industrial revolution 4.0.  communication and interaction  the ideology of the nation  global competition  economic  science and technology  natural resources  market  educational institutions and training centers  competitive indonesian people 2021. linguistics, english education and art (leea) journal 4 (2):270-284 279  political, legal, and social ecosystems  regulations  good governance  organizations closing paragraph (21-22)  asking for the blessings and grace of allah swt  spirit greeting microstructure: semantic microstructure refers to the social meaning, which may be understood from the phrase alternative, sentence, and language fashion utilized in a document. semantics is the that means emphasized using the text, for instance, by giving particulars on one facet or explicitly stating one aspect and scale back the opposite hand. semantic or conceptual representation of a text is constructed within the author's reminiscence, known and represented within the reader's mind. by semantics, the book is analyzed from its setting, element, intention and presupposition. setting the setting has a vital position in a text. it will possibly reveal the writer's objective and intention. the speakers usually count on the listener to organize their communicative invitations. the setting is described as an aspect that is used to paint the background of an event. besides, it can give us an indication of the place the text is directed. the setting could be a verifying thought to verify one thing within the text. within the context of jokowi’s speech, the setting might be vividly seen from his speech opening by saying: “on this auspicious occasion, allow us to revive the spirit of our founding fathers that indonesia is extra than simply capital jakarta or the island of java. indonesia constitutes the whole area across the nation, from sabang to merauke, from miangas island to rote island. due to this fact, the event that we endeavor continues to be indonesia-oriented and may be enjoyed by the complete folks across the archipelago.” it can be seen that the setting of the speech is the reviving of the spirit. of course, that is matched with what is expected by that occasion, the proclamation of indonesian independence. detail the detail is employed as the writer’s strategy to stress some elements he wants to tell more. by way of the component of the feature, the author’s behavior will be delivered implicitly. the part is an intentional emphasis on creating a particular image toward the audience, both optimistic or adverse. in jokowi’s speech, one in every of the item will be seen from paragraph 21 as follows: “in this historic occasion, while asking for the blessings and style of allah subhanahu 2021. linguistics, english education and art (leea) journal 4 (2):270-284 280 wata’ala and blessings and supports from the distinguished members of the home of representatives and members of the regional representatives council, our national leaders, our national figures, and especially the entire indonesian folks, permit me to relocate our capital to the island of kalimantan. capital is not only a symbol of national identity but also represents the advancement of the nation. this transfer goal aims to create economic justice and equitability. this move aims to realize the vision of a superior indonesia indonesia that lasts forever. from this saying, jokowi tried to persuade society to displace the capital from jakarta to kalimantan. intention talking about the plan, jokowi explicitly intended to invite to the society in advance indonesia. his three-time mentioning shows it about inviting the audience. among others are the following: first, in paragraph 3, “an advanced indonesia is not only the work of the president and the vice president, not only the work of the executive, legislative, or judiciary. the success indonesia has achieved is also the work of religious leaders, cultural figures, and educators. indonesia’s success is also the work of businessmen, laborers, traders, innovators, farmers, fishers, micro, small, and medium enterprises (smes) actors and the nation's entire children”. and then in paragraph 5, “i believe that as long as we have one vision and advanced indonesia, we can make leaps of progress, leaps to achieve faster progress than other nations. as head of state and head of government and president in a presidential system mandated by the constitution, i call on everyone to remain optimistic and keep up the hard work. i will be at the forefront in our endeavors to achieve leaps of progress”. furthermore, the last at paragraph 21, “in this historic occasion, while asking for the blessings and grace of allah subhanahu wata’ala and blessings and supports from the distinguished members of the house of representatives and members of the regional representatives council, our national leaders, our national figures, and especially the whole indonesian people, allow me to relocate our capital to the island of kalimantan. capital is not only a symbol of national identity but also represents the advancement of the nation. this move aims to create economic justice and equitability. this move aims to achieve the vision of an advanced indonesia – indonesia that lasts forever”. 2021. linguistics, english education and art (leea) journal 4 (2):270-284 281 presupposition it is a statement that is used to assist or to make a more substantial text. the manner of depended on-premises identifies the presupposition. based on this strengthening, the writer can describe info reliably. the presupposition is a sweeping floor between the speaker and the listener. the speaker presupposes that the listener knows what is presupposed. in jokowi’s speech, there have been some presuppositions made by way of jokowi. for example, in paragraph 6: “we are now in a completely different world compared to that in the previous era. globalization continues to deepen, driven by the industrial revolution 4.0. competition is getting tougher, and a trade war is escalating. countries are fighting for investment. countries are fighting for technology, the market, intelligent people. countries are fighting over remarkable talents that bring progress for their respective countries. the world is not only changing; it is experiencing disruption. in this era of disruption, the establishment may collapse, the impossibility may prevail. types of jobs may change at any time. many types of jobs disappear, but many new types of jobs emerge. some professions are gone. some arise. the old business model suddenly gets obsolete, new and brilliant business models emerge. some well-established skills suddenly lose relevance, and new skills become sought-after.” the sentence “we are now in a completely different world compared to that in the previous era” signifies that jokowi presupposed that his viewers have already recognized concerning the entirely different world compared to that within the earlier era. discussion the study found the hidden meaning of the sentence or speech delivered by jokowi. in macro-structure or the 3rd paragraph of jokowi's speech text, jokowi said, "an advanced indonesia is not only the work of the president and the vice president, not only the work of the executive, legislative, or judiciary. also, the work of religious leaders, cultural figures, and educators. indonesia's success is also the work of businessmen, laborers, traders, innovators, as well as farmers, fishermen, and micro, small and medium enterprises (smes) actors, and the work of the entire children of the nation.” in this third paragraph is a hidden meaning. the hidden meaning is that jokowi invites the public to open their eyes and hearts to jointly advance the indonesian nation because the nation's advancement is not due to the president, vice president and government alone. however, the indonesian nation's advancement is due to the cooperation of all elements of the indonesian nation. we discovered that jokowi's speech textual content consists of three parts: opening, content, and closing. this result has been supported by van dijk's 2021. linguistics, english education and art (leea) journal 4 (2):270-284 282 (2006) opinion that if a textual content is analyzed with critical discourse analysis, there will probably be three parts, specifically macro-construction, supra-structure and microstructure. the supra-structure consisted of opening, content, and closing. based on most of the data analysis and findings, it was seen that within the speech course, the writer discovered all elements of each speech within the macrostructure: thematic and suprastructure: scheme primarily based on van dijk's design in jokowi's speech. from jokowi's information, the expression showed that the speech part's overall form was found in all the speeches delivered by him; opening, content, and closing. a lot of the content material is short sentences; due to this fact, simple to understand. besides, the concluding part occurred together with conclusions, as was the speech delivered by the earlier indonesian president, some previous analysis had additionally been carried out. for instance, soekarno's expression was studied by kone (2016), sby's speech by priatmoko & cahyono (2013), jokowi has remarked by rosyidi et al., (2019), textual content analysis on president joko widodo (madkur, 2018). based on most of the previous findings above, this examination is similar and different. this similarity is not all research, including this research, the investigation of textual content analysis. the distinction between earlier findings and this research is the analysis of the study's primary target and object. if we consider the outcomes of wang (2010), who analyzed barack obama's speech, he first used further straightforward and shorter sentences than tough ones. the language is simple to understand. thus, it could merely shorten the incomprehension between him and the audiences. second, from the transitivity analysis, we can see from the fabric process and the conducting course, which has been used further in barrack obama's speech than jokowi's statement. from this course, obama showed the viewers what the government had achieved, whereas jokowi confirmed what we have not accomplished and what we must do. nevertheless, each speech sought to arouse the people's belief within the president and their government. besides, by using first-specific person pronouns and spiritual beliefs, barrack obama and jokowi managed to shorten the misunderstanding between them and the audience. to allow them to persuade folks to accept and help their policies. furthermore, one of the many packages conveyed by jokowi is to maneuver the capital metropolis from jakarta to kalimantan. 2021. linguistics, english education and art (leea) journal 4 (2):270-284 283 conclusion through van dijk's design idea concept in critical discourse analysis to analyze joko widodo's speech textual content, the implementation consists of macro-structure, supra-structure and micro-structure. as a speaker, joko widodo divided his dialogue into three elements: opening, content, and closing. he talked concerning the enthusiasm for advancing the indonesian republic and ended with a request to relocate the indonesian capital from jakarta to kalimantan. president jokowi's speech has drawn an enormous impression on the people of indonesia. from the attitude of crucial discourse evaluation, it appears that he succeeded in expressing themes, making schemes and expressing semantics. that has grown to be very clear to make jokowi different from many other international public speakers in that he uses simple language. besides, he maintained himself naturally with his style and was assured in his language pronunciation, which was influenced by his javanese accent. the things performed by jokowi can be an excellent lesson for us when talking at the audience's entrance. references bardici, m. v. 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(2005). critical discourse analysis. in e. schriffin, d. tannen, & h. e. hamilton (eds.), the handbook of discourse analysis. usa: blackwell publishers van dijk, t. a. (2006). ideology and discourse analysis. journal of political ideologies, 11(2), 115–140. https://doi.org/10.1080/13569310600687908 van dijk, t. a. (2006). discourse and manipulation. discourse and society, 17(3), 359–383. https://doi.org/10.1177/0957926506060250 wang, j. (2010). a critical discourse analysis of barack obama’s speeches. journal of language teaching and research, 1(3), 254–261. https://doi.org/10.4304/jltr.1.3.254-261 linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1208 458 critical framing: how indonesian efl students criticize texts and reconstruct gender equality in efl reading class intan nuvitasari 1 universitas negeri surabaya pratiwi retnaningdyah 2 universitas negeri surabaya ahmad munir 3 universitas negeri surabaya intannuvitasari@gmail.com 1 submit, 02-05-2020 accepted, 23-06-2020 publish, 24-06-2020 abstract this study was proposed to reveal how students criticize text and reconstruct gender equality through critical framing provided by the teacher. to conduct the research, field notes, recording on audio and video, and also students’ artifact (the result of discussion) were used. the text used in this research was the synopsis of mustang (2015). the data was analyzed using critical discourse by looking at the influence of the linguistic used by the teacher and the text. the result showed that in criticizing text, female and male group is influenced by the linguistic used by the teacher and text and the power of the text and teacher can empower student to reconstruct gender equality and reject gender inequality, while male’s group was only influenced by the teacher. in addition, the linguistic used by the teacher also may lead them to relate with their society. in conclusion, female and males students are influenced by linguistic used in criticizing text. keywords: critical framing, gender equality, gender inequality. introduction indonesian still face social issue because of the diversity of its cultures. one of social issues that still become problem in indonesia is gender inequality. in 2017 the un development program, indonesia ranked 104 out of 160 nations in a gender inequality index assessing gender inequality in education, reproductive health as well as economic and political engagement. in recent years this rank has little changed and it is lower than most asian neighbors (diprose, 2019). addressing maternal mortals remains a major challenge, especially as accessible birth facilities in the many smaller islands throughout the archipelago are difficult to provide properly qualified medical personnel (diprose, 2019). in rural area, mailto:intannuvitasari@gmail.com1 2020. linguistics, english education and art (leea) journal 3 (2):458-468 459 someone’s knowledge regarding with gender equality is still low. thus, gender inequality still happen there and many university students come from rural area, even though they have knowledge regarding with gender equality, but they do not have voice to against gender inequality since they must obey every culture in their area (fauziah, et.al, 2015). thus, it is essential for educator to provide an activity that leads the students to share their voice regarding with this issue. education played the importance part to the advancement of education and culture. there are a few definitions of literacy within the past and in cutting edge time. within the past most of individuals characterize literacy was the capacity to type in and read and the individuals who experienced literacy is called as literate person. according to unesco in 1962, literate individual could be a individual who have capacity to type in and read and the individual may know how to socialize at homes that the individual lives in. within the cutting edge zone literacy includes a wide meaning, more than just reading and composing. literacy may be a perusing capacity which lead an individual to be able to comprehend and decipher meaning in a few sorts of content and it will be utilized to deliberate life, such as: socializing that relate to the educational accomplishment (kulju et al., 2018). in education point of view, literacy gets to be not only a tool for learners in understanding and applying their knowledge that they get from school but moreover the behavior of students associating and having a great relationship with their environment exterior the school. according to the world economic forum (2016) students need sixteen literacy skills in order to survive in twentieth century namely read and write, mathematics, science, technology and communication, finance, culture and nationality, critical thinking, creative thinking, communication, collaboration, curiosity, initiative, persistence, adaptation, leadership, and socio-cultural skill (laksono & retnaningdyah, 2018). it means that students should be able to read and understand not only print text but also surrounding condition and environment which usually called as multiliteracy. multliteracy is a skill to deliver and understand the ideas with diverse ways such as conventional text, innovative text, symbol, and multimedia (multimodal text) (boche & benjamin, 2014). the new london group utilized multiliteracies to refer to literacy pedagogy which react to global societies and diversity in society and the blossoming literary structures managed by multimodal resources (cope & kalantzis, 2015). multimodality is used in multiliteracies since multimodality is as the idea of communication that subsumes the written, the visual, the gestural and the material into one substance of multimodal text (pahl & rowsell, 2005). multimodal text presents some modes of text which consist of storybooks, fables, pop-up, advertisements, poetry, songs, artwork, and so on as the way to 2020. linguistics, english education and art (leea) journal 3 (2):458-468 460 communicate and to make meaning (pahl & rowsel, 2005). to facilitate students to think critically, multiliteracies provide critical framing. critical framing could be a framework on multiliteracies pedagogy that lead learners to think critically, to relate their learning into social settings, to assist learners in developing their learning (cope & kalantzis, 2015). critical framing is not only giving critical thinking skills, but it is additionally giving the capacity to understand and mindful with their society (cope & kalantzis, 2015). thus, this study will be related in social context and that is gender inequality and gender equality. mustang (2015) is the turkish-french movie. for her feature film debut 2015 the turkish-french film director deniz gaze erguven made an in international co-production of mustang. the film shows five young orphaned sisters and their problems as children in a conservative society, situated in a remote turkish village. the incident that causes the family to respond against the five sisters. then, some cases regarding with gender inequality happened there (grierson, 2015). thus, the synopsis will be used by the teacher to practice critical framing. rogers & mosley, (2008); ajayi, (2015); mills, (2006) had done research about social issue used in applying critical framing in pedagogical term. students have shown that their lives and their societies can have a meaning, and they can shift their perspective on the issue within their society. indonesia students also have their own cultural background that may influence them in criticizing text. thus, this research will search the way students criticize texts and reject gender inequality by critical framing provided by the teacher. this process was used critical discourse analysis as a base of critical framing. literature review critical framing critical framing alludes to the understanding of person sense definitions within the social and cultural setting. it guarantees the learners step back and see it dispassionately in connection to their background (cope & kalantzis, 2015). critical framing makes sense of overt instruction and situated practice through characterizing social implications and meaning-building goals (cope & kalantzis, 2015). all through multiliteracies pedagogy,' critical' incorporates the review of writings and the examining of the desires of individuals within the exchange stage. the aim of critical framing is to permit the student to create his or her through authority and impact and comprehension of specific information structures and social practice in terms of the geographical, cultural, social, financial, ideological and social connections. in this way, it is crucial for teacher to help students through denaturalizing what they have mastered (cope & kalantzis, 2015). 2020. linguistics, english education and art (leea) journal 3 (2):458-468 461 through this segment of pedagogy, teachers have to assist students in denaturizing what the learners have studied and acquired. it has some goals; students can get the personal and intellectual room they have learned; critique this constructively; take its contextual role into account; use it and expand it creatively; ultimately evolve within old and new cultures (cope & kalantzis, 2015). critical discourse analysis and literacy the basic theoretical framework used in this study of critical discourse analysis was by gee. the focus of critical discourse analysis is the produce and the reproduce domination of language and abuse of power and it leads to injustice and inequality (gungor & prins, 2010). the concept of discourse, literacy and identity by gee refers to language and cultural models. these model relate to way to combine and to integrate interactions, actions and language and relate to way to think, to value, to believe and to use some symbols, objects and tools to enact a particular socially recognizable identity. critical discourse and critical framing are relate since critical framing used critical discourse to frame the students by using teacher’s power (wallace, 2003). the basic theoretical framework by fairclough is also used to against gender inequality. cda relates to language, power and ideology. the origination of power as a deviated circulation of power over the creation, dissemination, and utilization of writings in explicit settings is vital to this line of thought. power is, in this unique circumstance, clearly ideological and verbose, and each demonstration of etymological cooperation, because of existing social imbalances, turns out to be conceivably ideological. a significant objective of cda is along these lines to build up a structure of examination that can turn into "an asset for individuals who are battling against control and persecution in its semantic structures"(rogers, 2011). a reject to gender inequality and propelling gender equality inequalities faced by young ladies can start directly during childbirth and follow them for their entire lives. in certain nations, young ladies are denied of access to medicinal services or appropriate nourishment, prompting a higher death rate. as young ladies move into puberty, sexual orientation differences augment. youngster marriage influences young ladies definitely more than young men. universally, almost 15 million young ladies under age 18 are hitched each year or 37,000 every day. young marriage influences young ladies' education. around 33% of developing nations have not accomplished sexual orientation equality in essential instruction. in sub-saharan africa, oceania and western asia, young ladies still face boundaries in entering both primary and secondary school. 2020. linguistics, english education and art (leea) journal 3 (2):458-468 462 impediments in training convert into absence of access to aptitudes and constrained open doors in the work advertise. ladies' and young ladies' empowerment is important to extend financial development and advance social improvement. the full cooperation of ladies in labor powers would add rate focuses to most national development rates—twofold digits as a rule. truly. around the world, 35 percent of ladies between 15-49 years old have encountered physical and additionally sexual private accomplice savagery or non-accomplice sexual brutality. 1 out of 3 young ladies matured 1519 have encountered some type of female genital mutilation/cutting in the 29 nations in africa and the middle east, where the unsafe practice is generally regular with a high danger of delayed dying, disease (including hiv), labor inconveniences, barrenness and death. gender equality is an essential human right. propelling sexual orientation equity is basic to all territories of a sound society, from diminishing destitution to advancing the well-being, training, insurance and the prosperity of young ladies and young men. 1. if you are a young lady, you can remain in school, help engage your female cohorts to do likewise and battle for your entitlement to get to sexual and conceptive wellbeing administrations. 2. if you are a woman, you can address unconscious inclinations and implicit asso ciations which are a barrier to equal opportunities unintentionally and often inv isibly. 3. if you're a man or a boy, you should work with women and girls to promote eq uality between men and women and to have safe, respectful ties. 4. training can be funded to curtail cultural practices such as female genital mutil ation and to amend discriminatory legislation, restricting women's rights and st opping them from realizing their full potential (united nation, 2014). research method research design the researcher collected the data through video recording, field notes and student’s artefact. the call was set by small group discussion and seminar discussion. small group discussion was done to discuss the text with their group members and seminar discussion was done to present the result of their small group discussion. in setting class, the teacher provides a synopsis of movie that is about gender inequality, entitled ―mustang‖. mustang was a turkish-french movie which was released in 2015. the teacher set the class by using critical framing model as following 1. the teacher asked the students to analyze the texts. 2020. linguistics, english education and art (leea) journal 3 (2):458-468 463 2. the teacher asked the students to work together in group based on male and female, so there were two groups. they should work under these three questions: a) do you see any gender inequality in the story?, b) can you mention what gender inequality happen there and relate to your society?, c) what should people do to make gender equality? 3. the teacher asked the students to share their ideas in big group. participant the subject of the study is a teacher and students in one of universities in surabaya, indonesia. the teacher has background knowledge regarding with multiliteracies, critical literacy and critical discourse analysis and the teacher has applied critical framing in some classes. the students were between 20-21 years old. data collection the data was collected in field notes, recording on audio and video, and also students’ artifact (the result of discussion). it needed two weeks. first week was used to discuss about the content of the mustang’s synopsis and the second week was used to analyze and to discuss the result of their analyzing. video recording and field notes were used during class and the student’s artifact were used to see their result of analyzing in written. analysis the analysis used in this research was critical discourse analysis. in education, critical discourse analysis is used to explore the relationship between the language used in text and talk function (by, fairclough, & longman, 1997). in this study, critical discourse analysis is used to explore the relationship between the linguistic used in texts in mustang and the critical framing model used by the teacher to reconstruct the students’ gender equality ideology. then the result will be described and interpreted as theory by fairclough. findings indonesian student critique texts the first comment was by female’s group that is presented in the following: ―there is gender inequality there. it can be seen how the sisters are pushed to be arranged marriage with men that they do not know. women are became an object of a mistake because of they went go somewhere with men. they also had to follow some rules, such as: they cannot go out from home for a long time. this is as gender inequality case. compare to indonesia, this is also happen in rural area, how woman should marry 2020. linguistics, english education and art (leea) journal 3 (2):458-468 464 with man that they do not love because their parents introduced them to a man that their parents like. in fact, many cases that woman should not have any relationship with man that their parents do not like. thus, there are also some cases that woman left their home to marry with their man, but there are also some cases that the woman accept their future husband from their parents since they do not have any option. in indonesia, there is also case that girl cannot go out from home until 9 p.m. if they go home 9 p.m. above, their parents will be angry to them and their neighbors also will talk about that with others like that is the bad thing. this story taught a woman to reject injustice that happen to our life. look at their way to reject the arranged marriage. they help each other. they think how to get way to avoid coercion. that’s the woman should do‖ in criticizing the text, female’s positioned them (as woman) in the text and it leads them to argue with their position. it can be seen that they reject injustice that happen to woman by arguing ―this story taught a woman to reject injustice that happen to our life. look at their way to reject the arranged marriage”. female’s group also bring indonesian case that happen to woman, such as: arranged marriage, time to go home for woman, if they go outside their house. for female’s group, those cases are gender inequality cases as the story has. then, the linguistic used within the text in synopsis of mustang (2015) lead the woman showed their rejection to the gender inequality since the story provided the way the sister tried to avoid arranged marriage. it can be seen by some sentences in their comment ―this story taught a woman to reject injustice that happen to our life. look at their way to reject the arranged marriage. they help each other. they think how to get way to avoid paksaan. that’s the woman should do‖. it shows how the discourse empower the female’s group to reject gender inequality. the second comment was by male’s group that is presented in the following: ―gender inequality was happened in this story, when girls should marry by the request of their grandmother. in addition, they do not know with the boys. this case also happened in indonesia. thus, many stories in indonesia showed relationship was broken up since the girls are asked to marry with boys that are the option of their parents, even though the relationship was established for several years. there is also gender inequality in the movie, when the sisters’ uncle were angry with them since one of them went home with boy, but one day three of them became sexual harassment victim by their uncle. this is so cruel and unforgivable. many cases also happened in indonesia, like the woman does not have voice. in fact, the case can be happened for several years and the woman keep silent since they were threatened by the doer.‖ 2020. linguistics, english education and art (leea) journal 3 (2):458-468 465 the male’s group comment also showed how gender inequality happened to woman and they relate to an example that happened near them. their comment is mostly influenced by their teacher’s question that leads them to share their ideas regarding with gender inequality. it also shows that how teachers linguistic used empower their students to share their opinion regarding with an issue. in contrast, male’s group was mostly empowered by their teacher’s question to share their ideas. female’s group can share their ideas by empower of the discourse by sharing how the sisters in the story tried to reject injustice that happened to them while male’s group they are empower by the discourse since there is linguistic used by the teacher in framing the students by providing some questions while analyzing. the student’s comment on other group ideas is presented as the following: male’s group: ―girls should go home earlier since it was not good for them since many crimes that can be happened while on the street. therefore, parents did not allow girls to go home at late night.‖ female’s group: ―girls also have something to do. they may be working or having organization at university. thus, there should be government role to make everyone safe. women also have right to advance themselves.‖ this reaction by male’s group showed how their linguistic used is influenced by their social identity since they stated based on the reality that happened in the society. indonesian students reject gender inequality and reconstruct gender equality before asking students to answer these questions, the teacher commented to the discussion result by stating that the students have commented that gender inequality still happened, including in indonesia. even though in big cities in indonesia, gender inequality has been decreased, but we cannot deny that rural area still happened the issue because they have low education about gender inequality. now, it is your turn to promote gender equality and the teacher asked each group to share their ideas to make gender equality. female’s group ideas to reject gender inequality and reconstruct gender equality is presented as following: ―a rejection to gender inequality must be done by everyone. it cannot be done only by a gender that becomes a victim, so a rejection must be done by both man and woman. they must support each other to deny gender inequality. as woman, we have to help other woman, when they become a victim of gender inequality. we may not blame them since many cases show that how other women blame a woman who become a victim, such as: there is sexual harassment that happen to woman. other women sometimes blame them by saying that they cannot keep themselves by 2020. linguistics, english education and art (leea) journal 3 (2):458-468 466 wearing a proper clothes. in fact, the woman is victim, so first thing that we have to do is we help and support each other. stop blaming the victim of gender inequality case! like in the story, the sisters wanted to break the barriers that leads them became so difficult to woman needs to follow some campaign regarding with gender inequality since we need to learn what woman’s right is, in order to we may have voice to deliver our right or we may give campaign to woman in rural area about woman’s right since gender inequality in indonesia mostly happen to women in rural area‖. in reconstructing gender equality and to make them aware with gender equality, it cannot be denied that the linguistic used by the teacher in critical framing process influences the students. it can be seen both share their ideas regarding with gender equality since the teacher construct them to think what they should do to reject gender inequality. looking at the way female’s group provide way in gender equality, it is influenced by the discourse in the text since the text provide how the sisters help each other and they relate to indonesia that still low to help each other. ―men must help women to achieve gender equality, we have to respect them. when gender inequality happen to woman and we know it we help to them to overcome their gender inequality. we may not see woman as a weak person that needs help, but we should view them as human like us that we should help each other as human‖. different with female’s idea, male’s group idea is more directly to the point. it can be seen that they directly argued how to avoid gender inequality. they directly stated ―men must help women to…..” discussion indonesian student critique texts in criticizing text, linguistic used can empower students. it can be seen how teacher linguistic used empower students to share their opinion regarding with an issue. as stated by rogers, the linguistic used can influence someone’s ideology (rogers, 2011). regarding with critical framing, it shows how the teacher’s question leads them to understand with their social situation near them (new london group, 2000). then, when the female’s group stated the same cases that happen to the story and indonesia, it shows how discourse and literacy provides someone’s identity (wallace, 2003). in contrast, male’s group was mostly empowered by their teacher’s question to share their ideas. female’s group can share their ideas by empower of the discourse by sharing how the sisters in the story tried to reject injustice that happened to them while male’s group they are empower by the discourse since 2020. linguistics, english education and art (leea) journal 3 (2):458-468 467 there is linguistic used by the teacher in framing the students by providing some questions while analyzing. in criticizing text, male’s group is influenced by linguistic used which shows their social identity since they stated based on the reality that happened in the society. according to gee, in critical discourse analysis the way people think mostly influenced by the social recognition that shows their identity (wallace, 2003). while female’s group comment showed the teacher’s power in providing critical framing and the text’s power empower them to still reject gender inequality. as stated by rogers, power appears because imbalances also appears (rogers, 2011) indonesian students reject gender inequality and reconstruct gender equality in reconstructing gender equality, female’s group is influenced by the discourse in the text since the text provide how the sisters help each other and they relate to indonesia that still low to help each other. it shows by they provide example. it shows that critical framing provided by the teacher leads the students to have ideological regarding with gender equality (cope & kalantzis, 2015) and someone’s thinking is influenced by social recognition regarding with the issue (rogers, 2011). while male’s group in reconstructing gender equality was not influenced by the text since in sharing ideas to reject gender inequality, they directly stated by the case in society. their ideas regarding with gender equality is also as same as united nation that as men, they should help woman to achieve gender equality (united nation, 2014). conclusion this study revealed how students criticize text, reject gender inequality and reconstruct gender equality. by observation data result, it showed that female and male groups criticize gender inequality influenced by linguistic used by the teacher in providing critical framing and the synopsis of mustang (2015) and the findings also revealed female group is also influenced by linguistic used by the teacher in providing critical framing and the synopsis of mustang (2015) to reconstruct gender equality while male’s group is only influenced by the teacher. power that is used by the teacher also empowers female group to reject gender inequality. it shows that critical framing and the used of synopsis of mustang (2015) text influenced someone’s thinking. however, this research did not reveal the practice in real life whether it is successfully reconstruct them regarding with gender equality. thus, it is essential to further researcher to conduct the practice of critical framing that has been applied at class. 2020. linguistics, english education and art (leea) journal 3 (2):458-468 468 references ajayi, l. 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(2010). reproducing gender inequality : a critical discourse analysis of a turkish adult literacy textbook. adult education research conference, manhattan: kansas state university libraries new prairie press. kulju, p., kupiainen, r., wiseman, a. m., jykiainen, a., koskinen-sinisalo, k.l., & makinen, m. (2018). a review of multiliteracies pedagogy in primary classrooms. language and literacy, 20(2), 80–102. laksono, k., & retnaningdyah, p. (2018). exploring the use of literacy strategies in junior high school level. 173 (icei 2017), https://doi.org/10.2991/icei-17.2018.44 mills, k., a. (2006). critical framing in a pedagogy of multiliteracies. in proceedings australian literacy educator’s association/ australian association of the teaching of english national conference 2006: voices, vibes, visions, darwin, pahl, k., & rowsel, j. (2005). literacy and education. london: paul chapman publishing. rogers, r. (2011). an introduction to critical discourse analysis in education. in an introduction to critical discourse analysis in education. new jersey: lawrence erlbaum associates https://doi.org/10.4324/9780203836149 rogers, r., & mosley, m. (2008). a critical discourse analysis of racial literacy in teacher education. linguistics and education ,19(2),107–131. https://doi.org/10.1016/j.linged.2008.02.002 united nation. (2014). gender equality. retrieved from http://www.un.org/sustainabledevelopment wallace, c. (2003). critical reading in language education. new york: palgrave macmillan https://doi.org/10.1057/9780230514447 linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1417 177 teacher’s strategies and classroom management techniques in teaching english at smp inklusi tpa jember citra nostalgianti ikip pgri jember prystiananta@gmail.com submit, 17-07-2020 accepted, 22-12-2020 publish, 29-12-2020 abstract the research aims at explaining the teacher‟s strategies and classroom management techniques applied in teaching english to mental retardation students at smp inklusi tpa jember. this is a descriptive qualitative research. the subject of the research was an english teacher at smp inklusi tpa jember. the data were collected through a non-participant observation and interview. the data were analyzed through identification, classification, data reduction, and description. the findings were: 1) the teacherused three kinds of strategies, i.e. imitation and modeling strategy, demonstration strategy, and active strategy with imitation and modeling strategy as the most used; 2) from 7 classroom management techniques listed by sarosdy, bencze, poor and vadnay (2016), there were only 5 techniques applied by the teacher including showing respect for students, showing professionalism, applying class techniques, applying positive attitude of teacher‟s role and knowing the students. keywords: mental retardation, teachers strategies, classroom management, teaching disable introduction teaching is a process which covers all of aspects of learners with no exception. since human as learners may come from different background, teachers have to adjust their ways coping in teaching and learning. they should figure out the appropriate plans, method, evaluation based on the learners‟ needs and the objectives they wish to reach. in teaching language, there are some important matters to consider such as the language, methods of learning, participants and classroom management in making teaching and learning process successful (sarosdy, bencze, poor and vadnay, 2006). both teachers and learners as the primary participants in the activity, they have their own right and duties that have to be followed. the twoways communication is important to run the class efficiently. however, teachers may also take into consideration the special type of learners such as learners with special needs. this type of learners requires the 2020. linguistics, english education and art (leea) journal 4 (1):177-191 178 special skill teachers‟, too. parsons et. el. (2001: 128) states that mental retardation students may show attention problem. they often pay attention to wrong things or have difficulty allocating their attention properly. and they also have difficulty to remember, especially with regard to those tasks that require complicated or deeper levels of processing, compared to their nondisabled peers. in society, mental retardation students have problems such as making trouble with friends and tending to have poor self concept. furthermore, robertingall (in rochyadi: 2005) conducted a researchonthe language skillsto mental retardation childrenusing theitpa (illinois test of psycholinguistic ability). it indicatedthat mental retardation children got difficulties in language acquisition, mastering grammatical and using a compound sentences. it means that mental retardation students have many problems in language. children who are mentally retarded reach developmental milestones significantly later than expected (onyekuru and njoku, 2012). in addition, parsons et. el. (2001) states that mental retardation students may show attention problem. they often pay attention to wrong things or have difficulty allocating their attention properly. and they also have difficulty to remember, especially with regard to those tasks that require complicated or deeper levels of processing, compared to their nondisabled peers. in society, mental retardation students have problems such as making trouble with friends and tending to have poor self concept. therefore, teaching strategy as well as the classroom management techniques in english subject for them is different from the regular ones. teaching strategy applied for students with special needs is focused on the way how to maximize the use of body movement and perception like visual and hearing. according to parsons (2001), early elementary education for mental retardation focuses on teaching students readiness skill by including attention from the teacher. the teachers use auditory and visual stimuli and follow direction. santrock (2008:) states that the teachers should be convinced to give concrete example of concept like making clear and simple instructional and oneon-one instructional the children receives. in the previous research, hsu and lin (2006) the result shows that tpr on listening comprehension gave the immediate effects, two student learned the expressing abilities of english functional vocabulary immediately through tpr while one student did not, tpr on listening comprehension gave the maintaining effects and expressing abilities, it is recommended that blends and words with letter “r” and sentences that are complex or similar should not be taught at first for the students, and students‟ motivation and interests in learning english were enhanced through tpr. 2020. linguistics, english education and art (leea) journal 4 (1):177-191 179 other observation by some researchers described some common teaching methods used in regular class which applied in inclusion class such as grammar translation method, silent way, direct method, question-answer, explanation and discussion (artiyah, 2016; amalia, 2014). the facts show that teachers in some schools still not figuring out and considering some essential aspects to teach those special students. they mostly use conventional methods to teach english in inclusion class. the research may lead a misleading since they did not explain in detail whether the methods applied with special treatments. another method applied by a researcher is audio-visual learning which involved technology (resti, 2017). it sounds right and interesting. however, this research did not provide information that the method must be accompanied with the more suitable techniques as the valuable suggestion. moreover, teaching methods are not the only things to reach the teaching objective in inclusion class. barbra & joyline (2014) revealed some perception regard with lack of expertise and inadequate resources in teaching. teachers had scanty knowledge in this field. in fact, the teachers in this field require more knowledge to handle the special students including building positive attitudes as well as improving skill and knowledge. according to gnanaguruvammal (2010), the higher education that teachers had the more favorable they may be. it supports the finding in this research that the attention on the classroom management deal with teachers‟ attitude in the classroom is beneficial to present. the application of teachers‟ strategies is as important as the classroom management technique mastered by the teachers as the central knowledge and instructor. as explained previously, the special students with the special needs require special treatment from the teacher. the techniques in maintaining the discipline and well-organized teaching and learning process have to be applied well to reach the objectives. the techniques include showing respect for students, defining behavior boundaries, behavior modification, professionalism, class techniques, teacher‟s role, and knowing the students (sarosdy, et.al, 2006).this concern will make a teacher has a better understanding to students behavior particularly. because the students are special, the teachers also require certain techniques to handle the special classroom condition. thus, the result of the research may enrich teachers‟ knowledge in having more options and ideas to teach mental retardation students as well as being attentive to teachers‟ classroom management. therefore, the writer decided to investigate the teaching strategies and classroom management techniques used by english teacher at smp inklusi tpa jember. the writer wants to describe the strategies used by the teacher as well the classroom management techniques in teaching english subject for students with special needs. 2020. linguistics, english education and art (leea) journal 4 (1):177-191 180 literature review students with special needs students with special needs are students with learning disability. the meaning of “need” is emphasized for educational needs. the children with special needs are children who need the appropriate education service because of their exceptional several categories of impairment which including of disability, namely physical, mental, emotional, sensory and neurological. according kauffman and hallahan (in delphie, 2006) students with special needs who require more attention from the teachers are: 1. learning disabilities or special learning disability students. low-achieving children (underachiever) generally find in school, because they are generally not able to master a particular field of study prescribed by the teacher based on the applicable curriculum. there most of themthe possession of the lesson very well mrked with laceand iq test sare under the normal average. achievement of low achievementis generally caused by braindys function, dyslexia, orperceptual disability. 2. attention deficit disorder with hyperactive students. hyperactiveis not adisease buta symptom.symptoms occur due to factors damage brain, anemotional disturbance, ahearing deficit, ormental retardation. it might happen hat a child has adisorderin-attention disorder with attention-deficit disorder with hyperactivity. att he present time many medical circles refer to children hyperactive with term attention deficit disorder (adhd). abnormality indications in children hyperactiveare among other in-intense, hyper activity and impulsivity. children hyperactive requirea service by providing with therapy pharmacological interventions combined with behaviortherapy (behavior modification). 3. communication disorder or deafness students. form of expression is different with students with hearing impairment of children with special needs the others. thisis caused they never heard of oruse thesen sesears and mouth. therefore they do not really know what they mean and with said by others. communication dis order or deafnessis someone who is experiencinga lack orloss of hearing abilityas a whole or. it is caused malfunction of part or all of the sense of hearing. 4. partially seeing and legally blind students. children experiencing barriers to its development vision is different from other children with special needs, not only in terms of vision but also of other things. learners who have little or seen at all, must study the surrounding environment by touching and feeling. to know the object's behavior in a way to hear the sound of the object to be achieved is the development of motor behavior. 2020. linguistics, english education and art (leea) journal 4 (1):177-191 181 5. autistic students. syndrome autismis a disorder caused by the existence of barriers to thein ability of language caused by brain damage. children with autism generally experience abnormality in speech, in addition to impaired intellectualability and nerve function. this can beseen with the peculiarity of behavioran dinability to interact with the environment surrounding communities. children symptoms with autism are not concerned with the environment, except the thing that she liked. 6. physical disability students. basically abnormalities on physical disability learners are grouped into two categories, namely cerebralab normality in the systemand the musculo skeletal system. thelearners have a physical disorder, physical disability that impaired motor coordination, perception, and cognition to the specific nerve damage. injury nerve is caused by alack of nerve cell grow thorsores on the central nervous system. 7. multiple handicapped students. freely interpreted that multiplehan dicappedare those who have developmental abnormalities include groups who have developmental neurologic barriers caused by one or two combination intelligence such as abnormalitiesin abilities, movement, language, orpersonal relationshipsin the community. they are grouped into multiplehan dicapped, among others, impairedand mentally retarded, cerebralpalsy, epilepsyorautism. others claimthat multiplehan dicapped defined as abnormalities that interlocked liketuna with a totally blindand mentally retarded, mentally impaired with abnormalities that areorthopedist. 8. giftedness and special talent students. child's giftedness havean iq score of 140 or moreas measured by the instrument cabinet stanford have high creativity, leadership capabilities and abilityin the arts of drama, dance, and art. otherwise it could mean a child gifted student swho have superior abilities in terms of intellectual, technical,a esthetic, social, physical, psychomotor, and psychosocial. mental retardation students the most widely accepted definition of mental retardation is that provided by the america association of mental retardation (aamr)“ mental retardation refers to substantial in present functioning. it is characterized by significantly subaverage intellectual functioning. existing concurrently with related limitations in two or more of the following applicable adaptive skill areas: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academic, leisure and work. mental retardation manifests before age 18. (aamr ad hoc committee on terminology and classification in parsons et.el, 2001)” 2020. linguistics, english education and art (leea) journal 4 (1):177-191 182 the diagnosis of mental retardation is based solely on an estimate of an individual‟s intellectual functioning or iq score. quite often, the score selected to define retardation varied from the school district. mild, moderate, severe, profound classify is a term often using by america association on mental deficiency (aamb). in educators classify is known with term educable for mild category, trainable for moderate category, severely and profoundly for severe and profoundly. the characteristic of mental retardation students the disorder is characterized by a number of symptoms, one of which the inability intellectual and social. mental retardation children are distinguished from the non retarded on the basic of intellectual functioning and adaptive behavior. adaptive behavior refers to the amount of personal independence and social responsibility the person demonstratives at various stages throughout life. besides being intellectual functioning and adaptive behavior, mental retardation fails to acquire normal language skill. they often have problem when they want to say something. mental retardation child talks are not clear, flat intonation and often repeating the words. their composition of sentences is often upside down. for example: "i throw the rubbish” to "the rubbish throw i". difficulties to understand the content or aim of the mental retardation child talks becomes increasingly, if they simplified the words into syllables. moreover in children with severe degrees of mental retardation are often to simplify the sentences into syllables. eg "i want to eat" to "at". the word "moon" and the word "month" often heart as the same sound and only the sound "o" (rochyadi, 2005). the behavioral characteristic of mental retardation according to payne & patton (1981) include level 1 (mild), level 2 (moderate), level 3 (severe), level 4 (profound). teaching strategy for mental retardation students the main goals often are to teach children with mental retardation basic educational skill. here are some positive teaching strategies for interacting with students who have mental retardation (omrod, 2000) : 1. pace instructional slowly enough to ensure a high rate of success. when working with students who have mental retardation, we should through topic and assign new tasks slowly enough that the student experiences a high degree of success. students with mental retardation typically have a long history of failure of at academic tasks; hence they need frequent success experiences to learn that they can succeed in school. 2. explain tasks concretely, specifically, and completely. as noted earlier, students with mental retardation have difficulty filling in details correctly 2020. linguistics, english education and art (leea) journal 4 (1):177-191 183 when instructions are ambiguous or incomplete. if we tell a student only to “take this absente to the principal‟s office,” it may not occur to the classroom after completing the errand. instead, we should provide concrete, specific, and complete instructions; for example, we might say, “go to the principal‟s office, give mrs. smith the absentee sheet, and come back here” 3. provide considerable scaffolding to facilitate effective cognitive processing. students with special needs often have little awareness of how to direct and regulate their own language. so, it is often helpful to provide extra guidance in terms of cognitive processing. for, instance, we help students focus their attention by using such phrase as “get ready, ”look,” or “listen”. we can teach them a few simple, concrete memory strategies, such as repeating instructions to themselves or physically rearranging a group of items that they need to remember. we can also give them simple, structured study guides that quite specifically tell them what to focus on when they study. 4. include vocational and general life skill in the curriculum. most students with mental retardation join the adult work force rather than go on to higher education. accordingly, an important part of any high school curriculum for students with mental retardation is training in general life and work skill. because of student‟s limited ability to generalize what they have learned from one situation to another, it is especially important to teach life and work skills in realistic setting that closely resemble the situations in which students will find themselves once they leave school. 5. encourage independence rather than dependence on the others. when we notice a student with special mental retardation being overly depended on other people, we should discourage such dependence as much as possible. if a student comes to the class without a pencil, we might ask the student to purchase one from the classroom supply cabinet, rather than simple hand out a pencil. and we might give specific instructions about what a student should do independently with any free time after assigned tasks are complete. classroom management techniques management techniques are the way of teacher to take control of the classroom. managing the class means managing the relationship with students and dealing with teacher-students behavior. the techniques are more emphasizing on the psychological aspects in teaching and learning. therefore, if the relationship is running well between both sides, hopefully the students will be more involved and interested in learning without causing discipline problems. according to sarosdy, et.al (2006), there are seven techniques in managing the classroom, namely, a) show respect for students, b) clearly define the boundaries of behavior, c) behavior modification, d) professionalism, e) class 2020. linguistics, english education and art (leea) journal 4 (1):177-191 184 techniques, f) teacher‟s role, g) know the students. in order to teach students with mental retardation, the teacher must consider the interaction between instruction as well as the level of handicapping condition. the consideration of mental retardation levels may lead the appropriate instruction and approaches. as stated by taylor & sternberg (1989). the four levels as mentioned previously can be grouped into mild/moderate and severe/profound. it means, similar instructional approaches can be applied with students who are at the similar level of the group. on the other hands, some opinions arise that there is another consideration of adaptive function. it covers intellectual scores, adaptive functioning scores from an adaptive behavior scale based on descriptions of known abilities provided by someone familiar with the person, and also the observations assessment examiner who is able to find out directly from the person what one can understand and communicate (onyekuru & joyce, 2012). research method this research employed descriptive quantitative research in the scope of case study because the researcher would like to describe the phenomena of teacher‟s strategies in teaching english with special needs and the classroom management techniques used by the teacher in the classroom in a deeper investigation. the subject of this research was one english teacher of smp inklusi tpa jember. this teacher taught at smp inklusi tpa jember and taught mild mental retardation students. there was one teacher who was teaching mental retardation students in smp inklusi tpa jember. the researcher took one teacher because he was the only english teacher who taught mild mental retardation. the teacher taught english subject every saturday in a week. in this research, the researcher took mild mental retardation students because the average iq that they had was in range between 68-52 bitnet scale. it means that they had higher iq compared to other types of mental retardation based on the iq. meanwhile, other types of mental retardation students had less than 51 bitnet scale. in collecting the data, the researcher applied observation and interview as the techniques. the instruments were used to collect all the data that were necessary for the research. the researcher used non-participant observation because the writer observed the natural setting of teaching strategy used by teacher in teaching english without interacted directly in the teaching-learning process. here, the researcher took in the back seat while writing some field notes and recording the activity in order to gain the necessary data. the researcher conducted the observation three times. during observation, the researcher observed the factual situation of learning-process in the classroom 2020. linguistics, english education and art (leea) journal 4 (1):177-191 185 such as: material presentation, teaching strategy used in classroom activity. the researcher also used a check list to get information needed. in this session, the researcher interviewed one english teacher as the subject of the study. the researcher asked some questions related to the study and also cross-checked what had been obtained in the observation session for getting valid information from the english teacher. furthermore, the interview was conducted by using indonesian language as the second language of the teacher. the data then were analyzed by classifying, interpreting, tabulating, describing and drawing the conclusion. findings kinds of teacher’s strategy for students with special needs based on the observation conducted on december 3rd, 10th, 17th, 2011 and some interviews, the researcher found that the teacher used three kinds of strategies to teach students with special needs. they were imitation and modeling strategies, demonstration strategy, and individual strategy. the teacher used those strategies to improve the students‟ ability in learning english. the first was imitation and modeling strategies. this strategy was based on the repetition. the teacher asked the meaning of some vocabularies and modeled how to pronounce vocabularies. the teacher also asked the students to repeat vocabularies. the teacher drilled some vocabularies in group and individually. the lesson that theteacher taught to the students was only vocabulary. the student did not only imitate pronunciation of the teacher but also the teacher used “talking book” learn pad (the electric pad which produce spoken version based on vocabulary of picture). the second was demonstration strategy. the teacher used “talking book” learn pad to show the situation of something. for example if the teacher taught the picture of the window, the pad would produce sound such as window which opens. the pad helped the teacher to give example of concrete thing to the students. on the other hand, the teacher became a model to demonstrate some vocabularies. he gave model by using gesture how to pronounce and remember the vocabulary easily. this was done by demonstrating the vocabulary of human body parts. the third was active strategy. in this strategy the teacher included the students directly in teaching-learning process. the teacher asked some questions to students and the students answered the teacher‟s questions. to know students understanding, the teacher asked the students individually. based on the three kinds of the teaching strategies used by teacher, he used those kinds of strategies in different frequency in every meeting. the teacher applied two to three strategies in teaching students with special needseffectively in 2020. linguistics, english education and art (leea) journal 4 (1):177-191 186 each meeting. the researcher described how the teacher applied the teaching strategies when the teacher did teaching-learning process. in the first observation and the second observation, the teacher used three kinds of strategies. the strategies used were demonstration and imitation, modeling and active strategies. the teacher reviewed the previous lesson by asking the meaning of some vocabularies, such as milk, nail and window. the teacher used “talking book” learn pad to help the students how to pronounce well. in “talking book” learn pad the students saw the picture of some vocabularies and listened the pronunciation. in the last observation, the researcher found that the teacher used imitation and modeling, demonstration, and active strategy. the teacher repeated some vocabularies to make understand the students. the teacher also became a model to be imitated by students. in the last observation the teacher included the students in learning process to make the students more active in class. it was found that the teacher used three kinds of teaching strategy. they are imitation and modeling, demonstration, and active strategies. the mean score obtained by observation in imitation and modeling strategy was 48. the mean score from checklist of observation was found that demonstration strategy was 43,75. and the mean score for active strategy was 18,75. thus, it can be said that the most dominant strategy used by teacher in teaching english for students with special needs was imitation and modeling strategy. teacher’s classroom management techniques according to sarosdy, et.al (2006), there are some techniques listed, i.e. 1) show respect for students, 2) clearly define the boundaries of behavior, 3) behavior modification, 4) professionalism, 5) class techniques, 6) teacher‟s role and 7) know your students. based on the data collection and data analysis, the techniques applied by the teacher in the classroom with mental retardation students encompasses 1. showing respect for students, the teacher was showing his respect for students in the case of calling and addressing them with names, expressing grateful, listening as well as giving individual attention to students who need more attention at the time. 2. showing professionalism, in term of managing his emotion by ignoring the bad attitude of the students by not taking it personally. but in another case, he still could not do the proper professionalism term as stated by the expert dealing with the exercises or assignments. it happened because of the condition of the classroom that made it impossible to do. 3. class techniques, including doing eye contact, lowering body position when talking personally, showing the authority, use kita„we‟ to show togetherness 2020. linguistics, english education and art (leea) journal 4 (1):177-191 187 4. teacher‟s role, including friendly attitude, showthe power to control not to get angry or dominating 5. knowing the students, by recognizing the students‟ diversity, applying individual approach to surprise them. discussion the research finding showed the kinds of strategies used by the teacher, the most dominant strategy, and the teacher‟s reasons used the most dominant strategy. the teacher used three kinds of strategies. they were imitation and modeling strategy, demonstration strategy, and active strategy. teaching strategy is used in helping the students to reach the objective that the teacher prepares in the planning phase of instructional. brown (1994) defines strategies as specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned design for controlling and manipulating certain information. the most dominant strategy used by teacher was imitation and modeling strategy. that strategy helped students with special needs to improve english skill. according to countright and courtright in mercer & mercer (1989) modeling involved acquiring an abstract language rule without giving an immediate response to the stimulus. mimicry distinguishes between modeling and imitative behaviour. many studies have documented infant‟s abilities to selectively imitate a model‟s behavior. the teacher‟s reasons used that strategy was to make students understand directly the topic of the lesson and to stimulate the mentally retarded remember the vocabulary or topic easily. according to omrod (2000) some positive teaching strategies for interacting with students who have mental retardation, that is measuring the step of instructional slowly enough to ensure a high rate of success. it means that when working with students who had mental retardation, we should teach the topic and assign new tasks slowly enough that the student experienced a high degree of success. other positive strategy was explaining tasks concretely, specifically, and completely. students with mental retardation had difficulty filling in details correctly when instructions were ambiguous or incomplete. according to sarosdy, et.al (2006), there are some techniques listed, i.e. 1) show respect for students, 2) clearly define the boundaries of behavior, 3) behavior modification, 4) professionalism, 5) class techniques, 6) teacher‟s role and 7) know the students. there were only 5 techniques found applied by the teacher in teaching students with mental retardation. through the observations in the classroom, there were many things that supported the data to explain the description of the techniques in detail. the first technique was the teacher showed his respect for his students. respect here means that he was making manner to his students without showing 2020. linguistics, english education and art (leea) journal 4 (1):177-191 188 that he disregards. particularly, the teacher was showing his respect for students in the case of calling and addressing them with names. for example, “nina, apakabar?”. he addressed by the student‟s nickname with slower motion and soft voice as he tried to emphasize on the intention. he also expressed his grateful by saying “terimakasih” (thank you) for students who helped him doing something. this act was also the part of showing respect and appreciation. respect also means listen to each other. when a teacher listens to the students, he/she will receive the similar act that make the students less annoying and be motivated in working (fleury, 2019). the teacher also listened as well as gave individual attention to students who need more attention at the time. in contradiction with a previous research that female teachers are more positive and have good tolerance than male teachers (fakolade, et.al, 2009), the finding shows that male teachers can also have positive attitude in the classroom. the second technique was showing professionalism. the technique was found in the classroom and applied by the teacher in teaching english to the mental retardation students. although this thing quite difficult, the teacher attempted to apply the technique to the special students. he succeeded to control and managed the emotion in controlling the extraordinary attitude of the students. the important thing is he did not take it personal. although, it was not easy to do, he showed the attitude of patience. this technique is applied as the result of the educational background and teaching experience of the teacher as mentioned by supriyanto (2019). this teacher includes as a professional teacher because he has more favorable attitude toward his students. as explained by fakolade, (2009), a professional teacher with more knowledge and experience has favorable attitude to inclusive students. however this professionalism was only for the direct activities in the classroom and cannot be applied in giving further assignments because of the limitation of the condition. the third was class techniques. the techniques specifically referred to more physical activities in the classroom including doing eye contact, lowering body position when talking personally, showing the authority, use kita„ we‟ to show togetherness. having an eye contact more specifically and more personally is important to apply in teaching special students. and this was done by the teacher more intense because the students need it more. when the teacher was trying to convince, warn, and teach the attitude, he lowered the body position as the same as his students. in fact, children with autism and emotional disorder require intervention of social skill training to improve their communication skill (wills-jackson, 2018). therefore, it caused effectiveness in having more concerned communication. the fourth was the teacher‟s role. the role means here is about the specific role of the teacher in the classroom such as the friendly attitude and the power 2020. linguistics, english education and art (leea) journal 4 (1):177-191 189 control in a positive performance. in his performance, the teacher had his friendly attitude shared to all students by smiling, giving attention, and showing friendly gestures. he could perform his friendly attitude to the students even though not to the whole areas of the class. moreover, he also could manage his power to control the whole class even though he had some difficulties to it, such as, handling the noisy students and disciplined them when they made mistakes. in this kind of interaction, the social interaction with those special students must be increased significantly because it can promote more positive attitude (raty, et.al, 2016). the fifth was know the students. in this case, the teacher must understand the situation and the condition happened in the classroom. it is important for teachers to know more about the students not only about their academic performance but also their personal background or problems. it is because commonly students‟ personal problems can affect their academic performance. the problems can be derived from family or environment. according to jacob & ryan (2018), life outside of school affected students‟ academic performance at school. it can be poverty, child abuse, domestic violence, etc. that can cause the trauma. therefore, it is important for the teacher to recognize the students‟ diversity and applying individual approach to surprise them. knowing the students‟ diversity can assist to figure out what the individual approach applied to the students. conclusion teaching students with mental retardation requires particular ability including the strategies and classroom management techniques. the research finally revealed the strategies dominantly used by the teacher in teaching english at smp inklusi tpa jember, namely, imitation and modeling strategy. there were 5 techniques applied by the teacher including showing respect for students, showing professionalism, applying class techniques, applying positive attitude of teacher‟s role and knowing the students. 2020. linguistics, english education and art (leea) journal 4 (1):177-191 190 references amalia, l. (2014). teaching vocabulary to students with mental retardation in the seventh grade of smplb negeri jepara in the academic year 2013/2014. undergraduate thesis. kudus: muria kudus university. artiyah, a. (2016). a study on efl teaching and learning of students with mental retardation (mr) in the center of the child rehabilitation (a study at smalb-c ypac semarang). undergraduate (s1) thesis, uin walisongo. http://eprints.walisongo.ac.id/id/eprint/6173 barbra, m & joyline, n. (2014). the inclusion of children with mental disabilities: a teacher‟s perspective. international journal of humanities social sciences and education (ijhsse). 1 (1). 65-75. brown, h.d.(1994). teaching by principle: an interactive approach to pedagogy (1st edition). new york: addison wesley longman, inc. delphie, b. (2006). pembelajarananakberkebutuhankhususdalam setting inklusi. bandung: pt refikaaditama. fakolade, o.a, adeniyi, s.o & tella, a. 2009. attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in nigeria. international electronic journal of elementary education .1 (3). fleury, k. (2019). east otago high school.respect: resilience, excellence, support, pride, engagement, creativity, teamwork. retrieved february 5, 2020.https://eohs.school.nz/2019/03/importance-of-respect/ hsu, hui-ching and lin, chien-hui.(2006). the effects of total physical response on english functional vocabulary learning for resource classroom students in the elementary school. (http://www.enews.sjses.chc.edu.au/totalphysicalrespons/vocabulary.htm l) jacob, b.a & ryan, j. (2018). brookings. how life outside of a school affects student performance in school brookings. https://www.brookings.edu/research/how-life-outside-of-a-school-affectsstudent-performance-in-school/ mercer, c. d and mercer, a. r. (1989). teaching students with learning problem (3rd edition). newyork: macmillan publishing company. gnanaguruvammal. (2010). knowledge and attitude towards mental illness among teachers in the selected schools in sivagangai district, tamilnadu. masters thesis, matha college of nursing, manamadurai. http://repositorytnmgrmu.ac.in/id/eprint/5479 omrod, j. e. (2004). educational psychology. developing learners (3rd edition). new jersey: prentice hall inc pearson education. onyekuru, b.u.d &njoku, j. (2012).classroom management of mental retardation. international journal of learning and development.2 (5).105111. parsons, r. d, hinson, s.l and brown, d. s. (2001).educational psychology.a practitioner researcher model of teaching. usa: wadsworth, a division of thomson leraning inc 2020. linguistics, english education and art (leea) journal 4 (1):177-191 191 raty, l.m.o, kontu. e.k, & pirttimaa. r.a. (2016). teaching children with intellectual disabilities: analysis of research-based recommendations. journal of education and learning. 5 (2). 318-336. resti, a.s. (2017). teaching english to mental retardation students at smplb negeri pembina samarinda in academic year 2017/2018. undergraduate thesis. education and teacher training faculty, state institute of islamic studies samarinda. rochyadi, e. (2005). pengembangan program pembelajaran individual bagi anak tunagrahita. jakarta: depatemen pendidikan national. santrock, j. w. (2008). educational psychology (3 rd edition). new york: mcgraw-hill. supriyanto, d. (2019). teachers‟ attitudes towards inclusive education: a literature review. indonesian journal of disability studies (ijds). 6 (1). 29-37. sarosdy, bencze, poor&vadnay. (2006). apllied linguistic 1 (for ba students in english). bolcsesz: konzorcium taylor, r.l & sternberg, l. (1989).teaching students with mental retardation. pp 124-149. ed exceptional children. new york: springer-verlag new york inc. doi https://doi.org/10.1007/978-1-4612-3602-3_6 wills-jackson, c. (2018). implementing gamepla implementing gameplay skills t y skills to increase eye contact and e contact and communication for students with emotional behavioral disorder and comorbid disabilities. stars electronic theses and dissertasions, 2004-2019. https://stars.library.ucf.edu/etd/5979 linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1177 364 the emotional lexicon used by male and female communication: study of balinese language used in south kuta-bali i gusti ayu vina widiadnya putri 1 universitas mahasaraswati denpasar i dewa ayu devi maharani santika 2 universitas mahasaraswati denpasar vina.ayu422@gmail.com 1 submit, 23-04-2020 accepted, 13-06-2020 publish, 14-06-2020 abstract the aims of this research is to analyse about the differences of emotional lexicon used by male and female communication in south kuta-bali when they used balinese language in their daily interaction. the scope of male and female is closely related to the social behavior which includes the social identity of male and female in society and this becomes the basis of how the language is used in this context of social. this research is interested to uncover more how people use language in terms of expressing their emotional in social interaction. this study is a sociolinguistic approach used the theory from hickey, raymon (2010). the data source in this study is the south kuta community who use balinese language in social interactions. the data collection is done by observation, interview, recording and note taking and descriptive qualitative method is applied to analyze the data. the result of the analysis found that the emotional lexical is used by the male and female in their social interaction, it could mention that both augmentatives and euphemisms is used by male and female in their social interaction however the augmentative is mostly used by female in informal occasion. balinese female often used prohibition instead of imperative in expressing her idea about ordering someone to do something. in the other hand, the male directly used imperative sentence in ordering something. he usually does not use many awkwardness to say his point in a conversation. this may be considered that the male often go to the straight point when expressing his idea. keywords: emotional lexicon, male and female introduction indonesian has thousand local languages that really interesting to be disused. in indonesian there are a lot of lexicons that are used both in oral and written communication. different lexicon used have different functions from mailto:vina.ayu422@gmail.com 2020. linguistics, english education and art (leea) journal 3 (2):364-372 365 each other based on context of situation. the differences in the words perempuan and wanita are also analyzed that perempuan tend to show women in relation to their role in the public domain, whereas wanita tend to show women in relation to their roles in the domestic domain (yuliawati, 2018). although in general the word woman is only to indicate a person's gender,but it can be different in meaning based on context of situation. in oral communication like advertisment lexicon choices also used to influence the reader or hearer. one is to use the emotional appeal uses in its advertising film. in addition, it displays the expression of sadness. (limbong & winarni, 2017) lexicon research has become interesting when talking about the arts. art in music can increase the ability to remember the english lexicon both delivered by conventional methods and through music with children's songs. (sudirma et al., 2019). the children will absorb language according to their age. language lexicon given by parents from birth will develop continuously until they are adults. acquisition of words in kindergarten children are based on the environment. the words mastered by kindergarten children tarakanita bumijo based on research that has been done. it can be conluded that words that are mastered are nouns, verbs, adverbs, pronouns, numbers, and verbs and variations in the meaning of indonesian words mastered by tarakanita bumijo kindergarten students are synonyms, antonyms, hyponyms, straightforward, and idioms. third, the indonesian style is mastered by tarakanita bumijo kindergarten students. (windiarti et al., 2017) there are several different indigenous balinese languages, and there are different ways how to communicate between the casts and clan members. balinese society has deep feudal roots and in many ways it's even today still "quasi-feudal" and some social protocols and customs of the times of the kings are still in effect. most balinese belong to the sudra caste (anak jaba, outsiders) and speak the common balinese lexicon among themselves. outsiders, because they live outside the palace. the high or halus balinese, is essentially the "language of the court" and derived from javanese. generally, one speaks to strangers, and social superiors in high balinese. and there is kawi, the lexicon used in priestly rituals and in the ancient stories and dramas around the deities. and there sanskrits, the lexicon of hindu prayers and scriptures. but most balinese will these days use the most widely spoken option: "modern balinese"; some rules of how to communicate between the casts are ignored or altered. kawi and particularly sanskrit are also commonly used by some hindu priests. it different from the strength of the phoneme layout in semarangan language that had a strength in building a new meaning. therefore, the lexicon that appeared, became variants of lexicon and a new lexicon. the new lexicon could be categorized as socio-cultural lexicon that had a unique and emotive power. (suryadi & astuti, 2020. linguistics, english education and art (leea) journal 3 (2):364-372 366 2017). analysis of the javanese lexicon which was also analyzed by suryadi stated that the form of the inheritance lexicon is a lexicon originating directly from the ancient javanese language without the slightest change, both in form and meaning. the original form of the lexicon is the lexicon that changes at the time of inheritance. changes that occur in the lexicon can be explained through linguistic rules. (suryadi, 2018) male and female language uses different style in language. difference gender in using language are closely related to a person's culture. as already researched by setiyaningsih, it can be seen that gender differences can be seen in activities that can only be carried out by a certain gender and activities that have a negative or significant meaning in certain gender. therefore, to see what happens in a culture, it can be seen from the structure of language (both grammatical structure and lexicon). (setiyaningsih et al., 2015). the language used by men and women may be different according to their use in daily life. men tend to be more directive. besides, they use more simple words. on the other hand, women are more expressive and polite in using language. in addition, they use more gestures and words signifying the feeling, emotional and psychological states. (sri wahyuningsih, 2018) balinese male and female used local language in social interactions. balinese female used polite lexicon to the male. south kuta is the area where tourism is the most important. many tourist come to this place to enjoy the beaches and some tourist destinations. the local people actually used many languages in their communication. they learn many basic languages that commonly used by tourist. balinese people are obliged to master indonesian and foreign languages, particularly english. by those languages they can communicate intensively with domestic and foreign tourists coming to bali. this situation sometimes makes people worried about the position of the local languagebalinese language. however, in fact, in the globalization era balinese language still has strong position in balinese society life. it is still used as the first language for daily communication among balinese and it is also particularly used for various formal tradition and custom activities. this research discussed about balinese language related to emotional lexicon used by both male and female in their interaction. they have different kinds of emotional when they make the interaction. many research have analysed about different kinds of lexicon used, however this research tend to analyse regarding male and female in balinese. it can be interesting when balinese used emotional lexicon to show their real emotion. both male and female balinese take some interactions by talkative expression with many lexicon used. based on some arguments by the experts of balinese language 2020. linguistics, english education and art (leea) journal 3 (2):364-372 367 that relates to language and gender above, this research conducted to analyse the difference emotional lexicon both male and female in social interaction. literature review the researches on language related to emotional lexicon in used has been studied by several researchers namely gawda, barbara (2013). his study investigated the specific emotional lexicons in narratives created by persons diagnosed with antisocial personality disorder (aspd) to test the hypothesis that individuals with aspd exhibit deficiencies in emotional language. the lexical choices made in the narratives were analyzed, and a comparison of the three groups revealed differences between the emotional narratives of inmates with aspd, inmates without aspd, and the control group (gawda, 2013). other research is emotions affect social relationships, memories and even decision making. this study is investigated about detection of emotional conditions on social media using the lexicon approach and natural language processing. the data of his research is social media facebook. the test results show that the emotional lexicon is able to detect words obtained from facebook user status updates. natural language processing can be used to improve text originating from status updates. the improvement results from natural language processing are matched with the lexicon that has been made to find out the emotional label of a status update. a total of 26 status updates can be detected emotional labels. (rohman et al., 2019) research method the theories used in analyzing data is the theory from (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.’ related to description above, this study aims at describing and conveying balinese phenomenon, especially deals with the differences of emotional lexicon by male and female. the description and explanation of the phenomenon emotional lexicon by male and female by natural data taken from some speakers of balinese living in the south kuta-bali. thus, this study is a descriptive, qualitative research. data was taken by applying observation method to the conversation among speakers of balinese in their daily activities. data collected was analyzed grammatically according to morphological syntactic analysis. findings this field research done in south kuta bali. the data of this research were taken from balinese interactions in using balinese language. the emotional 2020. linguistics, english education and art (leea) journal 3 (2):364-372 368 lexicon that used by male and female interaction in south kuta bali was divide into augmentative and euphimism. the data finding can be shown on the table below. tabel 1. emotional lexicon used by male and female. emotional lexicon male female augmentative prohibition (informal) ordering (informal) ordering (semiformal) suggestion (semiformal) euphimism suggest something unpleasant. based on the table, it can be shown that emotional lexicon that used by male and female in their interaction have different purposes. in augmentative emotional lexicon, male mostly used prohibition in informal occasion, however, female in their interaction used asking ordering to the hearer. opposite in semiformal occasion, male used mostly used ordering to ask someone to do something and giving suggestion was mostly used by female. in euphemism both male and female interaction mostly give suggestion something unpleasant, although female do it more often than male. discussion 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.’ related to description above, this study aims at describing and conveying balinese phenomenon, especially deals with the differences of emotional lexicon by male and female. in this discussion section, emotional lexicon used was divided into augmentative and euphemism (hickey, 2010). augmentative 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. (hickey, 2010) data 1 : female (prohibition) male (ordering) to jange di beten, kan mekejang buyunge ngencegin. jani musim buyung. buyunge bek ape buin ujan-ujan. yen ngejang ape ape, ape buin ajeng-ajengan, jang diduur mejane. apang sing malunan buyunge nyicipin. pang nyidang ajeng buin ajeng ajengane ane jang tuni. de ngejang ajeng-ajengan di beten meja! because you put the meals down, the flies will perch on them. at this season, flies often come jemak piringe! jang diduur, tekepin lantas. buyunge bek. take the plate, put it on the table, and then cover it. there are a lot of flies. 2020. linguistics, english education and art (leea) journal 3 (2):364-372 369 around, especially because of the rain. if you put some food, please put it on the table. so the flies will not taste the food first. so, you can eat the food that was placed earlier. don‟t put the food under the table. in the informal occasion female used length spoken and told something to the hearer. in these data the male and female actually used augmentative in their conversations because the male and female used unimportant sentences that made the sentences were unattractive. augmentative includes all of forms of communications (other than oral) that are used to express thoughts, needs, wants, and ideas. that length sentences was indicate the large size of utterance and tell something awkwardness or unattractiveness sentences. hickey in (ayu et al., 2017) female used length utterance to express her emotional. she was more talkative than the male.the point of her utterances were to prohibit the hearer to do something. the prohibition point in this utterance is „de ngejang ajeng – ajengan di beten meja’ (don‟t put the meals under the table). female used the unattractiveness utterance to introduce her point. she explained first about rainy season and flies season then many flies will taste the meal. female actually waste her utterance to express her idea. female used length spoken to give understanding to the hearer about her point. it can be seen that, when female wanted to prohibit someone, she needed lengths utterance and tell awkwardness utterance before she took the point. this condition would contrast with the male utterance. those utterances were taken in the same condition. male ordered the hearer „jemak piringe! jang diduur, tekepin lantas. buyunge bek.’ (to take the plate, put it on top, and then cover it. there are a lot of flies). there were not many unattractivenesess in his utterances. male gave the hearer understanding by ordering the hearer to do something. he used imperative sentences to ask someone to do something. in informal occasion, balinese female were more unattractiveness to ask something to the hearer. to ask someone to do something, balinese female usually often used prohibition than ordering. it was opposite with male. to ask someone to do something, the male usually directly used imperative sentence in ordering something. he could not use many awkwardness to express his idea. data 2 : female (ordering) male (suggestion) mekejang ajak keme, apang ramean ajak! we will go there together! more people to go are better. engken carane apang mekejang nyidang teke sik nak ngelah gae? … dugas pidan irage baange ngidih megenep pas ngelah gae. jani patut rage malas sane baange pidan. ape buin pas rage ngelah gae, mekejang keluargane nengokin uling semengan nganti peteng. sinah jani irage ane ngoopin keme. 2020. linguistics, english education and art (leea) journal 3 (2):364-372 370 how is the way so that all of us can go to the ceremony? in the past, we were given everything by them when we had an event. now we have to replay all those things. moreover, during our event, all his family came from morning to evening. so now we must come and help him. the words and expressions of a language form its lexicon or vocabulary, with the emotional lexicon consists of the words or expressions used to describe emotions (gawda, 2013). data 2 is semiformal occasion, when the family took the meeting and discussed about balinese invitation event from other family. in formal occasion, male used length utterance to explain his idea. that length sentences indicate the large size of utterance and tell something awkwardness or unattractiveness sentences. male used length sentence to give all family member understanding about the discussion point. the point of that meeting is to ask all family member came to that event. the utterance „engken carane apang mekejang nyidang teke sik nak ngelah gae nah?‟ (how is the way so that all of us can go to the ceremony?) was the point of this utterance. however the male explained this point by using some sentences that implied some reasons to support this point. the unattractiveness sentences by male indicated some suggestions. the utterance „dugas pidan irage baange ngidih megenep pas ngelah gae. jani patut rage mala sane baange pidan. ape buin pas rage ngelah gae, mekejang keluargane nengokin uling semengan nganti peteng. sinah jani irage ane ngoopin keme‟ (in the past, we were given everything by them when we had an event. now we have to replay all those things. moreover, during our event, all his family came from morning to evening. so now we must come and help him) was to suggest the hearer to do something. in some occasion, female used the less sentence to indicate agreement. female only said „mekejang ajak keme‟ (we will go there together!). this utterance was opposite with male. female did not use the large size of utterance to express her idea. she agreed to his explanation by saying in small words. it can be concluded that, different occasion would make different kinds of utterance. in semiformal occasion male is usually more attractive than female. it was opposite when in informal occasion. balinese female usually used more unattractiveness to ask something to the hearer than male. euphemisms the euphemism is a generally innocuous word or expression used in place of one that may be found offensive or suggest something unpleasant. some 2020. linguistics, english education and art (leea) journal 3 (2):364-372 371 euphemisms are intended to amuse; while others use bland, inoffensive terms for things the users wishes to downplay. rickey in (ayu et al., 2017) data 3 female :wee.. be tawang nak sing dadi ngejot celeng, ngujang ngejot celeng masih. mule sing ngelah keneh?.. (we have known that we can‟t share pork meals to others. why do you still give the meals?.. have you lost your mind?) data 4 female : mekejang baang ye pang sing ngerubeda. (give everything to him, so he will not get uncontrolled) data 5 female: kemu ajak ke mel yen biin ngeling. (take him to mel. if he cries again) data 6 male: suud ngeling, yen ngeling buin, kalin dini nah…(stop crying, if you cry again, we will leave you here) emotions affect daily human life such as social relationships, memory, and even decision making hamdi in (rohman et al., 2019). data 3 explained offensive something unpleasant. female said you don’t have any heart!. this utterance was the common language that used by some people in communication but the utterance itself has unpleasant meaning. the utterance you don’t have any heart is same meaning with you don‟t have a brain. in data 4, she wanted to offend something unpleasantly. female said give anything to him, so he will not cry (ngerubeda) anymore. the word ngerubeda in balinese is something unpleasant. ngerubeda means bad attitude from butakala (ghost). in bali butakala has bad character. they are usually portrayed as monstrous, with missing or excessive body parts, animal features and the usual fangs, bulging eyes and potbellies. butakala are also considered as the angry forms of divinities when they feel neglected or forgotten. they may also serve the gods and carry out their orders. data 5, she wanted to offend something unpleasantly by the utterance take him to mel. in bali the word mel means the house in the middle of field. it is less attractive place. someone will be uncomfortable if they live in that place. it was opposite by the male utterance. the male utterance in data 6 „don’t you cry anymore, if you cry we will leave you here‟ is better than the female‟s. he did not use many unpleasant words in his utterance even that is unfavorable condition. the utterance spoken was only to threaten the hearer. conclusion the different occasion would make different kinds of utterance. in formal occasion male is usually more attractive than female. male is considered to use 2020. linguistics, english education and art (leea) journal 3 (2):364-372 372 augmentative type of emotional lexicon in his communication. for this occasion, female did not use large size of utterance to express her idea. she took the point of her agreement, while male needed some additional words to explain the point more clearly. it was opposite when in informal occasion. balinese female used more unattractiveness to ask something to the hearer than the male. they consider to use euphemism type of emotional lexicon in her communication. balinese female often used prohibition instead of imperative in expressing her idea about ordering someone to do something. in the other hand, the male directly used imperative sentence in ordering something. he usually does not use many awkwardness to say his point in a conversation. this may be considered that the male often go to the straight point when expressing his idea. references ayu, i. g., widiadnya, v., permana, i. p. a., bagus, i., & nova, g. 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(2018). perempuan atau wanita? perbandingan berbasis korpus tentang leksikon berbias gender. paradigma, jurnal kajian budaya, 8(1), 53–70. https://doi.org/10.17510/paradigma.v8i1.227 linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1004 296 an analysis of students’ error in constructing the negative and interrogative sentence by using simple present tense diana adinda shafira 1 universitas prima indonesia rabbayani mawaddah 2 universitas prima indonesia lidya br aritonang 3 universitas prima indonesia elianti nainggolan 4 universitas prima indonesia natalia widya pasca tarigan 5 universitas prima indonesia dianaadindashafira@gmail.com 1 submit, 02-12-2019 accepted, 30-01-2020 publish, 17-02-2020 abstract this research aims to find out the errors made by the students in constructing the negative and interrogative sentences by using the simple present tense. those errors were classified into four types, namely omission, addition, misformation, and misordering based on surface strategy taxonomy from daulay. the researchers used a descriptive qualitative method to find the result. the subject of this research was the viii-a class of smp negeri 40 medan that consisted of 30 students. the instrument for gathering the data was the essay test, which included 20 affirmative sentences, which asked to form those sentences into the negative and interrogative sentences. the findings indicated that the students' errors in this study were 318 (50,4%) case of mistakes on misformation; 175 (27,8%) case of errors on addition; 100 (15,9%) case of errors on misordering; and 37 (5,9%) case of errors on omission. it can be concluded that misformation in the most frequent errors, while failure is the rarest error in this research. keywords: error analysis, constructing negative and interrogative sentence mailto:dianaadindashafira@gmail.com1 2020. linguistics, english education and art (leea) journal 3 (2):296-307 297 introduction ‘language is crucial because‘ it is one‘ of the‘ main ways to communicate and interact with other people around us. english is an example of the importance of language for people in many parts of the world. ‘ according to santillana‘ (2013), english is the most used language in the world, and there are one out of ten people that can speak and understand english. english as the international language is an instance of the importance of a word, and it has been the language that most people use in the conversations of their daily life. besides, english plays a significant role in many fields like engineering, business, medicine, and especially for education. in many countries, some people who always use english as their daily language will have a different level of understanding than people who do not. indonesia as an example. in this country, english is taught as a foreign language. it is not as easy as it looks for students to master english well. this is common for indonesian students as english learners find it challenging to learn and use english since there are many language components and language skills which must be learned and mastered by students. english teaching is focused on the ability of students to be capable of mastering the four language skills, namely: listening, reading, speaking, and writing (depdibud, 2003). all of these skills are expected to be mastered by the students in school. but the are several factors that affect the process of studying. those factors can be the teachers' technique in teaching, instruments used in the teaching-learning process, the conditions of the family, and many more. students need to work hard and put effort into being able to master english. the differences in languages' structure between english and bahasa might be the main reason why students often make errors in constructing a sentence. one of the primary skills in writing. writing can be defined as a process of transforming thoughts into the written language (tiwari, 2005). book is a communicating part that consents students to put their ideas and feelings on paper, to organize their insight and beliefs into convincing opinions, and to deliver meaning through well-constructed text. in writing, the students still have confusion about grammar. since grammar is the essential element of a knowledge or skill area, the forms and structural distinction between the indonesian language and the english language can cause the students to make some english grammatical errors while trying to write an english text. it means that indonesian students may find difficulties in using the correct english form and the right english structure. according to hidayah (2013), grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence. it means that grammar is the guidance of writing for students to make the correct sentence. 2020. linguistics, english education and art (leea) journal 3 (2):296-307 298 grammar is known dominantly related to tense. in using english tenses, the students even have problems and often make errors in oral or written on the basic tense such as simple present tense. this kind of tense is used to describe habits, unchanging situations, and general truths. students' errors in this tense can include the form of verb using of adverb and adjective, the lack of vocabulary, or even in making affirmative, negative, and interrogative sentences. generally, the simple present expresses situations or events that always exist, usually, habitually; they live now, have existed in the past, and probably will exist in the future (azar, 2002). often, the simple present tense is the first tense taught when students begin to learn about tense. this tense consists of three kinds of the sentence; they are affirmative, negative, and interrogative punishment. its simple structure makes teachers hope that the students can easily understand it, with the use of verbs commonly found in daily life. in constructing the negative and interrogative sentences, most of the students are confused. some of them have many errors in their writing. they find it challenging to use the verb in the present, whether it's present tense singular or present tense plural. for example: "he does not bring the dictionary." "does they come to my house?”.”i do not do my homework”.”that man does not drive her son to school”.”do the cat steals your food?”. and many more. based on the problem above, the researchers will conduct a study to find out what types of errors that students will make in constructing the negative and interrogative by using the simple present tense. the researchers will focus the material on simple present tense in creating the negative and interrogative sentence. literature review errors according to brown (2000), failure is noticeable from the adult grammar of a native speaker, reflecting the interlanguage competence of the learner. by that statement, it can be concluded that errors are something to do with inappropriate forms of the grammar of the second language that has imprinted on learners' minds. therefore, the learners can not be self-corrected because they do not have enough knowledge to distinguish their utterance or sentence. correction is usually done by the teachers, such as teaching exercises, practices, remedial, and others. it is frequently said that errors are a description of students' understanding of the language system that they are learning. if the students' knowledge of the language system being studied is deficient, then the errors frequently occur. those errors will decrease if the level of student understanding is getting increased (tarigan, 2011). 2020. linguistics, english education and art (leea) journal 3 (2):296-307 299 corder (1981) stated that errors are the result of some failure of performance and differentiated errors from mistakes in the way that errors are systematically being errors of competence which occur in the continuum of the learning process. based on those definitions above, the writer can define that error is an act or condition of ignorant or imprudent deviation from truth or accuracy. causes of errors according to tarigan (2011), errors are not only made by students that are learning a second language but also by students who learn their first language. it shows that language errors are nearly related to language learning, both first language, and second language learning. therefore, the mistakes that occur need to be known and studied more in-depth because these errors are an integral part of the language learning process. setyawati (2010) states that there are several possible causes for students making an errors in language learning, they are (1) errors that are influenced by the language they have mastered first, (2) errors caused by lack of understanding of the language they use, and (3) errors caused by incorrect and imperfect language teaching. types of errors dulay, burt, & krashen (1982) classify four types of errors. they are based on linguistic category, surface strategy taxonomy, comparative taxonomy, and communicative effect taxonomy. in the surface strategy taxonomy, the errors are classified into four parts; they are omission, addition, misformation, and misordering. error analysis muneera & shameen (2013) have contended that error analysis includes the study and analysis of the errors made by the learners of a second or a foreign language. khalid (2013) maintained that error analysis determines what a learner still needs to learn. it provides the necessary information about what is required in his or her competence. according to corder in tarigan (2011), the analysis of language errors is a process, so some procedures must be followed as guidelines. the system goes through several stages, namely: (1) selecting parts of the language, (2) recognizing errors in the language sections, (3)classifying mistakes, (4)explaining mistakes, and (5) evaluating errors. thus, it can be said that the notion of error analysis is a process used by teachers and the researchers with the steps of data collection, identification of 2020. linguistics, english education and art (leea) journal 3 (2):296-307 300 errors contained in the data, explanation of the errors, the classification of the errors based on their causes, and evaluation the level of the errors. grammar harmer (2001) defines syntax as the description of how words can change their form and can be combined into sentences in the language. according to coghill & magendaz (2003) defines grammar as the set of rules that govern its structure. grammar holds the role of determining how words are arranged to form meaningful units. in general, the grammar must be learned to master the four english language skills such as speaking, writing, reading, and listening correctly. from this classification, it seems that grammar plays a vital role in combining units of language to form sentences. the sentences are acceptable or grammatical if they follow the rules of grammar. tenses the tenses are time concepts that embrace sentences. in english, the telling of an event will be significantly influenced by when it will take place. prayitno (2002) states that tense refers to the form of the verb used; for example, he eats (simple present tense), he ate (simple past tense), he has eaten (present perfect tense), etc. while another definition from hornby (1954) says that the word "tense" stands for a verb form or series of the verb used to express time relation. based on the opinion of the experts above, it is said that tenses are part of grammatical that explain the sentence about the occurrence of an event in the present, past, and future. this research will only discuss one primary tense; it is a simple present tense. simple present tense according to azar (2002) stating in the simple present tense that "in general, the simple present expresses events or situations that always exist, usually, habitually; they live now, have lived in the past, and probably will exist in the future. the simple present tense can be divided into affirmative (positive), negative, and interrogative. affirmative sentences are commonly referred to as positive sentences, which express the right conditions, such as 'the sky is blue.' negative sentences have a negative meaning in a statement, usually marked with the addition of the word 'not’ before the verb, for example, ‘i do not like her.' the third, there is interrogative, commonly known as the question sentence. this sentence has two types; they are a wh-question and informative question. 2020. linguistics, english education and art (leea) journal 3 (2):296-307 301 based on davidson (2004), there are several functions of simple present tense: 1) simple present tense expresses a fact or a thing that generally true e.g., thalia works in the hospital, 2) simple present tense is used to talk about the repeated action e.g., i visit my grandparents twice a month, 3) simple present tense describes activities that are happening at the time. (it is used rather than the present continuous tense) e.g., tasya drives a car. (a general fact: she knows how to drive a vehicle, or she often drives a vehicle.)4) simple present tense can be used to refer to future events and actions e.g., the tournament begins at 4 p.m. the formula of simple present tense verbal sentence verbal sentences express simple present tense sentences that use verbs. the verb forms have differences based on the type of subject. for i, you, we, they use the primary verb forms, while for the third singular subject such as he, she, it, the verbs used must be added with suffixes –s or –es. adopted from azar (2002), these are the formula of the verbal sentence: table 1 formula of verbal sentence affirmative s + v1 (s/es) + o  diana studies in universitas prima  lunar eclipses occur three times a year negative s + do/does + not + v1 + o  diana does not study in universitas prima  lunar eclipses do not occur three times a year interrogative do/does + s + v1 + o + ?  does diana study at universitas prima?  do lunar eclipses occur three times a week? nominal sentence nomina's sentence is a simple present tense that uses the verb 'be' such as is, am, are that are placed after the subject. based on guth (1961) in english, the present tense of 'be' is used to express some situation, such as 1) profession, trade occupation: mrs. sarah is a nurse, 2) nationally: mr. jokowi is an indonesian, 3) size and shape: finn is tall, 4) age: ray is twenty years old, 5) characteristic: mr. yudha is diligent, 6) condition: maria is sick, 7) place: the teacher is here, 8) color: this pouch is red. azar (2002) also indicates this kind of sentence with 'be' as the main verbs have three basics of the formula: 2020. linguistics, english education and art (leea) journal 3 (2):296-307 302 table 2 three basic formula affirmative s + be + complement we are indonesian negative s + not + be + complement we are not indonesian interrogative be + s + complement + ? are we indonesian? research method this study was designed in the form of descriptive qualitative research that was intended to accurately describe a phenomenon or problem that has been seen by researchers. this study also answers the common error problem found in students' writing, especially in literature or constructing the negative and interrogative sentences by using the simple present tense. data sources that were used in this study are students. the researchers focus on the eighth-grade students about the common types of errors and the dominant mistake made by them. in smp negeri 40 medan, there are nine classes for the eighth-grade students. because of the large population in this study, the researchers have chosen one of the types that are used as the sample to simplify the research. it was viii-a that consisted of thirty students. the writers gave the essay test for the students as the instruments of gathering information about students' errors in constructing and interrogative sentence by using the simple present tense — the reason for choosing the essay than the multiple choices because the errors would be seen more clearly. the test consisted of 20 affirmative sentences written using the simple present tense. and then, the students were asked to form those sentences into the negative and interrogative sentences. the duration of time give to complete the test was 60 minutes. the data analysis was started after all the students' worksheets were collected. the researchers conducted some procedures in analyzing the students' errors. firstly, identifying the errors by the students' answers and classifying the errors according to the surface strategy taxonomy. they divide the error into errors of omission, addition, misformation, and misordering. lastly, the researchers described the errors made by the student themselves and calculated the percentage of errors individually to find the dominant error. findings data collection was conducted in smp negeri 40 medan, which taken up from eight grade students. the researchers found the error results that were 2020. linguistics, english education and art (leea) journal 3 (2):296-307 303 analyzed based on the surface strategy taxonomy by dulay (1982) and classified them into errors of omission, errors of addition, inaccuracies of misformation, and errors of misordering. the data was collected from thirty students in the viii-a class. each student was given a piece of paper that consisted of 20 affirmative sentences in simple present tense and must be written into the negative and interrogative sentences. it means 1200 total sentences have been analyzed. from the total of sentences, the researchers found 630 errors. two steps analyzed data, they are identification and classification, as mentioned in the research method (chapter ii). after collecting the data, the errors were counted by using a table and calculated the number of each error. table 3 the types of students’ error student’s number errors of omission errors of addition errors of misformation errors of misordering total 1 2 24 2 17 45 2 2 2 0 14 18 3 3 20 3 11 37 4 0 16 10 8 34 5 0 0 14 0 14 6 0 2 12 2 16 7 0 2 12 2 16 8 1 20 1 14 36 9 0 0 14 0 14 10 2 2 14 0 18 11 3 0 14 0 17 12 0 16 8 8 32 13 2 4 15 1 22 14 0 12 4 10 26 15 0 0 14 0 14 16 2 2 14 0 18 17 0 0 14 0 14 18 0 0 14 0 14 19 2 0 14 0 16 20 1 1 13 0 15 21 2 6 14 1 23 22 3 2 14 0 19 23 0 14 12 2 28 2020. linguistics, english education and art (leea) journal 3 (2):296-307 304 24 3 4 13 1 21 25 0 0 16 0 16 26 0 3 14 0 17 27 5 7 10 2 24 28 1 15 12 7 35 29 1 1 3 0 5 30 2 0 4 0 6 total 37 175 318 100 630 percentage 5,9% 27,8% 50,4% 15,9% 100% the table above shows that the total number of errors made by students in constructing the negative and interrogative sentences was 630 errors. from the calculation of the data, it could be seen that the dominant error made by the students was errors in misformation with the total number of 318 errors (50,4%). the second standard error was the errors of addition with 175 errors (27,8%). the third was the errors of misordering with 100 errors (15,9%), and the last one was the errors of omission with 37 errors (5,9%). the researchers analyzed the error of this research based on dulay’s theory, as known as surface strategy taxonomy. there are four types of a mistake made by students, namely omission, addition, misformation and misordering. errors of omission the omission is an error caused by the absence of an item that must appear in the form of utterance or sentence. the number of these errors was 37 errors or 5,9%. these errors happen because some students omit an item that must be presented in the utterance or sentence. the example of omission based on students’ worksheet: 1) she does eat delicious cookies, 2) we the best scout team?. the revised sentences should be: 1) she does not eat delicious cookies (because it should be written in the negative form), 2) are we the best scout team? errors of addition the addition is an error caused by the appearance of an item that must not present in the form of utterance or sentence. the number of these errors was 175 errors or 27,8%. this error happens because students add a word or a group of words where should not be existed in the utterance or sentence. the example of addition based on students’ worksheets: 1) rina does not watch television regularly; 2) i do not want a good listener. the revised sentences should be: 1) rina does not watch tv daily; 2) i am not a good listener. errors of misformation 2020. linguistics, english education and art (leea) journal 3 (2):296-307 305 misformation is characterized by the use of the wrong form of a morpheme or the structure. the number of these errors was 318 errors or 50,4%. this kind of error happens when students use the wrong structure instead of the right one in the utterance or sentence. the example of misformation based on students’ worksheets: 1) rico and rica do not twins, 2) does she an actress in hollywood?. the revised sentenced should be: 1) rico and rica are twins, 2) is she an actress in hollywood? errors of misordering misordering is an error caused by the incorrect placement of a morpheme or a group of morphemes in an utterance or a sentence. the number of these errors was 100 errors or 15,9%. these errors happen because the students are not able to arrange the right sentence. the example of misordering based on students’ worksheets: 1) she does want to be a singer? 2) my does father drink tea every morning. it should be: 1) does she want to be a singer? (because in the form of interrogative, does should be placed in the first sentence)2) my father does not drink tea every morning. discussion the classifying of error was made into four types based on the theory of dulay et al. (1982). the formula for analyzing the data was also used to count the percentage of each type of errors. those errors are omission, this percentage of errors was 5,9%, which had 37 number of errors, an addition was 27,8% with 175 total of errors, misformation was 50,4% with 318 errors, and misordering was 15,9% with 100 errors. after identifying the error in constructing the negative and interrogative sentences by using the simple present tense, the data obtained were the errors found in misformation as the major of error. maniar (2017), as the earlier researcher, was recognized as the same result that misformation was the most frequent error found in that research. for this research, misformation is the dominant error, which has a total error of 318 errors or 50,4%. this is because the students were not able to determine the structures in the simple present tense. the addition is another common error found in students' worksheets. it is because students still add a word or a group of words where should not be existed in the sentence. meanwhile, misordering is found in some students’ worksheet because of the incorrect placement of a morpheme or a group of morphemes in the sentences. the last is omission as the most infrequently errors did by the students. moreover, the students could not distinguish the nominal and verbal sentences. it can be said that all students produce errors due to a lack of understanding of writing lessons, 2020. linguistics, english education and art (leea) journal 3 (2):296-307 306 even for the basic lessons for the second grade of junior high school students. it can be seen from the students’ worksheets in constructing the negative and interrogative on nominal sentences. conclusion based on the findings of the data analysis, the researchers have drawn some conclusions as follows: the types of errors that were made by the eighthgrade students are errors of omission, errors of addition, errors of misformation and errors of misordering. the error that dominantly made by the eighth-grade students of smp negeri 40 medan is misformation, followed by addition, misordering, and omission sequentially. references azar, b., s. (2002). understanding and using english grammar.third edition. new york: longman. brown (2000). principle of language learning and teaching. new york: longman. coghill, j & stacy, m. (2003). english grammar. new york: wileypublishing, inc. corder, s., p. (1981). error analysis and interlanguage. london: oxford university. davidson, g. (2004). verbs and tenses. singapore: learners publishing pte ltd. departmen pendidikan & kebudayaan. (2003). kurikulum berbasis kompetensi: garis-garis besar program pengajaran bahasa inggris. jakarta: departmen pendidikan dan kebudayaan, direktorat jendral pendidikan dasar dan menengah. dulay, heidi c., burt, marina k., & krashen, s., d. (1982). language two.new york: oxford university press. guth, h. p. (1961). words and ideas. california: wordsworth publishing company, inc. harmer, j. (2001). the practice of english language teaching: young learner. new york: pearson education limited. hidayah, a. t. (2013). error analysis on the use of the simple tense and the simple past tense in writing essay among tesl college students. international journal of education and research, 1(12), 1-12. hornby, a. s. 1954. a guide to pattern and usage in english. london: oxford university press. khalid, m. a. (2013). investigating jordanian efl students’ spelling errors at tertiary level. international journal of linguistics. 5 (3). 164-176. maniar, a. s. (2017). an analysis of students’ error in constructing negative and interrogative sentence by using simple past tense. medan: universitas prima, indonesia. muneera & shameem. (2013). error analysis of present simple tense in the interlanguage of adult arab english language learners. english language teaching. 6 (2). 146-154. 2020. linguistics, english education and art (leea) journal 3 (2):296-307 307 prayitno, a. m. (2002). mastering english grammar. surabaya: sarana ilmu surabaya. santillana, c. (2013). 10 reasons to learn english. experience english. real experience group. setyawati, n. (2010). analisis kesalahan berbahasa indonesia: teori dan praktik. surakarta: yuma pustaka. tarigan, h.,g. (2011). pengajaran analisis kesalahan berbahasa. bandung:angkasa. tiwari, d. (2005). encyclopedia of modern methods of teaching 7. new delhi: crescent. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1728 126 an analysis of students’ motivation in studying english during covid-19 pandemic putu subakthiasih 1 universitas mahasaraswati denpasar i gusti ayu vina widiadnya putri 2 universitas mahasaraswati denpasar vina.ayu4221@gmail.com 1 submit, 30-10-2020 accepted, 22-12-2020 publish, 28-12-2020 abstract this study focuses to investigate students‟ motivation in studying english during covid-19 pandemic, whether they had intrinsic or extrinsic motivation. this research was a survey method and the technique sampling used in this study was random sampling. furthermore, the instrument used questionnaire to collect the data. the questionnaire consists of 20 questions in which question 1-10 are questions for intrinsic motivation. the question 11-20 are extrinsic motivation. the result of this study shows that the total mean score of intrinsic motivation is higher than the total mean score of extrinsic motivation 4.20 > 3.39. it means that first semester of english students at faculty of foreign language, mahasaraswati denpasar university had the higher intrinsic motivation than extrinsic motivation in learning english during covid-19 pandemic. in other words, the motivation to learn english that comes from inside students was higher than the motivation comes from outside students. keywords: students‟ motivation, studying english, covid-19 pandemic introduction the achievement of the goals of education is the principal task of someone who deals directly with policy making and implementer education. according to akbar & hawadi, (2001), the achievement of educational success can be realized by many factors that influenced the internal factor of student or external factor of student. the achievement of learning that achieved by the students is the factor of the interaction between both of those factors. at this time, the pandemic covid-19 forced the government to issue social distancing rules. this problem has an impact on all aspects including the problem of education, so the government set distance learning during this pandemic covid19. basically distance education is a type of education where students are far from educators, so education cannot be done face-to-face and the delivery of messages mailto:vina.ayu4221@gmail.com1 2020. linguistics, english education and art (leea) journal 4 (1):126-141 127 from educators to students must be done through the media (pgri et al., 2020). physical separation between instructors and students in distance education has implications for the limited interaction between teachers and students. a teacher in distance learning cannot guide and supervise the learning of individual students on an as regular basis as in face-to-face education, so this distance learning becomes a challenge for educators whether their learning interest is maintained. students' interest in learning during the covid-19 pandemic must be maintained and there is also need students‟ motivation when do the learning process in covid19 pandemic. motivation has an important role in learning. student‟s achievement is related to the way of thinking, feeling and behavior of students. students who have problems at school, they show the level of motivation is low. teachers need to seek an increase in student‟s achievement motivation by providing support in the form of awards/ reinforcement for his achievements, paying attention to awareness, giving feedback and making students have felt the ability. therefore, motivation in learning can be divided into two categories; intrinsic motivation and extrinsic motivation. harmer, (2001) stated that intrinsic motivation comes from within individual. motivation comes from inside an individual rather than from any external or outside rewards, such as money or grades. students who have intrinsic motivation would have pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task. on the other hand, extrinsic motivation also influences students in learning. harmer, (2001) stated that “extrinsic motivation is the result of any number of outside factors”. these outside factors include reward and punishment. extrinsic motivation does not mean that student will not get any pleasure from learning on or completing a task. it just means that the pleasure they anticipate from some externals reward will continue to be a motivator even when the task to be done holds little or no interest. mahasaraswati university is one of campus in denpasar, bali. many people believe that the faculty of foreign language this department can produce intellectual and skillful alumna especially in mastering and applying english in all sectors. therefore, almost all candidates of college students who want to learn english choose this campus as the first choice to study. however, among all students of mahasaraswati university who studied at faculty of foreign language in the first semester, they absolutely had different motivation to choose learning english during covid-19 pandemic. therefore, this study tries to find out the kind of motivation had by english students in learning english during covid-19 pandemic. based on explanation above, the research problem of this study is formulated as follow: “what kind of motivation had by first semester english 2020. linguistics, english education and art (leea) journal 4 (1):126-141 128 students in faculty of foreign language at mahasaraswati university in learning english during covid-19 pandemic? the objective of the study is to know the students‟ motivation in first semester of foreign language at mahasaraswati university while studying english during covid-19 pandemic. there are some researchers who have conducted the study on analysis students‟ motivation that analyzed different objects. the first previous researcher is pgri et al., (2020) in their research entitled “learning motivation and students‟ achievement in learning english: a case study at secondary school students in the covid-19 pandemic situation”, their analyzed students‟ motivation in learning, and students‟ achievement learning english, in the current situation of covid-19 pandemic. the research showed that the changes of students‟ learning motivation then have an impact on students‟ achievement so that teacher have delivered lesson materials to students that are not significantly different from the situation in normal conditions because this makes the students' motivation and achievement in learning does not significantly decrease. some previous study that relevant in this study is from purnama et al., (2019), their analyzed to know how students‟ motivation in learning english of eight grade at mts mathla‟ul anwar sukaguna. from this research, students of eighth grade at mts mathla‟ul anwar have a motivation in studying english, it is from the output of questionnaire, most of students concur with the statements of questionnaire. it means that students have the desire in studying english. furthermore, the output of interview also described that students have motivation in studying english. in this research showed motivation is the influential factor in learning activity and the other teacher need to be more creative in using the media, strategy, or delivered material in learning activity to improve students‟ motivation. supported by purwanto et al., (2020) their analyzed was to explore the covid-19 pandemic‟s impact on the students of indonesian universities performance. the results of this study are that there are impacts of covid-19 pandemic on the students of indonesian universities performance such as some of the negative effects of covid-19 are that many students have psychological impact. moreover, the presence of corona virus makes this more likely to have an impact on anxiety disorder symptoms, a lot of income in a family is lost, which makes a reduction in allowance. this research showed students can study at home feel more comfortable and have a new atmosphere and can help parents to work or do other work. the process of studying at home is more relaxing and they can do other work to earn extra income. the learning process at home is more comfortable and they also can save costs especially transportation costs, do not experience traffic jams. 2020. linguistics, english education and art (leea) journal 4 (1):126-141 129 huang, (2020), stated that in the midst of covid-19 pandemic, the students are interested in using online learning in which can be accessed flexible, anywhere and everywhere. the best application used by lecturers and students was whatsapp application. then, it can be concluded that the students‟ perspective on online learning had a positive impact in the midst of the covid-19 pandemic. learning process need for good communication between academic supervisors and students regarding learning motivation in pjj and the need to create study groups so that students remain active during the covid-19 period through online groups (anugrah & silitonga, 2020). supported by fuentes hernández et al., (2020), this study is to know the e-learning modality that stimulates students' learning process according to twenty-two english teachers in santander, colombia, and the correlation between learners' motivation and the challenges and opportunities in an online efl class, they mentioned that motivation is one of the factors that has proven to be extremely important in effective learning processes of apprentices of foreign languages. lestari, (2020), the research showed the enhancement can be seen from the higher of mean from each class‟ english score and the timeliness in submitting of the assignment and evaluation in e-learning using jbclass during covid-19 pandemic. last is from krishnapatria, (2020) this research is motivated by the need of exploring the students‟ perception of e-learning implementation of two english language subjects in the time of covid-19 pandemic. then, it showed that fair assessment of students‟ perception in e-learning may grant a good precedent in the implementation of full online learning due to physical isolation caused by the covid-19 pandemic, which alternatively can be done with the method of blended learning in the new normal. based on the previous studies above there are differences of this research with them, the writer analyzed the students‟ motivation in learning english during covid-19 pandemic. this research is done to extend the previous research in analysis research by give attention for kind of motivation had by first semester english students in faculty of foreign language at mahasaraswati university in learning english during covid-19 pandemic. literatur review theories of motivation etymologically, purnama et al., (2019) explains the term motivation comes from the latin word, movere (to move) and then absorbed in english language into motivation which means providing motivate or cause of motivate that led of encouragement. next, he points out motivation of a person depend on the strength of his or her motivate. so, the motivation cannot be separated from 2020. linguistics, english education and art (leea) journal 4 (1):126-141 130 the concept of motivate in essences it can be said that the motivate is a cause of action. motives are hypothetical constructs used to explain why people are doing what they are doing. motives are distinguished from related constructs such as goals (the immediate objectives of particular sequences of behavior) and strategies (the methods used to achieve goals and thus to satisfy motives). for example, a person responds to hunger (motive) by going to a restaurant (strategy) to get food (goal). motives are usually construed as relatively general needs or desires that energize people to initiate purposeful action sequences. in contrast, goals (and related strategies) tend to be more specific and to be used to explain the direction and quality of action sequences in particular situations (elliot & murayama, 2008). motives, goals, and strategies can be difficult to distinguish in situations that call for intentional learning of cognitive content (such as the content of this book), because optimal forms of motivation to learn and optimal strategies for accomplishing the learning tend to occur together. in the classroom context, the concept of student motivation is used to explain the degree to which students invest attention and effort in various pursuits, which may or may not be the ones desired by their teachers. student motivation is rooted in students‟ subjective experiences, especially those connected to their willingness to engage in lessons and learning activities and their reasons for doing so. this book develops the argument that teachers‟ primary motivational goals and strategies should focus on encouraging students to engage in activities with motivation to learn: that is, with the intention of acquiring the knowledge or skills that the activities are intended to develop. kinds of motivation motivation is the driving force of a person to performance achieve a goal. motivation can also be said as a plan or desire for success and avoid failure of life. in other words, motivation is a process for achieving a goal. someone who has motivation means he/she already has the power to gain success in life. motivation has been formulated in a number of different definitions. even so, the substance is not much different. according to sepora, & sepideh, (2012), motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action. motivation was examined as a factor of attitudes divided into two basic types of motivation, such as instrumental and integrative motivation. instrumental motivation refers to motivation to acquire a language as means for attaining instrumental goals: furthering a career, reading technical material, and translation. an integrative motivation is employed when a learner wishes to integrate himself within the culture of the second language group, to identify himself with and 2020. linguistics, english education and art (leea) journal 4 (1):126-141 131 become a part of that society. from the conclusion of this study is that integrative motivation may indeed be an important for successful language learning and some claim that integrative motivation is absolutely essential for successful second language learning. another types of motivation is also defined by morris, & maisto, (2002). motivation can be divided into two terms, such as intrinsic motivation and extrinsic motivation. in term of intrinsic motivation is the ultimate goal in education at every level. intrinsic motivation refers to rewards provided by an activity itself. the motivation arises from internal factors such as a child‟s natural feeling of curiosity, exigent, confidence and satisfaction when performing a task. people who are involved in a task because of intrinsic motivation appear to be engaged and even consumed, since they are motivated by the activity itself and not some goal that is achieved at the end or as a result of the activity. meanwhile, extrinsic motivation refers to rewards that are obtained not from the activity, but as a consequence of the activity. this motivation arises from the use of external rewards or bribes such as food, praise, free time, money or points toward an activity. these incentives are all external, in that they are separate from the individual and the task. measurement of motivation there are some ways used to measure motivation according to (hanafiah, 2010): 1. performance test is the measurement to get information about loyalty, sincerity, targeting, awareness, duration, and frequency of activist. 2. questionnaire is to know the persistence and loyalty. 3. free compose is to understand information about the vision and aspirations. 4. achievement test is to get the information 5. scale is to understand information about attitude. research method the study was analysis of students‟ motivation in studying english during covid-19 pandemic. the researchers used quantitative method for the present study. the first semester students on faculty of foreign language at mahasaraswati university were the population. simple random sampling technique was used for the data collection from the respondent. in process of sample selection, this research done to analyze students‟ motivation in first semester. questionnaire technique to collect the data. questionnaire developed on likert scale from 20 items. questionnaire distributed among graduates and data was collected from 90 students. collected raw data was analyzed through spss and most frequently used statistical techniques of frequency and percentage score 2020. linguistics, english education and art (leea) journal 4 (1):126-141 132 used. the aforesaid statistical technique is suitable in achieving the objective of the study. participants in this present study, the first semester students on faculty of foreign language of mahasaraswati university in the academic years 2020/2021 was selected as the population. based on the data taken from the department, the researcher got the number of english students were 180. moreover, the sample taken in this research was 90 of first semester english students. technique sampling used in this research was random sampling. table showed the distribution of students in each class. table 1. distribution of participants class number of students i a 15 i b 15 i c 15 i d 15 i e 15 i f 15 total 90 instrument instrument used in this study was questionnaire. it consists of ten questions in which the questions number 1-10 are the questions to collect the information about intrinsic motivation and questions number 11-20 are questions for extrinsic motivation. the questionnaire used in this research is close questionnaire. questionnaire tests this questionnaire used likert scale or summative scaling to measure the extent to which the respondent agreed or disagreed with the questions. the response is classified into five categories, such as: strongly agree, agree, doubt, disagree and strongly disagree. the researcher adopted the questionnaire from gardner‟s attitude and motivation cited in (jefiza, 2017). the questions for intrinsic and extrinsic motivation are represented as below. 2020. linguistics, english education and art (leea) journal 4 (1):126-141 133 table 2. intrinsic motivation questions no. intrinsic motivation strongly agree agree neutral disagree strongly disagree 1. i learn english in order to improve my english language skills while the covid-19 pandemic. 2. knowing english helps me become a better person. 3. i used the free time for learning english in covid-19 pandemic. 4. i still study english while covid-19 pandemic because i enjoy study english it. 5. english helps/will help me learn about other cultures, values and thoughts. 6. when i speak english, i don´t mind making mistakes. 7. learning english is very important during covid-19 pandemic 8. learning english will allow me to be more at ease with english speakers. 9. when someone speaks to me in english, i tend to be nervous. 10 if i could not go to campus, i would learn english by myself. 2020. linguistics, english education and art (leea) journal 4 (1):126-141 134 table 3. extrinsic motivation questions no. extrinsic motivation strongly agree agree neutral disagree strongly disagree 1. learning english is useful in getting a good job in covid-19 pandemic. 2. i learn english because i need it to further my studies overseas. 3. i study english in order to please my family. 4. i feel that no one is really educated unless he is fluent in english language. 5. knowing english gives me a feeling of success especially in covid-19 pandemic. 6. others will have a better opinion of me if i speak english. 7. in an english class, the teacher personality is important in covid19 pandemic . 8. in an english class, the group is important. 9. i study english because i want to do well in my examination. 10. in an english class, the teacher´s method is important. the students were asked to answer the question by choosing four categories sa=5, a=4, n=3, d= 2 and sd=1. the score of questionnaire is based on the table below: 2020. linguistics, english education and art (leea) journal 4 (1):126-141 135 table 4. likert scale rating optional score intrinsic motivation extrinsic motivation strongly agree 5 5 agree 4 4 neutral 3 3 disagree 2 2 strongly disagree 2 1 source : (salamat et al., 2018) procedures in order to obtain the intended data, several procedures will be conducted. those steps, such as: all instrument needed during the experiment were prepared in advance by the researcher, the sample were selected randomly by using random sampling, questionnaire used as a research tool for data collection, collected raw data was analyzed through spss and most frequently used statistical techniques of frequency and percentage score used. the data obtained from the questionnaires were analyzed by calculating the mean for each question. a five-point likert scale was used to measure the level and type of subjects‟ learning motivation. such scale was used in the questionnaire to determine the level of agreement or disagreement of students‟ answer based on the following criteria: table 5. standard of mean mean range interpretation 3.68 5.00 high degree of motivation 2.34 3.67 moderate degree of motivation 1.00 2.33 low degree of motivation source : (salamat et al., 2018) finding this research find out what kind of motivation had by first semester english students in faculty of foreign language at mahasaraswati university in learning english during covid-19 pandemic either intrinsic motivation or extrinsic motivation. to get the data, the researcher used questionnaire consisting of 20 questions. question numbers 1-10 are questions for intrinsic motivation while question numbers 11-20 are questions for extrinsic motivation. 2020. linguistics, english education and art (leea) journal 4 (1):126-141 136 based on the result of the questionnaires, the following table presents 5 statements items about intrinsic motivation, their means scores, and their corresponding motivation level which were serve as the basis for further interpretation and explanation. table 6. intrinsic motivation no. intrinsic motivation mean rating of motivational level 1. i learn english in order to improve my english language skills while the covid-19 pandemic. 4.30 high 2. knowing english helps me become a better person. 4.48 high 3. i used the free time for learning english in covid-19 pandemic. 4.04 high 4. i still study english while covid-19 pandemic because i enjoy study english it. 4.08 high 5. english helps/will help me learn about other cultures, values and thoughts. 4.42 high 6. when i speak english, i don´t mind making mistakes. 4.64 high 7. learning english is very important during covid-19 pandemic 4.10 high 8. learning english will allow me to be more at ease with english speakers. 4.32 high 9. when someone speaks to me in english, i tend to be nervous. 3.59 moderate 10. if i could not go to campus, i would learn english by myself. 4.09 high total 4.20 high table 6. above shows the result of questionnaire related to english students‟ intrinsic motivation. the data from the table shows that the total mean for intrinsic motivation is high in rating of motivational level. the total score is 4.20. moreover, each statement for intrinsic motivation question also got high rating level. statement number 1 (i learn english in order to improve my english language skills while the covid-19 pandemic) and number 2 (knowing english 2020. linguistics, english education and art (leea) journal 4 (1):126-141 137 helps me become a better person) had the average mean score 4.30 and 4.48. from both of these statements, it proves that the students had high motivation in learning english. their goal in learning english for them is to improve their language skills. besides, statement number 3 (i used the free time for learning english in covid-19 pandemic) and number 4 (i still study english while covid19 pandemic because i enjoy study english it) had the mean score 4.04 and 4.08, it showed that students enjoyed to study english while covid-19 pandemic. then, statement number 5 (english helps/will help me learn about other cultures, values and thoughts) and number 6 (when i speak english, i don´t mind making mistakes) had the mean score 4.42 and 4.64. those statements showed the high degree of motivation, it means that english is very helpful for learn about different other cultures, values and thoughts. furthermore, the statement number 7 (learning english is very important during covid-19 pandemic), statement number 8 (learning english will allow me to be more at ease with english speakers) and statement number 10 (if i could not go to campus, i would learn english by myself) had the mean score 4.10, 4.32 and 4.09 showed high degree of motivation so that english is very important for students. however, the statement number 9 (when someone speaks to me in english, i tend to be nervous) got 3.59. it is the lowest score among the others. the table below showed that students‟ extrinsic motivation in learning english during covid-19 pandemic. table 7. extrinsic motivation no. extrinsic motivation mean rating of motivational level 1. learning english is useful in getting a good job in covid-19 pandemic. 3.92 high 2. i learn english because i need it to further my studies overseas. 4.07 high 3. i study english in order to please my family. 3.27 moderate 4. i feel that no one is really educated unless he is fluent in english language. 2.88 moderate 5. knowing english gives me a feeling of success especially in covid-19 pandemic. 3.64 moderate 6. others will have a better opinion of me if i speak english. 3.61 moderate 2020. linguistics, english education and art (leea) journal 4 (1):126-141 138 7. in an english class, the teacher personality is important in covid-19 pandemic. 4.07 high 8. in an english class, the group is important. 4.29 high 9. i study english because i want to do well in my examination. 4.19 high 10. in an english class, the teacher´s method is important. 4,68 high total 3.39 moderate the table 7. above, it can be seen that the total mean score for extrinsic score is 3.39. it means that students‟ extrinsic motivation is in moderate level. from statement number 1 (learning english is useful in getting a good job in covid-19 pandemic) and number 2 (i learn english because i need it to further my studies overseas) had the average mean score 3.92 and 4.07 showed learning english is useful in the covid-19 pandemic. then, number 7 (in an english class, the teacher personality is important in covid-19 pandemic) and number 8 (in an english class, the group is important) got mean score 4.07 and 4.29, it showed that teaching and learning process is very important when student want to learn english in the covid-19 pandemic. furthermore, number 9 (i study english because i want to do well in my examination) and number 10 (in an english class, the teacher´s method is important) had the average score was 4.19 and 4.68 with the same high degree of motivation showed teachers‟ method support the success in learning process. moreover, the statement number 3 (i study english in order to please my family), number 4 (i feel that no one is really educated unless he is fluent in english language) got 3.27 and 2.88 or in moderate level. for statement, number 5 (knowing english gives me a feeling of success especially in covid-19 pandemic) and number 6 (others will have a better opinion of me if i speak english), the scores of students‟ extrinsic were 3.64 and 3.61 or in moderate level. discussion learning english in pandemic covid-19 is the teacher and student challenging. students can be more consistent in choosing answers in the questions given when getting the assessment (putri, 2019). intrinsic motivation is a type of motivation that was derived from inside of the students. the first semester english students of faculty of foreign language in mahasaraswati university enjoy learning english because their own desire and their own pleasure. there are some reasons why the students have intrinsic motivation in 2020. linguistics, english education and art (leea) journal 4 (1):126-141 139 learning english during the covid-19 pandemic such as students learn english in order to improve their english language skills while the covid-19 pandemic, knowing english helps students become a better person, students used their free time for learning english in covid-19 pandemic, students still study english while covid-19 pandemic because they enjoy study english, students believe that english helps/will help me learn about other cultures, values and thoughts, students also have self-confidence because when students speak english, they do not mind making mistakes, learning english by their self during the covid-19 pandemic. from those reason the students will drive to make an effort to achieve their reasons and their goals in learning english. from the data presented above, it can be reported that the first semester english students of faculty of foreign language in mahasaraswati university motivation in learning english. extrinsic motivation is a type of motivation which was derived from outside of the students. harmer (2007) states that extrinsic motivation is the result of any number of outside factors, for example the need to pass an exam, the hope of financial reward or the possibility of future travel. there are some factors that influence the student extrinsic motivation such as students were motivated to learn english because they want to achieve their goals, for example: they want to get a good score in final exam, they want to get a good job during covid-19 pandemic and they may want to continue their study overseas. furthermore, the students want english teacher have good method and personality in teaching and learning process during the covid-19 pandemic. then, from the calculation scores of students‟ intrinsic and extrinsic motivation above, it was found that the total mean score for intrinsic motivation is 4.20 and the total mean score for extrinsic motivation is 3.39. the researcher explained that the first semester english students of faculty of foreign language in mahasaraswati university have higher intrinsic motivation than extrinsic motivation in learning english during covid-19 pandemic. this is good for the student and teacher in teaching and laerning process. because, motivation is the one of important thing which is affects students‟ attitude and achievement. in this finding, the students have good motivation, so it will be useful for the teacher to bring the student to be successful in learning english. conclusion having conducted the research, it can be reported that, there are two kinds of motivation found in this research such as: intrinsic motivation and extrinsic motivation. based on the data presented in the research finding, it showed that the total mean score for students‟ intrinsic motivation is 4.20, it is considered as high rating level and the total mean score for students‟ extrinsic motivation is 3.39, it is considered moderate in rating motivational level. from this result, it can be said 2020. linguistics, english education and art (leea) journal 4 (1):126-141 140 that the students had intrinsic motivation higher than extrinsic motivation in learning english. in other words, the motivation inside of students were bigger than the motivation comes outside the students. references anugrah, 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(2012). motivation, its types, and its impacts in language learning. international journal of business and social science, 3(34), 230–235. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1620 150 developing suplementry speaking material in digital media yulfi 1 stkip pgri lubuklinggau syaprizal 2 stkip pgri lubuklinggau ummuhanif97451@gmail.com 1 submit, 23-09-2020 accepted, 22-12-2020 publish, 29-12-2020 abstract the purpose of this research was to develope and validate the suplementary speaking material in digital media for accounting students of smk negeri 1 lubuklinggau. this research used research and development method by applying borg and gall model. there were ten steps, they are (1) research and information collecting (2) planning (3) developing preliminary form of product (4) preliminary field testing (5) main product revision (6) field testing (7) operational product revision (8) operational field testing (9) final product (10) dissemination and implementation.. the subjects were the accounting students of eleventh grade in academic year 2020/2021. while, for step 6, 8 and 10 were applied by using google classroom application in english group of xi accounting program. the data showed that there were some problem faced by the students aespecially in finding a speaking book which concerning to accounting program. the teacher also need a book that can help english speaking skill not only for general english. after following the ten steps in r&d method, started from analyzing, evaluating, revising and trying out, it was concluded that the suplementary speaking material in digital media for accounting students can help them in learning english based on their need. it was proven by the average score of questionnaire (4.35) with very good criteria. keywords: developing, supplementary speaking materials, accounting students introduction english is an international laguage used to communicate among people in different language backgrounds. consequently, this language is very important to be learnt by non native language speakers such as indonesian. in indonesia, english is as a foreign language. it is tought at school and not use in public places. this language is also one of important subject lessons from secondary till university level. as the result, indonesia students are able to master english well. english is also as suplementary skill for someone. it is a language of communication and required in workplace. if someone has good english skill, it mailto:ummuhanif97451@gmail.com 2020. linguistics, english education and art (leea) journal 4 (1):150-160 151 means that he has additional point and more chance in getting a job. such as graduations of vocational high school, they are expert in some of field such as accounting, they still need english to develop their knowledge and support themselves in the work place. to support this, indonesia goverment by ministry of education set a rule on undang-undang no.81a tahun 2013 about implementation of curriculum part v, learning english can improve mastery of english for learners’ need and to support in development potential of the regions. this phenomenon argues english teachers to design and develop their own english teaching materials. however, it is not easy for them. they have to set aside their busy time beside preparing lesson plan, choosing appropriate instrument of assessment and others. for vocational high school, especially accounting major, the course book that suitable to the students’ need are not available yet. it is also a problem that must be solved. as the response, the supplementary materials for eleventh grade students should be enhanced. it is not easy for teacher to seek appropriate materials that suitable to students’ need (masuhara & tomlinson, 2008). this research expected to help the teacher in finding sufficient supplementary material for speaking skill that suitable to curriculum 2013. then, the teacher can use this supplementary book as additional source in teaching speaking. additionally, the students can more enhance and improve their speaking skill by using this supplementary book. developing supplementary material in english teaching and learning is an interesting topic to be discussed. many researchers have analyzed it. aisyah, et.al (2014) the result of this research was in the part of students’ responded background it was found that the students have a lack experience about learning speaking english especially in nursing vocational. in the target needs and learning needs showed that the students needed materials for speaking which were attractive and interesting and based on nursing vocational. the product of this study was supplementary english speaking materials for nursing vocational. while, efrizal (2015) this research shows that almost of second year students of senior high school at an-nur islamic boarding school of malang, east java, encountered many problems in speaking activity. the main problem was there were not appropriate teaching english speaking materials that give big portion and opportunity for the students to speak actively and freely in order to support teaching and learning process of english speaking. concerning these problems, a set of supplementary teaching english speaking materials for the students based communicative language teaching needed to be developed. in this research, the researcher employed the procedures: conducting need assessment, developing supplementary materials, conducting expert validation, revising the materials, trying out the materials, and revising the materials. the 2020. linguistics, english education and art (leea) journal 4 (1):150-160 152 product of this research is seven units of supplementary teaching english speaking materials for second year students of senior high school at an-nur islamic boarding school of malang, east java. hanswati, et.al (2018) they developed supplementary english reading material for vocational school students. this research used r & d (research and development) method. the data were gathered from a number of sources, including students’ need analysis of english reading materials in grade x in the students’ book of 2013 curriculum, supplementary development of the english reading materials for computer networks students, and expert validation of supplementary english reading materials and students’ response after used the supplementary english materials. still discussing about the related research, developing supplementary englsih reading material was done. febriani (2015) showed her research result that english teaching and learning process in man 03 malang especially makbi (madrasah aliyah keagamaan bertaraf international) program encountered many problems in reading activity since they were derived from religious program that is but they has less familiarity to english islamic reading material and only got general material in english. the main book that used by the english teacher in teaching english has not attract students interest and provide less variety in teaching reading process with uninteresting illustration. this materials using genre based approach that is in line with the school curriculum. in this research, the researcher employed the procedures: conducting need analysis, developing supplementary materials, conducting expert validation, revising the materials, trying out the materials, and revising the materials. the product of this research is three units of supplementary reading materials for eleventh year students of senior high school at man 03 malang, east java. still in line, developing english supplementary speaking materials through instructional conversation was done by nurhidayat & rofi’i (2019). the finding shows that the product relies much on the content of kd in 2006curriculum and the researcher expected the students need to improve speaking since they have opportunity to speak english. not only focus on one skill, murti & floriasti (2018) have developed supplementary materials for two skills, namely listening and speaking. the products of this research were a student book and a teacher book of supplementary listening and speaking materials for grade x students of senior high schools. the units were developed by referring to the steps of task-based instruction. each unit consisted of share it!,vocabulary builder, let’s practice!, let’s listen and speak up!, let’s take action!, challenge me!, time to sum up!, self-reflection, and break for fun. 2020. linguistics, english education and art (leea) journal 4 (1):150-160 153 the research conducted by team was different with the previous researches. this research was focus on the developing supplementary speaking material for accounting students of smk. the supplementary speaking materials was designed by using digital media that can help the teacher and students in online class of english teaching and learning students. r&d method by borg and gall (1983) was applied in this research by conducting tenth steps, namely (1) research and information collecting (2) planning (3) developing preliminary form of product (4) preliminary field testing (5) main product revision (6) field testing (7) operational product revision (8) operational field testing (9) final product (10) dissemination and implementation. thus, it is necessary for the team to develop supplementary speaking material in digital media for accounting students at smk based on curriculum 2013. literature review teaching english as foreign language english is an international language. therefore, so many people around the world learn and use it for communication. but it has classification in every country around the world based on the use of english such as indonesia uses english as foreign language (efl) and it is only taught in a classroom, not in daily conversation. according to kirkpatrick (2007), the most common classification of english, especially in the language teaching world, has been to distinguish between english native language (enl), english as a second language (esl), and english as foreign language (efl). efl occurs in countries where english is not actually used or spoken very much in the normal course of daily life. in these countries, english is typically learned at school, but students have little opportunity to use english outside the classroom and therefore little motivation to learn english. china, indonesia, japan, and many countries in the middle east are countries in which english is said to operate as an efl. moreover, being an international language, english plays an important and crucial role in many people’s life. it is used for different purposes in social, education and social life. for this reason, english language students try to acquire, use and master it as much as possible to be effective speakers. english language teachers should provide students to frequently interactive activities in their classrooms. students feel secure, motivated and willingly participate. in studentcentered classes language is primarily a tool of communication. communication implies interaction and this is done through speaking and interacting with each other (harizaj 2015). indonesia is a country which uses english as foreign language. it makes this country had its own methodology on teaching english. considering the aim of 2020. linguistics, english education and art (leea) journal 4 (1):150-160 154 learning foreign language, harizaj (2015) states that students should be involved in communicative activities. communicative activities mean interaction and communication. communication in itself includes discussion. keeping students active and up to pace teachers may use group discussion methods. communicative activities would keep students interaction to maximum by exchanging information, giving opinions through cooperative work. developing discussion, students develop speaking skills, acquire fluency and develop positive effects towards friendship. definition of english material teaching materials are a key component in most language program. there are several definitions of materials proposed by some experts. according tomlison (2008) material here are anything which are used to help language learner to learn. materials can be in the form, for example, of a textbook, a workbook, a cassette, a cd-rom, a video, a photocopied handout, a newspaper, a paragraph written on a whiteboard: anything which presents or informs about the language being learned. richards (2006) proposed that material can be a text book, institutionally prepared materials, or teachers‟ own materials. he classified the form of material as : a) printed material such as books, workbooks, work-sheets, or readers: b) nonprinted materials such as cassette or audio materials, videos, or computer-based materials; c) materials that comprise both print and nonprinted sources such as self-access materials and materials on the internet. richards added the other materials which are not designed for instructional use, such as magazine, newspapers, and tv materials play a role also in the curriculum. materials are everything which can help teachers and students in teaching and learning a language. they can be printed or non-printed and they can be instructional material or those which are not designed as instructional materials. the concept of speaking skill chaney & bark (1998) state speaking is the process of building and sharing meaning through the using of verbal and non-verbal symbols, in variety contexts. it is essential part beside listening, reading and writing. the objective of speaking is to improve the students’ communicative skill and also the students are able to express themselves in every situation. speaking skill is also a productive skill which needs more and more practice and acquisition to obtain a sense of competence and mastery in the language. this skill is one of the language skills which are leant by students. it is considered as one of the most difficult skills because it involves so many different 2020. linguistics, english education and art (leea) journal 4 (1):150-160 155 elements: pronounciation, grammar, vocabulary, fluency, and comprehension (brown, 1980). furthemore, haris (1979) mentions five components generally recognized in analyzing of speech process, they are: 1) pronounciation: including the segmental features vowels and consonants, stress and itonation patterns. 2) fluency which focus on the ease and speed of the flow speech. 3) comprehension is for oral communication certainly requires a subject to respond the speech as well as to initiate it. 4) grammar and the last 5) vocabulary. thus, speaking is an active productive skill. it is a way in which the language is realized in communicative function. the abiliy to make sentences and to use them in appropriate contxt is the ability needed in speaking skill. it is possible that speaking is quite difficult and complex to be learnt, especially by the students of second language or foreign language (widdiwson, 1984). research method this research applied research and development (r & d) method adopted from borg and gall (1983). the steps are (1) research and information collecting (2) planning (3) developing preliminary form of product (4) preliminary field testing (5) main product revision (6) field testing (7) operational product revision (8) operational field testing (9) final product (10) dissemination and implementation. the subjects of this this research were the elevnth grade students of accounting major at smk neger 1 lubuklinggau in academic year 2020/2021. in collecting data, questionnaire and interview were used. questionnaire was designed in close ended form. there were some steps that applied by using google classroom of english class for accounting students, namely step 6 (field testing), step 8 (operational field testing) and step 10 (dessimination and implementation). it was caused by pandemic situation in lubuklinggau city that is still in red zone so teaching and learning process applied in online class. while, unstructured interview was used to collect additional data. thechinique of analyzing the data was by using descriptive qualitative method. finding data from interview the researchers colleced data from some sources, namely need analysis by interviewing the english teacher and the students of eleventh grade accounting major at smk negeri lubuklinggau and analyzing syllabus of english subject for eleventh grade students of vocational school include for accounting major. interviews were conducted by giving numbers of question to english teacher and the students of eleventh grade of accounting major at smk neger 1 lubuklinggau. 2020. linguistics, english education and art (leea) journal 4 (1):150-160 156 the english teacher needs teaching material that: 1) the material content should be in variety contexts and for different communication objectives, 2) suitable to curriculum 2013, 3) the material content must up to date, 4) interesting to be learnt by the students, 5) there are some practices that make students more active, 6) brief explanation and 7) easy to be applied. besides, the result of need analysis identification with students as respondent showed that 1) almost all students state that book is the only source in learning process, 2) the content of material should be interesting, 3) they like book that has many illustations (picture, video, graph and ect) and 4) they need a book that focus on their major, not only for general english. data from analyzing english syllabus for vocational schools students after getting data from need analysis, analyzing syllabus used is the next data sources. this research used syllabus of english subject in curriculum 2013 taht also used in the school. english subject yllabus for eleventh grade students of vocational school include for accounting major consist of nine basic competences that must be achieved by the students. the conclusion of the content materials are 1) expression of offering, 2) expression of asking and giving opinion, 3) invitation, 4) argumentative text, 5) passive voice, 6) personal letter, and 7) cause and effect. the result of feasibilty test there were three experts with different expertise reviewing and validating the product. each expert was given a validation sheet in the form of a questionnaire with a rating scale containing different items to be reviewed in accordance with their expertise and provided spaces to write their comments to improve the quality of the product. 1. agus triyogo, s.pd., m.pd. he is one of lecturers of speaking skill at stkip pgri lubuklinggau. he is also ever published a speaking english book for senior high school level. content validity and instructional design were hir focus, here. after reviewing the product, she stated that the product was valid with revision. generally, he said that the content of the first draft was good, but it still needed some written or visualization that encourage students’ speaking skills even more, because the designing of this book is to focused on facilitating students’ speaking to communicate well both verbal and non verbal communication. she also suggested to put the eye-catching and colouring pictures to visualize the written contents of this book. they will allow the students more creative to develop their ideas in speaking english. let them to have speaking games or role play in pairs or groups also could help them easily to practice and understand the material clearly. 2020. linguistics, english education and art (leea) journal 4 (1):150-160 157 2. dr. dodik mulyono, m.pd. the product then was reviewed in terms of media by an expert of media which after reviewing the product, the expert stated that the product was valid with revision. 3. maria ramasari, s.pd., m.pd. the last expert was focused on the instructional design including 2013 curriculum. from the validation sheet, there were some comments which needed to be paid attention which were: (1) “be sure consistent in the use the fonts of books”; and (2) “put the pictures in the sources each chapters in the book. discussion this part will be discussed about the findings gathered during conducting the research with the steps of r&d model by borg and gall (1983) used in this research. 1. research and information collecting. data gathered from need analysis shows that the english teacher and the students need a supplementary materials which can help them in english speaking class. they need variety in content, related to curriculum, up todate, completed by illustration and full colour. their need became guideline for the team in designing the developed supplementary english speaking materials. 2. planning. the second step is planning. the book was planned to design based on the curriculum of 2013. there are nine materials that conclude in seven chapters. each chapter discusses one content material. there are two macro parts, 1) definition that contain brief explanation about the material, and 2) practices that contain some students activities in speaking skill. this book is also completed with some illustration and video from youtube. 3. developing preliminary form of product. from planning mapping, the book was developed. the produced book was a supplementary speaking material for ccounting students at eleventh grade. this book was named “speak up, learn, practice and action”. 4. preliminary field testing. this step was aimed to get validation of the first draft from three experts. all of them were lecturers at stkip-pgri lubuklinggau. they were intended to know whether the developed supplementary speaking book was valid or not. furthermore, it was also intended to get some comments or critiques to improve the quality and validity of the book. in this phase, the validity of the product was reviewed in three different aspects, content (english), instructional design (curriculum), and media (book). after getting some comments and critiques from the experts, the next step was doing revision of the first draft. the revision was related to the all comments, suggestion and critiques given. after getting revision, the developed book was reconsulted to the experts. 2020. linguistics, english education and art (leea) journal 4 (1):150-160 158 5. field testing. field testing was intended to know the practicality of the developed english speaking book but it is still in small group like in one-to-one evaluation. field testing, however, involved small group that consisted of six eleventh grade accounting students of smk negeri 1 lubuklinggau. in this phase, the instruction was conducted in one meeting which the time allocation was 80 minutes. the result showed that the book was effective to be used. however, from this step also was gotten some weaknesses: 1) there are some materials that too complex to be understood by the students, 2) it will be better to print out the book in fullcolor and in hard cover, 3) the language used related to the material should make more detail. 6. operational product revision. after field testing, the next step was operational product revision. the book was revised based on the data gathered in the previous step. 7. operational field testing. the next testing after operational product revision was operational field testing. this step was done by: 1) trying out the book in teaching and learning process. 2) distributing questionnaire to get data about the practicallity of the developed supplementary book. trying out was done by using google classrroom in xi akl 2 (accounting students) that consisted of thirty students. it was done twice and only in one unit of the book (expression of asking and giving opinion). after that, a questionnaire that consisted of ten statements are administered. the questionnaire was also given by giving the link of prepared online questionnaire. the result of questionnaire can be seen in the following table. table 1. result quistionnaire aspect no statement score remark the appropriateness of contents with students’ characteristic 1 the content material is suitable my english fluency. 4.33 very good 2 i am excited to learn the conversation in english speaking book for hospitality for i learn and feel interesting at the same time. 4.19 very good material presentation 3 materials presentation is clear and understandable. 4.00 very good 4 the materials conversation is appropriate with a good sequence and not confusing. 4.12 very good effectiveness and efficiency of the products 5 i can use this book to learn at home and anywhere. 5.20 very good 6 learning this book can save 4.33 very good 2020. linguistics, english education and art (leea) journal 4 (1):150-160 159 my learning time. attractiveness of the products 7 i enjoy using this book when learning in english subject. 3.76 good 8 the book makes me motivated to learn in english subject. 4.00 very good media quality 9 font and picture in this book is clearly displayed. 5.33 very good 10 color used in this book is so interesting and synchronized well 4.33 very good average score 4.35 very good from the results, it is shown that all aspects in the developed suplementary english sepaking book from: (1) the match between materials and students’ characteristics; (2) material presentation; (3) effectiveness and efficiency of the product; (4) evaluation; (5) attractiveness of the products; and (6) media quality were good with the average score 4.39 asvery good criteria. 8. final product. after having try out the product and collecting data from questionnaire, the researcher revised the weaknesses of the book. then, the next step is final product. the developed supllementary english speaking book for accounting students was developed. the book was named “speak up, learn, practice and action”. the researchers hope this book can help the students and english teacher in speaking class activity. conclusion the product of this r&d research is a suplementary speaking material in digital media for eleventh grade accounting students. one of the students’ need was they need an english book that focus on their major, accounting program, not only for general english that the same as english subject for senior high school students. then, the teacher also needs a supplementary speaking book that can support teaching and learning process in the classroom. this developed book has been checked, evaluated, revised and tried out in a class only. and the result showed that it got very good responses from the students and the teacher. 2020. linguistics, english education and art (leea) journal 4 (1):150-160 160 references aisyah, n.p, moon, o., & karmila, m. (2018). developing supplementary english speaking materials for nursing vocational school, european journal of english language teaching, 4(1) borg, w. r. and gall, m. d. (1983). educational research : an itroduction (4th ed). london : longman inc. brown, h.o. (1980). principles of language learning and teaching. englandwood cliffs, nj: practice hill. inc. chaney, a.i & burk t.l. (1998). the practice of english language teaching. edinburgh gate: longman. dedi, e. (2015). developing supplementary teaching speaking materials based on communicative language teachingfor second year students of senior high learners of man 03 malang based on genre based approach, journal of linguistics and language teaching, 2(1), 123-136 eka, n., & agus, r. (2019). supplementary speaking materials using task based language teaching for primary schools in yogyakarta context, vision journal for language and foreign language learning, 8(2), 55-67 febriani, h. (2015). developing supplementary reading materials for islamic school at an-nur islamic boarding school of malang, east java, indonesia, linguistics journal of liguistics and language teaching, 2(2), 99-1112 hanswaty, n., hasanudin, f., rasuna, t. (2018). developing supplementary english reading materials for vocational high school, international journal of humanities and innovation (ijhi), 1(2), 99-105 harizaj, m. (2015). discussion as an active learning in efl. european scientific journal. 11(16) : 231 -236. harris, d.,p. (1979). testing english as second language. new york. mcgraw hill inc. kickpatrick, a. (2007). world englishes : implication for international communication and english language teaching. cambridge : cambridge university press. masuhara, h., & tomlinson, b. (2008). materials for general english. english teaching materials: a critical review, 17–37. nawangsari, a.,m, tri, w.,f. (2018). developing supplementary listening andspeaking materials for grade x students of senior high schools, english language teaching journal, 7(7), 495-500 retno, b.,w. (2019). supplementary speaking materials using task based language teaching for primary schools in yogyakarta context, journal of english language and pedagogy, 2 (1) 77-88 richards , j.c. & rogers, t. s. (2006). curriculum development in language teaching. united states of america: cambridge university press. tomlinson, b. (2008). english language learning materials. a critical review. london new york widdowson, h.g. (1984). the principles of english language teaching. edinburgh gate: longman. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1357 77 post method language teaching within the implementation of 2013 curriculum hervina stkip yayasan abdi pendidikan vinaharmyn@gmail.com submit, 04-07-2020 accepted, 22-08-2020 publish, 24-08-2020 abstract this research aims to find out know the problem in implementing the 2013 curriculum and offers an alternative solution to this problem by incorporating several principles of post method language teaching. the data were collected through the interview with the english teachers in smpn 1 malalak regarding the obstacles they faced in the 2013 curriculum implementation. the data were qualitatively analyzed and the principles of post method language teaching were descriptively incorporated into the problems found in order to provide their alternative solutions. the research findings reveal that the problems of implementing the 2013 curriculum in this school are teachers‟ unreadiness, students‟ low level, and application of scientific approach and that the post method language teaching can serve as an alternative solution since it allows more flexibility in the learning process through involving students‟ and teachers‟ in the process. in conclusion, the issues in the implementation of 2013 curriculum come from the teachers‟ and students‟ as well as the teaching method required to be applied by curriculum. to overcome this, the teachers can apply the principle of post method language teaching in the learning process. keywords: 2013 curriculum, implementation, post method language teaching introduction that the curriculum plays significant roles in language learning is widely agreed by both theorists and practitioners. curriculum lists all aspects related to how the process of language learning should be carried out in educational institutions. it contains the competency the students to achieve and the teachers need to develop into their teaching material to be taught in the classroom. in addition, curriculum also gives description to the teacher on how the learning material should be presented in the class room. for example, in some curriculum, teachers are only expected to be the facilitator; they are not allowed to present the material by spoon feeding the students. finally, curriculum also presents the teachers with guidelines of conducting assessment to measure the success of the language learning process. in conclusion, curriculum guides language teachers in preparing, implementing, and evaluating language learning process. 2020. linguistics, english education and art (leea) journal 4 (1):77-87 78 given the importance of curriculum in language learning, it is important to develop and improve it for the advancement of the learning process. to that aim, indonesian government through its ministry of education has developed and revised the curriculum for several time, with the latest revision of 2013 curriculum. in general, the general content of this new curriculum is not that different from the previous curriculum (ningsih, 2014). however, this curriculum put more emphasis students‟ participation in the learning process. they are expected to be more active since the teachers are only as facilitators. besides, this curriculum also expects teachers and students to employ scientific approach in the process of studying the material. despite its purpose to help students to achieve the learning objective easily through their active participation, the implementation of 2013 curriculum is not without its controversy as some problems emerge within the learning process using this new curriculum. some issue emerge in all processes of the learning from the process of instructional preparation to evaluation. regarding to this process, the teachers do not prepare the good lesson plan and do not understand the principles of scientific approach and the basic concept of 2013 curriculum, so the learning process did not run as it the 2013 curriculum expects (ekawati, 2017; nurlisa et al., 2019). moreover, the teacher also seems to find the problem in the process of assessing students‟ perfomance due to the fact that the assessment criteria and evaluation process in 2013 curriculum is much more complex especially with the requirement of attitude assessment and the implementation of authentic assessment (ekawati, 2017; fitriani, 2017; khasanah & widyantoro, 2017) in addition to covering the issue in the implementation of 2013 curriculum. some studies have also been done to investigate the teachers‟ perspective regarding the response and the solution to this new curriculum. most of the teachers, especially english teachers, show good attitude and perspective to the new curriculum, but they all believe some revisions need to be done for the betterment of the curriculum so that it can be implemented effectively in the learning process (nur & madkur, 2014; nurlisa et al., 2019; zulhernanda, 2018). as for the solution to overcome the problem of 2013 curriculum implementation, the teachers believe that there should be good communication, cooperation, and effort among the government, the educational institututions, and the teachers regarding the implementation and evaluation of this curriculum (arif & sulistianah, 2019) and that there should be a organized continous assistance and training for the teacher on this principle and practice of this curriculum (gunawan, 2017) as well as the sufficient provision of learning facilities to support the learning process (zulhernanda, 2018). 2020. linguistics, english education and art (leea) journal 4 (1):77-87 79 the extensive studies investigating the implementation of 2013 curriculum and its surrounding issues seem to seek solution in terms of building good coordination between the curriculum policy maker and the curriculum practitioner. therefore, the proposed solutions evolve around the curriculum revision, better coordination among related parties involved in the curriculum making and implementation, conducting training and workshop and the likes as reflected in the aforementioned discussion. in other words, there have been little attention given to seek the solution in terms of language teaching method and its relevance to this issue. regarding the teaching method, the 2013 curriculum requires the teacher to implement the use of scientific approach which the language teachers find it difficult to follow due to its rigid step (apsari, 2017; ekawati, 2017; gunawan, 2017; nurlisa et al., 2019). the use of rigid and single teaching method has been criticized in the language teaching practice. the application of singular language teaching method is not suggested as singular teaching method has limited views of language, teaching, and learning in which the role of the individual teacher is minimized, so it fail to address the broader contexts of language teaching (swan, 2009). responding to this issues, post method language teaching is proposed to allow teacher to escape the methodical constrain of particular teaching method (kumaradivelu, 2006; kumaravadivelu, 2001). post method language teaching practice can be utilized as the alternative for the failure of the difficulty of implementing a certain teaching method (can, 2006), which in this case scientific approach, and this method is effective in the language teaching due its flexible nature and the consideration of teachers‟ and learners‟ surrounding aspect in learning process (khodabakhshzadeh, 2018). hence, this present paper will attempt to investigate the issues on the implementation of 2013 curriculum and offers insights as to how to solve this issues from the perspective of language teaching method, specifically post language teaching method approach . literature review development and implementation of 2013 curriculum of all aspects of education, curriculum is the one with the most significant contribution due to its role in the process of preparing, implementing, and evaluating the process. curriculum is a set of planning and regulation containing instructional goals, content, and material as well as method that can be used as a guideline in conducting teaching and learning process. to achieve educational objectives (undang-undang sistem pendidikan nasional nomor 20 tahun 2003). in order to keep up with technological advancement, curriculum ideally needs to be changed in order that the learning material presented is not left behind. in 2020. linguistics, english education and art (leea) journal 4 (1):77-87 80 indonesian context, there have been eleven revisions of curriculum implemented in educational institutions across this country (damai et al., 2015). the new curriculum of 2013 is developed in order to improve the previously used curriculum. therefore, this curriculum is not different from the previous one in terms of its content in general (ningsih, 2014). like its predecessor, this current curriculum is also competency-based. according to ministry of educational and cultural affairs (2012), this curriculum is competency based which is designed in document, process, or assessment developed from the achievement of instructional goal and content based on graduates competency standard. however, the content of this curriculum is developed into core competency and basic competency different from the previous standard competency and basic competency. the obvious disparity of this curriculum is seen from the way it is implemented. unlike the ktsp curriculum which is mostly teacher centered, the 2013 curriculum requires students to be more active in the learning process. for example, the students are sometimes instructed to find the learning materials by themselves through their available resources. it poses challenges as some students are less creative and tend to be passive, so they can fulfill such task. in addition, this curriculum also expects the teachers to employ scientific approach in its implementation. according to daryanto in (sofyan, 2016), the steps of implementing scientific approach includes digging through observation, questioning, trial, and then processing the data or information, presenting dataor information, followed by analyzing, reasoning, then concluding and creating. in simple steps, it can be formulated into five stages: scientific approach, namely: observing, questioning, collectinginformation or experimenting, associating or information processing, and communicating (sarwati, 2016) language teaching method along its history, many experts of second or foreign language teaching and learning have established and introduced many methods that can be used in the process of teaching and learning. such methods significantly contribute to the learning outcome because they offer some ways to assist the learners comprehend the second language they learn. richard & rogers (2004) defines second language teaching method as follow,language teaching methodology can be defined as the notion of a systematic set of teaching practices based on a particular theory of language and language learning. from the definition above, it is clear that the second language teaching method should be both systematic and based on theory of language and learning techniques. to begin with, systematic language teaching method is that the techniques and the steps within the method should be applied in the sequence 2020. linguistics, english education and art (leea) journal 4 (1):77-87 81 order by the teacher in order that the learning process will be running well and the goal will be achieved successfully. in addition to systematic, language teaching method, according to the definition, should be based on theory language and theory of learning. it means that every language teaching method is established and developed based on the certain language and learning theory. for example, audio-lingual method is developed based on the structuralist language theory and the behaviourist learning theory. as suggested above, language teaching method is developed from the different language and learning theory and also the different dimension; accordingly, one method will be different from another method. since each method is different, they will have the different language teaching practice that should be followed by the teacher. these differences will also result in the limited of language scopes available to be taught in a certain method. therefore, language teaching with only one method based will unlikely run well. on the other hand, there is implied notion language teaching method for the teachers to apply this certain method solely. this phenomenon raises the issue of questioning of the necessity of language teaching method in this current context and leads to the birth of post method language teaching theories. post method language teaching the notion of post method era in language teaching appears as the response to the problematic issues related to a wide range of language teaching methods proposed. according to swan (2009), there have been successive and often contradictory views about how best to teach languages. each method claims it can teach language most effectively if it is applied in language learning classroom. brown (2002) mentions, “a method is a set of theoretically unified classroomtechniques thought to be generalizable across a wide variety of contexts and audiences.” this view suggests that language teaching method gives prescribed dictation to language teachers in running language classroom regardless the context and subject of learning. responding to this phenomenon, a post-method pedagogy is envisioned as resistance for the inclusion of voices, for the incorporation of dialogue, and for the recognition of the forces which permeate formal education (banegas, 2014). the tendency of language teaching method to single out other factors is also reviled by swan (2009). he asserts that the language teaching methods‟ efficiency cannot be demonstrated as they are not testable against each other, and it fails to address the broader contexts oflanguage teaching. moreover, kumaravadivelu (2006) mentions, „by concentrating excessively on method, we have ignoredseveral other factors that govern classroom processes and practices – factors such as teacher cognition, learner perception, societal needs, cultural 2020. linguistics, english education and art (leea) journal 4 (1):77-87 82 contexts, political exigencies, economic imperatives . . . .‟ this view implies there are other factors of learning ignored by language teaching method but it needs to be resolved in order to make the learning process run well. in line with this, swan (2009) claim that the failure in language teaching is not method related but that of these previous factors which tend to be ignored in learning process. related to the practical implementation of post method language teaching, kumaravadivelu (2006) proposed 10 macrostrategies framework. however, only four will be discussed in here due to the suitability with the issue in curriculum 2013 implementation: 1. maximize learning opportunities. the first macrostrategy envisages teaching as a process of creating and utilizing learning opportunities. teachers are seen both as creators of learning opportunities for theirlearners and utilizers of learning opportunities created by learners. as creators of learning opportunitiesteachers need to strike a balance betweentheir role as planners of teaching acts and their role as mediators of learning acts. 2. facilitate negotiated interaction. this macrostrategy refersto meaningful learner–learner, learner–teacher interaction in class wherethe learners have the freedom and flexibility to initiate and navigate talk,not just react and respond to it. 3. activate intuitive heuristics. one way of activating the intuitive heuristics of the learner is to provide enough textual data so that the learner can infer certain underlying rules of form and function. a good deal of linguistic and discoursal information can be conveyed, not directly through rules, but indirectly through examples. learners may be encouraged to find the rule-governing pattern in the examples provided. 4. promote learner autonomy. because language learning is largely an autonomous activity, promoting learner autonomy isvitally important. it involves helping learners learn how to learn, equippingthem with the metacognitive, cognitive, social,and affective strategies necessary to selfdirect their own learning, raisingthe consciousness of goodlanguage learners about the learning strategies. research method it is a descriptive study, which attempts to describe the phenomena of the 2013 curriculum implementation in the field related to its challenges and issues. the writer focuses on exploring the learning process related issues and offers some insights on how these issues might be solved by using several principles and frameworks underlying post method language teaching theory. to obtain the field data, the writer did the interview with an english teacher who implements the 2013 curriculum in her class. the interview was done to english teacher in smpn 2020. linguistics, english education and art (leea) journal 4 (1):77-87 83 1 malalak. the data from this interview will be qualitatively described and analyzed against the theory of post method. findings based on the interview with the english teacher in this school, the writer was informed about the problems in implementing the 2013 curriculum. the first problem is related to readiness. the teacher claimed that the implementation of this curriculum seems to be sudden without well preparation. although they did have workshop and training, it was not really helpful due to the limited frequency of this workshop. besides, some training instructor and trained teachers did not clearly explained about the workshop materials. in addition, she also said that the requirement for teacher to prepare attractive learning media or technology-related media is also a challenge. the problem is not only in limited available resources but also in teachers‟ lack ability in using advanced technology. moreover, some of them also have heavy workload. in short, the implementation of the 2013 curriculum seems to pay less attention to teachers‟ aspect. the government simply expects the teachers to implement it. the second issue is related to students. the teacher informed that her students were not ready to be taught with the 2013 curriculum due to their low level. when expected to active in the learning process, the students did not respond actively. despite the student centered learning, the process is still dominated by the teacher. teacher mostly handles the classroom and directs the process of learning due students‟ passivity in learning process. apart from being passive, students are also difficult to comprehend the material because some are too advanced for them. the last issue is related to teaching method. the writer was informed the use of scientific method in presenting material poses the biggest challenge to the teachers. the teachers found that the requirement to apply the sequential steps of scientific approach due to the limited allocated time. she mentioned that some of the steps are not applicable in language learning, but it is more applicable in teaching science related subject. in addition, she stated that it would also make the learning monotonous since the material were presented in the arranged step. when asked what method she used in teaching, she answered that she just followed the textbook and worksheet. in addition, if it was practiced, the application of scientific method was only in the first step i.e observing due to the students „ low level. sceintific approach requires students‟ high order level of thinking because in the end they are expected to analyzing, evaluating, and creating. these expectation seems to be unrealistic for students especially junior high school with that kind of competency. she concluded that in terms of how the material is presented teachers mostly use ktsp. 2020. linguistics, english education and art (leea) journal 4 (1):77-87 84 discussion the interview reveals that the issues the teacher face within the implementation of 2013 curriculum fall into three aspects i.e. readiness, students, and teaching method. in terms of readiness, the teachers feel that the curriculum policy makers do not seem to give them sufficient preparation before implementing the new curriculum. thus, revision in terms of better coordination among the government as the policy makers and the teachers as the practitioner is highly needed as also suggested by the previous studies (nur & madkur, 2014; nurlisa et al., 2019; zulhernanda, 2018). moreover, the teachers also find that it is quite challenging for them to practice the use of techology-based media and education in the implementation of the curriculum. the use of technology is not only apparent in the practice of language teaching as the society is moving to the paradigm of industry 4.0 but also necessary in 2013 curriculum (sarwati, 2016). however, it is quite difficult for the teachers to adapt to this (ekawati, 2017). finally, the teachers also find the challenges in the process of assessment and evaluation due to the intricate nature of 2013 curriculum evaluation. this issue is also evident in several studies (ekawati, 2017; fitriani, 2017; khasanah & widyantoro, 2017). the second issue is related to students‟ ability. the challenges mostly stem from the fact that most students‟ in this school still have low ability, so the materials and instructional process of 2013 curriculum, which is students-centered and uses scientific approach (damai et al., 2015; sarwati, 2016), do not seem to fit their learning style and preferences. in other words, the teachers are still dominant in the learning process although the curriculum suggests otherwise. finally, the teaching method outlined in 2013 curriculum also poses challenges to the teachers when teaching english in this school. as suggested previously, the 2013 curriculum requires the application of scientific approach in the instructional process. the teachers claim that it is difficult for them to follow the sequences of scientific approach as some of the steps are not applicable for some learning materials. the similar challenges are also voiced by the teachers in the previous conducted studies on the implementation of 2013 curriculum for english subject (apsari, 2017; ekawati, 2017; gunawan, 2017; nurlisa et al., 2019). the application of singular language teaching method is not suggested as singular teaching method has limited views of language, teaching, and learning in which the role of the individual teacher is minimized, so it fail to address the broader contexts of language teaching (swan, 2009). responding to this issues, post method language teaching is proposed to allow teacher to escape the methodical constrain of particular teaching method (kumaradivelu, 2006; kumaravadivelu, 2001). post method language teaching practice can be utilized as the alternative for the failure of the difficulty of implementing a certain teaching 2020. linguistics, english education and art (leea) journal 4 (1):77-87 85 method (can, 2006), which in this case scientific approach, and this method is effective in the language teaching due its flexible nature and the consideration of teachers‟ and learners‟ surrounding aspect in learning process. hence, it is possible that some selected principles of this post method language teaching can be used to solve the issue of 2013 curriculum implementation, especially in english subject. regarding this issue, four mactrostrategies of post method, proposed by kumaradivelu (2006) might also lend help to overcome the issues of implementing the 2013 curriculum in indonesia in general and especially in smpn 1 malalak as follows: 1. maximize learning opportunities. in this principle, the teachers are expected to provide learning opportunities to students as they are seen as creators of learning opportunities. as the curriculum is students centered learning process, students need to be involved in wider learning opportunities. the teachers complain that students tend give lack enthusiastic response when given task from which the learning opportunity is available. in language learning, teachers can vary the assignments by relating them to students‟ interests. rather than textbook based learning opportunity, the teachers can assign students to watch movies or analyze songs related to the material because language learning sources are widely available not only in design textbook. 2. facilitate negotiated interaction. this macrostrategy refersto meaningful learner–learner, learner–teacher interaction in class wherethe learners have the freedom and flexibility to initiate and navigate talk,not just react and respond to it. facilitating interaction can overcome students‟ passivity in learning. teachers tend to understand that students‟ active participation is show through their willingness to respond to their explanation and questions. therefore, the teacher in both active and passive classroom directs the classroom interaction. meanwhile, students can also learn from their friend and will likely participate in such learning due to their equality in learning. therefore, teachers are required to provide possibility for learner-learner interaction and in some occasion allows learners to direct classroom interaction. it can be done pair work, group work, peer tutorial, leaning games etc. the group must be designed in such a way that the good students can help the low achieved ones. 3. activate intuitive heuristics. one way of activating the intuitive heuristics of the learner is to provide enough textual data so that the learner can infer certain underlying rules of form and function. it correlates with the first step of scientific approach of observing in which students are expected to observe phenomena related to the material and draw their conclusion about them. it is commonly practiced by showing students pictures or text model with its lexicogrammatical features. to activate students‟ intuitive heuristic, teachers can 2020. linguistics, english education and art (leea) journal 4 (1):77-87 86 present them with interesting material so it will attract them. rather than using pictures, teacher can use video or clip taken from the movie which is related to the material. rather than by using boring text to study grammatical features, teachers can use song lyric. once they become interested, students will likely be able to understand such material in this step. 4. promote learner autonomy. learning autonomy is necessary because at the end of the process, students are expected to create. related to language learning, students are expected to produce text and utterances. to achieve this, teachers need to gradually decrease their intervention in learning process, so students will not be fully dependent. it is also necessary for teachers to equip learners with the strategies they can used so they can solve some problems in language with the metacognitive, cognitive, social,and affective strategies necessary to selfdirect their own learning. conclusion from the above findings and analysis, it can be concluded that the issues of implementing the 2013 curriculum in smpn 1 malalak are teachers‟ readiness, students‟ low level, and teaching method. to solve this issue, post method language teaching principles can be incorporated because it enable teachers to give more interesting learning opportunities to enable the process of student centered learning, to reduce students‟ passivity through more learner-learner interaction and learner directed interaction, to activate students‟ intuitive heuristic, and to help students gain learning autonomy to reach the goal of language production. references apsari, y. (2017). teachers‟ problems and solutions in implementing curriculum 2013. acuity : journal of english language pedagogy, literature and culture, 3(1), 11–23. https://doi.org/10.35974/acuity.v3i1.620 arif, m., & sulistianah, s. (2019). problems in 2013 curriculum implementation for classroom teachers in madrasah ibtidaiyah. al ibtida: jurnal pendidikan guru mi, 6(1), 110. https://doi.org/10.24235/al.ibtida.snj.v6i1.3916 banegas, d., l. (2014). of methods and post methods (selected papes from the 39th faapi conference). brown, h., d. (2002). principles of language learning and teaching (fifth). pearson education. can, n. (2006). post-method pedagogy : teacher growth behind walls. proceeding of the 10th metu elt convention. damai, a., krissandi, s., & rusmawan, r. (2015). the constraints of elementary school teachers. cakrawala pendidikan, 36(3), 457–467. undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional. 2020. linguistics, english education and art (leea) journal 4 (1):77-87 87 ekawati, y., n. (2017). english teachers‟ problems in applying the 2013 curriculum. english review: journal of english education, 6(1), 41–48. https://doi.org/10.25134/erjee.v6i1.769 fitriani, f. (2017). authentic assessment, implementation, curricullum 2013. getsempena english education journal (geej), 4(2), 164–171. gunawan, i. (2017). indonesian curriculum 2013 : instructional management , obstacles faced by teachers in implementation and the way forward. advances in social, education and humanities research, 128(icet), 56– 63. khasanah, r., u., & widyantoro, a. (2017). the problems in the implementation of the 2013. conference on language and language teaching khodabakhshzadeh, h. (2018). the relationship between english foreign language teachers ‟ willingness with post-method pedagogy and their teaching effectiveness. international journal of instruction, 11(2), 425– 436. kumaradivelu, b. (2006). understanding language teaching: from method to post method. lawrence erlbaum associates. kumaravadivelu, b. (2001). toward a postmethod pedagogy. tesol quarterly, 35(4), 537–560. ningsih, u. (2014). analisis kesulitan guru matematika kelas vii dalam menerapkan kurikulum 2013 di smpn 12 surakarta. universitas muhammadiyah surakarta. nur, m., r., & madkur, a. (2014). teachers‟ voices on the 2013 curriculum for english instructional activities. ijee (indonesian journal of english education), 1(2), 119–134. https://doi.org/10.15408/ijee.v1i2.1340 nurlisa, n., sada, c., & ikhsanudin, i. (2019). the english teachers ‟ perceptions and problems in implementing curriculum 2013 in senior high school. international conference on teaching and education richards, j., c., & rodgers, t., s. (2004). approaches and methods in language teaching. cambridge university press. sarwati, s. (2016). scientific method in english language teaching. transformatika, 12(1), 60–75. sofyan, a. l. i. (2016). the implementation of scientific approach in english language teaching based on curriculum 2013 in smk negeri 2 sragen in the academic year of 2015 / 2016. universitas muhammadiyah surakarta. swan, m. (2009). contemporary applied linguistics (v. cook & l. wei (eds.);. 117–136). continuum. zulhernanda, w. (2018). teachers ‟ perceptions on application of 2013 curriculum for elementary school in medan. advances in language and literary studies, 9(1), 62–66. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1367 161 critical discourse analysis: the knowledge power presented by scholar in creating research article tisa arum wardani 1 universitas negeri surabaya slamet setiawan 2 universitas negeri surabaya pratiwi retnaningdyah 3 universitas negeri surabaya tisareog@gmail.com 1 submit, 04-07-2020 accepted, 22-12-2020 publish, 29-12-2020 abstract this study was aimed to analyse the background study on research article and put the argumentation based on the theory about critical discourse analysis related to social cognition theory. furthermore, the researcher wanted to compare 2 article in critical discourse analysis approach. this method on this study is descriptive qualitative which is presented in the positivist views. then the result was generalized in the relation on finding and discussion with the theory. in summary, the result showed the different ways in giving the power of the argumentation and explanation between ra1 and ra2. in conclusion, the power of argument used will lead the reader to ignore or accept on how it is become valid statement or not. keywords: social cognition, critical discourse analysis, background study introduction writing is a way people expressing the meaning trough written product. the writing product is a communication way that allows the reader to get the ideas, organize the beliefs and knowledge into convincing arguments. it also an expression as an art of work. moreover, the writing categorized as academic major activity for academic purpose and non academic purpose. the academic writing for academic purpose refers to writing in area of academic such as writing paper, writing essay, writing thesis and so on, while the writing for non academic is more free in language use and structure. in proposing the writing in academic purpose, the writer should put the descriptive, argumentative, analytical and persuasion language that is not far away from structuring the term of the language use. as hyland (2009) argued that writing skill will improve through practice, discussion and revision of topics in student interest. in four skills, writing is 2020. linguistics, english education and art (leea) journal 4 (1):161-176 162 regarded as the most difficult one. it requires the mastery of both theoretical and grammatical devices. it also requires the judgments and conceptual devices as the theory that widdowson (1998) points out, the related theory in such critical discourse analysis (cda) will present on how the text or passage give the power to persuade, put belief, acceptable element and the other elements relate to the ideological power that sometimes unseen. the discourse is representation of ideologically area, then the significance never be discovered. on the other hand, subjects (language user) put the argumentation as the power of the writing product. critical approaches in language concerning with the maintain ways in which language in discourse reproduces social relations of power, fairclough (1992). among power construction the theory presented meaningfully about how to divide the knowledge or believe into several categories according the strength. some of knowledge, some times put the bias, some others are not. the knowledge about knowledge present as the theory regarding the level of knowledge itself. are the knowledge laudably claimed as knowledge, is that just a perspective by individual, is that believable among group or society, are the knowledge which are belief by many people in a society met the criteria on how knowledge is deserve as knowledge, and so on. relating with those statements, critical discourse analysis present the theory about how such unseen statement can be such the discourse in which categorized as implicit formulation. van dick, (1991) claimed that an essential part of an approach which is critically also play the vital role on relationship between knowledge and the social group. the task of some discourse analyst is for spelling out the power at the more detail of cognitive knowledge. therefore, social cognition define as the term relate to the possible integration between sociological and anthropological area. while background study is one of the text part in research article, it become the reason why the study are important, necessarily, significantly, and useful for the reader to believe the text as an acceptable knowledge. a background is an overview on the background of the author persuasion statement, research gab, previous study, and reason study of the research article. the background have to be made from knowledge representation, the decisions presented authoritative and a sincere stance (arrington & rose, 1987). the decision have to be made in strong argument and give the power in each statements. the background study also plays an important role for the writer to realize language power and on how the statement bring the strength in area social cognition or readers. furthermore, a background study have to fulfill the intelligibility of knowledge cognition for the document representation. it should retaining the ideological representation of author mind with the strong power and truth. in summary, the background act as the gate to scan the interest of the article. so that the background study is one of 2020. linguistics, english education and art (leea) journal 4 (1):161-176 163 the most important part in giving such persuasive, provocative, and significantly in writing research article. in other word, the application of the knowledge become „truth criteria‟ such as personal analysis and observation, for constructing knowledge: „i know it, because i have seen, i have heard, i have observe and so on. along with the study about the critical discourse analysis in writing, the previous study conducted the research in different way regarding those term. gene l piche (2015) conducted study entitled social cognition and writing: interpersonal cognitive complexity and abstractness and the quality of students‟ persuasive writing. this study investigated the relationship between two individual differences in the quality and social cognition of eleventh grade students‟ in persuasive writing. this study analyzed writing product of a persuasive letter. the results showed a significant relationship between interpersonal cognitive complexity and abstractness quality of writing. a common issue on writing research article are discussing about the textual and content of writing itself. some of the unseen pattern such as on how the writer understand the writing, idea pattern manifestation, skills, knowledge about the structure and how they language engage her writing are rare. some studies had been conducted those criteria are following. the identity of the authors meanly declared the authors background. a study conducted by kunnan (2019) mentioned that the agreement of his hypothesis is that background knowledge are needed and related with the writing performance. since this study is mentioned just the background knowledge, it can be measure the background of the study. he missed to correlate the relationship between background knowledge and skills “how their background knowledge built their writing performance or skills in writing”. the other issue on such background of the writing conducted by thonus (2020). in his study, he investigated the disciplinary identity of writing in second language. he mentioned the identity of the author is that how their writing relate with their field. the author who write the research article based on their study field became some beneficial in such give the writing performance in idea pattern. meanwhile, the study investigated by zhang (2018) mentioned the impact and relationship between language background and expertise in writing. the idea pattern from the authors also mentioned in some previous study. the idea pattern is basically investigated the term in synthesizing theories in literature review session. as study created by riazia (2016); bruce (2018) were analyzing the literature review part reflected to the critical thinking and idea pattern. those studies necessary to be more focus on what the theory reflected to the phenomena. in other hand, asari (2018) focused on study about idea pattern on writing research article. the different ideas pattern presented by the author 2020. linguistics, english education and art (leea) journal 4 (1):161-176 164 were vary. some of the study also analyzing the language use as the representation on the weakness and the strength of research article writings. such in the study investigated by bradac (2015); erikac (2019). even the language content was investigated as subject discussion, the writer have to put some possible unexpected good writing performance not only because the language or word selection by the authors, but also the good and language power created by some prove reader of application that revised prominently. the present study will investigate the research article background written by students in post graduate, universitas negeri surabaya. this study analyse the background study on research article and put the argumentation based on the theory about critical discourse analysis related to social cognition theory. the social cognition relate with the knowledge belief by the social aspect perspectives, (bar tal & kruglanski, 1998). therefore, this study, aimed to show how the chosen article create the ideological power in their research article background. this study, also has purpose to accomplish analysis relating critical discourse analysis (cda) of on how the author use language to make his/her background study acceptable and believable among readers. the main goal of this ongoing research was to find the plausible answer regarding some question of research article publication that could be a good issue in analyzing the good background study in which has reputable in the sense of powering research article especially in using the ideological power. literatur review critical discourse analysis the main of cultural science put the approach to a discourse presented by foucoult, then developed by jurgen link and his team. link (1990) defines discourse analysis is an institutional consolidation concept that consolidate the action and power. at the some times, discourse implies uninteresting topic regarding to the social practice, but it is merely to exercise the power and all its effects. following the notion in critical discourse analysis, a discourse is represented the reality of the phenomenon in detail explanation. relate to the theory of beliefs stated as the agent of knowledge, it will be valid just on the several times. thus, the discourse giving the power on society area. in this belief, foucault, (1978) argues that the knowledge should be categorized as the form of history analysis which report on the constitution of the subject that met the relationship between discourse, knowledge fields of object that occupy the criteria of acceptable knowledge among people. the basic goal of discourse analysis is study of language, it was definitely by fairclough, that articulate on how language and power are related. moreover the study about power and language can not be separate to the theory of society. 2020. linguistics, english education and art (leea) journal 4 (1):161-176 165 accurately, the discourse mention as the connections between language use and the power relations. the direction of discourse analysis has been called as language study. this also obtained as the dimension of critical language study, critical linguistics, critical language awareness and critical discourse analysis. critical language study, emphasize ways to analyzing language that can be oral or written text. critical language study was investigate relations how the language constitute and the power. critical discourse analysis is grounding theories of language set that define language as the social factor and phenomenon (halliday, 1978) and opposed the theories of biological and psychological phenomena (clark and clark, 1977). therefore, fairclough asumed that the human use the language to present the variation of social goals. he also argued that any analysis of language must be embedded with the social theory in which relate to the social practice in daily life. knowledge and social cognition some theorists claimed that social cognition is a central in composing the argument or describing in writing area. the area of social cognition and writing has already sometimes become an opposed way in so many peoples. in the other word, in the discourse, social awareness is play important role in how the author or writer put the audience interest with those statement. a connection among writing and social cognition portray the myriad of audience-awareness research, flavel (1985). in the same ways, it would be described to reduce the knowledge as discursive, cultural or social phenomena. gilbert and wodak (2003) stated that knowledge is both association of neurological structures of the brain or cultural, as social factors, thus the association of the local interaction between the human society and global structures. it does not mean that the cognition is individual believe in their own perspectives. although people has personal knowledge, or private knowledge, the social knowledge also present mostly in this world. the theory claimed about the knowledge that merge in wide social construction is called as social cognition. social cognition defined as the system in mental structures and shared by the member of group people, culture and organization. that system consisted of several system, such as attitudes, ideologies, values and norms, knowledge and the ways the structure or element that effect the society, discourse and social practice. moreover, in the social psychology, social cognition is usually relate to the research tradition in the us, taylor (1991). that approach generally occupied on having individualistic mind that ignores the beliefs of social dimension of the usage, knowledge and acquisition, walker (1995). in other country such as 2020. linguistics, english education and art (leea) journal 4 (1):161-176 166 europe, work on shared language has been established in terms of social representation, moscovici (2000). fortunately, there were attempts in integration between the tradition on a development that is in line with multidisciplinary framework. therefore the use of social cognition is meaning in social aspect on social domain among cultural construction. simply, the social cognition represent the combination of the cognitive and social aspect of knowledge and all stuff on social mind or social thinking, flick (1998). types of knowledge in relation with written text there such explicit formulation in area discourse-knowledge interface that requires a typology of knowledge. the typology of knowledge define as variation of knowledge based on the knowledge level itself. the typology of knowledge can differ on some division, ruth wodak and gilbert weiss (2003) mentioning the distinction of knowledge such as declarative versus procedural knowledge, personal versus social knowledge. furthermore, the social knowledge also divide into categories: interpersonal, group, and cultural knowledge. firstly, declarative knowledge is determined as the word “knowing that” or “explicit”. secondly, procedural knowledge is implicit or knowing how. thirdly, personal knowledge is about the notion of “private”. it require personal experience and use just only in personal action. fourthly, social knowledge is shared knowledge that possible to accept among society. interpersonal knowledge is the knowledge that accepted by two or a few people, commonly in conversation. group of knowledge is the knowledge that accepted by the whole group, initially believed by the group of people, institution, particular profession, or a whole culture. cultural knowledge presented the knowledge that accepted by many peoples such as the nation, word knowledge, through mass media in a country, and universal knowledge. research article introduction writing academic writing is the dimension of writing in academic area. in constructing the research article, not only report the data found, but also have to find the strong evidence in any particular arguments. the evidences may from the recent publish book length which are related to the study topics. language can not be separate with the contents. introduction are known as the troublesome, near with the difficulties among academic writers. they difficult to start and brainstorm the initial research article. the introduction is the initial stages to arrange the academic writing in research article paper and others. the student need to exaggerate the opening, the 2020. linguistics, english education and art (leea) journal 4 (1):161-176 167 reason, the concept, subject, previous study, gulf and so on in very simple way and interesting. as swalles (2008) suggested that the introduction have to fulfill some criteria. firstly, the decision of the background of the study. it refers to question about why the study is important?. the background of the study is the main reason why the study is important, the previous study related, the gulf and etc. secondly, the introduction have to fulfill authoritative and sincere stance decision, arrington and rose (1987). the strong argument and sources are the element of the authoritative and sincere stance decision. the strong sources and believable language will provoke and persuade the reader in academic area of the research article paper. decision must be made about winsomeness to appeal the readership. lastly, the decision have to be made clearly and simply. the directness of such writing product in academic writing is a crucial element. the three element suggested by swalles (2008) above will build the first assumption and impression matter of brief catalogue on research articles. one possible concept of research paper introduction is problem-solution texts. zappen (1983) argued that the writing in academic purpose related with the intellectual discipline that is located. research method in this study, gillbert weiss and ruth wodak divided the knowledge in such: 1) declarative knowledge : the knowledge about “knowing that” that explicitly stated, 2) procedural knowledge : the knowledge about “knowing how” that implicitly stated, 3) personal knowledge : sometimes called as private knowledge, personal think, 4) social knowledge : a) interpersonal knowledge (two or a few people believes), b) group knowledge, (accepted by a group of people in same profession, institution, and organization, c) cultural knowledge is the beliefs accepted by many people such as the country nation. the researcher investigated the background study written by selected journal article based on theory above. the researcher analyzed 2 research article written by two post graduate students,in pendidikan bahasa dan sastra, universitas negeri surabaya, batch 2018. the research article was the task in the major pragmatic-stylistic assignment in the second semester. the research article selected randomly. in discursive study, the comparison between two discourse can be seen as the interest views, since the correspond to the same institutional. (faucoult, 1978). several checklist was designed by the researcher that correspond to the theories by gilbert and ruth wodak (2001) 2020. linguistics, english education and art (leea) journal 4 (1):161-176 168 table 1 type of knowledge no types of knowledge checklist (v) comment and analysis transcription 1. declarative knowledge 2. procedural knowledge 3. personal knowledge 4. social knowledge interpersonal 1. group 2. cultural adapted by gilbert and ruth wodak (2001) the table was designed to examine features of knowledge regarding to the chosen articles. the theoretical discussion that proposed in the following categories such discourse is societal flow that investigate the texts represent the complex and art series. in order to address the several themes and that is deal with the several themes (micheal meyer, 2001). moreover the analysis used the perspectives of entanglement of discourse strands and discursive context in which the text are issued by the academic writing and it‟s contextually in the same topic discussion. finding the knowledge presentation on ist introduction in ra 1 the first introduction research article (ra1) presented various type of knowledge. here are the explanation which are showed in detail explanation based on the whole paragraph.the presentation on the sentences showed in detail explanation related to the theory used with the real sentences. the introduction from the ra1 has the big portion on the declarative knowledge, and group knowledge, even the other type of knowledge also presented on it. the author of r1 give the sentences in such the sentence below: the great changing in technology leads people to have new style on communication. that statement presented the declarative knowledge since the word changing in technology is kind of information that is want to declare on the reader. the reader get the information about the movement of technology. as the theory of the strength of the information, the declaration that the ra1 author here is not truly the fact, it just the personal knowledge. the personal knowledge can 2020. linguistics, english education and art (leea) journal 4 (1):161-176 169 be seen in that statement in which there is no evidence. it can be seen as the transformation that is can not say as changing. this word is possibility refers to other several meaning. in the other finding, the personal statement also portrayed on the sentences below. nowadays, people is more likely to communicate virtually through social network sites (sns). since the statement stated the phenomenon that recently happen nowadays, there still the possibility people to communicate is not using the social network. it refers to the declarative that believed by many people as the truth. but it is not in a massive people. the truth is kind of social knowledge that are naturally acquire among society based on the something seen. beside it is a personal knowledge, it also refers to group knowledge in possibility. however, the believe of many people without the real evidence or data, will be still questioning. the author in ra1 seems explained so many sentences, even it is not many theory citation uses, she stated and claimed based on her perspectives. even the perspectives are the fact, the power of that statement is necessarily to create. however, the research article is kind of academic writing that is not good in using some bias perspectives. here is the other sentence on ra1 introduction. it is essential to identify the speech acts used in social network sites (sns) since the virtual communication lead people to have different reaction on the written text. in addition, identifying the speech act is the work for people who has the background knowledge on linguistics. it is kind of profession or institutional believe that refers to the group of people. therefore, the believe of speech act meanly shared by the ra1 author to present the procedural explanation, since the cause and effect portrayed on the word “since”. virtual communication improve so many people to build the different views about statement. the term speech act, initially the term in the area of linguistics, even it is part of the linguistic major discourse, it is quite possible to know for many people in all major. in sum up, here is the knowledge believe or accept and acquire in the group of people, but it is possible to share for all people space. sometimes the declaration of something portraying the ambiguity. the sentences below quite bring the multi interpretation. the rapidly changed in technology with its easiness, it leads people to have drastic transformation in communication. 2020. linguistics, english education and art (leea) journal 4 (1):161-176 170 the change of technology development can be seen as many people in this world. so that, those phenomena was acceptable on group of people in some region, area, or country. however, the traditional area that is not became the technology change area will presuppose the technology as the difficult one to access. the word “easiness” will bring many possible meaning. the easiness on what, the easiness on ho, and so on. so that it can not be refers as cultural knowledge, even though the writer want to inform or declare the information. fortunately, in sharing statement that is label as “knowledge” in the theory has explained, the author also create some comparison. people is more likely to communicate virtually than by reality or face to face in recent times. furthermore, technology has provided new medias that lead people to be interested in technology. in that statement, the author want to share the knowledge which are commonly know among peoples. the people know about the use of technology, but it is still refers to the personal knowledge in the personal thinking of the author. she opined that more people commonly use the virtual communication using online media rather than face to face conversation. based on the statements above, it is not line with the reality. the realities is that people generally used face to face conversation in their home, workplace, school and many more. the use of technology can not be claimed that has big portion among people in the world to do communication. eventhough many sentences used such personal and declarative knowledge, the author also present the citation in the small portion. here is the example on th sentences: one of media that most people interested in is social network sites (sns) (nartey, 2013) in that statement, the author present the information refers to declarative knowledge, since she portrayed the fact of people interest. it can be seen as the personal knowledge and interpersonal knowledge. the personal author take in mind that the social network site is part of interesting tools among peoples. it can not claimed like that, because the possible claim will vary. the word interest can be possible change as the need of many people. it also possible in opine as the movement that so many people want to be part on it, even actually some people is not too interest on it. among citation nartley (2013) and the author have the same opinion, so that it refers to interpersonal knowledge. the combination of the level of knowledge in presenting declarative and cultural knowledge had portrayed in those statements. 2020. linguistics, english education and art (leea) journal 4 (1):161-176 171 “one of the popular social network sites (sns) is instagram””instagram is social network sites to capture and share the world’s moment” instagram is trully one of the social network sites. even the author of ri didn‟t explained about the evidence or something to create believe among readers, the fact that is truth categories is the cultural knowledge. since the cultural knowledge refers to the possibility people accept those kind of explanation or knowledge. the declarative sometimes put the bias statement. not all people easily to look activity in others people. not all people using instagram. not all people love to visit instagram. here are the sentences regarding to the explanation. now, people can easily look at other’s people activity by instagram since they may share their activity by stating the place, time and also picture. the author of ra1 also presenting the procedural and personal knowledge based on no evidences, below. caption can lead people to comment on the posted photo. caption has meaning that can attract other user of instagram who read the caption attract on it by giving comment. the procedural sentences presented on some sentences citation. the word “so”, here has the meaning of procedural. there is relationship between the first and second language as the cause effect. here is the sentence: pragmatic is the study of context. in a context, people may have variant meaning and it does not only have one single meaning for all readers, so reader may have their interpretation that is different each other (black, 2006, p. 2). caption provided people to do speech act since the speech can act to the followers and make them to be interested in with the caption by giving comment on it (nuramila, 2016). speech act is the communicative meaning of an utterance to perform in the definite social context (chinelo j, 2015). those sentences refers to the explanation of group knowledge of people in which refers to area linguistic and pragmatics. in summary, the ra1 author presenting the variation of knowledge in her research article. the variation bring the power of knowledge itself. there such many personal perception rather than procedural and citation format from the 2020. linguistics, english education and art (leea) journal 4 (1):161-176 172 other sources. the use of personal knowledge on writing academic in a big portion refers to the low guarantee of the strength among readers in area social cognition acceptance. the knowledge presentation of introduction in ra2 the second article (ra2) presented knowledge in her writing product not vary. the procedural knowledge that are present in the evidence lead the ra2 author bring the strong argumentation. the sentences on how the author explained is acceptable since the citation of the theory, previous study are dominated in her ra2 writing. there such the little of personal knowledge in her introduction, as presented below. learning english as second language (esl) is a crucial thing for some students in indonesia. it is proven that it has becomes the main subject from elementary to the university level. the selection of word “crucial” is that presented the personal interpretation. initially, the ra2 author did not mention the evidence among the term “crucial”. this also refers to declarative knowledge that share to the readers. the other sentences, as the initial stage to formulate the knowledge became the acceptable among schoolar. the ra2 author mention the experts to create strong evidence and prove her argumentation. as esl learners, they face some difficulties toward the skills in english such as reading, listening, writing, and speaking. among those four skills, some experts stated that writing emerges as the most difficult one. furthermore, the ra2 author used the citation and paraphrasing the theories from many experts. here is the following sentences. younes & albalawi (2015) argued that the writing difficulty is in form of creating a coherent and extended piece of writing and sometimes make students suffer from “writers' block”. she did the compare and contract the theory among expertise. the citation and the evidence here initially understood by the expertise's regarding to the topic discussion field. the particular field, is also the linguistic area. the group of people who understand the term in such speech act, feedback, elt and so on are the formulation of knowledge is that commonly used by the schoolar in area education field and linguistics field. eventhough the discussion is acquired in their area. the author of ra2 means to share such group knowledge to al readers in particular ways in strong argumentation. here are the example on it. 2020. linguistics, english education and art (leea) journal 4 (1):161-176 173 in this case, harmer (1983, p.326) stated that students have to follow various stages the way the writing is, such as pre-writing (drafting), editing, revise, and finally composing a finished version of their work. in addition, brown (2004, p.335) also illustrated that written products are often the results of thinking, drafting and revising procedures which means that there are things to be prepared in each stage the students have. thus, having a feedback from the teachers is needed for them before having a complete writing text. some experts have conducted many different studies about writing feedback in english language teaching (elt) field. vardi (2012) propose a study that examines the students’ writing characteristics and the way they change it after getting teacher’s feedback and the occasion the next phase to rewrite. by referring to the methodology, the author gained the data from australian university students in which english has become their first language the ra2 author tend to formulate the argument with the theoretical explanation rather than personal knowledge that is part of bias. in some previous study, she also presented the theory related to the topic discussion in term of group knowledge, procedural, declarative, and also cultural knowledge. among knowledge that she presented give the big portion on the social cognition acceptance. moreover, the author ra2 presented the gaps among other study. the other study is concerned with the serial research related to the topic discussion. in analyzing those phenomenon, the ra2 draw the present study as the result of review on how the research study should be. the knowledge is kind of serial knowledge that is present on the group of people or can be as the knowledge that is share on public space, even it is from journal article or not. the research article is presented more likely into very strictly explanation based on the theories rather than the media online or others. discussion comparison between ra1 and ra2 the social cognition present on how the research article is reputable or not among readers, what kind of statements present on it, how many real data, how authentic they are. narrowly, the unseen perspectives was created on the ra1 and ra2. the social cognition based on the theory presented in ruth wodak and weiss (2003) has presented in the ra1 and ra2. in ra1 the variation on personal knowledge portrayed in big portion based on phenomena. using the positivist views on qualitative characteristic in methodology in research article, the researcher draw is that based on the data present between ra1 and ra2 vividly different. etymologically, there is no statistically means. moreover, it reflected causal relationship among elements of reality and summarizing into 2020. linguistics, english education and art (leea) journal 4 (1):161-176 174 generalized finding. however the ra2 has many evidence in sharing knowledge in her research article. there so many explanation on giving the argument, declare, procedural idea and formulate it into real gap from the previous study. the knowledge power will present on how the research article are acceptable or not in area social cognition. the ra1 portrayed the formulation on sharing knowledge trough knowledge on declarative, personal, interpersonal, cultural, and group. fortunately, lack power in cultural knowledge and group knowledge with no evidence presented, will lead to unbelievable knowledge among readers. meanwhile there are a few formulation on knowledge of bias in ra2, it presented many evidence to prove the arguments in ra2. the cultural knowledge, the group knowledge are presented on the ra2 introduction. even though the ra2 presented the various of knowledge that reach on evidences, it still has a personal perspectives in the starting statement. conclusion the knowledge on theories consisted of 6 knowledge categories based on wodak, 2003. those article present the argumentation in different ways. fortunately, based on the power of argument used will lead the reader to ignore or accept on how it is become valid statement or not. in reading article, the reader will accept the argumentation, description, explanation, and so on based on the knowledge criteria, that sometimes is not seen. the critical discourse analysis has been presented on the generalization views in analyzing academic research article 1 and research article 2. however, the strong argument is that the sentences in which give the evidence from the theory among experts such presented in ra2. since the introduction in the article is the writing academic which is not part of literature review, it has possibility to bring the argumentation based on the researcher perception, the group knowledge perception in field area (expertise), or maybe cultural knowledge, but it have to consist of possibility and logically for social cognition. in area of academic writing, the strongest argument is that article in which give the evidence among statements that present the knowledge of academic field. the evidence lead the research article became ideologically accepted by the group of major people. the current study of introduction power lead the reader to implement the strong argument for the next research writing, especially in writing the introduction. 2020. linguistics, english education and art (leea) journal 4 (1):161-176 175 references arrington & rose. 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(2018). learning nucleosome positioning from dna sequence with improved convolutional neutral networks. linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1314 441 the effect of scavenger hunt game on students’ reading comprehension of descriptive text mike amelia 1 universitas bina sarana informatika nostalgianti citra prystiananta 2 ikip pgri jember ameliamike@yahoo.co.id 1 submit, 13-06-2020 accepted, 21-06-2020 publish, 24-06-2020 abstract this research had purpose to find out whether there was a positive effect of scavenger hunt technique on students’ reading comprehension of descriptive text. scavenger hunt is a fact-finding and information-processing activity, where the students work in group to search for hidden items and perform task by using some clues.the method used in this research was quasi-experimental research. this research was conducted at the eighth grade students of smp n 2 kota solok. the samples of this research were two homogeneous classes that chosen by using purposive sampling technique. the experimental class was taught by using scavenger hunt technique, meanwhile the control class was taught by using three phase technique. the technique of gathering the data of this research was by using reading test. the result of this research showed that there was a positive effect of implementation scavenger hunt technique, where the mean score at experimental class was 77,14 and control class was 72,94. thus, the experimental students outcomes were higher than the control class.it means that students’ reading comprehension of descriptive text taught by using scavenger hunt game technique was better than taught by using three phase technique. keywords: scavenger hunt, reading comprehension, descriptive text introduction reading comprehension refers to reading for meaning, understanding, and entertaining. reading comprehension is a complex process of understanding the meaning of printed words and also to get the meaning of the material in analyzing sentences based on the reader ability to find the meaning and main information from what the reader read before. it involves higher-order thinking skills that more complex than merely decoding specific words. therefore, it is not an easy task for the teacher to teach reading comprehension. nunan (2005) says that reading comprehension refers to reading for meaning, understanding, and 2020. linguistics, english education and art (leea) journal 3 (2):441-457 442 entertaining. it involves higher-order thinking skills and is much more complex than merely decoding specific words. the essential part of the reading process is deriving meaning, analyzing and synthesizing what we have read. it means that reading comprehension is a complex steps of reading for meaning, understanding, and entertaining. according to zainil in aulia (2013) divides that there are three essential parts in understanding paragraph in reading comprehension. the first is identifying the topic. the topic is the one thing a paragraph tells about. every sentence in a paragraph in some way discusses or explains the topic. the second is finding the main idea. the main idea of a paragraph is all about what the author wants tells about the topic. the third is recognizing supporting details. supporting details as the facts and ideas that prove or explain the main idea of paragraph. supporting details in a paragraph do support the main idea, not all details are equally important. in recent curriculum, reading competency at junior high school, there are some expectation to be achieved by the students. the students are expected to comprehend or understand the information, social function, structure, and grammar of the texts. based on syllabus of eighth grade at junior high school, the students are taught several kind of texts. they are recount, descriptive, and narrative text. among the texts that should be learned by junior high school students is descriptive text. descriptive text is a text that describes detail characteristic of something. suryana (2008) explains that descriptive text is a text that has function to describe characteristic of person, noun and place. it means that descriptive text is a text that describes information about characteristic of person, noun, place and so on. in this text, the writer tries to express his/her idea by giving clear explanation about something for the reader. in addition, kurniawati (2008) states that the generic structure of descriptive text consists of description and identification part. the writer introduces the subject in identification part generally. in the description part, the writer mentions or clarify characteristic of subject, for example physical appearance, qualities and general attitude. however, there are many problems occurred in the process of teaching and learning reading comprehension especially in descriptive text. in this case, the researcher assumes that using scavenger hunt game technique is one of a good one to solve the problems. regarding to research on using scavenger hunt game, there were some researchers conducted research that considered relevant to this research as follow:the first is the research conducted by shaleha (2017),the objective of her research is to find out whether the use of scavenger hunt game could develop the ability of grade eight students in reading comprehension. the study confirms that 2020. linguistics, english education and art (leea) journal 3 (2):441-457 443 reading comprehension was developed significantly after applying scavenger hunt game, it is supported by seeing the mean scores of pre-test and post-test in experimental class. it indicates that reading comprehension of the students is significantly developed after getting the treatment. in addition, there is a significant difference between mean scores in pre-test and post-test. this research also supported by sari (2016), the result of the study showed that the students’ mean score improve in the second cycle. it means that students comprehension in reading text improve significantly after using scavenger hunt game. in other case, scavenger hunt games is also become one of effective ways in teaching vocabulary as conducted by anengsih (2017),the research provely that students can increase the vocabulary in long term memory, students better discuss and write about school topics when they can easily remember vocabulary. as inclusion settings become more popular, students with learning disabilities become increasingly challenged with learning and retaining material from the general education curriculum. understanding vocabulary words and how they relate to other ideas and concepts greatly impacts and influences reading comprehension. after the data has been analyzed, the writer conclude that in eight students to the implementation of treasure hunt game, there is a chance that students may get confused while using the treasure hunt game because each student learns in a different way and not all teaching tools may work the same. one student may be more confused when connecting a „treasure hunt‟ to a vocabulary word and accidentally recall the „treasure hunt‟ and forget the definition, while another student may remember easier when using a „treasure hunt‟ to jog his or her memory. every student learns differently, especially when you are teaching special education. in line with this, satya (2016) has conducted the research with aimed to find out the effectiveness of treasure hunt game for teaching vocabulary .after the analysis, the research showed a significant improvement in the students’ vocabulary mastery. it is supported by the t-test result which was higher than ttable. the research conclude teaching vocabulary using treasure hunt game was effective. then wulan (2015), investigates the students’ responses to the teachinglearning activity of the use of scavenger hunt in teaching vocabulary. the results of the study are: (1) the teaching-learning process consists of indoor activities and outdoor activities involving the stage of learning, namely engaging, studying, activating, and closing; (2) the students enjoy doing activities and they are interested in joining the teaching-learning process; (3) the students are encouraged and motivated to learn more, and (4) the students also have learning experience through indoor activities and outdoor activities. this research also in line with nurhayati (2017), her research was aimed to find out whether treasure hunt game is effective to be implemented in teaching young learners’ vocabulary skill. in 2020. linguistics, english education and art (leea) journal 3 (2):441-457 444 addition, it is also aimed to know the students’ responses to the implementation of treasure hunt game in teaching vocabulary. the study confirms that the implementation of treasure hunt game is effective to be implemented in teaching young learners’ vocabulary skill. scavenger hunt games is not also can be used in teaching reading or vocabulary but it also can be used in teaching speaking as mentioned by research that has been conducted by aminuddin (2017) the research shows that students who had good score in english class are not always had a good ability to speak english. hence, to reach the target of teaching learning process, there must be an effective teaching strategy that can overcome the problems above. this research was concerned on the application of scavenger hunt game in solving students’ practical problem of speaking. the scavenger hunt game in fact was an outdoor full day game usually used for outbound game. the result of implementing the scavenger hunt game showed that the strategy was effective to solve students’ speaking problems. it required two cycles to be successful. thus, based on the result of cycle 2 the scavenger hunt game is an effective technique used to solve student’s practical problems in learning speaking. next researcher investigates the procedure of teaching vocabulary using scavenger hunt and to know the students’ responses teaching-learning activity of the use of scavenger hunt in teaching vocabulary as conducted by wulan (2015) and she investigates that the students understand vocabulary words and how they relate to other ideas and concepts greatly impact and influences reading comprehension by using treasure hunt game. furthermore, many researchers have been conducted research about the implementation of scavenger hunt game in technology. talton et al. (2006) investigated that the scavenger hunt concept by incorporating handheld computers to run scavenger hunt games with incoming freshmen for the purposes of orientation and retention. they also found that playing the game improved the attitude of new students. then, the mobile technologies group (2004) at georgia institute of technology developed a cell-phone based scavenger hunt for student orientation in which students had to interact with local merchants, scour the library, and discover the hidden relics and monuments on campus.the study also provides an example of gamification to enhance teaching and learning. gamification takes the essence of games – attributes such as fun, play, transparency, design and competition – and applies these to a range of real-world processes inside an organization, including learning and development (meister, 2013). scavenger hunts have become one of the most popular tools for teaching students how to use available resources and information (starr, 1999). hunts can be tailored to virtually any curriculum area, simultaneously providing students 2020. linguistics, english education and art (leea) journal 3 (2):441-457 445 with technological and subject matter knowledge, and they can be as simple or involved as circumstances dictate. as ly & carr (2010) point out without experiencing the physical library, students often lack the understanding of the organization of information, may not use library resources, and possess poor research skills. improving the quality of library orientation can alleviate library anxiety and improve student learning and also he found that the scavenger hunt game project serves to show how technology can be used to add an educational component to even common games, increasing their educational value and making them more engaging for users. however, not all skill are convenient to be used by using scavenger hunt game in a teaching english, especially in teaching reading that needs effort to comprehend and find the ideas in the text even explicit and implicit massages. in this case it needs a game involves all sensory nerves such as sight, kinesthetic auditory and verbal. the treasure hunt game is a convenient game to teach reading. most of the experts above are successful in conducting their research by using the scavenger hunt games but in this case researcher is interested to use scavenger game in reading skill and more specific text (descriptive text) in order to find new fact and to enrich teaching strategy in learning environment. literature review lee (1995) lists several main advantages when games are used in the classroom, including "a welcome break from the usual routine of the language class", "motivating and challenging" "effort of learning", and "language practice in the various skills." ersoz (2000) holds that games are highly appreciated thanks to their amusement and interest. teachers can use games to help their students practice more their skills of communication, it is also supported by koksal, cekic and behyan (2014) confirms that games could stimulate students’ interest in learning. scavenger hunt is one of many different types of game which can have one or more players who try to find hidden articles, locations or places by using a series of clues. the implementation of scavenger huntwouldhelpthe students in understanding descriptive text. in fact, the given clues are in the form of descriptive text. whether it describes the hidden items or where its located. for further understanding, some experts define the concept of scavenger hunt as follow: according to barkley (2010), scavenger hunt is an activity that engaged learners in fact-finding and information-processing exercises using instructorspecified clues. this activity challenges learners to locate and think about the location of the items. the learners’ knowledge expand by processing the information from the clues and the enganging task. 2020. linguistics, english education and art (leea) journal 3 (2):441-457 446 moreover, sigridur (2010) viewsthat scavenger hunt as a game where the students would have to solve such as puzzles or questions, in order to search for hidden articles. also, the clues in scavenger hunt gamewere written in the target language, which forces the participants to read and fellow team members to listen and test their understanding. this idea supported by wro (2015) who says that scavenger hunt is when explorers may wander around while attempting to find what they are looking for. clues are available regarding the environment and the location of each of the artifacts to collect. the explorers might work together in order to find the hidden artifacts. furthermore, lu et all (2015) saythat scavenger hunt is a popular game where the organizers define a list of objects or tasks for players to find or perform. however, the players have to find or perform task within a set time limit. when the individual or team participants find objects and perform tasks, they collect the found objects. in the line with lu, starr in lu et all (2015) states that scavenger hunt is a tool for teaching where the students use available sources or information to face problem. it has become one of the most popular tools for teaching students how to use available resources and information. it teaches students how to face or solve problems by using the information (clues) that given to them. wise (2003) states that: scavenger hunt is a game in which the organizers prepare a list defining specific items, which the participants – individual or teams – seek to gather all items on the list – 3 usually without purchasing them or perform tasks or take photographs of the items, as specified. the teacher can apply different steps in the application based on the goal of the lesson itself. sigridur (2010) illustrates that the steps and rules of mini scavenger hunt game in the classroom. first, each team is named after a certain color and at each station there are envelopes, one for each team. each envelope is labeled with the color of a team. then, within each envelope there are instructions for what the team has to do in order to find the next envelope. when they do, they will have to solve some other assignment in order to get the next one. next, in order to finish, teams must find all the envelopes and finish all the assignments. the team that is first to complete everything wins. in conclusion, the researcherapplied the procedure and rule of scavenger hunt as follow: first, the teacher hid flashcards throughout classroom. second, the teacher explaint briefly about descriptive text andthe components. third, the teacher divided the class in 5 groups based on colors. fourth, the teacher explaint the procedureand rule of the game. fifth, the teacher placedthe worksheet about “my favorite mug” text and the first clue that described the first hidden flashcard (book) on each group home base. sixth, the groups searched for the book and when they found it, they asked the teacher for the first instruction handout thatconsisted of explanation and exampleabout topic and main idea. seventh, 2020. linguistics, english education and art (leea) journal 3 (2):441-457 447 when they were done identifying the topic and main idea of the text, they showed it to the teacher. eighth, the group searched for the second hidden flashcard (apple) and when they found it, asked the teacher for the second instruction handout that consisted of explanation and example about supporting detail. ninth, it continued until they found all of the hidden flashcards and done the task. tenth, the teacher and the groups discussed the answers together. last,the teacher decided the winner who collected the right items, has a good teamwork and finished the task. research method this research was conducted by using quasi experimental design. the population in this research was the eighth grade students of smp n 2 kota solok. there were384 students. the researcher used purposive sampling to determine the samples of the research. in this research, the sample was two homogeneous classes that selected as experimental and control class after analyzing the result of english final examination. in this research the researcher do some steps: preparation, pre-test activity, implementation activity in both experimental and control class and compare the result of the class and the last researcher did post test and finally conclude the result of the research. preparation the researcher did some preparations before doing the research. these preparations included: first, preparing the syllabus of the eighth grade, lesson plan for experimental and control class, and instrument (reading test) that were used in the research. second, preparing the teaching material about descriptive text that was taught. third, preparing the supporting media such as flashcards/clucards, and instruction handouts that was appropriate with the material chosen. the flashcards were consisted of pictures of hidden items at the front and clues for the next hidden items at the back. meanwhile, instruction handouts were consisted of explanation and example of the eight indicators of reading comprehension of descriptive text in a text entitled “my sphynx cat”. these all set of learning were corrected firstly by the advisors for its validation. pre-test the researcher conducted pre-test the both of experimental class that was viii 8 and control class that was viii 9. the instruments and items in the experimental class were the same with control class. the purpose of pre-test was to find out the students’ reading comprehension before the treatment. 2020. linguistics, english education and art (leea) journal 3 (2):441-457 448 implementation the implementation of this research was done in two classes. they were experimental class and control class. both of experimental class and control class were given the same material, but each of class got different treatment. the experimental class was taught by using scavenger hunt game technique and control class was taught by using three phase technique. in this research, there were 4 meetings and the time allocation was 40 minutes for each meeting. experimental class (scavenger hunt technique) 1. pre-teaching activities a. the teacher greet the students and leads to pray b. the teacher checked students’ attendance c. the teacher gave motivation d. the teacher introduced the competence that students should achieve in the end of lesson that is students were required. 2. whilst-teaching activities a. the teacher hid the cluecards (flashcards with the pictures of books, apples, hats, bags, and pencil cases at the front and the clues for the next flashcards at the back) throughout the classroom. b. the teacher explained briefly about descriptive text &it’s components (topic, main idea, supporting detail, purpose, generic structure, and language feature). c. the teacher divided the class in several groups based on colors, 5 until 6 students for each group. d. the teacher explained the procedures & rules of scavenger hunt game (the groups should identified the component of a descriptive text called “my favorite mug” by looking through the instruction handouts that consisted of the meaning of each component & example of it in the text called “my sphynx cat”; which given by the teacher if only the group had found the hidden flashcards by the help of the given clues). e. the teacher placed the worksheet & the 1st clue that described the 1st hidden flashcard (book) on each group home base. (the teacher role as controler here who kept a watch on the students’ activities and provider who handed the instruction handouts. it means the teacher has a good classroom management and and this technique was appropriate). f. the groups searched for the book & when they found it, they asked the teacher for the 1st instruction handout that consisted of explanation & 2020. linguistics, english education and art (leea) journal 3 (2):441-457 449 example about topic & main idea. (these handouts helped the students to comprehend the components of descriptive text. it also helped them to determine the generic structure of descriptive text and increased their knowledge of adjective words). g. the group identified the topic & main idea of “my favorite mug” text, then they showed it to the teacher. (sharing ideas or discussing in group, also help the students in determining the generic structure of descriptive text and increasing their lack knowledge of adjective words). h. the group search for the 2nd hidden flashcard (apple) & when they found it, they asked the teacher for the 2nd instruction handout (consisted of explanation & example about supporting detail). i. it continued until they found all of the 5 hidden flashcards and identified the 8 components of the text called “my favorite mug”. j. the teacher & the group discussed the answers together. k. the teacher decided the winner who collected the right items, has a good teamwork and finished the task. 3. post teaching activities a. the teacher asked difficulty in learning process b. the teacher and the students concluded the lesson together c. teacher gave the students homework. control class (three phase technique) 1. pre-teaching activities a. the teacher greet the students and leads to pray b. the teacher checked students’ attendance c. the teacher gave motivation d. the teacher introduced the competence that students should achieve in the end of lesson that is students were required. 2. whilst-teaching activities a. pre-reading 1) the teacher explained briefly about descriptive text and it’s components (topic, main idea, supporting detail, purpose, generic structure, and language feature). 2) the teacher selected several words from a descriptive text entitled “my sphynx cat” and wrote the selected words on the board. (selected words: pet, funny, tail, and fur). 2020. linguistics, english education and art (leea) journal 3 (2):441-457 450 3) the teacher asked the students to guess the topic of the material (descriptive text) that they going to learn today based on the selected words. (topic: the writer’s sphynx cat), then the students tried to guess the words until they finally guessed the topic. 4) the teacher distributed the text called “my sphynx cat” to the students. b. whilst-reading 1) the teacher asked the students to read the text. while the students were reading, the teacher asked them to scan for the selected words in the text. 2) the students mentioned the words and discussed what their meaning with the teacher. (pet means peliharaan, funny means lucu, tail means ekor, and fur means bulu). 3) the teacher asked some of the students to read the text aloud, after that the teacher read the text aloud and the students repeated after her. 4) the teacher asked the students if there was any difficult words that they did not get its meaning. if there was a difficult words, the class discussed what the word means together and if there was not, the teacher continued the learning process to checking the students understanding. c. post-reading 1) the teacher distributed the worksheet that consisted of comprehension questions of the text entitled “my sphynx cat” (total: eight multiplechoice questions). 2) each student anwered the questions by them selves and they were allowed to use dictionary if necessarily needed. 3) after they finished it, the teacher & the students discussed the answers together. 3. post teaching activities a. the teacher and students concluded the lesson together b. gave feedback to the process and result of learning activity c. teacher gave the students homework. 4.post-test after the researcher taught the material for both experimental and control class, the researcher examined those classes using test called post-test. the instrument and item in experimental class were the same with control class. then, the researcher compared the score of the sample classes. at the end, researcher tested hypothesis to find out the effect of scavenger hunt game to experimental class. 2020. linguistics, english education and art (leea) journal 3 (2):441-457 451 findings the data of this research were the students’ score in reading test, they were pre test and post test. the researcher chose the samples through purposive sampling technique by using the result of english final examination. the researcher got viii 8 as experimental class and viii 9 as control class. the researcher conducted try out at the other class that was viii 10. then, the items that too easy or poor were revised. before doing treatment at the experimental class, the researcher had done pre-test to both of classes to know the basic knowledge of the students’ reading comprehension of descriptive text and also to determine if the samples had the same ability in reading comprehension and were homogenous. table 1: the data of students’ pre-test score class n x s s 2 total % (percentage) viii 8 experimental 36 69,75 5,95 35,45 69,75% viii 9 control 69,03 6,93 48,03 69,03% difference 0,72% based on table above, it shown the difference score of pre-test on reading test between experimental class and control class was 0, 72 %.it means that the ability on reading comprehension of descriptive text of both classes were homogenous.according to the result of the post-test in reading test, the researcher analyzed the mean score, standard deviation, and the variance of the data. the data of students’ post-test score could be seen in the following table: table 2: the data of students’ post-test score. class n x s s 2 total % (percentage) viii 8 experimental 36 77,14 5,14 26,47 77,14% viii 9 control 72,94 6,32 39,88 72,94% difference 4,20% based on the data above, the mean score of experimental class that was taught by using scavenger hunt game technique washigherthan the mean score of 2020. linguistics, english education and art (leea) journal 3 (2):441-457 452 the control class taught by using three phase technique.it could be seen that the difference post-test score of experimental class from control class was about4,20%. data analysis in order to get the conclusion of the result of this research, the researcher used t-test statistical analysis. the data could be distributed normally and homogenously. in order to get the normality and homogeneity of the data, the researcher analyzed it by using some statistical analysis formulas. normality testing in order to analyze the normality of the data on students’ reading comprehension of descriptive text on experimental and control class, the researcher got the data from both of the classes. the normality testing could be seen on the following table. table 3.result of normality testing of the sample class test n α critical value of accounting (lo) critical value of table(lt) distribution experimental viii 8 pre 3 6 0, 0 5 0,1185 0,1477 normal post 0,1271 control viii 9 pre 0,1411 post 0,0939 in pre-test and post-test,from the experimental class it was gotten that the calculated normalitycoefficient were l0= 0,1185and 0,1271 respectively; the table normalitycoefficient was lt= 0,1477it means thatl0< lt.the data from the control class were l0= 0,1411 and 0,0939; and lt= 0,1477. it means that l0< lt. according to the data analysis above the researcher concluded that the data from both experimental and control class were distributed normally. homogenity testing in order to know variance of the data of students’ reading comprehension of descriptive text were same or not, the researcher analyzed it by using homogenity test. the result of homogenity testing could be seen on the following table. 2020. linguistics, english education and art (leea) journal 3 (2):441-457 453 table 4.result of homogenity testing of the samples class test n x s s 2 fcal ftab variance f1 f2 f3 f4 experi mental pre 36 69, 75 5,95 35, 45 1,35 1,51 1,34 1,20 1,84 homogeneous post 77, 14 5,14 26, 47 control pre 69, 03 6,93 48, 03 post 72, 94 6,32 39, 88 from the data the researcher found that, fcalculated in pre-test at both samples was 1,35, fcalculated in post-test at both samples was 1,51, fcalculated in prepost test at experimental class was 1,34, and fcalculated in pre-post test at control class was 1,20. meanwhile, the ftable (35: 35) was1,84withα = 0,05. the researcher concluded all of fcalculate ≤ ftable, it means that the variance of experimental and control class were homogenous. hypothesis testing in order to know whether there was any differentiation on students’ reading comprehension of descriptive text at both in experimental and control class, the researcher did t-test statistical analysis. it could be seen on the following table: table 5.result of t-test class n x s2 α tc tt reference viii 8 experiment 36 77,14 26,47 0,05 3,04 2,00 ho was rejected and ha was received viii 9 control 72,94 39,88 the researcher got the data tcalculated=3,04 and ttable (70) = 2,00, tcal ˃ ttable. in conclusion, ho was rejected and ha was received.it means that students’ reading comprehension of descriptive text taught by using scavenger hunt game technique was better than taught by using three phase technique. in other words there was a positive effect on students’ reading comprehension of descriptive text taught by using scavenger hunt game technique. 2020. linguistics, english education and art (leea) journal 3 (2):441-457 454 discussion the findings of this research showed that using scavenger hunt technique could improve students’ reading comprehension of descriptive text. this is proven by the three main findings that were discussed in this research. the first finding is based on the mean score of students’ reading comprehension of descriptive texttaught by using scavenger hunt technique at experimental class. from the result showed that the difference of the students’ mean score was improved from 69,75 at pre-test to 77,14 at post-test, with 7,39 improvement. the second finding is based on the mean score of students’ reading comprehension of descriptive texttaught by using three phase technique at control class.from the result showed that the difference of the students’ mean score was improved from 69,03 at pre-test to 72,94 at post-test, with 3,91 improvement. but, it lesser than the improvement at experimental class. the third finding is based on whether scavenger hunt technique gavea better effect on students' reading comprehension of descriptive text thanthree phase technique.from the result showed that the difference improvement of the students’ mean score was about 7,93 improvement in experimental class and 3,91 improvement in control class. it showed that, the students' reading comprehension of descriptive text taught by usingscavenger hunt technique gavea better effect about 3,48 higher thanthree phase technique. moreover, after conducting this research, the researcher found that the students at experimental class were so excited when the researcher explained that they would play a game and would compete with the other group in order to win the game and get a reward. they followed the teaching and learning process enthusiastically that the members of each group had cheers for their member who one by one searched for the flashcards. the students also have a fair competitive spirit that they competed to be the first group who successfuly found the flashcards and answered all of the questions. this technique made the students got information from each others by exchanging their ideas in the group while completing the answersheet about the text entitiled “my favorite mug”, because of that their reading comprehension was improved. furthermore,scavenger hunt technique had createdan entertaining learning process for the students that when the members searched for flashcards, they tend to running to their other friends which made them laught. this technique had gave opportunity for students to interact with each other, that they answered the worksheet by discussing it in group. this finding supported the theory that proposed by moore in brown (1999) explains that, scavenger hunt is an entertaining and effective technique as well as to more traditional reading outcomes that when conducted in cooperative learning situations have the additional benefit of communicative learning. 2020. linguistics, english education and art (leea) journal 3 (2):441-457 455 in addition, the existence of scavenger hunt technique in learning, especially in learning reading comprehension can give the students opportunity in sharing their ideas. in this case, when the students gave opinion or shared their ideas in groupin completing the worksheet. this finding supported the theory that is proposed by barkley (2010) says that, scavenger hunt is activity to demonstrate the key elements of performing in an effective team by utilizing team work, communication, creative thinking, and instilling a spirit of cooperation and trust among team member. furthermore, based on the finding above, the researcher assumed thatapplyingscavenger hunt technique gave positive effect toward students’ reading comprehension ofdescriptive text. there was a significant improvement of scavenger hunt technique toward students’ reading comprehension. in conclusion, scavenger hunt game technique is suggested to be used atschool especially for the teachers at smp n 2 kota solok in teaching reading comprehensionof descriptive text. this technique can be used to create a lively classroom situation. it can make the students have fun and enjoy learning. conclusion based on the findings and discussion on the above, it could be concluded that using scavenger hunt game technique gave appositive effecton the students’ reading comprehension of descriptive text. moreover, it could be concluded that scavenger hunt game technique could also improve students’reading comprehension. using scavenger hunt game technique could also improve students’ motivation and students’ participation during learning activity. references aminuddin. (2017). improving students’ speaking skillby using scavenger hunt gamein man kunir. skripsi. fakultas tarbiyah dan ilmu keguruan tadris bahasa inggris.iain-tulungagun. retrieved from http://repo.iaintulungagung.ac.id/id/eprint/4428 anengsih, n. (2017). the implementation of treasure hunt games in learning english vocabulary at the first grade of smp n 1 waled. skripsi. english languange teaching departement of tarbiyah and teaching training faculty syekh nurjati state islamic institute cirebon. retrieved from http://repository.syekhnurjati.ac.id/2338/1/neng%20aan%20anengs ih-min.pdf aulia, a. (2013). the effectiveness of using think pairs share technique in teaching reading comprehension of descriptive text. thesis. universitas mahaputra muhammad yamin.. barkley, e., f. 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(2015). treasure hunt: regular category, junior high school. boston: world robot olympiad http://en.m.wikipedia.org/wiki/scavengerhunt linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1250 520 study analysis of chinese idiomlearning at indonesian high school lestari puspitaningsih 1 pppptk bahasakemendikbud jin xiaoyan 2 northeast normal university china lestaripuspitaningsih@gmail.com 1 submit, 13-05-2020 accepted, 30-06-2020 publish, 30-06-2020 abstract this study is aimed to determine the effectiveness of the application of learning chinese idiom at school. this also recognized the mastery of mandarin language teachers in chinese idiom. this research is used a quantitative descriptive method. based on the results of surveys and tests that have been carried out it is known that there are still many schools that do not implement mandarin language learning for basic competencies with the chinese idiom material. it can be concluded that the application of basic competencies related to mandarin idioms is still ineffective. thus in order for chinese idiom learning to be carried out properly, it is necessary to carry out the following matters, including teaching materials development, language teaching methodologies development, professional mandarin language teacher’s development, the development of adequate mandarin learning facilities. keywords: chinese idiom, teaching chinese as a foreign language, indonesian high school,chinese curriculum introduction language aside from being a tool in interacting and communicating, it is also a national identity or culture. language is used to convey a meaning, either in the form of a real meaning or figurative meaning in the form of idiom or proverbs.along with the economic development and the diplomatic relations between indonesia and china, the indonesian ministry of education and culture from the 2006 curriculum to the 2013 curriculum which is still in use today has included mandarin subject in the curriculum contents of senior high school of (sma/ma) with an allocation of 2-4 jp/week and it is adjusted to the conditions and policies of each school. mandarin learning is carried out in an integrated manner by developing four language skills namely 听 listening，说 speaking, 读 reading,and 写 writing. mandarin learning material learned by students refers to the basic competencies mailto:lestaripuspitaningsih@gmail.com1 2020. linguistics, english education and art (leea) journal 3 (2):520-537 521 that have been determined by the indonesian ministry of education and culture, one of which is the material on chinese idiom. the chinese idiom has an interagency function as advice or innuendo. learning chinese idiom also is the same as studying chinese culture. (于 青卿 2017) in her thesis entitled 对外汉语教学中的成语教学策略研究 --以 物质文化类成语为例（ research on idioms teaching strategy in teaching chinese as a foreign language）published by china jilin university explained that ― 成语，作为中国汉语言文化中一种重要的文化现象，不仅是现代汉语 词汇教学的重中之重，更是汉语学习者学习汉语的难点，物质文化史与人们 的生活息息相关的文化，是文化在物质上的表现形式，因此，物质文化类成 语蕴含着丰富的中华文化底蕴‖. according to her, chinese idiom is a cultural heritage. chinese idiom is important to learn because by learning chinese idiom not only learn about the vocabulary of mandarin but also learn chinese culture. then the more important thing is because chinese idiom is one of the hardest parts learned by foreign learners. so that chinese idiom must be learned in order to improve the language ability of chinese language learners. chinese language learning can be applied with various learning models. (mintowati 2017) explained alternative approaches and methods for mandarin learning in schools including direct learning with applied think pair share (tps) type method, mind mapping method and snowball throwing method. another studies from (novitasari & riani, 2017) showed chinese language learning using the practical communication methods can be increasing student competencies. mandarin language learning can also use the teaching material development model by first identifying and exploring learning needs and then analyzing the model and developing learning materials that fit for the student needs (adji, 2017). classroom activity also can be implementating by using dialogue method in daily conversation material in senior high school, this methods can be improved student daily conversation (ula, et.al, 2017). meanwhile, hidayati, et.al, (2017) revealed that mandarin is one of the most difficult languages learned, therefore he implements mandarin language learning by developing android-based learning media to attract students' interest and make learning easier. according to handoko, ( 2019), mandarin vocabulary learning can also be implemented using various applications including chinese skill learning applications, but teachers still have to design learning strategies to fit the competencies that they want to achieve. using various methods in applying mandarin language learning can increase student motivation. learning motivation is very important in learning a foreign language. based on studies conducted by (domos, 2018), it is known that the factors that influence learning motivation are parents 'encouragement, the 2020. linguistics, english education and art (leea) journal 3 (2):520-537 522 environment, factors of future needs and factors of teachers' pedagogical ability to deliver material. with the high motivation to learn and the use of varied learning methods, chinese idiom learning can be implemented well. the chinese idiom is often used in daily conversation, besides using idiom in communicating using mandarin shows a person's level of mandarin (罗宁, 2015). an international curriculum of mandarin teaching for foreign speakers publish by hanban/confucius institute headquarters, as a public institution affiliated with the chinese ministry of education, chinese idiom are taught in stages according to the level of language. (赵思维, 2019) explained that according to the chinese language proficiency standard curriculum for the mastery of vocabulary and literacy, the total number was 8822 and there were 135 chinese idiom, with a 1.5% percentage of the total vocabulary.while the total vocabulary in the level 6 curriculum for mandarin ability test (hsk) is 5000, including 113 chinese idiom with 2.3% percentage. the number of chinese idiom is very large and dominated by using figurative language.this has caused mandarin learners to experience difficulty in learning chinese idiom. mastering chinese language is very much needed in order to make it easier for teachers to master and teach chinese idioms. hsk as an international standard test of mandarin language skills has six levels where level 6 is the highest level. the new hsk basic level could be as a target competency in mandarin language learning specially in middle school (budianto, 2015) also in his another article (budianto & laurencia, 2014) explaind that new hsk could also be one of measurement tools for curriculum need analysis. meanwhile, that there are still many mandarin language teachers whose level of language is not equivalent to hsk 3 (puspitaningsih, 2018). 赵文阁 (2016) in article tittled―对外汉语教学中的成语教学研究‖ explain several problem when implentating teaching chinese idioms for foreign students including the foreign student language competency level. liu & yao (2017) explained that chinese idioms are mostly four – character phrases and are called quadra-syllabic idiomatic expressions (qies) are found to pose the most difficulty to learn. 薛瑛 (2019) is explored and find the resolve in teaching chinese idiom for foreign students including using various method including explore new words and practice using chinese idiom in a dialog. another method can be applied in chinese language learning specially chinese idiom is through storytelling method (li & hew 2017) or (hu, et.al 2016) which conduct chinese idioms educational games in tcfl based on virtual reality, especially applied to chinese idioms that contain stories and proven to be able to further enhance students' understanding of the meaning of a chinese idiom. 2020. linguistics, english education and art (leea) journal 3 (2):520-537 523 there are another related research about chinese idiom in indonesia that are still limited in the term in linguistics research as among others like the research that has been done by darwis, et.al, (2019) about analysis of the chinese idiom meaning containing 4 elements of the human body part. likewise, the article compiled by bella & ina (2019) that analyzed the meaning of numbers six, seven, eight, nine, ten in mandarin idiom. accordingly, until now, no one researchers has done any research related to learning chinese idiom in indonesia, especially in senior high school.this research will explore information including: first, to find out the extent and how to learn chinese idiom is implemented in high schools in indonesia in accordance with the demands of the basic competencies listed in the 2013 curriculum. this is because the mandarin language is just beginning to be learned by students in high school so that it can be ascertained that the initial ability of mandarin students is at a basic level. secondly, this research will also explore information about the extent of the understanding and mastery of mandarin language teachers of chinese idiom especially on chinese idiomthat has been specified in the basic competencies that must be taught to students.third, this study will also measure the effectiveness of the basic competencies of the chinese idiom material on improving mandarin language skills for the students. literatur review chinese idiom ―《现代汉语大词典》对―成语‖的定义是―第一，成语是习用的古语。 第二，成语是指长期习用、结构定型、意义完整的固定词组。大多有四字组 成‖ (中国社会科学院语言研究所词典编辑室编 2005)。成语 chéngyǔ in the large chinese dictionary explained that has two meanings. first, 成 语 chéngyǔor idiom is an ancient language that is commonly used.the second meaning is that language which has long been commonly known and used by the community has a standard structure and complete meaning. 黄 伯 荣 huángbóróngand 李 炜 lǐwěi in the book 《 现 代 汉 语 xiàndàihànyǔ》explained ―成语指人们长期习用、书面色彩较强的固定短语‖ idiom is a standard phrase that has been used for a long time by people and has a strong written language color. meanwhile 徐阳春 xúyángchūn and 刘小川 liúxiǎochuānin the book《现代汉语 xiàndàihànyǔ》explained that 汉语成语 hànyǔchéngyǔor chinese idiom came from several aspects:（1）出自古代的神 话，derived from ancient myths;（2）出自寓言故事，derived from allegorical stories (3）出自历史故事，derived from historical stories（4）出自古代的诗 2020. linguistics, english education and art (leea) journal 3 (2):520-537 524 文语句，derived from ancient poetry 5）出自人民群众的口头俗语, derived from the oral expressions of the people that continue to be used today.(黄伯荣、 李炜主编 2018) in the cambridge dictionary explained ―idiom has two meaning, first is a group of words in a fixed order that have a particular meaning that is different from the meanings of each word on its own. second meaning of idiom is the style of expression in writing, speech, or music that is typical of a particular period, person or group‖(cambridge university press 2020). idiom in the american dictionary can also be interpreted as ―a group of words whose meaning considered as a unit is different from the meanings of each word considered separately‖ a group of words whose meanings are considered as one unit which is different from the meaning of each word considered separately. according to the book 现 代 汉语 通论 ( 邵 敬敏 2016)explained that chinese idiom has characteristics, as follows:（1）结构的凝固性，成语结构的 凝固性主要表现在成语字数、构成成分和结构关系的固定性。the chinese idiom has a standard structure that cannot be changed, can be viewed in the number of han characters, consisting mostly of four han characters such as 自相 矛盾 zìxiāngmáodùn,爱不择手 àibùzéshǒu，不择手段 bùzéshǒuduàn etc. but as for 成 语 which consists of more than four such us 坐 山 观 虎 斗 zuòshānguānhǔdòu, 四海之内皆兄弟 sìhǎizhīnèijiēxiōngdì, etc.,2）史的传统, 大多数成语沿袭自神话寓言、历史故事、诗文语句或口头俗语、具有历史的 传承性。most of the 汉语成语 hànyǔchéngyǔor chinese idiomderived from mythical tales 画蛇添足 huàshétiānzú（《战国策.齐策》）, historical stories 闻 鸡起舞 wénjīqǐwǔ（《普书.祖逖书》）, poetry 子虚乌有 zǐxūwūyǒu（《汉. 司马相如《子虚赋》》）or verbal proverbs 指手画脚 zhǐshǒuhuàjiǎoand had a legacy of hereditary history.the formation origin story of the chinese idiomthat better known as 成语故事 chéngyǔgùshì, for example:自相矛盾自 that literally has meaning 自 zì (self) 相 xiāng(mutual) 矛 máo (spear)盾 dùn(shield). this chinese idiom came from a story in ancient times, in the past there was a seller of spears and shields in the market who was screaming offering his trade. "my spear is the sharpest spear, there isn't a single shield in the world that can hold it."then he also shouted promoting his shield, "my shield is the best shield in the world, not a single spear in this world is able to penetrate it." people in the market also laughed at him because his words were conflicting. the greatest shield met the greatest spear, this is what is called a contradiction.(shin, 2009) chinese idiom 自相矛盾 zìxiāngmáodùnhas so far been used as a figure of 2020. linguistics, english education and art (leea) journal 3 (2):520-537 525 speech for something contractual,（3）意义的整体性，成语的意义通常不能从 构成成分的意义引导出来，不是构成成分意义的简单相加，而是在各个成分 表面意义的基础上经过整合、概括、引申而得出的新的整体意义。 the meaning of 汉语成语 hànyǔchéngyǔor chinese idiom cannot be interpreted from the literal meaning based on the meaning of each character contained in the 成 语 chéngyǔ, but rather the meaning of an integrated and generalized relationship as a whole becomes a new meaning,（4）习用的民族性, 一种民族 语言的成语在形成和使用上往往与该民族的历史背景、自然环境、经济生活、 文化传统、风俗习惯、思维方式和心里状态等息息相关，因此，具有很强的 民族性。the formation and use of 汉语成语 hànyǔchéngyǔor chinese idiom in a language is often closely related to the historical background, natural environment, economic life, cultural traditions, customs, ways of thinking, and personality of the nation. therefore chinese idiomhas the characteristics of a nation's habits so that it cannot be fully translated into other languages, but must be paired with other language idioms that have the same meaning or explain its meaning. chinese language curriculum in indonesian high school referring to the 2013 curriculum, mandarin is one of the foreign languages of choice studied in senior high school (sma/smk/ma) in indonesia in addition to japanese, arabic, french and german. the core competencies and the basic competencies of mandarin language and literature in senior high school (sma/ma) are regulated in permendikbud number 24 of 2016 attachment number 54 which is then updated in permendikbud number 37 of 2018.one of the materials that must be studied by senior high school student is chinese idiom. this is written in the basic competence of grade xi on kd-3.10 is "interpreting narrative texts in the form of folklore and/or origin of chinese idiom. this is in accordance with the context of its use by taking into account social functions, text structures, and linguistic elements. while the basic competence of class xi on ki-4.10 is "explaining the meaning in narrative text in the form of folklore and/or origin of chinese idiom, by paying attention to social functions, text structure and linguistic elements, and in accordance with the context‖.(kemendikbud, 2016) in the 2013 curriculum content of senior high school (sma/ma) mandarin language and literature subjects published by the research and development board of the curriculum and book center of the ministry of education and culture in 2017, it was explained that the material descriptions in kd 3.10 and 4.10 are various folklore such as 山伯英泰 shānbóyīngtài、孙武公 sūnwǔgōng、 孟姜女 mèngjiāngnǚ,、花木兰 huāmùlán，白蛇传 báishéchuán. meanwhilethe origin story of chinese idiom written 5 pieces of chinese idiom, among others are 2020. linguistics, english education and art (leea) journal 3 (2):520-537 526 井底之蛙 jǐngdǐzhīwā、画龙点睛 huà long diǎnjīng、塞翁失马 sàiwēngshīmǎ、 拔苗助长 bámiáozhùzhǎng、半途而废 bàntú'érfèi. in one of the learning units for the continuing professional development program (pkb) through the improvement of learning competencies (pkp) based on the zoning of mandarin subjects for senior high schools (sma) entitled 中国民 间与成语故事 folkloreand chinese idiom discusses four chinese idiom that are 自 相 矛 盾 zìxiāngmáodùn 、 拔 苗 助 长 bámiáozhùzhǎng 、 塞 翁 失 马 sàiwēngshīmǎ、滥竽充数 lànyúchōngshù. the learning unit was arranged by the ministry of education and culture through the directorate general of teachers and education personnel as a reference example in carrying out classroom learning which in its implementation can be developed again by the teacher. research method design designing surveys and tests in the form of multiple choice which can be done online through the address http://www.kaoshiyun.com.cn/exam. surveys and tests are carried out simultaneously on the site, given a time limit of 20 minutes with a total of 20 questions and a passing grade of at least 65. each ip address that is locked can only do one time so as to minimize duplication of data and results can be more valid. survey questions include 10 questions: (q1) name; (q2) whether the respondent is a senior high school mandarin teacher; (q3) does the respondent teach in national schools; (q4) teaching materials used by respondents in carrying out learning; (q5) chinese language level according to hsk 1 to 6 level which is controlled by the respondent; (6) level of language of students in schools which is basic, intermediate, advance or variation; (q7) whether the respondent masters in chinese idiom that is specified in basic competencies in mandarin; (q8) whether the respondent teach the material of chinese idiom at school; (q9) asking respondents to write down chinese idiom that are normally taught to students could be 1 or more chinese idiom; (q10) asking respondents to write down their reasons if they do not implement chinese idiom at school. the multiple choice test material consists of 10 chinese idiom, as follows: (1) 井底之蛙 jǐngdǐzhīwā；（2）拔苗助长 bámiáozhùzhǎng；（3）半途而废 bàntú'érfèi；（4）塞翁失马 sàiwēngshīmǎ；（5）画蛇添足 huàshétiānzú； （6）画龙点睛 huà long diǎnjīng；（7）盲人摸象；（8）亡羊补牢 wáng yang bǔláo；（9）自相矛盾 zìxiāngmáodùn；（10）狐假虎威 hújiǎhǔwēi. this chinese idiomaboveare in the basic competency of 5 mandarin subjects; chinese idiom contained in the pkp module are 2 idioms; chinese idiom that is http://www.kaoshiyun.com.cn/exam 2020. linguistics, english education and art (leea) journal 3 (2):520-537 527 similar contained in story books; chinese idiom is containedas many as 3 pieces as enrichment material. test questions using mandarin and consist of 5 question indicators, specifically (1) able to determine what is included in chinese idiomas much as 5 questions; (2) presented one sentence, respondents were asked to determine the exact of chinese idiom used in the sentence as many as 5 questions;(3) presented a chinese idiom,respondents were asked to determine the meaning of the chinese idiom as many as 5 questions;(4) presented an origin story of a chinese idiom, respondents were asked to determine chinese that compatible to the story as many as 4 questions; (5) presented matching option of chinese idiom withbahasa indonesia, respondents were asked to determine the correct equivalent of chinese idiom inbahasa indonesia in 1 question. implementation disseminating surveys and tests that have been prepared through the whatsapp group of mandarin language teachers throughout indonesia. analysis processing and analyzing the results of surveys and tests that have been collected. result making the conclusion and providing the feedbackin the form of suggestions. findings from surveys and tests that have been distributed, there were 73 chinese respondents who took the survey and tests, but there were 6 respondents who did not teach in high school; 5 respondents had no test results; 3 respondents did not complete the survey so that valid data collected were 59 respondents. tabel 1.survey and test result question testresu lt q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 1 √ √ 博雅 5 b x √ 0 difficult 95 2 √ x 汉语 6 b 一般 x 1 difficult 90 3 √ x 汉语 5 b x √ 0 not important 80 4 √ √ 华文 6 i x x 0 difficult 80 2020. linguistics, english education and art (leea) journal 3 (2):520-537 528 5 √ x 小学华 文 6 v √ √ 8 difficult 80 6 √ x 汉语 5 v x √ 0 no time 80 7 √ x 汉语 1 b x x 0 difficult 75 8 √ √ 汉语 6 b √ √ 2 75 9 √ x 成长 6 b x √ 0 student mandarin levelisnot enough 75 10 √ x 华语 5 b x √ 0 70 11 √ x 汉语 5 b x x 0 there is no chinese idiom material in the textbook 70 12 √ x 自己 5 b x x 0 difficult 70 13 √ √ 汉语 5 b 一般 x 1 student mandarin levelisnot enough 65 14 √ x 梅花 4 b x x 0 difficult 65 15 √ x 汉语 5 i 一般 √ 0 difficult 65 16 √ x 华语 6 b √ √ 1 60 17 √ x 汉语 5 b √ √ 0 difficult 60 18 √ √ 当代中 文 4 b x x 0 not important 60 19 √ √ 学习汉 语很容 易 1 b x x 0 difficult 60 20 √ x 自编 3 b x x 0 teacher mastery of chinese idioms is not enough 60 21 √ √ hsk 6 b x x 0 teacher mastery of chinese idioms is not enough 60 22 √ x 华语 1 b x x 0 difficult 55 23 √ x hsk 4 b x x 0 difficult 55 24 √ x hsk 4 b x √ 0 difficult 55 25 √ √ 自编 2 b x x 0 there is no chinese idiom material in the textbook 55 26 √ x 华语 5 v √ √ 1 50 27 √ √ hsk 4 b x x 0 difficult 50 28 √ x 自编 4 i x x 0 difficult 50 29 √ x 轻松学 汉语 5 b x √ 0 there is no chinese idiom material in the textbook 50 30 √ x 自编 1 b x √ 0 difficult 50 31 √ x 学习汉 语很容 4 b x x 0 there is no chinese idiom material in the textbook 50 2020. linguistics, english education and art (leea) journal 3 (2):520-537 529 易 32 √ √ 华语 4 b x x 0 difficult 45 33 √ √ 华语 3 b x x 0 teacher mastery of chinese idioms is not enough 45 34 √ √ 博雅 5 b x x 0 difficult 40 35 √ √ 博雅 5 b x x 0 teacher mastery of chinese idioms is not enough 40 36 √ x 汉语 3 b x x 1 difficult 40 37 √ √ 快乐汉 语 1 b x x 0 difficult 40 38 √ √ 自编 3 b x x 0 there is no chinese idiom material in the textbook 40 39 √ x 自编 3 b x x 0 difficult 35 40 √ √ 自编 4 b x x 0 difficult 35 41 √ √ 自编 4 b x x 0 difficult 35 42 √ √ 汉语 3 b x x 0 difficult 35 43 √ √ 博雅 3 b x x 0 difficult 35 44 √ x 当代汉 语 4 b 一般 x 2 not important 35 45 √ √ 成功之 路 3 b x x 0 difficult 35 46 √ √ 华语 3 b x x 0 difficult 35 47 √ √ 汉语 5 b x x 0 difficult 30 48 √ √ 汉语 3 b x x 0 difficult 30 49 √ √ 博雅 3 b x x 0 teacher mastery of chinese idioms is not enough 30 50 √ x 汉语 4 b x x 1 difficult 30 51 √ √ 发展汉 语 4 b x x 0 teacher mastery of chinese idioms is not enough 30 52 √ √ 自编 3 b x x 0 difficult 25 53 √ √ 自编 3 b x x 0 difficult 25 54 √ √ 博雅 5 b x x 0 teacher mastery of chinese idioms is not enough 20 55 √ √ 中文 3 b x x 0 difficult 20 56 √ √ 自编 3 b x x 0 teacher mastery of chinese idioms is not 20 2020. linguistics, english education and art (leea) journal 3 (2):520-537 530 enough 57 √ √ 自编 5 b x x 0 difficult 20 58 √ √ 自编 2 b x x 0 there is no chinese idiom material in the textbook 20 59 √ √ hsk 3 b x x 0 difficult 10 based on the result analysis of the survey answers, it can be known several things as follows: graph 1 school that implement chines idiom learning according q8 it is known that from 59 respondents, only 14 respondents carry out learning chinese idiomatschool, while there are 43 respondents never implementing learning chinese idiom at school, 2 respondents carry out learning chinese idiombut not in accordance with the chinese idiom that have been set in the basic competencies. graph 2 reason not chines idiom learning 0 20 40 60 apply not apply schools that implement chinese idiom learning 7% 49% 14% 5% 2% 5% 18% the reason not implementing chinese idiom learning 2020. linguistics, english education and art (leea) journal 3 (2):520-537 531 from 43 respondents who did not carry out learning chinese idiom in school can be known as many as 49% of respondents argued that chinese idiomwas too difficult to learn, 18% of respondents wrote that they were not good enough in chinese idiom, 5% of respondents wrote that student mandarin level was not good enough to learn chinese idiom,14% respondents reasoned that there was no material of chinese idiom in the book that was used in learning mandarin in school, 2% of respondent wrote down because of the lack of time allocation, 5% of respondents said they don't use chinese idiom too often because its not too important to learn chinese idiom,and 7% of respondents did not write down the reason for not implementing the learning of chinese idiom in school. graph 3 chines language level of student 53 of respondents revealed that the level of mandarin in school students is at the initial or basic level. only 3 of respondents said that their students were in the middle level. while 3 of other respondents revealed that the level of language students in their schools varied between elementary and secondary levels. graph 4 hsk level of mandarin teachers 0 20 40 60 basic intermediate variation chinese language level of student 0 5 10 15 20 hsk 6 hsk 5 hsk 4 hsk 3 hsk 2 hsk 1 hsk level of mandarin teachers 2020. linguistics, english education and art (leea) journal 3 (2):520-537 532 the mandarin language level of the respondents varies, 7 respondents have hsk level 6, 16 respondents are at hsk level 5, 13 respondents are at hsk level 4, 16 respondents are at hsk level 3, 2 respondents have hsk level 2 and 5 respondents are at the hsk 1 level. graph 5 mandarin textbooks used in high school the teaching materials used vary, at least there are 16 teaching materials written by respondents,as follows: (a) hsk 标准课程 level 1 – 2 hsk biāozhǔnkèchéng level 1 – 2 which also called hsk standard course level 1-2; (b)中文 zhōngwén; (c) 华文 huáwén; (d) 华语 huáyǔ；（e）博雅 bóyǎ; (f) 发展 汉 语 fāzhǎnhànyǔ / developing chinese; (g) 学 习 汉 语 很 容 易 xuéxíhànyǔhěnróngyì / learn chinese is easy; (h) 小学华文 xiǎoxuéhuáwén / chinese in primary school; (i) 当代中文 dāngdàizhōngwén / contemporary chinese; (j) 快 乐 汉 语 kuàilèhànyǔ / happy chinese; (k) 成 功 之 路 chénggōngzhīlù / the road to success; (l) 长城 chángchéng great wall; (m) 梅 花 méihuā / plum blossom; (n)汉语 hànyǔ; (o) 轻松学汉语 qīngsōngxuéhànyǔ / easy to learn chinese; (p) written by theirself. 0 5 10 15 a b c d e f g h j j k l m n o p mandarin textbooks used in high school 2020. linguistics, english education and art (leea) journal 3 (2):520-537 533 graph 6 chinese idiom test results while based on test results it can be seen that there are 3 respondents who scored 65, 21 respondents who scored greater than 65, while 35 other respondents scored less than 65. discussion based on the results of surveys and tests that have been carried out it is known that there are still many schools that do not implement mandarin language learning for basic competencies with the chinese idiom material. the mastery of the chinese idiommaterialis directly proportional to the level of language possessed by someone.based on the research results above, it can be concluded that the application of basic competencies related to mandarin idioms is still ineffective. this is motivated by four main factors, namely (1) the level of difficulty of the vocabulary used in chinese idiom is a vocabulary for intermediate-high level linguistics so that chinese idiom are very difficult to understand and understand. (2) the level of mandarin language skills of students who are at the basic level and the minimal allocation of time for learning mandarin. (3) lack of mastery level in chinese idiom or mandarin idioms by teachers of mandarin language teachers so that teachers experience confusion in applying the basic competencies. (4) the unabailability of chinese textbooks that are in accordance with basic competencies. there are still many limitations making learning chinese in this case is learning of chinese idioms still ineffective, therefore, fostering and developing chinese language learning as a foreign language still needs to be carried out in order to improve the quality of mandarin learning in schools to conform the standards set by the ministry of education and culture. (sutami 2016) on her journal explained guidance in order to improve the quality of mandarin language teaching that can be carried out are, namely: (1) curriculum development; (2) development of teaching materials that fit the needs of student and development of language teaching methologies; (3) the development of professional mandarin 10 20 25 30 35 40 45 50 55 60 65 70 75 80 90 95 1 3 5 7 9 11131517192123252729313335373941434547495153555759 chinese idiom test result 2020. linguistics, english education and art (leea) journal 3 (2):520-537 534 teaching staff; (4) the development of adequate mandarin teaching facilities; (5) utilization of information technology in mandarin. thus in order for chinese idiom learning to be carried out properly, it is necessary to carry out the following matters: teaching materials development textbooks are not the only teaching material, but textbooks are the most important teaching materials in learning. many teachers still depend on the material contained in textbooks. teachers use textbooks for various purposes, mainly as a resource for content and for assigning assignments and exercises (rachmawati, 2017). based on the survey results above, there are several respondents in this case is mandarin teachers who carry out learning accordance with the material contained in the books not accordance for the basic competency that has been set by the ministry. the absence of textbooks that are in accordance with the existing basic competencies, this is one of the constraints of chinese idiom material not properly implemented. so it is very necessary to have a textbook as teaching materials development that is suitable for students' needs which are contained material fit with the basic competencies. language teaching methodologiesdevelopment based on the survey results, chinese idioms did not applied in the school also caused the respondent feel that chinese idiom is too difficult to teach. the difficulty of teaching chinese idioms is because respondents lacked exploring learning methodologies.learning chinese idioms is difficult for foreigners in teaching chinese as a foreign language (tcfl) but it is important to learn. the application of learning chinese idioms need to circumvented using varied methods and media to attract student’s interests as well as facilitate student more eassy to understand chinese idioms. the methods used include storytelling. storytelling has the ability to deliver messages and information to the audience easly and effectively. (li, et.al, 2016) according an article entittled―better learning of chinese idioms through storytelling : current trend of multimedia storytelling‖ which explain that form the results obtained, can be seen that the use of story telling has facilitated the non-native novices to study chinese idioms as well as to echance their learning interest towards the chinese language. the writer also introducing multimedia storytellg prototype (msp) (li & hew, 2017) professional mandarin language teacher’s development the level of professionalism of mandarin language teachers can be measured through the level of language, in this case with the hsk tes.hsk consists of six levels where level six is the highest level. hsk 6 is designed for learners who can already read chinese newspapers and magazines, are able to 2020. linguistics, english education and art (leea) journal 3 (2):520-537 535 write and deliver long enough mandarin speeches, and can easily understand all information conveyed fluently in chinese both oral and written. the number of vocabulary that must be mastered is 5000 vocabulary, which is equivalent to the number of vocabularies learned after taking the level of mandarin education strata 1 (budianto & laurencia, 2014). in the standard vocabulary curriculum books for the hsk 6 mandarin language test level, founded that five of six chinese idiom in the basic competencies of mandarin senior high school (sma) subjects was study in hsk level 6 inculuding 拔苗助长、半途而废、塞翁失马、画龙点睛、自相矛盾. meanwhile, based on the survey results above it is known that respondent mandarin language level is still varied, not all the teachers had hsk level 6, still have some teacher even don’t have hsk.in order to create a professional mandarin language teacher’s, it is necessary to continue to increase the linguistic level to be equivalent to hsk 6, by attending the mandarin language training which is held by the government or by independent learning so that it can become a professional mandarin language teacher. the development of adequate mandarin learning facilities learning facilities are equipment that are directly used and support the learning process, such as buildings, classrooms and learning tools. judging from the fuction and role in the teaching and learning process, learning tools can be divided into leraning tools and teaching aids. (nasrudin &maryadi, 2018) information technology also can be part of mandarin learning tools and teaching aids. utilization of information technology in learning chinese idioms can include films/videos related to the origin of an chinese idiom and can even use virtual reality. the vr educational game should be a good choice to solve the problem with education, entertainment and high immerse. vr chinese idioms educational game can enhance most of the learners understanding intense interest. (hu, et.al, 2016) conclucion learning mandarin with the material of chinese idiomis still very minimal at school.many obstacles are encountered in carrying out learning mandarin of chinese idiom partly due to the vocabulary contained in chinese idiom. where there is a difficult and figurative vocabulary so that mastery of the vocabulary or level of mandarin is required in understanding chinese idiom. it can be concluded, that the effort on the basic competencies related to chinese idiom can still be applied in learning, so it is necessary to increase understanding and mastery in relation to chinese idiom by the teacher first. besides, in order for chinese idiom learning to be carried out properly, it is need to do the effort including teaching 2020. linguistics, english education and art (leea) journal 3 (2):520-537 536 materials development, language teaching methodologies development, professional mandarin language teacher’s development, the development of adequate mandarin learning facilities. references adji, f. 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(2016). 现代汉语通论. 上海: 上海教育出版社.黄伯荣、李炜主编. 2018. 现代汉语(第二版）. 上海: 北京大学出版社. linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1253 486 improving the students’ listening comprehension through aural-oral language approach sujariati universitas muhammadiyah makassar yatisujar@gmail.com submit, 16-05-2020 accepted, 30-06-2020 publish, 30-06-2020 abstract this research aimed to know the effectiveness of using aural-oral approach to improve the students‟ listening comprehension, and to know the students‟ activeness toward teaching learning process through aural-oral approach at the eleventh grade students of sman 1 makassar. two cycles had been conducted, where each cycle consisted of four meetings. it implemented aural-oral approach as an approach to improve the students‟ listening comprehension and employed listening test as instrument. a number of subjects of the research were 16 students. it is consist of 9 women and 7 men. the researcher took real data from the school to know the students‟ listening comprehension. the students‟ mean score of listening achievement at d-test was 50.69, at the cycle i was 65.28 and at the cycle ii was 75.93. the result of the student's listening test in cycle ii had improved in significant score, where the means score of students in distinguish phonemes was 87.5, in understanding statement was 50, and in understanding dialogue was 90.28. it means that the students‟ mean score at the cycle ii was 75.93 reached the target score 75 and the students‟ activeness toward teaching learning process by using aural-oral approach was improved. it can be seen from the observation result of the students‟ activeness in the classroom from the first meeting at the first cycle until at the last meeting in cycle ii always grow up. it could be stated that the research was successful. keyword: listening comprehension, aural-oral approach, student‟ listening, student‟s activeness introduction listening is one of english skill and english study that is quite difficult for students at senior high school. the lack of interest and motivation of the students is one of the problem in studying it. it may be caused by the methods and techniques that are not suitable with the students‟ need or the students‟ interest. of course it can be the serious problems for the students. as the result, they are not enthusiastic in learning english and it can influence their achievement such as in listening comprehension. the skills in listening comprehension also should be separated in mailto:yatisujar@gmail.com 2020. linguistics, english education and art (leea) journal 3 (2):486-505 487 testing or teaching in order to reach the good achievement in listening comprehension. based on the information from an english teacher of sman 1 makassar through observation to the teaching learning process in the classroom, especially at the eleventh grade, the students' achievement in listening comprehension is low. as a value observation in the classroom the students‟ score is about 5, in the last semester the students score between 50 – 65 while the kkm is 70. this score is as a category poor. it is because the students seldom practice listening in teaching-learning process but they tend to focus on writing and grammar. therefore, i want to overcome this problem until the students get a good achievement by using an approach that related to the student‟s problem has been talked. as long some approaches had been applied to improve the students‟ listening comprehension at the school, but those approaches still weak, in the other words those approaches are not significant to improve the students‟ achievement in listening comprehension. in this case the i would like to introduce an approach that is assumed to be success to improve the students‟ listening comprehension. it is called auraloral language approach. according to buck, (2001) in aural-oral language approach is a method to the teaching language that emphazise on mechanical drills and repetition. it focuses on mechanical repetition through the use of oral drills lead also to complete neglience of creative use of language and cognition. buck (2001) states during world war ii the american military need a quick and effective way to teach foreign language skills in order to understand the oral communication of the enemy. then they arrange the programs of second language teaching field back to focusing on teaching listening and speaking skills. the programs developed by the american structural linguistics of the 1940‟s then relied heavily on oral drills and substitution practice in order to form these speaking habits among language students. the result was aural-oral approach that became known as the audio-lingual method (buck, 2001). drilling is a key feature of audio-lingual method as the result of aural-oral language approach to language teaching which placed emphasis on repeating structural patterns through oral practice. there are some good points that teachers may find when they use aural-oral method in their teaching, namely: (1) the classroom activity, which is the teacher‟s centered so that it makes the teacher easier to manage the students (2) the usage of the target language in the classroom, which is meant to make the students have the same abilities that the native speakers have (3) the classroom activity, which focuses on pattern drills so that the teacher only gives brief explanation, and focus on oral skills leading to good pronunciation and speech (larsen et al., 2018). refers to several years ago, some studies by some researchers had done research dealt with listening skill through aural-oral approach. absolutely, there were some differences with that such as the research design, sample, and methodology, then the findings. some researches namely, kayalar, (2017) with focused 2020. linguistics, english education and art (leea) journal 3 (2):486-505 488 on investigating the effect of auditory learning listening. which had found that using aural – oral intensively could help the students to increase the students memory. then gilakjani & ahmadi, (2011) findings based on the review of the literature along with analysis of the data are of great significance and can be advantageous to improve efl learners' english listening comprehension skill. agulló & bueno-alastuey (2017) with their study examines oral/aural competence in the most commonly used course books for writing and listening in the second year of baccalaureate in spain. then the result findings showed that the proportion of tasks1 and task 2 devoted to oral/aural and written skills was similar. other research dealt with the application of aural-oral approach come from gilakjani & sabouri, (2016) which focused on "spoken english" courses was higher in the case of the experiment group in which the computer was used as an aided tool for teaching. moreover, for international school, the method was implemented by one researcher (itticharoenporn, n.d. 2014) the study investigated teachers, parents, and students perceive informal speaking and listening in situations such as pair work, small group discussion, out-of-class study groups to communicate with teachers. then namaziandost & nasri, (2018), explored the impacts of audio-visual aids among iranian pre-intermediate efl learners on teaching listening. the study indicate that using audio-visual aids can help efl students grow their understanding of. the other research from huang, (2019) also have investigated the progressing of students listening by doing a research which focus on how to teach aural english more effectively where the findings of the research there was significant improvement of listening achievement by using aural english teaching that involves the teaching patterns, teachers‟ and students‟ roles in class and the correlation between exams and development of abilities. other research also from ahmadi & seyedeh, (2016) with the same skill of listening and only focuses on the importance of listening comprehension in language learning through effective aural-oral-audio. then finally, research from abduh, (2016) also did research used aural-oral method in listening skill in different design. the research was to help the teachers in teaching listening to students, teachers may use an interesting teaching method to present their teaching materials that also help them in creating a fun class. after conducting the research, the students‟ means score showed the improvement in cycle 2. it is concluded that using audio-lingual could help to improve students‟ listening comprehension. it means that, aural-oral approach had improved the students listening comprehension effectively. the use of aural-oral approach is very interesting, so not only two or three expert‟s interested in but also other people like teacher, lecturer, and students. furthermore, the method had been applied not only for national school but also international school. based on the previous findings above, participated aural-oral method is a good way of recent concerns in teaching and learning foreign language education that has generated a stronger focus on listening in the classroom. the method is one of the necessities of teachers to teach through aural english more 2020. linguistics, english education and art (leea) journal 3 (2):486-505 489 effectively so as to improve students‟ aural ability. all the findings above showed that the method was effective and produced many advantages for teaching and learning english in the classroom. however, all the previous studies only focused on listening skill and achieved the data through descriptive qualitative and experimental design. while in this research, it focused on statement dialogue of listening achievement and the effectiveness the students in learning listening by using the method. besides, the implementation of the aural-oral approach is by action research which involved an activities in the process. essentially, this research is very effective than other research because i applied aural-oral approach by integrating listening with teaching activities so the activities in aural-oral approach in this research is make different and more valuable than the other research. through the activities, students mix up with accurate aural perception can often reproduce sounds they hear without having the slightest idea of what the words mean. the action research applied with repetition to make sure the maximal act to be perfect outcome. however, student face more complex the material is reproduced, the more difficult it is to repeat it accurately without understanding but it does not mean that the students could not do it. besides, the students is very enthusiastic and enjoyable. furthermore, the most important thing with this research is some useful practices had obtained by the use of pair-work or group-work (students take turns to repeat it). all the activities through aural-oral diversify the patterns of class and improve students‟ aural abilities. finally, this research is valuable and very useful for students, teachers, and readers. this research gives greater and more contribution to teaching english as foreign language (tefl). therefore, this research need to do to cover the lack of the previous research. literature review the concepts of aural-oral language approach aural-oral language approach is an approach to the teaching language that emphazise on mechanical drills and repetition. it focus on mechanical repetition trough the use of orall drills lead also to complete neglience of creative use of language and cognition. (butler, 2017) says that in the united states, the oral/aural approach is historically the oldest. oral is approach of deaf education have believed that deaf children are best served by instruction in lip-reading, in maximum use of residual hearing (through amplification and auditory training), and in articulation to improve speech. aural-oral communication places the emphasis on the use of speech, residual hearing and in some cases, speech reading (lip-reading.) early identification of hearing loss, consistent use of optimal amplification during all waking hours, assistive listening devices or use of cochlear implants is critical to following this philosophy since the child needs to understand the spoken word. the student, for its 2020. linguistics, english education and art (leea) journal 3 (2):486-505 490 part continually attempts to mimic what the teacher said. each day, as the young child matures, it makes rapid progress in comprehending what the mother says, and it reproducing what it hears. first one and two word utterances and then progressing on to phrases of several words and finally complete sentences. zulfiqar, (2015) notes in language classes at these centers the native speaker instructors would say a word, phrase, or sentence and then have the students in the class say the same word, phrase, or sentence aloud, both individually and as a group. then the native speaker instructor will say the same word, phrase, or sentence again, and have the students say it again aloud. this process is repeated until all of the students in the class can say a given word, phrase, or sentence with more or less the same pronunciation and speed as the native speaker instructor. then the teacher will go on to the next word, phrase, or sentence in a lesson and repeat the whole process again. in the highly intensive programs (usually at least five hours a day of classroom teaching and in classes with a small number of students and under the quite regimented condition in the military language schools, this method works quite well, and thousands of military personnel are trained to speak a second language in fairly short period (zulfiqar a. bin tahir, 2015). kinds of aural-oral language approach there are three kinds of this approaches are as follows butler (2001). 1. auditory-oral approach a. this approach combines speech, use of residual hearing and speech reading. b. this approach is more traditional of the auditory verbal/oral approaches. c. the student will be trained to use his or her hearing and develop expressive speech. d. pure oral strongly emphasizes no signing and speech is the only acceptable means response. e. the goal of this approach is to have the student mainstream into the students‟ regular school after having completed an oral deaf or hard of hearing special education program. 2. auditory-verbal approach a. although the auditory-oral emphasize speech-reading, this method does not. b. the student is taught to listen first and is not required to look at the speaker‟s mouth for information. c. often, the student is mainstream from the start in a typical preschool rather than a special self-contained oral program. 2020. linguistics, english education and art (leea) journal 3 (2):486-505 491 d. this method emphasize the increase like hood that student, hard of hearing, can be educated to use even minimal amounts of residual hearing permits these students to learn to listen, process verbal language, and to speak. e. with this method, disadvantages that are connected with dependence on speech-reading are eliminated. 3. auditory training a. auditory training is teaching person with a hearing impairment how to use the residual or remaining hearing that is available to them with the goal of maximizing use of speech and non-speech cues. in developing an approach to auditory training, it is important that the clinician consider the amount of hearing that the client has. b. clients with aided hearing levels in the mild to moderately severe hearing range will work on sound discrimination skills. c. clients with aided hearing levels within the severe to profound hearing loss range will improve the detection of sounds, particularly environment sounds. therefore, the person may develop at least a functional use of hearing. d. the emphasized is on the auditory skills that may be delayed or missing altogether. the strategies of using aural-oral approach in the classroom these are some strategies that can be used in teaching language based on listening comprehension through auraloral language approaches: 1. attend out-of-class events or being an overly active listener 2. listening for key words that carry the bulk of the meaning 3. consciously attending activities and imitating is especially great to listening abilities, where being exposed and forced to listen to talk are most effective. 4. imitate the way native speakers or the teacher talks. by paying particularly close attention to things like emphasis, stressed-syllables, pauses, gestures, and articulations, one can develop a more naturalistic stream of speech. through understanding the flow of the language, one is able to move away from simply the textbook approach. 5. ask the teacher about unfamiliar sounds that the students hear, especially during a conversation, can help them form a deep impression of the specific words. it is also a nice way to get clarification right away. 6. look for associations between the sound of a word or phrase and practice sounds in the target language. because there are some particular different pronunciations. 2020. linguistics, english education and art (leea) journal 3 (2):486-505 492 7. placing the students in settings where they can effectively work on the language skills and in situations where they can increase them selves to exposure of the language. 8. develop bonds with peers and native speakers or teacher. this is very important because if one is able to make strong connections with native speakers or teacher is to have many conversations with them, it is easy to enhance language skills of the students if they are in a more comfortable setting. they will enjoy asking or clarifying questions. in language classes at these centers the teacher will say a word, phrase, or sentence and ask the students in the class to say the same word, phrase, or sentence aloud, both individually and as a group. this process is repeated until all of the students in the class can say a given word, phrase, or sentence with more or less the same pronunciation and speed as the native speaker instructor. then the teacher will go on to the next word, phrase, or sentence in a lesson and repeat the whole process again. ( ahmadi seyyedeh m 2016). the concepts of listening listening means to pay attention to somebody/something that you can hear. based on this definition, it can be concluded that listening is process to attend and interpret spoken language or a process of transferring information from an oral/spoken language. bowen in his book “tessol techniques and procedures” explains that, „listening is occasionally referred to as a passive skill. this interpretation oversimplifies the definition of listening; a listener is far from passive as he receives, analyze, and interpret the oral signal that come his way, recreating the massage of the speaker. more carefully specified, listening is attending to and interpreting oral language interpreting oral language. the students should be able to hear oral speech in english, segment the stream of sounds, group them into lexical and syntactic unit (word, phrase, and sentence) and understand the massage they convey‟ (sharp et all, 2010). ivone & renandya, (2019) stated that definition of listening includes active listening which goes beyond comprehending. such as understanding the messages content to comprehend an act of emphatic understanding of the speaker. buck (2001) argues that empathy is the essential to listening and contends that is more than polite attempt to identify a speaker‟s perfectives. 2020. linguistics, english education and art (leea) journal 3 (2):486-505 493 research method this research used classroom action research (car) that consisted of planning, action, observation and reflecting. it had been conducted in two cycles each cycle comprises four meetings. after finding the result of cycle one, the researcher continued to the second cycle to improve the prior cycle. in the two cycle were each cycle was the series of activity which has close relation. where, the realization of the second cycle was continuing and repairing from the first cycle. in this section, the researcher used two instruments for collecting data: 1. test. the test was used to get the students‟ listening achievement trough auraloral approach. the test had been given before action of cycle one started. it was considered as the diagnostic test. at the end of each cycle a test had been given to measure the students‟ improvement. 2. observation. it aimed at finding out the students‟ participation or activeness during the teaching and learning process trough aural-oral language approach. the data collected through the listening test had been analysed by using the following formula: 1. scoring the students‟ answer by using this formula to total score maximum score 2. classifying the score of the students listening test from the first and second cycle. classifying the students‟ score into seven levels are follows: classification score excellent 90-100 very good 80-89 good 70-79 fair 60-69 poor 0-59 3. finding out the students‟ mean score in both first cycle and second cycle by using this formula : n x x   where: x : mean score of the students   : total row score n : the total respondent x 100 students‟ score = 2020. linguistics, english education and art (leea) journal 3 (2):486-505 494 4. to analyze the percentage technique by using the following formula: p = p = percentage f = number of correct n = number of sample 5. to score of the students‟ active participation find out by using the following formula: p = fq x 100 4 x n fq : frequency p : percentage n: sum of subject 6. to know the percentage of the students‟ improvement: p= where: p = percentage x1 = mean score of cycle i x2 = mean score of cycle ii findings distinguish phonemes the students’ mean score in listening component of distinguish phonemes. tabel 1 the improvement of the students‟ listening in distinguish phonemes the data above can also be shown from the graphic below: graphic 1: the improvement of the students’ listening in distinguish phonemes 0 100 cycle i cycle ii 81.25 87.75 21.87 7.69 mean score improvement d-test cycle improvement mean score 66.67 i 21.87 81.25 ii 7.69 87.5 2020. linguistics, english education and art (leea) journal 3 (2):486-505 495 the students’ tabulation of frequency in listening component of distinguish phonemes based on the data analysis the students‟ score in distinguish phonemes are got from the result of the test in cycle i and cycle ii in the following table and graphic is presented: table 2. the students‟ tabulation of frequency in distinguish phonemes the data above can also be shown in the graphic below: graphic 2: the students’ tabulation of frequency in distinguish phonemes based on the table 2 and the graphic 2 above show that in cycle i there are 7 students (43.75) get excellent and there are 9 students (56.25%) get fair. while in cycle ii there is no student get poor, there are 10 students (62.5%) get excellent and 6 students (37.5 %) get fair. 0 5 10 15 20 25 30 35 excellent very good good fair poor 0 0 9 30 3 0 0 16 26 0 cycle i cycle ii classification score frequency percentage cycle i cycle ii cycle i cycle ii excellent 90-100 7 10 43.75 62.5 very good 80-89 good 70-79 fair 60-69 9 6 56.25 37.5 poor 0-59 total 16 16 100 100 2020. linguistics, english education and art (leea) journal 3 (2):486-505 496 understanding statements. the students’ mean score in listening component of understanding statements. table 3. the students‟ mean score in understanding statements. the data above can also be shown in the graphic below: graphic 3: the improvement of the students’ understanding statements. the students’ tabulation of frequency in understanding statements based on the data analysis the students‟ score in understanding statements are got from the result of the test in cycle i and cycle ii in the following table and graphic is presented: table 4. the students‟ tabulation of frequency in understanding statements classification score frequency percentage cycle i cycle ii cycle i cycle ii excellent 90-100 very good 80-89 good 70-79 fair 60-69 6 7 37.5 43.75 poor 0-59 10 9 62.5 56.25 total 16 16 100 100 0 50 cycle i cycle ii 47.91 50 4.54 4.36 mean score improvement d-test cycle improvement mean score 45.83 i 4.54 47.91 ii 4.36 50 2020. linguistics, english education and art (leea) journal 3 (2):486-505 497 the data above can also be shown in the graphic below: graphic 4: the students’ tabulation of frequency in understanding statements understanding dialogue. the students’ mean score in listening component of understanding dialogue. table 5. the students’ mean score in understanding dialogue. the data above can also be shown from the graphic below: graphic 5: the improvement of the students’ listening in understanding dialogue the students’ tabulation of frequency in listening component of understanding dialogue based on the data analysis the students‟ score in understanding dialogue are got from the result of the test in cycle i and cycle ii in the following table and graphic is presented: 0 10 20 30 0 0 16 26 0 0 3 26 13 0 cycle i cycle ii 0 50 100 cycle i cycle ii 66.67 90.28 68.44 35.61 mean score improvement d-test cycle improvement mean score 39.58 i 68.44 66.67 ii 35.41 90.28 2020. linguistics, english education and art (leea) journal 3 (2):486-505 498 table 6. the students‟ tabulation of frequency in understanding dialogue the data above can also be shown in the graphic below: graphic 6: the students’ tabulation of frequency in distinguish phonemes. based on the table 6 and the graphic 6 above show that in cycle i there are 2 students (12.5 %) get excellent 12 students (75%) get fair and there are 2 students (12.5 %) get poor. while in cycle ii there are 5 students (62.5%) get excellent, 10 students (62.5) and there is 1 student (6.25 %) get poor. listening achievement the students’ improvement in listening achievement table 7. the students‟ improvement in listening achievement 0 20 40 0 0 9 30 3 0 0 16 26 0 cycle i cycle ii classification score frequency percentage cycle i cycle ii cycle i cycle ii excellent 90-100 2 5 12.5 31.25 very good 80-89 10 62.5 good 70-79 fair 60-69 12 75 poor 0-59 2 1 12.5 6.25 total 16 16 100 100 d-test cycle improvement mean score 50.69 i 28.78 65.28 ii 16.31 75.93 2020. linguistics, english education and art (leea) journal 3 (2):486-505 499 the data above can also be shown in the graphic below: graphic 7: the improvement of the students’ listening achievement the students’ tabulation of frequency in listening achievement based on the data analysis the students score in writing result are got from the result of the test in cycle i and cycle ii in the following table and graphic is presented: table 8. the students‟ tabulation of listening achievement the data above can also be shown in the graphic below graphic 8: the students’ tabulation of frequency in listening achievement based on the table 8 and the graphic 8 above show that in cycle i there is no student get excellent and very good. there are 2 (25%) of the students get good, 10 (62.5%) of students get fair while students who get poor are 4 (25%). in cycle ii there 0 50 100 cycle i cycle ii 65.28 75.93 28.78 16.31 mean score improvement 0% 10% 20% 30% excellent good poor 0 0 13 27 2 0 0 17 25 0 cycle i cycle ii classification score frequency percentage cycle i cycle ii cycle i cycle ii excellent 90-100 very good 80-89 3 18.75 good 70-79 2 11 12.5 68.75 fair 60-69 10 2 62.5 12.5 poor 0-59 4 25 total 16 16 100 100 2020. linguistics, english education and art (leea) journal 3 (2):486-505 500 is no student get excellent and good. there are 3 (18.75) students, 11 (68.75%) students who get good and 2 (12.5%) students who get fair. the students’ mean score in listening achievement the students‟ improvement in listening achievement can be shown in the mean score from d-test to cycle ii below: table 9. the students‟ mean score in listening achievement mean score d-test cycle i cycle ii 50.69 65.28 75.93 the students‟ improvement in their listening achievement can be shown through the graphic below: graphic 9: the students’ mean score in listening achievement observation result the following table and graphic show the observation result of the students‟ activeness in learning writing from cycle i to cycle ii. table 10. the students‟ observation result during teaching and learning process cycles activeness 1 st meeting (%) 2 nd meeting (%) 3 rd meeting (%) 4 th meeting (%) cycle 1 62.5 59.6 65.6 82.8 cycle 2 70.3 67.2 71.9 92.2 0.0% 50.0% 100.0% d-test cycle i cycle ii 50.69 65.28 75.93 mean score mean score 2020. linguistics, english education and art (leea) journal 3 (2):486-505 501 the students‟ observation can be shown through the graphic below: graphic 10: improvement of the students’ activeness during teaching and learning process table 10 and graphic 10 above show that in cycle i the students‟ activeness in the 1 st meeting is 62.5%, the 2 nd meeting is 59.4%, the 3 rd meeting is 65.6% and the 4 th meeting is 82.8%. in cycle ii students‟ activeness in the 1 st meeting is 70.3%, the 2 nd meeting is 67.2%, the 3 rd meeting is 71.9% and the 4 th meeting is 92.2%. base on the interpretation of the table and the graphic above indicate that the activeness of students in learning process always grow up from the first meeting in cycle i . for the first meeting of cycle ii students probably get bored of material so their activeness decrease but researcher tries to engage them. it makes their activeness increase again until the last meeting in cycle ii. discussion the effectiveness of aural-oral language approach to improve the students’ listening comprehension. the method which implemented in this study shows the effect to the students‟ listening achievement or the effectiveness of the method used. the data showed any improvement for listening component of distinguish phonemes namely the improvement of students‟ mean score achievement from cycle 1 to cycle 2. from the result of those tests namely from d-test to cycle ii indicates that there was a significant improvement of students‟ mean score achievement in distinguish phonemes from d-test to cycle ii namely 31.24. for the students‟ achievement in understanding statements, this method had applied twice in cycle 1 and two. in cycle one was found difficulties in analyzing statements because the students was less of skill in tenses as the element of listening comprehension. based on the unsuccessful teaching in the cycle 1, the researcher decided to do cycle 2. in the cycle 2, the researcher revised the lesson plan. where, when the researcher explained about how to analyze the meaning of the sentences then made opinion based on the sentence the researcher should explain more clearly, if needed gave the students occasion to ask about the material. besides that, the researcher had to give better guidance for the student in analyzing statements. furthermore, after implementation of aural-oral approach in the class, the 0% 50% 100% 1st meeting 2nd meeting 3rd meeting 4th meeting 44.64% 52.98% 60.12% 73.81% 68.45% 67.85% 76.19% 84.52% cycle i cycle ii 2020. linguistics, english education and art (leea) journal 3 (2):486-505 502 result found any improvement that the mean score of data source from d-test in understanding statements was 45.58. in the cycle 1, the students got 47.91, and in the cycle 2, the students got 50. the implementation of the test until twice was supported in the aural-oral structures. in language classes at these centers the teacher will say a word, phrase, or sentence and ask the students in the class to say the same word, phrase, or sentence aloud, both individually and as a group. this process is repeated until all of the students in the class can say a given word, phrase, or sentence with more or less the same pronunciation and speed as the native speaker instructor. then the teacher will go on to the next word, phrase, or sentence in a lesson and repeat the whole process again. (http://japaneseforeveryone.com) the improvement of the students’ achievement in listening achievement. listening achievement is what students have reached in learning process then they understanding it and produce it become sound in answer or gesture in action. in other words mean that a listener is far from passive as he receives, analyze, and interpret the oral signal that come his way, recreating the massage of the speaker or attending to and interpreting oral language interpreting oral language. finally, the findings of classroom action research dealing with the answer of the problem statement which aims to improve students‟ achievement was by listening test. listening achievement here include distinguish phonemes and understanding statement dialogue. the table 7 and the graphic 7 show the improvement of the students‟ listening achievement and the mean score of the students. in the students‟ listening achievement d-test, the mean score is 50.69. then in cycle i shows that the students‟ improvement in listening achievement from the d-test to cycle i is 28.78, and the mean score is 65.28. in cycle ii shows the students‟ improvement in listening achievement from cycle i to cycle ii is 10.65 and the mean score is 75.93. the research findings from the table and graphic indicate that there was a significant improvement of the students‟ score in listening achievement from d-test to cycle ii, where in cycle i the improvement of students‟ score is 28.78, after implementing aural-oral approach and giving evaluation in the end of cycle ii the improvement of the students‟ score becomes 16.31. the improvement of the students’ activeness during the teaching and learning process table 8 and graphic 8 on the findings above show that in cycle i the students activeness in the 1 st meeting is 62.5% its mean that there is still the other activity that the students were done during the teaching and learning process. after repair the weakness that faced during the teaching and learning process. the students join until the end of cycle ii, the students‟ activeness in the last meeting becomes 82.8%. its mean that the students pay full attention during teaching and learning process and there is no another activity that the students were done. the students are joining the 2020. linguistics, english education and art (leea) journal 3 (2):486-505 503 teaching and learning process seriously. it means that, the application of aural-oral approach could improve the students‟ activeness during teaching and learning process and it is successful. related to the learning process on the use of aural-oral method in improving students listening comprehension, it had been done through classroom action research. the activities that teacher did namely, planning, action, observation and reflection that those are did in two cycle. planning here means the teacher should understanding the curriculum, the teacher prepared the material that would be used in listening class. the teacher made lesson planning for the first meeting, the second meeting, the third meeting, and the fourth meeting, made observation paper to observe the students activity, then the last was arranged the test to know their listening comprehension before taught them by using aural-oral language approaches. the action here means that the teacher began with warming up to stimulate students‟ motivation and attention, the teacher introduced aural-oral method and gave a short explanation about it before giving the material related to the scope of the study, the teacher used mechanical drill and repetition to make it clear after the students listen to the tape recorder or trough orally presentation from the teacher, the teacher also attempted to mimic some words or expression and asked the students to repeat those expressions, the students were divided into group if the teaching material includes difficult to do in personal, the teacher explained to the students what is going to do it included mark the list which is wrong or right for phonemes discrimination test and understanding statement. for the listening comprehension test which covers understanding dialogues the students were asked to summarize or retell the main idea of the dialogue based on their own words to measure their comprehend in listening. for the listening comprehension test which covers understanding statements the students heard a statement may on tape recorder or orally and then choose the best opinion from three written paraphrases. deal with observation here means that students‟ present, students‟ learning process, the students‟ respond of the material, the students‟ active in doing the task. the last activities the value of the observation steps was gathered for data analysis and evaluation by the observer, in the cycle i the researcher found that the students still weak in distinguishing phonemes if the phonemes were in the middle of sentence. the students also had difficult to understand statements; they could not analyze what the statement was talking about. in field of understanding dialogue, the students faced difficulty arranged the answer in grammatically although their idea was true. the data was used to do the next cycle. 2020. linguistics, english education and art (leea) journal 3 (2):486-505 504 related to the theory which is supported this method of the practical of auraloral in the classroom by (larsen, 2018). he emphasized drilling to activities. drilling is a key feature of audio-lingual method as the result of aural-oral language approach to language teaching which placed emphasis on repeating structural patterns through oral practice. there are some good points that teachers may find when they use aural-oral method in their teaching, namely: (1) the classroom activity, which is the teacher‟s centered so that it makes the teacher easier to manage the students (2) the usage of the target language in the classroom, which is meant to make the students have the same abilities that the native speakers have (3) the classroom activity, which focuses on pattern drills so that the teacher only gives brief explanation, and focus on oral skills leading to good pronunciation and speech based on the interpretation of the table and the graphic on the findings above, indicate that there is a significant improvement of the students‟ activeness during teaching and learning process from the first meeting in the cycle i until the last meeting in cycle ii. conclusion based on the research findings and discussions in the previous chapter, i assume a conclusion that aural-oral approach was very effective to improve the students‟ listening comprehension at the eleventh grade students‟ of sma 1 makassar. the improvement of learning and students‟ activeness toward teaching learning process by using aural-oral approach can be seen from their observation result of the students‟ activeness in the classroom from the first meeting at the first cycle until at the last meeting in cycle ii always grow up. furthermore, to reach students‟ achievement of learning listening comprehension was easier through the implementation of aural-oral approach follow the principal working of classroom action research than the other method. references abduh, n. b. (2016). the use of audio-lingual method in teaching listening comprehension at the second year students of smk yapip makassar sungguminasa. exposure : jurnal pendidikan bahasa dan sastra inggris, 5(1), 43-53. https://doi.org/10.26618/ejpbi.v5i1.808 agulló & bueno, a, (2017). analysis of oral skills development in the most used english language textbooks in the second year of baccalaureate in spain. porta linguarum, 27(2), 107–121. ahmadi, s. (2016). the importance of listening comprehension in language learning through effective aural-oral-audio. international journal of research in english education, 1(1), 7–10. http://ijreeonline.com/browse.php?a_code=a-10-1-2& 2020. linguistics, english education and art (leea) journal 3 (2):486-505 505 butler, b. (2017). historical older of aural listening in insights into student listening from paused transcription. the catesol journal, 29(2), 81–108. buck, g. (2001).assessing listening assessing listening. https://books.google.co.uk/books?hl=en&lr=&id=m6fvkgi8b_ic&oi=fnd&p g=pr1&dq=assessing+listening&ots=ehx8n1bxph&sig=_hchxuodppjdoi qnlhlq9vg0fci gilakjani, a., p., & sabouri, n. b. (2016). learners‟ listening comprehension difficulties in english language learning: a literature review. english language teaching, 9(6), 123-133. https://doi.org/10.5539/elt.v9n6p123 huang, h. (2009). how to teach aural english more effectively. english language teaching, 2(3). 50-60 https://doi.org/10.5539/elt.v2n3p213 itticharoenporn, (n.d.). oral and aural english as a foreign language needs at an international school university of hawai ‘ i at mānoa. 32(2014), 26–75. ivone, f. m., & renandya, w. a. (2019). extensive listening and viewing oral-aural in elt. teflin journal, 30(2), 237–256. https://doi.org/10.15639/teflinjournal.v30i2/237-256 kayalar, f., & kayalar, f. (2017). the effects of auditory learning strategy on learning skills of language learners (students‟ views). iosr journal of humanities and social science (iosr-jhss, 22(10), 4-17. https://doi.org/10.9790/0837-2210070410 larsen, j., b., vega, a., & ribera, j., e. (2008). the effect of room acoustics and sound-field amplification on word recognition performance in young adult listeners in suboptimal listening conditions. american journal of audiology, 17(1), 50–59. https://doi.org/10.1044/1059-0889(2008/006) namaziandost, e., & nasri, m. (2019). the impact of using audio-visual aids on teaching listening among iranian pre-intermediate efl learners. 22(1), 46– 57. sharp, d. j., chew-graham, c. a., tylee, a., lewis, g., howard, l., anderson, i., abel, k., turner, k. m., hollinghurst, s. p., tallon, d., & mccarthy, a. (2010). trial to compare antidepressants with a. health technology assessment, 14(43). zulfiqar a. bin tahir, s. (2015). improving students‟ speaking skill through yahoo messenger at university of iqra buru. international journal of language and linguistics, 3(3), 174. https://doi.org/10.11648/j.ijll.20150303.20 linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1359 222 mobile operator advertising: critical discourse analysis kharis marpurdianto universitas airlanggga kharis.marpurdianto@gmail.com submit, 04-07-2020 accepted, 30-12-2020 publish, 30-12-2020 abstract this research examines contextual meaning contained in the mobile operator’s advertisement in indonesia. it focuses on how the form of cohesion and coherence, the form of word choice, and the grammatical element found in mobile operator’s advertising discourse in indonesia. a descriptive qualitative method with the content analysis technique is used as the methodology in this study. using these methods, the researcher can give a wider understanding of the linguistic lessons through the theory of critical discourse analysis. the data is taken from mobile operator’s advertisement and some books and journals. as a result of this study, the researcher found a form of word choice, cohesion and coherence as well as grammatical elements that emerged in mobile operator’s advertisement discourse including non-standard variety. the advertisement language replicates from competitors that feature cheap phone rates. moreover, there is a contextual meaning in word choice of indonesian discourse in mobile carrier advertisement. keywords: advertisement, mobile operator, critical discourse review. introduction advertising is a news notice to the public about goods or services sold, whether posted in mass media such as newspapers and magazines. according to darmawan (2005), an advertisement will always live and be at anytime and anywhere in our lives. the key to the success of an advertisement lies in the creativity of the people involved in the manufacturing process. siminto (2009) stated that an advertisement is created carefully by taking the aspect that can be accepted by the general public. in indonesia, one of the most popular ads is the mobile carrier ad. various types of service providers are present in indonesia. they compete to promote their trades either through the media such as television, radio, and even the big billboards that exist in each intersection of the red light. the various advantages promoted by mobile operators are delivered through a language and of course they create a language that attracts customers with a choice of creative words. mailto:kharis.marpurdianto@gmail.com 2020. linguistics, english education and art (leea) journal 4 (1):222-232 223 according to mulyana (2005), a form of discourse is required to have a whole structure and components that have been established in an organization of citizenship are things that build wholeness in a discourse. in addition, there are three very important things in a writing, the first being the cohesion, the two coherency, and the third is the grammatical elements. cohesion and coherence are the absolute and must be in a writing and that will reflect the content of the writings that will be read by other people who read it. in addition, in a writing, we are also obliged to pay attention to the elements of the grammatically. that is, if we create an advertisement by giving the right word choice can be expected a fish can give a positive learning or education in various circles and communities in indonesia so that they are ashamed to do a deed and behavior that is not good or negative. one of them is through satire which is sarcasm capable to reveal the condition of social, political, cultural, and others. based on the research of discourse analysis and linguistic learning on angela chamber study of language learning as discourse analysis: implications for the lsp learning environment, it can be concluded that from the mid-twentieth century onwards, discourse-based approach is important for the development of linguistic and language learning (chambers, 2007). discourse analysis of politicians’ social media post which analyzed on the use of social media for political figures. the study found that three political figures with most followers in three most popular social media platforms represent their nationalism and islamic identity in their social media posts. they also convey their opinions about the general political issues in spite of divisive political condition among public that is also visible among politicians (azmi, et.al, 2018). another discourse analysis of critical discourse conclude that it is not only textual aspect that is important, but also contextual aspect should obtain more understanding (bulan & kasman, 2018). discourse analysis can be used on critical moment language such as political issues, indicated that discourse analysis can describe the micro, mezzo, and macro as well as the social, political and cultural situation from the linguistic aspects (putra & triyono, 2018). discourse can also be used as an effort to change social reality (karlberg, 2005). furthermore, on discourse analysis on advertisement, the truths of the conveyed messages by the advertisement are clarified, ambiguities will still remain that will affect the understanding and response of the readers or potential buyers (sukrisno, 2010). based on the analysis of discourse in japanese beauty product, certain discourse used as strategies by advertisers to manipulate consumers for purchasing their product. those strategies can be exaggerating their quality or playing with the emotion of consumers (lestari, 2020). while the analysis about the advertising discourse, it was obtained that the discourse in advertisement affect costumer beliefs through discourse and the effectiveness of 2020. linguistics, english education and art (leea) journal 4 (1):222-232 224 critical discourse analysis in its application on advertising phenomena (baig, 2013). language is a medium for people to communicate. through language, people can express their ideas, thoughts, and feelings. however, nowadays the language definition has evolved to function not only as a means of communicating. nowadays, language has become an intermediary medium in the implementation of power through ideology. even language also contributes to the process of domination against others by others (fairlclough, 1989). based on succinctly and several previous study that has been analyzed the importance of discourse and it is relation to influence consumer of a product on advertisement, this study aims to explain and describe the choice of words used in advertisement language. it is hoped that a further study can be determined a pattern of choice in a word in the indonesian-language advertising discourse and what can attract the expressed attention of consumers in the form of a very short impression. in addition, we can know the meaning of what reference is contained in the discourse of indonesian advertising especially mobile carrier ads. literature review kridalaksana in darma (2009) provided an explanation of discourse is the most complete language unit in the highest grammatical hierarchy and is the largest or highest grammatical unit. a discourse can affect and be influenced by social context. fairlclough described discourse as a form of "social practice" which implicates the existence of dialectics between language and social conditions (cited in lestari, 2020). in the eye glasses critical discourse analysis, according to fairlclough and wodak (cited in van dijk, 1977) the practice of discourse could be display ideology: it can produce unbalanced power relationships between social classes, men and women, majority groups and minorities. the difference in that social position is shown through discourse, for example, in a discourse of a racist state, sexist, or the inequality of social life, is depicted reasonably/naturally, and accordingly as in reality. the purpose of the critical discourse analysis is to explain a dimension in the linguistic lessons of cultural and social phenomena, as well as the process of change occurring in the latest modernity. in a text analysis, sudaryat (2008) defines that the cohesion is a solid, cohesive sentence that produces a speech. in other words, the meaning between the elements in the text is very important to interpret a text, the harmony of the relationship between one element and the other in a discourse. there were three literature studies which examined the critical discourse analysis (awk). the first was abdul muizzu, a student uin sunan kalijaga yogyakarta, with his thesis entitled “sikap media massa terhadap kasus 2020. linguistics, english education and art (leea) journal 4 (1):222-232 225 pimpinan kpk bibit samad rianto dan chandra m. hamzah (analisis wacana kritis tajuk rencana kompas edisi november 2009)” found that the attitude of harian kompas is tend to support bibit and chandra rather than police and prosecutors. the support cannot be separated from its character as mass media that keep on trying to muted the conflict due to national stability (muizzu, 2011). another study came from laelatul pathia in her study entitled “analisis wacana kritis dalam bahasa media jejaring sosial twitter” showed that public can define the image of somebody else through language they used. even though the language that is delivered is simple but it is able to give greater impact in life (pathia, 2014), and the third was coming from stkip pgri bandar lampung student, andri wicaksono, who indicated that language used in the slogan has meaning to convey (wicaksono, 2016). thus, from the previous studies above, it can be seen that the focus used in this study has similarity with those previous studies that is the analysis of critical discourse. however, the researcher here used different object and media as well as fairlclough (1989) method to analyze mobile operator’s advertisement discourse. research method this research is a study using qualitative descriptive methods with the technique of content analysis. the critical discourse analysis (cda) of the fairclough model is the analysis used in this study. firstly, each text simultaneously has three functions that must be met, among other things, representation, relationships, and identity. secondly, practice in discourse covers the ways in which media workers produce a text. it is also related to other media workers, media work as an institution, such as how to cover a news story, write news, until it becomes news in a media. thirdly, the practice in socio-cultural analyzing three things i.e. economics, politics (especially related to power and ideology issues) and culture (which is especially related to the value and identity) that also affects media institutions and its discourse. in its application, the analysis of the discourse is an analysis of the three dimensions of critical discourse, which is the dimensions of text, dimensions of discourse, and sociocultural dimension. the analysis material is the text in an advertising discourse of the mobile operator in attracting the attention of the mobile phone card user. in digging and collecting data, researchers use several data collection techniques, namely document studies by utilizing a variety of document materials in written documents, drawings, works, and electronics. afterwards, the documents that have been analyzed, it will be compared, and combined to form a systematic, solid, and intact study. 2020. linguistics, english education and art (leea) journal 4 (1):222-232 226 findings simpati mobile operators create one of the advertising promotions that appeal to users by creating episodes of a family story in "weekly package make full" in the data 1 simpati card version of the brain is an advertisement that advertises "satian package" from simpati cards. in an export, full internetan package includes an imaging metaphor because the operator uses figurative language (a language that uses metaphorical meanings rather than literally or literally meaning) to convey an information. the purpose of the phrase "full internet package" is a cheap internet package and satisfying users of simpati cards in indonesia. in addition, the price is cheaper and able to reach by anyone and give satisfaction to each user. starting from teenagers, until the parents, even from any layer of society (whether or not able to do) can use the "full internetan package". this is evident from the diversity of characteristics that family members have on simpati card advertisements. based on the explanation above, the sentence "full internet package" is used by the operator to offer a satisfaction and freedom for all users of simpati card in choosing the desired package with a price starting from 5000 rupiah. it is in line with the opinion of larson (1998:271) which defines that, metaphor is a figurative expression based on comparison. the operator of simpati, insinuated operators xl, it has been seen from the words in an advertisement star of simpati operators. "quiet, quiet, anyway i've been tobat, only the cheapest simpati cards direct from the first minute gak ribet, there is not its boundaries, morning, noon, night. i am a little boy kapok. the intention of the least inexpensive phrase is that simpati cards have an advantage that other cards don't have, we do not have to wait until 2 minutes to get a cheap package as it happens on the other cards, do not need to be long at the time we check the quota, and there is no time limit for usage from morning to night, unlike other operators who must check quota first, and have time limit of usage. operators want to attract users ' attention by using the least inexpensive, uncomplicated, and most important phrases, no usage time limits. advertisement xl "blessing to share". "buy a new smartphone with a starter card, can be youtube without 1 year quota". in the advertisement is very clear if the xl operator insinuated the simpati operator. in an advertisement, there appears a mobile store (the nuance of blue shops including clothing employees, similar to the color of operator xl card) is closed because all customers switch to the xl operator store that offers cheaper package. "a blessing to share." buy a new smartphone with a starter card, can be youtube without one-year quota. a blessing to share the use of xl operator to draw the attention of xl's first card users, each user is entitled to a variety of 2020. linguistics, english education and art (leea) journal 4 (1):222-232 227 benefits in the form of 1 year youtube without quota, unlimited calls with the application whatsapp and line (including voice call and video call), and watch movies indonesia through the latest free subscription application xl super watch. the users are guaranteed not to lose to buy the starter card on xl. the sentence "blessing to share" in an express, including a metaphor, because in the sentence of blessings to share, the operator of xl intends to provide a picture of information using figurative language on each user, that the xl card can provide various advantages for every user of the starter card. using an xl card the user will get a lot of profit. it is thought of by the opinion of larson (1998:271) explaining that metaphors are figurative phrases that have been based on comparisons. another version of xl advertisement "the cheap is rp 25 from the first minute". in the ad, baim wong was told by princess titular to comment, "om sule handsome", but with innocence and honesty (which of course has been engineered by the director) baim said, "om sule is ugly". sule then persuades baim and gives baim two pieces of food, hoping that baim will say "om sule handsome". but baim still answered what there was like the previous answer. "from the first, om sule was ugly". "from the first if the rp. 25,-the card xl, the cheap beneran" replied baim again. "from the first if it is rp. 25,the o2 card, the cheap beneran, through the sentence, the operator wants toinformation on the user, that the card xl really cheap start minutes first. the advertisements delivered are true to reality, not just to attract the attention of xl card users. the word beneran is an unraw form of the word true. the right wordhas the meaning that corresponds tohow it is, right, not wrong. in the indonesian language is adjectives. his cheap is an adjectives word that gets his klitik. klitik variant of the pronominal persona he or he and pronominal objects stating belongs, perpetrators or receivers (alwi, 2003). traditionally, adjectives known as a kaa that gives a more specific description of something expressed in a sentence. the advertisement of other simpati operators, "the real super hero, regardless of charisma, here are 2 super cak noris characters wearing the super. save just 5000 rupiah, can make nelfon, sms, internet all day unlimited, super good right. based on the above data, through the word super, the operator simpati wants to convey an information and that attracted attention to every user, that the simpati cards have an advantage and istimewaan compared to the other cards. all these advantages are only owned by simpati cards. the operator uses the word super as a power to attract users ' attention. gramatics, the word super includes an adjective. super means more than any other, extraordinary, special (kbbi). adjectives are known as words that 2020. linguistics, english education and art (leea) journal 4 (1):222-232 228 reveal the quality or circumstances of an object. a word that-provides more specific information about something expressed in a sentence (alwi, 2003). choose the maximum, best quality, no risk plan. unlimited calls and sms. connect millions of people, bringing together millions of hearts. through the sentence, the advertising operator wants to attract users and convey an information that simpati cards have the best of the same in comparison with other operators, without any risk, can call and sms without fear of running out of pulse. so it is able to connect millions of people including family, friends, girlfriends, and others. this sentence: linking millions of people, bringing together millions of hearts including imaging metaphors, because operators use figurative language, phrases to attract users ' attention to use simpati cards. it is in line with the opinion (classe, 2000) about the metaphor of the use of imagery, meaning, or quality of a phrase to another expression. the transfer is done by referring a concept to another concept to imply the similarity, analogy or relationship of both concepts. "change has come, for a better digital world, enjoy everything you like, faster and stay faster anywhere" "with a powerful data network in indonesia, it can connect with millions of friends anywhere, and at no extra cost, 4gp for all." in the sentence above, the operator wants to convey that the xl card has a new breakthrough, with a stronger and faster data network, we can connect with many people anytime and anywhere at no extra cost. the meaning of the sentence faster in the text is faster to connect in a short time can connect with anyone and anytime at a cheap cost. the operator uses the word faster to get a response from the card user, so it is interested to use an xl card. it is quicker to include the phrase adjective, because it is faster composed of two words and does not exceed the function limit. this is in line with ramlan's opinion of the phrase, which is a grammatically consisting of two or more words that do not exceed a boundary of function contained in the clause (ramlan, 2001). furthermore, xl does not seem to be hooked. xl is offering a new concept in its promotional strategy as written below; lokasi di swalayan (location at supermarket) perempuan: beli tisu dong (woman: i want to buy tissue) (seisi swalayan keluar dari took) (everyone is out from the supermarket) haaaaaaaah lokasi di halte bus (location at bus stop) perempuan: geser dikit dong (woman: please move a bit) (semua orang yang berada di halte lari tunggang langgang) (everyone at the bus stop run in chaos) 2020. linguistics, english education and art (leea) journal 4 (1):222-232 229 perempuan masuk ke dalam bus (woman gets into the bus) (seisi bus keluar sambil menjerit histeris) (the bus passengers out and screaming hysterically) tulisan disamping (posts on the slide) “korban ketagihan sms” "sms addiction victims" “sms-an 100% gratis gak ada batas ke semua operator” "sending message is 100% free with no limits to all operators" narator: ini dia korban ketagihan sms xl narrator: here is the victim of sms xl addict. the language of the ads used is a colloquial language in conversation with non-standard speech act or a variety of slang in conversations between speakers of comparable age. the sentence is incomplete and the following word is a variety of unfledged blend, mixing code with regional or local language in the textual dialogue ad. "the" "the little move" “sms-an...” in an advertisement discourse, the coherence aspect is indispensable to its existence to maintain an inner connection between the other's propositions to gain integrity. the coherent integrity is described by the existence of the relationship between-the elements (part) semantically. advertising is a way of communicating with the community so that it is tailored to the products and target market. each ad contains a message that wants to be delivered to the public. not much different from the ads offered by the company's operator xl, the operator of sympathy also wanted to show the imagery that they offer the lowest fares. 13 minutes to chat, do not be dashed, and continue. simpati tariff until the 13th minute, remained 0.5/second. simpati one for 1001 of desire! telkomsel reaches to remote indonesia. to all operators and landlines, 24 hours nonstop. sms only rp 88, call only rp 13 per second. love... simpati cards, make your life more colorful. from the two ads above, the first mentioned that up to the 13th minute, the cost of consumers spent only enough for 0.5 rupiah per second. this offer is done by telkomsel company with simpati card products, which offer unlimited call to all operators and 24-hour landline. 2020. linguistics, english education and art (leea) journal 4 (1):222-232 230 discussion according to fairclough, discourse is focused on language since it usage used to reflect something. discourse is a form of an act and used as representation in seeing reality. it also indicated the relationship between discourse and social structure. the language within an advertisement should be delivered in clear and strong language (saraswati & sartini, 2017). in xl and simpati advertisement, the coherence between sentences can be seen through sentences that served in structure. coherence is a part of a discourse as semantic organization and term that arranged in logical sequence to get the meaning. every mobile operator is compete to lower the price, give free message and phone call, cheap internet data and others. in this case, xl operator use different strategy. the ghost ad-information message is addicted to send sms. the advertisement of a woman whose fun of sending sms to forget yourself. xl uses the female ghost icon in his ad impressions. though there are still many other friendlier icons that can be-used for ad impressions. these ghost impressions can be detrimental to psychological and psychiatric. this also applies to ads and other movie impressions that use ghost icons. the advertisement is portrayed as a white woman with a face covered with long hair like a ghost, xl advertising products complained of many parties. these ads do not educate and judged to be mentally damaging to children. moreover, the advertisement aired almost hourly. the impression of a female ghost in xl advertisement frightens children. moreover, the ad impressions of the indonesian version of kuntilanak (indonesian ghost) are routinely and repeatedly, especially in national television. on the other uses, as the response of ad impression, an advertiser's advertising agency or an advertiser's company should respect the views and input of the community to stop the ghost ads from xl. if not stopped, other products will follow up creating ads-. to decide on the sustainability of the ad requires a technical procedure including a "placement" contract with the television station that advertisements the ad. that takes time to process them. but, in spite of all that, the advertiser has absolutely no intention of damaging the young generation of mentally incoming children through the delivery of such ghost advertisements. conclusion based on the analysis, it can be concluded that the preferred form of word, cohesion and coherence as well as grammatical elements are appearing in the mobile operator's advertising discourse including the non-standard variety. the advertising language replicates from competitors that feature cheap phone rates. there is a contextual meaning contained in the choice of words of the indonesian advertising discourse in mobile carrier ads. the language-spoken in 2020. linguistics, english education and art (leea) journal 4 (1):222-232 231 the mobile operator's slogan or the words choice used by the provider has meaning to convey, by reflecting the character of each service company providers. thus, with the growing variety of mobile operators in indonesia, the competition to get attention or interest from customers is raised. furthermore, advertising is already become a part of life and it is undeniable. advertisements have provided livelihoods for various sectors, either directly or indirectly. starting from advertising services, printing, media, actor/actress as advertising stars and others that dredge profits. advertisements are created and served in a creative process and not intended to harm others. it is a creative process in communicating with the public or society. however, a frequent way of communicating is may be accepted or perceived differently by people. references alwi, h. 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(2016). analisis wacana kritis iklan operator seluler. stkip pgri bandar lampung. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1840 240 the revitalization of tugu silalahi batak toba folklore into teaching materials in english subject for junior high school rosalia indah ginting 1 universitas prima indonesia bambang nur alamsyah lubis 2 universitas prima indonesia dayfirna angelia sinaga 3 universitas prima indonesia indahmedan111@gmail.com 1 submit, 27-11-2020 accepted, 10-01-2021 publish, 17-01-2021 abstrak the objective of this research is to revitalize the batak toba folklore tugu silalahi as learning material in junior high school. the aims to find out the original story of batak toba folklore “tugu silalahi”. this research used descriptive qualitative. the researchers conducting interviews with the community in silalahi village as an instrument for collecting data from interviews obtained by the researcher. the result showed that the silalahi story was true, indicated by existance of a monument as a form of respect for raja silalahi. and then researcher making a story script which is used as material. keywords: folklore, revitalization, teaching material. introduction according to nahak (2019),some efforts to preserve culture and the main point is to increase awareness and a sense of belonging to that culture. the era of globalization can lead to changes in the lifestyle of a more modern society. as a result, people tend to choose new cultures which are considered more practical than local cultures. one of the factors that causes local culture to be forgotten in the present are; the lack of future generations who have an interest in learning and inheriting their own culture. therefore, writing this article aims to describe the efforts to preserve indonesian culture in the era of globalization. literary work is an art. according to sumardju and sumaim, one understanding of literature is language arts. that is, the birth of a literary work is to be enjoyed by readers. in literary works there are many elements of humanity mailto:indahmedan111@gmail.com1 2020. linguistics, english education and art (leea) journal 4 (2):240-248 241 that enter in it, especially feelings. danandjaja (1984) states that the word folklore is indonesian wording english folklore. the word is a compound word, which comes from two basic words, folk and lore. folk is a synonomist with the word collective, which also has the same physical or cultural identifying characteristics and has an awareness of personality as a community unit. so the meaning is difficult to accept in the human mind. there are still many folklore in the community. however, silahisabung folklore began to fade. therefore, research on silahisabung folklore needs to be carried out. after conducting research at the silahisabung location, further revitalizing silahisabung folklore. the word revitalization is divided by the word „re‟which means 'back' then the „vital‟ word which means‟ life and the suffix tation refers to the process‟. so that the word revitalization means to improve, revive or renew. synonym with regenerate, renew, and improve. to be clearer in understanding the meaning of revitalization, here are some de`finitions of revitalization according to several sources: to support this study, the researcher took some previous researcher. according sinaga (2016), reconstruct the toba batak folklore in the form of a tor-tor sigale-gale show and elevate it to the world of entertainment. that is also one example of revitalization. reconstruction folklore sigale gale raised many artists into a work of performance art. performance tortor gale sigale one creativity of young people and older people engaged in the arts. in the form of a dance performance that includes the presence of motion, accompanist, makeup, and fashion the women wore kebaya and skirts made of red ulos sadum and hande-hande and men wore robes. by studying the traditional batak toba theater as an effort to preserve culture by making it a learning material revitalization story batak toba batu gantung simalungun region (irwansyah, 2020). revitalization of batak toba folklore to revive existing traditions as an alternative source of learning based on local wisdom. so that the realized result can be enjoyed,absorbed,live from the philosophy of life and aesthetics as a manifestation of the beauty of local wisdom. according to ginting et.al (2018), the legend of pancur kuta is used as literary teaching material in the indonesian language and literature education study program at the prima indonesia university to understand the form of a legend and how to revitalize a legend.from this study and make it be material, so can develope imagination and knowledge. according to fauzan & nashar (2017), maintains the traditional terebag gede in serang by making collaborations with the marawis art. in the midst of globalization and the proliferation of art and culture of modern art gede terebang can still exist and survive as one of the ancestral cultural heritage that contains 2020. linguistics, english education and art (leea) journal 4 (2):240-248 242 local cultural values that must be maintained and preserved by local people as part of an art show. the revitalization of batak toba folklore have many education values for our life to as a means to guide children to behave well (baiduri & khairani, 2018). the result showed that the folklore batak toba loaded with the values of character education to form a sublime moral behavior. those values are, cargo, attentive, obedient to parents, not arrogant or humble, help others, respect for others, sincerity, fairness and unconditionally. revitalization of the values contained in this folklore can be done by preserving and transforming the young generation in the form of education, especially in the local curriculum, extracurricular activities such as theater / drama and film making or video. according to sarmaida t.r sigalingging, describes the story of the huta silahisabung starting from the journey of the king's friendship in building the settlement and shows the values of the journey such as kinship, religion, law, protection, and so on. the cultural values of kinship contained in the oral stories huta silahisabungan there are six events of speech, religion three events said, the conflict three events said, hasangapon two events said, hagabeon two events said, hamoraon two events said, the law two events of speech and protection of the event said. according to rahal & aicha (2017), aims to investigate the impact of culture in tefl and suggest some ways of how to teach culture in class room. this study to know impact of culture tefl and suggest some ways of how to teach culture in classroom. initiated for the student compare the underlying values and beliefs in students native culture with the target culture so that student can not only know the difference but also better appreciate both culture. therefore this present study by making the story of tugu silalahi into a material in english lesson for junior high school. for example, in story telling or each part of it is used as a matter of story so that students can simultaneously understand about the batak toba culture. literature review one example of a literary work is folklore. folklore is a literary work in the form of fiction. this means that folklore comes from the imagination or imagination. so that truth is not too emphasized. something that is not possible in the real world can become a world of fiction. the image of the people includes the legend, the proverb, and fairy tales. the term folklore was first put forward by the british historian william thoms in a letter published by the london journal in 1846. 2020. linguistics, english education and art (leea) journal 4 (2):240-248 243 however, today many of us have rarely read folklore. so many folklore that is almost extinct. in fact, as discussed above, folklore is also one of the arts. so we should preserve the folklore that we have. very useful folklore is also owned by the people of silahisabung, dairi, north sumatra. silahisabung is a subdistrict in dairi district, north sumatra. even though it is part of dairi, the original toba ethnic group only lives in dairi. according to the department of kimpraswil (2002) revitalization is a series of efforts to revive the region that tends to die, increasing the strategic and significant vitality values of the region that still have potential and or controlling areas that tend to be chaotic or reckless. so with other language, the sense of revitalization in general is the efforts to make things important and necessary once. revitalization includes conservation – preservation is part of the city's planning efforts to preserve the physical heritage of the past, which has historical and aesthetic-architectural values. depending on the conditions of the building environment to be preserved, this effort is usually accompanied by restoration, rehabilitation and/or reconstruction efforts. thus, revitalization is an attempt to revitalize an area or part of the city that was once vital/alive, but then suffered deterioration/degradation. theoritically, the result of the research provides the revitalization of tugu silalahi batak toba folklore as a material to teach english on junior high school students. it makes students interested to study in classroom with this folklore. practically, this research helps english teachers and the students to preserving the culture of folklore that we have. beside that, students also feel more interested because they can enjoy to study the materials with the folklore. for the teacher, they can make many ways to teach the student with this folklore. for example with descriptive text or narrative text. research method this research‟s approach uses descriptive qualitative. the researcher conducted this researcher at tugu silalahi kec.silalahi kab.dairi north sumatera. the researcher is the key instrument and the researcher was assisted by silahisabungan citizens to explain the story of silalahi monument. there are some procedures to collect the data, that are: 1) the research will visit the tugu silalahi, 2) the research meet the culture figures, 3) the culture figures tell the story, 4) the research write the story from them, 5) the research make their story to be a script. at the time of the interview, the researcher had analyzed the answers from the informants. in general, qualitative research in analyzing data uses a lot of analytical models which are often referred to as interactive data analysis methods. they revealed that the activities in qualitative data analysis were carried out interactively and took place continuously until they were finished, so that the data was already saturated. 2020. linguistics, english education and art (leea) journal 4 (2):240-248 244 finding in general, the folklore that developed in indonesia has its own characteristics and moral values.the story adopted by the researcher is the toba batak folklore, which is the origin of the silalahi monument. the data obtained from this study are from interviews with the community around silalahi iii, and key keepers of the silalahi monument.based on the results of the interviews obtained from the information, the script of the origin of tugi silalahi was formed according to the information obtained. to achieve the effectiveness of information, there is; 1) the truth of the tugu silalahi folklore, 2) the reason for the sabungan choosing tao silalahi as a place to live, 3) the way sabungan determines his first wife, 4) the origin of silaiahi sabungan, 5) the reason sabungan married king mangatur's son as his second wife, 6) the disclosure of the secret of sabungan has a young wife and another child, 7) the law of sago-sago maralangan, 8) the generalogy of sabungan silalahi. based on the questions above, the researcher can conclude that the data in the form of folklore have been validated by informants and residents around silalahi iii village, dairi regency. the following is the manuscript of the origin of the silalahi monument: the story of the silalahi sabungan monument begins with a man named sabungan who lives with his younger brother named oloan in siogung-ogung or more precisely around pangururan samosir. it was time for the fights to wander because his younger brother was already independent. he wandered to a very beautiful place on the edge of lake toba or familiarly known as tao silalahi. because of the beauty of the place sabungan decided to reside there. he is known to be very diligent at work. because of his diligence at work so that a traveler wants to get to know savings more closely.as time passed, they are getting closer to each other, but the traveler feels sorry for sabungan because he is quite ripe but does not have a life partner. the wanderer timidly offers to make family ties to the sabungan by choosing one of his iboto (sister) to make his wife because the traveler has seven iboto. it turned out that sabungan accepted the offer happily and they went to the nomad's village to choose his iboto. arriving there sabungan was amazed to see the beauty of the seven nomadic iboto.sabungan found it difficult to make his choice. finally came the idea by sabungan. he asked the seven girls to cross a small river one by one and sabungan chose the girl who crossed the river without lifting her clothes because the other six girls lifted their covering to cross the river. the choice of sabungan was right because his wife had many children because all this time sabungan was considered not a real man because he did not marry even though he was quite mature finally sabungan was recognized as a true man (lalahi).since then, sabungan is more popularly called male and he changed 2020. linguistics, english education and art (leea) journal 4 (2):240-248 245 his original name to silalahi sabungan or silahi sabungan. silalahi sabungan is also known as a powerful person so that a king from the descendants of the sorba pijae, namely king mangatur, wanted to tie the kinship with sabungan because his territory was often disturbed by a hero, namely rahat bulu but the king was confused about how to make sabungan be able to help him when the attack came because sabungan already had a wife and children and the king invited sabungan on the grounds that his daughter fell ill and could recover if treated by sabungan. and it was true that his daughter was cured, but when she was left behind by sabungan, the disease recurred again and again until it was decided that sabungan would be married off to the king's daughter to make a complete recovery. because humanity sabungan agreed even though their ages were far apart and from his wife, sabungan had a son who was named tambun. once upon a time, at the rahat bulu market, he saw the young wife of sabungan and their handsome child. then furrow snatches the child and says that the child is the result of an affair. of course, sabungan's wife denied this. the incident was reported to sabungan and immediately came to the market and resolved the problem. with a way out agreed to prove who was right and who was wrong.both of them were asked in turn to enter a trunk or coffin from a large tree that was split in two before the two of them took turns entering the coffin of sabungan asked the people there, "porsea do hamu sude?" (do you abelieve?) the people there replied: "porsea .... porsea ...." (believe ..... believe ....). then sabungan's wife was invited to enter first and then came out with no one less. then it was rahat bulu's turn to enter the chest. but he couldn't come out again. every effort made by his family could not open the chest. then the chest was flown by sabungan to dolok simanuk-manuk and finally rahat bulu became a waiting ghost there. because of the incident, sabungan was worried that something bad would happen again, so his son was secretly taken to paropo. sabungan did not want to bring new problems to the household with the presence of the little child. the secret remains uncovered even though he tries to cover it up. this started with his wife's suspicion that sabungan often left food behind and took it to a hidden place. his wife asked sabungan to be honest and finally sabungan told all the incidents that had happened to her from the thing she went to the king to arrange to the little boy. his wife was touched and smiled at the story of sabungan. he was determined to consider the child to be his biological son as his youngest son. they agreed to say this by gathering their children to eat together, namely eating sagu sagu mallangan. all of their children agree with theirs. with this so that now the descendants of silahi sabungan know the sagu-sagu malangan. as a sign that tambun is also a biological child. for the unique story of silahisabung, the 2020. linguistics, english education and art (leea) journal 4 (2):240-248 246 residents gathered in deliberation to build a monument to the tomb of the king of silahisabung as a tribute and warning to the king of silahi sabung. forming a tarombo or family association as a form of oath sagu-sagu mallangan to strengthen the sense of unity. the content of oat sagu-sagu malangan; 1. ingkon masihanolongan ma hamu sama hamu ro di pomparanmu, sisada anak sisada boru na so tupa masiolian, tarlumbi pomparanmu na pitu dohot pomparanmu si tambun on. 2. ingkon humolong rohamu na pitu dohotpomparanmu tu boru pomparan ni anggimu si tambun on, suwang songon i nang ho tambun dohotpomparanmu inkon kumolong roham di boru pomparan ni haham na pitu on. 3. tongka dohononmu na ualu na so saina kamu tu pudian ni ari. 4. tongka pungkaon bada manang salisi tu ari na naeng ro 5. molo adong marbadakan manang parsalisihan di hamu, ingkon sian tonga – tongamu masi tapi tola, sibahen umum na tingkos na sojadi mardinkan, jala na so tupa salak na hasing pasaehon. this study aims to raise and retrieve the folkore of the origins of silalahi in detail through acurate anlytical methods and tecniques.then dig,find the meanings and values that sometimes in stories that will later be used as english teaching material in junior high school. discussion based on the research results of the folklore "tugu silalahi", it was formed from observations and interviews of researchers with informants who were also sources, so that the accuracy of the form legends. this research is relevant to the research of ginting, et.al (2018), the legend of pancur kuta is used as a literary teaching material in the indonesian language and literature education study program at prima indonesia university to understand the form of legends and how to revitalize the legend. and other research relevant to this research is traditional theater learning based on the revitalization of the folklore of the hanging stone of batak toba community (2020) by (irwansyah, et.al, 2020). this study to revive existing traditions as an alternative source of learning based on local wisdom. so that the realized result can be enjoyed,absorbed,live from the philosophy of life and aesthetics as a manifestation of the beauty of local wisdom. 2020. linguistics, english education and art (leea) journal 4 (2):240-248 247 we revitalized the tugu silalahi story into material by making the story script more interesting with words that are easy to understand.the story of the silalahi monument needs to be revitalized because many people do not know or know the existence and truth of the existing story.so we revitalize this story so that it starts from being introduced to the toba batak folklore. and we can know about the effectiveness of information. from here it is hoped that folklore revitalization is expected. readers can clearly describe elements of the story, such as characters and characterizations, plot, language style, setting, and address. thus, this research can also open insights to get to know and love our culture more. conclusion based on the research results described above, it can be concluded that the folklore "the origin of the silalahi monument" can be used as teaching material in english language material. this folklore is in monas silalahi 3 village, dairi regency.the legacy of this folklore is the sipaulak hosa shower, the pertenunan stone, and the tugu in honor of the king. references baiduri, r., & khairani, l. 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(2015). kajian revitalisasi arsitektural di bantaran kali code yogyakarta. seminar nasional sains dan teknologi, 1(november), 1–7 linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1351 109 the implementation of task based learning in teaching writing descriptive text to the junior high school achmad saifudin 1 universitas negeri surabaya slamet setiawan 2 universitas negeri surabaya syafi’ul anam 3 universitas negeri surabaya . achmadboy74@gmail.com 1 submit, 04-07-2020 accepted, 22-12-2020 publish, 28-12-2020 abstract the research aims at investigating the implementation of task based learning conducted by the teacher in teaching writing descriptive text for junior high shool students of seven grade.the student still have problem in writing especially descriptive text. the study examine show to the teacher conducs the task based learning in teaching writing trought some step and elaborates students’ ability in writing descriptive text.the research used qualitative approach because the result of the data analyzed was in descriptive phenomenom such a word, sentence and utterence. the data is collected from observation, interview and students’ writing. the analysis of the data was conducted thought categorization, data display and drawing conclusion. the subjects of this research are an english teacher and his students of vii grade. the result of the study indicates that the implementation of task based has many weaknesses in some aspects.the consuming time in doing the task is one of the matters. students’ use of mother tongue instead of the target language makes the implementation of task based learning does not go as expected.in reference to the findings of the study, some suggestion proposed. the english teacher should use and design task which will not consume more time,so the step in task based learning will bwe accommodated in a meeting. the student should speak in the target language and the task based learning is implemented in order to reach the aim of this approach. key words : task – based learning, descriptive text, students’ writing mailto:achmadboy74@gmail.com1 2020. linguistics, english education and art (leea) journal 4 (1):109-125 110 introduction english is an international language and the first foreign language taught in indonesia. it becomes one of the compulsory subjects that must be learnt by students of junior high school. english is used not only for communication but also for skill that has to be mastered to face the high competition in the global era. due to the important role of english in the global era, approaches, methods, and techniques of teaching english are developed. the objective of using techniques is to enable students to learn and practice english easily. according to the competence-based curriculum, the objective of learning english in senior high school is to enable students to communicate in english. the communication skill is reached through the development of the four major skills speaking, listening, reading, and writing. the teacher has a role to set the plan of drafting students‟ learning goals. teacher will implement the effective instruction about what he/she has planned. she must be able to describe exactly what students will learn, how well they will learn it and what they will do to demonstrate that learning. the administrators have also some responsibility in this cooperation. the administrators refer to the principal and the stake holder which should recognize what does and does not work to promote learning and achievement for all students. they make sure that learning goals made by the teacher have been set up based on the students‟ performance data on the other hand, thr government also gives a hand to accommodate the teaching and learning process to be successfu with 2013 curriculum. based on permendiknas no 103 (2014), this curriculum expects learners to be active and creative. it is believed that the process of learning should emphasize more on learners, it is called students centered leaning. by students centered hopefully the students are able to explore their ability in the four language skills they should master. teachers do not become the giver knowledge or the controller, even the authority (harmer, 2004). students by themselves look for the knowledge from as many resources as they could find. the teachers act as tutors and resources; they help students when they are stuck having no ideas to answer. when students are having small groups‟ discussion, teacher guide and monitor them. even when students have to do the task individually, teacher helps them if only the students are asking for a help. writing plays an important role in human life since it enables us to communicate with others especially those who are not present. moreover, one can use writing to express ideas, feeling, thought and share them with others. beside its function as a means of communication, one can create meaning from his or her intellectual resources and activities. as brown, (2007) states, writing is considered as the difficult skill to master since it involves several components 2020. linguistics, english education and art (leea) journal 4 (1):109-125 111 which need to be employed i.e the content, organization, vocabulary,language use and punctuation. descriptive text is a kind of text with a purpose to give information. the context of this kind of text is the description of particular thing, animal, person, or others, for instance: our pets or a person we know well. it differs from report which only describes things more general and descriptive describes things more spicific and detail. they have to able to make outline of their writing,, to following paragraphs. beside, they must pay attention to the merchanics of writing (spelling, punctuation, and capitalization ), word choice, grammar and the aability to connect sentences to become a unified thought in written discourse. there are some previous study that argue and suggest applying task based learning, syahputra, (2013) give suggestion that first, the teacher should choose the technique and materials that are appropriate with the students’ needs and levels so that the interesting. then, the teacher should give short, clear and simple instruction; the teacher should keep in control the students activities. adk, (2015) argues that problem based learning did make the students interest and gave more attention to learn descriptive tex but the reseacher suggest to find new learning / strategy to improve writing descriptive text. siahaan, (2013) held a survey on an analysis of students’ ability and difficulties in writing descriptive texts in indonesia. states that that the students representing the middle and high achievers had a good control about the schematic structure of descriptive text. they also were able to use appropriate linguistic features. on the other hand, it was also revealed that the low achievers were still confused in identifying the schematic structure of descriptive text. aksu, (2015) found throughout the study, students’ written work which are essays written every other week, have been analyzed to examine the extent of their critical writing skills. he suggest that taking the importance of critical thinking an writing for our teachers into account, there is necessity for a course on “ critical reading and writing “ in the curriculum of elt departments (kuswoyo & hum, 2017). in their research about improving student listening skill using taskbased approach in efl, he suggest that the researcher can use task – based approach not only listening but also writing and speaking. carless, (2007) suggests a weak version of task-based teaching is likely to be most suitable for schooling and reinforces claims for the desirability of context-sensitive approaches. tan, (2016) states that a contextual adaptation to tblt in chinese efl setting should be made and tblt can be best feasible and useful if a context-sensitive tblt approach in which chinese traditional values, examination demands, teachers’ teaching beliefs and practices interact best with the principles of tblt. the last butler, (2018) state potential options for moving forward, including (a) employing more contextually feasible and flexible interpretations of clt and tblt, (b) 2020. linguistics, english education and art (leea) journal 4 (1):109-125 112 implementing decentralized or innovative language-in-education policies, and (c) creating communities of learning outside of the classroom as well as in the classroom communicative. in the classroom context, teachers have many challenges in facilitating the students learning english. consequently, the teachers need to think how to make the students be easier to get knowledge and implement it. to facilitate their students in achieving the goals of the learning, they need to think a set of approach or method as well, to be done. this approach, called task-based learning, is in line with the instruction existed in the peraturan pemerintah no 32 2013 which mentions in verse 19 that the learning process should be conducted interactively, inspiringly, fun, challenging and motivate the learners to be active participate in it, also give them a spacious part for their creativity and independency based on the talents, physically and psychologically growth. moreover, the learning design has altered in some ways; that it is instructed to be student centered, that mostly students take part in whole session which allow teacher to guide and monitor them, and also group session in doing the assignment. therefore, task-based learning will match with the instruction and help the learning process go smoothly. this approach is students centered, teacher doesn‟t play most roles. they are in groups while doing the assignment and moreover the target language is always used to create communicative language environment. base on the condition, the researcher will implement the task – based learning in the teaching writing for junior high school students, which had become a burden for a teacher in mts sunan kalijaga to teach, and so the students are hard to learn it. the researcher also investigated whether there was any modification in the implementation of tasjk based learning in teaching english writing have impacted on students’ writing product in the contex of curiculum. literature review definition of writing many experts give different definitions about writing. according to hamilton, (1988) , writing is a communicative act, a way of sharing observation, thoughts or ideas with others and ourselves. writing is far from being a simple. it is more complicated than it seems at first, and often seems, to be the hardest skill. writing means to try producing or reproducing writing message. with regard to the writing skill oshima, a., & hogue, (1999) states that, before we write, we need to determine what to write, because writing is not just constructing words to be a good sentence, but the writer should know well the message that will be delivered to the readers. writing is not such 2020. linguistics, english education and art (leea) journal 4 (1):109-125 113 a complex process but it can lead to learner frustration, because to write, it take times and energy it needs more ideas, feelings and experiences as creative act which requires time and positive feedback to be done well. in term of skills, producing a coherent, fluent, extended piece of writing is probably the most difficult thing to do in language. learning to write in either a first or second language is one of the most difficult tasks a learner encounters. many native speakers leave school with a poor command of writing. learning to write is not just a question on developing a set of mechanichal’’orthographic skill’’. it also involves learning a new set of cognitive and social relation. in writing students have to include many things that are used as criteria. a good deal of attention is placed on model compositions that students would emulate and how well a students product measured up against a list of criteria that included content, organization, vocabulary use, grammatical use, and mechanical consideration such as spelling and punctuation. in line with that statement, harmer, (2007) explains that writing requires many devices such as grammatical skill, stylistic skill and judgment skill kinds of reading. importance of writing writing is very interesting. many people have to know the importance of writing. it might be called as a recreational aspect of writing. it can be said that writing can give both emotional and aesthetic pleasure. according to oshima, a., & hogue, (1999), the good writing should be not only effective but also aesthetically sound. in other words, writing is a way to express someone’s feeling, although, there is not denying that writing is often considered as the hardest skill to be acquired for many people. they want to express their feeling, thoughts and experiences, but they get difficulties finding out precise words to reveal their feeling. in accordance with the statements above, heaton, (1975), says that the importance of writing in teaching and learning is as follows: writing helps the students. how? first, writing reinforces the grammatical structure, idioms, and vocabulary that we have been teaching our students. second, when the students write, they also have a chance to adventurous with the language to go beyond what they have learned to say, to take risk. third, when they write, they necessarily become very involved with the new language and to express ideas and the constant use of eye, hand, and brain is unique way to reinforce learning. having ability to write well is really important because it is not only for expressing someone’s feeling but can also be used to increase their opportunities for career promotion. 2020. linguistics, english education and art (leea) journal 4 (1):109-125 114 writing assesment assesment of wrriting is a legitimate undertaking. but, it is a complex task,involving two competing tendencies. first the impulse to measure writing as a general construct, and second, the impulse to measure writing as a contextualized. site and genre – specific ability (hamilton, 1988). writing asessment can serve to inform both the individual and the public about the achievement of the students and the effectiveness of teaching. on the other hand, it can be enourmousely harmful because of the power of language personally for our students as learners since learning is mediated through language. writing asessment that a line notes students from writing is counterproducting take an accurate on valid measure of their writing even more so. but writing assesment that encourages students to improve the facility with the written word, to appreciate their power with that word and the responsibilities that accompany such power, and that salutes students achievements as well as guides them, should serve as acrucially important educational force. descriptive text descriptive text is a kind of text with a purpose to give information. the context of this kind of text is the description of particular thing, animal, person, or others, for instance: our pets or a person we know well. it differs from report which describes things, animals, persons, or others in general. the social function of descriptive text is to describe a particular person, place, or thing. (gerot',1994). the language feature of descriptive text the descriptive text has generic structures which distinguish this text from the others. first, it involves identification. the second is description. description refers to the description of the things or a person in terms of parts, characteristics, and qualifications. the tense used in writing descriptive is simple present tense. table 1 the table of descriptive 1. identification it is the identification part where a particular person, animal, or thing to describe is introduced. 2. description it is the focus of the text in which the person, animal, or thing is described in terms of parts, characteristics, or qualification. 2020. linguistics, english education and art (leea) journal 4 (1):109-125 115 descriptive often uses 'be' and 'have'. tense which is often used is simple present tense. however, some times it uses past tense if the thing to be described doesn't exist anymore. significant grammatical features of descriptive text are : 1. focus on specific participants (my english teacher, andini's cat, my favourite place) 2. use of simple present tense. 3. use of simple past tense if extinct. 4. verbs of being and having 'relational processes'. (my mum is really cool, she has long black hair) 5. use of descriptive adjectives (strong legs, white fangs) 6. use of detailed noun phrase to give information about the subject. (a very beautiful scenery, a sweet young lady, very thick fur) 7. use of action verbs 'material processes' (it eats grass, it runs fast) 8. use of adverbials to give additional information about behaviour (fast, at tree house) 9. use of figurative language (john is as white as chalk.) task-based learning task-based learning is an approach which aims at creating opportunities for language learning and skill-development through collaborative knowledgebuilding. through some tasks the students ought to use the target language for a communicative purpose in order to achieve an outcome. the tasks used in this approach interpret the real world, so students sense factual situation in using the target language. it intends to make the students focus on meaning by processing and accomplishing the tasks given. the students do tasks in small groups and practice using language necessary for doing the particular task. its focus is on task completion and therefore students are free to use whatever language they have at their disposal to achieve this. through the steps in taskbased learning the teacher focuses on the students, how they explore their target language by increasing the students‟ activities. according to willis, (1996) the task based language comprised three steps in the structural framework of it. the first step was consciousness and also to introduce the students with the subject and task, this was called pre task cycle. the teacher explores the topic with the students, highlights useful words and phrases and helps them understand task instruction and prepare. here the teacher may use picture, make use of recording or even text as a lead in to a task. the second step was named task cycle, which has three parts in it; those are task, planning and report. in the planning, students do the task; it can be in pairs or small groups. the students are free to experiment without teacher‟s intervention, since the teacher monitors from a distance, encourages all attempts at 2020. linguistics, english education and art (leea) journal 4 (1):109-125 116 communication, and does not correct. mistakes don‟t matter; the students will use whatever target language. in the planning, students prepare to report to the whole class; it can be orally or in written) how they did the task, what they decided or discovered. students are able to request teacher‟s help for language advice, as they will report publicly and they need for sure it will be accurate. report is the part for the students in groups presenting their result of the discussion, or exchanging the written ones to other groups, even comparing the result to others. the last step was named language focus which has two parts in it; analysis and practice. when analysis is undergoing, the students examine and then discuss specific features of the text or transcript of the recording. they can enter new words, phrases and patterns in vocabulary books. afterwards teacher will conduct practice of new words, phrases, and patterns occurring in the data, either during or after the analysis. junior high school students have been introduced to several text genres. based on permendikbud no. 68 (2013) those genres are descriptive, procedural, recount, and narrative text. research method this study employs descriptive qualitative design which produces descriptive data in the written form from the respondents.this research was conducted at mts sunan kalijaga. this school uses curriculum 2013 for the teaching and learning process. the researcher selected a class in grade 7 which took descritive text based on the consideration that students of grade 7 at junior high school are expected to arrange descriptive text spoken and written, very short and simple, about place, animal/human, and thing, by paying attention to social function, and language features, correctly, appropriately, and contextually (permendikbud no 68 tahun 2013). a teacher and the students who participated in this study were ones whose classroom applying task-based learning in their writing class. the researcher chose a class whose students‟ writing scores are low. it aimed to see how tbl was implemented and affects the students‟ writing. data are defined as any information gathered by the researcher from the world of she is studying, particularly researcher seeks the data from the participants, the students and the teacher in the study. the source of data was the results from the process of the implementation of task based learning in the classroom. there two sources of data were used by the researcher. first was the main data source, including the teacher and students‟ verbal behavior in the process of teaching and learning while applying task-based learning in teaching writing, and also the interview result of teacher and students. the researcher posed general, broad questions to participants and allowed them to share their views relatively unconstrained by her perspective. the second data source was the support data; it is called as secondary data source. 2020. linguistics, english education and art (leea) journal 4 (1):109-125 117 those were data which researcher collected through the observation in the classroom and also the writing product made by the students during the implementation of task based learning in the classroom. the important part of the research is data collection approach. it determines where the researcher analyzes the data from the participants. in this research the data collection techniques are observation, interview and documents. data analysis techniques after collecting the data, the next step researcher should take is analyzing them. the data obtained by researcher is required to form the answers of the research questions. inductive analysis was used in this research to analyze the data gained by the researcher before. the data is analyzed from the particular or the detailed data to the general codes and themes (cresswell, 2012) the data were obtained from observation of the teaching and learning process, the students and teachers activities in the classroom along the process of study and interview‟s result from both students and teacher. the documentation from the observation and the writing product of the students are as supplementary data in developing the report. this research belongs to basic interpretative research in which the data and the result of the data be interpreted by the researcher‟s point of view (cresswell, 2012). from the result of data analysis the researcher had them as research findings. the data collected by the researcher was analyzed based on suggestion from (miles, et.al, 2014); those are data condensation, data display and conclusion drawing/ verification. finding the implementation of the task-based learning followed three cycles suggested by (willis, 1996). the three cycles that teacher had to conduct were pre-task cycle, task cycle and language focus. in the pre-task cycle, students get exposure, and a chance to recall things they know. teacher helps them in introducing the topic and the task, by asking the students some question related to the topic or read part of a text as a lead in to a task. teacher asked about the places that students had been there before, their experiences at those places. she also had a text for the first task. next cycle was called task cycle which students had the most role, they played in almost part of the task cycle; students should discuss to answer some question based on text given and to rearrange some sentences into a meaningful text. after doing the task, each groups planned to report the result of their discussion in written. in reporting the result of their discussion, the representative of the groups will write their answer on the whiteboard. the last cycle was the language focus; this part was teacher who had the responsibility in explaining things related to the linguistic features or the 2020. linguistics, english education and art (leea) journal 4 (1):109-125 118 structure, though it‟s still required students‟ involvement. in this study, the researcher acted as an observer and did not take part in the process of teaching and learning. she observed the activities of teacher and students during the lesson and the method were implemented. pre-task cycle the first step was pre-task cycle; teacher set the students‟ condition and made them well-prepared to follow the lesson. the teacher arranged the preparation and direction to students what they had to do. the teacher mostly dominated this cycle whereas students listened to her carefully. teacher intended to encourage students in the learning process they would undergo. teacher‟s activities can be introducing to the topic and task, using texts and other activities upon those texts. this activities conducted in the pre-task cycle can be elaborated into five activities which had some goals underlying each of them. those goals must be reached by doing activities in the pre-task cycle were to raise the students‟ consciousness, to introduce students to the subject and task, to explore the topic, to highlight useful words and phrase, to help students understand the task instructions. task cycle the second phase in doing task-based learning was task cycle. this cycle consisted two parts, doing the task and reporting it. mostly in doing the task, students were asked to accomplish the task in groups or in pair. the students were having discussion in groups to accomplish the tasks. the students should communicate in english for every single action they did in the discussion. in this phase, the students played the main roles, whereas teacher only monitored and facilitated them in discussion. it is students centered session; they were free to explore what so ever target language, hence mistakes were not paid attention to, in order to achieve the outcome. doing the task in this cycle, after having join with their friends in the same groups , the teacher handed in the pieces of text to them. then they started to do the task. in this phase there were two parts, first was task and the second was planning and to report. the task was a part when students did discussion in groups. and report was presenting the result of the discussion done by the groups. the students is devided by 6 group. every group must describe a picture in the task. than every grup can be disscustion and presentation in front of class. and the task 2 the every group arrange sentence with picture in the task. after that they can present in front of class. 2020. linguistics, english education and art (leea) journal 4 (1):109-125 119 the teacher appreciated the students since most of the group rearranged those sentences correctly. they firstly translated all those sentences into bahasa indonesia and then they put them chronologically. in fact, the students got used to communicate in bahasa indonesia and javanese as their mother tongues. in such manner, it was not easy to have them using english in every single action of discussion. they used english for simple utterances or when the teacher noticed them. using javanese made them easier to understand and discuss the task. the teacher walked around the groups and monitored them. the role of the teacher in this phase was less adequate, since the students played the most acts here. students were free to express their learning process. they ought to use the target language in communication to their teammates. they worked together in a group, discussing their task. in this part, teacher played as monitor and facilitator. the teacher approached some groups she considered calling for her help. as in group 6, they asked the meaning of some words, and the teacher gave them clues, and one of the member of the group can answer it. she did not give only the answer directly, but guided the students by giving them some clues to find the answer by themselves. planning after doing the task, groups were planning to report the result of the task. they performed the answer of the assignment by each representative of groups. two groups had accomplished the task in time, but the other groups needed more time of the given time by the teacher. those who could fulfill the tasks in limited time deserved to announce the answer on the whiteboard. teacher monitored the result of the task before the groups performed in front of the class. she only looked at those answer sheet, not to correct those which were un-correct. when she found the answer was not correct, she would ask the group to reassure them. reporting in reporting, the students did not seem enthusiastic. most of them feel bashful making mistakes in their result. they should be directed and commanded by the teacher. students reported their result of discussion by writing it on the whiteboard. they then discussed the answer with the teacher. this role played by the teacher called as advisor, she managed to give the students the knowledge when the students needed to learn the linguistic features and grammatical rules dealt with the task. the students asked about the verbs in simple present as they did not fully remember all of the verbs they need to make a text. language focus the next stage was language focus; in which teacher gave explanation about the linguistic features related to the tasks. there were two parts; those were 2020. linguistics, english education and art (leea) journal 4 (1):109-125 120 analyze and practice. in analyzing, students paid attention to her explanation about some difficult words for them. she asked them to look for the meaning of those words in the dictionary, and who‟s getting it first would be the winner. after having known the meaning of those words, she led the students to pronounce them, it included in the practice. the students repeated after her. there were about ten words pronounced together. teacher helped the students translating some words they were confused. moreover teacher explained about the text, its structures and its function. the implementation of tbl in teaching descriptive text shows that the teacher conducted the task-based learning in three cycle, those were pre-task cycle, task cycle and language focus (willis & willis, 2007) in a sequence. in the first meeting she could implemented those three cycles in two-hour meeting, yet in the second meeting she could not be able to manage the time to have three cycles instead of having two cycles and continuing the last past cycle, language focus, in the later meeting. the incompleteness of having three cycles in one meeting was caused by the lack of time for doing the task. the students felt they needed much time to work on writing descriptive text. discovering the themes or topics took time to gather the different ideas from the members of a group, then finding the clue words also took more time, and the hardest part was to arrange the sentences from bahasa indonesia into the target language, english. it was not easy for them to compose descriptive text from many ideas of the member of the group. task-based learning becomes a different way to teach language, in which it helps the students by placing them in a situation like in the real world, a situation where oral communication is essential for them doing a specific task. task-based learning had the advantage of getting the students to use their skills at their current level, to help develop language through its use. it has the advantage of getting the focus of the students toward achieving a goal where language become a tool, making the use of language a necessity. the students obliged to use the target language in every single action in doing the task (richards & rodgers, 2001). from the observation done in the class, the students mostly spoke their mother tongues, javanese and bahasa indonesia. they did not feel confidence with their english since they only could use simple phrases to speak with their partners. the main goal of task-based learning was to make students able to communicate using the target language. they should speak in the target language even they made error or mistakes, it is crucial since the aim of using this tbl was to make students active and communicatively learning english. hence the teacher also used bahasa collaborated her english in explaining. she felt bahasa indonesia will much more help her students understand the lesson than she always 2020. linguistics, english education and art (leea) journal 4 (1):109-125 121 speaks using english all the time. the students prefer mixing the languages, javanese, bahasa indonesia and simple english. they sometime understand only simple english instructions. when the teacher spoke long sentences in english, they did not catch the meaning of those. regarding to the task chosen by the teacher for her students, those were classified as ordering and sorting (1) and sharing personal experience (2) (willis, j., & willis, 2007). the task in the first implementation used reading text in which allowed students to answer some questions and find some verb base, other task was to rearrange sentences. actually the former task belong to reading, but teacher preferred to use this with the reason that students will be encouraged by seeing the model of text and also answering the text will help them to understand the sample text. the later task was writing a text based on the students‟ experiences. here the teacher didn‟t explain the writing technique which she should have been done, such as stated by (harmer, 2007) that teacher should do give some steps such as planning, drafting, editing, revising, until they come up to the final version. on the contrary, the teacher asked the students in the second implementation to make their own composition using clues from some word they looked for, and developed them in groups. it can be concluded that the implementation of tbl in teaching writing in this study relies on the teacher conducting the three steps and the language used by the students to communicate in doing the tasks. since the goal of this method were to achieve students‟ centeredness and communicative learning. students’ writing ability the researcher analyzed students‟ writing text in order to find out the student‟ss ability in writing recount text for the question number two. they were analyzed based on the scoring rubric proposed by (o’malley, & pierce, 1996) which has been modified. there are some criteria for the assessment of writing: organization, style, grammar and mechanic. the group had chosen the right topic which was about holiday. they developed the paragraph so minimalist. their text consisted of 10 sentences. the following would be the elaboration of the text based on four criteria: 1. the organization. this criterion reflects how the students put the ideas appropriately and the structures of the text had been placed properly. from the example text above, the students composed two paragraphs. both of them told about only an event. in the first paragraph, the orientation part used “i” as specific participant. it did not mention the place where the event took place clearly, but the reader will knew it by looking at the title. the sentences mostly used simple present, yet still many errors happened there. as we could see in the first sentence of the first paragraph, “it take…” the word “want” should be changed into “takes.” on the second paragraph, it still continued the event in the previous paragraph. actually, in this place there are many ... the sentence 2020. linguistics, english education and art (leea) journal 4 (1):109-125 122 should show support sentence.this criteria was about the vocabulary selection to put in the text which was suit and precise. the vocabulary used in the text above was poor. most of the students were lack of vocabulary and sometime they misused them. 2. style. the vocabulary chosen by the writers was good enough in describe theirplace. but it was lack of sentence variation, it used simple ones. 3. the grammar. the rules of the grammar related to the correct use of verb form and tense on sequence, modal articles, preposition and the agreement of subject and predicator. in the text, it was found that many errors were made by the students. 4. the mechanic. this mechanic criterion was dealt with spelling, punctuation and capitalization used to write in the text. only few errors made by the students regarding to the capitalization, they used capital letter in the beginning of each sentences. it showed that students‟ writing results vary for their organization, style, grammar or mechanic. mostly they had low to average score in most writing criteria. the organization of the text was still not relate wuth other sentence to describe something. in their texts the topic was supported by the ideas which made the text well organized. the topic they chose was about the favorid place was described well enough, it was supported by some ideas developed from the clue words they looked for before. it happened to some groups that the vocabulary they used was very poor and inappropriate. the students used their dictionary to find the english words to put in their text, and they picked the words which they thought have the same meaning with the intended words. in the aspect of grammar, the students were still having trouble to use the tense in the descriptive text. almost all group got fair for the score of grammar. they had many grammar inaccuracies in their texts, sometimes they forgot to use the present verb in the present sentences. in the aspect of mechanic, the groups had poor score too. they missed the capitalization in writing a person‟s name, first letter in a sentence or even. discussion the discussion of students’ writing based on the analysis of students‟ writing descriptive conducted by the researcher, generally the students were low to average in terms of the criteria proposed by (o’malley, & pierce, 1996). they need to be improved more in many aspects of writing, such as style, grammar and vocabulary. as previously stated that the teacher did not apply the steps in writing (drafting, editing, revising and final draft) as suggested by (harmer, 2007), which was supported by (brown, 2007), which might make the students‟ score low to average. the students had 2020. linguistics, english education and art (leea) journal 4 (1):109-125 123 achieved the point of understanding what descriptive text was about, as it was seen from their writing result which describe the favorid place using simple present, and its goal is to entertain or to inform the audiences. in term of the generic structures of the text, mostly the group had done well in their composition. they put the orientation first in order to be able to explain who participate, to know information about the place. still there were many ungrammatical error found, some inaccuracies happened mostly in those texts. there was text written by group 6 which did not use simple present tense. they used simple future tense in their text. the grups something didn’t write sentence well. they still make mistake to put some words in the sentence. the discussion of the implementation of task-based learning and the students’ writing ability this part is the sum up of both discussions answering the two research questions mentioned in the earlier chapter. the teacher who implemented the approach which was called the task-based learning had conducted the three steps of tbl based on (willis, 1996). by doing the appropriate procedure of the tbl, teacher hoped the learning goals were reached by her students at the end of the learning process. the students were expected to be able to communicate in english fluently because in the process of doing the task they should use the target language. they also had to produce a writing product since it was a writing class. the teacher had presented those three steps in the first session, but incomplete steps were showed in the second implementation. this was due to running out of time when the students doing the task, composing the text. the teacher referred to students‟ centered learning as mentioned in harmer (2001), she only monitored the students to do the activities and using the target language. in fact, the students did not speak using english in their discussion. they spoke only simple utterance whenever the teacher was near them. they were afraid of making mistakes and had no courage using english. the teacher did not apply the writing guidance for her students as stated in (harmer, 2004). she did not apply to teach writing by planning, drafting, editing and revising. in fact she gave instructions and only walked around monitoring them. the lesson time was the reason she chose not to apply the writing guidance. as a result the students‟ writing product did not show good result, for they had many weaknesses in some aspects, such as grammar, vocabulary and its schematic structures. from the previous points the researcher presented, it led to a decision that the teaching and learning process determine the result. mostly the successful teaching and learning process using an appropriate approach would produce a good result, whereas the poor teaching and learning process would produce the poor result. 2020. linguistics, english education and art (leea) journal 4 (1):109-125 124 conclusion the task based learning method was aimed to explore the target language used by students. task-based learning create opportunities for language learning and skill-development through collaborative knowledgebuilding. through some tasks the students ought to use the target language for a communicative purpose in order to achieve an outcome. the tasks used in this approach interpret the real world, so students sense factual situation in using the target language. it intends to make the students focus on meaning by processing and accomplishing the tasks given. so the teacher can implement the task based learning in writing descriptive text. applying the task based learning in writing descriptive text is very important to be applied in the classroom because some researchers in the previous study have suggested to use task based learning way to improve students’ writing ability. besides that the impleentation of task based learning can be reference to another researcher to improve writing descriptive text in the classroom. reference adhe s., h. a. (2013). the implementation of cmaptools program in teaching descriptive text to junior hight school. journal of english language teachin, 1(march), 2. adk, d. p. (2015). the implementation of probem based learninin teaching descriptive text to the eight grade. english and education jurnal, 1, 1–7. aksu, b. (2015). from descriptive to critical writing : a study on the effectiveness of advanced reading and writing instruction. procedia social and behavioral sciences, 199, 620–626. https://doi.org/10.1016/j.sbspro.2015.07.588 brown, h. d. (2007). principles of language learning and teaching (5ed). new york: pearson education inc. butler, y. g. (2018). the implementation of communicative and task-based language teaching in the asia-pacific region, (2011), 36–57. https://doi.org/10.1017/s0267190511000122 carless, d. (2007). the suitability of task-based approaches for secondary schools : perspectives from hong kong, 35, 595–608. https://doi.org/10.1016/j.system.2007.09.003 cresswell, j. w. (2012). educational research: planning, conducting, conducting and evaluating quantitative and qualitative research. new jersey: pearson education, inc. hamilton. (1988). assesment writting. canada. harmer, j. (2004). how to teach english. an introduction to the practice of english language teaching. harlow: longman. harmer, j. (2007). how to teach english. england: longman. heaton, j. b. (1975). writing english language test. london: longman group limited. 2020. linguistics, english education and art (leea) journal 4 (1):109-125 125 j.siahaan. (2013). an analysis of students’ability and difficulties in writing descriptive text. journal of english and education 2013, 1(2005), 114– 121. kuswoyo, h., & hum, m. (2017). improving student ‟ s listening skill using taskbased approach in efl classroom setting. advances in social science, education and humanities research (assehr), 109(aecon), 118–123. miles, matthew b., huberman, a. micahel, & saldana, j. (2014). qualitative data analysis, a method sourcebook (3 ed). washington: sage. norland,. o’malley, j.m., & pierce, l. v. (1996). authentic assessment for english language learner, practical approach for teacher. massachusetts: addison-wesley. oshima, a., & hogue, a. (1999). writing academic english. massachusetts: addison-wesley publishing. tan, z. (2016). benefits and implementation challenges of task-based language teaching in the chinese efl context, (3), 1–8. willis, j., & willis, d. (2007). doing task-based teaching. oxford: oxford universitty press. willis, d. (1996). a framework for task-based learning. londond: longman. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1824 233 the revitalization of batu parsidangan batak toba folklore into teaching materials in english subject for junior high school fungky lusiana sinamo 1 universitas prima indonesia bambang nur alamsyah lubis 2 universitas prima indonesia thesa ayu emalinta barus 3 universitas prima indonesia syeba jenita sembiring 4 universitas prima indonesia fungkylusiana@gmail.com 1 submit, 24-11-2020 accepted, 10-01-2021 publish, 17-01-2021 abstract this research aims to find out the original story of batak toba folklore “batu parsidangan” and transformed it into a script as teaching material in junior high school. this research was conducted at batu parsidangan, desa siallagan pindaraya, kabupaten samosir, north sumatera. this research used descriptive qualitative method to describe words and clauses systematically, accurately, and factually. the instrument of data collection was observation, interview and documentation. the source of data were bataknese informant. the result of this research is batu parsidangan was used by the batak king to punish and execute the defendant who does the criminals in his village. keywords : folklore, batu parsidangan, revitalization, teaching materials introduction education is a learning process for students to have an understanding of something and make it a critical human being in thinking. education is preparation for some worthy activity. education should be guided by legislation to make it correspond with the results of psychological analysis, and follow the gradual development of the bodily and mental faculties ("aristotle" 384-322 bc). a folklore can be used as teaching learning materials in school because indonesian folklore contains culture and it’s needed to be preserved. through the mailto:fungkylusiana@gmail.com 2020. linguistics, english education and art (leea) journal 4 (2):233-239 234 folklore, students are expected have the attraction to increase their reading intentions and curiosity about the culture that exists in indonesia. besides learning folklore has a positive impact to the students. for example, the folklore of malin kundang taught us not to fight our parents. indonesian folklore also has moral value that can be related to the values of character’s education. it is expected to help the development student’s character to be better. by learning folklore the students have logically thinking, critical, creative and innovative, and nasionalist. folklore is a set of fictional stories, cultural myths and even quotes. it was description as culture, which has been passed down from generation to generation. folklore is also known as “folk literature” or “oral traditions”. folklore described the way main characters manage their everyday life events, including conflicts. some folklore described universal truths, unfounded beliefs and supersitions are also basic elements of folklore tradition. according to noyes (2007) folklore is a metacultural category used to mark certain genres and practices within modern societies as being not modern. folklore therefore typically evokes both repudiation and nostalgia. brunvand (1968) stated folklore is the traditional, unofficial, non-intitutional part of culture. it encompasses all knowledge, understandings, values, attitudes, assumptions, feelings, and beliefs transmitted in traditional forms by word of mouth or by customary examples. based on the experts’ explanation above, it can be concluded that folklore is a story as a culture of people that has been told from generation to generation that every story has moral value. indonesia has many folklores. indonesian folklore reflects the diverse cultural of indonesia as well as the diversity of ethnic group indonesia. many ethnic groups have their own collection of tales and folklores that have been told for generations. the researchers choose malin kundang and a golden snail as an example folklore from indonesia. according to ginting, et al. (2019), the revitalization of pancur kuta folklore is carried out by transforming the story into a drama script and make it as a teaching materials in language education and literature of indonesia program university of prima indonesia so that people know and describe the original story of pancur kuta folklore. to support this research, the researcher took some previous research. nur, et al. (2018) mahangke folklore used as a literature object learning that mahangke exists in karonese to avoid something unwillingness among the member of family that do not husband and wife such as sex contact. according to handayaninst, et al. (2019) the revitalization of lau kawar folklore through the comic as the media can be an effort to preserve folklore. comic media provides a narrative and illustrated style ofstory telling and provides easy access to the stories previously rarely known. 2020. linguistics, english education and art (leea) journal 4 (2):233-239 235 according to saragih, et al. (2019) the legend of parnamoraan is used as a literary teaching material for indonesian language subjects in legendary material for junior high school. in this legend there are also exemplary secondary values that can be imitated by students or readers. the revitalization of the folklore of the batak toba community is an effort made to revive existing traditions, as an alternative source of learning based on local wisdom (irwansyah, et al, 2020). this revitalization will produce new works or texts as a scientific strengthening that reflects cultural values and plays a role in the preservation of traditional arts. according to hilman & adha (2019) the revitalization of folklore gave some positive benefits in education, especially in the development of children’s character as the next generation in the digital era. according to baiduri & khairani (2018) revitalization of the values contained in batak toba folklore can be done by preserving and transforming it to the young generation in the form of education, especially in the local content curriculum, extracurricular activities in the form of theater/drama and film/video making. the revitalization of bonai literature can be filtered the negative impacts of globalization so that the indetity of bonai ethnic group will be well maintained. the result shows that bonai ethnic group has many folklores: oral folklore, half oral folklore, and non-oral folklore. after studied by using analytic descriptive method, the tradition of bonai ethnic group shows specific cultural enchantment and local identity so that they can be contributed to strengthen learning material as local wisdom (wahyuni, 2017). the differences this research with all the relevant research is the revitalization of batu parsidangan folklore through the script can be used as teaching materials in school, so that the students have more knowledge about indonesian folklore especially folklore in their tribe. literature review folklore is a form of culture that is collective in nature, because folklore is generally spread and passed down from generation to generation. folklore is one of indonesian culture. this is because folklore tends to the aspects of locality that exist in society in indonesia. as long as the times, folklore has been left behind and it’s needed to revitalize. revitalization is a process or way to revive something that was previously empowered which means making something or an act to be vital. according to rais (2007) revitalization is an effort to revitalize an area or part of the city that once lived, but then lose the ground. in the process of revitalization, an area needed to improve in physical, economic and social aspects. danisworo (2002) stated an approach revitalization must be able to recognize and utilize the potential that exist in around the environment such as history, meaning as well as the uniqueness and mage of the location. based on the 2020. linguistics, english education and art (leea) journal 4 (2):233-239 236 expert’s explanation above, it can be concluded that revitalization is a process to revive something that was left behind and how to make it alive. theoritically, the result of this research provides the revitalization of batu parsidangan batak toba folklore as a teaching materials in english junior high school students. it makes the students more interested to study folklore. this research also helps english teacher and students to preserve the culture that exists in indonesia. research method this research uses descriptive qualitative. the purpose of it was to describe words and clauses systematically, factually and accurately. the researcher was conducted this research at batu parsidangan, desa siallagan pindaraya, kabupaten samosir, north sumatera. the source of data that is used by the researcher is primary data, data that obtained directly from the informants. the instrument of data collection was observation, interview and documentation. for collecting data the researcher do some procedures. the procedures are the researcher visits the batu parsidangan , meets the culture figures, interviews the culture figures, writes the story, and makes the story to be a script. findings in general, folklore that develops in indonesia has its own uniqueness and values. the folklore that adopted by the researcher is folklore which has never been recorded or published. the data obtained to be compiled into a folklore is the result of interviewing with the informant who lives in the research location, precisely in desa siallagan, pindaraya, kabupaten samosir . based on the results of interviews with the informant, batu parsidangan folklore was formed according to the informations from the informant. in order to achieve the effectiveness of information, there are categorizations in interviewing from the informant, was stated as the following: 1) the truth of "batu parsidangan", 2) the reason for naming the place as "batu parsidangan", 3) the form of "batu parsidangan", 4) the situation of "batu parsidangan" until now, 5) the situation of previous society’s toward the presence of "batu parsidangan", 6) the unique things of "batu parsidangan", 7) the informant retells the story according to his perception based on the categorizations above, the researcher concludes that the data in the form of folklore has been validated by the informant from desa siallagan pindaraya, kabupatensamosir. as for the form of the story is : 2020. linguistics, english education and art (leea) journal 4 (2):233-239 237 batu parsidangan folklore once upon a time, there was a batak king named raja siallagan. he lived in the village named hutasiallagan. huta siallagan is an old village that was existed for hundreds years, and was built during the reign of the first leader of huta siallagan, siallagan king. siallagan is a descendant of naimbaton king who follows the line of isumbaon king, the second son of the king of batak. huta siallagan constructed by stones, the walls were equipped with forts and sharp bamboos to protect the village from wild animals and attacks from other tribes. there is a collection of tables and chairs was made from the stones which is called “batu parsidangan”. the location of the batu parsidangan was in front of the king's house, and under the hariara tree. a hariara tree is a sacred tree for the batak people.in the past, batu parsidangan was used by the king for meetings with the elders regarding problems in the village. the problem was a crime, such as murder, rape, theft and even attack the king. every crime that related to the king such as disturbed king’s wife, the traitor who attacks the king will be executed. mostly the defendant who attacks the king had a black magic. before being executed, the defendant will be jailed under the king's house. the king's house is a rumah bolon. rumah bolon is a traditional batak toba house which house has a pit that usually used as a place for animals. then the defendant was shackled in front of the king's house. the psychic determined the execution date by using manitiari. manitiari is the primbon of batak people. after the execution day has arrived, firstly the defendant would be brought to the batu parsidangan to be tried. then the defendant will be taken to the place of execution. the defendant will be placed on a stone table with eyes covered by the ulos cloth. first of all, the defendant will be given food containing a psychic formula to weaken the black magic. then the defendant would be beaten with a longhaired stick, namely panaluan is a magical stick was carved the head of a human and an animal. before being executed the defendant's clothes would be removed to ensure that no more amulets were left. after that, the whole body will be cut into pieces. if the defendant already injured and bleeding, the black magic on the defendant will have disappeared. after the execution process was completed, the heart of the defendant were eaten by the king to increase the king's strength. meanwhile, the head that has been separated from the body will be placed on a round table, while the body will be placed on a square table. then the defendant's body was thrown into the lake and his head hung at the entrance gate of huta siallagan as a warning sign. 2020. linguistics, english education and art (leea) journal 4 (2):233-239 238 discussion this research is relevant with the research ginting & lubis (2018) the research was rised to find out the original story of mahangke karonese ethnic and explore it became literature’s object learning in language education and literature of indonesia program university of prima indonesia. another relevant research is the research of handayaninst, et al. (2019) the research aims to increase people’s interest in reading, especially children. in addition, there is a lack of community habits in introducing the legend to their children. based on this relevant research, the transformation of this folklore into a script is expected to be able to make the revitalization of batu parsidangan folklore as teaching materials for junior high school students because education is a forum for creating students as the successor of the nation’s culture to the wider community. by using it as teaching materials in junior high schools, it is hoped that students will get to know more about indonesian culture and the folklore contained in that culture. so that their curiosity about indonesian culture is higher and they can introduce it to the surrounding community so that people know more about indonesian culture. thus, this research can also open insights to get to know and love ancestral heritage more, especially folklore in indonesia. conclusion based on the research results, it can be concluded that batu parsidangan folklore can be used as a teaching materials for junior high school. the culture of folklore needs to be preserved. folklore contains values that can be associated with characters education because education is a forum for realizing students as the successor of the nation culture. this story comes from desa siallagan pindaraya kabupaten samosir. it is known that there are relics of this cultural site, namely a stone shaped like a chair and table. based on the information during observation, the stone was marked as the existence of the village was found. the stone was also used as a meeting place for king with the elders and also used as a place for the execution of criminals (defendants) in ancient times. 2020. linguistics, english education and art (leea) journal 4 (2):233-239 239 references baiduri, r., & khairani, l. (2017) revitalization of value and meaning toba batak folklore in the formation of character education of children.in 2nd international conference on social and political development (icosop 2017).atlantis press. brunvand, jan. (1968) the study of american folklore: an introduction, 2nd edition. new york. danisworo, m., & widjaja, m. (2002). revitalisasi kawasan kota, sebuah catatan dalam, pengembangan dan pemanfaatan kawasan kota dalam newsletter urdi (urban and regional development institute. 13 (1) ginting, s. d. b., lubis, b. n. a., & sari, n. p. (2019) revitalisasi legenda suku karo “pancur kuta” sebagai bahan ajar kesusasteraan di prodi pendidikan bahasa dan sastra indonesia universitas prima indonesia. kode: jurnal bahasa, 8(3). handayaninst, s., parapat, d., marbun, p., siregar, y., &syahfitri, d. (2019) revitalisasi legenda danau lau kawar melalui komik. jurnal basataka (jbt), 2(2), 23-32. hilman, a., & adha, i. d. u. (2019) revitalisasicerita rakyat sebagaipengembangankarakteranak di era digital.in prosiding seminar nasional fkip universitas mataram, 138-141 irwansyah, i., adli, d., & akbar f, r. (2020) traditional theater learning based on the revitalization of the folklore of the hanging stone of batak toba community.budapest international research and critics in linguistics and education (birle) journal, 3(4), 1782–1790. noyes, dorothy. (2007) folklore in the social science encyclopedia. 3rd edition. adam kuper and jessica kuper, ods. new york: nur, s. d. b. g. b., & lubis, a. (2018) mahangke” foklore of karonese ethnic as a literature’s object learning.in susunan kepanitiaan seminar nasional fkip universitas prima indonesia rais, a. (2007). pengaruh air payau terhadap beton yang memakai semen padang di kota padang sumatera barat. medan: universitas sumatera utara. saragih, k. n., nababan, d. n., &ginting, s. d. b. (2019) eksplorasi legenda parnamoraan” suku batak toba sebagai bahan ajar sastra. bahasa indonesia prima, 1(2), 2684-6780. wahyuni, d. (2017) the revitalization of bonai literature. gramatikal jurnal ilmiah kebahasaan dan kesastraan, 5(1), 64-74 linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.179 102 the application of four corner debate to teach speaking nury kurnia 1 ikip jember, indonesia nurykurnia@gmail.com 1 submit, 12-04-2018 accepted, 29-05-2018 publish, 29-05-2018 abstract the research aims at knowing and finding whether or not the application of four corner debate is effective to improve students’ speaking skill at the eighth grade students of smp jamaluddin ar-rumi jatisari jenggawah jember in academic year 2016/2017. the population of the study was 78 students with the number of sample 31 students in class viii b. the research was a pre-experimental research in which only one class which was treated using the technique. the data collection was administered through conducting speaking test and scored students performance. afterwards the scores were converted to the school passing grade and then calculated in paired t-test. the result showed some data including students’ average score in pretest and posttest. the average score in pretest was 67.59 and 76.15 in posttest. it indicated an improvement for 8.65 points. the result of paired t-test calculation was 8.61 and the t-table score was 1.697with 0.05 significance level of score and df 31 (32-1). the score analysis indicated that the t-test score was higher than the t-table score. therefore, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was approved which means the application of four corner debate in the classroom is effective to teach english speaking to the eighth grade students of smp jamaluddin ar-rumi jatisari jenggawah jember in academic year 2016/2017. keywords: four corner debate, english speaking, teaching speaking introduction producing words orally in a productive skill as in speaking require the connection between brain and speech organ (rieber, 2014:90). speaking is one of man’s most complicated skills (levelt, 1989:76). someone must have sufficient input of information which he received to, then, produce it into spoken words because speaking is delivering ideas or thought through speech organ. therefore, it is impossible to deliver it if there is no sufficient information or nothing at all. 2018. linguistic, english education and art (leea) journal 1 (2):102-114 103 the activities with highest priority for interpersonal competence are oral (listening and speaking), which function in processing both input and expression (saville-troike, 2006:137). to have a good interpersonal competence in oral communication it is important to master our speaking skill, especially in english language. speaking is the activity when someone may share the ideas to others orally. in the activity, there are two sides who involve namely a speaker and a hearer (interlocutor). they have to understand each other to communicate well. speaking or using the languages also let people to use more than one language. speaking other languages may cause some difficulties without sufficient knowledge of particular language. understand the language more familiar to us is easier than understand the new ones. in this case, a foreign language may be more difficult to understand because of significant difference of linguistic features. english as the foreign language in indonesia confuses the people with variants first and second languages. because the activity of speaking in english needs special ability, they have to try harder in mastering speaking with some criteria like fluency, pronunciation, vocabulary mastery and grammar. those criteria are supporting each other in order to have good communication. in mastering english skills, people also have to master the aspects well. the skills and aspects must be one unity and they cannot be separate each other. if people have a good speaking mastery, they must master the supporting component like pronunciation, enough vocabulary, good grammar and they have to speak in a good order and manner. all of the components are important to have a good mastery in speaking english (manroe 1997:201). some problems tend to occur when an indonesian tries to learn english. the obstacles of the learners, indeed, become the special concern to english teachers in the country. this is the challenge for all indonesian english teachers to educate their students to master english as a foreign language. teachers have to figure out the effective and creative teaching methods that will be adjusted to students learning style. speaking problems also happen in different level of education including junior high school students, especially in smp jamaluddin ar-rumi jatisari jenggawah jember. observation was ever done know how students speak using a foreign language and what are the problems in triggering them. the result indicated some common students’ problems in learning english as a foreign language, such as, lack vocabularies, lack of language experiences, and unsupported environment. in this study, the writer applied four corners debate to teach the expression of asking and giving opinion. debate is part of daily life in which people try to 2018. linguistic, english education and art (leea) journal 1 (2):102-114 104 analyze a topic by comparing and constructing personal experiences, facts, and predictions. but debate is not always confusing because debate can be an interesting activity with some creativity. one of the interesting debate activities is four corners debate. this debate game would attract students to state expression of asking and giving opinion because of the different way of debating. as one of the research conducted previously indicated the effectiveness of using four corners debate to teach speaking to senior high school students. the game was effective since it forced students together in a small group stating their opinion towards something. expressing different argument is necessary in this debate (prihatiningtyas, 2013:34). in this activity, students are forced to persuade the students to state the expression to win the game (shearer, 2001). therefore, the debate game would be an interesting way to practice and improve students’ speaking skill. literature review teaching speaking saleh (1997:16-21) says that teaching is a profession conducted by using a combination of art, sciences, and skill. it is an art because it relies on the teacher’s creative provision of the best possible learning environment and activities for his or her students. it is can be a science because it is a system, an ordered set of ideas and methods used by the teachers in doing their main jobs: planning lesson, implementing the plan in the classroom and evaluating the outcome of the activities. it is also a skill because it demands the ability attained from relevant theories and practice to assist students expertly in learning so that they are able to gain linguistic and communicative competence in the target language. moreover, teaching language is not similar to teaching other disciplines, for example in science. in science, students need more projects of experiment and no need to interact each other. but in teaching speaking, teachers have to push students to communicate using the language. students have to be active to speak each other to practice the skills. they cannot just be quit or sit on the chairs without practicing using their speech organs. english is a foreign language for indonesian students. it needs a lot of practice in learning. teachers also have to teach it passionately creative and patient because they have to stimulate students to learn and practice the language without being boring. teaching english also require sufficient information and knowledge to support teaching and learning effectively. both teachers and students have to focus on the skills and aspects in english which are different from their first and second language. 2018. linguistic, english education and art (leea) journal 1 (2):102-114 105 good communication is supported by good speaking skills. but most of english as foreign language (efl) learners face some difficulties toward the skill. speaking is natural skill which a person begins to develop the first year in life. speaking is the ability to convey meaning and transfer it to the interlocutors. it is the active use of language to express meaning to therefore it will make sense for other people. moreover, chaney and burk (1998:13) states that speaking is the process of building and sharing meaning through the use of verbal and non verbal symbol, in a variety of context. speaking is the crucial part in language learning. in speaking, human must use the symbols correctly to fulfill what they need to say. speaking is the complex skill. there are many aspects that must be master, such as, vocabulary, pronunciation, grammar, and comprehension (richard, 1985: 200). in speaking, learners must attempt to make all of them mastered the elements in harmony to create a good communication. therefore, teachers have to be more creative and innovative in figuring the latest methods and media to promote students english skills. four corners debate this collaborative strategy requires students to work and think together. it is a perfect involving writing, inquiry, collaboration and reading. students take a position on a particular topic and move to one of four corner of the room to collaborate with other students with similar views. each corner puts together an argument to present to the other three corners. students listen to each other, and have the chance to change opinions and move to another corner if they are persuaded by another corners argument. snider and schenurer (2002:2) define debate is an equitably structured communication event about some topic of interest with opposing advocates alternating before an opportunity is given for decision based on. on the other word, debate will encourage those people involved to deliver the reasonable and organized arguments structurally in order to their decision that is believed. moreover, all the arguments will not be simply delivered without showing how the connection of those arguments. so, the word “structured communication” will help to know that debate absolutely a series of transmitting point of view inherently and chronologically. debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways. the purpose of this paper is to elaborate upon this point by providing a step-by-step guide that will give teachers everything they need to know for conducting debate in an english class. 2018. linguistic, english education and art (leea) journal 1 (2):102-114 106 in addition to provide meaningful listening, speaking and writing practice, debate is also highly effective for developing argumentation skills for persuasive speech and writing. davidson in ernidawati (2002:3) wrote that "with practice, many students show obvious progress in their ability to express and defend ideas in debate [and] they often quickly recognize the flaws in each other's arguments”. debate can be fun. this is the interesting statement that a serious debate can be fun with a creative mind of teachers. teachers can be creative in thinking the debate games and apply it for teaching. one of the debate games is four corners debate. the implementation of this debate game in teaching got a positive reaction from the students. four corners debate is one of collaborative strategy which requires the students’ activity to work and think together (hopkins, 2003:89). this activity introduces students to a persuasion. by the end of the lesson, students are able to express their positions, as well as opposing arguments, on a particular issue. according to shearer (2001:21), the objectives of the activity, namely, (1) students will work in groups to clearly verbalize their positions on a specific issue/topic, (2) students will practice listening skills while other groups present their positions, (3) students will be able to use convincing arguments to sway others' opinions, and (4) students will write a 5-paragraph persuasive essay that presents point of view clearly and addresses opposing positions. persuasion in this activity means the students of four corners have different position to try to manipulate others. in each corner, students must make sure the other students outside the group of four corners. it is interesting when the students in the four corners groups try to convince the other students that their opinion or argument make them agree. if they agree they have to join one of the groups. if they disagree they free to choose which group to join or no group to join at all. this activity requires students’ movement and cooperation because they have to discuss and cooperate together in giving the opinion. it is a group activity but they have to move and may change the position if they change their mind. according to hopkins (2003:98), four corners debate also can be applied by some extension activities such as, provide time for students to read the paper aloud, the provide times for peer reaction. first, ask students to share only positive comments about their classmates’ papers; then provide times for students to share only constructive criticism. in conclusion, debate is not a complicated activity to be applied as long as teachers are creative to modify them. one of the debate games is four corners debate 2018. linguistic, english education and art (leea) journal 1 (2):102-114 107 which can be implemented cooperatively by creating the situation that will make students to cooperate and think together. invitation there are three main points in the expression of invitation such as inviting, accepting and declining invitation (tim sigma, 2016:46). making invitation 1. woud you like to…? 2. what about…? 3. let’s go to… 4. i would like to invite you to… 5. i was wondering if you’d like to… accepting invitation 1. yes, thanks. 2. that would be wonderful. 3. okay/alright. 4. thanks for your invitation/i’d be delighted to. 5. thank you. i’d love to 6. of course refusing invitation 1. thanks for asking, but i’m afraid i’ busy 2. i can’t. i’ve got a lot of work to do 3. sorry. i’, already tied up 4. i’m awfully/terribly sorry. i have other plans. 5. i’d really like to, but i have an appointment that day. some expression above are only several examples which can be used to making invitation of certain events, accepting invitation what we intend to go and declining invitation politely that we do not want to attend to. some polite expression is required to avoid misunderstanding in using english expression especially for efl learners. previous research in this study, the writer found a thesis which is relevant to the writer’s study. the thesis entitled “the implementation of debate in teaching speaking at eleventh year students of sma negeri 2 rembang in the academic year 2011/2012”. this thesis was written by khoironiyah in 2011. the writer conducted a research to treat students with debate in the classroom. the result of khoironiyah’s thesis was, after 2018. linguistic, english education and art (leea) journal 1 (2):102-114 108 collecting the data, she concluded that the implementation of debate gave influences in speaking skills of the students and the method can be used as the alternative to teach speaking. the result indicated that the application of debate is effective to teach speaking at eleventh year students of sma negeri 2 rembang in academic year 2011/2012. the writer used a debate game which is expected to be more interesting than just common debate. fukuda (cited in krieger, 2005:90) states that in a debate study conducted with japanese students, found the improvement of students’ activity in expressing their opinion after the debate. they have managed their anxiety very well and it presented the improvement from 30.8% to 56.7%. he said that the debate activity made the students were more familiar and habitually like to express their opinions. this suggests that, although debate is quite challenging, non-native speakers can develop the debating skills which are described in this paper. four corners debate was ever been applied by erlin prihatiningyas from stkip pgri lubuklinggau to the eleventh grade students of sma negeri purwodadi in 2013. the application of four corners debate was effective to teach speaking and it was proved by the result of paired t-test which present significant score 8.61 with ttable 1.684. the students’ scores were also raised from the average score 54.23 to 71.66. it can be conclude that applying four corners debate was a good and effective way to teach speaking asking and giving opinion among the eleventh students of sman purwodadi. research method in doing the study the writer applied pre-experimental research design by only treating one experiment class. the experiment class was treated by using four-corners debate to teach speaking skill in smp jamaluddin ar-rumi. the sample was 31 students in class viii b out of 78 students at the eighth grade students as the population. the study was conducted through collecting the data by giving the pretest and posttest to students in collecting students’ scores in speaking. the test was an oral test by asking students spoke by having dialogue with a partner about giving, accepting and refusing invitation. after the pretest, there were four meetings of treatment to teach speaking with the topic giving and refusing invitation with different situation. after collecting the data, they were analyzed through some steps including calculating students’ scores, converted the scores to the passing grade and paired ttest. in scoring, the rubric by harris (cited in wicaksani, 2013:56) was used. the scoring rubric is as follow. 2018. linguistic, english education and art (leea) journal 1 (2):102-114 109 table 1. harris scoring rubric speaking criteria max score pronunciation 20 grammar 20 fluency 20 vocabulary 20 comprehension 20 total score 100 the scoring was done by two raters namely the writer and the english teacher in the school. scoring criteria by harris presents five criteria including pronunciation, grammar, fluency, vocabulary, and comprehension with maximum score 20 for each criteria. data collection was conducted by recording the students’ performance about making invitation, accepting and refusing invitation. finding the findings are presented in the section including the results of some calculation in numerical data such as students’ mean in the pretest and posttest, and pair t test. students’ scores in the pres test and post test are presented in the following chart. chart 1. students’ score in the pre test and post test 0 20 40 60 80 100 120 140 160 no 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 post-test pre-test 2018. linguistic, english education and art (leea) journal 1 (2):102-114 110 according to the chart, there are significant difference between the scores in the posttest indicated by the red lines and scores in the pre test indicated by blue lines. it means there is an improvement in students’ scores of speaking. furthermore, the scores were converted to the school passing grade and presented in chart 2 as follow. chart 2. students scores converted by passing grade in the pretest in the chart, it was presented that in the pretest there are many students whore failed when instructed to speak english. it was 69% of the failure after the scores is converted to the passing grade. students who were passed through the passing grade was only 31%. the conversion to the posttest scores are presented as follow. chart 3. students scores converted by passing grade in the post test 0 20 40 60 80 pass failed 31% 69% chart 0 20 40 60 80 pass failed 74% 26% chart 2018. linguistic, english education and art (leea) journal 1 (2):102-114 111 in the chart, it was presented that in the pretest there are many students whore failed when instructed to speak english. it was 26% of the failure after the scores is converted to the passing grade. students who were passed through the passing grade were 74%. the improvement was 48 points. based on the calculation of normality testing in the pre-test, the table of the list frequency of the observation and expectation of the students’ score, the writer found that x²obtained = 11.262 with degree of freedom (df) 6 (7-1). since level is 95% (0.05), and the x²table = 15.68. so, it can be concluded that its normal because x²obtained = 11.262 < x²table = 15.68. based on the calculation of normality testing in the pre-test, the table of the list frequency of the observation and expectation of the students’ score, the writer found that x²obtained = 6.83 with degree of freedom (df) 5 (6-1). since level is 95% (0.05), and the x²table = 9.20. so, it can be concluded that it was normal because x²obtained = 6.83 < x²table = 9.20. paired t test was used to find out the effectiveness of four-corners debate to teach speaking in this pre experimental study. the result of the calculation presented that t score was 7.43 and the critical value was at the significant level 0.05 with df 30 with t table score 1.684. then it can be concluded that the result of t test score 7.34 was much more higher than t table score 1.684. thus, the alternative hypothesis was accepted and four-corners debate was effective to teach speaking in smp jamaluddin ar-rumi in academic year 2016/2017. discussion as the educators know, teaching english for english as foreign language (efl) students was not easy. they have to be patient and understand what learners need. teachers’ creativity and innovation even is much more required to reach a better goal. in this study, the writer purposed four corners debate to improve students speaking skill so that they can be more active to speak in the class. no matter how hard, probably, students think about debating, teachers have to push them to speak to make a good habit of speaking. in the study, four corners debate considered to be more interesting in debating because there are some different steps in applying this. the study started by conducting pre-test to get the first data in the school. after doing the pre-test, the treatment was conducted by the application of four corners debate. it was done four times by giving different material to the treatment group (sample). the last data collection was done by conducting the posttest after the fourth treatment. 2018. linguistic, english education and art (leea) journal 1 (2):102-114 112 in this game, students were allowed to state their opinion and responded asking and giving opinion. they must be active to speak and move to the corner where they agree. students were active and tried to speak as they can. some students were good and some had difficulties in doing the debate game. but for all, the game was interesting for students to make them speak. as conducted by the previous researcher, four corners debate stimulated and forced students to say their opinion. debating in a group and move based on what they agree and disagree with, made students interested to speak their opinion. the result also showed a significant improvement (prihatiningyas, 2013:90). in doing the game, the teacher prepared and set the class into a class with the large space in order to support the game activity. there were four corners which had been prepared to be the place for students to stand in groups. the teacher posted four pieces of papers written by strongly agree, somewhat agree, strongly disagree, somewhat disagree. before playing the game, there were some topics written on the board, namely, invitation to my birthday party (first), invitation to school anniversary (second), invitation to my parents anniversary (third) and invitation to a supermarket opening (fourth). in the preparation, the students still a little confused look at the corners and the topic. but before the game was played, the teacher explained the rules carefully. they started to move to each corner based on their opinion toward the topic. after there were four students discussed the topic based on the “strongly agree, somewhat agree, strongly disagree, somewhat disagree”, they started to attract other students to move toward their position. they had to convince that their friends would come to their invitation or refuse the invitation. some students still lacked of idea to speak. they even repeated the sentence that they friends said before. some of the students were shy and unconfident to speak the opinion. after some treatments, the posttest was conducted and finally the result of both pre-test and post-test showed that there was significant difference between students score before the treatment and after the treatment. before the treatment, the students’ average score in speaking test was 51. 98 whereas the students’ average scores in the post-test was 63. 54. the test was conducted twice by scoring students performance in speaking the expression of giving, accepting and refusing invitation. based on the finding, it was known that there was an improvement on students’ speaking skill of eleventh grade students of smp jamaluddin ar-rumi. the improvement might be detected by students mean scores and also paired t test result. the scoring was done by two raters in avoiding bias scores. then paired t test was done to obtain the result of the effectiveness of the debate. 2018. linguistic, english education and art (leea) journal 1 (2):102-114 113 conclusion there were some limitations of the research found by the writer, such as, students were difficult in speaking directly without preparation, the application was interesting even though it was rather hard to handle because of noisy students, and some students were hard to say their opinion about something. however, by four times treatment, the result shows a better improvement. by experiencing some challenges, the study by using four-corners debate was effectively successful in teaching speaking. it was proven by statistical procedure which presented the final result in which the t score was higher than t table score. finally, the writer hopes the result of the study might be beneficial for english teachers in improving students’ english skills especially speaking skill. references chaney, a.l. & burkt.l. (1998). speaking activities for the english language class room. university of central florida. ernidawati, t & sianturi, o.t. (2002). improving students’ achievement in writing analytical exposition paragraph through debate technique. unpublished undergraduate thesis. medan: unimed. hopkins, g. (2003). four corner debate. retrieved 6 june 2016 from http://www.educationworld.com/a_lesson/03/lp304-04.shtml khoironiyah. (2011). the implementation of debate in teaching speaking at eleventh year students of sma negeri 2 rembang in the academic year 2011/2012”. undergraduate thesis. unpublished. fkip unirow tuban. krieger, d. (2005). teaching debate to esl students: a six-class unit. the internet tesl journal. 11 (2). retrieved january 20, 2016 from http://iteslj.org/techniques/krieger-debate.html levelt, w.j.m. (1989). speaking: from intention to articulation. cambridge: mit press manroe, v. (1997). basic english speaking. surabaya: greinsinda press surabaya richards. (1985). longman dictionary of contemporary english. london: group limited. rieber, r.w. (2014). language developement and aphasia in children: new essay and a translation. new york: academic press. prihatiningtyas, e. (2013). improving speaking skill through four corners debate to the eleventh grade students of sma negeri purwodadi. unpublished undergraduate thesis. lubuklinggau: stkip-pgri lubuklinggau. saleh, y. (1997). methodology of tefl in the indonesia context book 1. unpublished manuscript indalaya: faculty of teacher training and education sriwijaya university. http://www.educationworld.com/a_lesson/03/lp304-04.shtml 2018. linguistic, english education and art (leea) journal 1 (2):102-114 114 saville-troike, m. (2006). introducing second language acquisition. cambridge: cambridge university press. shearer, l, m. (2001). four corners debate: debates games and activities guide. retrieved june 16, 2016 from www.sasksdebate.com snider, a & schenurer, m. (2002). many sides: debate across curriculum. new york: the international debate education association. tim sigma. (2016). top book smp kelas viii. gasindo: jakarta. wicaksani, w. a. (2013). using digital discussion through commenting blog to improve students’ ability in writing analytical exposition text. english language teaching forum. 2 (1), p 1-12, retrieved june 16, 2016 from https://journal.unnes.ac.id/sju/index.php/elt/article/view/1562 linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1851 249 the use of crossword puzzles as the way to increase student’s vocabulary mastery at sma tamansiswa binjai imam fahmi fachrozi 1 universitas prima indonesia rahmawati 2 universitas prima indonesia mustiara ayu andini 3 universitas prima indonesia elisa mutiara tampubolon 4 universitas prima indonesia evelyn athalia br tarigan 5 universitas prima indonesia imamfahmifachrozi99@gmail.com 1 submit, 30-11-2020 accepted, 10-01-2021 publish, 22-01-2021 abstract the aim of the researcher was to find a technique that could increase the students’s vocabulary. to find out whether interactive method by applying crossword puzzle can improve students’ vocabulary. the researchers gives the students pretest and post test. the researcher use two cycles in this research.we can see that in the first cycle the number of students who got a score of 75 was 6.6% andin the second cycle the number of students who got a score of 75 was 76.6%. this technique add insight to the student’s mastery of the english vocabulary and also it will not make the classes to be boring but also fun. keywords: class action research, vocabulary,crossword puzzle. mailto:imamfahmifachrozi99@gmail.com1 2020. linguistics, english education and art (leea) journal 4 (2):249-256 250 introduction language is related to communication, people are using language in their daily life. everyone in the world usually use the first language or the second language. by language all people, all students can reveal what they want to say. according to the article that can support our research simamora, et.al (2019) explained that language is a system of conventional spoken and written symbols by human as members of social group for intraction. english is a foreign language for indonesian to be taught from elementary school until a lifetime. according to the article that can support our research oktaviani, et.al (2019) explained that english is a king of the language in the world. students must be invited to learn english to make it more fun with the games method. therefore, a fun learning method will increase students’ vocabulary to improve their english language.in accordance with the times, the formation of vocabulary also developed. vocabulary is a factor in the formation of a language system that changes frequently. according to the article that can support our research ramasari, m. (2017) explained that, almost students in indonesia, who learnt english as foreign language, create their mindset for learning english as a negative stereotype. vocabulary is the first basic part in english. the more vocabulary they have learnt the more they increase their english skill not only in vocabulary, but also increase their speaking, reading, listening, and even writing. according to sabiqoh (2016) states that crossword puzzle is effective teaching tool of terminology, definition, spelling, and pairing key concepts with related name, resulting in greater retention and memorization of facts.vocabulary is easly understood and learned by children because there are no rules that children need to know like when learning grammar. the fact is that vocabulary mastery is still lacking because their curiosity is still low and they think that learning vocabulary is not interesting and not very important in learning. as explained above shows how important vocabulary is in language learning, we must realize that without our vocabulary cannot communicate, it is difficult to express something and interactions between people will never happen. therefore vocabulary is one of the important things in language learning today. in this introduction there are some articles that supported our research. according to the articles we have found that, vocabulary has an important role in language teaching, because the mastery of vocabulary is very influential in language skills.vocabulary is the total number of words as people know and use it in their language activities, a group of words and meaning to communicate with others as a main part of language. mastering english is not as easy as taking something for granted. learners have to go through many steps and parts of learning. one of those parts is learning and mastering the vocabulary in english. one of the language that we can use to communicate is english.the learning of 2020. linguistics, english education and art (leea) journal 4 (2):249-256 251 vocabulary is an important part in foreign language learning. the meanings of new words are very frequently emphasized, whether in books or in verbal communication.teaching vocabulary at school aims to increase students vocabulary, but it’s not easy to teaching vocabulary. based on the researcher’s experience when researching in junior high school grade 7 obtained the results of interview data that researchers found difficulties in speaking english because they thought that english was confusing. english is followed by grammar so that it makes it difficult for students to speak english due to lack of grammar and vocabulary. what's more, an additional problem by most teachers relies solely on books using the old method of practicing vocabulary by simply reading and translating. so it makes student speak english incorrectly while pronouncing. the aim of teaching vocabulary is to develop students vocabulary so that students can speak, write, hear, and read english effectively. some factors which makes some words harder than others are: 1) pronunciation; research shows that words that are difficult to articulate are more difficult to learn. words that are considered difficult usually contain sounds that are not clear to certain groups of learners in the teaching, 2) spelling; voicespelling bungle will in general be a reason for blunder, either spelling elocution, and can add to word challenges. words which contained quiet letters was more risky in the learning, 3) length and complexity; long words doesn't appear to be more hard to learn short ones. managing complex words additionally will in general be more troublesome than straightforward one., 4) grammar; besides complicated is the grammar associated with the word. grammar words are very problematic acts of phrases, 5) meaning; when two words have the same meaning, students will be confused to interpret them. words that have multiple meanings can also distract students from learning. therefore, the teacher must use a fun method in teaching .besides the pleasant nature possessed by a teacher can also provide the effect of closeness between students and teachers. the more students feel close to the teacher, then what is conveyed by the teacher will also be more easily absorbed by them. various methods can be applied to increase students' vocabulary. the researcher assumes that using crossword strategy is one way of teaching. in using crossword all activities in vocabulary will be done by students. since it needs to spell the thing accurately to fathom the riddle, understudies will have the option to utilize words effectively, in light of the fact that they associate realities as puzzle hints with words that have to the spelling is known. students become the main role to solve word problems and make crossword. 2020. linguistics, english education and art (leea) journal 4 (2):249-256 252 so this puzzle is very easy to make so it can be used in all languages, all subjects, and all ages. by making a summary of the words that are natural to students. based on this statement, the researchers summarize, to help students by building and increasing student motivation to learn vocabulary, students can practice with answers and questions that have been arranged by educators to find the right clues so that we can use a method called crossword puzzle. literature review vocabulary is one of four skills in language. the main problems studentswhenmastery and learning english lacking in vocabulary. skills in english including speaking, listening,reading and writing. so students afraid to learn english. vocabulary is the basis for mastering all english language skill. the vocabulary is a unity of letters into words formed by a set of user communities. sedita (2005) notes that vocabulary knowledge is important because it encompasses all the words that must known to understand ideas, to express ideas, and to communicate effectively in short,vocabulary is a the unity of letters which becomes the world taught in a foreign language. vocabulary has the tools used to understand and master english. vocabulary is a major component of improving all skill english.indeed mastering vocabulary is difficult,not as easy as turning your palm requires a process in mastering vocabulary. this method can be used to improve and explore knowledge and interests students vocabulary. this method can help students become happy with the language and thus, students’ language will increase their enjoyment of the subject. the goal of the method allows students too add vocabulary because students produce vocabulary and meanings of the texts the use. the most common problem is that students have very limited grammar difficulties. when doing puzzle, students are traind to involve in the problem solving. crossword puzzle will make the students feel fun, enjoy in their learning english. it can encourage students’ to participate in their learning english. based on the researcher’s experience when researching in junior high school grade 7 obtained the results of interview data that researchers found difficulties in speaking english because they thought that english was confusing. english is followed by grammar so that it makes it difficult for students to speak english due to lack of grammar and vocabulary. indonesian vocabulary is all the words that are in indonesian as registed in indonesian dictionaries. how many words there are in indonesia language can not be mentioned with certainty,because they are part of a language system that is very vulnerable to change and development. crossword puzzle is a game that makes the learning process in the classroom attractive and fun. this game provides opportunities fopr students in practicing and repeating vocabulary and stringing a simple sentence pattern. vocabulary is the oldest known term, a 2020. linguistics, english education and art (leea) journal 4 (2):249-256 253 translation of the dutch term woordenschat. vocabulary is all words in a language which is the wealth of the language. franklin et al (2013) states that crossword puzzles game can significant increase students’ motivation and students’ interest in the topic at hand. tricia, et al (2009) in their research found that crossword puzzle could influence positively in students’ interaction, it pushes up students’ interesting to be active in learning process. the main task of developing vocabulary is carried out by the teachers is to help students to see similarities and differences that they have never seen before. the development of vocabulary means more than adding new words to the vocabulary of our experiences. research method in this research, the researcher used action research method. this method began with some questions or question about a class experiences, problems, or problem challenge about vocabulary. this method called as reflective process that can make it easier for teachers to examine the aspects of learning and taking action to change and increase students' interest teaching and learning process. qualitative data were obtained from observations during research in the learning process in the classroom. questionnaires, interviews and student diaries are the media used by teachers to analysis the data. quantitative techniques are used to analyze data from student research results. then the writer will calculate the average test results. this is used to find out whether there is vocabulary mastery or not. findings qualitative and quantitative data obtained from the first cycle until the last cycle. when cycle 1, researcher knew that students’ vocabulary still low. they did not how to fill in the blank of the crossword puzzle because they did not understand. the mean of the cycle 1 was 62,3. only six students who get score 75 above. their grades was still low. in cycle 2, the students can improved their vocabulary and the mean in cycle 2 was 76,3. only twenty three who get score 75 above. from in cycle 1 to the cycle 2 were significantly improved. they can use crossword puzzle to improve their vocabulary. the researcher, also know qualitative data to conduct findings and discussions. students had weaknesses in answering the questions in cycle i because some of students are still looking the answer of the questions. students find it easier to learn with crossword puzzles. based on the results of quantitative data, the researcher discovered the crossword puzzles method had improved the quality of their vocabularies. 2020. linguistics, english education and art (leea) journal 4 (2):249-256 254 table 1 student’s vocabulary scories in test i, test ii no initial name test 1 test 2 1 raa 60 80 2 mdp 60 90 3 dhps 60 70 4 aws 50 80 5 na 70 90 6 nm 80 100 7 cn 70 90 8 irh 60 80 9 dt 60 70 10 an 60 70 11 ta 70 80 12 bp 60 70 13 eer 60 80 14 rl 70 80 15 ft 80 100 16 lsr 60 80 17 gn 70 90 18 wn 60 70 19 fe 70 80 20 ld 60 70 21 g 70 80 22 ba 60 90 23 ma 60 80 24 mia 60 70 25 afw 60 80 26 k 70 80 27 dfa 60 100 28 ry 50 80 29 r 60 90 30 p 60 100 total 1890 2470 mean 63 82,3 the vocabulary used in crossword puzzles, there are student scores from test i and test ii in the table below. the highest mean score was in test 2 among other tests. the students’ vocabulary test scores were calculated based on the students' correct answers using crossword puzzles. 2020. linguistics, english education and art (leea) journal 4 (2):249-256 255 disscussion based on the study, the researcher found some weaknesses and strengths in applying vocabulary self-collection strategy as a way to improve students' vocabulary mastery. it can be seen that in the first cycle the number of students who got a score of 75 was 6.6% in the second cycle the number of students who got a score of 75 was 76.6%. according to salawazo et.al (2020) researchers provided the data based on the results of students’ ability in vocabulary mastery based on vocabulary comprehension test. students can pay more attention and focus on researchers well during the learning process, and students also respond to researchers by giving various kinds of questions when researchers provide opportunities for them to ask questions. based on the result, of data analysis questionnaire, the researchers was found that lack of student interest to learning vocabulary english. this part convers the discussion english vocabulary through crossword puzzle game. the implementation of crossword puzzle game got positive responses from students in their teaching learning process of vocabulary mastery. this proves that crossword puzzle can help student increase vocabulary conclusion when finished what the researcher done in qualitative and quantitative researc, the researcher get some good results. student scores increased from the first cycle until the second cycle. the observation show that students gave their atitudes, respons and can learn while playing with crossword puzzle. the researcher propose to english teacher that crossword puzzle as a solution when teaching english. this technique add insight to the student’s mastery of the english vocabulary and also it will not make the classes to be boring but also fun. in addition, researchers may also be a very profitable source or information for those who are still doing research related to this research. references franklin, s., peat, m., & lewis, a.. (2003). non-traditional interventions to stimulate discussion: the use of games and puzzles. journal of biological education, 37(2), 76-82. oktaviani, a., saparingga, p., & susanto, d. (2019). survey research about the importance of english for young learners at elementary schools. linguistic, english education and art (leea) journal, 2(2), 173–188. https://doi.org/10.31539/leea.v2i2.583 ramasari, m. (2017). students pronounciation error made in speaking for general communication. linguistic, english education and art (leea) journal, 1(1), 37–48. https://doi.org/10.31539/leea.v1i1.32 https://doi.org/10.31539/leea.v2i2.583 https://doi.org/10.31539/leea.v1i1.32 2020. linguistics, english education and art (leea) journal 4 (2):249-256 256 salawazo, i. s., simbolon, m., hutabarat, v. e., veronika, a. n., & saragih, e. (2020). analysis of students’ vocabulary in learning english. linguistic, english education and art (leea) journal, 3(2), 469–475. https://doi.org/10.31539/leea.v3i2.1017 sabiqoh, n. (2016). teaching vocabulary by using crossword puzzle at the fifth semester of the seventh grade students of mts ma’arif nadatul ulama mataram. a thesis. sedita, joan. (2005). effective vocabulary instruction. (http://www.keystoliteracy. com/ wp-content/ uploads/2012/08/effective-vocabularyinstruction. pdf) (date of access: 30 jun. 2015). simamora, j. m., sinaga, r., & tarigan, s. n. (2019). improving students speaking skills by recount text. linguistic, english education and art (leea) journal, 3(1), 219–229. https://doi.org/10.31539/leea.v3i1.999 tricia, m. (2009). reviewing for exams: do crossword puzzles help in the success of student learning. the journal of effective teaching, 9(3),410. https://doi.org/10.31539/leea.v3i1.999 linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1966 293 metaphorical expression in song lyrics in english textbook senior high school catri novita f. manalu1 universitas prima indonesia mila kristi sitopu2 universitas prima indonesia ayu paulina silaban3 universitas prima indonesia erikson saragih4 universitas prima indonesia catrinovitafranciska@gmail.com1 submit, 13-01-2021 accepted, 09-02-2021 publish, 09-02-2021 abstract this study aimed to determine the metaphorical song lyrics in english textbooks in senior high school. this research is descriptive qualitative. this research's object is the metaphor found in song lyrics in english textbooks in senior high school. sources of data in this study are song lyrics found in english textbooks in senior high school. the songs included in the english textbooks are: 1. the world is ours by alloe black and david correy; 2. heal the world by michael jackson; 3. breakaway by kelly clarkson; 4. shake it off by taylor swift. the method used by researchers is documentation in collecting data and analyzing data. in analyzing the data, the researcher used a metaphor based on lakoff and johnson's theory, namely structural metaphors, orientation metaphors, and ontological metaphors. these are: containers and personifications. the results showed six structural metaphors, five orientation metaphors, one container metaphor and two personification metaphors. keywords: english books, metaphor, song lyric https://doi.org/10.31539/leea.v4i2.1966 mailto:catrinovitafranciska@gmail.com1 2021. linguistics, english education and art (leea) journal 4 (2):293-299 294 introduction nowadays, in modern areas people always listening music, kids young until adults ever listened to music. they listened to the music when they feel sad, happy, fall in love, and many reasons why they are listening to the music. some of them attended a genre pop, jazz, classic, hip-hop, and others. many people know the songs, but they don't understand their real meaning or hidden meaning. likewise, in high school english textbooks, there are many types of songs from various famous singers. the songs have many elements of meaning, one of the figurative language. according to keraf (1981), figurative language is divided into metaphor, simile, personification, hyperbole, and euphemism. in this study, the researchers only focus on metaphors because metaphors transfer the image, meaning, or quality of an expression to another to adequately convey the word in the definition. metaphor is the transfer of the image, meaning, or quality of an expression to another expression. metaphor is related to the relationship between one word with another word in forming a mean. kennedy (1991) says that metaphor is are figures of speech (comments that are not their true meaning) that contain implicit comparisons. metaphor is used to describe something as if it is something else. a metaphor is not a comparison, but a parable, where you say one thing like another. for example: "her skin was as white as snow". metaphors can make words come alive. often, metaphor can make the reader more readily understands the concept and idea. it is not easy to understand the metaphor in particular songs. the researchers take some previous studies that analyzed metaphors by rusleni et al., (2020); in their research, they chose heal the world, one of michael jackson's songs used as material for analysis. they used crystal's theory of a type of metaphor, which consists of: conceptual metaphors, mixed metaphors, and poetic metaphors. and they found only one kind of metaphor to be found, which is the conceptual metaphor. ndraha (2018) then found the analysis of metaphor in westlife's song lyrics also found 19 of metaphor used in the westlife's song lyrics using goalty theory. then rifki (2016), in his research, a semantic analysis of metaphor found in selected lyrics of "the script," "katy perry" and "michael bublé". in their study using crystal, beckson & ganz theory consisting of conceptual metaphors, mixed metaphors, and poetic metaphors. they found 194 conceptual metaphor data, 60 data mixed metaphor, and five poetic metaphor data. the researcher wanted to examine the metaphors contained in song lyrics in high school english textbooks from the previous researcher's results. the researchers used an english textbook entitled pathway to english in senior high school because it is a medium that teachers in teaching and learning activities still use. so that in analyzing the figurative meaning, especially in metaphors, it is 2021. linguistics, english education and art (leea) journal 4 (2):293-299 295 expected to be able to increase students' knowledge and assist teachers in teaching students to understand the types of metaphors contained in the song lyrics included in the textbooks. according to lakoff & johnson (1980), there are three types of metaphors: structural metaphors, orientation metaphors, and ontological metaphors. there are two types of metaphor identification, namely the container metaphor and personification. based on the phenomenon, the researcher does this research to take advantages that the readers take. literature review according to lakoff & johnson (1980), the metaphor has meaning in other and its primary function is to understand. metaphor is the description of something with a direct and precise comparison based on almost the same or even the same. it may provide (or obscure) clarity or identify hidden similarities between two ideas. metaphor consist of there types: structural metaphor structural metaphor is one concept that is structured metaphorically into another. structural metaphors there is based on a systematic correlation of everyday experiences. for example, the argument is war. we do many things in arguing so that the concept of argument is structured on the idea of war. argument and war are two different things. but if people were arguing, they verbally attacked each other. they don't want to lose if you claim. so that is why argument is called war. orientational metaphor orientational metaphors are another type of metaphorical concept that is not structured but governs the overall system of one's ideas related to each other. this metaphor is also oriented towards physical experiences and culture such as up-down, in-out, on-off, deep-shallow, front-back, and others as bodily forms. orientational metaphors provide the concept of spatial orientation. for example, happy is up, sad is down. ontological metaphor ontological metaphors emerge when we see events, activities, emotions, and ideas as entities and substances. ontological metaphor allows us to conceptualize and talk about things, experiences, and processes; however, they are not as straightforward or abstract as physical properties. the ontological metaphor describes the entity according to the existing metaphor. ontological metaphor makes us handle things rationally based on experience. ontological 2021. linguistics, english education and art (leea) journal 4 (2):293-299 296 have two types of metaphor identification, namely the metaphorical container and the personification. container metaphor the container metaphor considers an abstract or living entity as a container or space to enter and exit. its means that when an object goes inside the container. it can be filled and vice versa. it describes that things are in and out of situations. personification personification is included in the ontological metaphor. the personification of entities can be inanimate objects, both abstract and concrete. it can be used and treated as a human being in all aspects. research method the technique of analyzing data use the qualitative method. the qualitative approach is a descriptive research method that uses analysis and interprets data's meaning. the objects of this study are songs found in english textbooks senior high school. in this research, the researchers analyze six songs are: the world is ours by alloe black and david correy, heal the world by michael jackson, breakaway by kelly clarkson, shake it off by taylor. the researchers found they are songs in textbook english senior high school. the steps in analyzing the data in this study are the researcher classifies the types of metaphors from the song lyrics in english textbooks, then calculates the kinds of metaphors used in the verses in high school english textbooks and then takes a concussion a result of the study. findings after analyzing the data, the researchers find metaphor in song lyrics in the english textbook. there are five data of the song lyrics related to metaphor. the data takes from lyrics songs the world is ours by alloe black and david correy, heal the world by michael jackson, breakaway by kelly clarkson, shake it off by taylor in english textbooks senior high school. the result as follows: structural metaphor in the senior high school book that has been researched, six-song lyrics contain structural metaphors. one example is: “live like your born to fly”. the lyrics are a structural metaphor because the concept of "born” uses the word "to fly" as a metaphorical word usually used in the idea of life. it contains metaphorical structural meaning because humans are not born to fly. the 2021. linguistics, english education and art (leea) journal 4 (2):293-299 297 term "to flay" is likened to a human who always realizes dreams as high as possible. orientational metaphor in the senior high school book that has been researched, of the total songs, five-song lyrics contain orientational metaphors; one example is: ”out of the darkness and into the sun." this lyric is an orientational metaphor because, in the song lyrics, there are concepts related to one another. ontological metaphor in the high school books studied, three songs contain ontological metaphors, one metaphor, and two personification metaphors. for example : container ”will shine again in grace." the word "in" in this song's lyrics is an abstract entity that describes the object entering and leaving a situation. personification “love enough for us growing." the meaning of the word "growing" in the lyrics of this song is a type of personification because growing is identified with humans; this word is used as if love is human. below are the number of each kind of metaphor: tabel 1. type of metaphor no. type metaphor amount 1 structural metaphor 6 2 orientational metaphor 5 3 ontological metaphor a.container metaphor 1 b. personification metaphor 2 discussion the results showed the types of metaphors found in song lyrics in english books senior high school. according to lakoff & johnson (1980), the kinds of metaphors consist of structural metaphors, orientation metaphors and ontological metaphors. there are containers and personifications. the results showed all the songs studied; there were six structural metaphors, five orientation metaphors, one container metaphor and two personification metaphors. from these data, the most dominant data found on the metaphorical expression of song lyrics in sma english textbooks are structural metaphor. this data's rules determine what metaphors are contained in the lyrics 2021. linguistics, english education and art (leea) journal 4 (2):293-299 298 of the song, which has been selected by being processed by deciding which ones contain metaphorical elements in the piece. this result is in line with novika & maryadi's research (2019) with the metaphor of the adele song's title. they also found structural metaphors (8.69%), orientation metaphors (39.1%), and ontological metaphors contained in metaphors (10.8%), and personifications (41.3%). the most frequently that they found in their research is ontological metaphor. the same result was also found by lestari (2017), with the title metaphors in the song lyrics of greenday show that metaphor's use is flexible. the whole types of metaphor in the song lyrics are structural metaphor, orientational metaphor, and ontological metaphor. the types of ontological metaphor are the most frequently used in the song lyrics. lestari (2017) also found the same result in her research types and meaning of metaphor in song lyrics by selena gomez. the product is ontological metaphors are the ones most often used in song lyrics. out of 30 data, there are twenty ontological metaphors. at the same time, the type of metaphor that rarely used are structural metaphor and orientation metaphors. seven data in this study are structural metaphors (23%), three data are orientation metaphors (10%), and twenty data are ontological metaphors (67%). conclusion after analyzing the metaphors in english textbooks' song lyrics, the researchers can conclude the metaphorical expression and value built by metaphor. they are structural metaphor, orientational metaphor, and ontological metaphor. in ontological metaphor, these: container and personification. the structural metaphor types are most frequently used in the song lyrics in english textbooks in senior high school. so that with this research, students can analyze figurative meanings, especially metaphors. it is hoped that it can increase student knowledge and help teachers teach students to understand metaphors in the song lyrics in textbooks. references kennedy, x. j. (1991). literature: an introduction to fiction, poetry and drama, fifth edition. new york: harper collins publisher keraf, g. (1981). eksposisi dan deskripsi. jakarta: nusa indah lakoff, g., & johnson, m. (1980). metaphors we live by. chicago: the university of chicago press lestari, w. (2017). metaphors in the song lyrics of greenday. thesis. uin syarif hidayatullah jakarta ndraha, l. d. m. (2018). the analysis of metaphor in westlife’s song lyrics. journal education and development, 3(1), 79–84 2021. linguistics, english education and art (leea) journal 4 (2):293-299 299 novika, l., & maryadi, m. a. (2019). metaphor in adele’s song. skripsi. universitas muhammadiyah surakarta rifki, m. (2016). a semantic analysis of metaphor found in selected lyrics of “the script”, “katy perry”, and “michael buble.” electronic theses and dissertations universitas muhammadiyah surakarta, 9(2), 118–131 rusleni, o. s., ariyanto, s., & andayani, m. a. (2020). metaphorical expressions in michael jackson ’s song lyric heal the world: in the elt textbook “bahasa inggris” for senior high school. academi.edu, 1–5 linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.181 154 students’ability in producing the sentences of simple present tense at stmik musirawas herlina 1 stmik musi rawas maria ramasari 2 stkip pgri lubuklinggau herlina6102@gmail.com 1 submit, 12-04-2018 accepted, 06-06-2018 publish, 06-06-2018 abstract this research aimed to find out the students‟ ability in producing the sentences of simple present tense at stmik musi rawas. the research was a qualitative study. as stated in findings, it interpreted that there were 34 students (62.91%) in the low category. thus, there were 15 students (27.50%) in the good category. finally, there were 5 students (9.59%) in the excellent category. hence, it can be concluded that students‟ ability in producing the sentences of simple present tense was still low. it showed that many students still got difficulties in producing the sentences of simple present tense especially for verb in third person singular as the subject pronoun. keywords: students’ ability, simple present tense, sentences introduction grammar is one of english components that need to be understood how to improve your english grammar in making sentences by using a simple sentence. as stated by hudson (2003:2) a sentence with a good grammar is important because it tests your understanding, you can‟t do it without some understanding of what you‟re doing, but it‟s important for other reasons too, it gives a concrete skill which can develop and also gives a measure of progress your grammar skill. good grammar in making sentences is necessary and will also be useful for serving opportunities for some students who have problems with grammar to practice new structures. one of an opportunity is using simple present tense to increase the students‟ knowledge of grammar. grammar teaching may grow directly from the task students are performing or have just performed as a part of focus on form approach. grammar can be introduced in a number of ways, and can show mailto:herlina6102@gmail.com1 2018. linguistic, english education and art (leea) journal 1 (2):154-167 155 students‟ grammar competence and ask them to work out for themselves how the language is constructed. it will also provide opportunities for the students to practice different grammatical points. one of an opportunity is using simple present tense to increase the students‟ knowledge of grammar (harmer, 2007:210). the present simple is used to talk about things in general or things that happen repeatedly (murphy, 2004:4). however, azar (2002:13) states that the simple present tense is used to express habitual or everyday activities. in other words, the present-tense is relatively simple to form. there are three distinct types of present-tense: (1) the simple present tense which indicates a habitual or repeated action, (2) the progressive which indicates an ongoing or incomplete action, (3) the emphatic response (swick, 2010:3). stmik musi rawas is a college of management and computer science that located at jendral besar hm.soeharto street km.13 lubuk kupang south lubuklinggau i, south sumatera. based on teaching learning activity, it was found that every student has different problems in producing the sentences of simple present tense; they were difficulties how to produce the sentences of simple present tense. they found difficult how to use suitable verbs of simple present tense. so, it can be concluded that students‟ ability in producing the sentences of simple present tense was not maximal yet. dealing with these reasons, the researcher‟s interested to investigate dealt with the following question: how was the students‟ ability in producing the sentences of simple present tense at stmik musi rawas? literature review grammar is very necessary in learning english. the students have to be able to master them in order to get easier in using it in communication. the other importance of mastering grammar is to support other skills in english such as use simple present tense in sentences. in writing skill, the students will write sentences in correct sentence. in addition, tenses can give us further information about some events or actions done at present, past or future time (toago, 2013: 12). according to manser (1995:427) the term „tense‟ means verb form that shows the time of the action. it means that traditionally the tense is defined in term of time. downing (2006:352) observes definite differences that tense is the grammatical expression of the location of events in time. it means that an event to the speaker‟s experience of the world by relating the event time. hence, the basic meaning of the present tense is to locate a situation holding at the present moment. this may be an instantaneous event, a state which holds over time, or a habitual occurrence. secondary meanings of the present include reference to past 2018. linguistic, english education and art (leea) journal 1 (2):154-167 156 and future events, historic present and the quotative. in short, simple present is one kind of tenses that is used to write in english. it is important because simple present tense usually takes place in writing activity. simple present tense usually took important place in writing, particularly use simple present tense in sentences. furthermore, swick (2010:3) classify the present-tense into three distinct types: (1) the simple present tense which indicates a habitual or repeated action, (2) the progressive which indicates an ongoing or incomplete action, (3) the emphatic response. however, walker (2000:30) states that the use of the present simple, it‟s used for something which is permanently true and for repeated actions. in short, simple present tense is a tense that used to express a daily action that is habitual or repeated (fachruddin, 1975:92). in relation to the explanation above, simple present tense is that this refers to something taking place now (decapua, 2008:168). simple present tense consists of the main verb in its simple form, except in third person singular when the –s inflection is added to the main verb and for questions and negatives in the simple present need to add do/does auxiliary. for general guidelines, the simple present is used to: a. describe repeated actions, customs or habits. 1. ned leaves for school at 8:00. 2. blair and jamie work at a bank. b. describe general truths or facts. 1. the sun rises in the east. 2. the president and his family live in the white house. c. describe certain characteristics, mental states, emotions, and senses. 1. gina is thin. 2. the sky looks gray. 3. good teachers understand their students‟ needs. 4. max loves pizza. 5. helen seems happy. d. feel, smell, taste used intransitively, with the idea of using one of the “five senses”. 1. a baby‟s skin feels smooth. 2. the soup smells delicious. 3. the noodles taste salty. 4. the audience hears the orchestra tuning up. e. hear, see used transitively with the idea of using one of the “five senses”. the worshippers believe god sees everything. f. narrate stories and events. she gets up, turns on the oven, leaves the room, and the next thing you know, there‟s smoke coming out of the kitchen. g. summarize stories and articles. 1. the president addresses the soldiers and asks for their continued support in the fight against terrorism. 2. the reviewer argues that the conclusions presented by the researchers are erroneous. 2018. linguistic, english education and art (leea) journal 1 (2):154-167 157 grammar deals with the rules for combining words into larger units. the largest unit that is described in grammar normally the sentence (greenbaum and nelson, 2002:13-14). they conform to patterns are then grammatical sentences. sentences that conform to the major patterns are regular sentences and sentences that do not conform to the major patterns are irregular sentences. further, dutwin (2010:154-172) a simple sentence is an independent clause containing a subject, a verb, and a complete thought, i.e., visualization prepares athletes for success. this sentence shows that no punctuation, other than a period, is necessary in this simple sentence. it can be even added a compound subject, and the sentence remains a simple. at this point, you have reviewed the building balanced sentences that the essentials of grammar and you can identify parts of speech and their functions; also recognize common errors in grammar. now you are ready to make sure the words you use function correctly in sentences. balanced sentences are ones in which related descriptions, actions, or ideas are written in the same form. grammarians call this parallel construction. there is power in parallel construction. in fact, some very famous examples of parallel construction exist in history; julius caesar: i come; i see; i conquer. how does this sentence exemplify parallel construction? there are three verbs: come, see, and conquer. all expressed in the present tense and all preceded by i. incorrect: carol is attractive and has good sense. if you say this sentence aloud, you will probably agree that it sounds unbalanced. why? if you analyze the sentence, you see that carol is the subject and is is a descriptive word or a word that stands for the subject. in this sentence, carol is being described. what two elements describe her?. attractive and has good sense are the elements. how can you change the second element, has good sense, to match the first, attractive? attractive is an adjective describing carol. to meet these purposes, it needs convert has good sense into an adjective, a single word, to match attractive. this is the result: correct: carol is attractive and sensible, the sentence is balanced. in addition, oshima and hogue (2006:164) propose a sentence is a group of words that use to communicate the ideas. they are classified four basic kinds of sentence in english: 1 simple sentence, which has one independent clause, for instance: freshwater boils at 100 degrees celsius at sea level. freshwater boils at 100 degrees and freezes at 0 degrees celsius freshwater and salt water do not boil and do not freeze at the same temperatures. the first sentence has one verb, boils and the second sentence has two verbs, boils and freezes. this is called compound verb. the third sentence has both a compound subject and a compound verb. all three examples are called as simple sentences because they have only one clause. 2018. linguistic, english education and art (leea) journal 1 (2):154-167 158 2 compound sentence, which has two or more independent clause joined together. there are three ways to join the clauses: a. with a coordinator salt water boils at a higher temperature than freshwater, so food cooks faster in salt water. punctuation note: there is a comma after the first independent clause. b. with a conjunctive adverb salt water boils at a higher temperature than freshwater; therefore, food cooks faster in salt water. punctuation note: put a semicolon before and a comma after the conjunctive adverb. c. with a semicolon salt water boils at a higher temperature than freshwater, food cooks faster in salt water. punctuation note: put a semicolon between the two independent clauses. 3 complex sentence, that contains one independent clause and one (or more) dependent clause(s). in a complex sentence, one idea is generally more important than the other. there are three kinds of dependent clauses: (i) adverb clause acts like an adverb; that is, it tells where, when, why, and how. an adverb clause begins with a subordinator, such as when, while, because, although, if, so, or that. it can come before or after an independent clause, i.e., although women in the united states could own property, they could not vote until 1920; (ii) adjective clause acts like an adjective; that is, it describes a noun or pronoun. an adjective clause begins with a relative pronoun, such as who, whom, which, whose, or that, or with a relative adverb, such as where or when., i.e., men who are not married are called bachelors; and (iii) noun clause begins with a whquestion word, that, whether, and sometimes if., i.e., that there is a hole in the ozone layer of earth's atmosphere is well known 4 compound-complex sentence which has at least three clauses, at least two of which are independent, for instance: i wanted to travel after i graduated from college; however, i had to go to work immediately. punctuate the compound part of a compound-complex sentence like a compound sentence; that is, use a semicolon/comma combination. research method the research was a qualitative study. ary, et. al., (2010:440) descriptive method is used to describe events as they naturally occur. it involved describing, analyzing, and interpreting of condition that exist. 2018. linguistic, english education and art (leea) journal 1 (2):154-167 159 population the population of the research was the information of technology students at first semester of stmik musi rawas. it consisted of two classes. they were class ti regular a1 and a2. the total population was 54 students. arikunto (2010:134) stated if the total population is less than 100, it would be better as taken as whole, and if the population is more than 100, it can be 10-15% or 2025% or more. instrument of research in collecting data, the researcher used test form as a main instrument. the instrument of the research was used an essay test to measure students‟ ability in producing the sentences of simple present tense. techniques of collecting data in this research, the steps in collecting the data were: first, the researcher gave the students a test. it was a worksheet that consisted of 20 items with 45 minutes. second, the researcher gave the instruction how to answer or complete the item in worksheet. third, the researcher asked students to answer the items in the blank underline which was matching the choice answer and the students were given the time was 45 minutes. finally, the researcher collected all students‟ worksheet and analyzed the students‟ answer. techniques of analyzing data in analyzing the data obtained from the test. the researcher was applied three techniques. they‟re: (1) conversion of score range; (2) matched percentage formula test and (3) validity check. conversion of score range the researcher presented the criteria score that was given to students as below: table 1.the conversion of score range classification score range alphabet classification 85 100 a excellent 75 84 b good 65 74 c enough 55 64 d low 0 54 e very low source: baak stmik musi rawas 2018. linguistic, english education and art (leea) journal 1 (2):154-167 160 there were five criteria of classifications obtained from test score on students‟ ability in producing the sentences of simple present tense. the most excellent classification was a with the range score 85-100; good classification was b with the range score 75-84; enough classification was c with the range score 65-74; low classification was d with the range score 55-64; and very low classification was e with the range score 0-54. matched percentage formula test in calculating the data, the researcher analyzed the students‟ work papers to see percentage of their ability in producing the sentences of simple present tense by collected the data and classified the student‟ ability from the students‟ work, and then counted the total number of students‟ ability by using the percentage formula in descriptive statistic based on sudjiono (2012:43) stated that: p = f x 100% n note: p = the percentage of student‟ ability f = total number of students n = total number of students‟ ability in producing the sentences of simple present tense. validity check in order to maintain validity and avoid biases in collecting and analyzing the data, the researcher used triangulation technique as estimates to guide the researcher. as commonly defined, triangulation is a validity check that applies more than one methods of data collection within a single study (stubbs as cited in syahri, 2010:16). in addition, according to guion, a. lisa, et. al., (2012:1) triangulation is a method used by qualitative researchers to check and establish validity in their studies by analyzing a research question from multiple perspectives. typically, this manifests as an evaluation team consisting of colleagues within a field of study wherein each investigator examines the program with the same qualitative method. it refers to the use of more than one audience in the field to gather and interpret data (bryman, 2002:2). related to the research, the researcher used peer debriefing. as stated by lincoln and guba (1985:308) peer debriefing is a process of exposing oneself to a disinterested peer in a manner paralleling an analytical sessions and for the purpose of exploring aspects of the inquiry that might otherwise remain only implicit within the inquirer‟s mind. further, hendricks (in hail et. al, 2006:3) points out that peer debriefing helps focus on correctness and accuracy of research interpretations and conclusions, guards against researcher-bias, provides 2018. linguistic, english education and art (leea) journal 1 (2):154-167 161 evidence of collaboration of stakeholders, and enables distribution of findings. in short, peer debriefing is a strategy used to enhance credibility in a research. in analyzing the data of percentage students‟ ability in producing the sentences of simple present tense, the researcher involved a partner. she is maria ramasari, m.pd in order that she‟d like to help the researcher to get the data accurately. finding this research investigated the students‟ ability in producing the sentences of simple present tense. based on data analysis, it was found that there were five classifications of range score are identified, they are: excellent, good, enough, low and very low. the percentages of occurrences are illustrated in table 2 and 3 below. the students‟ ability in producing the sentences of simple present tense for class ti regular a1 revealed that the excellent percentage was 12.50% which were reached by 3 students, good percentage was 25% reached by 6 students, enough classification was 54.17% reached by 13 students and low classification was 8.33% reached by 2 students. based on findings, the researcher found that the students mostly right in item for object as adverb of time and adverb of place. thought, students had difficulties in producing the sentences of simple present tense mostly in item the subject pronoun: he, she, it that as third person singular. they did not understand how to put s/es in verbs. so, they fill in the blanks with the unsuitable verbs of simple present tense. table 2.percentage of students‟ ability for class ti regular a1 score range classification frequency percentage 85 – 100 excellent 3 12.50% 75 – 84 good 6 25% 65 – 74 enough 13 54.17% 55 – 64 low 2 8.33% 0 – 54 very low total 24 100% based on the table above, it can be concluded that there were 3 students (12.50%) in the “excellent” classification for score a, then 6 students (25%) in the “good” classification for score b, thus 13 students (54.17%) in the “enough” classification for score c and 2 students (8.33%) in the “low” classification for score d. the percentages of the student‟s ability in producing the sentences of simple present tense for class ti regular a1that can be seen in the following chart: 2018. linguistic, english education and art (leea) journal 1 (2):154-167 162 chart 1.the percentages of the student‟s ability for class ti regular a1 furthermore, the students‟ ability in producing the sentences of simple present tense for class ti regular a2 revealed that the excellent classification was 6.67% which were reached by 2 students, good classification was 30% reached by 9students, enough classification was 50% reached by 15 students and low classification was 13.33% reached by 4 students. based on data analysis, the researcher found that the students mostly right in item for object as adverb of time and adverb of place. but, most students also had difficulties in producing the sentences of simple present tense mostly in item the subject pronoun: he, she, it that as third person singular. they found difficult how to use suitable verbs of simple present tense because did not understand yet how to put s/es in verbs of simple present tense. table 3.percentage of students‟ ability for class ti regular a2 score range classification frequency percentage 85 – 100 excellent 2 6.67% 75 – 84 good 9 30% 65 – 74 enough 15 50% 55 – 64 low 4 13.33% 0 – 54 very low total 30 100% based on the table above, it was found that there were 2 students (6.67%) in the “excellent” classification for score a, 9 students (30%) in the “good” classification for score b, 15 students (50%) in the “enough” classification for score c and 4 students (13.33%) in the “low” classification for score d. the 12.50% 25% 54.17% 8.33% excellent good enough low 2018. linguistic, english education and art (leea) journal 1 (2):154-167 163 percentages of the student‟s ability in producing the sentences of simple present tense for class ti regular a2 that can be seen in the following chart: chart 2.the percentages of the student‟s ability for class ti regular a2 based on the students‟ ability obtained both of class ti regular a1 and a2, it was revealed that the excellent percentage was 9.59% reached by 5 students, good percentage was 27.50% reached by 15students, enough percentage was 52.08% reached by 28 students and low percentage was 10.83% reached by 6 students. it means that there were not different students‟ ability in producing the sentences of simple present tense both of class ti regular a1 and a2. it was showed that the students had no problems in producing the sentence of simple present tense mostly right in item for object as adverb of time and adverb of place. but, most students had difficulties in producing the sentences of simple present tense mostly in item the subject pronoun: he, she, it that as third person singular. they found difficult how to use suitable verbs of simple present tense because did not understand yet how to put s/es in verbs of simple present tense. table 4. percentage of students‟ ability both of class ti regular a1 and a2 score range classification frequency class ti regular a1 and a2 total percentage class ti regular a1 and a2 85 – 100 excellent 5 9.59% 75 – 84 good 15 27.50% 65 – 74 enough 28 52.08% 55 – 64 low 6 10.83% 0 – 54 very low total 54 100% 6.67% 30% 50% 13.33% excellent good enough low 2018. linguistic, english education and art (leea) journal 1 (2):154-167 164 from the total percentage of students‟ ability above, the criteria of classification occurred with various frequencies. however, it was found that the students in class ti regular a1 and a2 who got a (excellent) were 5 students which meant that there was 9.59% turns of percentage. the students who got b (good) were 15 students which meant that there was 27.50% turns of percentage. the students who got c (enough) were 28 students which meant that there was 52.08% turns of percentage. the students who got d (low) were 6 students which meant that there was 10.83% turns of percentage. thus, it indicates that many students did not understand how to use simple present tense in sentences. based on data analysis, it showed that the students had a problem in producing the sentences of simple present tense especially for verb in third person singular as the subject pronoun. the total percentages of the student‟s ability in producing the sentences of simple present tense can be seen in the following chart: chart 3. total percentages of students‟ ability as stated in findings that were shown above, the researcher interpreted that the students‟ ability to use simple present tense that there were 34 students (62.91%) in the “low” in classification scores c and d. thus, there were 15 students (27.50%) in the “good” in classification score b. finally, there were 5 students (9.59%) in the “excellent” in classification score a. hence, it can be concluded that students‟ ability in producing the sentences of simple present tense was still low. 9.59% 27.50% 52.08% 10.83% excellent good enough low 2018. linguistic, english education and art (leea) journal 1 (2):154-167 165 discussion based on findings, the researcher interpreted that the students‟ ability in producing the sentences of simple present tense had enough category. it can be seen from the percentage the students‟ average score in the students‟ ability of class ti regular a1 and a2. it indicated that that the excellent percentage was 12.50% which were reached by 3 students, good percentage was 25% reached by 6 students, enough classification was 54.17% reached by 13 students and low percentage was 8.33% reached by 2 students. it means that the highest students‟ percentage score in the students‟ ability was 54.17%. it can be concluded that the students‟ ability was enough. besides, it‟s the same for the students‟ ability in producing the sentences of simple present tense for class ti regular a2 showed that the excellent classification was 6.67% which were reached by 2 students, good classification was 30% reached by 9students, enough classification was 50% reached by 15 students and low classification was 13.33% reached by 4 students. it means that the highest students‟ percentage score in the students‟ ability was 50%. it can be concluded that the students‟ ability was also enough. the students‟ ability was proven enough, it was caused the students where mostly right in item for object as adverb of time and adverb of place. but, most students also had difficulties in producing the sentences of simple present tense mostly in item the subject pronoun: he, she, it that as third person singular. they found difficult how to use suitable verbs of simple present tense because did not understand yet how to put s/es in verbs of simple present tense. furthermore, besed on the students‟ ability obtained both of class ti regular a1 and a2, it was found out that there were 34 students (62.91%) in the low category. thus, there were 15 students (27.50%) in the good category. finally, there were 5 students (9.59%) in the excellent category. it means that the highest students‟ percentage score in the students‟ ability was 62.91%). as cited in decapua, (2008:170) claims the learner difficulties that a common problem among students is using simple present tense when referring to something happening now when native speakers would prefer the simple present. more significantly for learners are problems using the do auxiliary correctly. to recap briefly, learners frequently forget to insert do in questions and negatives, and/or to inflect do and the main verb correctly. hence, it can be concluded that students‟ ability in producing the sentences of simple present tense was still low. it showed that many students still got difficulties in producing the sentences of simple present tense especially for verb in third person singular as the subject pronoun. therefore, the final conclusion the researcher expected for all students to learn simple present tense to keep studying and practicing more how to produce the sentences of simple present tense correctly. 2018. linguistic, english education and art (leea) journal 1 (2):154-167 166 conclusion the conclusion is the students‟ ability in producing the sentences of simple present tense at stmik musi rawas still had problems. the researcher found that the students mostly right in item for object as adverb of time and adverb of place. thought, students had difficulties in producing the sentences of simple present tense mostly in item the subject pronoun: he, she, it that’s function as third singular person. they did not understand how to put s/es in verbs of simple present tense. consequently, it can be concluded that students‟ ability in producing the sentences of simple present tense was still low. finally, the researcher expected for all students to learn simple present tense to keep studying and practicing more how to produce the sentences of simple present tense correctly. references azar, s. b. (2002). understanding and using english grammar. new york: pearson edition. arikunto, s. (2010). dasar-dasar evaluasi pendidikan. jakarta: bumi aksara. ary, donald, jacobs, c. luci and sorensen, chris. 2010. introduction to research in education. new york: nelson education, ltd. bryman, alan. (2002). triangulation. united kingdom: loughborough university. decapua, a. (2008). grammar for teachers. new york: springer. downing, a. (2006). english grammar: a university course. new york: prentice hall international. dutwin, p. (2010). english grammar demystified: a self -teaching guide. united states: mcgraw-hill. fachruddin. (1975). learning the english language. palembang: offset usaha baru. greenbaum, s. and nelson, g. (2002). an introduction to english grammar. london: pearson education. guion, a. l., diehl, d. c. & mcdonald, d. (2012). triangulation: establishing the validity of qualitative studies. usa: university of florida. hail, c., hurst, b. c. & deanne. (2006). peer debriefing: teachers‟ reflective practices for professional growth. e-journal of critical questions in education, 2(2). harmer, j. (2007). the practice of english language teaching. united kingdom: longman, inc. hudson, r. (2003). english grammar. london: taylor & francis e-library. lincoln, ys and guba, eg. (1985). naturalistic inquiry. newbury park, ca: sage publications. 2018. linguistic, english education and art (leea) journal 1 (2):154-167 167 manser, m. h. (1995). oxford learners pocket dictionary. new york: oxford university press. murphy, r. (2004). english grammar in use with answers. new york: cambridge university press. oshima & hogue. (2006). writing academic english fourth edition. usa: addition wesley publishing company. sudjiono, annas. (2012). pengantar statistik pendidikan. jakarta: pt. raja grafindo persada. swick, ed. (2010). english verbs and essentials of grammar for esl learners. united states: mcgraw-hill. syahri, i. (2010). conversation analysis. palembang: tunas gemilang press. toago, p. a. (2013). the ability of students to apply simple present tense in descriptive text. e-journal of english language teaching society (elts), 1(2), 1-11. walker, e. & elsworth, s. (2000). new grammar practice for pre-intermediate students. malaysia: longman. linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.185 115 a sociolinguistic study on joke in ghostbusters 2016 movie dewi syafitri 1 stkip-pgri lubuklinggau maharani robiatul islam 2 stkip-pgri lubuklinggau dewisyafitristkipllg@gmail.com 1 submit, 20-04-2018 accepted, 31-05-2018 publish, 31-05-2018 abstract the objectives of the research were to describe the forms and the functions of joke in ghostbusters 2016 movie. the researcher used descriptive qualitative method in classifying and analyzing the forms and functions of joke. ghostbusters 2016 movie was chosen as object of the research. the researcher used documentation in collecting the data. technique for analyzing the data was identification, classification, reduction, description and conclusion. the result of the research: 1) form; 5 words (proper noun, determiner, uncountable noun), 7 phrases (prepositional phrase, noun phrase, verb phrase), and 59 sentences (simple sentence, complex sentence, compound sentence, imperative sentence, exclamatory sentence). 2) function; joke to build sense of togetherness in informal setting that was used in close relationship 10 jokes, joke to amuse others and her/him self in informal setting that was used in close relationship 22 jokes, joke to hostile others with violent behavior and teasing in informal setting that was used in distant relationship 10 jokes. in brief, the most frequent form and function was used in ghostbusters 2016 movie was simple sentence and using joke to amuse others and her/him self in informal setting that was used in close relationship was the most frequent used in ghostbusters 2016 movie. keyword: sociolinguistics, joke, comedy movie, ghostbusters introduction sociolinguistics is the study of language that focuses on language use and language development in society. according to aronoff and miller (2001: 563), sociolinguistics is the empirical study of how language is used in society. it explains why we spoke differently in different social contexts and it concerns in identifying the social functions of language and how the ways it is used to convey the meaning. there are social factors which influence the language use. they are participants, setting or social context, topic and function. in using language in mailto:dewisyafitristkipllg@gmail.com1 2018. linguistic, english education and art (leea) journal 1 (2):115-128 116 conversation, speaker and listener must understand each other and make their conversation is not bored. if speaker can dominate the conversation by using funny words, it can make the hearer feel enjoyment and the speaker can get more attention from the hearer. joke is one of the ways to make their conversation is not bored and it will make their conversation more interesting and enjoying. a joke is an orderly sequence of sentences (written or spoken) working as a unit intentionally used by a speaker to amuse the hearer (ahmadvand & dastejerdi, 2013: 54). joke is part of language and also part of humor. according to villevort (2014: 2), jokes are part of our everyday language, it cannot be taken for granted that joke always understood correctly. joke can be found everywhere. it may appear in novels, movies or in everyday conversation and in movies, the most jokes are found in comedy movie. comedy movie is genre of movie that emphasizes humor and joke. comedy movie can make people feeling enjoyable. in movies, the most joke is found in comedy movie. comedy movie is genre of movie that emphasizes humor and joke. comedy movie can make people feeling enjoyable. according to patrika (n.d), the importance of jokes is joke can bring laughter to the people who are listening or watching especially when people around us feel sad, are in a serious mood or have a problem. joke means to amuse and make people laugh. based on cole (2013:23), laughter is the best medicine. laughter also prevents heart disease, low stress and anxiety levels dramatically, and enhances our resilience to harsh situations. in this research, the researcher analyzed joke in ghostbusters 2016 movie. it was comedy movie in 2016. according to d'alessandro (2016:90), ghostbusters 2016 includes on top 10 films and notables according to industry estimates for the weekend of july 15-17. it is also reboot ghostbusters 2. according to asih (2016:45), ghostbusters 2016 includes on top 10 popular movies in 2016 version imdb. ghostbusters 2016 movie is different with ghostbusters 2, all the actors are woman in ghostbusters 2016 movie. this movie tells about struggle of woman in catching the ghosts and rescuing the country from the ghosts with funny action and jokes. literature review sociolinguistics is concerned with investigating the relationship between language and society with the goal being a better understanding of the structure of language and how languages function in communication (wardhaugh, 2006: 13). sociolinguistics is also study of the ways people use language in social interaction. in using language in conversation, speaker and listener must understand each other and make their conversation is not bored. if speaker can dominate the conversation by using funny words, it can make the hearer feel enjoyment and the http://deadline.com/author/adalessandro/ 2018. linguistic, english education and art (leea) journal 1 (2):115-128 117 speaker can get more attention from the hearer. through joke, the conversation between listener and hearer become more interesting, lively and spirited. joke can be found everywhere. it can appear in novel, movie or in everyday conversation (giusti & budiharjo, 2015: 11). based on martin (2013: 38), a joke is something people do or say that will bring laughter to the people who are watching. in joke, there are verbal and non verbal. verbal joke is jokes communication by using spoken words and it is mostly face-to-face or written with the use of language as a means. meanwhile, non verbal joke is jokes communication by using visual cues such as using body language, gestures and facial expressions. laughter is the best medicine and in order to provoke laughter. a joke generally requires some relevant background knowledge in order to understand the humor (yates & hasmath, 2016: 1). it means to understand jokes people have to know the background knowledge of the words or language that spoken. people would know whether it is joke or not can be seen based on joke theory by expert. based on meyer (2000: 310), there are three theories of humor. they are relief theory, incongruity theory and superiority theory. in this resaerch, the researcher only focused on lexical and syntax in analyzing forms of joke. lexicon is the ability to use any word in a sentence requires knowledge of its lexical category. there are several ways to help identify the lexical category of a word. according to richards and schmidt (1985: 636), word is the smallest of the linguistic unit which can occur on its own in speech or writing. based on carnie (2013: 48), the word has some major classes such as noun, verb, adjective, adverb, preposition and determiner. syntax is the study about phrases and sentences in language. according to davidson (2003: 68), a phrase is any group of two or more words that can occupy the same slot in sentence as a single word. according on carnie (2013: 74), the phrase has some classes. they are verb phrase, noun phrase, adverb phrase, adjective phrase and prepositional phrase. a sentence is a group of words that is used to make a statement, to ask a question, or to give an order or make a request (davidson, 2003: 2). there are kinds of sentence such as simple sentence, complex sentence, compound sentence, imperative sentence, exclamatory sentence, interrogative sentence and declarative sentence. based on berger (1995: 14), there are some functions of joke. they are: 1. telling the joke helps build a sense of togetherness, helps integrate the teller and the listener into a group those listening to the joke. 2. telling the joke is to amuse others, to be looked upon favorably as someone who has a sense of humor, who is amusing and entertaining. we can say this about joke telling in general. 2018. linguistic, english education and art (leea) journal 1 (2):115-128 118 3. telling joke is to establish more strongly, to firm up the teller's and listener's heterosexual identity, to demonstrate that one is normal by laughing at those who are supposedly not normal who are deviant. 4. telling this joke can be seen as a functional alternative to hostile and perhaps even violent behavior. in this research, the functions of jokes were based on setting and participant. setting is the place where people used jokes. it can be formal setting and informal setting. participant is people that used jokes. participants can be friend-friend, boss-workers, students-teacher. it means they are in close relationship or distant relationship (holmes, 2013: 9). research method in this research, the researcher used descriptive qualitative method. based on fraenkel and wallen (2009: 422), qualitative research is research studies that investigate the quality of relationships, activities, situations, or materials. qualitative research is a means for exploring and understanding the meaning individuals or groups ascribe to a social or human problem (creswell, 2009: 4). in this research, there were two sources of the data in this research. they were primary source and secondary source. the primary source was taken from ghostbusters 2016 movie with english subtitle and the secondary source was taken from books, journal, dictionary and articles from internet relate to this research. in collecting the data, the researcher used documentation analysis for collecting the data. the process of collecting the data consisted of the following steps. first, the researcher watched ghostbusters 2016 movie. second, the researcher transcribed english subtitle of ghostbusters 2016 movie into papers. the last, the researcher classified and transferred joke that used by the speakers in ghostbusters 2016 movie into the data sheet. after data was collected, the researcher analyzed forms and functions of joke in ghostbusters 2016 movie. in analyzing the data, there were some steps were used by the researcher, they were identification, classification, reduction, description and conclusion. finding there were some findings in this research including the forms and the functions of joke were used by the speakers in ghostbusters 2016 movie. the functions of joke were analyzed based on setting and participant. 2018. linguistic, english education and art (leea) journal 1 (2):115-128 119 the forms of joke found in ghostbusters 2016 movie the form of joke was focused on lexicon and syntax. they were words, phrases and sentences. based on forms of joke were used by the speakers in ghostbusters 2016 movie. there were kinds of word, phrase and sentence of joke in ghostbusters 2016 movie. the researcher had calculated the forms of joke in ghostbusters 2016 movie, there were: 5 words, 7 phrases and 59 sentences. in word, there were three kinds of word found in ghostbusters 2016 movie. they are proper noun (2 utterances), determiner (2 utterances), and uncountable noun (1 utterance). in phrase, there were three kinds of phrase found in ghostbusters 2016 movie. they were noun phrase (1 utterance), prepositional phrase (2 utterances) and verb phrase (4 utterances). in sentences, there were five kinds of sentence. they were simple sentence (38 utterances), complex sentence (11 utterances), compound sentence (1 utterance), imperative sentence (6 utterances) and exclamatory sentence (3 utterances). among 3 forms of joke, sentence (simple sentence) was the most frequent used in ghostbusters 2016 movie. the researcher found several kinds of forms of joke in ghostbusters 2016 movie can be seen in the table below: table 1. total forms of joke in ghostbusters 2016 movie forms of joke kinds number total word proper noun determiner uncountable noun 2 2 1 5 phrase noun phrase preposition phrase verb phrase 1 2 4 7 sentence simple sentence a. declarative sentence b. interrogative sentence c. negative sentence d. wh question complex sentence compound sentence imperative sentence exclamatory sentence 25 6 4 3 11 1 6 3 59 2018. linguistic, english education and art (leea) journal 1 (2):115-128 120 from the table above, the researcher had calculated the total forms of joke in ghostbusters 2016 movie. there were some forms of joke as the most used in ghostbusters 2016 movie: word 2 (proper noun and determiner), phrase 4 (verb phrase) and sentence 38 (simple sentence). among 3 forms of joke, sentence (38 simple sentences) was the most frequent used in ghostbusters 2016 movie. here are the examples of forms of joke in ghostbusters 2016 movie including word forms, phrases, and sentences: 1. word forms the following table presented word forms of joke in ghostbusters 2016 movie. table 2. word forms of joke in ghostbusters 2016 movie no kinds of word words time theory of joke 1 proper noun bennie 00:11:17 incongruity 2 determiner sixty. seventy 00:22:53 incongruity 3 uncountable noun salad 01:24:14 incongruity 4 determiner 2040 01:58:10 incongruity from the table above, the researcher found word forms of joke in ghostbusters 2016 movie. there were three kinds of word. they were proper noun, determiner, and uncountable noun. 2. phrase forms the following table presented phrase forms of joke in ghostbusters 2016 movie. table 3. phrase forms of joke in ghostbusters 2016 movie no kinds of phrase phrases time theory of joke 1 prepositional no, in the portal 02:02:21 incongruity 2 noun incredibly immature behavior 00:26:04 superiority 3 verb makes you look a lot older 01:59:08 superiority 2018. linguistic, english education and art (leea) journal 1 (2):115-128 121 from the table above, the researcher found phrase forms of joke in ghostbusters 2016 movie. there were three kinds of phrase. they were prepositional phrase, verb phrase and noun phrase. 3. sentence forms the following table presented sentence forms of joke in ghostbusters 2016 movie. table 4. sentence forms of joke in ghostbusters 2016 movie no kinds of sentence sentences time theory of joke 1 simple sentence that man went out the wrong door 01:09:41 incongruity 2 simple sentence this is what you‟re wearing? 00:05:49 superiority 3 simple sentence how can you be eating right now? 00:19:58 incongruity 4 simple sentence no, i was just not into that conversation 00:44:41 incongruity 5 complex sentence is it the boobs you don‟t like? cause i can make them bigger 00:35:08 incongruity 6 complex sentence she thinks they‟re all doors 01:35:20 superiority 7 compound sentence he is half as stupid and he will work for vienna sausages 00:45:06 superiority 8 imperative sentence pin it to your bra strap 01:29:53 relief 9 exclamatory sentence fuck you 00:30:19 incongruity from the table above, the researcher found sentence forms of joke in ghostbusters 2016 movie. there were five kinds of sentence. they were simple sentence, complex sentence, compound sentence, imperative sentence and exclamatory sentence. 2018. linguistic, english education and art (leea) journal 1 (2):115-128 122 the functions of joke found in ghostbusters 2016 movie the functions of joke were used by the speakers in ghostbusters 2016 movie based on setting and participant. they are jokes to build sense of togetherness, jokes to amuse others and her/him self and jokes to hostile others with violent behavior and teasing. from the movie the researcher found three functions of joke based on setting and participant in ghostbusters 2016 movie can be seen in the table below: table 5. total functions of joke in ghostbusters 2016 movie functions of joke setting participant number total to build sense of togetherness formal informal informal close relationship close relationship distant relationship 1 10 4 15 to amuse others and her/himself formal informal formal informal distant relationship distant relationship close relationship close relationship 2 11 2 22 37 to hostile others with violent behavior and teasing informal formal informal distant relationship distant relationship close relationship 10 5 4 19 from the table above, the researcher had calculated the total functions of joke in ghostbusters 2016 movie. there were three functions of joke as the most used in ghostbusters 2016 movie: jokes to build sense of togetherness in informal setting that were used in close relationship (10 jokes), jokes to amuse others and her/himself in informal setting that were used in close relationship (22 jokes) and jokes to hostile others with violent behavior and teasing in informal setting that were used in distant relationship (10 jokes). discussion there are two ways in communication namely communication by using language and gestures. language is used in conversation. in conversation, speaker and hearer must understand each other and they have to make their conversation is not bored. if speaker can dominate the conversation by using funny words, it can make the hearer feel enjoyment and the speaker can get more attention from the hearer. joke is one of the ways to make their conversation is not bored. according 2018. linguistic, english education and art (leea) journal 1 (2):115-128 123 to villevort (2014: 2), jokes are part of our everyday language, it cannot be taken for granted that joke always understood correctly. jokes is needed in conversation to make the conversation more interesting and enjoying. based on meyer (2000: 310), there are three theories of joke. they are relief theory, incongruity theory and superiority theory. based on three theories of joke by meyer, people will know whether it was joke or not and also whether it was funny or not. but if it included in three theories of joke, it was still joke based on meyer‟s theory. based on martin (2013: 38), a joke is something people do or say that will bring laughter to the people who are watching. jokes mean to amuse and make people laugh. a joke is an orderly sequence of sentences (written or spoken) working as a unit intentionally used by a speaker to amuse the hearer (ahmadvand & dastejerdi, 2013: 54). a joke generally requires some relevant background knowledge in order to understand the humor (yates & hasmath, 2016: 1). it means to understand jokes people have to know the background knowledge of the words or language that spoken. joke can be found everywhere. it may appear in novel, movie or in everyday conversation (giusti & budiharjo, 2015: 11). in this research, the researcher analyzed jokes in movie. in movie, the most jokes was found in comedy movie. comedy movie made people feeling enjoyble. comedy movie was chosen in this research was ghostbusters 2016 movie. in ghostbusters 2016 movie, there were 71 jokes that were found. mostly, jokes were used by the speakers in ghostbusters 2016 movie was unusual language and coarse language. that language made people laugh and surprised when they heard it. in this research, the researcher analyzed forms and functions of joke. in forms of joke, the researcher focused on lexicon and syntax. lexicon is the ability to use any word in a sentence requires knowledge of its lexical category. syntax is the study about phrases and sentences in language. the forms of joke found in ghostbusters 2016 movie the result of the data, there were three forms of joke in ghostbusters 2016 movie based on linguistic form. they were word, phrase and sentence. according to richards and schmidt (1985: 639), word is the smallest of the linguistic unit which can occur on its own in speech or writing. the most frequent word used was proper noun and determiner (2 jokes). proper noun and determiner were used by the speakers because it was simple word that surprised others and reduced tension for someone who felt stress. for example: sweetie. this joke used by patty to reduce tension and surprise others when they heard it. according to davidson (2003: 68), a phrase is any group of two or more words that can occupy the same slot in sentence as a single word. the most frequent phrase used was verb phrase (4 jokes). verb phrase was used by the 2018. linguistic, english education and art (leea) journal 1 (2):115-128 124 speakers because the speakers can insult and mock someone by using verb phrase. the speakers did not need complete sentence to mock and insult someone. they said the point directly. for example: “hope this guy knows how to ride motorcycle”. this joke used by rowan. rowan thought the guy (kevin) cannot ride motorcycle. so, rowan mocked and insulted kevin directly without used complete sentence. it had been clear when rowan said “hope this guy knows how to ride motorcycle”. rowan were insulting kevin and rowan felt he can ride motorcycle than kevin. according to davidson (2003: 2), a sentence is a group of words that is used to make a statement, to ask a question, or to give an order or make a request. simple sentence was the most frequent sentence used by actor and actress in in ghostbusters 2016 movie (38 jokes). simple sentence was used by the speakers because the speakers can used joke by using some ways. it can be statement, ask questions and others. in simple sentence, the speakers surprised others by using funny statements. it can be positive sentence, negative sentence, interrogative sentence and unusual language that include in sentence. for example: “our president is a plant”. this joke was used by holtzmann. that statement surprised people surroundings because it was impossible if human was a plant or human became a plant. human and plant were different each other. according to brandon (2014: 30), a simple sentence consists of one independent clause and no dependent clause. it may contain phrases and have more than one subject or verb. sentences are used in four different ways for example to ask questions, to issue commands or to make exclamations (lester & beason, 2013: 37). the most frequent way used in simple sentence was declarative sentence (25 jokes). declarative sentences are used for making statements. declarative sentences can be positive or negative (lester & beason, 2013: 37). the functions of joke found in ghostbusters 2016 movie based on berger (1995: 14), there are some functions of joke. functions of jokes were based on setting and participant. setting is the place where people used jokes. it can be formal setting and informal setting. participant is people that used jokes. participants can be friend-friend, boss-workers, and student-teacher. it means they are in close relationship or distant relationship (holmes, 2013: 9). every functions of joke were different meaning based on setting and participant. 1. telling the joke helps build a sense of togetherness, helps integrate the teller and the listener into a group those listening to the joke. 2. telling the joke is to amuse others, to be looked upon favorably as someone who has a sense of humor, who is amusing and entertaining. we can say this about joke telling in general. 2018. linguistic, english education and art (leea) journal 1 (2):115-128 125 3. telling joke is to establish more strongly, to firm up the teller's and listener's heterosexual identity, to demonstrate that one is normal by laughing at those who are supposedly not normal who are deviant. 4. telling this joke can be seen as a functional alternative to hostile and perhaps even violent behavior. after analyzing ghostbusters 2016 movie, the researcher found three functions of joke were used by the speakers in ghostbusters 2016 movie based on setting and participant; 1) jokes to build sense of togetherness with others in formal setting that was used in close relationship, in informal setting that was used in close relationship and in informal setting that was used in distant relationship, 2) jokes to amuse others and her/himself in formal setting that was used in distant relationship, in informal setting that was used in distant relationship, in formal setting that was used in close relationship and in informal setting that was used in close relationship, 3) jokes to hostile others with violent behavior and teasing in informal setting that was used in distant relationship, in formal setting that was used in distant relationship and in informal setting that was used in close relationship. the most frequent functions of joke was used by the speakers in ghostbusters 2016 movie based on setting and participant; 1) jokes to build sense of togetherness in informal setting that was used in close relationship (10 jokes). for example: “our president is a plant”. this jokes was used by holtzmann in answering erin‟s question. in this function, they used jokes to tighten their relationship more. they did not have limitation in using jokes because they had known each others. they were in close relationship. they also used jokes without thinking whether the joke was coarse or not because they had known how they used joke with people who were really close with them to build sense of togetherness (holmes, 2013:9), 2) jokes to amuse others and her/himself in informal setting that was used in close relationship (22 jokes). for example: “you were never invited! i need you out of the lab, so i can lock the door”. this jokes used by abby to ask erin to get out from her lab because abby wanted to go to aldridge mansion and lock the door, but erin was in wrong perception. erin thought that abby asked her to go to aldridge mansion with abby and holtzmann. in this function, they used jokes to amuse people surroundings. the jokes were used by people who had close relationship because they had high solidarity (holmes, 2013: 9). there were not embarrassed feeling in using taboo word, swear words and unusual language that can amuse people surroundings and they did not feel distant in using jokes, 3) jokes to hostile others with violent behavior and teasing in informal setting that was used in distant relationship (10 jokes). for example: “she thinks they're all doors”. this joke was used by ms. lynch to erin. they insulted erin because erin‟s strange behavior so ms. lynch 2018. linguistic, english education and art (leea) journal 1 (2):115-128 126 said “she thinks they're all doors”. in this function, they used jokes to insult people who had distant relationship. they were braver to insult people who had distant relationship because they did not have bond in relationship (holmes, 2013: 9). in briefly, the most frequent function of joke was used by the speakers in “ghostbusters 2016” movie was using jokes to amuse others and her/himself in informal in terms of close relationship because they did not feel distant each other in amusing by using jokes. they also did not have limitation in using jokes because they had known each other so they were free in using jokes and amusing others. they also had high solidarity each other so they were not shy or afraid in using taboo word, swear words and unusual language. this research could be used as the material in teaching joke more deeply especially in understanding of joke. those could make the student know how joke are used in society especially in learning process. the topic of the research was about forms and functions of joke in sociolinguistics. this research explained more about joke and it also explained about how people know whether it was joke or not by using mayor‟s theory of joke. so this result also can be used in teaching sociolinguistics and it can help the students know and understand more about joke. conclusion the research aimed to describe the forms of joke and the functions of joke were used by the speakers in ghostbusters 2016 movie. after analyzed ghostbusters 2016 movie, the researcher concluded this research as follows: the researcher found some kinds of forms of joke in movie transcription as follow: 5 words (proper noun, determiner, uncountable noun), 7 phrases (prepositional phrase, noun phrase, verb phrase), and 59 sentences (simple sentence, complex sentence, compound sentence, imperative sentence, exclamatory sentence). among 3 forms of joke, simple sentence was the most frequent used in ghostbusters 2016 movie. there were three functions of joke were used by the speakers in ghostbusters 2016 movie: 1) joke to build sense of togetherness with others (15 jokes); 2) joke to amuse others and her/himself (37 jokes); 3) joke to hostile others with violent behavior and teasing (19 jokes). the most frequent functions of joke were used by the speakers in ghostbusters 2016 movie based on setting and participant: 1) jokes to build sense of togetherness in informal setting that were used in close relationship (10 jokes); 2) jokes to amuse others and her/himself in informal setting that were used in close relationship (22 jokes); 3) jokes to hostile others with violent behavior and teasing in informal setting that were used in distant relationship (10 jokes). among 3 functions of joke were used by the speakers in ghostbusters 2016 movie based on setting and participant, using jokes 2018. linguistic, english education and art (leea) journal 1 (2):115-128 127 to amuse others and her/him self in informal setting that were used in close relationship was the most frequent used in ghostbusters 2016 movie. references ahmadvand, m., & dastejerdi, h. v. (2013). discourse analysis of sms jokes: a crosscultural comparison of joke strategies in persian and english. malaysian journal of media studies, 15(1), 51-73. aronoff, m., & miller, j. r. (2001). the handbook of linguistics. oxford: blackwell publishing. asih, r. (2016). 10 film terpopuler tahun 2016 versi imbd. retrieved from http://showbiz.liputan6.com/read/2683672/10-film-terpopuler-tahun-2016 versi-imdb. berger, a. a. (1995). blind men and elephants: perspectives on humor. new brunswick and london: transaction pubslishers. carnie, a. (2013). syntax: a generative introduction (3rd ed.). oxford: wileyblackwell. cole, j. (2013). laughter is the best medicine: the importance of live comedy [web log post]. retrieved from http://www.newschoolfreepress.com/2013/05/07/laughter-is-the-best medicine-the-importance-of-live-comedy/. creswell, j. w. (2009). research design (3rd ed.). los angeles: sage publication, inc. davidson, g. (2003). phrases, clauses and sentences. tagore lane, singapore: leraners publishing. d'alessandro, a. (2016). „ghostbusters‟: how its $46m opening creates a quandary – weekend box office postmortem. retrieved from http://deadline.com/2016/07/ghostbusters-weekend-box-office 1201787149/ fraenkel, j. r., & wallen, n. e. (2009). how to design and evaluate research in education (7th ed.). new york: mcgraw-hill company. guisti, n, r and budiharjo, b. (2015). an analysis of joke translation in date night movie. jurnal bahasa, sastra dan studi amerika, 21(1), 11-17. holmes, j. (2013). an introduction to sociolinguistics (4th ed.). new york: routledge. martin, s. (2013). humorous text: a pragmatic analysis of lubukusu joke (undergraduate thesis). university of nairobi, kenya. retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/bitstream/handle/11295/63124/ situma_humorous%20texts%3a%20a%20pragmatic%20analysis%20of% 20lubukusu%20jokes%20?sequence=3&isallowed=y meyer, j. c. (2000). humor as a double-edged sword: four functions of humor in communication. communication theory 10(3), 310-331. retrieved from http://econoca.unica.it/public/downloaddocenti/meyer%20 %20four%20functions%20of%20humor%20in%20commun ication.pdf 2018. linguistic, english education and art (leea) journal 1 (2):115-128 128 patrika, r. (n.d). what is the importance of jokes in our daily life [web log post]. retrieved from https://medium.com/@rajasthanpatrika01/what-is theimportance-of-jokes-in-our-daily-life-987ca276943a#.hebjo01bz richard, j. c, & schmidt, r. (1985). longman dictionary of applied linguistics. harlow, essex: longman group limited. villevort, v. (2014). cultural aspects of language.understanding jokes. pp. 13. retrieved from http://www.academia.edu/7590586/cultural_aspects_of_lang uage_understanding_jokes_term_paper_language_in_use_ss_2013 14_table_of_contents. wardhaugh, r. (2006). an introduction to sociolinguistics. oxford: blackwell publishing. yates, m., & hasmath, r. (2016). when a joke is more than a joke: humor as a form of networked practice in the chinese cyber public sphere. retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2672446 title linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1907 257 student’s perception towards the use of jeopardy game in english learning alfiyah rusdiyana¹ universitas negeri surabaya slamet setiawan² universitas negeri surabaya ahmad munir³ universitas negeri surabaya alfiyah.18022@mhs.unesa.ac.id1 submit, 30-12-2020 accepted, 30-01-2021 publish, 30-01-2021 abstract the present study aims to determine the student's perception towards the use of jeopardy game, and also investigates how the teacher uses jeopardy game in english learning. this research study was used a qualitative study conducted instate senior high school level in surabaya. a close-ended questionnaire was used to obtain the data. the results show that jeopardy game makes english learning more alive, comfortable, enjoyable, fun, and interesting. it also boosts the student's motivation in learning english. jeopardy game also enhances the student's vocabulary knowledge, recalls the previous materials, improves the student's speaking skill and develop the student's critical thinking. this study suggests using jeopardy game in the learning process since many benefits in increasing the student's engagement in the classroom. keywords: classroom games, english learning, jeopardy game, student’s perception introduction in indonesia, high school students are expected to study harder in preparing themselves for facing school’s final projects, assignments, and most importantly the final test and university enrollment tests. the materials that are compulsory to be learned consist of five subjects, including english. in the preliminary study, the researcher found that the students need variations of fun activities during english classes. the students were bored with conventional activities such as listening to the teacher’s speech, taking notes from the board and https://doi.org/10.31539/leea.v4i2.1907 mailto:alfiyah.18022@mhs.unesa.ac.id 2021. linguistics, english education and art (leea) journal 4 (2):257-269 258 then completing the task. these activities are too plain for the students in this millennium era. nowadays, the students are considered as the new generation. howe & strauss (2007) named them as “millenials” because they have a different way of thinking, communicating, behaving and learning compared to the old generation. another statement from dede (2005), that millennial students have different learning styles and preferences. therefore, english teachers need to provide many kinds of interesting and fun activities to make the students feel more motivated in learning english. one of many interesting activities that have been proved as a fun activity is establishing classroom games. hadfield (1999) stated that an activity can be called as a game if the game has a purpose, a rule and an element of fun. he further said that there are two types of games, namely, cooperative games and competitive games. similarly, wright defined classroom games as activities that can entertain, engage, and mostly challenge the students to interact with the others (wright et al., 2006). he added that games have a big role in creating a bond of one student to the other students. games also have been proved as an effective way to motivate the students in language learning, including english learning. hence, it shows that games are very beneficial in encouraging students to boost their interests. there are many kinds of classroom games that are popular among language teachers. one of them is jeopardy game. it is a game that allows the students to recall the previous materials that they have been learned. there are two versions of jeopardy game. the first is the one which requires technology, such as ppt slides and lcd projector. the second is the one which uses classroom property and stationary like papers, glue, tip, boardmarker and etc. the procedure of jeopardy game is based on the american’s popular television show called jeopardy (friedman, 2005). in this game, the teacher usually plays as the host and the students play as the contestants. the students can be assigned as individual contestants, but most of teachers usually divide the students into small groups. the host provides five categories of topics that contain values of points. each value has questions related to the topic. the questions are usually displayed on ppt slides or written on papers glued on the board. after that, the contestants should pick one category and answer the question correctly to get the points. the one who get the highest points is the winner of the game. there are a great number of studies that explain the advantages of using jeopardy game in language classrooms. the first study conducted a quasi experimental study to investigate the effectiveness of jeopardy game for teaching vocabulary in descriptive text to the eighth graders at a junior high school (pitaloka, 2017). she also examined the use of jeopardy game for improving student’s vocabulary mastery in descriptive text. she employed a pre-test, post2021. linguistics, english education and art (leea) journal 4 (2):257-269 259 test and questionnaire to obtain the data. the finding shows that there are significant results after the treatment. all of the subjects were interested in jeopardy game because jeopardy can help them to remember the vocabulary easily. it also in line with rohaendi who stated that there is a positive response of students in learning through jeopardy game (rohaendi, 2019). another study also came. this study analyzed the use of jeopardy game as an assessment tool to enhance the performance and satisfaction of the students (revere & kohli, 2003). the findings of her research show that a team-based jeopardy exam success to improve classroom assessment by endorsing an interactive feedback among students and teachers. she also reported that the team-based jeopardy format increased the student’s performance. it was proved from the students’ final grades. surprisingly, the students in jeopardy class performed higher on jeopardy exam than they did on the traditional exam. the next study also revealed that jeopardy game can be used to improve the cognitive development and memory skill, it also increase the student’s motivation (fitrawati, 2019). nevertheless, most of the studies done under the topic of jeopardy game and english learning are mostly aimed to improve the four aspects of language skills. the researcher has not found any single research that concerns on the student’s perception towards the use of jeopardy game. therefore, the research question in this study was formulated as follows: how does the teacher uses jeopardy game in english learning? what are the perceptions of the students towards the use of jeopardy game? literature review historically, jeopardy game is a very popular television show aired throughout united states of america (usa) since 1974. this game consists of a host and several contestants. the game requires the contestants to answer questions from five different topics. the questions are placed in five categories. each category has five values as well. the values ranged from 100 points to 500 points. with the first step to play the game is the host must read aloud the clue after the chosen contestant picks a question. once the clue is showed by the host, the contestant must press the hand-held signaling device. then, the first contestant to press is given a chance to answer the questions. if the contestant’s answer is correct, the contestant is allowed to continue the game by choosing questions from any category that they want within five seconds (friedman, 2005). according gast & leatham (2005) the goal of this game on classroom activity, students more focused and successful in mastering the material as well as practice even though they don't have to apply it. meanwhile bee & hayes (2005), joepardy game using microsoft excel can calculate the score automatically when student in a group can answer with correctly and the instructors find it easier to 2021. linguistics, english education and art (leea) journal 4 (2):257-269 260 change the topic in the game because automatically the program is easy to randomize. otherwise, the points for which the contestant was providing an answer will be reduced from the points that they have already earned. in this time, the other contestants are given the opportunity to press the hand-held signaling device and provide an answer. when nobody knows the answer, the host provides it and the last person to answer it correctly chooses a new question. the hints of the answers are provided until one contestant wins the game by accumulating the biggest amount of points (gonzales, 2017). research method this study used qualitative design because this study showed the phenomena of jeopardy game in learning activity. the subjects of the present study were english teacher and 43 students of state senior high school in surabaya. the students consist of 39 female students and 5 male students. the students were the eleventh and twelfth graders from science and social major. the students were aged around 17 to 18 years old. the participants were selected because they have an experienced in learning used jeopardy game. to answer the research question, this study used interview and questionnaire. the interview is used to gather the data about the teacher’s experience in using jeopardy game in english learning. while, a close ended questionnaire was distributed to the participants at the end of semester 1. the questionnaire covers seven domains of student’s language skills. each item of the questionnaire has four options based on likert scale ranging from strongly agree to strongly disagree. the questionnaire was deliveredin online form. findings the teacher uses jeopardy game in english learning the teacher uses jeopardy game for review material before final exam. teacher uses it for eleventh and twelve grade of senior high school. teacher displays the jeopardy game in powerpoint. for eleventh grade, the materials for first semester are offer and suggestion, opinion, invitation and exposition text. furthermore, the material for twelve grade is offering service, application letter, caption, news item, conditional sentence and procedure text. the teacher gives ten minutes for student to study about those materials. before starting the game, the teacher divides the students into six groups. students should gather in their group. the teacher also shows the rule of the game. 2021. linguistics, english education and art (leea) journal 4 (2):257-269 261 figure 1. 1st slide of jeopardy power point this is the first slide for the jeopardy game for twelve grade. the first slide contains the title of the game “jeopardy”. there is a sound effect on the ppt. it makes the class situation more energetic. figure 2. 2nd slide of jeopardy power point this is the first slide of eleventh grade. the design of twelve grade is more beautiful than eleventh grade. but, it also has a musical effect to make the situation more energetic. 2021. linguistics, english education and art (leea) journal 4 (2):257-269 262 figure 3. 3rd slide slide of jeopardy power point in the next activity, the teacher shows what is the material that present on the jeopardy game. the teacher also says that jeopardy game provides some questions relate with those materials. it can be a multiple choice form, essay and instruction. figure 4. 4th slide of jeopardy power point in the next slide, the teacher shows the level of question and score in jeopardy game. in this section, the teacher shows the rule of this game. every 2021. linguistics, english education and art (leea) journal 4 (2):257-269 263 group should choose one question in turn. every group can discuss with their friend before choose the question. the more higher the score shows the level of question from lower order thinking skills (lots) into higher order thinking skills (hots). if there is a group who cannot answer the question correctly, the other groups have a change to answer but the score is a half from the real score. figure 5. 5th slide of jeopardy power point this is the jeopardy game ppt on eleventh grade. the form is same with twelve grade. the rule is same with twelve grade. figure 6. 6th slide of jeopardy power point this is the question for 100 score. it shows the lots question because it only recalls the memory of students about expression of offering a help. 2021. linguistics, english education and art (leea) journal 4 (2):257-269 264 figure 7. 7th slide of jeopardy power point this figure shows the lots question that provides in eleventh grade. this question also has 100 score. the question is categorized in lots because it only recalls the memory of students. figure 8. 8th slide of jeopardy power point this figure shows the question that has 500 score. the student should make an offering help sentence based on the picture. it is kind of hots question because the student should analyze and interpret the picture to make a question. 2021. linguistics, english education and art (leea) journal 4 (2):257-269 265 figure 9. 9th slide of jeopardy power point later, this figure shows the hots question. it has 400 score. it is categorized in hots level because in answering this question the students need understand and analyze the problem. after that, they have to interpret it with their life to give a suggestion for this problem. the winner is the group who has a highest score. the group who has a lowest score will get a minimum score or kkm from the teacher. the minimum score that given by the teacher for group who has a lowest point is 75. opposite, the teacher gives 85 for the winner. table 1. percentage of student’s perception towards the use of jeopardy game questionnaire items responses strongly agree agree disagree strongly disagree 1. jeopardy game makes english learning more interesting and fun. 30% 70% 2. i can recall the previous english materials easily using jeopardy game. 19% 81% 3. i feel comfortable while playing jeopardy game. 14% 86% 4. i become more interested and motivated in learning english by playing jeopardy game. 21% 79% 5. i become more confident to speak english during jeopardy game. 9% 84% 7% 6. i got a lot of new english vocabulary by playing jeopardy game. 21% 79% 7. the questions on jeopardy game encourage me to be more critical. 16% 79% 5% 8. i can memorize the english materials when my friends answer the questions during jeopardy game. 12% 81% 7% 2021. linguistics, english education and art (leea) journal 4 (2):257-269 266 the perceptions of the students towards the use of jeopardy game table 1 shows the result of the student’s perception toward the use of jeopardy game in english learning. the result shows that students have a positive response toward the use of jeopardy game because only 15% students who says disagree. it is also proved by no one student choose strongly disagree in their response. it means that students enjoy in using jeopardy game. there are eight criteria that provides in close ended questionnaire. the first is “jeopardy game makes english learning more interesting and fun”. in this criteria, shows that 70% of the students chose “agree” and the 30% of them chose “strongly agree” on item 1 that says “jeopardy game makes english learning more interesting and fun”. there was not any single student who disagreed on this item. it means that 100% of the students were having a great time playing jeopardy game because the game was interesting and fun. moreover, 86% of the students chose “agree” and the 14% of them chose “strongly agree” on item 3 that says “i feel comfortable while playing jeopardy game”. it means that the students really enjoy while playing jeopardy game in english classes. as shown in table 1, 79% of the students chose “agree” and 21% of them chose “strongly agree” on item 4 that says “i become more interested and motivated in learning english by playing jeopardy game”. besides, the results also show that the use of jeopardy game enriches the student’s vocabulary knowledge. it can be seen in table 1, that 79% of the students chose “agree” and 21% of them chose “strongly agree” on item 6 that says “i got a lot of new english vocabulary by playing jeopardy game”. in line with vocabulary development, the speaking skills of students also increase. it can be seen in table 1, that 84% of the students chose “agree” and 9% of them “strongly agree” on item 5 that says “i become more confident to speak english during jeopardy game”. furthermore, it was proved in this study that the use of jeopardy game also improves the student’s critical thinking skill. as shown in table 1, 79% of the students chose “agree” and 16% of them “strongly agree” on item 7 that says “the questions on jeopardy game encourage me to be more critical”. discussion this study shows that jeopardy game makes learning process more interesting and fun. bee & hayes (2005) stated that playing jeopardy game is an effective way to stimulate student’s interest, reduce student’s boredom and strenghten the student’s understanding skill. this results also supported by muleng (2018) that the paramount reason for using a game is when the game is fun and enjoyable for teachers and students. 2021. linguistics, english education and art (leea) journal 4 (2):257-269 267 furthermore, the result also shows that jeopardy game makes students feel comfortable. this finding supports the results of gonzales’s (2017) research. in his study, the students reported that they enjoy the whole experience of learning using jeopardy game. he added that the reason why the students enjoy the game is because they were already familiar with the design of jeopardy game. some of them even mentioned that the images in jeopardy game are nice and attractive. when language students experience interesting, fun, and enjoyable activities, they will be more motivated to learn the language. it is because their states of mind are happier than before. it is in line with friedman’s (2005) theory, that jeopardy game stimulates students to learn more about the materials. also, they become more excited to participate the game’s friendly competition experience. students also can improve their vocabulary through jeopardy game. as majda & agus (2019) stated when the students try to answer questions spontaneously, the vocabulary that they have learned before suddenly came up in their brain. they added that while learning with jeopardy game, the students become easier to acquire many new words that they have heard from the other contestants once the student’s vocabulary knowledge increased, the student’s speaking skill would automatically be increased. this result shows that the student’s affective skills play a huge role to enhance their speaking skills. the affective skills include student’s enjoyment, excitement, and confidence in playing jeopardy game. these skills are paramount because vocabulary mastery skill and affective skills are being activated in jeopardy game. hence, it can be said that jeopardy game helps to stimulate the students’ brains so that the words could be easier to came out after being stored in the students’ brains. the critical thinking of students also rises in this study. it is good for the student’s brains because there will be a major progress to memorize the infomation that they have been acquired during the game. however, 5% of the students chose “disagree” on item 7. they reported that it is because they were not paying full attention during the game so they did not aware that jeopardy game can make them think critically. conclussion the present study has proved that the teachers use jeopardy game in english classes successfully. this study also proved that students have positive perception toward the use of the jeopardy game in english learning. this study founds some advantages. jeopardy game influences the student's affective skill positively. 2021. linguistics, english education and art (leea) journal 4 (2):257-269 268 jeopardy game makes english learning more alive, comfortable, enjoyable, fun, and interesting. also, the students reported that they become more encouraged and motivated in learning english by playing jeopardy game. jeopardy game also helps the students to restore their memories about english materials that they have learned before. it means that they can recall the english materials when their classmates answer jeopardy game questions. furthermore, there was a development in the student's vocabulary mastery skill. the students have significant progress in improving their speaking skills. last but not least, the questions on jeopardy game encourage the students to be more critical because they have to think fast and compete with their classmates to answer the questions correctly. overall, jeopardy game is highly recommended to be utilized in english learning as it holds many advantages for both students and teachers. however, this study has a limitation. the participants were selected only from two classes. future studies should take more participants to obtain more diverse perceptions of using jeopardy game in english learning. future studies could also explore the implementation of jeopardy game in virtual classes. references bee, s., & hayes, d. c. (2005). using the jeopardy game to enhance student understanding of accounting information systems (ais) exam material. review of business information systems (rbis), 9(1), 69-78. https://doi.org/10.19030/rbis.v9i1.4471 dede, b. c. (2005). planning for neomillennial learning styles. educause quartely, 1, 7–12 fitrawati, n. m. p. &. (2019). the use of jeopardy game to teach vocabulary to young learner. journal of english language teaching, 7(2), 249–258 friedman, h. (2005). classroom jeopardy teacher’s guide. usa: educational insights, inc gast, j., & leatham, m. (2005). theory jeopardy: a fun interactive approach to teaching theory. american journal of health education, 36(1), 54-57. https://doi.org/10.1080/19325037.2005.10608159 gonzales, a. z. (2017). using games to improve vocabulary in an intermediate level course. mexico: universidad veracruzana hadfield, j. (1999). advanced communication games : a collection of games and activities for intermediate and advanced students of english/jill hadfield. new york: longman howe, n., & strauss, w. (2007). the next 20 years: how customer and workforce attitudes will evolve. harvard business review, 85(7–8), 4152 majda, a., & agus, g. (2019). using jeopardy game to improve student's vocabulary knowledge. lingua, 1(1), 31-42. https://doi.org/10.34005/lingua.v1i01.157 2021. linguistics, english education and art (leea) journal 4 (2):257-269 269 muleng, p. (2018). the influence of using jigsaw technique towards student's vocabulary mastery at the second semester of the eighth grade of smp n 24 bandar lampung in the academic year of 2017/2018. undergraduate thesis, uin raden intan lampung pitaloka, c. m. h. (2017). effectiveness of jeopardy game to enlarge student’s vocabulary mastery in reading comprehension of descriptive text (quasi-experimental study at eighth grade students of smp n 5 magelangin academic year 2016/2017). undergraduate thesis. universitas negeri semarang revere, l., & kohli, k. s. (2003). classroom jeopardy : a winning approach for improving student assessment, performance and satisfaction. proceedings-annual meeting of the decision sciences institute. united state-scimago institutions rankings rohaendi, n. s. (2019). the influence of jeopardy game towards student’s vocabulary mastery. biormatika, 5(1), 72-78. https://doi.org/issn (p) 24613961 (e) 2580-6335 wright, a., betteridge, d., buckby, m., wright, a., betteridge, d., & buckby, m. (2006). games for language learning. inggris: cambridge university press linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1826 88 benefactive verbs and causative verbs in madurese: morphosyntactic analysis farda naila salsabila 1 universitas diponegoro agus subiyanto 2 universitas diponegoro fanila.pas3ul@gmail.com 1 submit, 24-11-2020 accepted, 24-12-2020 publish, 25-12-2020 abstract this study is aimed to analyze a morphological process in the marker of benefactive verbs and causative verbs construction of madurese language. the theory used in this study was of generative morphology and syntax. the object of this study was madurese language. the data collected in madurese language was from the native speakers of madurese. the result of this research was the formation rules of benefactive verbs and causative verbs of madurese language by using word and paradigm approach. the results show that there were three kinds of affixation to produce the benefactive verbs. affixation in the marker of benefactive verb was shown by prefixes a-, ma-, and n-, and suffix –aghi. affixation in the marker of causative verb was shown by prefixes ma-. madurese also use intransitive verb and also adjective as the root to construct benefactive verb and causative verb. keyword: benefactive verbs, causative verbs, generative morphology, madurese introduction the diversity and uniqueness of language in the world is an interesting linguistic phenomenon that can be studied. word formation is one of interesting research object because every language has diversity in word formation which is called as morphological process. madurese language is one of the languages that recently spread through almost all over the java island. most people in java are able to speak madurese (mulyadi, 2007). in madurese language there are some words or lexemes which become root of words and these words may have new meanings when they are attached to morphemes or affixes. there are many variations of morphemes combination in madurese language. the morphemes that can be combined is affix of benefactive verbs and causative verbs markers. this affix of benefactive verb is mailto:fanila.pas3ul@gmail.com 2020. linguistics, english education and art (leea) journal 4 (1):88-98 89 attached in two ways: first it is attached directly to the root of noun without any changes and second it is added to the root with a change from the root. there were several studies related to benefactive and causative verbs as in azizah, et.al (2020) they found that there are two forms of causative construction in sasak, morphological and lexical. morphological causative adding confix n – ang/in and affix –in to non-causative base verb, adjective or noun whereas lexical causative uses causative verb mate „died/killed‟. they also found that the formation of causative with intransitive verb is moving s to o position while the transitive verbs is performed with type iii; a and o become o. another study came from sukarini (2013) who found that causative construction of indonesian language can be seen through two perspective morphosyntax and semantic. while some studies related to madurese language, the first study was conducted by sofyan (2012) based on the meaning of verb, madurese language consists of reciprocal, reflexive, causative, repetitive and imperative. when it is imperative, stem only can stand alone. the other studies is conducted by musaffak (2011) from this study it can be concluded that there are thirteen pattern of reduplication in madurese language. unlike previous studies that elaborate in traditional descriptive, the researcher focuses on the morphological processes in the combination of root and the affixes of benefactive verb markers and causative verb markers. therefore researcher is interested to analyze what process will happen if the affix of benefactive verb and causative verb are constructed. literature review benefactive verb and causative verb in madurese according to sofyan (2012) causative verb in madurese language is a verb that state an action “make something happen”. for the example in word madalem (to deepen). benefaktive verb in madurese is a verb that state an action which is done by someone for someone else. benefactive verb in madurese such as melleaghi (buy), and ngala’aghi (take). generative morphology morphology is the study of morphemes and the arrangement of morphemes in forming words (nida 1949:1). one of theories known by linguist talking about morphology is transformational generative suggested by chomsky. principals of generative morphology, according to chomsky, generally can be described in some explanation. first, generative morphology is a theory about competence which refers to the knowledge owned by native speaker about his own language and not about performance which refers to the use of language in daily life of the native speaker. 2020. linguistics, english education and art (leea) journal 4 (1):88-98 90 generative morphology is based on competence and not performance because linguistic theory is created to find the mental realization that becomes basic of someone‟s behavior. second, language is creative and innovative, meaning a speaker can create various and new sentences understand them and analyze the acceptance of those sentences in daily life. third, generative morphology is a tool to analyze and formulate the rule of forming a sentence, interpreting the sentence, and pronouncing it. fourth, language is the mirror of one‟s thought, meaning that language help people to understand others‟ thought (ba‟dulu & herman, 2004). morpheme when we are writing or speaking, we use words which can be segmented into smaller segment. for example is in speaking which can be segmented into smaller parts, „speak‟ and „ing‟. these small parts are what we call “morpheme”. simply, morpheme can be said as the smallest meaningful constituents in a certain linguistic expression. morpheme itself can be divided into two types: free and bound morpheme. free morpheme is independent morpheme, meaning that this type of morpheme has clear and concrete meaning without being combined with other morphemes. the examples are book, bag, speak, walk, small, big, well, and right. bound morpheme is the vice versa of free, meaning that this type of morpheme does not have clear meaning until it is attached to free morphemes. the ones included in this type are in form of affixations such as „-ing‟, „s‟, „-es‟, „ed‟, „-ful‟, and other affixations (booji, 2005). root when a speaker use words in daily life, he sometimes says or writes words which contain more than one morpheme like in „unintentionally‟. these words can be segmented into smaller part, bound and free morphemes. the segmented free morpheme that cannot be analyzed further into constituent morphemes is what we call root. in word „unintentionally‟ we can have „un-„, „intend‟, „-ion‟, „al‟, and „-ly‟. the free morpheme „intend‟ is the root since it cannot be segmented anymore (booji, 2005). prefix, infix, and suffix as has been stated above, there is morphemes that called affix which will have concrete meaning if they are attached to free morphemes. there are three kinds of affix which each are classified or named based on the position of the attachment. when the affix is attached in the front of the base or root, it is what we call prefix, i.e. imperfect, undone, disagree. when the affix is attached in the middle of the root or base that is infix, i.e. gerigi. suffix is the affix which is 2020. linguistics, english education and art (leea) journal 4 (1):88-98 91 attached at the end of the root or base like in readable, activity, and movement (booji, 2005). approaches in analyzing morphological rules when a researcher analyzes the morphological process, one of goals is to find the regularity or generalization of the rules which are applied in a certain language. there are three approach which can be conducted to find this generalization, they are “item and arrangement” which focuses on the arrangement of morphemes in a morph, “item and process” which focuses on the morphophonemic of the morph, and the last one which is used in this paper is “word and paradigm” which focuses on how the new lexeme are created in a specific language. the chosen approach is word and paradigm approach or also called word based model since it has the ability to analyze the fundamental or significance of the word emphasized and the relationship between complex words by formulating word-schemas that represent the common features of sets of morphologically related words (haspelmath, 2002). syntax x-bar theory x-bar theory is an element of linguistic theory which attempts to identify syntactic features of individual languages. x-bar theory was first proposed by noam chomsky and further developed by ray jackendoff. newson labeled x-bar as a theory of fundamental structure containing of three different rules which resolve the character of all structures in a language. x-bar theory is widely regarded as a substantive theory of phrase structure properties in natural languages. specific categories assigned are n for noun, v for verb, a for adjective, p for preposition or d for determiner. thus these rules tell us how phrases in general are structured. the complement always appears closer to the head. the head is the central element of the phrase. the specifier rule, as it has the structural position as specifier. the specifier of the dp is the possessor and this precedes the d‟ constituted of the determiner and its complement (newson et al., 2006). an adjunct is optional, or structurally dispensable, part of a sentence, clause, or phrase that, when removed, will not affect the remainder of the sentence except to discard from it some auxiliary information. an adjunct is not an argument (nor is it a predicative expression), and an argument is not an adjunct. constituent structure a constituent is a word or a group of words that functions as a single unit within a hierarchical structure. the analysis of constituent structure is 2020. linguistics, english education and art (leea) journal 4 (1):88-98 92 associated mainly with phrase structure grammar (miller, 2002). the constituent structure of sentences is identified by using constituency tests. these tests manipulate some portion of a sentence and based on the result, clues are delivered about the immediate constituent structure of the sentence. according to miller (2002) there are three sequence of words which forms a phrase, such as, transposition, substitution and ellipsis. categories of constituent structure lexical categories a lexical category is a linguistic category of words (or more precisely lexical items), which is generally defined by the syntactic or morphological behavior of the lexical item in question. grady, william, dobrovolsky, & katamba (1997) argue that the four most studied lexical categories are noun (n), verb (v), adjective (a), and preposition (p). a fifth and less studied lexical category consist of adverb (adv), most of which are derived from adjectives. those lexical categories are the head of noun phrase (np), verb phrase (vp), adjective phrase (ap), prepositional phrase (pp), and adverbial phrase (advp). noun phrase a noun phrase is a phrase which has a noun (or indefinite pronoun) as its head word, or which performs the same grammatical function as such a phrase. noun phrases often function as verb subjects and objects, as predicative expressions, and as the complements of prepositions. verb phrase verb phrase is a phrase that is headed by a verb. a verb phrase may be constructed from a single verb. a verb phrase or vp is a syntactic unit composed of at least one verb and the dependents of that verb – objects, complements and other modifiers, but not include the subject. in syntax, there is a transitive verb that is a verb that requires one or more objects and intransitive verbs that do not have objects. vps can be constructed from a single verb, however the verb phrase will consist of various combinations of the main verb and any auxiliary verbs, plus optional specifiers, complements, and adjuncts. adjective phrase an adjective is a phrase with an adjective as its head. this adjective may be accompanied by modifiers, determiners, and/or qualifiers. adjective phrases may be attributive (appearing before the noun) or predicative, but not all adjectives can be used in both positions. an adjective phrase consists of an adjective which may be preceded and/or followed by other words. 2020. linguistics, english education and art (leea) journal 4 (1):88-98 93 adverbial phrase an adverbial phrase is a word group with an adverb as its head. this adverb may be accompanied by modifiers or qualifiers. an adverb phrase can modify a verb, an adjective, or another adverb. prepositional phrase prepositional phrases have a preposition as the central element of the phrase, which is the head of the phrase. the remaining part of the phrase, usually a noun (phrase) or pronoun functional categories functional categories are parts of speech that provide inflectional or grammatical information for phrases and clauses, including determiner (d) and inflection (i) which each of them stands as a head of determiner phrase (dp) and inflectional phrase (ip). determiner phrase a determiner phrase (dp) is a functional category, a phrase headed by a determiner. the noun phrase is strictly speaking a determiner phrase, and np designates a constituent of the noun phrase, taken to be the complement of the determiner. inflectional phrase an inflectional phrase is a functional phrase which has inflection properties (such as tense and agreement). an inflectional phrase is essentially the same as a sentence, but reflects an analysis whereby a sentence can be treated as having a head, complement and specifier, like other kinds of phrase. research method this research was qualitative descriptive research. in this research, the researcher collected the data by listing nouns and the morphemes of benefactive verb and causative verb in madurese language. the researcher collected the data from three of native speakers from madura, then wrote the list of the verbs and the affixes which are attached to the verb and confirmed the list to the other native speakers of madurese language in madura. the samples were then classified based on the suffixes attached to the root and additional morphemes until researcher got the groups of words from which there could be taken generalization of attachment rules. after putting those verbs in groups, researcher analyzed the variations of attachment and formulated general rules based on the similarities in the attachment of the suffixes to the root. to analyze the morphological process, 2020. linguistics, english education and art (leea) journal 4 (1):88-98 94 researcher chose generative morphology approach to analyze the data since it is appropriate for complex word formations, therefore he could see the processes of the attachments in detail. finally, from the description researcher got conclusion about how the rules to attach the suffixes and morphemes of benefactive verb and causative verb marker into the root. findings benefactive verb we can see from the data, when madurese speakers formulate the benefactive verbs, they will add prefixes and suffix to the verb, adjective, and noun. there are three affixes showing the benefactive verb in madurese. they are a-aghi, ma-aghi and n-aghi. below are the analyses of the data: table 1. rule 1 from to the data shown in the table above, researcher can conclude that to form a benefactive, madurese add prefix nand suffix –aghi. but there are some assimilation process that occur in the data. from the environments classification, researcher can formulate three rules for the assimilation processes in this language using distinctive features which enables to write a complete description of the phonological processes in this language. the rule is: /x / /n x aghi/ (if root initialize with consonant g and j, add prefix nand suffix –aghi to the root). here, sound /n/ will transform into sounds [m], [ŋ], or [ɲ] based on the environment as describe below: formula 1 in this first rule there is one assimilation process where the phoneme /n/ will transform into [m] when it meets consonants [b], [m] and [p]. the example of this assimilation process is as below: root meaning benefaktive verb kalaʔ buweng tanem ajer deteng sempen pasang obe careta massak take throw plant teach come save set change told cook ngalaʔaghi muwengaghi nanemaghi ngajeraghi netengaghi nyempenaghi masangaghi ngobeaghi nyretaʔaghi massaʔaghi 2020. linguistics, english education and art (leea) journal 4 (1):88-98 95 table 2. formula 1 /buweng/ [muwengaghi] [m-] throw /massaʔ/ [massaʔaghi] [m-] cook /pasang/ [masangaghi] [m-] set formula 2 in the second rule the assimilation process is that where the phoneme /n/ will transform into [ŋ] when it meets consonants [k], [a], or vowel [o]. table 3. formula 2 /kalaʔ/ [ŋalaʔaghi] [ŋ-] take /ajer/ [ŋajeraghi] [ŋ-] teach /obe/ [ŋobeaghi] [ŋ-] change formula 3 as in the first and second rule, in the third rule there is also assimilation process. the assimilation process is that where the phoneme /n/ will transform into [ɲ] when it meets consonant [s] and [c] like in example below: table 4. formula 3 /sempen/ [ɲempenaghi] [ɲ-] save /careta/ [ɲaretaʔaghi] [ɲ-] tell rule 2 table 5 rule 2 root meaning benefaktive verb bali onggeʔ return bring up mabaliʔaghi maonggeʔaghi according to the data shown in the table above, to construct benefactive verb, the rule is by adding prefix maand suffix -aghi directly to the root. 2020. linguistics, english education and art (leea) journal 4 (1):88-98 96 rule 3 table 6 rule 3 according to the data shown in the table above, researcher can conclude that to construct benefactive verb, the rule is by adding prefix aand suffix -aghi directly to the root. the rule is: /x g,j / /a x aghi/ (if root initialize with consonant g and j, add prefix aand suffix –aghi to the root) causative verb table 7 causative verb root meaning causative verb ghebey membuatkan maghebey dalem mendalamkan madalem jhau menjauhkan majhau jheghe membangunkan majheghe bhingong membingungkan mabhingong bhagus menjadikan bagus mabhagus according to the data shown above, the rule to construct causative verb is by adding prefix madirectly to the stem and there is no suffix. causative verb in madurese language generally is marked by prefix main the form of adjective. discussion from the description of the analysis of the data above, it is seen that there is no exact rule what prefix to use between n-, a-, and maby the root with certain characteristic since we can see from data in the rule 1 for muwengaghi and from data in the rule 2 for maballiaghi, even though both root initialize with sound /b/ for buweng and balli, but they use different prefix, that are prefix n-, and ma-. the other prove is that the root initialize by sound /o/ also can have both prefix nand malike in ngobeaghi from root obe and maonggeaghi from root ongge. root meaning benefaktive verb gebey jhuwal tanaʔ make sell cook agebeyyaghi ajhuwwallaghi atanaʔaghi 2020. linguistics, english education and art (leea) journal 4 (1):88-98 97 constituency analysis emmak ngebeyaghi roteh brownis gebey engko‟ (mommy made brownies cake for me) ip np i‟ n‟ i vp n v‟ emmak v‟ np v n‟ ngebeyaghi n‟ pp roteh p‟ brownies p np n‟ gebey n engko‟ the data shows that ip is the head of the sentence where a vp is the complement of the sentence, and a noun phrase (np), which is structurally the specifier of the sentence, and serves as the subject of the sentence above. we have seen that the sentences above, ip is the head. furthermore, the sentence allow 3 arguments and most of the data for benefactive verb acquire intransitive verb gebey (make). conclusion based on morphological analysis on the benefactive verb construction in madurese language, it can be concluded that there is no exact rule for certain root with the benefactive know that some roots even though have the similar environtment but they have different affix for benefactive marker. furthermore, from the constituency analysis, the use of benefactive verb in sentences shows that benefactive verb allow 3 arguments and for constructing benefactive verb, https://en.wikipedia.org/wiki/complement_%28linguistics%29 https://en.wikipedia.org/wiki/noun_phrase https://en.wikipedia.org/wiki/specifier https://en.wikipedia.org/wiki/subject_%28linguistics%29 2020. linguistics, english education and art (leea) journal 4 (1):88-98 98 madurese use intransitive verb and also adjective as the root. the rule to construct causative verb is by adding prefix madirectly to the stem and there is no suffix. causative verb in madurese language generally is marked by prefix main the form of adjective. references azizah, n., artawa, k., indrawati, n. l. k. m., & satyawati, m. s. (2020). causative in sasak: a mechanism of valency increase. journal of language teaching and research, 11(3), 491. https://doi.org/10.17507/jltr.1103.19 ba‟dulu, a. m., & herman, h. (2004). morfosintaksis. jakarta: pt. rineka cipta. booji, b. (2005). the grammar of words. london: oxford university press. grady, o., william, d., dobrovolsky, m., & katamba, f. (1997). contemporary linguistics: an introduction. united kingdom: addison wesley longman. haspelmath, m. (2002). understanding morphology. london: oxford university press. miller, j. (2002). an introduction to english syntac. edinburgh: edinburgh university press. mulyadi, m. (2007). potensi pergeseran dalam bahasa madura. okara jurnal bahasa dan sastra, 3(2). musaffak, m. (2011). reduplikasi kata dalam bahasa madura. jurnal artikulasi, 12(2), 798–804. newson, m., hordos, m., pop, d., szecsenyi, k., toth, g., & vincze, v. (2006). basic english syntax with exercises. budapest: bolcsesz konzorcium hefop iroda. sofyan, a. (2012). perilaku dan makna verba dalam bahasa madura. humaniora, 24(3), 333–344. sukarini, n. w. (2013). causative construction in indonesian language. lingual: journal of language and culture, 1, 51–63. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1786 306 tgt learning model to increase the reading ability in ma kanjeng sepuh sidayu gresik tiara widyaiswara1 universitas islam lamongan ali nuke affandy2 universitas muhammadiyah surabaya nikmatus sholikhah3 universitas islam lamongan tiarawidya@unisla.ac.id1 submit, 11-11-2020 accepted, 09-02-2021 publish, 11-02-2021 abstract this research aims to increase student’s reading ability in english through question card media. the research was conducted for the xi grades at ma kanjeng sepuh sidayu gresik. the focus was describing the tgt model's implementation to increase the english reading ability in explanation text material. this research used the classroom action research (car) method. it was conducted in two cycles, in which each process consists of planning, acting, observing, and reflecting. this study was carried out in january-march 2020. the data were collected by holding the test, monitoring, documenting, and distributing the questionnaire. the research results that the use of the tgt model in reading ability has been able to improve student’s skills. the students enjoyed and got enthusiastic. keywords: increase, reading ability, team games tournament (tgt) introduction english language skill contains four skills that are important for language learners. they are listening, speaking, reading, and writing. english is vital in developing the quality of the human resources of the education world in indonesia. english teachers should be more creative to increase student skills in teaching-learning. the use of learning models can attract students and students are not bored in taking daily lessons. cooperative learning is cooperative learning. so, learning objectives can be achieved well and easily understood by students. https://doi.org/10.31539/leea.v4i2.1786 mailto:tiarawidya@unisla.ac.id1 2021. linguistics, english education and art (leea) journal 4 (2):306-316 307 these groups can be more interested in the class and application of the team games tournament (tgt) because this method is new, fun, interest and motivated the students in reading. team games tournament (tgt) is a game learning model that gives a feeling more confidence and encourages students to learn. besides, the implementation of the tgt model can motivate students in reading. it also affects student learning achievement. the english teacher still uses a demonstration method. the learning and teaching process is still monotonous. it makes the students feel bored and cannot understand english lessons easily. the reason researchers examined the ma kanjeng sepuh sidayu gresik has an exciting thing to be observed because this is the right school in the village and get many achievements. this school there is two kinds of the class are regular and non-regular. in standard, there is a class that value in english lessons is deficient compared to other courses. due to the lack of interest in students in reading and not understanding the study, the researchers tried to implement the tgt models. literature review of research conducted by researchers is used to get an overview of the discussion and topics to be studied with similar research that previous researchers have performed. firstly, hidayah (2017), based on the research result, concluded that implementation of cooperative learning model team games tournament (tgt) could improve learning motivation and learning achievement of xi accounting 1 student of smk 1 pengasih academic year 2016/2017. secondly, yuda (2014), the results of the study it is concluded that this study is to find out: (1) the difference in the achievement of french reading skills of students who are taught using the tgt method and students who are taught using the discussion method; (2) to determine the effectiveness of using the tgt method in learning french reading skills. this research uses quasi-experimental quantitative analysis and her result shows that tgt is an effective way to improve reading skills. the last previous research is a journal written by aziz (2017). his study aims to determine the application of the teams games tournament (tgt) method in pai learning at sd islam darul mu ' minin tangerang city. in his research, he uses car to consider class v of islamic elementary school problems, namely the poor learning outcomes in islamic religious education learning. through the tgt method becomes effective and active as well as to find out student learning outcomes. the researcher and the writer's equation are the method of tgt and use classroom action research (car). still, the researcher and the writer's differences are the variable y, which improves learning achievement. still, the researcher of this study uses tgt to increase english reading ability. 2021. linguistics, english education and art (leea) journal 4 (2):306-316 308 literatur review tgt for reading learning oberski et al., (2004) argue that there are three types of reading, namely (1) reading the lines; (2) reading between the lines; (3) reading beyond the lines. the idea was explained using the term literally to read explicitly, interpretative to read between the lines, and applied to read outside the text. literal reading involves the process of mastery of essential information from the text or the determination of something the text writer says. the literal reading is only an effort to understand what is written explicitly. therefore, this task is not enough to understand concepts in the text or to utilize concepts that the reader has understood. interpretative reading involves inferring ideas from the information contained in the text or determining the writer's objectives in his writing. the creative reader can analyze the relationship of previously mastered concepts with something that the author has expressed through the text. applied reading is an attempt to understand reading outside the text. the used task includes elaborating ideas from various sources or processes utilizing statements in the text. creative readers can connect existing ideas with the views of the text's writers. these elaboration results are broad generalizations that include ideas from sources in the reader and the text. tgt (teams games tournament) teams games tournament (tgt) is one of slavin's cooperative learning strategies to help students review and master the subject matter. slavin found that tgt succeeded in increasing student’s necessary skills and achievements (suyanto, 2017). according to borich (2007), the tgt (teams games tournament) learning model is cooperative learning of students divided into three different people with different levels of ability, gender, background, and ethnicity. the tgt learning model can also attract students to be more active in academic subjects and students are more responsible for completing assignments individually or in groups. the teams games tournament (tgt) type of cooperative learning model is one of the learning models that are easy to implement, involves the activities of all students without having differences in status, involves the role of students as peer tutors and contains elements of play and reinforcement (aris, 2017). 2021. linguistics, english education and art (leea) journal 4 (2):306-316 309 steps of tgt learning model according to slavin (2005), cooperative learning type team games tournament (tgt) consists of five steps. the first is called the present of the class. at the beginning of the lesson, the teacher presents the material in the class presentation, learning objectives, addresses, and a brief explanation of the worksheet that is distributed to the group. at the time of the class presentation, students must pay attention to what is conveyed by the teacher. the second is group study. the teacher divides the class into groups based on the student’s ability criteria from previous daily tests, gender, race, and ethnicity. each group usually consists of 4-5 students. the third is a game consisting of questions relevant to the material and designed to test student knowledge. this game is played at the tournament table by 4-5 students representing their respective groups. the rules in this game are as follows. each student in a tournament table draws a card with the highest number. when the game starts, the reader shuffles the cards and picks the top menu. then read the appropriate question on the card number, including answer choices if the problem is in the form of multiple choice. then the reader answers the question read, if the reader is doubtful about the answer, it is allowed to throw because there is no penalty if the reader answers incorrectly. research method this research is conducted by using the classroom action research (car) method. the implementation of classroom action research follows several stages. the action's performance consists of several cycles. each cycle is composed of planning, action, observation, and reflection. the classroom action research design used in this research is collaborative classroom action research. it means that the researcher collaborates with her english teacher of ma kanjeng sepuh as an observer and collaborator. firstly, in the pre-research phase (identifying the problem), the researcher identified the problem before planning the action. the question referred to the student’s reading in english learning in class xi ips 2 kanjeng sepuh sidayu gresik. the problems were caused by delivering material that was not suitable and interesting to the learners. secondly, in the planning stage, this action is carried out by preparing the learning plan (rpp), preparing the tools and materials needed, and preparing the observation students. thirdly, implementation phase actions are carried out following the lesson plan stages, using question card media. fourthly, the observation phase is carried out in conjunction with the action implementation activities. at this stage, the teacher records and documents all process indicators and the results of changes in the learning process. fifthly, the reflection phase is done at the end of 2021. linguistics, english education and art (leea) journal 4 (2):306-316 310 each cycle. the teacher analyzes the input obtained from observations. at this stage, it is determined that the next process is necessary. the researcher took place at ma kanjeng sepuh, located at pemuda street no.75 bunderan sidayu gresik. the research was conducted for a month. it started from january 28th 2020, until march 14th 2020. the population in this study are students of class xi ma kanjeng sepuh sidayu gresik. the sample in this study were students of class xi ips-2 ma kanjeng sepuh sidayu gresik. the researcher used purposive sampling. findings to identify the problems, the researcher has conducted a preliminary study on january 28th, 2020. the researcher tries to observe the english learning process in xi ips 2 ma kanjeng sepuh. it has a purpose to get the data about some factual problems and conditions that faced by english teacher, especially in reading, many students still cannot read english well and fluently and the researcher found that some students get bored during the english learning, it indicated the cause of the learning process running monotonously. the researcher gave the tgt method. the researcher also held a reading test to measure the basic competence of students in reading ability. the test was given before the implementation. in this pre-cycle learning, student’s reading ability is still lacking, and there are still many students who are incomplete, namely 16 students or 64% and who complete nine students or 36%. the researchers repaired learning using the tgt model's implementation using two cycles to increase reading ability in explanation text from this lack. this action research has been implemented in two cycles. each cycle consisted of different meetings; three meetings in cycle one and four sessions in cycle two. every cycle has four steps. they are planning, implementing, observing, and reflecting. the implementation of the cycle i the first cycle of learning activities was a significant learning activity because the analysis of this first action served as a reflection for researchers to process to the next learning cycle. each cycle's learning activities were implemented with two meetings, where each meeting time was 2 x 45 minutes or 2 hours of learning. 2021. linguistics, english education and art (leea) journal 4 (2):306-316 311 planning the researchers prepare all the needs to implement learning, researchers making lesson plans (rpp), ppt, student activity observation sheets, and question cards to learn the tgt model. acting the implementation of english learning in the first cycle was conducted on 8th and 9th march 2020. the researcher as a teacher. this learning process was divided into three stages. the stages are as follows: 1) class presentation (opening), the activities at the presentation stage of the class began with a greeting, praying, checking student's attendance, and condition the class by giving ice breaking. so the students were enthusiastic about learning. the teacher gave motivation to students and informed the learning objectives. then, the teacher introduced to students about the learning model of the team games tournament (tgt) and the stages of learning of tgt; 2) main activity, the first meeting, was started by the teacher distributed the subject matter sheet to the students can pay attention and read back through the material sheet then the teacher explained the explanation text while turn on the ppt. the second meeting was started by play the game. then the teacher divides the tournament group members based on the level of student’s academic abilities in each tournament table. the teacher explains the used tgt methods. the first group of participants sits at table 1 to take the cards that the teacher had provided. the menu was in the form of questions that will be reading and answered by students. if the first group answers correctly, then the card was his, and if the first group answered wrong, then the card had the right to be answered by the second group until the question could be answered correctly; 3) final activity (closing), after the competition finished, the number of cards that had been obtained in each group would be counted. the team that had the most significant number of cards, the team gets the highest score and would receive an award in the form of prizes that the teacher has provided. observing the purpose of observation is to know the student activities during the learning process through cooperative learning of the teams games tournament (tgt). statement of student activities used an instrument in the form of an observation sheet. based on these data, the observation student activities on average got a value was 4 in the excellent category. with a total score was 61, the average value of student activities gained deal is 4.06 in the superb class. the student reading ability results by implementing the tgt model and the researchers got data on the results of students reading ability in the first cycle. 2021. linguistics, english education and art (leea) journal 4 (2):306-316 312 the overall value is 1950 from 25 students. by using the mean formula as follows: m = ∑𝑋 𝑁 = 1950 25 = 78% table 1. accounting reading ability of cycle i no score category total students percentage% number completeness 1 ≥75 complete 15 60% 2 <75 not complete 0 40% total 25 100% reflecting the student activities during learning activities in the first cycle were still in the excellent category. even some students are still not fluent in reading english. students are not optimal in helping friends and discuss because students were not familiar with learning that implementation of the tgt model. therefore, researchers provide another stage, namely cycle ii. in this cycle, the teacher needs to motivate each student to be more active in reading and discussing each learning, especially reading. the implementation of the cycle ii planning the planning done at the second cycle was not much different from planning in the first cycle. the difference was the planning done at the second cycle is done based on the reflection from cycle i implementation. the second cycle's planning phase begins by preparing lesson plans (rpp), observation sheets, ppt, and learning media in the form of question cards. acting the second cycle was conducted on 11 and 12 march 2020. researchers still use the tgt learning model to improve reading skills in class xi ips 2 ma kanjeng sepuh because in the first cycle, there are still some problems, so in this second cycle, the researchers try to overcome these problems. these learning activities are still divided into three stages. the stages are as follows: 1) class presentation (opening), the activities at the presentation stage of the class began with a greeting, praying, checking student's attendance, and condition the class by giving ice breaking. so, the students were enthusiastic about the learning. the teacher provides students motivation, informed the learning objectives; 2) main activity. in the first meeting, the teacher asks students to be more active in groups. then the teacher tells students to gather in the group yesterday, which the teacher 2021. linguistics, english education and art (leea) journal 4 (2):306-316 313 determined. the teacher explained the explanation text material while turning on the ppt. the second meeting starts with the game's tournament. here students look more motivated to be active in teaching and learning activities. students are more enthusiastic and competing in the tgt game because seeing the previous game, the group that wins gets a prize; 3) the last activity (closing) after the competition finished, the number of cards obtained in each group will be counted. the team that had the most significant number of cards, the team gets the highest score and would receive an award in the form of prizes that the teacher had provided. after finishing, the teacher repeated the material that had been learned. the teacher also doesn't forget to motivate all students and don't forget the teacher told them to learn to read at home; 3) observing, the student activities in the second cycle had increased, students seem to be active in participating in learning, and had started to seriously take part in the learning process. many students had been able to read english well and fluently. the second cycle in the category is very good with a value of 4.66, while in the first cycle the value of 4.06 was in the excellent class. the following are the results of student’s reading skills through the application of the tgt model. the overall value was 2200 from 25 students. by using the mean formula as follows: m = ∑𝑋 𝑁 = 2200 25 = 88% table 2. accounting reading ability of cycle ii no score category total students percentage% number completeness 1 ≥75 complete 25 100% 2 <75 not complete 0 0% total 25 100% reflecting the student activities during learning activities in the second cycle could be seen that there had been an increase in maximum results. many students had been able to read english lessons well and fluently. besides, students could also be more spirit in discussing learning. table 3. the result of pre-cycle, cycle i, and cycle ii description pre-cycle cycle i cycle ii the lowest value 55 70 80 the highest value 80 90 100 total 1706 1950 2200 average 68% 78% 88% completeness 100% 2021. linguistics, english education and art (leea) journal 4 (2):306-316 314 recapitulation of the comparison of the cycle with the first and second cycles seeing the results of student’s reading ability that were very good in cycle ii, the teacher decided to continue the next learning material. discussion the implementation of using team games tournament (tgt) implementing the team games tournament (tgt) learning model includes stages of class presentations, team learning, games, and awarding group. this learning method provides an opportunity for students to be actively seen in each teaching, starting from the process of thinking, working together in groups to give high spirits to win a tournament match. in this tgt learning model, students must be responsible for the teacher's material and duty for the group. if one group friend can not read, then the other friends will explain [peer tutor]. students must also answer questions and collect scores of questions from the teacher. the researcher is using the classroom action research (car) method. the researcher took two cycles. from cycle one, the teacher finds many problems. there are many students not follow instructions, interact less in discussions with the group. many students sometimes shy to ask a question from the teacher, give opinions, and request material that is not yet understood. after the researcher implements cycle 2, students follow the class with good. they follow instructions, interact in discuss the group and enthusiasm in the learning. the impact of the tgt in students reading ability in the implementation of english learning using the team games tournament (tgt) model to improve reading skills in class xi ips 2 ma kanjeng sepuh, it can be concluded that: a) in the initial conditions, the researcher tried the english reading test. students get less than optimal results. many students read english less well and not fluently. it is evident from the average value of 68 with a percentage of completeness of 36%; b) in the first cycle, learning by using a team game tournament model can increase student’s reading ability. it is evident from the average value in the first cycle which reached 78 with a percentage of 60% completeness; c) in the second cycle, the implementation of learning using the team games tournament model with various improvements can increase student’s reading ability. it is evident from the average value in the second cycle, which reached 88 with a 100% completeness percentage; d) between the first cycle and second cycle, there was a significant increase. it is evident from the average value and comp that lateness in the first cycle is 78 and 60%. while the average value and percentage of completeness in the sec cycle are 88 and 100%. it is in line with the findings of anggraini & alpian (2019), after lying the teams games tournament (tgt) type of 2021. linguistics, english education and art (leea) journal 4 (2):306-316 315 cooperative learning method, student’s initial reading ability has increased learning. the students responses to using the tgt the researcher used a questionnaire method. then to robust data about the tgt. the analysis of the score percentage of the questionnaire shows. the questionnaire consisted of 15 questions and was shared with 25 students. all of them have a good score. it indicates that there are twenty students are given positive feedback. the item tells about they feel happy using tgt. they are motivated to learn in a group and are inspired to ask the teacher and friends. it means that the students are like with this technique. it can happen because be happened because they do not receive any method in the english reading ability. after they learn this technique, they like it and are also motivated to use this technique for the english reading ability. the students also glad to receive this new technique because it has given them new knowledge. the tgt method can be used as an alternative to make learning more exciting and improve student’s reading skills. according to sari (2011), learning by applying the tgt model can provide students the right motivation. besides, students like learning. students are more creative, active, happy, and dare to express opinions or ask questions. conclusion team games tournament (tgt) learning model can increase the english reading ability in learning class xi ips 2 ma kanjeng sepuh. it is proven by the learning achievement that there is a significant increase in the english reading ability in the pre-cycle, cycle i, and cycle ii. the main score was improved in each cycle; in pre-action mastery. this research can be categorized as successful action research because more than 75% of the subjects have passed the minimum mastery level criteria of english subjects at the school. through this model give impact on students become enthusiastic about learning. it’s supported by the questioner that shows all students giving positive responses indicated that students provide useful answers to ward tgt. references anggraini, s. w., & alpian, y. (2019). penerapan metode teams games tournament (tgt) untuk meningkatkan kemampuan membaca permulaan siswa kelas i sekolah dasar. premiere educandum: jurnal pendidikan dasar dan pembelajaran, 9(2), 181–193 aris, s. (2017). 68 model pembelajaran inovatif dalam kurikulum 2013. yogyakarta: ar-ruzz media 2021. linguistics, english education and art (leea) journal 4 (2):306-316 316 aziz, a. (2017). pengaruh penerapan metode teams games tournament terhadap motivasi dan hasil belajar pai siswa kelas v sd islam darul mu’minin kota tangerang. thesis. universitas islam negeri syarif hidayatullah jakarta borich, g. d. (2007). effective teaching methods research based practice. new jersey: pearson education, inc hidayah, n. (2017). the implementation of team games tournament (tgt) type cooperative learning model to improve learning motivation and learning achievement. jpai journal, 15(2), 66-75 oberski, i. m., matthews-smith, g., gray, m., carter, d. e. (2004). assessing problem-based learning with practice portfolios: one innovation too many innovation in education and teaching internasional. innovations in education and teaching international, 41(2), 207-221 sari, e. a. (2011). penerapan model tgt (teams games tournaments) sebagai upaya meningkatkan kemampuan berbicara siswa. jurnal artikulasi,12(2), 817–827 slavin, r. (2005). cooperative learning: theory, research, and apprentice. bandung: nusa media suyanto, s. (2017). become a professional teacher strategy to improve teacher qualification and quality in the era global. jakarta: erlangga yuda, r. s. (2014). efektivitas penggunaan metode teams games tournament (tgt) dalam pembelajaran ketrampilan membaca bahasa prancis siswa kelas xi smn 1 mertoyudan. skripsi. universitas negeri yogyakarta m = ,,𝑋.-𝑁. = ,2200-25. = 88% linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.182 193 the implementation of group works on english education students at the university of papua: the perceptions and problems imelda mallipa 1 universitas papua i.mallipa@unipa.ac.id 1 submit, 12-04-2018 accepted, 10-06-2018 publish, 10-06-2018 abstract this study aimed at investigating students‟ perceptions on the implementation of group works and the problems that students faced in working with their friends in group. the method of this study was mix method, descriptive quantitave and descriptive qualitative method. the participants were sixty (60) students of the first and second year students in english education at papua university. the data for study was taken from a five-level linkert-scale questionnaire, open-ended questionnaire and students‟ reflection sheet. the results showed that some 30 (50%) of students preferred group work to individual work and few students 12 (20%) were disagree with group works in their learning proces while some other 18 (30%) of students chose no opinion. the problems faced by students were that there were students who were difficult to interact with other tended to be passive in group discussion, those who were hinger achievers tended to dominate in group and did not listen to other opinions (sometimes did not have willingness to study together) then caused students with lower level ability had no confidence to talk in group discussion (sometimes did not come to group discussion), and students who did not want to work had no effort to read and to study materials (only asked for explanation from his/her friends). thus, it can be concluded that the students in english education department at the university of papua had positive perception on the implementation of group works in teaching process and the problems in working in group came from themselves and from their group members. key words: group works, the perception, the problems, higher education introduction for many years, group works have been used in higher education as a learning and teaching strategy. it is believed that involving students in working with others can give many benefits for students. it can encourange students to be more indepedent and take the ownership of their own learning and can shift the emphasis from teacher-centerd to more student-centered learning. brown mailto:i.mallipa@unipa.ac.id1 2018. linguistic, english education and art (leea) journal 1(2):193-204 194 (2001:178) stated that group works promote students responsibility and autonomy. group works can also help students develop teamwork skills and social interactions (payne et al., 2004:441) that are needed in social practice and improve students‟ achievement (gomleksize, 2007;613, arumugam et al., 2013:81). furthermore, students are more motivated to achieve goal when working with others than working alone (gillies 2003:35), students get better grades, are more satisfied with their education, and more likely to remain in college (wasley, 2006:39). group works can help students learn in effective ways and give students experience to study in their own ways. however, there are some problems existing in working with others such as differences in work, communication styles, unmotivated peers, chalenges in workload management, dissatisfaction with group assessment, negative perceptions, unfavorable attitudes and emotions (zschocke et al., 2015:359). hence, teachers need to identify the problems in order to maximize the potential benefits of implementing group works in teaching and learning process. this study focused on investigating students‟ perceptions on group work and problems that students faced in working with their friends in group. it was important to know whether the students had positive perception or negative perceptions. previous study showed that the negative perception of students can lead to unsuccessful group collaboration (liu et al., 2010:565). the study done by daba, ejersa & aliyi (2017:860) described that problems still occured even students had positive perceptions on group works. they found that students had misconception on objectives of group work and perceived group work as a means of getting pass mark rather than seeing it as a means of learning cooperatively through activity. the perceptions and students problems in this study were gathered by asking students to answer the questionnaire and by requiring students to make reflection in the middle and at the end of semester. the questions leading to the investigation were what was the perception of students in studying in groups and what were the problems that students faced in working with their friends in group? literature review group work or working with others is a form of collaborative or cooperative learning which emphasizes the interaction among students. it is based on vygostky‟ (1978:89) social constructivist theory about the importance of social interaction in the process of learning. according to vygotsky, learning occurs in two levels: firstly on social level then on individual level. on social level, students learn by interacting with others (interpsychological) in which they learn to internalize and transform their interpresonal interaction while on individual level, 2018. linguistic, english education and art (leea) journal 1(2):193-204 195 students learn to develop their thinking skills. this theory has led teachers in higher education to activate students in learning process by working with their friends. furthermore, in language classes, the development of communicative language teaching that demands students to talk in order to learn a language encorange many practioners and researchers conduct research on group work (davis 1993:234 & barkley, cross & major, 2005:209). research on group work done by stevens and slavin (1995:321) shows the effectivess of group work in increasing students‟achievement and promoting the development of important life and social skills including self and mutual respect, organisation, cooperation, negotiation, flexibility, compromise, delegation, and leadership. by working with others, students can expose to many different resources and give them opportunity to accept differences. they have more time to use english to make communication with others and have experience to practice the languge. students at university level can get positive outcomes such as helping students to deepen their understanding of the materials (sofroniou & poutos, 2016:6). the knowledge or skill that is discovered by learning from group discussion retains longer than that is received from other instructional (beebe and masterson, 2003:367). however, students may fail in the prosess of processing knowledge and skills in the material that they learn in group for some reasons. some students may think that they can accomplish assigment better by themselves than in group (elgort, smith and toland, 2008:195). they may not gain satisfaction from their group because they are not involved in the decision making process. some others may rely too heavily on their group members to do the work. they do not have willingness to participate in group work and only accept the solution that is offered by others in group even it is a bad solustion to avoid conflict. group works can take more time than work alone (beebe and masterson, 2003:206). teachers or lecturers need a good plan before implementing the group works to maximixe its potential benefits in a given time. generally, there are four stages in group work: planning, action, monitoring, and assessment. the first stage is planning where lecturer plans goup work activities and describes it in syllabus. the second stage is action in which lecturer implements group work in teaching process. the important part of this stage is the decision of lecturer about how to assign students to a group. there are three common methods in assigning students to group: randomly assigning, instructor assigned, and self-selected groups. in randomly assigning method, students are grouped without any criteria while in instructor assigned, students may be assigned to group based on performance levels, academic strengths and weaknesses, ethnicity, and gender ( connery, 1988:2-4) and in self-selected groups, students are given freedom to 2018. linguistic, english education and art (leea) journal 1(2):193-204 196 choose their group members. according to davis (1993:301), randomly assigning students to group can maximixe heterogencity of group while according to felder & brent, (2001:309) groups which are assigned by instructor tend to perform better than self-selected group. self selected groups often grativate toward friends (cresnica et al., 2002:205) that can cause students tend to socialize in group than to discuss the given material. in assigned students to group, the number of students in a group is also needed to be considered. too many members of a group can be a problem in group work management. it is suggested that groups of four or five members tend to work best (davis, 1993:305), three or four members are more appropriate (cresnica at al.2002:407). the third stage is monitor. in this stage, the lecturer monitor the groups‟ activities and progress throughout the semester and assess the level of involvement from each member. lecturer should have a specific method to see the effort of the students in their learning process in group. lecturer needs to assure that all students follow the instructions that are given and also assures that students know the learning objectives. davis (1993:306) stated that the succsessful of group work can be achieved if students understand the purpose of the group work. lecturer may observe and record the students progress in classroom or ask students to submit weekly progress reports in which students show the result of their particpation in group discussion. students may use a rubric that can help lecturer to grade students performance in class/group and also can involve students to monitor their friends in group. table 1 describes the example of rubric that can be used (blaz, 2006:174). table 1 rubric for participation of group/classroom activities performance grade 9-10 exceeds the standard help facilitate group/classroom activity demonstrates engaged, active learning throughout the period makes consistently strong contribution to the group/classroom 8 meets the standard participates in a generally constructive way demonstrates engaged, active learning throught part of the class period makes some strong contribution to the group/classroom 2018. linguistic, english education and art (leea) journal 1(2):193-204 197 7 approaches the standard has little negative or positive effect on the group/class may grappling with concepts but shows little evidence of learning prepares, but makes little contribution to the group/classroom 5-6 falls below the standard has more of a negative effect on the class than positive required work or preparation incomplete distruptive behavior makes learning difficult for others has trouble staying on task; needs to be reminded 0 fails to meet standard sent out of class or truant refuses to stay on task sleeps (adopted from blaz, 2006:175) the fourt stage is assessment. in this stage, lecturer evaluates the process and the result of group work. what will be assessed, how it will be assessed and who will conduct the assessment must be informed to the students. assessment decisions should be consistent with the objectives decribed in syllabus. there are a number of methods can be used includinng a shared group mark, individual marks based on product, group process and individual effort. research method the study was done by randomly assigned students into small groups to study a given topic. each group had four or five members. the first and second year students in english education at university of papua were chosen as participants. it was thought that they still adjusted their strategies to study in university. both groups (fist and second years student) were treated in different class with different subject to facilitate their different needs in studying materials in subject. the first year students were taught reading i and the second year students were taught structure iii. there were 60 students in reading i class and 16 students in structue iii class. the total number of students who participated in teaching and learning process were 76 students but only 60 students came to give response in quetionnaire. 2018. linguistic, english education and art (leea) journal 1(2):193-204 198 the process of learning in group was done outside the classroom and inside the classroom. before the mid term examination, study in group took place outside the classroom. the students were required to study a given topic. every week, they had to discuss the provided materials and did the exercises following. they were given freedom to decide when and where they studied in a group. the result of the discussion should be reported individualy in a log book. there was also a two-hour meeting for group presentation and discussion. a group was chosen randomly to present the materials before coming to discussion. the lecturer monitored the process of presentation and discussion and gave some explanation when it was needed. sometimes there was a warming session at the beginning of the class to stimulate students in remembering what they had read and discussed in their group. to check the students „understanding on materials, the test was given once in two weeks. the students took the quiz individually. after mid term examination, group works took place inside the classroom. it was based on the students‟ suggesstion in their reflection sheet. most students stated that they needed the presence of lecturer in the process of study in group because they still found some problems dealing with their group members‟ attitudes in the process of deciding time and place to do group work and in the process of group discussion. the materials for the first year students were taken from active skills reading students book 1 written by neil j. anderson, 2003. there are 16 units with 2 chapters with reading text and exercises. in each unit, text i is provided for students to develop their reading skill and text 2 is provided to develop reading fluency. the exercises following the text are reading comprehension test, vocabulary comprehension test, vocabulary skills exercises, and real life skill practice. the author of the book provides complete additional information about the topic and task activities. there is also footnote for the explanation of some terms of the topic in text. the materials for the second year students were taken from student book provided by the lecturer. the book contains eleven (11) units with 11 topics on different concepts of english grammar in complex and compound sentences. in each unit, the topic and sub topic are introduced by giving a brief explanation of concept followed by examples and exercises in which students are required to apply the concept into english sentences. the explanation begins with the very simple concept to the difficult concept. the students were encouranged to find other sources. the data for the study was taken from questionnaires. there were two kinds of questionnaires: a five-level linkert-scale questionnaire and open-ended questionnaire. the statements in questionnaire was adapted from daba et al (2017:275). the questioonaire used two langguages, english and bahasa 2018. linguistic, english education and art (leea) journal 1(2):193-204 199 indonesia. before it was used, the items were validated by using the statistical software spss version 23. seven (7) items out of twelve (12) items were considered as valid items to be used in this study. finding this section presents the findings and discussion on the perception of students in studying in groups and the problems that students faced in working with their friends in group. students’ perception on group works the table 2 showed the perception of students on group works including the students‟ peferences, the group works adeventages and disadventages, and the students‟ difficulties in working together. it was found that 30 (50%) of the students preferred group works which indicated that they preferred to work together in learning process to individual work and few students 12 (20%) were disagree with group work in their learning proces. regarding the adventages and disadventages of group works, most students 50 (83.3%) got motivation while learning in group and very few 4 (6.7%) of them were not affected on their motivation during learning with their friends. many students 41 (68.3%) found that they learn better when they made interaction with their friends in group than with their lecture. only few 8 (13.3%) of students were disagree with the idea that they learn better from group interaction than lecture. while few 10 (1.7%) students found that group grade was not fair for them, 13 (21.6%) of students had no opinion and many 37 (61.7) of them were disagree with the statement about the fairness of group grade. only very few students 5 (8.4%) who thought group assignment made them unnessary busy while many 47 (78.3%) who did not think that group assigment made them unnessary busy. in the statement about the difficulties in working with group members, few students 11 (18.4%) found difficulties in getting relevant references while some 29 (48,3) of students had no opinion and some other 20 (33.3%) of students did not get difficulties in getting relevant references. 13 (21.7%) of students got difficulties in sharing members group work, 22 (36.7%) of students have no opinion and 25 (41.7%) of students did not get difficulties in sharing members group work. 2018. linguistic, english education and art (leea) journal 1(2):193-204 200 table 2.the perception of students on group works no statements sa a no da sda f % f % f % f % f % 1 i prefer group works than individual work 8 13.3 22 36.7 18 30 12 20 0 0 2 it motivates me to learn from group work 23 38.3 27 45 6 10 4 6.7 0 0 3 i learn better from group interaction than lecture 11 18.3 30 50 11 18.3 6 10 2 3.3 4 a group grade is not fair 3 5 7 11.7 13 21.6 25 41.7 12 20 5 group assignment makes me unnessary busy 1 1.7 4 6.7 8 13.3 23 38.3 24 40 6 it is difficult to get relevant references 1 1.7 10 16.7 29 48.3 15 25 5 8.3 7 it is difficult to share members work equally 3 5 10 16.7 22 36.7 16 26.7 9 15 sa: strongly disagree, a: agree, no: no opinion, da: disagree, sda: strongly disagree 2018. linguistic, english education and art (leea) journal 1(2):193-204 201 the problems in group works most students had positive perception on the implementation of group works in their learning process. some of them took some adventages on working with other but others found some problems in learning with their friends in group. a student who got positive experience during the implementation of group work stated that she got the chance to share ideas. “working with friends with different level of understanding gave me chance to share ideas. when i did not understand the materials, i got to know from my friends in group and when i understood the materials that my friends did not understand, i was asked to explain to them.” uh according to the student (uh), the group work is useful for students only if all members of group have willingness to share their knowledge or work together and it does not work when some members do not want to participate actively in group discussion. a member of other group supported the statement as she stated below: “it is useful when working with friends who want to share knowledge but it is useless when i find group members who can not be asked to work together and who have no willingness to study together.” (cp) based on the experience of the student (cp) in learning with her group members, she found that some of her friends did not want to work together and did not have willingnes to learn together. it made her feel difficult to answers if she asked whether the group work was useful or not. her statement was proved by a friend of her group who can not work together in group as she stated below: “my weaknesses is i find difficult to interact with other people. it makes me difficult to find friends to work together.....” sw she (sw) admitted that she preferred individual work to group works because she thought that she could understand the topic by reading the materials. she stated that sometimes group work made her difficult in understanding the materials. she tried to find other sources and also found a tutor to help her in learning the given topic. she also stated that it was difficult to manage time to work together. even they had made an appointment about the time for group discussion, some of group members did not come. sometimes even they came, they did not take the discussion seriously. they sometimes talked about another topic instead of discussing the given materials. a student who had no opinion on the statement about students‟ preference on group works found difficulties in involving all members in group discussion. she stated that some members of her group were passive in group discussion. even she thought that she could understand the topic in her own way, she still agreed that group work was useful for her to improve her skills ability in sharing ideas and to develop her presentation skills. “.......it is difficult to make all the members in a group to work cooperatively and to activate the mood for all the members to work. the most important thing that is improved 2018. linguistic, english education and art (leea) journal 1(2):193-204 202 is the ability of mine to share. it also helps me to write down the explanations of the material more easily, because i can already explain it up to the group's members.” nk based on her (nk) statements, it was implied that her friends did not undertand a topic by simply read the provided materials so she took a role as a tutor for her friend. a friend of her group confirmed that she found a good group member to whom she usually asked. i got to work with a good friend in group. i usually asked for explanion to her and she enthusiastically gave explaination to me. sometimes i found a friend in group who did not want to share her/his knowledge and sometimes i found a friend who did not accept the other opinions.(yh) the student (yh) was a students with mid level abilty. she was the kind of students who had a willingness to ask when she did not understand the materials. she was different from some of students who had low ability in understanding the given materials. although those students realized that they could not understand the given materials, they did not ask for help. a student stated she had no confidence to talk in group discussion and chose to be passive in group discussion. she found that some of her friends with hinger level ability did not want to explain to them. discussion most students had positive perception on the implementation of group works in the proces of learning but the problems still occurred. it is in accordance with the previous result from the study done by daba, ejersa & aliyi (2017:862). the problems faced by students that were related to the result of zschocke et al., (2015:378) study were the differences in work, communication styles, and unmotivated peers. some other problems were the difficulties to get together outside their classes, lack experiences and skillls in time and team work management, in searching, evaluating and organizing evidences from various sources, sense of depending on dominant learners (daba, ejersa & aliyi, 2017:863). this present study also enlisted the low level ability of students in understanding materials as a problem. students with lower ability encountered a problem in group discussion. hung (2015:321) stated that students in low-level groups tended to be lower motivated learners and gave up easily when facing difficulties. some students had no opinion and few were disagree in statement about the implementation of group works in their learning proces for some factors that they called problems they faced along the process. the results from open-ended quetionnaire revealed that some problems came from the members of group. some students did not have willingness to study together, were difficult to interact with others, preferred individul task, did not accept other opinion, had low or high level of ability and did not want to work (students who are lazy to study). 2018. linguistic, english education and art (leea) journal 1(2):193-204 203 changing group members every time the students learnt a new topic was supposed to give a student experience to work with different characters and help student to deal with different problems but it did not work when students were not ready to accept the differences. the students who were difficult to interact with other tend to be passive in group discussion, students who were hinger achievers tend to dominate in group and did not want to listen to other opinion (sometimes did not have willingness to study together) then caused students with lower level ability hade no confidence to talk in group discussion, and students who did not want to work had no effort to read and study materials (only ask for explanation from his/her friend). conclusion it can be concluded that students in english education department at the university of papua had positive perception on the implementation of group work in english teaching process and the problems in working in group came from themselves and from their group members. the problems from themselves included the difficulty to interact, the lack of confidence, the low level ability, the lack of interest and the lack of motivation while factors from their group members were low participation from their friends in group, and the dominant participation of their friends who has high-level ability. this present study was the investigation of some factors that should be considered in implementating group works to maximize its benefit in teaching and learning process. the future study is recomended to find strategies to facilitate students‟ involvement in group discussion in order to activate the role of teachers to develop team work skills. references arumugam, n., rafik-galea,s., mello, g.d., & dass, l.c. (2013). cultural influences on group learning in an esl classroom. review of journal studies, 5(2), 81-89. hhtp://dx.doi.org/105539/res.v5n2p81v. barkeley, e.f., cross, k.p., & major. c.h. (2005) collaborative learning techniques: a handbook foe college facukty. san francisci; jossey-bass publishers beebe, s.a., & masterson, j.t. (2003). communicating in small groups. pearson education inc. boston massachusetts. blaz, deborah. (2006). differentiated instruction: a guide for foreign language teachers. ny: eye on education. brown, d. (2001). teaching by principles: an interactive approach to language pedagogy. y: longman. csernica, j., hanyka, m., hyde, d., shooter., toole, m., & vigeant, m. (2002). practical guide to taemwork version 1.1. college of engineering, bicknell university. 2018. linguistic, english education and art (leea) journal 1(2):193-204 204 connery, b.a. (1988). group work and collaborative writing. teaching at davis, 14(1),p.2-4. (publication of the teaching resourches center, university of california at davis) daba t, ejersa, s j & aliyi, s. (2017). student perception on group work and group assignments in classroom teaching: the case of bule hora university second year biology students, south ethiopia: an action research. educational research and reviews. http://www.academicjournals.org/err davis, .g. (1993). tools for teaching. jossey-bass inc., san francisco: california. elgort, i., smith a.g., & toland, j. (2008). is wiki an effective platform for group corse work? australian journal of educational technology, 24 (2), 195210. felder, r.m. and rent, r. (2001). effective strategies for cooperative learning. journal of cooperation & collaboration in college teaching, 10(2), 6975). gillies, r.m. (2003). structuring cooperative group work in classrooms. international journal of educational research, 39, 35-49 gomleksize, m.n. (2007). effectiveness of cooperative learning (jigsaw ii) method in teaching english as a foreign language to engineering students (case of firat university, turkey). european journal of engineering education, 32(5), 613-625). http://dx.doi.org/10.1080/03043790701433343 hung, yu-ju. (2015). practice of differentiated instruction and alternative assessments with young efl learners in taiwan. tesol international journal, vol. 10 issue 2. liu, s., joy, m.,& griffiths, n. (2010) students‟ perceptions of the factors leading to unsuccessful group collaboration. 2010 10th ieee international confrence on adbanced learning technologies. oro.open.ac.uk/42138/1/liu_joy-griffiths_icalt10..pdf payne, b.k., monl-turner, e., smith, d.,& sumter, d. (2004). improving group work: voices of students. education, 126 (3), p. 441-448. steven, r.j. & slavin, r (1995). the cooperative elementary school: effects on student‟s achievement, attitudes and school relations. american educational research journal 32 (2), 321-351 sofroniou, a., & poutos, konstantinos. (2016). investigating the effectiveness of group work in mathematics. educ.sci.2016,6,30. http://www.mdpi.com>pdf vygotsky, l.s. (1978). mind in society: the development of hinger prsychological processes. cambridge, ma: mit press. wasley, p. (2006). underrepresented students benefit most from engagement. the chronicle of hinger education, 53 (13), p.a39 zschocke, k., wosnitza, m., & bürger, k. (2016). emotions in group work: insights form an appraisal-oriented perspective. eur j psychol educ (2016) 31:359-384. doi 10.1007/s10212-015-0278-1 http://www.academicjournals.org/err linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.178 91 the application of peer-assisted study sessions (pass) to teach writing at students of class eight of smp negeri sempol bondowoso nostalgianti citra prystiananta 1 ikip pgri jember, indonesia nostalgianti_citra@yahoo.com 1 submit, 12-04-2018 accepted, 29-05-2018 publish, 29-05-2018 abstract the study aims at finding out whether or not it is effective to use pass write model to teach writing at students of class eight of smp negeri sempolin academic year 2016/2017. the population of students of class eight of smp negeri sempol with the sample class viiib consist27 students. the research was a pre-experimental research by applying one group of pre-test and posttest design. in collecting the data, the writer used the written test that was administered in pre-test and post-test. the data analysis was conducted throughcalculating the individual score, convert students score with school’s passing grade, and calculating t-test. the results show that in the pre-test, the students’ mean was 69.29. on the other hand, in the post-test their scores increased to 75.67. the result of paired t-test calculation presented the t-test score was 7.25 and the significance level was 0.05 with the df 26 (27-1) (1.703). it means that t-test score was higher than its t-score. finally, it can be concluded that it was effective to teach writing skill through peer-assisted study sessions to students of class eight of smp negeri sempol bondowosoin academic year 2016/2017. keywords: teaching writing, peer-assisted study session, passwrite introduction as teachers of english, we face various problems in transferring knowledge to students. it is a huge responsibility that teachers have to do the activities professionally. therefore, facing the everyday problems may acquire creativity and innovation. as ingram and kilmer (1958:67) said that a good teacher is a creative teacher. creativity and innovation derives from sufficient knowledge of experience. by recalling information obtained from some experiences, teachers can be creative and innovative if it is also supported by good opportunities such as facilities. mailto:nostalgianti_citra@yahoo.com1 2018. linguistic, english education and art (leea) journal 1 (2):91-101 92 teaching english as a foreign language surely needs creativity because the language is not students’ first or second language which is used in every day communication. teachers have to apply suitable methods, techniques, or strategies to assist students to cope the materials. media are also important to be utilized to provide students more opportunities mastering english (spodek and saracho, 2003:141). however, teachers are not the only one factor which determines the success of students in learning english as a foreign language (efl). their internal factors including students learning problems in getting involve to the material are also the things which cannot be neglected.the problems faced by students in efl may happen to all countries in which english status is as a foreign language. in indonesia and other countries, students’ problems, as revealed in the previous researches,are caused by negative attitude toward english and the level of language mastery (megawati, 2016:45; lavidas, alexiou and sougari, 2013:23). active students prefer speaking but passive students prefer writing skill. chinese also have difficulties specifically in writing english text. essays wrote by english learners in china faces dilemmas (chen & chang, 2014:528). they are lack of vocabulary and grammar mastery as well as lack of systematic training experience in high school. writing can be difficult for students because it requires idea organization by recalling prior knowledge of someone. it has to be well organized so that it may create a good writing to read. writing skill is complex and sometimes difficult to teach, requiring mastery not only the grammatical and rhetorical devices but also the conceptual and judgment elements (heaton, 1998:212). writing needs more thinking in producing the composition. thus, writing in the formal style is harder to do. therefore, pair work can be effectively applied to enhance students writing skill because the skill requires more practice. in a pair work may assist students to solve the problem together with a partner without involving too many students that will cause unconfident feeling. passwrite model is one of teaching model which apply some sessions with the purpose to develop students’ academic writing abilities through cooperation with others (williamson & godlsmith, 2013:67). the model has been applied in many parts of the world in a higher education. for high school students, the model can be adapted to the level of high school students’ ability. the application of the model is a challenge for the researcher in conducting the research by adapting the model to junior high school students of smp negeri sempol bondowoso in academic year 2016/2017. 2018. linguistic, english education and art (leea) journal 1 (2):91-101 93 literature review teaching writing temple and nathan (1993:13) state that writing is a way of making marks that call to mind the ideas, which you had when you write. writing has many functions, such as the media to express feeling, media to record important this, etc. writing as a social activity, that is writing is one of the way of using a language to interact with others. through writing someone may easily communicate to others in social communities. writing is one the ways to reach academic goals so that it requires knowledge and experiences. not all people are capable in writing, especially writing by using other languages that they do not speak everyday. writing requires sufficient vocabulary mastery, grammar mastery, cohesiveness and coherence, actual information, etc. those things may be leant through some period of times. the skill leads students to develop their ability because in writing activities they will recall information that they have and lay it down on a paper. they have to learn to string up the ideas with the writing devices. they are forced to solve the difficulties that they face when writing turns to be confusing. writing also opens a communication access between teachers and students because teacher may know about their students individually from the writing that they do. writing is not only concerning to process but also presenting a final product. it cannot be neglected that to create a good product, students have to be creative. this challenge is a little harder for teachers because every student is different. facing the process, teachers have to be focus on the attention and approach to gradually develop students’ ability. in teaching writing, as in other teaching activities,there must be a feedback in teaching and learning activities. it is important to conduct feedback in the activities in which it finally shows the outcome. yale center for teaching and learning (n.d) mentions some feedback which can be also applied in writing class such as reflective teaching (concern on variants approaches to identify improvements), midterm student course evaluation (observe the class sessions and discuss them with students), end-ofterm evaluations (manage the classroom through the online course evaluations (oce) system), teaching inventories and classroom observation protocols (assist teachers through a variety of published tools), peer evaluation of teaching (observe teacher’s activity one another), and small group feedback session (visit a class and conduct a group discussion with students). 2018. linguistic, english education and art (leea) journal 1 (2):91-101 94 narrative writing according to sudarwati (2007:62), narrative text is a text to amuse the readers with actual or imaginary experience in difference ways. narrative always deals with some problems which lead to the climax and then turn into a solution to the problem. narrative text consists of the text organization and language feature. they are as follows: 1. text organization a. orientation means that who were involved in the story, when and where. b. complication means that a problem arises followed by the other problem. c. resolution means that solution of the problem. 2. language feature a. the use of noun phrase b. the use of connectives c. the use of adverbial phrase of time and place d. the use of simple past tense e. the use of action verbs f. the use of saying verbs g. the use of thinking verbs, feeling verbs, verbs of senses. narrative writing can be in form of short stories, novels, fables, fairy tales and many others. the story tells readers about amazing things that will entertain the readers and make them imagine the plot of the story. passwriting (peer assisted study sessions) model peer assisted has developed and implemented since many years ago. it is expected to be beneficial for students in improving performance and widening retention (black & mackenzie as cited in green, 2011:90). pass or peer assisted study sessions model is one of learning model to improve reading and writing skill of learners. it implements the peer learning which train students based on the discipline. it has been applied by many modern countries such as australia, us and uk. in australia, it is well-known as a mainstay for undergraduate students and has been implemented in 33 institutions. in brief, pass sessions provide students with the opportunity to deconstruct academic texts in terms of meaning and structure; apply what is learned to their own writing; give and receive feedback on their academic writing in an informal and collaborative environment; and practice writing within the session. the role of the facilitator is to model successful academic-writing approaches, give feedback in small 2018. linguistic, english education and art (leea) journal 1 (2):91-101 95 groups and move the attendees through structured writing activities (williamson and goldsmith, 2013:3). in the sessions they have an opportunity to collaboratively work with others in which all students will participate to cooperative activities. starting from pairing the students and give them topic, teachers as facilitator have to be active approaching students activity by giving advice and feedback. in this sharing idea and writing activity, they are provided with information from a short text. the next stage is feedback on their writing editing. then students reflect what they learnt and teacher summarizes the session and previews the next session. related previous study the similar study in applying pass model was conducted by mita susanti in 2013 in using peer technique. the title of the research was “using peer review panel technique in teaching writing to the tenth grade students of sma negeri 5 lubuklinggau.” there are similarities and differences between susanti’s study and the writer’s study. the similarity is both used peer learning to teach writing. the differences are the result of the writer’s study showed that the students’ mean in the pre-test was 62.13 and the students’ mean in the post-test was 68.17. the result of paired t-test calculation showed that t-score was 6.40 which was higher than t-table 1.687. it means that it was effective to teach writing by using peer review panel technique to the tenth grade students of sma negeri 5 lubuklinggau in the academic year of 2016/2017. research method in this research, the writer applied a pre-experimental method with one group pretest-posttest design. the pre-experimental method uses only one group of students. in other words, it does not use two groups but only one group or one class. in the one-group pretest-posttest design, a single group is measured or observed not only after being exposed to a treatment of some sort, but also before (fraenkel, and wallen, 2009:269). it means the group will be treated twice after pretest and before posttest. it just tries to investigate the achievement before the treatment and after the treatment. the design is as follows: table 1. one group pre-test and post-test design group pretest treatment posttest experiment t1 x t2 2018. linguistic, english education and art (leea) journal 1 (2):91-101 96 explanation: t1 : pretest t2 : posttest x : treatment the population of this study will be all the eighth grade students of smp negeri sempol in academic year 2016/2017withthe total number of 97 students. the sampling technique was cluster random sampling conducted by getting the sample randomly in class groups. in the study the sample was class viii b consist 27 students. to collect the data, the writer used a written test which was given before the teaching and learning activity (pre-test) and after teaching learning activities (posttest). to get a good test, the writermeasured the validity of the test. the test was in the form of composition and the students were asked to write a narrative text for 80100 words.the time allocation to do the test was 60 minutes. the data analysis was conducted through calculating student’s individual score. the scoring was administered by two raters using heaton writing rubric. then the scores were converted to the passing grade. the next step was normality calculation and paired t-test calculation. finding the findings present some results of calculation using the statistical procedure such as students score in pretest and posttest, normality and paired t-test calculation. a comparison of test scores are presented in the section to show the difference between test results from both tests as listed in the chart bellow. chart 1pre-test and post-test scores comparison -20 0 20 40 60 80 100 0 10 20 30 pre-test post-test 2018. linguistic, english education and art (leea) journal 1 (2):91-101 97 from the chart above, it was known that the treatment was success in improving students’ writing skill significantly. it can be seen through the significance different of students’ score in pre-test ad post-test. the result in the pre-test the result of the pre-test showed that the highest score was 87.5 obtained by only one student and the lowest score was 50 obtained by one student. the calculation of the mean was 69.29 which were under the school passing grade. it was known that students’ writing skill was low. in scoring, it was done by two raters, namely, the teacher and the researcher. the calculation in the pre-test indicated that there was one student who got 50 as the lowest scores and one student who got 87.5 as the highest score. chart 2.students’ pre-test score conversion to passing grade the result in the posttest based on the calculation in the post-test from 2 raters, there was an improvement of students’ skill in writing because there was significance difference of students’ scores obtained in post-test. the lowest score in the post-test was 64.5 reached by 3 students and the highest score was 96.5 reached by one student. the mean in the post-test was 75.67. the writer also presented the comparison of students’ scores based on passing grade. there were 68% who passed the criteria in the post-test and there were 32% students who were failed. the score is presented in the following chart. 31% 69% 0 10 20 30 40 50 60 0 0.5 1 1.5 2 2.5 chart 2018. linguistic, english education and art (leea) journal 1 (2):91-101 98 chart 2.students’ post-test score conversion to passing grade normality test normality in pre-test the calculation through the statistical procedures presented x² scorewas 16.459 with degree of freedom (df) 6 (7-1). since level is 95% (0.05), and the x²table was 6.33, it can be concluded that it is normal because x²obtained was-16.459 < x²table was 5.49. normality in post-test based on the calculation of normality testing in the post-test, the result presented x² score was -20.75with degree of freedom (df)4 (5-1). since level is 95% (0.05), and the x²table was6.33. it can be concluded that it is normal because x²obtained was -20.75< x²table was6.33 paired t-test calculation the statistical procedure of paired t-test calculation presented that tscore was 4.52. then it was compared to the ttable with the significance level 5% was 1.703. therefore, tscore was higher than ttable (4.51>1.703 ). based on the criteria of hypothesis testing, if tscore was higher than ttable, it means that ha was approved and ho was rejected. in the other word, it was effective to teach writing skill through pass write to students of class eight of smp negeri sempol bondowoso in academic year 2016/2017. 68% 32% 0 10 20 30 40 50 60 70 80 0 0.5 1 1.5 2 2.5 chart 2018. linguistic, english education and art (leea) journal 1 (2):91-101 99 discussion teaching english as foreign language has some difficulties to face. for english teachers, they have to teach the material in appropriate ways to attract students’ attention to follow the material easily. efl students often face some problems in learning english which is different from their first and second language. one of important skill in productive skills is writing. writing tends to be academic activities that have to be done to get involved in various sectors. having analyzed the data obtained from the test, the writer interpreted the result of the data analysis. the result of both pre-test and post-test showed that there was significant difference between students score before the treatment and after the treatment. before the treatment, the students’ mean in writing was 69.29 whereas the students’mean in the post-test was 75.67. the result revealed that teaching english is rather complicated. teaching a foreign language, especially english, is pretty hard because in indonesia, english is a totally different language. they are confused in writing english because it has different elements with indonesian language. and of course, teaching english needs a bigger effort. students usually get difficulties in learning english so they cannot understand english well. some difficulties faced by students are in the mastering of skill and other aspects. but writing is one of the most difficult things in learning english. as stated by chen & chang (2014:528) that chinese students in their research also faced some dilemmas in writing english. it happens regularly because in writing we need a creative ideas and a lot of supporting aspects like grammar and vocabularies. these important supporting components in writing were faced by students. therefore to support the teaching and learning english, the teachers have to find out the ways to improve students’ difficulties. in the research, the writer applied one of teaching technique, namely pass write. this technique was intended to improve writing skill of students at smp negeri sempol bondowoso. the reason was the writer found out that student there were having difficulties in writing. the problems were they felt hard to get the idea to write. they have lack of vocabularies. they could not arrange the idea into a good paragraph. finally they fail to write something in english. those problems commonly happened to the students who were learning english at school.the information was obtained when the writer had the interview with the english teacher there. before apply the technique in the treatment, the writer conducted a pre-test. in the test, the students were asked to write a narrative text entitled “sleeping beauty”. 2018. linguistic, english education and art (leea) journal 1 (2):91-101 100 and the result of the test was far from the score of passing grade of 66.67. the mean in the pre-test was 69. 29. after doing pre-test, the writer treated the students by applying pass write model. this model was applied in several steps. it needed teacher’s guidance to apply the model with several steps when students have to change the position from individual session to group session. the sessions really guided students to write step by step instruction until they reached the final writing of narrative paragraph. finally, after doing the treatment, the writer did the post-test to test students’ improvement. the test was in the same form with the test in the pre-test. the difference was only on the topic given. after scoring the test, finally the result showed the improvement of students’ writing. it proved that pass write as the way to teach english writing is effective as well as stated by williamson and goldsmith (2013:45) because it provides students with the opportunity to deconstruct academic texts in terms of meaning and structure; apply what is learned to their own writing; give and receive feedback on their academic writing in an informal and collaborative environment; and practice writing within the session. the research ultimately proved by the result of paired t-test calculation in which the t-score was higher than t-table score. the t-score was 4.51 and the t-table was 1.703 with the significant level 5%. it means the alternative hypothesis (ha) was approved. it can be concluded that pass write model was effective to teach writing tostudents of class eight of smp negeri sempol in academic year 2016/2017. conclusion english teaching is challenging in a country in which it is a foreign language for the people. teachers cannot stay and stuck to the old methods. they have to be innovative and always be creative to improve their students’ english skills. to reach the goal of improvement especially in writing skill, a model can also be applied. a model may used in teaching and learning process within one semester by adapting it into the needs to both teachers and students. through a pre experimental design, the application of pass write model has proved to be effective to teach writing to students of class eight of smp negeri sempol bondowoso. the result was obtained through some statistical procedure indicated a satisfying result. the significant scores different is 6.38 by calculating mean of pretest and posttest mean. data verification is also derived from the calculation of paired t-test which shows the effectiveness of this model to teach writing narrative text to class eight of smpn sempol in academic year 2016/2017. 2018. linguistic, english education and art (leea) journal 1 (2):91-101 101 references chen, s.k & chang, y.h. (2014).international conference on artificial intelligence and software.pensylvania: destech publication. feedback on teaching. (n.d). retrieved from https://ctl.yale.edu/facultyresources/feedback-on-teaching fraenkel, jack and wallen, norman. e. (1993).education a guide to the process. singapore: mcgraw-hill book co. for manufacture. green, p. (2011). a literature review of peer assisted learning (pal). national he stem programme project. www.uni-bielefeld.de/.../peer.../a-literaturereview-of-peer-assisted-learning.pdf heaton, h.b. (1998). writing english language test. london: longman. ingram, v & kilmer, s. (1958). a good teacher is a creative teacher. the high school journal, 41 (4), 124-126, retrieved on january 16, 2017 from http://www.jstor.org/stable/40363846 lavidas, n, alexiou, t &sougari, a.m. (2013).major trends in theoretical and applied linguistics 3. london: versita. megawati, f. (2016). kesulitan mahasiswa dalam mencapai pembelajaran bahasa inggris secara efektif. pedagogia: jurnal pendidikan, 5 (2), 147-156, retrieved on february 10, 2017 from http://ojs.umsida.ac.id/index.php/pedagogia/article/view/246/227 spodek, b &saracho, o. (2003).studying teachers in early childhood settings. connecticut: information age publishing. sudarwati. t. m. (2007). look ahead: an english course. jakarta: erlangga. temple, c. & nathan, r. 1993.the beginning of writing. boston, ma: allyn and bacon, inc. williamson. f and r. goldsmith. (2013). “passwrite: recalibrating student academic literacies development”. journal of university teaching & learning practice.vol 10 iss 2 art 5, retrieved on january 16, 2017 from http://ro.uow.edu.au/jutlp/vol10/iss2/5. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1997 300 figurative language use in song lyrics in english textbook senior high school serefina veronika ketaren¹ universitas prima indonesia susi r. sipahutar² universitas prima indonesia elen magdalena marpaung³ universitas prima indonesia erikson saragih4 universitas prima indonesia serefinaketaren@gmail.com1 submit, 22-01-2021 accepted, 09-02-2021 publish, 09-02-2021 abstract this research aims to determine the types of figurative language in song lyrics in english textbooks and determine the types of figurative language most often used in song lyrics. in this research, the researchers used a qualitative method. researchers used data collection documentation techniques. in analyzing the data, the researchers classified the figurative language data based on perrine’s theory. the researchers found four types of figurative language in the song 'pathway to english,' namely, metaphor, simile, hyperbole, and metonymy. the variety of figurative languages most used is hyperbole. by using figurative language, the writer can also express their feelings to convey the song's meaning. keywords: figurative language, song lyrics, english textbook introduction language is an essential part of our life. it can use to communicate with other people all over the world. communication has the purpose of sending a message to other humans. harimurti (2015) stated that language is a sound symbol of an arbitrary language that allows humans to work together, interact and identify with others. as we know, songs are one of the media used by singers to convey messages and interact with their listeners. a tune could be a portion of writing that's a medium for the human being too specific their thoughts, sentiments and feelings. these days, the songs can apply and utilize as materials https://doi.org/10.31539/leea.v4i2.1997 mailto:serefinaketaren@gmail.com 2021. linguistics, english education and art (leea) journal 4 (2):300-305 301 in english language educating. besides can encourage a student in the class, it can also help get inspiration, motivation, and get a new living experience through the song being listening. in a song, song lyrics usually have different meanings and descriptions of the songwriter's real-life. however, some people still misunderstanding the song lyrics because they only focus on the conceptual definition, not what the singer meant. in linguistics, it is also called the study of the abstract meaning of words semantics. semantic is a systematic study of meaning (lyons, 1977), and linguistic semantic is a study of how language organizes and expresses sense (kreidler, 1998). there are two kinds of meanings, namely literal meaning and figurative language. figurative language is an imaginative use of words to give the reader's imagination and interpretation of meaning in context rather than literal language. this research also uses perrine's (1992) theory, which says that figure of speech is everything to say other than an extraordinary way. perrine also classified figurative language into 12 types: simile, metaphor, personification, apostrophe, synecdoche, metonymy, symbol, allegory, paradox, hyperbole, understatement, and irony. based on previous research, yulianti (2019) found that in the semantic analysis of figurative language in adele's songs on listener emotions, there were eighteen figurative languages applied in these songs. according to him, the listener's emotions caused by these lyrics are mostly subjective feelings for juslin’s theory. the second review related to this research is "an analysis of figurative language in the selected songs album of jessie j" (pribadi, 2019). the researcher found eight types of figurative language. they were personification, simile, metaphor, hyperbole, irony, litotes, metonymy, and oxymoron in their study. this research aimed to identify the types of figurative language found in the textbook entitled "pathway to english" in the eleventh grade. the problem analysis will focus on the kinds of figurative languages found in the song lyrics in the textbook entitled "pathway to english"? and what kind of figurative language is most used in song lyrics in the textbook entitled “pathway to english”? the researchers used song lyrics in english textbooks entitled "pathway to english" because the teacher uses this book as a medium for teaching and learning activities. 2021. linguistics, english education and art (leea) journal 4 (2):300-305 302 literature review according to perrine (1992), figurative language is a way to express something outside the usual way. figurative language can convey meaning effectively because: (1) can provide imaginative pleasure to readers, (2) is a way to get additional images in poetry, which in this case can concretize something abstract in nature so that the poetry feels more sensual, (3) is a way to incr ease the emotional intensity, and (4) is a tool for concentration and at the same time as a tool to state something clearly. according to perrine, figurative language consists of 12 types. they are simile, metaphor, personification, apostrophe, synecdoche, metonymy, symbol, allegory, paradox, hyperbole, understatement, and irony. according to keraf (2001), the simile is a figurative language that equates something to the other by using indirect comparison words. then, metaphors have almost something in common with a simile or figurative language comparison. it's just that metaphorical figurative language is used directly and does not use conjunctions like simile or comparative figurative language. personification is then a figurative language that gives the character, behavior, or character equipment from humankind to animals, objects, or concepts. the apostrophe is a speech figure that occurs when a speaker stops speaking to the audience (for example, in a play) and directs his speech to a third party such as the litigant or other individual, sometimes absent from the scene. often the recipient is an abstract, personified quality or an inanimate object. the word synecdoche is from greek synecdoche, "simultaneous understanding" (jones & mckenzie, 1940). synecdoche is a figure of speech using a name or phrases that are part to represent a whole. then, metonymy is a figurative language that stated something else because it has a very close relationship. the symbol is a figurative language that emphasizes something that has a separate meaning beyond its true meaning. then, allegory is a language style that uses descriptions or figures of speech to explain something. then, the paradox is a style of language that states something contrary or contradictory. then, hyperbole is a figurative language that exaggerates without detracting from the reality of its true meaning. ironically, figurative language implies something different, sometimes even contrary to what is said. research method this research used a qualitative research approach. the object of this research was figurative language in the textbook entitled "pathway to english". the researchers choose to analyze the ideas of figurative language. the lyric of the songs was analysis in pathway to english. the pieces consist of five the mes: hero by mariah carey, if i let you go by westlife, diamond by rihanna, 2021. linguistics, english education and art (leea) journal 4 (2):300-305 303 congratulations by cliff richard, yesterday by the beatles. the instrument of this research was a printed paper of textbook which contained lyric songs. there are several steps to collect the data. first, read the lyric of the textbook entitled "pathway to english" song. second, select the figurative language. third, write down the data. and last, arrange the data into several parts based on classification. data analysis is the method of efficiently organizing the meet transcripts, field notes, and other materials that the analyst gathers to extend the researcher's understanding of them to empower them to display what the analyst has found to others. there are several steps to analyzing the data. there are several steps to analyze the data, including: 1) the researcher reads the song lyrics from the textbook "pathway to english"; 2) identify and interpret data based on the textbook "pathway to english," which expresses figurative la nguage; 3) the researcher inventoried the lyrics of the figurative language of the song "pathway to english" into a table based on the theme. the next stage is to classify the figurative language of the song lyrics "pathway to english" on the table. and the last, made the report or conclusion based on the data that have got. findings the songs in the book "pathway to english" were the object of this research. the researcher analyzed the song lyrics in the book "pathway to english". the total of the songs was five songs. the researchers used the perrine theory, which says that figure of speech is everything to say, other than the extraordinary way. perrine also classified figurative language into 12 types, namely: simile, metaphor, personification, apostrophe, synecdoche, metonymy, symbol, allegory, paradox, hyperbole, understatement, and irony. the researchers integrated the figurative language of the songs 'pathway to english' into a table based on the songs. this step is to create a complete list so that readers understand and make it easier to find out which song titles have figurative language in this study, namely: diamonds, hero, if i let you go, congratulations, and yesterday. table 1. inventorying of figurative language used in song lyrics no song’s title types of figurative language song lyrics 1 diamonds simile we're like a diamond in the sky metonymy a vision of ecstasy hyperbole when you hold me, i'm alive hyperbole palms rise to the universe 2021. linguistics, english education and art (leea) journal 4 (2):300-305 304 2 hero hyperbole there's a hero if you look inside your heart hyperbole and the sorrow that you know will melt away hyperbole when you face the world alone hyperbole dreams are hard to follow 3 if i let you go metaphor we’re worlds apart 4 congratulations hyperbole you couldn’t live without me 5 yesterday simile now it looks as though they’re here to stay hyperbole there's a shadow hanging over me discussion based on the finding above, the researchers found a type of figurative language according to perrine's found in song lyrics in the english textbook entitled 'pathway to english.' in the first song, diamond, there were three types of figurative languages: simile, metonymy, and hyperbole. in the second song, hero, there were four song lyrics consist of hyperbole. in the third song, if i let you go, there was one song lyric consist of metaphor. in the fourth song, congratulations, there was one song lyric consisting of hyperbole. in the last song, yesterday, twosong lyrics consist of figurative languages, such as simile and hyperbole. hyperbole was the most figurative language that used in song lyrics in the english textbook. this research is relevant to the researcher avillanova (2019); by using the theory of housel, she found four types of figurative language in song lyrics in the english textbook. they are simile, metaphor, hyperbole and personification. the different results because previous researchers, avillanova (2019) and researchers used other theories. the researchers used perrine's (1992) approach, while the previous researcher used a view from housel (2015). housel (2015) argues that figurative language consists of simile, metaphor, hyperbole and personification. while perrine (1992) argues that there are 12 types of figurative languages, including simile, metaphor, personification, apostrophe, synecdoche, metonymy, symbol, allegory, paradox, hyperbole, understatement, and irony. so this is the reason why the previous researcher does not find other types of figurative language. another study that also uses parera's theory is the analysis of figurative language on song lyrics provided in "pathway to english" textbook published by erlangga for eleventh grades of senior high school by budiarti (2017) that found there were five types of figurative language in song lyrics in an english textbook. they are metaphor, hyperbole, personification, litotes, and simile. based on the explanation above, we can see that the type of metaphor most often used in songs is hyperbole. it is due to the hyperbole intended to emphasize 2021. linguistics, english education and art (leea) journal 4 (2):300-305 305 a statement or situation to intensify it and increase its impression and influence on the listener. conclusion the researchers concluded that the type of figurative language found in song lyrics in the english textbook “pathway to english” based on perrine's theory consists of 4 types of figurative language. they are metaphor, simile, hyperbole and metonymy. two lyrics are simile; eight lyrics are hyperbole; one lyrics is a metaphor; one lyrics are metonymy. the most figurative language used in song lyrics in the english textbook “pathway to english” is hyperbole. references avillanova, a. a. & bram, b. (2019). figurative language in songs in senior high school english student’s book. jurnal sosial dan humaniora, 9(3), 247–255 budiarti, a., & retnaningsih, w. (2017). analysis of figurative language on song lyrics provided in “pathway to english” textbook published by erlangga for eleventh grades of senior high school. thesis. iain surakarta harimurti, k. (2015). linguistik umum (4th ed.). pt gramedia pustaka utama housel, d. j. (2015). leveled text-dependent questions stems: recognizing figurative language. huntington beach: shell education pub jones, h. s., & mckenzie, m. (1940). a greek-english lexicon. oxford, clarendon press keraf, g. (2001). diksi dan gaya bahasa. jakarta: gramedia pustaka utama kreidler, c. w. (1998). introducing english semantics. london: routledge lyons, j. (1977). semantics i. cambridge: cambridge university press perrine, l. (1992). sound and sense; an introduction to poetry. california: harcourt brace jovanovich college publishers pribadi, v. d. (2019). an analysis of figurative language in the selected songs album of jessie j. repository. stkip pgri sidoarjo yuliyanti, y. (2019). semantics analysis of figurative language on adele’s songs towards the listener’s emotion. skripsi. universitas mercu buana yogyakarta linguistic, english education and art (leea) journal volume 3 nomor 2, juni 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i2.1169 348 semiotic analysis and persuasive discourse to the billboard of legislative candidates 2019 in indonesia lely rahmawati 1 universitas negeri jakarta emzir 2 universitas negeri jakarta shafruddin tajuddin 3 universitas negeri jakarta lelyrahmawati_lt17s2@mahasiswa.iunj.ac.id 1 submit, 16-04-2020 accepted, 13-06-2020 publish, 14-06-2020 abstract this study aims to scrutinize the utilization both of visual and written language toward the billboard of legislative candidates in the general election 2019. the sources of the data are 2 billboards from 9 parties winning the general election 2019 in indonesia and the data that has been taken by the researchers are slogans and photos which have been deployed on the billboards. this qualitative research uses the method of descriptive analysis. on billboard 1 (golkar), the dominance of the persuasive discourse is a wise clause which has been deployed to build a good reputation about legislative candidates. meanwhile on billboard 2 (pks), the dominance is the invitation which indicated that the legislative candidates directly invited the people to choose them. through the visual and written language, the legislative candidates showed their identities strongly. briefly, these billboards which showed in this research contained the strong persuasive language which combined both of written and visual languages. keywords: language, persuasive, visual, parties introduction the political situation in indonesia especially in 2019 has gotten alluring to be explored since it was the first time for indonesia to hold general elections for president, house of representative, regional house of representative and regional representative board only in one day. indonesia has been holding general elections for 12 times since 1955 in which became the first general election during soekarno‟s era. the general election that is held once in every five years have brought the competitive atmosphere among the candidates, especially general mailto:lelyrahmawati%1f%1f_lt17s2@mahasiswa.iunj.ac.id1 2020. linguistics, english education and art (leea) journal 3 (2):348-363 349 election held on 17 th april 2019 in indonesia. the campaign period started from 23th september 2018 until 13 th april 2019. during the period of time, the candidates had tried many ways to get the voters as many as possible. based on the data that has obtained from www.worldometers.com in 2019, indonesia is ranked fourth as the most populous country in the world with the number of populations as many as 269,589,785 people. meanwhile the official website of general elections commission in 2019 has posted that 192.8 million of indonesian people have registered as the voters and the total number of candidates that involved in the general election are 245.000 candidates. there were 16 political parties which participated in general election 2019 in indonesia. they are 1. national awakening party (pkb), 2. great indonesia movement party (gerindra), 3. indonesian democratic party of struggle (pdi perjuangan), 4. functional group (golkar), 5. nasdem, 6. garuda, 7. berkarya, 8. prosperous justice party (pks), 9. perindo, 10. united development party (ppp), 11. psi, 12. national mandate party (pan), 13. people‟s conscience party (hanura), 14. demokrat, 15. crescent star party (pbb) 16. pkpi language is an effective tool for communication to convey our intention towards other people and it has involved the meaning to reach the communication in proper ways. visual and written texts have become the factors which form a meaning in communication. this analysis will scrutinize the meaning deployed on the billboard through the visual and written text (tagline). and it will examine the political branding on the billboard which indirectly penetrate the awareness for those commuters who see the billboard. the purpose of this research is to disassemble the meaning on the billboard from the two winning parties in 2019 general election both of visual and written texts. the writers use two approaches to examine the research: first, social semiotics to analyze the visual language and second, persuasive discourse to understand the written texts such as taglines. billboard is a one of the tools which are used during the campaign to promote the candidates. there were many billboards of the candidates which were displayed along the public roads and lasted almost for six months since the period of campaign. and it has become the visual consumption for those who commute whether intentionally or unintentionally seeing the billboards. from those billboards, it could be seen that the candidates who advertised themselves got the sympathy from the public, and as the result, it could give the increasing number of voters in the general election. the observation and research about the general elections in indonesia conducted before the general election in 2019. bahri, (2018) was conducted the research a semiotic on the headlines of political party‟s advertisement in the http://www.worldometers.com/ 2020. linguistics, english education and art (leea) journal 3 (2):348-363 350 jakarta post. the study intended at representing the rhetorical pattern from political party‟s advertisement at the time of the gubernatorial election in 2017. adhani et al., (n.d.) also examined the billboards as the media which was used in the north sumatra gubernatorial election campaign in 2018. the author analyzes the prospective governor and vice governor candidates in embracing various tribes who live in north sumatra province through the approach of political communication and local culture. the researcher has found that the billboards are not only used as a venue for self-introduction but also used by the candidates in the north sumatra governor election in 2018 to gain the sympathy of the voters through their the cultural approaches. this study uses a quantitative method when the researcher distributes the questionnaires into the 70 respondents to assess their satisfaction with the message conveyed through billboards. the results of the survey had showed that there were 36 correspondents who rated the billboard to be trusted, 29 people said that the billboards were very good to be trusted, and 5 people stated that billboards were not good to be trusted. khan et al., (2016) has analyze the characteristic of rethoric discourse general election in pakistan. based on the results, it can be identified that there are the techniques on the rhetorical such as ethos which deals with characters, pathos refers to feelings of mercy and logos includes content. these three techniques on the rhetoric are manifested in billboards and uses to interpret the messages on the advertisement. both of these journal did not examined about the perspective from social semiotic. sulastri & ronidin, (2016) this study explores the language billboards which present in a range of linguistic symbols that contain the credible message from the candidates and the parties. the writer uses a semiotic approach to find out the meaning both in language and nonlinguistic aspects. the results show the existences of persuasive on billboards are manifested through symbols with signified the characteristics of the choice of languages. rizki et al., (2019) analyze definitely on the use of political symbols and images in aceh. the writers achieve that the observed more attracted toward the charismatic candidates rather than many agendas which has been held by the parties. there are the difference between the research from sulastri and rizki between this journal, namely their journal did not scrutinize the linguistic aspects deeply. udalla, (2016) examines the capacities the presidential candidates‟ billboards show the significant character blur campaign in nigeria, expanding the evaluation of language and social semiotic. the results reveals that the billboards not only produce the discursive about islam strands, but also reverse delicating messages vilifying the other candidates. 2020. linguistics, english education and art (leea) journal 3 (2):348-363 351 everbach et al., (2019), their research focus on semiotic and discourse analysis of united states presidential campaign. this study utilizes semiotic analysis to verify the sign language in united states and comparing presidential campaign billboards. the semiotic analysis has found that the billboards presented barrack obama as a figure of familiar, and through the discourse analysis approach also propose that the billboards created john kennedy an eventual patriot with a great leadership. based on the two journals above, there are not analysis in linguistic aspect specifically. if we are take a look on previous journals, none of them which scrutinized both of visual and written languages strongly. based on these reason, the writers uses two approaches to analyzes written and visual languages separately, in order to get an accurate information about the dominances written and visual languages in the billboards. literature review departing from the issues and phenomena in indonesian politics specifically in general elections, the author is interested in examining issues in the general election through the billboards of candidates by using visual and written language analysis. it is because the research on general election issues in the billboards in 2019 rarely becomes the latest and hottest issue. in this study the authors used two approaches, namely analyzing visual language in the form of symbols and also photographs of the candidates by using social semiotics and persuasive discourse to analyze written language on the tagline printed on billboards. social semiotics is a theory which has been developed by (leeuwen, 2018). according to leeweun, (2018), semiotics is generally described as the study of signs. in every sign that appears, there always will be a meaning or sign that manifested through the form of expression or representation. social semiotics is a branch of semiotics. in the community or association, there is a different sign that has become an agreement, for an example, based on the agreement which chinese community has applied, the death is usually symbolized in white, even all devices and clothing during the funeral are dominated by white. starting from candles, door curtains, lanterns, and clothes which worn by mourners. meanwhile, black is identified with the color of mourning or the color of death universally (leeuwen, 2018) has divided three types of metafunction in semiotics, namely: representational metafunction, interpersonal metafunction and compositional metafunction. representational metafunction is related to the participants which contained in the picture, participant attributes and all conditions and identification processes in the picture. 2020. linguistics, english education and art (leea) journal 3 (2):348-363 352 in the representational metafunction, there is a narrative process that is like a story. a picture can create a story for those who see it. in the narrative process there are thoughts, words, actions and reactions of people who see the picture. while the conceptual process includes all the participants who are shown in the picture. we need to unite all the participants to find out the meaning on the picture. interpersonal metafunction has a correlation between the participants in the picture and the commuters. in this context there are several aspects involved, namely: eye sight, for example, the participants in images who present their faces and eyes directly towards the audience's perception, will create a close relationship. likewise with social intimacy that will be created through the form of participants in the picture. if the participant is only raised by picture of the face, it can be engaged and involved the strong social intimacy between the participants and the commuters. but if the participants have displayed the whole body (head to toe), we can see that they are making a distance and do not want to 'talk' to us closely. the angle position of the image also affects the viewing angle of the eye of the beholder. for example: the angle in a horizontal position means that the participants become the part of us as the people who see it. because it is able to create equality. whereas in the vertical position, high and low positions indicate less power. compositional metafunctions are used to integrate between the representational and interpersonal metafunctions, as the result it can produce a meaning as a whole. there are basic systems and elements that exist in compositional metafunctions, namely: salience (important and prominent things), information value and framing. when we see an image, there will be an object that stands out and attracts our eyes, whether it is in the form of color domination, image size, etc. the position of the participants in the picture also has a meaning. for example: when there are two participants with the positions both on the right and on the left sides. the right-hand position means 'new', which is an issue, solution or problem. the left position indicates 'given' which is a figures who is familiar. whereas framing looks at how participants are analysed either separately or as a whole. regarding persuasive discourse specifically in the political field, spenkuch & toniatti, (2015) has explained that persuasion is defined as inviting someone through giving reasons that are so convincing, subtle persuasion with the aim of proving an opinion. violence and coercion are not done in persuasion. therefore, in the discourse of persuasion, we need a variety of ways that have been well designed to be able to stimulate someone in making decisions in accordance with the wishes that have been expressed by the author. various efforts can be manifested through the provision of evidence, although not more assertive than in 2020. linguistics, english education and art (leea) journal 3 (2):348-363 353 the discourse of argumentation. richardson, (2007) has explained that from the perspective of the existing structure, the discourse of persuasion sometimes has the same structure as an argumentative texts. but in many cases, it depends on the situations and speakers. glavas, (2017) classifies several forms of persuasion in general, namely: (1) advertising both in print and online media; (2) propaganda that has been conducted by certain groups and (3) leaflets or pamphlets. controlling one's mindset is the goal of persuasion, therefore the ad makers will be able to persuade and make others accept and do something related to the ad makers. in this context, legislative candidates try to build their self-image and the trust of the public to support a lot of votes. research method the qualitative approach is used by researchers in giving detailed exposures about the analysis both of visual and written language on the billboards of legislative candidates in the general election in 2019, as the result, the researchers can uncover the use of language from the legislative candidates during campaign in general election 2019 in indonesia. in the analysis of both visual and written language, the researcher uses content analysis which aims to provide in-depth exposure to the social semiotic analysis and persuasive discourse which has been deployed on the billboard of legislative candidate during the general election 2019 in indonesia. the place of research is conducted in the area of researcher's domicile, namely jakarta and bekasi (the cities located in indonesia). this research is a qualitative research and carried out through descriptive analysis methods. this study uses a stratified purposive sampling technique to analyze 2 billboards from 9 parties winning the general election 2019 in indonesia. this sampling technique refers to the selection of samples in accordance with the research needs. the researchers use textual analysis to investigate both slogans and photos on the billboards by focusing on social semiotics and persuasive discourse. the researchers use textual analysis as a method that is used to interpret phenomena through one's interpretation of a text. by analyzing a text, the researcher can understand a person's perspective on the world and phenomena through the text that has been produced by the advertisers. in line with this research, the method of textual analysis used to analyze the language of euphemisms through texts written on billboards is supported by a framework of persuasive discourse analysis. whereas to analyze the meaning of visual language on billboards, the writer uses social semiotics. 2020. linguistics, english education and art (leea) journal 3 (2):348-363 354 findings the research was carried out around the 2019 election campaign period, from january to april 2019. the data sources which are used in this study are photographs of legislative candidates, symbols and slogans that are displayed on the billboards of legislative candidate. while the data which are used in this analysis are two billboards in the two winning parties in the 2019 general election, namely the pdi-p which is a representative of the nationalist party and pkb as the islamic party. the researchers have gathered the data by photographing directly in jakarta and bekasi. the research conducted some procedures during the collection of the data, such as: (1) photographing billboards of legislative candidates that has scattered in every corner of public space; (2) classifying candidates' billboards based on political parties, both nationalist and islam strands; (3) classifying candidates' billboards based on the serial number. the steps in analyzing data are divided into two types,that are: analysis for visuals (photo of candidates, symbols and colors) and writing analysis (slogans). in analyzing the visual languages, the researchers takes the following steps: (1) gathering all the billboards; (2) classifying based on parties of nationalist and islamic strands and based on the parties winning the indonesia general election in 2019; (3) analyzing the visual text of the legislative candidates' billboards based on three metafunctions language in social semiotics; (4) drawing the temporary conclusions. whereas in the stage of written language analysis, the researchers undertake the following stages: (1) collecting all billboards that have been classified based on the parties winning the indonesia general election in 2019 and the nationalist or islamic strands; (2) classifying based on 7 embodiments of clauses or words in persuasive discourse; (3) analyzing slogans on billboards; (4) drawing the conclusions. after the writer analyzes the visual and written language of the billboards, the writer combines them and as the result, the researchers can find the use of the language in the legislative candidates‟ billboards 2020. linguistics, english education and art (leea) journal 3 (2):348-363 355 table 1 billboard from golkar table 2 billboard from pks based on the two tables above, we can see that on billboard 1 from golkar, there is a dominance of clauses or words of wisdom that conveys through the existing slogan. using words / clauses wisely at the linguistic level indicates the purpose of the communicator to convey his thoughts to the viewers through the feelings that will continue towards thinking to determine attitudes. words or clauses of wisdom also have characteristics, includes: having meaning or advice and the message can be immediately known only by reading once. on billboard 1, the slogan '' your struggle is the mother‟s prayer '' is a wise speech that is correlated with the candidates through a picture of him and his mother. the slogan indicates that the mother's blessing prayer has a strong role in stepping through a struggle. while the slogans' sincerely work well '', the words' sincere 'and' good 'according to (ekawati, 2015) when the writer has referred to the word assessment, in this context can lead to positive things. the last slogan that has found in billboard 1 is 'chose no 3' which refers to the type of persuasive discourse that is an invitation and has become the most important element in an advertisement. in contrast to billboards 2, the researchers found that the dominance of persuasive discourse in the slogan was an invitation. sanz, (2016) explained that slogans the types of persuasive discourse your struggle is become the half of mother's prayer wise clause sincerely work with heart wise clause choose no 3 invitation number of wise clauses 2 number of invitations 1 the total of number 3 slogans the types of persuasive discourse let's get better invitation #2019choosepks invitation we can make 4 safe things for the people such as worship, work, income and social security invitation labors select labors affirmation number of invitations 3 number of affirmations 1 the total numbers 4 2020. linguistics, english education and art (leea) journal 3 (2):348-363 356 advertising in any form still prioritizes an invitation in order to make the people who see these advertisements can be influenced to do something desired by advertisers. meanwhile the use of the hashtag # 2019choosepks, legislative candidates not only invite the public to choose pks but their candidates also have a hidden meaning to support prabowo-sandiaga's stronghold which is widely supported on social media with the hashtag # 2019changepresiden. in the invitation 'together, we are manifested 4 safe for the people' 'indicates that the legislative candidate promotes the quality side that will be manifested when he becomes a member of the legislative candidate.. ali, (2019) explained that we need to improve the social intimacy to influence others, as the results they can do something that we suggest that they do voluntarily. the dominance of the type of persuasive discourse on billboards number 2 shows that candidates has tried many ways to attract the sympathy and to support the viewers directly and openly. the assertion on the billboard '' labors choose labors '' directly shows the identity of candidates as workers who have the same experienced and fate as the other labors. it is proven that the legislative candidates expect that labors who see the billboards will be directly affected to choose him. even though according to the official website kpu, the names of the two legislative candidates on the billboard have failed to advance as the legislative candidates in general election 2019 in indonesia but the phenomenon of outdoor political advertising can be seen from the strands and political situation in indonesia. from the graphic above, we can know that the dominance of persuasive discourse of the two billboards is an invitation which implies that the billboards has contained the strong persuade to the people to choose them as the legislative candidates. discussion picture 1 the legislative candidate from the golkar party 2020. linguistics, english education and art (leea) journal 3 (2):348-363 357 the billboard above is a portrait that has been taken by the researchers in bekasi. it is a billboard from the legislative candidate from the golkar party. airlangga hartanto stated that the golkar party is a nasionalist party, as quoted from the official website of golkar. the researchers will begin to analyze the visual reading elements commonly used in social semiotic analysis that is from the right to the left. first, we will focus on the color of the background of the billboard. yellow has become the official color of the golkar party. quoted from the official website of the golkar party, yellow is interpreted as the prosperity which is inspired by yellow rice that are ready to be harvested. indonesia is an agricultural country where the paddy fields are mostly planted with rice. the rice harvest season is also interpreted as the prosperity because it provides benefits for the farmers in terms of increased income and benefits for the country. it means that the country does not lack staple food which will be affected to the affordability of rice prices and reduce rice imports. in the background of billboards, we also see the symbol of banyan tree, rice and cotton which are the official symbols of the golkar party. according to the official golkar website, the banyan tree is symbolized as a large tree which is a shade. the banyan tree in the golkar party is interpreted that golkar is a party that serves as a refuge for all indonesian people. rice and cotton are symbolized as social welfare for all indonesian people. the pentagon shield is interpreted as pancasila which incidentally is the party's ideology. the white color which is the dominant color in the golkar symbol is interpreted as purity. and there are 17 cotton flowers, 8 hanging roots on the banyan tree and 45 grains of rice which are the symbol of indonesia independence day on 17-8-45. the choice of yellow which is the dominant color on billboards shows that the billboards will attract the attention of commuter viewers. according to sirel et al., (2010) in visual language, colors play a considerable role in attracting the human subconscious to know something in their minds. golkar, a political party that was founded on 20 october 1964, has been using yellow as the official color of the party. according to tapsell, (2015) golkar is a big party as evidenced by its successive victories since the election of the new order even until 2019, golkar still occupies the position of a large party. generally, the public know that the identity of the golkar party is closely attached to the yellow color. at the top right side, we can see the slogan '' your struggle is mother's prayer ''. in the classification of types of clauses / words in persuasive discourse, these slogans are grouped in the category of clauses that show wisdom. because on the billboard, muslims seemed to affirm their self-representation as children who serve their parents by pocketing the blessings of their mothers to step forward 2020. linguistics, english education and art (leea) journal 3 (2):348-363 358 as legislative candidates for the regional cities of bekasi and depok. we also see a photo of muslim together with his mother position on his right. according to leeuwen, (2018) in the compositional metafunction, the position of the photo on the right side is interpreted as 'new' which is a solution or an existing issue. while the left position indicates 'given' or figures that are already known by the public. on these billboards, they can be seen that the position of the photo of the muslim‟s mother is a companion figure of her children who will fight in the general election 2019. regarding the persuasive discourse, martynova & borisova, (2017) states that in attracting the sympathy of others it is necessary to present a respected figure or respected parent figure made as role models. muslims at these billboards use this method to create a respectful representation through his mother. whereas in the interpersonal metafunction, muslims displayed a figure that creates interactions with commuters who see the billboards. simultaneously, muslim and his mother have developed a strong interaction through their eyes that directly looked at the commuters and at the billboard and it is able to create the emotional closeness visually. in the picture, both the muslim and his mother are wearing the simple clothes. even his mother appeared not to wear makeup, as the result, it can be presented as a simple impression. the wearing of the hijab and cap in the photo seems to add the islamic image that has attached to them regardless of the cap and hijab as a religious attribute for muslims. the wearing of glasses on muslims also supports the development of his self-image. sulastri & ronidin, (2016) based on the perspective of psychology, people who wear glasses look 40% more intelligent, insightful and authoritative. moreover, muslims also use academic degrees that he has got on the billboard, i.e. sh (bachelor of law) and mh (masters of law). based on the photos between muslims and their mothers, we can see the image that muslims want to build his reputation as pious persons through a muslim cap, which is one of the attributes used by muslim men to pray. the figure of his mother wearing a hijab is also able to present the impression of a religious family. based on the billboard analysis above, we can conclude that muslims as legislative candidates in the general elections 2019 want to build their self-images as religious persons as well as sincere figures at work. the context of the word 'working' on a billboard also represents the sincerity of a muslim if he is elected as a member of the dprd of bekasi and depok. through the slogan that has been deployed on the billboards, we also see a persuasive discourse that leads to wise words namely "half the struggle is mother's blessing prayer," clause "sincerely works with heart" which leads to the affirmation because muslims want to show a good and positive image that exists in him and also the clause '' choose no. 3 '' which refers to the invitation to the public to choose him. even though golkar party is a nationalist party, muslims seem to want to attract the attention of the 2020. linguistics, english education and art (leea) journal 3 (2):348-363 359 people who are muslim especially to attach the religious image that he wants to convey. picture 2 billboard from pks the billboard above is a portrait that has been taken by the researchers in bekasi. this billboard is from the candidates for the prosperous justice party (pks). based on the pks official website, it is proven that pks claims as an islamic party. as the billboard analysis on the previous picture, the researchers will also begin the analysis from visual reading elements. according to (leeuwen, 2018), analysis of social semiotic starting from right to left side. when we focus on the background color on the billboard, the dominant clolor is white. according to the official website of pks, the white color in the symbol of pks with the meaning of being clean and also symbolizes purity of heart. the shape of a rectangular box on the pks symbol indicates three principles of pks, such as: equality, regularity and harmony. pks also uses a crescent symbol that symbolizes the victory of islam, beauty, happiness and enlightenment. the dominance of the crescent symbol on the pks indicates that pks wants to emerge as an islamic party like the crescent star party (pbb) which also claims to be an islamic party that uses the moon symbol on its party logo. the strand of upright rice implies four things, such as: justice, ukhuwah, istiqomah and welfare. the golden yellow symbolizes three things, such as: brilliance, excitement and glory. while the dominant black color in pks symbolizes aspiration and certainty. there is the slogan '' let's get better '' which is the official slogan of pks for the general election in 2019. it is classified into the type of persuasive discourse i.s. invitation, then the slogan is intended in the type of invitation clause. based on the pks official website, the meaning of '' let's get better '' is a persuasive invitation to all groups both of workers and unemployed to move towards a better condition of indonesia. slogan '' let's get better '' actually is the essence of the call from kiai who are tasked for delivering a call about goodness 2020. linguistics, english education and art (leea) journal 3 (2):348-363 360 and bringing people towards a better condition or in islamic term known as amar ma'ruf nahi munkar. meanwhile, hermawan, (2013) stated that the word 'better' is a series of words that has the meaning 'increasing' and it is different from the word 'best'. in a series of words 'better' is an activity that can be done by ourselves without being influenced by other objects and can be a motivator for others in being competitive to do something. but, in the word 'best' it is a comparison that must involve at least three objects. based on these explanations, we know that the slogan '' let's get better '' is a positive invitation and can be done by anyone and individually. at the top of the billboard, we also see the hashtag # 2019choosepks. it is included as persuasive discourse that is an invitation. based on the great dictionary of indonesian language 2019, the word 'choose' has two meanings, such as: (1) determine something based on his preferences; (2) appoint (people, candidates and so on) by voting. in this context the word 'select' is intended for commuters who view the billboard to choose pks in the general election 2019. the hashtag #2019 in the 2019 also refers to the supporters of prabowo sandi (the candidate of president and vice president of indonesia) who is widely used to campaign on social media with the hashtag # 2019changepresident. based on the indonesian survey institute (lsi) website, revealed that there was the hashtag war on social media, especially on twitter. the data that has been reported from lsi as of march 25, 2019 was based on the records from twitter which noted that the hashtag # 2019 which was a presidential support for prabowo-sandi has reached a range of 76,440, which is actually less than the hashtag # jokowi2period, which has reached 157,718. sopian, the head of pks reported in the media indonesia website and explained that the hashtag # 2019 choosepks was a form of the support of pks for prabowo-sandi as the 2019 presidential and vice presidential candidates. at the top of the left side of the billboard, we can see the slogan '' together we make 4 safe for the people such as worship, work, income and social security ''. these slogans are classified into the type of persuasive discourse that is an invitation. the word 'together' represents the declaration from judy toward the people. in this case it can be seen that judy wants to build emotional closeness with the people by embracing them in realizing the 4 things that he will carry out after he has been elected as a legislative candidate. according to khan et al., (2016) the vision and mission that was put forward in a campaign has a function to make the people see the goals and plans of each candidate clearly. when making decisions about the vision and mission, the candidates will make plans through adaptation with the social situations. as the result, they can draw conclusions about what needed by the people. on the billboard, judy seemed to offer 4 visions and missions that have been summarized 2020. linguistics, english education and art (leea) journal 3 (2):348-363 361 by the word 'safe'. based on the great dictionary of indonesian language 2019, the word „safe‟ has three meanings, such as: (1) free from distractions; (2) surely, no doubt; (3) peaceful, not afraid or worried. judy through the word 'safe' seems to convey the invitation to the people in social life that are arranged through 4 things, such as: worship, work, income and social security. on the billboards, judy prioritizes the word 'worship' which correlates with religious discourse. the word 'worship' on a billboard is also able to show the religious side of a judy. in judy's picture, we can see that he is wearing a cap which incidentally is one of the attributes in islam, used by muslim men when performing prayers. judy is also wearing a white collar that seems to blend with the background color of the billboard and also the logo of the fspmi (federation of indonesian workers' union) which is a trade union organization. he wears fspmi emblem and he also shows his identity as the head of the fspmi central leadership. according to leeuwen, (2018) in a photograph, the person can make a narration through his gestures. on the billboard, judy seemed to put his right hand up as he looked at the commuters who looked directly to the billboard. judy clenched his right hand which indicated a form of defense against the community while describing the 4 actions that he would take if he was elected as a member of the legislative candidate. as on general campaign billboards, on the billboards above there are examples of ballots that will be used in the next election accompanied by a party serial number and also the serial number of judy. the picture also conveys the value of information to prospective voters regarding the procedures for selecting judy in the election. at the bottom left side, we can see the slogan 'labors select labors' which refers to the type of persuasive discourse of affirmation. in the slogan, the viewers seemed to be given information about the identity of judy. reporting from his facebook social media, judy said that he was a laborer who had worked in bekasi area for many years. the layout of billboards he placed in bekasi is known as an industrial area, because there are several factories that stand and operate in the area. from this slogan, we can also see that judy wants to capture the majority of the workers who lived in bekasi area. at the bottom of the billboard, we can see the various symbols from various trade unions and labor organizations. it is proved that judy was supported by a majority of the trade unions and workers. based on the analysis of billboards from the pks party, we can see that pks, which is an islamic party strands, also highlights the islam side on the billboards. judy as a legislative candidate from pks is strong enough to highlight the islam side of the billboard both from the cap that he is used and from the word 'worship' which was the first written as a mission from herself to the people. the use of white as the background of the billboard and the dominant color has proven 2020. linguistics, english education and art (leea) journal 3 (2):348-363 362 to show a '' holiness '' which has attached to the billboard regardless of the image of pks and judy. conclusion based on the analysis of two campaign billboards from two different legislative candidates, the researchers have found that many billboards are scattered along the road during the campaign of general elections 2019 in indonesia and they used them as the source to make a research. the approach of social semiotics can increase our understanding in an image or photograph. similarly, persuasive discourse that enables us to see a slogan / tagline from the perspective of language. the visual language that has displayed on the billboard also features a narrative that is able to uncover hidden meanings in campaign advertising. candidates who compete in the seat of government will always put their identity and 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(2016). party politics and electioneering campaign of pdp / apc in the nigeria ‟ s 2015 presidential election. african journal of politics & society, 2(2), 30-60. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.2338 436 a common error analysis in students’ english narrative writing arsen nahum pasaribu universitas hkbp nommensen medan arsen.pasaribu@uhn.ac.id submit, 20-05-2021 accepted, 10-06-2021 publish, 21-06-2021 abstract this research aims to explore error analysis in students’ academic writing. the study was conducted at the university of hkbp nommensen medan. the method used is a mixed-method. the research participants were 26 english department students in the third semester. thus, the research data consist of 26 narrative stories. the results showed that around 252 errors were found in all categories. the most dominant error category is omission 92 (36.51%) then is respectively followed by addition 64 (25.40%), misinformation 56 (22.22%), and disordering 40 (15.87%). the most dominant factor as the cause of the error is first language interference, and then translation and carelessness. in conclusion, all types of errors (omission, addition, misinformation, and disordering) were identified in the students’ narrative writing. keywords: error analysis, factor of errors, narrative writing, university students introduction writing is one of the language skills that are very important for students at university to master. dulay et al., (1982) said that writing skills are essential for students to succeed in education and work after completing university. the same thing was said by nair & hui (2018) that writing is a helpful skill for young learners to be successful in their academics. they also emphasize that writing skills are beneficial for students in school and job seekers because written exams are often carried out in the job selection process. writing is a complicated language skill faced by language learners (dulay et al., 1982) and is also a difficulty that every student around the globe always faces. writing requires extensive knowledge and an in-depth thought process to produce the correct words, phrases, and sentences to form paragraphs and text. harmer (2003) emphasizes that writing is difficult because the writing process includes planning, organizing, and revising the text to produce higher-quality mailto:arsen.pasaribu@uhn.ac.id 2021. linguistics, english education and art (leea) journal 4 (2):436-445 437 writing. errors are vital to providing an overview of students' abilities for teachers to correct them (amiri & puteh, 2017). furthermore, dulay et al., (1982) said that errors help indicate inappropriate parts of the curriculum. in addition, they noted that errors could be corrected if learners and teachers can identify mistakes. second language competence, such as knowledge of language structures, is also essential to ensure no writing errors (nodoushan & ali, 2018). the lack of understanding of the rules or norms of l2 in grammar and diction may lead to errors in writing. therefore, the issues of error in writing skills are essential and still urgent to be discussed, especially in the context of university-level to find out how the students make errors in their writings and factors of the causes. some linguistic scholars have studied the issues of errors in writing to shed light on the ways errors occur in writing and find the reasons for their happenings. some studies about errors in academic writing were carried out around the globe. karim et al., (2018) explored errors in efl writing classrooms in bangladesh. they revealed that the most common mistakes by elementary students were related to grammar, misinformation, disordering, and over-generalization. nair & hui (2018) studied the errors in esl descriptive writing in chinese private schools in malaysia. they found that students made most errors in the areas of grammar and sentence structures. songsukrujiroad et al., (2018) investigated the errors in the chinese writing of the essay. this study also indicated several mistakes made by students in chinese grammar. xie (2019) also examined the students’ linguistic accuracy in writing in hong kong. he found out that the chinese students in this city made errors in academic writing due to the lack of knowledge of structure. amiri & puteh (2017) studied the errors in academic writing made by students in malaysia. they found that the students mostly made errors using sentence structures, articles, punctuation, and capitalization. these studies confirmed that students in other countries encounter errors in academic writing at schools or universities. in the indonesian setting, several researchers also paid attention to the issues of errors in academic writing. fauzan et al., (2020) and gayo & widodo (2018) studied errors in the literary text made by students of two different efl junior high schools. they revealed that the students' academic writing errors in junior high school occurred in several aspects of grammar due to the interlingua transfer and lack of knowledge factors. fitria (2018) explored the writing errors in using simple future tense by university students in surakarta. she uncovered that most students made errors in sentence structure, punctuation, and spelling. likewise, perlin et al., (2020) studied the errors in using simple present tense in paragraph writing made by university students in ogan komering ilir. they revealed that students made all types of errors in using simple present tense in their papers. the issues of errors in academic writing were likewise performed by 2021. linguistics, english education and art (leea) journal 4 (2):436-445 438 other researchers (pardosi et al., 2019; sitorus & sipayung, 2018; kumala et al., 2018). they also confirmed that efl students still made massive errors in their academic writing at different levels of education. based on the previous studies above, it can be concluded that both research settings: errors in writing in middle/high school and university mostly focused on certain parts of l2 grammars and rarely explored the factors of the mistakes made by students in middle/high school or university. thus, this study intends to explore more about the errors in narrative writing made by university students and revealed the factors of making the errors. literature review error error belongs to productive skill issues, conversation, and composition (dulay et al., 1982). harmer (2003) claimed that errors are areas of students’ inter-language. that is the type of language in which a learner develops his or her productive l2 skill, which is persistently reformed as he or she aims to master l2 fully. dulay et al., (1982) defined errors as “flawed sides of learners’ speech or writing. they belong to conversation or composition that deviate from some selected mature of language performance.” richards & schmidt (2010) then explains that errors caused by fatigue and carelessness are categorized as "performance" factors, while errors caused by lack of knowledge of rules of language are categorized as "competence" factors that new language learners frequently experience. based on the definitions above, it can be concluded that errors are parts of the process of language learning that language learners constantly do. then the term "error" is often confused with the word "mistake" by language learners.” richards & schmidt (2010) define that “mistake” is caused by reasons of ignorance, fatigue, and lack of attention. meanwhile, “errors” are caused by a lack of knowledge of some l2 rules. the causes of error there are three leading causes of errors: carelessness, first language interference, and translation (al-husban, 2018). carelessness is caused by inaccuracy in pronouncing or writing the second language according to the language rules. this error is caused by a lack of motivation in learning a second language. the teacher's role is vital in teaching language to students with exciting teaching methods and materials. errors are caused by first language interference; errors caused by the influence of the mother tongue of the first language are affected by the time of acquisition of the second language, whether the acquisition of a second language is made at an early age or in adulthood. as second language acquisition is carried 2021. linguistics, english education and art (leea) journal 4 (2):436-445 439 out in the majority, the first language significantly affects the mastery of the second language, such as pronunciation, grammar, diction, and other linguistic components. in other words, the older the student's learning age is to acquire a second language, the more difficult his ability to master the language is. this difficulty will result in errors (errors) when pronouncing or writing sentences in the second language due to the influence of the sentence structure and pronunciation of the first language. eventually, an error is caused by the translation. this error is the most common error caused by learners as they translate word by word from l1 to l2 or vice versa. this kind of error occurs when the learners are asked to communicate something, but they do not know how to express it in l2, both in language structure and in the right choice of words (al-husban, 2018). error analysis harmer (2003) stated that error analysis determines the occurrence, nature, causes, and sequences of failed language. he emphasized that error analysis is a description and systematic explanation of language use errors committed by learners or users in their oral or written production of the target language (l2), which is different from the norms or rules of the l2. there are many theories about errors in writing and speech, but this study used the approach of errors put forward by dulay et al., (1982). dulay et al., (1982) classified errors into four categories: omission, addition, double marking, and disordering. the omission is a type of error where learners tend to omit function words rather than content words, such as "be". then, the addition is a type of error where there are additions, prefixes or suffixes, in a comment that should not be done, for instance, "taked” for "took". furthermore, the misinformation is a type of error where learners are unaware of certain linguistic changes in some structures, for instance, "he didn't went to school yesterday." finally, disordering is a type of error where the word order in a sentence does not match which is caused by the word-for-word translation, for instance, "girl beautiful". research method this research design uses mixed-method: quantitative and qualitative methods. the qualitative method was applied to allow the codification and interpretation of the narrative texts of students' writing tasks. on the other hand, the quantitative approach was employed to serve the statistical analysis of the data to provide an insight into the different numbers and percentages of the types of errors in the narrative writings. 2021. linguistics, english education and art (leea) journal 4 (2):436-445 440 a total of 26 students of the third semester of the english department, university of hkbp nommensen medan, took a narrative writing class in the year 2020 participated in this research. they were assigned a task to write their own unforgettable stories in 200-250 words. the time allotment was 60 minutes for each student to write the story. the students were not allowed to use a dictionary or google translate when doing their writings. after writing completion, their stories were sent to the researcher through whatsapp. after data collection, the data were analyzed in quantitative and qualitative methods. in quantitative, the number and percentage of error types were counted and presented in a table. in the qualitative approach, the data were analyzed based on the classification of error types and described how they were categorized. the direct interview was applied to find out the causing factors of the errors. the process of gathering, analyzing, and interpreting data in the form of text was applied to explain a phenomenon. finding a total of 252 errors were found from 26 students’ narrative writing texts. these errors were categorized into four types, namely omission, addition, misinformation, and disordering. furthermore, the 252 errors were specifically identified in terms of grammatical features. finally, the factors of error making were presented. the following table shows the errors in all categories, the number, and the percentage of frequencies. table 1. categories and frequency of errors no error categories number of errors percentage 1 omission 92 36.51 2 addition 64 25.40 3 misinformation 56 22.22 4 disordering 40 15.87 total 252 100 table 1 shows the error categories of students’ narrative writing. the most dominant type of error is omission 92 (36.51%) and then respectively followed by addition 64 (25.40%), misinformation 56 (22.22%), and disordering 40 (15.87%). table 2. factors of error making no factors of errors number of errors percentage 1 carelessness 10 38.46 2 first language interference 26 100 3 translation 15 57.70 2021. linguistics, english education and art (leea) journal 4 (2):436-445 441 table 2 shows the cause factors of errors. after having a direct interview with the 26 students asking the reasons for making the errors, these findings indicate that all the students stated that their first language interference influenced them, and then 15 of the students answered due to translation matter, and around 10 of the students claimed due to carelessness. discussion the findings show that all error categories were found in the students’ narrative writing texts. according to dulay et al., (1982), types of error consist of omission, addition, misinformation, and disordering. in this study, all types of errors were found in the students’ narrative writing. then the errors are discussed to show the details and compared to the results of previous research. the factors of errors are also identified and discussed. omission the omission is the type of error where the language learners omit the function words rather than the content words. this type of error was found in 92 occurrences. this type is the most dominant. this finding is in line with the studies carried out by al-husban (2018) and gayo & widodo (2018). they confirmed that omission is the most dominant type of error in their studies. the following are some extracts of omission type. extract 1: “my father in the rice field with my mother” extract 1 shows the sentence in error since the verb “be” as the linking verb-subject “my father” and “in the rice field” is omitted. to make the sentence correct to be “was” should be added. extract 2: “i born in small family” extract 2 also shows the same error as extract 1. this sentence is incorrect since the verb "was", and article "a" that precedes "small family" are omitted. addition the addition is the type of error that the language learners tend to add words, prefixes, or suffixes to the sentence structure. this type of error was found in 64 occurrences. this type of errors is also confirmed by (karim et al., 2018). the errors may occur as the results of addition to one part of the sentence structure. the following are some extracts of the addition type. extract 3: “i was go to school with my friends.” 2021. linguistics, english education and art (leea) journal 4 (2):436-445 442 extract 3 shows the incorrect sentence due to adding the verb to be "was" to the ruling. this sentence can be corrected by omitting to be "was" and change the verb "go" to "went". extract 4: “andy and his brother plays food ball.” extract 4 shows the incorrect sentence due to the suffix "s" to the verb "play". omitting the suffix "s" makes the sentence correct. misinformation misinformation is the type of error that uses the wrong form of structure. this type of error was found in 54 occurrences. this finding is also agreed with the previous research carried out by perlin et al., (2020). the mistakes in this type were due to a lack of knowledge in grammar, especially in verbs and tenses. the following are some extracts of the addition type. extract 5: “he not studying when i meet him.” this sentence is incorrect since the inappropriate form of the negative auxiliary “not” and the verb “meet” should be changed into past form “met” as the tense in simple past. the sentence can be corrected by changing the negative form into “was not” and the verb “meet” into “met”. extract 6: “were they work in the rice field?” extract 6 also shows the type of misinformation error. the auxiliary “were” is inappropriate to construct the interrogative sentence. the auxiliary verb "did" would be best to replace the extra "were". or, the verb "work" can be changed into the present participle form "working" for a good sentence. disordering disordering is the error type that the language learners make the wrong order of words in sentence structure. this type of error was found in 40 occurrences. nodoushan & ali (2018) affirmed that disordering is the main problem for efl learners in academic writing. the influence of word-by-word translation in l1 makes this type of errors. the followings are some extracts of addition type. extract 7: “watching television we are together in the living room.” the sentence in extract 7 is incorrect since the sentence is in disorder. the sentence can be corrected by rearranging the words into the correct order. the sentence order should be “we are watching television in the living room”. 2021. linguistics, english education and art (leea) journal 4 (2):436-445 443 extract 8: “the relationship complicated make me sad.” extract 8 shows that the sentence "the relationship complicated to make me sad" is incorrect for the answering and omission errors. the sentence can be corrected by changing the word order "relationship complicated" into "complicated relationship" and the verb "make" should be added "s" since the subject is in a singular form. the research findings show the similarities with the previous research (fauzan et al., 2020; gayo & widodo, 2018; al-husban, 2018; fitria, 2018; amiri & puteh, 2017) that confirm the errors in writing by students that can occur in all types of categories and in varied linguistic features. however, the most dominant type of error is “omission”. the study results also confirm the factors of error making, as al-husban (2018) explained. most of the students agreed that their first language had influenced the way they write in l2. the second reason is due to the literal translation method they applied in writing. finally, the students also emphasized their carelessness in writing. however, the latter explanation is presumably caused by the lack of knowledge of l2 rules of grammar since being careless in writing is considered as an "error" rather than a "mistake" in academic writing (richards & schmidt, 2010). conclusion all types of errors such as omission, addition, misinformation, and disordering) were identified in the students’ narrative writing. the study results also confirm that errors in writing may occur in all levels of education, especially for learners who make attempts to be fluent in l2 writing mastery. some factors were assumed to be the causes of the errors. some students claimed that they made errors due to their unawareness of l2 rules of sentence structures. some tend to be interfered with by their first language rules of sentence structures, and some due to the literal translation by using their first language concept of sentence structures and dictions. in other words, the students may struggle to express their ideas in english writing since the rules are unfamiliar to them. references al-husban, n. 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(2018). error analysis on writing chinese essay : a case study of chinese major students of ubru. international journal of integrated education and development, 3(1), 5– 18. https://so02.tci-thaijo.org/index.php/ijied/article/view/127742 xie, q. (2019). error analysis and diagnosis of esl linguistic accuracy: construct specification and empirical validation. assessing writing, 41, 47–62. https://doi.org/10.1016/j.asw.2019.05.002 linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.187 129 politeness in bad neighbors movie sastika seli 1 stkip-pgri lubuklinggau dewi syafitri 2 stkip-pgri lubuklinggau rshellee@yahoo.com 1 submit, 20-04-2018 accepted, 01-06-2018 publish, 01-06-2018 abstract the research aims at describing politeness used by americans in bad neighbors movie to express apology. this is a qualitative-descriptive research which identified, observed, transcribed the data as well as described them in the sentences. the findings present the strategy of apologizing and the use of address terms overviewed from politeness strategies such as positive politeness, negative politeness and offrecord. the use of address terms in expressing apology covered terms of addressing in negative politeness includes the use of title plus last name (tln) (such as mr. haywood and ma‟am) and positive politeness includes different nick names (nn) (such as mac, baby, scoonie, guys, etc). the variation of apologizing includes direct apology (sorry and i‟m sorry). in the application of direct apology i’m sorry, no address term was used in the expression and it indicates positive politeness. in a direct expression of apology sorry, there was a term of address used preceded the expression and sometimes it also occurred afterward. based on the description, it can be inferred that most of expression of direct apology expressed in positive politeness because the first speaker wanted to show a more intimate relationship to the second speaker. the position of the terms also affects the purpose and the quality of sincerity of the speakers. this strategy considered to be an effective way to express apology to show that the speaker who committed a responsibility of apologizing regretted the mistakes. keyword: politeness, apologizing, term of address introduction speaking with someone with different social status and dimension has to be in the appropriate way. he/she has to think the correct words, intonation and norms depend on the interlocutor (hearer) (hymes in johnstone and marcellino, 2010:4-7). if he/she speaks to a baby it will be different to speak with the teacher or a parking mailto:rshellee@yahoo.com1 2018. linguistic, english education and art (leea) journal 1 (2):129-142 130 man. the act of greeting (good morning), leave-taking expressing something (good bye), asking for something (can you…?) and any other speaking activities has to be in the right norm. speaking activity requires some norms and appropriate acts. actually, language provides a variety of ways of saying the same thing in addressing and greeting others, describing things, and paying compliment. some factors influence the relationship between the people in particular situation and how the speaker feels about the people addressed. politeness is one important thing to consider to speak with others. according to holmes (1992:297) there are two different types of politeness. positive politeness is solidarity oriented. it emphasizes shared attitudes and values. a shift to a more informal style using slang and swear words will function similarly as an expression of positive politeness. negative politeness corresponds to people respect and avoids intruding on them. negative politeness involves expressing oneself appropriately in terms of social distance and respecting status differences. politeness in different culture might be different. the use of language or english can be seen from movies produced and released in all over the world. therefore, it would not be a problem to know different politeness in different culture. one of the movies is bad neighbors produced by hollywood reflected the characteristic of american politeness used by americans in a comedy movie. as we know that american humor is more vulgar and rude to listen and to see. what about the politeness? the research only concerned with politeness in addressing and apologizing to others used in this adult american comedy movie. literature review politeness actually, language provides a variety of ways of saying the same thing in addressing and greeting others, describing things, paying compliment, apologizing and other expressions. some factors influence the relationship between the people in particular situation and how the speaker feels about the people addressed. wardaugh (2000:265) stated that one can addressed others by title (t), first name (fn), by last name (ln), by nick name, by some combination of them, or by nothing at all. in addressing another, the choice of name which one uses for the other depends both on the knowledge of the person the addresser speak to, and the situation. addressing by title alone is the least intimate form of address in that titles usually designate ranks or occupation, as in colonel, doctor, or waiter. when someone uses first name alone in addressing, it seems that the person is presuming an intimacy or alternatively is trying 2018. linguistic, english education and art (leea) journal 1 (2):129-142 131 to assert some power the addressee. using nickname shows an even greater intimacy. both first name and nickname tends to occur in relaxed of informal situation. title and first name have the interesting effect of showing respect by the title, by intimacy by the first name. in english we are in doubt as to know to address another, we can actually avoid the difficulty by not using any address term at all. we can say “good morning” as well as “good morning, sir/ mr. smith”. a shift to a more informal style using slang and swear words will function similarly as an expression of positive politeness. the participants in positive politeness have the same level in communication. the example of the expression of negative politeness system is using title and last name to superior and to older people that one does not know well or using a language in different level. leech (cited in spencer-oatey, 2004:23) state that a polite speech is a speech which is obeying the norm of maxim and it is not violating the norm of maxim‟s politeness. they are tact maxim, generosity maxim, modesty maxim, approbation maxim, agreement maxim and sympathy maxim. 1. act maxim: minimize cost to other. maximize benefit to other. 2. generosity maxim: minimize benefit to self. maximize cost to self. 3. approbation maxim: minimize dispraise of other. maximize praise of other. 4. modesty maxim: minimize praise of self. maximize of self. 5. agreement maxim: minimize disagreement between self and other. maximize agreement between self and other. 6. sympathy maxim: minimize antipathy between self and other. maximize sympathy between self and other. according to yule (2006:60), politeness is as the means employed to show awareness of another person‟s face. in this sense, politeness can be accomplished in situations of social distance or closeness. showing awareness for another person‟s face when that other seems socially distant is often described in term of respect or deference. showing the equivalent awareness when the other is socially close is often described in term of friendliness, friendship or solidarity. holmes (1992:296) state that generally speaking politeness involves taking account of the feelings of others. a polite person makes others feel comfortable. being linguistically polite involves speaking to people appropriately in light of their relationship furthermore, brown and levinson (cited in kedves, 2013:434-436), politeness assumes that we all have face, and we all have face wants and needs. further, there are different types of face threatened in various face-threatening acts, and sometimes the face threats are to the hearer, while other times they are to the 2018. linguistic, english education and art (leea) journal 1 (2):129-142 132 speaker. there are positive face, negative face and off-record to state something in a polite way. positive face wants to show the intimacy from speakers to hearers by saying something casual. negative face wants to show something politely without intruding the hearers. the last politeness is off-records show that someone is saying the words implicitly that he/she wants to be get attention from the second speakers/hearers. terms of address speaking to someone, one has to say the words appropriately. people cannot just say or call someone without considering about anything. if they meet a teacher on the street, they cannot just say the name because it will be impolite and a breakingnorm. to address someone, it depends on the relationship that we have to someone. is it close or distant, formal or informal, we cannot just address people with the same forms (holmes, 1992:16). other social factors of addressee also influences the way we address someone. addressing also considers the norm. norm binds strongly when we use the language. different culture different norm, different area different culture, is the rules in using the language. for examples, british english and american english are two english with different dialect (quirk, 2014:79). using both of language caused confusion if the users do not know how to use them appropriately. address system is usually used to show the possession of formal and informal manners and consideration for other people. in other words, by employing a certain address terms, speaker wants to express his or her feeling of respect, solidarity, intimacy, and familiarity to other people (wardaugh, 2000:264). clearly, address terms are employed to maintain social relation that occurs in daily life. people can find many forms of address term used. in relaxed situation, someone often calls a friend with his nickname, such as tom for tommy or mickey for michael. however, in other formal situation, people tend to address someone else by their titles like mr., mrs., and dr, professor and name which refer to the profession they have. besides, the addresses of my love, my dear, or title one are usually used to show the intimate relation between the addresser and addressee. address system is one of the important tools of communication used in society. address systems of a language correlate highly with social structure (aliakbari & toni, 2008:40). social class, age, sex, profession, marital status, politeness and another related aspect are the kinds of basic rules of address system. address system is used by a person to address one he or she talk to, and the use depends on the 2018. linguistic, english education and art (leea) journal 1 (2):129-142 133 relationship between the addresser, addressee and the relative status of the individual involved in conversation. according to afful (2006:92), there are 9 categories of address term. they are personal names (nick, stella), title terms (mr., miss), occupation-bound terms (sir, ma‟am), kinship terms (mom, dad), terms of formality (sir, ma‟am), terms of intimacy (dude, bro), personal pronouns (you), descriptive phrases (your highness), and zero address terms (using no term of address). they are used in different social and cultural condition in the society. moreover, koul (in jan, 2013:75) mentions interjections of address, kinship terms of address and second person pronominal. in this study, the classification of american address terms found in the movie is based on the two theories from afful and koul. apologizing apologies was expressive illocutionary acts, which can bedifferentiated from complaint, which was also expressive acts, by beingconvivial in nature. in the terminology of leech (1999:370), the act ofapologizing was convivial speech act, the goal of which coincides with thesocial goal of maintaining harmony between speaker and hearer (leech, 1999:373). meanwhile, holmes (1992:92) considers apology as a speech actdirected to the addressee‟s face need and intended to remedy an offensefor which the speaker takes responsibility, and thus to restore equilibriumbetween the speaker and addressee. by apologizing, the speaker has alsopaid the debt created by his/her transgression, thus restoring theinteractional balance brown and levinson (1987:21).the speech act of apologizing is rather different from that ofrequesting, since apologies was generally post-event acts, apologies signalthe fact that a certain type of event has already taken place (or the speakermight be aware of the fact that was about to take place). by apologizing, thespeaker recognizes the fact that violation of a social norm has beencommitted and admits to the fact that she or he was at least partially involvedin its cause. hence, by their very nature, apologies involve loss of face forthe speaker and support for the hearer (blum-kulka and olstain, 1983:18)meanwhile, when we make mistakes, we will agree thatacknowledging our mistake and offering a sincere apology is a reasonableresponse. according to grigsby (2007:97) apology involves the acknowledgement of injury withthe acceptance of responsibility, affect (felt regret or shame-the personmust mean it), and vulnerabilitythe risking of an acknowledgementwithout excuses. the expression contains some regrets felt by the speakers and expecting a forgive expression from the interlocutor. 2018. linguistic, english education and art (leea) journal 1 (2):129-142 134 according to ury, brett, and goldberg as cited in maddux (2011:24) apologies are critical for resolvingdisputes and repairing trust between negotiators. disputes are typicallycharacterized by anger and a focus on power and rights rather than interest. apology was a process that involved a change in emotion andattitude regarding an offender. olshtain and cohen (1983:234) also say that the act of apologizing was called for when there were some behaviors, which have violated social norm, whether the offense was real orpotential. it was assumed that there was two participants involved in it,namely the apologizer and the recipient of apology. the apologizer was theone who was perceived by the recipient to have the responsibility to state expression of apology. the recipient was the one perceiving her/him as persondeserving of apology. there was also social expectation that the offender orthe apologizer should express an apology for the deed she has committed.the types and the intensity of apology may be different. they may becaused by the different degrees of mistakes in the action or by the differentcircumstance related to the behavior. based on the definition above, it can be noted that an apology was conducted when the offender has committed an offensive act (action orutterance), which also means that it has violated social norms, by expressing regret and acknowledging responsibility for the undesirableeffect of the act upon the offended party. commonly, apologies was intended to remedy the offense. they was different from other convivialacts, such as thanking, congratulation or complaint, by their remedialfunction. research method the study is a descriptive research. descriptive research can be either quantitative or qualitative. in this study, qualitative descriptive approach was conducted to describe the sociolinguistics phenomenon in sentences (non-statistical procedure). it used systematic procedures to discover non-quantifiable relationship between existing variables (singh, 2007:52). the research data derived from primary and secondary data including bad neighbors movie and some supporting documents as secondary data including journal articles and books. in collecting the data, the movie was observed and identified. orthographic transcription was conducted to change oral language to written language. the collected data were analyzed descriptively in depth description. the data were analyzed by identifying, reducing, classifying and explaining the data from movie bad neighbors. the description of the data analysis is as follow. 1. identifying and reducing the collected data 2018. linguistic, english education and art (leea) journal 1 (2):129-142 135 2. classifying into the forms and the rules in using addressing terms and apologizing use as well as reducing them 3. explaining the forms and the rules in using addressing terms and apologizing forms and strategy 4. concluding finding in this study, the classification of american address terms found in the movie is based on the theories from afful, koul, politeness strategies by brown and levinson and variations from li yang. there are 9 categories of address terms found in movie bad neighbors. based on the explanation in chapter ii, bad neighbors tells the story about two now neighbors who had problems in their neighborhood. therefore, the language is used by two sides are mostly informal language. in the classification, address terms in this study are classified into 9 categories which will be explained as follow: address terms based on politeness strategies there are two politeness strategies, namely, positive politeness and negative politeness. according to brown and levinson (in kedves, 2013), in positive politeness, the speaker‟s goal is to address the positive face needs of the hearer whereas in negative politeness, the speaker avoids the imposition of the hearer. in positive politeness, the speakers expect an intimacy while in negative politeness the speakers maintain the respect and distance. address terms used in movie bad neighbors based on politeness strategies are explained in the following table. table 1.address terms in negative politeness address terms function mrs. (haywood) to address a married woman. used in formal situation ma‟am to address someone whom we respect. used in informal situation the use of ma‟am in the movie was in a tense-informal situation at the hospital when kelly and mac‟s daughter was sick. the doctor still maintained the manner to address stranger by using ma‟am although he shouted by using „hey!‟. 2018. linguistic, english education and art (leea) journal 1 (2):129-142 136 kelly : are you fucking kidding me? who the fuck says that to a couple of parents? doctor : hey! ma'am! mac : chill out, chill out! they are dangerous to the neighborhood! two address terms above includes in negative politeness strategy or positive face because in using the terms, speakers use it when they speak to someone whom they respect. they keep a distance to show respect to superior people. table 2.address terms in positive politeness address terms function mac/stella/kelly/teddy to address someone with a close distance baby /sweetie to address someone with a very close distance. to show love and passion pudgie/scoonie to address someone by nickname because of a very close distance man/guys/dude/brother/fellas/dawg to call a very close friends with a very close distance. to shows intimacy and bind. some address terms above shows the positive politeness or a negative face. as explained previously, positive politeness avoids the speakers‟ imposition of the hearers so that they keep a distant in the relationship to the hearers. the use of some terms above indicates an intimate relationship between the speaker and the hearer/interlocutor. pete : tell 'em, teddy. teddy : i'll tell you how. do you see thatempty space on the wall? let's fill it with dreams. pete and teddy is close friend. pete addressed teddy by his first name/nick name because of the close relationship between both. therefore, in this case, the term of address considered positive politeness. variation of apology there are two variations of apologizing explained in the research based on the directness and the 2018. linguistic, english education and art (leea) journal 1 (2):129-142 137 direct apology direct apology strategies refer to expressions that explicitly stated and direct + promise of forbearance (li yang, 2016). data presentation can be seen in the table below: table 3.type of apology according to li yang type of apology time example of expression frequency direct 00:08:38 kelly : good night. excuse me. sorry. 16 direct + promise of forbearance 00:24:47 mac : okay, you know what? let‟s end this. i‟m sorry. i resend the complaint. you can go. 14 from the table above, direct apology has higher frequency in the use rather than direct + promise of forbearance form with 2 points difference. in direct apology, a shorten form of sorry indicates a more intimate relationship between the speakers. there was no term of address used in the expression. however, in direct + promise of forbearance above the use of i’m sorry present that a longer expression might indicate a lesser intimate relationship which contain a little respect but still in the casual style. address term and apologizing in bad neighbors position of terms of address in apologizing american humor is american humor tends to be more “obvious” and less oblique, and can sometimes be considered by other english speaking cultures to be over the top and ridiculous. americans do not understand irony; it is not the foundation of american humor. when americans use irony they tend to state that they were “only kidding”. they feel the need to make a humor more obvious than brits do. therefore, in this comedy movie the way to use the address term and apologizing strategy were most presented in an informal situation. formal situation indicates a high intimate relationship among the speakers. the movie presented some casual setting with low status. it presented a reciprocal tu in using some informal style in expressing apology. it can be explained that even if the expressions were stated with or without some terms if address, they have different level of politeness consideration. 2018. linguistic, english education and art (leea) journal 1 (2):129-142 138 the structure of the expression in apologizing presented some usage of address terms followed or preceded by the expression of apology such as: 1. mac : “never call us again? look, man, we‟re sorry. you were being noisy. we tried to call you i don‟t know what to say. 2. teddy : sorry man, sorry my ball just got in your face. the strategy in apologizing above is preceded and followed by the address term man whereas man is used in informal situation with a close relationship between the speakers. it shows positive politeness because the speakers explicitly apology and address someone without considering any higher level. the distinct position of the terms of address above indicates the hidden purpose by the speaker. in (a), man was used preceding the expression of apology we’re sorry. the purpose of this shift is to catch more attention from the interlocutor because of the sincerity of the speaker. it indicates that the speaker really means his word. addressing someone at the beginning make the interlocutor pays attention to the speaker. therefore, it is a strategy to assert sincere apology. in contrast with (b), the term was used after the expression of apology. when the speaker said sorry preceding the term of address man, the message of apology was not stressed because it directly asserted without something that attract attention. therefore, the quality of sincerity is considered to be lower than the preceded term of address. zero term of address in apologizing most of term of address in the whole conversation from the excerpt presented zero address term in apologizing. it caused by the setting of speech. the speech situation presented casual and informal situation where the speakers felt intimate. the intimacy does not give a gap among the member in speech group. the situation is presented in the following excerpt. mac : that's a joke! policeman : it's not a good joke. mac : okay, you know what? let's end this. i'm sorry. i rescind the complaint. you can go. no noise complaint. policeman : you know the boy who cried wolf? you're that boy. 2018. linguistic, english education and art (leea) journal 1 (2):129-142 139 it can be inferred that the use of expression correspond to respect. in intimate relationship among the speakers, respect is sometimes neglected. it happens also in the situation above. zero term of address in expressing apology indicates a low respect by the speaker upon his interlocutor. it may be caused by the age of the interlocutor which is younger than the speaker. discussion the strategy of apology and address terms applied by the character of “bad neighbors” movie can be identified through within each act of the use of both as proposed by olsthain and cohen (1983:45). meanwhile, the strategy of apology is absolutely needed by the offenders, when they perform the act of apologizing. the presence of the strategy of apology is useful to increase the effort to lessen the offense toward the offended or satisfy them. meanwhile, holmes (1992:78) considers apology as a speech act directed to the addressee‟s face need and intended to remedy an offensefor which the speaker takes responsibility, and thus to restore equilibriumbetween the speaker and addressee. furthermore, the act ofapologizing was convivial speech act, the goal of which coincides with thesocial goal of maintaining harmony between speaker and hearer (leech,1999:373). it will be useful to maintain the social harmony, which may be broken because of the past offensive act. the strategy of apology may be performed by means of an explicit apology, such as an expression of regret “i‟m sorry”, “i‟m so sorry”, and “i‟m really sorry”. address term may attach to many expressions in the conversation such as congratulating, condolence, asking and offering for help, apologizing, etc. however the use of this address term as well as the expression is bounded by the politeness strategy. politeness may reflect the level of a speaker in the society based on the social status. in the movie, bad neighbors reflected the real condition of certain society in americans‟ life. it is a reflection of american society. the movie shows how people talk, greet, joke, and express the feeling through language. since the movie genre is comedy, it can be identified how to state an apology and addressing others in humorous situation. based on finding, the movies contain informal and intimate situation with casual style. they leaned to joke with slang and taboo words. therefore, most of the address term used to address someone is applied in informal situation and to someone who considered at the similar level. it was found that the informal address term was used after and before the apologizing expression. as in look, man, i’m sorry and in 2018. linguistic, english education and art (leea) journal 1 (2):129-142 140 sorry, man the address term includes in positive politeness and direct + promise of forbearance. as reviewed in chapter ii that in positive politeness the speaker considers the interlocutor is at the similar level with him. and direct + promise of forbearance, indeed, expressed when someone also feels a close relationship with the interlocutor. furthermore, speakers learned not to address others by applying the address terms. it means they applied zero address terms in most of expression of apology with a direct apology, such as we’re sorry we called the cops, okay?. it indicates that the speaker wanted to show a more intimate relationship to the hearer when expressing apology. it can be inferred that to express apology, a speaker has to get more positive attention in saying sorry without intruding the hearer. therefore, expressing apology with positive politeness which considered an intimacy seemed to be an appropriate strategy to assert an apology. conclusion american humor in american comedy movie bad neighbors reflected a real situation in which americans speak humor in a vulgar joke forms. vulgarism and politeness are two different things but it could be analyzed to explain politeness in the informal situation presented in humorous way in a comedy movie. the findings show that most of address terms were used included as positive politeness address terms such as term of intimacy man, dude, baby, etc. related to the strategy of apologizing, they disposed to use direct apology but it did not show much difference. the use of address term also affected the purpose of apologizing. preceded position of term indicates sincerity of the speaker and may catch more attention of the interlocutor. meanwhile, a term was used after the expression of apology indicated a lower sincerity quality stated by the speaker. finally the use of address term in apologizing found in bad neighbors indicated the application of positive politeness address term in a direct apology. most of expressions of apology were expressed with zero term of address because the speakers might get a positive attention (more intimate relationship) to the hearers without treating them in imposition way. 2018. linguistic, english education and art (leea) journal 1 (2):129-142 141 references afful, j. b. a. (2006). address terms among university students in ghana. a case study. journal of language and intercultural communication, 6 (1), 76-91. retrieved from www.njas.helsinki.fi/pdf-files/vol16num2/afful.pdf. aliakbari, m & toni, a. (2008). the realization of address terms in modern persian in iran: a sociolinguistic study. linguistik online, 35 (3), 3-12, retrieved on february 15, 2016 from www.linguistik-online.net/35_08/aliakbari.pdf blum-kulka, s & olshtain, e. (1983). request and apologies: a cross-cultural study of speech act realization patterns (ccsarp). applied linguistics, 5 (3),196213, retrieved on february 15, 2016 from socling.genlingnw.ru/files/smrp/csarp%20blum-kulka.pdf brown, p. and levinson, s. (1987). politeness. retrieved from http://www.stanford.edu/tylers/notes/emoon/brown_levinson_1987_politene ss_notes_schnoebelen-pdf. cambridge university. grigsby, k . 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(n.d). direct apology strategies in chinese. retrieved on march 10 th , 2016 from https://www.kstate.edu/chinesepragmatics/apologies/2directapologystrategies.html maddux, w. (2011). culturaldifferencesinthefunction andmeaningof apologize. retrieved from http://www.faculty.insead.edu/maddux/personal documents/inculturean.apologies.pdf.france olshtain, e.& cohen, a. (1983). apology: a speech act set. in n. wolfson & e. judd (eds.), sociolinguistics and language acquisition, 18-35. rowley, ma: newbury house. quirk, r. (2014). grammatical and lexical variance in english. new york: routledge. http://www.njas.helsinki.fi/pdf-files/vol16num2/afful.pdf 2018. linguistic, english education and art (leea) journal 1 (2):129-142 142 singh, y.k. (2007). research methodology. new delhi: a.p.h. publishing company. spencer-oatey, h. (2004). culturally speaking: managing rapport through talk across cultures. london: continuum. wardaugh, r. 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(2006). pragmatik. yogyakarta: pustaka pelajar. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.2183 446 relationship of social interactions to learning outcomes english ifna nifriza stkip abdi pendidikan payakumbuh ifnanifriza87@gmail.com submit, 24-03-2021 accepted, 19-06-2021 publish, 21-06-2021 abstract this study aims to describe the relationship between social interaction and students' english learning outcomes. this study uses the correlation method. the population in this study amounted to 204 people. the sample is 32 people. sampling was taken by random cluster sampling. the results showed that the average value of students' social interaction was 64, with sufficient qualifications. the average result of learning english is 79 with suitable qualifications. therefore, there is a good relationship between student social interaction and indonesian students' learning outcomes at sma n 1 akabiluru district. the test results prove that thitung>t table (3,268>1,697). in conclusion, there is a significant relationship between social interaction and the english learning outcomes of students at sma n 1 akabiluru district. keywords: learning outcomes, relationship, social interaction introduction humans are social creatures, where a human being needs another human being. therefore, the social environment will affect a person's behavior and way of thinking. in a social climate, someone will interact, which is a reciprocal relationship. interaction is a form of socialization where humans can learn various things and shape their way of thinking. humans need interaction because, in essence, humans need other human roles in their daily life. a student's social interaction occurs at home in exchange within the family and interactions with the school's social environment, such as teachers and schoolmates. from this interaction, a student will accept things that he has not found in his social environment. the occurrence of social interaction every day between a student and a teacher and a schoolmate will influence the development of the student's personality and way of thinking, which will affect the student's learning process. good social interaction will support students in the learning mailto:ifnanifriza87@gmail.com 2021. linguistics, english education and art (leea) journal 4 (2):446-456 447 process and vice versa. less social interaction will make students difficult in the learning process. pahenra et al., (2017) state that was interacting is part of human life because there will be no social interaction process without communication. therefore, humans are required to interact socially with each other, both individually and in groups. as social beings, humans are required to interact with each other, as well as teachers with students and students with other students who take action, react and interact with each other in the learning process, both verbally (spoken and/or written words) and non-verbally (cues, attitudes, behavior). learning is a human process to achieve various kinds of competencies, skills. humans can develop their potential through learning so that humans have a higher degree than other living things, and by learning, humans can advance their civilization and culture. learning also means that humans try to make changes to adapt and adapt to their surroundings. these changes can be in the form of changes in behavior that a person gets both from the results of experiences that are carried out repeatedly or as a result of training. besides that, changes that can be seen as learning outcomes include acquiring concepts, skills, or changes in attitude (herawati, 2018). school success can be measured from the learning outcomes achieved by students at the school. student learning outcomes can be seen in the form of report cards each semester. good results are proof of student success in the learning process. likewise, bad results are evidence of student failure in learning. for example, some students have high academic scores and some students have low academic scores even though these students get the same material from the same teacher at the school. learning outcomes are changes that occur as a result of learning activities that individuals have carried out. these changes are the results that have been achieved from the learning process. thus, the results and evidence of learning can be described as changes in a person's behavior, such as from not knowing to know and not understanding (sulastri et al., 2014). irfan (2018) found a significant relationship between social interaction in the family environment and student sociology learning outcomes. as for learning outcomes, febriani & sarino (2017) argue that learning methods and learning facilities positively and significantly affect student achievement, either partially or simultaneously. these studies have discussed the effect of social interaction on student achievement outcomes and also the relationship between learning methods and learning facilities in improving student achievement. however, this study focuses on the relationship between social interaction and english learning outcomes. researchers chose to observe students' social interactions in this study 2021. linguistics, english education and art (leea) journal 4 (2):446-456 448 because social interaction is one determinant of achieving better learning outcomes. literature review social interaction is a social factor that determines student learning outcomes. what is meant by social factors here are human factors, both humans. it exists (is present) and its presence can be inferred, so it is not immediately present. the life of people or other people when someone is learning, a child who is unable to adjust to his class or cannot interact with friends and teachers during the learning process, can miss the lessons he has learned (wayan et al., 2014). according to gunawan et al., (2018), learning outcomes are the results obtained by students through assessment and measurement activities in the learning process. the learning outcomes obtained are the same because factors affect learning outcomes divided into two categories, namely internal and external factors. these two factors influence each other in the individual learning process to determine the quality of learning outcomes. internal factors include physiological factors, physiological factors related to the individual's physical condition, and psychological factors. these factors include intelligence, motivation, interests, attitudes, and talents. meanwhile, external factors include social environment and non-social environment. the social environment is the student environment in social life, such as the school environment, community environment, family environment. the non-social background includes the natural environment, the instrumental environment, and the subject matter environment. according to pahenra et al., (2017), there is a robust relationship between social interaction patterns and learning motivation. other studies have also found the same results. one of them is wahyuni's (2018) research. she states that the higher the physical fitness and social interaction of students, the higher the learning achievement of physical education and health. according to astuti et al., (2018), most students involved in organizational activities students have a relatively high level of social interaction. research method this research belongs to the type of quantitative research using the correlation method. the population in this study were students of class x sman 1 akabiluru district, amounting to 204 people. the way of the sample dancer was using a random sampling technique, amounting to 32 people. the instrument used in this study was a questionnaire distributed to students who were the research samples. this questionnaire contains questions about social interaction, amounting to 40 statements. 2021. linguistics, english education and art (leea) journal 4 (2):446-456 449 the given score is arranged based on an assessment given a range of low to high scores using a likert scale. the questionnaire used is based on a likert scale that contains many questions stating the object to be revealed. the scoring of the likert scale questionnaire used in this study refers to five alternative answers, namely: always (sl), often (sr), sometimes (kd), rarely (jr), never (tp). each is given a weight of 1 to 5 for positive answers and 5 to 1 for negative responses. furthermore, the data is entered into the pearson product-moment formula and hypothesis testing, respectively. rxy = ∑ ∑ ∑ √[ ∑ (∑ ) ][ ∑ (∑ ) ] t = √ √ finding this study will explain data about social interaction with student learning outcomes at sman 1 kec. akabiluru. after the data is collected, the researcher will discuss the research data: (1) the social interaction data will be described a. the value of social interaction, b. the average social interaction; (2) data on student learning outcomes will be described (a. the importance of learning outcomes, b, the average learning outcomes); (3) the relationship between social interactions and learning outcomes. the value of social interactions based on the research results, the scores obtained by students in filling out a questionnaire in which a total of 40 statement items were obtained the following values. table 1. value of social interaction no sample code score scores qualification 1 001 150 75 more than enough 2 002 129 65 enough 3 003 114 57 enough 4 004 129 65 enough 5 005 136 68 more than enough 6 006 118 59 enough 7 007 115 58 enough 8 008 118 59 enough 9 009 106 53 almost enough 10 010 136 68 more than enough 11 011 137 69 more than enough 12 012 118 59 enough 13 013 119 60 enough 14 014 137 69 more than enough 2021. linguistics, english education and art (leea) journal 4 (2):446-456 450 15 015 122 61 enough 16 016 119 59 enough 17 017 139 70 more than enough 18 018 128 64 enough 19 019 131 66 more than enough 20 020 132 66 more than enough 21 021 122 61 enough 22 022 140 70 more than enough 23 023 128 64 enough 24 024 128 64 enough 25 025 135 68 more than enough 26 026 122 61 enough 27 027 114 57 enough 28 028 142 71 more than enough 29 029 135 68 more than enough 30 030 129 65 enough 31 031 128 64 enough 32 032 126 63 enough amount 4081 2046 average 64 enough based on the table above, it can be seen that one student is in almost enough qualification. 19 students are in sufficient qualification, and 12 students are in more than enough qualification. overall, the qualification value of social interaction is 64, which is in sufficient capability. after the scores and scores of the students' social interactions are obtained, the scores and values are qualified by calculating the percentage scale of 10. for more details, see the following table: table 2. qualifications of social interaction no mastery rate qualification frequency percentage 1 96-100 perfect 0 0 2 86-95 very well 0 0 3 76-85 good 0 0 4 66-75 more than enough 12 37.5 5 56-65 enough 19 59,38 6 46-55 almost enough 1 3,12 7 36-45 less 0 0 8 26-35 very less 0 0 9 16-25 bad 0 0 10 0-15 very bad 0 0 amount 32 100 based on the table, it can be concluded that more than enough qualifications were obtained by 12 people with a percentage of 37.5%, enough qualifications were obtained by 19 people with a rate of 9.375%, and one person got almost enough qualifications with a portion of 3.125%. 2021. linguistics, english education and art (leea) journal 4 (2):446-456 451 average value of social interaction after the value of social interaction is obtained, the average value can be found using the means formula. the following can be seen as the distribution of social interaction values. table 3. distribution of social interaction values x f xf 53 1 53 57 2 114 58 1 58 59 4 236 60 1 60 61 3 183 63 1 63 64 4 256 65 3 195 66 2 132 68 4 272 69 2 138 70 2 140 71 1 71 75 1 75 amount 32 2046 average 64 based on the data above, it can be seen that the average value of student social interactions is 64, with sufficient qualifications. the value of learning outcomes the score that will be converted into a score is the raw score on learning outcomes. the value of each sample for learning outcomes can be seen in the following table. table 4. value of learning outcomes no sample code scores qualification 1 001 90 very well 2 002 88 very well 3 003 70 more than enough 4 004 70 more than enough 5 005 90 very well 6 006 75 more than enough 7 007 77 good 8 008 68 more than enough 9 009 77 good 10 010 87 very well 11 011 82 good 12 012 62 enough 2021. linguistics, english education and art (leea) journal 4 (2):446-456 452 13 013 75 more than enough 14 014 82 good 15 015 77 good 16 016 74 more than enough 17 017 70 more than enough 18 018 70 more than enough 19 019 78 good 20 020 64 enough 21 021 84 very well 22 022 88 very well 23 023 85 good 24 024 83 good 25 025 84 good 26 026 84 good 27 027 70 more than enough 28 028 83 good 29 029 84 good 30 030 84 good 31 031 85 good 32 032 78 good amount 2518 average 79 enough based on the table above, it can be seen that five students got excellent qualifications, 16 students got good stuff, nine students got more than enough qualifications, and two students got enough qualifications. overall the value of the students' indonesian learning outcomes is 79 with good capabilities. furthermore, the value is qualified by calculating a percentage scale of 10. for more details, see the following table: table 5. qualifications of learning outcomes no mastery level qualification frequency percentage 1 96-100 perfect 0 0 2 86-95 very well 5 15,63 3 76-85 good 16 50 4 66-75 more than enough 9 28,12 5 56-65 enough 2 6,25 6 46-55 almost enough 0 0 7 36-45 less 0 0 8 26-35 too little 0 0 9 16-25 bad 0 0 10 0-15 very bad 0 0 amount 32 100 based on the table above, it can be concluded that five people with a percentage of 15.63% get excellent qualifications, 16 people with a share of 50% get good capabilities, nine people with a portion of 28.12% earn more than enough qualifications, and two people with a percentage 6.25% get the good stuff. 2021. linguistics, english education and art (leea) journal 4 (2):446-456 453 average learning outcomes furthermore, student scores are entered into the distribution table as follows: table 6. distribution of average value x f xf 62 2 124 64 1 64 68 1 68 70 1 70 74 1 74 75 2 150 77 6 462 78 1 78 82 1 82 83 1 83 84 1 84 85 1 85 87 2 174 88 3 264 90 3 270 amount 32 2518 average 79 based on the table above, it can be seen that the average score of students' english learning outcomes is 79 with suitable qualifications. relationship between social interaction and english learning outcomes the author uses the product-moment correlation to determine the relationship between students' social interactions and the learning outcomes of indonesian students at sma n 1, akabiluru district. student social interaction data as variable x and data on english learning outcomes as variable y. the value data of each variable is entered in the following table. table 7. correlation of student social interactions with english learning outcomes no. x y x2 y2 xy 1 75 90 3481 8100 6750 2 65 88 3600 7744 5720 3 57 70 4761 4900 3990 4 65 70 3721 4900 4550 5 68 90 4624 8100 6120 6 59 75 3481 5625 4425 7 58 77 3364 5929 4466 8 59 68 3481 4624 4012 9 53 77 2809 5929 4081 10 68 87 4624 7569 5916 11 69 82 4761 6724 5658 12 59 62 3481 3844 4832 2021. linguistics, english education and art (leea) journal 4 (2):446-456 454 13 60 75 3600 5625 4500 14 69 82 4761 6724 5658 15 61 77 3721 5929 4697 16 59 74 3481 5476 4366 17 70 70 4900 4900 4900 18 64 70 4096 4900 4480 19 66 78 4356 6084 5148 20 66 64 4356 4096 4224 21 61 84 3721 7056 5124 22 70 88 4900 7744 6160 23 64 85 4096 7225 5440 24 64 83 4096 6889 5312 25 68 84 4624 7056 5712 26 61 84 3721 7056 5124 27 57 70 3249 4900 3990 28 71 83 5041 6889 5893 29 68 84 4624 7056 5712 30 65 84 4225 7056 5460 31 64 85 4096 7225 5440 32 63 78 3969 3969 4914 amount 2046 2518 131582 199958 161600 table 8. hypothesis test for social interaction with learning outcomes r tcount n-2 ttable p 0.05 0.512 3,268 32 1.697 based on the table data above, it can be concluded that there is a good relationship between students' social interaction and the english learning outcomes of sma n 1 students in akabiluru district. discussion in everyday life, humans cannot be separated from social interaction. social interaction is a relationship between two or more individuals, where the behavior of one individual affects, changes, or improves the behavior of another individual or vice versa. in other words, social interaction is the process by which people act on or respond to others in a reciprocal manner (rahmawati & yani, 2014). the results of data analysis showed that the average value of learning outcomes was 79, with suitable qualifications. therefore, it can be concluded that there is a significant relationship with a good level of connection between students' social interactions and students' english learning outcomes at sma n 1 akabiluru district. it means that the higher the level of students' social interaction, the better learning indonesian results will be. 2021. linguistics, english education and art (leea) journal 4 (2):446-456 455 the results of this study are in line with and support each other with theoretical studies, which state that there is a positive and significant relationship between social interaction and learning outcomes. nita (2019) revealed a meaningful relationship between learning creativity and indonesian language learning outcomes. in line with this, hendrisman (2020) also stated that students' family background is related to the results of learning indonesian. the better the family background of the students, the better the results of learning indonesian. according to tasilah et al., (2016), there are various ways of interacting between family members in the family, especially social interaction between parents and children. social interactions in different families can be a determinant of children's learning achievements because, directly or indirectly, forms of social interaction in the family can affect children's learning process in the family environment and the school environment. if social interaction goes well, there will be a harmonious collaboration. as a result, there is calm and can create a high concentration of learning in the child's self, which in the end the learning process will run smoothly and the results achieved will be maximized. in addition, according to ruswanto (2017), student learning methods and student attitudes also affect students' learning achievement in indonesian. similar results were also found by nurmiati (2017) that there is a relationship between learning methods and learning motivation and student biology learning outcomes. conclusion there is a significant relationship between students' social interactions and the english learning outcomes of students at sma n 1 akabiluru district. references astuti, p. d., hadiwinarto, h., & sholihah, a. 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(2018). memahami proses belajar anak. jurnal uin ar-raniry banda aceh, 4(1), 27–48. https://jurnal.arraniry.ac.id/index.php/bunayya/article/download/4515/2974 2021. linguistics, english education and art (leea) journal 4 (2):446-456 456 hendrisman, h. (2020). latar belakang keluarga terhadap hasil belajar bahasa indonesia. jurnal kibasp (kajian bahasa, sastra dan pengajaran), 3(1), 308–319. https://doi.org/https://doi.org/10.31539/kibasp.v3i2.1099 irfan, i. (2018). hubungan interaksi sosial keluarga dengan hasil belajar sosiologi di sma negeri 1 kota bima tahun pembelajaran 2010/2011. edusociata jurnal pendidikan sosiologi, 2(1), 8–16. https://doi.org/10.33627/es.v2i1.61 nita, o. (2019). hubungan kreativitas dengan hasil belajar bahasa indonesia. jurnal kibasp (kajian bahasa, sastra dan pengajaran), 3(1), 92–103. https://doi.org/https://doi.org/10.31539/kibasp.v3i1.903 nurmiati, n. 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(2018). pengaruh kebugaran jasmani dan interaksi sosial terhadap prestasi belajar penjasorkes siswa kelas tinggi sd i donotirto kretek bantul. ideguru: jurnal karya ilmiah guru, 3(1), 73-84. https://jurnaldikpora.jogjaprov.go.id/index.php/jurnalideguru/article/view/45 linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1954 317 an analysis of figurative language in ariana grande’s album “thank u, next” deni arnita hulu1 universitas prima indonesia elia nova br.sembiring2 universitas prima indonesia natalia widya pasca tarigan3 universitas prima indonesia deniarnitahulu98@gmail.com1 submit, 10-01-2021 accepted, 12-02-2021 publish, 12-02-2021 abstract this study analyzes the figurative language (simile, metaphor, personification, hyperbole, symbol, irony and idiom) in the song lyrics. this study also aims to determine the most dominant type of figurative language and then to identify the themes of the twelve songs in the song lyrics of ariana grande's album "thank u next." this study used descriptive qualitative research. from the results of the analysis, the researcher found that were 73 data using figurative, nine data for simile (12.32%), 17 data for metaphor (23.28%), eight data for personification (10.95%), 10 data for hyperbole (13.69%), nine data for symbols (12.32%), four data for irony (5.47%), and 16 data for idioms (21.91%). the most dominant is a metaphor. the themes contained in each song are denial for the song imagine, needed for the song needy, space for the song nasa, pretend for the song bloodline and fake smile, rebound relationship for the song bad idea, relationship for the song makeup, brief and regret for the song ghost in, misinterpreted for the song in my head, friendship for the song 7 rings, empowerment and self-love for the song thank u next, and self-love for the song break up with your girlfriend, i'm bored. keywords: figurative language, song, theme introduction listening is one of the crucial skills in english, with listening humans can communicate with each other, from this communication will get information. listening to songs is one way that can be used to improve english language skills. according to underwood (1989), a simplified definition of listening becomes the activity of paying attention and getting meaning from something heard. listening https://doi.org/10.31539/leea.v4i2.1954 mailto:deniarnitahulu98@gmail.com1 2021. linguistics, english education and art (leea) journal 4 (2):317-327 318 to songs is fun. especially when the listener knows what the song means, the listener can feel or appreciate the song. usually, when listening to songs, we will look for the song's lyrics' meaning, especially when listening to english songs. but sometimes, there are one or two words or more that will have a different purpose if translated. to make a song, usually, a songwriter takes a few days or maybe several months to make a song with interesting lyrics. the lyrics of the song are the outpouring of the songwriter's heart. to beautify and make the verses enjoyable, the writer will use figurative language. according to yastanti et al., (2018), a characteristic in writings to delivering to the public by the writer. expressing figurative language, people will use their imagination to imagine and think about the meaning behind the lyrics. this research is also beneficial for learners interested in english, considering that learning english can be done in school. learning english can also be done by watching movies and listening to songs. sometimes, listeners discover new vocabulary and don't understand its meaning in each of the lyrics. this difficulty becomes a misunderstanding between the listeners and the writer. this research will make it easier for every listener to understand and enjoy the song and increase knowledge in understanding figurative language. first, figurative language is used in the one-way album all night long by fitria (2018). in this study, there are six types of figurative language in the one direction album entitled up all night, namely repetition, parallelism, personification, metaphor, simile, and hyperbole. the dominant type of figurative language used is repetition in 50 lyrics, both anaphora and epiphora. second, the figurative language in dark horse song lyrics by katy parry by siska (2019). in this study, the lyrics of the song "dark horse" by katy parry contained 13 sentences covering three types of figurative language: simile, personification, and hyperbole. based on the research results, song lyrics that are dominated by hyperbole have an effect that cannot be expressed literally for both the listener and the reader. third, the use of songs to increase students' interest in listening. according to yulianto (2017), in his research, he found that using songs to improve their listening ability in a fun way and not make students feel bored. the last one is meaning of figurative language concerning four iron maiden songs by daniswara et al., (2016). this research found several figurative languages in the song, and the meaning used for it analyzing figurative language that is found is conceptual, connotative, and affective meaning. in this study, the researcher presents an analysis of figurative language and the theme in ariana grande album ” thank u, next”. the reason researchers researched the songs contained in ariana grande's album “thank u next,” because according to caulfield (2019), the song has occupied several positions on 2021. linguistics, english education and art (leea) journal 4 (2):317-327 319 the billboard hot 100 chart, so the song 7 ring occupies the first position on the billboard hot 100 chart for eight weeks, the next thank u song occupies position one on the billboard hot 100 chart for three weeks and is in 2nd place for four weeks, besides that there is also a breakup song with your boyfriend, i'm tired of placing 3rd on the billboard hot 100 chart, this indicates that many music fans like the songs from the album, "thank you, next." in the album ariana grande, thank u next, there are 12 songs and entitled imagine, needy, nasa, bloodline, fake smile, bad idea, makeup, ghost in, in my head, 7 rings, thank u, next, break up with your girlfriend i'm bored. this research can help listeners of ariana grande's song find out what the songwriters' figurative language means. literature review figurative language figurative language is the language or word used to convey something to the reader or listener but does not describe or represent the true meaning. according to ratna (2017), figurative language is another way to say something other than the usual way of making speech more beautiful. figurative language is usually used to beautify words, to describe a specific impression or atmosphere such as lonely, busy, romantic, etc. figurative language has many types, but in this study, the researcher focused on seven types of figurative language (simile, metaphor, personification, hyperbole, symbol, irony and idiom). the simile is a part of figurative language that compares two different things but is considered to have similarities and uses conjunctions. according to syafitri & marlinton (2018), the simile is comparing two essentially unlike things. simile describes how something is like another and creates it by using the conjunctions "like" and "as." metaphor is explaining or describing one thing to something else directly but still having the same meaning. according to lukmana et al., (2019), metaphor is used to compare two things indirectly without showing similarities in words. metaphors and simile are used to make a comparison, but they are not the same thing. metaphors say something is something else, while simile states something like something else. personification is a speech figure that gives human nature to an object as if it can behave like humans. according to fitria (2018), personification is giving animals, objects, and human nature to act and do things like humans. human nature is transferred to non-human things or creatures, including behavior, character, physical characteristics, feelings and thoughts. hyperbole is a figure of speech that states something excessively. according to fitria (2018), hyperbole is an intentional exaggeration or 2021. linguistics, english education and art (leea) journal 4 (2):317-327 320 overstatement, or comic effect. state or exaggeratedly conveying something so that sometimes it doesn't make sense. the words used look dramatic. the symbol is a picture or shape of an object that represents an idea. according to perrine (1974), the symbol may have roughly defined as something that means more than what it is. the symbols used in this speech figure are usually easy to understand and already familiar to the listener or reader, such as symbols of animals, objects, plants and models. the irony is a figure of speech that conveys something with the opposite meaning. according to partington (2007), the irony is a speech mode in which the purpose is contrary to the word. the irony is like satire because it contains contradictory or inversely proportional statements to the existing reality. the idiom is a combination of words that forms a new meaning and has no relationship with the p r i m a r y forming name. according to setiawati & maryani (2018), the idiom is words or expressions that cannot be translated as original or literally. the idiom's meaning does not come from the terms that form it but is created after the words are combined. song songs are poems with other melodies and tones, so they are pleasant to hear. nowadays, listening to music is an activity that is very popular with many people. sometimes people fill their spare time by listening to music. according to setiawati & maryani (2018), the song is one of the literature shown by sung and accompanied by musical instruments. theme the theme of a song is a description of the content of the song, according to hornby (2000), the subject or main idea in a lecture, written work, or work of art. not infrequently, when someone wants to listen to a song, he will find out the theme in the song. biography of ariana grande ariana grande is an american singer, born on july 26, 1993. she is known for her long ponytail and very seductive voice. according to sushmita (2019), she was named the second musician after the beatles successfully occupied the top three positions on the billboard hot 100 music chart. this achievement was achieved thanks to three songs by ariana grande, namely 7 rings, which has topped the billboard hot 100 for a month. followed by her hit song, break up with your girlfriend, i'm bored, came in second, and thank u, next came in third. 2021. linguistics, english education and art (leea) journal 4 (2):317-327 321 ariana grande's music video received 10 billion views. according to bela (2019), on ariana grande's third album, she was certified platinum by the riaa, the time magazine ariana grande, the most influential person in the world. research method this research has been conducted using descriptive qualitative research. this study intends to analyze figurative language in ariana grande’s album “thank u next." this method will be carried out by selecting theories such as figurative language and sources taken from the relevant text, journals, and books that support figurative analysis. the data are derived from the figurative language found in ariana grande’s album “thank u, next." the writer is collected the data by using the following procedure. take the lyrics song of ariana grande’s album “thank u next” from azlyrics.com. reading ariana grande’s album “thank u next” lyrics song and finding out the figurative language related to the study's subject. finding out the theme conveyed in each p i e c e on the album ariana grande "thank u next." the data are analyzed using the following procedures: classifying the seven types of figurative language: simile, metaphor, personification, hyperbole, symbol, irony, and idiom understatement from lyrics song of ariana grande’s album “thank u next." finding out the theme conveyed in each piece on the album ariana grande "thank u next." counting the seven types of figurative language used in the lyrics song of ariana grande’s album “thank u next." converting each type of figurative language's frequency into percent, then finding out the most dominant type of figurative language from the lyrics song as a result. and the last conclusion the based on the results found. to converting the frequency to percent, as following: 𝑥 = 𝑓 𝑛 × 100% where: x= percentage of the obtained figurative language f=frequency of each type of figurative language n= the total number of all figurative language findings after analyzing seven types of figurative language, namely; simile, metaphor, personification, hyperbole, idiom, symbol, and irony in ariana grande’s album “thank u, next” the researcher presented the percentage of each type. it can be seen on the table as follow: 2021. linguistics, english education and art (leea) journal 4 (2):317-327 322 tabel 1. the percentage of figurative language in each song no. song types of figurative si me p h s ir id 1 imagine 2 2 2 needy 2 4 5 3 nasa 2 9 1 5 1 1 4 bloodline 5 fake smile 1 1 6 bad idea 7 makeup 1 8 8 ghostin' 2 1 1 9 in my head 3 4 1 10 7 rings 4 2 3 2 1 11 thank u 1 1 1 12 break up 1 total 9 17 8 10 9 4 16 percentage (%) 12,32 23,28 10,95 13,69 12,32 5,47 21,91 abbreviation: si = simile me=metaphor p=personification h=hyperbole s=symbol ir=irony id=idiom in this, the researcher presents some data from the types of figurative language and theme of each song in ariana grande's thank u next album, which will prove the researcher's work. table 2. figurative language and theme no song data data analysis thema 1 imagine 1: drip-dripdripped in gold in this lyric which figurative language is used as a metaphor. drip-drip dripped in gold has the real intention of expressing selfconfidence. in this song, the writer tells about the beautiful images in a previous relationship and refuses to admit that it has ended. and the theme for "imagine" is denial. 2 needy 2: if you take too long to hit me back hit me in the lyric of this song has a different meaning from the actual sense, the importance of the song's thought is contact me, which means the lyrics are called an idiom. needy is spoiled and always wants to be noticed in a relationship. this song conveys that there is a feeling of "needed" in a relationship and the biggest mistake in a relationship is pretending not to need each other. 2021. linguistics, english education and art (leea) journal 4 (2):317-327 323 and the theme for"needy" is required. 3 nasa 3: give you the whole world, i need space. in the line, give you the whole world called hyperbole. songwriters exaggerate how the characters in a song want to be described to their listeners, and then i need space, which means that the girl needs time for a while. it is called a metaphor. nasa “national aeronautics and space administration” the us government agency responsible for space exploration. this song tells about someone in a relationship who wants time alone without his partner. the theme of “nasa” is space. 4 bloodline there is no figurative found from this song. this song tells of someone who just wants to "have fun" without the commitment to a relationship and doesn't want that guy in her bloodline. the guy doesn't love her but is more attached to a "just for show" relationship. the theme is pretend. 5 fake smile 4: fuck a fake smile, smile in these lyric, the word fuck shows a symbol of hatred for a fake smile. being a celebrity who must always appear happy in public. in this song, the writer says that she no longer has to bother pretending to be happy to please others. the theme of “fake smile” is pretend. 6 bad idea there is no figurative found from this song. in this song, it is told that someone is in a relationship with someone just to numb the pain. the theme of “bad idea” is rebound relationship. 7 makeup 5: highlight of my life, just like fenty beauty kit. this lyric is called a simile. fenty beauty kit is a trendy label for various types of makeup. in this glance, the writer this song tells of a couple who quarrel and find a way out. the theme of "makeup" is relationship. 2021. linguistics, english education and art (leea) journal 4 (2):317-327 324 equates the highlights of his life with the makeup label 's popularity. 8 goshtin 6: heaving tears, a rain parade from hell (from hell) a rain parade from hell parable of deep sorrow and a rain parade from hell also has the meaning of exaggerating. this lyric has two types of figurative language, namely metaphor and hyperbole. this song is about feeling bad for someone you are with because you love someone else. the theme of "ghostin” is grief and regret. 9 in my head 7: caught in the moment, tangled up in your sheets in this song, there are idioms and personifications "tangled up in your sheets." the idiom is tangled up, and the personification is explained by the sheets that can become tangled up. this song is about being in love with a version of somebody you've created in your head-falling for someone they are not. the theme of "in my head" is misinterpreted. 10 7 rings 8: girls with tattoos who like getting in trouble in this lyric, it's called simile, which means that the girls who use the tattoo s always involved in the problem. this song tells how the writer got up after his relationship ended by having fun with his friends. the theme of "7 rings" is friendship. 11 thank u, next 9: cause she grew from the drama in this song, figurative language is found, namely irony, the lyric in this song mean a girl whose life is full of drama. for example, when there are small problems, she makes them seem big and difficult to pass. in this song, the writer talks about his exes, who have taught him valuable life lessons. the theme of "thank u, next" is empowerment and self-love. 12 break up with your girlfriend, i’m bored 10: you’re singin’ my songs in the streets, yeah, yeah the lyrics of the song called irony mean slap to haters, who say that they don't like the song, but always playing the song. in this song, the writer argues that she is better off dating herself and loving herself than a guy. the theme of "break up your girlfriend, i'm bored" is selflove. 2021. linguistics, english education and art (leea) journal 4 (2):317-327 325 discussion figurative language is a method used by people to convey their intentions indirectly. this research, relevant to the edyawati et al., (2016) figurative language in adele's selected song lyrics, found the most dominant type of figurative language in song is a metaphor. another relevant research is nursolihat & kareviati (2020), an analysis of the figurative language used in the lyric of “a whole new world” by zayn malik and zhavia ward, the researcher found that the most figurative language in song is a metaphor. another relevant is permatasari et al., (2015) analysis of figurative language in the song lyrics in rainbows. the researcher found that metaphor is the most frequent type of figurative language used between its three lyrics. the theme of the three-song lyrics is disappointment, depression, love, and sadness. based on the relevant research, the table above shows that the most figurative language is a metaphor, which is 17 out of 73 total frequency. it means that the percentage of metaphor appears in album thank u next song lyrics is 23,28%. the second is an idiom, which is 16 lyrics out of 73 total frequency, it means that the percentage of idiom appears in album thank u next song lyrics is 21,91%. the third type is hyperbole, which is ten lyrics out of 73 total frequency, which means that the percentage of hyperbole in appears of the poems in the album thank u next song lyrics is 13,69%. the fourth type is simile with nine lyrics out of 73 total frequency, which means that the percentage of simile appears of the lyrics in album thank u next by ariana grande song lyrics is 12,32%. the fifth type is the symbol with nine lyrics out of 73 total frequency, which means that the percentage of irony appears of the lyrics in the album thank u next by ariana grande song lyrics is 12,32%. the sixth type is personification, with eight lyrics out of 73 total frequency. the percentage of personification that appears in the lyrics of the album thank u next song lyric is 10,95%. the last type is irony with four lyrics out of 73 total frequency, which means that the percentage of personification appears of the lyrics in the album thank u next song lyrics is 5,47%. conclusion after analyzing the use of figurative language in the album thank u next by ariana grande, the researchers conclude as follow: 73 data were using figurative, 9 data for simile, 17 data for metaphor, 8 data for personification, 10 data for hyperbole, 9 data for symbols, 4 data for irony, and 16 data for idioms. the most dominant type of figurative language on ariana grande thank u next album is a metaphor. the total number is 17 lyrics. the themes contained in each song are denial for the song imagine, needed for the song needy, space for the song nasa, pretend for the song 2021. linguistics, english education and art (leea) journal 4 (2):317-327 326 bloodline and fake smile, rebound relationship for the song bad idea, relationship for the song make up, brief and regret for the song ghostin, misinterpreted for the song in my head, friendship for the song 7 rings, empowerment and self-love for the song thank u next, and self-love for the song break up with your girlfrend, i'm bored. references bela, b. (2019). ariana grande, thank u, next mendapatkan platinum dari riaa. https://www.indozone.id/music/r8s847/ariana-grande-thank-u-nextmendapatkan-platinum-dari-riaa/read-all caulfield, k. (2019). ariana grande’s “thank u, next” spends second week at no. 1 on billboard 200 albums chart. https://www.billboard.com/articles/business/chart-beat/8499722/arianagrande-thank-u-next-album-spends-second-week-at-no-1-on-billboard200-chart daniswara, r., winaya, i. m., & parthama, i. g. n. (2016). meanings of figurative language with reference to four iron maiden songs. humanis, 17(2), 241–247 edyawati, s., rufinus, a., & suhartono, l. (2016). figurative language in adelea's selected song lyrics. jurnal pendidikan dan pembelajaran khatulistiwa, 5(7), 1-12 fitria, t. n. (2018). figurative language used in one direction’s album entitled up all night. elite: english and literature journal, 5(1), 69-79 hornby, a. s. (2000). oxford advanced learner’s dictionary. oxford: oxford university press lukmana, d., rosa, r. n., & marlina, l. (2019). an analysis of metaphor in the lyrics of selected minangkabaunese songs. english language and literature, 8(3), 202-211 nursolihat, s., & kareviati, e. (2020). an analysis of figurative language used in the lyric of "a whole new world" by zayn malik and zhavia ward. project (professional journal of english education), 3(4), 477–482. http://dx.doi.org/10.22460/project.v3i4.p477-482 partington, a. (2007). irony and reversal of evaluation. journal of pragmatics, 39(9), 1547-1569 permatasari, l. t., winaya, i. m., & rahayuni, n. k. s. (2015). analysis of figurative language in the song lyrics in rainbows. humanis, 16(2), 90– 94 perrine, l. (1974). structure, sound, and sense. new york: harcoury brace jovanovich: inc ratna, a. p. (2017). an analysis of figurative language found in katy perry’s song entitled “firework.” lingua scientia, 24(2), 45–58. http://dx.doi.org/10.23887/ls.v24i2.18799 setiawati, w., & maryani, m. (2018). an analysis of figurative language in taylor swift’s song lyrics. project (professional journal of english education), 1(3), 261–268. http://dx.doi.org/10.22460/project.v1i3.p2612021. linguistics, english education and art (leea) journal 4 (2):317-327 327 268 siska, m. (2019). the figurative langauge in dark horse song lyrics by katy parry. proceedings of eeic, 2, 191-197 sushmita, c. i. (2019). ariana grande imbangi rekor the beatles. solopos.com syafitri, d., & marlinton, m. (2018). an analysis of figurative language used in edgar allan poe’s poems. linguistic, english education and art (leea) journal, 2(1), 43–59. https://doi.org/10.31539/leea.v2i1.453 underwood, m. (1989). teaching listening. boston: addison-wesley longman ltd yastanti, u., suhendar, j., & pratama, r. m. d. (2018). figurative language in song lyrics of linkin park. progressive journal, 13(2), 95–106 yulianto, y. (2017). the use of song to incrate students interest in listening class. ciit journal, 2(1), 153-157 figurative language song theme biography of ariana grande linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.2255 457 directive illocutionary acts in me before you movie ayu oktaviani 1 stkip-pgri lubuklinggau dewi syafitri 2 stkip-pgri lubuklinggau syafrizal 3 stkip-pgri lubuklinggau damerayu13@gmail.com 1 submit, 21-04-2021 accepted, 24-06-2021 publish, 25-06-2021 abstract this study aims to know the types of directive illocutionary act dominantly used in me before you. the researcher used quantitative and qualitative methods to describe and analyze the most dominant illocutionary act in me before you. the result showed that there are six types of illocutionary acts that are used in this movie. there are advising (36%), commanding (24.5%), requesting (22%), admonishing (10%), urging (5%) and ordering (2.5%). in conclusion, the me before you movie contained all types of illocutionary acts. keywords: directive, illocutionary act, movie introduction people can not live life alone in the world without someone else help. people need to interact with each other and communicate in society. communication among people in the community is crucial. communication occurs in every aspect of human life, such as politics, economy, culture, and society. according to alawiyah & santoso (2020), language is a tool for communicating forms of verbal communication used by humans to communicate and convey their intentions, as written language and spoken language. communication is the process of transferring or delivering the information from the speaker to the listener. in communication, people use language to communicate and provide information to the listener. language is the primary communication system for the human species (rina, 2017). mailto:damerayu13@gmail.com 2021. linguistics, english education and art (leea) journal 4 (2):457-462 458 in english, the utterances are commonly given more specific instruction and action, such as to request, invitation, complaint, compliment, promise, or apology. according to fadilah (2019), the acts when the speaker says something is called speech acts. there are kinds of speech acts. they were locutionary act, illocutionary act and perlocutionary act. the speech also has some types of utterances. they are declarative, commission, expressive, representative, and directive. alawiyah & santoso (2020) stated that pragmatics is a branch of linguistic science that discusses the structure of language as a communication tool between speakers and listeners and refers to the signs of language being discussed. in this research, the researcher focussed on a directive illocutionary act. the researcher is interested in analyzing the speech act, especially in directive illocutionary acts. speech acts can be found in conversation. the phenomenon examines the meaning of speakers, context, spoken, meanings communicated or communicated by speaker, and forms of expression according to the social distance that limit the participants involved in conversations, conversation in movie or dialogue and dialogue in a film. the movie can be an excellent example of a directive illocutionary act because the film contains so much conversation among the characters. there are so many kinds of the movie such as romance, cartoon, action, etc. researchers will examine romance films and one of the famous romance films is the film me before you. it was released on may 23, 2016, in new york, with about 110 minutes. the film is directed by thea sharrock. literature review actions performed via utterance are generally called speech acts and, in english, are commonly given more specific labels, such as apology, complaint, compliment, invitation, promise, or request. in linguistic, a speech act is an utterance defined in terms of a speaker's intention and its effect on the listener. essentially, it is the actions that the speaker hopes to provoke in their audience. speech acts might be requests, warnings, promises, apologies, greetings, or directions (safitri & utomo, 2020). according to speech act can be divided into three types. they are the locutionary act, illocutionary act and perlocutionary act. wulandari et al., (2015) stated that a speech act could be categorized into five types, namely: (a) representative is a speech act that binds the speaker to the truth on what he has said (tells something true), for example, stating, reporting, showing, and mentioning; (b) a directive is a speech act carried out by the speaker with the intention that the listener can take action mentioned in his speech (asking the listener to do something the speaker wants), for example, telling, pleading, 2021. linguistics, english education and art (leea) journal 4 (2):457-462 459 demanding, suggesting, challenging; (c) commisive is a speech act that is done with the intention that the words are interpreted as an evaluation of the things mentioned in the utterance (assessing), for example, praising, saying thank you, criticizing, complaining; (d) expression is a speech act that binds the speaker carried out what is stated in his words (emphasizing certainty), for example promising, swearing, and threatening; (e) declarative is a speech act that the instructor performs to create something (status, circumstances and so on) that is new or changes the world, for example, deciding, canceling, prohibiting, allowing, and forgiving. according to kartika (2017), a movie contained a series of photographic stories that resulted in the illusion of movement and action in real life. a movie is a text containing a string of photographic stories that resulted in the illusion of motion and action in real life. the movie is one of the essential things entertaining the audiences because the movie gives the audio and the visual, which are the unique point of the movie. nowadays, there are so many kinds of movies such as action, cartoon, anime, action, romance, drama, etc. research method the study applied mixed methods. the purpose of mixed methods research is to build on the synergy and strength that exists between quantitative and qualitative research methods to understand a phenomenon more fully than is possible using either quantitative or qualitative methods alone. the researcher used both qualitative and quantitative approaches to analyze the data. qualitative research is applied to analyze the data in the form of the text in the movie script and quantitative analysis is used to count the percentage of speech acts used to conclude which speech acts are dominantly used in the me before you movie. the methodology in collecting the data used documentary research. it is conducted when the sources are notes, transcriptions, books, novels, newspapers, magazines, or short stories. step in analyzing the data are: 1) watching the movie, in this step the researcher watch in several times; 2) choosing the illocutionary directive acts on the script; 3) analyzing and classifying the utterances from the script such as advising, admonishing, commanding, ordering, etc.; 4) counting the most dominant types of directive illocutionary acts that uttered in me before you movie script by using this formula: x= where: x = the percentage of the obtained items f = the total illocution functions of each type n = the total illocution functions from all types 2021. linguistics, english education and art (leea) journal 4 (2):457-462 460 finding there are five-six types of directive illocutionary acts. they are: advising, admonishing, commanding, dismissing, ordering, urging and requesting acts. the directive illocutionary acts found in the me before you movie are presented in the following table: table 1. the percentage of types of directive illocutionary acts used in me before you movie no. directive illocutionary amount percentage (%) 1. admonishing 4 10% 2. advising 15 36% 3. commanding 10 24.5% 4. ordering 1 2.5% 5. requesting 9 22% 6. urging 2 5% total 41 100% the table above showed the percentage of types of directive illocutionary acts used in the me before you movie. the analysis of speech acts shows that the highest of directive illocutionary acts produced in me before you movie is advising. it consists of 15 utterances(36%), followed by commanding, consisting of 10 statements (24.5%). after that, it followed by requesting consist of 9 utterances (22%). admonishing consists of 4 utterances (10%). urging consist of 2 utterances (5%) and the lowest is ordering, it consists of 1 utterance (2.5%). discussion the researcher found 41 utterances that contained directive illocutionary acts. there are fifteen times used advising, ten times used commanding, nine times used requesting, four times used admonishing, two times used urging, and one time used to order. the researcher also found that the most dominant illocutionary act in this movie is advising, which consists of fifteen times. the researcher found there are six types of utterances illocutionary acts that are used in this movie. communication activities are activities for humans to express themselves, convey information, ideas, and emotions through word symbols. from time to time, humans face social problems whose solutions involve communication activities that are carried out in a better way. the use of language in communicating by taking into account the interlocutor's factors, situations, or circumstances, and the topic of conversation is intended to achieve specific goals (k et al., 2017). an utterance serves to say or inform something. besides that, it can also be used to do something. events like this can form speech acts which are usually 2021. linguistics, english education and art (leea) journal 4 (2):457-462 461 called illocutionary acts. the illocutionary act is referred to as the act of doing something. illocutionary acts are what the speaker wants to achieve when he says something and can act as stating, promising, apologizing, threatening, predicting, ordering, asking, and so on (sagita & setiawan, 2020). according to apriastuti (2017), in creating meaningful communication, knowledge of language alone is not enough, but situational and context factors in language use must be supported. speech act or speech act is an entity that is central in pragmatics, so that it is essential in pragmatics. speech acts are the basis for analyzing other pragmatic topics such as presuppositions, cooperative principles, and politeness principles. in a speech event, the speaker must hope that the interlocutor can understand what is being communicated. for this reason, speakers always try to be relevant to the context, clear, easy to understand, solid, concise, not deviating from the problem so as not to waste time from the other person. conclusion me before you movie contained all types of illocutionary acts. they are advising, commanding, requesting, admonishing, urging and ordering. references alawiyah, n., & santoso, i. (2020). speech act analysis of dr. zakir naik’s speech on youtube channel entitled: does god exist. project (professional journal of english education), 3(6), 757–770. https://doi.org/10.22460/project.v3i6.p757-770 apriastuti, n. n. a. a. (2017). bentuk, fungsi dan jenis tindak tutur dalam komunikasi siswa di kelas ix unggulan smp pgri 3 denpasar. jurnal ilmiah pendidikan dan pembelajaran pps universitas pendidikan ganesha, 1(1), 38–47. http://dx.doi.org/10.23887/jipp.v1i1.11960 fadilah, n. (2019). analisis tindak tutur dalam ceramah kh anwar zahid. sarasvati, 1(2), 43–53. https://doi.org/10.30742/sv.v1i2.739 k, w. n., nurjamilah, a. s., & ertinawati, y. (2017). analisis tindak tutur pemasar asuransi kepada nasabah ditinjau dari perspektif pragmatik. jurnal siliwangi, 3(2), 263–269. https://doi.org/10.37058/jspendidikan.v3i2.351 kartika, p. c. (2017). rasionalisasi perspektif film layar lebar beradaptasi karya sastra. jurnal pena indonesia, 2(2), 142–158. https://doi.org/10.26740/jpi.v2n2.p136-150 rina, d. (2017). bahasa sebagai cermin kebudayaan. jurnal tarbiyah, 24(2), 226–245. http://dx.doi.org/10.30829/tar.v24i2.167 safitri, a. n., & utomo, a. p. y. (2020). analisis tindak tutur direktif pada ceramah ustadz abdul somad edisi tanya jawab kajian musawarah bersama artis hijrah. estetik : jurnal bahasa indonesia, 3(2), 119– 134. https://doi.org/10.29240/estetik.v3i2.1613 2021. linguistics, english education and art (leea) journal 4 (2):457-462 462 sagita, v. r., & setiawan, t. (2020). tindak tutur ilokusi ridwan kamil dalam “talkshow insight” di cnn indonesia (the form and type of illocutionary speech acts ridwan kamil in the “insight talkshow” at cnn indonesia). lensa: kajian kebahasaan, kesusastraan, dan budaya, 9(2), 187–200. https://doi.org/10.26714/lensa.9.2.2019.187-200 wulandari, w., agustina, a., & ngusman, n. (2015). tindak tutur ekspresif mario teguh dalam acara “golden ways.” jurnal bahasa, sastra dan pembelajaran, 2(1), 99–113. http://jurnal.unimed.ac.id/2012/index.php/ajs/article/view/3904 linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1860 337 investigating the effect of reward and punishment on the student’s learning achievement and discipline inda indrawati1 universitas madako marzuki2 universitas madako syafi’urrohman3 universitas madako agung rinaldy malik4 universitas madako indawati@gmail.com1 submit, 02-12-2020 accepted, 03-03-2021 publish, 03-03-2021 abstract this study aimed to investigate the effect of reward and punishment on student achievement and discipline. this study used a descriptive qualitative approach with the sampling technique, namely purposive sampling. the data was collected using interviews and documentation and was analyzed qualitatively. the research results showed several rewards and punishment types contribute to the student's learning achievement and discipline. the types of rewards that contribute effectively to students learning achievement are praise, respect and material prizes, and a sign of appreciation. in contrast, types of punishments that affect the students learning discipline are physical punishment and inconvenient punishment. in conclusion, the effect of reward and punishment on student achievement and discipline, among others, increases student enthusiasm for learning, motivates students to maintain achievement, and makes students more disciplined in learning. keywords: discipline, learning achievement, punishment, reward https://doi.org/10.31539/leea.v4i2.1860 mailto:indawati@gmail.com1 2021. linguistics, english education and art (leea) journal 4 (2):337-350 338 introduction education is a learning process for students to understand something and be critical in thinking. education is essential in the life process wherewith education we will get additional knowledge that is useful for living a better life. the goal is to educate and develop the potential of students. that way, every student is expected to have good knowledge, creativity, and personality. education is also crucial to improve a nation's quality, a country is said to be advanced, and its quality is good. student learning achievement is the result obtained during the learning process carried out in the mastery of the task or subject matter received within a certain period, usually presented in a report card's form of values. it can also be relied on from student achievement as a teacher to provide lessons to students in the classroom's learning process. in line with israwati's (2014) research, teaching in the school is significant to support students' knowledge, skills, and values so that the results of this transformation have meaning for students. disciplined students usually attend on time, comply with all applicable regulations, and behave according to applicable norms. discipline is a condition formed from a process and a series of behaviors that show the value of obedience, obedience, and order. it is expected to create a comfortable and peaceful learning environment in the classroom (rachman & agustian, 2016). the reward is a means to educate children to feel happy because their deeds or work are rewarded. whereas the reward is a means of repressive education that is fun given to children who excel in teaching, have progress and good behavior, and become role models for companies. besides, it can ignore that appreciation is an award that becomes a motivator or motivation for students who form a confident person in carrying out their obligations and duties to achieve fulfilling goals (purwanto, 2006). the results of surbakti's research (2019) state that reward is one way or educational tool to educate students to feel happy because their actions and work are rewarded. in more detail, there are several rewards such as praise, awards, and material prizes. in line with sujiantri (2016), giving students sufficient attention with all their potential is a simple form of motivation. many do not have the motivation to learn because they do not feel alert. furthermore, schunk (2008) states that using rewards in the classroom will increase student motivation. rewards convey information about skills or competencies if they are linked to actual performance or progress, such as when teachers praise students for learning new skills or gaining new knowledge. therefore, when the teacher gives the reward, students can associate behavior with happiness feelings (santrock, 2004). isnadini & rasmawan’s (2014) study showed that students' high self-efficacy was measured using a self-efficacy 2021. linguistics, english education and art (leea) journal 4 (2):337-350 339 questionnaire with a total approval percentage of 75.2% with a strong interpretation. it shows that students who have high self-efficacy will also have high learning outcomes due to their lack of effort to overcome obstacles. apart from reward, punishment or sanction is required in the learning process. punishment is an educational effort to correct and direct students in the right direction, not a practice of punishment and torture that stifles creativity (hamid, 2006). also, purwanto (2006) states that punishment is suffering caused or deliberately by someone (parents, teachers) after an offense, crime, or mistake has occurred. however, holth (2005) defined punishment as a procedure in which an individual response (inappropriate action or behavior) has consequences. the response decreases in frequency, and the decrease in frequency occurs because of the response-consequence relationship, not for some other reason. the same thing was stated by lefrancois (2006) that punishment is similar to reinforcement, both of which are determined by their effect. however, the main difference between the two is that punishment involves suppressing a behavior, not reinforcing it as in reinforcement. in line with widiyono et al., (2019) research results, there was an increase in the results of the cognitive domain of 69.23%, which was in the high category, 76.92 in the affective domain, which was also in the high class, and 84.61 in the psychomotor domain which was in the very high sort. it means that the impact obtained is to trigger students' enthusiasm to be competent, increase student's learning motivation, and increase the emotional bond between teachers and students. this research is supported by wulandari (2014) that giving rewards and punishments to the experimental group can improve student's learning motivation in volleyball under-passing learning by 4.08%. purwanto (2006) classified punishment as preventive, repressive, associative, and logical punishment. preventive punishment is a punishment carried out with the intention of not having violated it. this penalty is intended to prevent violations from occurring to improve before the breach occurs. repressive punishments are punishments carried out because of an offense because someone made a mistake. in misriyah's research (2015), the reward has implications for increasing motivation to take action according to character education values. meanwhile, punishment implies that it will not repeat the mistakes that have been made. hermanto (2020) stated that there is a significant influence between the provision of punishment on student learning discipline. so this punishment is carried out after an offense or error has occurred. this punishment was used against older children. with this punishment, the child understands that the punishment is a logical result of bad work or actions. the child understands that the punishment he gets is the result of a mistake he has made. 2021. linguistics, english education and art (leea) journal 4 (2):337-350 340 furthermore, herman (1980) divided punishments into psychic punishments, words and sentences, stimulus psychic punishments, and painful punishments. in line with the discussion above, this study aims to determine the effect of reward and punishment on student learning achievement and learning discipline. based on the explanation of the research results above, this study's novelty focuses on the effect of reward and punishment on achievement and discipline of students of sma negeri 2 tolitoli. literature review past investigations from a few decades thoroughly investigated the effects of rewards and punishment on all school aspects. they are considering the importance of rewards and punishment in education. researchers have conducted many studies focusing on the impact of these two techniques on student’s learning behavior. according to bernstein (2011), people are pulled toward behaviors that offer positive incentives and pushed away from behaviors associated with negative stimuli". many educators and researchers have very different views on the effects of rewards as, according to deci et al., (2001), rewards do not increase a student's intrinsic motivation to learn. miller et al., (1998) found in their study through a survey within one inner-city primary school of 49 pupils, six teachers, and 64 parents or guardians shows parents and their children are strongly agree on the effectiveness of possible school initiated rewards. still, they considerably disagree over the use of punishment or sanctions. rehman & haider (2013) explained in their study that learning is not possible without motivation, and teachers usually used rewards and punishment as motivating factors to improve their students' learning in classrooms. ilegbusi (2013) explained that punishment is just a temporary drive. students inspired by fear of punishment usually stop work once the fear is removed. so, it's challenging to use punishment effectively to motivate the learning of students. research method this research employed descriptive qualitative research. the descriptive analysis describes and interprets events, conditions, or situations of the present. the sample of this research was the students of sma 2 tolitoli. in this study, purposive sampling was used. one of the critical things in doing research is how to get and collect the data. the researcher has to apply the research instrument. the primary device in qualitative research is the researcher because developing the information is found by the researcher. find information in this research needs several agencies such as documentation, questionnaire, and interview. instruments such as cameras and handphones are used to record important events in an event 2021. linguistics, english education and art (leea) journal 4 (2):337-350 341 both in photos and videos. in contrast, ballpoint and books are used to write data information obtained from sources. findings giving rewards on students achievement and discipline can undoubtedly be seen from the types of rewards teachers offer to students to affect their learning achievement and discipline or no effect when given a reward from the teacher. from the interview that the researcher has conducted on class xi ipa 1 students of sman 2 tolitoli, teachers apply so many rewards to students in the classroom and outside learning, which are very useful or affect student learning achievement and discipline. the researcher was found that the types of rewards that teachers most often gave to students were praise, respect, giving material prizes, and signs of appreciation. praise the first is praise. the teacher applies this type of reward by giving credit in the form of words, applause, or thumbs up to students who have succeeded in doing something from the teacher. in this research, the researcher found that several students had received praise. it can be seen from the results of the first interview that dh. interviewee: i was given praise "your answer is perfect" from the teacher when answering questions correctly and the fastest. from the interview results above, the student said she received congratulations "your answer was perfect" when she has successfully answered the question from the teacher correctly and fastest from other friends in the class. however, something different from the first student who was congratulated when she responded to the question correctly and the fastest. this second student received praise from the teacher when she succeeded in getting the first rank in his class. it can be seen from the results of the interview by nn. interviewee: i was given praise from the teacher when i ranked first in my class. the student who received praise from the teacher was rifka fadila. she was given praise from the teacher when completing the task the fastest or the first compared to other friends. it can be seen from the results of the interview from rifka fadila. interviewee: i was given praise from the teacher for completing the task the fastest or the very first compared to other friends. then the student who received praise from the teacher was a male named wahyu perdana. the teacher praised him because he was on time in submitting assignments compared to his friends, it can be seen from the interview results from wahyu perdana. 2021. linguistics, english education and art (leea) journal 4 (2):337-350 342 interviewee: i was given praise "your job is excellent" from the teacher when collecting the teacher's assignments compared to other friends. the next student who has received praise is nadia syafira, the same as the previous student. she received praise from the teacher for submitting assignments on time compared to other students. it can be seen from the results of an interview with nadia syafira. interviewee: i was praised by the teacher when i submitted my assignments on time & the fastest compared to other friends. when students get the highest score at the test time, they will also be praised by the teacher, such as a student named umy masitha. she is given praise from the teacher when she gets the highest score during the class test. it can be seen in the interview results from umy masitha. interviewee: i was given praise from the teacher when i got the highest score inclass tests. and the last, different from previous students who received praise from the teacher when they were the best in the learning process in class, either in doing assignments, tests, or class ranking. and activities outside the school during the previous student's actions inside the school. this one student was given praise from the teacher when he participated in the olympics. it can be seen from the results of the interview with putri nabilah. interviewee: i was once given praise from the teacher when i participated in the olympics on behalf of the school for some students, praise from the teacher dramatically increases students' achievement in learning. from all the results of student interviews, which get rewards in the form of praise from the teacher, it can be seen that some student actions deserve praise, both in the learning process and outside the learning process. because not all students do the same, of course, students who get praise feel happy and proud because not all students get a compliment from the teacher, and of course, these students will try to maintain their achievement. with the teacher's giving of praise, it will certainly motivate other students to study even harder so that they can be like their friends who have already received praise from the teacher. it raises motivation built up from within the students who want to study even more challenging and can achieve so that they can be like other students who get praise first from the teacher. this study also found rewards in the form of respect from teachers to students. respect is almost the same as praise, but its application is more directed at students who excel or have done something well than other students. then it was announced by the teacher in front of his classmates because of his achievements so that the student got the respect of other classmates. it can be seen from the results of the student interview nurnaningsi. 2021. linguistics, english education and art (leea) journal 4 (2):337-350 343 interviewee: i was given respect from the teacher in the form of saying, "be an example for your peers in class" in front of the class when doing the teacher's assignment on the board correctly. from the interview results above, she was given a greeting from the teacher in front of her classmates when she worked on the teacher's questions on the blackboard. the student was proud because the teacher announced her achievements in front of other students in the class. the teacher gave her respect in the form of "be an example for your friends. in the classroom". respect respect also raises students' learning achievement to increase because they feel superior compared to other students when called to the front, and the teacher respects them. it is also evidenced in the student interview results, which show that giving rewards affects student achievement and makes students even more active in learning. each student certainly has a different character. therefore, teachers certainly have other ways of giving students rewards by providing praise and respect to increasing student motivation and providing material prizes to students. that way, students will try hard and study harder to get it. it can be seen from the results of interviews with several students who have received rewards in the form of material gifts from the teacher. the first is rahayu; in the interview, she said that the teacher had given her a gift during a class lecture competition at school. it is outside the learning process or extracurricular activities. interviewee: i was given a gift from the teacher during a lecture competition between classes at school. material prizes furthermore, different from students who first received a reward in the form of a teacher's gift during a lecture competition outside the learning process. this student was given a reward in the form of a teacher's grant during the learning process, to be precise daily tests. the student managed to get the best score of 100 and became the best of other students in the class so that the teacher gave a prize in the form of food. it can be seen in the interview results from fadilah. interviewee: i was given a food gift from the teacher when i got 100 in daily tests and became the best of the other students in the class. then the reward in the form of a gift that teachers often give to students is stationery. in the results of student interviews, the type of reward most often students get from the teacher is a gift in the form of paper compared to other kinds 2021. linguistics, english education and art (leea) journal 4 (2):337-350 344 of rewards. the result of the interview, which the researcher took as a representative, was bila amalia. interviewee: i was given a stationery gift from the teacher when i got a ranking in class. from the interview results above, she said that she was given a gift by the teacher in stationery when she got a class ranking. different from the previous student who received a stationery prize when the student was ranked in the class. this student was given an award because he could complete the teacher's assignment well and faster than other students. this statement can be seen from muh. hidayat. interviewee: i was given a teacher's stationery gift when i finished the assignment well and the fastest. from this research, the reward in the form of a gift that most often the teacher gives to the best students in the learning process in class or outside the classroom is food and stationery. it is very popular with students in the class to get these prizes and increase student achievement. signs of appreciation this reward is different from the types above of reward. it is often given at the end of the semester. the receipt of student report books that the teacher gives is an award and a certificate usually accompanied by a semester report book. in this research, several students said the same thing was given awards and credentials when they were ranked in class and presented at the end of the semester at the acceptance of the student report book. it can be seen in the results of the interview by dwi muis saputra, who the researcher chose as a representative. interviewee: i was given a certificate of appreciation and certification by the teacher when i got a class ranking at the report book's receipt. the punishment toward student’s achievement and discipline punishment is a learning method that the teacher applies when students break the rules in the learning process or outside the learning process in class. it is for student's good to not repeat their mistakes and become better in the learning process. in this research, the types of punishment that teachers often give to students who have problems include physical punishment, using words and sentences, inconvenient discipline. it is evidenced in the results of interviews with students. 2021. linguistics, english education and art (leea) journal 4 (2):337-350 345 physical punishment physical punishment results in physical pain imposed on students who commit actions that violate the existing rules in school, either in the learning process or before the learning process in class. in this study, it was found that this type of punishment is often given to students who violate the school rules, which aim for the good of students in the learning process and can motivate students not to violate the rules again. as for physical punishment found in the study is pinching. the teacher must pinch students because they have made mistakes in class, such as being late to class, not completing homework, or playing/making noise during the learning process in class. it can be seen in the results of interviews with several students. researchers chose the results of interviews with nadyanurmaidah as representatives. she said that the teacher was punished when she was late to class and didn't do the teacher's homework. it can be seen in the results of her interview. interviewee: i was given the punishment of being pinched by the teacher when i came to class late and did not finish my homework. inconvenient punishment inconvenient punishment is a punishment in which students are made uncomfortable to make students regret their mistakes that have violated the existing rules in school. in this research, it was found that teachers most often applied this type of punishment to students. there are several types of inconvenient punishment that teachers usually use, such as running around the field, standing in the area, doing assignments outside the classroom, standing in front of the class, and throwing the rubbish. it can be seen in the results of interviews with several students who have received inconvenient punishment and from subject teachers. some of the interviews results that the researcher chose as a representative include the first is putri nabilah. she said that when she played with other students in the class and made a lot of noise during the learning process in class, the learning process was disturbed. she was given a punishment from the teacher running around the field with other students, which can be seen in the interview results below. interviewee: i was given a sentence to run around the teacher's field while playing and making noise with other students during the class's learning process. the teacher also confirmed teacher interviews' results about giving rewards and punishments to student motivation, especially giving a penalty to students. he said that he often punished students running around the field as a 2021. linguistics, english education and art (leea) journal 4 (2):337-350 346 deterrent effect for their mistakes in giving punishment to students. they were given such a penalty because if students were only given a warning, they would repeat their mistakes. it can be seen in the results of the interview with miss yuliawati, s.pd., m.pd as a subject teacher below. interviewee: to giving punishment, i often take it in the form of physical punishment, for example, running around the field when a student is doing an assignment, but the teacher shouldn't do it often. but if the student is only given a warning when he makes a mistake, the student will repeat his mistake again. then different from before, this type of inconvenient punishment is standing in front of the class. in this research, it can be seen this punishment often includes the teacher gives during the learning process to students who make mistakes such as sleeping during the learning process, cheating during tests, playing & making noise during the learning process, etc. several students interviewed by researchers said that they had received this punishment from the teacher. of course, this punishment makes students who receive it feel uncomfortable and feel ashamed not to repeat their mistakes and motivate themselves to be even better in the future. it can be seen in the results of the interview by muh. hidayat, which the researcher chose as the representative. furthermore, the inconvenient punishment teachers often give to students when they make mistakes is standing in the field. this study found that the teacher gave this punishment when students did not complete the assigned homework, playing during the learning process. this punishment makes students uncomfortable and will make students not repeat their mistakes and motivate themselves to study harder not to get the punishment. the interview results from febrianto, who the researcher chose as a representative, can be seen. interviewee: i was given to stand in the school field by the teacher when i didn't do the homework that was given the last inconvenient punishment is doing assignments outside the classroom. usually, students only play in the learning process in class, so they do not focus on the lesson and cannot complete the teacher's assignment correctly. it causes the teacher to give this punishment so that students can reflect on their mistakes so that they can learn again because they are motivated not to repeat previous mistakes. in this study, several students had received this punishment from the teacher. it can be seen in the results of the interview from ramadani, which the researcher chose as a representative. interviewee: i was given a penalty for doing assignments outside the classroom while playing during the learning process & not doing tasks from the teacher. 2021. linguistics, english education and art (leea) journal 4 (2):337-350 347 apart from the types of punishment that the researcher wrote down earlier, several punishments were still found in student interviews. the teachers didn't often give them such disciplines as singing in front of the class, telling students to change seats, and leaving the classroom. all types of punishment given by the teacher are intended for the good of students so that in the future, they do not make the same mistakes again and can be more active and increase their learning motivation so that the learning process can run well. however, it depends on the way students respond to the punishment given by the teacher. discussion this study focused on reward and punishment on second-grade student's achievement and discipline at sman 2 tolitoli. student learning achievement is significant in the learning process, where learning achievement results from the entire student learning process in class. teachers must have a way so that students can excel in class. one of them is by implementing reward and punishment. therefore, the teacher applies rewards and punishments to students to aim that students have the motivation to learn in every learning process and focus on learning. it is useful for increasing achievement and increasing grades, and maintaining their achievement. with the application of reward and punishment, the balance between students who behave well and students who often make mistakes in class can also be seen. rewards tend to be given to students who have good behavior and achievements to appreciate what these students have done well. the hope is that these students can motivate themselves to maintain their achievements. it is also hoped that these students' achievements can inspire other students to study harder. relevant to the results of melinda's research (2018) states that there is a positive and significant influence between reward and punishment on the learning motivation of grade vi students at sdn merak i tangerang regency. his research shows that on average reward and punishment get 77%, which is in the excellent category. punishment is more aimed at students who have problems or often make mistakes at school. the teacher applies punishment to trigger a deterrent effect so that students don't repeat their mistakes again and so that other students do not copy their mistakes. these students become more disciplined at school, make students enthusiastic in the learning process, behave well, and not make mistakes at school. there are many rewards and punishments that teachers can give to students depending on the teacher's creativity in choosing them so that the application of rewards and penalties can be useful in improving student learning achievement and discipline. in line with the results of sofiana's (2017) research, it is stated that granting punishment improves mistake offenders so that they do not 2021. linguistics, english education and art (leea) journal 4 (2):337-350 348 make the same mistakes. besides, punishment is also intended to influence selfawareness so that it will raise awareness not to commit the same violation. in this study, researchers found several types of reward and punishment that teachers often apply to students to increase student achievement and discipline both in the learning process and outside the learning process. giving reward and punishment to students affects their learning achievement and discipline. it can be seen from the results of the interview that almost all students say the same thing. students feel motivated to study harder and maintain their achievement when given a reward and feel motivated to be better and not repeat their mistakes when given punishment. students agree to implement it. reward and punishment in the learning process and feel interested, but students say that the application of reward and punishment must be balanced in the learning process. in this study, it was found that the effect of reward and punishment on student achievement and discipline, among others, increases student enthusiasm for learning, motivates students to maintain achievement, and makes students more disciplined in learning. it is one of the teachers' abilities in managing the class. and from the results of interviews with all students and the teacher's value data, it can be seen that reward and punishment significantly affect student learning achievement as evidenced by changes in grades in the first semester and second semester and makes students more disciplined. these results follow sari & hadijah's (2017) research that class management through giving rewards and punishments can significantly influence student awareness and student behavior in learning, one of which is shown through student motivation. in the second semester, the teachers who teach them apply reward and punishment in learning to change from the first semester to the second semester. there was a significant increase in student scores from the first and second semesters when the teacher applied reward and punishment. students are disciplined in the learning process and did not make mistakes again. conclusion giving rewards and punishments for student achievement and discipline is proven to increase student enthusiasm for learning, motivate students to maintain achievement, and make students more disciplined. there was a significant increase in student scores from the first and second semesters when the teacher applied reward and punishment. students become more disciplined in the learning process and do not make mistakes again. it shows that the application of reward and punishment succeeded in increasing student achievement and discipline in the learning process. 2021. linguistics, english education and art (leea) journal 4 (2):337-350 349 references bernstein, a. 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(2014). pemberian corrective feedback disertai reward terhadap efikasi diri dan hasil belajar kimia di sma. jurnal pendidikan dan pembelajaran khatulistiwa, 3(8), 1-12 israwati, i. (2014). pengaruh strategi pembelajaran dan motivasi mengajar guru terhadap hasil belajar siswa. jurnal serambi ilmu, 15(2), 65-124 lefrancois, g. r. (2006). theories of human learning: what the old woman said. alberta, canada: thomson wadsworth melinda, i. (2018). pengaruh reward dan punishment terhadap motivasi belajar siswa kelas iv a sdn merak i pada mata pelajaran ips. international journal of elementary education, 2(2), 81-86 miller a., ferguson e.& simpson r. (1998). the perceived effectiveness of rewards and sanctions in primary schools: adding in the parental perspective in educational psychology. an international journal of experimental educational psychology, 18(1), 5564 misriyah, s. (2015). implementation and implication of reward and punishment toward character education at senior high school in pemalang. hikmatuna, 1(1), 68-98 purwanto, m. n. (2006). ilmu pendidikan teoretis dan praktis. bandung: remaja rosdakarya rachman, a., & agustian, m. (2016). meningkatkan kedisiplinan siswa melalui pengelolaan kelas di sdn 23 pagi palmerah jakarta. jurnal perkotaan, 8(2), 75-93 rehman, a., & haider, k. (2013). the impact of motivation on learning of secondary school students in karachi: an analytical study. educ. res. int, 2(2), 139-147 santrock, j. w. (2004). live-span development: perkembangan masa hidup. jakarta: erlangga 2021. linguistics, english education and art (leea) journal 4 (2):337-350 350 sari, b. p., & hadijah, h. s. (2017). meningkatkan disiplin belajar siswa melalui manajemen kelas. jurnal pendidikan manajemen perkantoran (jpmanper), 2(2), 233-241 schunk, d. h. (2008). learning theories: an educational perspective. new jersey: pearson prentice hall sofiana, f. (2017). persepsi siswa tentang pentingnya pendidikan agama islam terhadap minat belajar pai di sman 1 tayu pati. doctoral dissertation. universitas islam negeri maulana malik ibrahim sujiantri, n. k. (2016). pengaruh reward and punishment terhadap motivasi belajar siswa dalam pembelajaran ips (studi pada smp negeri 1 singaraja kelas vii tahun ajaran 2015/2016). jurnal jurusan pendidikan ekonomi, 7(2), 1-10. http://dx.doi.org/10.23887/jjpe.v7i2.7573 surbakti, a. s. (2019). pengaruh pemberian reward terhadap hasil belajar siswa pada pelajaran matematika kelas iv sd di sd negeri 101740 tanjung selamat tahun pembelajaran 2018/2019. jurnal ilmiah aquinas, 2(2), 200-221 widiyono, a., thoyyibah, d., nasir, a. h. k., & hidayatullah, m. l. (2019). pengaruh reward dan punishment terhadap hasil belajar matematika peserta didik kelas iv sdut bumi kartini jepara. tunas nusantara, 1(2), 102-109 wulandari, i. s. (2014). pengaruh pemberian reward and punishment terhadap motivasi belajar siswa dalam pembelajaran passing bawah bola volli. jurnal pendidikan olahraga dan kesehatan, 2(3), 599-604 http://dx.doi.org/10.23887/jjpe.v7i2.7573 linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.1967 328 moral value and character building tugu silalahi batak toba folklore into teaching materials english subject teodora manjorang1 universitas prima indonesia yenita br sembiring2 universitas prima indonesia mawyda sitanggang3 universitas prima indonesia teodoramanjo@gmail.com1 submit, 13-01-2021 accepted, 01-03-2021 publish, 01-03-2021 abstract the purpose of this research is to develop and build values and moral character for the next generation, especially for high schools, through the folklore of the tugu silalahi batak toba. this research approach was carried out using qualitative descriptive. teaching moral values and character building from the toba batak silalahi folklore will be applied by learning english on narrative text material and can also be in descriptive text. in the story, the moral values are mutual love, being fair, honest, obedient, socially caring, humble. the character building in this story is a responsibility, hard work, courage, decisiveness, cleverness, patience, and keeping promises. keywords: character building, folklore, moral values, teaching materials introduction talk about folklore, will not be separated from the myths or legends of a place's existence. folklore is one of the riches of cultural diversity and stories from indonesia. each region has a folk tale whose story is quite exciting and provides full moral values and meaning. as one of the provinces on the island of sumatra, indonesia, north sumatra also has various compelling folk stories from the toba, pakpak, karo, simalungun, mandailing, and other ethnic groups who live in the province of north sumatra. according to the oxford dictionary, folklore consists of the traditional beliefs, customs, and stories of a community, passed through the generations by https://doi.org/10.31539/leea.v4i2.1967 mailto:teodoramanjo@gmail.com1 2021. linguistics, english education and art (leea) journal 4 (2):328-336 329 word of mouth. according to bronner's (2012) definition, folklore is "traditional knowledge drawn from or put into practice. folklore is partly a collective culture known and passed down from generation to generation, among collectives of any kind traditionally in a different version, both in verbal form and examples in motion. efforts to preserve and preserve stories passed down from generation to generation must be strained. one way to do this is by documenting the oral folklore that is present in a particular area. from the documentation of myths, legends, and tales told in the documentation, it can retell by adding moral values to realize children's character education. this study aims to describe the moral values and character building in the folklore used as subject material in english from senior high school. education makes humans intelligent and must be able to create good morals and noble values in the personality of everyone because achieving success is not enough with intellectual intelligence. character education can affect one's academic success. a person who has moral values will distinguish right from wrong (juwairiah, 2017). in the sizeable indonesian dictionary, character is defined as a psychological, moral, or character trait that distinguishes a person from others (departemen pendidikan indonesia, 2008). according to president decree (perpres, 2017) about development character building, character building is the responsibility of schools to strengthen students' character by harmonizing heart, feeling, thinking and physical by involving many stakeholders, school, parents, and society. according to munif (2018), character building is an effort to return humans to their natural dispositions as human beings who have experienced the humanitarian process by offering several pillars: heart, mind, exercises, taste, and bodies. according to elkind & sweet (2004), character building is a deliberate effort to help people understand, care, and act based on ethical values. it means that character education is a conscious and planned effort to help humans understand the care and apply core moral values. besides, according to chowdhury (2016), character-building needs to be taken care of to create the next generation who have morals and character. moral value and character building is a process of forming nature itself. it is always a positive impact on the student’s development of a person's emotional, spiritual, and personality. character building is a crucial part of building a strong personal dedication. folklore can help shape children's character because there are many moral messages contained and the noble values of the nation (juwairiah, 2017). analyzing moral values and character building from folklore is also one way to 2021. linguistics, english education and art (leea) journal 4 (2):328-336 330 support and preserve local culture. like the story of tugu silalahi, many of us do not know this story. even though the story's moral value is excellent to see, it will foster a sense of care. this story can be used as teaching material to develop moral values and character education for high school children by analyzing it, which is very important for someone to have moral values and good character in behavior. teaching moral values and character building from the folklore of the tugu silalahi, which is this story owned by silalahi sabungan, dairi, north sumatera, will be applied through english lessons in narrative text material, and it can also be descriptive text. literatur review the folklore that has been going on for generations contains local wisdom that must be preserved. efforts to protect local traditions deserve special attention from all of us (hariyanto, 2020). folk stories that develop in a society are generally known without knowing who the author or creator is. because it is anonymous or without knowing who the author or creator is, the ownership of this folktale is global because all the supporting communities own it. a person or individual is not entitled to monopolize ownership. from folklore, of course, we can learn a lot. in addition to learning to recognize art, we can study the moral messages and character education in mythology that can behave and behave in a better direction. according to kohlberg (1981), there are two characteristics of moral values: good moral values and wrong moral values. good moral values are values related to the suitability of human life expectancy and the purpose of carrying it out, which can be seen from society's social principles. the definition of moral value is an objective picture of the side of truth carried out by someone in a community environment. every action, attitude, responsibility, good conduct, and ethics of humans will reflect the moral value (afandi, 2018). given that in an increasingly advanced era, more and more students are starting to lose morals to discovering moral values and character education from this story. theoretically, this research can be used as learning material that a teacher can give to students. research method this researcher approach uses descriptive qualitative. the research steps collecting data, analyzing the data, and drawing a conclusion. were the research visit the tugu silalahi, meet the informer and interviewees. interviewees tell the story, and then the study writes the story. meanwhile, qualitative research aims to describe non-statistical or descriptive data. it refers to the research procedure, 2021. linguistics, english education and art (leea) journal 4 (2):328-336 331 which brings about descriptive data in written or spoken forms available to be examined. findings the form of literary values such as folklore contains many moral values. the readers can learn and practice the author's folklore, namely the silalahi monument's origin, which includes a lot of moral values and character building. the data obtained from this study results from interviews with the community around silalahi iii and critical keepers of the silalahi instrument. based on the informants' interviews, the original tugu silalahi script was formed according to the information received. the following is a process for achieving information effectiveness, namely: 1) the truth of the tugu silalahi folklore; 2) the origin of silaiahi sabungan; 3) the way sabungan determines his first wife; 4) the reason for the sabungan choosing tao silalahi as a place to live; 5) the reason sabungan married king mangatur's daughter as his second wife; 6) the disclosure of the secret of sabungan has a young wife and another child; 7) the law of sagusagumarlangan. based on the above questions, the researcher can conclude that the data in the form of folklore has been validated by informants and residents around silalahi iii village, dairi regency. the story of the silalahi monument sabungan lived for a long time with his younger brother, oloan, in siogung-ogung (pangururan-samosir). after he felt that his younger brother could stand on his own, sabungan finally went on a journey until finally, he arrived at a beautiful place, paropo, on the edge of a toba lake, which still has its name tao silalahi. interested in its beauty, he chose it as a place to live. his persistence at work caught the attention of a traveler who happened to pass by and came to introduce himself. although they had difficulty communicating at first because the languages of the two were slightly different, because they often met, eventually they could understand each other and the conversation went smoothly. the traveler was concerned to see sabungan still living in solitude. with a little shyness, the traveler offered sabungan a family relationship. he told me about his iboto, which numbered seven people. "if you want, you just have to choose," the traveler offered. sabungan was interested in the offer. he finally followed the nomad's invitation to see the girls. arriving at the nomad's village, sabungan was stunned by the beauty of the seven girls. since everyone looked equally beautiful, it was difficult for him to make a choice. finally, sabungan got a sense. he asked the seven girls to cross a small river one by one. he eventually chose one of them, the girl who crossed without 2021. linguistics, english education and art (leea) journal 4 (2):328-336 332 lifting the cloth covering her body. then, the girl he later made his wife. the choice of sabungan was quite right because, from this wife, sabungan had many children. with these children's birth, the assumption of people who have been doubting the masculinity of sabungan has vanished. this doubt arose because sabungan did not marry for a long time. because he was not married for quite a long time, people considered him not a real man. finally, after he had married the woman of his choice and had many children, that notion vanished. sabungan really is lalahi (male). by batak custom, this substitute name is more popular than the original word. since then, his full name has changed to silalahi sabungan or silahi sabungan. many stories develop about this silahi sabungan. one of them is a story about how he was tricked by king mangatur from the descendants of sorba dijae. it is said that to the patane region in onan porsea came a hero named rahat bulu. this name is something people give because, whoever deals with rahat bulu (a very itchy reed), is doomed. king mangatur was stifled by this man's presence and thought hard about how to get rid of him. meanwhile, the news about the greatness of sabungan had long been heard by king mangatur. thus, he wished to tie a brotherly relationship with sabungan with the intention that if something happened to rahat bulu, who likes to seek reparation, sabungan would be involved. however, he did not know how to do it because sabungan already had a wife and children. for that, he made a sense by saying that his daughter was sick and could only be cured if sabungan treated her. sabungan was persuaded and went to follow king mangatur to his hometown. once treated by sabungan, the girl was cured. however, as soon as sabungan left him behind, his illness recurred. it happened over and over again. for her disease to be completely cured, the girl had to marry sabungan. although the two of them are far apart in age, for humanitarian reasons, sabungan finally agreed. from his young wife, sabungan had a handsome boy and gave him the name tambun. one time on a weekend, the child was proudly brought by his mother to the market. rahat bulu happened to see this beautiful little boy and snatched him from his mother's arms. he said that the child was his son as a result of his affair with the young mother. of course, this was at the young mother's protest because she didn't know this man at all. however, no matter what the young mother said, rahat bulu still said that the child was her child. it was reported to sabungan. sabungan comes to the market and tries to explain that the child is his son. rahat bulu persisted and said that the child was the result of his affair with the young woman. an agreement was made to prove who was right and who was wrong. the two were, in turn, asked to enter a trunk (a coffin made of a large wooden tree; 2021. linguistics, english education and art (leea) journal 4 (2):328-336 333 split in half, partly for the place of a corpse by cutting holes for the location of the corpse. and partially used as cover). before the two took turns entering the coffin, sabungan asked the many presents: 'porsea pray hamu sude?' (do you believe?) the audience answered simultaneously: "porsea...porsea" (believe…believe). since both parties agreed and the people who witnessed it, they looked for a stick. after that, the young mother was allowed to enter first, then come out with nothing less. people who saw also cheered. rahat bulu then followed and was confident that he would safely get out of the coffin. however, as soon as he entered and stretched out, the coffin immediately closed tightly. every effort was made by his family, who was also watching. the casket still could not be opened. sabungan then flew the coffin to dolok simanukmanuk, and rahat bulu, it is said, became a disturbing ghost there. it is said that this is the origin of the name onan porsea near patane, where the kings gathered. because he was worried that unwanted things would happen again, this little boy was taken to paropo. at first, the child was put in a hidden place. sabungan did not want this small child to bring new problems to disturb harmony in the household. however, no matter how clever sabungan hid this little boy, his secret was finally exposed. it was preceded by frequent sabungan leaving her food and taking it to her wife's unknown place. this behavior feels strange to his wife, who asks him to be honest, for whom the food is hidden. finally, sabungan told of his going to king mangatur's place and his marriage to his daughter who had produced this little child. he also recounted an incident that happened to the child so that, for his safety, he had to be taken to his hometown. his wife's heart was touched, and he could accept this as a fact. he finally determined that he would consider the little boy his youngest son and raise him as his own. this was conveyed to his children, and apparently, no one had any objections. they agreed to accept him as the youngest brother. to reinforce this agreement, the mother gathers her children and eats a type of food known as sago-sago mallangan. together, this meal was remembered by the descendants of silahi sabungan with the oath of "sago-sago mallangan," a commitment that recognized tambunan as the youngest brother in the silahi sabungan family. until now, the tambunan clan has felt more comfortable in the silahi sabungan clan group, so there is no need to form a unity within its clan group. genealogy of the silahisabung clan the data collected from various books and tours shows that the king of silahisabung has 2 (two) wives. the first wife is pinggan matio boru padang batangari and lives in silalahi nabolak and the second wife is milingiling boru mangarerak. from boru pinggan matio, raja silahisabung has seven (7) sons and 2021. linguistics, english education and art (leea) journal 4 (2):328-336 334 one (1) daughter. meanwhile, from boru milingiling, silahisabung had a son. the eight sons of the silahisabung king and a daughter can be briefly described below. the first wife was born as follows: 1) haloho (loho raja); 2) tungkir (tungkir raja); 3) rumasondi (sondi raja); 4) dabutar (butar raja); 5) dabariba (bariba raja); 6) debang (debang raja); 7) pintubatu (batu raja); 8) siboru deang namora. from the second wife one son was born, namely tambun (tambun raja). poda sagu sagu maralangan the king of silahi sabungan made several important advices for his generation as a guideline that they must carry out in their so-called life poda sagu sagu maralangan. the contents of poda sagu sagu maralangan are: 1) ingkon masihaholongan hamu sama hamu sahat ro di pomparan muna be; 2) naso tupa dohonon muna naso saama saina hamu na pitu dohot si tambunraja jala ingkon sisada anak sisada boru do hamu; 3) hamu napitu dohot angka pinomparmu inkon humolong rohamu diboruni anggi muna si tambunraja rodi pomparanna, jala hope tambunraja dohot sandok pomparanmu, ingkon humolong roham di boru ni angka hahami dohot pomparanna; 4) naso jadi olion ni pomparan mu napitu pomparanni anggimu si tambunraja on, jala naso jadi olion ni pomparan nisi tambunrajapomparan ni haham na pitu on; 5) naso tupa pungka on muna bada manang salisi. molo adong parbadaan di hamu napitu sahat rodi pomparan muna sandok ingkon anggi mu ma, manang pomparan si bahen dame di hamu, jala molo adong parbadaan dihamu naso tupa halak na asing pasaehon. discussion in the world of education, the application of character building in shaping students' character is critical. character building during learning becomes the full responsibility of the teacher. teachers can insert character building through education that will be conveyed to students. this research is relevant to setyawan et al., (2017) that the younger generation, as the nation's next-generation, is obliged to protect and preserve it. besides, folklore, which is full of character education values, will be much more useful when used as teaching material in schools. with the research they've done, they discover the importance of character education. the folklore from pacitan includes character values; (1) religion; (2) honesty; (3) hard work; (4) creativity; (5) curiosity; (6) national spirit; (7) respect for achievement; (8) peace-loving; (9) caring environment; (10) social care; (11) responsibility. character education is needed so that the values of the indonesian nation do not deteriorate. it is in line with youpika & zuchdi (2016), aiming to 2021. linguistics, english education and art (leea) journal 4 (2):328-336 335 overcome or prevent the decline in character values by researching folklore. based on the legend of the pasemah bengkulu tribe that he studied, it was found that the importance of character education include: (1) religion; (2) responsibility; (3) social care, (4) discipline; (5) humble; (6) brave; (7) intelligent; (8) patient; (9) obey; (10), optimistic; (11) hard work; (12) willingly accept defeat; and (13) keep promises. hakim (2018) said that academic learning could be used to instill values and character building. character education through literary works can be done through folklore. the moral values that readers can learn from the tugu silalahi folklore analysis are loving each other, whether fair, religious, honest, obedient, social care, humble. the story's character-building is responsibility, hard work, courage, intelligence, firm, patient, and keep promises. we can see this message from the law of sago-sago maralangan, the raja silahi sabungan to all his descendants, that is: 1) loving each other, full of brotherhood that lasts for all generations raja silahisabung from now on created generations; 2) there are seven of older descendants brothers (loho raja, tungkir raja, sondi raja, dabariba raja, butar raja, debang raja, batu raja) do not mention that they are not one father, one mother, with a brother tambun raja, if not, tambun raja, do not say if they are not the same mother and father as the descendants of their seven siblings; 3) all seven descendants of his brother must love sisters they are descendants of the tambun raja, and also tambun raja must love the sister of the seventh siblings; 4) do not intermarry between the seven children and the tambun raja brother's descendant; 5) do not start disputes for all descendants. the data from several findings of the value of character education in collecting folklore above are evidence of cultural heritage and ancestral nobility that should be exemplary. and based on the analysis of the tugu silalahi folklore, it can be said that the moral values and character building of these folk tales can be used as english teaching materials for senior high school. the analysis of the moral values in the story has a very positive impact on creating young people to shape their character in living a better life, namely loving each other, hardworking, religious, and responsible. good feelings will be born in our midst. apart from the character education obtained and the moral value of every positive thing that comes from this study, students can learn literature and get to know real stories from our area. thus, this research can also open up insights to get to know and love our culture more. 2021. linguistics, english education and art (leea) journal 4 (2):328-336 336 conclusion the moral values of the folklore of tugu silalah are mutual love, being fair, honest, obedient, socially concerned, and humble. besides, character building from the story is a responsibility, hard work, courage, assertiveness, patience, and keeping promises. the report's moral values and character building can be relevant as english language teaching materials for senior high school. that we know that character building is essential to be taught to the younger generation so that students can use it in acting and behaving better in this more advanced era. references afandi, l. 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(2016). nilai pendidikan karakter cerita rakyat suku pasemah bengkulu dan relevansinya sebagai materi pembelajaran sastra. jurnal pendidikan karakter, 6(1), 48-58. https://doi.org/10.21831/jpk.v0i1.10731 http://dx.doi.org/10.1080/0015587x2012.642985 https://setkab.go.id/wp-content/uploads/2017/09/perpres_nomor_87_tahun_2017.pdf https://setkab.go.id/wp-content/uploads/2017/09/perpres_nomor_87_tahun_2017.pdf https://doi.org/10.24036/komposisi.v18i1.7727 https://doi.org/10.21831/jpk.v0i1.10731 linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.3013 39 students' barriers in learning english through online learning ifna nifriza 1 stkip abdi pendidikan payakumbuh desfi yenti 2 stkip abdi pendidikan payakumbuh ifnanifriza87@gmail.com 1 submit, 26-10-2021 accepted, 06-12-2021 publish, 07-12-2021 abstract this study aims to identify student barriers in learning english through online learning in class x smkn 3 payakumbuh. this research method is descriptive qualitative. participants were selected using purposive sampling. the questionnaire used as a data source consists of 32 items. the results showed that the barriers faced by students included understanding language, language anxiety, adaptation struggle, diverting attention to the other side, technical issues, cost of online education implementation, technological competence and computer literacy. in conclusion, there are 8 barriers faced by students in learning english through online learning. understanding language is the most common barriers faced by students, while the least barriers faced by students is computer literacy. keywords: online learning, student barriers introduction due to the covid-19 as a worldwide crisis, activities in teaching learning turn into online learning. the indonesian president has released decree number 12 the year 2020 about the pandemic as the national disaster and online learning become a must in every school. in indonesia, schools have adapted to this education mode where instructing and learning process has been kept up instanly utilizing information and communication tehcnologies (ict). online learning is a part of distance education that specifically combines electronic technology and internet based technology or ict in learning (efriana, 2021). distance learning occurs when learner are separated from the educator. during the covid-19 pandemic, this learning system can be a solution so that the teaching learning process can continue. using technology as the teaching medium in this covid-19 pandemic has many positive impacts in the field of education 2021. linguistics, english education and art (leea) journal 5 (1):39-46 40 (baber, 2021; ali & maksum, 2020; atmojo & nugroho, 2020). thus, eventhough teacher and students do not meet directly at school, teacher can still deliver the teaching materials and students can still receive the lesson without leaving their home. the use of technology as a medium in teaching and learning during the covid-19 pandemic helps teachers and students to run education safely and efectively. however, facts shows that most students face several barriers in learning english through online method. several studies have been conducted to investigate the barriers in learning english through online method. mahyoob (2020) found that most efl students were not satisfied with the use of online learning method as they did not fulfill the expected progress of doing language learning performance in that way. then, the technical barriers and individual barriers were the most encountered barriers found during online learning (ambarita, 2021; sadikin & hamidah, 2020). fauzi & asri (2020) found several obstacles in the online learning system, ranging from large quotas, many tasks, limited it mastery, unstable networks and so on. this is in line with what atmojo & nugroho (2020) found in their research that unstable internet connections, financial problems and low digital literacy are obstacles faced by students in online learning. according to mulyawan (2021) there are several obstacles or barriers in learning english through online methods such as academic ability, internet access and technological problems. these obstacles have also been faced by indonesian students even before the covid-19 pandemic. this phenomenon shows that english as a foreign language (efl) learning, which has many practical applications, also faces obstacles when the online learning system is implemented (efriana, 2021). therefore, this research is aimed to identify the barriers faced by the students in learning english through online learning. this research focuses on the factual problems arouse during the online learning process especially in efl students. literature review online learning is a part of distance education that specifically combines electronic technology and internet based technology or ict in learning (efriana, 2021). mishra et al., (2020) defines that online learning mode is providing the feeling of psychological safety to learning community in covid-19 afflicting period. online learning is available in website and application, the teaching learning activities occur through chat or text, audio, video conferencing and also online assesment. technologies are used as tools in online learning such as handphone, computer, internet, camera and website which those can support teaching learning process through online. 2021. linguistics, english education and art (leea) journal 5 (1):39-46 41 according to dhawan (2020) online learning can be called a tool that can make the teaching-learning process more student-centered, more innovative, and even more flexible. online learning is defined as a learning experience in a synchronous or asynchronous environment using different devices (mobile phones, laptops, etc.) with internet access. synchronous learning environments are structured in the sense that students attend live lectures, there is real-time interaction between educators and learners, and there is the possibility of instant feedback, whereas asynchronous learning environments are not well structured. in such a learning environment, learning content is not available in the form of lectures or hands-on classes, but is available in various learning systems and forums. despite the advantages of using online method in learning, there are some problems need to be considered. these problems are called learning barrier (octaberlina & muslimin, 2020) . learning barriers are as crucial as the case of learning itself in general. the decrease of live, face to face interaction between teacher and students has an effect on the quality of online learning. there are some barriers occurs in online learning. olugbenga & qiu (2020) mentions several obstacles in online learning, namely: 1) adaptation struggle, moving from traditional classrooms or face-toface learning methods can be very different; 2) computer literacy, in some schools where electric gadgets are available but the ability to use them may not exist; 3) technical issues. many students are not provided with the high bandwidth or strong internet connection that online learning requires, in rural areas where cellular networks have not been upgraded to 4g; 4) diversion to other sites. students who have access to the internet may not actually stay online to study if not properly monitored; 5) cost of providing online education, in some parts of the world, the cost of running an online education is high unlike developed countries where wifi is free and people can access internet almost any time for free. in addition, wiramarta (2021) states the barrier in learning a language through online class that is language proficiency. most studies measuring language learning in online environments focus on achievement, not proficiency. teacher can not supervise students maximally in efl class when teaching learning occurs in distance or online learning. research method this research was descriptive qualitative research. the participant in this research were selected from the tenth grade students of smkn 3 payakumbuh. they were taken by purposive sampling. the total number of students were 30 students who had been chosen from each departments of the school that representing other students. questionnaire was used to collect the data. the questionnaire consisted 32 items which were divided into eight indicators. 2021. linguistics, english education and art (leea) journal 5 (1):39-46 42 table 1. indicator questionaire no. indicator number of item total items 1 adaptability struggle 1-4 4 2 computer literacy 5-8 4 3 technical issues 9-12 4 4 diversion of attention of other side 13-16 4 5 cost of running online education 17-20 4 6 the technological competencies 21-24 4 7 understanding the language 25-28 4 8 language anxiety 29-32 4 the data of this study were participants’ answer of questionnaire. then to analyze the data, the researcher used the data managing, reading/memoing, classifying, interpreting and writing report. the questionnare used likert scale with 5 options, always (score 5), often ( score 4), sometimes (score 3), rarely (score 2) and never (score 1). finding after the participants answered the questionnaire by choosing the option, the data of the score from each indicators can be seen in the following figure. figure 1. the result of barriers in learning english through online learning the data in this figure show that the first largest score of students choice is on indicator 7 (411). understanding the language is chosen mostly as the barrier faced in learning english through online learning. the sudents think that it was difficult to understand english while learning through online. then, they are not 0 50 100 150 200 250 300 350 400 450 score score 2021. linguistics, english education and art (leea) journal 5 (1):39-46 43 able to use english in chatting through whatsapp, or asking giving questions in english in google classroom. the second largest score was language anxiety (393). because there is no direct classroom interaction in learning, students tends to have the anxiety to communicate virtually. they felt panic were asked to speak in english and this anxiety also made them unconfident in learning english through online. then, based on data in the figure above, adaptability struggle was the third barrier found mostly by the students in learning english through online. the move from conventional teaching learning process to online learning needs an adaptation. students who learn from home were not accustom to the process conducted in online learning. the students’ adaptation depends on the level of awareness, familiarity of technological information and willingness to get involved in online learning approach. diversion of attention to other sites is the fourth barrier faced mostly .by students. they were not supervised or monitored properly by their teacher or parents when learning through online learning. during online learning , the students are easily to divert attention to other things such as playing games, checking social media, watching youtube or listening to music. some students did other activities such as working or helping their parents to work while the process. then, it could not be denied that many students slept during online learning. it might be caused by the absence of teachers and peers in a position to offer regular reminders about assignments, projects and tests. students must pace themselves and set aside ample time to complete class activities and out-of-class assignments. the data in the figure indicate that technical issues is the fifth barrier faced mostly. the students' house or villages can not support to learn in online learning such as in the rural areas where cellular network has not been upgraded to the 4g that may experience slow network connection. then, students who have poor family background also cause the lack of smart handphone. students were also not able to buy the expensive internet quota. futhermore, the data provided showed that cost of running online education is the sixth barrier faced by students. students were not provided free internet access for online learning. students face challenges in access to materials for online learning due to socio economic barriers and not being able to have cutting-edge technology or enough bandwidth to, for example sustain high-quality video streaming. technological competencies is the seventh barrier faced by students. not every adult students has the same degree of technical experience or operating the technology. thus, they are not able to operate the technology used in online learning well. some students said that they were helped by other people in using technology to learn in online learning. the lack of familiarity with technology can 2021. linguistics, english education and art (leea) journal 5 (1):39-46 44 hinder e-learning and have a negative effect on the learner’s confidence and technical problems can frustrate learners and can hamper the progress of learners. lastly, the data showed in the graph indicate that computer literacy is the least barrier faced by the students. this is acceptable because the students in this digital era are familiar with technology such as computer, handphone. eventhough the students are familiar but there are still some students considered computer literacy as their barriers in learning english through online learning. limited access to quality technology, poor computer literacy, social isolation and the need for self-discipline are all barriers to online learning environments. discussion senior vocational students who are struggle with online learning have various barriers in learning english during covid19. the result showed that the highest score was understanding the language. it indicates that learning english without the existence of teacher makes them become difficult to understand the language. although teacher can still teach, and students can still study in their homes, the content of material delivered online may not be understood by all students. efriana (2021) found that students are not able to understand the material comprehensively. students understand the material based on their own interpretation or their point of view. in addition, it is may also caused by the status of indonesian students who have low ability in understanding english. students might have some communicative goal, but the performance in delivering and learning english are different. they need extra explanation and guidance in learning english, but it is hard to give them a such due to the time limits in online learning (widayanti & suarnajaya, 2021). surprisingly, the result of the study shows that computer literacy got the lowest score. it indicates that senior vocational school students almost got no barriers in computer literacy. as stated by fauzi & asri (2020) that limited mastery of computers or computer literacy is not the main obstacle faced by students in online learning. when online learning system is implemented, the students have known how to operate the computer. almost all students are familiar with gadgets because, it can not be denied, that in this era parents have provided their children with gadgets. so, it is not so difficult for them how to use it in online learning. 2021. linguistics, english education and art (leea) journal 5 (1):39-46 45 conclusion there are eight barriers to learning english through online learning faced by class x students of smkn 3 payakumbuh. understanding language is the most common barrier faced by students, followed by language anxiety, adaptation struggle, diversion of attention to the other side, technical issues, cost of online education implementation, technological competence and the least barrier faced is computer literacy. references ali, m. k., & maksum, h. (2020). utilization of e-learning based ict learning using the google classroom application during the covid-19 pandemic. journal of education research and evaluation, 4(4), 373. https://doi.org/10.23887/jere.v4i4.29181 ambarita, e. (2021). belajar dari rumah (bdr) menggunakan padlet alternative e-learning pada masa pandemi covid-19 (studi kasus di sman 56 jakarta). jira jurnal inovasi dan riset akademik, 2(1), 30-36. https://doi.org/10.47387/jira.v2i1.70 atmojo, a. e. p., & nugroho, a. (2020). efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia. register journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76 baber, h. (2021). modelling the acceptance of e-learning during the pandemic of covid-19, a study of south korea. the international journal of management education, 19(2), 1-15. https://doi.org/10.1016/j.ijme.2021.100503 dhawan, s. (2020). online learning: a panacea in the time of covid-19 crisis. journal of educational technology systems, 49(1), 1-18. https://doi.org/10.1177%2f0047239520934018 efriana, l. (2021). problems of online learning during covid-19 pandemic in efl classroom and the solution. jelita, 2(1), 38-47 https://jurnal.stkipmb.acid/index.php/jelita/article/view/74 fauzi, r. z., & asri, y. (2020). barriers and solutions in online learning during the covid-19 pandemic, indonesian language education students at riau islamic university. proceedings of the ninth international conference on language and arts (icla 2020), 539, 14-18. https://dx.doi.org/10.2991/assehr.k.210325.003 mahyoob, m. (2020). challenges of e-learning during the covid-19 pandemic experienced by efl learners. arab world english journal (awej), 11(4), 351-362. https://dx.doi.org/10.24093/awej/vol11no4.23 mishra, d. l., gupta, d. t., & shree, d. a. (2020). online teaching-learning in higher education during lockdown period of covid-19 pandemic. international journal of educational research open. https://doi.org/10.1016/j.ijedro.2020.100012 mulyawan, u. (2021). problematika online learning; hambatan pembelajaran bahasa inggris siswa. jurnal ilmiah hospitality, 9(2), 301–308. https://doi.org/10.47492/jih.v9i2.349 https://doi.org/10.23887/jere.v4i4.29181 https://doi.org/10.47387/jira.v2i1.70 https://doi.org/10.1016/j.ijme.2021.100503 https://jurnal.stkipmb.acid/index.php/jelita/article/view/74 2021. linguistics, english education and art (leea) journal 5 (1):39-46 46 octoberlina, l. r., & muslimin, a. i. (2020). efl students perspective towards online learning barrier and alternatives using moddle/google classroom during covid-19 pandemic. international journal of higher education, 9(6), 1-9. https://doi.org/10.5430/ijhe.v9n6p1 olugbenga, m., & qiu, a. (2020). prospects and challenges of online education in secondary schools in northern nigeria. journal of american academic research, 8(1), 78-83. https://www.researchgate.net/publication/342216712_prospects_and_chal lenges_of_online_education_in_secondary_schools_in_northern_nigeri a sadikin, a., & hamidah, a. (2020). pembelajaran daring di tengah wabah covid-19. biodik, 6(2),109-119. https://doi.org/10.22437/bio.v6i2.9757 widayanti, n. k. a., & suarnajaya, i. w. (2021). students challenges in learning english online classes. jurnal pendidkan bahasa inggris undiksha, 9(1), 77-84. http://dx.doi.org/10.23887/jpbi.v9i1.34465 wiramarta, k. (2021). tantangan pembelajaran bahasa inggris pada aspek berbicara pada sekolah pariwisata dalam masa pandemi. cultoure : jurnal ilmiah pariwisata budaya hindu, 2(1), 1–11. https://stahnmpukuturan.ac.id/jurnal/index.php/cultoure/article/download/1 178/922 https://doi.org/10.5430/ijhe.v9n6p1 https://doi.org/10.22437/bio.v6i2.9757 linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.2133 351 the quality of newly local content based instructional reading materials for senior high school students shella monica 1 institut agama islam al azhaar lubuklinggau rambat nur sasongko 2 universitas bengkulu muhammad kristiawan 3 universitas bengkulu sellamonica945@gmail.com 1 submit, 11-03-2021 accepted, 21-03-2021 publish, 21-03-2021 abstract this study aimed to analyze the quality of advanced local content-based instructional reading material. it was ten descriptive texts and a reading comprehension test with the topic focused on bangka island tourism places. the developed product was specially constructed by considering the reading level of senior high school students in pangkalpinang, indonesia, which is identified at level four. the quality of the product reflects on its effectiveness and criterionrelated validity. the point is determined from students' scores on the reading comprehension test administered after they have been taught using the developed product in 6 meeting sessions. the criterion-related validity of developed reading comprehension was recognized by measuring the correlation between students' scores on progressive reading comprehension tests and their scores on standardized reading level tests. based on the result, the developed product can be considered adequate because 35 students (85.36%) out of 41 students in reading comprehension test accomplished the minimum mastery criterion, which was 70. the product was also considered good in terms of its criterion-related validity because the correlation coefficient was 0.618. since findings show that the developed local content-based instructional reading materials are effective and valid, it can conclude that the developed product has good quality when used as instructional reading materials for senior high school students. keywords: instructional reading materials, local content, senior high school students mailto:sellamonica945@gmail.com 2021. linguistics, english education and art (leea) journal 4 (2):351-361 352 introduction in the modern world, reading is one of the most critical skills to acquire knowledge. according to setiyadi et al., (2019), reading is a thinking process. it is the process of understanding the written text and understanding an idea. understanding a written text means extracting the required information from it as efficiently as possible. reading is a fluent process of readers combining data from the text and their background knowledge to build meaning. the result of the reader's interactions, the text, the activity, and the larger sociocultural context is known as reading comprehension (frankel et al., 2016). besides, reading is a process where readers try to construct new meanings by using their background knowledge to understand what the text contains. it can also emphasize specific topics and any changes to that topic that base ideas in mind about the case and the reader’s previous knowledge of the text's language (dewi et al., 2020). responding to this means that in reading, the readers have to find the messages by connecting the text's topic and their ideas in mind. reading is the most critical skill of all for most students of english throughout the world. according to ahmadi (2017), the teacher has to maximize students' motivation to read english texts by using appropriate strategies and materials to reach reading to comprehend what they read well. concerning this, some studies showed the fact that reading comprehension is an issue in indonesia. the research conducted by lestari (2019) point out some student’s weaknesses in reading comprehension based on indonesian english teacher’s opinion. it's like students lack motivation in learning english and lack interaction among students and the teachers. the students did not communicate their difficulties during the lesson. rashid & ibrahim's (2018) research has shown a need to use culturally sensitive and content-appropriate materials in english learning and teaching because teaching materials must match the goals, culture, and reading interest and level. however, the study done by sholikhah (2019) showed that the english reading level of the students of the senior high school in indonesia was on the frustration level. it resulted from their insufficient knowledge of the text's content. on the other hand, internationally, the issue of reading also existed for indonesian students. moreover, based on pisa 2019, students' reading ability in 2018 is lower than in 2015, from 391 to 371 (pratiwi, 2019). to add the data of the students' problems in reading, the writer conducted observation in man model pangkal pinang and found out that there were few books or reading materials that involved local content in learning english. whereas students still are more interested and understood the local content than the materials provided by the government. according to sharif & yarmohammadi (2017), many efl textbooks lack explicit local content. indonesian students tend to communicate in english 2021. linguistics, english education and art (leea) journal 4 (2):351-361 353 when discussing local cultural information with foreigners (english speakers). he argues that a sensitive approach to local cultural texts in teaching english reading, especially for efl students, makes students motivated because local cultural texts involve familiar topics to students. world travel & tourism council (2020) notices indonesia has many potential and exciting tourist places among other asean countries based on the world travel and tourism council (wttc). there were islands, beaches, lakes, mountains, valleys and hills. wttc also expected that tourism places in indonesia had increased significantly every year. it adds that indonesia can promote and invite foreigner tourists by 14.2 % and domestic tourists by 6.3%. the tourism sector can add economic income by 8.1% each year. therefore, this is the best opportunity for indonesia to promote and show to the world that indonesia has the wealthiest tourism places. it is related to the explanations above, tourism places like beaches, museums, lakes, and waterfall originally from bangka island. it can be used as reading materials in efl teaching for students to keep local identity so that the bangka island stories will travel from one generation to the next generation. it will not disappear from its existence as a part of bangka island's precious cultures in the middle of the globalization era. syari (2019) points out the result of the central bureau of statistic bangka island, which was 28.03% contribution for local revenue. it means that the tourism places sector contributes to this city when it can be developed well. moreover, a study written by monica & vianty (2019) points out that by implementing local content-based reading material, the students can improve their reading comprehension and their local content knowledge and motivation in learning. additionally, local content-based implementation becomes a significant concentration for many researchers both nationally and internationally. some of the subsequent studies have also found that the use of local content-based materials in teaching is beneficial for efl students (sumiati et al., 2020; efendi, 2014; satria, 2020; rodriguez, 2015; monica & vianty, 2019, rashid & ibrahim, 2018 and sari, 2020). responding to this, since there is no study in analyzing the implementation of local content-based reading material located in pangkalpinang, the writer conducts this study. by including the story of bangka island's tourist attractions as a descriptive text based on local content in the elt material, it is hoped that it can make students more motivated to learn english and learn about their own local culture and content. 2021. linguistics, english education and art (leea) journal 4 (2):351-361 354 literature review material development materials development refers to producing and using the materials for language learning, including materials evaluation, adaptation, design, production, exploitation and research. the process of teaching and learning is always linked with materials. it can be developed by the government, private publishers, researchers, or teachers. materials development can be defined as all the processes carried out by practitioners who intend to produce and employ language learning materials. the methods include materials evaluation, adaption, design, production, exploitation, and research (azarnoosh et al., 2016). richards (2021) adds four advantages of developing materials which are presented as (1) relevance: the materials will tend to be more relevant for students and institutional needs and reflect the local content, issues, and concerns; (2) develop expertise: developing materials benefit the other staff's language course to improve their knowledge, giving them a greater understanding of the characteristic of effective materials; (3) reputation: it will show the commitment to the language teaching because of providing relevant, specialized, and contextualized materials for the students; (4) flexibility: the produced materials can be revised or adapted as needed, giving them greater flexibility than a commercial coursebook. the teachers are suggested to enhance their skill not only in teaching but also in developing learning materials. thus, the students can get as attractive and practical as possible in a learning environment. descriptive text there are many kinds of text that students have to be mastered. one of them is descriptive. sartika & nurdin's (2019) descriptive text describes a particular person, a place, or things. besides, its purposes are to tell about the subject by describing the features without including personal opinion. then there are two aspects of the description text. they are identification introduces the thing as the first step in the beginning structure of the descriptive text. thus, in the identification section, the reader identifies what is the object will appear. in line with the previous explanation indriyastuti (2018) points out that identification introducing the thing is a first step to beginning the descriptive text. in short, identification is introducing the first part of this text initially. description states this section explained physical features, the personality, and the way he/she dresses. this part sets the description itself about any features of the object. also, the position of the report is to describe the character. it means that this part contains the figure that the writer describes. 2021. linguistics, english education and art (leea) journal 4 (2):351-361 355 local content-based in efl context according to rodriguez (2015), culture and attitude have also been regarded as one of the primary factors in successful language learning and acquisition. specifically, the teacher was suggested to construct their materials in line with their student’s level with the topic the students familiar with because unfamiliar topics may cause reading difficulties. hopefully, the learning material's content could be as related as possible to the student's local culture to attract students' interest than those of the target culture. additionally, rashid & ibrahim (2018) suggest that the local culture source can also encourage students to gain a deeper understanding of their own culture to share their knowledge of their culture when using english with friends from different countries. as text participants, readers connect the texts with their background knowledge, including knowledge of the world, cultural understanding, and knowledge of the generic structure (ahmadi, 2017). integrating background knowledge plays an essential role in elt. it is claimed that background knowledge profoundly influences students' ability to comprehend what they read. it is also supported by a previous study conducted about efl learners' perception of prior experience and its role in reading comprehension (satria, 2020). malone (2017) adds one of the views supports the use of local culture material. the term used refers to the learner’s own culture as content. in the context of this study, this involved using materials that are based on indonesian society and culture; therefore. it is expected that students or learners would be familiar with it, while the other view proposes that it should be taught in a culturefree context to explore the role of 'culture' in english language teaching. several empirical studies have been conducted. moreover, in her research, sari (2020) emphasizes that it is the urgent need for local teachers to be empowered to develop their materials to facilitate their particular learning and teaching situations to english's international role. research method this study's developed product refers to instructional reading material; it is ten descriptive texts completing a reading comprehension test focused on tourist destinations in bangka island created by the writer in 2018. after the product developed through research and development (r&d), this study was a continued study that was an evaluation phase of the developed product's quality when implemented to society. it is part of developmental research procedures. an evaluation phase refers to measuring the quality of intervention (generated outcome) in terms of its validity, practicality, and effectiveness. since the study's 2021. linguistics, english education and art (leea) journal 4 (2):351-361 356 limited time, this paper only focused on measuring the developed product's effectiveness and validity. in response to the previous explanation, a field test was conducted at man model pangkalpinang. this study's population was the tenth-grade students consisting of nine classes in the academic year 2019/2020. through random cluster sampling, all students of a real class were involved as the study sample, consisting of 41 students. the test was conducted after the implementation of the developed product in the teaching and learning process. the reading comprehension test is constructed in the form of multiple-choice questions. the aspects of reading are main idea, detail, inference, reference, cause, and effect, and vocabulary in context tested. the readability of the texts used in this reading comprehension test was equal to that used in the standardized reading level. the product can be said effective if the student’s score from the reading comprehension test is analyzed using the percentage of the number of students who passed the minimum mastery criterion or kkm that was 70. additionally, to know whether the developed product valid or not used as a reading assessment, the writer correlated student’s reading comprehension test score with a standardized test. the developed reading comprehension test was categorized with good criterion-related validity if its correlation coefficient was in the range .50 to .70 and analyzed through spss 20. finding in this study, the authors conducted a reading level analysis first. the results are used to determine the text's legibility that will be used in the product being developed. besides, it is used to measure the criterion-related validity of refined products in the evaluation phase. based on the results of this test were described in table 1. table 1. the distribution of student’s reading level text level reading stage (the correct) frustration (number=≤6) instructional (number= 7-8) independent (number 9-10) nos* % nos* % nos* % level 2 0 0% 11 26.83% 30 73.17% level 3 4 9.76% 15 36.58% 22 53.66% level 4 7 17.07% 32 78.05% 2 4.88% level 5 29 70.73% 12 29.27% 0 0% level 6 36 87.80% 5 12.20% 0 0% *nos= number of students 2021. linguistics, english education and art (leea) journal 4 (2):351-361 357 the reading level distribution above means that students were already at an independent stage (73.17%) for text in level 2 and 53.66% for the text in level 3. for the text in level 4, students were at the instructional stage (78.05% of 41 students). students were at a frustration stage for text in levels 5 and 6, which was 70.73%, 87.80%. moreover, after finding the student’s reading level, the writer then started to construct descriptive texts and then measured their readability automatically by using an online tool named automated readability index that matched the student’s reading level. the results are described in the table below: table 2. the readability level of the developed product no title readability level remark 1 kaolin lake 2.4 developed and translated 2 matras beach 3.6 3 pelawan forest 4.8 4 timah museum 5.2 5 parai beach 6.3 after the product developed, the field test was conducted. the writer found that 35 students (85.36%) out of 41 students in reading comprehension tests accomplished the minimum mastery criterion, 75. after the writer got the student’s score on the reading level test and reading comprehension test, the reading comprehension test was correlated to their reading level test score. the finding shows a significant correlation between the two sets of the score with the correlation coefficient was 0.618. the writer partially compared the reading comprehension scores (categorized as literal, inferential, and vocabulary) in the reading comprehension test included in the reading level test. the result of coefficients of each element showed a strong correlation which was 0.791 (inferential) and 0.639 (vocabulary), while 0.572 (literal) fell in average correlation. discussion as mentioned in the previous explanation, two sets of tests were administered in this study, firstly reading level test. in this activity, a standardized independent reading inventory was given to the students, which included reading texts at levels 2, 3, 4, 5, and 6. the reason for giving this reading level to the tenth grade is that based on the english teacher reports and student’s reading achievement was low. in addition, the previous researchers found that students in the tenth grade were at level four. it can be concluded that student’s reading level was at level 4 since the most significant percentage of students who belonged to the instructional group was at level 4. 2021. linguistics, english education and art (leea) journal 4 (2):351-361 358 the reading level test result is used as consideration on deciding which texts to be written as the reading materials and reading comprehension test of descriptive texts. as the student’s reading level was at level 4, the writer also provided a certain level and provided two grades below and two levels above the student’s reading level. therefore, the stories' readability levels had to be at levels 2, 3, 4, 5 and 6. there were five texts as a reading comprehension test. this reading comprehension has used an instrument to get the potential effect. similar to reading materials, reading comprehension tests are then calculated automatically in terms of their readability levels. as mention in the findings, there were five text reading materials were constructed from bangka island. there were bangka botanical garden (level 2.6), pasir padi beach (level 3.4), tirta tapta pemali hot spring (level 4.2), tanjung kelayang beach (level 5.8) and pulau ketawai (level 6.3). these reading materials have been delivered to the students to determine the practicality of the product. in this term, the questions were in the form of true-false, short answer and essay. after the developed reading test is constructed appropriately according to the student's reading level, it was given to the students in six meeting sessions. at the end of the meeting, the reading comprehension test was given to the students to know whether or not it is significantly effective in improving student’s reading comprehension. moreover, in their research, thomas & january (2019) point out that developed reading assessment must have criterion-related validity. it can be determined by measuring the test's correlation with the test which is already standardized. this statement reflects the vital role of criterion-related validity in determining the developed reading assessment quality. considering this, the writer analyzed the correlation of two sets of scores in this study (reading level test' score and reading comprehension test' score) to found out the criterion-related validity of the product. as mentioned in the findings above, through spss 20, there were significantly correlated to standardized test (iri by stark), which means the developed reading comprehension tests considered having criterionrelated validity. in other words, it shows that a molded product is good if it is used as a reading assessment, especially for reading level four students. the level of difficulties is constructed in grades 2, 3, 4, 5, 6 or two-level below and two levels above of reading level four students that senior high school students in pangkalpinang mostly have. the findings were supported by ahmed (2017) and monica & vianty (2019). those studies show that culturally materials or local content-based reading material effectively can improve student's comprehension. additionally, it is also revealed can enrich student’s knowledge and their learning interest. further, materials are suggested have to be in line with student’s reading local ability 2021. linguistics, english education and art (leea) journal 4 (2):351-361 359 according to student’s reading level. if the text readability level matches the student’s reading level, it will effectively influence the reader’s motivation, knowledge, and interest. the teacher should concern about text readability level and the student language level. the student’s level must be related to the text readability level (hidayat & rohati, 2020). conclusion the products developed are effectively used in elt. it is indicated by student achievement in reading comprehension tests because most students meet the intended learning standards and the minimum completeness criteria. besides, the product developed is also considered to have validity related to good criteria, as shown in the correlation coefficient of the two sets of student scores on both the reading level test and the reading comprehension test. references ahmadi, m. r. 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(2020). the importance of travel & tourism in 2019. world travel and tourism council, 1–2. https://wttc.org/research/economic-impact linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.2730 47 modern curriculum vitae: wordless meaning delivery by using symbols luh eka susanti institut pariwisata dan bisnis internasional ekasusanti@ipb-intl.ac.id submit, 03-08-2021 accepted, 06-12-2021 publish, 07-12-2021 abstract this study was aimed to identify the effectiveness of the wordless curriculum vitae and the perceptions of users in a number of hotels located in badung, bali upon the wordless curriculum vitae. the method used was qualitative approach and data were obtained through the distribution of online questionnaires, interviews and documentation studies. the results showed that 90% of modern curriculum vitae‟s human resource users were able to attract their interest in processing to the next level (interview session) and conveying the meaning of language through icons (symbols) substitution. the cv could convey meaning effectively without changing the meaning. in conclusion, this wordless cv by the substitution of the icons (symbols) has successfully delivered same meaning compared to the conventional cv. keywords: modern curriculum vitae, use of icon/symbols, wordless cv introduction a curriculum vitae (cv) is a comprehensive biography of a person‟s educational and academic background as well as teaching and research experiences, publications, presentations, awards, awards, and affiliations. a cv tends to be longer than a resume (two or more pages) and is a more detailed and complete synopsis of a person‟s overall background and skills. usually a cv contains various basic information about a job applicant including personal data such as name, place, date of birth, gender, religion, citizenship, address, telephone and in addition to personal data it also includes educational background, courses, skills or work abilities, work experience and other required information (woo et al., 2019). overall cv is complete information about a person‟s personal picture to be used to apply for a job or for other purposes such as continuing studies, 2021. linguistics, english education and art (leea) journal 5 (1):47-56 48 training and so on. with the development of technology and the use of social media, cv formats or templates are also undergoing adaptation. the cv format, which was previously very standard, has become more dynamic and gives a more creative impression. this causes labor users (users) to feel more interested in processing job candidates to the next stage, namely the interview process (teixeira da silva et al., 2020). the use of a cv with this format is generally more intended for private companies developing with a more modern concept. this cv uses fewer descriptive words or sentences, generally replaced by the use of icons or symbols that are known in advance through social media. because it uses few words or sentences, this cv is termed the wordless or modern curriculum vitae (gallagher & jackson, 2010). even though the name is “wordless”, it does not change the meaning of the language. therefore, the cv concept still looks interesting and creative and does not make the reader bored. words or sentences that are omitted can be replaced or substituted with the use of icons or symbols that are more contemporary. some words or sentences that are substituted with icons or symbols are related to addresses, telephone numbers, email addresses, likes, abilities described with stars according to ability levels, etc (basthomi, 2012). the more dynamic this cv format, the more applications or websites that create online cvs (cv maker) will be. some of them are cvmaker.co.id and zety.com. this cv maker facilitates the creation of a cv in a more attractive format. job applicants only need to enter photos, personal biodata and other supporting data. no need to wait a long time to produce a cv with a more attractive and creative format. some online cv makers commonly used are cakeresume dan canva. beside the afore-mentioned cv makers, the data shows there are many online cv makers that is capable of being a reference. symbols are signs that are able to provide information and have meaning, so that all information replaced by symbols will still be able to be understood by the reader (users) (lakew et al., 2019). nowadays, it is found that the latest job application cvs prioritize the physical appearance and creativity of each applicant without having to reduce the content and meaning of the content. their personal or portfolio history is submitted only on a piece of paper where some of the submissions are substituted with icons/symbols. there is an assumption that cv submissions like this are still formal in nature, only some of the information submissions are replaced with icons. on the other hand, there are some parties who do not agree with this cv format because it seems informal. according to them, all things must be stated in the form of sentences, not pictures or symbols. wibawa et al., (2021) suggests that the use of technology in the digital world is increasingly sophisticated. this has resulted in a lot of software that makes it easier for people to develop performance and creativity. in the 2021. linguistics, english education and art (leea) journal 5 (1):47-56 49 development of this modern era, expertise and skills are increasingly needed to manage certain software. for now, the design profession is also increasingly favored and needed by companies. the development of performance and creativity through design is carried out by providing creative design training. creative curriculum vitae is made with a simple modern theme, where each page will be neatly and simply arranged so that it looks simple with a modern mix of colors so that those who will see this creative curriculum vitae become interested and not bored. this study aims to identify the effectiveness of the wordless curriculum vitae and user perceptions in a number of hotels located in badung, bali on the wordless curriculum vitae. literatur review variety of languages language variety is the variation of language according to the user who varies according to the topic being told, the storytelling relationship, the interlocutor, and the person being told and according to the medium of the conversation (xu & shan, 2021). language variations or commonly called language variety can be caused by several things. language variety is often caused by social interaction activities carried out by very diverse communities or groups and the diversity of language functions itself (kumar et al., 2021). this diversity is due to the influence of age, socio-economic background, gender, and the context in which the speech event occurs. the last point is the most influential cause of diversity. there are 4 varieties of language in terms of speakers (xu & shan, 2021), namely: a) idiolect (variety of individual language „color‟ sound, choice of words, language style, sentence structure), b) dialect (language variety of a group of speakers whose number is relative), c) kronolek ( variety of languages used by social groups at certain times), and d) sociolects (varieties of language relating to the status, class and social class of the speakers). besides, there are also a number of varieties of language, such as variety in terms of usage, in terms of formality, and in terms of facilities. in term of its usage, it concerns the language used for what purposes or fields. for example, the fields of literature, journalism, agriculture, tourism, shipping, education, and the like. in terms of its formality, the variety of languages is divided into five kinds of styles (varieties), namely frozen (frozen); official variety (formal); variety of businesses (consultative); casual variety (casual); intimate variety. in terms of facilities, variety of languages is caused by the existence of means of communication that can be in the form of oral and written, for example language using certain means or tools such as telephone and/or sms. 2021. linguistics, english education and art (leea) journal 5 (1):47-56 50 language variety is a variety of different languages based on several things such as based on usage, topics discussed, speaker relationships, interlocutors, people being talked about, and according to the speaker‟s medium (sitorus, 2018). the variety of language which is considered by the speakers to be a good variety (having high prestige), which is commonly used among educated people, in scientific works (technical essays, legislation), in an official setting, or in official correspondence service (such as letters) is called the standard language variety or the official language variety. variety of spoken language is the material produced by speech apparatus with phonemes as the basic elements. in the spoken variety we deal with grammar, vocabulary and pronunciation. in this variety of spoken language, speakers can use high-low voice or pressure, facial expressions, hand gestures or gestures to express ideas. the characteristics of the variety of spoken language, including a) require the presence of another person; b) grammatical elements are not stated in full; c) bound by space and time; and d) affected by the pitch of the voice. variety of written language is a language that is produced by utilizing writing (sitorus, 2018). with letters as the basic element. writing style is related to writing procedures and vocabulary. in other words, the variety of written language requires the completeness of word elements such as word form or sentence structure, accuracy of word choice, correct use of spelling, and use of punctuation in expressing ideas. the characteristics of various written languages include a) does not require the presence of others; b) grammatical elements are stated in full; c) not bound by space and time; and d) influenced by punctuation or spelling. functional language variety is a variety of languages associated with professions, institutions, work environments or other certain activities. functional variety is also associated with the official state of use. the variety of language according to the language user can be seen in terms of the subject of the story, the medium or means, and the nature of language interpretation. judging from the subject of the speakers, there is a variety of our languages, all of which are often used daily, and various languages by all of us which are used specifically in the fields of journalism, science, literature, and religion. judging from the medium of use, there are various spoken languages that are often used in conversation or speech, there are various written languages used in letters, newspapers, magazines and books (sudaryat, 2015). the variety of languages according to the means there is a variety of spoken language and a variety of written language. 2021. linguistics, english education and art (leea) journal 5 (1):47-56 51 curriculum vitae the definition of curriculum vitae is taken from the definition of each word where the curriculum itself means all courses that are collectively prepared and planned regularly by schools or higher education. vitae which means everything that is vital (important) and relates to a person‟s life history that is ongoing. in short, cv is a list of a person‟s curriculum vitae. cv (curriculum vitae) is a document that provides an overview of a person‟s experience and other qualifications (tantra, 2019). in some countries, a cv is usually the main thing someone comes across when looking for a job, and will generally be followed by an interview. processing cv is the first step of the procedures the employee recruitment takes (irawan et al., 2019). curriculum vitae is closely related to brief information about a person related to his life history (sari, 2017). the purpose of this cv is to provide information on a person‟s life journey from the past to the present. in addition, because cvs are generally always associated with job seekers, cvs also aim to fulfill one of the requirements to get a job because without a cv, a person may not necessarily be able to get a job because they do not meet the requirements, therefore this cv really needs to be considered in writing because information is important and related to a person‟s life history (teixeira da silva et al., 2020). many job seekers, both fresh graduates and experienced career changers, do not understand and are familiar with the curriculum vitae, so that they do not get the maximum benefit. something that is effective is oriented towards goals and benefits. according to jackson & geckeis (2019) there are two types of effective cv structures, namely cv based on terms and cv by purpose. cv based on terms has a structure that has been determined by the company or agency that provides job vacancies. generally, this type of cv is used to apply for civil servants (civil servants), military, bumn (state owned enterprises), or conservative companies that already have and determine the standard form of curriculum vitae provided in the form of a ready-to-fill form. however, cv by purpose depends on the purpose, the target company and the targeted field of work. everything that is not related to the purpose does not need to be written in this cv. therefore, to make a cv must have a clear goal. the curriculum vitae (cv) used for employment purposes in the uk (and in other european countries) is more akin to the resume; a shorter, summary version of one‟s education and experience than to the longer and more detailed cv that is expected in us academic circles. although cvs are in different formats, the majority of them have some shared information sections (elezi, 2020). each curriculum vitae has a different structure and template, this comes back based on its purpose and type. however, above all these differences, generally the curriculum vitae has the following structure and content; 1) personal data; 2) education; 3) work experience; 4) ability (skill); and 5) past training. personal data contains name, address, email, mobile number and other 2021. linguistics, english education and art (leea) journal 5 (1):47-56 52 personal identification. mobile numbers and email addresses are some of the things that must be included because this is a way for companies or recruiters to contact someone back if they meet the criteria set. education describes the educational background and its relationship to the intended job. there are people who make cv explaining from kindergarten, elementary, junior high school to college. this is not wrong but in many ways not very relevant. what may be important is education from high school and above, including if there is special non-formal education followed. lower education can be included only if it has special relevance or there is certain information to be conveyed. work experience is the part that job recruiters pay the most attention to. work experience gives an idea of whether a candidate already has sufficient flight hours or is it still limited. it can also determine whether the candidate can quickly adjust to the new organization or if he needs a long adjustment. according to purnomo et al., (2018) ability (skill) needs to be explained in the cv as a learning process and experience from previous work. often people write these skills briefly, such as: able to communicate well, can work in a team, quickly learn new things. such an explanation does not add value because all candidates also do the same. it is necessary to specify the abilities that a person has in order to be able to convince job recruiters about one‟s abilities when working at the company in the future. furthermore, a list of previous trainings that have been followed can be included in the cv to give an idea of how far a person has developed and what insights he already has. don‟t include all training because of the amount. research method this research is a qualitative research conducted by observing or observing indirectly. data were collected by distributing questionnaires to hr staff in hotels in badung regency, bali. the technique for collecting data in this study used purposive sampling, where the informants in this study were selected based on criteria such as a) having a profession in the field of human resources and b) working in hotels in badung regency,bali. there are several techniques in data collection: a) questionnaire (were distributed online to 15 hrd staff; b) interview; and c) documentation (collection of cvs that have been received and processed by hrd. for the data analysis, the following techniques are used as a reference in analyzing the data, which consists of a) data reduction (done by eliminating invalid data); b) presentation of data (presentation of data can be displayed in tables, graphs, diagrams, or paragraphs); and c) drawing conclusions (making conclusions in accordance with the results of the discussion to answer the formulation of the problem). 2021. linguistics, english education and art (leea) journal 5 (1):47-56 53 finding based on the formulation of the problem, there are 2 things that are the main discussion in this study, namely a) how effective is the use of the modern curriculum vitae and b) the perception of users on the modern curriculum vitae in terms of conveying the meaning of language. figure 1. result of questionnaire discussion graph 1 shows the responses to the 3 main statements in the questionnaire in terms of format and language meaning. in terms of cv format and concept, 10 respondents (66.7%) answered that a cv with this format is attractive and looks more attractive. this makes respondents not bored and interested in contacting job applicants for immediate processing to the next stage. meanwhile, 3 respondents (20%) answered quite agree and 2 respondents (13.3%) stated that this wordless cv was not very interesting. this is because the cv looks more informal or casual if it is displayed in this form and does not meet the cv requirements when viewed from a formality perspective. according to forsberg (2016) today there is a huge body of literature and numerous websites, as well as career counseling agencies and courses that provide information on how a relevant and effective cv should be written and the rules on how cvs should be put together and what they should contain have become more explicit, leading to standardization. and high level of formalization. thus, along with the advancement of technology and internet media, it is no longer difficult to get a good and interesting cv making tutorial. based on observations in terms of language meaning, 12 respondents (80%) stated that the use of icons/symbols on the cv was easy to understand. 66,7 80 86,67 20 13,33 13,33 13,33 6,67 0 0 10 20 30 40 50 60 70 80 90 100 setuju cukup setuju tidak setuju 2021. linguistics, english education and art (leea) journal 5 (1):47-56 54 other responses stated quite agree by 2 respondents (13.3%), and disagreed by 1 respondent (6.67%). 80% of respondents are generally very productive people and are accustomed to using social media so that icons or symbols that generally appear on cvs are understood very easily. meanwhile, respondents who answered moderately and did not agree, generally rarely use social media in their daily lives. from other statements in terms of language meaning, none of the respondents answered disagree that the use of icons/symbols in this type of cv has a different meaning from what is conveyed through written words or sentences. this is evidenced by 13 respondents (86.7%) who strongly agree and 2 respondents (13.3%) who state that they quite agree with the use of icons/symbols in this type of cv which has the same meaning as the form of words or sentences. this indicates that the icon or symbol used does not reduce the meaning or meaning of the language to be conveyed to the reader (in this case the user). briefly, from the statements above, this wordless cv functions effectively in terms of concepts and also conveys the meaning of language that is easy to understand even though it is done by substitution of icons/symbols. the same thing was also expressed by almost all respondents that the use of this icon does not change the meaning or information to be conveyed to the reader. a cv with this format seems more attractive and attractive, but note that sometimes there are elements that have the potential to interfere with the reader‟s eyesight, for example the use of colors that are too flashy and fonts that are too small. snowman & kucharska (2020) state that cv assessments are based on a limited amount of information, and mental shortcuts are used to form rapid assessments. cv assessment plays a role in taking into account personality factors. an organization/agency can use the information in the cv to design their recruitment procedures. conclusion the concept of the modern curriculum vitae minimizes the use of words and sentences by replacing them with the use of icons/symbols that convey the same language meaning and information. in terms of format and language meaning, the use of a wordless cv is effective and looks more creative so that the cv looks attractive. likewise with the perception of the reader (user) which states that the icon/symbol used does not eliminate the meaning of the language or information to be conveyed and is easy to understand. however, there are several other elements that need to be considered in it, such as choosing colors and writing fonts. 2021. linguistics, english education and art (leea) journal 5 (1):47-56 55 references basthomi, y. (2012). curriculum vitae: a discourse of celebration with narcissistic allusions. teflin journal, 23(1), 1–24. https://doi.org/10.15639/teflinjournal.v23i1/1-24 elezi, e. (2020). a seamless platform to generate enriched semantic curriculum vitæ. thesis. universitas bonn. https://dgraux.github.io/supervision/elezi_msc_2020.pdf forsberg, e. (2016). curriculum vitae–the course of life. nordic journal of studies in educational policy, 2016(2-3), 1–3. https://doi.org/10.3402/nstep.v2.33742 gallagher, j. c., & jackson, a. m. w. (2010). how to write a curriculum vitae. american journal of health-system pharmacy, 67(6), 446–447. https://doi.org/10.2146/ajhp090222 irawan, r., dewi, i. k., wijaya, d., prana, i., & apriliani, a. (2019). analisis prosedur rekrutmen dan seleksi karyawan pada cv. putra wijaya motor jakarta barat. jurnal akrab juara, 4(4), 217-225. http://akrabjuara.com/index.php/akrabjuara/article/view/791 jackson, a. l., & geckeis, k. (2019). how to prepare your curriculum vitae. chicago: vgm career books kumar, s., anastasopoulos, a., wintner, s., & tsvetkov, y. (2021). machine translation into low-resource language varieties. proceedings of the 59th annual meeting of the association for computational linguistics and the 11th international joint conference on natural language processing, 110–121. https://arxiv.org/pdf/2106.06797.pdf lakew, s. m., erofeeva, a., & federico, m. (2019). neural machine translation into language varieties. proceedings of the third conference on machine translation: research papers, 156–164. https://doi.org/10.18653/v1/w186316 purnomo, f. a., pratisto, e. h., & nurrizqi, a. z. (2018). sistem rekomendasi pencarian keahlian mahasiswa berdasarkan curriculum vittae dengan metode simple additive weighting (saw). indonesian journal of applied informatics, 2(2), 107–117. https://doi.org/10.20961/ijai.v2i2.21248 sari, w. p. (2017). penerapan metode weight product (wp) pada aplikasi publikasi curriculum vitae (cv) dalam promosi alumni. skripsi. politeknik negeri sriwijaya sitorus, j. p. (2018). ragam bahasa dalam perspektif alkitab. polyglot: jurnal ilmiah, 14(2), 139-150. http://dx.doi.org/10.19166/pji.v14i2.809 snowman, a., & kucharska, j. (2020). the effect of anchoring on curriculum vitae (cv) judgments. psychologist-manager journal, 23(1), 12–34. https://doi.org/10.1037/mgr0000092 sudaryat, y. (2015). the mindset of sundanese people in their language expressions. indonesian journal of applied linguistics, 5(1), 120–126. https://doi.org/10.17509/ijal.v5i1.839 tantra, r. (2019). curriculum vitae (cv) in a survival guide for research scientists. springer, cham, 183-191. https://doi.org/10.1007/978-3-03005435-9_18 2021. linguistics, english education and art (leea) journal 5 (1):47-56 56 teixeira da silva, j. a., dobránszki, j., al-khatib, a., & tsigaris, p. (2020). curriculum vitae: challenges and potential solutions. kome, 8(2), 109– 127. https://doi.org/10.17646/kome.75672.52 wibawa, a. p., ashar, m., & patmanthara, s. (2021). transfer teknologi pembuatan curriculum vitae dan poster untuk siswa pondok pesantren al-munawwaroh. belantika pendidikan, 4(2), 77–81. https://doi.org/10.47213/bp.v4i2.107 woo, r., krawczyk oman, j. a., byrn, l., wakim, n. m., dyne, p. l., cheaito, m. a., epter, m., & kazzi, a. (2019). writing the curriculum vitae and personal statement. journal of emergency medicine, 57(3), 411–414. https://doi.org/10.1016/j.jemermed.2019.04.019 xu, h., & shan, z. (2021). teaching and learning multiple varieties of a foreign language or sustainable multilingual education. sustainability (switzerland), 13(14), 1–9. https://doi.org/10.3390/su13148004 linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.186 180 film as a media used by teachers to teach writing for tertiary level students ardayati 1 stkip pgri lubuklinggau ardayati470@yahoo.com 1 submit, 20-04-2018 accepted, 09-06-2018 publish, 09-06-2018 abstract the aim of this research was to find out whether or not it was significantly effective to use film as a media in teaching writing for tertiary level students. this study used pre-experimental method which was focused on writing skill at the eleventh grade students of senior high school tugumulyo. the writer formulated two hypotheses; they were null hypothesis (ho) and the alternative hypothesis (ha). there were 352 students from nine classes as the population of this study. the sample was taken through cluster random sampling. the result was xi ia.2 class which consisted of 37 students. in this case, the writer collected the data by using writing test. based on the findings, the result showed that tobtained was 6.38 where ttable was 1.697. it showed that tobtained was higher than ttable (tobtained>ttable). finally, the writer concludes that it was significantly effective to use film as media in teaching writing at the eleventh grade students of senior high school tugumulyo. keywords: teaching writing, film, media. introduction in english teaching and learning process, writing becomes a crucial skill which should be understood by students. in writing activities, students are guided by the teacher how to generate ideas and develop sentences into good paragraphs. writing has crucial beneficial for students. by writing, students can share what they have on their mind and develop their great idea in written form and give message from what they write. writing activities motivates students to always think critically and be confidence to discuss and write their point of view on papers. their writing result gives motivation and spirit for others. so, it can be concluded that writing gives positive impact for students in teaching and learning process because they are free to write down what on their minds are. after having interview with the teacher of english at sman tugumulyo, the facts show that students had difficulties when they wrote a paragraph in english. it is caused by limited of vocabulary mastery. all students are non native mailto:ardayati470@yahoo.com1 2018. linguistic, english education and art (leea) journal 1(2):180-192 181 speakers and it is rather difficult for the students to explore their idea into written form. actually, they have their idea on their mind but when they should write down in english, it becomes a serious problem for them to translate into english. it means that students had lack of vocabulary. second, students are difficult to develop their idea when they are going to write. there are many topics in writing class and it is a must for the teachers to ask students’ prior knowledge about the topics. the students enjoy learning process when the teacher can use the media effectively and ask students to discuss together. when the students are motivated, they do not only love the materials but they also get the point and find out valuable lesson from the teacher. since most students are not motivated to learn language, they are not interested in following any kind of guidance given by teachers, except copying down notes that will help in passing the examinations. it will be an ironic problem when the students have no any motivation in writing class. one of media can be used by the teacher in teaching writing is film. film is one of effective medium which can be used in teaching writing. film explore experience uniquelly and students adore films. they are so interesting and focused on what they watch because film is such a great media which can bring them in an awesome place to explore experience. film serves a similar function of traditional fairy tales, folk songs, or other oral storytelling traditions, but with a unique ability to combine multiple stimuli into a single and powerful entity (glover, 2009:7). film has a power to hypnotize students. by watching film, students will have good motivation to write their point of view and idea. they will think critically and can not stop writing about new things. when watching a film, different dimention is appeared and unique view will be seen by students. students do not just listen to the sound but students are also served by seeing motion pictures . motion pictures talk to the students in a great way and influence them to think directly about the condition around them. this enables viewers to connect with the information in a way that might vary from person to person, but ultimately resulting in a higher percentage of people learning from a single source. in addition glover (2009:10) states that film, when it utilizes all of its potential elements, touches on a variety of components that stimulate learning. literature review the basic concept of teaching teaching is a process of sharing, discussing and understanding material in or otside the classroom. teacher and students do interaction, giving questions and suggestion, discussing cases together, concluding the material and applying what 2018. linguistic, english education and art (leea) journal 1(2):180-192 182 they have discussed in their social life. as it is stated by anderson (2001:3) that teaching is an intentional and reasoned act. teaching is intentional because we always teach for some primarily to facilitate student learning. teaching is guided students to be a better person. teaching is not just about the activities which involves in the classroom but teaching a way of guiding students to interact, help, appreciate and discuss their perspective in positive way. teaching is focused on students, which is the teacher who serves as guide in learning process but the students who assume some responsibility for how much learning takes place (larsen, 2007:10). teacher give an opportunity to the students to argue, discuss, explain, complain, lead, read and answer case based on the clues given by the teacher. teacher is as a fasilitator, motivator, conselor and a good model in teaching process. thus, saleh (1997:34) states that teaching is mainly a way of guiding students to obtain the amount and a quality of experience which help best to develop of teaching is guiding and facilitating learning enabling the learners to learn setting conditions for learning. according to brown (2000:7), teaching is guiding and facilitating, learning, enabling the learner to learn, setting the conditions for learning. it means a teacher can play the roles of a facilitator, guide, motivate, and manager. as facilitator, the teacher provides facilities such as circumstances, equipment, aids, etc. as a guide, the teacher shows or helps learners to learn how to do something and understand knowledge. the students have no opportunity to interact with the teacher and the teacher is also not in position to motivate the students to learn the language. learning is two way process and the constant exchange of ideas makes the classes interesting. this unfortunately is lacking in the present scenario. teachers should be friendly with the students and try to maintain a healthy relationship with the students. as a result, the students don’t hesitate to come up with their doubt as they know that the teacher will treat the problems very sympathetically. a motivator means the teacher stimulates the interest of learner, and as a manager, the teacher arranges information and environment for student to learn. in teaching language, teachers need some instruction to teach well. robert gagne proposed a series of events which follow a systematic instructional design process that share the behaviorist approach to teaching. there are seven steps in teaching, they are; a) inform students of the objectives, b) stimulate recall of prior learning, c) present the contents, d) provide learning guidance, e) elicit performance, f) provide feedback, g) assess performance. the crucial of teaching writing according to brown (2000:7), teaching is guiding, facilitating, learning, enabling the learner to learn, set the conditions for learning. it means a teacher can 2018. linguistic, english education and art (leea) journal 1(2):180-192 183 play the roles of a facilitator, guide, motivate, and manager. as facilitator, the teacher provides facilities such as circumstances, equipment, aids, etc. as a guide, the teacher shows or helps learners to learn how to do something and understand knowledge. the students have no opportunity to interact with the teacher and the teacher is also not in position to motivate the students to learn the language. learning is two way process and the constant exchange of ideas makes the classes interesting. this unfortunately is lacking in the present scenario. teachers should be friendly with the students and try to maintain a healthy relationship with the students. as a result, the students don’t hesitate to come up with their doubt as they know that the teacher will treat the problems very sympathetically. a motivator means the teacher stimulates the interest of learner, and as a manager, the teacher arranges information and environment for student to learn. according to anderson (2001:3), teaching is an intentional and reasoned act. teaching is intentional because we always teach for some primarily to facilitate student learning. teaching is reasoned because what teachers teach their students is judged by them to be worthwhile. in teaching language, teachers need some instruction to teach well. robert gagne proposed a series of events which follow a systematic instructional design process that share the behaviorist approach to teaching. the following are nine steps in teaching process: a) gain attention of the students, b) inform students of the objectives, c) stimulate recall of prior learning, d) present the contents, e) provide learning guidance, f) elicit performance, g) provide feedback, h) assess performance writing is organization of four sentences into a text, into a coherent whole which is an explicit as possible and complete in its self, that we are able to communicate successfully with our reader through the medium of writing. sometimes writing comes easily, if we are in the right mood or have a clear and perhaps pressing need to express something, but as rule it requires some conscious mental effort. we think out sentences and consider various ways of combining and arranging them. in addition, saleh (1997:15) stated that writing is the fourth or the last skill the learner of english has to develop, even though it is the hardest of the language skill to acquire. however, writing is clearly much more than the production of graphic symbols. it is a highly complex skill involving the integration of visual, meteoric and conceptual abilities. it is actually an expressive form of the graphic symbol system used for conveying thoughts, feelings, and ideas. here are some teaching writing problems (bryne: 1993:4): 2018. linguistic, english education and art (leea) journal 1(2):180-192 184 psychological problems speech is natural and normal medium communication for us in most circumstances and accustoms us both to having someone physically present when we use language and getting feedback of some kind. writing on other hand, is essentially a solitary activity and the fact that we are required to write on our own, without the possibility of interaction or the benefit of feedback, in itself makes the act of writing difficult. linguistics problems oral communication is sustained through a process of interaction. because speech is normally spontaneous, we have little to pay attention either to organizing our sentences structure or to connecting our sentences to some extent the latter is maintained through the process of interaction. we repeat, backtrack, and expand and so on, depending on how people react to what we say. incomplete and even ungrammatical utterances usually pass unnoticed. as we know, we also have a considerable range of device at our disposal to help get our meaning across. in writing, we have to compensate. we have to keep the channel of communication open through our own effort and to ensure, both through choice of sentence structure and by the way our sentences are linked together and sequenced, that the text we produce can be interpreted on its own. cognitive problems people grow up learning to speak and in normal circumstances spend much of our time doing it. we also appear to speak without much conscious effort or thought and generally we talk because we want to about matter which are of interest or relevant to us socially or professionally. writing, on the other hand is learn through a process of instruction. people have master the written form of the language and to learn certain structures which are less used in speech or perhaps not used at all, but which are important for effective communication in writing. people also have to learn how to organize our ideas in such a way that they can be understood by a reader who is not present and perhaps by a reader who is not known us. finally, writing is a task which is often imposed on us, perhaps by circumstances. this not only has a psychological effect. it may also cause a problem in term of content what to say. being at loss for ideas is a familiar experience to most of us when we are obliged to write. according to chin (1990:11) defines writing as a way communicating, information, ideas and feelings in written symbols. furthermore, rooks (1988:15) states that the aim of writing is communication. when people write, they want to give their ideas and information to their readers. so, teaching writing is not a 2018. linguistic, english education and art (leea) journal 1(2):180-192 185 simple way for teacher. the teacher should be able to manage the materials and the class. the importance of teaching media using various kinds of media in the classroom has always been a challenge, and how to bring these media in the classroom is more than a challenge. students and teachers should be able to use in their classrooms different media through different technologies. media is a supporting equipment for the teachers to enable them in explaining the materials attractively. what will be happen in the classroom when an attractive teacher use a media in teaching and learning process and bring it in a positive way and ask students to interact with the media? the class will be more alive with a great atmosphere in the classroom. students enable teachers to meet various needs and interests of their students. in addition, by using media teachers could get some advantages. they are the following: a. media provide huge information, they motive students to speak and help them integrate listening, reading, talking and writing skills, through various kind of activity. b. teaching through media presentation there is more communication and collaboration among students, while working with the page of book is more individual, less collaborative and less interactive. c. teachers can exploit a piece of learning material offered by various media in several different ways through: analyzing a text in book, reading and generating ideas from a text in newspaper or magazine, watching and discussing a tv program or a movie, classroom presentations, exercises and activities using various kinds of media, pair and group work, reconstructing the text based on the above information brought from different media, engaging students in useful writing and revision activities, etc. there are several the advantages of using media in teaching, there are: a. media is increased the learners’ experiences. b. media is reached everything out of the class, such as: markets, stations, harbors, bacteria, virus, etc. c. media is created the possible direct interaction between learners and their environment d. media is produced some observation done by the learners to achieve the teachers’ aims. e. media is keeping the basic, concrete and real concepts of the teaching. f. media is aroused the learners’ motivation to learn. g. media is integrated the experience from the concrete things to the abstract one. h. media is avoided the learner bored. 2018. linguistic, english education and art (leea) journal 1(2):180-192 186 i. media make the learners easily to understand the instructional materials. j. media is made the teaching and learning process more systematic. according to riyana (2012:93) there some kinds of media education among others are: audio media audio media is tool to convey messages to be delivered in the form of auditory symbols, verbal and nonverbal. audio media for teaching is a material that contains a message in the form of auditory, which can stimulate the thoughts, feelings, concerns and willingness of the students. kinds of audio media are: radio education, audio tape recording, telephone and compact disc (cd). there are some advantages of audio media, following: a. it is easy to move. b. can be used in conjunction with radio recorder, so it can be repeated or played back. c. can stimulate active participation of hearing students, as well as to develop the imagination as writing, drawing and so on. d. students can focus like reading poetry, literature, music and language drawing. the teachers should think how to help student teachers to use media successfully in their future career, especially think of what is practically hidden behind them. it has immense potential as an instructional tool. in addition, media education is important because it develops students’ creative powers for those images, words and sounds that come to the students from various media. thus, creating more active and critical media users, who will always be more demanding in the future. media education has to do with film and television, press and radio, their impact on the students’ progress. it has to do with what to teach through media, when and how. its aim is to enable students to develop critical thinking, analyzing and reflecting on their experiences while using various means of media. visual media visual media which means all the props used in the process of learning that can be enjoyed through the eye senses. there are some kinds of visual media: images or photos, sketch, diagram, chart, cartoons, poster, map and globe, flannel board, bulletin boards. visual media serves to channel messages from the source to the receiver. the message will be delivered poured into visual symbols. in addition, the function of the visual media is to attract attention, serving to clarify ideas, illustrate or embellish fact that may be quickly forgotten if no visualized. 2018. linguistic, english education and art (leea) journal 1(2):180-192 187 audio visual media audio visual equipment’s is modern instructional media in accordance with the times the progress of science and technology, including that can be seen and heard. audio visual media is a media intermediary or the use of materials and absorption through sight and hearing so as to establish conditions to enable the pupils to acquire knowledge, skills, or attitudes. according to riyana (2012: 41) there are some kinds of audio visual media a. audio visual media movement, for example, television, video tape and film. b. audio visual media silence, for example, film strip voice, sound slide and comic voice. c. media audio semi motion, for example, media board. d. media visual motion, for example, silent film. procedure of teaching writing through film teaching writing through film can be implemented by the following steps; a. the teacher plays the film b. the teacher and students watch the film c. the teacher explains about material of narrative text d. the teacher asks the students to write a narrative text based on the film. e. the teacher gives the test to the students to write narrative text based on the topic that is choseen by the students. research method research design the writer applied a pre-experimental with one group pre-test and post-test design. dealing with this method, fraenkel and wallen (1990:235) state that preexperimental is useful ways of getting preliminary information on study questions. in this study the writer used one group pre-test-poest-test design. the design involved only an experimental group. population and sample the population was 355 students. arikunto (2010:174) state that sample is a part of representative of population investigated. the writer used cluster random sampling.. xi ipa 2 was as the sample of this study. it consisted of 37 students. table 1. population of the study no classes number of students 1 xi ipa 1 40 2 xi ipa 2 37 3 xi ipa 3 38 2018. linguistic, english education and art (leea) journal 1(2):180-192 188 4 xi ipa 4 40 5 xi ipa 5 40 6 xi ips 1 39 7 xi ips 2 38 8 xi ips 3 40 9 xi ips 4 40 total 352 technique for collecting data to collect the data, the writer used written test as the instrument; the test was given before and after the treatment. the instruments were two parallel tests, namely pre-test and post-test. the writer used the same material in the pre-test and in the post-test. arikunto (2010:223) states that test is questions or exercises used to the students’ skill, knowledge, and intelligence, attitude of an individual or group. the data collected through written test in the form of essay in narrative text that consisted of 100-150 words. the time was allocated for the students to do the test is 90 minutes. technique for analyzing data there was be two test and administered in analyzing the data. first, the data concern with the pre-test scores. second, the data concerned with the scores of the students in the post-test. third, the marker in this study is using two raters. there were the english teacher and the writer himself. there were steps to be used for analyzing the data obtained, they were: individual score table 2. scale range and category of writing element scale rang and category excellent to very good good to average fair to poor very poor content 25-23 22-20 19-17 16-0 organization 25-23 22-20 19-17 16-0 structure 25-23 22-20 19-17 16-0 vocabulary 15-14 13-12 11-10 9-0 mechanics 10 19-18 7-6 5-0 2018. linguistic, english education and art (leea) journal 1(2):180-192 189 conversion of the score table 3. the conversion of mmc range mmc range qualification 0-73 failed 74-100 passed matched t-test the formula was presented below : d obt s xx t 12   where : tobt : the t-obtain 2 x : the student’s mean score in post-test 1 x : the students’ mean score in pre-test sd : the standar errors of differences sd obtained by using the following formula ̅̅̅̅ √ sd calculated by using the following formula: √∑ ( )(∑ ) where : n : number of students d : difference of students’ scores finding the data obtained from the written test in the pre-test analyzed from the structure (s), vocabulary (v), organization (o), content (c), and mechanics (m). the scores were obtained by adding the result of first rater by the second rater, and the dividing into 2. after being analyzed, the researcher looked for highest score, the lowest score, and average score of each student for pre-test and post-test. in addition, the data do not only interpreted through the score obtained in the pretest and post-test but the data also analyzed in the process of learning and capability of students in doing their task in this study. it is crucial to prove the progress of the students ability. the students’ score were analyzed by observing 2018. linguistic, english education and art (leea) journal 1(2):180-192 190 how they can process verbal and quantitative information, interprets data, solve problems and think critically. the students’ score in pre-test the writer gave students a pre-test then got students’ score. the number of the students who took pre-test was 37 students. when the writer gave the pre-test to the students, some of them were difficult to start writing as the task to finish. they could not express their ideas in english well. furthermore, the result of the pre-test can be seen in the appendix b. the result of pre-test scores revealed that highest score was 91 which were reached by two students and lowest score was 40 reached by one student. the students’ score was compared to mmc score in the following conditions: (1) the students’ scores were determined as “passed” qualification when their scores were equal or exceeded 74. in contrast, the students’ scores were considered “failed” when their scores were lower than 74. the students’ score in post-test the researcher scored the students’ writing result based on five criteria, they are; 1) content; the clear content of composition and showing knowledge of subject, 2) organization: fluent expression, integration of sentence by sentence and paragraph by paragraph, 3) vocabulary; choice and usage appropriate idiom or word, 4) structure or language use, construction rules of the sentence or appropriate grammatical, 5) mechanic, mastery of spelling, punctuation, capitalization, and paragraphing. (heaton,1988:146) the students’ writing was scored by two raters. then, the students’ score was analyzed by adding the result of calculation from first rater and second rater after that the scores were divided by 2. the result of the students’ in post-test war compared to mmc. it can be seen in appendix b. in the post-test, the higher score was 94 reached by one student, and the lowest score was 41 reached by one student, while the average score was 77,59. in the post-test there were 27 students who were in the “passed” qualification. however, there were still 10 students who in “failed” qualification. the result of normality testing in pre-test based on the calculation of normality test in the pre-test, the table of the list frequency of observation and expectation of the students’ scores, the researcher found out that x 2 obtained = 4.819 with degree of freedom (df) = 5(6-1). since level is 95% (0.05), and the x 2 table = 11.070. the data is normal because x 2 obtained = 4.819 < x 2 table = 11.070 2018. linguistic, english education and art (leea) journal 1(2):180-192 191 the result of normality in post-test based on the calculation of normality in post-test, the table of the list frequency of observation and expectation of the students’ score, the researcher found out that x 2 obtained = 8.353 with degree freedom (df) = 5 (6-1). since level is 95% (0.05), and the x 2 table =11.07. so, can conclude was normality because x 2 obtained = 8.353 < x 2 table = 11.070. matched t-test after theresearcher calculated the students’ score in both pre-test and posttest, the writer calculated the matched t-test to find out whether or not the writing through film as media to the eleventh grade students of sma negeri tugumulyo in academic year 2016/2017. the writer found that the result of matched t-test calculation indicated that the tobtained was 6.377. this score was much higher than the t-critical value; that was 1.697. based on the data (see in the appendix), it was found out that the number of students (n) was 37, the sum of different (d) was 307, and the squared (d 2 ) was 5085. from the matched t-tests calculation above showed that tobtained was 6.38 and the ttable in level of significant 95% (0.05) with degree of freedom (df) 36 ( 37-1) is 1.697. it means that tobt 6.377 was higher than ttable. furthermore, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. discusssion based on the research result of investigation, it can be supposed that it was significantly effective to teach writing through film as media to tertiary level students. it can be prooved by the students’ average score before and after they were taught by using film. in pre-test students’ average score was 69.30 and and 77.59 in post-test. before teaching the students by using film, the researcher gave a pre-test with purpose to get students’ score in writing. the result of pre-test scores revealed that highest score was 91 and lowest score was 40. after giving pre-test, the researcher taught tertiary students by using film as media. as glover (2009:10) states that film, when it utilizes all of its potential elements, touches on a variety of components that stimulate learning. the students responded well when they were treated by using film in teaching writing. almost of the students got more attention and they were interested in watching the film. after they watched the film, they got more and new information and they got refresh to take their new ideas. furthermore, the writer gave post-test after the treatment and the result of post-test showed that the students’ writing was improved. in the post-test, the highest score was 94 reached 2018. linguistic, english education and art (leea) journal 1(2):180-192 192 by one student and the lowest score was 41 reached by one student. based on the researcher’s treatment result, it was showed that students’ writing achievement was increased because the students enjoyed while learning english through film as media. finally, from the matched t-test calculation showed that tobt was 6.38 and critical value at significance level of 0.05 with degree freedom 36 (37-1) was 1.697. it means that the tobt was higher than critical value. furthermore, the null hypothesis (ho) was rejected and alternative hypothesis (ha) was accepted. this indicated that it was significantly effective film as media to teach writing to tertiary level students. conclusion the researcher concludes that it is significantly effective to use film as a media to teach writing subject. this conclusion is derived from the following indicators: 1. the students’ average score in the post-test was higher than the average score in the pre-test. the students’ average score in the pre-test is 69.30 and the students’ average score in the post-test is 77.59. 2. the result of the matched t-test calculation showed that the tobt is higher than t-table. the tobt is 6.38, while the t-table is 1.697. it meant that the null hypothesis (ho) is rejected and automatically the alternative hypothesis (ha) is accepted. references anderson, (2001). listening. oxford: oxford university press arikunto. (2010). prosedur penelitian suatu pendekatan praktik. jakarta:pt rineka cipta. brown, d.h. (2000). principles of language learning and teaching: 4 th . ny: addison wesley longman inc. byrne, d. (1993). teaching writing skills. essex: addison wesley longman ltd. chin, b. (1990). on your own: writing process. engelwood cliff, ny: prentice hall, inc. fraenkel &wallen. (1990). how to design and evaluate research in education. new york: mcgraw-hill, inc. glover, k.l. (2009). connection: making sense of the world around us (the use of music in documentary films). montana: montana state university. larsen, f. (2007). practical english language teaching: young learners. singapore: mcgraw-hill. riyana, c. (2012). media pembelajaran. jakarta: dirjen pendidikan islam kementrian agama ri. rooks. (1998). discovery in academic writing. boston, ma: heinle saleh, y. (1997). methodology of tefl in the indonesian context. palembang: sriwijaya university linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.2162 362 the students’ ability on identifying adverbs in writing descriptive text jessika maria sitompul 1 universitas prima indonesia resperdiana purba 2 universitas prima indonesia sondang mawarni simanjuntak 3 universitas prima indonesia ernika sitorus 4 universitas prima indonesia jessikajohnita1109@gmail.com 1 submit, 16-03-2021 accepted, 10-05-2021 publish, 10-05-2021 abstract this study aims to determine the extent to which students' ability to apply adverbs to stories using descriptive text as the basis for learning english at sma puteri sion medan. the method used in this research is the descriptive qualitative method. researchers made observations at school, then gave tests and interviews to students as data collection instruments needed in this study. the results of research that researchers have obtained show that most students can only understand adverbs of time and place, while other adverbs are still rarely used. in conclusion, the ability of puteri sion medan high school students to write descriptive text using the adverb type is in a good category. keywords: adverbs, descriptive text, identifying, writing introduction based on the 2013 curriculum, english has a center position in developing technology and information. learning english, which was still very minimal, has become an obligation because it has become comprehensive by adjusting its own needs and challenging educators to improve student skills to become competent individuals (quansah & tetteh, 2017). writing is the language skill most individuals use least (supiani, 2017). it is also a skill that is generally formally learned at college and that many individuals do not handle well. in line with the curriculum, teaching english at the school level improve student's language skills. mailto:jessikajohnita1109@gmail.com1 2021. linguistics, english education and art (leea) journal 4 (2):362-374 363 based on the 2013 curriculum, there are several teaching materials english that students must master. four language skills must be possessed taught to junior high school students: reading, listening, speaking, and writing (anggraini & kusniarti, 2017). writing is an excellent complement to other skills and activities as well can be usefully prepared for work (dewi et al., 2020). before doing the research last june, the researcher also followed the field observation (praktik kerja lapangan/pkl) at sma puteri sion medan. one of the themes of learning was adverbs. as the impermanent educator around, the researcher saw that the students hard to group the adverbs into adverbs. as the impermanent teacher, the researcher also asked the students about their favorite text in english learning and the students answered it is descriptive text. from that point onward, the researcher takes this issue into an analyst. the students' fundamental problem at sma puteri sion medan is that they lack information about the topics they learned, especially adverbs. there are likewise a few issues that researcher found from the students at sma puteri sion medan when learning adverbs as the learning subject were: the students didn't know sorts of adverbs, they lack information about adverbs, they hard to find the differences from each kind of adverbs, and also the students are still lacking in comprehending the descriptive text. before doing the test to get the data for the research, the researcher also explains the kinds of adverbs. after being given a brief explanation, the students' ability increased slightly, especially about the adverb of time and place. it shows from the result of the students’ test. from the reasons above, the researcher wants to find out the students' ability to identify adverbs in writing descriptive text at the eleventh grade of sma puteri sion medan. the focus of this study was to analyze the students' ability to identify adverbs in writing descriptive texts and focus on the types of words that the students mastered. literature review one of comprehension in english is writing. writing is the language skill most individuals use least (supiani, 2017). it is also a skill that is generally formally learned at college and that many individuals do not handle well. further, writing is regarded as the most challenging skill because the right grammar and the coherence of the sentence must be combined in writing (wijaya, 2017). writing skill is one of the english skills that are still difficult to master by students. there are a few angles that the aspects ought to figure out how to do decent writing. however, the students have to master the writing skill since this skill has consistently been viewed as a significant ability in english language learning (syarofi et al., 2018). 2021. linguistics, english education and art (leea) journal 4 (2):362-374 364 writing has an essential role in our life. in english, there are so many kinds of texts that we learned english. descriptive text is one of the primary texts that we must master. in indonesia's national curriculum, the descriptive text has been taught seen the junior high school. according to its word, the descriptive text has a role in describing things that can be described. according to noprianto (2017), descriptive text is one of the text types requested to master by secondary schools in indonesia. however, this type of text is the most difficult for students. fitriani et al., (2019) reveal that the most challenging text is the descriptive text. therefore, teachers should avoid a monotonous way of teaching writing. they should find out a good strategy in teaching writing to make students interest. the teacher should be able to promote successful learning content as a facilitator and maintain the class always enjoyable (zainuddin, 2015). descriptive text is always in around us when we want to describe something or someone. descriptive is also an english text to describe objects of living things that we describe either the appearance or texture (halim et al., 2019). according to british course.com, the descriptive text says what a person or a thing is like. its purpose is to describe and reveal a particular person, place, or something." from the definition above, descriptive text is a valuable text because it helps us show our opinions. to write a descriptive text, we need good grammatical. according to ismayanti & kholiq (2020), in this research, they state that the students showed that they have some difficulties in writing descriptive text. they are: 1) generic; 2) grammar; 3) spelling. the difficulties on the generic structure of descriptive text consist of describing an object in detail. the students have to organize their ideas into good paragraphs. the students have to make their writing readable. in writing descriptive text, the students need to develop the ideas into one paragraph, organizing the ideas by identifying the topic and give descriptions about the subject. students must write it in multiple issues such as content, organization, purpose, audience, vocabularies and mechanics such as punctuation, spelling, and capitalization (siregar & dongoran, 2020). the adverb is one of the kinds of grammatical. an adverb refers to any element in a sentence used to modify a verb, adjective, another adverb, or even an entire clause. liisa berghal states that adverb functions as a modifier of constituents other than nouns are entirely usable for mauwake. according to quansah & tetteh (2017), adverbs are modified verbs, adjectives, and other adverbs. from that definition of the adverb, the researcher concluded that adverbs are adverbs that show objects, adjectives, or adverbs. the adverb is also an explanation in a sentence, and adverbs are also called adverbial words. which are the means of adding or giving information to other words. 2021. linguistics, english education and art (leea) journal 4 (2):362-374 365 in writing descriptive text, there are several parts that students must master before starting to write descriptive paragraphs, namely as follows: the social function of writing descriptive text can describe a particular person, place, thing, or animal. in writing descriptive text, the students need to develop the ideas into one paragraph, organize the thoughts by identifying the topic, and describe the case. students must write it in multiple issues such as content, organization, purpose, audience vocabularies, and mechanics such as punctuation, spelling and capitalization (siregar & dongoran, 2020). from the statement above, the students must be mastering the grammatical rules include adverbs, punctuation, spelling, develop the ideas into one paragraph so that the students can write a good descriptive text. in summary, the writer can conclude, by mastery adverbs, the students will be more able to write a descriptive text. the statements' writer also related to the previous research taken to determine the students' ability to write a descriptive text, for example, the study from jayanti (2019). the writer states that, in general, descriptive means describe particular person, place, or thing details. the descriptive text should concentrate on action (verbs) and sensation (adverbs and adjectives). the writer also states that students need to understand grammar rules and punctuation in writing descriptive text to analyze adverbs in sound and correct language, especially writing. from the results of the paper done by students, the level of difficulty and the use of grammar and punctuation marks will be evaluated whether it is good and correct in analyzing the adverbs in the descriptive text. research method techniques of analysis data this study will be used qualitative analysis. as the title of this proposal, the researcher presents the kind and the function of adverb found from the students' writing on descriptive text. it means that this study's primary aim gives a detailed description of the kind and functions of adverbs in sentences. the analysis will show that adverbs may appear in different kinds and different functions in sentences. the subject of the study is students at sma puteri sion medan. the object of the study is the students' ability to identify adverbs in writing descriptive text. the researchers will research sma puteri sion medan, located at jl. letjen jamin ginting km 9,5 no.160, simpang selayang, kec. medan tuntungan, kota medan, sumatera utrara 20131. in the technique of data collection, researchers used observation, tests and interviews. the researcher will go to school to make the observation. the researcher will gather several students and conduct tests and interviews. previously, the 2021. linguistics, english education and art (leea) journal 4 (2):362-374 366 researcher will provide a brief explanation of the adverb. like the test, the researcher will do the steps below: ask the students to write a free discourse consist of adverb topic, collect the answer from the students, read the discourse clearly and underline the adverb found, write all adverbs found and identify them based on the kind and the function, find out the adverb which the most dominantly used. an interview will conduct after students complete the test. the researcher will ask students several questions about adverbs. then the researcher will collect and analyze these answers into research data. this interview will help the researcher to find out students' abilities about adverbs. in data analysis techniques, the data collected will be analyzed and interpreted using qualitative scores to get a summary. the data will be analyzed using the following table: table 1. the number of each data no kinds of adverbs numbers percentage 1 adverb of time % 2 adverb of place % 3 adverb of frequency % 4 adverb of manner % 5 adverb of degree % total to find out the percentage of all adverbs found, the researchers use the formula below: p = f x 100 n p is used for percentage, f is used for number and n is used for total items from the formula above. finding based on the research that the researcher has already done. we found that the ability of the students to identify adverbs in writing descriptive text is still low. when the researcher asked the students to give an example of an adverb, only five students from thirty students can answer correctly. their grades were still lowly. because their ability is still low, the researcher tries to give a brief explanation about adverbs and the kinds of adverbs. after the concise clarification, the researcher asked the students back and they have a slight improvement. as the researcher knew, some students understand the adverbial words, but they don't know to identify kinds of an adverb. in data collection, the researcher used descriptive writing test as the instrument data. the researcher asked every student in that class to write a 2021. linguistics, english education and art (leea) journal 4 (2):362-374 367 descriptive text. the researcher also interviews the students about their ability to identify adverbs and to write a descriptive text. thirty students joined in this research. after the researcher checked the students' descriptive text, the researcher can see that students still don't understand adverbs. the students focus only on using of adverb of time and the adverb of place. the students still low on using an adverb of manner, adverb of degree, and frequency. below are the tables of the qualification for the students' test. table 2. the category mastery of the students score category 90-100 excellent 80-89 very good 70-79 good 60-69 enough 50-59 bad less than 50 very bad table 3. the students’ result no name score/value grade 1 a.pjtn 62 enough 2 pa.gtg 79 good 3 p.nnggln 65 enough 4 f. sr 66 enough 5 a.trgn 67 enough 6 r.srgr 66 enough 7 k.angls 65 enough 8 m.stnjk 81 very good 9 j.tarigan 67 enough 10 d.stp 55 bad 11 j.smrgkr 66 enough 12 a.trgn 62 enough 13 s.smjtk 60 enough 14 e.strs 76 good 15 f.sng 78 good 16 j.stmpl 58 bad 17 g.hsbn 85 very good 18 d.sng 86 very good 19 r.dmnk 87 very good 20 c.fs.dmnk 84 very good 21 n.srgr 66 enough 22 w.shn 79 good 23 p,ds. gtg 87 very good 24 y, brs 65 enough 25 l.btbr 85 very good 26 j.smbrg 65 enough 27 n.ftmh 100 excellent 28 adz.f 79 good 29 m.hsymn 62 enough 30 d.shmbng 78 good 2021. linguistics, english education and art (leea) journal 4 (2):362-374 368 table 4. the percentage of using the kinds of adverbs no category frequency percentage (%) 1 excellent 1 3,33 2 very good 7 23,33 3 good 6 20 4 enough 14 46,67 5 bad 2 6,67 total 100 the students' difficulties in adverb material and descriptive text after the students finish working on the tests that the author has made in the form of a descriptive text, the next writer conducted interviews with six students about the author's questions students about using adverb types in the descriptive text in puteri sion senior high school, medan. to find out what difficulties students have and understanding the use of adverb types affecting descriptive texts. to get data from the interview results, the writer asked the students several questions and recorded the interview results. the following are the results of the interview conversations between researchers and students: conversation 1 researcher : what do you think about english? student 1 : i think english exciting researcher : what do you know about adverbs? student 1 : i know adverb is one of the parts english lesson researcher : what do you know about descriptive text? student 1 : to describe something or someone researcher : what adverb are used most often in the descriptive text? student 1 : adverb of place and time researcher : what are the least used adverb in the descriptive text? student 1 : i think it's an adverb of manner researcher : how many kinds of adverbs do you know? student 1 : i know five kinds of adverbs. but i know the most is only 2. it is an adverb of time and place. conversation 2 researcher : what do you think about english? student 2 : english is one of the most complicated subjects in school researcher : what do you know about adverbs? 2021. linguistics, english education and art (leea) journal 4 (2):362-374 369 student 2 : i don’t know adverbs. because i don’t like english subject researcher : what do you know about descriptive text? student 2 : to describe something researcher : what adverb is used most often in the descriptive text? student 2 : i don’t know. researcher : what are the least used adverb in the descriptive text? student 2 : i don’t know researcher : how many kinds of adverbs do you know? student 2 : i don’t know. conversation 3 researcher : what do you think about english? student 3 : english is one of my favorite subjects researcher : what do you know about adverbs? student 3 adverb is a part of element in a sentence used to modify a verb or adjective researcher : what do you know about descriptive text? student 3 : descriptive text is a text which says what a person or a thing is like. researcher : what adverb is used most often in the descriptive text? student 3 : maybe the most used is adverb of time, frequency and place researcher : what are the least used adverb in the descriptive text? student 3 : i think it is adverb of degree researcher : how many kinds of adverbs do you know? student 3 : i only know five kinds of adverbs. conversation 4 researcher : what do you think about english? student 4 : as i know, english is the essential language in the world. but it is tough to learn. researcher : what do you know about adverbs? student 4 : adverb is a topic in english subject researcher : what do you know about descriptive text? student 4 : to tell about the past story 2021. linguistics, english education and art (leea) journal 4 (2):362-374 370 researcher : what adverb is used most often in the descriptive text? student 4 : adverb of time researcher : what are the least used adverb in the descriptive text? student 4 : i don’t know researcher : how many kinds of adverbs do you know? student 4 : only one. it is an adverb of time. conversation 5 researcher : what do you think about english? student : english is bad researcher : what do you know about adverbs? student 5 : adverb of place researcher : what do you know about descriptive text? student 5 : describing researcher : what adverb is used most often in the descriptive text? student 5 : adverb of place researcher : what are the least used adverb in the descriptive text? student 5 : i don't know researcher : how many kinds of adverbs do you know? student 5 : i only know the adverb of place. conversation 6 researcher : what do you think about english? student 6 : english is a famous language researcher : what do you know about adverbs? student 6 : i just know the name. but i don't understand about it. researcher : what do you know about descriptive text? student 6 : a text to describe something researcher : what adverb is used most often in the descriptive text? student 6 : adverb of time and place researcher : what are the least used adverb in the descriptive text? student 6 : i don’t know researcher : how many kinds of adverbs do you know? 2021. linguistics, english education and art (leea) journal 4 (2):362-374 371 student 6 : i know 3, adverb of time, place and manner. but i don't understand about the adverb of manner. i just know the name. after interviewing the students, the researcher can conclude that the sma puteri sion medan students still need a lot of practice and explanation about identifying adverbs in writing descriptive text. data analysis following are the results of data analysis and the percentage of students that the author will explain. students who get the excellent category are at number 27 with the use of this formula to produce 3.33% percentage of the data, students who get the outstanding category are in numbers 8,17,18,19,20,23 and 25. and after applying the result of formula, the percentage data obtained is 23.33%, while students who get the good category are at the number 2,14,15,22,28,20. after using the procedure, the percentage data is obtained as much as 20%. whereas students who got the good type were in numbers 1,3,7,9,11,12,13, 21,24,26 and 29 and after applying the data formula, the percentage was 46.67% and students who got the lousy category were the numbers 10 and 16 after using the recipe for a percentage yield of 6.67%. tabel 5. the final result of the students no category score frequency percentage (%) 1 excellent 90-100 1 3,33 2 very good 80-89 7 23,33 3 good 70-79 6 20 4 enough 60-69 14 46,67 5 bad 50-59 2 6,67 6 very bad less than 50 total 30 100 discussion after the research was done, the first question is "how is students' ability to identify adverbs in the descriptive text? to answer this question, the researcher already analyzes the data and make it into some tables. and from the data above, 30 students passed the test, where one student is included in the excellent category (3.33%), seven students are in the "very good" category (23.33%), six students are in a "good" category (20%), 14 students are included in the i enough category (46.67%) and two students are in "bad" category (6.67%). so it can be concluded that sma puteri sion medan students are still in the "enough" category in using adverbs in descriptive text. the researcher also found the most of the students in this school mainly using adverb of time and place. the researcher found that the 2021. linguistics, english education and art (leea) journal 4 (2):362-374 372 students seldom using other kinds of adverbs, especially on using adverb of frequency. the researcher found that almost all students use frequency words, making students less understanding of these types of comments so that the student's ability to identify frequency words is in the sufficient category. the result is also in line with riani (2017) findings that the power of first-year students at sma n 7 padang in using frequency adverbs in the simple present tense is moderate. moreover, halim et al., (2020) found the results show that students' ability in using adverb clauses of time is categorized as generally where 50% of the students can use adverb clauses of time correctly. specifically, students' knowledge in using adverb clauses of time refers to past time being categorized well with 74%. in comparison, students' ability in using adverb clauses of time refers to the present time is classified low since only 50% of students answered correctly. thus, the percentage of students' ability to use adverb clauses of time, which refers to a future time, is categorized low because only 47% of students can answer the test correctly. from this research, the researcher can conclude that students have a good ability in understanding adverb of time. it is the same for the students at sma puteri sion medan. based on the results from the previous research above, the researcher can conclude that there were still many students who had difficulty identifying adverb, mainly adverb of frequency. so students need to find out more information about adverbs to write the descriptive text correctly and adequately. according to husain & adam (2020), there are several efforts that teachers can do in learning activities for slow learners, including (a) presentation of learning in a concrete and actual manner; (b) the use of various media and methods that prioritize audio and visual concepts; (c) provide remedial learning and repetition of each material; (d) provide counseling services; (e) provide motivation; (f) individual approach; (g) flexible curriculum. conclusion the ability of the students of sma puteri sion medan to write descriptive texts using the type of adverb is in the sufficient category. students make 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(2015). exploring the potential of blended learning and learning management. englisia, 2(2), 70–85. http://dx.doi.org/10.22373/ej.v2i2.287 linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.1896 206 the impact of computer assisted language learning (call) use of english vocabulary enhancement yuri lolita 1 universitas negeri jakarta, indonesia, endry boeriswati 2 universitas negeri jakarta, indonesia, ninuk lustyantie 3 universitas negeri jakarta, indonesia, yurilolita_7317110596@mhs.unj.ac.id 1 submit, 22-12-2019 accepted, 30-12-2020 publish, 30-12-2020 abstract this study aims at improving students’ comprehension on english vocabulary using computer and finding out the effectiveness, efficiency and the attractiveness of computer assisted language learning (call) in english learning. it was carried out at smp sunan giri gresik by using proactive action research method and intervention action model. the participants belonged to 3 different class groups. thirty of them were from 7th grade (amanah class) and thirty-two of them from (hidayah class). the other 30 participants from (inayah class). the data were collected and analyzed by using mixed method approach. instruments used for collecting data in this study are questionnaires, documents, observation check list, interview, and achievement tests. the results showed that the treatments give affect positively for students especially treatment on cycle 2. it also can be seen by the students’ involvement actively during learning process. computer assisted learning especially using software gave students chance to explore their english skill especially the vocabulary through interacting directly with computer by doing exercises given individually in pair or group. from the explanation above it can be concluded that english learning in junior high school can be improved with the help of computer assistance in this matter called computer-assisted language learning (call) mainly to improve english vocabulary. keywords: computer-assisted language learning (call), english vocabulary, students’ comprehension mailto:yurilolita_7317110596@mhs.unj.ac.id 2020. linguistics, english education and art (leea) journal 4 (1):206-221 207 introduction as part of research and development agenda, we are currently focusing on the impact of information and communication technology (ict) on teaching and learning english (hashemi, 2016). it in junior high school especially vocabulary learning still far from expectation. the learning has been done till nowadays emphasizes on four language skills those are reading, speaking, listening and writing which also never been achieved, aside from that the learning is still focus on teacher or teacher-centered where teachers are very active in class resulting, the students to be passive and receiving anything given by the teachers. the students only come in class sit down and listen to all direction order and anything given by the teacher because they believed that it is the only way they can be perceived as good and obedient students. whereas, as teacher, one’s function and task are to teach the students so the language learning goal can be achieved instead of focusing only to the grammar teaching (lomax & ferguson, 2002). vocabulary knowledge is often viewed as a critical tool for second language learners because a limited vocabulary in a second language impedes successful communication. so that, underscoring the importance of vocabulary acquisition (alqahtani, 2015). vocabulary is often found; many students are not being able to speak and understand the text and write in english caused by lack of vocabulary which made them are not capable to choose or speak the words. this caused the students to have difficulty in listening properly what native speakers said or people who speak english or even the teacher who deliver information, direction or lesson in school. from some research it is known that one of factors which lead to low english score and students’ failure to use this language especially in communicative way is their lack of vocabulary. this condition caused students to feel scared or not confident to state opinion feeling, suggestions, or question so most of them choose to be silent rather than expressing their opinion in english learning in class. due to that condition and circumstances the target and function of english learning cannot be used as it supposed to be where mastering this language will escort them to the success. same opinion stated gilakjani, (2017) that language in general has central role in social intellectual development and human emotional. therefore, ahmadi (2018) stated that students as learning subjects in school should understand that language learning can become beneficial in succession learning study field because language is tool to think scientifically. globalization that is supported by function of communication and information technology requires communicative society. therefore, the english comprehension and technology devices such as computer and internet are requirement for society development (md ruhul, 2019). as the controller in the 2020. linguistics, english education and art (leea) journal 4 (1):206-221 208 learning process it is better for teacher to do self-reflection and find more potential to find proper approach in teaching english especially vocabulary to students one of it by using technology to help learning process in class. study found that one of the factors causing students lack of vocabulary is the ineffective and unvaried teaching techniques using by teachers in learning process especially in vocabulary learning. as we know that the success of teaching is determined on how teachers delivering the learning material to the students. thus, teachers need to find, develop and make effective technique to motivate students in learning and improving their vocabulary comprehension one of it by using call (computerassisted language learning) an alternative method to assist classical methods that commonly used in class. in teaching the students according to amin (2013) teachers need to master the use of ict for the learning necessity. according to ghavifekr, & rosdy, (2015) expressed that effective teacher require to create learning environment which supporting the learning process that is using technology in learning, enable to develop the technology skill and integrate it with computers in learning process in class which is adjusted by the students’ necessity. the use computers in learning are not new thing but media has not even used whole of it in learning to ease and to provide facility for the students in learning. the writer has teaching experience during class with the results of observations of friends and colleagues, it seems that the use of computer-based media has not been used in the learning process. in this sophisticated era, it is very suitable when learning process to use computers as a learning media. if we see from demands and expectation from society, the english learning is supposed to use interesting approach which can motivate students so it can improve their english teacher, the language can be used to communication spoken and written. nevertheless based on many studies done by many parties also observation result and early study, it is seen that english learning process that has been ongoing most of them focus on knowledge dimension and grammar comprehension with limited approach such as lecturing, doing answer sheet to student which most of them lie on grammar and in general the learning is done by teacher without using any media. in order to solve the problems in conducting the english learning process and to improve the success of learning and english vocabulary comprehension in order to face the challenges and expectation from society that to use english in communicative way so that it needs strategic solutions that will solve the problem. thus, the learning quality can be improved and suitable of education development and society and environment demands can be done by using educational technology (darling-hammond, et.al, 2020). this research is intended to know and improve the english learning through computer especially english vocabulary comprehension improvement 2020. linguistics, english education and art (leea) journal 4 (1):206-221 209 effectively, efficient and learning process which has attraction. based on the problem, the purposed to (1) improve english vocabulary through computer assisted learning (2) improving the effectively of english learning by using computer (3) improving efficiency of computer assisted english learning can improve effectively english learning (4) make english learning to be more attractive. in the learaning process teachers are expected to teach effectively, to guide students and to keep order in the classroom. however, the most crucial role teachers are expected to play is providing and maintaining a good quality of education. (koran, 2015; leu, 2005). english is one of the skills determining by field workers and even though it is still seeing as second language as in malaysia and india, english has already must lesson in junior high school. therefore, the english learning can be successful according to gagne & m, (1984) there are nine points that is need to consider: (1) gaining attention; student effort to gain teacher attention, (2) informing learner of the objectives; tell the students about the goal of the learning, (3) stimulating recall of prior learning; this called apperception to give students simultaneity so they can link prior material with new one, (4) presenting stimulus; provide the stimulus, (5) providing learning guidance; give guidance to students, (6) eliciting performance; improve performance, (7) providing feedback; giving feedback, (8) assessing performance; measure and assess students outcome and achievement in learning (9) enhancing retention and transfer; enhance the purpose as expected. for language to be mastered by the kids that the important thing they should know is proper vocabulary aside from grammatical skill because language includes every aspect in human’s life (alqahtani, 2015). that language implicitly and explicitly defines human life wherever he is in because language includes all the human aspects that is experienced by them also create and describe their experiences. it is impossible that human can live without language. vocabulary learning is big task and continuous for that teacher need to be involved by giving input and support to the students. as stated by nation, (1974) that teacher should help students by: (1) introduce them to many terms; (2) learn students with various methods so they get used to it. (3) give chances to students to choose what they want to learn and choose how to learn it. (4) motivate them and give them chance to reflect and evaluate the learning outcome. according to nation by nunan, et.al, 2003), there are four vocabulary learning: (1) learning from meaning-focus to input – learning by listening and reading, (2) learn the language purposely focus on learn-learn that is taught through voice, vocabulary, grammar and conversation, (3) learning from meaning focus to output learning through producing language by speaking and writing, (4) improving the fluency by speed in and certain in listening speaking reading and writing one of the factors 2020. linguistics, english education and art (leea) journal 4 (1):206-221 210 that causing education quality in indonesia low is that learning motivation for students is low when learning proses teacher do not apply interactive learning. interactive learning can be applied by teacher through learning media function. according to kemp and dayton on smaldino (2007) is (1) the standard of learning message delivered, (2) the learning become more interesting, (3) the learning become more interactive by applying learning theory, (4) the learning period can be shortening, (5) learning process can be improved, (6) the learning process can be done whenever and wherever they want, (7) positive attitude from student to learning process can be enhanced, (8) teacher role change positively. computer has double role in learning start from curriculum till students learning media. teacher can use computer as tool to collect information about student’s outcome and arrange activities in class either using computers in class or many computers that support the learning process. literature review language learning strategies required specific actions, behavior and techniques to improve student apprehending, internalizing and using the target language. based on the research of hadi et al, it concluded that the different language setting tends to lead the different use of language learning strategies (hadi, raja, & flora, 2017). recent research indicates that teaching vocabulary may be problematic because many teachers are not confident about the best practice in vocabulary teaching and at times do not know where to begin to form an instructional emphasis on word learning (wahid, et.al, 2009). student-centered methods and strategies ought to be applied from early ages because children are curious by nature and self-reliant in discovering their surroundings. students-centered teaching, in fact, meets young learners’ genius which help students and teachers in the teaching-learning process (shabaneh & farrah, 2019). according to dick, et.al, (2005), learning is series of activities that is done as planned and organized using one and more media for students to be able to achieve certain competence as expected and learning is an effort to and purposed and controlled so other people learn and relative changes appear on other people (darling-hammond et al., 2020). that effort is done by someone or team who has skills and competences in design and develop learning sources which are needed. according to beatty in nunan (2003) there are four principles that is need to pay attention to in learning using computer: (1) software program suitability evaluation that is used or source that based on computer for example game or web site, (2) create supporting atmosphere that support the use of computers for example arrange class using computer so interaction can be done properly make 2020. linguistics, english education and art (leea) journal 4 (1):206-221 211 sure every computer can be accessed easily, (3) pay attention to students’ participation in program that use computer and motivate them to do it independently for example define task that need to be done and give responsibility so tasks can be done properly, (4) encourage the use of computer program as early step to collaborate and interacted with students. research method the approach used in this study is mixed method research and action research methodology or action research that proactive where it started with training action toward english teacher in smp sunan giri gresik about how to make and develop english learning material by using computer. the participants belonged to 3 different class groups. thirty of them were from 8th grade of amanah class and thirty-two of them from hidayah class. the other class with thirty participants came from inayah class. they were trained to make learning material using software then research done in cycles using model john elliot (1991) with analysis that this model is more detailed and done in 7 steps that is (1) pre research, (2) fact finding and analysis, (3) planning step, (4) action implementation step, (5) failure explanation step, (6) data processing step, (7) data analysis. the kind of data used in this research is quantitative and qualitative. quantitative data are questionnaire, test (pretest and posttest) and documentation (score). meanwhile, qualitative is verbal data and narrative data obtained from observation and interview. quantitative data then integrated so that create meaningful conclusion. findings to compare the participants’ performance, the researcher-made test in amanah class, hidayah class and inayah class. the test result can be seen in table 1 below; table 1. results of average for study pretest class average score low high viii amanah 68.0 55.1 87.2 viii hidayah 47.8 33.9 62.8 viii inayah 43.5 27.2 65.0 based on the analysis in comprehending the english vocabulary of students on early test (pretest) that was given before action implemented found that the highest score students got in viii amanah is 87.2 and the lowest is 55.1 2020. linguistics, english education and art (leea) journal 4 (1):206-221 212 with average score 68.0. while, the highest score in viii hidayah is 62.8 and the lowest is 33.9 with average 47.8. the highest score in viii inayah is 65.0 and the lowest is 27.2 with average score is 43.5. as indicated in the following charts, the low and high of scores in the pre-test suggest the all groups were roughly at the same level concerning their english vocabulary. figure 1. results of average for study pretest cycle i the students of viii amanah, viii hidayah, and viii inayah were given same treatment. these three classes were given test to see the effect and comprehension level of vocabulary. the cycle i acquisition can be seen in table 2 below; table 2. the result in cycle i class average score low high viii amanah 80.6 67.5 97.0 viii hidayah 58.1 50.5 70.0 viii inayah 55.8 37.5 77.5 table 2, showed that result and average that earned by students in cycle i, there is improvement compare to early test even though not significant, especially in two classes viii hidayah and viii inayah based on the analysis result in cycle i it is obtained that viii amanah students earn the highest score 97 and lowest score 67.5 and average 80.6 students in viii hidayah earn highest score 70 and lowest 50.5 the average earned is 58.1 while students in viii inayah highest score is 77.5 and lowest score 37.5 and average score 55.8. the result after treatment in cycle 1 showed the improvement in vocabulary comprehension especially viii amanah that acquire high scores while students in viii hidayah and viii inayah had improved but still in low category. thus the treatment in mastering 0 20 40 60 80 100 low high score the average pretest score viii amanah viii hidayah viii inayah 2020. linguistics, english education and art (leea) journal 4 (1):206-221 213 vocabulary still need some fixing. it can be concluded that treatment in cycle i has not yet reached the target and it needs further action on next cycle. cycle ii based on evaluation result and reflection done in cycle i in cycle ii students in class were given treatment english learning with computer assisted conducted in computer lab. during the learning process, each student given chance to interact and did through computer after treatment during 12 meetings all students in three classes then given test to find the improvement and their english vocabulary comprehension level. based on action implementation in cycle 2 it can be obtained (a) all students in three classes viii amanah, viii hidayah, viii inayah very enthusiastic and active following the learning through computer especially in doing exercises that given through computer, (b) the material and the exercise given by collaborator teacher challenge student that they happy and enthusiastic in doing it, (c) learning material very various and attract student passion. it caused by the new software hot potatoes which is various where students interact directly with the computer, (d) teacher had enough time to monitor and control students in learning process, (e) time to interact among students can be done properly where the exercises were done in pair in group or individually, (f) learning process through computer done by teacher has done properly giving them chance to improve their english vocabulary, (g) teacher had enough time to monitor and helping student in learning because learning portion mostly focus on students skill improvement and student achievement in cycle ii can be seen in table 3. table 3. the result in cycle 2 class average score low high viii amanah 94.5 55.1 87.2 viii hidayah 80.8 33.9 62.8 viii inayah 80.0 27.2 65.0 seeing the result earned by the students as participant in three classes showed that goal achievement or learning target through actions given in cycle ii. it showed there was improvement that quite significant where the average score from viii amanah increase to 94.5 in viii hidayah to 80.8 and viii inayah increase to 80.0 so no need further action for cycle iii. in cycle ii learning process went well where all students seemed enthusiastic active in learning interactively either with teacher or computer. teacher did not find any difficulty controlling 2020. linguistics, english education and art (leea) journal 4 (1):206-221 214 and monitoring students in learning especially when they are learning and doing the tasks. exercise form given by teacher to improve english vocabularies is very interesting and challenging for student’s skill to be solved and mastered, the use software in this cycle very suitable to train english vocabulary skill because it gave them chance to the students to explore english vocabularies skill. in this software there are some kind of activities and exercises to improve student’s skill such as quiz random words multiple choice and crosswords where all exercise given can be done individually in pair or in group. table 4 posttest average score class average score low high viii amanah 87.5 71.2 98.8 viii hidayah 69.6 51.7 85.0 viii inayah 71.8 57.2 87.0 based on analysis of students english vocabulary improvement on posttest given after treatment it is found that the highest score in viii amanah is 98.8 and the lowest is 71.2 while average is 87.5 the highest score in viii hidayah is 85 and lowest is 51.7 and average score is 69.6 while average score is 71.8. for clearer result on posttest in three classes can be seen in table 4. it showed that after treatment on two cycles all students as participant in viii amanah, viii hidayah, viii inayah improved in vocabulary comprehension showed by the post test that increased significantly compared to pretest. this showed that the significant improvement proved that students’ comprehensions in vocabulary are improved so treatment no longer given and the cycle stopped on cycle two. table 5 the comparison of pretest posttest average score class pretest posttest increase (%) viii amanah 68.0 87.5 24.5 viii hidayah 47.8 69.6 26.8 viii inayah 43.5 71.8 33.3 from data result calculation showed there is incensement average score in three classes. viii amanah class from average score 68,0 on test become 87,5 on posttest where it increases 24,5 % viii hidayah average score from 47,8 on pretest become 69,6 on posttest the increasement is 26,8 while class viii inayah average score 43.5 on pretest become 71,8 on posttest the increasement is 33.3 learning process through computer conducted during treatment study analyzed 2020. linguistics, english education and art (leea) journal 4 (1):206-221 215 qualitatively. the data obtained from observation during learning process also interview with collaborator teacher also students and analyzed qualitatively. student english vocabulary comprehension improvement the result showed that students’ english vocabulary comprehension is improved. it is seen through pretest and post test result which given before and after treatment using computer. from the test result given after treatment on cycle i, it showed some improvement in mastering english vocabulary compared to before receiving the treatment, even though the improvement was not significant. it happened because of some factors, such as; a) student attention could not be fully focused because the material given through computer did not explored student’s vocabulary and skill, b) students had not given chance to interact directly with computer because the material presented by teacher through computer still classic (kaplan & owings, 2013). the material delivered because some students still passive and did not focus in learning. the result from students after test conducted after cycle i improved but not significantly especially viii hidayah and viii inayah class. the differences between result of test in cycle i and cycle ii, there are showed significant improvement on english vocabulary comprehension compared to previous cycle. so, this researcher is not to continue the next cycle. english learning improvement with computer assisted effectively in this research, the effectivity in learning can be seen from test result on cycle i and cycle ii. the comparison pretest and posttest, mid-semester result that gotten from students after the cycle 1. learning result on odd semester gotten from students after cycle 2 finished. learning effectivity can be seen from observation result during learning process also questionnaire given after post treatment on cycle i and ii. table 6. the cycle 1 score class low score high score viii amanah 67.5 98.0 viii hidayah 52.5 67.5 viii inayah 37.5 75.5 2020. linguistics, english education and art (leea) journal 4 (1):206-221 216 table 7. the cycle 2 score class low score high score viii amanah 72.5 100.0 viii hidayah 67.5 95.0 viii inayah 65.0 97.5 the test result on cycle i showed that student comprehension on learning english vocabulary improved especially students of viii amanah with lowest score 67.5 and the highest score 98. students in viii hidayah class only reach 67.5 for the highest score and 52.5 for the lower score, while students in viii inayah highest score is 77.5 and lowest score 37.5. nevertheless, on cycle 2 there is some significant improvement. students in viii amanah reach the highest score 100 and the lowest 72.5. students in viii hidayah with the highest score 95 and lowest 67.5 while the students in viii inayah score the highest 97.5 and the lowest 65 table 8 pretest average score class average score low high viii amanah 88.3 85.0 93,0 viii hidayah 73.1 65.0 83,0 viii inayah 72.3 65.0 81,0 mid-semester results obtained after treatment on cycle 1 showed there is some improvement in learning result where students viii amanah class got average score 88.3 with highest score 88 and the lowest 85 students viii hidayah got average score 73.1 with the highest score 83 and the lowest is 65 while students in viii inayah got average score 72.3 with highest score 81 and the lowest is 65. in conclusion the english learning using computer is quite effective in improving english learning result. 2020. linguistics, english education and art (leea) journal 4 (1):206-221 217 table 9 posttest average score (cycle 2) class average score low high viii amanah 90.2 72.0 98.0 viii hidayah 74.9 65.0 85.0 viii inayah 73.7 69.0 83.0 meanwhile, the semester result obtained after treatment implementation on cycle ii showed improvement in learning result where viii amanah got average score 90.2 with the highest score is 98 and the lowest score 72. students in viii hidayah got average score 74.9 with the highest score 85 and the lowest is 65 meanwhile students in viii inayah class got average score 73.7 and the highest score is 83 and the lowest is 69. thus, it can be said that the treatments given has positive effect on students’ activeness especially on cycle 2 treatment. english learning efficiency improvement with computer assisted learning efficiency with computer assisted known from interview result from the teacher that was trained using computer in learning also as collaborator teacher in this study. from interview it is found that english learning using computer is quite efficient based on time consideration that available and energy that need to be used. thus, teachers do not need to give long explanation to students about learning material because collaborator teacher only display the material on computer screen along with pictures and sound so teacher did not have to write on the board or explain about the material or the topic that is about to learn and only provide the learning material that had been input into computer then students could be more active in learning. computer assisted learning especially using software gave students chance to explore their english skill especially the vocabulary through interacting directly with computer by doing exercises given individually in pair or group. attraction improvement on english learning with computer assisted learning attraction is known from observation and questionnaire results about behavior and student’s opinion about using computer in learning process. during the learning from the observation done by the researcher, in two cycles showed learning that is done by computer making the class situation became interesting and made students focus and active in learning. the activeness was not really appearing in cycle 1 or some students that did not pay attention on the learning so that behaved passively but it was no longer seen and it solved in cycle 2. 2020. linguistics, english education and art (leea) journal 4 (1):206-221 218 table 10. the result of questionnaire class average (%) viii amanah 139,5 94.7 viii hidayah 139,4 94.6 viii inayah 139,2 93.8 from questionnaire result that handed to students in three classes after the treatment implementation in two cycles showed that students’ positive response as known that they are interested and motivated to join the learning using computer. it is shown from the average students got score above 125 where viii amanah class got average score 139,5 which means 94.7 % students agreed and have positive response toward the use of computer in learning. students in viii hidayah got average score 139,4 % or 94,6 % from the students have positive response while students in viii inayah got average score 139,2 or 93,8 % participants have positive response in learning using computer that indicated to learning using computer has high attraction which affect in improvement of their english vocabulary. discussion from the result above, it is found that cycle i treatment did not give proper result, including; (a) students did not show the activeness in learning especially in viii hidayah and viii inayah, (b) the learning material only showed picture through computers with the software that unable to give students chance to interact directly with the computer, (c) the interaction time were lacking, (d) learning process through computer which done by teacher could not improve their english vocabulary, (f) learning material and exercise given through computer did not let students to do it individually nor in team, and (g) teacher did not monitor students in the process. from the explanation above it can be concluded that english learning in junior high school can be improved with the help of computer assistance in this matter called computer-assisted language learning (call) mainly to improve english vocabulary. the success of this learning can be seen from three indicators, there are effective, efficiency and attraction (dlouhá, barton, janoušková, & dlouhý, 2013). meanwhile, in cycle ii, there is an improvement in learning result especially english vocabulary. in cycle ii, the improvement on students’ activeness in class is also seen. it is increased significantly and reached the expected result. indication on achievement can be seen on: (1) students as participant in three classes viii amanah, viii hidayah and in viii inayah showed 2020. linguistics, english education and art (leea) journal 4 (1):206-221 219 activeness in learning process, (2) learning material through computer using software gave students to interact directly with computer, (3) teacher and student interact nicely, (4) the interaction time can be done optimally, (5) learning process through computer done by teacher gave students chance to improve their english vocabulary, (6) learning material and exercise given to students gave them chance to do it individually, in pair and in group, (7) using software teacher can monitor and lead each students in learning. seeing this result design revision is not needed and do not continued on next cycle. in the early treatment (cycle 1), the students in three classes looked active in learning compared to before the treatment is given. the use of computer is not a new thing for students because it is taught every week in computer lesson, they did there only to learn about computers part and how to use it to ease works. students’ enthusiasm in learning through computer. the learning material made by the teacher especially material or exercises for students challenge their skill in english vocabulary. thus, on cycle it was clear that all students were involved actively in learning. interact with teacher, students and computer in solving and answering the quiz or exercises given by teacher through computer. from the interview with teacher, it is found that they are very excited to teach the students because they have known the use of computer that they have tried caused by inability to use it. limitation on choosing the material that can be presented through computer and the fact that they did not know the software to use in english learning. they assumed that the use software such as cue cards and software are very effective and suitable used in the learning of vocabulary. this is caused by the software provide material that easy to make by teacher and easy to do by the students. conclusion learning result improvement also english vocabulary comprehension is not influenced by students’ early skill. it can be seen from the learning result and the achievement reached by students in three classes showed significant progress even though they are from three different classes’ early skill seen from report score and their grouping in class also if we see from early score. this study found that; (1). computer assisted learning can improve student’s english vocabulary comprehension level. (2). assisted computer learning can improve affectivity english learning measured from the learning result score obtained on the given test. (3). assisted computer learning can improve efficiency english learning. (4). assisted computer english learning can improve learning attraction for students. it is showed that the theory of call provided interaction between teachers and student which helped students develop their thinking skills, made learning and teaching process become more student2020. linguistics, english education and art (leea) journal 4 (1):206-221 220 centered. call also increased learners’ autonomy and helped them feel more confident and motivate in increasing foreign langauge vocabulary. therefore, it is suggested for teacher to have creativity in making learning material become more interesting and various. so, students do not feel bored and unmotivated. references ahmadi, m. r. 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(2009). strategi belajar dengan aneka sumber. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.2237 375 literacy of lower classes students primary school in the 2013 curriculum during the pandemic covid-19 azizatul khairi 1 universitas bengkulu rambat nur sasongko 2 universitas bengkulu muhammad kristiawan 3 universitas bengkulu azizatulkhairi@gmail.com 1 submit, 17-04-2021 accepted, 04-06-2021 publish, 05-06-2021 abstract this study aims to describe the application of reading literacy in the 2013 curriculum for the covid-19 pandemic era. this study uses a descriptive content analysis study and literature studies. the findings showed that educators carried out various activities to implement students' reading literacy through blended learning activities, both at school and home. in conclusion, teachers monitor the increase in reading literacy through assignments performed by students in learning from home. then, teachers and student guardians work together in online learning to improve students' reading literacy. keywords: covid-19, curriculum 2013, literacy, lower class, primary school introduction currently, the world is facing the covid-19 (corona virus disease) pandemic, which was discovered in december 2019 (lee, 2020). this pandemic hit almost all countries globally, including indonesia, so that it affected all sectors of life. education is one of the sectors affected by the pandemic. the policy taken by the indonesian government in the education sector to reduce the rate of spread of the virus is to close all schools temporarily. however, in the even semester of the 2020/2021 academic year, the government issued a new policy of face-to-face learning with several requirements that must meet following the decisions of the minister of education and culture, minister of religion, minister of health and minister of home affairs of the republic of indonesia. one of the requirements mailto:azizatulkhairi@gmail.com1 2021. linguistics, english education and art (leea) journal 4 (2):375-386 376 for face-to-face learning is to limit class content to a maximum of 18 students per class to apply a minimum distance of 1.5 meters (menteri pendidikan dan kebudayaan, menteri agama, menteri kesehatan & menteri dalam negeri, 2020). by limiting class content, students will come to school in turns according to the policies of their respective schools. schools implement a blended learning policy to make learning more effective because of the reduction in face-to-face learning hours in schools so that the reduced learning hours will be replaced with online learning hours. during the pandemic, online learning has been carried out almost worldwide (goldschmidt, 2020). this system triggers educational transformation and forces every teacher to be more technologically literate and more creative in implementing blended learning. the covid-19 epidemic has changed the world of education, starting from the learning process. learning that was previously done face-to-face in class has turned into mixed learning that can be done at home. this situation adds to each teacher's homework to be able to apply the right curriculum for students. the curriculum in indonesia that is still in effect today is the 2013 curriculum which is oriented towards building student character. the 2013 curriculum tries to answer the challenges of society's needs. in addition, the 2013 curriculum emphasizes aspects of soft skills and hard skills that students need. the ministry of education and culture issued regulation of the minister of education and culture of the republic of indonesia no. 23 of 2015 concerning the growth of character, especially in terms of policies contained in point "f" (kemendikbud, 2015). there are seven character development movement activities in schools through habituation, one of which is activity number vi, namely "developing students' full potential." compulsory activities as student habituation in the class contained in point f number vi include 15 minutes before the learning day to read books other than subject books (every day). this activity is part of the national literacy movement, promoted in 2016 by the indonesian ministry of education and culture (kemendikbud, 2016). habituation reading literacy can improve basic literacy (numeracy, science, digital, finance, culture, and citizenship). duckworth & brzeski (2015) states that literacy activities in the classroom are an effective strategy for meaningful teaching and learning, building and expanding the knowledge and experiences of previous learners to form and build new knowledge. reading literacy can help students to be able to improve higher-order thinking skills, be innovative and creative in solving problems. by looking at measuring indonesian students 'literacy which is still low, special attention needs to be paid to the development of students' reading literacy. 2021. linguistics, english education and art (leea) journal 4 (2):375-386 377 therefore, the national literacy movement program must be maintained so that a culture of literacy is applied by students and can be applied throughout life by the people of indonesia. reading literacy culture can be instilled in students since the low grade of elementary school. the reason is that the culture of reading literacy from an early age will have a significant impact on encouraging students to compete globally. oghenekohwo & frank-oputu (2017) states that the prerequisite for the emergence of knowledge is the development of a literate society. the covid-19 pandemic does not make teachers forget to pay attention to students' reading literacy. literacy practices that must carry out are under the regulation of the minister of education and culture of the republic of indonesia no. 23 of 2015. this rule will challenge teachers to apply it in blended learning activities (kemendikbud, 2015). therefore researchers need to review how reading literacy was implemented during the pandemic in low-grade elementary school students. in previous research, we looked at implementing the school literacy movement carried out by halim (2020). halim's research has shown the basis for implementing the school literacy movement to foster a reading character for elementary students. but here, the author wants to describe how reading literacy is applied in the 2013 curriculum in the covid-19 pandemic era. there has been a change in the learning system carried out by teachers during the covid-19 pandemic. literature review currently, we are entering a new chapter in the pandemic era, namely the "new normal." new normal is a behavior change to continue carrying out everyday activities and implementing health protocols to prevent transmission of covid-19. in this new normal state, learning activities have changed. learning that is usually done face-to-face has now shifted to blended learning. this learning change process will affect the existing subsystems in the learning to be studied. online learning is one solution in overcoming learning during the covid-19 pandemic. in online learning, students' independent learning attitude is needed because it indicates the level of success in the online learning process. for lowgrade elementary school students, parental guidance at home is needed to carry out online learning, especially reading literacy. according to the ministry of education and culture (kemendikbud, 2016), literacy can access, understand, and use something intelligently through various activities, including reading, viewing, listening, writing, and speaking. literacy is synonymous with comprehensive language skills that consist of listening, listening, speaking, reading, and writing. literacy is a fundamental human right to improve one's life to achieve personal, social, work, educational 2021. linguistics, english education and art (leea) journal 4 (2):375-386 378 goals, open social opportunities, and economic and political integration (rahanu et al., 2016). reading should not be a passive activity in which the reader follows the lead of the author. pedagogy of the oppressed proposes the concept of critical literacy to encourage students to 'read the world' and become more socially aware through criticism of various forms of injustice. the school literacy movement is a participatory business or activity involving all school members (teachers, students, principals, education personnel, school supervisors, school committees, parents or guardians of students), academics, publishers, mass media, the community, and stakeholders. interests. school literacy activities are carried out to foster students' reading interest and culture. with this school literacy activity, students will be given reading material containing ethical values in the form of local, national, and global wisdom conveyed according to the stage of student development. according to the directorate general of primary and secondary education (kemendikbud, 2016), the stages in the implementation of the school literacy movement are as follows. first, the activity of growing interest in reading through 15 minutes of reading activities. students are directed to carry out reading activities every day following permendikbud no. 23 of 2015. the habit of pleasant reading activities in school students can develop students' literacy skills. the second stage is to improve literacy skills through responding to enrichment books. literacy activities aim to develop the ability to understand reading and relate it to personal experience, critical thinking and cultivate creative communication skills through reading response activities. the third stage is improving literacy skills in all subjects by using enrichment books and reading strategies. at this stage, there are academic bills (related to the topic) so that students must think critically in response to textbooks. literacy is the basis for the formation of a multi-educated personality. the national curriculum places school functions as a general education goal and a general requirement to develop students' literacy competencies (tavdgiridze, 2016). reading literacy is one of the six basic literacies that need to be the axis of education to excel in participation and work in globalization and regionalism in the 21st century. reading literacy can be called the ancestor of all types of literacy because it has a very long history. reading literacy can be said to be the initial meaning of literacy, although later reading literacy has developed from time to time. at first, reading literacy was often understood as literacy because it is not illiterate. then literacy is understood as an understanding of the information contained in written media. furthermore, reading literacy is understood as the ability to communicate socially in society. 2021. linguistics, english education and art (leea) journal 4 (2):375-386 379 kusmana (2017) states that learning related to reading skills needs to be improved because our students are always at the bottom of the measured countries. measurement of reading literacy is oriented towards the following abilities: 1) reading comprehension; 2) using a reading; 3) reflect in written form. according to hubbard (2021), reading literacy is when we ask a student to read a text, then we want students not only to recognize the words in the reading. however, we want the students to be able to understand the contents of the reading. literacy as the basis for developing effective and productive learning enables students to read a lot. it is skilled at finding and processing information, and students' abilities in reading and writing also develop. in addition, proficient students can connect between lesson materials, design ideas, understand and solve problems and ultimately master better learning competencies. there are eight principles that underlie literacy as the basis for developing effective and productive learning in schools, namely the principle of building access to a variety of reading materials, conditions for the emergence of various student views on the subject matter being studied, creating a nursery for literacy behavior, and building a service place for students to be a critical, creative, fast, and effective readerwriter. in addition, reading literacy can function to create a learning community that encourages literacy behavior and builds intensive interaction between students and students with learning resources. according to suragangga (2017), indonesia's literacy education and culture will grow better than countries that have been sensitive and apply this literacy as a habit and a necessity in life. the high interest in reading someone's book affects one's insight, mental, and behavior. therefore, the importance of literacy is for the progress of the indonesian nation. the quality of life can be better with the ability to read. without good reading literacy, our lives will be limited, even faced with many obstacles. reading literacy must continue to be introduced, instilled, and familiarized with the indonesian people, especially by education stakeholders. research method the researchers examine reading literacy in the 2013 curriculum for the covid-19 pandemic era in low-grade elementary school students. the method used in this research is a descriptive content analysis study and literature study, an analysis that aims to describe the main content based on the collection of information obtained. the author collects and analyzes various scientific articles related to reading literacy in the 2013 curriculum for the covid-19 pandemic era in low-grade elementary school students. 2021. linguistics, english education and art (leea) journal 4 (2):375-386 380 finding in this study, the authors analyzed reading literacy learning for lower-class students offline and online during the covid-19 epidemic. in reading literacy learning, each student with reading difficulties will show different reading characteristics and abilities. therefore we need to know a good curriculum and teaching for reading literacy learning. below is a table of elementary school curriculum programs that teachers can use for offline learning. table 1.the primary school program in the 2013 curriculum primary school curriculum program provision of supporting facilities for the teaching and learning process. procurement of curriculum (annual program, semester program, content standards, syllabus, learning implementation plan). academic calendar. doubling the curriculum structure, the criteria for class promotion, the criteria for minimum completeness. procurement of rules and regulations for teachers/ employees, standard operating procedures for learning. teaching and learning evaluation process and teacher quality control. supervision of teaching and learning process. development of new students. evaluate teacher and student references. evaluation of the assessment process (repetition). evaluation and revision of the school curriculum. establishment of a teacher working group (teacher working group). establishment of an internal consultant team (core competencies). determination of the teacher working group schedule. evaluating the results of the teacher working group. involving teachers in subject teacher conference activities at the cluster or city level. human resource development for teachers and employees. involving teachers and employees in training, seminars, comparative studies. creative event for teachers and employees. improving the quality of elementary school graduates. tutoring breakfast (giving of pre test questions). try out. peer tutors. cultivate good habits related to academics. the loving reading movement. selection of reading ambassador. the table above shows the primary school curriculum program, starting from supporting facilities for the learning process, evaluation, forming teacher working groups, developing resources, improving graduates' quality, and cultivating good habits related to academics. before the literacy learning process begins, what the teacher does is prepare an annual program, a semester program, 2021. linguistics, english education and art (leea) journal 4 (2):375-386 381 and a lesson plan. from this program, we can see that to foster students' reading literacy by doing movements like reading and selecting reading ambassadors. online learning is currently primarily implemented using the whatsapp application because most teachers, students, and parents have this application. teachers use this application to facilitate communication between teachers, students, and parents in monitoring online student teacher can provide documentary evidence while students are studying at their respective homes. discussion the emergence of the covid-19 pandemic has reduced the hours of learning activities in schools. in the new normal era, covid-19 affects the content of curriculum and learning and the application of learning. during this period, schools can be opened following applicable regulations. based on the ministerial decree, schools must limit the number of students attending each class. therefore the school chose to implement blended learning to complement the student's lack of learning hours. offline learning is done by limiting the number of students in each class to apply health protocols and maintain distance. in the new normal era, the teacher advised students to have a healthy body and must also pay attention to the psychological effects of online learning. for this reason, according to hasan & bao (2020), teachers must have an adequate teaching and learning plan and build teacher professionalism that can adapt learning to current conditions. online learning is carried out using digital technology such as google classrooms, learning houses, zoom, video conversion, telephone, whatsapp messages, etc. each teacher gives assignments monitored via group whatsapp. for low classes, the whatsapp group contains the student's guardian number so that teachers work with parents to monitor student learning progress. therefore, student guardians have an essential role in online learning for low-grade elementary school students. offline reading literacy learning for low-grade students during the covid-19 pandemic the school literacy movement is a program that has been launched by the indonesian government which has been promoted since 2016. planning for reading literacy learning is carried out using the 2013 curriculum document reference and the national literacy movement document. after conducting observations, interviews, and documentation, it is known that the curriculum in primary schools is compiled by a drafting team consisting of school elements and committee elements under the guidance of educational and learning expert resource persons from tertiary institutions. the primary school curriculum is 2021. linguistics, english education and art (leea) journal 4 (2):375-386 382 structured to provide full service precisely and contextually by involving all school stakeholders in its improvement. the school literacy movement developed by the ministry of education and culture involves all stakeholders in the education sector, starting from the central, provincial, district/city levels to education units. the school literacy movement is an effort to make schools a learning organization whose citizens are literate throughout life through public involvement. the first stages of implementing the school literacy movement are the growth of reading interest, increasing literacy skills through activities to respond to enrichment books, and increasing literacy skills in all subjects: using enrichment books and reading strategies in all topics. this literacy ability is closely related to the demands of students' reading skills, leading to their ability to understand information analytically, critically, and reflectively. reading literacy cannot be separated from literacy in numeracy, science, finance, digital, and culture, and citizenship. the teacher integrates reading literacy learning into each learning theme. the teacher uses a variety of learning methods in each class. teachers often use the question and answer form, lectures, demonstrations, assignments, discussions, observing, etc. as stated in the regulation of the minister of education and culture no. 23 of 2015, one reading literacy activity is carried out for 15 minutes before starting the lesson (kemendikbud, 2015). the existence of the covid-19 pandemic causes less offline learning time than usual so that students carry out this 15-minute reading activity in their respective homes with the guidance of their parents. the teacher does not eliminate reading literacy learning in schools, but reading literacy is integrated with every subject taught offline in school. in addition, the teacher also encourages students to dare to appear to tell stories in front of the class to improve their reading literacy skills. this reading literacy can also use to invite students to make posters to stick on school wallboards. the teacher can also ask students to make literacy trees. this literacy tree is a summary of student readings, poetry, rhymes, and various student works. one of the things schools do to improve students' reading literacy is by creating a "reading corner" in each class. each class has a reading corner as a means for students to be fond and diligent in reading. this reading corner is a mini-library in the corner of each type. the reading corner contains storybooks and knowledge that can improve students' reading literacy. so every class, students have the responsibility of maintaining the reading corner and must read the books in the reading corner. the library located in the classroom that contains many books will invite students' interest to read around the reading corner of the class. the interactions that children often do during playtime are to read books in the library located in the classroom that can familiarize students with reading. in addition, literacy activities planned by the teacher can increase students' interest in 2021. linguistics, english education and art (leea) journal 4 (2):375-386 383 books. wolfersberger et al., (2004) conducted a study to measure the feasibility of class literacy by compiling a clep (class literacy environment profile). clep contains four dimensions of the classroom environment, namely (a) providing classrooms with reading and writing rooms, (b) classrooms and reading-writing tools, (c) attracting students' interest in literacy events, and (d) supervising student interactions with reading and writing tools. a good teacher must be able to carry out the classroom environment to carry out literacy activities. dynia et al., (2018) stated the importance of a literacy environment in children's classrooms. in addition, it is crucial to see the diversity of collections of books and other reading materials to increase student literacy in the classroom. learning reading literacy for low-grade students online during the covid-19 pandemic online learning during the covid-19 pandemic is an example of accelerating the implementation of education in the industrial revolution 4.0 era. not only teachers but also students and parents are required to understand the use of digital technology. it is necessary to adapt to online learning during a pandemic. for low-grade elementary school students, parents are highly required to guide students' online learning at home. one of the challenges for teachers and parents is to familiarize students with reading literacy at home. bao et al., (2020) stated that reading books for children at home would increase their literacy skills. this method is effective during the covid-19 pandemic. his research comparing parents who usually read books to their children will produce higher literacy of children than parents who do not read books to their children. therefore the role of parents in online learning at home is crucial to guide children to study at home. in addition, boerma et al. (2017) stated that students' literacy skills are also influenced by the children's home literacy environment and reading behavior at home. creating a literacy environment at home also requires reading materials that are readily available at home. children's home literacy environment has a relationship with children's language development and reading (puglisi et al., 2017). these efforts need to be made to improve children's reading literacy skills. in online learning, the teacher will monitor students' reading progress through several tasks to be collected, namely by collecting student reading videos, student videos retelling what they have read, or other assignments that can measure students' reading ability. the reading ability of these students can also be seen from the writing they write. by giving summary assignments to students, the teacher can assess the reading literacy and the writing literacy of low-grade students. students are also given the task of making poetry, short stories, and others. as guardians of students who accompany students studying online at 2021. linguistics, english education and art (leea) journal 4 (2):375-386 384 home, guardians of students must guide students in learning. during the covid-19 pandemic, online learning is one reason why students are not ready and qualified in the future because there is no readiness to implement online education for learning at home (hariyadi et al., 2019). meanwhile, brinkley-etzkorn (2018) states that online learning is about technical disturbances such as inadequate internet or hardware used and non-technical disturbances such as appropriate learning materials and student learning attitudes. therefore, we need to look for strategies that can help teachers and students learn online effectively and increase student learning motivation. usually, what becomes an obstacle in instilling a literacy culture in students is the reading material for students who are still small. if students are facilitated with a reading corner in offline learning, then in online education, students can read reading books in the structured assignment book given by the teacher. in addition, students can also read literature available on the internet. the teacher can also provide reading material in the form of soft files to students to read at home. for this reason, the teacher should also be able to find reading materials that can be downloaded by students or be read by students online so that students' reading materials are more varied. parents or guardians at home are also vital to filter appropriate reading material for low-grade students. therefore, parents or guardians of students are required to be able to work together with teachers. teachers are also required to have thorough preparation in carrying out blended learning. selection of applications and preparation of lesson content must be prepared by the teacher carefully. the impact of online learning is very felt for parents of students who have to become teachers for their children at home and monitor children's learning and development at home. online learning is effective if there is cooperation and responsibility from teachers and parents. teachers and parents must understand the current conditions by giving their best performance and building good communication between parents and teachers. conclusion the period of the covid-19 pandemic has changed the learning system that has been done before. schools carry out blended learning following a government decree. therefore, teachers must prepare offline and online learning. teachers and parents need to build good communication in this blended learning. offline reading literacy learning is carried out according to the provisions in the 2013 curriculum and also in the minister of education regulation. during the pandemic, teachers do not invite students to read 15 minutes before learning due to time constraints during offline learning so that reading literacy is integrated with other learning. reading books other than textbooks can be replaced with 2021. linguistics, english education and art (leea) journal 4 (2):375-386 385 online learning. teachers can give homework to students to improve reading literacy. references bao, x., qu, h., zhang, r., & hogan, t. p. 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(2004). developing and validating the classroom literacy environmental profile (clep): a tool for examining the “print richness” of early childhood and elementary classrooms. journal of literacy research, 36(2), 211– 272. https://doi.org/10.1207/s15548430jlr3602_4 linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.2792 209 students' attitudes toward the use of podcast as digital material in efl classroom yasmiatun sma negeri 3tuban yasmiatun_68@yahoo.com submit, 18-08-2021 accepted, 30-04-2023 publish, 01-05-2023 abstract some previous studies mentioned that students showed a negative attitude toward efl learning because they felt bored with printed materials like textbooks. hence, this study was conducted to implement digital material in efl classrooms and observe students' attitudes and difficulties in experiencing digital material. moreover, 30 students from eleven grades used podcasts as digital material to learn exposition paragraphs. this study used questionnaires and interviews as the data collection to describe students' cognitive, affective, and behavioral attitudes as well as the difficulties in using the digital material. this study revealed that students showed a positive cognitive attitude in understanding and comprehending digital material. while the use of podcasts could assist them in producing the exposition text, it also triggers their critical thinking. besides, students also felt interested and happy because they could choose their podcast as the learning material, and it reflected a positive affective attitude. the students' activeness in classroom interaction was improved after using the digital material, and it showed their positive behavioral attitude. furthermore, students also faced some difficulties, such as acquired the limitation of an internet connection to access the podcast and being confused about choosing a reliable podcast. in addition, this study showed that podcasts reflect the function of supplementary and complementary digital learning material in efl classrooms. finally, this study followed by suggestions for the english teacher to improve the teaching and learning process using digital material. keywords: attitudes, digital material, exposition text, podcast introduction some people relay the term 'language-learning materials' with course books as the primary source for the teaching and learning process. the concept of course books as learning material referred to not only textbooks and workbooks but also recordings and other material offered in a package from a publisher (woodward, 2001). nevertheless, many teachers experienced that their students showed negative attitudes when only using printed material such as textbooks. as a result, it bored students, and they could not be actively involved in the interaction (firmansyah, 2015). students felt bored because they only learned the vocabulary from the https://doi.org/10.31539/leea.v6i2.2792 mailto:yasmiatun_68@yahoo.com 210 textbook without knowing the relation to the context and did not stimulate their critical thinking (kruk & zawodniak, 2018; sujono, 2017). students lose their motivation because the learning is not meaningful, influencing their negative attitudes in the classroom. attitude is a pattern of an individual's behavior or perception in doing something toward people, objects, or ideas (ajzen, 2005). the measurement of attitudes could be recognized by describing individual cognitive, affective, and behavioral attitudes. besides, students' attitudes toward the language learning process could affect students' passion and participation in the classroom (richards, 2001). it meant that students' attitudes in class influenced their purpose and goal in learning a language. in addition, tomlinson (2011) mentioned that the term learning material referred to anything that teachers or learners use to assist in learning a language. materials are not only printed course books but also in the form of videos, dvds, emails, youtube, dictionaries, grammar books, readers, workbooks, or photocopied exercises (tomlinson, 2011). in other words, the teacher is suggested to develop many sources as learning material to increase the student's knowledge or experience and give a positive attitude to students in learning a language. the teacher is required to be productive, creative, and innovative in facilitating the material in the learning process. nowadays, teachers must improve their learning resources and elaborate on various technologies. teachers should adjust their teaching material with the current development, which technology develops rapidly. technology can spread information and knowledge from and all over the world through the boundaries of distance, place, space, and time. in order to reach effectiveness and efficiency, it has endeavored to make the learning experience more updated with technology and ensure that the learning process can run effectively. tomlinson (2011) explored that digital technology is suitable as language learning material because it can develop students' communicative competence in the language classroom. digital technology was introduced in classroom practice, gaining much attention and ever-growing confidence and effectiveness in learning (van acker et al., 2013). thus, teachers need to be creative in the use of digital material. even though the benefits of digital technology use in the education context have been recognized, previous studies showed evidence that teachers do not seem to integrate technology and take part in classroom teaching and learning activities (cuban, 2001; davies & pittard, 2008; varank & tozoğlu, 2006; yang & huang, 2008). some of the previous studies from indonesia also showed that the efl teachers were not keeping up to date with the latest technology in digital learning material (habibi, 2016; khasanah & widyantoro, 2013). as a result, students only develop their competence beyond the limitation of a text without experience with technology. thus, it affects their negative attitudes 211 in classroom interaction. in order to reach effectiveness as well as students’ positive attitude in the process of teaching and learning, teachers should develop suitable learning material and adjust to the current development; hence, the learning objectives for students are maximized. therefore, teachers need to implement digital technology as the learning material because it could affect students' involvement and motivation in the classroom (cox, 2000; wellington, 2003). since technology becomes a large part of student's lives outside of the classroom, integrating it into the education context makes sense. moreover, digital technology can be used to create meaningful learning experiences. digital technologies are electronic tools, systems, and devices. at the same time, digital learning is any type that uses technology as the source (tomlinson, 2011). furthermore, digital learning material may include the combination of any technologies, textbooks, mobile phones, laptops, computers, and other tools (warschauer, 2007). the form of digital learning material can be in the form of audio, visual, and audiovisual. one of the digital learning materials in the form of audiovisual is podcasts. the podcast is a recording with some episodes that discuss specific topics like science, politics, health, economics, and social life. at first, the podcast only used audio recording, and it developed into audiovisual recording. the podcast can be one of the digital learning materials because it needs support from technological devices to access learning sources. students can easily listen to or watch the podcast through radio, the internet, youtube, or other podcast platforms. therefore, teachers elaborate on using podcasts as the learning material to assist students' writing skills in analytical exposition text. the purpose of analytical exposition texts is to reveal students' opinions and personal argumentation regarding a particular topic. moreover, the writer will describe students' attitudes toward implementing podcasts as digital learning material to develop students' writing skills. knowing students' attitudes is important because we can understand their perception, passion, participation, and emotion regarding the material used in the efl classroom (richards, 2001). specifically, students can subjectively value the implementation of podcasts that reflect their perceptions, experience, and feeling while implementing digital learning material. however, some of the previous studies only concerned students’ attitudes toward implementing textbooks as learning material in efl classrooms (firmansyah, 2015; kruk & zawodniak, 2018; sujono, 2017). it showed students’ negative attitudes toward the use of course books because students felt not interested and bored. a few studies in indonesia concern students' attitudes regarding using or implementing digital media: moreover, this present study fills the gap presented by previous research (cuban, 2001; davies & pittard, 2008; habibi, 2016; khasanah & widyantoro, 2013; varank & tozoğlu, 2006; yang & https://digitalmarketinginstitute.com/blog/6-edtech-trends-educators-should-know-about 212 huang, 2008) by developing and implementing the use of digital technology as learning material as well as describing the students’ attitudes to know their perception in using the digital material. therefore, this study aims to discover eleven-grade students' attitudes toward using podcasts in efl senior high schools as digital learning material. to measure the students' attitudes during the learning process, this study aims to recognize and describe the students' cognitive, affective, and behavioral attitudes. additionally, the writer also described the difficulties encountered by them in dealing with digital learning material. literature review the definition of attitudes this study deals with attitudes toward the use of digital materials portrayed by students in efl classrooms. attitudes have become essential to language learning (sujono, 2017). students' attitudes toward the language learning process can influence their passion and participation in the classroom (richards, 2001). moreover, attitude is the choice, personal view, or action an individual takes in reacting to a thing, person, or situation (ajzen, 2005). according to azwar (2010), understanding attitudes is interpreted as a reaction or response from an individual towards an object and triggers their behavior towards something in specific ways. in other words, attitude is a concept that describes an abstract human understanding of particular objects. attitudes involve individual emotions, feelings, thinking, and the tendency to act toward several objects or ideas (ajzen, 2005). furthermore, attitudes are the dispositions to react favorably or unfavorably. attitudes consider the likes or dislikes of the same object; on the other hand, not everyone has the same attitude because differences can influence in experience, information, and needs of each individual in their environment. individual attitudes tend to be positive or negative toward a person, event, or place (jain, 2014). in addition, students’ attitudes will shape their behavior towards objects in acting, arguing, and feeling something in the classroom context. once again, attitude reflects how students feel, believe, and react to something. furthermore, la pierre in azwar (2010) determines attitudes as a behavior, tendency, or anticipatory readiness pattern. in a broad, we can infer that attitude is a reaction or response in the form of an evaluation or observation from students to an object or thing. the attitudes are also known as an embodiment of awareness or information about the environment. the process begins with the presence of objects or events around the students that provide a stimulus, and then it is processed in the brain so that a reaction arises. according to ajzen (2005), someone's appraisals can be either positively or negatively influenced by previous information or personal experience with something. 213 the elements of attitude the attitudes shown by an individual to an object have a structure consisting of several components. furthermore, azwar (2010) and ajzen (2005) describe some components of attitude structures, namely: cognitive attitude is a belief and understanding of an individual in an object through seeing, feeling, or hearing. in addition, the cognitive component is also related to knowledge, views, and beliefs about the object of attitude. ajzen (2005) also added that the cognitive component contains thoughts and ideas relating to the object of attitude; for example, it includes judgments, beliefs, impressions, attribution, and responses. affective attitude is a component that relates to an individual's subjective emotional view of something. the affective component is a component that includes a person's feelings or emotions towards the object of attitude. affective components can be recognized from someone’s feelings; they can be positive or negative, happy or displeased with a specific object. behavioral attitude is the tendency to behave an individual towards the object they face. the individual's attitude needs to know the direction, negative or positive. the direction of human attitudes can be seen from the components of attitude that arise from an individual or the subject's response in the form of actions or actions that can be observed. the role of students' attitudes in the teaching and learning process students' attitudes are essential in teaching and learning to reach significance in various studies. according to abdul hussein (2014), attitude could affect students’ development and productivity in a particular subject. abdulhussein (2014) mentioned that the teaching and learning process becomes more effective and powerful if students show great attention, enjoyment, active participation, and excitement in certain activities or materials. moreover, attitudes in teaching and learning processes significantly impact students' achievements and participation. further, sujono (2017) emphasized that students need to show positive attitudes toward teaching and learning processes. it is hoped that a positive attitude will motivate students, improve their classroom performance and influence their learning achievement in the learning process. on the other hand, students with negative attitudes did not show good learning performance in the classroom. digital material in classroom the utilization of technology in the learning process has the purpose of following the global trend. it is also an effort to improve and develop the material sources as input in the classroom. as a learning medium, according to munir (2017), there are three functions of digital material in learning activities, described as follows: 214 supplemental function the first feature of digital learning material is the auxiliary function. the learner can choose whether to utilize electronic learning material or not. there is coercion for learners to access electronic learning materials, and they can choose their material online. although electronic learning materials function as supplements, learners will have additional knowledge or insight when students use them. the teacher's role is always to encourage and inspire students to access the electronic learning material provided. complementary function the second feature of digital learning material is the complement function. electronic learning material is programmed to complement the learning material students accept in the classroom. electronic learning material is programmed to become reinforcement (enrichment) or remedial (learning repetition) material for learners following conventional learning activities. substitution function the third feature of digital learning material is the substitution function. learners are given several alternative models of learning activities. the aim is to help make it easier for learners to manage their learning activities so they can adjust their time and other activities to their learning activities. there are three alternative learning activities that learners can choose from: to follow conventional learning activities (face-to-face) only, partly face-to-face and partly through digital learning, or entirely through digital learning. podcast as digital learning material digital technologies are electronic tools, systems, and devices, while digital material is any type of learning that uses technology as the medium or source (tomlinson, 2011). in other words, digital learning material may include the combination of any technologies, textbooks, mobile phones, laptops, computers, and other tools (warschauer, 2007). the form of digital learning material can be in the form of audio, visual, and audiovisual. one of the digital learning materials in the form of audiovisual is podcasts. podcasts are audio recordings that can be listened to by the public. it differs from radio, where most of the content is live broadcast. podcasts have been introduced since 2005, but it became popular in 2007. since 2007, podcasts have begun to be listened to by many people because technology develops rapidly (evans, 2008). the term podcast is derived from the words "ipod" and "broadcasting." this ipod is one of the products of the company's electronic devices. in other words, the podcast is an episode of a program available online. nowadays, podcasts are original audio or video recordings but can also be recordings of television broadcasts or radio programs, lectures, shows, or other programs. podcasts usually offer each episode in the same file format, such as audio or video, so that everyone can enjoy the program similarly. for instance, language 215 courses have several file formats, such as videos and documents, to make teaching more effective. furthermore, podcasts are beneficial for both parties. for podcast listeners, podcasts are a way to enjoy exciting content from around the world for free. for podcast publishers, podcasts are a very effective way to reach many listeners. we can choose many podcast categories according to our interests, which can be a source of information. the podcast can be a source of digital learning material because it involves rich material from many fields (evans, 2008). analytical exposition text analytical exposition text is included in the type of argumentation text, where the text explains the students' clear thinking about an event or events. in language, "analytical" means to examine or test something carefully. "exposition" broadly means explanation (anggrayani et al., 2015). literally, analytical exposition is a text that tries to comprehensively explain an issue by carefully displaying supporters' opinions. in this text, students can explain their views or ideas about an event or phenomenon happening in society in depth. moreover, podcasts can be a learning material source of information before they develop their written opinions. the 2013 curriculum provided analytical exposition text material as learning material in grade xi (compulsory material) with a time allocation of 4 x 2 hours of study (kemendikbud, 2013). research method this study employed a descriptive method in particular to describe students’ attitudes towards the use of digital material of podcast materials as well as their difficulties. according to creswell (2017), the descriptive method describes and defines someone's action or perception in certain events or situations. furthermore, the descriptive technique compacts with explaining an individual’s attitudes, behaviors, or other characteristics of a group of subjects (ajzen, 2005). in line with the purpose of this present study described students' attitudes towards using digital material podcasts in efl classrooms and students' difficulties when applying the podcast materials. moreover, the participants of this study were eleven grade students, as many as 30 students. they came from one senior high school in tuban. data collection data collection is an essential aspect of gathering information from participants. according to crewell (2011), data collection in qualitative research was used to gain certain data to answer the research problem. the data collection procedure started when teachers organized the class and asked students to choose one video or audio podcast as their learning material. students paid attention to their podcast containing a particular discussion, then wrote their argument and reflection into analytical exposition text. it stimulated students to experience the use of digital 216 material, and students’ attitudes can be seen. when the class was over, the writer collected the data. later, this study collected the information needed to answer the research questions through two data instruments: a questionnaire and an interview. moreover, the question for the questionnaire and interview was adapted from the previous research from sujono (2017) with some revisions to adjust the intention of this study. data analysis in this study, the writer analyzed the result of the interview descriptively. the writer ignored the unnecessary answer from an interview that did not relate to the question about students' difficulties in using digital learning. while the questionnaire data is explained below: measurement of attitude using questionnaire attitudes are strongly related to individual control, so they cannot be measured by directly observing persons' physical attributes (de souza barros & elia, 1997). it means measuring someone's attitude is linked with measuring their behavior or perception. however, according to (krosnick, 1989), measuring someone's attitudes is more than just judging their behaviors because someone has three combinations of cognitive, affective, and conative attitudes. therefore, some previous studies prefer to use guttmann’s scale to measure someone’s attitude in certain circumstances. guttman’s scale is suitable to measure and describe someone’s attitude because it reflects a positive and negative view (nabila, 2017). every question had two options: sure or not sure, yes or no, never or never before, agree or disagree. moreover, the writer implemented this scale because students’ answers or responses were easy to analyze in the form of positive and negative attitudes. the response that supported the questions was given a score of 1, and the answer that did not support the question was given a score of 0 (sugiyono, 2013). therefore, this study applied guttman's scale to measure the questionnaire of students' attitudes toward the use of digital material. the questionnaire was adapted from the previous research that also discussed students' attitudes in the classroom context from sujono (2017). finding the following explanation describes students' cognitive, affective, and behavioral attitudes toward using digital material podcasts in learning english. students' cognitive attitudes towards the use of podcasts as learning material in efl classroom cognitive attitude relates to individual beliefs and understanding. the result of the questionnaire and interview showed that 22 students tend to be positive in accepting the implementation of digital learning of podcasts. according to them, 217 podcasts made creating the analytical exposition text easier. they could easily understand and comprehend the podcast content, and it assisted them in writing the argumentation. previously in learning the exposition text, students mentioned that the course book only provided a certain topic, and they needed to criticize and develop their opinion into an exposition paragraph. however, they had prior knowledge to develop their opinion regarding the topic given in the textbook. using podcasts as digital learning was helpful because students could enrich their prior knowledge through the podcast recording. therefore, the use of podcasts could assist students in developing their argumentation in writing exposition. on the other hand, seven students showed a negative cognitive attitude because they could not easily comprehend the intention of the podcasts in their writing. they stated that the information was already given in the podcast recording, and they could not elaborate or criticize their argumentation in the exposition paragraph. students' affective attitudes towards the use of podcasts as learning material in efl classroom affective attitudes reflect individuals a feeling or subjective emotional views. based on the questionnaire and interview, 25 students showed positive affective attitudes because they liked and were excited about implementing digital material. they said they felt happy and interested in classroom interaction because they could choose their material from podcasts. previously, when teachers only used textbooks, students felt bored because they needed to follow the material from the publisher. using the digital material, students could select their podcast as a reference to write the exposition paragraph. moreover, they could easily access the podcast through their gadgets such as laptops and phones. students also recognized that podcasting was fun because it provided visual and audio discussion. on the other hand, only five students showed a negative affective attitude because they did not like to listen to the recording. for them, it required listening skills. they preferred to browse the article rather than listen to the podcast. furthermore, they felt insecure because they could not follow the intention of the podcast from the speaker. students' behavioral attitudes towards the use of podcasts as learning material in efl classroom behavioral attitudes are a tendency to behave an individual towards an object. based on the questionnaire and interview, 20 students showed positive behavioral attitudes in using the podcast in learning english. students could actively participate in classroom interaction because digital material provided many new sources and encouraged students' self-confidence. sometimes, they asked the teacher if the language in the podcast was complex. moreover, they could quickly organize the exposition writing because they could easily access the digital material 218 source. however, ten students could not be active in classroom interaction because they faced some difficulties. students' difficulties towards the use of podcasts as learning material in efl classroom based on the interview result, students faced some difficulties in implementing the use of podcasts in learning. first, students felt difficulty in choosing a podcast topic that was suitable for them, as we know that podcast offers many sources of audio and video recording. as learners, with the various topic given in podcasts, they are confused about choosing which one of the topics that valuable for them. according to them, the teacher only instructed them to choose one exciting audio or video podcast without giving a limitation on specific topics. moreover, students had difficulties finding reliable podcast links or channels online. a podcast with no reliable producer might share inaccurate information, while students need a trustworthy source to assist in the making of an exposition paragraph. moreover, some students had limited internet data access to the podcast, which became a problem for them as we know that podcasts, specifically video, spend internet data on their cellular phones. the teacher was desirable to facilitate them by checking the quality of school wifi to make the digital learning and teaching process run effectively. discussion in this study, students showed positive attitudes toward implementing podcasts as learning material in efl classrooms. it modified the previous study from firmansyah (2015) since digital material could fix up the authentic material like textbooks that made students feel bored in class. sujono (2017) mentioned that students should be positive toward teaching and learning, so developing any kind of efl material is significant. digital material is suitable to encourage students' effectiveness in the classroom (van acker et al., 2013) and meaningful participation in teaching and learning. in using podcasts as digital material, 22 students showed a positive cognitive attitude because they quickly comprehended the use of digital material, which assisted them in producing the exposition text. in comparison, seven students with negative cognitive attitudes stated they were confused and did not understand how to elaborate on the podcast material. moreover, 25 students also tended to be more positive in affective attitude because they felt interested and happy as they could choose their podcast as the learning material. they were also fun to experience using digital material because podcast features audio and video. only five students felt not interested in the use of digital learning because podcasts required students' listening skills to understand the information given. furthermore, 20 students interacted actively in the classroom 219 while implementing podcast material, reflecting their positive behavioral attitude. at the same time, ten students showed a negative behavioral attitude because they faced difficulties using digital material. according to ajzen(2005) and azwar (2010), those three attitudes are essential for students to evaluate their participation in class. as a result, students were concerned about having positive attitudes when they knew digital material in efl class rather than only facing a textbook since it affected their involvement and motivation in teaching and learning (cox, 2000). once again, it is essential for teachers to always be up-to-date with technology (habibi, 2016; khasanah & widyantoro, 2013). the success of using podcasts in learning exposition text reflected the function of supplementary and complementary digital learning material (munir, 2017). however, students faced difficulties finding reliable podcast links or suitable podcast material as the teacher never gave a clue of what theme they needed to find and elaborate with exposition text. moreover, the school’s wi-fi was limited, so it could not support and facilitate the digital learning. while the podcast video contains a large amount of data, and it took many internet cellular if a student used their personal internet credits. regardless of the difficulties some students face, podcasts involve rich material to support the teaching and learning process in efl classrooms (evans, 2008). conclusion based on the result of this study, the use of podcasts as digital material to support efl learning, especially in making the exposition text, is significant because most of the students showed positive attitudes. however, the other student still faced some difficulties when they used the podcast as digital material. it is recommended that english teacher need to consider certain or specific theme of the podcast that is used by students as learning material. it will make the learning process using digital material more structured and organized. teachers must also list the reliable link to download the podcast and consider a possible wi-fi connection in school. references abdul, h. f. r. 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(2003). 1.3 using ict in teaching and learning science. mediating science learning through information and communications technology, 51. woodward, t. (2001). planning lessons and courses: designing sequences of work for the language classroom. cambridge university press. yang, s. c., & huang, y.-f. (2008). a study of high school english teachers' behavior, concerns, and beliefs in integrating information technology into english instruction. computers in human behavior, 24(3), 1085–1103. linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.2648 1 using inquiry based learning strategy in teaching writing descriptive text mike amelia 1 universitas bina sarana informatika nostalgianti citra prystiananta 2 universitas pgri argopuro jember ameliamike@yahoo.co.id 1 submit, 16-07-2021 accepted, 03-08-2021 publish, 05-08-2021 abstract. this research aimed to look at the effect of inquiry based learning strategy on students’ ability to write a descriptive text. the method of this research was quasiexperiment. the population of this research was eighth-grade students of mtsn kota solok. the total population was 65 students. the research results show that the pre-test means score in experimental and control classes was 46,8 and 44,4. the mean score of post-test in the experimental class was 55 and control class 51,6. students’ ability in writing descriptive text analyzed by using t-test statistical which t calculated= 2,04 and t table (0,975: 38) = 2,02 with significant level t calculated > t table. in conclusion, the students who were taught using an inquiry based learning strategy have better results in writing descriptive text than those who were taught without inquiry based learning. keywords: descriptive text, inquiry based learning, writing introduction writing is a complex activity that requires students' abilities, such as mastering grammar, vocabulary, and punctuation in a language literacy activity. writing is a means of communicating which with this activity, students are expected to express their ideas in writing. writing conveys ideas to others and uses the energy of sharing to complete the writing process, thinking the thoughts, preparing the outline, transferring the procedure into the draft, revising the draft, and finally proofreading the draft to prepare for the final result. based on the junior high school curriculum, descriptive text is one of the texts that must be learned in writing skills. the descriptive text describes the sensory experience and how something looks, sounds, and tastes (lestari et al., 2017). it presents in two parts that consist of identification and description. mailto:ameliamike@yahoo.co.id1 2021. linguistics, english education and art (leea) journal 5 (1):1-10 2 identification gives a short introduction about the object and description describes the object for the reader. when readers read the text, they can get precise information about things, animals, and people. the descriptive language feature of descriptive use adjectives, compound adjectives, and simple present tense (fitriani et al., 2019). students assume that writing descriptive text is difficult. when the teacher asked them to write the text, they were confused about writing descriptive text. they did not know about the features of the descriptive text. the students had limited vocabulary, especially in using descriptive words. the most crucial problem was that the teacher did not use innovative strategies to teach the descriptive text and make them bored. it can be seen that many of them did not submit their writing task. one of the strategies that can be used to solve the problem was inquiry based learning. according to maryam et al., (2020), the process of inquiry begins with collecting sources and data using the human senses, like listening, seeing, touching, tasting, and smelling. furthermore, all students' abilities or by inquiry is a process that involves students in the learning activity, formulate the question, investigating objectively and then developing new understanding, knowledge and meanings. the new knowledge gained by students is expected to be applied to answer the question to create a point of view. then, the new knowledge is usually conveyed to others and results in action. according to ulansari et al., (2018), the inquiry learning model is developed to find and use various sources of information and ideas to improve their understanding of specific problems, topics, or issues. this model requires students to be able not just to answer questions or get the correct answer. this model requires students to conduct investigations, explorations, searches, experiments, searches, and research. inquiry based learning is a dynamic process developed based on students' natural curiosity about the world they live in. this learning model is a crucial thing that should be conducted in mtsn kota solok because the students have weaknesses. students need teachers' guidance to focus on students' questions on the learning experience that can improve the quality of the learning process. a teacher who applies this learning approach encourages students to ask a question and analyze their theory of questions about the world seriously (naryanti, 2017). based on this opinion, the researchers intend to investigate the application of inquiry based learning strategies in teaching writing skills in descriptive text. 2021. linguistics, english education and art (leea) journal 5 (1):1-10 3 literatur review inquiry based learning is the way for the students to develop all skills to solve the question when the teacher asks them to write a descriptive text. in inquiry based learning, the students can explore their ability to express their thoughts and feelings in the text (masyithah et al., 2017). before the students start to write descriptive text, they seek the information about the topic given by the teacher so that without awareness, the students can construct the text using all their senses. inquiry based learning is seeking through the process of asking a question about truth, information, or knowledge. throughout their life, the individual will continue to carry out the investigation process. the application of the inquiry learning model provides more opportunities for students to get the chance to learn how to find facts, concepts, and principles through their own direct experiences. thus, students learn by memorizing material from textbooks or teacher lectures and get the opportunity to practice and develop process skills, thinking skills, and be scientifically inclined (maryam et al., 2020). in addition, inquiry based learning is triggered by questions or problems in education based on seeking new knowledge and understanding. in the process, the teacher acts as a facilitator and students are responsible for the learning process, which functions to improve their learning and develop their skills in selfreflection. moreover, masyithah et al., (2017) state that inquiry based learning is a teaching strategy in which students work in similar ways as scientists. in inquiry based learning, students formulate their questions, create hypotheses, and design investigations that test these hypotheses and answer them. based on some of these opinions, the researcher can conclude that inquiry based learning is a process that involves students in the learning process, formulating questions, investigating objectively and then developing their understanding, giving meaning and gaining new knowledge. in inquiry based learning, the teacher acts as a facilitator. students are responsible for the learning process, which improves their learning and develops their self-reflection skills. research method the design of this research was experimental research, in which the researcher gave treatment. the researcher used a pre-test post-test control group. the population was the second-grade students of mtsn kota solok. it consists of 3 classes. the total of people is 65 students. the researcher used the purposive sampling technique. 2021. linguistics, english education and art (leea) journal 5 (1):1-10 4 table 1. procedures of the research experimental class pretest pre teaching 1. greeting 2. giving motivation 3. giving apperception 4. brainstorming 5. greeting whilst teaching 1. guiding the students to the topic by giving some questions. 2. introducing the topic to the students. 3. the teacher gives an exciting topic of descriptive text. 4. the students think about the information they have and want. 5. teachers help students to understand the information they find. 6. the teacher explains the generic structure and language features in descriptive text. 7. help students how to compare, contrast, and synthesis data. help them through the disorder that occurs in this phase. 8. the teacher builds on their students' confidence and teaches the skill and strategies that enable students to narrow down or focus their creation. 9. teach the student audience appreciation skills and strategy and focus on the positive help to support students through the phase. 10. ask students to make descriptive text-based the topic that has been explained before. post teaching 1. make conclusions 2. teacher and students make reflection. 3. give other exercises control class pre teaching 1. greeting 2. giving motivation 3. brainstorming whilst teaching 1. introducing the topic for the students 2. explain the topic to the students 3. the teacher gives some questions for the students. 4. the teacher gives material or lesson with brief dialogue. 5. the teacher explained the generic structure and language features for the students. 6. give some vocabulary that can be used in simple presents. 7. the teacher gives some titles for the students. 8. the teacher asks the students to make that text in the target language. post teaching 1. making conclusions 2. the teacher gives other exercises. post-test 2021. linguistics, english education and art (leea) journal 5 (1):1-10 5 the instrument of this research was a writing test. the students were asked to write a descriptive text with generic structure and language features in this test. after getting from each instrument of this research, the researcher analyzed the data. the data analysis was aimed to test the hypothesis of the study. finding students’ scores collected after conducting post-test at the end of the research were used as data. there were 40 students involved in the post-test, 20 students for the experimental class and control class. the researcher measured the students' ability in some content, organization, grammar, vocabulary, and mechanics in this research. the student's score was computed by combining scorer 1 and 2 of writing post-test. table 2. result of post test in experimental cass indicator mean of scorer 1 mean of scorer 2 content 2,5 2,6 organization 2,1 2,1 grammar 2,5 2,1 vocabulary 2,5 2,5 mechanic 1,7 1,6 table 3. result of post test in control class indicator mean of scorer 1 mean of scorer 2 content 2,4 2,4 organization 2,5 2,1 grammar 1,9 2,0 vocabulary 2,2 2,3 mechanic 1,7 1,4 the sample of the research was viii.e as experimental class and class viii.f as control class. before doing treatment, the researcher had done a pre-test for both two types to know the basic knowledge of student's writing skills and determine whether the sample has homogenous ability in writing. table 4. the data of students’ pretest score class n x s s 2 viii e 20 46,8 12,6 158,76 viii f 20 44,4 11,5 132,25 2021. linguistics, english education and art (leea) journal 5 (1):1-10 6 table 5. the data of students’ post test score class n x s s 2 experiment 20 55 10,4 108,16 control 20 51,7 7,82 61,15 according to the data above, the mean score of the experimental class taught by inquiry based learning strategy was higher than the means score of the control class taught by a direct method. table 6. result of normality testing of the sample class number of students (n) (α) critical value of accounting (lo) critical value of table (lt) distribution viii e 20 0,05 0,0753 0,190 normal viii f 20 0,05 -0,009 0,190 normal table 7. result of homogeneity testing of the sample class (n) (α) s s 2 fc ft variances viii.e 20 0,05 10,4 108,16 1,8 2,15 homogenous viii.f 20 0,05 7,82 61,15 table 8. result of t-test class (n) s 2 s (α) x tc tt reference viii e 20 108,16 10,4 0,05 55 2,04 2,02 ho was rejected and ha was received viii f 20 61,15 7,82 51,65 the data shows that the application strategy can increase students’ skills in writing descriptive text. there were several things that cause students' ability in writing descriptive text could be increased. it can be used as a visual design to enable students to see the relationship between ideas, make the task livelier and more enjoyable, and make it easy for students to explore almost any topic in writing descriptive text. in addition, the application of inquiry based learning strategy in writing descriptive text is added with others tools, such as pictures or images, colored markers, and branches. it makes students interested and easier to develop and organize their ideas to write a descriptive text. this strategy was not only a teacher's center but also a student's center. based on the implementation of inquiry based learning strategy, it positively affects students' ability in writing. 2021. linguistics, english education and art (leea) journal 5 (1):1-10 7 discussion based on the analysis of final test data, the average of students' studying value in writing descriptive text shows that the application of inquiry based learning strategy can improve students’ ability in writing descriptive text. in line with arini (2017), inquiry based learning strategy is one of the innovative teacher’s strategies in teaching. and some experts, where they say that inquiry has a good effect on the teaching-learning process. inquiry based learning strategy shows facts and the subject's overall structure and the relative importance of individual parts of it. it helps students associate ideas, think creatively, and connect in writing (handoyono & arifin, 2016). several things cause students' ability in writing descriptive text could be increased. either because inquiry based learning strategy worked well as their visual design enable students to see the relationship between ideas and make the task livelier and more enjoyable. as well as, inquiry based learning strategy makes it students were easy to explore almost any topic in writing descriptive text. in addition, the application of inquiry based learning strategy in writing descriptive text is added with others tools, such as pictures or images, colored markers, and branches. it makes students interested and easier to develop and organize their ideas to write a descriptive text. this strategy was not only a teacher's center but also a student's center. moreover, through this strategy, students were also able to interact and communicate to express their ideas in solving their problems in writing descriptive text in a fun atmosphere in the classroom (hastuti et al., 2018). by spirit and high motivation that arouse in them, students increased their ability to learn english, not only in writing skills but also inquiry based learning, improving speaking skills (irham, 2020) and reading skills (sari, 2017). furthermore, in applying inquiry based learning strategy, the steps can be described as follow: at the time on the first conditioning in the class, the teacher should prepare mentally of students who required the active involvement of students by growing their self-confidence, motivating them, establishing a good relationship with them, and explaining the benefits of this strategy in teachinglearning writing descriptive text. then, the teacher explained the subject and how to apply an inquiry based learning strategy for the issue. after that, students did an assignment in writing descriptive text based on the topic. last, the teacher gave reflection and conclusion of the materials (fatkhriyah, 2019). inquiry based learning is also can be effective in teaching reading skills. in line with sari (2017), the students reading ability was improved and there was a significant difference between the students who were taught by using inquiry based learning and those who were not. this technique encouraged students to take the initiative to question the phenomenon, conduct field observations, 2021. linguistics, english education and art (leea) journal 5 (1):1-10 8 analyze the data, and draw conclusions. thus, it is to integrate students and synergize various skills of language and different methods. many researchers find some benefits using of using this strategy: (1) students’ reading comprehension could increase by using inquiry based learning (syaprizal, 2017); (2) applying based learning approach was significantly effective in teaching reading to the tenth-grade students by applying based learning approach (ramasari, 2020); (3) it can be used not only in descriptive text but also in other kinds of text; (4) the achievement of reading interest and reading learning outcomes through the storybook-based inquiry model provides more optimal results (astawa et al., 2015). on the other side, there was a limitation of this technique. inquiry based learning is not a suitable technique for unmotivated students. it is hard to conduct in a limited time and not easy to conduct if the students are used to learning traditionally. however, it was not a crucial problem. a good teacher can manage the classroom. the implementation of an inquiry based learning strategy positively affected students' ability to write a descriptive text. the teacher could learn what the way was and the technical condition on a good learning atmosphere in the classroom to make it more fun and interested for students. using an inquiry based learning strategy, students could freely express all their potential and ability to learn without embarrassment and fear of making mistakes (irawan et al., 2018). so, students were more active, creative and innovative. this fact showed that students who were taught using an inquiry based learning strategy could improve their ability to write descriptive text than students taught by the direct method. conclusion inquiry based learning could improve writing skills by improving critical reading and creating ideas that make writing more knowledgeable and make coherence organization, especially in writing descriptive text. during the implementation, the students were more enthusiastic and active. they were braver to ask and show their task. it is also supposed that the teachers be creative to set situations that position the student as a scientist. so the students take the initiative to question the phenomenon, conduct field observations, analyze the data, and conclude. 2021. linguistics, english education and art (leea) journal 5 (1):1-10 9 references arini, d. s. (2017). penerapan model pembelajaran inquiry based learning (ibl) pada mata pelajaran membuat busana costum mode kelas x wirausaha tata busana di smk negeri 1 buduran. jurnal tata busana, 6(3), 47–50. https://media.neliti.com/media/publications/250835penerapan-model-pembelajaran-inquiry-bas-d73834fc.pdf astawa, i. g. p., marhaeni, a. a. i. n., & dantes, g. r. (2015). pengaruh pembelajaran inkuiri berbasis buku cerita terhadap minat baca dan hasil belajar membaca bahasa indonesia pada siswa kelas v sd gugus iii kecamatan abang. jurnal pendidikan dasar, 5(1), 1–12. https://media.neliti.com/media/publications/124362-id-pengaruhpembelajaran-inkuiri-berbasis-b.pdf fatkhriyah, r. y. (2019). inquiry based learning: an attempt to enhance students’ speaking performance. jurnal pendidikan: teori, penelitian, dan pengembangan, 4(7), 912–922. http://journal.um.ac.id/index.php/jptpp/article/view/12633 fitriani, f., nur, r. h., bustamin, b., ali, s. m., & nurisman, n. (2019). improving students' descriptive text writing by using writing in the here and now strategy at the tenth grade students of vocational high school. international journal for educational and vocational studies, 1(6), 632–636. https://doi.org/https://doi.org/10.29103/ijevs.v1i6.1802 handoyono, n. a., & arifin, z. (2016). pengaruh inquiry learning dan problembased learning terhadap hasil belajar pkkr ditinjau dari motivasi belajar. jurnal pendidikan vokasi, 6(1), 31–42. https://doi.org/10.21831/jpv.v6i1.8114 hastuti, p. w., tiarani, v. a., nurita, t. (2018). the influence of inquiry based science issues learning on practical skills of junior high school students in environmental pollution. jurnal pendidikan ipa indonesia, 7(2), 232238. https://journal.unnes.ac.id/nju/index.php/jpii/article/view/14263/7898 irawan, y., syahrial, s., & sofyan, d. (2018). the effect of using inquiry based learning strategy on student speaking ability. joall (journal of applied linguistics and literature), 3(2), 59–79. https://www.researchgate.net/publication/331640179 irham, s. d. j. (2020). inquiry based learning for students speaking skill improvement: voices and realities from the ground. journal of english for academic and specific purposes, 3(2), 82–91. https://ejournal.uinmalang.ac.id/index.php/jeasp/article/view/11120 lestari, t., sudarsono, s., & zainal, a. (2017). teaching writing a descriptive text by using guided writing strategy. jurnal pendidikan dan pembelajaran khatulistiwa, 4(2), 1–9. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/8983/8913 maryam, m., kusmiyati, k., merta, i. w., & artayasa, i. p. 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(2017). enhancing students reading ability through inquiry based learning to efl students. english community journal, 1(1), 60–65. https://doi.org/10.32502/ecj.v1i1.653 syaprizal, s. (2017). teaching reading by using inquiry based learning approach to the first semester of english education program. journal of linguistics, english education and art (leea), 1(1), 71–81. https://doi.org/10.31539/leea.v1i1.35 ulansari, p. t., ansori, i., & yennita, y. (2018). penerapan model pembelajaran inkuiri untuk meningkatkan aktivitas dan hasil belajar siswa. diklabio: jurnal pendidikan dan pembelajaran biologi, 2(1), 27–33. https://doi.org/10.33369/diklabio.2.1.27-33 linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.252 205 an errors analysis in using tenses of students’ writing text at senior high school syaprizal 1 stkip pgri lubuklinggau ramadona 2 stkip pgri lubuklinggau syaprizal2018@gmail.com 1 submit, 25-05-2018 accepted, 10-06-2018 publish, 10-06-2018 abstract the objective of this investigation was to investigate students errors in writing recount text made by the eleventhgrade students of social program senior high school number 1 and senior high school number 2 muara beliti in academic year 2016/2017. the method applied in this investigation was descriptive method. the subject of the investigation was all the eleventhgrade students of social program senior high school number 1 and senior high school number 2 muara beliti. the number of the sample was 30 that consist of five students each class and each school. to get the data, the writer used essay test. the test given was an intruction to compose a paragraph in 150 words. based on the finding of data analysis from the test. the majority errors doneby the eleventh grade of social program students of senior high school number 1muarabeliti was verb (55.36%) total errors was 62. punctuation and spelling (4.46%) total errors was 5. preposition (5,35%) total errors 6. pronoun (34.83%) total errors was39.the majority errors donethe eleventh of social program grade students of senior high school number 2 muara beliti wasverb (61.67%) total errors was 37. punctuation and spelling (1.66%) total errors was 1. preposition (1.66%) total errors was1. pronoun (35.01%) total errors was21. in conclusion, the students did such errors because the students translated directly from indonesian language into english. therefore, they forgot to use the correct pattern of a sentence that consist subject, verb, and object. keywords: writing, errors, tenses analysis, recount text. mailto:syaprizal2018@gmail.com1 2018. linguistic, english education and art (leea) journal 1(2):205-215 206 introduction richard (2002:592), writing view as the result of complex processes of planning, drafting, reviewing and revising and some approaches to the teaching of first and second language writing teach students to use these processes. as a result, grammar becomes aspect that is important to learn if we want to be fluent in english. writing is the most important skill at the junior and senior high school. that is why, the emphasis of teaching english is writing. the curriculum for seniorhigh school emphasizes that teaching writing inenglish instruction is to develop the students‟ ability in writing. actually, writing is a complex process that involves thinking and composing. writing also used to express what the people have shown in life, to communicate each other directly and forcefully. it is actually an expression of life passing through language form. many of the students usually make grammatical error in their learning especially in writing skill, such as in tenses, there are no tenses in indonesian language so many confuse in using the right tenses for their writing. sometimes the teacher did not aware about students‟ mistakes. than students made mistake in their writing because they did not understand how to used the grammatical well. james (1998:78) said that, if the learner is inclined and able to correct a fault in his or her output, it is assumed that the form he or she selected was not the one intended, and we shall say that the fault is a mistake. on the other hand, the learner is unable or in any way disinclined to make the correction, we assume that the form the learner used was the one intended, and that is an error. corder (1982:218) says that errors analysis is the study analysis of the errors made by the second of foreign language learners to predict the errors or the difficulties in learning foreign language. error analysis may be carried out in order to find out how well someone learns a language, find out how well someone knows language, and obtain information on common difficulties in language learning. this study tries to describe and analyze the areas of difficulties in written english in sentences made by senior high school students. this includes errors on tenses in student‟s writing text. errors on tenses viewed from morphology and syntax will be analyzed. in the other hand, it was important by the teacher to give error analysis in students writing. error analysis is an activity to identify, classify and interpreted or describe the errors made by someone in speaking or in writing and it is carried out to obtain information on common difficulties faced by someone in speaking or in writing english sentences. james (1998:1) states that error analysis is the way of determination the incidence, nature, causes, and consequences of unsuccessful 2018. linguistic, english education and art (leea) journal 1(2):205-215 207 language. although errors are bad things in learning english, error analysis is advantageous for both students and teachers. error analysis is needed to show them in what aspect in grammar which is difficult for them, to show the errors made by the students, to know the source or the cause of the error and how the students can learn from their mistakes in order that they will not make some errors repeatedly. and for teachers, it is required to evaluate themselves whether they are successful or not in teaching english. based on the phenomena illustrated above, the writer conductedin analyzing students‟ errors in using tenses. therefore the writer interest to conduct investigation entitled “an errors analysis in using tenses of students‟ writing text at senior high school”. literature review error and mistake when learning about error, it cannot be separated from learning about mistake. error and mistake are different, but some people still misunderstanding about the both. to make clear the distinction of error and mistake. james (1998:78) sometimes we confuse to differentiate between error and mistake. if the learner is inclined and able to correct a fault in his or her output, it is assumed that the form he or she selected was not the one intended, and we shall say that the fault is a mistake. if, on the other hand, the learner is unable or in any way disinclined to make the correction, we assume that the form the learner used was the one intended, and that it is an error. mistakes can only be corrected by their agent if their deviance is pointed out to him or her. if a simple indication that there is some deviance is a sufficient prompt for self correction, then we have a first-order mistake. if additional information is needed, in the form of the exact location and some hint as to the nature of the deviance, then we have a second-order mistake. james (1998:83) errors cannot be self-corrected until further relevant (to that error) input (implicit or explicit) has been provided and converted into intake by the learner. in other words, errors require further relevant learning to take place before they can be self-corrected. according to norrish (1987:7) error is a systematic deviation, when a learner has not learnt something and consistently gets it wrong it seems that the phrase „systematic deviation‟ in these definitions is a key word which can be interpreted as the deviation which happens repeatedly. richards (1973:98) stated that mistake is made by a learner when writing or speaking which is caused of lack of attention, fatigue, carelessness, or other aspects of performance. based on the explanation, it can be stated that a mistake is the something made by students product in communicating especially in writing 2018. linguistic, english education and art (leea) journal 1(2):205-215 208 and speaking because they do not apply the rules, in other words, a mistake is a non systematic deviation from the norms of the language. james (1998:83) stated that error is unintentionally deviant and not selfcorrigible by its author. then, errors are the result of some failure of performance. besides, errors can not be self corrected until the relevant (to the errors) input (implicit or explicit) has been provided and converted into intake by the learner. in other word, errors require fatherrelevant learning to take place before they can be self-corrected. there are two ways suggested to distinguish between an error and mistake. the first one is to check the consistency of learners performance. if he sometimes uses the correct form and sometimes the wrong one, it is a mistake. however, if he always uses it incorrectly, it is then an error. the second way is to ask learner to try to correct his own utterance. where he is unable to, the deviations are errors; where he is successful, they are mistakes ellis, (1997:263 ) the concept of writing english learners should master all skills in language. they are listening, speaking, reading and writing. they are integrated skill. all of them are important but writing is the skill which is the most interesting because not everyone can write for academic. writing is a skill that is required in many context throughout life. it means writing is a way for transferring idea or thought therefore it can be as communication tool. according to hornby (1987:996) writing is to make letters or other symbols (ideograph) on a surface. it means that writing is the representation of language in a textual medium through the use of a set of signs or symbols (known as a writing system). it is distinguished from illustration, such as cave drawing and painting, and the recording of language via a non-textual medium such as magnetic tape audio. according to oshima (1991:3) writing is not easy itmakes study and practice to develop this skill. for both native speakers and new learners of english, it is important to note that writing is a process, not a product. in writing, any idea that wants to advance must be supported with specific reasons or details. according to harmer (2012:31) writing is often not time-bound in the way conversation. when writing, students frequently have more time to think than they do in oral activities. according to nunan (2003:88) has defined that writing as series contrast: it is both a physical and a mental act, its purpose is both to express and impress and it is both a process and product.. from the definitions above, it can conclude that writing is the way or the process to explore writer‟s knowledge into a textual medium by following the linguistic rules. writing skill for foreign learners is the most challenging activity because it is a complete that involves knowledge, concepts and writing„s rules. moreover, for second and foreign 2018. linguistic, english education and art (leea) journal 1(2):205-215 209 learners, the difficulty in writing does not only lie in creating and organizing ideas but also translating the ideas into readable writing. it stated that through writing many information and knowledge can be shared, therefore writing can develop human„s life. while, writing in the sense of learning english is a challenging activity for foreign language learners because the fl learners not only have to interpret the idea into comprehended text but also they have to focus the writing„s rules. however, writing reflects the fl learners competency because it can be such a tool that gives feedback in the learning process. the tenses errors in writing the tenses errors that are found in the students‟ writing: verb tense verb tense is the verb used to indicate the time at which the action or statment is occurs. tense in english identifies when an event happens or describes a state. the simple past indicates that an activity or situation began an ended at a particular time in the past. we use past tense to describe and narrate an event or situation that occurred in the past and is over. for example: “when i was twelve, i broke my leg. i slipped on the playground on a cold winter morning and fell. the bone near my ankle snapped with a loud “pop!” even my friends heard it. the teachers called my parents, who came quickly. verb is a word or phrase that describes an action, condition or experience. verbs that are not followed by an object are called “intransitive verbs.” common intransitive verbs: agree, arrive, come, cry, exist, go, happen, live, occur, rain, rise, sleep, stay, walk. verbs that are followed by an object are called “transitive verb.” pronoun a pronoun is a word that is used in the place of a noun or noun phrase. usually when a noun or noun phrase has been used once, a pronoun is used to avoid repetition of the same noun or noun phrase. there are several types of pronoun, such as personal pronouns, intensive, indefinite, and relative pronoun. personal pronouns are words such as: 1. first person pronouns, example words that represent or include the speaker or writer. singular :i, me, my, mine, plural : we, us, our, ours. 2. second person pronouns, example words that represent the person or people who is/are being addressed. singular :you, your, yours, plural : you, your, yours. 3. third person pronouns, example words that represent people or things other than the speaker/writer and the listener/reader. singular :he, him, his, she, her, it, its, plural : they, them, their, theirs. 2018. linguistic, english education and art (leea) journal 1(2):205-215 210 preposition norrish (1987:288-291) preposition have been called the biggest little words in english.they are usually quite short and significant looking, but they have very important functions. prepositions are always followed by nouns (or pronouns). they are connective words that show the relationship between the nouns following them and one of the basic sentence element: subject, verb, object, or compliment. they usually indicate relationships, such as position, place, direction time, manner, agent, possession, and condition, between their objects and other parts of the sentence. punctuation and spelling according to grenville (2001:210) punctuation is the use of special marks that you add to writing to separate phrases and sentences, to show that something is a question, etc. punctuation is not something you impose upon a sentence after you have written it out. commas, semicolons, and the other marks are an intimate part of grammar and style. to write well, you must punctuate well; but to punctuate well, you must also write well. punctuation mark used in punctuation, for example: full stops/periods, commas, semicolon, question mark, apostrophe, capitalization, etc. according to kreml (2004:388-389 ) spelling words in english can be difficult for learners because sometimes a word is very similar to a word in their own language but is not spelled the same. for example, spell success with only one „s‟, or colleague without an „a‟. research method research design this research the writer applied descriptive qualitative method, isaac and michael (1985:18) state that descriptive qualitative method is the one that describes systematically the fact and characteristics of a given population all or area if interest factuality and accurately descriptive method is suitable of the topic. therefore, the writer intended to describe the data systematically and then to analyze them as accurately as possible. in this investigation , the writer took the data concerning with the tenth eleventhgrade students of social programof tenseserrors in writing recount text at senior high school number 1muarabeliti and senior high school number 2muarabeliti. the writer gave the test item directly and analyze the students‟ composition, after that the writer described the students‟ tenses errors in writing recount text. 2018. linguistic, english education and art (leea) journal 1(2):205-215 211 subject of the reserch subject of the research referred to the subject who would be observed. in this study, subject of the investigation was the eleventh eleventhgrade students of social programsenior high school number 1 and senior high school number 2 muarabelitiin academic year 2016/2017. the total students for subject of the investigation were178 students. it was presented in the following table. table 1 subject of the investigation senior high school 1 muarabeliti xi.iisa : 28 xi.iisb : 29 xi : 30 total : 87 senior high school 1 muarabeliti xi.iisa :30 xi.iisb : 31 xi : 30 total : 91 the writer chose the subject of the investigation by using simple random sampling. according to fraenkel and wallen (1991:132), simple random sampling is one in which each and every member of the population has and equal chance of being selected. the writer chose simple random sampling, because the writer had to take five students each classes of each school. the total of sample was 30 students. technique for collecting the data in this investigation , the writer used a written test for collecting the data. the test used to know the students‟ tenses errors. heaton (1988:8), writing ability usually is in the form of letters, report, memos, messages, instruction, and account of past even, etc. the other word, the writer got instruction as the suitable form of the test. according to brown (1980:219), test is a method of measuring a person ability or knowledge in a given area. the students built a written production depend on instruction given by the writer. the writer asked the students to make a recount text about unforgettable experience 150 words in a paper with time allocation 45 minutes in doing them. the test used to identify the students made errors in grammatical in recount text . 2018. linguistic, english education and art (leea) journal 1(2):205-215 212 technique for analyzing data in analyzing the data of the test, the writer focused on error analysis in the usage of tenses in recount paragraph. in order to know the individual errors, the writer described the students errors in writing of text recount based on the following steps : 1. identifying the students‟ recount text and found out what were kinds their errors in writing of text recount. 2. classifying the students‟ tenses errors in writing paragraph. therefore, the data will be categorized into each kind of error. 3. describing the students‟ tenses errors made by the students in writing recount text. 4. calculating the tenses errors that made by the students. based on the classifying of the errors in using recount text. the writer wanted to know the tenses errors by using the formula below : p where : p = the percentages of errors f = total number of students errors n = all the students sample (sudijono, 2004:43) finding the result of tenses errors in writing recount text made by the eleventh grade students of social programsenior high school number 1 in this part, the writer explained the dominant tenses errors in writing of textrecount made by students. based on the table error analysis, there were 112 sentences from 15 students. from the table below, there were 62or 55.36% in verb tenses, 5 or 4.46% in pronoun, 6 or 5.35% in preposition, and 39 or 34.83% in punctuation and spelling. it was the dominant tenses error in writing recount text made by the eleventhgrade students of social program. the table was about the dominant tenses error. table 2. the dominant of students‟ tenses errors tenses : 62 (55.36%) pronoun : 5 ( 4.46%) preposition : 6 ( 5.35%) punctuation and spelling : 39 (34.83%) total : 112 (100%) 2018. linguistic, english education and art (leea) journal 1(2):205-215 213 the result of tenses errors in writing recount text made by the eleventh grade students of social program of senior high school number 2 muara beliti. in this part, the writer explained the dominant tenses errors in writing recount text made by students. based on the table error analysis, there were 172 sentences from 30 students. from the table below, there were 37 or 61.67% in verb tenses, 1 or 1.66% in pronoun, 1 or 1.66% in preposition, and 21 or 35.01% in punctuation and spelling. it was the dominant tenses error in writing recount text made by the eleventhgrade students of social program. the table was about the dominant tenses error. table 3. the dominant of students‟ tenses errors tenses : 37 (61.67%) pronoun : 1 ( 1.66%) preposition : 1 ( 1.66%) punctuation and spelling : 21 (35.01%) total : 60 (100%) discussion the result of the study that was explained previously showed information‟s related to the recount text that was made by the students. in chapter 2 had discussed which is in this study tenses in writing skills, that would be analyzed especially in tenses in writing skills. chart 1. the dominant tenses errorsboth of senior high school number 1muara beliti and sma negeri 2 muarabeliti 2018. linguistic, english education and art (leea) journal 1(2):205-215 214 based on the findings on students errors. the writer found the percentages of common errors of tenses aspect. the percentages of common errors of tenses were verb tenses (57.56% ), pronoun (3.49%), preposition (4.06% ), and punctuation and spelling (34.88%). the most category of error done by students were tenses, where they could not the past tense form, and they could not the changing verb. sometimes, they forget to distinguish the verb which one one regular and irregular. punctuation and spelling could be caused they could not spell and write some english word correctly because she was interfered by indonesian language, and could not correctly in capitalization proper names of place, and the student do capitalization in a center sentences. pronoun could be caused they could not differentiate between nominative, subjective pronoun and objective pronoun, because they was interfered by indonesian language. in indonesian language there‟s no pattern of using the personal pronoun. preposition could be caused they did not use preposition before a noun as making prepositional phrase of time. beside that, according to brown (2000:223), there were four sources of errors. they were: intralingua transfer, interlingua transfer, context of learning, and communication strategies. the writer determined that the sources of errors in tenses error in writing recount text made by students was interlingua transfer. based on more description above, the influence of errors was caused by the difficulties in learning foreign language. finally, as the result the students‟ made such errors because the influence of linguistic mother tongue and their indonesian logical thinking. they thought in indonesian way when they wrote in english. however, when they processed the new language data in their mind, it also produces a new rules, so they often over generalize about their second language rules. it means the teacher should aware that intra-lingual transfer is one of the sources of error that must be recognized in second language learning. conclusion based on the finding and discussion in the previous chapter about students made some tenses errors in writing of text recount. it can be seen from the result of data analysis. the writer has drawn the conclusion by presenting and the percentages of classification of tenses errors follows: it was found that the majority errors don ethe eleventhgrade students of social program of senior high school number 1muarabeliti was verb (55.36%) total errors was 62. the second position was punctuation and spelling (4.46%) total errors was 5. the third position was preposition (5,35%) total errors 6. and the last position was pronoun (34.83%) total errors was39.the majority errors done the eleventhgrade students of social program of senior high school number 2muarabelitiwasverb (61.67%) total errors was 37. the second position was punctuation and spelling (1.66%) total errors was 1. the third position was preposition (1.66%) total errors was1. and the last position was pronoun (35.01%) total errors was21. which the students made errors cause by the wrong place of verb or sentence and theirs mother tongue interference. 2018. linguistic, english education and art (leea) journal 1(2):205-215 215 references brown, h.d. (1980). principles of language learning and teaching.white plains, new york: prentice-hall inc. . (2000). principles of language learning and teaching. white plains, new york: prentice-hall inc. corder.s.p. (1982). error analysis and interlanguage. london. oxford university. ellis, r. (1997). understanding second language acquisition. new york: oxford university press. grenville, k. (2001). writing from start to finish: a six-step guide. crows nestaustralia: national library of australia. frenkel, j.r & n.e wallen. (1991). how to design and evaluate research in education. new york, ny: mcgraw-hill, inc. harmer, j. (2012). the practice of english language teaching . london: longman heaton, j.b. (1988). writing english language test. london: longman. hornby, a s. (1987). oxford advanced learner’s dictionary of current english. walton street, oxford: oxford university press. isaac, s. & w. b. michael. (1985). handbook in research and evaluating. sandiego, ca:ediths publisher james, c. (1998). errors in language learning and use;exploringerroranalysis. london and new york: addison wesley longman limited. kreml, n.m. (2004). the user’s guide to college writing: reading,analyzing, andwriting. 2nd ed.new york: pearson education, inc norrish, j. (1987). language learning and their errors.london: macmillan publisher ltd. nunan, d. (2003). language teaching metodnology; a text book for a teacher. new york: prentice hall oshima, a. (1991).writing academic english. 3rd ed. new york: addison wesley longman. richards, j.c.(1973). error analysis.london: longman. _________. (2002). longman dictionary of applied linguistic. hongkong: longman grouplimited. sudijono, a. (2004). pengantar statistik pendidikan. jakarta: pt raja grafindopersada. linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.2285 387 exploring self-assessment of speaking skill by efl high school students wulida wahidatul masruria 1 universitas negeri surabaya syafi’ul anam 2 universitas negeri surabaya wulidaria23@gmail.com 1 submit, 01-05-2021 accepted, 05-06-2021 publish, 06-06-2021 abstract this study aims to know how self-assessment is implemented in the classroom and how students perceive using self-assessment to assess their speaking skills. this research study was used qualitative research conducted at the state islamic senior high school level in sorong. the results showed that most students thought that self-assessment was very helpful because it allowed them to know their strengths and weaknesses and improve their communication with the teacher. moreover, the second results indicated that self-assessment assisted students in increasing their speaking self-efficacy (confidence and belief in their ability), selfregulation (awareness of research, time management, independence), and engagement. in conclusion, the teachers use self-assessment in english classes successfully. keywords: efl learners, self-assessment, speaking skill, students' responses introduction speaking is a productive skill that needs to develop to communicate with others in the second language or the mother tongue (khabbazbashi, 2017). speaking english is crucial for students since speaking is the necessary language skill for communication. parmawati (2018) says that speaking is more reflective of what the speaker wants to speak as part of the conversation. according to mcnatt (2019), speaking is a type of oral language that invariably expresses ideas and emotions, no matter what the language is. the current 2013 curriculum formulates that teaching english aims to enable students to communicate. assessment is a method that helps teachers learn about students' progress in the classroom to achieve their objectives (römer, 2017). according to permendikbud no. 23 of 2016, the assessment is a concept supported by the about:blank about:blank 2021. linguistics, english education and art (leea) journal 4 (2):387-400 388 indonesian ministry of education curriculum, which assesses the learning process to obtain and control information to measure student learning objectives (menteri pendidikan dan kebudayaan republik indonesia, 2016). therefore, teachers should also implement authentic assessments to identify students' skills in the learning process (menteri pendidikan dan kebudayaan republik indonesia, 2013). an accurate assessment offers students the ability to experience practical learning (jamrus & razali, 2019). the indonesian education system also recognizes that authentic assessment provides a tool to enhance students' abilities. however, an accurate assessment allows them to practice their abilities in classroom activities. they could achieve their success by applying an authentic assessment in the classroom (albino, 2017). self-assessment is considered one of the various assessments that the students may execute in exploring, growing, and figuring out their functionality. self-assessment is believed to be an efficient tool that could help students comprehend the function of the assignment and the assessment criteria (asdar, 2017). it is a tool, technique, and procedure used to accumulate and understand what students can or cannot do (goral & bailey, 2019). self-assessment positively impacts the students, such as improving outcomes (panadero et al., 2017). it can establish the students' awareness of the quality of their work and the criteria used to evaluate their work (khabbazbashi, 2017). self-assessment is a method for assessing students' activity to classify the field they have learned (ličen & bogdanović, 2018). for example, after students complete an assignment, they may assess the factor they have failed to perform. teachers provided guidance, comments, or support to produce improved outcomes while implementing self-assessment students will be interested in evaluating their success (goral & bailey, 2019). as a result, when students understand their potential, they can prepare more for the next performance and achieve their learning goals. additionally, albino's (2017) research explains that self-assessment could enhance students and teachers; teachers assumed that individual students have unrealistically high expectations of their results due to different reasons, such as previous academics and gender. students suggest that teachers must have polite feedback and not underestimate students' success. thenceforth, self-assessment has a substantial motivating impact, which is essential when teaching. concerning this topic, it was evident that self-assessment gives many benefits, mainly for the students. self-assessment has been stated in previous studies. however, according to ma & winke (2019), self-assessment is a central and significant aspect of the formative l2 self-assessment. in eighty l2 college students at michigan university, it tends to make students aware of the research's various objectives, progress towards these goals, and monitor their studies' 2021. linguistics, english education and art (leea) journal 4 (2):387-400 389 success. however, in indonesia, only a few studies focused on students' selfassessment in the english speaking class, especially in high school. selfassessment can help the teacher know the students' progress and help them be more self-aware of their learning. therefore, the researcher holds this investigation in high school students. in this research, the researcher focuses on the students' perception of self-assessment and how they implement selfassessment in the english speaking class. literatur review speaking skill in l2 speaking is a complex and challenging skill (khabbazbashi, 2017). speaking requires pronunciation, grammar, vocabulary, and fluency (asdar, 2017). the first element of speaking that is needed is grammar. according to underwood (2017), grammar is a theory of how language is together and how it works. it is crucial in speaking skills. the second element is pronunciation. pronunciation is the manner or the way of pronouncing something (pennington, 2019). as a teacher, teaching pronunciation goals focused on clearness and comprehension (pennington, 2019). teaching pronunciation is different based on the level. for example, at the beginning of the level, the goal is to know how to pronounce the words. still, at a higher level, teaching goals are how to pronounce and how to communicate well with others, and their accent is understandable. the last element that is required is vocabulary. according to uchihara & clenton (2018), vocabulary is a list of words or phrases used in communication. speech is crucial for second language learners because the more they memorize the vocabulary, it can help them be successful (goral & bailey, 2019). speaking requires and combines more basic skills than other skills. speaking belongs to productive skills. speaking should compose grammar, vocabulary, pronunciation, fluency, comprehension, accuracy (asdar, 2017). speaking also is an essential instrument of communication. speaking is one of the most feared context-based anxieties globally (marzuki et al., 2020). some researchers investigate this problem. the results are that most people claim that fears of death are better than concerns about speaking (leong & ahmadi, 2017); it means that fear of speaking commands the world. the fear of speaking comes from anxiety and a lack of communication and preparation (kralova & tirpakova, 2019). it is like a panic feeling related to the physical and the impact on their speaking performance. furthermore, oral speaking skills in the professional and academic environment and at the interpersonal level are helpful. presenting a better presentation will increase students' confidence, boost their potential study choices, and help them communicate with others whatever they have learned (ličen & bogdanović, 2018). 2021. linguistics, english education and art (leea) journal 4 (2):387-400 390 based on mcnatt (2019), speaking anxiety is prevalent among students globally and in every other occupation. students anxiety in speaking because they do not have much material to deliver, do not prepare with the conditions, and never practice. practice and practice are essential things to minimize anxiety in speech (xu, 2018). the more practice, the more able to speak up in front of many people. language assessment in educational practice, understanding the basic concept of assessment and test leads to significant confusion. a teacher who works in the academic field must know and understand the assessment itself. the test differs from assessment; the test is a part of the assessment. the test is always related to scoring, but assessing a process and not associated with the score. tests prepare administrative procedures in the curriculum when they know all the facilities to evaluate their performance and skill (römer, 2017). it means that a test is a technique used to assess the student's skill, competence, or understanding to score better. moreover, when the teacher assesses students at the end of the learning process, it is called a product assessment. according to triyono (2018), there are two kinds of activities in the class: teaching activity and assessing activity. it means that the teachers' duty is not only to teach but also to assess. however, obtaining an assessment is necessary for teaching and learning to improve students' speech abilities (ličen & bogdanović, 2018). an assessment uses grading and rating for educational results, evaluating the teachers' performance and school expectations (hardianti et al., 2017). for students, assessment encourages and enhances potential effects, provides input, identifies strengths and limitations, guides student choices, and guides course selection. as a result, the assessment impacts students, teachers, and schools better. assessment plays an essential role in teaching and learning activities. therefore, teachers need to apply proper assessment techniques to increase teaching and learning effectiveness. when the teacher assesses students, they can also recognize their students' progress in the learning process (saito & inoi, 2017). otherwise, teachers will have difficulties knowing students' comprehension and progress when they do not assess their students. an alternative assessment in general terms, alternative assessment is an alternative structured, guideline, multiple-choice testing and usually asserts these characteristics (hardianti et al., 2017) such as engagement of students in determining assessment targets and criteria, performing a mission, producing a product/artifact, usage of 2021. linguistics, english education and art (leea) journal 4 (2):387-400 391 higher-level reasoning and talents for problem-solving, measurement of meaningful activities and contextualization of the applications in the real world. alternative assessment is standardized testing that generates a score that may not be meaningful on its own. it is easy to interpret and understand. alternatively, alternative assessment means alternative formats for collecting data on students' achievements. there should be new methods to determine and diagnose achievement. the implementation of alternative assessments should represent the student's needs (loredan, 2017). however, the alternative assessment allows students to have their success incomprehension and take responsibility for their learning. the alternative assessment helps parents engage in the educational process and provides them with a healthy perspective into what their child does in class. for teachers, alternative evaluation's primary benefit is how it offers instructional judgment data on their students and their classroom. self-assessment in l2 classroom self-assessment is an alternative way to measure students' english language ability (marzuki et al., 2020). according to ma & winke (2019), selfassessment is a type of assessment that requires students to assess themselves in the classroom. self-assessment affects the students' or individual understanding because it emphasizes their high-order thinking, self-reflective, and selfregulation, and they can manage themselves to achieve their goals (khabbazbashi, 2017). self-assessment involves more than students grading their type of work; it includes them in deciding what excellent work is in every given case (thawabieh, 2017). self-assessment is an efficient method that helps students understand the assignment's intent and assessment requirements (andrade, 2019). asdar (2017) argues that learners will get a chance to know their progress in learning through self-assessment and seeks another method to improve, adapt, or strengthen it. in teaching and learning activities, both the teacher and students should have an excellent relationship. the purpose is to reinforce the students' reactions and gain their learning goals (jamrus & razali, 2019). self-assessment predicts an effective way to enhance the students' relationship between teachers and students (ikporukpo, 2019). as a result, self-assessment triggers a negotiation between a teacher and students. however, self-assessment helps the students know their progress in learning and enables them to become independent learners (borg & edmett, 2019). it is because self-assessment trains the students to be aware of their learning activity errors. 2021. linguistics, english education and art (leea) journal 4 (2):387-400 392 the teacher should teach critical thinking skills appropriate for the practice of self-assessment (ličen & bogdanović, 2018). they should involve students in assessment-focused discussions or exercises. several opportunities should be given to practice various aspects of the assessment process (saito & inoi, 2017). since students need to know the purpose of the process, the teacher needs to establish clearly defined learning objectives and specific examples of student work in agreement with students. the teacher should also identify language as meaningful for the learners, i.e., evaluate the language used for reflection and selfassessment. self-assessment is an essential part of the self-regulation elements (panadero et al., 2017). self-regulation is an excellent ability to get advantages from the instructional input they receive. ličen & bogdanović (2018) stated that students who use self-assessment are better than their peers because they learn to assess themselves and gain more teacher feedback. self-assessment in the speaking class improving students' speaking skills could be particularly challenging at advanced levels in a foreign language context (thawabieh, 2017). to help students develop their speaking skills, the teacher should use classroom activities to promote their speaking skills. self-assessment is a way for a transition to occur, as it gives learners an ability to become increasingly self-regulated (andrade, 2019). speaking classes must be driven by the elements mentioned above of communication and establishing a genuine conversation. in other words, it is essential to use the correct strategy, interesting practices, proper equipment, and high motivation to succeed in speaking classes. one of the most challenging things for an efl teacher is to inspire their students to speak english in class. shyness, anxiety, laziness, competitiveness, and fear of disappointment will discourage students from speaking, even though they know what to say (mcnatt, 2019). based on ličen & bogdanović (2017), speaking abilities refer to voice/speech features, such as volume, intonation, fluency, gesture, comprehension, and projection, but can include speed and delay. examples observable in terms of loud/soft clear/unclear, fast/slow, and acceptable/unacceptable should be given by teachers. confidence and competence typically contribute to english-speaking skills strengths. wong (2017) argued that increasing the student's confidence to reduce the fear of making mistakes was a priority that the teacher should consider making the learner feel comfortable using language. appropriate syllabus design, teaching methods, and adequate tasks and materials may develop confidence and competence in speaking. 2021. linguistics, english education and art (leea) journal 4 (2):387-400 393 self-assessment helps track, develop, and evaluate the learning processes against the curriculum's objectives and standards (borg & edmett, 2019). additionally, self-assessment teaches students the value of assistance and commitment required to achieve their aims, create various methods, and use them effectively. besides, because self-assessment allows both reflection and assessment outcomes, it is intended to give students the chance to feel a sense of control over their activity and maintain a positive attitude towards learning, thus improving motivation. research method in this study, a qualitative research design was conducted by the researcher. the participants were efl high school students in grade eleventh and the english teacher from the islamic state in west papua, indonesia. furthermore, the twelve students from social majors were randomly chosen from the 25 students enrolled in the eleventh grade. six of them had a high level of english achievement, while the other six had a low level of english achievement. their ages ranged from 16 to 18 years. moreover, the researcher used two instruments to gain the data; documentation and interview. the interview was used to address how selfassessment implemented in english-speaking classrooms. then, documentation and interview were used to determine the students' perception (feelings and opinions) of self-assessment in the english-speaking classroom and how selfassessment influenced students' speaking skills. finding this section explains analytical results answering the two research questions. each of the two issues is addressed separately in this section. the implementation of self-assessment in efl classroom in the process of the interview, two questions were proposed about the performance in the classroom. those were about the method that was used in the classroom and the easiest aspect in learning. this section explains analytical results answering the two research questions. each of the two issues is addressed separately in this section. what method did the teacher use in teaching speaking in the classroom? from twelve participants, nine asserted that their teacher used self-assessment rubrics to assess their speaking. "my teacher used rubrics to assess our speaking" (s1) "when assessing speaking, my teacher used a method that allows the students to assess by ourselves" (s3) 2021. linguistics, english education and art (leea) journal 4 (2):387-400 394 "to me, my teacher implements self-assessment" (s7) furthermore, the other three participants felt that it is adequate to use selfassessment because it gives them a chance to assess objectively. the most accessible aspect of assessing was: communicative effectiveness, grammar, punctuation, or vocabulary? communication efficacy, grammar, punctuation, and speech were the most specific elements to determine. question three recommended that students test themselves orally. 5 participants said that the easiest part to test was pronunciation. due to the lack of clarity in the accent, it could be known that all participants speak english as a foreign language and would be aware that the pronunciation was not clear enough. for example, some students pronounce the island by sounding out the letters rather than saying it simply as "ai.luhnd." "to me, the easiest aspect is pronunciation because i can learn from everywhere, such as lyrics of songs and movies." (s1) "for me, even though my pronunciation is not good enough, i believe that the other people can still understand." (s4) "from those four aspects i think, pronunciation is better than others because learning pronunciation is easy and enjoyable." (s7) additionally, 4 participants believed that grammar was the simplest element to the test. the majority failed to incorporate the tenses into a formula or pattern that was suitable. "i think, even though grammar is complicated, i like it because my teacher explains clearly." (s3) "to me, when my teacher explains the formula or pattern, it is easy, but sometimes i am still confused when i do it myself." (s8) "i agree that grammar is easier than the other aspect, even though sometimes i am still confused about changing the base verb to the second verb." (s11) furthermore, 2 participants defined vocabulary as a result of their frequent use of communication with others. more vocabulary they know can help them to communicate with others easily. "memorizing vocabulary is better than learning pronunciation and grammar." (s5) "i always force myself to memorize five vocabularies in a day, so i think vocabulary is better than others." (s9) moreover, a participant marked the task's completion as the easiest aspect, while others kept the communicative effectiveness. 2021. linguistics, english education and art (leea) journal 4 (2):387-400 395 the students' perceptions of self-assessment efl classroom how do the students feel when the teacher asked to do a self-assessment? from the 12 participants, seven asserted that self-assessment is helpful for them. the participant of this research has three primary reasons. first, they believed that self-assessment would help them recognize their oral capabilities. they would be rating their ability based on the assessment's parameters, such as vocabulary, pronunciation, grammar, and communicative effectiveness. furthermore, it motivates the individual to better their potential performances. they were aware of their strengths and weaknesses, which allowed them to hold themselves more accountable for improving their oral performance. second, the participant stated that self-assessment assisted them in achieving the learning goal because they are aware of their capabilities. thus, it served as a motivator for them to complete the remaining learning objectives that have not been completed. "to me, my teacher motivated me to improve my future results by implementing self-assessment." (s4) "i think implementing self-assessment helps me to know my strengths and weaknesses." (s5) "by implementing self-assessment, i can be more independent and not always depend on my teacher." (s7) additionally, 3 participants felt that self-assessment was beneficial for them because they were unfamiliar with it and the majority of teachers tend to evaluate students using traditional methods. "it is the time for students to contribute in assessing their work by implementing self-assessment." (s1) "there are many benefits for me when implementing selfassessment." (s3) furthermore, the other participants felt self-assessment was not helpful for their learning. they were not interested in using this assessment because they did not know if they could correctly evaluate their ability. they also felt the teacher is the only assessor who can assess them critically. "to me, self-assessment is hard because i have to assess by myself and am afraid to make errors." (s2) "i am not confident with my feedback." (s9) what are the students feeling when scoring their self-using the rubrics of self-assessment? in response to question four, 7 participants answered that they are objective by using the self-assessment rubric. "my teacher gives us a guideline; then i can use it." (s2) "i know my competencies; therefore, i answer the rubrics objectively." (s5, s7) 2021. linguistics, english education and art (leea) journal 4 (2):387-400 396 "when my teacher commands me to answer self-assessment, i think i enjoy it because it makes me learn more about english." (s12) when assessing this question, 3 participants responded that they were somewhat objective when using the self-assessment rubric. "sometimes, i am confused about how to define whether i am objective or not." (s1) "when i assess the rubrics by myself, then my teacher revised it." (s6) however, almost every participant says they were very objective in assessing their ability using the self-assessment rubric since they knew the assessment outcome was not used as a regular assessment. it is used to test their knowledge; in other words, it is used to know their weaknesses and make them better for possible chance speaking success. the other students' responses were not objective because they were too shy to admit their lack of speaking skills. what is the function of the teacher elevator to your speaking skills? from the 8 participants, the teacher was classified as the most impartial evaluator. in a direct interview, most students stated that the teacher is the best evaluator since they have the skills and know-how to assess their students properly. "for me, the teacher has many experiences in teaching then; teacher know-how to interact with each student." (s9) "i think the role of a teacher as the elevator is crucial for my speaking skill." (s3) however, 2 participants indicated that the teacher is somewhat impartial as an evaluator. some teachers award higher grades to students who are similar to the teacher, whether in or out of class. "to me, sometimes my teacher gives higher grades to some students who are close with her." (s8) "sometimes, my teacher is subjective in scoring. she gives a high score to students who near with her" (s4) what is the function of the teacher's feedback? from the 12 participants, six indicated that the teacher's feedback was highly beneficial to them. most participants said that the teacher's feedback is the best because it can improve contact between students and teachers. the students felt more connected to their teacher, which increased their engagement and involvement in the classroom. furthermore, feedback guides students through the classroom's learning process by providing them with the path they need to take and the lesson's aim or objective. "teacher feedback is highly beneficial because i can directly communicate with the teacher." (s1) 2021. linguistics, english education and art (leea) journal 4 (2):387-400 397 "teachers have many experiences; then i believe that their experiences can be a role and guideline for me." (s4) "i need teacher feedback because the teacher knows our lesson's objectives in a semester." (s5) furthermore, three students replied that it did not help because they believe they should learn by themselves or from a book or other sources. "i think the teacher's feedback is not important because i can get it from the internet." (s10) "sometimes my teacher's feedback is false; then i prefer to book or other sources." (s7) discussion this study revealed details about students' perceptions toward the use of self-assessment in evaluating their speaking ability. the participants' consensus suggested that the self-assessment was very beneficial for them. most of them felt stimulated to understand how far their oral performance capacity could go. it is also supported by marzuki et al., (2020), who discovered that 91% of students considered self-assessment to be very helpful in assessing their oral results. furthermore, almost all of the students in this research believed that selfassessment could motivate them to take more responsibility for improving their oral outcomes. this increase is significant because it validates the argument raised by ma & winke (2019) that perhaps the self-assessment process teaches students to be aware of their obligation toward the learning objective of improving their speaking skills. moreover, it was discovered that self-assessment enhanced teacher-student communication. self-assessment helps teachers obtain explanations and feedback. throughout this phase, the student has the opportunity to ask about and discuss any remaining requirements. when the students assessed their oral performance, some found that they could not pronounce the words correctly. as a result, students discuss it with the teacher and get input about whether they should have more time to practice or work on a project that helps them practice pronunciation. peyton (2017) discovered the same issue when she discovered that most students believed that self-assessment enhanced communication between them and the teacher to clarify the rubric and tell the teacher how to complete the task. the second findings indicated that self-assessment assisted students in increasing their speaking self-efficacy (confidence and belief in their ability), self-regulation (awareness of the research, time management, independence), and engagement. furthermore, the self-assessment process improves students' motivation to perform better, especially their oral results. students learned how far they have progressed or how close they are to meeting the criterion by self-assessment. as a 2021. linguistics, english education and art (leea) journal 4 (2):387-400 398 result, it increased their motivation to maximize for the next presentation. the self-assessment makes the student understand how far they have progressed against the learning target, motivating them to meet all of the requirements (goral & bailey, 2019). the results are supposed to be useful for theoretical and practical implications based on the study's objectives. in terms of theoretical implications, the findings of this study can provide new insight into self-assessment, which could be used as a teaching technique in english. for a practical sense, it is expected to be useful for english teachers to use appropriate assessment techniques in efl speaking and efl learners; this study has given learners awareness. the learners are more regulated and motivated students. thus, they become more persistent in learning, resilient when facing learning obstacles, and optimistic in achieving their goals. then, using self-assessment might help promote the independent learning setting. conclusion the present study has proved that the teachers use self-assessment in english classes successfully. this study also confirmed that students have a positive perception toward using self-assessment in english learning. this study found some advantages. self-assessment influences the student's speaking skills positively. apart from that, self-assessment could provide students with numerous benefits during the learning process. also, the students reported that they become more encouraged and motivated in learning english by self-assessment. selfassessment also increases students' communication with the teacher. self-assessment could stimulate students to learn individually or independently to achieve the learning objective and enhance their potential for future success. overall, self-assessment is highly recommended to be utilized in english learning as it holds many advantages for both students and teachers. references albino, g. 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(2018). measuring "spoken collocational competence" in communicative speaking assessment measuring "spoken collocational competence" in communicative. language assessment quarterly, 15(3), 255–272. https://doi.org/10.1080/15434303.2018.1482900 https://doi.org/10.5430/jct.v6n1p14 linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.2222 414 the effectiveness of applying the practice rehearsal pair (prp) method in teaching speaking joni helandri 1 sekolah tinggi agama islam bumi silampari lubuklinggau rambat nur sasongko 2 universitas bengkulu muhammad kristiawan 3 universitas bengkulu helandrijoni@gmail.com 1 submit, 12-04-2021 accepted, 11-06-2021 publish, 12-06-2021 abstract the objective of this study was to find out whether or not it was significantly effective to teach speaking by applying the practice rehearsal pair (prp) method to the third-semester students of stai bumi silampari lubuklinggau in the academic year of 2019/2020. the technique used was quasi-experimental with one group pre-test post-test design. the results of this study were; (1) the mean students’ score in the pre-test was66.70; (2) the mean score of post-test was 83.87; (3) the result of paired t-test was 10.925, which was higher than the 1.697 value of the t table of 30 with 95% significant level for one tailed-test. in conclusion, the result of the research was significantly effective in teaching speaking by applying the practice rehearsal pair (prp) method to the third-semester students of stai bumi silampari lubuklinggau in the academic year of 2019/2020. keywords: applying, effectiveness, practice rehearsal pair (prp) method, teaching speaking introduction language development always takes place and time wherever and whenever in producing and acquiring a language, among people, consciously or subconsciously among interlocutors along the period of locution. a language is used for communication, and then a language operates in a speech community or culture. finally, people acquire language in much the same language that has universal characteristics (yassi & kaharudin, 2018). one of the languages that are used as a foreign language in indonesia is english. mailto:helandrijoni@gmail.com1 2021. linguistics, english education and art (leea) journal 4 (2):414-424 415 mastery of english is not only in skills such as speaking, listening, reading, and writing, but also aspects of language mastery such as grammar, vocabulary, spelling, or pronunciation. according to putra (2017), teaching english at any level of education always involves four skills. speaking is one of the four basic skills in learning a foreign language, among listening, reading, and writing. in that case, english teaching should be viewed as an integrated skill, which places english, especially speaking, equally important. it has been taught since the students enter elementary school. speech is power, act, manner of speaking. speaking ability has an important used by people to communicate with others, convey an idea, opinion, message, feeling to other people, express their thoughts and wishes, and socialize themselves to communicate or interact. speaking is one of the english skills that the students in this disruption era should master because by mastering speaking skills, they can communicate in a formal or informal situation. mastering speaking skills is not only for academic purposes but also for professional purposes. speaking is a complex skill in the interaction between a speaker and the listener. it involves an active process. a speaker has to think more of the ideas to be expressed. he or she should consider some aspects of speaking, such as mastering vocabulary, applying correct grammar, and having appropriate situations. indeed, in daily interaction, speaking is used as a means of communication. however, the speaker cannot ignore the significance of writing as another of communication, which is still popular with people. this condition is more supported by technology, such as telephone, internet, and teleconferences. based on the students’ comments in the interview with the researcher as the preliminary study, many students had some difficulties and problems learning english, especially in speaking class. the researcher found out that the percentage of the students’ scores of the third-semester students of stai bumi silampari lubuklinggau was 30% means that there were only nine students among 30 students who achieve the english speaking standard (iss). in addition, many of the students’ scores were below the institutional speaking standard (iss) of stai bumi silampari, which was 75. moreover, based on the interview, the data also showed that the thirdsemester students had some problems in speaking english. the issues covered: (1) the students felt hesitant to speak because they thought that their english was not good enough; (2) they still got mixed up with the precise word to communicate their ideas, thought, or feeling because students lack vocabulary and fluency; (3) students tend to be passive in the class although they have been learning english in junior high school and elementary school. the students only tend to listen to their few friends who speak english actively. 2021. linguistics, english education and art (leea) journal 4 (2):414-424 416 based on the problems above, the researcher tries to apply an active strategy in learning to speak, practice rehearsal pairs (prp) strategy. according to uska (2017), prp is a superficial learning model that can be used to practice a skill or procedure with a classmate. with the friends learn, students are more encouraged to improve learning and free to share knowledge or ask friends to understand and improve students' recall of the material that the lecturer has presented. practice rehearsal pairs or pair practiced is one of the methods that come from active learning, which explained this strategy used to practice a skill or procedure with a friend by repeatedly practicing exercise that uses the information to learn it. previous research conducted by hasan (2016) that prp could increase the students' scores on vocabulary and a helpful technique in teaching speaking. however, in its application, hasan still used pictures and teaching a simple dialogue. still, the researcher taught the third-semester students without a picture and since the speaking level was through high order thinking skills (hots) by using language expression. therefore, researchers will research to examine the application of practice rehearsal pair (prp) in teaching speaking to the thirdsemester students of stai bumi silampari lubuklinggau in 2019/2020. in addition, the researchers hope this practice rehearsal pair (prp) method can improve the third-semester students' speaking skills of stai bumi silampari lubuklinggau. literature review when a person imparts information or skills to another, it is common to describe the action as teaching. imparting may mean sharing experiences or communicating information, for instance, lectures. according to rajagopalan (2019), teaching is regarded as both an art or science. as an art, it lays stress on the imaginative and artistic abilities of the teacher in creating a worthwhile situation in the classroom to enable students to learn. as a science, it sheds light on the logical, mechanical, or procedural steps to be followed to attain an effective achievement of goals. different educationists hold different ideas regarding the concept of teaching. in the past two decades, the indonesian government has made vital expansion in education, including the education system, which is intended to improve learning achievement. increased access to education is driven by the government's promises to meet its official educational goals, such as implementing the six-year compulsory education for 2 tct known as ukg (ujian kompetensi guru) in indonesia. primary school-age children (7-12 years) since 1984. this new policy was a significant increase in participation in primary schools, which reached 92 percent in 1993 compared to 79 percent just ten years 2021. linguistics, english education and art (leea) journal 4 (2):414-424 417 earlier (bachtiar, 2016). it shows that the government of indonesia has implemented much professional learning for teachers who were intended to improve teachers' teaching practice. after analyzing experts' opinions for teaching above, it can be concluded that teaching is one aspect of education that covers a style of activities, an approach of the instructions and management of the classroom. teaching and learning activity must occur in the teacher's teaching activity learning and process in demonstrating a lesson material. in addition, the teacher should do three principle activities in teaching they are: (1) to create and to improve the habits of the students; (2) to apply the specific behavioral and expressive objectives; (3) to enhance the students' motivation through specific activities that will lead them to be competent to any skills. speaking is an essential element for students when they are learning the english language. according to putra (2017), speaking ability is the ability to user activity in which one person needs to communicate. speaking is one of the components of a language. the existence of speaking is essential and cannot be separated by the presence of a language. it means that no interaction exists without speaking. therefore, speaking is a complex skill in the interaction between a speaker and the listener. it involves an active process. a speaker has to think more of the idea to be expressed. he or she should consider some aspects of speaking, such as mastering vocabulary, applying correct grammar, and having appropriate situations. it can be concluded that speaking is an interaction between a speaker an interlocutor that is delivered through oral expressions, which includes intonation, rhythm, vocabulary, grammar and pronunciation. to make the message can be delivered, the speaker should think logically and creatively. contrary, without constructing the sentences well and well prepared, all the information that will be conveyed to the others is failed. the goal of the prp method is to ensure that both partners can perform the skill and the procedure exactly as the procedures from the explainer and demonstrator are given another gift or process to complete. in other words, it involves two students take turns in speaking, performs one step, and has another partner perform the next step. it means that the teachers will engage the students to speak english in pairs. each pair will do their role and procedures in speaking the topic. they should also elaborate on the topic precisely to be an effective conversation. students work in teams to solve the problem. one student acts as an explainer or demonstrator and the other one as a listener or checker that listens to the topic. 2021. linguistics, english education and art (leea) journal 4 (2):414-424 418 according to utami & mustadi (2019), the learning process that occurs in this prp method emphasizes the practice and communication of each group member to train students not to be afraid when communicating with others, channel their opinions, increase inquisitiveness about a topic discussed, train students to think critically, increasing learning motivation, and making students more easily understand and remember learning material. people usually have opinions about something or someone or an action. briefly, it can be said that practice rehearsal pairs (prp) strategy is a simple method that is done by two students or pairs by practicing the speaking and then rehearsing the steps or procedures and create and describe the topics until the sequence of the steps is completed without any hesitation and doubts. in addition, utami & mustadi (2019) state that teaching speaking by applying practice rehearsal pairs (prp) can implement through the following procedures: the following are the steps of the practice rehearsal pairs (prp) that researchers use in the learning process. first, the teacher chooses one topic of skills (learning material) that learners will study; then, the teacher forms students into pairs groups in the group; two roles are made: explanatory or demonstrating and observing. after that, the students who have assignments explained to their group members will present the material being discussed. then, the other members listen and assess the friend's explanation to add an opinion that other members will later add. furthermore, couples exchange roles. the second demonstrator is given other skills. finally, the process is carried out until all group members turn on their respective parts and all group members master the learning material. research method this part discusses the following subheadings: (1) research design; (2) operational definition; (3) the subjects of the study; (4) techniques for collecting the data; (5) techniques for analyzing the data. the researcher used a quasi-experimental method in this research. there was only one group that the researcher investigated in this study. the researcher used the following steps: pre-test, treatment, and post-test. the table that showed pre-test and post-test design was as follows: table 1. one group pre-test and post-test design pre-test treatment post-test t1 x t2 (note: t1 = pre-test; x = treatment (prp); t2 = post-test) 2021. linguistics, english education and art (leea) journal 4 (2):414-424 419 teaching means any activity done by a teacher to develop materials used to facilitate the students in the learning process of the language. speaking means to say something or express oneself in a particular language. the practice rehearsal pairs (prp) method means that teacher involves the students to practice and rehearse some procedures with a learning partner. in selecting the sample, the researcher used random cluster sampling. the technique of sampling was done by taking the model randomly from the thirdsemester students at stai bumi silampari lubuklinggau in the academic year of 2019/2020. referring to the random cluster sampling used in this study, the researcher took one class as the experimental class that consisted of 30 students used as the sample of this study. in collecting the data, the researcher used one instrument, which was an oral test. a test is a method of measuring a person’s ability in a skill taught by the teacher. a pre-test was administered to know the students' ability to speak before the research conduction. in this research, the researcher has two topics for two meetings: giving and asking opinion about best people and performance. the students were to choose one of the topics and present it orally in front of the class. the post-test was administered after the researcher taught the students speaking by applying the practice rehearsal pairs (prp). in other words, the researcher gave the post-test after conducting the treatment. every student was asked to speaking in front of the class in 3 minutes, in the following ways; first, the students have been paired by the teacher before the test and numbered the pairs orderly. second, the teacher called the number of the teams to present their speaking in front of the class. one takes part as the source of questions and the other as the source of ideas. it is based on the topic from the lecturer that they have ever learned before the test). finally, while the pairs were practicing the roles, the teacher observed their speaking, but the mark on their ability as an important note and even record it for detail analysis at home. the data analyzed through three techniques, namely: 1) individual scores; 2)conversion of score range; 3) the matched t-test. the student's speaking scores were obtained based on six aspects of speaking in the scoring scale. they are grammar, vocabulary, comprehension, fluency, pronunciation, and task completion. to collect the data, the researcher recorded the students' presentations while doing the speaking test. the researcher was helped by one rater to avoid the bias test. the researcher also taught the third-semester students of stai bumi silampari lubuklinggau. to know the maximal scores, the researcher used standard of speaking skill. 2021. linguistics, english education and art (leea) journal 4 (2):414-424 420 table 2. the standard of speaking skill speaking components score grammar 5 pronunciation 5 vocabulary 5 fluency 5 comprehension 5 task completion 5 total 30 finding the result of pre-test the findings show that the highest score in the pre-test was 85 and obtained by two students and the lowest score was 40, which 1 student also received. after getting all the scores, the researcher calculates the average score from the pre-test. it was found out that the mean score of the pre-test was 66.70. the student's score in the pre-test can be seen in the appendix b. having obtained all the students' scores, the researcher conversed the scores to the english speaking standard (iss) of english speaking (75). the english speaking standard (iss) of english students who can be included in the "passed" category was when the students' score achieved or exceeded 75. in contrast, when the students could not reach or below 75, so the students are considered "failed" category. moreover, the mean score of the pretest was 67.10. this average score was considered a "failed" qualification. having coappendix students' score to iss, the researcher categorized only nine students included in the "passed" qualification. however, there were still 21 students who were included in the "failed" qualification. the number of students who were compared to iss was shown below: table 3. the students score qualification the number of students on iss interval score qualification the number of students 75-100 passed 9 20-74 failed 21 total 30 based on the number of students who had passed iss, the researcher transformed them into a percentage category. it was found out that there were nine students, or 30%, who gave the type iss. however, there were still 21 students, or 70%, who failed in the category of iss. the result of the students’ mean score was 67.10. this mean score indicated that many students had problems speaking english. therefore, the researcher needed to increase the students' scores in speaking. the increase should be done through treatment. 2021. linguistics, english education and art (leea) journal 4 (2):414-424 421 the students’ average score in the post-test after administering the pre-test, the researcher researched by giving the students treatment, which means that the researcher taught speaking through practice rehearsal pair (prp). the researcher gave the post-test to the same treated students as the pre-test sample after they completed the experiment. in this matter, the researcher administered the post-test with the same students in the pretest. the test required the students to give their opinions and describe the topics by choosing one of two choices were: 1) a personal description; 2) threatening events. furthermore, the researcher gave the students' speaking scores based on six elements: 1) grammar; 2) vocabulary; 3) comprehension; 4) fluency; 5) pronunciation; 6) task completion. in addition, in this research, the researcher involved another rater in calculating the data. in other words, the scoring was evaluated by two raters. the students' scores were obtained by adding the score from rater 1 and rater 2. after that, those calculations were divided by 2. based on the result of the post-test calculation, it was found out that the highest score was 95 and obtained by one student and the lowest score was 70, which three students also received. further, the researcher calculated the mean score of the post-test, it was found out that the mean score of the post-test was 83.87. having obtained all the students' scores, the researcher conversed the scores to the english speaking standard (iss) of english speaking (70). the requirement of speaking standard of the students who can be included in the "passed" category was when the students' score achieved or exceeded 75. in contrast, when the students could not reach or below 75, so the students are considered “failed” category. furthermore, the researcher got that the mean score of the post-test was 70.00. it means the score was considered a "passed" qualification. comparing the students' scores to iss, the researcher categorized that there were 27 students included in the "passed” qualification. in addition, there were only three students who were included in the "failed" qualification. the number of students who were compared to iss was shown below: table 4. the number of students’ iss interval score qualification the number of students 75-100 passed 27 20-74 failed 3 total 30 2021. linguistics, english education and art (leea) journal 4 (2):414-424 422 based on the number of students who had passed iss, the researcher transformed them into a percentage category. it was noted that 27 students or 90% who passed the iss and only three students or 10% did not pass the qualification or iss. the result of the student's mean score was 83.87. this mean score indicated that many students had been successful in speaking english. in other words, it was practical to apply practice rehearsal pair (prp) to increase the student's scores in speaking. this improvement was determined effectively to show the differences between students' scores before and after they were taught through practice rehearsal pair (prp). after that, the researcher presented the table of comparison. moreover, the researcher showed the students' mean scores in the pre-test and those in the post-test. this comparison was presented in order to see the differences between the students' speaking scores both in the pre-test and in the post-test. the result of the simple paired t-test from the students’ score obtained both in the pre-test and those in the post-test, the researcher calculated the simple paired t-test to find out whether or not it was effective to apply “practice rehearsal pair (prp)” in teaching speaking to the third-semester students of stai bumi silampari lubuklinggau in 2019/2020. having obtained the students' scores in the pre-test and those in the post-test, the researcher found out that paired t-test. table 5. paired samples statistics pair 1 mean n std. deviation std. error mean pre-test 66.70 30 12.109 2.211 post-test 83.87 30 6.678 1.219 based on the results box above, the results of the 2 sample descriptive statistics are the pre-test and post-test values. the pre-test value obtained a mean of 66.70, while the mean post-test value was 83.87. the number of student responses used for the study was 30 students. the standard deviation value for the pretest was 12.109 and the post-test was 6.678. the last standard error value is the mean pre-test of 2.211 and post-test of 1.219. because the pre-test score is 66.70 < the post-test = 83.87, it means that descriptively there is a difference in the average learning outcome between the pre-test and post-test. furthermore, to prove whether the difference is significant, it is necessary to interpret the paired sample t-test contained in the second result. it can be concluded that the mean effect of the pre-test and post-test is 17.167 and the significant t-count is 10.925, which is greater than the t-table of 30 students of 1.697. thus, learning by applying the prp can increase the pre-test to post-test learning outcomes. 2021. linguistics, english education and art (leea) journal 4 (2):414-424 423 discussion interpretation of the table above the prp shows that the mean result of the pre-test and post-test is 17.167 and the significant t-count is 10.925, which is greater than the t-table of 30 students of 1.697. thus, learning by applying the prp can increase the pre-test to the post-test learning outcome. the students can improve their speaking ability by developing and having more knowledge on english grammar, vocabulary, pronunciation and other aspects of speaking. the teachers should prepare before teaching, and the other researchers reuse and research this method. it was in line with the research result of mega (2019). it was practical to teach speaking on toefl through the practice rehearsal pair method. it was revealed that prp method was more effective than the lecturing method in teaching speaking. the students who had high motivation could speak better than the students who had a common reason, and there were some interactions among students in speaking class after they were taught through prp method. this result is also in line with pambudi & budiman's (2019) findings that the practice rehearsal pairs method effectively affects students' storytelling abilities, as evidenced by the improvement of storytelling skills before and after being given treatment. before being given treatment, the average storytelling ability of students was 53.95, while after being given treatment, the average score of students' storytelling ability was 80.00. conclusion teaching to speak has been proven effective by implementing practice rehearsal pair (prp) for third-semester students of stai bumisilampari lubuklinggau for the 2019/2020 school year. there is a significant difference between students' speaking ability after being taught by applying practice rehearsal pair (prp). references bachtiar, b. (2016). indonesia efl teachers’ perceptions of the influence and role of professional development and teacher study groups on teachers’ self-efficacy: a mixed methods study. thesis. massey university hasan, a. (2016). the effectiveness of practice rehearsal pairs strategy toward the students’ speaking achievement at man 2 tulungagung. thesis. iain tulungagung mega, i. r. (2019). applying the practice rehearsal pair method in improving the students’ speaking skill in terms of motivation. eternal journal pengajaran bahasa inggris, 10(2), 24-38. http://dx.doi.org/10.26877/eternal.v10i2.5125 2021. linguistics, english education and art (leea) journal 4 (2):414-424 424 pambudi, a. p., & budiman, a. (2019). keefektifan metode practice rehearsal pairs terhadap kemampuan bercerita. jurnal ilmiah sekolah dasar, 3(1), 25-34. http://dx.doi.org/10.23887/jisd.v3i1.17176 putra, a. s. (2017). the correlation between motivation and speaking ability. journal of english language education and literature, 2(1), 36-57. https://media.neliti.com/media/publications/168584-en-the-correlationbetween-motivation-and-s.pdf rajagopalan, i. (2018). the concept of teaching. shanlax international journal of education, 7(2), 5-8. https://files.eric.ed.gov/fulltext/ej1245288.pdf uska, m. z. (2017). the application of practice rehearsal pairs learning model toward basic programming learning outcomes. edumatic: jurnal pendidikan informatika 1(2), 44-48. https://ejournal.hamzanwadi.ac.id/index.php/edumatic/article/view/945/614 utami, n. a., & mustadi, a. (2019). the application of practice rehearsal pairs (prp) method to develop inquisitiveness of learning in students. kne social sciences, 269–279. https://knepublishing.com/index.php/knesocial/article/view/3908 yassi, h. a., & kaharudin, k. (2018). syllabus design for english language teaching. jakarta: trust media publishing https://www.researchgate.net/deref/http%3a%2f%2fejournal.unp.ac.id%2findex.php%2fvoteknika%2farticle%2fview%2f10006 https://www.researchgate.net/deref/http%3a%2f%2fejournal.unp.ac.id%2findex.php%2fvoteknika%2farticle%2fview%2f10006 https://www.researchgate.net/deref/http%3a%2f%2fejournal.unp.ac.id%2findex.php%2fvoteknika%2farticle%2fview%2f10006 https://www.researchgate.net/deref/http%3a%2f%2fejournal.unp.ac.id%2findex.php%2fvoteknika%2farticle%2fview%2f10006 linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.3063 119 strategies of politeness found in “rich teen shame girl at thrift store” short film: pragmatics approach icha sartika 1 universitas putera batam mhd. johan 2 universitas putera batam pb171210013@upbatam.ac.id 1 submit, 11-11-2021 accepted, 30-12-2021 publish, 30-12-2021 abstract this study aimed to identify politeness strategies in rich teen shame girl at thrift store. the research design of this research is qualitative descriptive. the data were collected by using an observational method and a non-participatory technique. the data were analyzed using the practical identity method and pragmatic competence-in equalizing. the data source in this study is rich teen shame girl at thrift store short films. this study showed that there were 15 data of politeness by the characters in the short film. there were 2 data on record found in the short film, 9 data of positive politeness, 2 data of negative politeness, and 1 data showed off-record. rich teen shame girl's positive politeness strategy was more dominant in thrift store short film. in conclusion, politeness strategies, namely bald on record, positive politeness, negative politeness and off-record. positive politeness was the most frequently used strategy of politeness. keywords: pragmatics, politeness, short film introduction people interact with one another using a language as a tool of communication. language is a sign system to express human ideas, signs, and formula’s polite. throughout various activities and certain circumstances, language is a way of conveying a message in the form of expression (jurafsky & martin, 2020). language is an extremely important role in establishing and maintaining personal connections within society. humans have strategies for creating and maintaining relationships within a society. the strategies are known as politeness strategies, politeness is one of the fields in pragmatics. the study of pragmatics examines meanings that depend on or are influenced by how words 2021. linguistics, english education and art (leea) journal 5 (1):119-130 120 and sentences are used (kroeger, 2019). huang (2017) politeness is a concept that refers to 'proper' social behaviour, to speak and behaviour that generally comes from individual or group. politeness is developed by society to reduce conflict in interpersonal interactions. in other words, politeness is the way people save the face and feelings of others in their communication. according cutting (2020), politeness is a psychological state that is expressed emotionally, it can be lost, maintained, or enhanced in interactions. politeness strategies help people to reduce face threatening act (fta). face threatening act is an action that damage the face of the interlocutor or speaker by acting against of the interlocutor. in face-threatening act, the people threaten others' faces through a look, expression, or non-verbal communication. cutting (2020) stated that there are four strategies in politeness. those four strategies are bald on record, negative politeness, positive politeness, and off -record. politeness often reflected in everyday life such as at school, in shopping centre and others. for example, in teaching and learning activities at campus. the lecturer explains the course and after that the lecturer says "question please". the utterance "question please" defines politeness. through this utterance, the lecturer asks students to ask questions. short films also display the phenomenon strategies of politeness. the short film can be seen as a reflection of politeness strategies in society. in the short movie, the conditions of daily life are reflected. short film refers to films with a short duration or less than 60 minutes (artisna et al., 2020). in the short film there are conversations from the characters which are so many words that contained of strategies politeness. in this research, the short film being discussed is the short film by dhar mann entitled “rich teen shame girl at thrift store”. “rich teen shame girl at thrift store” is short film which tells of some rich girls bully their classmate named laura just because laura buys things from the thrift store. laura buys cloth from the thrift store to customize it into a unique. it was created by dhar mann, entrepreneur with millions of subscribers on his youtube channel and founder of live glam and dhar mann studio. he makes motivational short films and his videos can be found on facebook, tiktok, and youtube. there are many dialogues that related to strategies of politeness in dhar mann’s short films. the example politeness can be found in “rich teen shame girl at thrift store”. “wow that’s so creative” in minute 03:55-03:58. “wow that’s so creative” uttered by laura’s friend is politeness. the expression said by laura’s is kind of positive strategies of politeness. laura's friend uses this strategy to show her good intentions to laura so that she should not be afraid to show her work. laura's friend shows that she is interested in laura's work. in order to provide the evidence of the validity, the researchers cited two previous research with the same topic as this research. meiratnasari et al., (2019) 2021. linguistics, english education and art (leea) journal 5 (1):119-130 121 analysed strategies of politeness in indonesia english textbook. the researchers applied brown and levinson’s theory. there are four types of politeness strategies namely, bald on record, positive politeness, negative politeness, and off record. based on their journal, positive and negative politeness strategies were most dominant strategies that reflected in the textbooks. fitria et al., (2020) analyzed the politeness strategies reflected by the main character in “bridge to terabithia” movie. the researchers used brown and levinson (1987) theory. as the results of this research, there are four types of politeness strategies namely bald on record, positive politeness, negative politeness, and off record. the dominant type that used is bald on record strategy and positive politeness strategy. this research and previous studies discussed the same topics, the difference lies in theory and data sources. this study uses data from the short film rich teen shame girl at thrift store as a data source. the character of the story utters various strategies of politeness. in summary, this research was focused on studying the strategies of politeness employed by the characters in the rich teen shame girl at thrift store short film. the researcher also analysed four strategies politeness in the whole conversations by characters of “rich teen shame girl at thrift store”. literature review pragmatics pragmatics is the field to involve human interaction. in interaction, respect among people is necessary for good communication. politeness is essential to respecting others. politeness is one of the units studied in pragmatics. huang, (2017) stated that pragmatics is a systematic study of meaning based on language usage. in other word, pragmatics study examines how language is used in context. the study of pragmatics refers to the correlation between word and meaning between speakers and listeners (cummins, 2019). politeness cutting (2020) stated that politeness means paying attention to both the positive and negative aspects, that is, to the desire to be recognized and not disturbed. during an interaction, politeness is the manner of showing awareness of another person's face (rahardi, 2019). the need face is considered valid in all cultural levels where face is defined as something that can be lost. the face is constantly risk because all forms of language action called face threatening act fta (face threatening act) which has the function of connecting the speaker with the interlocutor is seen as a threat to the interlocutor. therefore, all actions that threaten the face must be neutralized by using strategies of politeness. precisely, 2021. linguistics, english education and art (leea) journal 5 (1):119-130 122 politeness is understood as the basis in producing social order. and it is a tool to facilitate interaction. according to erlinda (2019) politeness is based on speaking and listening behaviours, cultural etiquette, and etiquette. in conversation, politeness can smooth utterances in several contexts. the qualities of being politeness are tact, generosity, modesty, and empathy. strategies of politeness bald on record typically, bald on-record strategies do not try to minimize the damage to the interlocutor's face. by using this strategy, the interlocutor may feel surprised, embarrassed, or uncomfortable. bald on record is a strategy to do fta to state something clearly and directly. mark : “give me the mailing list” eduardo : “jabberwock12.listserv@harvard.edu” (umayah et al., 2018) positive politeness the strategy is used to show the intimacy of the interlocutor who is not someone close to the speech. in interaction, people try to share their interest in the same fate and seem to have the same desires as the other person and are considered as mutual desires. specifically, the goal of this strategy is to reach the interlocutor who wants to be spoken directly as a mutual desire between the interlocutors. positive politeness strategy is a strategy to do fta by giving the positive face to the interlocutor. the speaker gives the impression to the interlocutor, and the speakers have the same desire for the interlocutor to show the relationship between them. anne : “you shouldn't have twitted her about her looks rachel” rachel : “why” (lestari & nababan, 2020). negative politeness negative politeness involves concealing the negative face of the interlocutor and the speaker's desire to be free of responsibilities. positive politeness strategies also involve this action, which is the basis of appreciative behaviour. the difference between this strategy and any others is that the speaker manages to minimize certain burdens as something that cannot be avoided by the interlocutor. basically, this strategy assumes the speaker will cause the interlocutor inconvenience or bother because he has entered the territory of the interlocutor. negative politeness used to show the social distance between the speaker and the speaker. 2021. linguistics, english education and art (leea) journal 5 (1):119-130 123 p : “excuse me? i hope you don’t mind but can i buy her whatever she wants?” a : “we’re actually on a budget” (suyono & andriyanti, 2021) offrecord strategy implemented in a disguised manner and without a clear communicative intent. off record used in situations where the speaker want to do something face-threatening to the interlocutor but the speaker do not responsible for it. moreover, it indicates that speakers can use the strategy in order to avoid having to do fta. off-record uses indirect language and protects the speaker from imposing their views. justin : “it’s a camera obscurd” olivia : “yeah, he’s ten” (ulfa, 2019) research method descriptive qualitative was applied in this study. qualitative is a type of research that explains and understands the meaning in a group of people stemming from a social activity. the entire of utterances in the rich teen shame girl at thrift store short film become the data source of the research. the observational method was applied to collect the data. observational method is a data collection technique where the researcher is not involved in the dialogue. additionally, this method also called non-participatory techniques. there are steps of collecting data. first, the researchers watched the short film entitled “rich teen shame girl at thrift store”. second, the researchers read the script and screen shoot the utterances that conduct the strategies of politeness. this research used the pragmatics identity method. the pragmatics identity method contains participants who refer to the conversation. there are steps in analysing data. first, the researcher found the data. then, analysed the utterances of the characters in the short film to find out the strategies of politeness by using cutting (2020)’s theory. finding in this study, the politeness found was classified according to their strategies. they are bald on record, positive politeness, negative politeness and off -record. bald on record found 2 data, positive politeness found 9 data, negative politeness found 2 data and off–record found 1 data. the number strategies of politeness finding data found from sentences in the dialog from the character “rich teen shame girl at thrift store" short film was analyzed and discussed in this study. 2021. linguistics, english education and art (leea) journal 5 (1):119-130 124 table 1. strategies of politeness in “rich teen shame girl at thrift store" short film no strategies politeness amount 1 bald on record 2 2 positive politeness 9 3 negative politeness 2 4 off-record 1 total data 15 data 1 laura : “what do you want kendra? i’m not in the mood” kendra : “why do you seem so upset” (08:58-09:01) the conversation happened when laura and kendra meet in front of thrift store. “what do you want kendra” uttered by laura is kind of bald on record strategy. laura directly asked what kendra wants. by saying “what do you want kendra” the speaker wants to make the interlocutor feel uncomfortable and leave the conversation. data 2 laura : “i don’t want to talk about it, leave me alone!” kendra : “let me guess that little dream of yours didn’t work out” (09:03-09:08) the conversation above happened when laura wants to return the cloth to the thrift store and laura notices that kendra is coming to talk to her. laura said “leave me alone” directly to request kendra to leave her immediately. “leave me alone” uttered by laura is bald on record strategy. the function of this strategy is to state something clearly and directly. data 3 laura : “what’s your problem kendra? i haven’t done anything o you” kendra : “why do you keep being so mean” (06:04-06:07) the utterances above happened when kendra met laura after school. kendra sees the cloth and item belongs to laura. without further ado, laura immediately asked kendra's purpose for coming to see her after school. “what’s your problem kendra” is expression by laura to ask the point of kendra’s purpose. “what’s your problem kendra” is bald on record strategy. this strategy use to state something clearly and on point. 2021. linguistics, english education and art (leea) journal 5 (1):119-130 125 data 4 laura : “i made this necklace” laura’s friend : “wow that’s so creative” (03:55-03:58) the utterances above happened when laura shows her works in front of the class. she also shows the necklace to her teacher. “wow that’s so creative” uttered by laura’s friend is strategy of positive politeness. laura’s friend said “wow that’s so creative” to shows her interest to laura. positive politeness uses to show interest to speaker or hearer. data 5 laura’s friend : “personally, i love your idea” laura : “thanks” (05:07-05:11) the conversation above happened between laura and laura’s friend. laura’s friend interested with laura’s idea by saying “personally, i love your idea”. the utterance of laura’s friend is strategy of positive politeness, because the speaker shows her interest and support to the interlocutor. positive politeness uses to show interest to speaker or hearer. data 6 miss jacobs : “just keep going and everything will fall into place” laura : “you are right, thanks miss jacobs” (11:32 11:36) the conversation above happened when laura met with her teacher at the thrift store. the word “miss jacobs” uttered by laura is positive politeness strategy. positive politeness is the strategy of the speaker to convey such in-group membership. laura says “miss jacobs” to respect her as a teacher. data 7 cashier : “can i help you? laura : “i’d like to return all this stuff if possible” (09:43 09:45) the utterances above happened when laura wants to return the cloth at the thrift store. “can i help you?” uttered by cashier defines positive politeness strategy. positive politeness is a strategy of the speaker to offer something to the interlocutor. the cashier offering help to laura by asking “can i help you?” 2021. linguistics, english education and art (leea) journal 5 (1):119-130 126 data 8 laura’s friend : “hey is everything okay?” laura : “no, kendra just threw all this stuff in the trash” (06:35-06:41) the conversation above happened when laura’s friend sees laura is sad. “is everything okay?” uttered by laura’s friend defines positive of politeness strategy. positive politeness is strategy to show the sympathy to the interlocutor. laura’s friend shows her sympathy to laura by asking “is everything okay?” the speaker saves the positive face of the interlocutor and by showing the sympathy. data 9 kendra : “do you mind if i had” laura : “sure” (14:50-14:51) the conversation above happened when kendra meet laura at laura’s company after so many years. “do you mind if i had” uttered by kendra defines positive politeness strategy. positive politeness is strategy of the speaker to request something with save the positive face of the interlocutor. kendra wants to hold expensive bag by asking to laura. data 10 kendra : “i’ll be shopping at your maze and buying birkin” laura : “i’m really happy to you kendra” (04:49-04:54) the conversation above happened when kendra met laura in the public area. “i’m really happy to you kendra” defines positive politeness strategy. positive politeness is strategy of the speaker to avoid agreement to the interlocutor without damage the positive face of speaker. laura seems disagree but still shows polite to kendra by saying “i’m really happy to you kendra”. data 11 laura’s friend : “i feel bad. i know you don’t make much of these” laura : “it’s.. it’s fine” (07:35-07:37) the conversation happened when laura’s friend doesn’t have enough money to buy all kendra’s items. “i feel bad. i know you don’t make much of these” is positive politeness strategy. the strategy of positive politeness is strategy 2021. linguistics, english education and art (leea) journal 5 (1):119-130 127 of the speaker to show sympathy to the interlocutor. laura’s friend sympathy to laura’s hard work by saying “i feel bad. i know you don’t make much of these” data 12 laura : “oh no i’m sorry to hear that” kendra : “its fine” (14:12-14:14) the conversation above happened when laura knows kendra’s father was bankrupt. “oh no i’m sorry to hear that” is kind of positive politeness strategy. positive politeness is strategy of the speaker to show sympathy to the interlocutor. laura shows sympathy to kendra by saying “oh no i’m sorry to hear that”. data 13 laura : “hi miss jacobs, what are you doing here?” miss jacob : “i just came to look for something” (10:09-10:12) the conversation happened when laura met miss jacob at the thrift store. “what are you doing here?” is negative politeness strategy. negative politeness is the strategy to indicate distant and be direct. with direct questions, the speaker can get information to the listener directly. it means that the speaker avoids obscurity. data 14 miss jacob : “sorry, you didn’t get a chance to finish” laura : “okay” (04:37-04:39) the utterances above happened when the school bell is ringing. “sorry, you did not get a chance to finish” is negative politeness strategy. negative politeness is the strategy of the speaker to indicate social distancing between the speaker and the interlocutor. as a teacher, miss jacob orders laura to stop her presentation by saying “sorry, you didn’t get a chance to finish”. data 15 miss jacob : “whenever you are ready” laura : “okay” (03:01-03:02) the utterances above happened when miss jacob calls laura to present her work in front of class. “whenever you are ready” is off record strategy. off record is strategy if speaker want to take a face-threatening action but refuse the 2021. linguistics, english education and art (leea) journal 5 (1):119-130 128 responsible for the action. miss jacob wants laura to present her work quickly. based on miss jacob’s utterance, miss jacob judge that laura is very slow. discussion this research examined the politeness strategies in rich teen shame girl at thrift store as seen in the short movie. as a result of the research, all the strategies of politeness were applied in the study. there are 15 data of politeness in rich teen shame girl at thrift store include the strategies of politeness. those are bald on record, positive politeness, negative politeness and off -record. the most dominant strategy of politeness is positive politeness. positive politeness is a politeness strategy that really pays attention to the reaction of the interlocutor. positive politeness was found to be the most common form of politeness. in the rich teen shame girl at thrift store short movie, the study of courtesy strategies consists largely of observing how people use language during interactions or communication. it teaches how to properly use the language so you can have a smooth conversation. nevertheless, in terms of communication, everyone wants to be understood and not annoyed by others. people also do not want to look ridiculous as they communicate. politeness strategies should be used by both speakers and recipients in order to ensure mutual understanding and clarity, self-esteem, and respect. the above factors are crucial for the appearance of comfortable circumstances in a conversation. politeness is a topic on which many theorists have built their ideas and principles in relation to this goal (andi, 2018). in a bald on record, the speaker does nothing to minimize threats to the face of the listener. the main reason it is used is that whenever a speaker is aspiring to do the fta as efficiently as possible, more than it is aiming to satisfy the hearer's face whatsoever. the positive politeness strategy is meant to minimize distance between them by expressing friendliness and respect for their needs. a system of negative politeness is the most elaborate and conventionalized strategies for redressing fta grievances; it dominates etiquette books, although some attention is also paid to positive politeness. off-record strategy refers to a communicative act in which it is impossible to assign one clear communication intention to it (aditiawarman & elba, 2018). the researcher found that positive politeness strategy was the most common politeness found. the same result was also found by hardjanto (2020) in refusal to higher status by english and indonesian speaker, rahmi (2020) in student’s texting in lecturer, and probosini (2020) in the main characters of the devil wears prada movie. 2021. linguistics, english education and art (leea) journal 5 (1):119-130 129 conclusion the characters in rich teen shame girl at thrift store used politeness strategies as seen in the movie. there were bald on record, positive politeness, negative politeness, and off-record strategies. laura, laura's friend, and miss jacob used positive and negative politeness. in positive politeness, the characters motivate the speaker by rewarding or reinforcing them. miss jacob used negative politeness when 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(2018). politeness strategies in teacher-students classroom interaction at the eleventh grade students of smk pgri 1 singaraja. jurnal pendidikan bahasa inggris undiksha, 4(2). https://doi.org/10.24843/jh.2017.v19.i01 linguistic, english education and art (leea) journal volume 2 nomor 1, desember 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i1.300 19 the correlation between teachers’ friendly attitude and students’ speaking achievement nury kurnia 1 ikip pgri jember nury2018@gmail.com 1 submit, 27-07-2018 accepted, 21-12-2018 publish, 21-12-2018 abstract the research aims at finding out the correlation between teachers’ friendly attitude and students’ speaking achievement. the sample of this research was class viii a consist of 35 students of smpt madinatul ulum cangkring kecamatan jenggawah, jember. the research was a correlational research which was attempting to find out the correlation between two variables, teachers’ friendly attitude and students’ speaking achievement. the statistical description of the two variables was conducted before calculating the score into pearson product moment formula. based on the data analysis, it was found that rxy0.677 was higher than r table 0.349 with significant level 0.05 or 5 % and df 33. therefore, if rxy was higher than r table, it can be concluded that there was a positive correlation between teachers’ friendly attitude and students’ speaking achievement. the correlation indicated a high-strong correlation between the two variables. keywords: correlation, teachers’ friendly attitude, students’ speaking achievement introduction in education, teachers carry extraordinary crucial roles because they are models with various skills and abilities with different knowledge background. people’s perception about them occur since they are able to do a lot of things in which they teach knowledge to humans (students) from a blank paper who turn into written papers. as hill (as cited in piddock, magsino and manley-casimir, 1997:177) stated that teachers should maintain ideals of truthfulness, rationality, and critical scholarship even though others are unaware. these are what teachers do. apart from the positive perception, teachers as the performers in front of their students must perform good behavior and attitude because all eyes of students are on them. they play like actors/actresses in front of the class. therefore, everything that they do must present something which can be imitated and learnt by their students. mailto:nury2018@gmail.com1 2018. linguistic, english education and art (leea) journal 2 (1):19-29 20 students sometimes become a good copy machine for teachers’ performance in front of the class whether they like it or not. as a teacher, someone cannot neglect that attitude and behavior are essential for teaching since teaching covers three items to measure including affective, cognitive and psychomotor. in this case, affection related to emotion has to be considered since humans express their emotion every day and emotion is something that can manipulate ones’ way of thinking including way of study. therefore, students’ emotion in learning may be influenced by teachers’ attitude because teacher is the central of knowledge source in the classroom. however, affective aspect also has to be corresponded to some factors influence teaching and learning activity, namely, internal and external factor (shalahuddin in luthfi, 2008:19). and teachers’ attitude includes as in external factors. attitude may affect someone’s way of thinking and act. it can be influenced in two ways, positive and negative performance (omolara & adebukola, 2015:133135). some other researchers presented the result that teachers’ positive attitude and behavior affected students’ academic performance (kurgat & gordon, 2014:98) in a good way and students were satisfied with teachers’ positive behavior (mehdipour & balaramulu, 2013:54). it means teachers’ positive behavior is expected by some students to encourage their learning performance. however, the term of positive behavior has to be specified explicitly in order to reach some specific goals of learning. in learning languages, the problems occur differently because there are activities which emphasize teachers-students’ relationship in learning. since language is the main concern in this activity and language is used to communicate so that there must be certain situation in language teaching which require more approaches that can support students to improve their language proficiency. in the case of speaking, more positive behavior may be required to push students to perform directly in an oral presentation. building a more intimate relationship to students are good for their emotion because if they feel intimate it will reduce the barrier between teacher and students (maclean, 2017:345).there are some teachers’ positive attitude which can be performed in teaching and learning. friendly attitude is one of them. friendly attitude referred to the idea in which teachers think they have to make friends with language students in their class (gitsaki & alexiou, 2015:336). but the research conducted by gitsaki and alexiou presented the data that this friendly attitude, together with other attitude including make a compromise and non-verbal communication, did not show any significant difference between the start and the end of the school year. 2018. linguistic, english education and art (leea) journal 2 (1):19-29 21 on the other hands, in hong kong, teachers-students’ relationships are distant because students are not able to have a casual conversation to teachers (maclean, 2017:20). therefore, they lack of confidence in speaking english because of the feeling of awkward. it seemed the situation might decrease students’ selfconfidence and increase their anxiety and they cannot perform their english well, especially in speaking english. in this research, investigating the correlation between teachers’ friendly attitude and students’ english-speaking achievement is significantly required to know whether they influence each other or not. possibility of positive or negative correlation between the two variables lead us know the importance of creating a better relationship between teachers and students in affecting students’ english performance and achievement. as some previous researches mentioned above, some experts explained teachers attitude which related to students academic performance in some discipline at the higher level of education such as university and senior high school. thus, the result of the research presents the information that concern on the islamic teacher’s attitude in an islamic school to junior high school students in speaking english. therefore, it contributes to be some valuable information to some teachers who teach foreign language in islamic junior high school. literature review teachers’ attitude education is one of the most significant processes in humans’ life to be more valuable and educated. there are a lot of processes to get through it. it also may happen in different kinds of situation outside or inside of the classroom. informal learning will be acquired through outdoor activities and no need any formal teachers to do it. otherwise, education in the classroom or formal education is acquired indoor with formal teachers. therefore, this education is much more influenced by teachers’ performances in classroom. regarded to teachers’ performances, there are some important elements such as teachers’ teaching style, teachers’ attitude and behavior, teachers’ classroom management, etc. attitude is one of the important thing in teaching and learning. as we know that teachers are a role model for their students. they present and share all of the things that students do not know. in their performance as teachers, they have to be ‘good’ in front of their students, parents, other teachers and society. people’s perception about teachers is ‘good’. therefore, it is not an easy thing for those who want to be a teacher. 2018. linguistic, english education and art (leea) journal 2 (1):19-29 22 the things what people notice about teachers is attitude. as social creature, humans are bounded by some agreements of norm which people agree as the rules which lead them to be human. the norms are values for people to be humans in the society. as the good perception of people toward teachers, they have to perform a good attitude. good attitude such as patient, friendly, care, polite, well-dressed, communicative, open-minded, etc. moreover, according to stronge (2007:28), research indicates that effective teachers have residual effects on their students’ willingness to work to their potential. attitude may affect someone’s way of thinking and act. it can be influenced in two ways, positive and negative performance (omolara & adebukola, 2015:131). teachers’ positive attitude and behavior could affect students’ academic performance (kurgat & gordon, 2014:40 in a good way and students were satisfied with teachers’ positive behavior (mehdipour & balaramulu, 2013:221-223). it means teachers’ positive behavior is expected positively by some students to enhance their learning performance. moreover, building a more intimate relationship to students are good for their emotion because if they feel intimate, it will reduce the barrier between teacher and students (hargreaves, 2017:34; dutt & rao, 2003:56). this intimacy may break down the boundaries which make students more comfortable to the situation in teaching and learning activities. teachers’ friendly attitude one of teachers’ positive attitudes is being friendly to students. in cambridge dictionary, friendly means behaving in a pleasant, kind way towards someone such as with a friendly face or smile. according to hanson (2012:23), friendliness is a down-to-earth approach that is welcoming and positive. therefore, being friendly may positively affect the relationship among people. being friendly may be indicated by varied bodily postures, direct orientation, bodily contact (argyle, 2017:78).it means that physical contact may become the indication of being friendly. however, it depends on the situation and scene of being friendly. we cannot just hug or touch students to show our friendliness if they are teenagers or adult. bodily postures are indicated as friendliness in case when people are accustomed to hug or touch such as touching the shoulders, shake hands, and hugging to calming. according to khan (2015:56) in his article, there are some suggestions to create a friendly atmosphere of teaching and learning process such as 1) remember the birth dates of students, 2) call students by proper names, 3) appreciate them, 4) listen to their opinion enthusiastically, 5) support them to be confident, 6) smile a lot. 2018. linguistic, english education and art (leea) journal 2 (1):19-29 23 moreover, for efl teachers, it is important to make friends with students in the classroom, especially foreign transfer students, in showing communicative attitude in the classroom (gitsaki& alexiou, 2015:46). this friendly attitude may break the boundaries between teachers and students. successful teachers show a friendly attitude to students and make fair judgments (galajda, zakrajewski & pawlak, 2016:180). managing this attitude is related to managing teachers’ individual emotion. teachers cannot be unpredictable emotionally changed in front of students or they may have different perspective and confuse to behave to teachers. students’ english performance and achievement performance shows an act to express the human experience. therefore, academic performance shows an act to express what he/she has experienced during the learning process. the academic performance of learners is measured by the result, in this case, in form of scores or grade. academic performance of learners at school can be tracked from their scores at the semester report. learners’ academic performance is described by the final scores or grades in different subject matter with the different grading system in different institution. academic performance report has some purposes such as to improve the learning process, as a correction of teaching and learning activity, to improve relationship quality of teacher-student and student-parent, etc. (topor, 2007:16).academic performance showed by language performance will be different with the performance of other subject such as science and technology. language has been categorized in first language, second language and foreign language. it depends on how the language is used among the language speakers. the difficulties in learning english as a foreign language had been analyzed by some researchers. there are some factors that affect students’ english performance such motivational encouragement, learning strategy, prior knowledge and also family background (mei, 2013:38); butler, 2013:6). students’ different desire and attitude in learning the language will affect them in learning. if the surrounding and environment do not really support the activity of learning certain foreign languages, they will not succeed. on the other hand, the prior knowledge that they have are limited because of the language is only a minority language used in their environment. in learning, there is achievement that becomes a goal for students in learning. achievement can be defined as the result which has been achieved by doing several processes. it means, we cannot measure the achievement only in one single 2018. linguistic, english education and art (leea) journal 2 (1):19-29 24 performance. in education, students’ achievement is something to use in measuring students’ mastery after learning some knowledge. the success in learning something, for example english, can be measured by achievements level (haley, 2013:4). this achievement level is able to present the information about the learners’ success in the end of the program. however, the final result of achievement cannot be the only way to measure students’ mastery. in teaching and learning english as the foreign language, some problems may occur differently from other subjects. cognitive aspect is not the only to measure in the final test. there are also some aspects in the process of teaching and learning including affective and psychomotor aspects in which they are related to emotion, attitude and behavior and supported also by the ability of physical movement which influence their mental attitude. according to sriyanti (2013:24), there are some factors influenced learning achievement such as internal and external factors. external factors including nonsocial and social factors. non-social factors come from school facilities, geographical condition, distant of school, climate, transportation, etc. social factors come from humans, for example the relationship between parents and others, teachers’ teaching style, teachers’ attitude, etc. internal factors include physiological (physical condition) and psychological factors (intelligence, aptitude, personality, etc.). in english teaching, measuring students’ achievement is different because it is related to students’ performance in learning english which involve four skills including speaking, writing and reading with some aspects such as grammar, vocabulary mastery and pronunciation. it involves receptive and productive activities which cannot be separated each other. those skills have to be learnt simultaneously because it can determine the success of language mastery. previous researches some researches were conducted to investigate teachers’ attitude or behavior toward students’ english achievement. in a research conducted by gitsaki and alexiou (2015:46), the result shows that teachers’ positive attitude apparently did not show significant difference. it means teachers’ positive attitude in teaching and learning did not give so much influence to students’ performance and achievement. on the other hands, some cases investigated by hargreaves (2017:223) and mehdiour and balaramulu (2013:222) presented a contrast result that teachers’ attitude influent significantly to students’ achievement in learning, as well as in english. 2018. linguistic, english education and art (leea) journal 2 (1):19-29 25 research method this research is a correlational research which related two variables, namely teachers’ friendly attitude and students’ english-speaking achievement. the sample of the research was students of smpt madinatul ulum cangkring kecamatan jenggawah, jember class viii a consist of 35 students with population all of the eighth-grade students consist of 65 students. the data collection was conducted through distributing questionnaire and accessing students’ speaking final scores in the end of the semester. the questionnaire was analyzed through likert-scale for five items of scoring: always (a), very frequently (vf), occasionally (o), rarely (r), never (n) with scale 54321. the data were then analyzed through statistical procedure such as calculating the result of questionnaire score and students’ speaking scores by pearson product moment coefficient of correlation (r) formula. the criteria of correlation categories are based on the interval of the calculation result as follow. table 1. degree of correlation coefficient range degree of correlation 0.00-0.199 very low 0.20-0.399 low 0.40-0.599 moderate 0.60-0.799 high 0.80-1.000 very high table 2. the strength of correlation coefficient range strength of correlation 0.00 no correlation 0.01 – 0.09 negligible 0.10 – 0.29 weak 0.30 – 0.49 moderate 0.50 – 0.69 strong 0.70 – 0.89 very strong  0.90 nearly perfect the criteria of correlation were based on the two tables above in determining the degree and the strength of correlation between two variables. 2018. linguistic, english education and art (leea) journal 2 (1):19-29 26 finding based on the data analysis, there are some findings presented in the tables including data recapitulation of students’ speaking scores and questionnaire scores. they are presented in table 3 and table 4 as follow. table 3. data recapitulation of students’ speaking scores sum of speaking scores (σ x) standard deviation (sd) mean (m) mode (mod) median (med) smallest score highest score 2507 6.886 71.63 73 73 60 83 there were 35 students as the sample in the research. the students’ speaking scores were obtained from students’ speaking scores in the final semester test. the average score of speaking was 71.63 with mode 73 and median 73 and the total number of speaking scores was 2507. the highest score was 83 and the lowest score was 60. the standard deviation was 6.886 with df 34. table 4. data recapitulation of questionnaires scores sum of questionnaire scores (σ x) standard deviation (sd) mean (m) mode (mod) median (med) smallest score highest score 1714 3.240 50.4 48 & 52 50 43 56 in questionnaire data description, the sum of questionnaire scores was 1714 with average score 50.4, mode 48 and 52, and median 50. the smallest score was 43 and the highest score was 56. the calculation showed that standard deviation was 3.240 with df 34. all 26 items contain the statements about teachers’ friendly attitude inside and outside of the classroom. finding out the correlation, pearson product moment formula was used. then, rxy score was calculated after the statistical procedure of students’ speaking scores and questionnaire scores are conducted. rxy score was 0.677 then it was compared to r table 0.349 with significant level 0.05 or 5 % and df 33 (35-2). from the result, it can be concluded that there was a positive correlation between teachers’ friendly attitude and students’ english-speaking achievement. based on the coefficient rank, rxy0.677 indicates high-strong correlation between two variables, teachers’ friendly attitude and students’ english-speaking achievement. 2018. linguistic, english education and art (leea) journal 2 (1):19-29 27 discussion teaching and learning activity is an activity of transferring and sharing knowledge as well as receives it. there are teachers and students in this activity. teaching english as a foreign language is a challenge for both for them since english is not their first or second language which is used in daily conversation. therefore, in facing some difficulties, teachers have to be good role models for their students inside and outside of classroom. building teachers-students relationship is one of the ways to have a good teaching and learning activity. relationship between them is much more influence by teachers’ performance and competence affectively and cognitively. teachers are not only must be able to master the material but also, they have to show good attitude and behavior to showing some moral values. positive attitude must be improved and maintained but negative attitude must be avoided. teachers’ positive attitude gave positive contribution to students’ performance in the classroom. it affected students’ perception of how good teachers in the classroom are (kurgat & gordon, 2014:34; mehdipour & balaramulu, 2013:223). the positive attitude in this research referred to teachers’ friendly attitude which hypothesized to have any correlation towards students’ speaking achievement. the research was conducted by distributing questionnaires to students as well as accessing students’ speaking scores in the final examination. there were 26 items of statements which indicated teachers’ friendly attitude inside and outside of the classroom. the indicators of friendly attitude derived from qualification and suggestion to set a friendly atmosphere in teaching and learning process. then, it was proved that there was a positive correlation between teachers’ friendly attitude and students’ speaking achievement. the statistical data showed that the result of rxy was higher that r table with df 34. the result of 0.677 had been converted to the correlation criteria and presented a high-strong correlation. it means that if there is a high-strong correlation, teachers have to maintain the friendly attitude in teaching and learning process to improve students speaking achievement. the finding was also supported by statement from kurgat & gordon (2014:40), mehdipour & balaramulu (2013:223) and hargreaves (2017:223) that teachers’ positive attitude can improve students’ achievement. teachers’ friendly attitude as one of positive attitudes is essential in activating students in the instructional process. moreover, speaking is a productive skill which require active performance such as debating, presenting something orally, role-playing, etc. doing those performance using english must be difficult for efl students. the ways in supporting, calming, pushing, reducing anxiety and promoting self-confidence can be 2018. linguistic, english education and art (leea) journal 2 (1):19-29 28 done through being friendly teachers. students have to be more motivated in speaking to express their ideas and speak in front of other people. therefore, by being friendly, teachers may easier to manage and control the classroom well and overcome the problems easily through a more intimate communication. this finding is also supported by the data from pawlak research (2011:36) that indicated teachers’ friendly attitude as one of motivating factors to a learner involvement and a positive classroom atmosphere. conclusion the research was conducted through a quantitative-correlational approach by correlated two variables namely teachers’ friendly attitude and students’ speaking achievement. the importance of teachers’ positive attitude in teaching and learning process lead the researcher in investigating the correlation between two variables. there result of the research showed that there was a positive correlation between teachers’ friendly attitude and students’ speaking achievement and it showed a highstrong correlation between them. the result of rxy which was higher than r table indicated that teachers’ friendly attitude and students’ speaking achievement are positively correlated each other. therefore, teachers’ friendly attitude must be maintained and improved to promote students’ speaking achievement. references argyle, m. (2017). social interaction. new york: routledge butler, y.g. (2013). parental factors and early english education as a foreign language: a case study in mainlaind china. asia-pacific education, language minorities and migration (elmm) network working paper series. doi:10.1080/02671522.2013.776625. galajda, d, zakrajewski, p. & pawlak, m. (2016). researching second language learning and teaching from a psycholinguistic perspective. switzerland: springer international publishing. gitsaki, c. & alexiou, t. (2015). current issues in second/foreign language teaching and teacher development. newcastle, pa: cambridge scholars publishing. haley, r. (2013). measuring success for english language learners from a multidimensional perspective. theses, dissertations, and other capstone projects. paper 85. accessed june 2018 from https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?referer=https://www.goo gle.com/&httpsredir=1&article=1084&context=etds hanson, r. (2012). be friendly. psychology today. https://www.psychologytoday.com/us/blog/your-wise-brain/201211/befriendly 2018. linguistic, english education and art (leea) journal 2 (1):19-29 29 hargreaves, l. (2017). primary education in small rural schools: past, present and future. in maclean, r. (eds.) life in schools and classrooms: past, present and future (pp. 223-243. singapore: springer singapore. khan, g. m. a. (2015). how to develop friendly atmosphere in your classroom? accessed september 16, 2017 from https://www.linkedin.com/pulse/howdevelop-friendly-atmosphere-your-classroom-gulam-mustafa-ali-khan kurgat, s.j. & gordon, t.j. (2014). the effects of teacher characteristics and attitudes on student achievement in kcse economics examination. international journal of education learning and development. 2 (5), 33-43, accessed october 10, 2017 from http://eajournals.org/wp-content/uploads/the-effectsof-teacher-characteristics-and-attitudes-on-student-achievement-in-kcseeconomics-examination.pdf luthfi, a. h. (2008). pengaruh perilaku guru dan motivasi belajar terhadap prestasi belajar siswa. undergraduate thesis. malang: universitas islam negeri (uin) malang. maclean, r. (eds.) life in schools and classrooms: past, present and future. singapore: springer singapore. mehdipour, y. & balaramulu. 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(2013). psikologi belajar. yogyakarta: ombak. stronge, j. h. (2007). qualities of effective teachers. alexandria, va: ascd. topor, d. (2007). the impact of parent involvement on a child’s academic performance. doctor dissertation. greensboro: the university of north carolina at greensboro linguistic, english education and art (leea) journal volume 1 nomor 1, desember 2017 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i1.30 30 the analysis of word formation processes in the jakarta post website dian luthfiyati 1 islamic university of lamongan abdul kholiq 2 islamic university of lamongan intan ni’matus zahroh 3 islamic university of lamongan dian.luthfiyati@gmail.com 1 submit, 07-11-2017 accepted, 30-12-2017 publish, 30-12-2017 abstract a new language and term use new words that we can relate to the one of linguistics branches of the morphological aspect namely word formation process. the process of word formation in creation of new english words is called derivation. one of the language phenomenon is in the practice of language used in online news specifically jakarta post website. the jakarta post is one of the daily indonesian has language english. the jakarta post presented with various of news, such as sport, entertainment, education, etc. the purpose of this study is identifying the most common type of derivation words that is used in the headline of ten education articles in „‟jakarta post website‟‟ in october 2015 until april 2016. this study uses qualitative method. the result show that the most common of derivation words that is used in headline ten article educations in ‟‟jakarta post website‟‟ in october 2015 until april 2016 is noun derivations. keywords: derivation, jakarta post. introduction morphology has encouraged some researchers to conduct research related to morphological study. according to haspelmath and sims (2010:2) morphology is the study of word formation, including the ways new words are coined in the languages of the world. the way forms of words are varied depending on how we are used in sentences. we must have knowledge about how to form new words. we also recognize and understand new words that we never heard before. as the language develops every time, there are new languages and terms emerge day by day in the society. a new language and term use new words that we can relate to the one of linguistics branches of the morphological aspect namely word mailto:dian.luthfiyati@gmail.com1 2017. linguistic, english education and art (leea) journal 1 (1):30-36 31 formation process. in the process of word formation, there are exploring some of the basic processes by which new words are created such as derivation, prefixes and suffixes, etc. according to yule (2005:57) the process of word formation in creation of new english words, this process is called derivation. one of the language phenomenons is in the practice of language used in online news, jakarta post website. the jakarta post is one of the daily indonesian which is using english language. the jakarta post presented with various of news, such as sport, entertainment, education, etc. on online news, language is used as communication between writer and the reader. online news is verbal descriptions and written material, including articles, journal, and etc. online news is also introduces the reader to these cultural and linguistic concepts. because it is natural sources of meaning linguistic and cultural news. there are many derivations words that we should know. morphology refers to the branch of linguistics that deals with words, their internal structure, and how they are formed. according to haspelmath and sims (2010:3) linguists often describe alternations with a special set of morphological rules, which were historically phonetically motivated, but affect morphology. morphological analysis typically consists of the identification of parts of words or more technically, constituents of words. according to haspelmath and sims (2010:1) morphology is the study of the internal structure of words. somewhat paradoxically, morphology is both the oldest and one of the youngest sub disciplines of grammar. it is the oldest because, as far as we know, the first linguists were primarily morphologists. for example, we can say that the word nuts consists of two constituents: the element nut and the element s. in accordance with a widespread typographical convention, we will often separate word constituents by a hyphen: nut-s. it is often suggested that morphological analysis primarily consists in breaking up words into their parts and establishing the rules that govern the co-occurrence of these parts. the smallest meaningful constituents of words that can be identified are called morphemes. in nut-s, both -s and nut are morphemes. other examples of words consisting of two morphemes would be breaking, hope-less, re-write, cheese-board; words consisting of three morphemes are re-writ-ing, hope-lessness, ear-plug-s; etc (haspelmath and sims, 2010:3). linguists define a morpheme as the smallest unit of language that has its own meaning. simple words like giraffe, wiggle, or yellow are morphemes, but so are prefixes like reand preand suffixes like -ize and -er. there are far more to be said about morphemes but for now we can use the term morpheme to help us come up with a more precise and coherent definition of word ( aronoff and fudeman, 2011:2). morphemes have two types for english word. there are free morphemes and bound morphemes. free a free morpheme is one that can stand on its own – that is, it‟s an entire word. examples the, cat, run, pretty, trapezoid free morphemes may appear with other bound morphemes attached to them, crucially, though they don‟t need to have other morphemes on them. a bound morpheme cannot stand on its own, but rather must be attached to a free morpheme whenever you say it. examples re-, un-, -est, -er, -fer. 2017. linguistic, english education and art (leea) journal 1 (1):30-36 32 some morphemes are roots, others are affixes. according to aronoff and fudeman (2011:2) a root is like a stem in constituting the core of the word to which other pieces attach, but the term refers only to morphologically simple units. root the primary piece of meaning in a word, to which affixes can be added. in english, a root is often a word itself. for example, now consider the word reconsideration. we can break it into three morphemes: re-, consider, and -ation. consider is called the stem. a stem is a base unit to which another morphological piece is attached. the stem can be simple, made up of only one part, or complex, itself made up of more than one piece. here it is best to consider consider a simple stem. although it consists historically of more than one part, most present-day speakers would treat it as an unanalyzable form. we could also call consider the root. word formation is specifically formed words with the certain processes. according to yule (2006:53-59) defines word formation processes as a way of forming and creating new words from the use of old words. it is stated that there many types of word formation processes. there are coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronym, derivation, prefix and suffix, and multiple processes. in the process of word formation, there are explore some of the basic processes by which new words are created specifically for derivation. according to yule (2006:57) derivation is the process of word formation to be found in the production of new english word. the process of word formation through the addition affix (suffix), which can be either a prefix (prefix) or suffix (suffix). for example of the addition prefix as like asleep for a+ sleep, rewrite for re+write, incorrect for in+correct. and the addition of the suffix as like importance for import + ance as the suffix, enjoyment for enjoy+ment, happiness for happy+ness. all english words formed by derivational process have either prefix or suffix, or both. but according to haspelmath & sims (2010:87-89) stated, there are too many types of derivational meaning to present here, but it is worth discussing one frequent characteristic of derivation. derivational patterns commonly change the word-class of the base lexeme – i.e. nouns can be derived from verbs, adjectives from nouns, and so on. adjective derivation derived adjectives are even less common than derived verbs, because adjectives are used more rarely than verbs, let alone nouns.e.g changeable from the word change and able form of suffix. friendly from the word friend and ly form of suffix. noun derivation noun formed from the process of the formation of derivative, which the result from noun will have different meaning of basic word e.g imagination from the word imagine and nation form of suffix. novelist from the word novel and ist form of suffix. 2017. linguistic, english education and art (leea) journal 1 (1):30-36 33 verb derivation verb-deriving patterns are generally less numerous and diverse. most commonly, verbs are derived from other verbs e.g walked from the word walk and –ed of suffix. enclose from the word close and en form of prefix. from that phenomenon, the writer try to find out the derivation that used in jakarta post website especially in 10 article about education that published in october 2015 until april 2016. besides that, the writer also find the most common of derivation that used. this study focused in the headline. the writer is interested in conducting this research because morphology as the ways to know variety of new words that use of language in world. it is very important to understand about derivations process that occurs in online news as communication media. research method the researcher use a qualitative research method, which means the data will be analyzed qualitatively. the researcher as the key instrument because the researcher himself collected, described and analyzing the data found from only education headline ten articles in jakarta post website in october 2015 until april 2016. there are four data collecting technique: the first, the researcher will read the source of the data, the second, the researcher select the selected article of headlines, then the data are written on table that has been supplied and the last is the data encountered are then classified in accordance with the appropriate category. after collecting the data, the researcher analyzes the data. there are four activities to analyze data: the researcher read the headlines of article education, the researcher chosen by identifying the kinds of derivations in some headlines of article education in jakarta post online, the researcher underlined the word that which included derivations, the data are analyzed and quantify results on the data table. finding from the data and analysis, the writer found 17 adjective derivation words. 26 noun derivation words and 9 verb derivation words and total all of the derivation are 52 words. first article, there are 2 adjective derivation, 5 words noun derivation and not verb derivation. second article, there are 1 word adjective derivation, 2 words noun derivation, and not verb derivation. the third article, there are 4 words adjective derivation, 3 words noun derivation and not verb derivation. the fourth article, there are 1 word adjective derivation, 1 word noun derivation, and 1 verb derivation. fifth article, there are 1 word adjective derivation, 1 word noun derivation, and 1 verb derivation. sixth article, there are 1 word adjective derivation, 1 word noun derivation, and 3 words verb derivation. 2017. linguistic, english education and art (leea) journal 1 (1):30-36 34 seventh article, there are 3 words adjective derivation, 1 word noun derivation, and 1 word verb derivation. from eighth article, there are 1 word adjective derivation, 4 words noun derivation and 1 verb derivation. ninth article, there are 1 word adjective derivation, 4 words noun derivation, and not derivation and the last from tenth article, there are 2 words adjective derivation, 4 words noun derivation and 2 verb derivation. discussion the result of this research showed that there were derivation words in the headline of ten education articles in „‟jakarta post website‟‟ in october 2015 until april 2016 as follow: adjective derivation adjective+ suffix the writer finds adjective maker suffixes for example: -ful (successful), -ary (elementary, secondary), -ive (interactive, attractive), -y (lengthy), -ly (orderly), -al (critical, vocational), -ical (technological), -er (younger), -ant (important), -ed (skilled), adjective + affix the writer finds adjective maker affixes for example: un (unchecked, unreliable, unforeseen) noun derivation noun + suffix in noun suffix, the writer finds the suffixes for example: -ion (education, migration, location, invitation), -ive (relative), -ence (dependence, attendance, existence, conference), -ness (weakness, business, uniqueness, competitiveness, illness), -ity (responsibility, opportunity, reality), -ion (publication, allocation), -ation (foundation), -ian (politician), -ment (imprisonment, government), -ery (fishery), -ency (fluency), 2017. linguistic, english education and art (leea) journal 1 (1):30-36 35 -ism (humanism), -ing (thinking) verb derivation verb+ affix in verb affix, the writer finds the affix for example: -en (encourage) verb+suffix the writer finds verb maker suffixes for example: -ed (offered, aimed, welcomed, explained), -ize (memorize), -ing (implementing, fishing, shaping) table 1. total derivations word in the jakarta post website no. data type of derivations total 1. i adjective derivations noun derivations verb derivations 2 words 5 words 2. ii adjective derivations noun derivations verb derivations 1 word 2 words 3. iii adjective derivations noun derivations verb derivations 4 word 3 words 4. iv adjective derivations noun derivations verb derivations 1 word 1 word 1 word 5. v adjective derivations noun derivations verb derivations 1 word 1 word 1 word 6. vi adjective derivations noun derivations verb derivations 1 word 1 word 3 words 7. vii adjective derivations noun derivations verb derivations 3 words 1 word 1 word 8. viii adjective derivations noun derivations verb derivations 1 word 4 words 1 word 2017. linguistic, english education and art (leea) journal 1 (1):30-36 36 9. ix adjective derivations noun derivations verb derivations 1 word 4 words 10. x adjective derivations noun derivations verb derivations 2 words 4 words 2 words total 52 words this section discusses the research findings in relation to the problem on the most common of derivation words that is used in headline education articles “jakarta post website” in october 2015 until april 2016 that is noun derivation. the verb derivation is seldom used in content of article. this process of the derivation is from base word and the addition prefix and suffix. conclusion based on the research conducted in headline of ten articles jakarta post website october 2015 until april 2016, it can be concluded that the new words which are formed through derivation process from the base word with addition of affix and suffix or both. actually, many characteristic of derivation process such as noun can be derived from verb, adjective from noun, and many other but the writer find among 52 derivation words with three kinds of derivation process 17 words included of adjective derivation, 26 words included of noun derivation, and 9 words included of verb derivation, so that the writer tries to find the most common of derivation words that is used headline of ten article education in “jakarta post website” in october 2015 until april 2016, that is noun derivation and verb derivation is seldom used in content of article. references aronoff, m., & fudeman, k. (2011). what is morphology?, second edition. india: blackwell publishing ltd. haspelmath, m., & sims a,d. (2010). understanding morphology, second edition. london: hodder education,an hachette uk company,338 euston road. lieber, r. (2009). introducing morphology. new york: cambridge university press. sugiyono.(2013). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. yule, g. (2006). the study of language, third edition. new york: cambridge university pres linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.2819 11 style of language in tourism hotel advertising ni putu isha aprinica institut pariwisata dan bisnis internasional ishaaprinica@ipb-intl.ac.id submit, 24-08-2021 accepted, 31-10-2021 publish, 01-11-2021 abstract this study aims to determine the style of language used in tourism hotel advertisements for promoting their hotels. the method used in this study taking samples from tourism hotel advertisements contained in the 2019 edition of the bali travel news newspaper and analyze them by the style language they used. the results showed that the language style that appears and is often used by the hotel to attract readers to stay at the hotel are hyperbole, metonymy, personification, and polysemy styles. in conclusion, the use of language style is one of the main factors when making advertisements, changing the meaning and use of figurative language to make sentences more beautiful to read. keywords: discourse, hotel advertising, language style introduction the hotel often uses advertising as a method of promoting the facilities and advantages of the hotel. various types of advertisements are used, including television advertisements, radio advertisements and print advertisements distributed both in social media and print media. there is a clear need for advertisers and agencies to adapt to an environment that has dramatically changed overnight (taylor, 2020). media can be divided into three types, those are print media, electronic media and online media (aprinica, 2020). one example of print media that is currently still in great demand by the public is a magazine. magazines are not only in need by adults but also teenagers, especially young women. in addition to providing information about gossip artists, magazines are also a field for cosmetic products to advertise their products. advertisers certainly use this advantage. they are competing to be as creative as possible in making advertisements. this competition is due to their increasing land area to spread their advertisements. according to turhan & okan (2017), advertisements are part of our daily lives and convey specific messages. in this way, they deal with values, attitudes, and shared knowledge that compromise a 2021. linguistics, english education and art (leea) journal 5 (1):11-18 12 culture. relatedly, advertisements gather together so many things such as a person, object, symbol, power, communication, and so forth. in general, every advertisement, especially print media advertisements, consists of several parts, namely headline, illustration, body copy, signature line and standing details (aprinica, 2020). as a form of discourse, advertising language has specific characteristics and characteristics. to make advertising's attention value, memory value, readability, and persuasive power, english advertising uses a variety of rhetorical devices to enhance the artistry and appeal of language. it can be said that the success of english advertising is not only related to the words and sentences but also closely related to the clever use of various rhetorical devices such as metaphor, simile, and parallelism (xueping, 2020). according to budiarsa (2021), language use is tied to the socio-cultural values of the speech community where the language is used. the tourism industry is one of the most appropriate approaches to reveal the styles of language. the persuasive power of advertising language can be seen in the choice of a word. so it can be said that advertising language plays a vital role in conveying the meaning contained in the advertisement (aprinica, 2020). cendriono (2017) stated that pragmatics is a branch of linguistics that studies the structure of language externally, namely how a language is used in communication. pragmatics is the use of language in society in a very varied communication context. language in the study of pragmatics is primarily oriented not towards the absolute truth of linguistic rules but instead leads to communicative means, namely the existence of mutual understanding between the speaker of the language and the person who is the target of language utterance. various styles of language certainly influence the writing of words in print media advertisements. figurative language is a style whose meaning cannot be interpreted according to the purpose of the terms that make it up. the types of figurative language in question are similarity or simile, metaphor, allegory, personification, allusion, eponym, epithet, synecdoche, metonymy, antonym, hypalase, irony, satire, innuendo, antiphrasis, and paronomasia (wirasari & karo, 2018). according to windayanto (2021), language style refers to the selection and use of diction or word choice in various linguistic hierarchies, ranging from words, phrases, clauses, sentences to discourses to describe certain situations. the use of language style in hotel advertisements is vital to attract the readers to read the advertisement, but sometimes, it’s not easy to see the real meaning of the language used. based on the background, the researcher wants to know the language used in hotel advertisements to promote their hotel. 2021. linguistics, english education and art (leea) journal 5 (1):11-18 13 literatur review as a form of discourse, advertising is considered the most effective medium to promote products. not infrequently, a product uses sentences that can stick in the public's memory. these sentences, although not similar to literary works that use aesthetic language predominantly, of course, and very likely use language styles that contain ambiguity, association, connotative, expressive, and symbolic windayanto (2021). alfiyani (2019) stated that each individual has a unique way of expressing their thoughts and feelings. it is through self-expression that a language style is created. a person uses the language style to express his thoughts and feelings by using beautiful language. magazine advertising is a ubiquitous phenomenon in most modern societies. magazine advertising works by seeking to structure a cultural context of empathy with the customer (e.g., "we understand you”, we have been there”) (wong, 2019). various styles of language certainly influence the writing of words in print media advertisements. with the use of language styles, or more specifically stylistics, it turns out that new problems arise related to the use of language styles or stylistics for speech communities. the issue of how much language is used only revolves around understanding which aspects need to be highlighted in advertisements, images, or verbal language. advertising language influences people in determining their views, ideas and behavior (tutik et al., 2020). the problem of using language style or stylistics then causes misunderstandings, so that sometimes the messages conveyed and the purpose of the advertisements tend to be biased and poorly understood by the speech community, so in this case, research is needed to describe the meaning and forms of language style in advertisements (purwono, 2021). the types of figurative language in question are similarity or simile, metaphor, allegory, personification, allusion, eponym, epithet, synecdoche, metonymy, antonym, hypalase, irony, satire, innuendo, antiphrasis, and paronomasia (wirasari & karo, 2018). research method the research approach used in this study is qualitative research by taking samples from tourism hotel advertisements contained in the 2019 edition of the bali travel news newspaper. the types and sources of data used are tourism hotel advertisements in bali that appear in the print media of the bali travel newspaper, news edition 2019. data collected from newspaper print media was then analyzed based on the language style contained in the advertisement. the research time is from 2020 to 2021. researchers use the documentation method as a data collection method. the researcher also uses the listening method with the basic 2021. linguistics, english education and art (leea) journal 5 (1):11-18 14 tapping technique and advanced techniques in free listening, conversational involvement and note-taking strategies. finding the language styles contained in tourism hotel advertisements include: hyperbole as the name suggests, hyperbole is a type of language style that exaggerates an element. still, in advertising, hyperbole is essential and often appears to make a strong impression on the reader. the hyperbole language style found in the bali palm resort advertisement is: (a1) “overlooks a magnificent clear blue sea” (a2) “enjoy the stunning views” (a3) “they offer spectacular views of the pool”. the words magnificent, stunning, and spectacular are examples of hyperbole, which means amazing, stunning/unbelievable and extraordinary. the choice of words is intended to attract the reader's attention to be interested in staying at the resort. personification in writing words in advertisements, sentences often appear to animate inanimate objects. the language style is called personification language style. personification language style appears in alaya ubud hotel advertisement in the phrase: (a4) “the culture heart of ubud” this phrase means the cultural heart of ubud, but the real meaning that you want to convey to the reader is the cultural city of ubud or a hotel located in the middle of the cultural town of ubud. in addition to these phrases, alaya also uses the term: (a5) “heart of hospitality” the statement above has the meaning of the heart of hospitality, but similar to the previous phrase, what i want to convey is the center of hospitality or a hotel that prioritizes the best service for guests. metonymy the use of metonymy language style can be found in the furama villas&spa hotel advertisement, namely: (a6) “soak into breath-taking views” 2021. linguistics, english education and art (leea) journal 5 (1):11-18 15 the breath-taking phrase in the ad shows the use of a partial-whole metonymy style. the use of the term breath-taking means breath-taking, but in the advertisement, the meaning conveyed is a view that is so beautiful that it makes one's breath-hold. the hotel wants readers to be interested in staying at the hotel because the hotel has a very fantastic view. polysemy polysemy is a form of language that has various meanings. the difference between one meaning and another can be traced to conclude that the meaning comes from the same source. a shift in meaning usually causes the use of polysemy language style in hotel advertisements. the use of the polysemy language style can be seen in the alaya ubud hotel advertisement, which is shown in the sentence: (a7) “the cultural heart of ubud as part of our tranquillity escape” the word escape in the sentence means running away, but in this case, the real purpose of the advertisement is to find peace in the middle of ubud. the use of polysemy is also found in the patra bali hotel advertisements. (a8) “energizing floating breakfast” the word energizing comes from the word energize, which means to work hard. still, in the advertisement, the real meaning that the advertiser wants to convey is to get energy from a nutritious breakfast, where the hotel wants to promote breakfast that guests in the swimming pool can enjoy. discussion language style can be likened to the packaging of an idea (dress of thought). with packaging (language style) that is as attractive as possible and distinctive, one person can attract the attention of others. even though the ideas conveyed are relatively simple, a presentation will feel more prosperous, more complete, and draw attention if packaged in an attractive "package" (andriyanto, 2017). wrote language style can occur in every conversation and dialogue. there are five language styles: frozen, formal, consultative, intimate, and casual (dewi et al., 2020). febriani & emidar (2020) stated distinguishing language style based on the direct or indirect meaning into two groups, namely rhetorical style and figurative language style. the rhetorical language style is a language whose purpose must be interpreted according to its birth value, namely language that contains elements of continuity of meaning. at the same time, figurative language is a style whose purpose cannot be interpreted according to the importance of the 2021. linguistics, english education and art (leea) journal 5 (1):11-18 16 words that make it up (sardani, 2018). advertising is a creative business. it is an idea-driven business that will attract people to buy its product. they are content creators who build strategic communication campaigns. developing an advertising campaign is a collaborative process and requires creative content with writers and art directors. it is essential to make exciting advertising in the tourism industry, especially when the hotel wants the readers to stay (fransiska & yuliana, 2020). advertising discourse, especially discourse on tourism hotel advertisements, uses a lot of language styles. this style of language is intended so that readers are interested in seeing the ad. this study looks at the language style used in advertising discourse based on the continuity or not of meaning. at the heart of halliday's systematic-functional theory of language is his view of language, or any semiotic mode, as a system of choice, allowing users to select one particular way of realizing meaning over other potential realizations (wong, 2019). korenkova et al., (2020) stated that according to respondents, advertising on social networks has a more significant influence than most other types of advertising. to increase the sustainability a company in the market, it is essential to use a suitable form or combination of forms of advertising considering the product and the target group. on the other hand, yunita & pratiwi (2021) discussed how social media had become the most common application people use in sharing their advertising. they found that in the advertisements, kemenkes used it to educate people about covid-19 and in their advertisement, they used pictures and words to share the information they wanted. in the journal written by fitriyani et al., (2020), they discussed what is the figurative meaning of the advertisement "max coffee", on those advertisements, the figurative language found is simile and personification, which used to inform the readers that "max coffee" could give them the energy when the do the activity. while belanche et al., (2019) stated that advertising effectiveness varies depending on the social media format, differences between the platforms are better understood by analyzing the differential perceptions and reactions toward the ads based on these features. on the other hand, in this research, hotel advertisement usually uses language style that has another meaning. the hotel uses it to make the customer curious about the facilities and the location of the hotel. they also want the readers to know about the facilities at that hotel. as it stated that the customers’ needs and wants change and as a result, marketing practices also change to reflect and accommodate new customer demands. the language style that has been used in almost all hotel advertisements was hyperbola which is found in bali palm advertisement. the hotel uses this style because they want to encourage the customer to stay in their hotel. as the 2021. linguistics, english education and art (leea) journal 5 (1):11-18 17 style personification found in alaya ubud hotel advertisement, they used ubud as their center point to mention so the customer is interested in staying in their hotel. while metonymy and polysemy language are used in the advertisement by hotels cause they want to make the customer curious about their hotel. from that language style, the most style that is found in the advertisement is a hyperbola. it could be because the hotel wants the reader interested in the advertisement and wish them to stay in their hotel. conclusion the language styles that appear and are often used by the hotel to attract readers to stay include hyperbole, metonymy, personification, and polysemy. often the use of language style is one of the main factors when making advertisements, changing the meaning and use of figurative language to make sentences more beautiful to read. references alfiyani, w. 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(2021). analisis tindak tutur ilokusi pada iklan layanan masyarakat di instagram kemenkes pada masa pandemi covid-19 dan relevasinya sebagai rancangan bahan ajar bahasa indonesia di smp. jurnal educatio, 7(3), 1205–1212. https://doi.org/10.31949/educatio.v7i3.138.3 linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.3048 100 developing of listening materials at the tenth grade students syaprizal 1 stki-pgri lubuklinggau agus triyogo 2 stki-pgri lubuklinggau ratna nirwana 3 stki-pgri lubuklinggau syaprizalmpd@gmail.com 1 submit, 06-11-2021 accepted, 24-12-2021 publish, 25-12-2021 abstract this study aims to develop listening material for tenth graders. the research method used is research and development (r&d). the results of this study indicate that the development of listening material is valid, practical and effective in the teaching and learning process. the product developed was declared valid after being evaluated by three experts with an average score of 3.86 in the "high" category. this product is also practical by evaluating listening material for students with an average score of 4.10 with "high practicality" and effective with an evaluation with 83.33 students in the "high" category. in conclusion, the listening material developed for tenth-grade students of islamic senior high school 2 lubuklinggau is valid, practical and effective categories. keywords: listening, materials, research and development introduction education is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life (kosilah & septian, 2020). the act or process of imparting or acquiring particular knowledge or skills, as for a profession. a degree, level, or kind of schooling. the result produced by instruction, training, or study the science or art of teaching (pedagogics). there are some types of education such as formal and informal education. in indonesia, formal education divided into some stages, such as preschool or kindergarten, elementary school, junior high school, senior high school then the college university. there is also informal school in indonesia such as private 2021. linguistics, english education and art (leea) journal 5 (1):100-106 101 school. the aim of education in indonesia is for enrich the life of nation. national education has the function of developing capabilities and shaping dignified national character and civilization in order to educate the nation’s life, aiming at developing the potential of students to become human beings who believe, have noble character, are healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. english as an international language become as a foreign language for indonesian students which has to be learn in the school or out of school. most of the students in indonesia assume that english is one of the difficult subject in the school. indonesian students are basically passive, silent and shy in the classroom (exley, 2005). moreover, when they are learning english, they become a passive students and less of participate in the classroom. when people talk about english, there is a lot people can do with english a such as communication and building relationship with other. thus, people know that english became an international language whereas the country adopt them in first, second or even foreign language as language preference. english, there are four skills which has to be mastered by the students such as listening, speaking, reading and writing. listening is the first and important skills that has to be mastered, because without understanding the listening well, the students cannot learn well about english especially listening as the process of communication in teaching and learning process (hamouda, 2013). by having good listening comprehension, the students able to understand what the speakers says and know the meaning of the sentences which is speak by other person. listening become the basic method of understanding the language, because it is the first step to understanding the meaning all of the language. the purpose of listening comprehension is understand the native conversation at normal rate in a directly (bingol et al., 2014). when we listen in a conversation then our brain try to translate it and we try to understand the meaning and the purpose of the conversation. listening comprehension is said to be at the heart of l2 learning, whose development can play a pivotal role in improving other language skills (mahdavi & miri, 2019). speaking of english courses, every skill in english, there should be a textbook for guidance for teachers and students. meanwhile, the government facilitates everything needed in the teaching and learning process but not specific skills. islamic senior high school 2 lubuklinggau does not have a particular book for listening. therefore, the main objective of this research is to design a listening module that fits the needs of the students of islamic senior high school 2 lubuklinggau. the best design for this research is the research and development method to build a listening module. 2021. linguistics, english education and art (leea) journal 5 (1):100-106 102 literature review listening comprehension, a key skill for learning and communicating, is considered crucial for target language competence (ozcelik et al., 2019). listening processes are complex, and listening comprehension is difficult in a second or foreign language. listening takes part more of daily communication time than other forms of oral communication inside and outside of the classroom wolvin and coakley in (bingol et al., 2014). in reality, without effective listening, learning is a matter of chance swanson in (bingol et al., 2014). through reception, we internalize linguistic information without which we could not produce language (syafii & gestanti, 2018). however it is true that listening is vital language learning in that it provides input for the learner. without understanding inputs, students cannot learn anything (hamouda, 2013). listening comprehension is said to be at the heart of l2 learning, whose development can play a pivotal role in improving other language skills (mahdavi & miri, 2019). listening is a psychological process as well as a cognitive one. feeling nervous or anxious might hinder concentration and thus comprehension. in the current study, despite the workload of the task, students’ levels of anxiety were moderate. selfregulating the input might have had a positive effect on this factor. in terms of anxiety, there is convincing evidence that people who take initiative in learning (proactive learners) are more purposeful and have greater motivation (ozcelik et al., 2019). listening is different with hearing. listening is a mental process. when we are listening some words, we try to get the meaning of the words or sentences. the aim of listening is to understand what people say. to listen is to give attention to sound or action. but, hearing is a physical process. when we hear something that makes a noises around us, we do not need to get the meaning of the sounds (aponte-de-hanna, 2012). listeners often fail to accurately construct meaning for two main reasons: 1) because they do not recognize or understand certain words and 2) because they lack the cognitive resources to use high-level strategies to compensate and regulate their listening task (roussel et al., 2019). listening comprehension in l2 involves both low-level and high-level processes. high-level processes are modes of information processing that use prior knowledge (stored in the long-term memory) as well as context to build comprehension. low-level processes are modes of information processing whereby information flows from lower levels to higher-level structures (roussel et al., 2019). to help the students understand mental and emotional processes in their learning, instructors aided with appropriate teaching materials can guide them in discovering important aspects of the listening process. recent literature on the teaching of listening indicates the importance of raising students’ 2021. linguistics, english education and art (leea) journal 5 (1):100-106 103 awareness of the process listening; the process of listening is in line with the listening sequences pitched at different levels (qodir et al., 2016). course book should be relevant and have high quality to students’ and institutional needs and that they reflect local content, issues and concerns richard in (syafii & gestanti, 2018). additionally, good course books are carefully prepared to offer a coherent syllabus, satisfactory language control, motivating texts, audio cassettes/cd and other accessories such as a video/dvd material, cd rom and extra resource materials. moreover, proposes four criteria for evaluating course books, namely: 1) course books should correspond to learners’ needs, 2) course books should reflect the uses (present or future) that learners will make of the language, 3) course books should take account of students’ needs as learners and facilitate their learning processes, without dogmatically imposing a rigid “method”, 4) course books should have a clear role as dupport for learning. then, the goals of the course books should meet that criteria cunningsworth in. the steps of this process were usually referred to as the r & d cycle, which consists of studying research findings, field testing it in the setting where it used eventually and revising to correct the deficiencies found in the field-testing stage. in more rigorous programs of r & d, this cycle repeated until the field-test data indicate that the product meets its behaviorally defined objectives (bennett et al., 1984). there were consists of ten steps as the procedures, they were as follows: (1) research and information collecting; (2) planning; (3) developing preliminary form of product; (4) preliminary field testing; (5) main product revision; (6) field testing; (7) operational product revision; (8) operational field testing; (9) final product; (10) dissemination and implementation. research method the approach to this study is qualitative research with a literature study design. the object of research was a book from borg & gall with the title educational research to develop of listening material. the steps of this process were usually referred to as the r & d cycle, which consists of studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising to correct the deficiencies found in the field-testing stage. research and information collecting, in this phase of the research, the researcher get the students’ needs by using the questionnaire. after got the students’ needs the researcher did the planning such as design the point of each chapter based on the preparation of the materials. the two of processing listening, 1) top-down processing, based on general knowledge/life experiences (content schema) and knowledge of structural routines (textual schema); 2) bottom-up processing, based on the knowledge of vocabularies, grammar, and sounds. 2021. linguistics, english education and art (leea) journal 5 (1):100-106 104 finding the result of the questionnaire of the students can be concluded such as: (1) the students have difficulties in learning listening material; (2) by using the media such as interesting module and the clear audio in learning listening could make them interest in learning english; (3) there is no specific listening module in their school. the results of the questionnaire of the students’ needs were; the first statement of the questionnaire asked about their teacher often gave the listening practice by using the audio, the percentage of students were 100% who answered yes. the second statement asked about the weaknesses in memorizing the vocabularies. then, the answered of the students were 66.66% answered yes, and 33.34 answered no. the third statement asked about the difficulties in listening materials and the percentage of students answered were 100% answered yes. the fourth statement asked about there is a module in their shool, the percentage of students were 66.66% answered yes and 33.34% answered yes. the next statement asked about they want a media such as module and audio in listening skill. then, the answered of the students were 100% yes. continue for the next statement was they want the clear voice of the audio, the answered of the students were 100% yes. the seventh statement asked about the students want an interest module to learn with the coloring and some picture, the percentage of the students were 100% yes. next asked about the using of the audio in listening skill makes the students more interest in learning, then they answered were 100% yes. the ninth statement asked about the media audio and module help the students in learning english and the answered yes 100%. the last statement asked about the students happy in studying english by using media as audio and module. the percentage of the students were 100% answered yes. discussion the researcher did the evaluation of the product in one to one, small group and field test to measure the practicality and the effectiveness of the product. both in one to one and small group got 4.10 with average score high practicality. for the field testing got 83.33 with average score high category. the borg & gall model has very comprehensive and sequential steps. the stages started from information gathering, planning, product development, three times the form of testing and revision at the end of each trial, up to dissemination and implementation activities. as can be seen in the borg & gall model, the stages of information gathering, planning, and product development are still general. the aim is to find a solution to the problem of learning components whose solutions can be in the form of teaching materials, media, or models (aka, 2019) . 2021. linguistics, english education and art (leea) journal 5 (1):100-106 105 there were ten steps to conducted this research namely, research and information collecting, planning, develop preliminary form a product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision and dissemination and implementation (bennett et al., 1984). materials development model which was adapted into the stages employed in this study i.e. needs survey, developing the materials, expert and instructors validation, revision, try out of the materials, revision and final product (qodir et al., 2016). the tenth step, the researcher get the result in implementation of the students which was proved by showing the data that the developing listening material was practical category in one to one evaluation and also in small group evaluation and for the field testing was effective category. the strength and the limitation of the product were based on the students’ needs and clear steps procedure in this research. the materials in this product could improve student’s ability in listening skills. then, the limitation of the product it must presented by using multimedia such as computer and speaker. by using the multimedia, the audio of listening could be louder and clearly voice to the students. conclusion the listening material developed for tenth grade students of islamic senior high school 2 lubuklinggau is in the valid category in terms of content, construct and media (product) from three experts. the listening material developed is also included in the practical and effective category after being tested one on one and in small groups. references aka, k. a. (2019). integration borg & gall (1983) and lee & owen (2004) models as an alternative model of design-based research of interactive multimedia in elementary school. journal of physics: conference series, 1318(1), 1-8. https://doi.org/10.1088/1742-6596/1318/1/012022 aponte-de-hanna, c. (2012). listening strategies in the l2 classroom. college quarterly, 15(1), 1–9. https://files.eric.ed.gov/fulltext/ej976453.pdf bennett, n., borg, w. r., & gall, m. d. (1984). educational research: an introduction. british journal of educational studies, 32(3). https://doi.org/10.2307/3121583 bingol, m. a., mart, c. t., celik, b., & yildiz, n. (2014). listening comprehension difficulties encountered by students in second language learning class. journal of educational and instructional studies in the world, 4(4), 25–30. https://arastirmax.com/tr/system/files/dergiler/116392/makaleler/4/4/arasti rmax-listening-comprehension-difficulties-encountered-students-second2021. linguistics, english education and art (leea) journal 5 (1):100-106 106 language-learning-class.pdf exley, b. (2005). learner characteristics of “asian” efl students: exceptions to the “norm.” proceedings pleasure passion provocation joint national conference aate & alea 2005, 1–16. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.502.3786&rep =rep1&type=pdf hamouda, a. (2013). an investigation of listening comprehension problems encountered by saudi students in the el listening classroom. journal of academic research in progressive education and development, 8(2), 113–155. http://www.hrmars.com/admin/pics/1882.pdf kosilah, k., & septian, s. (2020). penerapan model pembelajaran kooperatif tipe assure dalam meningkatkan hasil belajar siswa. jurnal inovasi penelitian, 1(6), 1139–1148. https://stp-mataram.ejournal.id/jip/article/download/214/185 mahdavi, n., & miri, m. (2019). co-shaping metacognitive awareness and developing listening comprehension through process-based instruction. international journal of listening, 33(1), 53–70. https://doi.org/10.1080/10904018.2016.1260454 ozcelik, h. n., van den branden, k., & van steendam, e. (2019). listening comprehension problems of fl learners in a peer interactive, selfregulated listening task. international journal of listening, 1–14. https://doi.org/10.1080/10904018.2019.1659141 qodir, a., baehaqi, l., & miftah, m. z. (2016). developing materials of listening comprehension for the english department students. journal on english as a foreign language, 6(1), 1-20. https://doi.org/10.23971/jefl.v6i1.379 roussel, s., gruson, b., & galan, j. p. (2019). what types of training improve learners’ performances in second language listening comprehension? international journal of listening, 33(1), 39–52. https://doi.org/10.1080/10904018.2017.1331133 syafii, m. l., & gestanti, r. a. (2018). developing english materials for efl learners at islamic junior high school. jeels (journal of english education and linguistics studies), 4(2), 199-220. http://jurnal.iainkediri.ac.id/index.php/jeels/article/download/339/340 linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.2931 69 the lecturers’ english ability through the toefl test dian susyla 1 universitas muhammadiyah bengkulu ria angraini 2 universitas muhammadiyah bengkulu ririn putri ananda 3 universitas muhammadiyah bengkulu dsusyla@umb.ac.id 1 submit, 28-09-2021 accepted, 24-12-2021 publish, 25-12-2021 abstract this study aims to determine and describe lecturers' english language skills, which can be seen through the toefl test. this research method is descriptive qualitative. the researcher gave a toefl-like test to 109 lecturers as research subjects. toefl ability is mapped into the common european framework of reference for language (cefr), measured at four different levels, namely a2, b1, b2, and c. the results show that no lecturer has c1 ability in the listening section. two lecturers are at level b2, 12 people are at level b1, and the remaining 95 people are at level a2. the average for listening is in the a2-sd level category. for structure and written expression, only four lecturers are at level b2; 25 at b1 level; and 80 at level a2. the average for swe is 40 in the a2 elementary level category. as for the reading section, only one lecturer is at level c1; 2 at level b2; 6 at level b1; 98 at level a2. the average score for reading is in the a2-sd level category. in conclusion, most of the lecturers' english skills (listening, structure and writing expression, and reading) are still very weak. keywords: lecturers’ english ability, toefl introduction no one denies that language is very important in everyday life, but many are still not aware of the importance of the english language in today's life. having english language skills, people can easily access the information that is so widely available from direct sources because the world is borderless. rao (2019) said that english is not only the most widely spoken language in the world but also the most commonly studied foreign language in the world. it has crossed the national boarders and it is now it is the language spoken not only by native 2021. linguistics, english education and art (leea) journal 5 (1):69-82 70 speakers but also by most non-native speakers. furthermore he said that as english is widely spoken all over the world and so many resources are available only in english, it is an added advantage for those who want to refer to anything in order to get the right information about the subject or topic they are searching for. since english is the only language that is spoken by many people of various regions all around the world, it has got the recognition of a global language. one's ability to speak english, especially lecturers at universities, is very important nowadays in accordance with the increased development of science and technology. lecturers need to realize that the english language does not only function for communication but also becomes a part of everyday life and supports the achievement of opportunities for further study. this globalization also requires lecturers to equip themselves with adequate knowledge of the english language. putra (2020) explains that english has important role nowadays, it could not be underestimated because it doesn’t only serve as a means of communication, but it can also make it easier to adapt to the environment and reach the present and future brighter. this language is also required to get scholarships for further studies, to be able to apply for lecturer certification also requires taking the english language proficiency test with a predetermined score. there are many opportunities today that require attaching proof of english language test results. if the results do not meet the specified standards, then the opportunity is lost. yuyun et al., (2018) states that an expanding utilize of english as universal dialect (eil) has been essentially demonstrated in numerous fields around the world. this can be demonstrated by the utilize of english standardized testing utilized in companies and institutions. they employ english capability (toefl and ielts) as one of the prerequisites within the recruitment process, such as scholarship programs. particularly, in indonesian educational institutions, a parcel of instructive institutions have been executing toefl (test of english as foreign language) to degree the english-language capacity of individuals who do not speak english as their to begin with dialect and who plan to ponder at colleges and universities, either as undergrad or graduate understudies. toefl is design to measure the english proficiency of people whose native language is not english (pratiwi et al., 2021). it is a test proficiency in the field of english to determine a person's ability without being directly linked to the teaching and learning process (netta & trisnawati, 2019). therefore, toefl is different from an achievement test, in which scope is limited to the material that the test-takers have studied in an english class. in terms of continuing to a doctoral program, there are so many opportunities that a lecturer can take advantage of related to their english language skills. usually, the intended university asks for a toefl or ielts 2021. linguistics, english education and art (leea) journal 5 (1):69-82 71 certificate when registering. the standard entry requirements for universities abroad are a minimum score of 550 (paper-based) for the toefl or a minimum of 6.0 for the ielts or even higher if you take certain majors. however, if the program is carried out domestically, the requirements are lower, namely 500 for the toefl. there are still many lecturers at universitas muhammadiyah bengkulu (umb) who have not studied at a doctoral program. most of them are still having problems with their mastery of the english language which is categorized as poor. this can be seen from the results of the toefl prediction test held by the language centre of umb. the predictive toefl test is not equivalent to the actual toefl test, in terms of the updating of the test material, implementation, and relatively more friendly processing time (not as strict as the toefl test). if the results of the predictive toefl test are still in the poor category, we can foresee that the results of the actual toefl test will not be very different. based on an understanding of the importance of mastering english language for lecturers, both to gain knowledge, the opportunity to participate in certification, international-scale seminars and for further studies, this research aims to answer questions about the english language skills of umb lecturers (especially young lecturers who have not studied further). the expectation is that the results of this research will become a resourceful information for policymakers and can serve as an illustration for lecturers who will continue their studies on their english language skills/mastery. literature review toefl toefl is a test to measure the english language proficiency and capability of someone whose mother tongue is not english. this test is usually one of the requirements to apply to national and foreign universities (postgraduate programs), some foreign companies, and some state-owned enterprises. toefl is the most famous test, so it is used in many countries from all parts of the world (lubis & irmayana, 2019). toefl was established in 1947 and is based in new jersey, usa as one of the registered test services from the educational testing service (ets) institution. toefl is generally used both for work and academic purposes as well as other general matters (related to education, e.g. to qualify for scholarships, administration to universities, or general purposes such as applying for jobs). to date, there are three types of toefl tests issued by ets (english testing service), namely pbt (paper-based test), cbt (computer-based test), and ibt (internet-based test). however, in general indonesia uses pbt in the toefl 2021. linguistics, english education and art (leea) journal 5 (1):69-82 72 test. pbt has 3 skills to the toefl test, there are listening skill, structure and written expression, and reading comprehension (suryani, 2021). many definitions are given by experts related to the toefl test, a standardized international test that stands for the test of english as a foreign language. toefl was developed by the english testing service (ets). toefl is used by most universities as a tool to measure students’ english proficiency level and also as one of the graduation requirements (alek et al., 2019). the language used in the toefl is the language commonly used in lectures and seminars. the toefl test was commissioned under the auspices of the testing of english as a foreign language, a temporary working group formed through the cooperative effort of more than thirty public and private institutions concerned with the english proficiency of second language speakers, especially those applying to english-medium academic institutions (fajri et al., 2021). types of toefl toefl was first held by ets or educational testing service in 1963. there are 3 types of toefl tests: paper version (pbt paper-based test); computer-based (cbt computer-based test) and online version (ibt internetbased test) (alek et al., 2019) pbt (paper-based toefl test); as the name implies, uses a 2b pencil and paper. there are three test sessions, namely listening, structure and written expression, and reading, all of which are in the form of multiple-choice questions. the listening session tests the understanding of english through audio in the form of dialogue or narration. in the structure session, understanding of grammar is tested. in this session, test-takers will encounter questions about finding errors or pointing out the wrong part of the given sentence structure. reading session, measuring a person's understanding in reading a text. the test lasts for 2 to 2.5 hours. toefl itp scores are processed by calculating the number of correct answers, then converted to a score scale from 31 to 68 in each session. the total score of the three skills ranges on a scale of 310 to 677. toefl itp scores can be used as a requirement to continue to a higher education in indonesia. there are three types of skills tested in the toefl test. they are (a) listening comprehension. this section contains recorded material covering vocabulary, idiomatic expressions, and grammatical constructions typical of spoken english in the form of short and long conversation comprehensions; (b)structure and written expressions that test knowledge of the structural and grammatical elements of standard written english; (c) reading comprehension which contains discourses and questions about them. questions include main ideas and important details, draw conclusions based on the information provided, 2021. linguistics, english education and art (leea) journal 5 (1):69-82 73 identify a textual organization, identify foreign vocabulary based on context, and recognize referential relationships of abstract pronouns and nouns. the score obtained by a person includes three skill scores and a total score. additional information on the score report provides details on english language skills. to interpret the score, a reference to the common european framework of reference (cefr), an internationally recognized description of language proficiency, is needed. toefl test scores are reported concerning the four cefr levels: (a) a2-basic; (b) b1medium; (c) b2-upper middle; and (d) c1-advanced. factors affecting language acquisition motivation is one of the most important factors in acquiring a second language. motivation is a major factor in the prosperous study of language acquisition (adwani & shrivastava, 2017). it is clear that learners who want to learn tend to achieve more than those who do not. motivation is an issue worthy of investigation because it seems implicated in how prosperous language learners are. motivation can also be divided into intrinsic and extrinsic. intrinsic motivation is when someone wants to do an activity for its own sake divorced from any specific outcome level. the enjoyment is in the doing; the doing can range from passive to active (locke & schattke, 2019). extrinsically motivated behavior expects a reward, such as money, praise, or positive feedback. language attitudes are the attitudes that speaker of different languages have toward other languages or their own. attitude includes positive one and negative one. with positive attitude, a learner will be active in communicating with the people speaking target language, which will promote the sla. lukman (2019) explains that the language attitude toward learning a second language is a critical aspect in its success, its attitudes are typically consists of two positive and negative poles. one of the language attitudes can be attached to student. holding a negative attitude, a learner tends to refuse or be afraid to contact the people speaking target language, which will definitely hinder the development of sla and the improvement of the communicative ability. age is one of the factors that influence second language learning. it is generally believed that children are better at mastering language than adults. however, only studies conducted in naturalistic learning settings provide evidence to support this assumption. age factor is an important physiological factor in both first language learning and second language learning, which has attracted much attention of psychologists, linguists, and educators. different people hold different opinions, but the importance of age factor in sla cannot be ignored (sun, 2019). however, research conducted in formal learning environments gives the opposite result. in terms of classroom learning, adults appear to be better in syntax and morphology, while adolescents are the best and they also develop faster. the 2021. linguistics, english education and art (leea) journal 5 (1):69-82 74 study on the age factor is summarized by which states that the sla pathway is not influenced by initial age, but that there is a relationship between learning speed and the age of students. teenagers learn faster than adults and children as far as grammar and vocabulary are concerned. although young learners don't learn as fast as older ones, they are quick to gain higher overall success due to longer exposure to the language. the research also gave several results’ explanations of the research. studies do not support the critical period hypothesis, which states that children can acquire language naturally and effortlessly for some ages. rahman et al., (2017) explained that the age-sla relationship must be clarified, and the findings will undoubtedly have far-reaching ramifications in second or foreign language teaching/learning, language policy, and planning. the misconception may still be seen in cph, which claims that getting a head start on language learning is beneficial. on the basis of empirical studies, the notion is seriously questioned. in a hypothetical situation, however, it could be claimed that in terms of acquiring native-like pronunciation, an early start may provide some benefits. there was no indication of a positive relationship between age and other acquisition variables. hegemony will be established if the belief is correct. early analysis of english language policy in the context of a second or foreign language reveals the importance of introducing access to a second language. early age is merely essential in terms of pronunciation, which corresponds to the argument that there may be multiple key stages. intelligence is a general ability to master academic skills. intelligence is defined and measured in terms of linguistic and logical-mathematical abilities. success in learning should be correlated with iq (intelligence quotient) test scores. intelligence is considered to have little relationship with learners` performance as a second language learner. it is proven that without high iq level students achieved success in second language learning (kakhramonov, 2020). according to halim & hardiningtyas (2018) the main problem in answering the english proficiency test is that the test takers do not have basic skills in english. respondents showed low ability in understanding english grammar. indeed, the material must start from the most basic level such as subject pronouns, object pronouns, verb forms, etc. therefore, teachers sometimes spend a lot of time explaining very basic grammar and do not have more time to practice for other parts of the toefl test. the problem is, in the toefl material, the participants are expected to know about more complex issues such as subject and verb agreement, parallel structures, etc. furthermore he stated that although participants were given material related to the toefl as preparation before taking the exam, many of them did not take the time to practice. even though they had taken the course, participants still showed little effort in exercise. even though there can be many good reasons for students to take a toefl test, for 2021. linguistics, english education and art (leea) journal 5 (1):69-82 75 example to continue their study abroad, many of them only take the test for the sake of having a certificate. this is proving that a lack of motivation is one of the obstacles that prevent students from getting a good score in the toefl test. research method the method used is the descriptive qualitative method. this method is used to describe the english skills of umb’s lecturers who are tested through the toefl-like test. this research was conducted at language centre of umb. the subjects in this research were 109 lecturers at umb which consisted of civil servants lecturers (pnsd), muhammadiyah foundation lecturers, and foundation lecturers (dpk). they are young lecturers who have not yet continued their doctoral study and are also followed by lecturers who want to take the toefl test even though they are not going to/are in further study. the instruments in this research were the researchers themselves who were assisted by other tools used in data collection such as the toefl-like test, questionnaires, and questions guide for interviews. table 1. cefr level itp toefl scores cefr level 627-677 c1: effective operational proficiency/advanced (proficient user) 543-626 b2: vantage/upper intermediate (independent user) 460-542 b1: threshold/intermediate (independent user) 310-459 a2: way stage/elementary (basic user) the toefl test was held on thursday, february 25, 2021, at the language centre of umb which was attended by 109 lecturers. at first, the initial research subjects were young lecturers who had not received doctoral degrees. however, the university wanted more lecturers to be involved. there is also a high enthusiasm from other lecturers to take the test. the test was divided into two sessions; morning session from 9 11 a.m. and afternoon session from 2 4 p.m. in terms of implementation, the researchers were not directly involved in the supervision and preparation of the test. the researchers delegated it to the staff of the language center which has been mandated by the vice-chancellor 1 to collect data on the english language skills of the lecturers. as a result, 109 lecturers took the toefl test. after the researchers calculated the correct answer for each skill, the researchers then converted the score according to the cefr. after the implementation of the sample test, a questionnaire related to the test was given and interviews were also conducted with several people who were considered representative. data in the form of 2021. linguistics, english education and art (leea) journal 5 (1):69-82 76 toefl test scores are recapitulated and analyzed by referring to the criteria based on the score calculation rules that have been set by ets. overall, the average english proficiency of the lecturers was obtained. the researchers concluded that the majority of lecturers' english skills were very weak. finding this section answers the research question "what is the english proficiency of lecturers at umb through the toefl test". the data for this research were taken from the results of the toefl-like test conducted by the language centre of umb. toefl ability will also be mapped into the common european framework of reference for language (cefr) which is measured at four different levels, namely a2, b1, b2, and c1. overall, the average toefl score of the lecturers was 378 with a standard deviation of 44. this situation is of course very concerning, considering the toefl requirements from dikti/lpdp are far from being obtained, with the minimum score of 530 for the toefl itp when applying to a national university in indonesia. fortunately, many postgraduate programs in the country do not impose strict toefl score requirements for new student admissions. experience shows that if the toefl score requirements are strictly enforced, the number of new students that can be accepted does not meet the predetermined allocation. table 2. results of listening section no level frequency percentage 1 c1-advanced 2 b2-upper intermediate 2 1.83% 3 b1-intermediate 12 11 % 4 a2-elementary 95 87.16 % 5 0 (no level) 0 0 % for the listening section, there were no lecturers who have c1 ability according to cefr standards. two lecturers were at level b2, 12 were at level b1, and the remaining 95 were at level a2. the highest score for listening was 62 and the lowest score was 32. the average score for listening was 42 (in the a2elementary level category). table 3. results of swe section no level frequency percentage 1 c1-advanced 2 b2-upper intermediate 4 3.67% 3 b1-intermediate 25 22.94 % 4 a2-elementary 80 73.39 % 5 0 (no level) 0 0 % total 109 100% 2021. linguistics, english education and art (leea) journal 5 (1):69-82 77 the results of structure and written expression (swe) are slightly better than listening skill, although for swe there were also no lecturers at the c1 level. only 4 lecturers were at level b2; 25 at level b1; and 80 at level a2. the highest score for swe was 61 and the lowest score was 31. the average score for swe was 40 (in the a2-elementary level category). table 4. results of reading section no level frequency percentage 1 c1-advanced 1 0.92 2 b2-upper intermediate 2 1.83 % 3 b1-intermediate 6 5.50 % 4 a2-elementary 98 89.91 % 5 0 (no level) 2 1.83 % total 109 100% the results which are somewhat encouraging but also concerning at the same time occurred in the results of the reading skill test. there was only 1 lecturer who was at level c1; 2 at level b2; 6 at level b1; 98 at level a2, but there were 2 lecturers whose scores were less than 31. the highest score for reading was 65 and the lowest score was 30. the average score for reading was 40 (in the a2-elementary level category). overall, it can be concluded that the ability of the umb lecturers is still at the elementary (basic) level. table 5. lecturer's english ability by field of study field study n mean sd exact 62 377 46 social 47 379 42 after examining the toefl scores of the lecturers in the field of the study group, it appears that there is no significant difference between the english language skills of the exact science lecturer and the social lecturer. table 6. relationship between lecturer's english ability and age age n mean sd < 30 years old 13 390 62 30 39 years old 73 380 41 40 49 years old 19 366 48 >50 years old 4 366 12 in terms of age, the lecturers were quite heterogeneous with an age range of 28 years; the youngest age is 25 years old and the oldest is 57 years old. the wide range represents the existence of two generations. young lecturers tend to have better english skills than the older ones. with this fact, the university should 2021. linguistics, english education and art (leea) journal 5 (1):69-82 78 put more focus on the older lecturers to improve their english skills. it can be useful when they want to take part in many activities in the future, especially international ones. discussion in connection with the importance of english in the world of science and international communication, lecturers should be able to have good english skills. not only good for self-improvement of the lecturers themselves, english skills are also favorable in the teaching and learning process. in teaching, lecturers are also expected to support students in mastering english by providing english-language reference books so that the students will also have english skills. looking at the condition of the lecturer's english proficiency as reflected in the test results above, it's very unfortunate that the results are still far from what is expected. from distributing the questionnaire, it was found that the majority of these lecturers do not have consistent habits when it comes to learning english. most of them will try to study when they are about to take a test. other than that, they would not try to practice. mastering a foreign language is indeed not easy. there are many factors that influence a person's success in mastering a language such as motivation, language talent, and one's study habits as well as other external factors. therefore, low results or success on the toefl test are also influenced by these study habits. english proficiency in taking the toefl is a significant factor, the lack of ability especially in english plays the most dominant role in failure to take the toefl test considering that the lecturers who take this test are not only english lecturers but also come from all majors so that their mastery of english are still low. there are many factors that can cause this problem to occur. in terms of achieving a high score, the role of motivation is very important in building consistent study habits. literally, motivation is an impulse that arises in a person consciously or unconsciously, to do an action with a specific purpose. this indicates that even though lecturers have spent a lot of time in training or in toefl courses, if they are not motivated to achieve high scores, then their efforts will be in vain. motivation consists of two types, namely intrinsic and extrinsic. intrinsic motivation is what drives someone to do something without reinforcement and reward from anyone. on the other hand, extrinsic motivation is what motivates a person to do something based on a reward. if a person realizes that he has intrinsic motivation within him, the reward can harm his performance. furthermore, extrinsic motivation is defined by doing something in order to get some future value as involving means-ends relationship (locke & schattke, 2019). it implies 2021. linguistics, english education and art (leea) journal 5 (1):69-82 79 that in the case of the toefl test if there is no personal encouragement from within oneself, even if the course is done many times it will not make a significant change, so adwani & shrivastava (2017) clarified that motivation really gives the significant impetus to start learning the l2 and later the main thrust to support the long and monotonous cognition measure; without a doubt, the wide range of various elements associated with l2 procurement assume inspiration somewhat. inspiration as one of the key elements which impact the rate and flourishing of second language learning have been broadly acknowledged by most educators and analysts. it obviously expresses that inspiration alludes to the blend of exertion, the craving to accomplish language learning objectives, and the normal mentality towards language learning. this infers that work itself doesn't show inspiration. inspired individuals use their energy attempting to accomplish objectives, yet individuals who use the work are not really propelled. apart from that, there are also factors that influence failure in doing the toefl test; those are the factors of age, intelligence, and talent. in both first language learning and second language learning age factor is an essential physiological factor which has retracted much attention of psychologists, linguists, and educators. suryantari (2018) states that there are great differences between child and adult in terms of learning speed and achievement. generally, children can do better in pronunciation and standard accent, and after a long period of learning they can be more likely to succeed in acquiring second language and communicating with it, while adults can do better on the initial stage for their better cognitive ability; the importance of age factor in sla cannot be ignored even though different people hold different opinions. another factor is personality factors which consist of, anxiety, self-esteem, spirit of adventure, depression, extraversion and introversion, etc which will make much difference to learning efficiency and will have an effect on sla. when the test takers have met some of the criteria, then several other factors must be corrected when they want to take the toefl test, namely the lack of basic skills and lack of practice. this is in line with fitria & prastiwi (2020) who explained that there are several factors that made the toefl test difficult due to a person's lack of preparation, such as the lack of information related to studying the toefl itself. it is undeniable that in addition to consistent practice, toefl test participants must be at least equipped with basic skills in english, such as increasing vocabulary, learning the correct pronunciation, and so on. this is the basic necessary qualification so that the test takers can work on the toefl questions. there are some problems faced by test participants related to basic skills in taking the toefl test because english has a different way of pronouncing a word compared to bahasa indonesia, so it will take extra effort to learn it. this will be 2021. linguistics, english education and art (leea) journal 5 (1):69-82 80 one of the obstacles, especially when facing a speaking session. the test-takers are required to be able to pronounce each word correctly. furthermore, pratiwi et al., (2021) explained that first problem toefl is listen to conversation. all conversations and monologues are carried out by native speakers so that intonation, pronunciation, and speaking speed will often make it difficult for testtakers, especially if the test takers are not used to listening to native speakers. all these conversations are pronounced in english. to response comprehension questions well, understanding the stress and tone, idioms, conversational phrases, find implied information, comparisons, and the understanding the meaning of the conversations are obligatory skills for the test takers to master. the sections in listening are divided into separately timed sessions. they are short conversations, long conversations, and talks/monologues. in each part, we will listen to the audio-only one time (putlack et al., 2020). the second one is grammar mastery. toefl test participants find it difficult to do the test; it can also be due to a lack of mastery of english grammar. grammar becomes very important, both in terms of verbal and non-verbal tests because grammatical errors can change the meaning of a sentence, for example, the formation of active and passive. the test-takers will face some difficulties in the structure and written section if they use the wrong grammar. the last one is lack of vocabulary. it is natural for some test-takers to have difficulty in pronouncing and speaking english if they do not have sufficient vocabulary. in addition, there are some english idioms that are not very familiar for some testtakers if it is not supported by intense practice. the result showed that the test takers still had difficulties when they were taking the test, such as in the structure section and structure and written section. it implies that the test takers have to learn more about complicated issues such as parallel structures, subject and verb agreements, etc. in reading section, many test takers are not familiar with the topic, difficult to identify difficult words, the main idea and the lack of idiom. besides those problems, the test takers are lacking of practice and lacking strategies such as scanning and skimming which leads to particular issues in comprehending reading text. the expectations of these lecturers are not excessive. if you look at the contents of the form for accreditation, there are preconditions for foreign cooperation, articles in international journals, etc. all of that is unavoidable if a university wants to get the title of "excellent". so, the university should also facilitate lecturers with english skills. the results of the toefl test conducted some time ago can be useful for both sides the lecturers and the university. lecturers will be able to know their english language skills and the university can also get data about the skills of their lecturers. it is hoped that this result will be beneficial for both sides. 2021. linguistics, english education and art (leea) journal 5 (1):69-82 81 conclusion the average listening, structure and written expression, and reading skills of 109 umb lecturers are at the elementary level, although some lecturers can be said to have qualified abilities. it implies that the lecturers have to dig deeper and improve their english skills. when associated with the demands in the accreditation, where lecturers are expected to collaborate in terms of research and teaching with other universities both national or abroad, write in reputable international journals, become speakers at international seminars and so on, of course, the results of this research are expected to be followed up immediately by the policymakers at umb. references adwani, p., & shrivastava, s. 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(2018). a study of english proficiency test among the first year university students. journal of language and literature, 18(1), 1–8. https://doi.org/10.24071/joll.2018.180101 linguistics, english education and art (leea) journal volume 1 nomor 1, desember 2017 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v1i1.25 1 teachers’ perceptions about the importance of english for young learners ayu oktaviani 1 stkip pgri lubuklinggau asahi fauzan 2 stkip pgri lubuklinggau damerayu13@gmail.com 1 submit, 06-11-2017 accepted, 30-12-2017 publish, 30-12-2017 abstract the objective of the research was to find out teachers‘ perceptions about the importance of english for young learners at elementary schools in lubuklinggau timur i . the sample of the research was 83 teachers from 4 elementary schools in lubuklinggau timur i. the samples were taken through cluster random sampling. the researcher used survey research and the data were collected by using questionnaire and interview. technique for analyzing the data used simple basic statistical technique. the data were scored by using likert scale. the results of the research were 1) if the young learners learn english early, the english mastery will be better, 2) english will be useful for the young learners to get a job in the future, and 3) by mastering english, the young learners will have the social and economic benefits in the future. therefore, it can be concluded that the teachers of elementary schools in lubuklinggau timur i agreed that english for young learners was important. keyword: teachers’ perceptions, importance of english, young learners introduction today, asean economic community has been implemented, where all asean countries have to compete each other in order to be not isolated. facing this condition, the countries have some challenges to be solved. according to ardayati (2016:6), how the students have a good ability of speaking english is one of the challenges for the countries to face the asean economic community. actually, the indonesian government has realized that english is important for the country‘s development, especially in the effort of human resource development. therefore, as a policy, the government has published law regulation no. 20 in 2003 about national education system and government regulation no. 19 in 2005 about standard of national education. these policies are used as the guideline for all education components in conducting the indonesian education system. mailto:damerayu13@gmail.com1 2017. linguistics, english education and art (leea) journal 1 (1):1-15 2 decentralization of education in indonesia has encouraged the local governments to make their own decisions relative to some portion of curricular space in the use of some learning hours that has become known as ―local content‖ (musthafa 2010:1). as result of this decentralized decision-making, since last decade, public interest in english for young learners (eyl) has become enhanced. this is evidenced in increasing the number of district and city governments all over the country which offer english classes at the elementary school level. the students of elementary school include young age children who are able to learn a new language easier. according to suyanto (2008:15), indonesian young learners are elementary schools students between 6 to 12 years old children. they are divided into two groups, younger group (6 to 8 years old) and older group (9 to 12 years old). whereas, based on level, they are called lower classes, the students of grade 1, 2 and 3 and upper classes, the students of grade 4, 5 and 6. morrow (2011:7) states that learning english in elementary schools may offer children a number of possible advantages if the instructional goals and methods are appropriate for the learners‘ ages. according to brown (2007:24), there are five categories may help give some practical approaches for teaching children. they are intellectual development, attention span, sensory input, affective factors, and authentic, meaningful language. therefore, to attain the goals of teaching and learning process, the young learners should be taught by a good teacher with the appropriate methods. the teacher–student relationship is one of the most powerful elements within the learning environment (liberante, 2012:1). the teachers are the second parent for their students; they know what the students‘ need, especially in the school environment. for example, the teachers understand what the students need in the classroom activity, included a good subject which should be learned by the students. many teachers of elementary school in indonesia consider that english is important for young learners; they agree that english is useful for the future of children. according to read (2003:4), there are some reasons for starting language learning early. these includes, the value of increased time, the possibility of better pronunciation and fluency, the possibility of greater global awareness and intercultural competence, and the value of bilingualism. in the elementary schools of lubuklinggau, english is an additional subject. english is learned as supporting subject for the students to develop their creativity, especially in language learning. according to novtarina, ningsih, and anisa, the english teachers of elementary schools in lubuklinggau timur 1, english is important for young learners. they agree that there are many benefits 2017. linguistics, english education and art (leea) journal 1 (1):1-15 3 for young learners to learn english early. one of the benefits is the students will have the basic of english learning that will be useful when they face english subject as compulsory subject in junior and senior high school. teachers‘ perception about the importance of english for young learners in elementary school is important thing for supporting the process of teaching and learning. the teachers who know that english is important for young learners will realize to teach more enthusiasm and try to be a good teacher for their students. it impacts to the increasing of teaching and learning process, finally upgrades the national education system. actually, the research about the importance of english for young learners has been conducted by some researchers. for example, damar, gursoy & korkmaz, (2013). the result of their research showed that efl teacher trainers prefer language education to start at the first stage of primary school and even earlier during pre-school, which are in line with the recent changes in the curriculum. in addition, supriyanti (2012) conducted her research about why the children need to learn english at elementary schools. the result of the research showed that there were several reasons why the children need to learn english in elementary schools. the reasons were the widespread assumption that the children are better than adults in learning a new language, the fact that economic globalization has pushed the demand of english in the form of workforce who speak english, and the parents‘ enthusiasm for their children to learn english early in order to have social and economical benefits. the emergency of this research was to know about teacher perception about english for young learner curricullum about ― english is a local content.‖ concerning to the facts and the reasons above, the researcher was interested in doing a research entitled ―teachers‘ perceptions about the importance of english for young learners at elementary schools in lubuklinggau timur 1‖. literature review when the people talk about english for young learners (eyl), they need to understand who young learners are. young learners are the young age students who learn english. according to ersoz (2007:14), there are three groups of young learners based on their age and grade. first group is very young learners, they are 3-6 years old (pre-school education), second group is young learners, they are 7-9 years old (1 st 3 rd grade), and the third group is older/late young learners, they are 10-12 years old (4 th 6 th grade). in indonesia, english young learners are the students of elementary school who learn english as additional subject or local content. according to suyanto (2008:15), indonesian young learners are elementary schools students between 6 2017. linguistics, english education and art (leea) journal 1 (1):1-15 4 to 12 years old children. they are divided into two groups, younger group (6 to 8 years old) and older group (9 to 12 years old). whereas, based on level, they are called lower classes, the students of grade 1, 2 and 3 and upper classes, the students of grade 4, 5 and 6. as english becomes the world‘s lingua franca, countries all over the world have adopted english language as part of their education system. many countries begin at the primary level, and students are studying the language at younger and younger ages (jenkins, 2015:41). indonesia is one of country that begins english subject at the primary level. many elementary schools in indonesia teach english as the local content. although english is only additional subject, but it is enough to prove that english is important for indonesian young learners. english is very important for indonesian students, especially for the young learners because by learning the foreign language from the early age, the language will be more easily learned. it is caused the child is in golden age learner. lightbown & spada (1999:29) argued that ‗... childhood is the golden age for creating simultaneous bilingual children due to plasticity and virginity of the child‘s brain to make for superior ability specifically in acquiring the early sets or units of language‘. in addition, why english is important for young learners, it can be figured out from the theory by supriyanti (2012:4). she stated that there are three reasons for providing english in the elementary schools. firstly, the widespread assumption that the younger the child learns a new language the better the result will be. most people agree with this assumption, because the child is in golden age learner. according to lightbown & spada (1999:29), the child has a superior ability in acquiring the sets or units of language, because the child is in golden age period due to plasticity and virginity of their brain. secondly, the fact that economic globalization has pushed the demand of english in the form of the workforce who speak english to meet the need of the international economic forces. in the business world that more globalized, many local indonesian companies enter into the world market, and many international companies enter the local market. the use of english is becoming a necessity as the language of business. therefore the people often find out a job vacancy in the website or newspaper, one of the criteria is able to speak english. it means that an applicant has to master english both passively and actively in order to face the international economic forces. the last, the parents are enthusiasm for their children to learn english early in order to have social and economical benefit in the national context. the parents realize that english is very important for their children. therefore, the parents want their children to learn english at school, teach by them self at home, 2017. linguistics, english education and art (leea) journal 1 (1):1-15 5 and they also willing to spend some money for their children to learn english in the course. these efforts are done by the parents with hope their children will have social and economical benefit in the national context. from the explanations above, it can be concluded that english is very important and very helpful and very useful for young learners in indonesia because it has so many functions and beneficial usages in helping them to engage with global life. the word perception leads us to such words as ―observation‖ and ―opinion,‖ with definitions that include a view, judgment, or appraisal formed in the mind about a particular matter, a belief stronger than impression and less strong than positive knowledge, a generally held view, a formal expression of judgment or advice, and a judgment one holds as true (bernhardt, 2007:1). hoffman (2008:3), suggested that a primary goal of perception is to recover, or estimate, objective properties of the physical world. it means that, the main purpose of giving perception is to appraise or presume the physical object in the environment. in order to receive information from the environment the people are equipped with sense organs, eye, ear, and nose. each sense organ is part of a sensory system which receives sensory inputs and transmits sensory information to the brain. research method according to fraenkel and wallen (2009:390), researchers are often interested in the opinion of a large group of people about particular topic or issue. they ask a number of questions, all related to the issue, to find answer. according to cohen, manion, and morrison (2005:186), surveys gather data at a particular point in time with the intention of describing the nature of existing conditions, or identifying standards against which existing conditions can be compared, or determining the relationships that exist between specific events. the type of survey was used by the researcher was cross-sectional survey. a cross-sectional survey collects information from a sample that has been drawn from a predetermined population (fraenkel and wallen, 2009:391). the researcher collected the information at just one point in time, although the time it will take to collect all of the data may take anywhere from a day to a few weeks or more. population is the group of interest to the researcher, the group to which the researcher would like to generalize the results of the study (fraenkel and wallen, 2009:91). sugiyono (2010:80) said that population is the generalization area that contain the object/subject which has certain quality and characteristic to be learned and concluded by the researcher. in this research, the population was all 2017. linguistics, english education and art (leea) journal 1 (1):1-15 6 the teachers of elementary schools in lubuklinggau timur 1. the total number of them was 251 from 14 elementary schools. in this research, the researcher used cluster random sampling. according to fraenkel and wallen (2009:96), cluster random sampling is the selection of groups, or clusters, of subjects rather than individuals from classes already in existence. if simple random sampling is more effective with larger numbers of individuals, cluster random sampling is more effective with larger numbers of clusters. based on the technique of sampling above, the researcher clustered all the population or 14 schools, became 4 schools were randomly selected as the sample. the 4 schools were sd negeri 41 lubuklinggau, sd negeri 42 lubuklinggaui, sd negeri 46 lubuklinggau, and sd negeri 47 lubuklinggau, where the numbers of teachers in those schools were 83 teachers who were selected as the sample of the research. the most common types of instruments used in survey research are the questionnaire and the interview schedule (fraenkel & wallen, 2009:395). therefore, the researcher used questionnaire and interview schedule for collecting the data from the teachers. the teachers answered the questions in the questionnaire and interview about the importance of english for young learners. the questions in the questionnaire were formed based on the theory of supriyanti (2012:4), about the three reasons for providing english in the elementary schools. the three of them were 1) the widespread assumption that the younger the child learn a new language the better the result will be, 2) the fact that economic globalization has pushed the demand of english in the form of the workforce who speak english to meet the need of the international economic forces, 3) the parents‘ enthusiasm for their children to learn english early in order to have social and economical benefit in the national context. the questionnaire contained 18 close-ended questions on teachers‘ perception about the importance of english for young learners. the respondents were allowed to select the answer from the number of options or items. the researcher used likert scale with five-level likert item, they were 1) strongly disagree, 2) disagree, 3) neither agree nor disagree, 4) agree, and 5) strongly agree. the second instrument for collecting the data was interview schedule. interview schedule and questionnaire are virtually identical, but the interview schedule is administered verbally by the researcher, while questionnaire is usually self-administered by the respondent (fraenkel & wallen, 2009:395). the respondents were interviewed by the researcher by using unstructured-interview. 2017. linguistics, english education and art (leea) journal 1 (1):1-15 7 according to sugiyono (2010:140), unstructured-interview is openinterview, where the researcher does not use systematically interview guideline in collecting the information. therefore, the researcher prepared the instrument in form of 3 written questions. all interviews was started with a short introduction from the respondents, then continued to answer the questions that was given by the researcher verbally. to analyze the research data, the researcher used descriptive analysis method by using simple basic statistical techniques. according to latief (2012:129), the statistical techniques often used are means (m) showing average score, median (med) showing the middle point in the score distribution, modes (mo) showing a point where most scores are obtained, standard deviation (sd) showing the average deviation of each score from the mean, and percentage ( ) showing proportion of the group in the population.the formula used by the researcher was percentage ( ). it was used to find out the proportion of the group in the population. where : 𝑃𝑖 = percentage f = number of answer by respondents n = number of respondents fraenkel and wallen (2009:148) explained that ―in recent years, validity has been defined as referring to the appropriateness, correctness, meaningfulness, and usefulness of the specific inferences researchers make based on the data they collect‖. therefore, the validity is the most important criteria to consider when preparing or selecting an instrument. the type of validity was used by the researcher was content-validity. fraenkel & wallen (2009:154) states that ―reliability refers to the consistency of the scores obtained—how consistent they are for each individual from one administration of an instrument to another and from one set of items to another‖. the researcher used internal-consistency method by using split-half procedure. internal-consistency validity is executed by doing a try-out just in once (sugiyono, 2010:131). findings in this research, the findings were in the form of teachers‘ perceptions about the importance of english for young learners which were collected by using questionnaire and interview. the questionnaire contained 3 indicators from supriyanti (2012), that were 1) the widespread assumption that the younger the child learn a new language the better the result will be, 2) the fact that economic globalization has pushed the demand of english in the form of the workforce who speak english to meet the 2017. linguistics, english education and art (leea) journal 1 (1):1-15 8 need of the international economic forces, 3) the parents‘ enthusiasm for their children to learn english early in order to have social and economical benefit in the national context. these 3 indicators formed to be 18 expressions on teachers‘ perceptions about the importance of english for young learners. the respondents were allowed to select the answer from the number of options or items. the researcher used likert scale with five-level likert items, they were 1) strongly disagree, 2) disagree, 3) neither agree nor disagree, 4) agree, and 5) strongly agree. then, the interview contained 3 un-structured questions related to the indicators of the instrument. all interviews was started with a short introduction from the respondents, then continued to answer the questions that was given by the researcher verbally the widespread assumption that the younger the child learn a new language the better the result will be based on the results of the first indicator, generally the respondents agreed that the children who learned foreign language earlier would get the better result. it was supported from the results of interviews to the elementary school teachers at lubuklinggau timur 1 as the respondent. they said that if the children learned a foreign language early, the children would be easier to receive the material. it was different with adults who were more difficult to learn a new language. the fact that economic globalization has pushed the demand of english in the form of the workforce who speak english to meet the need of the international economic forces based on the results of the second indicators, most of the respondents very agreed that economic globalization had pushed the necessity of workers who were able to speak english. it was supported by the results of the interviews with the respondents. they said that the workers needed to speak english in the purpose to compete with the international workers from other countries. moreover, indonesia had been facing asean community era where the country had to be ready, especially in preparing human resources who had the competences. one of the competences might be mastered was english skill. the parents’ enthusiasm for their children to learn english early in order to have social and economical benefits in the national context based on the responses from the 83 respondents about the parents hope, by mastering english, their children will have social an economic benefits in the future, it could be seen that there were 35 (42,17 %) respondents who were very agree, 47 (56,63 %) were agree and 1 (1,20 %) were neither agree nor disagree, it showed that the teachers as the respondents agreed that the parents hope their 2017. linguistics, english education and art (leea) journal 1 (1):1-15 9 children would have social and economical benefits in the future by mastering english. based on the results of the third indicator, generally the respondents agreed that the enthusiasm of the parents in supporting their children to learn english, in the purpose that the children would have the social and economic benefits in the future. it was supported by the results of interviews to the elementary school teachers in lubuklinggau timur 1 as the respondents. the teachers said, nowadays the parents had begun to interest in supporting and facilitating their children to learn english in the courses. because, the parents thought english would be useful for the future of their children. discussion the results of the six items in the first indicator show that the respondents agree that the children who learn foreign language early as possible will get the better result. it is supported by the interviews to the respondents. the teachers as the respondents stated that if the children learn a foreign language early, the children will be easier to receive the material. according to lightbown & spada (1999:29), the child has a superior ability in acquiring the sets or units of language, because the child is in golden age period due to plasticity and virginity of their brain. based on the results of the instruments and the theory above, it can be concluded that english for young learners is important. because the children acquire and learn english better. the children are easy to receive the english material and also have the ability to memorize well. furthermore, by learning english early, the children will have foundation of english skill. at least, they will master the basics of english that will be useful in the next level of their education. in addition, from the answers by the respondents toward the six items in the second indicator, it can be interpreted that the elementary school teachers in lubuklinggau timur 1 very agree that economic globalization has pushed the necessity of workers who are able to speak english. it is also supported by the interviews to the respondents. the respondents said that indonesian workers have to master the english skill in order to face the economic globalization era. moreover, the country is facing the asean community era where the international workers must have the competences. one of the competences have to be mastered by the international workers is english skill. accoding to gilang (2013:2), the use of english as language of business has pushed the demand of the workers who can speak english. english skill for the workers will be useful in supporting the communication where many the negotiations are delayed because of the employees who can not speak english fluently. 2017. linguistics, english education and art (leea) journal 1 (1):1-15 10 based on the results of the instruments and the theory above, it can be concluded that english for young learners is very important with the reason english will be useful for the future of children for facing the competition in the workforce. by mastering english, the children will have the advantage in applying a job in the future. because there are many companies especially the foreign companies has the regulation where the workers have to master english. the last, from the answers by the respondents of the six items in the third indicator, it can be interpreted that the elementary school teachers in lubuklinggau timur 1 agree that the enthusiasm of the parents in supporting their children to learn english, because the parents hope their children will have social and economic benefits in the future. it is supported by the interviews to the respondents. the teachers of elementary schools in lubuklinggau timur 1 as the respondents assumed that the parents have begun to interest in supporting and facilitating their children to learn english in the courses. english is important for the future of children. the children will have many advantages by mastering english in the next time. according to nishida (2008:4), the reason why learning a foreign language is introduced in elementary schools is to deal with globalization. it is not only required in society but also thought of as a chance to establish our identity through communication with foreigners. therefore, for young learners, english will have many functions and beneficial usages in helping them to engage with global life. based on the results of the instruments and the theory above, it can be concluded that english for young learners is important. the reason is the young learners will have social and economic benefits in the future by mastering english. the young learners are going to have more chance to have many friends from abroad and the young learners will be easy to apply a job and then impacts to the economic benefits for them. from the results of 3 indicators both the answers in the questionnaire and the answers in the interviews, the resarcher can conclude that english for young learners is important. it can be showed from the implementaion of english teaching and learning in the elementary schools. according to jenkins (2015:41), many countries begin english subject at the primary level, and students are studying the language at younger and younger ages. since last decade, english is started to be taught at elementary schools as a local content. it is taught from the third grade till the sixth grade. eventhough english is just taught as a local content, it is enough to prove that english is needed by young learners. it means that english is important for young learners. 2017. linguistics, english education and art (leea) journal 1 (1):1-15 11 conclusion from the findings of the research that have been found and discussed, the researcher can conclude that the teachers of elementary schools in lubuklinggau timur 1 agree that english for young learners is important. from the results of the instruments, that are the answers by respondents in the questionnaire and interview, the researcher finds out several reasons why english for young learners is important. the teachers of elementary schools in lubuklinggau timur 1 assumed that english for young learners is important because of several reasons. the first, if the young learners learn english early, the english mastery will be better, the second, english will be useful for the young learners to get a job in the future, and the last, by mastering english, the young learners will have the social and economical benefits in the future. therefore, the researcher concludes that the teachers of elementary schools in lubuklinggau timur 1 agree that english for young learners 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http://pustakamateri.web.id/undang-undang-tentang-sistem-pendidikan-nasional/ 2017. linguistics, english education and art (leea) journal 1 (1):1-15 13 appendix the analysis of teachers’ perceptions no expressions va/5 a/4 n/3 da/2 vda/1 f % f % f % f % f % 1 every child is desirable to be able to master one of foreign language as supporting skill for their future 53 63,86 30 36,14 0 0 0 0 0 0 2 foreign language is one of subject which is taught in the school 16 19,28 65 78,31 2 2,41 0 0 0 0 3 foreign language, like english is suggested to be learned in the primary school environment, so that the students have a foundation in leaning that language 18 21,69 60 72,29 5 6,02 0 0 0 0 no expressions va/5 a/4 n/3 da/2 vda/1 f % f % f % f % f % 4 in learning a new/foreign language, age is one of factors that influence the success 14 16,87 49 59,04 18 21,69 2 2,41 0 0 5 if a new or foreign language is learnt early as possible, the result will be better 19 22,89 61 73,50 3 3,61 0 0 0 0 6 the children who are in golden age, considered better than adults in learning a foreign language 35 42,17 33 39,76 15 18,07 0 0 0 0 7 in globalization era, a foreign language is one of components needed to support communication with foreigner 42 50,60 40 48,20 1 1,20 0 0 0 0 2017. linguistics, english education and art (leea) journal 1 (1):1-15 14 8 the most commonly foreign language that is mastered by people around the world is english 31 37,35 49 59,04 3 3,61 0 0 0 0 9 one of the reasons why english become a language that is wanted to be learnt, because english is the lingua franca 44 53,01 37 44,58 2 2,41 0 0 0 0 no expressions va/5 a/4 n/3 da/2 vda/1 f % f % f % f % f % 10 in asean community era, the necessity of english skill is increased, because the workers have to master english 20 24,10 59 71,08 4 4,82 0 0 0 0 11 in the economic globalization era, workers are needed to be able to speak english in order to compete in the international scope 49 59,04 30 36,14 4 4,82 0 0 0 0 12 modern workers who are able to master english have many advantages 49 59,04 34 40,96 0 0 0 0 0 0 13 the ability of mastering english by the children cannot separated from the parents‘ role who guide and facilitate their children to learn english 26 31,33 56 67,47 1 1,20 0 0 0 0 no expressions va/5 a/4 n/3 da/2 vda/1 f % f % f % f % f % 14 most indonesian parents very support their children to learn english early, because english is useful for the children‘s future 40 48,19 39 46,99 4 4,82 0 0 0 0 15 the parents very support the process of english teaching and learning activity in the 25 30,12 56 67,47 2 2,41 0 0 0 0 2017. linguistics, english education and art (leea) journal 1 (1):1-15 15 elementary school, that the children can recognize the basics of english 16 most parents are willing to spend their money for their children to learn english in the course in order to support the children‘s ability in mastering english 42 50,60 33 39,76 8 9,64 0 0 0 0 17 all efforts by the parents above, are the form of the parents‘ enthusiasm in supporting their children to be able to master english 26 31,32 53 63,86 4 4,82 0 0 0 0 no expressions va/5 a/4 n/3 da/2 vda/1 f % f % f % f % f % 18 the parents hope, by mastering english, their children will have social an economic benefits in the future 35 42,17 47 56,63 1 1,20 0 0 0 0 linguistic, english education and art (leea) journal volume 4 nomor 2, januari-juni 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v4i2.2256 401 students’ motivation in learning english yulfi 1 stkip-pgri lubuklinggau ahwalusah aalayina 2 stkip-pgri lubuklinggau ummuhanif97451@gmail.com 1 submit, 21-04-2021 accepted, 10-06-2021 publish, 11-06-2021 abstract this study aims to determine students' motivation in learning english and its effect on their english learning achievement. the research method used is survey research with a quantitative approach. data were collected using questionnaires, interviews, and documentation. the questionnaire was adapted from the attitude motivation test battery (amtb) designed by gardner. the results showed that 52% of students took an active role in learning english. students are relative "highly" motivated to learn english to have a good chance in their educational goals. in conclusion, instrumental motivation is a significant factor among students of sman 5 lubuklinggau in learning english. based on data documents about students' english scores, students' motivation to learn english affects their english learning achievement. keywords: english, learning, motivation introduction language is the essential thing in a human's life. people use language to communicate, to express their feelings, to give and accept information, etc. they used language to show their backgrounds, such as their attitude, culture, lifestyle and others. in contrast, people used different languages and should use one of the international languages to other people with diverse backgrounds. it would help them to be easier to communicate with each other. nowadays, billions of people use english in the world (uddiniyah & silfia, 2019). this language has a vital role in many parts and is used worldwide as an international language. it means that every person in the world should speak english fluently whenever and wherever they are. the universal language has been learned in formal and un-formal education. on the other hand, english as a foreign language is vital to develop science, technology, culture, and mailto:ummuhanif97451@gmail.com1 2021. linguistics, english education and art (leea) journal 4 (2):401-413 402 communication with other nations. that is why this foreign language is also one of the critical lessons taught to students, such as elementary school until university level. almost all of the countries in the world applied english subjects in their educational institution. in indonesia, this foreign language has been taught and taken part in national exams. putra (2021) mentions that learning a new language can be felt bored and painful for students. consequently, teachers who teach language must be creative and innovative to make the teaching and learning process more enjoyable. otherwise, it is difficult for students to mastering a new language. in this case, it is learning english as a foreign language. if the learning activity asks the students to submit the assignment, it can be concluded that they will lack the vocabulary. this situation will lead them to have low motivation to learn english (damayanti, 2017). motivation plays an essential role in learning english as a foreign language. still, in line, motivation is one of the most critical factors that will influence students' english achievement or performance. it means that motivation could be defined as one of the vital factors that determine learning english. motivation can drive students to reach learning goals. without motivation, the purposes of learning are difficult to be achieved. by having motivation, students will be enthusiastic in the teaching-learning process, so students will be pushed to study english well. nowell et al., (2017) and subakthiasih & putri (2020) arrange the criteria of two kinds of motivation in learning english, they are integrative motivation and instrumental motivation. integrative motivation means the desire to learn a language to communicate with people from another culture who speak that language. in contrast, instrumental motivation refers to the desire to learn a language because it would fulfill specific positive goals, such as getting a job, passing an examination, etc. many studies have analyzed students' motivation in learning english as uddiniyah & silfia (2019) analyzed eleventh graders at sman 8 kota jambi. they found that students at sman 8 kota jambi have intrinsic motivation higher than extrinsic motivation in learning english. still discussing the same topic, nuraeni & aisyah (2020) researched efl students in universitas muslim maros. this research showed that most students have extrinsic motivation, and only a few have intrinsic motivation. purnama et al., (2019) conclude that students have a savor in learning english. the students have high motivation to learn english. still, teachers have to be more creative in using media, strategy, or delivered material in teaching and learning activities to improve students' motivation. without having motivation, goals of the teaching and learning process will not be achieved. 2021. linguistics, english education and art (leea) journal 4 (2):401-413 403 sman 5 lubuklinggau was one of the schools that included english as one of their primary subjects. to improve their students in learning english, that school was also applied english club as their extracurricular. there were many students who enjoyed the english club. based on an interview with some students at sman 5 lubuklinggau, learning english has its prestige for them. they wanted the english club to improve their english skill. because this language is international, the students are enthusiastic about learning this language to communicate with other people from different countries. they said that they were very interested in english learning. students become interested in learning english is because english gives students access to communicate with other people from other countries easily. for instance, nowadays, students use english through social media networks, such as facebook, twitter, and many others, to contact. in addition, english provides students more information about the world's news, and it also gave the students information about native speaker's culture and others. furthermore, this international language made it students easier to get a job when they graduated from their school. these reasons were being motivation encourages students to learn english. every student has different motivation in learning english. therefore, researchers want to examine the rationale of students learning english at sman 5 lubuklinggau. this study focused on analyzing students' motivation in learning english and describing the effect of motivation on their english learning achievement. literature review motivation is the crucial term of human's internal factors to fight their goals or aims in doing something. people need motivation as their goals or to have to do something to be a success. nuraeni & aisyah (2020) argue that certain behaviors must support success to reach desired goals in the teachinglearning context. they stated that motivation is a choice people choose according to their experiences, extent of their effort, or proposes they will reach. the importance of stimulus survives in giving pupils meaningful, relevant and exciting tasks to do and the importance of response, praise and encouragement for human’s positive efforts. in second or foreign language learning, motivation refers to “overall goal or direction." in contrast, the goal and direction can be achieved by joining learning activities. therefore, dincer & yesilyurt (2017) conclude that motivation is employed to judge students' success or failure to learn a foreign language. the effect of motivation is the extent to which language learners persevere in learning. it is to know the kinds of behavior learners exert and their actual achievement. 2021. linguistics, english education and art (leea) journal 4 (2):401-413 404 motivation has a goal to improve someone's desire. it can boost willingness to get the most substantial effort directed in the plan (saragih & utami, 2020). it also plays a vital role in the academic area, where if someone has good motivation in learning, they will succeed there. in contrast, if someone has the low motivation, a lower score will be gotten at the end of the teaching and learning process. it is the reason for motivation becomes one of the crucial elements in getting success of the learning process. purnama et al., (2019) mention that some elements construct motivation. first, the motivated individual expends efforts to learn the language by completing assignments and doing homework. second, the motivated individual wants to achieve the goal and expresses a desire to learn the language, strives to achieve success, and enjoys the task of learning a language. the main idea here is that motivated individual displays effort, desire and effect while nonmotivated individuals may lack one or more of these elements. he defined that there are some characteristics of the motivated individual. for example, the motivated individual is goal-directed, expends effort, is persistent, is attentive, has desires (wants), exhibits positive effect, is aroused, has expectancies, demonstrated selfconfidence (self-efficacy), and has reasons. the success of english language learning is not only a matter of teaching methods, but it also involves several factors. the individual factor is one of the potential factors that influence foreign language learning. one of the factors is motivation. subakthiasih & putri (2020) explain that in the classroom context, the concept of student motivation is used to describe the degree to which students invest attention and effort in various pursuits, which may or may not be the ones desired by their teachers. student motivation is rooted in students'" subjective experiences, especially those connected to their willingness to engage in lessons and learning activities and their reasons for doing so. good grade became the main goal to all students including them who learn english as a foreign language. the excellent rate has become a debatable topic in many studies about motivation. achieving a good score is classified as extrinsic motivation, which makes them focus primarily on earning good grades because they believe that achieving good scores is accepted (adamma et al., 2018). in addition, in language learning, the word of motivation is defined as human aims or goals. when students learn a language, they need motivation as their orientation after they learn that language. subakthiasih & putri (2020) stated two types of human exposure (motivation) in learning a second language: integrative motivation and instrumental motivation. integrative motivation means learning a language to communicate with people from another culture who speak the languages. integrative motivation compares language learning with conscious participation in the culture of its people. while, instrumental motivation refers to 2021. linguistics, english education and art (leea) journal 4 (2):401-413 405 the desire to learn a language because it would fulfill specific positive goals, such as getting a job, passed examinations, etc. instrumental motivation proposes and entails a student learning the language to support a purpose to occupation. research method survey research was applied in this research. this method is typically used to describe opinions, attitudes, preferences, and perceptions of people's interests. the type of survey research used by the researchers was a cross-sectional survey wherein the researcher just did it one point in time, although time to collect all of the data may take anywhere from a day to weeks or more. the population unit in this study was all students of sman 5 lubuklinggau, with a total of 821 students in the 2018/2019 academic year. it consisted of the tenth, eleventh and twelfth graders. the stratified random sampling used to take the sample represented each grade at sma negeri 5 lubuklinggau. the researcher took 30% of students per grade. as a result, 246 students described the tenth, eleventh and twelfth grades students as the sample. in collecting the data of the research, the researchers used questionnaires, interviews and documentation. in this research, the questionnaires were formed based on the theory by gardner "attitude and motivation test battery (amtb)." the researchers adapted the statements in amtb and also translated them into the indonesian language. it helped students to be more accessible in answering the questionnaire. for an interview, the unstructured interview was applied. therefore, the document was students' scores in english subjects. it was used to answer the second question in the problems of the research. the researchers took the data document of students' english scores from students' english achievement. finding the researchers distributed the questionnaires and interviewed the students in sman 5 lubuklinggau in 2018/2019. the questionnaires were distributed to found out the students' integrative and instrumental motivation. and for the interview, it was to verify the data collected from the questionnaire and documentation. it was to find out the effect of students' motivation in learning english on their english achievement. in this research, the researcher took a score for the students' integrative motivation (variable x) by using 5 (five) items of the questionnaires (question number 1 until number 5). for students' instrumental motivation (variable y) was using 5 (five) articles of the questionnaire (question number 6 to number 10). the questionnaire was distributed to each grade student. while there were 246 students as the sample represented all students at that school. the result of student's response can be seen in the table below: 2021. linguistics, english education and art (leea) journal 4 (2):401-413 406 table 1. students’ integrative motivation option score q1 q2 q3 q4 q5 f % f % f % f % f % sa 4 129 52 47 19 132 53 55 22 132 53 a 3 38 44 131 53 96 39 88 36 97 40 d 2 2 54 22 14 6 84 34 10 4 sd 1 2 2 14 6 4 2 19 8 7 3 total 246 100 246 100 246 100 246 100 246 100 mean 3,47 2,85 3,44 2,72 3,43 overall mean 3,1 the table above explained the percentage of questionnaires of integrative motivation. there were five questionnaires included questionnaire one (q1) until questionnaire five (q5). based on the table above, one question of questionnaires gained the highest total averages on this motivation type. the highest question was questionnaire number one (q1). there were 3.47 students motivated that they learned english because they wanted to be more educated. the next one was questionnaire number three (q3), with a total average of 3.44. it was about if the student motivated to learn english because they wanted to be fluent in english. the next higher was questionnaire number five (q5), with a total average of 3.43. it was about the students motivated to learn english because they wanted to know other cultures and understand the world better. for the. then, students chose the questionnaire about studying english because other people will respect them (q2). the total averages were 2.85. the last questionnaire was number four (q4), with a total average of 2.72. it was about students motivated to learn english than to have many native-speaking friends. table 2. scores of students’ integrative motivation option score q1 q2 q3 q4 q5 f s f s f s f s f s sa 4 129 516 47 188 132 528 55 220 132 528 a 3 110 330 131 393 96 288 88 264 97 291 d 2 3 6 54 108 14 28 84 168 10 20 sd 1 4 4 14 14 4 4 19 19 7 7 total 246 856 246 703 246 848 246 671 246 846 total score 3904 the table above was explained the scores of integrative motivation. the scores were calculated based on each questionnaire item (q1, q2, q3, q4, q5). there were three thousand and nine hundred and four (3904) total scores of integrative motivation. 2021. linguistics, english education and art (leea) journal 4 (2):401-413 407 table 3. students’ instrumental motivation option score q6 q7 q8 q9 q10 f % f % f % f % f % sa 4 205 83 124 50 126 51 117 48 67 27 a 3 31 13 107 44 100 41 111 45 141 58 d 2 4 2 9 4 17 7 13 5 28 11 sd 1 6 2 6 2 3 1 5 2 10 4 total 246 100 246 100 246 100 246 100 246 100 mean 3,76 3,39 3,41 3,38 3,07 overall mean 3,4 based on the table above, the questionnaire which gained the highest total averages on this motivation type was questionnaire eight (q8), with a total average of 3.41. it was about if the student motivated to learn english because they wanted to get a grade "a" in their english class all the time. the next higher was questionnaire number seven (q7), with a total average of 3.39. it was about the students motivated to learn english because they wanted to get a job quickly. for questionnaire number nine (q9), there were 3.38 students motivated to learn english because they wanted to good at speaking english and would be used to it to enter college abroad. then, students were motivated to study english because it's essential for their career (q6); the total averages were 3.76. the last questionnaire was number ten (q10), with a total average of 3.07. it was about students motivated to learn english because they wanted to feel relaxed if they could use their english ability to give street direction. table 4. scores of students’ instrumental motivation option score q6 q7 q8 q9 q10 f s f s f s f s f s sa 4 205 820 124 496 126 504 117 468 67 268 a 3 31 93 107 321 100 300 111 333 141 432 d 2 4 8 9 18 17 34 13 26 28 56 sd 1 6 6 6 6 3 3 5 5 10 10 total 246 927 246 836 246 841 246 832 246 757 total score 4193 *(note: f = respondents; s = score; q = number of questions) based on the percentage tables, the total score of both students' integrative and instrumental motivation is 8097 (eight thousand and ninety-seven). while, 3904 total scores of students' integrative motivation, and for the students' instrumental motivation, the total score is 4193. the data gathered from calculation before is the total percentage of integrative motivation was 48%. while, for instrumental motivation, the rate found was 52%. for further information about the data gathered from each item, the questionnaire was presented in the following table. 2021. linguistics, english education and art (leea) journal 4 (2):401-413 408 table 5. the percentages of item questionnaire number of questionnaires strongly agree (sa) agree (a) disagree (da) strongly disagree (sd) 1 52% 44% 2% 2% 2 19% 53% 22% 6% 3 53% 39% 6% 2% 4 22% 36% 34% 8% 5 53% 40% 4% 3% 6 83% 13% 2% 2% 7 50% 44% 4% 2% 8 51% 41% 7% 1% 9 48% 45% 5% 2% 10 27% 58% 11% 4% discussion based on the table above, the researcher will explain students' responses to the questionnaires and discuss the findings based on the related theory used in this research. the result of these responses verified the interviews' product. from statement number one, (1) studying english is important because it will make me more educated, 52% of students strongly agree and 44% agree with it. it gave the information that more students have good integrative motivation in learning english. the students are motivated to study english because they want to improve their language skills in a social environment. there were 2% disagrees and 2% strongly disagree with this statement. the student did not like the english subject and it affects their opinion of the first statement. another reason is that students stated that english is not the only subject that can improve their academic lives. there were more critical subjects can make them get more prestige in their academic life. the following statement, (2) studying english is important because other people will respect me more if i know english, some student did not strongly agree with the idea, there were just 19% students who in this statement. 53% of students agree that learning english was very important because it would make other people respect them in every situation. by mastering english, they can feel more prestige around people of the world. 22% disagree and 6% strongly disagree with this statement. students stated that english is not the most important subject that will make them feel prestigious around people. their attitude and the way they speak by using the indonesian language was more critical than uses english. statement number three, (3) i wish i were fluent in english, there were many students in this statement 53% strongly agree, and 39% agree that learning english can improve their english skills. students were motivated to study english because they wanted to fluent in the english language. there were 6% disagrees and 2% strongly disagree with this statement. the reason why they disagree was they did not like english subjects. “i wish i could have many native english speaking friends” is stated as statement number 4. there were 22% strongly agree, and 36% agree with this statement. the students said they could converse with people from different countries to speak english by using social media applications, such as facebook, 2021. linguistics, english education and art (leea) journal 4 (2):401-413 409 twitter, instagram, game, etc. but, there were enough students who strongly disagree and disagree with the statement. 34% of students disagree and 8% strongly disagree that learning english is vital to give the students easier in communicating with an english speaker. although, when the interview section was going, almost all the respondents stated that they agreed that they might have native english speaker friends if they can speak english. still, it did not verify the result of these questionnaires. 53% of students strongly agree and 40% agree about statement number five, (5) “i want to learn other culture and understand the world better." they argue that it was true because when they could speak english fluently, they could be participated in other cultural groups by using english as an international language. then, learning english gave some benefits to get more freedom in the activities in different cultural groups. students who are 4% disagree, and 8% strongly disagree with this statement, students who did not like english. there was no reason why they did not believe in this statement. in the result of the questionnaires, the researcher found out that three students answered all words of the questionnaire with the lowest point. it's showed that they did not like english subjects. number six, (6) “studying english is important because i will need it for my career." here, almost all of the students strongly agree with this statement. 83% of students strongly agree, and 13% agree that studying english is essential to their future. based on the interview, students stated that many companies from different countries were in a new era. they could be entering that company as workers, and they might have much relation in the job environment. it would give them have significant opportunities to have a promising career in the future. and there were just 2% of students who strongly disagree and 2% disagree with this statement. they disagree that having a promising career is not just need english skills. statement number seven, (7) “studying english is important because it will be useful in getting a good job," 50% of students strongly agree that they will get an excellent job in the future by mastering english. 44% of them agree with the statement because many big companies recruit people with good english. then, 4% of the students disagree and 2% strongly disagree because they feel that not all jobs need english language skills. because english was one of the primary subjects that tested in the final examination, 51% of students strongly agree with statement number 8, "i want to get grade "a", in my english class all the time”. they must study english to do well in their english examination. then, 41% of students agree with this statement. while 7% of students disagree and 1% of them strongly disagree. the interest in the english subject was one of the students' reasons who do not appear in this statement. so, students who disagree with this statement might not care about their english achievement. “if i can speak english, i will use it for entering college abroad” is statement number 9. there were 48% of students strongly agree and 45% agree with this statement. most of the student agrees with this statement because english is an important subject and was regarded as a primary subject taught in every educational level, such as in university level. because when they want to studies 2021. linguistics, english education and art (leea) journal 4 (2):401-413 410 overseas or in a university, they must mastering english. 5% of students disagree and 2% of them strongly disagree. students stated that english is not the only language they can use when entering college or university. from statement number ten, (10), i would feel quite relaxed if i had to give street directions in english. there were 27% of students strongly agree and 58% of them agree with this statement. students stated that many people from other countries come to indonesia in the new globalization era. if they meet strangers and speak with them, they can become their tour guide. there were 11% who choose to disagree and 4% choose strongly disagree with this statement. students clashed with this statement because they were not interested in speaking english, and they could not imagine the function of this statement. based on the interview, students stated that it was rarely impossible for them to meet other people from different countries. although they meet a stranger who asks about street directions or others, they may answer with indonesian language or body language. after researchers distributed the questionnaire and interviewed the students of sman 5 lubuklinggau, researchers did documentation by collecting the data document about students' english scores. it was to find out the effect of students' motivation in learning english on their english achievement. based on the documentation, almost of students have good english scores. for the third and twelfth-grade students, their english scores were high. almost all of them passed the english subject in score overage 81, 82 and 83. and for the first grade, students' english score was good too. although, some students did not pass the english subject. the students were now entering the school, and it might have made them not have enough interest in english or have low motivation to learn english. in addition, the first-grade students' english scores were collected from students' middle semester tests. because they were a new student in that school and then there was no document of students' english achievement in the tenth grade. the researcher asked the english teacher about students' scores and then she got the form from the middle test that just did in few days after the researcher did the research. the students' english scores in the tenth grade were about 60, 67, 75, 80, 89 until 100. based on the findings, the students answered strongly agree and agree with the statements of integrative motivation. it was also provided the information if the students have motivation in learning english by their integrative motivation. integrative motivation means a favorable attitude toward the target language community, possibly a wish to integrate and adapt to a new target culture through language. it is still in the statement of nowell et al., (2017) and subakthiasih & putri (2020) that integrative motivation means the desire to learn a language to communicate with people from another culture who speak that language. in the interview, the students stated that they were motivated by the enjoyment of the learning process or desire to make them feel better and get more information about other countries of the world. it was shown that students in sman 5 lubuklinggau were motivated by the enjoyment of the learning process itself or by their internal desire. they wanted to learn english because it has given 2021. linguistics, english education and art (leea) journal 4 (2):401-413 411 them knowledge from other countries, such as culture, communication with a stranger orally, or using social media, such as facebook, twitter, email, etc. there were some reasons why the students had the integrative motivation to learn english, such as students wanting to learn english because they wanted to improve their english language skills. they wanted to be more at ease with english speakers. they would more freely participate in the activities of other cultural groups. students learn english because it was something that they always want to do, and they study english because they enjoy learning. for those reasons, the students would drive to make an effort to achieve their motives and their goals in learning english. then, from calculating students' integrative motivation, the researcher found out the percentage that 48% for students' integrative motivation. in contrast, from the result of the data in instrumental motivation, the information provided the information that there was an instrumental factor that motivated the students to learn english. instrumental motivation means more functional reasons for learning the target language (subakthiasih & putri, 2020). the students learned english because of some academic factors. for example, they want to pass their english subject or get a job promotion or a language requirement. the instrumental motivation resulted from any number of factors, for example, the need to pass an exam, the hope of financial reward, or the possibility of future travel. the data result showed that more of the students in sman 5 lubuklinggau motivated by their instrumental motivation. some factors influenced students in instrumental motivation. based on interviewing, firstly, students in sman 5 lubuklinggau motivated to learn english because of their goals, such as they wanted to get a good score in the final exam, tried to get a reward from the teacher, etc. secondly, they wanted to have a promising career in the future. they tried to get a good job and want to continue their education. in this case, most students are motivated to learn english to better their lives in the future. the researcher found out the percentage that 52% for students' instrumental motivation from calculating the students' instrumental motivation. it showed that more students of sman 5 lubuklinggau have instrumental reason in learning english. discussing the effect of motivation in english achievement, the theory of motivation is as driving any situation. as subakthiasih & putri (2020) state, they define some elements that construct motivation. first, the motivated individual expends efforts to learn the language by completing assignments and doing homework. second, the motivated individual wants to express a desire to learn the language, strives to achieve success, enjoys the task of learning a language and achieves the goal. based on the documentation of students' english scores, students' motivation to learn english positively affects students' english achievement. 85% of students passed their english exam with a good score. and then, 15% of students did not pass their english exam, but their english scores were good enough. it was supported by one of the questionnaire results, questionnaire number eight (q8), with the statement that students are motivated to learn english because they want to get grade a in their english class. two hundred and twenty (220) students strongly agree and agree that they are motivated to learn english 2021. linguistics, english education and art (leea) journal 4 (2):401-413 412 because they wanted to pass their english. it showed that students' motivation in learning english had been affected to their english achievements. students are motivated to learn english and it makes them enthusiastic in the english learning process. it is supported by adamma et al., (2018) mentioned that an excellent score became the main goal for all students, including those who learn english as a foreign language. it means they wanted to get a good score can be their motivation in learning. and it also influenced them when they did the english exam. students who have high motivation in learning english would have an excellent english score. at the same time, students who have low motivation in learning english would have bad english scores. students who are very interested in english subjects or have high motivation to learns english. they would be very enthusiastic about the english language learning process. they would like to enjoy english class or english extracurricular, and replay the material at home and practice the language as much as they can. and then, they wanted to the english club to improve their english skill. while, when they did english exam, they would enjoy it, get good english scores, and pass the english subject. students who did not interest or have low motivation in learning english would not enjoy english class. some students might not be interested in enjoying english clubs and did not do everything else to improve their english skills. so, they did not want the english exam. they would have bad english scores and did not pass the english subject. conclusion motivation is an influential factor in the teaching-learning process. without motivation, learning is challenging to be reached because the students’ effort and desire affect them in achieving the learning goals. the students were motivated by the enjoyment of the learning process itself or by their integrative desire. they wanted to learn english because it gave they pleasure and develops a particular skill, easily in communicating with other people from a different country, having knowledge from other countries by their english skill, such as culture, news, the way of communication with a stranger orally, or by using social media, such as facebook, twitter, instagram, email, etc. while, for instrumental motivation, many students of sman 5 lubuklinggau are motivated by their instrumental desire. they were motivated to learn english because of their goals, such as getting a good score, passing their english subject, getting a reward from the teacher, and having a promising career in the future. based on the data document, almost of students at sman 5 lubuklinggau have good english achievement. it showed that their motivation in learning english had been affected their english achievement. 2021. linguistics, english education and art (leea) journal 4 (2):401-413 413 references adamma, o. n., ekwutosim, o. p., & unamba, e. c. (2018). influence of extrinsic and intrinsic motivation on pupils academic performance in mathematics. sjme (supremum journal of mathematics education), 2(2), 52–59. https://doi.org/10.5281/zenodo.1405857 damayanti, i. l. (2017). from storytelling to story writing: the implementation of reading to learn (r2l) pedagogy to teach english as a foreign language in indonesia. indonesian journal of applied linguistics, 6(2), 232–245. https://doi.org/10.17509/ijal.v6i2.4870 dincer, a., & yesilyurt, s. (2017). motivation to speak english: a selfdetermination theory perspective. pasaa: journal of language teaching and learning in thailand, 53, 1–25. https://doi.org/10.14456/pasaa.2017.1 nowell, l. s., norris, j. m., white, d. e., & moules, n. j. (2017). thematic analysis: striving to meet the trustworthiness criteria. international journal of qualitative methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847 nuraeni, n., & aisyah, s. (2020). understanding efl students motivation to learn: why do you study english? jurnal bahasa lingua scientia, 12(1), 51–70. https://doi.org/10.21274/ls.v12i1.2115 purnama, n. a., rahayu, n. s., & yugafiati, r. (2019). students’ motivation in learning english. project (professional journal of english education), 2(4), 539–544. https://doi.org/10.22460/project.v2i4.p539-544 putra, r. w. p. (2021). improving the students’ motivation in learning english through google meet during the online learning. english learning innovation, 2(1), 35–42. https://doi.org/10.22219/englie.v2i1.14605 saragih, m., & utami, r. (2020). improving students’ motivation in learning english through cooperative learning strategy by using media. globish: an english-indonesian journal for english, education, and culture, 9(1), 21–26. https://doi.org/10.31000/globish.v9i1.2364 subakthiasih, p., & putri, i. g. a. v. w. (2020). an analysis of students’ motivation in studying english during covid-19 pandemic. linguistic, english education and art (leea) journal, 4(1), 126–141. https://doi.org/10.31539/leea.v4i1.1728 uddiniyah, n., & silfia, e. (2019). an analysis of students’ motivation in learning english at sman 8 kota jambi academic year 2018/2019. journal of english language teaching, 3(2), 139–149. http://jelt.unbari.ac.id/index.php/jelt/article/viewfile/42/50 linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.3075 107 writing strategies exhibited by a translator in translating a short text risna saswati sekolah tinggi bahasa asing (stba) lia jakarta risnasaswati@gmail.com submit, 15-11-2021 accepted, 24-12-2021 publish, 25-12-2021 abstract this study aims to investigate the use of writing strategies by translators when translating short texts. the method used in this research is explorativeinterpretative. participants are freelance translators who complete short text translations. the data collection techniques are think-aloud protocols (taps) and trans log ii. the results showed that the participants used various writing strategies when translating the text at all stages. rhetorical, cognitive, metacognitive and social/affective writing strategies were found in the transfer stage. communicative strategies are not found at this stage. the last stage, restructuring, applied all writing strategies: rhetorical, cognitive, metacognitive, social/affective and communicative writing strategies. regarding tap, data collection techniques can reveal the translator's thought process while translating. in conclusion, the strategy identified at all stages included metacognitive, cognitive, communicative, and social/affective strategies. keywords: writing strategy, tap, translation process introduction in general, translation is an acitvity of transferring a message from the source language to the receptor language. translation proposes to gain the information from one language and then to transfer into another language related to its culture. translating is to reproduce in the natural language the closest natural equivalent of the source language message in meaning and style. accordingly, translating aims at reproducing the message. in order to reproduce the message, the translator needs to do many grammatical and lexical adjustment (baker, 2018). to translate the text well, the translator should have good ability to understand the meaning and the culture of the language as well. therefore, the translation result can be understood by the readers. nowadays, books are imported to other countries for the sake of commercial benefits. however, not all people are able to understand the language mailto:risnasaswati@gmail.com 2021. linguistics, english education and art (leea) journal 5 (1):107-118 108 written in imported books. therefore, they are translated in order to satisfy of the lovers. the people can buy the translated books easily now since many have been published. one of them is novel. novel is defined as fictional story involving a plot which is revealed by action of different characters. it contains a series of events of different genre such as romance action, thriller, history, mystery and many more. the word novel, when used as noun, is defined as an extended work of fiction which is written in prose. novels are usually written in the form of story. to enjoy reading the translated novel, a good translation is a must since the readers are not to read the same novel but in a different story. translating a text is not easy in which it takes a process. to understand the source text the beginning process is taken in the first stage are having general and close reading. general reading is to get the gist of the source text and the close reading is to find in details the words used, the intention of the text, text styles, readerships, setting, and the context of the text. there are three steps in analysis: (1) determining the meaningful relationship between the words and combination of the words; (2) determining the referential meaning of the words and special combination of the words (the idioms); (3) determining the connotative meaning. after having completed with the process of the analysis of the source text which involves both grammatical and semantic aspects of the text, it is to transfer the analysis to the target text. the meaning is transferred; however, there must be structural adjustment in translating the text regarding grammar (nida & taber, 1982; newmark, 1988; baker, 2018). there are two different systems for translating. the first system consists of setting up the rules which are applied in order and designed to determine the selection of the corresponding form in the target language. the second system is to conduct the translation procedure that comprises three strategies. the first strategy is analysis in which the surface structure is analyzed in terms of grammatical relationship and the meaning of the words. the second strategy in this system is transfer in which the analyzed material is transferred in the mind of the translator from the source language to the target language. the last strategy is restructuring in which the transferred material is restructured in order to make the final messages acceptable in the target language. in this process, the transfer, the translator finds many problems of nonequivalent words and he/she tries to solve the problems by finding the strategies of translation to translate the nonequivalent to result good translation. translation product orientation is related to the end result of the translation. regarding research, it sheds light on the strategies applied by the translators to meet the equivalency. the object as research is a written translated text. it is different from translation as a process in which translation involves cognitive aspects of the translator when translating a text. the researchers are to 2021. linguistics, english education and art (leea) journal 5 (1):107-118 109 find out the writing strategies that the translators do. cognitive approaches to translation try to comprehend and elaborate the workings of translators’ minds. it is to open how the translators manage the problems in translation, apply the strategies and meet the equivalency. additionally, it can provide insights the mental processes of the translator when translating the text. the cognitive behaviors are investigated using think aloud protocols (taps, henceforth) that are suggested by many researchers as the best method to find out the translators thinking in translating the text. the study conducted by zhou & lin (2012) was about the translation process of the student translators while translating a text from english to chinese and chinese to english. the result found that those student translators translated the text well by applying the strategies of translation. the most strategies employed were incubation and illumination. it was found preparation and evaluation as strategies used by the participants but only a few. the taps were used as the technique of data collection. the evidences showed that taps could uncover the thought processes of student translators while translating. the article written by olk (2002) about a think-aloud protocol study explored translation processes of degree-level language students translating culture specific words. the study found that one main problem that hindered was a fixation on questionable word-level parameter. it was found at text-level processes. additionally, it was related to teaching practices which focus on students’ attention in translation only on small text units. it was suggested that the students were supposed to be trained in translating to longer text level to enhance their achievement in translation. the previous studies explore translation processes of student translators using taps. the student translators employed some strategies in translation to result good translation for a short text (zhou & lin, 2012) and culture specific words (olk, 2002). these studies investigate strategies applied by student translators. however, these previous studies did not investigate writing strategies used by the participants. this study investigates writing strategies use by a translator translates an english short text to indonesian. what the writer thinks is verbalized and recorded using translog ii as a tool to uncover the translator’s thought processes. the method used is think aloud protocol (taps). the research gap compared to other researches is this study investigates the writing strategies exhibited by the translator when translating the text. this study interfaces between translation studies and teaching practices. the purpose of this study is to investigate writing strategies exhibited by a translator when performing a task to translate an english source text to the indonesian as a target language. it attempts to explore what writing strategies identified in order to inventory the translation processes. 2021. linguistics, english education and art (leea) journal 5 (1):107-118 110 literature review the elaboration of equivalency in baker (2018) consists of the equivalency at word level, above the word level, grammatical equivalency, textual equivalency and pragmatic equivalency. accordingly, there are the problems of nonequivalent word and its translation strategies. the problems of this levels are: (1) the words have culture specific context in which it is unknown in the target language; (2) the words contain semantically complex in meaning; (3) the words are not lexicalized in the target language. the words are easy to understand, but it has no equivalent, such as the word standard in english which is translated standar in indonesian; (4) the word has a different distinction in meaning both in sl and tl; (5) the target language lacks of superordinate and specific terms; (6) the words have a physical or interpersonal perspective which is related to the pairs of words such as in come and go, take and bring; (7) the words have differences in meaning and forms, frequency and purpose and; (8) the use of loan words. additionally, she proposes the strategies for those problems such as using the superordinate words, cultural substitution, loan words, paraphrasing, omission, and illustration. those strategies are applied by the translator to meet the equivalency in the target language; therefore, the translation sounds natural. equivalence above the word level it consists of the elaboration of collocation which is defined as certain words that occur in a language. some words have the broader range in use but some are others have restriction. collocation is a reconstructed in which there is structurally coherent. additionally, collocation contains complicated semantically lexical combination that consists of two words, which is more frequent instead of by chance (feng et al., 2018). differences in collocation patterns that vary from language to another language can create problems in translation. the problems are misinterpretation of the collocation, marked collocation and the tension between the accuracy and naturalness. the problems as well occur in idiom and fixed expressions since they have literal and idiomatic senses in the same type. to solve the problems, the translator can employ the strategies of paraphrasing, omission and using the same idioms and fixed expressions in the target language. grammatical equivalence it includes the aspects of numbers, person, gender, tense and aspects, and voices. regarding numbers, not all languages have grammatical category of numbers. english has the markers for the countable nouns by adding the –s for plural and the uncountable nouns do not have the markers to identify them. in indonesian, both do not have the markers for countable and uncountable nouns. 2021. linguistics, english education and art (leea) journal 5 (1):107-118 111 the nouns are repeated to show plurality or use the lexicon, such as banyak, beberapa, sedikit, lebih banyak. gender is defined as a grammatical distinction to show masculine and feminine. english has the division for them based on semantic areas and based on the person system such as he/she, uncle/aunt, mare/stallion, and cow/bull. indonesian does not have marker to differentiate the gender in semantic areas. the next category is person relating to the notion of participant roles. in english, the most common dimension is the first person, the second person, and the third person. in indonesian, gender dimension is absent. tense and aspect are related to time: present, past and future. aspectual differences have to do with the temporal distribution of an event, for instance its completion or non-completion, continuation or momentariness. tense and aspect are not grammatical category in indonesian which lexicalized the time. it is found the use of lexicon of sudah, telah, sedang, akan to describe past, progressive and future. the last category is voice which is related to active clauses and passive clauses. languages which have a category of voice do not always use the passive with the same frequency which is based on stylistic choice, registers. scientific and technical writing in english depend on passive structures. translating grammar is not an easy task to do. the problems to overcome these the translators employ the strategies of translation. additionally, the translators should possess the grammar competence in source language and target language (nida & taber, 1982; newmark, 1988; baker, 2018). textual equivalence it comprises of reference, substitution, conjunction and lexical cohesion. related to reference, it is used in semantics for the relationship which holds between a word and the real world. it is categorized into repetition, synonym, superordinate, general word, and pronominal reference. there happens the shifting reference to refer to the same person or people to vary the use or to avoid boredom. substitution and ellipsis are grammatical relationship in which the former is to replace the word with another to avoid repetition. however, ellipsis involves the omission of the items while substitution is replacement of the item. regarding conjunction, it involves the markers to relate sentences, clauses and paragraphs. it involves the meaning of addition, adversative, causal, temporal and continuation. the last category for textual equivalence is lexical cohesion marked by repetition, reiteration and collocation. textual equivalence discusses the theme and rheme. it is to discuss thematic structure that suggests a clause consists of two parts: theme and rheme. the theme is what the clause is about and the rheme is what the speaker or writer talks about the theme. in translation, the translator should be aware about the two segments to avoid misunderstanding. 2021. linguistics, english education and art (leea) journal 5 (1):107-118 112 pragmatic equivalence it concerns with the way utterances are used in communication and how they are interpreted. it involves the aspects of coherence and implicatures in language use. additionally, context plays the role in finding the equivalence. as house (2018) states about the important role in finding the pragmatic equivalence. the translated text is contextually bound. in line with her, baker (2018) adds that the strategies recommended is the translator should provide enough background or context in which the utterances occur in order to give meaning to the readers. writing strategies cognition is defined as the mental processes and abilities such as memory, learning, problem-solving, evaluation, reasoning and decision making. cognition is to generate new knowledge through mental processes and to use the knowledge. metacognition is defined as thinking about thinking. metacognition is related to how to how to complete a given task using planning, monitoring, evaluating and comprehending. translating a text needs the writing skills and good competence in grammar. regarding grammar, the translator should possess the grammatical competence in both languages, the source language and the target language. the problems raise in voice, gender, tense and aspect, person and culture (ezzati, 2016). table 1. the taxonomy of esl writing strategies writing strategies sub-strategies speculation rhetorical strategies organization beginning/development/ending use of l1 translate generates idea into esl formatting/modelling genre consideration comparing different rhetorical convention meta-cognitive strategies planning finding focus monitoring checking and identifying problems evaluating reconsidering written text, goals cognitive strategies generating ideas repeating new words revising making changes in plan, written text elaborating extending the content of writing clarification disposing of confusions retrieval getting information from memory rehearsing trying out ideas or language communicative strategies summarizing synthesizing what has read avoidance avoiding some problems reduction giving up some difficulties sense of readers anticipating readers’ response 2021. linguistics, english education and art (leea) journal 5 (1):107-118 113 social/affective strategies resourcing referring to libraries, dictionaries getting feedback getting support from professors and peers assigning goals dissolve the load of the task rest deferral reducing anxiety translator should have strategies in writing good sentences in order to produce good translation. in writing, there are two strategies, namely metacognitive and cognitive strategies (congjun, 2005). the categories of the metacognitive and cognitive strategies in writing that are borrowed to analyze the translation process to find out the mental processes of the translator when translating the text. the translator should master the target language grammar and writing skills to transfer the message. metacognitive strategies consisting of planning, evaluation and monitoring are parts of other strategies of esl writing strategies classified by wenden (congjun, 2005). the classification of esl writing strategies is summarized in the following taxonomy with the corresponding activities in which the writers can do variety of activities in writing. the taxonomy is borrowed to analyze the translator in translating the text since translating needs writing strategies to produce good translation. think aloud protocol as a tool for translation think aloud protocols (taps) are widely used in applied linguistics to discover the thinking and cognitive processes language learners engage in when performing different language-related tasks (lumley, 2005; barkaoui, 2011). in translation as a process, translators are asked to say what comes into their mind when they are to complete the translation work. the introspective data collection consists of think-aloud protocol and stimulated recall. think aloud-protocol involves the completion a task or solve the problem by the writers and verbalize their thought process. their self-report is audiotapsed or video-tapsed recorded. it is then transcribed and the written result named as protocol. the writers are not distracted by having to introspect their activities. it is to stimulate their memories to produce good introspective data. introspective is the process of observing and reporting on one’s feeling, thought, motives, reasons, and mental states. it is accompanies with a view to determine the processes and state shape one’s behavior (gass & mackey, 2000; nunan, 2009; barnard & burns, 2007). the method is to elicit qualitative data that regards with the thought processes associated with the performing an action or participating in an event. a stimulus in the form of video recording is used as the instrument of this method (barnard & burns, 2007). 2021. linguistics, english education and art (leea) journal 5 (1):107-118 114 research method this study is to apply the qualitative approach. the data are taken from the translation log ii video containing participant translating the english text titled eggnog into indonesian. the type of analysis conducted in this study is interpretative. this study uses a non-experimental design, qualitative data and interpretative analysis; therefore, it applies exploratory-interpretative method. the participant was a freelance translator participating in this study to use the trans log ii. one of a short english text is given to her after a brief introduction about basic procedures of the tryout and how to use the tool. the text translated is eggnog from english as a source language to indonesian. the data are collected by the steps: (1) listening to video of a participant translating the text using translog ii; (2) the taps is applied to record all the talk, activities, silence and the verbalized behavior in translating the english text; (3) marking the words, idioms and fixed expressions, grammatical units; person, gender, numbers, voices and tense and aspects, textual units: reference, substitution, conjunction and lexical cohesion, and theme and rheme, pragmatic aspects: coherence and implicatures; (4) making a grid as a data card to collect the metacognitive strategies and cognitive strategies, process of translation, and activities done by the translator; (5) put all the data into the data card. the data taken from data card are classified based on the translation process, activities, and behavior strategies: metacognitive and cognitive strategies based on the recorded data. finding the data taken from the trans log ii. it is started from the minutes of the translating the text. the data card shows the translation process in which the translator tries to comprehend the source text, translate and do some editing. the activities the translator does when translating related to deleting the words, typing the words, thinking, and taking some times to translate. behavior is related to the translator’s cognition in which it represents the translator mental processes when translating. the translator’s activities in comprehending as the first stage in translation processes comprised of reading the text, referencing the new words, reading the text aloud, reading by typing the words/phrases/ sentences, reading the words/phrases/sentences. the activities are named as general and close reading. the writing strategies involved were rhetorical, metacognitive, cognitive and social/affective strategies. the other strategy, communicative, was not found. the next stage, transferring, in which the translator translated the text, the writing strategies of rhetorical, metacognitive and cognitive were found. the other strategies, social/affective and communicative strategies were not found while 2021. linguistics, english education and art (leea) journal 5 (1):107-118 115 translating. those writing strategies, communicative and socio/affective, were revealed in restructuring stage, as the last stage in the process of translation. although the process of translation was sequel; however, the stages are not so that rigid. those stages can be found in any time, in the beginning of the translation, while-translating, and the last process of translation. the tapss can give some valuable information about the process. the translation happens naturally which means if the translator encountered problems in translating, she consulted dictionary and other search engines. this study revealed that there was revising and editing for the text. there were deleting, pausing and repeating activities to finish the task. there were no activities in which the translator tried some other strategies such as formatting, summarizing, or organizing the translated text. the translator used various writing strategies in the beginning stage, transferring stage and restructuring stage. in summary, strategies identified among others in all stages include metacognitive, cognitive, communicative, and social/affective strategies are shown in the table below. table 2. the use of taxonomy of esl writing strategies by the translator writing strategies sub-strategies speculation rhetorical strategies use of l1 translate generates idea into esl meta-cognitive strategies planning finding focus evaluating reconsidering written text, goals cognitive strategies generating ideas repeating new words revising making changes in plan, written text clarification disposing of confusions retrieval getting information from memory rehearsing trying out ideas or language communicative strategies sense of readers anticipating readers’ response social/affective strategies resourcing referring to libraries, dictionaries assigning goals dissolve the load of the task rest deferral reducing anxiety 2021. linguistics, english education and art (leea) journal 5 (1):107-118 116 discussion think aloud protocols (taps) are widely used in applied linguistics to discover the thinking and cognitive processes language learners engage in when performing different language-related tasks. in translation as a process, translators are asked to say what comes into their mind when they are to complete the translation work. after analyzing all the data, it can be concluded that think aloud protocol as a method for a technique for collecting the data can give the assistance to reveal the mental processes of the translator. this study reports that the translator applies all the strategies proposed by wenden (1991). it reveals that the translator is supposed to have good writing skills and grammatical competence to produce good translation. tapss have advantages to be used as a tool for revealing the thinking process. however, this method has weaknesses as well (fraser, 1996; olk, 2002; li, 2004; barkaoui, 2011). tapss studies are labor-intensive since doing transcription takes much time. for only a short text, it can take days to transcribe the recording. additionally, if the classification of the data is coded, it is necessary to allocate the time to do it. if tapss use trans log ii, the internet connection should be supported well. if not, the validity of the research is in a question. it is recommended to use screen-recorder that is not needed an internet support. this study uses trans log ii which can create problems for the participants who are not technology literate. the problems are not how to translate, but how to operate the machine. when starting, the translator faces the problem with the machine, it will bother her thinking process. it can possibly invite negative responses from the participants. the research is not valid in terms of the participants are not motivated anymore. regarding the stages in translation, the participants should translate the text by process. the first cycle is the participants translate the text and it becomes the first draft. the second cycle, the participants should check the translated text again to do some revision. the last cycle is the final draft of the same text. by so doing, it can be seen that the process of translation is not done once but it happens in sequel. therefore, the writing strategies can probe the translation as a process not a product. concerning the text, the choice of the text and the level of the participant’s proficiency should be under consideration to result validity. if the text as a source language is challenging, the writing strategies can be reported by this research more varied. if the text is too easy for the participant, so the problems reveal during the translation are not significant (house, 2018; li, 2004). while working on a text, the participant thinks and verbalizes her thinking. she does these activities at the same time, thinking and verbalizing. it is not easy for a participant doing these. moreover, it raises problems if the participant is shy 2021. linguistics, english education and art (leea) journal 5 (1):107-118 117 and quiet. in the case of she does not want to voice his/her thinking, it hampers the steps of the research (barkaoui, 2011). the choice of participants with good abilities should be under consideration. moreover, it is not only a text, but also the text-proficiency level. the text is to choose based on the participants’ proficiency level. if it is too easy or too difficult for them, what the research expects from the participant cannot be gained. for further research, the research designs should be reconsidered to result the trustworthiness and minimized the drawbacks (li, 2004). conclusion the writing strategies that are constituted are rhetorical strategies, metacognitive, cognitive, communicative, and social/affective strategies identified in the process of translating english sl to indonesian tl. all the strategies occur in all stages in process in translation which are comprehending the text, transferring the meaning from sl to tl, and restructuring to meet the accuracy, clarity and naturalness. concerning taps as the technique of data collection used in this study, it is convincing that taps could reveal the thought processes of participant. references baker, m. (2018). in other words: a coursebook on translation. new york: routledge barkaoui, k. (2011). think-aloud protocols in research on essay writing: an empirical study of their veridically and reactivity. language testing, 28(1), 51-75. https://doi.org/10.1177/0265532210376379 ezzati, a.(2016). non-equivalence at grammatical and word level and the strategies to deal with: a case study of english translation into persian. international journal of language and linguistics, 3(3), 101-107. http://ijllnet.com/journals/vol_3_no_3_august_2016/13.pdf feng, h., creeze, i. h. m., & grant, l. (2018). form and meaning in collocation a corpus-driven study on translation universals in chinese-to-english business translation. perspective, 26(5), 1-14. https://doi.org/10.1080/0907676x.2018.1424222 fraser, j. (1996). the translator investigated: learning from translation process analysis. the translator, 2(1), 65-72. https://doi.org/10.1080/13556509.1996.10798964 gass, s., & mackay, a. (2000). stimulated recall methodology in second language research. new york: routledge house, j. (2018). pragmatics and its interfaces: translation studies and pragmatics, edited by cornelia ilie and neal r. norrick. amsterdam: john benjamin publishing company. https://doi.org/10.1191/1362168802lr102oa https://doi.org/10.1177/0265532210376379 https://doi.org/10.1080/0907676x.2018.1424222 https://doi.org/10.1080/13556509.1996.10798964 https://doi.org/10.1191/1362168802lr102oa 2021. linguistics, english education and art (leea) journal 5 (1):107-118 118 li, d. (2004). trustworthiness of think-aloud protocols in the study of translation processes. international journal of applied linguistics, 14(3), 301-312. https://doi.org/10.1111/j.1473-4192.2004.00067 newmark, p. (1988). a textbook of translation. united kingdom, uk: prentice hall international nida, e. a., & taber, c. r. (1982). the theory and practice of the translation. leiden, belanda: brill olk, h. m. (2002). translating culture-a think-aloud protocol study. language teaching research, 6(2), 121-144. https://doi.org/10.1191%2f1362168802lr102oa wenden, a. (1991). learner strategies for learner autonomy: planning and impiementing learner training -for language learners. new york: prentice hall zhou, y., & lin, y. (2012). probe into translation process based on think-aloud protocols. theory and practice in language studies, 2(7), 1376-1396. https://doi.org/10.4304/tpls.2.7.1376-1386 https://doi.org/10.1111/j.1473-4192.2004.00067 https://doi.org/10.4304/tpls.2.7.1376-1386 linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3195 153 need analysis on the development of polytechnic english textbook sari mubaroh1 politeknik manufaktur negeri bangka belitung linda fujiyanti2 politeknik manufaktur negeri bangka belitung sari@polman-babel.ac.id1 submit, 2021-12-07 accepted, 2022-03-17 publish, 19-02-2022 abstract this study aims to identify and analyze students' needs for english textbooks that suit their needs. this research method uses a descriptive quantitative method. the results of this study indicate that: (a) all students agree that english is important for them to learn; (b) the existing english textbooks are less attractive for students to learn english; (c) the instructions in the book are not clear and difficult to understand; (d) students need toefl material to be studied in class; (e) there are not enough textbooks on campus for students to master the toefl; (f) exploration activities are required for students to master the four english skills (listening, speaking, reading, and writing); (g) students need a toefl equivalent textbook in the mastery of english both spoken and written. in conclusion, students of the trpl polman negeri babel study program need textbooks that suit their needs. the need for english textbooks with toefl equivalence comes from the achievement of study objectives (cpl), trpl, graduation requirements, and the world of work. keywords: needs analysis, english textbook, toefl introduction the education reform competition needs to address three main issues: updating the curriculum, improving the teaching quality, and the effectiveness of teaching methods (rohaenah et al., 2020). the learning process is a process of interaction between students/students as students and teachers/lecturers as educators and teachers (hasanah & syamsi, 2020). the learning process is carried out using pedagogy, including teaching methods. several language education programs have entered the world, and new technologies play an important role in language education (mezirow, 2018). language programs continue to grow and develop using a thoughtful approach to educational planning. this often includes https://doi.org/10.31539/leea.v5i2.3195 mailto:sari@polman-babel.ac.id1 2022. linguistics, english education and art (leea) journal 5 (2):153-161 154 the so-called systematic development of language programs (solikhah & budiharso, 2019). based on the researcher’s observation as new lectures in bangka belitung state manufacturing polytechnic (polman negeri babel), learning english at the polytechnic level, especially polman negeri babel, did not go as expected. learning activities are detailed, monotonous, and boring because lecturers naturally tend to use theoretical teaching methods. efforts to improve student learning abilities are influenced by many things. among them, students need a creative lecturer who will make learning more interesting, and students will like it. the classroom atmosphere must be planned and built using appropriate models and teaching materials. this allows students to interact with each other and achieve optimal learning outcomes. the researcher also found gaps experienced by the students of polman negeri babel in learning english. at the end of the lecture period, students of bangka belitung state manufacturing polytechnic are required to get a toefl certificate with a predetermined value standard as a graduation requirement. while the english they learned during their lectures did not discuss the toefl material specifically. this causes many students to take extra courses or hours offcampus to study toefl. then, the authors conclude that it is deemed necessary to present learning methods to improve students' understanding of learning and accommodate the final goals of their lectures. to accommodate this, polman negeri babel has revised the curriculum. where the latest curriculum is made based on the needs of the output and to support the new curriculum, it is very necessary to compile textbooks based on students' needs. program development for curriculum and development of learning programs is a dynamic key factor system. this systematic approach involves the stages of planning, developing, implementing, and evaluating education taken in various fields within the educational environment. therefore, this study discusses educational issues at the student education level that must be addressed to assess needs from a curriculum development perspective, including the development and implementation of textbooks and curriculum development programs and programs for specific and logical activities. suharto et al., (2020) researched the need analysis of english textbooks for senior high vocational schools. they found that the teacher and students need an english textbook that suits their major. momang (2021) also did similar research about need analysis for developing english digital books; he found the book suits the teacher and students' needs. however, on this occasion, this research study is only limited to the basic stage of research or development of english textbooks at the bangka belitung state manufacturing polytechnic. in other words, the research carried out is only limited to analyzing the data needs of students. so, it 2022. linguistics, english education and art (leea) journal 5 (2):153-161 155 is hoped that an appropriate english textbook can be compiled and developed from this initial data. literatur review many educational practitioners have carried out various studies on needs analysis (needs assessment) in the manufacture of textbooks. moreover, this proves how important it is to analyze the needs to be done before preparing or developing teaching material. the main component of the teaching profession is the collection and analysis of large amounts of information to carry out effective and efficient research (manzura, 2021). in addition, manzura also explained that if the results of the needs analysis assessment obtained are accurate, this is evidence that the teacher is responsive to the needs of his students. students find it easy to understand lecture material that is related to their language learning needs. in other words, materials or teaching materials under the needs of students will make them more likely to acquire language skills (aflah & rahmani, 2018). by analyzing needs, teachers/lecturers can determine learning objectives, choose topics, and even change curriculum, procedures, and teaching methods (siregar et al., 2018). needs analysis leads to the development of teaching materials, curricula, and teaching methods that increase student motivation and success (sulistiyo et al., 2021). if students are motivated, it will automatically increase their literacy. in the current era, students feel challenged to access, select, and use the information and track the information required by the accuracy and quality of the intervention information (mubaroh et al., 2021). furthermore, teachers/lecturers are no longer the first source of teaching and learning activities but mainly facilitators (mubaroh et al., 2020). for this reason, they must continuously improve their competence in various fields. there is no success in the teaching and learning process only depends on the teacher and students, but the material taught through specific approaches, methods, and strategies can help improve student learning outcomes (hasanah & syamsi, 2020). textbooks written using a certain approach can improve the ability of these students. textbooks or learning materials prepared based on curriculum design play an essential role in creating a positive learning environment (ilma & wijarini, 2017). to master english, it is not enough to determine the teaching method, but also the provision of textbooks that meet the needs of students, which significantly supports this success (suharto et al., 2020). several researchers who have applied needs analysis in the manufacture of textbooks, including cahyati & rizkiani (2017), researched analyzing the needs in english textbook material at the smk level. diana & mansur (2018) conducted a need analysis on ict students for english teaching materials. their research is because lecturers do not have a permanent syllabus and textbooks that are not 2022. linguistics, english education and art (leea) journal 5 (2):153-161 156 under the needs of students. moreover, aflah & rahmani (2018) researched analyzing the needs for vocational english courses. then, masykar (2019) researched the need analysis for vocational education in english. in his conclusion, he stated that based on the need analysis, the target of using english was very different from the existing material. research method the type of research used is quantitative research. this method is used to describe student responses to assess the needs of the written material in various statements. some students’ answers were converted into good data and then converted into more information for presentation. in this study, the sample is students of english courses in the teaching and learning process in the study program of software engineering technology (trpl) at bangka belitung state manufacturing polytechnic (polman negeri babel). a sample of 29 students is from level 1 of software engineering technology study program. data collection process used is interview and assessment. the data analysis process is well documented and descriptive. therefore, the researcher will focus on collecting complete information in this case. after the data is collected, it is analyzed and then described. because the limitation of this article is data analysis of student needs, the elaboration of the stages carried out only reaches the fifth stage, namely data analysis. for more details, the research flow diagram is shown in picture 1 below: picture 1. research flowchart probel analysis literature study interview questionnaire data analysis tesxbook preparation publication 2022. linguistics, english education and art (leea) journal 5 (2):153-161 157 finding problem analysis the curriculum device is a media used as a guide in the teaching and learning process. the purpose of the curriculum itself is to ensure the success of teachers/lecturers in their learning. many materials, tools, media, guides, and instructions are used to perform the desired activity. given the renewal of the curriculum adopted by the campus, it is deemed essential to rearrange all learning devices according to the output needs. currently, the curriculum tools are not yet complete, especially in the second english course. this can be seen from the absence of textbooks that are owned. moreover, from the results of interviews with several students, they want to learn english 2 with toefl material to get a good toefl score. this is because toefl is one of the administrative requirements that polman negeri babel students must fulfill before graduation. based on the factors above, this impact the curriculum devices that english teaching lecturers must prepare. this is also an interesting thing to study how lecturers can arrange their learning tools, in this case, textbooks, based on the needs analysis of their students. this research is expected to be input for the lecturers of the polman negeri babel institution to develop their learning tools other than based on a need analysis; this can be related to the needs of stakeholders who use graduates and the needs of the students themselves. literature study knowing the needs of the students, the first step the researcher took was to do a literature study such as how to apply toefl material in english learning tools in study programs. software engineering technology and what materials are possible to be adopted in the polytechnic english curriculum. various reading sources such as journals, books, and articles become references for the preparation of content, be it the content of questionnaires, interviews, or content from textbooks that are compiled. of course, the content is analyzed first to get the suitability of the content. interview and questionnaire the researcher compiled several structured questions to ask students of the level 1 trpl study program. next, the researchers conducted interviews and distributed questionnaires to 29 students of the software engineering technology study program level 1 (one) academic year 2020/2021. there are 4 (four) questions in the interview and 15 (fifteen) questions in the form of a questionnaire. 2022. linguistics, english education and art (leea) journal 5 (2):153-161 158 data analysis based on the interview data and questionnaires distributed, then the data was analyzed. the following is the data from the questionnaire distribution, which is shown in table 1 below: table 1. questionnaire results statement answer results yes no 1. english is very important to support students' abilities according to the chosen study program (prodi trpl) 100% 0% 2. likes to read english books outside of class (at home) 65% 35% 3. english books used on campus attract students to master english 42% 58% 4. students need to study toefl 100% 0% 5. the existing english textbooks are sufficient for students to master the toefl 28% 72% 6. english textbooks make students active in digging for information 70% 30% 7. english books used on campus must use language that is easy to understand 92% 8% 8. instructions in textbooks used on campus must be clear and easy to understand 100% 0% 9. exploration activities are necessary to improve student’s english skills 88% 12% 10. the need to master english with real application in the field 83% 17% 11. students are interested in learning 4 skills in english (listening, speaking, reading, writing) 100% 0% 12. the english books on campus are currently relevant to the trpl study program 28% 72% 13. english books on campus help students master english both spoken and written 52% 48% 14. the textbooks used to provide real examples and are under the material 88% 12% 15. students need a textbook equivalent to toefl 100% 0% the results of table 1 show that all students agree that english is very important to support students' abilities according to the chosen study program. therefore, students need to study the toefl. instructions in the textbooks used on campus must be clear and easy to understand to increase students' interest in learning the 4 english skills (listening, speaking, reading, writing). students also agreed that they needed a textbook equivalent to the toefl. discussion based on the questionnaire results given to the 29 students, the following results were obtained: (a) all students agreed that english was important for them to learn. this is in line with the opinion of mubaroh et al., (2022), which states that currently, the use of foreign language skills, especially english, can improve 2022. linguistics, english education and art (leea) journal 5 (2):153-161 159 the quality of labor or human resources; (b) the existing english textbooks in polman negeri babel are less attractive for students to study english. an attractive and eye-catching book is able to catch students' attention more, as proved by afrida(2021), who did her research about developing english textbooks in elementary school; (c) the instructions in the book are not clear and difficult to understand. of course, students need an explicit instruction. there are not many students who can understand the instruction well by themselves.afrida (2021)also said that a textbook for learning needs a clear instruction so that the students can understand and do self-taught learning; (d) students need toefl material to be studied in class. polman negeri babel students need a certificate of toefl to graduate from the campus, so they need to learn toefl in the class; (e) the existing textbooks on campus are not sufficient for students to master the toefl. it is because the existing textbooks do not talk about toefl; (f) exploration activities are needed by students to master the four english skills (listening, speaking, reading, and writing). it relates to toefl material which contains part i listening comprehension, part ii structure and written expression, and part iii reading comprehension (mubaroh et al., 2022); (g) students need a toefl equivalent textbook in the mastery of english, both oral and written. meanwhile, from the interview, four questions were given in a structured manner to students. (a) why do you need to study english on campus; (b) do you need to study toefl? why; (c) what kind of english do you want to learn in software engineering technology study program; (d) do you need a textbook that fits your needs? why? based on the results of interviews conducted with the four questions, students feel the need to study in english to meet current global needs. today's world of work, business, and all fields require graduates who are competent in english, and that too is part of the achievement goals of study program graduates trpl. besides, there is an obligation to pass the toefl test those students must take as a condition for graduating students at the polytechnic level. study program students trpl wants to learn english that can improve their english language skills in all skills and help them gain proficiency with international assessment standards. for all of this, students need an english curriculum that can support all their needs, including textbooks. conclusion students need textbooks that suit their needs. the findings indicate that: (a) the existing english textbooks in the trpl study program have not met the needs; (b) students have their own needs for english textbooks at polytechnics, especially in study programs trpl; (c) the need is based on the achievement goals of study program graduates, graduation requirements, as well as the needs of 2022. linguistics, english education and art (leea) journal 5 (2):153-161 160 the world of work; (d) and the need that is currently felt necessary is an english textbook with toefl equivalence. references aflah, m. n., & rahmani, e. f.. (2018). analisa kebutuhan (need analysis) mata kuliah bahasa inggris untuk mahasiswa kejuruan. jurnal pendidikan bahasa, 7(1), 77–89. http://journal.ikippgriptk.ac.id/index.php/bahasa/article/view/828 afrida, f. n. (2021). pengembangan buku ajar bahasa inggris kelas 3 mi/sd berbasis islami. dawuh guru: jurnal pendidikan mi/sd, 1(2), 93–104. https://doi.org/10.35878/guru.v1i2.300 cahyati, s. s., & rizkiani, s. (2017). analisis kebutuhan siswa dalam materi buku teksbahasa inggris tingkat smk. jurnal ilmiah p2m stkip siliwangi, 4(1), 39–47. https://doi.org/10.22460/p2m.v4i1p39-47.390 diana, s., & mansur, m. (2018). need analysis on english teaching materials for ict students. eternal (english, teaching, learning, and research journal), 4(2), 209–218. https://doi.org/10.24252/eternal.v42.2018.a6 hasanah, u., & syamsi, k. (2020). need assessment for material development in writing skill non-literature text teaching for indonesian students of junior high school in yogyakarta. 1st international conference on language, literature, and arts education (icllae 2019), 191–195. https://doi.org/10.2991/assehr.k.200804.037 ilma, s., & wijarini, f. (2017). developing of environmental education textbook based on local potencies. online submission, 3(3), 194–201. https://doi.org/10.22219/jpbi.v3i3.4540 manzura, n. (2021). sustainable activity in the teaching profession and its foundations. psychology and education, 58(2), 1339–1345. www.psychologyandeducation.net masykar, t. (2019). analisa kebutuhan english for specific purpose untuk pendidikan vokasi. vocatech: vocational education and technology journal, 1(1), 47–50. https://doi.org/10.38038/vocatech.v1i0.9 mezirow, j. (2018). transformative learning theory. abingdon uk: routledge momang, h. d. (2021). pengembangan model buku ajar digital keterampilan menyimak berdasarkan pendekatan autentik. kembara: jurnal keilmuan bahasa, sastra, dan pengajarannya, 7(1), 71–93. https://doi.org/10.22219/kembara.v7i1.16202 mubaroh, s., fujiyanti, l., & pratama, m. s. (2021). increasing students’ digital literacy utilizing edublogs as a learning media. proceedings of the 1st annual international conference on natural and social science education (icnsse 2020), 547, 1–6. https://doi.org/10.2991/assehr.k.210430.001 mubaroh, s., fujiyanti, l., & pratiwi, i. r. (2020). pelatihan pembuatan blog sebagai media pembelajaran dan sarana literasi digital guru. bhakti persada jurnal aplikasi ipteks, 6(2), 107–117. https://doi.org/10.31940/bp.v6i2.2006 mubaroh, s., pratama, m. s., &pratiwi, i. r.(2022). pelatihan pembelajaran 2022. linguistics, english education and art (leea) journal 5 (2):153-161 161 bahasa inggris berekuivalensi toefl bagi guru tingkat smp. martabe : jurnal pengabdian kepada masyarakat, 5(1), 275–283. https://doi.org/10.31604/jpm.v5i1.275-283 rohaenah, i. n., ruswandi, u., & erihardiana, m. (2020). isu-isu pendidikan global. cross-border, 3(1), 54–62. http://journal.iaisambas.ac.id/index.php/cross-border/article/view/514 siregar, m., sinar, t. s., saragih, a., & lubis, s. (2018). need analysis for developing translation’s textbook base on tefl pedagogical purpose in indonesia: english teachers’ perspectives. advances in language and literary studies, 9(3), 81–86. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.81 solikhah, i., & budiharso, t. (2019). investigating the learning outcomes of an inqf-based english language teaching curriculum in indonesia.journal of social studies education research, 10(4), 153–175. https://jsser.org/index.php/jsser/article/view/1090/412 suharto, r. p., makrifah, i. a., & widiarini, w. (2020). analisa kebutuhan buku ajar bahasa inggris smk jurusan usaha perjalanan wisata. briliant: jurnal riset dan konseptual, 5(1), 19-26. https://doi.org/10.28926/briliant.v5i1.376 sulistiyo, u., khairunnisa, k., demiza, y., inayatillah, n., munawaroh, m., dharma, a. d. d., & dewi, i. d. p. t. (2021). developing an english textbook for early childhood education program students: a need analysis. proceedings of the 3rd green development international conference (gdic 2020), 91–100. https://doi.org/10.2991/aer.k.210825.018 linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3310 143 lexical and grammatical cohesion in the undergraduate students’ abstracts episiasi1 universitas pgri silampari wuri syaputri2 universitas indonesia suramto3 universitas musi rawas destina kasriyati4 universitas lancang kuning episiasiazka@gmail.com1 submit, 09-01-2022 accepted, 12-03-2022 publish, 19-03-2022 abstract this study aims to determine the lexical and grammatical cohesion of abstracts of stkip pgri lubuklinggau students. the method used is a qualitative case study. the results showed that students made ungrammatical sentences, wrong prepositions, spelling errors, and improper cohesive devices. in conclusion, lexical and grammatical cohesion is used in the abstract. the repetition of words in lexical cohesion keeps the reader on track, while grammatical cohesion is used to describe available references, conjunctions, substitutions to make a good abstract. keywords: abstract, grammatical cohesion, lexical introduction the students have to be able to write the text. a text will be important and meaningful if the text can deliver the message to the readers by including cohesion and coherence devices. text is coherent, which must satisfy two conditions: first is text must be consistent with the context in which it is created, the other is a text must have cohesion; all parts in a text must be connected by cohesive devices. moreover, oshima & hogue (2006) stated that coherence means "hold together." for coherence in writing, the sentence must hold together; the movement from one sentence to the next must be logical and smooth. there must be no sudden jumps. each sentence should flow smoothly into the next one. four ways to achieve https://doi.org/10.31539/leea.v5i2.3310 mailto:episiasiazka@gmail.com1 2022. linguistics, english education and art (leea) journal 5 (2):143-152 144 coherence: (1) repeat key nouns; (2) use consistent pronouns; (3) use transition signals to link ideas; (4) arrange the ideas in a logical order. there are several ways that texts are made cohesive, and these are cohesive devices (also called linking devices) are traditionally classified at the level of lexis, grammar, and discourse or rhetoric (thornbury, 2005). the cohesiveness may be made in lexical cohesion through directly repeated words, word families, synonyms, and antonyms; words from the same semantic field, lexical chains, and list; substitution with one/ones. in terms of grammatical cohesion, the cohesiveness may be made from reference (pronouns and articles); substitution of clause elements using so, not, do/does/did; ellipsis of clause elements; conjuncts (also linkers); comparatives, and tense. the last element is rhetorical cohesion that can be made from question-answer form and parallelism. students should master the coherence and cohesion items to create a good thesis for those who will graduate from higher education (lismay, 2020). the fact that designing a good text is not easy, students found it challenging to make the text coherent and cohesive. this is in line with kasriyati et al., (2019) stated that students had enough english vocabulary and did not know the usage of words in sentences. it means that students need more practice in designing good texts. the existence of cohesion and coherence in texts were essential to delivering the message accurately to the readers. this is supported by anggeraini (2017), who clarified that writing is the key activity in empowering language learners’ awareness of the context that affects text writing. several studies on the use of coherence and cohesion devices in efl students' texts have shown that students still face some problems using appropriate elements of coherence and cohesion. first, suwandi (2016) states that abstracts play a vital role in capturing information from the entire research report, so abstract writing must be concise, and the logical relationship between sentences is clear, coherent, and cohesive. second, fitriati & yonata (2017) concluded that students showed slight weakness in achieving coherent text due to the lack of optimization of cohesive devices, especially conjunctions, to create linkages throughout the sentences in the text. moreover, dashela & mustika (2021) researched analysis of cohesion and coherence in the written text of line today about wedding kahiyang ayu and bobby nasution. it was used descriptive analysis. in conclusion, the analysis result showed that the text is cohesive but not coherent enough. due to the results from previous studies above, students found difficulties in using cohesive devices in writing the text. however, it is the main reason for choosing the students’ written abstracts at stkip pgri lubuklinggau to be analyzed by the researchers. the students have to master using cohesive devices to create qualified writing. this idea is based on dania (2018), which states that cohesive devices are important to create cohesive abstracts. one of the latest studies 2022. linguistics, english education and art (leea) journal 5 (2):143-152 145 that discuss cohesion and coherence in the abstract of the final project written by undergraduate students is the research of arifin & farida (2020). the results showed that cohesive devices, themes, and rhemes guided students in writing cohesive and coherent abstracts. based on previous research, this study aims to analyze the student abstracts of stkip-pgri lubuklinggau regarding the lexical and grammatical cohesion used by students to make good abstracts. the novelty of this research is to understand the students' ability in writing to make a coherent text. this study provides feedback to lecturers that the discussion on coherence and cohesion should be more intensive to be carried out to improve students' ability to make good and correct abstracts. literature review the concept of cohesion is semantics; it refers to the relationship between meanings existing in the text and defines it as text. cohesion occurs when the interpretation of certain elements in the discourse depends on the interpretation of another element. furthermore, the texts are made cohesive, and these cohesive devices (also called linking devices) are traditionally classified at the level of lexis, grammar, and discourse or rhetoric (thornbury, 2005). the first cohesive device is lexical cohesion. lexical cohesion is achieved through the choice of lexical items. it is realized in word repetition and lexical chaining of words that share similar meanings. lexical cohesion can be divided into direct repetition, words families, synonyms, and antonyms; words from the same semantic field, lexical chains, and list; substitution with one/ones (thornbury, 2005). repetition is a repetition of the lingual unit of sound, syllable, word, or sentence part that is considered important to emphasize in an appropriate context (sumarlam, 2003). the second is grammatical cohesion. it is divided into reference: pronouns articles; substitution of clause elements using so, not, do/does/did, and so forth; ellipsis of clause elements; conjuncts also called linkers; comparatives and tense. conjunctions express the logical meaning of elaboration, extension, and enhancement (eggins, 2004). items like, however, moreover, firstly, are examples of conjunctions. furthermore, conjuncts can divide several different categories of logical relation between parts of a text (thornbury, 2005). the main categories are (1) additive – that is, the relation of addition, exemplification, similarity, emphasis: also, too, as well, moreover, what is more, in addition, for example, likewise, similarity; (2) adversative – that is, relations of contrast or alternative: but, though, however, on the other hand, in fact, alternatively; (3) causal – that is, relations of cause and result: this is why, so, therefore, as a result; (4) temporal – that is, relations of sequence in time: next, then, finally, in the meantime, ever since. 2022. linguistics, english education and art (leea) journal 5 (2):143-152 146 fitriati & yonata (2017) classified reference into anaphoric, cataphoric, exophoric, and additional reference called the homophoric reference. the anaphoric reference occurs when the writer refers back to someone or something that has been previously identified to avoid repetition; the cataphoric reference which is the opposite of anaphora: a reference forward as opposed to backward in the discourse; the exophoric reference which is used to describe generics or abstracts found within the text or in the context of the situation. there is an additional reference called the homophoric reference. it is used to refer to something known in the context of culture. the last is rhetorical cohesion. rhetorical cohesion included questionanswer and parallelism. research method researchers used qualitative case studies because the data studied were in the form of phrases or sentences and words. the data were taken randomly from the three abstracts of the students (students x, w, z in the academic year of 2020) of stkip-pgri lubuklinggau, south sumatera, indonesia then it was analyzed to answer how they were used lexical and grammatical cohesion in their writing. finding the findings discussed the linguistic evidence related to the cohesion of the texts written by the students. this part showed the cohesive devices used by the students in the form of written abstracts. cohesion cohesion refers to the formal and semantic features of a text. the cohesion analysis includes lexical cohesion, grammatical cohesion, and rhetorical cohesion. lexical cohesion the lexical cohesion is divided into direct repetition and lexical variations (synonym, antonym, hyponym, and meronym). table i described some repeated words were found in the students’ abstract. table 1. direct repetition (1st abstract) no words frequency line 1 students 10x 2, 3, 4, 7, 8, 9, 11,15 2 research 5x 1, 3, 4, 5, 6 3 effective 3x 2, 7, 14 4 significantly 3x 1, 7, 14 5 pre-test 3x 5, 8, 9 6 post-test 3x 5, 8, 10 7 speaking 3x 2, 7, 14 8 technique 3x 2, 7, 14 2022. linguistics, english education and art (leea) journal 5 (2):143-152 147 the findings showed that several words are the most repeated in the first abstract; the frequent word is students (10x). direct repetition (2nd abstract) the finding showed that some direct repetition was found in the abstract. the data is shown in the following table 2. table 2. direct repetition (2nd abstract) no words frequency line 1 research 5 1,3,6, 8, 10 2 reading 5 2, 4, 21 3 students 4 2, 5, 9, 10 4 significantly 3 1, 4, 20 5 pre-test 3 8, 14, 16 6 post-test 3 8, 14, 16 7 strategy 3 2, 4, 21 the data shows that the words often used by students are research (5x) and reading (5x). direct repetition (3rd abstract) the analysis of several repetition words was written in the third abstract will be discussed in the following table. table 3. direct repetition (3rd abstract) no repeated words frequency line 1 students 6x 3, 6, 7, 10, 13, 17 2 comprehension 4x 2, 16 3 this 4x 1, 4, 5, 7 4 tenth 3x 3, 6, 17 5 grade 3x 3, 6, 17 6 study 3x 4, 5, 7 the findings in table 3 show that the word that often appears in the abstract is students (6x). meanwhile, there were no lexical variations in using a synonym, antonym, hyponym, and meronym in the first, second, and third abstracts. based on the findings, it may conclude that the writers were not produced lexical variations in writing their abstract. grammatical cohesion the second type of analysis is grammatical cohesion. the table below shows the most grammatical cohesion devices found in the abstracts. 2022. linguistics, english education and art (leea) journal 5 (2):143-152 148 table 4. grammatical cohesion devices no types of gc example frequency 1 reference (pronoun) 1st abstract 2nd abstract 3rd abstract it it it 4x 3x 3x 2 substitution 3rd abstract so 1x 3 conjunctions/linkers 1st abstract 2nd abstract 3rd abstract and or in addition and or therefore and or first second on the other hand 5x 1x 1x 4x 1x 2x 3x 1x 1x 1x 1x 4 tense 1st, 2 nd, third abstracts simple past tense the first part of grammatical cohesion is a reference. the number of references found in the first abstract is 4, while the second abstract is 3, and the third abstract is 3. the sentences can be found as follow: it could be seen from the students' score in pre-test and post-test; it means tobtained was higher than t table; it was significantly effective to teach speaking by using elicitation technique to the eighth-grade students. the second part analyzes the substitution of clause elements using so, not, do/does/did. there was evidence found in the third abstract using so, and the sentence can be seen: so, it meant that it was significantly effective to teach reading comprehension by using listen-read-discuss (lrd) strategy to the tenthgrade students. the next part of grammatical cohesion is conjunctions/linkers. from the first abstract was found seven additive conjunctions (and, or, in addition); the second abstract used five additive conjunction (and, or), and two causal conjunctions (therefore); the third abstract used four additive conjunctions (and, or), two temporal conjunctions (first, second), and one adversative conjunction (on the other hand). the last part of grammatical cohesion is tense used in the written abstracts. all the sentences were used the simple past tense. the first abstract, ungrammatical sentences and spelling mistakes were found in lines 2, 4, 6, 7, 9, 10, 11, 15. for example, in line 2, incorrect preposition use (it was significantly effective to teaching), should be (it was significantly effective to teach); line 4, passive voice sentence (the sample of the research was 38 students taken…), should be (the sample of the research was 38 students who were taken…; line 6, (by used oral test), should be (by using oral test); line 7, the use of possessive (students), it should be (students’); line 9, (the average of the student’s score), should be (the average of the students’ score); line 10, missing the 2022. linguistics, english education and art (leea) journal 5 (2):143-152 149 comma (meanwhile the students’ average score), should be (meanwhile, the students’ average score; line 11, passive voice sentence (the students' average score in post-test was 88 achieve by three students), should be (the students' average score in post-test was 88 achieved by three students); line 15, missing the hyphen (eighth-grade students), should be (eighth-grade students). second abstract, in lines 1, 10, 12, 17, 6, 22, some mistakes were identified. for instance, in line 1, spelling mistake (is there any significant effect), should be (is there any significant effect); line 10, passive voice (student was taken by cluster random sampling), it should be (students who were taken by cluster random sampling); line 12, (the data were analyzed three through three techniques…), should be (the data were analyzed through three techniques…); line 17, missing the comma (based on the hypothesis testing the researcher got…), should be (based on the hypothesis testing, the researcher got…); line 6, (in this research the researcher formulated two hypotheses), should be (in this research, the researcher formulated two hypotheses); missing the article can be found in line 22 (in academic year), should be (in the academic year); missing the hyphen line 22 (eighth grade students), should be (eighth-grade students). in the third abstract, the spelling mistakes were found in lines 1, 2, and 16. line 1, (iseffective), should be (is effective); (listen-read-discuss (lrd), should be (listen-read-discuss (lrd); line 2, 16 (teachreading) should be (teach reading). while ungrammatical sentences can be found in line 16 (it was significantly effective to teach reading comprehension by using comprehension listen-read-discuss (lrd) strategy), it should be (it was significantly effective to teach reading comprehension by using listen-read-discuss (lrd) strategy). missing the article can be found in lines 3, 7, 8. line 3 (in academic year) should be (in the academic year); line 7, missing the hyphen (tenth grade students), should be (tenth-grade students); line 8 (through purposive sampling technique), should be (through the purposive sampling technique). discussion based on the findings found in the three abstracts, starting from the lexical cohesion, the writers of the abstracts conducted the repetition of the words from semantic fields frequently to stay focused on the readers on the track. this confirms the findings, which stated that repetition of the words contributes to keeping track of the participants of the text and makes the reader comprehend the intentions of the writers (dania, 2018; kirana et al., 2020). meanwhile, there were no lexical variations in terms of using a synonym, antonym, hyponym, and meronym in the first, second, and third abstracts. 2022. linguistics, english education and art (leea) journal 5 (2):143-152 150 discussing the grammatical cohesion, the findings described the reference, linkers, substitution was used in the text. the number of references found in the first abstract is 4, while the second abstract is 3, and the third abstract is 3. reference creates links between elements at the level of meaning (halliday & matthiessen, 2014). reference is commonly achieved through the use of pronouns (he, we, it; this and that, these and those and articles. reference divides through anaphoric reference, cataphoric reference, and exophoric reference. the substitution of clause elements using so was found in the third abstract. however, related to conjunctions, from the first abstract was found seven additive conjunctions (and, or, in addition); the second abstract used five additive conjunction (and, or), and two causal conjunctions (therefore); the third abstract used four additive conjunctions (and, or), two temporal conjunctions (first, second), and one adversative conjunction (on the other hand). the use of conjunctions in the text has functions to relate similar words, coordinate sentences with the same context, support previous sentences, opposite the preceding statement, connect between cause and effect in sentences (lismayanti & ningsih, 2019). the last part of grammatical cohesion is tense. all the sentences are used the simple past tense. the finding showed that ungrammatical sentences, spelling mistakes, incorrect prepositions in writing abstracts were found. this is needed from the teachers to give cohesiveness and improve the students' writing skills (episiasi, 2018). the result also indicated that the lack of grammatical cohesion devices used in terms of comprehension, knowledge, and ability in writing leads the students to use inappropriate grammatical cohesion devices (afrianto, 2017; trisnaningrum et al., 2019). furthermore, albana et al., (2020) state that students need to improve the use of cohesive devices, especially in grammatical cohesion, to result in a higher level of cohesion. this is also similar to raeisi et al., (2019), who states that students need to enhance the quality of writing for presenting them in academic contexts and leading journals. conclusion lexical and grammatical cohesion is used in the abstract. the repetition of words in lexical cohesion keeps the reader on track, while grammatical cohesion is used to describe available references, conjunctions, substitutions to make a good abstract. however, students have difficulty in using cohesive devices. these difficulties are in the form of ungrammatical sentences, wrong prepositions, spelling errors, and improper use of cohesive devices. 2022. linguistics, english education and art (leea) journal 5 (2):143-152 151 references afrianto, a. 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(2016). coherence and cohesion: an analysis of the final project abstracts of the undergraduate students of pgri semarang. indonesian journal of applied linguistics, 5(2), 253–261. https://doi.org/10.17509/ijal.v5i2.1349 thornbury, s. (2005). beyond the sentence: introducing discourse analysis. oxford: macmillan trisnaningrum, y., alek, a., & hidayat, d. n. (2019). discourse analysis of grammatical cohesion devices in college students’ academic writing essay. ijee (indonesian journal of english education), 6(1), 79–90. https://doi.org/10.15408/ijee.v6i1.12502 linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.3102 57 implementation of levels of thinking skills and communicative language ability in english national exam hervina 1 stkip abdi pendidikan payakumbuh rendi afriadi 2 zetka harmyn institute vinaharmyn@gmail.com 1 submit, 21-11-2021 accepted, 06-12-2021 publish, 25-12-2021 abstract this study aims to explore the implementation of the learning domain, which is manifested in the level of thinking skills, namely hots and lots, and the concept of cla in the english national exam. the research method used is the descriptive analysis by analyzing all the questions in the english national exam for smk in 2014/2015. the results showed that all the questions in the english national exam for smk 2014/2015 are directed to assess students' cognitive skill domains with different skill levels and thinking processes. the concept of hots, lots and cla have been implemented and applied in the construction and design of this exam. in conclusion, the implementation of english national exam has implemented requirement of good language testing. keywords: communicative language ability, national exam, standardized test, thinking skills introduction the importance of language assessment has long been established and widely agreed. the practice of language assessment is inevitable in every teaching and learning context (ozdemir-yilmazer & ozkan, 2017). in other words, language teachers will always involve their students in testing and assessment during the learning process. moreover, ahmed et al., (2019) mentions that assessment regardless of its form is central to a successful language program in terms of its effectiveness. without the implementation of language assessment and testing, it is highly unlikely possible to know the progress of students’ learning. in this case, language assessment serves as the measurement to 2021. linguistics, english education and art (leea) journal 5 (1):57-68 58 determine students’ achievement in learning as well as teachers’ accomplishment in their teaching (ridhwan, 2017). as language testing is important for both learning and teaching practice, a wide range of language test designs have been proposed and developed. one of the common language test designs widely used is standardized tests. as its name suggests, these tests apply a certain set of standard in their implementation. a standardized test is designed to create a valid measurement that can infer students’ skill and knowledge in a standardized manner (cifuentes-medina et al., 2019). in other words, the test takers will be tested against the similar criteria without any concern of their background and prior knowledge as well as experience. an example of a standardized test commonly implemented in indonesia is ujian nasional or national exam. this standardized test is held every year with the aims measure students’ achievement in elementary and secondary levels of education in indonesia (firdaos & ahmad, 2019; ratnasari, 2018). the implementation of national exam is expected to be able to improve educational performance as well as to measure achievement of graduates' competency on certain subjects nationally (rosidin et al., 2019). the current practice of national examination is administered under the implementation of k13 curriculum. accordingly, the test items of national exam, in this case english, have to incorporated fundamental concept which becomes underlying principle of k13 itself. k 13 is developed to help learners to have a qualified human resource to compete in the era, which needs higher-order thinking skills including the ability to analyze, evaluate and create (pratiwi & mustadi, 2021). in order words, students are required to have ability beyond the understanding the material only (lots). higher-order thinking skills are needed in every learning process to improve learners' qualities and education. learners should reach the targeted competencies such as critical thinking, creative and innovative, communication, and collaborative skills. they also need to have high confidence in higher-order thinking skills. in addition, the practice of language teaching has now shifted into communicative language ability (cla). unlike previous type of language testing which only focused on assessing students’ language competence without any concern of contextual use, cla by bachman & palmer (1996) formulates language testing framework which does not only test language competence but also how they use such competence in communicative context. it provides a broad basis for both the development and use of language tests, which measure both knowledge or competence, and the capacity for impelementing or executing that competence in appropriate, contextualized communicative language use. with the purpose to assess students’ progress in national context to prepare them for international competition as the main goal of k13 curriculum, national 2021. linguistics, english education and art (leea) journal 5 (1):57-68 59 exam is ideally required to consider the aspect of the thinking skills process and communicative language ability in its test design. besides, zaim (2016) suggests that the concept of learning taxonomy and communicative language ability is really important and useful consideration in language test design and development. therefore, in this present study, the researcher will explore how these concepts are implemented in english national exam 2015 for vocational high school level. literature review national exam as standardized testing a good standardized test is the result of empirical research and development that may extend beyond simply the establishment of standards. in order to be classified as standardized test, such tests have to have four characteristics as proposed by brown & abeywirackma (2010). the first characteristic is standard-based. standardized test is standard base in the fact that the application of these tests uses systematic procedure and administration. this test presupposes certain objective or performance levels that are held constant across one form a test to another. the second characteristic is that the test uses norm-referenced criteria. the goal of the test is to place test-takers on a continuum across a range of scores and to differentiate test-takers by their relative ranking. the third characteristic is product of research and development. as it was previously mentioned that standardized test design process is not only limited to defining test standards, it involves continuous ways of research and development for the revising and improvement of the current test. the last characteristic is systematic scoring and administration procedures. the practice of establishing standard in test administration is also found in educational context of indonesia. irdiyansyah & rizki (2018) mention that standardized test is widely used in education field including in indonesia to measure students’ cognitively. this test has been applied for decades with several names such as ujian negara, evaluasi belajar tahap akhir nasional dan ujian akhir nasional. ujian nasional (abbreviated into un) held annually throughout the country to measure students’ achievement at the end of a learning period in each level is the latest form of a school leaving examination in indonesia starting from 2005 (ahmad, 2016). however, national exam practice was ended in 2020, but students’ achievement in the final year of their learning is still assessed by educational institution through its own designed final test by paying attention to the formulated core competence and basic competence outlined in the curriculum (menteri pendidikan dan kebudayaan, 2021). 2021. linguistics, english education and art (leea) journal 5 (1):57-68 60 bloom’s taxonomy and thinking skills seen from its process, language learning will involve students to select their knowledge domains and thinking process. during the learning process, students are involved in three domains of learning known as cognitive, affective, and psychomotor (hoque, 2017; sari & rahmah, 2019; sönmez, 2017). cognitive aspect is realized through the mastery of concept and factual information. it reflects scientific concept that students’ must learn during the learning process; affective includes attitude, motivation, value; and psychomotor is strongly related to physical movement and its underlying causes (hoque, 2017). essential to three learning domains, especially cognitive aspect, are the thinking processes through which these domains are tested. in light of this thinking process, the concept of bloom’s taxonomy is introduced. bloom’s taxonomy is a system of classification proposed by benjamin bloom in 1956 and later revised by anderson and krathwohl (panggabean & asariski, 2021). according to rahman & manaf (2017) the aim of this taxonomy is to make students aware of what they were learning, hence striving to attain more sophisticated levels of learning with six cognitive-learning categories.. the process of learning will involve students in a continuum of thinking process starting from remembering until creating. abosalem (2018) proposes that there is tendency among learning theorists to divide the process of thinking skill into low order thinking skill (lots) and high order thinking skills (hots). the process of learning, however, is expected to achieve this hots. related the six cognitive thinking categories, high order thinking skill (hots) is in the level of c4 to c6, which are analyzing, evaluating and creating. on the other hand, students with low order thinking skill (lots) are only in the level from c1 to c3, which are remembering, understanding, and applying (kusuma et al., 2017). communicative language ability communicative language ability (cla) provides a basis for both development and use of language tests. this language testing framework belongs to the communicative language testing approach, which indicates that language assessment should involve the notion of language use in its process (amirian et al., 2017). cla was proposed by bachman & palmer (1996) as the response to address the necessity to base language tests on language proficiency framework. in other words, the design of language assessment and testing should base itself on language proficiency rather than just on knowledge only. ideally, language test should be used to measure language learners’ ability to use the target language in authentic situations (morrow, 2018). the ability to use language in authentic education serves as the basic tenet of cla framework. the language test, according to this framework, should 2021. linguistics, english education and art (leea) journal 5 (1):57-68 61 integrate both linguistic knowledge and communicative competence (almekhlafi, 2019). in other words, when performing the test, students will utilize both their linguistic knowledge and communicative competence, which bachman (2000) defines as the knowledge and the capacity to use such knowledge in appropriate contextual use of language. moreover, bachman & palmer used the term language ability to refer to language users’ capacity to create and interpret discourse (bachman & palmer, 2010). bachman & palmer (1996) formulated cla through three competences. the first is language competence which comprises a set of specific knowledge components that are utilized in communication via language. the second competence is strategic competence. it refers to the characterization of the mental capacity for implementing the components of language competence in contextualized communicative language use. the last is psychophysiological mechanisms which refer to the neurological and psychological processes involved in the actual execution of language as a physical phenomenon. research method this present article aims to analyze the levels of questions (hots or lots) based on bloom taxonomy across three learning domains and the concept of communicative language ability (cla) as how they are implemented in national examination for english subject. have been applied in the national examination. to that aim, document studies in the form of content analysis is conducted. document used as the source of content analysis is the english test for vocational high school (smk) national exam 2014/2015. the unit of content to be analyze is the test items. data analysis identifies and explores those items to see how they are related to hots or lots questions and cla. finding after analyzing the document of the national exam for english subject, the researcher found that the concept of hots and lots as well as cla have been implemented and applied in the construct and design of this test. from the analysis, it is found that questions assessing students low order thinking skills (lots) range from c1 and c2, remembering and understanding while questions assessing high order thinking skills (hots) is only c4, analyzing. the thinking process of c3, c5, and c6 (applying, evaluating, and creating) are not assessed in this test. seen from their proportion, low order thinking skills (lots) is more dominant than high order thinking skills (lots), 23 questions (46%) and 27 questions (46%) conversely. as for low order thinking skills (lots) questions, the questions with remembering (c1) is 11 questions (48%) and the questions with understanding is 12 questions (52%). 2021. linguistics, english education and art (leea) journal 5 (1):57-68 62 as for high order thinking skills (hots), all of questions i.e 23 assesses students’ ability in analyzing. the questions of remembering are found in both listening and reading section of the test. in the listening section, such questions ask students to select the best option as the correct choice to the question based on the utterance given. they must find information in the options suitable to the questions by simply remembering the information directly stated in the recording. hence, it tests cognitive domains specifically remembering. similarly, in the reading question such questions ask students to select the best option as the correct choice to the question based on the text given. they must find information in the options suitable to the questions by simply remembering the information directly stated in the text. in conclusion, c1 (remembering) questions are given in the form of finding directly stated information which does not require complex thinking process. the questions of understanding (c2) are found in both listening and reading section of the test. in listening questions, such questions ask students to select the best option describing the picture given. hence, test takers are tested to draw conclusion from the visual information, so it tests cognitive domains specifically understanding with the process of interpreting information and drawing its conclusion. in the both section, such questions ask students to select the best option as the correct choice to the word definition based on the text and utterance given. they must find information in the options suitable to the questions by interpreting or defining the meaning of the words. in addition, the question of understanding (c4) also assesses students’ cognitive process in inferring information. such questions ask students to find the best option describing the main point of the text. to find the answer, they must infer the text to find its main point. therefore, it tests students’ cognitive domains specifically understanding with the process of inferring information to find main idea. in short, the questions of understanding (c2) found tests students’ thinking process in interpreting and inferring. the questions of c4 (analyzing) are also found in both listening and reading. in listening section, such questions ask students to select the best option as the spoken response to the utterance given. to select the suitable answer, they must differentiate the nuance of meaning among the three responses. therefore it tests cognitive domains with the thinking process of differentiating. in addition, in the reading section, such questions ask students to analyze the sentence containing grammatical error. it tests cognitive domains with the process of recognizing error. finally, still in the reading questions, such questions also ask students to select the best option to complete the dialogue given. to select the answer, the must differentiate the nuance of meaning among the four responses given to select 2021. linguistics, english education and art (leea) journal 5 (1):57-68 63 the one suitable to complete the dialogue. therefore, it tests cognitive domains specifically analyzing with the process of differentiating. in short, analyzing (c4) questions test students’ ability in the cognitive process of differentiating and recognizing error. regarding the concept of communicative language ability, the analysis reveals that national exam especially for english subject has applied the concept of cla i.e language competence, strategic competence, and physchophysiological mechanism. language competence tested is both organizational competence and pragmatic competence. the component of strategic competence and physchophysiological mechanism are indirectly tested in the test. in other word, there are no questions specifically designed in the test to assess this. as strategic competence is the characterization of the mental capacity for implementing the components of language competence in contextualized communicative language use, this competence is realized through students’ process of understanding the language components such as words, sentences etc. in the test in their attempt to find the answer. in other words, students who can answer most of the questions given can be said to have used their strategic competence maximally and properly in this language test. similarly, the component of physchophysiological mechanism is also indirectly tested. in other word, there are no questions specifically designed in the test to assess this component. as psychophysiological mechanisms refers to the neurological and psychological processes involved in the actual execution of language as a physical phenomenon, this process involves through students’ activity in absorbing the test material given. in listening section, psychophysiological mechanisms occur in students’ ear listening to the utterance and through their mind processing the meaning. similarly, in reading section psychophysiological mechanisms occur in students’ eyes viewing and reading the text and through their mind processing the meaning. as for language competence, some competences are directly tested and others are indirectly tested. the competence directly tested is organizational competence i.e grammatical competence encompassing words and grammar. some test items requires students’ to find the meaning of the words and also find the sentences with correct grammatical. however, these competences are also indirectly tested. some questions asking for the content of utterance and the test indirectly assess students grammatical competence because they must utilize their grammatical competence in understanding the text. textual competence as part of organizational competence is also tested. this competence is realized through questions required students to identify how information is arranged in the text, such as important information or less important information. 2021. linguistics, english education and art (leea) journal 5 (1):57-68 64 finally, pragmatic competence is tested through involving students to select the best response to the utterance spoken or dialogue written (completion task). in this set of test items, students are given three in listening and four in reading responses as the possible match to the utterance or missing dialogue. these options are highly distracted since students have to find nuances of meaning suitable to the utterance or dialogue. to do this, they need to apply pragmatic competence recognizing the context of utterance and dialogue so they can be properly matched. discussion the data analysis indicates that the national test questions have incorporated students’ cognitive learning domains both lots and hots. however, the other two domains as suggested by zaim (2016), affective and psychomotor, are not assessed in this exam. in other words, this test focuses on assessing students’ cognitive. irdiyansyah & rizki (2018) suggest that standardized tests such as national exam are intended to measure students’ cognitive competence. the main purpose of the test is to know students achievement on the mastering the factual concept and information they have learned in english subject during their three year study. the absence of affective and psychomotor domains is probably due to the nature of national exam, which does not fit the assessment criteria for affective and psychomotor domains. all of questions is national exam only tests students’ knowledge and mastery over the concept of the subject matter. there is no question designed to assess students’ motivation or attitude in such tests. similarly, there is no question to assess students’ psychomotor either. regarding the level of thinking skills, hots or lots, this study indicates that the questions found in the national exam for english subject has incorporated these thinking skills. seen from the proportion, questions that require students high order thinking skills is less dominant than those for low order thinking skills, 46 % to 54 %. by incorporating hots questions, this has been designed to meet the requirement the latest curriculum which expects students to utilize their high order thinking skills more (sitorus et al., 2021). in fact, in 2013 curriculum, the government makes an attempt to promote students’ critical and creative thinking by involving them in hots-based teaching and learning experience (utami et al., 2019). unlike this study, which indicates the small different proportion of lots and hots questions, the study from ahmad (2016) on english national exams in 2013 revealed that lots questions are much more dominant with the comparison of 87.4 % to 10.6%. it is probably due to the fact the aforementioned study was conducted during the implementation of school-based curriculum or the transition 2021. linguistics, english education and art (leea) journal 5 (1):57-68 65 to 2013 curriculum. again, the national exam question analyzed in this study has shown a significant improvement from the previous one. however, there seems to be insignificant difference found in terms of the lots and hots question subcategories found in both tests. the prevalence of lots questions in english national exam after the implementation of 2013 curriculum is also evident in putra & abdullah (2019). their study on english national exam from 2013 until 2018 revealed that 157 items in english national exam from these periods was categorized into lots questions and only 53 items into hots questions. in other words, there seems to be consistent lots questions in english national exam although it was implemented during 2013 curriculum era, even after its revision in 2017. english national exam questions in 2019, the last implementation of national exam, still employed more lots questions that hots one even though the difference was not that significant. ilham, et.al (2020) found in their study that out of 35 questions in the test, 15 of them (42%) of them assessed students hots and 20 of them (48%) assessed students lots. this proportion seems to be consistent with the findings of the study 46 % to 54 %. similarly, the domain of hots questions found in all of the previous studies as well as this is mostly on analyzing level (c4) (ahmad, 2016; ilham et al., 2020; putra & abdullah, 2019). in addition to hots and lots questions, english national exam has also incorporated the notion of communicative language ability (cla) consisting of language competence, strategic competence, and psychophysiological mechanisms. these competences are tested directly and indirectly. language competence is directly tested while psychophysiological competence and strategic competence are indirectly tested. in other words, besides the fulfillment of cognitive domain, the test has also made an attempt to incorporate another important element in language testing process as proposed by bachman and palmer (bachman & palmer, 1996). conclusion the implementation of english national exam has implemented requirement of good language testing. it has implemented various levels of cognitive 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(2016). evaluasi pembelajaran bahasa inggris. jakarta: kencana linguistic, english education and art (leea) journal volume 1 nomor 2, juni 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i2.283 216 efl teachers’ perception on postmehod pedagogy in higher education context in indonesia ani fiani 1 stkip-pgri lubuklinggau syaprizal 2 stkip-pgri lubuklinggau anifiani051187@gmail.com 1 submit, 15-06-2018 accepted, 26-06-2018 publish, 26-06-2018 abstract this current study is aimed to investigate efl teachers‟ perception on postmethod pedagogy proposed by kumaravadivelu. to achieve the aim, the research method used here is a qualitative case study with nine doctoral students from various universities in indonesia. the data collection tools are a questionnaire and structured interview. the result revealed that most of the efl lecturers have already implemented postmethod pedagogy perspective divided into four parts: teaching interaction, teaching strategy, teaching objective, and teaching content although they were not aware yet about the concept. it was indicated that they theorized what they do and did what they theorize. for further researchers, postmethod pedagogy should be investigated in real condition of teaching and learning process and the effect of this pedagogy on students‟ learning achievement so that it will be clearly found whether or not this pedagogy perspective is appropriate to be implemented in higher education in indonesian context. keywords: postmethod pedagogy, postmethod pedagogy framework, efl teachers introduction in efl contexts, most of teachers do not show yet successful in implementing the teaching methods into learning activity in their real classroom situation and rarely reflect their teaching to theorize what they do and to do what they theorize. actually, they should be aware of their teaching reflection to develop their teaching quality in the classroom. based on their reflection, they are able to develop their own teaching methods so that they can act as observers, evaluators, and so forth. thus, kumaravadivelu proposed a new term as a postmethod pedagogy. this new term is crucial for teacher growth involving mailto:anifiani051187@gmail.com 2018. linguistic, english education and art (leea) journal 1(2):216-232 217 teachers constructing “classroom-oriented” theories of practice (kumaravadivelu, 1994:29) and values teachers‟ potentials by emphasizing their experiences as teachers (prabhu, 1990:172). the development of this new concept is a widespread dissatisfaction of the expert with the conventional concept of teaching and learning method. various methods, such as oral approach, audiolingual method, content-based teaching, communicative approach, flourish. each new teaching and learning method is part of the old, however at the same time the new one benefits and takes some positive aspects of the previous perspective. most of the well-established method claims that they are better than previous ones (brown, 2002:11). postmethod pedagogy allows to go beyond and cope the lacks of methodbased pedagogy. kumaravadivelu visualized this pedagogy as a three-dimensional system that includes three pedagogic parameters such as particularity, practicality, and possibility (2006:171). based on these principles he presents the indicators (learners, teachers, and teacher educator). towards a postmethod pedagogy, kumaravadivelu developed macrostrategic framework in which consisting of ten macrostrategies (2006:201). in the last two decades, research results showed that efl teachers could not be successful in using the teaching methods into learning activity in real classroom situations (kumaravadivelu, 2003:28) though actually they are able to achieve the learning outcomes. more specifically, the reseach results indicate that teachers who claim to follow a particular method do not practice its principles and procedures, those who claim to follow different methods often follow the same classroom procedures and vice versa. lastly, teachers are found that they are improving and following their own activities without relating to any method (kumaravadivelu, 2003:29). this pedagogy are rarely conducted in indonesia. the researcher did not yet find some journals refer to postmethod pedagogy in indonesian context. however, there are several research studies conducted in asia such as chen‟s study (2014:302) showed that the study was set out to elicit a comprehensive understanding of the status quo of a junior middle school english teaching. the study was conducted in hangzhou, china; saksit saengboon‟s study (2013:89) indicate the qualitative multiple case interview study revealed that the participants had a sufficient level of understanding of postmethod pedagogy conducted in thailand; and, hazratzad and gheitanchian‟s study (2014:407) aimed to explore efl teachers‟ attitudes towards dominant teaching method and observe any existing relationship between efl teachers „ attitudes towards postmethod and their students‟ achievement. however, this current study mentioned implicitly about postmethod pedagogy shown by the questionnaire and structured interview because this pedagogy is a new term for most of the efl teachers in indonesia. 2018. linguistic, english education and art (leea) journal 1(2):216-232 218 based on the explanation above, this study focuses on gaining the information of the efl teachers‟ perception on postmethod pedagogy. this pedagogy promote the efl instructors to reconceptualize or construct their own teaching practice based on their local situation. their knowledge help the teachers develop their own teaching methods and act as observers, evaluators and so forth in their teaching. theoretically, this pedagogy is a good alternative to method implemented in indonessian context, however this pedagogy is rarely implemented and investigated. therefore, this is a primary way to conduct more reseach related postmethod pedagogy in higher education in indonesia context. literature review postmethod pedagogy postmethod pedagogy is first proposed by kumaravadivelu in 1994. it has as a main impetus the reconceptualization of the concept and relevance of teaching method (kumaravadivelu, 2003:28). regarding to this, it raised as a response to second language acquisition researchers‟ and classroom teachers‟ efforts in searching for fruitful and realistic ways to best manage teaching acts. for the existing teaching approaches and methods have received considerable complaints that they do not deliver what they seem to have promised. kumaravadivelu (2003:28) indicated that “ [n]ot anchored in any specific learning and teaching context, and caught up in the whirlwind of fashion, methods tend to wildly drift from one theoretical extreme to the other”. the widespread dissatisfaction of the lack of teaching methods has led to the postmethod pedagogy as an exemplar of critical language pedagogy (kumaravadivelu, 2003: 29). prabu (1990:171) states that postmethod pedagogy puts the teacher at the center of language learning and teaching and values his/her belief, experiences, and knowledge. they shoul be appreciated by giving a value because they know their students and the best of their classroom context. the teachers are considered as a great sources as a result of their experience in the past as students, past experience of teaching, knowledge of one or more methods gained throughout their training as teachers, knowledge of other teachers‟ actions and opinions and their experience as parents or caretakers. therefore, postmethod teachers are supported to design and create their own teaching methods and approaches. as a result, the constructed method reflects teachers beliefs, values and experiences (richards & rodgers, 2001:14). in this sense, they are independent, good analysts, strategic researchers, and good decision makers. such teachers are also reflective, for example, they observe their own teaching, evaluate the learning results, identify the learning problems, find the solutions, and try new techniques or strategies. based on this, there is a 2018. linguistic, english education and art (leea) journal 1(2):216-232 219 movement from “science-research conceptions” toward “art-craft conception of teaching” (arikan, 2006:4) as well as a shift from top down process to bottom-up process as teachers “theorize what they practice or practice what they theorize” (kumaravadivelu, 2003a:37). one should notice that postmethod does not disregard the knowledge of existing methods and approaches because these methods make the teachers aware of their beliefs and principles and provide inexperiences teachers or instructors with some initial knowledge that are valuable for them. kumaravadivelu (2006:171) presents the basics of postmethod pedagogy are pedagogic parameters (particularity, practicality, and possibility) and pedagogic indicators (the learner-active and autonomous, the teacher autonomous, and the teacher educatorauthority and autonomy). the pedagogic parameters the postmethod pedagogy as coined by kumaravadivelu (2006:171) describes three types of parameters or principles such as the parameter of particularity, the parameter of practicality, and the parameter of possibility. the parameter of particularity is concerned, postmethod pedagogy emphasizes the key aspect of local context or what kumaravadivelu calls “situational understanding” (kumaravadivelu, 2006:171). from the perspective of this parameter, l2 policy makers and administrators will pay attention to local contingencies and, most probably, make do with whatever is amenable to teaching effectiveness. for the parameter of practicality, postmethod pedagogy provides a suggestion that rather than being overly focused on what the outside experts have to say relating to the teaching efficacy, local teachers should themselves begin to seek avenues that will help them in teaching and their students are able to learn in a most successful way. in other words of kumaravadivelu: (t)he parameter of practicality, then, focuses on teachers‟ reflection and action, which are also based on their insights and intuition. through prior and ongoing experience with learning and teaching, the teachers gather an unexplained and sometimes explainable awareness of what constitutes good teaching (kumaravadivelu, 2006:173). parameter of possibility aims at providing a more comprehensive context for the language teaching in terms of its political accountability and social engagement. from this perspective, postmethod pedagogy regards second language teaching and learning not as holding new cultural and linguistic knowledge, however as a link of struggling between the old and new identities for teachers and students alike. it means that, second or foreign language teaching refers to more as a tool to help students come to develop their own identity and as 2018. linguistic, english education and art (leea) journal 1(2):216-232 220 a vehicle to study other peoples and cultures. in other words, the students are able to adopt a critical mindset towards their second or foreign langauage learning experiences. moreover, they attempt to acquire not only a new linguistic experience, but also more importantly a new lens to appreciate the world out there and the world inside. in short, the boundaries of these three parameters are unclear and the characteristic features overlap. they are interrelated among others and interact with among other. they together are the conceptual basics for the pedagogy. as kumaravadivelu said (2006:176), the three pedagogic parameters are as the conceptual foundation for a postmethod pedagogy. they have potential functions as operating principles, guiding various aspects of second or foreign language learning and teaching. these operating principles manifest themselves in what may be called pedagogic indicators. the pedagogic indicators the indicators of postmethod pedagogy are the learner, the teacher, and the teacher educator. from the postmethod pedagogy perspective, the learner (student) is active and independent. kumaravadivelu (2001:545) argues that the three aspects of the learner autonomy such as academic, social, and liberatory. then, in 2006, he proposes two types (academic and liberatory). kumaravadivelu (2006:178) described the academic view as a narrow view which tries to improve in the student him/herself (a capacity to learn), while liberatory as the broad view which tries to goes beyond (including a capacity to learn to liberate) at the same time. he stated that learning to learn as learning to implement appropriate learning strategies to achieve the desired learning objectives. by by using the appropriate strategies, the students are able to regulate their learning process and maximally develop their learning capacities. if the academic autonomy enables the student to be effective, the libaratory autonomy empowers him/her to be a critical thinker. therefore, liberatory autonomy goes further actively helping learners reflect on themeselves and their social world, form thier learning communities, and provide them opportunities and possibilities for exploration. thus, learners will be more prepared for better solutions to problems in their learning. however, they will only be able to gain such a goal with others help, especially their teachers. for the teachers, they are as autonomous teachers. this autonomy is central and the heart of postmethod pedagogy (kumaravadivelu, 2006: 179). postmethod pedagogy recognizes the teacher‟s previous and current knowledge, and their potential to teach and act autonomously, which promotes the ability of the teacher to know how to improve a reflective approach to his/her own teaching, 2018. linguistic, english education and art (leea) journal 1(2):216-232 221 how to analyze and evaluate the teaching practices, how to regulate the effects of such changes (wallace, 1991:89). those abilities are able to develop only if the teachers have a motivation to maintain a fair degree of autonomy in making a pedagogic decision. they have to focus on their prior and developing personal knowledge of learning and teaching to break away from the dissatisfaction of the conventional concept of method. this knowledge not only includes particular classroom handling, but also includes connecting thinking with action. this develops through determined efforts by the teachers. because of these processes, the teachers develop over time will eventually lead them to improve their own theory of teaching practice (kumaravadivelu, 2006:181). therefore, the task of the teacher educator is to create potential conditions for the prospective teachers to gain necessary authority and autonomy that will enable them to reflect on, shape their own teaching experiences, and transform such experience (kumaravadivelu, 2006:182). through the dialogic interactions, links of communication between students-teachers and teachers-educators open up and actively exchange ideas. the teacher educators will then show a willigness to use the student teachers‟ value, beliefs, and aknowledge as an interrelated aspect of the learning process. the entire process of teacher education eventually becomes reflective and rewarding. postmethod strategic framework the postmethod strategic frmework for language teching consists of macrostrategies and microstrategies. kumaravadivelu (2003:38) describes the macrostrategies as guide principles. they are derived from historical, theoretical, empirical, and experiential insights in relation to second/foreign language learning and teaching. actually, a macrostrategy is a broad guideline that is able to lead the teachers to generate their own location-specific or classroom procedures. the strategic framework includes ten macrostrategies. they are: 1. maximize learning opportunities, this strategy facilitates teaching as a process of creating and utilizing learning opportunities. the teacher is seen both as a creator of learning opportunities for his learners and the utilizer of learning opportunities created by learners. 2. minimize perceptual mismatches, this strategy focuses on regarding the potential perceptual mismatches between intentions and interpretations of the student, the teacher, and the teacher educator. 3. facilitate negotiated interaction, this strategy means the meaningful student and student, student and teacher classroom interaction where students are encouraged to propose topic and initiate talk, not merely react or respond. 2018. linguistic, english education and art (leea) journal 1(2):216-232 222 4. promote learner autonomy, this strategy deals with encouraging students learn how to learn, adjusting them with the means necessary to self-direct and self-monitor thier own learning. 5. foster language awareness, this strategy consists of any attempt to draw learners‟ attention to the formal and functional properties of their l2 in order to increase the degree of explicitness required to promote l2 learning. 6. activate intuitive heuristics, this strategy involves the potential of providing rich textual data to help students infer and internalize the underlying rules governing grammatical usage and communicative use. 7. contextualize linguistic input, this strategy focuses on how language usage use are formed by linguistic, extralinguistic, situational and extrasituational contexts. 8. integrate language skills, this strategy deals with the need to holistically integrate the language skillsin which they are traditionally separated and sequenced as listening, speaking, reading, and writing. 9. ensure social relevance, this strategy stresses the need for the teacher to be aware to the societal, political, economic, and educational environment in which second/foreign language learning and teaching take place. 10. raise cultural consciousness, this strategy focuses on treating the students as cultural informants so that they are encouraged to engage in a process of classroom participation that puts a premium on their power/knowledge. the macrostrategies introduced above are general guiding principles for classroom teaching, and are to be implemented in the classroom through the microstrategies designed to realize the goals of a particular macrostrategy. one macrostrategy may have many microstrategies. microstrategies refer to “classroom procedures that are designed to realize the objectives of a particular macrostrategies. any type of microstrategy depends on the local learning and teaching situation. the possibilities are endless” (kumaravadivelu, 2006: 208). he stated microstrategies are associated with different local situations and conditioned by the national, regional, or local language policy and planning, curricular objectives, instituational resources, and learners‟ needs, wants, lacks and even their current level of language knowledge/competence, and a great many other possible factors. as for detailed microstrategies following each macrostrategy, he mentions (1) opportunities outside classroom, (2) learner training and learner perception, (3) intensive teacher-learner communication, (4) learner autonomy and learning preferences, (5 and 6) language use and language awareness, (7) contextualizing linguistic input, (8) utilizing all sorts of raw materials, (9 and 10) ensuring social and cultural relevance. in fact, kumaravadivelu has demonstrated a 2018. linguistic, english education and art (leea) journal 1(2):216-232 223 comprehensive picture of how to design valid microstrategies in a specific context under the guidance of each macrostrategy (kumaravadivelu, 2006:208). in concusion, the postmethod pedagogy encourages local teachers to develop their teaching more effectively through theorizing what they do and to practice what they theorized. teaching method which was implemented by local teachers according to their real specific situation based on learners‟ situation, it is called a postmethod pedagogy. in this sense, the local teachers construct or innovate their teaching by their experiences through their reflection. saengboon was interested in conducting the research because he wanted to find out how local teachers construe pedagogical innovations such as postmethod pedagogy. the postmethod pedagogy is an alternative to method so that teachers can innovate their teaching experiences as an buttom-up approach in which theorising what they do and practicing what they theorize. research method research design of this study utilized a qualitative case study. according to ary (2002:27) a case study is an in-depth study of a single unit, such as one individual, one group, one organization, one program, and so on. the objective of this research design is to arrive at a detailed description and understanding the entity. moreover, a case study can result in data from which generalizations to theory are possible. therefore, a qualitative case study is to gain descriptive interpretation without using statistical analysis. in this study, the case study aimed to arrive at a detailed description about efl teachers‟ perception on postmethod pedagogy. the participants consists of nine efl teachers of doctoral degree in upi (november 27-december 2, 2014) from several universities in indonesia. the teachers indicate that they have comprehensive knowledge and reflect their teaching practice effectively. the reflection is an essential aspect of postmethod pedagogy. then, this study used a questionnaire and structured interview as data collection tools. finding efl teachers’ perception on kumaravadivelu’s postmethod pedagogy based on the questionnaire consists of fifteen statements, this study gained the information. the results were here presented in the four parts (teaching interaction, teaching technique, teaching objective, and teaching content). 2018. linguistic, english education and art (leea) journal 1(2):216-232 224 table 1. the percentation data of teaching interaction no. statements always usually sometimes rarely never 1. you maximize learning opportunities in your classes 8/89% 1/11.1% 2. you do not give learners a voice in your classes 1/11.1% 2/22.2% 6/66.7% 3. you do not really listen when your learners speak and build on what they say. 1/11.1% 8/89% 4. you give your students an opportunity to take up on something a teacher or another learner has said and make it into a new topic. 2/22.2% 4/44.4% 2/22.2% 1/11.1% the table consists of four questions from the first number until the fourth. for the first statement, it revealed that eight teachers (89%) claimed that they always maximize learning opportunities in their class and only one teacher (11.1%) claimed sometimes. then, six teachers (66.7%) stated that they never do not give the learners a voice in their classes. two teachers (22.2%) argued rarely. then, one teacher (11.1%) claimed sometimes. besides that, eight teachers (89%) answered they never do not really listen when their learners speak and build on what they say and one teacher (11%) merely answered sometimes. and for the last statement, four teachers (44.4%) stated that they usually give their learners an opportunity to take up on something a teacher or another learner has said and make it into a new topic. two teacher (22.2%) answered always as well as two other techers argue sometimes. one teacher, then (11,1%) mentioned rarely. 2018. linguistic, english education and art (leea) journal 1(2):216-232 225 table 2. the percentation data of teaching technique no. statements always usually sometimes rarely never 8. you help your students to notice the gap between student‟s own knowledge and correct use of language. 5/55.5% 2/22.2% 2/22.2% 9. you introduce language in context, not in isolation. 6/66.7% 2/22.2% 1/11.1% 10. you integrate a variety of skills (reading, writing, listening, and speaking) in your classes. 6/66.7% 1/11.1% 2/22.2% 11. you promote general language awareness as well as critical language awareness in your students 5/55.5% 3/33.3% 1/11.1 % the table showed four questions numbered eight to eleven. for the first statements, five teachers (55.5%) mentioned that they always help their learners to notice the gap between learner‟s own knowledge and correct use of language and two teachers (22,2%) claimed usually and two other teachers stated sometimes. the second, six teachers (66.7%) claimed that they always introduce language in context, not in isolation. two teachers (22.2%) claimed usually and another teacher mentions sometimes. the third, six teachers (66.7%) stated that they always integrate a variety of skills (reading, writing, listening, and speaking) in their classes. two teachers (22.2%) mentioned sometimes and one teacher claimed usually. finally, four teachers (44.4%) claim that they always promote general language awareness as well as critical language awareness in their learners. three teachers (33.3%) mentioned usually. one teacher (11.1%) claimed sometimes and another teacher (11.1%) stated rarely. 2018. linguistic, english education and art (leea) journal 1(2):216-232 226 table 3. the percentation data of teaching objective no. statements always usually sometimes rarely never 5. you promote learner autonomy in your classes. 8/89% 1/11.1% 6. you use a method(s) of teaching that allows your students to learn by discovering things for themselves and learning from their own experience. 7/77.8% 2/22.2% 7. you enhance to input through consciousness-raising activities 2/22.2% 5/55.5% 2/22.2% the teaching objective deals with three questions which consists of number five to seven. the findings showed that for the first, eight teachers (89%) claimed that they always promote learner autonomy in their classes. then, one teacher (11,1%) mentioned sometimes; the second, five teachers (55.5%) claimed that they always use a method(s) of teaching that allow(s) their learners to learn by discovering things for themselves and learning from their own experience. two teachers (22.2%) mentioned sometimes. then one teacher (11.1%) stated rarely as well as another teacher claims usually. the last, five teachers (55.5%) claim that they usually enhance to input through consciousness-raising activities. two teachers (22.2%) mentioned sometimes as well as two other teachers stated always. table 4. the percentation data of the teaching content no statements always usually sometimes rarely never 12. you do not include target culture, own culture and international culture in classroom materials. 1/11.1 % 3/33.3% 2/22.2% 3/33.3% 13. you do not allow some l1 in your 1/11.1 % 3/33.3% 4/44.4% 1/11.1% 2018. linguistic, english education and art (leea) journal 1(2):216-232 227 classroom. 14. you do not help students to recognize other varieties of english. 1/11.1 % 3/33.3% 5/55.5% 15. you raise students‟ global cultural consciousness, not just an awareness of english culture. 6/66.7 % 3/33.3% in teaching content, there are four questions from number twelve until fifteen. the findings revealed that: the first statement involved three teachers (33.3%) stated that they never do not include target, own culture and international culture in their classroom materials. three other teachers (33.3%) mentioned sometimes. two teachers (22.2%) claim rarely. then, one teacher states always; the second, four teachers (44.4%) claimed that they rarely do not allow some l1 in their classes. three teachers (33.3%) mentioned sometimes. one teacher (11,1%) stated usually and one last teacher (11.1%) mentioned never; the third, five teachers (55.5%) mentioned never do not help their students to recognize other varieties of english. three teachers (33.3%) claimed rarely. then, one teacher (11.1%) stated always; finally, six teachers, 66.7%, stated that they always raise their learners‟ global culture consciousness, not just an awareness of english culture. three teachers (33.3%) mentioned sometime. discussion concerning to the teaching interaction, the results indicated that the teachers have already maximized learning opportunities, facilitated negotiated interaction, and minimized perceptual mismatches. most of the teachers have already done good teaching interaction with their students. they (89%) claimed that they always maximize learning opportunities. this was supported by interview data in which they stated that they provided learning practices such as games, questions and answer sessions among students, discussions, etc. as kumaravadivelu stated (2006:201) that maximizing learning opportunities means that teaching as a process of creating and utilizing learning opportunities. in this regard, teachers have two roles, first as creators of learning opportunities, and second, as utilizers of learning opportunities (created by learners). the teachers are willing to modify their lesson plans based on feedback to suit the needs of target learners and should not ignore contributory discourse from learners. 2018. linguistic, english education and art (leea) journal 1(2):216-232 228 moreover, the teachers seemed to facilitate negotiated interaction. from the result, it was shown that the teachers give the learners a voice in their classes (66.7%) and really listened when their learners speak and build on what they say (89%). it deals with meaningful learner-learner, learner-teacher interaction in class where the leareners have the freedom and flexibility to initiate and navigate talk, not just react and respond to it (kumaravadivelu, 2006: 202). it means that the learners are actively involved in interaction. based on interview data, this statement had been justified that they tried to encourage their students to be actively involved in learning. when their students did not understand their explanations, they provided opportunities to ask and clarify about their understanding. in this case, the teachers minimized perceptual mismatches through communication or interaction. the communication is a gradual reduction of uncertainty. in second/foreign language classroom communication, every piece of human communication has the prosperities to contain ambiguities between teacher intention and learner interpretation. therefore, most of the efl teachers here (44.4%) usually give their learners an opportunity to take up on something a teacher or another learner has said and make it into a new topic. in interview session, they stated that they tried to minimize their students‟ misunderstanding during learning process by communicating it. the second, in terms of the teaching technique, the findings showed that the teachers have already activated intuitive heuristics, contextualized linguistic input, and integrated language skills. the teachers (55.5%) always help or activate their learners to notice the gap between learners‟ own knowledge and correct use of language, however the others stated usually and sometimes do it. it indicated that they activate intuitive heuristics (i.e. modifying input in terms of form and meaning). for example: they help them to use correct english and inform them if they have several mistake in using english. kumaravadivelu states “one way of activating heuristics of the learners is to provide enough textual data so that the learner can infer certain underlying rules of form and function”(2006:204). in educational contexts, heuristics deals with the process of self-discovery on the part of the learner (2003:176). moreover, teachers have already contextualized linguistic input as shown that they (66.7%) always introduced language in context, not in isolation, however the other teachers mentioned usually and sometimes. contextualizing linguistic input as kumaravadivelu (2006:205) said “the feature of language as discourse” so that the learners can benefit from the interactive effects of systemic as well as discoursal components of language. one of them stated that she tried to find the similarities of the language input in l1 and relate them into the context to be easily understood by their students. 2018. linguistic, english education and art (leea) journal 1(2):216-232 229 in addition, the data showed that the teachers (66.7%) always integrate a variety of skills (listening, reading, speaking, and writing) in their classes, but the others stated usually and sometimes. all of them have already done it although not all who always integrate the skills. for example, most of them stated that when they teach reading skills, they encourage their students to develop other language skills (listening, speaking, and writing). they also argued that language skills could not separately taught, they are always integrated. it informs that the nature of l2 learning involves not only an integration of linguistic components of language, but also an integration of language skills as kumaravadivelu (2006: 206) said “language skills are essentially interrelated and amutually reinforcing”. for promoting general language awareness as well as critical language awareness in students, most of the efl teachers here (55.5%) always promote general language awareness and critical language awareness in their students. they stated that students be aware of not only english but also general language awareness such as indonesian language, local language, etc. the third, focusing on the teaching objective, the data indicates that most of the teachers promoted learner autonomy in their classes, used a method(s) of teaching that allows their students to learn by discovering things for themselves and learning from their own experience. the teachers (89%) always promoted learner autonomy and foster language awareness. most of them tried to encourage their students to learn independently not only in but also outside the classroom. kumaravadivelu states that it involves helping learners learn how to learn, adjusting with the metacognitive, cognitive, social, and affective strategies necessary to self-direct their own learning processes, making the strategies explicit and systematic, thus those strategies are available to develop the language-learning abilities of other students as well, and so forth (2006:206). it is supported as the second answer that most of the lecturers (77.8%) always use a method(s) of teaching that allow(s) their learners to learn by discovering things for themselves and learning from their own experience although only two teachers stated that they sometimes do it. then, the third statement showed that some of the teachers (55.5%) usually enhance to input through consciousness-raising activities indicated as fostering language awareness. language awareness is based on strategies that emphasize understanding, general principles, and operational experience (kumaravadivelu, 2006:403, 2003:302). finally, regarding to the teaching content, the findings showed that the teachers were aware of raising cultural consciousness and ensuring social relevance. some of them (33.3%) sometimes and never do not include target, own culture and international culture in their classroom materials. they tried to enhance students‟ local or national cultural awareness such as sundanese, javanese, etc. cook (1992:583) states “the learner is not becoming an imitation 2018. linguistic, english education and art (leea) journal 1(2):216-232 230 native speaker, but a person who can stand between the two languages, using both when appropriate”. moreover, some of them allow some l1 in their classes. it showed that most of the lecturers (89%) consider the proficiency or level of their students in order to make their students are able to understand more and compare with their culture and social relevance, and only one teacher stated she usually does not allow some l1 in her classroom. they tried to mix and match l1 (indonesian language or local language) and l2 (english) to help their students easily in understanding the target language. to raise cultural consciousness, some of the teachers (55.5%) mentioned never do not help their students to recognize other varieties of english and raise their learners‟ global culture consciousness. it simplifies not just an awareness of english culture. culture teaching has always been an integral aspect of second/foreign language teaching. although in indonesia, english is as a foreign language, it is important to be learned by indonesian students. according to a review by stern (in kumaravadivelu, 2006:207), „culture teaching has included a cognitive component in terms of the target culture to world civilization, knowledge about differences in the way of life as well as an understanding of values and attitudes in the second/foreign language community. then, the last statement, most of the lecturers (66.7%) stated that they always raise students‟ global cultural consciousness, not just an awareness of english culture, and the others mentioned they sometimes did it. in the teaching and learning processes, most of the efl teachers sometimes share and inform their students about various culture in the world. in conclusion, based on the postmethod pedagogy framework divided into four aspects: learning interaction, learning technique, learning objective, and learning content. in the learning interaction, most of the teachers have already maximized learning opportunities, facilitated negotiated interaction, and minimized perceptual mismatches in the teaching and learning processes. in the second aspect, most of the teachers have already activated intuitive heuristics, contextualized linguistic input, and integrated language skills. the third aspect, the learning objective, most of the teachers have already promoted learner autonomy in their classes, used a method(s) of teaching that allows their students to learn by discovering things for themselves and learning from their own experience. finally, the last aspect, most of the teachers have already been aware of raising cultural consciousness and ensuring social relevance. conclusion this study discussed efl teachers‟ perspective on postmethod pedagogy proposed by kumaravadivelu (2003; 2006). the result revealed that most of the lecturers have already implemented the postmethod pedagogy framework 2018. linguistic, english education and art (leea) journal 1(2):216-232 231 although they do not aware yet of the principles of this pedagogy. it could be seen from four parts: teaching interaction, teaching technique, teaching objective, and teaching content. therefore, it can be concluded that most of the efl lecturers have already used teaching reflection as an important aspect of postmethod pedagogy although they do not consider it so that it is needed to re-conceptualize the best teaching practice based on constructing “classroom-oriented” theories of practice (kumaravadivelu, 1994: 29). moreover, it was indicated that the efl teachers theorized what they do and practiced what they theorize in their 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(1994). the postmethod condition: (e)merging strategies for second/foreign language teaching. tesol quarterly, 28, 27-48. _______________. 2001. toward a postmethod pedagogy. tesol quarterly, 35, 537-560. ________________. 2003. critical language pedagogy: a postmethod perspective on english language teaching. world englishes, 22 (4), 539-550. http://dx.doi.org/10.1111/j.1467-971x.2003.00317.x _______________. 2003a. beyond method: macrostrategies for language teaching . new haven, ct: yale university press. http://dx.doi.org/10.1111/j.1467-971x.2003.00317.x 2018. linguistic, english education and art (leea) journal 1(2):216-232 232 _______________. 2006. understanding language teaching from method to postmethod. mahwah: erlbaum. prabhu, n.s. 1990. there is no best method----why? tesol quarterly, 24, 161176. richard, j.c. & rodgers, t. 2001. approaches and methods in language teaching (2nd ed.). cambridge: cambridge university press. saengboon, s. 2013. thai english teachers‟ understanding of “postmethod pedagogy”: case study of university lecturers. canadian center of science and education, 6, 156-166 wallace, m. j. 1991. training foreign language teachers: a reflective approach. cambridge: cambridge university press. linguistic, english education and art (leea) journal volume 1 nomor 1, desember 2017 e-issn:2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i1.34 82 an analysis of deixis and speech act used in english teaching and learning process yulfi 1 stkip pgri lubuklinggau yulfie_patmo@yahoo.com 1 submit, 08-11-2017 accepted, 30-12-2017 publish, 30-12-2017 abstract this study focuses on analyzing deixis and speech acts used by the english teacher and eleventh grade students of language program at islamic integrated senior high school curup in the academic year 2013/2014. the topic was chosen by the researcher as the object of the research, first of all because deixis and speech acts are commonly analyzed in the daily conversation such as in movie and comic. secondly, this school is the one that has a language program class at eleventh grade besides two science program classes and two social program classes. this study means to explain the used of deixis and speech acts in english teaching and learning. the design of this research is an ethnography research and the main instrument of this research is the researcher itself. the finding of this study shows that the teacher of english and students used deixis in their daily activity in the classroom. however, the most frequently types of deixis used by them is person deixis. further, the most dominant type of speech acts on english teaching and learning at this class is directive utterance. generally, the teacher more often used them to give command, suggestion and request.the teacher and students used deixis and speech acts almost in every moment. because this class used teacher center, so the students used deixis and speech act only when they responded the teacher‟s questions. keywords: deixis, speech acts, directive utterance, person deixis. introduction very often in many interactions between teachers and students in the classroom, students cannot understand what teacher says if they do not understand the context. some utterances produced by students also cannot be understood by teachers if they do not know who is speaking, about whom, where and when. for example when a teacher explains in front of the class then she says “i was disappointed that you did not come yesterday afternoon. i hope you will join our course this afternoon”. people will not be able to identify the referents of i, you, us, yesterday afternoon and this afternoon though we understand how the first three and the last two are related to one another; because they know english, they know know, for example, that the referent of is a part of referent of them and they mailto:yulfie_patmo@yahoo.com1 2017. linguistic, english education and art (leea) journal 1 (1):82-90 83 know the time sequence of yesterday afternoon and this afternoon. the meaning of any lexeme depends to some extent on the context in which it occurs, but deictic elements can only be interpreted through their context. according to mccarty (1991:6), without understanding the physical context and linguistics context of utterances, teachers or students will lose what the speaker means. the goal of someone produces an utterance is considered good and right if it is used in appropriate context. the meaning of words in utterances or written text can be known from its context. the word which can be interpreted its meaning based on the context is called deictic or deixis. deixis is also a word which its referent always moves depending on the time and space of uttering the word. it is also stated that deixis is a part of pragmatics that has connection with certain word or sentence that changes because of the context. the change of context is a sentence often caused by the change of situation including personal, time and place (levinson,1983:9). deixis concerns the ways in which language encode features of the context of utterance or speech event, and thus also concerns ways in the interpretation of utterances on the analysis of that context on utterance. so far, applied linguists and language teachers have been familiar with the term function for years now. are we not simply talking about „functions‟ when analyzing what a teacher and students talk in the classroom? in one sense we are talking about „functions‟: we are concerned as much with what teachers and students are doing with language as with what they are saying. a request, an instruction or an exemplification as a particular bit of speech or writing, we are concentrating on what that piece of language is doing (locutionary act), or how the listener or reader is supposed to react (illocutionary) or the effect got by listener or reader after hearing or reading an utterance, many linguists call it as speech act (mccarty,1991:9). research on the relationship between form and function has been greatly influenced by speech act theory. rankema (1993:21) states that in speech act theory, language is seen as a form of acting. speech act theory has had a strong influence on the field of discourse studies as this theory focuses on the question of what people are doing when they use language. this study deals with classroom discourse since it is relevant to various important phenomena of language use, text and conversational interactions or communication events in the classroom. it is in line with what mccarty (1991:105) states that the advantage of writing discourse analysis to investigate classroom in interaction is that it allows researchers to gain insight into what is being accomplished in a particular classroom interaction that takes place in a specific social context. 2017. linguistic, english education and art (leea) journal 1 (1):82-90 84 finally, ethnography was used in this study because it attempts to obtain an emic perspective and holistic view of what a teacher and students say and do, in order to gain a fuller representation of what is going on in the classroom. ethnographic research combines participant observation and many of the characteristics of nonparticipant observation studies in attempt to obtain as holistic a picture as possible of a particular society, group, institution, setting or situation. this research is very important to be done. by doing this research, people understand the meaning of deixis and speech acts produced by the english teacher and students in the classroom easily. from the description above, the writer is interested to do a research entitled: “an analysis of deixisand speech acts used in english teaching and learning process”. literature review yule (1996:9) states that deixis is derived from the greek“deicticos” means “to show” or “to indicate”. it means pointing via language. deictic terms are used to refer to ourselves to others and object in our environment. yule (1990:129-133) says “they are used to locate actions in a time frame relative to the present. deictic terms show social relationship the social location individuals in relation to others. they are also used to locate parts of text in relation to other parts. furthermore deixis concerns the ways in which language encode or grammatical features of the context of utterance or speech event. it is also concern with way in which interpretation of utterance depends on the analysis of that context of utterance.” there are some words in the language that cannot be interpreted at all unless the physical context, especially the physical context of the speaker, is known. these are words like here, there, this, that, as well as most pronouns such as i, he, us, it. some sentences of english are virtually impossible to be understood if we do not know who is speaking, about whom, where and when. deixis also deals with connections between discourse and the situation in which discourse is used (rankema,1993:76). the word „deixis‟ is used to devote those elements in a language which refer directly to the situation. rankema (1993:77) also says that deictic words are words with a reference point which is a speaker or writer says and is determined by the speaker‟s or writer‟s position in space and time. yule (1996:9) also writes that deictic expressions are also sometimes called „indexicals‟.they are among the first forms to be spoken by very young 2017. linguistic, english education and art (leea) journal 1 (1):82-90 85 children and can be used to indicate people via person deixis (e.g. me, you), or location via spatial deixis (here, there), or time via temporal deixis (now, then). deixis is clearly a form of referring that is tied to the speaker‟s context, with the most basic distinction between deictic expressions being near speaker versus away from the speaker.yule (1996:9) argues in english, near speaker called proximal terms, are „this‟, „here‟, „now‟. the away from the speaker, or distal terms, are „that‟, „then‟, proximal terms are typically interpreted in terms of the speaker‟s location, or the deictic center, so that „now‟ is generally understood as referring to some point or period in time that has the time of the speaker‟s utterance at its center. distal terms can simply indicate „away from speaker‟, but, in some languages, can be used to distinguish between „near addressees‟ and „away from the both speaker and addressee‟ based on previous definitions, it can be concluded that deixis refers to a word in which it‟s referred or its pointing is always moving or changing depends on the speaker, place, and time of utterance. morover, the meaning is still relevant with the context. the main categories of deictic form or indexical expression (yule, 1990:63) are (1) person deixis (a word that has functions as personal pronouns: you, she, he, it, etc), (2) spatial or place deixis (place or location can be deixis if that place or location is being seeing from the location of the people who are doing communication in language use in speech event: this, these, that, those, etc), (3) temporal deixis (grammatically temporal deixis can be called as adverbs of time: yesterday, today, tomorrow, etc), (4) discourse deixis(a word can be said as discourse deixis if that word refers to certain part of that text or utterance: the following, the later, etc)and (5) social deixis (social deixis refers to the encoding of social distinction is related to participant roles, as in the use of pronouns: my beloved friend, mr. president, etc). whenever one person speaks to another, the speaker has some intention in producing the utterance, and the addressee interprets the utterance. in spite of occasional misunderstandings the hearer‟s interpretation often does match the speaker‟s intention, even when the speaker is joking or being sarcastic. if the form of an utterance does not necessarily coincide with the intended function, how does the hearer correctly know what the speaker‟s intention is even recognizing the speaker‟s humorous utterances are the sarcastic ones? kreidler (2002:181-193) answers this question with the simple one that they know each other. they share a common background, and they are aware of sharing the common background. they may argue, insult each other, use profanity, so long as they are both used to communicating in this fashion. speakers are less likely to 2017. linguistic, english education and art (leea) journal 1 (1):82-90 86 use sarcasm and humor with strangers than with those who know them well, their utterances are more likely to be straightforward and to follow the norms for politeness, and they are ready to rephrase their messages whenever they see that misunderstanding has occurred. the speaker wants to be understood and the addressee wants to understand. richards et.al (1985:265) state that speech act is an utterance as a functional unit in communication. when people say that a particular bit of speech and writing is a request or an instruction or on aexemplification people are concentrating on what that piece of language is doing, or how a listener or reader is supposed to react, such entities are often called speech act (austin and searle in mccarthy 1991:9). each of the stretches of language that are carrying the force of requesting, instructing and so on is seen as performing a particular act. so the approach to communicative language teaching that emphasize the functions or speech acts that pieces of language perform overlaps in an important sense with the preoccupations of discourse analysts. still in line yule (1996:47) says that actions performed via utterances are generally called speech acts and in english, are commonly given more are specific labels, such as apology, complaint, compliment, invitation, promise or request. these descriptive terms for different kinds of speech acts apply to the speaker‟s communicative intention in producing an utterance. the speaker orally expects that his or her communicative intention will be recognized by the hearer. both the speaker and listener are usually helped this process by the circumstances surrounding the utterance. these circumstances including other utterances are called the speech event. in many ways it is the nature of speech event that determines the interpretation of an utterance as performing a particular speech acts. in every speech act, person can distinguish three kinds of speech acts, following austin (in kreidler,2002:180;181): (1) locutionary act (what is said, the utterance produced by a speaker can be called locution), (2) illocutionary act (some kind of function in mind, when the speaker produce the utterance) and (3) perlocutionnary act (the effect the utterance or written text has on the reader or listener). speech acts differ in their purposes, whether they deal with real or potential facts, prospective or retrospective, in the role of speaker or addressee. in these facts, and of course in felicity conditions.kreidler (2002:183-193) divides speech acts into seven kinds: (1) assertive utterance (the purpose is to inform), (2) performativity utterance (performative utterances are valid if spoken by someone whose right to make them is accepted and in circumstances which are accepted as appropriate), (3) vindictiveutterance (speech acts in which the speaker makes an assessment or judgment about the acts of another, usually the addressee), (4) 2017. linguistic, english education and art (leea) journal 1 (1):82-90 87 expressive utterance (speaker-involved), (5) directive utterance (the speaker tries to get the addressee to perform some act or refrain from performing an act), (6) commissive utterance (commit a speaker to a course of action), and (7) phatic utterance (greetings, farewells, piloted formulas such as “thank you”, “you‟re welcome”, “excuse me). research method this study is an ethnography research. as usual in an ethnographic research, observation and interviews are the primary methods of collecting data. these are supplemented by field notes, video-taping and check-list. the data was analyzed using inductive analytical approach. it meant that the data analysis began while data are being gathered. ongoing data analysis and interpretation were based on data mainly from observations. there were two main data from observation: the result of field notes and spoken language transcript. the researcher analyzed data gathered from field notes and check lists at the end in every meeting. the data was synthesized and summarized, included any interpretation that come to mind, and recorded any questions that may be implied then find the answers. the participants (the teacher and the students) was given opportunity to respond to the initial analysis before a final draft of the data was written. finding in english teaching and learning of eleventh grade language program at islamic integrated senior high school curup in the academic year of 2013/2014, the researcher found many data in of deixis and speech acts. the examples of the dialogues among the teacer and the students are presented below: date : february 12, 2013 theme: expression of love (sing a song) and narrative text. time : 2x45‟ (10.45-12.15) t : the whiteboard is so dirty. s : (someone come, stand and clean the whiteboard) t : for others, keep silent please! dian, please bring your narrative text! s8 : (he comes and stands beside her). t : are you sick? (while she is looking at his coat). s8 : (he walks to his desk and loose his coat). t : ok, how many generic structures of narrative text? s8 : three mam. they are orientation, complication and resolution. t : ok, identify them in this story! 2017. linguistic, english education and art (leea) journal 1 (1):82-90 88 s8 : (he identifies the generic structures). t : ok, sit down please. next, meiliajayanti s15 : yes mam. discussion from this dialogue, there are 2 speech acts and 7 deixis. the speech acts are the utterances produced by the teacher: “the whiteboard is so dirty” and “are you sick?”. furthermore, the deixis are dian, you, mam, they, them, meilia jayanti and mam. the researcher found 290 data in deixis and 42 data in speect acts. the data is shown in the following table. table 1. deixis found in english teaching and learning table 1 shows the data of deixis that found in english teaching and learning. from the table, the number of deixis used by the english teacher and students are included person deixis (168), place deixis (32), temporal deixis (11), discourse deixis (8), and social deixis (71). for the first part, the writer found that the most frequently part of deixis used by the teacher and students is person deixis (168 data). generally, they used person deixis for plural second person (you, your). they refer to the students. table 2. the data of speech acts no kinds of speech acts ∑ 1 assertive utterance 6 2 performative utterance 3 3 verdictive utterance 0 4 expressive utterance 2 5 directive utterance 25 6 commissive utterance 0 7 phatic utterance 6 total number 42 further, for the data of speech act, the researcher found that the most frequently type of speech acts is directive utterance. the total number of utterance no kinds of deixis ∑ 1 person deixis 168 2 place deixis 8 3 temporal deixis 32 4 discourse deixis 11 5 social deixis 71 ∑ 290 data 2017. linguistic, english education and art (leea) journal 1 (1):82-90 89 in directive utterances is 25 data. generally, the teacher more often used them to give command, suggestion and request. in their daily activity in the classroom, the teacher more often speaks in front of the class than the students (teacher center), that is why the data more gathered from the utterance produced by the teacher. after doing the study, the writer got that in teaching and learning process of english in the classroom, the teacher and the students always use deixis and speech acts in their communication. by using speech act, the teacher or the students have some intention in producing the utterance, and the addressee interprets the utterance. in spite of occasional misunderstandings the hearer‟s interpretation often does match the speaker‟s intention, even when the speaker is joking or being sarcastic. the teacher or the students orally expects that his or her communicative intention will be recognized by the hearer. both the speaker and listener are usually helped this process by the circumstances surrounding the utterance. these circumstances including other utterances are called the speech event. in many ways it is the nature of speech event that determines the interpretation of an utterance as performing a particular speech acts. conclusion the writer can conclude that the teacher of english and eleventh grade students of language program at islamic integrated senior high school curup in the academic year of 2013/2014 used deixis in their daily activity at the classroom. however, the most frequently types of deixis used by them is person deixis. therefore, the most dominant type of speech acts on english teaching and learning at islamic integrated senior high school curup in the academic year of 2013/2014 is directive utterance. generally, the teacher more often used them to give command, suggestion and request.they used deixis and speech acts almost in every moment. because this class used teacher center, so the students used deixis and speech act only when they responded the teacher‟s question. 2017. linguistic, english education and art (leea) journal 1 (1):82-90 90 references fraenkel, wallen. (1990). how to design abd evaluate research in education. mcgraw-hall international edition. new york : mcgraw-hall. kreidler, charles. (1998). introducing english semantics. new york: routledge taylor and francis group. levinson, stephen c. (1983). pragmatics. cambridge: cambridge university press. marzulina, leni. (2010). lecturer’s roles and communicative functions in english education study program classroom of faculty of teacher training and education. unsri: unpublished thesis. mccarty, m. (1991). discourse analysis for language teachers. cambridge: cambridge university press. nunan, david. (1992). research method in language learning: a textbook for teachers. cambridge: cambridge university press. renkema, j. (1993). discourse studies: an introduction textbook. amsterdam: john benjamin publishing company. yule, george. (1996). pragmatics: oxford introductions to language studies. fourth impressions. new york: oxford university press. linguistics, english education and art (leea)journal volume 1 nomor 1, desember 2017 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i1.33 16 pqrst technique toward reading comprehension of the second grade students at sman 1 kota jambi dewi syafitri 1 stkip-pgri lubuklinggau dewisyafitristkipllg@gmail.com 1 submit, 08-11-2017 accepted, 30-12-2017 publish, 30-12-2017 abstract this research is aimed to investigate whether or not there is any significant effect of pqrst technique toward reading comprehension of second graders at sman 1 kota jambi.preview, question, read, summary and test labeled pqrst is one of language teaching technique in reading comprehension. this technique can be used to solve students’ difficulties in comprehend the text and also can help the students to deepen their understanding of the text. the subjects were students of grade xi of sman 1 kota jambi. xi ia 1 was assigned as the experimental group and xi ia 2 was assigned as control group. the cluster sampling technique was used in this research. the design of this research is an experimental research to find out the cause and effect relationship between two variables. there are two data used in this research. the first data is pre-test and the second is post-test. after the data were collected, the researcher used t-test analysis to see the significant difference between two variables. the result of this research showed that t-test value was 3.15, at the level of significance 0.05 with df 60, the value of t-table was 2.00. it is known that t-test value was bigger than t-table indicated the research hypothesis (h1) was accepted where there is significance difference in students, reading comprehension between those who were taught by using pqrst technique and those who were taught without using pqrst technique. in summary, pqrst technique can help the students to comprehend the reading text well. keywords: reading comprehension, pqrst technique introduction reading is one of the skills that should be mastered competently by senior high school students at informational level and should be taught appropriately by the teachers who have a prominent function in the curriculum succession. one of the examples is cited by byrd (1998) who explains that in teaching reading the teacher should be selective in providing materials for the student in the lesson. the teacher can supply resources by referring everyday reading material such as “train schedule, news paper article, and travel and tourism web sites” to increase student knowledge, particularly in helping them reach communicative competence. mailto:dewisyafitristkipllg@gmail.com 2017. linguistic, english education and art (leea) journal 1 (1):16-29 17 teaching english especially reading in indonesia emphasizes on comprehension. the teachers usually use three-phase activity technique in teaching reading. this technique includes pre-reading, whilst reading and post reading (fachrurrazy, 1993:3).there are several techniques can be used to comprehend the text. one kind of techniques in comprehend the text proposed by researcher is pqrst technique. one technique used by structured students to keep them on track is the pqrst technique. this technique prioritizes the information in a way that relates directly to how they will be asked to use that information in an exam. the technique can also be modified to suit any particular form of learning in most subjects. it allows more accurate timing of work rather than the student having to decide how much time to attribute to a topic (http://study_skill.htm). one of the best techniques for improving memory from reading is called pqrst technique (preview, question, read, summary, and test). the technique is intended to improve students’ abilities to study and remember material presented in the text books. the researcher used this technique in reading comprehension because this technique solve the students’ difficulties in comprehend the text and also it could help the student to deepen their understanding of the text through each step of pqrst technique. the researcher is interested in conducting a quantitative study by coming across a senior high school in the jambi. the focus of study is students of sman 1 kota jambi. the research question of this study is “is there any significant effect of pqrst technique toward reading comprehension of second grade students at sman 1 kota jambi?” literature review teaching english especially reading in indonesia emphasize on comprehension. the teacher is suggested using three-phase activity procedure in teaching reading. this procedure includes pre-reading, whilst reading and post reading (fachrurrazy, 1993). pre-reading activity is used to introduce the topic that teacher will be taught and give motivation to the student to learn it. this activity can fill by giving some questions that related to the topic, show the pictures and ask the student to guess the topic that they will learn, or introduce the title of the text and invite the students to discuss the topic. whilst reading activity is core activities to get comprehension content of the text. this activity divided into two parts, they are surface problem and deep problem. for surface problem include factual questions about content of the text, scanning and skimming or complete the table, sentences or list based on the text. for deep activity include difficult questions such as wh-question (why, where, how, etc), or question which its implied answer in the reading text, give true false questions, and ask the student to give the reason of their answer choice. post reading activity meant as last activity that relate to the content of reading text, for example speaking or writing about something that relate to the topic. 2017. linguistic, english education and art (leea) journal 1 (1):16-29 18 preview, question, read, summary and test labelled pqrst is one of language teaching technique in reading comprehension. pqrst researched by thomas and robinson (1982), spache and berg (1978), and robinson (1970) has demonstrated that a simple study technique applied to reading a book significantly improves understanding and memory. the technique takes its name from the first letter of the five steps that one follows preview, question, read, self-recitation, and test. according to fazel (1993:1[online]) one technique used by structured students to keep them on track is the pqrst technique. this technique prioritizes the information in a way that relates directly to how they will be asked to use that information in an exam. the technique can also be modified to suit any particular form of learning in most subjects. it allows more accurate timing of work rather than the student having to decide how much time to attribute to a topic. in applying the pqrst technique, the teacher takes responsibility for the stages labeled preview and read (in this case in lecture classes) and leaves the element of student-teacher interaction for the stages labeled question, summary, andtest(http://www.uem.es/myfiles/pageposts/jiu/jiu2006/archivos/pdaa/pdaa 24.pdf.). preview, question, read, summary and test (pqrst) derives its name from the five phases, it advocates for studying chapter/ text material in a text book. preview -some steps that the students can do in previewing the material are: to survey the chapter/text to get an idea of what’s ahead. this will prepare their brain to think in terms of that subject. to note the chapter title, it may contain the main idea or theme. read the summaries of the chapter to get a good overview of the material. to the headings and sub-headings, any underlined or italicized words and anything else that looks important. to look at any graphs, charts or pictures. these could emphasize important information. in this research, the researcher modified this step. the students will preview the title, the first paragraph and also the last paragraph to get the description about the content of the text. question -in this second step, students are demanded to be creative by making question while reading. they also, can read the question at the end of the text but they do not answer it directly. they can find the answers while they have their activity later. the students can create questions from headings or an important idea when they are reading the materials. read -the third step is reading itself. students can actually read the text. do it carefully, think about the meaning and relate this to other things students know about this and similar topics. students can do some underlining or highlighting of key words, but don’t overdo it. if students want to take notes, read the whole section first, and then summarize it later. http://www.uem.es/myfiles/pageposts/jiu/jiu2006/archivos/pdaa/pdaa24.pdf http://www.uem.es/myfiles/pageposts/jiu/jiu2006/archivos/pdaa/pdaa24.pdf 2017. linguistic, english education and art (leea) journal 1 (1):16-29 19 summary -in this step, students summarize for themselves what they just read. this allows students to check their understanding of the material, and will aid retention of it. without looking at the text, recite the main headings and the main idea under each. then – still without looking – tell yourself in a sentence or two what you read. finally, scan over the section quickly to pick up any essential points you may have missed. test -the last step of pqrst is test. students make certain that they know and remember what they read. then, they answer the question of the text. research method the method used in this research was quasi experimental method. salkind (1991:232) pointed out that in quasi experimental research, the hypothesis cause of the differences that might be observed between groups had already occurred. this design was selected because it was impossible to do randomization and assign the subjects to several different groups. beside that, it was hard to do because the school has fixed system that cannot be changed such as number of students, time of study, and number of classes. in this research, the researcher used the nonequivalent control-group design. the design was shown as follow (salkind 1991:234): table 1. the nonequivalent control-group design experimental group pre-test treatment post-test control group pre-test post-test the pre-test was administered to both of groups. the experimental group was taught by using pqrst technique and the control group through three phase technique. finally, the posttest was administered to both of group. there were three steps in doing this research. the first was giving pre-test to the students. second was a treatment in which there were 8 meetings including pre and post test to give treatment. in the last meeting, the student was given post-test in order to know students’ achievement after the treatment given. the result of pre-test and post-test after giving the treatment was compared. this comparison showed the using of treatment whether it is successful or not. 2017. linguistic, english education and art (leea) journal 1 (1):16-29 20 population according to nunan (1993:27) population is all cases, situations, or individual who share one or more characteristics. the population of this study is all the second grade students of sman 1 kota jambi in academic year 2009/2010 with total number 220 students. table 2 shows the population of the study. table 2. the population of the study no classes number of students 1 xi ia 1 31 2 xi ia 2 31 3 xi ia 3 32 4 xi ia 4 32 5 xi ia 5 (ci) 14 6 xi is 1 40 7 xi is 2 40 sample according to salkind (1991:31), a sample is representative of only part of population, but is used to generalize back to the population. in this study, the cluster sampling is used. the cluster sampling is sampling in which groups, not individuals, are randomly selected. all the members of selected groups have similar characteristics (gay 1992:132). the sample of this research was taken from two classes whose english achievement was the same by comparing the previous semester scores. the results were as the sample of the study. to determine the experimental group and control group, the researcher flipped a coin. table 3 shows the sample of the study. table 3. the sample of the study no group classes total 1 the experimental group xi ia 1 31 2 the control group xi ia 2 31 total 62 variables in doing the research, variables have meaning in the content of the study, since they represent something that can distinguish them from other components being studied. ary et al (2002:34) state that variable is a construct or a 2017. linguistic, english education and art (leea) journal 1 (1):16-29 21 characteristic that take on different value or scores.the study has two variables. they are dependent and independent variables. here, the treatment of teaching by using pqrst technique served as the independent variable and the students reading comprehension achievement served as the dependent variable. data of the research data of this research is in form of quantitative data, which are students’ scores of reading comprehension test. there were two data used in this research: pre-test and post-test score. in addition, the first data was used to see the score of reading comprehension test between experimental (before treatment) and control group while the second one was to see whether the improvement is significant or not thus it is tested by using t-test formula. test specification the specification both of pre-test and post-test is presented in the next table. the test is in the form of multiple choice items. there are 2 (two) reading texts. the first text consist of 10 (ten) questions and the second one consists of 7 (seven) questions. the total numbers of the test items are 34 items for pre-test and post-test. these questions represented in the element of reading comprehension, they are: 1) finding topic and main idea, 2) finding detail and factual information, 3) finding reference word, 4) ffinding vocabulary items table 4. specification of pre-test pretest type of reading comprehension question test number the number of item passage 1 1. topic and main idea. 2. detail and factual information. 3. reference word. 4. vocabulary items. 1 2,3,4,5,6,7 8 9,10 1 6 1 2 passage 2 1. topic and main idea. 2. detail and factual information. 3. reference word. 4. vocabulary items. 1 2,3,4 5 6,7 1 3 1 2 2017. linguistic, english education and art (leea) journal 1 (1):16-29 22 specification of post-test posttest type of reading comprehension question test number the number of item passage 1 1. topic and main idea. 2. detail and factual information. 3. reference word. 4. vocabulary items. 1 2,3,6,7,8,10 4 5,9 1 6 1 2 passage 2 1. topic and main idea. 2. detail and factual information. 3. reference word. 4. vocabulary items. 1 2,3,6 5 7,4 1 3 1 2 technique of collecting data in collecting the data, the test was used. ary et al (2002:216) states “a test is stimuli presented to an individual in order to elicit responses on the basic of which numeral score can be assigned”. in this study, the pre-test was used to find out the students’ achievement of reading comprehension before the treatment. and the post-test was used to find out the students’ achievement of reading comprehension after treatment. multiple choices were the form of the test used in pre-test and post-test. both of data (pre-test and post-test) are obtained through reading comprehension test. the first data is got from pre-test that was given in the first meeting before treatment and the test was administered after treatment. the two tests were administered to see how much improvement of the students, comprehension score before treatment. the second data is obtained from post-test result. the post-test was administered once in both experimental and control group. the post-test was administered in the last meeting. the experimental group was taught by using pqrst technique while the control group was taught by using traditional technique. additionally, the number of the test is 17 questions. in the pre-test and post-test, the test consisted of two texts. the first text consisted of 10 questions and the second one 7 questions. the source of the test was adopted from interlanguage english for senior high school student xi language study program and published by pusat perbukuan depdiknas written by joko priyana. 2017. linguistic, english education and art (leea) journal 1 (1):16-29 23 validity of the test validity is the quality of instrument doing what it is design to do (salkind, 1991:109). the validity of the text was determined through content validity. sugiyono (2008:182) stated that for instrument is a test, the validity can be measured by comparing between the content of the test and the subject is learned. technique of data analysis the data obtained (students’ reading comprehension score at pre-test and post-test result) were analyzed. then post-test score for both of class, they can be interpreted based on scoring interpretation of students’ achievement. moreover, the score interpretation for post-test is adapted from heaton and nurgiantoro in yuliana (2007:26) as follows: table 5. the score interpretation for the students’ achievement score category 81-100 very good 61-80 good 41-60 fair 21-40 weak 0-20 poor then, the score of post-test form both classes which is automatically as the post-test data has tested by using t-test formula. it was done to see the significant differences between those groups. here is the formula of t-test (gay, 1992:442):                 21221 21 21 11 nnnn ssss xx t              2 1 12 11 1 1 1 n x xss n x x   2 2 22 22 2 2 2 n x xss n x x      2017. linguistic, english education and art (leea) journal 1 (1):16-29 24 legends: t = the value of t-calculated x1 = the mean of experimental class x2 = the mean of control class ss1 = the variance of experimental class ss2 = the variance of control class n1 = the number of experimental class n2 = the number of control class in addition, the result of t-test was compared to t-table. if t-test value is higher than t-table, it means that there is significant difference on students’ reading comprehension as they are taught by pqrst technique and those who are not. in other words hypothesis 1 is accepted. vice versa, if it is lower than t-table, it means that pqrst technique does not have any significant effect on the second grade students’ reading comprehension. therefore, hypothesis 0 accepted. finding the result of the pre-test and post-test in the experimental group the result of the pre-test in the experimental group showed that the lowest score is 53, the highest score is 88 and the mean score is 72.65. in the post-test the lowest score is 65, the highest score is 100 and the mean score is 83.71. table 7 shows the score distribution in the experimental group. table 6. the distribution of pre-test and post-test score in experimental group score category pre-test post-test frequency frequency percentage percentage 81-100 very good 7 22.58% 21 67.74% 61-80 good 18 58.06% 10 32.25% 41-60 fair 6 19.35% 21-40 weak 0-20 poor total 31 31 from the table 6, the pre-test result in experimental can be seen that there are 7 students (22.58%) are in very good category, 18 students (58.06%) are in good category, 6 students (19.35%) are in fair category and no student is in weak 2017. linguistic, english education and art (leea) journal 1 (1):16-29 25 and poor category. for post-test result, it can be seen from the table 7, in experimental group there are 21 students (67.74%) are in very good category, 10 students (32.25%) are in good category, and no students is in fair, weak and poor category. the result of the pre-test and post-test in the control group the result of pre-test in the control group showed that the lowest score is 53, the highest score is 82 and the mean score is 69.06. in the post-test the lowest score is 53, the highest score is 94 and the mean score is 75.94. the table 8 shows the score distribution in the control group. table 7. the distribution of pre-test and post-test score in control group score category pre-test post-test frequency frequency percentage percentage 81-100 very good 6 19.35% 15 48.39% 61-80 good 16 51.61% 12 38.71% 41-60 fair 9 29.03% 4 12.90% 21-40 weak 0-20 poor total 31 31 from the table 7, in can be seen that the pre-test in control group, 6 students (19.35%) are in very good category, 16 students (51.61%) are in good category, 9 students (29.03%) are in fair category and no student is in weak and poor category. for post-test result, it can be seen from the table 8, in the control group there are 15 students (48.39%) are in very good category, 12 students (38.71%) are in good category, 4 students (12.90%) are in fair category and no student is in weak and poor category. data analysis to know whether there is significant difference between experimental scores’ and control group scores’, t-test formula is applied. based on the calculation, it was found that the value of t-test is 3.157. and then the value of ttable is 2.00 with the degree of freedom 60 and the level of confidence 0.05. so, it concluded that the value of t-test was higher than value of t-table. 2017. linguistic, english education and art (leea) journal 1 (1):16-29 26 hypothesis testing from the data analysis, the hypothesis can be tested as follow: null hypothesis ( 0 h ) is rejected: “the value of t-test was the less than the value of t-table” alternate hypothesis ( 1 h ) is accepted: “the value of t-test was higher than the value of t-table” on the basis of calculation, the t-value of level significance 0.05 with df = 60 (n1=n2-2) is 2.00. the post-test result from both groups were tested by using ttest formula and from the calculation, the t-test result was 3.157. so it is clear that the value of t-test is higher than t-table, it means that there is significant effect of pqrst technique in reading comprehension. in other words, alternate hypothesis is accepted. discussion based on the analysis, it is found that there is better improvement of group who were taught by pqrst technique and those who were not. this can be seen from pre-test result before treatment and post-test result after treatment in both of groups. teaching reading by using pqrst technique in experimental group was more effective than using three phase technique in control group. it can also be seen from the difference between pre-test and post-test from both experimental and control as follows: table 8. the mean of pre-test and post-test of experimental and control group and their difference class pre-test post-test difference experimental 72.64 83.70 11.06 control 69.06 75.93 6.87 from the table 8, in experimental group, the average of pre-test result is 72.64 and the average of post-test result is 83.70%. the difference between pretest and post-test was 11.06. hence, in the control group, the average of pre-test result is 69.06 and the average of post-test is 75.93 with the difference between pre-test and post-test is 6.87. it clears that pqrst technique has significant effect on increasing students’ reading comprehension. 2017. linguistic, english education and art (leea) journal 1 (1):16-29 27 preview, question, read, summary, test (pqrst) was given as the treatment in experimental group. before the treatment was conducted in this group, the students only read the text and then answer the question and did not really understand about the content of the text. these behaviors changed dramatically during the treatment. the students could comprehend the text well, could retell the story in oral or written by using their own words and answer the question without seeing the text again because they have made a summary of the text before and also they did not spend much time to comprehend a reading text so they could save the time and organized the time well. so, it is concluded that pqrst could encourage learning reading text. however, in the control group, because they were learning reading with the similar way they knew before, they were likely bored. there was no new motivations happened in this group, because they did not really understand about the content of the text and also they needed much time in answer the question of the text. in experimental group, before the treatment was given for this group, the pre-test result showed that the lower category was fair and the highest category was very good with six students (19.35%) were in fair category and seven students (22.58%) were in very good category. but after treatment was given, the post-test result showed that the lower category was good and the highest category was very good. there ware ten students for good category (32.25%) and for very good category, there was improvement from seven students (22.58%) becomes twenty-one (67.74%). it can be seen there were no students in fair, weak and poor category. so, it was concluded that pqrst technique gave much increasing on students’ reading comprehension. moreover, in the control group, three phase technique was given as the treatment. before the treatment was given for this group, the pre-test result showed that the lower category was fair and the highest category was very good with nine students (29.03%) were in weak category and six students (19.35%) were in very good category. but after treatment was given, the post-test result showed that there were still four students (12.90%) were in fair category and for very good category, there was improvement from six students (19.35%) becomes fifteen students (48.39%). it can be seen the students’ reading comprehension was increased by using three phase technique but the increasing was only little than using pqrst technique. on the other hand, pqrst technique could help the students in reading comprehension. as the evidence, the first, when the research was conducted students could retell the content of the text in written, although only half of the story but in experimental group the students could not retell the text fast meanwhile they must understand the content of the text well. only five until ten 2017. linguistic, english education and art (leea) journal 1 (1):16-29 28 students understand the text well. the second, the timing more effective and did not need many review of the text in teaching learning process by using pqrst technique but in the experimental group the timing that is used can more because there is no parameter of the time. by using pqrst technique reading text organize well because the students must follow the step in order. the usage of pqrst is good in reading comprehension. it is in line with previous study conducted by vazquez et al (2006). they found that teaching of a course through the pqrst technique, both in english and spanish, not only leads to fully satisfactory results but also that this techniques accepted by the majority of the students involved. conclusion after conducting the research, some conclusion about the study of the effect of teaching reading by using pqrst technique is presented. the first, the result of the analysis indicated the mean score of students’ reading comprehension by using pqrst technique was higher than the mean score of the students’ reading comprehension not using pqrst technique. the second, the researcher has computed these two means score by using t-test formula; the value of t-test was higher than t-table. it is indicated that there was a significant difference on the students’ reading comprehension that was taught by using pqrst technique. it meant that the effect of pqrst technique toward reading comprehension at sman 1 kota jambi was accepted. references ary, d et al. (2002). introduction to research in education. (6 th ed.). california: wardsword. fahrurrazy. (2002). pendekatan kontruktivis untuk pengajaran reading bahasa inggris. jurnal pendidikan dan pembelajaran. 9(1). fazel. (1993). how to study shoghi effendi’s writings: some notes on study skills and guides. retrieved from se_writing.htm gay, l. r. (1992) educational research. new york: maxwell, macmillan international. nunan, d. (1993). research method in language learning. cambridge: cambridge university press robinson, f. p. (1970). effective study. new york: harper & row. salkind, n. j. (1991). the role and important of research. new york: macmillan publishing company. spache, g., & berg, p. (1978). the art of effective reading. (3rd ed.). new york: macmillan. 2017. linguistic, english education and art (leea) journal 1 (1):16-29 29 sugiyono. (2008). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). bandung: alfabeta yuliana, e. (2007). developing the first year students’ ability to write descriptive text paragraph through the cubing technique at sman 5 kota jambi. unpublished thesis. jambi: fkip, jambi university vazquez, c. b., green, r., & medina j. m. (2006). the application of the pqrst method to the teaching english of difficult or complex technological subjects. jornadas de innovacion docente universidad europe de madrid. linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.3035 83 a study on students’ disruptive behaviors in english online classroom and its solution by the lecturers sastika seli 1 stkip-pgri lubuklinggau dewi syafitri 2 stkip-pgri lubuklinggau ayu oktaviani 3 stkip-pgri lubuklinggau rshellee@yahoo.com 1 submit, 02-11-2021 accepted, 24-12-2021 publish, 25-12-2021 abstract this study aims to explain the views of lecturers and students of stkip-pgri lubuklinggau on disruptive behavior in online english learning during the covid 19 pandemic and describe the level of seriousness in providing the best solution to these problems. the research method used is descriptive qualitative research using grounded theory with an inductive approach. data was collected through interviews as primary data, observation and document analysis. the subjects of this study were seven lecturers and 14 students (disruptive behavior) english education stkip-pgri lubuklinggau. the results showed seven general categories of disruptive behavior: breaking time, dishonesty, disrespect, lack of concentration, skipping lessons and assignments, doing things privately, and giving slow responses. the lecturers offered several solutions for these problems by considering the level of seriousness, such as applying positive discipline, formulating and designing rules strategies and teaching media, giving punishment and expecting to end online learning. in conclusion, by knowing students' disruptive behavior, lecturers and other parties will be more concerned about taking some appropriate actions to minimize and avoid some behaviors in improving online english learning. keywords: disruptive behavior, discipline problems, online learning, teaching in a pandemic period 2021. linguistics, english education and art (leea) journal 5 (1):83-99 84 introduction online learning is as the only one solution yet it also created new problems. this requires some electronic devices such as smart phone or computer and also supported internet connection (amir et al., 2020; simamora, 2020). unlike in new york where devices are distributed to students by schools and private companies (feiner, cnbc.com), indonesia still has limited access to it. another problem with teachers is dealing with software mastery. according to dhiba et al., (2021) many teachers are lack of computer knowledge when they teach online. they are not able to operate the editing application, presentation software and video presentation well. moreover, both teachers and students are facing totally different class atmosphere and setting when having an online class. this situation also may lead another problem called discipline problems. in the us, the government takes the role in resolving the virtual problems during online learning. in tennessee’s shelby county school district, for instance, which includes memphis, students, parents and teachers received a 24 page “virtual student conduct expectations” document detailing the district‟s online policy on discipline and possible punishments. behavior that could result in disciplinary actions includes cyberbullying, wearing clothing that reveals underwear, repeated tardiness, inappropriate use of electronic media, threats, and intentional disturbance of an online class. students are also expected to have a designated work area in their home cleared of everything other than what they need for class. hundreds of teachers on private facebook group for educators agreed with a recent post by an experienced teacher about how some discipline issues were much easier to handle in the online-only environment. some students have resorted to trolling behaviors, including “zoobombing” online classes. it refers to the unwanted intrusion of an online environment that causes disruption. clayton county georgia public school is the only school in america that has a rule that students who violate the rules will be disciplined by one of two types of virtual suspension: on-school and out-of-school. in-school suspension will see students working in virtual classrooms with others who have been punished and out-of-school will see students working on assignments alone. in line with this form of violation, in indonesia several disturbing problems also occur, such as skipping lessons, delaying doing assignments and complaining through the online communication media that has been provided (dhahir, 2020). this violation occurs due to several factors such as technology, self-regulation, and psychological problems originating from students, lecturers and institutions (aini et al., 2020). compared to the us, indonesia still has less concern on students’ discipline problems and disruptive behaviors in a virtual class. as explained previously, some districts in the us have implemented the policy and 2021. linguistics, english education and art (leea) journal 5 (1):83-99 85 punishment as the consequences of discipline problems in virtual learning. however the rule and policy must be set up according to the problems that occur. problems that occur might be different in some countries. there are factors that influence this phenomenon. in indonesia, the experience of applying online learning might be a new experience for many people. both teachers and students got the difficulties. the media they use to teach are varied but some of them are difficult to access. they do not only use video conference like zoom and google meet but also other social media such as facebook groups, messenger and whatsapp group. unfortunately, there is insufficient information correspond to this issue, particularly in a small city like lubuklinggau. lubuklinggau residents were surprised by this sudden e-learning system. however, some schools and universities have provided their teachers and students with e-learning system even though it does not cover the whole schools and universities. the virtual learning presents some positive sides such as availability of e-moderating facilities where teachers and students can communicate easily through internet facilities on a regular basis or whenever the communication activity is carried out without being limited by distance, place and time (suhery et al., 2020). although the educators are able to use some of these application and social media to teach, there are a lot of parents who complain about this online learning. parents are overwhelmed of the kids’ behavior during online learning. students become more uncontrolled and annoyed their parents. they also show disruptive behavior and ignore the rules (playing, ignore the teachers, skipped the lessons, postponed doing assignments (dhahir, 2020). this issue also happens in university level such as stkip pgri lubuklinggau. according to the interview to one of the lecturers in english education program lubuklinggau, there were some students showing the disruptive behaviors in online classroom including intruded acts, and some discipline problems. there are possibly more problems that occur during the english online learning that become the concern in the research. the disruptive behaviors may be happened differently because of different environment and atmosphere. therefore by knowing some specific problems of the students, the lecturers will figure out the best solution toward the negative behaviors in teaching and learning process. furthermore, it will be beneficial as the valuable information to improve the school system as well. the research aims at explaining the view of lecturers and students of stkip pgri lubuklinggau on the disruptive behaviors in english online learning during the pandemic covid 19 and describing the level of the seriousness in order to give the best solution over the problems. 2021. linguistics, english education and art (leea) journal 5 (1):83-99 86 literature review the pandemic has changed the school system, educational establishment and teachers to adjust with the curriculum that they apply at school in the current context. also, the adjustments and prioritization needed to ensure that the contents are relevant to the emergency situation and adjusted to all relevant stakeholders. equally important, these things also must prioritize the competencies and values that have come to the fore in the current situation, namely solidarity, self-directed learning, care for oneself and others, social-emotional skills, health and resilience, among others. disruptive behavior is a phenomenon that causes fear and consternation for most teachers. it takes many forms including, disruptive talking, inaudible responses, sleeping in class, tardiness and poor attendance, failure to do homework, cheating in tests and exams and willingness to speak in the target language. those misbehaviors may disturb the situation in the classroom. moreover, these things also may disturb classmates, teachers and also parents. at school, disruptive behavior is the action of one or more students threatening to hamper activities into an action that threatens group safety or violates norms of appropriate classroom behavior of students or school staff (vongvilay et al., 2021). the activity may disturb the activities in the classroom, both to other students and the teacher. these behaviors are a misbehavior acts negatively do by students with different causes. they can be minor to major disruptive behavior. but those things are ignored, somehow, by the teachers. they just give the consequences to major discipline problems not the minor ones. problems like plagiarism, cheating, disrespect are often ignored (carnero et al., 2017). according to maazouzi (2017) there are some factors influence students behaviors such as teachers’ behavior and relationship to their students, teaching strategies and course plans. many teachers think that having and creating a good relationship and interaction to their students are useless. in fact, students need the attention from their teachers. good interaction, such as greeting, giving smile, approaching, giving compliment, is needed in creating a positive atmosphere in the classroom. besides, planning the appropriate strategies and course activities are also necessary to minimize and prevent the discipline problems in the classroom. during the pandemic, teachers face new problems dealing with discipline of students. students behavior toward sudden online learning show some problems such as skipped the lessons, postponed doing assignments and complained through the online communication media that had been provided (dhahir, 2020). from the individual factors, there are cognitive learning strategies, e-learning readiness, and motivation (keskin & yurdugül, 2020). in the pandemic e-learning system deals with some parties such as policy 2021. linguistics, english education and art (leea) journal 5 (1):83-99 87 makers, designers, developers and researchers that must support this issue. the critical factors that affect the use of e-learning system include technological factors, e-learning system quality factors, cultural aspects, self-efficacy and trust factors (almaiah et al., 2020). moreover, according to agung & surtikanti (2020), students’ perception on online learning during covid-19 pandemic revealed some obstacles such as availability and sustainability of the internet connection, accessibility of teaching media and the compatibility of tools to access the media. as the survey result by pwc shows that the satisfactory of the internet use is decreased. it seems that the government cannot really support the e-learning and feel overwhelmed over the situation. a research by setiawan & iasha (2020) also shows that internet access, learning innovation, and students’ facilities for online learning become obstacles in online learning in rural areas. in the us, the government takes the role in resolving the virtual problems during online learning. in tennessee‟s shelby county school district, for instance, which includes memphis, students, parents and teachers received a 24 page “virtual student conduct expectations” document detailing the district‟s online policy on discipline and possible punishments. behavior that could result in disciplinary actions includes cyberbullying, wearing clothing that reveals underwear, repeated tardiness, inappropriate use of electronic media, threats, and intentional disturbance of an online class. students are also expected to have a designated work area in their home cleared of everything other than what they need for class. for students who break rules, many districts, such as georgia’s clayton county public schools, will discipline them with one of two kinds of virtual suspensions: in school and out of school. in-school suspensions would see students working in a virtual classroom with others who have been punished. out of-school would see students doing assignments alone. furthermore, according to maazouzi (2017), there are some solutions to students’ misbehavior including setting the discipline plan and better classroom management, building more positive interaction and respect, applying more suitable method, and keeping calm and patient. classroom management is essential, not only for a teachers piece of mind and in allowing them proper control over their classroom, but it is imperative for a positive and flourishing learning environment for students. it is important to have a basic set of rules for students to follow. these regulations will help maintain classroom management and discipline. however, there are also some positive impacts of online learning during the pandemic. according to yulia (2020), many educators are also interested in online learning to improve and enhance students’ ability. they also must manage the course individually in a self guided learning. last but not least, the fundamental benefit is on the prevention of the virus spread because both teachers and students do not meet face-to-face in the classroom. 2021. linguistics, english education and art (leea) journal 5 (1):83-99 88 research method the research was a qualitative descriptive research. the data were collected through interview, observation and document analysis from 7 lecturers and 14 students with disruptive behaviors. the data were analyzed through grounded theory with inductive approach. mills elaborates on to ensure validity of qualitative research. these four characteristics are credibility, transferability, dependability, and confirmability. in this research, the credibility, dependability and confirmability were proved by triangulation of the technique including interview, observation, documentation and archival records. the transferability was proved by the more competence readers through some review and suggestion from the reviewers. finding students’ disruptive behavior in online learning there are seven general categories of students’ disruptive behavior found in this research. they are presented in the following table. table 1. students’ disruptive behavior in english online learning general category sub-categories violating the time late attendance late submission of assignment texting the lecturer at non-office hour dishonesty use a friend’s account cheating and copying the assignment and exercise do not watch full video disrespect turn off the camera and the voice not answer the lecturers questions escape in the middle of the lesson no feedback (ignoring) when there’s an announcement lack of concentration misunderstand the instruction difficult to understand the lesson skip the lesson and the assignment absent for several times miss the exercise and home-work doing something in private noisy talk to friends give slow response as presented previously, the disruptive behaviors in this research were gathered from lecturers and students description about online learning. both lecturers and students agreed on the definition of discipline is a violation on rules and policies made and explained by the lecturers at the beginning of the semester. “…discipline problem is the problem shown in the class out of the context on the policy of the syllabus.” (l3) 2021. linguistics, english education and art (leea) journal 5 (1):83-99 89 thus, if it was never been stated or explained, it was not discipline problems. the first problem they mentioned is violating the time. three sub categories of violating the time include late attendance, late submission of assignment and exercise, and texting the lecturers out of office hours. “…in teaching and learning process many problems about discipline actually about time attendance, submitting the assignment, and many other.” (l4) “…peraturan kebijakannya yg harus ditaati adalah menghadiri perkuliahan tepat waktu dan konsekuensi jika terlambat masuk kelas, nilai dan lain lain.” “…the rule that must be obeyed is do not attend the meeting late and the consequence of joining the class, scoring and many more.” all of the lecturers and students mentioned the rules of late attendance and late submission. the students do understand about this rule but they still broke those rules. late attendance happened when the lecturer was attending the class but their students were late in showing their presence in online classroom such as zoom, google classroom, whatsap group and facebook group. “pelanggaran yang paling sering saya lakukan ngak sering cuma telat dalam mengikuti pembelajaran online…” (s6). “the most frequent problem i did was not on time in having online learning…” “pelanggaran yang paling sering yaitu telat masuk kelas.” (s10). “the most frequent problem i did was joining the online class”. the next problem in violating the time is late submission of exercise and assignment. as stated by the lecturers bellow, late in attendance and assignment submission are the most disruptive problems. “the most disruptive problems is late in attendance and submit the assignment.” (l3) “…many discipline problems it is related to their attendance not only in online learning in face to face is also become a problem, in online learning sometimes the lecturer starts the learning process at 2021. linguistics, english education and art (leea) journal 5 (1):83-99 90 09:40 but they sign at 10:00 even almost the teaching process will be end they still attend.” (l4) those issues were disruptive for some lecturers and become something that cannot be tolerated. the students with discipline problems knew about the rules but they still broke it because of some reasons they cannot avoid. the second main discipline problem is dishonesty. it means students were dishonest to the lecturers in technically running the application in joining the online class, cheating and copying other friends’ assignment, and they do not watch the whole material on online video. online learning indeed emerged the challenge for students to be honest. lack of attention caused them doing those actions. there was a case when a student used a friends account as explained by lecturer 7 bellow. the lecturer thinks that was most disruptive problem because those students were dishonest and tried to fool this lecturer. “one day when i taught subject in english education study program there was a student attend the class by using his friends account so there is one account but used for two students and it is very disrupt me. it means that they try to lie to me.” (l4) other points of dishonesty are cheating the assignment and did not watch the full video. “…because, i use google classroom in my subjects they always copy paste the answer from other students for example i asked them to watch youtube video they do not watch until the end of the video. they only watched the beginning.” (l7) when the lecturers asked them to watch a learning video, they said „yes’ but they lied. they only leave comments and watched the video in the beginning. they only copied the exercise without listening to the instruction inside the video. other discipline problems are kinds of disrespect behavior to the lecturers such as: a) turn off the camera and the voice, b) not answer the lecturers’ questions, c) escape in the middle of the lesson and d) no feedback (ignoring) when there was an announcement. both lecturers and students agree about this disruptive behavior as stated in the following data. “seperti ketika dosen sedang zoom saya sering menutup kamera saya dan silent suara saya kemudian saya melakukan kegiatan yang lain lain.” (s9) 2021. linguistics, english education and art (leea) journal 5 (1):83-99 91 “when a lecturer was lecturing on zoom, i often turned off my camera and the sound. then i did other activities. “…the students turn off their camera.” (l2) when the students turn off the sound and camera, the lecturer supposed this discipline problem as the most unacceptable problem that happened because the lecturer could not see their activities during the class. the lecturer thinks they are not serious. they were disrespect to the lecturers. as the impact of turning off the camera, the students did another problem like escaping from the on-going class. as stated by a student s6, he/she just showed the presence at the beginning then he/she did other activities. a student also told that she/he hang out with friends so she/he forgot the class, as quoted by the following statements. “…keasikan bermain bersama teman jadi kita lupa dengan tugas atau ada kelas online saat itu.” (s12) “too much hanging out with friends made us forget the assignment or online class that is going on”. “for example, when lecturing time some of the students late and then after enter the room, they suddenly leave.” (l5) this is kind of acts that disrespect the lecturer. they ignore the class and the rule. some lecturers supposed this as the most common and most disruptive problem. not answering the questions given by the lecturers is another kind of disrespect behavior. “the most disruptive for the first is students do not active in learning process, they learn not seriously i think because if we give the explanation some students do not give more response in discussion.” (l2) “yaitu pertama absen tetapi tidak berkontribusi aktif di dalam kelas.” (s8) “e.i, first, showing attendance but not contributing actively in the classroom”. the students often show passive contribution in the classroom both in lecturing and class discussion. they did not answer the questions and not giving feedback to the material. 2021. linguistics, english education and art (leea) journal 5 (1):83-99 92 online learning also made the students were lack of concentration such as misunderstand the instruction and difficult to understand the lesson. some students agree that during the online learning, they are difficult to understand the instruction and the lesson. they often made the wrong assignment. even if they did not understand, they had no feedback and active respond. “…they don‟t understand about the instructions so they submit different work, for example, i ask the students to make recount text but they do not make recount text, they just make past tense sentences.” (l3) “…they are also usually poor in reading the instructions given by me then i give them assignment, sometimes they did not read the instruction carefully so, it is totally bothers me a lot because they showed lack of concentration to follow my class.” (l1) two lecturers above explained how they student did the wrong assignment and exercise because they did not understand and misunderstood the instruction. some students also mentioned their difficulties to understand the lesson. “susah memahami materi sulit berdiskusi kepada teman jika ada pelajaran yang sulit. (s3) “hard to understand the material, hard to discuss to friends if i had the difficulties”. “because may be they do not understand and confuse about the lesson but they do not ask to the lecturer….” (l7) in this new habit and environment, students said that they learned without any supervising. therefore, they can study as they like. they can skip the exercise and the assignment. they also skip the lesson for several times, as stated by the student bellow. “…saya juga jarang hadir dalam kuliah online sepertinya karna kan tidak ada sinyal jadi saya tidak bisa datang itu saja ” (s9) “i often miss the online class because there is no internet connection so i cannot join the class, thats all”. “seringtidakmenggumpulkantugas….”(s11) “skipping the assignment several times…” 2021. linguistics, english education and art (leea) journal 5 (1):83-99 93 those students’ statements are also supported by the lecturer as in the following statement. “…not only about attendance but also about submitting the assignment given by the lecturer, sometimes they say they loss the signal so, they cannot submit the assignment on time.” (l4) during the lesson when using zoom or google meet, some lecturers mentioned about disruptive behavior of students such as talking to others and making a noise. the lecturers supposed these problems as the most disruptive behavior because it can disturb both the lecturers and other students. “for disruptive problem the students do the problem during online learning as like the students make a noise or chatting with friend.” (l6). the last problem is that the students gave slow response to the questions and instruction. “…the next one is slow response it means that when i give some question to them because i use google classroom they are slow response the questions.” (l7) some solutions offered by the lecturers analyzing the students’ discipline problems, the lecturers have their own perspective dealing with handling and figuring the best solution to this problems. they are: 1) positive discipline, such as motivating and giving advice, discussing the problems; 2) redesign the plan including the rules, teaching strategy and media; 3) giving punishment such as removal from class activities, score reduction and assignment rejection; end the online class. the solutions are varied based on the level of the misbehaviors. those levels are mild, severe and serious misbehavior. thus, there are also levels of disciplinary action that the lectures offer which are adjusted to the level of the problems. for simple misbehavior, the lecturers will try to make an approach through positive discipline such as reminding, giving warning and giving some advice. “…simple i just remind or giving some advices to support them for being better” (l1) “simple like for attendance sometimes the students come late in teaching and learning process during pandemic situation” (l4) 2021. linguistics, english education and art (leea) journal 5 (1):83-99 94 those ways are considered to be sufficient for the lecturers to overcome the simple problems. some lecturers also chose to use verbal act such as motivating their students directly with the expectation that the students will be better in the future. “i give the motivation for the students”. (l2) sometimes the lecturers also think that making a deal with some students will make them learn from the mistakes. they offer them the time extension by giving a chance such as time extension to submit the assignments. “the best solution first is i will contact them personally so, how many the students do the problems i make a list then i will contact them personally and communicate with the coordinator class and ask them to resubmit the work in time that i have decided.” moreover, there is a suggestion offered by the lecturer such as formulating and discussing the effective rules at the beginning of the semester specifically and precisely. for example, what problems may they make in the future and what punishment or consequences they will receive. “i think the best solution is by formulating or designing and discussing the general specific rule as the requirements in the first meeting of each semester by making a deal or agreement with a students...” (l1) the lecturers also figured out the way to make students get use to the new rule during the pandemic so they will not be bored. “next may be a half meeting try to apply in online so, make the students habit and enjoy learning trough online.” (l5) for some serious problems such as disrespecting lecturers, they gave their students punishment based on the problems. if they misbehaved in violating the time of assignment submission, the punishment was score reducing and assignment rejection, as stated by l7 and l4 bellow. “if they do not submit the assignment there is no score for them and there is no additional chance to complete the assignment because i have given them additional time.” (l7) 2021. linguistics, english education and art (leea) journal 5 (1):83-99 95 “i don’t accept the work they submit lately and they don’t get the score (l3) “…serious level is when the students cheating in doing the assignment.” (l4) giving punishment can be varied depends on the policy and the level of the misbehave acts. some lecturers give punishment such as removing from the class. “just like if they make trouble to my class they cant follow my online class. finally, the lecturer also thinks that there is no better solution than the application of offline learning because both lecturers and students need a real interaction to reach the teaching objective as stated by l4. “there is no best solution for me during online learning…. i hope online learning will be end ad we can meet again the class like usually in face to face teaching and learning”. (l4) discussion in indonesia most of research corresponds to online learning focus on the general challenges and obstacles and the advantages or effectiveness of the application (yulia, 2020). in contrast, in the us, students’ disruptive behaviors and discipline problems have become a concern by the government and the educators. as presented in findings previously, most of common problems happen during covid-19 are caused by device and internet connection problems in which both students and lecturers activities are not supported by the school/campus. they learn from home. however, the finding shows a contrast situation in this new normal. students were not staying at home but going outside, such as hanging out with friends or doing other personal activities. therefore, it will not really help the government to minimize the virus spread. as listed in the findings previously, some factors that cause the discipline problems also found in some previous research such as poor electronic devices and internet connection, economic condition, anxiety, lack of concentration and bad time management (amir et al., 2020; simamora, 2020). however, in teaching english listening skill online, students can follow the material easily in good understanding. the data are in contradiction with the findings mentioned above that the students got some difficulties in concentration during the online class 2021. linguistics, english education and art (leea) journal 5 (1):83-99 96 including difficult to understand the lesson and misunderstand the instruction given by the lecturers.the virtual learning presents some positive sides such as speaking skill improvement and medium satisfaction of interaction in t university. however, this finding only highlights one kind of activity, i.e tourism exhibition, that only provide surfaced information about online learning. moreover, the previous researches were mostly conducted in general classification of survey result which presented information on the surface. the results would not concern on specific problems that possibly happen during online learning, such as possibility of students’ discipline problems, the cause that trigger and the solution that the lecturers give dealing with these kinds of attitude. by conducting a qualitative research, the data sources are more sufficient to be collected in order that some appropriate action and evaluation can be done. in this research as the discipline problems are classified into simple, severe and serious problems, both lecturers and students as well other education institution side may figure out the better solution to overcome these problems. some lecturers agree to give punishment as the consequences and some disagree but giving verbal act/warning. moreover, the findings that present both lecturers and students with problems indicate that those problems emerged not only caused by bad attitude of students but also factor of environment and poor classroom management. some lecturers offered the solution by improvised the plan and strategy to involve and engage their students in online learning such as by making attractive learning videos and instructing some group projects as the part of assignment. some lecturers make some improvisation in teaching by creating animated video and group projects to make the students more active in practicing. according to susiyanti & nugraheni (2020), the use of learning video is quite helpful in teaching and learning during the pandemic. it is proved by the achievement by the students score that improved and pass the passing grade. besides, this application will be sharpened the skill of the teachers/lecturers to deal with technology as stated by (rahayu et al., 2021). the rules and policy are designed and adjusted by some cases that the lecturers found during the online learning. more strict rules dealing with affective skill of students are applied because mostly students not taking the online learning seriously. they are more respectful in offline learning in the classroom but not in online classroom. clear and transparent rules and policy as well as the punishment or some consequences seem to be more effective. as stated by irawati & syafei, (2017) teachers mostly prefer to use punishment (non-corporal punishment) to discipline their students due to some advantages. some lecturers agreed that dishonesty and disrespect are serious problems because they violated the norms in online interaction. some lecturers felt 2021. linguistics, english education and art (leea) journal 5 (1):83-99 97 disappointed to these acts. a serious consequence for them was by dispelled them from online classroom expecting they may not repeat the same misbehavior act next time. for a medium level of disruptive problems, such as late submission of task, the lecturers gave consequences like rejecting the task and leave the score blank. for simple problems, they agree on having an approach as well as giving advice by face-to-face approach to them. some lecturers also motivated them to be better in the lesson. this strategy is called positive discipline. it is the way to give a positive atmosphere while disciplining them. according to zuković & stojadinović (2021), by having an individual approach such as giving praise, motivating, and discussing the problems, the students’ self-esteem may develop positively. furthermore, maazouzi (2017) stated that the teachers as her informants 50% agree with giving advice and 50% also agree with giving direct punishment to disruptive behavior of their students. as also stated by the lecturers, some agree with giving direct punishment and some agree with giving advice but it depends on the level of the disruptive behavior that the students make. therefore, it can be concluded that the lecturers can give both punishment and advice at the same time but still by considering the level and the cause of the disruptive behavior. conclusion there are seven general categories of disruptive behaviors such as violating the time, dishonesty, disrespect, lack of concentration, as well as skip the lesson and the assignment, doing something in private and giving slow respond. dealing with the behaviors, the lecturers offered some solution to improve the quality of online learning such as applying positive discipline, formulating and designing the rules, teaching strategy and media, giving punishment and expecting to end the online learning. however, students and lecturers are not only people who involve in teaching and learning but also the highest organization must evaluate and change the policy together cooperating with the department and the lecturers, too. every element must be involved to improve the quality of teaching and learning. specifically, both lecturers and students must have a closer interaction to know the need of each side. references agung, a. s. n., & surtikanti, m. w. 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(2021). applying positive discipline in school and adolescents’ self-esteem. international journal of cognitive research in science, engineering and education, 9(1), 1–11. https://doi.org/10.23947/2334-8496-2021-9-1-1-11 linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3800 247 writing assessment strategies by junior high school english teacher yossy kevin parulian pardede1 universitas prima indonesia dwi mutiara tember sari silaban2 universitas prima indonesia sara okta romindo sibarani³ universitas prima indonesia erikson saragih4 universitas prima indonesia yossypardede98@gmail.com1 submit, 14-05-2022 accepted, 29-06-2022 publish, 30-06-2022 abstract the research intends to define assessment in writing and implement writing assessment. the evidence of this research is descriptive and qualitative by distributing questionnaires as research instruments in the form of google form. the result data were collected by utilizing the data from the assay test results. this study shows that writing assessments are in the form of planning, implementation, and assessment which are obstacles for teachers in learning. in this study, the teacher's strategies in assessing students' abilities in writing skills were found, namely; constructive and contextual methods; rubrics; simple text; essays; case studies; problem based learning. moreover, the result of this study indicates that learning to write can improve vocabulary, pronunciation, and spelling well. keywords: assessment strategies, writing assessment introduction writing is the process of describing a language so the reader can understand the message conveyed by the author. in learning english, there are four aspects of language skills: listening, speaking, reading, and writing. although writing is placed, last writing is not an unimportant skill. according to tarigan in syarif, zulkarnaini, and sumarno (2009), writing means expressing in writing ideas, opinions, or thoughts and feelings. according to mccrimmon (1988), writing is an activity of thinking and feeling about a subject, https://doi.org/10.31539/leea.v5i2.3800 mailto:yossypardede98@gmail.com1 2022. linguistics, english education and art (leea) journal 5 (2):247-257 248 determining the date to be written, and determining the writing technique so that people who read the writing can understand it easily. according to overtun (2011), assessment is a process of gathering information to monitor progress, and if it is mentioned in my definition of a test, an assessment may consist of a test, or it can also consist of various methods such as observation, interviews and behavior monitoring and so on. writing is a communication activity in the form of delivering messages (information) in writing to other parties using written language as a tool or medium (dalman, 2015). this means that writing activities involve several elements, including the author as a messenger, the content of the writing, channel or media, and as a reader. assessment is one aspect of teaching that teachers must master. it is one of the activities carried out in teaching and online teaching. assessment is a process to measure learning through documents as evidence (bkerson, trotier, and mansfield, 2020). assessment is carried out to measure the extent to which students' mastery of the material is seen from the ability of students to apply knowledge about the material to real-life problems; therefore, the assessment must be meaningful and authentic related to everyday life (cuming & maxwell, 1999; dennis, rueter and simpson, 2013). in addition, the assessment includes knowledge/understanding, skills, attitudes, and behavior (wragg, 2003), for example, portfolio (lam, 2016). there are two kinds of assessment, namely formative and summative assessment. these two assessments are different, but both are used to decide on student learning. formative and summative are different concerning the time when they are implemented (rowe and wilson, 2015; slomp, 2016). assessment in the learning process consists of formative and summative assessments (nitko & susan, 2011; huang, 2012). formative assessment can help educators to monitor student progress, and assessment results are used to improve students' abilities and detect student learning difficulties. formative assessment is carried out as daily tests or mastery during the learning process. the summative assessor/middle semester examination (uts) is conducted to determine students' achievement after the learning process lasts one semester or one year of learning in the form of a semester exam/semester final examination (uas) class advancement examination or final exam. a standardized test, but in the form of a standardized test, is contrary to the principle of authentic assessment and is considered only capable of assessing lowlevel thinking skills (attali, 2016). on the other hand, the final project is more authentic to use as an assessment because completing the final project is also assessed. the final project can assess higher-order thinking skills since students must plan, implement, and evaluate. while summative assessment, i.e., generally informal assessment, is used to record student progress, which helps report to parents. summative assessment is carried out during the learning process. in addition, summative assessment results from a paradigm shift in teaching and the development of technology that enables the provision of instruction such as distance education. in writing in the classroom, the teacher often only gives students a title or a topic. students make a text, and the teacher only assesses its grammar, vocabulary, 2022. linguistics, english education and art (leea) journal 5 (2):247-257 249 and spelling errors. therefore, assessing students' writing ability is not an easy task. we must make clear goals and criteria, what we want to score, students' writing ability, correct word or fifth structure, paragraph arrangement, topic development, and so on. . furthermore, writing is divided into several types: academic writing, which consists of papers, general reports, and essays. work-writings include letters, e-mails, small notes, and announcements. personal writing consists of greeting cards, invitations, messages, etc. a person is said to be successful in a writing test if he can solve the test problem well with the specified standard value. so that these values can be achieved perfectly, the teacher prepares excellent and exciting material. when carrying out the exam, the teacher provides a written assessment strategy so that the exam goes well and gets the desired results. in a test, writing assessments can be assessed in various forms, such as examples of vocabulary, spelling, and punctuation. in this case, the teacher can use various types of questions in the writing exam. first of all, the question type is the limited response. this test is usually used for beginners, where this test requires simple physical actions such as showing a straightforward answer such as "yes" or "no ."it can also be used by performing simple commands, such as "hands up, etc.". the second is multiple choice. this test is usually done by presenting a sentence with four answer choices where one of the choices is the correct answer. the third is an essay. this test is usually in the form of a question where the answer is based on the thoughts or opinions of each individual. there are still many teachers who are unable or do not understand how to perform a service, such as determining what strategies are used in writing assessments so that students cannot achieve the predetermined target. many teachers still teach simply without any strategy, so students' ability is also minimal. the results are very disappointing when the exam is carried out. this research summarized what strategies the teacher used in writing assessments and how the teacher set the targets by determining the strategies used in the future. research benefits include researchers (teachers), students, other researchers, and universitas prima indonesia. firstly, this research can be used as reflection material for teachers to seek children's creativity in writing and to learn more about improving language literacy skills by implementing the google meet or zoom online application for junior high school students. secondly, for students, as an addition to knowledge and experience that can be used and practiced in the world of education. thirdly, the results of this study can be used as documentation and reference sources and as a reference or as comparison material for researchers or other researchers in the future. the last is as material for scientific studies and adding research references for s-1 english education faculty of teacher training and education, prima indonesia university. based on the explanation above, this study aims to determine the strategies or techniques teachers use to assess writing, develop ideas, use correct grammar, and use mechanisms including spelling conventions, capitalization, punctuation, and style in writing. 2022. linguistics, english education and art (leea) journal 5 (2):247-257 250 literature review from the issues associated with measuring student learning, assessment of student learning is a fundamental part of instruction. although many students complain about having too many assignments, assignments can be an opportunity to boost student learning. one of them is learning how to use the language. students will be taught a variety of linguistic skills while studying english. language skills are divided into four categories: hearing, speaking, reading, and writing. writing is a fundamental language ability, much like reading, listening, and speaking (harmer, 2004). writing skills necessitates practice, precision, and intellect. as a result, a teacher must be more innovative in developing successful writing tasks for students (dwiyanti and suwastini, 2021). writing exercises can be done by providing some assessment tasks to the students. according to nunan (2003), writing is an intellectual activity that involves gathering ideas and deciding how to communicate and organize them into a statement and paragraph that people can understand. it suggests that the writers should communicate their thoughts and structure them into a well-written essay. furthermore, writing communicates the author's point of view on a subject to the broader public. it demands the systematic recording of thoughts. according to the definitions, they were writing attempts to transmit the writer's thoughts, feelings, or ideas in written form while considering writing elements and phases so that the readers may properly grasp them. student writing evaluation is a process. evaluation of students' writing and class ability should occur at various points throughout the course and can take many different forms. teachers typically play multiple roles during the evaluation process, including facilitator, contributor, critique, and assessor (horvath, 2000). one of the primary goals of writing assessments is to offer students feedback. we all know how important it is for writers (berge, et al, 2019). brown (2003) defines evaluation as a continuous process that includes a broader domain. a teacher should examine numerous factors when conducting an assessment to determine the students' final results. aside from the mid-semester and final semester grades, the teacher should consider the students' engagements, motivations, presentations, skills, papers, portfolios, presences, and assignments. in this scenario, before assigning final scores to learners, a teacher must go through numerous writing processes and weigh many factors. assessment is the collection of data concerning student learning. it is used for formative purposes (adjusting instruction) or summative purposes (judging the quality of student work) (javed, et.al. 2013). it is an essential educational practice that teachers work in daily in various casual and formal settings. there have been various methods for evaluating writing. the most typical approach is to use a rubric (han and huang, 2017). the rubric includes everything from nation writing criteria 2022. linguistics, english education and art (leea) journal 5 (2):247-257 251 to individual criteria relevant to an assignment. other types of writing evaluation employ a checklist or rating scale. research method this study used the descriptive qualitative method. the descriptive qualitative method is a research method based on post-positivist philosophy used to examine the condition of natural objects (as opposed to experiments) where the researcher is the key instrument of data collection techniques carried out by triangulation or combination. in this case, this research reveals events or facts, circumstances, phenomena, variables, and circumstances that occurred during the research by presenting what happened. data collection is a necessary process to obtain data in research. research design is a plan that guides researchers in the process of collecting, analyzing, and interpreting observations. it means a logical proof model that allows researchers to make inferences about causal relationships between variables in a study. moreover, this qualitative research uses narrative inquiry. the data is collected through a questionnaire distributed to junior high school teachers. in this study, the researcher used a questionnaire as a research instrument distributed via a google form. the respondents used were ten english teachers teaching junior high schools in north sumatra, divided into three boys and seven girls aged 21-45 years. then the results of these answers will be summarized or analyzed by a researcher. diagram 1. the ages of the respondents 2 (20%) 1(10%) 1(10%) 1(10%) 2(20%) 1(10%) 1(10%) 1(10%) 0 0.5 1 1.5 2 2.5 21 years old 24 years old 26 years old 28 years old 30 years old 33 years old 43 years old 44 years old series 2 2022. linguistics, english education and art (leea) journal 5 (2):247-257 252 the educational background of the respondents is from s1 english education and s1 english literature. to collect data, researchers performed several procedures, namely; 1) in this study, they compiled ten questionnaire questions related to the assessment of writing strategies; 2) after that, they entered the question into the google form; 3) they distributed or give the questionnaire to 10 english teachers from various schools; and 4) after getting answers from the teachers, they analyzed the results of the answers and provided conclusions. finding the result is a place to report research findings based on the applied methodology. the results section must state the research findings arranged in a logical order without bias or opinion. moreover, the results of a discussion or problem are being studied and are the end of the discussion. the following authors describe the research results obtained from the respondents as for the strategies used in assessing students' writing skills are: constructive and contextual method the constructive and contextual method is a holistic educational process. it aims to motivate students to understand the meaning of the subject matter they are studying by relating the material to the context of their daily lives (personal context, social context, and culture) so that students know/skills flexibly that can be applied (transferred) from one problem/context to another. this learning aims so that learning is not just memorizing but needs understanding and so that this learning can run more productively and meaningfully. furthermore, the aspects of writing include spelling, punctuation, sentence structure, and the use of paragraphs. rubric a rubric is a tool that contains a set of rules used to assess the quality of student/student performance/performance, and a rubric is a tool for teachers to set assessment criteria for assignments. not only useful for teachers, but this tool is also helpful for students. a rubric is defined in writing what is expected of students to get a particular value on an assignment which helps assess assignments consistently and objectively among students. saving time in assessment, providing effective feedback, and the aspect must be fluency, content, conventions, syntax, and vocabulary. simple text simple text is simple or short writing given by the teacher to students. in this activity, the teacher will assess the text written by students from its spelling, vocabulary, pronunciation, and aspects of the assessment students. essay an essay is a form of writing that describes an author's opinion on a particular subject. the essay contains the author's opinions, views, or personal expressions about a thing happening or taking place in society. moreover, the assessment aspect is through the assessment of his neat writing and vocabulary, and content. 2022. linguistics, english education and art (leea) journal 5 (2):247-257 253 case study a case study is a method for understanding the individual that is carried out integrative and comprehensive to obtain a deep understanding of the individual and the problems they face to solve the problem and gain good self-development. and aspects of the assessment through verbal and non-verbal. problem based learning problem-based learning is a learning model that presents contextual problems to stimulate students to study in groups to solve problems from real-world problems and bind students to curiosity about learning so that they have their learning model. at the same time, students are expected to have skills in solving problems and aspects of the assessment through verbal and nonverbal. the following figure shows the writing assignment related to the students' daily lives. diagram 2. the writing assignment that relates to the student's daily lives as prospective teachers, they always try to connect assignments with students' daily lives, the idea is something that cannot be removed. learning to write activities should provide the same composition as reading activities. the two activities run side by side. because if a person can write, if he has much material obtained from reading. on the other hand, if someone needs to read as much as possible if he wants a structured writing and learning process, to train students to develop ideas and opinions, and through writing as it is today, teachers are required to carry out authentic assessments. 1( 10%) 1(10%) 1(10%) 2(20%) 1(10%) 1(10%) 1(10%) 1(10%) 1(10%) 0 0.5 1 1.5 2 2.5 i do writing ab.. yes, i do yes yes, i do yes, i do yes, of course of course write... do the writing assigment you give related to the students daily lives? series 1 2022. linguistics, english education and art (leea) journal 5 (2):247-257 254 for example, when a teacher teaches biographies, she assigns her students to write a biography about one of their family members. it could be their mother, father, or brother who is related to their daily life. discussion based on the findings, teachers employ a variety of writing assessment methodologies. they are the constructive and contextual technique, the rubric, the basic text, the essay, the case study, and problem-based learning. to begin, the constructive and contextual technique is a comprehensive educational process that tries to engage students to understand the meaning of the subject matter they are learning by connecting the content to their daily lives. it is consistent with the findings of a study conducted by adang-darmajari (2012) and satriani, emilia, gunawan (2012). the rubric comes next. a rubric is a tool that provides a collection of rules that are used to assess the quality of student/student performance/performance, and a rubric is a tool that teachers use to define assessment criteria for assignments. this technology is beneficial not only to teachers but also to learners. the third type is plain text. simple text is simple or brief writing given to students by the instructor; in this activity, the teacher will assess the text written by students based on its spelling, vocabulary, and pronunciation, as well as other components of the evaluation given to students (deane, 2011). in addition, the next section is an essay. an essay is a type of writing that describes the author's opinion on a specific subject. an essay contains the author's thoughts, views, or personal sentiments on anything happening or happening in society. moreover, the assessment is done through his neat writing, vocabulary, and content. furthermore, a case study is a strategy for understanding an integrative and complete individual to achieve a thorough understanding of the individual and the challenges they encounter to overcome the problem and gain positive selfdevelopment (rahardjo and gudnanto, 2011). as well as parts of the evaluation via verbal and nonverbal communication. the final learning model is problem-based learning, which is a learning model that presents contextual problems in order to encourage students to study in groups to solve problems from real-world problems and to bind students to curiosity about learning so that they can develop their learning model (kemendikbud, 2014; sahrudin, 2019; rahmayanti, 2017). at the same time, students are required to have problem-solving and evaluation abilities, both verbal and nonverbal. conclusion based on the explanation above, the researcher concludes that in assessing writing skills, there is a target that must be achieved by the teacher, the target is to find out the strategies used by the teacher in assessing writing skills. learning strategies are also needed in the assessment of writing skills, while the strategies used by teachers in writing assessments are; constructive and contextual methods, rubric, simple text, essays, case studies, and problem-based learning. 2022. linguistics, english education and art (leea) journal 5 (2):247-257 255 this study suggests that teachers should know the techniques in a writing assessment and also be able to assess students' writing results by giving students a writing assignment where later the teacher will assess the results of spelling, vocabulary, and pronunciation. because writing is critical for a learner because it can be tangible evidence that something has happened at a time, writing is essential because our writing can provide helpful information for other people who need it. as a reliable means of communication, producing writing can be proof of one's expertise because it can be a means to develop oneself and also because writing can channel hobbies. references adang, d. & arip. 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(1999). contextualising authentic assessment. assessment in education: principles, policies and practices, 6(2), 177 – 194. doi: 10.1080/09695949992865. retrieved from https://www.tandfonline.com/doi/abs/ 10.1080/09695949992865 dalman. (2015). menulis karya ilmiah. depok: rajagrafindo persada deane, p. (2011). writing assessment and cognition. ets research report series, 2011(1), i–60. https://doi.org/10.1002/j.2333-8504.2011.tb02250.x dennis, l.r., rueter, j.a., & simpson, c.g. (2013). authentic assessment: establishing a clear foundation for instructional practices. preventing school failure: alternative education for children and youth, 57(4), 189-195. dwiyanti, k. e., & suwastini, n. k. a. (2021). assessment for writing skills in online learning. lingua scientia, 28(1), 8–19. https://scholar.google.com/scholar?oi=bibs&cluster=522436095818991064 4&btni=1&hl=en han, t., & huang, j. 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(2003). assessment and learning in the secondary school. routledge. retrieved from https://books.google.co.id/books/abou t/assessment_and_learning_in_the_se p-issn: 0854 – 9125 e-issn: 2599 – 2678 vol. 28 no. 1, june 2021 lingua scientia | 19 condary.html?id=n_kcagaaqbaj&redi r_esc=y linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3650 175 zoom cloud meeting: teaching media in esp online learning fitria nur hamidah1 politeknik negeri malang psdku kediri nostalgianti citra prystiananta2 universitas pgri argopuro jember fidahfnh@gmail.com1 submit, 20-03-2022 accepted, 21-04-2022 publish, 23-04-2022 abstract this research aims to describe the lecturers' perception of using zoom cloud meeting as a teaching medium in esp online learning. the method of this research was descriptive qualitative. the subject of this research was the lecturers who teach esp at state polytechnic of malang and university of pgri argopuro jember. the results of this research showed that the lecturers could use zoom cloud meetings as a medium in teaching esp during online learning, zoom cloud meetings could help the lecturers to teach, and it could help them to interact with the students when they did teaching and learning process. the conclusion was zoom cloud meeting had many benefits for the lecturers in esp online learning. keywords: online learning, the lecturers, zoom cloud meeting introduction online learning is one of the activities that must be done by the lecturers in their teaching during the covid-19 pandemic. this situation can force the lecturers and the students to do it, and they cannot do it face to face in the teaching and learning process. so, the lecturers and the students can use learning and teaching media in their activities. online learning can be an effective solution for activating classrooms even though schools or universities have been closed, given the enormous risks during this pandemic (herliandry et al., 2020). online learning also asks the students and the lecturers to do long-distance learning, and the students must be more active without meeting face to face with the lecturers. it is needed a media to communicate and deliver the lecture through online media. online learning is a learning system that is carried out by using a platform that can support the learning process even though it is far away. in addition, online https://doi.org/10.31539/leea.v5i2.3650 mailto:fidahfnh@gmail.com1 2022. linguistics, english education and art (leea) journal 5 (2):175-182 176 learning is a learning activity carried out remotely through media in the form of the internet and tools such as computers and smartphones (putria et al., 2020). to support online learning that is carried out to achieve goals learning, teachers must take advantage of the development of information technology and communication (ict). the utilization of technology as a medium of learning in the teaching and learning process can facilitate the way of teaching in communicating and interacting with students both inside and outside the classroom. besides, the development of ict as a learning medium must be really considered because if it is not used properly, it can have a bad impact on the learning benefits. zoom cloud meeting is one of the results of the development of ict that can be used by lecturers as a teaching medium to support online learning during the covid-19 pandemic. the lecturers have to choose a teaching media to teach the students, although it is not done in the classroom. the lecturers and the students need to have a media which can reach them, although in different places. the media that they need is not only to communicate but also can accommodate the teaching and learning process, including material delivery and easiness of access. it can be done through video conference. when the lecturers do online learning, they, of course, need teaching media as a facility for learning. therefore, the platform which is used as a teaching media when they teach esp needs video conferences. one of the video conference platforms is zoom cloud meeting. zoom cloud meeting is media that can facilitate video conferences for the users. serhan (2020) investigated students’ attitudes towards the use of zoom in remote learning and their perceptions of its effects on their learning and engagement in comparison to ftf learning. based on the result, the students had a negative effect on using zoom because they had lack of motivation. this research has differed from that research because this research will describe the lecturers' perceptions of using zoom cloud meeting in esp teaching. the lecturers can communicate directly with the students via video in this zoom cloud meeting application. therefore, this medium is suitable to use a medium in esp online teaching and learning process. literatur review talking online learning has become a reality in our country since the covid19 pandemic. in this situation, as stated by our minister of education and culture (makarim, 2020) based on circular number 4 in 2020 about education policies in the emergency phase of covid19, online learning or distance learning becomes the proper solution to implement without burdening lecturers and students while still paying attention to character strengthening to complete the curriculum achievement. as a result of this regulation, online application media such as zoom cloud meetings becomes an option. 2022. linguistics, english education and art (leea) journal 5 (2):175-182 177 in addition, whatsapp, google classroom, skype, zoom cloud meeting, and other learning-supporting technologies are needed as a bridge between professors and students (monica and fitriani, 2020). although it is not conducted face to face during the pandemic, online learning can be used to maximize the teaching-learning process (allen et al., 2020). so, using zoom as an alternative to replace face-to-face meetings with video conferencing that can be accessed by students and lecturers to maintain the quality of learning so that the learning process continues smoothly. in today's digital era, zoom cloud meetings are a highly beneficial alternative application for virtual meetings to promote communication with many people without having to make direct contact and to assist learning goals (suardi, 2020). instead of having a face-to-face meeting in the classroom, this program or application is utilized for video conferencing. it may be installed on computers, laptops, android phones, and other mobile devices. students who do not have access to a computer can participate in virtual classes using their smartphones. the zoom cloud meeting tool is extremely useful for interacting remotely; all lecturers' explanations can be delivered instantly without the need to meet in person. zoom cloud meeting facilitates discussions between lecturers and students in esp learning as well as among students through direct communication via video conference, which is supported by zoom features such as raising hand and group messages so that if there are any audio issues, the students can use the available chat features to help themselves. some zoom features allow the lecturers to present and assess four language skills during full interactions with the medical students, as well as deliver the substance of information in a variety of methods (guzacheva, 2020). in the tough situation of the present pandemic, zoom cloud meetings can greatly aid learning by facilitating access to information and communication in the learning process for students. there are some previous studies on the utilization of zoom cloud meetings. sayem et al. (2017) discovered that employing zoom for distant learning was more participatory, increased satisfaction, and gave pleasant experiences in the learning process for engineering students. zoom's revolutionary approach improved learning outcomes for various student groups. the students of state senior high school 1 weleri participated in classroom action research about zoom meeting on e-learningbased remote learning in improving student cognitive ability. the results showed that the teacher’s activities in the teaching-learning process with the e-learning model with zoom application were in a good category, the students' activities improved and the cognitive ability of the students improved (widyaningrum, 2020). this research has different from those previous studies. this research will discuss and describe the lecturers' perception of using zoom cloud meetings when they teach esp in online learning to the students. 2022. linguistics, english education and art (leea) journal 5 (2):175-182 178 research method this research used descriptive qualitative research. the subjects of this research were the lecturers who taught esp subjects at the state polytechnic of malang psdku kediri and the university of pgri argopuro jember. they consisted of two lecturers. the data collection technique which was used in this research was an interview. the interview was done with the lecturers who taught esp subjects to get the data based on the purpose of this research. the data collection techniques were identifying the data based on the data collection, analyzing the data based on the purpose of the study, and evaluating the data based on the results. finding based on the results of the interview with the lecturers in teaching esp, there was some lecturers' perception of using zoom cloud meeting as a teaching media in esp online teaching. the esp lecturers of state polytechnic of malang psdku kediri and university of pgri adipuro jember had some perceptions based on their experiences while using zoom cloud meeting in their esp online learning. first, the esp lecturer of state polytechnic of malang psdku kediri said, 'i could give motivation to the students in zoom meeting when i taught english for business .'in addition, the esp lecturer of the university of pgri adipuro jember said ‘zoom cloud meeting could help me in teaching my students during covid-19 pandemic especially when i gave lecture’s contract. based on those statements, zoom cloud meetings could make easier the teaching and learning process. the lecturers could deliver the purpose of the learning through zoom cloud meeting and the outcomes of esp learning at the end of the semester. they could start the meeting through a zoom cloud meeting and give spirit to the students in the first meeting. besides, the lecturers also could explain that the students had to understand the condition during the covid-19 pandemic, so they could use zoom to do esp online teaching and learning process. second, the lecturers had a perception about zoom cloud meeting that could make it easy for the lecturers in getting interaction with the students. zoom cloud meeting could facilitate all of the students in one meeting. the lecturers also said that in teaching esp, zoom cloud meetings could help them to communicate with the students by using video conferences. besides, there were many features that support esp online learning more easily conveyed well to students at home. the lecturers could display the material as well as explain it directly to students via zoom cloud meeting. the students could ask questions directly to the lecturers, like in class. learning was not only monotonous just doing assignments, but the lecturers also gave quizzes to the students. those perceptions could be seen by the esp lecturer of the university of pgri adipuro jember, when she said, ‘by using 2022. linguistics, english education and art (leea) journal 5 (2):175-182 179 zoom, i could ask my students’ condition although i could not meet them in the classroom .'the esp lecturer of state polytechnic of malang psdku kediri also said 'i could give some questions to my students when i gave them a quiz in listening comprehension through zoom cloud meeting. the students could ask and answer my questions when i delivered the materials. so the features of zoom could help me during my online teaching’. the third lecturer's perception of zoom cloud meeting in esp online learning was it could give variation in online learning. the use of zoom cloud meeting became one of the variations which was used by the lecturers in teaching esp to support online learning. the lecturers usually used whatsapp in their teaching. then, they tried to use zoom cloud meeting in their esp online teaching. they also had the opinion that the lecturers must achieve the information and communication technology to create innovation for the students in online learning. it could make the students not feel boring during esp online learning. the lecturers felt that zoom cloud meetings had many benefits for them. the esp lecturer of state polytechnic of malang psdku kediri said ‘by using zoom cloud meeting, i could see that my students were not boring because we could communicate in a video conference. it could be said that zoom could support online learning'. moreover, the esp lecturer of the university of pgri adipuro jember said ‘when i introduced zoom cloud meeting, i did not use whatsapp in giving the materials. it meant that i could introduce the new technology to my teaching'. another lecturer's perception about using zoom cloud meeting as a teaching media in esp learning was it could make the situation of online learning to be more active. the esp online teaching and learning process was more active, although it did not happen in the classroom. the situation was not boring and monotonous online learning. the students were not only doing an assignment in their online learning activity but also getting interaction and communication directly with the lecturers and other students in the discussion. before the lecture was started, the lecturers usually gave a change to the students by calling each other while waiting for the others to join the zoom cloud meeting. besides, the lecturers also gave the students the opportunity to ask some questions after the lecturers explained the lessons. they could also know the students' active participation during esp online teaching and learning process through zoom cloud meetings. those perceptions could be seen by the esp lecturer of the university of pgri adipuro jember, when she said, 'i could give an opportunity to my students in presenting the materials, and the other students could ask the questions to the group who presented the material. so zoom could make communication among the students. in addition, the esp lecturer of state polytechnic of malang psdku kediri said 'although my students and i were not in a classroom, i could see my students' active participation in their discussion. they were still active with each other, and they could call their 2022. linguistics, english education and art (leea) journal 5 (2):175-182 180 friends and me before we started the lecture. so we didn't feel boring although we couldn't meet directly’. discussion the implementation of zoom cloud meeting as a media in esp online learning, which was done by the lecturers of state polytechnic of malang psdku kediri and university of pgri argopuro jember had many benefits based on their perception and experiences while using zoom cloud meeting. they did esp online teaching to get the purpose of the learning process. kurniasari et al. (2020) stated that the lecturer must pay attention to the learning purpose, whether in offline or online learning. to achieve the learning purpose, it was needed the media as the technology development in achieving the learning purpose and making the learning to be more effective (kuntarto et al., 2021). the suitable media which could be used in online learning was zoom cloud meeting. it was related to the research done by liu and ilyas (2020), using zoom cloud meetings could affect the results of the students' learning with a 70 minimum score. febrianto et al. (2020) also stated that one of the learning principles was the interaction between lecturer and student in online learning, and it was interactive. by using zoom cloud meeting, the lecturer and the students could get communication and interaction because it had the feature of the video conference. besides, wang et al. (2018) looked into a hybrid synchronous learning environment (bsle). the majority of students attended the course face-to-face, while the others used two-way video conferencing to participate in zoom cloud meetings. students loved the flexibility and ease of attending lessons via zoom from remote locations based on the findings of their study. online learning nowadays sometimes made the situation to be bored. therefore, in teaching esp online learning, the lecturers had to have a variation in order to increase the students' interest. one of the lecturers' efforts in the esp online teaching and learning process was using zoom cloud meetings in their teaching activities. it could give an innovative situation although they did not meet the students in the classroom. according to siahaan (2020), variation learning could give a benefit in learning that was the students could develop their thinking. besides, serhan (2020) also stated that using zoom cloud meetings also affected the students' attitude during online learning. the use of zoom cloud meetings also could make the esp online learning to be more active. it could make the students discuss the materials with the lecturers directly. the lecturers and the students could share with each other and solve the learning problems during the discussion. it was related to suardi (2020), the lecturer could increase the affective and psychomotor aspects of the students in online learning by using zoom. 2022. linguistics, english education and art (leea) journal 5 (2):175-182 181 conclusion zoom cloud meeting was one of the technological developments in this online learning era, and it could be used as the teaching media. the esp online learning during the covid-19 pandemic needed a zoom cloud meeting to do the teaching-learning process, which was done by the lecturers. the lecturers of state polytechnic of malang psdku kediri and the university of pgri argopuro jember used zoom cloud meetings during online learning. zoom cloud meeting, which was used as teaching media by the esp lecturers, gave the benefits to their online teaching. the benefits of zoom cloud meetings based on the lecturers' perception were made easier to achieve learning outcomes, making it easier to get interaction with the students, giving variation in online learning, and creating esp online learning to be more active. references allen, j. et al. (2020). teaching and teacher education in the time of covid-19. asia-pacific journal of teacher education, 48(3), 233–236. https://doi.org/10.1080/1359866x.2020.1752051 febrianto, p. t. et al. (2020). implementation of online learning during the covid19 pandemic on madura island, indonesia. international journal of learning, teaching and educational research, 19(8), 233–254. https://doi.org/10.26803/ijlter.19.8.13 guzacheva, n. (2020). zoom technology as an effective tool for distance learning in teaching english to medical students. bulletin of science and practice, 6(5), 457–460. https://doi.org/https://doi.org/10.33619/24142948/54/61 herliandry et al. (2020). pembelajaran pada masa pandemi covid-19. jurnal teknologi pendidikan, 22(1), 65–70. https://doi.org/https://doi.org/10.21009/jtp.v22i1.15286 kuntarto, e. et al. (2021). analisis manfaat penggunaan aplikasi zoom dalam pembelajaran daring bagi guru dan siswa di sekolah dasar. jurnal pendidikan dasar nusantara, 7(1), 49–62. https://doi.org/https://doi.org/10.29407/jpdn.v7i1.15742 kurniasari, a. et al. (2020). analisis efektivitas pelaksanaan belajar dari rumah (bdr). jurnal review pendidikan dasar: jurnal kajian pendidikan dan hasil penelitian, 6(3), 246–253. https://doi.org/https://doi.org/10.26740/jrpd.v6n3.p246-253 liu, a. & ilyas, i. (2020). pengaruh pembelajaran online berbasis zoom cloud meeting terhadap hasil belajar mahasiswa fisika universitas flores. jurnal pendidikan fisika dan keilmuan (jpfk), 6(1), 34–38. https://doi.org/https://doi.org/10.25273/jpfk.v6i1.7303 makarim, n. (2020). ministry of education and culture decree number 4 year 2020. ministry of education and culture. 2022. linguistics, english education and art (leea) journal 5 (2):175-182 182 monica, j. & fitriani, d. (2020). efektivitas penggunaan aplikasi google meet sebagai media pembelajaran online pada mahasiswa saat pandemi covid19. jurnal communio: jurnal jurusan ilmu komunikasi, 9(2), 1630–1640. https://doi.org/https://doi.org/10.35508/jikom.v9i2.2416 putria et al. (2020). analisis proses pembelajaran dalam jaringan (daring) masa pandemi covid19 pada guru sekolah dasar. jurnal basicedu, 4(4), 861–870. https://doi.org/10.31004/basicedu.v4i4.460 sayem, a. et al. (2017). effective use of zoom technology and instructional videos to improve engagement and success of distance students in engineering. australasian association for engineering education conference (aaee 2017), 1(1), 1–6. https://aaee.net.au/wpcontent/uploads/2018/09/aaee2017-shadat_sayem_taylor_et_aluse_of_zoom_technology_and_instructional_vides.pdf serhan, d. (2020). transitioning from face-to-face to remote learning: students' attitudes and perceptions of using zoom during covid-19 pandemic. international journal of technology in education and science, 4(4), 335–342. https://doi.org/10.46328/ijtes.v4i4.148 siahaan, m. (2020). dampak pandemi covid-19 terhadap dunia pendidikan. jurnal kajian ilmiah, 1(1), 73–80. https://doi.org/10.31599/jki.v1i1.265 suardi. (2020). the effectiveness of using the zoom cloud meetings application in the learning process. proceeding of the international conference on science and advanced technology (icsat). https://ojs.unm.ac.id/icsat/article/view/17730 wang, q. et al. (2018). students’ perspectives on the design and implementation of a blended synchronous learning environment. australasian journal of educational technology, 34(1), 1–13. https://doi.org/10.14742/ajet.3404 widyaningrum, d. p. (2020). the effect of zoom meeting on e-learning based remote learning in improving student cognitive ability. jurnal administrasi dan manajemen pendidikan, 1(2), 62–77. https://jurnal.stainmadina.ac.id/index.php/mata/article/view/235 ieee paper template in a4 (v1) linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3534 183 english teachers’ challenges in constructing remote english summative assessments during covid-19 pandemic nurwahidah1 uin syarif hidayatullah jakarta maulana rizki hamidi2 uin syarif hidayatullah jakarta nida husna3 uin syarif hidayatullah jakarta muhammad farkhan4 uin syarif hidayatullah jakarta didin nuruddin hidayat5 uin syarif hidayatullah jakarta alek6 uin syarif hidayatullah jakarta nurwahidah20@mhs.uinjkt.ac.id1 submit, 01-03-2022 accepted, 22-05-2022 publish, 01-06-2022 abstract this study aims to investigate english teachers’ challenges in constructing remote english summative assessments for junior high school students during the covid19 pandemic. the method used in this research is a qualitative method with descriptive research in case study design. the results of this study obtained from 33 english teachers of junior high schools from 8 big provinces in indonesia highlighted technical problems and the validity and reliability of the test become the main challenges when the teachers construct a remote summative assessment for junior high school students. furthermore, the researchers concluded that during the covid-19 pandemic, most junior high school teachers face many challenges and can overcome those problems by being tech-savvy teachers. keywords: covid-19, english teacher challenges, remote learning, summative assessment introduction the deadly coronavirus has devastated the world, which originated in wuhan, china. the damage caused detain in all aspects of human activities overall countries. as a result, the world health organization (who) proclaimed the https://doi.org/10.31539/leea.v5i2.3534 mailto:nurwahidah20@mhs.uinjkt.ac.id 2022. linguistics, english education and art (leea) journal 5 (2):183-193 184 covid-19 outbreak a pandemic on march 11, 2020 (bozkurt & sharma, 2020) due to its significance of spreading. the impact of this coronavirus automatically brings many changes in many aspects of life, such as economic, social, political, tourism, and the educational sphere (bartik et al., 2020). one of the most affected factors is the educational field. according to the united nations educational, scientific, and cultural organization (unesco), by mid-may 2020, more than 1.2 billion students will have stopped attending face-to-face classes (daniel, 2020). during the pandemic, all efforts are made to find ways out of the difficulties. for this reason, the government has begun implementing online or virtual instruction in place of face-to-face instruction. an urgent regulation was created due to this development, with additional benefits and drawbacks emerging (siahaan, 2020). it can be seen that in higher education, online education affects all aspects of teaching and learning (lee & hidayat, 2019). as a result, the government has a critical role in resolving this issue, notably by releasing an emergency education curriculum. because it is a simplification, the curriculum has a lot in common with the national curriculum (sanjaya, 2020). furthermore, this emergency curriculum creates many challenges in educational sectors, especially for the teachers. the teachers’ teaching competence should be improved because it has become one of the adaptation needs of online education (zhang et al., 2020). in other words, the teachers should master technology to engage with their students and measure the students’ comprehension. they should apply many teaching applications during virtual learning to create an effective teaching and learning process that will lead to the students’ good comprehension. many researchers researched the challenges in assessing students during the covid-19 pandemic, such as conducted by bozkurt & sharma (2020), zenkidalipi et al., (2021), perwitasari et al., (2021), jankowski (2020), guangul et al., (2020), but the kind of assessment (summative assessment) and the grade level (junior high school) of the english teachers become the newest thing on this research which differs to the previous related study. thus, based on the previous studies, this research is essential to be conducted concerning assessment in english education study since there is still a lack of references about it to the present year. literature review assessment is an effort to obtain data or information from the learning process. it determines how sound students, classes or courses, or study programs are compared to particular learning objectives or criteria and outcomes. therefore, it is essential to create an excellent assessment to collect data and information from various types and assessment techniques to get a picture of student learning progress. hence, assessment is one of the most crucial aspects that must be 2022. linguistics, english education and art (leea) journal 5 (2):183-193 185 conducted. in this ongoing world pandemic, the learning process and evaluation of learning outcomes cannot be carried out directly. it puts the teacher in the phenomenon that most teachers have difficulty measuring learning outcomes. teachers were challenged to develop fresh ideas and techniques for monitoring children's learning during the covid-19 crisis. it would be a challenge for the teachers to control their students virtually. online assessments are common in online learning, with teachers limited to proxy oversight of students, making it impossible to supervise and manage to cheat (adedoyin & soykan, 2020). they might cheat while doing the test, such as googling or asking someone else to make the assessment invalid and unreliable. however, constructing assessment during a pandemic would be difficult for the teachers, especially the summative one, which will measure graduation standards. summative assessment can conclude students' level of mastery against predetermined competencies. creating a qualified summative assessment needs some criteria that should be fulfilled to assess the student’s real comprehension. however, the pandemic situation discussed above leads the teachers to change their assessment methods since virtually teaching and learning are done. it puts the teacher in the phenomenon that most teachers have difficulty measuring learning outcomes. teachers have to follow new protocols for distance learning, online and the like, that require teachers to change the way they teach, including rapidly assigning daily tasks. in the end, during the covid-19 crisis, instructors were asked to develop new ideas and techniques to measure children's learning. different methods may be needed to meet these challenges. teachers may experience difficulties due to a lack of training and experience, especially in digital learning platforms. as a result, teachers and students could not improve the process and learning outcomes maximally due to the pandemic. hence, this study intends to explore the challenges faced by teachers in constructing assessments for junior high school students in a pandemic situation. summative assessment in the academic environment, assessment refers to testing or evaluation in general., its goal is to realize what learners can do through grading, also known as summative assessment (black et al., 2010). designing the students’ assessment can help teachers clarify the learning objectives and content to help the teacher determine the parts of the standard curriculum (daniel, 2020). however, summative assessment assesses students' abilities as they approach the completion of a course (or at the end of a unit). summative findings are expected to show a more thorough knowledge of learning outcomes than formative results. while according to abduh (2021), summative evaluation is used to ensure that students have met their learning objectives or have attained the required levels of competence. 2022. linguistics, english education and art (leea) journal 5 (2):183-193 186 according to guangul et al., (2020), criteria make an assessment qualified and valuable. when assessing the students, the teachers should consider the following criteria: validity, reliability, clarity, and avoiding susceptibility to technical problems. due to the primary goal of assessment being to evaluate students' learning on a specific learning outcome, the assessment method should be appropriate for assessing their achievement of learning objectives, or, we can say, validity. another notion is reliability. the most challenging aspect of remote assessment is maintaining academic honesty. preventive measures should be included in the assessment design to ensure that the evaluation is free of cheating and fraud. preventive methods should be used during the assessment process and detection mechanisms following submission. the next is clarity. because there will be no face-to-face interaction throughout the assessment period, and students may not ask questions, the assessment should be clear to students. when students are unfamiliar with the new evaluation approach, it is vital to explain the procedures and expectations and present relevant examples thoroughly. it is true even if the questions are asked higher than usual. before distributing the evaluation, make a list of sample questions and, if possible, go over them with the students online. the last is avoiding susceptibility to technical problems. assessment of covid-19 pandemic the change from offline learning to virtual one also assaulted the student assessment due to covid-19's abrupt strike. this outbreak has significantly impacted educational and assessment systems andreou et al., (2021). due to its complicated properties, the assessment becomes more difficult to reform and implement in virtual environments. modifying students' natural attitudes toward learning and time management make it difficult to assure transparency, objectivity, impartiality, validity, and dependability during the evaluation process. it is often misunderstood and relies on first impressions during this time (zenki-dalipi et al., 2021) according to guangul et al., (2020), there are two types of assessment when the teachers assess their students during emergency remote teaching and learning. the first is remotely proctored exams (time-constrained), and the second is openended assessments. all the teachers need to know the most appropriate types of remote assessments that should be conducted. they have to sharpen their knowledge and comprehension in choosing the proper strategies to assess their students to get valid and reliable ones. proctored exams are examinations where the time is limited, and the teachers control the testing process. in contrast, an openended assessment is when the time is not limited or at a specific time but not exactly when the exam is done. moreover, the teachers here do not directly control the students. 2022. linguistics, english education and art (leea) journal 5 (2):183-193 187 research method this study takes a qualitative approach and employs a descriptive research design. the descriptive study method is the method used to analyze the ongoing phenomenon. the type of descriptive study used in this research is a case study that focuses intensively on a particular object and learns it as a case. the research instrument used in this research is a questionnaire using google form. this questionnaire uses an open-ended question and optional choices. data collection techniques were carried out through a questionnaire by google form. the questionnaire was created and disseminated via google forms to english teachers, and 33 replies were received. the questionnaires were divided into three sections: the affirmative question of the challenge; section two, assessment tools and assessment types; section three, challenges they face in designing and constructing the assessment. thirty-three respondents participated in this study from 8 various provinces in indonesia. hence, the data analysis procedure used in this research is the qualitative data analysis technique of miles and huberman, known as the interactive model. the last is the techniques of data analysis which process consists of data reduction, data presentation, and deriving conclusions or verification. finding affirmative question it is presented in fig. 1, all respondents agreed that the spread of covid19 creates many challenges for english teachers, especially in constructing summative assessments for students. the first question was asked to participants, related to their agreement and perception about facing challenges in constructing assessment during covid-19. the affirmative question is about whether they agree or not that the spread of covid-19 creates many challenges for english teachers, especially in constructing summative assessments for students. figure 1. affirmative question of challenges agree 100% disagree 0% do you agree that the spread of covid -19 creates many challenges for english teachers, especially in constructing summative assessments for students ? agree disagree 2022. linguistics, english education and art (leea) journal 5 (2):183-193 188 from the diagram above, it implied that all participants of different provinces (33 respondents) agreed that all of them face challenges in constructing summative assessments during the covid-19 pandemic due to the real situation that happened in indonesia. assessment tools and assessment types the next question is about assessment tools and assessment types. the respondents are asked to choose one of them. it is presented in fig. 2, that there are two assessment methods for conducting a remote summative assessment. the first is a question-based assessment that should be completed in a reasonable amount of time (maximum 3 hours). the second type is an evaluation based on an assignment or a project that can be completed and submitted over a long time (from 1 to 4 weeks). fifteen respondents (43.7 %) used question-based assessment in conducting a remote summative assessment, while 18 (56.3%) of them used the assessment-based assessment type. hence, most of the respondents used assessment-based judgment. figure 2. types of assessment methods it is presented in fig. 3, surprisingly, 21 of the respondents (65.06 %) chose open-ended assessment in their remote summative assessment, while only 12 respondents (34.04 %) chose remotely proctored exams (time-constrained). figure 3. types of remote assessment 34.04% 65.06% r e m o t e l y p r o c t o r e d e x a m s ( t i m e c o n s t r a i n e d ) o p e n e n d e d a s s e s s m e n t s t y p e s o f r e m o t e a s s e s s m e n t responses 43,70% 56.30% q u e s t i o n b a s e d a s s e s s m e n t a s s i g n m e n t b a s e d a s s e s s m e n t assessment method 2022. linguistics, english education and art (leea) journal 5 (2):183-193 189 it is presented in fig. 4 below, in constructing remote summative assessment, 23 of the respondents (71.9%) provided a test to the students, 6 (18.08 %) chose portfolio, 4 (12.05%) chose journal, 11(36.7%) chose self-assessment, and 5 (16.06%) chose learning log, 12 (37.05%) chose self-assessment, 7 (21.09%) chose role-play, 7 (25%) used others than mentioned above. figure 4. types of assessment challenges and the ways to overcome the challenges in this part of the question, the respondents are given two types of questions, they are open-ended questions and optional ones. the open-ended question is the question that they can freely answer the five challenges they faced when they constructed a remote summative assessment. the optional question is they are asked to opt for one or more optional challenges that the writer list based on the criteria of constructing a good summative assessment. it is found from the respondents’ responses to an open-ended question of challenges that finding the exciting application for the students becomes the most challenge they face. some of the students will trigger themselves when the project is very interactive to fulfill the assessment given by the teacher. another challenge is finding the most accessible way to reach the students because some students live in rural areas where no signal becomes the problem or even do not have a cell phone. the third challenge is checking the validity and reliability of the test made. the fourth one is choosing the appropriate assessment, the fifth one is adjusting the difficulty level of the question, and the last is the teachers' creativity to create various types of tests and the ways of designing speaking assessments. another issue discovered is computer and internet accessibility. in the next type of question which is an optional one, the respondents are asked to choose which challenges they faced during constructing the summative assessment and they may choose more than one challenge. the result shows that 50 % of the respondents answer that technical problems are the most challenging 71.09% 18.08% 37.05% 15.06% 40.60% 12.05% 21.09% 25% t e s t p o r t o f o l i o s e l f a s s e s s m e n t l e a r n i n g l o g q u e s t i o n i n g j o u r n a l r o l e p l a y o t h e r s t y p e o f a s s e s s m e n t responses 2022. linguistics, english education and art (leea) journal 5 (2):183-193 190 criteria in constructing a remote summative assessment. the same percentage is also found in the challenge of the validity of the test (50%), followed by the reliability of the test (14 participants) or 43.8%. meanwhile, the last is the clarity of the test, which is only 4 participants or (12.5%) of the participants as shown in fig. 5. figure 5. criteria in constructing remote summative assessment discussion the findings above show that this research is appropriate to be conducted since all the participants agree that running a summative assessment is a challenge for them. it is in line with the statement of bozkurt & sharma, (2020) that with the covid-19 virus outbreak; it has become clear that the educational system is vulnerable to outside threats. furthermore, the study conducted by lukas & yunus, (2021) found that one of the challenges that most efl teachers found during a pandemic is assessing their students. evriana, (2020) also stated that teachers found online assessment inconvenient and irrelevant, in line with this finding. most students may cheat by googling or asking another person, making the online test invalid and reliable. however, most of the respondents used assessment-based assessment for their summative assessment, the reasons they chose might be due to the difficulty of question-based assessment being lower than for assignment/project-based assessment. the assessment is expected to be finished quickly, and proctoring could be considered if the infrastructure is available during the assessment period. however, the finding of this study is in line with the study conducted by (guangul et al., 2020), which showed that most of their respondents preferred to use assignment/project-based assessment (68%), and only 32% of them used questionbased assessment as their assessment methods. 50% 43.8 % 12.5 % 50 % criteria in constructing remote summative assessment validity of the test reliability of the test clarity of the test technical problem when you create the test 2022. linguistics, english education and art (leea) journal 5 (2):183-193 191 in addition, most respondents chose open-ended assessments for the types of remote assessments. this finding is in line with the study conducted by guangul et al., (2020) that 37% of the respondents chose remotely proctored exams. in other words, it can be said that most of the respondents chose an open-ended assessment. many respondents opted not to proctor students while they were writing the exam due to their concerns about the infrastructure needed to do so. various assignments or projects could be produced and provided to students for assignment/projectbased evaluation. because the assessment type and evaluation method may differ, assignment and project-based assessments were also addressed independently. as a result, particular questions were developed for this study to examine the assessment techniques of assignment and project-based work independently. for assignment-based assessment, respondents were given a variety of submission and evaluation methods to prioritize based on their relevance to their courses. in part of the types of assessments, the teacher may select more than one option (test, portfolio, journal, or other.). it is also relevant to the statement that designing the students’ assessment can help teachers clarify the learning objectives and content to help the teacher determine the parts of the standard curriculum (daniel, 2020). it is better to use the easiest one in an emergency. however, there are many challenges mentioned in the findings above, and those challenges are also found in the research conducted by evriana, (2020). she also found that some teachers are new to technology, and the majority of them are using online assessments for the first time. as a result, teachers will require training to feel comfortable using an online assessment system. the school should give those children a fully equipped lab and internet access to remedy this problem. the technical problem relates to the teachers’ competence in using technology, online platforms, or appropriate applications. this finding is in line with perwitasari's et al., (2021) statement that through this pandemic situation, the challenge of using technology gives the teachers the chance to obtain new experiences by studying various types of online media applications to create a good impact on online learning and assessment. assessing students during this emergency remote teaching period seems complicated for the teachers. thus, the teachers should be mindful and wise in overcoming the challenges they face. referring to the challenges they faced, the respondents also expressed their ways to overcome them to learn from each other. what is more, the teachers should improve their competency in preparing for constructing the test. hence, a study conducted by jankowski, (2020) revealed that 42% of 116 respondents stated that all of their professional development needs, such as constructing an assessment, are needed during emergency remote teaching (ert). besides, they should improve their capability or competence to check the validity and reliability of the test they made and determine the most 2022. linguistics, english education and art (leea) journal 5 (2):183-193 192 appropriate types and methods of assessments. also, they have to improve their creativity in choosing the tools for doing the test would be the solution for the challenges they faced in constructing emergency remote summative assessments for the junior high school students. conclusion the technical problem while creating the test is one of the challenges found in this research. other challenges are finding the most appropriate application and checking the validity and reliability of the test. the next challenge is a technical problem while constructing the summative assessment and it became the most challenging for english teachers in junior high school. hence, to overcome the challenges that english teachers face, they have to enrich their knowledge and competency in using the media or platform to make the assessment run well and succeed. references abduh, m. y. m. (2021). full-time online assessment during covid-19 lockdown: efl teachers’ perceptions. asian efl journal, 28(11), 26–46. https://www.researchgate.net/publication/349103573_fulltime_online_assessment_during_covid_19_lockdown_efl_teachers’_perceptions adedoyin, o. b., & soykan, e. (2020). covid-19 pandemic and online learning: the challenges and opportunities. interactive learning environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2020.1813180 andreou, v., peters, s., eggermont, j., wens, j., & schoenmakers, b. (2021). remote versus on-site proctored exam: comparing student results in a cross-sectional study. bmc medical education, 21(1), 624. https://doi.org/10.1186/s12909-021-03068-x bartik, a. w., bertrand, m., cullen, z., glaeser, e. l., luca, m., & stanton, c. 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(2020). dampak pandemi covid-19 terhadap dunia pendidikan. jurnal kajian ilmiah, 1(1), 73–80. https://doi.org/10.31599/jki.v1i1.265 zenki-dalipi, a., dogani, b., & ameti, m. (2021). assessment of students achievement during the covid. 834, 9–18. https://www.ceeol.com/search/article-detail?id=985134 zhang, w., wang, y., yang, l., & wang, c. (2020). suspending classes without stopping learning: china’s education emergency management policy in the covid-19 outbreak. journal of risk and financial management, 13(3), 55. https://doi.org/10.3390/jrfm13030055 linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3309 216 the use of vocabulary learning strategy by undergraduate students arpinda syifa’a awalin uin sayyid ali rahmatullah arfindasyifa@gmail.com submit, 09-01-2022 accepted, 29-06-2022 publish, 30-06-2022 abstract this research investigates the vocabulary learning strategies used by undergraduate students with high proficiency in vocabulary. the data was gained from questionnaires. in addition, the result showed that undergraduate students with high proficiency in the vocabulary used different vocabulary learning strategies based on their interests, according to three kinds of vocabulary learning strategies (i.e., discovery, social, and consolidate strategy). using these strategies, language learners can quickly learn or memorize the vocabulary. based on the study, it can be concluded that students with high proficiency in vocabulary use monolingual and bilingual dictionaries to help them learn vocabulary. the monolingual and bilingual dictionary represents the discovery strategy. for social strategy, they ask english teachers and communicate with a native speaker to help them learn vocabulary quickly. for the last strategy consolidation, they take notes, make word lists, and use english media. keywords: undergraduate students, vocabulary learning strategy introduction language learners should master vocabulary. fan (2020) language as a tool to help the users in engaging relationships with each other. in addition, language, especially english as international language, should be mastered by the people who want to be accepted in the international world. it is also used in multilingual contexts for communication among non-native speakers (nns) tan among its native speaker (vodopija-krstanović & marinac, 2019). that is why people should learn about the english component to support them in speaking or using english in daily activities. since english is used in most majors in the world, such as politics, economics, and education, in learning english, the language learners should pay https://doi.org/10.31539/leea.v5i2.3309 2022. linguistics, english education and art (leea) journal 5 (2):216-223 217 attention to fundamental english components such as vocabulary, grammar, and pronunciation to achieve a higher level of english. based on the previous paragraph, language learners should be mastered vocabulary. fan (2020)states that vocabulary teaching has not yet been established in the field, and most language teachers are unaware of the importance of vocabulary in establishing tremendous communication benefits. it is suitable if vocabulary is one of the most crucial components of studying vocabulary because it may enhance four english skills. aside from that, vocabulary can help us communicate and learn. the most commonly held opinion in foreign language teaching is that foreign language learners are more successful than others. one explanation is that successful learners are more creative in engaging the function of language acquisition in exciting ways, such as by experimenting with more effective tactics (anderson, 2005). successful foreign learners often understand how to acquire the basics and meanings of many foreign words, memorize and retain them, and utilize them in suitable contexts and situations. according to ahmed (1989), practical esl students can employ many of the learning methods regularly, whereas less successful learners use fewer strategies and use them seldom. furthermore, we understand that vocabulary plays a massive part in language acquisition. typically, esl students employ an approach to motivate them to acquire vocabulary. the vocabulary learning approach refers to a strategy that is commonly used to acquire vocabulary. foreign language learners select or employ this method based on habit. in that situation, students will discover a proper technique to assist them in acquiring language. catalan (2003) argued that information about the step (processes of the strategy) utilized in order to acquire vocabulary as well as the function by students is knowledge about the vocabulary learning strategy (vls). there are four functions: finding out the meaning of new words, memorizing them in long-term memory, remembering them, and using them. based on the pre-observation, the researcher found that not all the undergraduate students memorized and recognized vocabulary during speaking class. since the learners are not english majors, the researcher wants to investigate the students gaining vocabulary through vocabulary learning strategy. concerning the problem above, the current study will investigate the vocabulary learning strategy used by undergraduate students. this study will give advantages for the reader who wants to train their vocabulary ability by using one of these strategies. since there are many kinds of vls that might be, they can use, using one of the strategies can help them memorize or understand new vocabulary faster. 2022. linguistics, english education and art (leea) journal 5 (2):216-223 218 literature review there is one thing that can help someone communicates with other people. it is vocabulary, often known as words that people should employ in order to communicate appropriately. there are two kinds of words or vocabulary: vocabulary in speaking (expressive vocabulary) and vocabulary in listening (receptive vocabulary). according to moats (2005), vocabulary is the number of words with meanings that let individuals declare, infer, and grasp what people assume and opinions. furthermore, burns (1972) in sihotang & afriazi (2017) defines vocabulary as the collection of words employed by a person or class. aside from speech, one element that might help us communicate successfully is body language. vocabulary is sometimes the "basic" or "essential" aspect of learning english. according to zimmerman, as described in coady and huckin (1998), vocabulary is the foundation of language and plays a critical role in conventional language learning. in addition, vocabulary classifies into several types. the vocabulary of hammer (1991) is split into two groups. the first of those is the one the pupils have been taught, and it is predicted that they will be able to utilize it. meanwhile, the second relates to terms pupils will recognize when encountering them but will most likely be unable to pronounce. it is referred to as direct and indirect vocabulary. several experts categorize vocabulary into two types: productive and receptive vocabulary, also known as recognition vocabulary, is a set of words that individuals use to generate meanings when hearing and reading. those words are unknown to the kids, and they rarely use them. meanwhile, productive vocabulary is described as a collection of words that individuals may employ when speaking and writing. those are terms that are well-known and often used. in helping the esl students to memorize the vocabulary, vocabulary learning strategies take part in this case. in terms of vocabulary acquisition methods, catalan (2003) suggested a definition for vocabulary learning strategy (vls) as knowledge of the steps (processes of the strategy) utilized to acquire vocabulary as well as the role performed by students. according to the preceding statements, a vocabulary learning strategy is any combination of approaches, including actions or mental processes that learners use to enhance their english vocabulary acquisition and increase their vocabulary size. meanwhile, nie (2017), a vocabulary acquisition technique must meet four characteristics. before determining a particular strategy, associating various options indicates some strategies to be picked. second, the requirement for a complicated process implies that some processes must be taught. third, comprehension is required, as does practice. fourth, discover the value of language study and application. schmitt (1997) develops a comprehensive inventory of vocabulary learning strategies. he divides the strategy into two groups: discovery strategy and consolidation strategy. discover strategy consists of 2022. linguistics, english education and art (leea) journal 5 (2):216-223 219 determination and social strategy, while consolidation strategies involve social, cognitive, metacognitive, and memory strategies. to make it clear, schmitt's taxonomy classifies vocabulary learning strategies. there are two main strategies; discover strategy and consolidation strategy, and each strategy is divided into sub-strategy. for discovery, the strategy consists of determination and social strategies. meanwhile, the consolidation strategy consists of social, memory, cognitive, and metacognitive strategies. the first type is the discovery strategy, used to infer the meaning of the unknown words. it is also classified into two strategies; (1) discoverydetermination is a strategy that the learner uses to determine its meaning by guessing from their structural knowledge of the language, guessing from l1 cognate, guessing from the content, using reference material (e.g., dictionary), (2) discovery-social is a strategy used by the learner to determine new words by asking some for help (e.g., asking the teacher for an l1 translation, asking a classmate for meaning and discovering meaning through a group work activity) the second type is consolidation strategy, according to schmitt (1997), which is a strategy used to combine the new words. there are four types of this strategy; (1) consolidation-social is an approach for determining new words by including cooperative group learning in which learners study and practice the new meaning of new words in a group setting (e.g., practice and study new words in a group and interact with native speakers), (2), consolidation-memory consists of previous study helping relate new words to presented knowledge system (e.g., imaging word form, and connecting words to a personal experience), (3) consolidation-cognitive, this strategy has a similar definition with consolidation-memory strategy but is it not focused on manipulating rational processing. they included repetition and the use of mechanical means. (e.g., taking notes, flash notes, and words list), and (4) consolidation-metacognitive is a strategy used by students to control and evaluate their learning by having a summary of the learning process in general (e.g., test oneself with word tests, and use of target language media.) research method this study's design is descriptive and qualitative. descriptive research entails documenting and evaluating the nature and occurrence as they exist at the time of the investigation. furthermore, they suggested that descriptive research studies be conducted to gather information about the existing phenomenon of "the usage of vocabulary acquisition approach by junior high school." then, it may be reduced to a study that depicts a natural phenomenon. the researcher saw and described the event on this occasion. a descriptive qualitative study is a research that relies on the gathering of qualitative data as well as non-numerical data such as words and pictures. it entails gathering information through descriptive qualitative 2022. linguistics, english education and art (leea) journal 5 (2):216-223 220 research while observing, perceiving, and comprehending what occurred in the classroom. for gaining the data, the researcher chooses the undergraduate students who do not belong to english major of one of university in tulungagung. the subject of this study is 12 students who have high proficiency in vocabulary. thus, the researcher wants to know what strategies students with high proficiency in vocabulary use. the researcher chose purposeful sampling to pick the subject of the study. these samples are obtained through the use of a test and the questioning of an english teacher. the researcher picked this method to differentiate and identify pupils with large and limited vocabulary by utilizing a test adapted by paul nation. while speaking with the english teacher, the researcher sought to validate the kids with huge classes. the researcher used a questionnaire and a test to collect data. a questionnaire was utilized to learn about the students' vocabulary acquisition strategies, and a test was used to define the subject. the vocabulary exam kicked off the data collection process. in order to decide the topics, first ascertain the students' scores following the completion of the exam and the researcher's knowledge of the subjects. she began distributing questionnaires to the pupils. finding the first result highlighted the vocabulary learning approach employed by undergraduate students who have a high level of vocabulary competence. the strategies were classified into three types: determination strategies, social strategies, and consolidation strategies. they employ these strategies to encourage them inappropriately learn vocabulary. the table below shows undergraduate students with high proficiency in vocabulary strategies. the table is divided into two columns; the first is the main strategy and the second is chosen strategies. they use main strategies: discovery, social, and consolidation. in addition, each strategy has a different chosen strategy that the student chose. as shown in table 1, bilingual and monolingual dictionaries are the strategies students choose to help them learn vocabulary. in this case, using bilingual and monolingual dictionaries represent the discovery strategy. a bilingual dictionary is a specialized dictionary used to translate words or phrases from one language to another. in contrast, a monolingual dictionary provides a translation or explanation using another language you are familiar with, usually your native language. the following strategy is social strategy. students' chosen strategies to help them learn vocabulary are asking english teachers to translate the new words' meanings and communicating with native speakers. the last main strategy is the consolidation strategy. junior high students with large vocabulary sizes take notes in class to help 2022. linguistics, english education and art (leea) journal 5 (2):216-223 221 them learn vocabulary. besides taking notes, they also use word lists and english media to help them learn vocabulary. meanwhile, taking notes in class, using word lists, and using english media represent consolidation strategy. thus, undergraduate students with high proficiency in vocabulary use and learning strategies to help them learn vocabulary. they use all main strategies, discovery, social, and consolidation. nevertheless, each of them has a different chosen strategy that students use. the first strategy is the discovery strategy. they use bilingual and monolingual dictionaries to help them in learning vocabulary. second, social strategy is represented by asking english-teacher to translate the new words' meaning and communicating with native speakers to help them in their learning strategy. the last strategy is the consolidation strategy. it is represented by taking notes in class, using word lists, and using english media. table 1. vocabulary strategy used by students who have large vocabulary size. main strategy chosen strategy discover strategy use bilingual dictionary use monolingual dictionary social strategy ask english-teacher to translate the meaning communicate with a native speaker consolidation strategy take notes in class word lists using english media the current study discovered a vocabulary learning approach adopted by undergraduate students. furthermore, maría & catalán ( 2003) argued that information about the step (processes of the strategy) utilized in order to acquire vocabulary as well as the function by students is knowledge about the vocabulary learning strategy (vls). meanwhile, schmitt (1997) develops a comprehensive inventory of vocabulary learning strategies. he divides the strategy into two groups: discovery strategy and consolidation strategy. discover strategy consists of determination and social strategy, while consolidation strategies involve social, cognitive, metacognitive, and memory strategies. in this case, vocabulary learning strategy is the process of learning vocabulary quickly. by using some aspects of both strategies, students use these strategies to help them in learning vocabulary. thus, this part will be elaborated on what aspects of vocabulary learning are used by junior high school students with large and small vocabulary sizes and why they use these aspects to help them learn vocabulary. 2022. linguistics, english education and art (leea) journal 5 (2):216-223 222 discussion according to the result, the vocabulary learning strategy can be used by undergraduate students with high proficiency in vocabulary. each aspect represents vocabulary learning strategy; discovery strategy, social strategy, and consolidation strategy(schmitt, 2008). for instance, the students can use the aspects they use to help them learn vocabulary and improve their ability in vocabulary (gu & johnson, 1996) since vocabulary learning strategy benefits everyone curious about the particular terms. meanwhile, students with high proficiency in vocabulary use specific strategies to help them learn vocabulary; bilingual dictionaries and monolingual dictionaries in learning vocabulary. these aspects represent the discovery strategy. for the next aspect of social strategy, they ask english teachers. they communicate with native speakers to help them learn vocabulary, and the last strategy is consolidation, represented by taking notes, making word lists, and using english media. the students use those consolidation aspects. meanwhile, it is different from the strategy used by students with high proficiency in vocabulary. according to schmitt (1997), these characteristics are already contained in a thorough inventory of vocabulary acquisition strategies, which he has already split into two groups. it demonstrates that esl students with varying degrees of learning experience and skill must have some information about language learning, which influences their approach to language learning as well as their expectations about learning tactics and the outcomes of their efforts (gu & johnson, 1996) conclusion the vocabulary learning strategy employed by undergraduate students in this study might help students acquire vocabulary more quickly. students previously picked each technique with a high level of vocabulary competency, which assists learners in acquiring vocabulary. there are three basic strategies (discovery strategy, social strategy, and consolidation strategy), each with various components. the students with high proficiency in vocabulary apply monolingual and bilingual dictionaries to help them learn vocabulary. the monolingual and bilingual dictionary represents the discovery strategy. for social strategy, they ask english teachers and communicate with a native speaker to help them learn vocabulary quickly. for the last strategy consolidation, they take notes, make word lists and use english media. all of the aspects already have been divided into the main vocabulary that students use to help them learn. junior high school students use seven aspects of vocabulary strategy with an extensive vocabulary. 2022. linguistics, english education and art (leea) journal 5 (2):216-223 223 references. ahmed, m. o. 1989. vocabulary learning strategies. in p. meara, (ed.) beyond words (pp. 3–14). london: british association for applied linguistics, in association with the centre for information on language teaching and research. cohen, a. 2011. strategies in learning and using a second language (2nd edition). harlow, uk: longman cohen, l., et al. 2007. research methods in education. new york, routledge. fan, n. (2020). strategy use in second language vocabulary learning and its relationships with the breadth and depth of vocabulary knowledge: a structural equation modeling study. frontiers in psychology, 11. https://doi.org/10.3389/fpsyg.2020.00752 gu, y. 2002. gender, academic major, and vocabulary learning strategies of chinese efl learners. regional english language centre journal, 33(1), (pp. 35). gu, y., & johnson, r. k. (1996). vocabulary learning strategies and language learning outcomes. in language learning (vol. 46). gu, y., & johnson, r. k. 1996. vocabulary learning strategies and language learning outcomes. language learning, 46(4), 643-679. harmer, j. 1991. the practice of english language teaching. london: longman. maría, r., & catalán, j. (2003). differences in l2 vocabulary learning strategies. in international journal of applied linguistics (vol. 13, issue 1). medani, o., & ahmed, m. a. (1988.). vocabulary learning strategies: a case study of/sudanese learners of english. nie, y. (2017). a study of vocabulary learning strategies used by excellent english learners. 101–106. https://doi.org/10.24104/rmhe/2017.04.02010 schmitt, n. (2008). instructed second language vocabulary learning. in language teaching research (vol. 12, issue 3, pp. 329–363). https://doi.org/10.1177/1362168808089921 schmitt, n., & mccarthy, m. (eds). 1997. vocabulary, description, acquisition, and pedagogy: vocabulary learning strategies. cambridge: cambridge university press. scrivener, j. 1994. vocabulary. in learning teaching. oxford: macmillan/heinemann. vodopija-krstanović, i., & marinac, m. (2019). english as an international language and english language teaching: the theory vs. practice divide. iranian journal of language teaching research, 7(2), 19–38. https://doi.org/10.24104/rmhe/2017.04.02010 linguistic, english education and art (leea) journal volume 1 nomor 1, desember 2017 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i1.32 37 students’ pronounciation error made in speaking for general communication maria ramasari 1 english department, stkip pgri lubuklinggau mariaramasari@gmail.com 1 submit, 08-11-2017 accepted, 30-12-2017 publish, 30-12-2017 abstract this qualitative research described students‟ pronunciation error mostly appeared in speaking for general communication class. the participants were the first semester students. this research was descriptive method. it involved describing, analyzing, and interpreting of condition that existed. in collecting the data, the researcher used documentation. based on the result of data analysis, it could be concluded that students made of three types of pronunciation error. the pronunciation errors were pre-systematic error, systematic error, and postsystematic error. furthermore, the students‟ dominant error made was presystematic error. the errors of students‟ made were caused by three sources of students‟ competence error in learning english as foreign language. they were interference error, intra lingual error, and developmental error. keywords: pronunciation, error, speaking for general communication. introduction the use of english in oral communication is one of the most common, but completely complex activities to be considered when teaching english was as foreign language (efl). it is because english speaking ability has became a must, especially who wanted to advance in certain fields of human endeavor (alsibai, 2004:3). teaching english as foreign language is a big challenge for teachers in indonesia. it is also faced by lecturers in college level, whereas the lecturers should do strategies or techniques in teaching and learning process. this happens because of many reasons. in the writer point of view, based on the observation in her classroom, she found that students tended to be inactive in using english for their life activities especially in classroom. in other words, efl students only use english for certain purpose; only in classroom when they were let to speak english. for other activities, such as asking questions or clarifying something, they were not confident to practice english. there are four basics skill in learning english which should be improved by students. ur (1996:120) considered speaking as the most important skill among four skills (listening, speaking, reading, and writing) because people who know a mailto:mariaramasari@gmail.com2 2017. linguistic, english education and art (leea) journal 1 (1):37-48 38 language, are referred to as speakers of that language. speaking as one of skills becomes crucial for students when they learn english. it is also as hard thing to be done. almost students in indonesia, who learn english as foreign language, create their mindset for learning english as a negative stereotype especially to speak english. most people especially english learners, speaking a foreign language has often meant a difficulty (nunan, 2003:342). due to the fact in teaching english for speaking skill needs extra strategies to build the students‟ positive mindset and environment. teaching strategies could be as media to let students enjoyed for speaking english. in improving students‟ speaking ability, of course, is to improve the oral production of students. in other words, there are some essential elements that should be paid attention. the essential elements in speaking are such as vocabulary, pronunciation, grammatical function, intonation, stress, fluency and others. the focus of this research is pronunciation. as stated by richard and schmidt (2002:440) pronunciation is the way a certain sound or sounds are produced. it is unlike articulation which refers to the actual production of speech sounds in the mouth, pronunciation stresses more the way sounds are perceived by the hearer, e.g.: you haven’t pronounced this word correctly, and often relates the spoken word to its written form, e.g.: in the word knife, the k is not pronounced. therefore, teaching of speaking have to focus on improving the oral production of students, including pronunciation. literature review pronunciation in communication according to hornby (2008:352) pronunciation is way in which a language or particular word or sound is spoken. pronunciation is very important to be learned, especially in speaking skill. pronunciation is the way in which people make sound of words. however, many students find pronunciation as one of the most difficult aspects in learning english. students that have good pronunciation in speaking english are more likely to be understood even if they make errors in other aspects. whereas students with bad pronunciation must be difficult to be understand, even if the grammatical used of them are perfect. the main speaking difficulties encountered by students are linguistic difficulties, mother tongue use, and inhibition (al hosni, 2014:28). students are unable to speak in english because they lack the necessary vocabulary items and grammar structures. they also lack sentence formation skills, which result in using the mother tongue. students also think of making mistakes in speaking in front of their classmates very embarrassing, which results in preferring not to speak to avoid such situations. it is not easy to let students in speaking english by using correct pronunciation. it needs more time and suitable strategy. english as foreign 2017. linguistic, english education and art (leea) journal 1 (1):37-48 39 language (efl) is one of basic reason why students had difficulties for pronouncing the words correctly. errors or mistakes the students, of course, will do errors or mistakes in speaking activities especially in pronouncing the words. the different system of language could make students to make errors and mistakes. the analysis of students‟ pronunciation error, in learning english as foreign language, needs to be done. it should be important to distinguish between errors and mistakes. according to corder (1974:29) errors are typically produced by people who do not yet fully command some institutionalized language system; true errors are marker of the students‟ competence. an error is noticeable grammar from the adult grammar of native speaker, reflecting the inter language competence of the learners (brown, 1980:165). in simple words, it could be concluded that error refers to the failure in using the system of language correctly. it is caused by the lack of the students‟ competence, knowledge and comprehension. mistake must be different to error. a mistake refers to a performance error that is either random or a slip of the tongue, in that it is failure to utilize a known system correctly. in addition, mistakes are caused by hesitation, slips of the tongue (brown, 1980:165). mistake refers to the failures to use the language system correctly caused by some factors such a carelessness, memory lapses, and physical condition. the students, who make mistakes, will be inconsistency. they sometime do once mistake and sometime do more than once mistakes. the examples of students‟ mistake done are: the students should study and the students should to study. according to richards (1974:124) the sources of errors in studying a language might be derived from the interference of the learners‟ mother tongue and the general characteristics of the rule learning. the errors that are caused by the general characteristics of the rule learning are also called the intra language errors, and the errors caused by the interference of the learners‟ mother tongue are called the inter language errors. richards (1974:124) distinguishes three sources of competence errors: 1. interference errors occur as a result of the use of element from one language while speaking another. an example might be when a german learner of l2english says, “i go not” because the equivalent sentence in german is “ichgehe nicht”. 2. intra lingual errors‟ reflect the general characteristics of rule learning such as faulty generalization, incomplete application of rules and failure to learn conditions under which rules apply. 3. developmental errors occur when the learner attempts to build up hypotheses about the target language on the basis of limited experience. 2017. linguistic, english education and art (leea) journal 1 (1):37-48 40 based on the explanation above, the researcher formulated that error was part of students‟ process in learning english as foreign language. the process could allow the students‟ improvement to get a progress in being better if they could correct the errors. in correcting the errors, students need lecturer‟s evaluation to identify the errors made by students in speaking. for that reason, the researcher as lecturer was interested to analyze the students‟ errors speaking for general communication. the result of this analysis could give significances for herself or her students. the students‟ error made would be as evaluation for the researcher herself and the students. in other words, the lecturer could identify and correct the grammatical errors of students so that it was hoped that the students‟ errors could be minimized. furthermore, ur (1996:78) argued that there are many factors that cause difficulty in speaking, and they are as follows: 1. inhibition, students are worried about making mistakes, fearful of criticism, or simply shy. 2. nothing to say, students have no motive to express themselves. 3. low or uneven participation, only one participant can talk at a time because of large classes and the tendency of some learners to dominate, while others speak very little or not at all. 4. mother tongue use, learners who share the same mother tongue tend to use it because it is easier and because learners feel less exposed if they are speaking their mother tongue. corder (1974:56) conveyed that there were three types of errors. they were pre-systematic, systematic, and post-systematic. below the errors‟ types were explained. 1. pre-systematic errors this error occurred when the learner was unaware of the existence of a particular rule in the target language. these happened in random situation. the learner could not give any account of why a particular form was chosen. 2. systematic errors this error occurred when the learner had discovered a rule but it was the wrong one. the learner was unable to correct the errors but could explain the mistaken rule used and type. 3. post-systematic errors this error occurred when the learner known the correct target language rule but used it inconsistently (makes a mistake) the learner could explain the targetlanguage rule that was normally used. 2017. linguistic, english education and art (leea) journal 1 (1):37-48 41 research method research design this study analyzed the first semester students‟ pronunciation error in speaking for general communication at stkip pgri lubuklinggau in academic year 2016/ 2017. this research aimed to investigate and describe pronunciation errors made by students. qualitative study using descriptive method was applied by the researcher in conducting this research, because she wanted to describe the existing phenomenon in such a way that found out the students‟ error in speaking for general communication. donald (2010:440) stated that descriptive method describes events as they naturally occur. it involved describing, analyzing, and interpreting of condition that existed. in short, the researcher did not manipulate the data, she just wanted to describe by presenting all the facts and the conclusion based on the data collecting. technique in collecting the data the instrument used in this research was observation, interview, documentation, and transcription to collect the data. observation observation is a systematic data collection approach. observation is as the systematic description of events, behaviors, and artifacts in the social setting chosen for study (marshall and rossman, 1989:79). the researcher observed by writing and identfying the activities happened in detail of the classroom and recorded the activities. researcher used all of their senses to examine people in natural settings or naturally occurring situations. interview according to cohen, manion, and morrison (2007:349) interview is a flexible tool for data collection, enable multi-sensory channels to be used: verbal and non-verbal. in simple, the researcher did interview some students in getting the additional information related to the data collection. the researcher gave eight questions for each student to get clarification about their pronunciation errors made in speaking for general communication. documentation there are some methods of collecting the data, namely test questioner, interview, observation and documentation (arikunto, 2006:137). in this research, the researcher conducts a research through documentation as a research instrument to collect the data. documentation is documents used as evidence or proof. document itself means an official paper that gives information, evidence, etc. hornby (2008:132) said that documentation records the details of something or proves something with documents. in addition, documentation is get the direct 2017. linguistic, english education and art (leea) journal 1 (1):37-48 42 data from research place such as activity report, pictures, video, etc (arikunto, 2010:77). thus as documentation of this research, the researcher used many theories from sources of data and recorded students‟ speaking for general communication class to analyze students‟ pronunciation error made in speaking for general communication at the first semester of stkip pgri lubuklinggau. the researcher asked to all students for recording their speaking ability by choosing one topic that has been discussed in the first semester for about 5 till 10 minutes. the recording was done in the last meeting of the first semester in academic year 2016/2017. transcribing data the researcher copied all data from a video camera to notebook acer in microsoft word. then, she marked and classified the pronunciation errors‟ types introduced by corder (1974:89) on the data transcription. technique in analyzing the data in this research, the researcher used five steps of data analysis that is taken from cohen, manion, and morrison (2007:349). the steps were: recording the students spoken, transcribing the students spoken, eliminating redundancy of the students spoken, identifying the students‟ transcription, and compositing summary of the research. the population is entry group of individuals or items in which statistical measurement is investigated. therefore, the total number of first semester students as the subject of the research was 37 students. table 1 subject of the research no class number of students 1 1 a 23 2 1 b 14 total 37 source: stkip pgri lubuklinggau in the academic year 2016/2017 finding the research of students‟ pronunciation error made in speaking for general communication, was done for the first semester students of english education study program at stkip pgri lubuklinggau in academic year 2016/2017. the result of data analysis explained based on the formulation of problems; 1) what were the students‟ pronunciation error made in speaking for general 2017. linguistic, english education and art (leea) journal 1 (1):37-48 43 communication? 2) what were the students‟ pronunciation dominant errors made in speaking for general communication? 3) what were the causes of students‟ pronunciation error made in speaking for general communication?. it was found that three types of pronunciation errors made by students in speaking for general communication. the error identification was taken from corder (1974:90). they were pre-systematic errors, systematic errors, and postsystematic errors. moreover, the researcher just focused on students‟ error in pronunciations when they practiced their speaking ability for general communication class in the first semester. the use of data comparative was dictionary of language teaching and applied linguistics third addition (richard and schmidt, 2002:56). it was used by the researcher to analyze the students‟ pronunciation errors in speaking for general communication. in dictionary of language teaching and applied linguistics third addition, there were phonological symbols based on international phonological alphabet (ipa). therefore, the researcher could evaluate the pronunciation errors made by students in speaking for general communication. discussion pre-systematic errors made by students in speaking for general communication these errors‟ type occurred when the students were unaware and out of control while speaking. they tended to ignore the way how speak by using correct pronunciations so that when they speak english, they were not feeling for incorrect pronunciations made by themselves. the other students as the listeners of student who spoke only could listen without any correction. imitation was a problem that was not broken. in this error type, the researcher found sixty nine words that were pronounced incorrectly by students. there were thirty six words with repetition, they were: student,, giving, students, video, excuse, floor, waiting, general, lecturer, know, visitor, left, direction, because, pardon, walking, beautiful, near, answer, afternoon, material, confused, about, caused, apologize, response, study, what, expression, language, written, morning, that’s all, choose, assignment, response. from those data, the researcher stated that there were many words that were errors pronounced by students. when the researcher clarified the students‟ error by interviewing them one by one, the fact was they did not realize at all the errors. in addition, they were not fully aware to evaluate and correct the pronunciations by themselves. the pronunciation errors of students were made by students as repetitions in their speaking activities. systematic errors made by students in speaking for general communication the errors occurred for the students who had got the comprehension about the rule of language function; they had errors for the practice. the students fully 2017. linguistic, english education and art (leea) journal 1 (1):37-48 44 aware the rule of phonological symbols in pronunciations, but they could be errors in pronouncing the words. they also could unable to evaluate and correct the errors. the example words that were systematic errors made by students; the word was data. the proper phonological word should be /'deɪtǝ/. the fact was students did the errors continuously, although the lecturer had corrected the error by asking the students to repeat the correct pronunciation of the word data. the students did the error for many their speaking practice. some students pronounced the word data as /'data/, others pronounced /'dǝtǝ/. the other word was beautiful and places. the word beautiful was pronounced by students as /'bjutiful/ or /'biutipul/. even though, the correct pronunciation and proper phonological word should be /'bju:tɪfl/. hereafter, the word places was also error pronounced by most of students. they often pronounced the word places as /ples/. the others tended to ignore the –s as plural form of the word places. when the lecturer asked them to correct the pronunciation, they had difficulties to pronounce the word well. it took a few rehearsals to produce the correct pronunciation. students needed to open their dictionary to be easier in pronouncing the word correctly. the proper phonological word must be /pleɪsis/. the data above described that students faced difficult to pronounce the certain words with the correct pronunciations and proper phonological words. actually, they had known to pronounce the words well. however, because of the familiarity they pronounce the words incorrectly. some efforts had done by lecturer, the practice to pronounce the words repeatedly and let the students to correct the error directly. the result showed that students got the comprehension for the rule of language function in pronunciation/ proper phonological but they were still errors in pronouncing the words. finally, the students who were categorized into systematic errors had a self reminder when they did the errors. they tried to correct the errors. this became the third errors‟ type; it was called postsystematic error. post-systematic errors made by students in speaking for general communication these errors occurred when the students comprehended the correct pronunciation/ proper phonological of target language english, but they used the rules inconsistently for speaking practice. it means that they spoke english by using correct pronunciation for some chances, and the other chance they could speak english by using in correct pronunciation. the data showed that students who were corrected by lecturer for more than three times, they were aware automatically by themselves to correct the errors‟ pronunciation made by them. further, the types of post-systematic errors were done by some students. the word as an error was the article the. firstly, students did not get the rule of proper 2017. linguistic, english education and art (leea) journal 1 (1):37-48 45 phonology for distinguishing pronunciation between /ði/ and /ðe/. they pronounced the all article the by a pronunciation as /ðe/. then, the lecturer corrected by explaining the rules that the article the must be pronounced /ðe/ if the article the meets the words with consonants in the first places. article the is placed before a word which has the vowel. it must be pronounced as /ði/. in this case, the students who did the errors, corrected by themselves automatically without any correction from lecturer. however, some situation the lecturer should give signals to students in correcting the errors. the students responded quickly to read the signals given by lecturer. the post-systematic errors could occur when the students got the explanation of language rule in pronunciation with the proper phonological. yet, they needed a process by stopping for a while to correct the errors. from the data above, it could be described that students did three types of errors to pronounce words in speaking for general communication. in addition, it could be said that the dominant error‟s type made by students was pre-systematic errors. there were sixty nine words that were categorized into pre-systematic errors. moreover, there were thirty six errors made by students repeatedly. the students‟ percentage did the errors were 67.56 %. the causes of students’ pronunciation error made in speaking for general communication the researcher continued in analyzing the causes of students‟ pronunciation error made in speaking for general communication. the researcher used the theory of richards (1974:124) that there were three causes of errors. first is an interference error that occurs as a result of the use of element from one language while speaking another. second is intra lingual errors‟ reflecting the general characteristics of rule learning such as faulty generalization, incomplete application of rules and failure to learn the conditions of the rules‟ applied. third is developmental errors that occur when the learner attempts to build up hypotheses about the target language on the basis of limited experience. it was found out that students did three causes of errors. the first, students‟ causes of pronunciation errors made was interference error. this cause was done by students because the influence of other languages, first language acquisition or students‟ mother tongues. students‟ first language acquisition with dialect, accent, and culture influenced students‟ pronunciation in speaking english. students who shared the same mother tongue, tended to use the pronunciation because it is easier and students felt less exposed if they were speaking by copying dialect or accent of their mother tongue to pronounce the utterances in english. during the researcher‟s class observation, she noticed that almost students spoke in bahasa indonesia when they discussed the material in classroom discussion, and when i asked them to clarify the reasons in interview; they 2017. linguistic, english education and art (leea) journal 1 (1):37-48 46 explained that by saying, they want to convey ideas in english, but they do not know how to say it. it was very difficult to state our opinion by using correct pronunciation in english. it meant that when they could speak english. however they were not confident to try in conveying the ideas by using english because of their lack pronunciation. further, students explained that their fear of making mistakes in front of their classmates was the reason for not speaking in the class. they expressed that „my classmates will laugh at me if i make mistakes or errors‟. the data collected showed that some words that were pronounced incorrectly, students did errors. the interview with students also pointed out that they had difficult to pronounce some words when they try to state an opinion in speaking. one of them said, i do not know how to say it, and i am not sure for my pronunciation although my lecturers spend a long time teaching about phonology and pronunciation. students still confuse and free to pronounce words in utterances when they try to speak in english. the researcher identified that some students made the pronunciation/ phonological errors for /b/. the phoneme /b/ is called bilabial stops. it is pronounced by closing the lips tightly, and then the air is let out suddenly. it includes a voiced consonant-vibrating the vocal cords and it is not aspirated. however, some students had difficulties in pronouncing words that use phoneme /b/. they tended to pronounce the phoneme /b/ became heavy and reflected the tongue severe. in many cases, but not all, it was done by students who had javanese language as their first language. the words were such as back, by, symbol, behind, behave, sibling, both, and others. the second caused of students‟ pronunciation errors was intra-lingual error. it was reflected by students‟ general characteristics of rule learning. it included to inhibition, students are worried about making mistakes, fearful of criticism, or simply shy. based on the data analyzed, students were likely errors for generalization. students also faced difficult to distinguish between the phoneme /ð/and /d/. they decreased their mother tongue dialect and accent in pronouncing english words, for example define, tall, riding, writing, wanted, ordered and soon. both /d/ and /ð/ are called alveolar stops. they are pronounced by putting the tip of the tongue against the alveolar ridge, while the sides of the tongue are held against the upper teeth. the english phoneme /ð/ is a voiceless consonant, when it is not preceded by /s/, it must be aspirated. however, the phoneme /d/ is a voiced consonant, and it must be aspirated. both /ð/ and /d/ can occur in all position. in addition, the researcher also found out that students had difficulties in pronouncing among /s/ and /z/, /f/ and /v/, or /e/ and /æ/. because of their interference errors, students of efl did not realize that their mother tongue has affected their pronunciation of english, either accent or dialect when they spoke in speaking for general communication. actually, the phoneme /s/ and /z/ are called 2017. linguistic, english education and art (leea) journal 1 (1):37-48 47 sibilants, for example the words racing and raising. they are formed by producing a rather deep groove in the center of the apex of the tongue. the groove forms a narrow passage through which a jet of air is directed at the lower edge of the upper front teeth. then, the phoneme /f/ and /v/ are called labio-dental fricatives; /f/ is voiceless, examples define, fast and safe; /v/ is voiced, examples reviews, save, and leave. they are formed by raising the lower lip toward the upper teeth so that air passing through the opening can be heard. the phoneme /e/ is a lower mid front lax vowel. it is formed by raising the front of the tongue to the lower mid part, and the tongue is held loosely. on the other hand, the phoneme /æ/ is a higher low front tense vowel. it is made by raising the front of the tongue to a rather higher position, and the tongue is held by some muscular tension. both /e/ and /æ/ can occur in initial and medial positions, but not in final position. the examples are end, and, pen, guess, pan and gas. the third caused was developmental error. it occurred because students‟ lack of inter language knowledge. students could be nothing to say. they had no motive to express themselves. they also had low or uneven participation; only one participant could talk at a time because of large classes and the tendency of some students to dominate, while others spoke very little or not at all. they made evaluation for correcting the errors by themselves, but they still had incorrect pronunciation. for example they pronounced the word correspondence. its word should be pronounced /, kɒrɪ‟spɒndǝns/. in fact, some students pronounced it by the first syllable only for /kores/. automatically, they stopped for a while and evaluated by correcting the pronunciation. but, they are not sure to improve their pronunciation into correct way. they tried to look for the best correction of the word correspondence to be /kɒrespondens/. it was corrected by the lecturer; however students did the errors consistently for other chance. conclusion based on the explanation of finding and evaluation above, the researcher concluded that: first, there were three types of students‟ pronunciation errors. they were pre-systematic errors, systematic errors and post-systematic errors. second, the dominant type of students‟ pronunciation error was pre-systematic errors. third, there were three causes of students‟ pronunciation errors. they were interference errors, intra lingual errors, and developmental errors. in speaking for general communication classroom interaction, lecturer and students had influenced each others. the lecturer had responsibilities to evaluate and correct the students‟ error by identifying the errors made by students consistently, especially when they practiced the correct pronunciation in speaking skill. furthermore, students also should be active learners in evaluating and correcting the pronunciation themselves. they have to develop their pronunciation improvement by comprehending the theoretical about proper phonological 2017. linguistic, english education and art (leea) journal 1 (1):37-48 48 utterance in speaking english for communication. they also should avoid to copy-paste the way of their first language used into speaking english practiced. references al hosni, samirah. (2014). speaking difficulties encountered by young efl learners. international journal on studies in english language and literature (ijsell) volume 2, issue 6, june 2014, pp 22-30. al-sibai,d. (2004). promoting oral fluency of second language learners: educational linguistics. department of english: king saud university. arikunto, suharsimi. (2006). prosedur penelitian: suatu pendekatan praktik. jakarta: asdi mahasatya. arikunto, suharsimi. (2010). pendidikan dasar-dasar evaluasi. jakarta: bumi aksara. brown, h. douglas. (1980). principles of language learning and teaching. englewood cliffs: prentice-hall, inc. cohen, l., manion, l., & morrison k. (2007). research methods in education (5th edition). london: routledge falmer. corder, s.p. (1974). error analysis. london: longman. donald, ary. (2010). introduction to research in education. new york: nelson education, ltd. hornby, a. s. (2008). oxford advanced learner’s dictionary of current english. new york: oxford university press. marshall, catherine, rossman, gretchen b. (1989). designing qualitative research. newbury park, ca: sage publications. nunan, david. (2003). practical english language teaching. new york: mcgraw hill. richard, jack. c., schmidt, richard. (2002). longman dictionary of language teaching and applied linguistics (3rd edition). london: longman. richards, j.c. (1974). error analysis perspectives on second language acquisition. london: longman. ur, penny. (1996). a course in english language teaching (1st edition). cambridge: cambridge university press. linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3889 : 224 phonetic spelling of javanese speakers in karangtapen village misbach maimun damanhuri1 universitas islam lamongan laili qotrunnada e.k.p.p2 universitas islam lamongan elis fatmawati3 universitas islam lamongan sania dina kartika4 universitas islam lamongan dian luthfiyati5 universitas islam lamongan misbachmaimun@gmail.com submit, 03-06-2022 accepted, 28-06-2022 publish, 29-06-2022 abstract it is undeniable that times are constantly changing. for this reason, everyone must continue to learn to keep a store of development. the benefit of learning is to provide up-to-date information and news to people. if we do not know the latest information about what happens the in the world, the younger generations may lead, for instance, in e. this descriptive qualitative study focuses on the description of the english phonetic spelling system spoken by the speakers of javanese the background connotes that such speakers of specific regional backgrounds possess the identic sound and preferential native language. this description of the phonetic spelling with the java native language through the phonetic method to the villagers of karangtapen village, lamongan. in this study, the researchers have three objectives: (a) to know the kinds of consonants and vowels features that are different, (b) to understand the common characteristics of pronunciation, and (c) to distinguish the effect of staying in a village and often going for pronunciation. keywords: phonetic, spelling, javanese introduction culture is the uniqueness of human identity passed down from parents or ancestors, piques people's curiosity in recognizing signs of an individual's personality and origin (nugraheni & ellyawati, 2013.). the language and act https://doi.org/10.31539/leea.v5i2.3889 mailto:misbachmaimun@gmail.com 2022. linguistics, english education and art (leea) journal 5 (2):224-230 225 lifestyles are lifestyle habits and groups of humans. furthermore, language, which is primarily dependent on cultural identity, has distinct characteristics regarding everyday speech, emphasis, and grammatical structure (al-rubaat & alshammari, 2020). this means that the language of the regional backgrounds influences reference assumptions without requiring them to acquire a new language. a society's language is distinct from another, especially in indonesia, where hundreds of regional languages are spoken. it is apparent that most indonesians speak at least two languages: their native tongue and indonesian (ambalegin, 2021). this research aims to describe the english consonant systems spoken by javanese speakers. this suggests speakers from specific geographic regions speak distinct and idiosyncratic native languages. one of the languages spoken in indonesia is java, spoken thee n by lathe largest ethnic group in indonesia, concentrated on the island of java and numbering about 85 million in the early 21st century. the javanese language divides into several regional dialects. a speaker of javanese must adjust his or her "speech level" according to the status of the person addressed. there lly two "speech levels":nikko and nikko. nike promo is the language in which a person thinks. it is only appropriate to use nikko with people of equal status whom one knows intimately and with social inferiors. kromo is spoken to older people, people of higher status, and those whose status is not yet known by the speaker. many of the most basic sentences differ markedly at the two levels. in nikko, "where [are you] coming from?" is soko’s agenda. in kromo, it is saking pundi. mastering promo is an acquired skill. so, this study will provide a description of the consonants and vowels production of javanese speakers with javanese native language in a descriptive qualitative phonetic method to the villagers of karangtapen village lamongan. literatur review phonetics is concerned with the physical qualities of speech sounds, whereas phonology is concerned with the abstract, or psychological, level of sounds, where speech sounds are stored in our minds. the sound of speech is studied. 1 the term "phonetics" relates to studying the two syllables (kelly, 2000). as a result, phonology is the study of language's sound structure. 3 the way to arrange and pronounce words of [w o r k] and [w o r d], known as phonology, is an example of the explanation above. the sounds produced by those words' communication organs are phonetic. phonetic symbols are also used to depict the various sounds that make up a word. the phonetic symbols for the two words above, /w3:k/ for work and /w3:d/ for word, are shown below. phonetic transcription is the method of representing spoken sounds with written characters. because transcriptions are an examination of the sounds we can 2022. linguistics, english education and art (leea) journal 5 (2):224-230 226 hear, they frequently have a linguistic standing. the international phonetic association's alphabet, also known as ipa, is the most widely used instrument for phonetic transcription (international phonetic alphabet) (siqoyah & latifah, 2021). as previously stated, the study of pronunciation is divided into two fields: phonetics and phonology. the production of sounds humans utilize to make meaning is called pronunciation (yannuar et al., 2022). brown (in yannuar et al., 2022) claims that pronunciation, also known as "psychomotor abilities," is one element that makes up communicative competence, which is claimed to be the ideal goal of all language training. a whole chain of operations is engaged in soundbased communication. to begin with, meaning is encoded into sounds made by the speaker with the mouth, tongue, lips, and other articulatory organs. as previously stated, the study of pronunciation is divided into two fields: phonetics and phonology. the production of sounds that humans utilize to make meaning is referred to as pronunciation brown claims that pronunciation, also known as "psychomotor abilities," is one of the elements that make up communicative competence, which is claimed to be the ideal goal of all language training. a whole chain of operations is engaged in sound-based communication (ambalegin, 2021). to begin with, meaning is encoded into sounds made by the speaker with the mouth, tongue, lips, and other articulatory organs. indonesia is a country with a diverse population of tribes, sub-tribes, and races (papua, malay, javanese, and so forth). in this situation, an accent or dialect serves as a channel for reciting a language because dialect names are inextricably linked to history. for example, the java tribe has various dialects in central java, including mataraman dialect, pekalongan dialect, kedu dialect, bagelen dialect, semarang dialect, blora dialect, and madiunan dialect. consonants are characterized by their position, method, and place of articulation, according to ogden (2009:12). the way a sound is created is referred to as articulation style. two articulators are used to modify the flow of air to form a sound. plosive, fricative, nasal, and approximant are amount ples of articulation styles. the location of articulation is the following categorization. the position where a sound is made, such as bilabial, labiodental, alveolar, and velar, is referred to as the place of articulation. research method karangtapen village, karanglangit, lamongan, was the site of this study. the descriptive qualitative approach was used for this study's research design. this technique centered on describing a phenomenon that occurs in social life and assisting others in learning about it. furthermore, this method can elicit detailed information from participants and accurately describe a phenomenon that occurred. 2022. linguistics, english education and art (leea) journal 5 (2):224-230 227 the researchers set up an interview by having three people read 200 different vocabulary. participants in this study must meet the following requirements: a. adult between the ages of 20 and 60; b. the informant, as well as his/her husband/wife and parents, were born in that area; c. relatively low education; d. middle to lower social status with the expectation of limited mobility; e. informants are preferably farm laborers/fishermen; f. the informant can speak indonesian; g. the informant is proud of his regional isolate; h. the informant is mentally there are several methods for gathering data, including observation, interview, documentation, and a test procedure. the researchers conduct interviews to get data for this study. the interview is a common data collection approach that involves the researcher and the subject communicating verbally (mathers, et al., 2000). by asking for an interview, the researchers could learn more about the teaching and learning process. they listened to a recording of the informants' pronunciation, transcribed it, and classified the information. the data collection technique is also carried out in audio files of informants' recordings. the informants use a smartphone to record their voices, and the researchers evaluate the consonants and vowels detected in the recordings. the researchers identify (a) the types of consonants and vowels that are distinct, (b) the typical characteristics of pronunciation, and (c) the influence of staying in the village and frequently moving outside of the village based on the background of the problem outlined above. the data was analyzed using a pronunciation test. there are three methods for examining data. first of all, coding is converting data into symbols, such as letters or numbers. in this approach, the researchers record the villagers' pronunciation of english consonants and vowel sounds. they then use the international phonetic alphabet to transcribe the villagers' pronunciation phonetically into english consonants and vowel sounds (ipa). the identification results were utilized to define the characteristics of the consonants and vowels that the participants said. the second is organizing data. the noises were then correctly grouped by the researcher. the researchers then use ipa to identify and classify the villagers' consonants and vowels and then place the sound based on the group. the last one is counting. the researchers count the villagers' english consonants and vowels. the researchers then used the percentage of each type of consonant and vowel. finding the subjects in this research are the recordings of villagers. the researchers analyze three informants from one village. in this research, the researcher took about 200 samples from each person. the research is done by analyzing how 2022. linguistics, english education and art (leea) journal 5 (2):224-230 228 pronouncing some words was done by karangtapen villagers. based on the analysis, the researchers requested the villagers to pronounce 200 words one by one because the point is to analyze how they pronounce consonants and vowels. native speakers, while living in the same place, it is very likely that they will have several differences. this is because of the contamination of the speakers from other people. the differences include between these the consonants and the vowels. table 4.1 words villagers’ sounds note abu who a:u 1st villager 2nd villager 3rd villager air ba~nu bha~nu bha:~nu 1st villager 2nd villager 3rd villager the table above shows villagers’ pronunciation in producing one word differently. most of the sounds have an aspirated voice (h). this voice was found in 5.5% of all the total samples. table 4.2 words villagers’ sounds note binatang kɛwwan kɛwan kɛ`wan 1st villager 2nd villager 3rd villager burung mannɔk mannɔk ma:nɔk 1st villager 2nd villager 3rd villager the table above shows villagers’ pronunciation in producing one word differently. some sounds have a double voice, such as b b, dd, gg, jj, kk, ll, mm, nn, rrr, ss, and ww. these voices were found in 2.6% for (bb), 1.16% for (dd), 4%for (gg), 1.16% for (jj), 2% for (kk), 3.8% for (ll), 2.5% for (mm), 3.16% for (nn), 2% for (rr), 1.5% for (ss), 1.3% for (ww). the total is 25.3% proof of the total samples. 2022. linguistics, english education and art (leea) journal 5 (2):224-230 229 table 4.3 words villagers’sounds note sayap `swim swiwwi su:wiwi 1st villager 2nd villager 3rd villager sempit `cyut c'yut cyut 1st villager 2nd villager 3rd villager the table above shows villagers’ pronunciation in producing one word differently. some of the sounds have the stressed (`) on consonant voice. this voice was found in 9.3% of all the total samples. table 4.4 words villagers’sounds note suami bɔjɔ bɔjjɔ bɔ:jɔ 1st villager 2nd villager 3rd villager siang awan away a:wa:n 1st villager 2nd villager 3rd villager the table above shows villagers’ pronunciation in producing one word differently. some sounds have the long sound (:) after the vowel. this voice was found in 30.6% of all the total samples. discussion the finding above shows that the karang tapen people's phonetics are influenced by the length of time the informant lived, the people around him, and the circumstances around the source. the speaker and the language spoken might both be indicators of lingual interference. suandi (2014) discusses aspects that might be considered the upbringing of generally interferential indicators, as described by weinreich (1970). the elements are 1) the speaker's bilingualism, 2) the speaker's disloyalty to the language spoken, 3) a vocabulary insufficient for coping with revolution and innovation, and 4) a word that is rarely spoken. 5) the demand for synonyms, 6) the source language's prominence, and 7) the native language's habituation. the habitual factor dominates phonological interference in this study. the javanese 2022. linguistics, english education and art (leea) journal 5 (2):224-230 230 language of karang tapen dialect is influenced by the speaker's habit of communicating in indonesian. conclusion from the analysis, it can be seen that most of the javanese people in karangtapen village use four ways to spell words. these are using aspirated (h) sound, double voice (bb, dd, gg, jj, kk, ll, mm, nn, rr, ss, and ww), stressed (`) consonant, and long sound (:). references al-rubaat, a. m., & alshammari, h. a. (2020). english language teaching. 13(1). https://doi.org/10.5539/elt.v13n1p62 ambalegin. (2021). phonological analysis of english consonant pronunciation. in journal of applied studies in language (vol. 5, issue 1). http://ojs.pnb.ac.id/index.php/jaslhttp://ojs.pnb.ac.id/index.php/jasl kelly, g. (2000). how-to-teach-pronunciation-kelly-gerald. mathers, n., fox, n.j., & hunn, a. (2000). using interviews in a research project. in research approaches in primary care (pp. 113-134). uk: radcliffe medical press. nugraheni, y., & ellyawati, h. c. (2013). phonology analysis of acehnese. ogden, r. (2009). an introduction to english phonetics. edinburgh: edinburgh university. siqoyah, s., & latifah, n. (2021). javanese phonological interference in english pronunciation of english literature department students. suandi, i. n. (2014). sosiolinguistik. yogyakarta: graha ilmu. weinreich, u. (1970). languages in contact. paris: the hague. yannuar, n., hoogervorst, t., & klamer, m. (2022). examining javanese phonology through word reversal practices. oceanic linguistics. https://doi.org/10.1353/ol.2021.0029 linguistic, english education and art (leea) journal volume 5 nomor 1, juli-desember 2021 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v5i1.2754 19 teachers’ tpack practice of english blended learning course in the midst of covid-19 pandemic yatun 1 universitas negeri surabaya ahmad munir 2 universitas negeri surabaya pratiwi retnaningdyah 3 universitas negeri surabaya yatun91@gmail.com 1 submit, 07-08-2021 accepted, 06-12-2021 publish, 07-12-2021 abstract this study aims to examine teachers’ tpack knowledge in practice that used in blended-learning course. this study employs a qualitative descriptive research design to analyze phenomena in the teaching and learning process. the observation focused on the three components of tpack in practice included technological tool, content material, and learning activity. furthermore, the finding shows that teachers promoted 22 and 24 of the 33 tpack criteria in practice, which represented the tpack knowledge. this means teachers have achieved more than 50 % of criteria which representing the tpack knowledge in practice. in conclusion, the tpack knowledge help teachers conducted an effective teaching with technology as t eachers were able to apply the framework of tpack in practice during the blended learning activity. keywords: blended-learning, content knowledge, pedagogical knowledge teachers’ knowledge, technological knowledge, technology integration tpack 2021. linguistics, english education and art (leea) journal 5 (1):19-38 20 introduction the sophisticated function of technology has been reached many aspects nowadays. one of technology functions that greatly developed is in educational aspect which has been proved to be one of main roles recently. this is due to corona virus disease or covid-19 pandemic which forced people to work and learn from home (mishra & warr, 2021). covid-19 outbreak has spread quickly and affected many aspects of social economic including job, business and education. the school and campus activities have been shut down from the faceto-face meeting. many people have infected by covid-19 and it made the government in many countries to take a new policy as the prevention of spreading the outbreak. indonesia is one of those; the government and the ministry of education has decided to launch a new policy regarding learning from home since march 2020 by conducting “e-learning or online learning” (menteri pendidikan dan kebudayaan ri, 2020). this policy required teachers to design online learning for the time being and the near future which cannot be predicted. however, the sudden condition influenced the teaching and learning process. teachers and students did not have any preparation to change and adapt the new teaching and learning strategy. there became an issue and ambiguous regarding what kind of content that appropriated with the online learning, how learning strategy will be conducted, and also what kind of technology tool to support in establishing online learning activities (ali, 2020). both teachers and students are struggling to face the new education system as respond to covid-19 which turning into full online activities. according to jamal (2020) who investigated the readiness of teaching online strategy in one of senior high schools, the e-learning tendency factor has lower value than the other factors of learning readiness during the pandemic. he stated that it needs more improvement in e-learning tendency factor of readiness. moreover, the readiness of online learning is not the only issue faced by the institution and the government. another problem is related to teachers’ problem. teachers are the one who responsible on how online learning will be conducted. it is stated that teachers are responsible not only on student academic needs but also students mental health and social emotion (reimers & schleicher, 2020). therefore, the new policy of learning from home should be followed by the availability of technology tool and teachers knowledge regarding how to conduct online learning. technological knowledge will help teachers to conduct teaching and learning with technology effectively. in line with this (voithofer & nelson, 2021) agreed that the ability of technology improve students’ learning is depended on how teachers practice their tpack knowledge. tpack is developed by koehler & mishra which previously only consisted of pedagogy and content knowledge as proposed by shulman (tseng et al., 2020). by adding the 2021. linguistics, english education and art (leea) journal 5 (1):19-38 21 technology knowledge integrated with pedagogy and content, this combination is aimed to help teachers in conducting teaching with technology. furthermore, teachers’ knowledge of tpack provides rich information related to teachers capability in teaching with technology. a study evaluated relation between teachers’ tpack level and teachers’ self efficacy in integrating technology, technology literacy and the usage objective of social network. the finding show that the most significant impact is on the teachers’ self efficacy in integrating technology (durak, 2019). on the other hand, study about teachers’ perspective of tpack rated higher in three aspects included the knowledge of content, pedagogy, and content pedagogical knowledge but not on technological knowledge (aniq et al., 2019). it means, tpack knowledge in indonesia remains unexplored. different from this condition, tpack studies have been developed in various countries and focus aspect such as teachers’ perspective and teachers’ self-efficacy. a study with 127 samples is aimed to examine teachers’ perception of the seven frameworks tpack towards pedagogical practice has been conducted by (reyes et al., 2017). the finding revealed that there is a gap related to educational future concept of teaching 21st century around the theory of tpack and the actual integration of tpack. they added that it still needs clarification and discussion regarding the theory of tpack among policy makers, university-administrator, and teacher-educators. referring to several research that have been conducted above, research of tpack in teacher teaching practice to evaluate the teachers’ level of tpack has not been explored especially in indonesia. the teachers are demanded to have ability in teaching with technology to face the new challenge of 21 st century skill and the condition of pandemic which changed education activity into fully online learning. therefore, this study is aimed to examine teachers’ knowledge of tpack used in english blended learning course. since, teachers’ tpack knowledge provided information regarding the ability of teaching with technology. it is focused on how teachers use technology and learning strategy to teach the material they provide. this study purposefully evaluated two teachers who have not been introduced to the framework of tpack before who teach for english course in one of universities in surabaya. this study will answer the question of how teachers’ tpack practice in the teaching and learning process of english blended learning course. 2021. linguistics, english education and art (leea) journal 5 (1):19-38 22 literature review technological pedagogical content knowledge (tpack) the use of technological tools in education has been widely addressed in recent years, the question of whether and how technology effect students learning and higher education remains the same, with little progress (ali, 2020). despite the fact that technology has advanced dramatically, its application in education has not kept pace. teachers frequently see themselves as inadequate in terms of integrating technology and do not provide proper training in this area (wang et al., 2018). this situation forces teachers to develop the method for integrating technology-enhanced classroom activities despite their reluctance. furthermore, incorporating technology into learning activities is thought to be a difficult task for teachers. it required the acquisition of a variety of complicated knowledge by teachers (rahimi & pourshahbaz, 2019). there is also no single technology that is ideal for all types of teachers in all classroom settings and instructional situations. in this scenario, teachers must gain a deeper grasp of both the affordance and the barrier to integrating technology into the classroom. understanding the barriers and affordances of integrating technology can assist teachers in creating effective blended-learning with technology. furthermore, the tpack framework, which stands for technological pedagogical content knowledge, discusses the integration of technology in teaching. koehler & mishra presented tpack as a development of shulman's idea of pedagogical content knowledge (tseng et al., 2020). the teacher's expertise of integrating technology into learning activities and as part of the teacher's knowledge base is the main point of tpack. one of the requirements for teachers in conducting the effective teaching is several categories of basic knowledge (la velle & flores, 2018). furthermore, the experts stated that the conceptualization of a teacher's knowledge base is challenging since it connects to other teaching domains such as understanding teaching and learning activities, conceptualizing topic knowledge, and understanding how knowledge is conveyed. this teacher knowledge base is made up of intricate relationships between numerous primary categories of knowledge, such as content, pedagogical, and technology information. tpack is described as technology-enhanced learning, which includes three complicated relationships between content, pedagogy, and technology. it is a phrase for a skill that a teacher must master in order to effectively use technology into the teaching and learning process (yeh et al., 2021). blended learning, in particular, requires the integration of technology, as well as the design of classes that include online activities. this prerequisite should be in line with the teacher's competence and knowledge of tpack. as it have disconnected between what teachers expect and their capacity to teach in practice. the integration of itc in 2021. linguistics, english education and art (leea) journal 5 (1):19-38 23 teaching practices, according to reyes et al. (2017), produced a deep gap with their perception of tpack. in this scenario, understanding tpack information is critical for blended-learning teachers. the more teachers are exposed to tpack, the more difficult it will be to provide teaching strategies that use technology (valtonen et al., 2020). as a result, teaching methods will change, and students will be more interested in studying the material. blended-learning blended learning is a learning technique that combines two modes of learning included traditional classroom learning and online distant learning (li et al., 2020). it has been implemented at all levels of education, including higher education. blended learning has grown in popularity as the necessity to integrate technology has become a top focus for various level of education (rasheed et al., 2020). furthermore, the investigation related to blended learning effectiveness have been expanded in the last ten years (müller & mildenberger, 2021). it is reported that the growth of technology and skills that are promoted by the needs of the recent era have influenced blended-learning strategies. the benefit of blended learning integration has been proved in various topics including students’ outcome, student’s autonomy and self-direct learning, professional learning and many others. learners require learning experiences that aid in the development of their skills, and blended-learning meets these requirements. blended learning, on the other hand, provides a variety of learning styles as well as a variety of material resources. furthermore, as technology advances, so do the possibilities for conducting blended-learning. there are various model of blended learning including flipped learning, station rotation, lab rotation, flex, ala carte and enriched virtual (hrastinski, 2019). blended learning has affected the way learning activity is carried out. between 1990 and 2010 blended learning focused on the classroom instruction (müller & mildenberger, 2021). in the year 2000, it was characterized by a study on the efficiency of blended learning in a french language course. between 2000 and 2005, there was an increase in blended-learning research, and between 2003 and 2006, the integration of face-toface and online learning began to be examined (chapelle & sauro, 2017). however, the same authors said that the majority of blended-learning studies focus on the effectiveness of online learning versus offline learning strategies. research on the usefulness of blended learning in improving language skills has been growing in recent years. yang & kuo (2021) investigated efl students’ global literacy through blended learning program which focused on cross-cultural communication. the findings revealed that blended-learning program provides opportunity to communicate, build, share and use new insight related to global literacy with the outcome of student’s autonomy and english skill improvement. 2021. linguistics, english education and art (leea) journal 5 (1):19-38 24 research method the information was gathered from classroom interactions in an english blended learning course at one of surabaya's institutions. the english blended learning course is a curriculum designed for first and second semester students at this university. blended learning course used in this study involved two kinds of teaching strategies. those were included offline face to face classroom activity and students’ independent online learning through “english discoveries platform”. however, due to global pandemic of covid-19, the face to face activity changed into virtual meeting through zoom meeting. the data in this study is limited only two blended learning teachers who just started teaching with technology for academic year 2020/2021. the information was gathered in two fundamental classes which used several technologies such as english discoveries platform as the main technology integration. other additional technologies such as google classroom, ppt, kahoot, video recording, audio of podcast were also used during the learning process. in addition, the researcher employed a descriptive qualitative method to examine the data collected in this study. the key data to be analyzed in this study was the phenomenon of teaching practice that happened in the natural setting of teaching and learning activity. as the data is taken based on the tpack framework theory, the data was observed in particular of classroom interaction which included the teaching approach, the subject or learning content, and the technology tools used. the data was collected through field notes taken while watching classroom interaction during the learning process. another piece of information obtained from the english platform that provided detailed information regarding the learning goal and material. moreover, the collected data were analyzed by using theory of tpack-in practice. in order to get information regarding teachers’ tpack practice in providing technology-enhanced activity, the observation was conducted four times for each teacher. tpack knowledge is related to the way teachers designing learning with technology. in this case, technological, pedagogical and content knowledge are the three main components observed in the teaching process. instructors' tpack practice could jamani and figg developed the tpack instrument in practice. this included three primary qualities that indicated teachers' tpack knowledge. these are tpck in practice, tck in practice, and tpk in practice. all those three qualities provided several characteristics leading to success. furthermore, each characteristic has several samples of teachers’ action that could be observed in the learning process. the framework of tpack in practice was shown in the table below. 2021. linguistics, english education and art (leea) journal 5 (1):19-38 25 table 1. framework tpack in practice component of tpack in practice characteristics leading to success samples of teacher actions in practice tpck in practice (knowledge about how to design technology-enhanced instructional experiences for different models of teaching (e.g., direct instruction, problembased learning, inquiry-based learning) to meet content learning goals) repertoire of technology-enhanced activity types representing content knowledge analyze structure of technology-enhanced activity type select most effective technologyenhanced activity type knowledge of content-based models of teaching appropriate for technology-enhanced activity types analyze type of knowledge to be learned select appropriate model of teaching for technology enhanced instruction tck in practice (knowledge about content-appropriate technologies (knowledge of tools of a discipline and ability to appropriately repurpose tools across disciplines) and teachers’ ability to use the tool (personal attitudes, skills, and comfort level with these technologies) knowledge of content appropriate technologies (see section called knowledge of content-appropriate technologies) matching discipline-specific tools to content repurposing tools of other disciplines to match the content competence with content-appropriate technologies (see section called competence with content-appropriate technologies) identifying technical skills needed for discipline-based tool use identifying personal skill levels of tool use tpk in practice (knowledge of practical teaching competencies (use e.g., classroom management, differentiated support, and assessment) to plan and implement technologyenhanced lessons) assessment match assessments to technology-enhanced learning activities create assessment instruments using technology use technology to conduct assessments activity choices select activities based on subject matter learning outcomes/goals incorporate a variety of technology-based activities refine activities through collaborative review sequencing build technology and content skills within lesson and unit develop technical skills in increments through content activities differentiation for technical competence introduce few technical skills in a lesson chunk technical skills into simple procedures adapt lesson or online activities 2021. linguistics, english education and art (leea) journal 5 (1):19-38 26 for students create specific learning objects for students use of technology enhanced activities with multiple modes backup instruction plan alternate lesson activities plan for alternate technologies technology practice practice with technological tools in instructional settings obtain peer feedback digital classroom resources for teacher and student use collect online resources in link list or diigo site modelling technology use to and for students model best practices for technological tool use model generic functions across applications use teacher-created exemplars have students model technical skills classroom management use grouping techniques to support technical skill and content development use appropriate demonstration techniques in technologyenhanced lessons use techniques for engaging students with technology during lessons teachers’ knowledge of tpack could be seen from the teaching practice and analyzed by using this framework. tpack in practice involved three components included tpck in practice, tck in practice and tpk in practice. as presented in the table each component has characteristics leading to success and each characteristic provided several samples of teacher’s action. this study used teacher’s action of this table to analyze teachers’ teaching practice of tpack knowledge. observation checklist and explanation about the activity of teaching interaction were used during the evaluation of tpack knowledge. the researcher observed the teaching practice four times for each teacher to collect the data from the online virtual meeting. finding during the teaching and learning process, both teachers not only used one technology tool of ed platform but also combining several technologies tools such as ppt, google classroom, kahoot and also wa. teachers supported students’ activity with different technology tool for different purpose. teachers used gc to introduce the material by posting several questions or file, and then used ppt to deliver and explain the material. in the end of activity, teachers 2021. linguistics, english education and art (leea) journal 5 (1):19-38 27 engaged students to have quiz related to the topic through kahoot. before, closing the activity, teachers reminded students to do the practice provided in ed platform at home. in addition, based on the observations of two teachers, the finding showed that teachers promoted 22 and 24 out of 33 samples action based on the theory. the finding is presented in the following table based on the three components of tpack in practice. the first aspect showed in table is tpck which refers to the understanding of how teachers integrated technology teaching into various learning models that are appropriate for the learning aim. the collection of technology-enhanced activity types for learning and understanding of based-model teaching for technology integration were two aspects of tpck in practice. these two characteristics were defined in a teaching practice activity that included analyzing the structure of technology for learning type, selecting the most effective technology for learning, analyzing the type of content material, and selecting the most appropriate model of technology for instruction. teachers' actions in identifying the sort of material are referred to analyzing the content of material whether it is included on conceptual, factual, metacognitive or procedural. table 2. teachers’ observation checklist tpack in practice samples criteria of teacher actions in practice t1 t2 tpck in practice analyze structure of technology-enhanced activity type select most effective technologyenhanced activity type   analyze type of knowledge to be learned select appropriate model of teaching for technology enhanced instruction   tck in practice matching discipline-specific tools to content   repurposing tools of other disciplines to match the content   identifying technical skills needed for disciplinebased tool use identifying personal skill levels of tool use tpk in practice match assessments to technology-enhanced learning activities   create assessment instruments using technology use technology to conduct assessments   select activities based on subject matter learning outcomes/goals   incorporate a variety of technology-based activities   refine activities through collaborative review build technology and content skills within lesson and unit   develop technical skills in increments through content activities   introduce few technical skills in a lesson   2021. linguistics, english education and art (leea) journal 5 (1):19-38 28 chunk technical skills into simple procedures   adapt lesson or online activities for students   create specific learning objects for students use of technology enhanced activities with multiple modes   plan alternate lesson activities   plan for alternate technologies   practice with technology tools in instructional settings   obtain peer feedback collect online resources in linklist or diigo site model best practices for technology tool use   model generic functions across applications   use teacher-created exemplars  have students model technical skills  use grouping techniques to support technical skill and content development   use appropriate demonstration techniques in technology-enhanced lessons   use techniques for engaging students with technology during lessons   teachers performed two criteria in the tpck in practice that were observed in the teaching practice. those are selecting successful technologyenhanced learning and selecting a suitable teaching style for technology instruction. teachers chose effective technology for learning because both of them used a variety of technical tools to assist online learning. teachers employed a variety of electronic resources, including english discoveries, google classroom, google meeting, zoom meeting, power point, youtube videos, and podcasts. furthermore, teachers employed and integrated various technology instruments with varied purposes and activities. teachers used ppt for teaching grammar or sharing reading and writing materials, video/audio recording for teaching listening and speaking, and ed is used for student practice. the combination of audio recording and video may be the best method for teaching students how to listen in situations where they require some input before they can improve. students' speaking skills were assessed using the model and example offered by the speaker on youtube and audio. this is one of the criteria used to identify acceptable model learning based on instructors' knowledge of content-based models. the usage of audio recording is intended for teaching listening when students must determine whether the sentence said in the recording corresponds to what they are thinking. students were given the best model of how to speak like a native speaker in this scenario. the second criterion is technological content knowledge in practice. tck is described as knowing how to use technology that is appropriate for the content. this included understanding of technical tools as well as the ability to 2021. linguistics, english education and art (leea) journal 5 (1):19-38 29 experiment with the use of technology for various learning objectives. the knowledge and teachers' competency in content-appropriate technology are among the criteria of tck knowledge. teachers' actions of matching specific learning tools and content, as well as repurposing technology used for other topic material, revealed their knowledge of content-appropriate technology. tck also includes instructors' knowledge of content-appropriate technology in practice. this competence could be observed by the action of teachers in the teaching and learning process which included identifying technical skill regarding how to use technological tool and identifying personal skill level of the use technology. there are only two actions are found in the observed lesson based on the four sample actions. matching technology to specific learning goals and modifying technical tools to promote learning are two of them. teachers used specific technologies to teach students about a specific learning objective. to teach listening skills, the teacher used podcast audio of a native speaker. this signifies that the podcast selection corresponded to the listening skill learning content. since the native speaker in the podcast provided a real-life example of a conversation and how to pronounce the sentence, students were able to learn more effectively. podcasts also offered a variety of material domains from which teachers may select according on the needs of their students. teachers' efforts to support students' learning revealed the appropriateness of technology and learning content. further, another sample action is repurposing a technical tool that was previously utilized for multiple disciplines. one of them is the evidence of incorporating podcasts into teaching and learning activities. the usage of youtube videos and instagram in the learning process is another example of this model activity. neither of these applications is designed for teaching and learning. teachers, on the other hand, modified youtube's function for material examples and instagram's function for adding descriptive text alongside the photo submitted. in this situation, instagram's social media function is repurposed as a learning tool. podcasts were created for pleasure and substance rather than for instructional purposes. teachers were able to repurpose the usage of podcasts that suited the learning material in this scenario. the third criterion is tpk which required a combination of technological and educational understanding. this knowledge included everything that was important in the teaching and learning process, such as lesson planning and implementation, learning techniques and strategies, student evaluation, learning, and classroom management. the planning, preparation, and implementation qualities of leadership success of this knowledge are classified into three categories. the planning characteristics found in the observed lesson were involved assessment, activity selection, sequencing, and technical competency differentiation. all of these qualities resulted in a number of example activities 2021. linguistics, english education and art (leea) journal 5 (1):19-38 30 that could be monitored during the learning process and served as the foundation for creating successful technology-enhanced learning. moreover, the preparation characteristic comprised of two characteristics: technological practice and digital classroom tools. technology practice aided two sample instructors' actions, which included using a technological instrument in the classroom and receiving peer feedback. however, just one action was discovered during the teaching practice that was related to the use of a technology practice tool in the classroom. the teachers did not illustrate how to obtain peer input. teachers and students both experience using the technology tool during the learning session. in the online meeting, teachers explained and demonstrated how to use technology tools. this includes the use of ed features such as the writing tool, the speaking tool, and the magazine features. teachers not only taught how to use it, but also demonstrated it in action. digital classroom tools for instructors and students are also a feature of tpk in practice of preparation. collecting resources from online sources of material in linklist or diggo bookmarks is an example action in this trait. teachers used and blended materials from a variety of sources, including teach-this.com, podcasts, youtube, busyteachers.com, and learnenglish.britishcouncil.org, among others. teachers, on the other hand, did not gather and deliver those resources for pupils during the meeting. furthermore, the implementation characteristic was consisted of two features of successful technology-enhanced activity implementation. those two were in charge of creating a technology tool for pupils to use as well as classroom management. modelling the use of technology was aided by the actions of four teachers. three examples of teachers' actions were included in the classroom management section. modelling the use of technology sample actions included modelling technological tool practices, providing a model of technology for various purposes, providing a teacher-created example, and asking students to model the use of technological tool. teacher 1 completed all four samples of action, whereas the other teacher completed only two samples of model the practice and growing the use of technology into other functions. discussion tpck in practice tpck in practice was defined as the understanding of how to develop technology that may be utilized as an educational tool for various learning models (rahimi & pourshahbaz, 2019). this approach possessed two traits that contributed to its success: collection technology for learning that displayed the content material and knowledge of the content material that was compatible with the technology. these two characteristics resulted in four action samples. analyzing the framework of technology type for learning, selecting the effective 2021. linguistics, english education and art (leea) journal 5 (1):19-38 31 technology for learning, analyzing the kind of content material, and selecting the appropriate model of technology for instruction are examples of sample actions covered in both characteristics. teachers did not encourage the two sample actions of examining the technology utilized for successful learning and analyzing the type of content material in their teaching practice. teachers chose the most effective technology for learning by examining the fit between the technological tool and the topic material being taught. teachers aided in the teaching process by customizing a variety of technology tools to the activity and purpose. understanding the purpose of technology tools is believed to have aided teachers in selecting appropriate technology-enhanced learning that benefits students (tavares & moreira, 2017). teachers used ed, gc, ppt, zoom meeting, kahoot, and other tools such as whatsapp, instagram, podcasts, video, and audio. the tactics for using those tools were determined by both the topic and the activity. teachers, for example, utilized gc to exchange materials, host a discussion forum, and submit student work. the content material and the function of the technology tool were used to determine the activity and instructional technique. the way teachers integrated and used technology revealed their knowledge in practice. this aligns with typical teachers who are conversant with the usage of various technologies and have successfully implemented the proper tool for their learning objectives (choi & young, 2021). another example of a teacher's action is choosing an acceptable teaching model of technology used that is aligned with the learning goal. as it is explained that tpack related to teachers activity in selecting the type of pedagogical activity that matched with learning objective (mouza et al., 2017). this included applying technology to develop and improve students’ learning. since, the power of technology usefulness is depended on teachers’ ways in integrating technology in the practice (voithofer & nelson, 2021). teachers employed technology that was appropriate for the topic and learning objective. several technological lessons were observed in the observed session, including a podcast used to teach listening and a youtube movie utilized as the material in a spoken learning activity. the choice of tools was made in accordance with the specific learning aim in the area of listening skill. students needed input from sample hearing from a variety of languages, so the podcast offered a variety of listening material with several language variations. it is believed that the beneficial technology in education context is seen from the ability to represent and support the teaching and help students learning (su & zou, 2020). the technology selection in the observed learning is appropriate for the learning objective and is designed to assist students in learning the topic. podcasts and videos are very useful for training listening and speaking skills. 2021. linguistics, english education and art (leea) journal 5 (1):19-38 32 tck in practice tck in practice is concerned with technological knowledge and content material as a combination in practice. this is primarily concerned with teachers’ ability in selecting the appropriate technology tool to present the specific topic (tavares & moreira, 2017). the knowledge and competence in content appropriate technology are two aspects of leading success highlighted in this tck in practice. knowledge of content-appropriate technology resulted in two examples of action: matching the use of a specific tool with the content and reusing other discipline tools with the content material. identifying technical skill and personal level skill required for technology tool use are the other two examples of action in the characteristic of competence content-appropriate knowledge. furthermore, teachers promoted the matching technology tools and repurposing technology from different disciplines. teachers' usage of technology in conjunction with content material was examined in terms of how they employed technology to achieve their learning objectives. the conventional technology is employed for its intended function and teachers are asked to adopt the innovative strategy that appropriate with the learning theory and objective (choi & young, 2021). teachers encouraged students to learn by using technology that was appropriate for the learning objective. specific technology was employed for specific academic material, such as using ed as a practice activity for students, using audio recording for listening skills, and using a speaking tool for speaking skills. the technology that supported students' study of ed was specifically designed for english learning, and students practiced all english skills in ed. for students' listening exercise, audio recording is widely employed. teachers in this situation offered a specific technological instrument that was suited for the substance of the curriculum. moreover, teachers gave specific technology that was previously used in other disciplines to meet with the topic material. the implementation of various technology provide many different ways to deliver the material and support students communication (tavares & moreira, 2017). teachers offered technology that was designed to be used in the classroom. podcasts, youtube, and instagram are just a few of the technology tools available. these tools are not intended for use in teaching and learning activities. as a result, the usage of these tools is included in the example action of repurposing technology that is appropriate for learners. repurposing technology included the ability to modify the use of technology that matched with the learning goal. it is in line with the technology standard requirement for teachers that focused on basic technology skill to adapt constructive approach for technology instruction (voithofer & nelson, 2021). one example of repurposing technology for pedagogical purposes is using instagram 2021. linguistics, english education and art (leea) journal 5 (1):19-38 33 to post and create descriptive text. teachers must be aware that different technology tools have varied functions and applications. the successful use of technology for learning was demonstrated by getting to know and be familiar with technology for various disciplines (valtonen et al., 2020). one of the hallmarks of content-appropriate technology knowledge is the ability to reproduce function for other areas of function. teachers, on the other hand, did not have the ability to create technology-appropriate coursework. because the sample action entailed determining technical and personal level skills related to the technology in use. this identifying activity was meant to show up in teachers' practice before they started teaching, and it was usually processed in their minds. tpk in practice tpk is a term that refers to the ability to apply technological and pedagogical skill which appropriate with the context of teaching and students’ situation (huang & lajoie, 2021). this knowledge centred on the use of technology as an instructional method, which included classroom management techniques and the organizing of teaching strategies. knowledge of technology related teaching which included the planning, preparation, and implementation of technology used for learning (sailer et al., 2021). these three primary features were used to reflect teacher' tpk in practice. the first feature is planning, which consisted of five categories for designing technology-assisted learning. assessment, activity selection, sequencing, technical competency differentiation, and backup training are some of these. for the assessment characteristic, teachers promoted two of the three qualities, according to the findings. one of them is to match evaluation with technology education. this attribute referred to teachers' capacity to select the type of assessment instrument that was most appropriate for the technology-enhanced learning aim (seufert et al., 2021). this means that assessment criteria should be tailored to the type of technology utilized and the learning objective. moreover, teachers only performed two sample actions in the activity choice characteristic. those are selecting activity that is appropriate for learning material and incorporating technology resources for learning. teachers offered technology tools that were intended to be used for a specific learning objective. ppt was utilized by the teachers as a discussion tool. the activity discussion using ppt is acceptable because it allows teachers and students to share ideas about the topic. for the specific learning goal of listening, the activity of filling in the blanks and listening comprehension utilizing podcast is appropriate. it is noted that learning using technology improve students ability to think more effectively and train their creativeness regarding to the lesson (santos & castro, 2021). in addition, teachers implemented a variety of technological tools to support the 2021. linguistics, english education and art (leea) journal 5 (1):19-38 34 learning activity which included in incorporating various technology of sample action. these technologies were employed not just during the course, but also for specific learning objectives. teachers used gc, ppt, and kahoot to teach a specific grammatical issue in the observed class. the topic was introduced via gc by sharing a reading piece and asking students for feedback. ppt was used in the classroom for discussions about grammar, as well as teachers' explanations of the structure and function. as a multiple-choice quiz, kahoot was used to assess students' understanding of the grammar topic. furthermore, teachers were observed to be performed the characteristics of sequencing, differentiation for technical competence, and back up instruction in planning characteristic. teachers promoted sample action of developing technical skill step by step through the content activity and building technology and content skill in the learning activity. developing both technical and content skills during a lesson meant incorporating technical skills into the learning activity rather than teaching the technical skill separately. in the sequencing learning activity, both technical skill and content material were taught in the same activity. teachers required to be a role model in using the technology for learning (seufert et al., 2021). teachers improved students' technical skills by allowing them to practice using technology during class. another differentiated technical competence is using technology in diverse modalities. it is noted that teachers need to exposed various technological skill and knowledge since they will teach the gen-z who have already familiar with the various digital tool (santos & castro, 2021). to fulfil this requirement, teachers have provided various digital tools to support student’s different learning style. during the lecture, teachers also gave several means of technology integration. audio from a podcast, video from youtube, a photo on instagram, a reading passage shared through gc, and an ed platform that encompassed many forms of learning were among them. it gave students the ability to fulfil their individuality by providing those numerous modalities in technology-engaged learning. additionally, teachers also gave alternate technology to deal with unforeseen events as included in back up instruction characteristic. it was mentioned that teachers are expected to develop the content of instruction or change the instruction focus to meet the pedagogical goal of technology transformation (guggemos & seufert, 2021). teachers responded by providing technical tools to address the same issue. teachers modified the ppt presentation exercise by incorporating a forum discussion through the wa group. teachers in this scenario ditched the ppt and virtual meeting technologies in favour of using wa as a substitute. another characteristic of tpk in practice performed by teachers is the sample action of technology practice that included in the preparation. teachers 2021. linguistics, english education and art (leea) journal 5 (1):19-38 35 performed the sample action of using technology in the classroom. this means that the technical ability of using technology should be practiced in the classroom as part of a class activity rather than as a separate personal activity. practicing the technical skill in an instructional situation supplied teachers with information on technological affordance and constraints in order overcome every problem that might not go according to the plan (seufert et al., 2021). teachers became more conscious in this situation of the importance of selecting technology and activities that are appropriate for both class activities and students' independent pursuits. during the learning exercise, teachers put their technical skills to the test with a variety of tools. this involved practicing the usage of the ed tool as well as the speaking tool. the last tpk in practice is implementation characteristic which consisted of modelling technological tool and classroom management sample action. there were four different actions in the modelling technical instrument that found in the observed lesson. modelling the use of technology in practice, modelling the use of technological tools across disciplines, employing teacher-created exemplars, and having students imitate the technological tool utilized are all examples of this. it is important to integrate technology that allowed students to practice and explore their potential skill and benefit for problem solution of learning (durak, 2019). furthermore, teachers are required to have awareness and sufficient skill in order to give example of using technology in the classroom practice. while classroom management featured three sample actions, including group technique exercise, appropriate technology display, and technique to engage students in technology. here, teachers provided technology tools that appropriated with the activities. this is in line with the design of digital lesson proposed by sailer et al., (2021) that using various digital technologies such as lms, digital learning scenario, educational software are important skill that can develop personal skill and instructional design in the classroom. conclusion the teacher promotes 24 and 22 of the 33 components of tpack in practice. these components represent teacher tpack knowledge used in teaching practice, including practical tpck, practical tpk, and practical tck. in addition, teachers find ways to integrate various technology tools in addition to the main platform used by students. these include google classroom, zoom meeting, whatsapp, instagram, kahoot and a student self-contained online learning center platform called the "english discovery" platform. 2021. linguistics, english education and art (leea) journal 5 (1):19-38 36 references ali, w. 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(2021). toward a framework that connects individual tpack and collective tpack: a systematic review of tpack studies investigating teacher collaborative discourse in the learning by design process. computers and education, 171, 1-18. https://doi.org/10.1016/j.compedu.2021.104238 linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3163 131 affixation found in lathi song trenady iswandana 1 universitas prima indonesia exsanti jumina sibarani 2 universitas prima indonesia rahmawati 3 universitas prima indonesia trenady.iswandana210@gmail.com 1 submit, 02-12-2021 accepted, 31-01-2022 publish, 01-02-2022 abstract this study aims to determine the effectiveness of songs in improving students' affixation analysis. the method used in this research is a qualitative method with an analytical research design. the results showed that before applying song media, student activity was only 47.5% and students' ability to identify affixation was only 42.5%. still, after applying song media in analyzing affixation, student activity increased to 72.5% and students' ability to identify affixation increased to 72.5%. in conclusion, the use of song media can improve the affixation analysis ability of junior high school students. keywords: affixation, lyrics, song introduction affixation can be defined as a sound or a group of sounds combined with a word to change its lexical meaning or grammatical use (igaab & kareem, 2018). emphasizing the statement above, we can know that a meaning must be arranged to create good harmony in a word. when people improve their english by getting new comments, there is a usual misunderstanding in a conversation because of affixation. for example, there is a difference between "teach" and "teacher" "educate" and "education". teach and educate is a verb and the 'performer is teacher, which is a noun and education is also a noun. adding suffix at word may also change part of speech, not only changing the word's meaning. in addition, it is a kind of affix located at the end of the term. so, based on the example, the suffix is an affix that attaches itself behind of base word (roaini & ansar, 2019). 2022. linguistics, english education and art (leea) journal 5 (2):131-142 132 all of the processes making the new word by free morpheme or adding bound morpheme is called morphological process. with or without change the word class. a morpheme-based conception of morphological analysis, thus, leads organically to specific research questions while excluding others. in particular, it leads to efforts to identify small meaningful pieces (morphemes) as well as the rules (morphotactic, phonological, morphophonemic, etc.) that determine the licit combinations of these entities evident in surface word forms (blevins et al., 2018). for example, the claim is based. if we add pro as an affix, the new word is proclaim. the word class from a claim and proclaim is a verb. affixation is the process of attaching something to a name. in affixation, suffixes and prefixes are either bound morpheme. infix is also used in several languages. prefix, suffix, and infix are the most frequent affixation terms. conversely, prefixes carry re-versative or personal meaning in the word-formation. those prefixes are prefix un-, which means “to reverse action” and “to deprive of”, prefix de-, which means “to reverse action”, and prefix dis-, which has meaning as for un(claria, 2017). some criteria distinguish between derivational and inflectional morphemes. first, derivational affixes mainly change the category and the meaning of the form they apply. in contrast, inflectional affixes do not change the grammatical type of the base words to which they combine and do not form new words. the second, derivational morphemes can occur in-side derivation and the position of derivational morphemes is closer to the root than that of inflectional morphemes. still, inflectional morphemes may occur after or outside derivation. the third, derivation, is often restricted in its productivity; certain derivational morphemes can combine with only certain words in category-changing. inflection, however, is fully productive, i.e., certain inflectional suffixes can connect with words with the same category. fourth, the derivation is not syntactically relevant; it is inappropriate for building sentences. on the contrary, inflection is syntactically appropriate. fifth, the derivation is not restricted to suffixation. inflection, on the contrary, is always a suffix and there is no inflectional prefix in english. the last derivation is often semantically opaque. inflection, on the other hand, is rarely semantically opaque. the meaning of the words attached by suffixes can be inferred from their roots (yusuf, 2017). according to zuhro (2020), the function of derivative affixes is to produce new fundamental forms to which derivative affixes or other inflectional affixes can be added. several criteria distinguish between derivational and inflectional morphemes. most derivational affixes affect the form's category or connotation. on the other hand, inflectional affixes do not alter the grammatical categories of the joined actual words and do not create new ones. a derivational morpheme can occur during derivation and is closer to the root than an inflectional morpheme. 2022. linguistics, english education and art (leea) journal 5 (2):131-142 133 however, an inflectional morpheme can appear after or outside of the derivation. certain inflectional suffixes can connect words that belong to the same category. in english, the prefix would always remain derivational and inflection is always a suffix. inflectional affixes do not change the grammatical categories of the combined essential words and do not create new comments. certain inflectional suffixes can be used to connect words belonging to the same type (bagiya, 2017). therefore, teaching affixes to students with these circumstances would sometimes bring a problem related to how to make students understand this affixation and identify it with all its forms and provisions. in line with the teaching and learning process running conventionally, teachers would teach the students to learn about the affixes by using the lecturing method and textbook as the source of the material. as a result, students who already had a higher level would understand the material, but instead, students who had a lower level of understanding would be confused. this would only make the students uninterested in the learning process. this happened due to monotonous teaching methods and media in learning affixes, as found in smp brigjend katamso medan. based on this consideration, there should be a new method either in the use of media or a strategy that should be implemented to increase the students' level of affixation analysis, which was different from the conventional media. as a representation of human experiences, a song can solve these challenging circumstances. the song was the standard engaging media that students often hear in this age. then the use of song-based press would be very appropriate as the approach media in increasing students’ analysis of affixation. therefore, based on this consideration, the researchers had formulated research that aimed to determine the effectiveness of song media in growing students' analysis of affixation at smp brigjend katamso medan. further, this study analyzed lathi lyrics, song lyrics that have many meanings and meanings that can make students more excited with stunning editing of the video clip of lathi's song and a concept that is far from being awesome, lathi's song is packaged more and more interestingly so that the audience is amazed. students might randomize many new vocabulary words to encourage a high and unique sense of curiosity in the lyrics of the lathi song by weird genius, which has a blend of national culture that adds uniqueness to the songs made by indonesian children. the researchers used this song to increase knowledge, culture, and vocabulary to define derivational and inflectional affixes. moreover, lathi is a word from javanese defined as “tongue”. the lyric of this song also mixes between english and java language. weird genius is happy to support lathi, who represents the best of indonesian culture. 2022. linguistics, english education and art (leea) journal 5 (2):131-142 134 literatur review there are many ways to improve english skills, for example, reading a novel or book, using flashcards, watching english videos, and listening to an english song. after performing training on a theme, media use of songs improves english vocabulary. mastering english is not as easy as taking things for granted. learners have to go through many steps and parts of learning, especially to get new words and know how to create new meanings (fachrozi et al., 2021). learning media plays a vital role in the teaching and learning process that builds conditions that enable learners to acquire knowledge, skills, or attitudes. graphic, photographic, or electronic instruments for developing, processing, and organizing visual and linguistic information are media. teaching techniques and learning media are two highly significant parts of the teaching and learning process, and these two aspects are connected. the acceptable learning media will be influenced by the teaching technique chosen, yet there are still several additional factors to consider when selecting media. including learning objectives, types of tasks, and the response expected by students, including their characteristics. the primary function of learning media is as a teaching aid that also influences the climate, conditions, and learning environment that are arranged and created by the teacher (aghni, 2018). a song contains various problems experienced by humans. it can be problems within himself, family, or the environment. in addition, songs are also written and sung to describe a person’s feelings. then, it is made to persuade and give the reader and listener advice. in short, the song is one of the literary works created to convey a message by the author or singer to a person, an institution, or a general public siregar (2021). the statement found the importance of suffixes and prefixes when learning english. therefore, song-based media will hone students' thinking power, especially honing good english skills. research method in this study, the writer will apply the descriptive qualitative method to analyze the affixation used in the song lyric. the study design, research instrument, data source, data collection, and data analysis are all covered in this chapter. the researchers used a descriptive qualitative method. according to the researchers ' perspective, qualitative methods seek to understand and study the meaning of an event of human behavior interaction in certain situations. qualitative research is research that uses objective epistemology in the perspective of positivism. this type of research will test hypotheses to find and determine generalizations and relationships on cause and effect relationships between variables. 2022. linguistics, english education and art (leea) journal 5 (2):131-142 135 there are three goal objectives of qualitative research, namely to describe the object of study (tell the thing), reveal the inner meaning behind the phenomenon (explore the meaning behind the phenomenon) and explain the phenomenon that occurs (explaining object). the writer used a qualitative approach because this study focuses on analyzing or interpreting the written material in context. the writer analyzed the data descriptively and the result will be presented in the form of explanation words. this research will be conducted at smp brigjend katamso medan. there are some reasons the researcher chose this school as a research object. the researcher wanted to know and describe the types of affixation found in lathi lyrics and how the students can analyze and describe affixation in lathi lyrics. in contrast, the researcher's subject will be the second grade of smp brigjend katamso medan. there are two classes and every class has 35 students. the data source is a song lyric "lathi" by weird genius. the researcher will observe the data from https://genius.com.https://genius.com is the website for those searching for song lyrics. the researcher will give the students 10 minutes to listen to that song and analyze the types and process affixation in the lathi song. the lyric researcher used is the original and official song lyric from weird genius. this song was released in 2020 and it became global. there were many affixations found in lathi's lyrics. this song mixes traditional javanese culture and edm music, which means lathi's song is unique. for the collect the data, the researchers will run observation through listen to thelathi song, select and analyze the affixation word, write down the data and arrange data into several parts based on the classification in this research, the methods of researcher used to collect the data are listening and documentation. firstly, the researchers listen to lathi's song, and secondly, the researchers select and analyze word by word, which will correlate with the research object. thirdly, the researchers write down the result of identifying and arranging the data based on classification. in this analysis, the writer will use procedures that listen and identify the lyric of lathi. collected data will be helpful to make data based on the affixation types, which focus on derivational and inflectional in lathi lyric. after identifying the data, the writer will classify each affixation word. this research data is from the original and official song lyrics from weird genius. based on miles's theory, in this step, the researcher firstly analyzes the information by watching the music video, listening carefully, and checking the data by reading the lyrics to see the context. reduction is a process of selection. the concentration of attention on data is often collected and presented as a table of numbers. analysis reports are also frequently presented as a number. table of numbers can be delivered on a page to make them easier to read or harder to read. in this step, https://genius.com/ https://genius.com/ 2022. linguistics, english education and art (leea) journal 5 (2):131-142 136 the researcher shows or displays the data which contain the affixation, not only as generally but specifically and clearly. conclusion drawing and verification is the final phase of data analysis that moves the interpretive effort from describing patterns and relationships to higher levels of abstraction, subsuming the particulars into the general. after collecting the data and making it specifically, the researcher concludes the result of the research based on the process. finding the data of try out was carried out on november 2021 at 8.2-8.3 class of brigjend katamso junior high school medan. 120 participants were made up of junior high students taking gap-filling test items. the students had to answer the test within 40 minutes. the advanced aptitude test knowledge of the english vocabulary. the research going on at this school has been through two meetings. the first meeting of the researchers provided an explanation as well as the use of affixes in song lyrics and the forum. the researchers gave the students time to listen to a whole new w by zayn malik and analyze the affixes contained within to stimulate a deeper understanding of the prefix. the researchers, in turn, provided a sedimentary, usable instrument test. affixes in indonesian have been studied since elementary school. in this study, researchers and teachers at the beginning of learning stimulated students' memories of the affixes they had learned, but not all students can and understand what an affix is. based on the above test results, it can be verified the progress of knowledge concerning test participants' english affixation study material with the media, the song has been delivered. it shows that they know enough of the english vocabulary adequate before training. after performing an activity on a theme. media use of songs improves english vocabulary. this is where the researchers based their research using song-based media, which is very relevant to increase students' ability to learn english, especially affixation learning because song media is very popular with all people and is one of the best means of delivering information to listeners of all ages. it seems that their average has enhanced knowledge and a sufficient understanding of what that have been stamps. lathi's song media used has 12 additions. among them, there are appendices in english: suffix (-less, -eden, ing-s), and in javanese, there are appendices: prefix (-ke) and suffix (-an). some words of lathi's song are often thought to be recurring words. 1. myself is a pronoun reflection. 2. something that is specific undetermined, or unspecified thin. 3. everything that is an all that represents. the word confuses students because of its interlocking statements. 2022. linguistics, english education and art (leea) journal 5 (2):131-142 137 teachers and researchers define relaxation as an element of the word laid on the root that would change the grade of the root word. the tests the researchers conducted were divided into three parts. part a researcher sifting the prefix on the song, part b requires students to classify the root words into the imputation element, and the final part c question about organizing the word into its prefix. each part has five questions. pictrure 1. the average chart data the average value derived from the data above is 79 people out of 120, which means more than half of the sample researchers were already fulfilled in the experimental analysis on the song. this data must have been taken after researchers went through two classes. researchers use the first meeting to introduce affixation to students and then understand that affixation is expected in the song. the teaching session in a researcher's song provides a whole new world by zayn malik. the lyrics of the song have a recurring variety. the example of the lyrics is shining, shimmering and splendid. in one sentence, students can find two affixations. some words have two prefixes in the song's lyrics, such as unbelievable sights and indescribable feelings. students can learn more about compound affixation from that word, where two-word elements can be united in the root word. before the study begins, researchers ask students about the precursor and the level of enthusiasm that researchers see from how many students are developing during the question and answer session. the learning atmosphere in a class is very influential on the learning process results carried out. so that investigators have a student's level of anxiousness before teaching an affixation analysis was done and before. the study results stated that several types of music 0 5 10 15 20 25 30 35 15 14 13 12 11 10 9 8 7 number of questions total of students' achievement 2022. linguistics, english education and art (leea) journal 5 (2):131-142 138 affected students' learning atmosphere in the classroom so that it is easy to understand students' thinking power and make students relax. using comfortable media makes students more eager to learn, and using creative media makes students' thinking power more developed. therefore, the teacher's role is very significant in packaging engaging learning media to learn activities. in making learning media, the teacher must prioritize what activities and learning processes will be carried out in schools so as not to make mistakes in the process of making learning media. learning media to improve english language skills is highly recommended because students can also enhance and add learning skills, especially vocabulary, grammar, and pronunciation. among these media, the application of song media is very suitable for improving students' learning abilities in a good english learning process. for this reason, in using learning media, educators must have sufficient knowledge and understanding of teaching media. in learning, educators in using media must understand about media as a communication tool to make the teaching and learning process more effective, the function of the press to achieve learning objectives, the ins and outs of the learning process, the relationship between teaching methods and educational media, the value or benefits of educational media in teaching, selection and use of educational media, various types of educational media tools and techniques, educational media in every lesson and innovation in education. hence here is the result of students' activity after using song media in students' analysis of affixation. table 1. the motivational presentation in classroom learning no student activity percentage first meeting second meeting 1 students were active and enthusiastic to follow learning to analyze affixation in lyric song 47.5 % 77.5 % 2 students can write and classify which is the affixation 42.5% 72.5% after performing training on a theme, media use of songs improves english vocabulary. found improved their comprehension considerably significant. it seems that their average has enhanced knowledge and a sufficient understanding of what that have been stamped. students experience significantly increased learning because the student's motivation to learn the song's relaxation does not come. a song that has a unique level, like the merging of the two cultures between the west and the javanese culture, can attract students in escalation. there are several relapses in this song that can attract students. as in "ke-salah2022. linguistics, english education and art (leea) journal 5 (2):131-142 139 an." though not in english, the words on the lyrics remained in the study and the presence of a song in the middle of learning can make students more relaxed about learning. songs can stimulate students' thinking to study with excitement. learning applications that have been researched apply to the data retrieval process very much shows developments in students' learning abilities, especially understanding learning abilities in understanding prefixes, infixes, and suffixes. discussion based on the above test results in smp brigjend katamso 1 medan with participants 120 students of grade 8, it can be verified the progress of knowledge concerning test participants' english affixation study material with the media the song has been delivered. this is where the researchers based their research using a song-based press, which is very relevant to increase students' ability to learn english, especially affixation learning because song media is very popular with all people and is one of the best means of delivering information to listeners. in carrying out student activities, learning activities must be given comfortable conditions and situations to create student learning interest. it is easy to understand students' thinking power and make students relax. using pleasing media makes students more eager to learn, and using creative media makes students' thinking management more developed. therefore the teacher's role is very significant in packaging engaging learning media so that students are learning activities. the song is a medium that is packaged in a way that is so unique (roffiq et al., 2017). this statement was also in line with the result of this research, where the song had become a way out for either the teacher or the students in teaching and learning affixation. the finding also showed that song as the media in teaching had increased the students' activity and enthusiasm from 47,5% to 77,5%. this finding means that there was an increase of as much as 30% from the students' interest in analyzing the affixation in song lyrics. in addition, the researcher also found that the students could write and classify the affixation on the song lyrics. it had been increased from 42,5% to 72,5%, which means that the level of affixation analysis of the students had increased much as 30%. the data showed that using the song as the media in teaching english was compelling enough in teaching affixation to junior high school students, particularly at smp smp brigjend katamso medan. the number of students who had increased their achievements and motivation was as many as 51 students to 87 students from the total number 120 students. this data also clearly reported that more than half of the classrooms were interested in learning affixation analysis through song media. this result is in line with ranuntu & tulung (2018) findings that learning english through songs can be a powerful tool in improving students' 2022. linguistics, english education and art (leea) journal 5 (2):131-142 140 memory and ability in learning english. it can be proven by students' ease with which songs are followed and remembered. the thing that needs to be considered before using songs as teaching media is that teachers should choose simple songs for learning needs. also, choose a song whose lyrics can be heard clearly and correctly. as students who learn english as a foreign language, the researchers believed that it was neither easy for the students to learn affixation nor the teacher in teaching the affixation since considering the students' first language morphological structure was different from the english morphological structure. however, the appropriate teaching media could be the supporting tool in easier teaching affixation, making the students understand the affixes themselves. this statement is also in line with what was conveyed by herawati et al., (2019) that affixation is a vital aspect of language learning for students besides the literary element in learning indonesian at school. selecting the correct teaching system in learning helps students understand it better. moreover, teaching english in particular, the analysis of affixation also was not only about making the students understand the affixation in the form of derivational and inflection, but it was more beyond that. applying an appropriate teaching activity in teaching affixation was a bit hard since the teachers did not only aim to transfer the ability to identify the affixation but also increase the students' motivation and enthusiasm when learning english. the classroom teaching activity should also be brought as interactive as possible and as attractive as possible. the monotonous teaching media would only lead the students into boredom, even though selecting the suitable media can make students more understanding and active in the classroom. the researcher found it on the first assignment of the affixation towards the students of smp brigjend katamso 1 medan. the students' activity, both in motivation and the ability to identify the affixation, was still below. only 42,5% and 47,5% of total students understood the assignment and were active during the teaching and learning process. in comparison, other students were less interested and lacked ability as much as 57,5% and 53,5%. it clearly showed that most students tend to analyze the affixation before the researcher's stimulus the students with the song media. however, it was in contrast after the implementation of the song based media in teaching affixation where the student's motivation and ability had increased to be 72,5 and 77,5% which also means that there were only 28,5% of students and 22,5% of students who still uninterested and lack of ability in identifying the affixation. nevertheless, even though a few students still show a low percentage in learning affixation, this was not ruled out the opportunity to further reduce the percentage. the continuous teaching media of song would still increase this percentage of students' motivation and ability. 2022. linguistics, english education and art (leea) journal 5 (2):131-142 141 therefore, the researcher believed providing stimulus with new teaching media could bring a unique atmosphere for students to learn. it could raise the students' motivation and attract their interest and attention. if the motivation to learn has been formed, the interest in learning will increase. it would continue to go hand in hand with the students' activities. the more enthusiastic the students were and paid attention to the learning process, the more knowledge they could absorb. as a result, the students would get more significant achievement in their understanding of affixation in line with the finding of this research. conclusion there was a significant increase in students' understanding of affixation learning at smp brigjend katamso 1 medan through songs as a learning medium. students understand learning better and are more motivated in learning affixation, especially in english subjects. the use of unique media songs can stimulate student learning activities because it makes the learning atmosphere more enthusiastic. reference aghni, r. i. (2018). fungsi dan jenis media pembelajaran dalam pembelajaran akuntansi. jurnal pendidikan akuntansi indonesia, 16(1), 98–107. https://doi.org/10.21831/jpai.v16i1.20173 bagiya, b. (2017). infleksi dan derivasi dalam bahasa indonesia. journal of language learning and research (jollar), 1(1), 32–40. https://doi.org/10.22236/jollar.v1i1.1240 blevins, j. p., ackerman, f., & malouf, r. (2018). word and paradigm morphology. the oxford handbook of morphological theory, 264–284. https://doi.org/10.1093/oxfordhb/9780199668984.013.22 claria, d. a. k. (2017). the analysis of forms and meanings of prefixes found in bali advertiser. kulturistik: jurnal bahasa dan budaya, 1(1), 56–66, https://doi.org/10.22225/kulturistik.1.1.217 fachrozi, i. f., rahmawati, r., andini, m. a., tampubolon, e. m., & tarigan, e. a. b. (2021). the use of crossword puzzles as the way to increase student’s vocabulary mastery at sma tamansiswa binjai. linguistic, english education and art (leea) journal, 4(2), 249–256. https://doi.org/10.31539/leea.v4i2.1851 herawati, r., juansah, d. e., & tisnasari, s. (2019). analisis afiksasi dalam kata-kata mutiara pada caption di media sosial instagram dan implikasinya terhadap pembelajaran bahasa indonesia di smp. membaca bahasa dan sastra indonesia, 4(1), 45–50. https://jurnal.untirta.ac.id/index.php/jurnalmembaca/article/view/6236/437 9 igaab, z. k., & kareem, i. a. (2018). affixation in english and arabic: a contrastive study. english language and literature studies, 8(1), 92-103. 2022. linguistics, english education and art (leea) journal 5 (2):131-142 142 https://doi.org/10.5539/ells.v8n1p92 ranuntu, g. c., & tulung, g. j. 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(2020). proses derivasi dan infleksi dalam bahasa indonesia pada berita koran jawa pos radar jombang edisi juli 2019. jurnal disastri (jurnal pendidikan bahasa dan sastra indonesia), 2(1), 1–8. https://doi.org/10.33752/disastri.v2i1.872 linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3159 272 analyzing the suitability of cambridge esl textbook for grade ix with k-13 hendra nugraha1 universitas internasional batam gea carnando2 universitas internasional batam hendranugraha455@gmail.com submit, 01-12-2021 accepted, 30-06-2022 publish, 30-06-2022 abstract learning objectives act as a pivotal role in education. learning objectives can be discovered in students' textbooks which are implemented into learning activities to achieve learning goals. as a result, textbooks should be able to follow a particular standard of curriculum, and for indonesia, it is k-13. this study aims to analyze the suitability of the learning objectives in the cambridge esl textbook with essential competencies of k-13 for grade ix. qualitative and library research methods are performed in this study. the researcher utilized content analysis for the textbook and interviews with two sources who use cambridge textbooks as the research instruments. the result of the study uncovers that 6/11 of the learning objectives found in the cambridge esl textbook are suitable for basic competencies of k-13 for grade ix. two sources explained that the textbook had fulfilled the basic competencies of k-13. upon finishing the study, it is expected that the teacher team or academic manager should be able to determine which textbook to use by considering the suitability of a textbook to a particular curriculum. it also illustrates how to achieve the learning objectives of education. keywords: learning objectives, k-13, suitability introduction teaching media is often viewed as a tool to deliver information such as facts, concepts, procedures, and principles according to a particular subject of learning (shoffa et al., 2021). the function of media itself is to simplify communication and learning (smaldino, lowther, & mims, 2019). the information carried by teaching media is known as teaching material. teaching material is also a generic term for knowledge that needs to be learned and comprehended by students in class. prastowo (2011) defined teaching material as any form of arranged texts, tools, and information representing the complete competence feature for the students to achieve. in other words, teaching material could be provided in various forms such as books, videos, and cassettes. https://doi.org/10.31539/leea.v5i2.3159 mailto:hendranugraha455@gmail.com 2022. linguistics, english education and art (leea) journal 5 (2):272-285 273 one highly popular media that has provided teaching material for the students effectively for a long time is textbooks. back to its history, the first-ever textbook was published by johan amos comenius (1592-1670) in 1658 as a teaching medium for students (bimo, 2017). the textbook has been designed for decades as one of the most impactful teaching media that support learning. the textbook is designed by following a particular standard called curriculum. the curriculum gives a clear vision of the materials teachers will teach, or the materials students will learn (su, 2012). in other words, the curriculum is an enormous planned goal for teachers to follow and students to achieve. the curriculum is designed following a certain educational standard. safitri and tyas (2019) view textbooks as an important part of a curriculum that provides learning material. as a part of the curriculum, both textbook contents and ways to design it have to consider essential aspects of a curriculum. as one of the aspects of the curriculum, the learning objective contains sets of descriptions of goals. meanwhile, the textbook contains educational information needed by the students. as essential elements in education, textbook and learning objectives should have a solid relationship to achieve the curriculum expectation. both elements should completely support one another. parsaei, alemokhtar, and rahimi (2017) explained that analyzing textbooks is one of the most effective ways to design learning objectives, teaching methods, teacher, learner, and learning environment cohere. this means that both learning objectives and textbooks are strongly related. if a designed textbook could follow and support the learning objective of a class, it can be assumed that both elements greatly support the students in achieving their educational goals. like a regular book, textbooks vary depending on their kind, content, form, and subject. learning objectives assist teachers in achieving the curriculum since it contains specific written qualities or statements for students after finishing the class. hartel & foegeding (2006) explains that learning objectives are statements of education about a broader goal of a study program or a course. in other words, learning objectives and curriculum are strongly related. moreover, by comprehending the learning objectives specifically of a class, the student's performance can also be measured effectively. this is supported by lachlanhaché's (2015) statement, which says learning objectives measure students' growth. furthermore, educators can use learning objectives as an evaluation tool in teaching. both functions of learning objectives are significant proof of how beneficial learning objectives are in education. learning objectives are the products designed by the teacher or teacher team to be implemented in class. however, in some cases, the textbook designed by the curriculum team has already contained the learning objectives for students, which will ease the teacher in handling the class. 2022. linguistics, english education and art (leea) journal 5 (2):272-285 274 certain schools in indonesia implementing cambridge curriculum and k13 have to consider using textbooks for the students since many different aspects of both curricula could impact the success of achieving the learning objectives. this phenomenon raises the question of whether the textbook use and implementation of learning objectives are suitable for the standard educational curriculum. in this study, the researcher dives into the core relevance of learning objectives found in textbooks and k-13 as a result of discovering the implementation of more than one curriculum in school phenomena in indonesia. to be precise, this study intends to understand the learning objectives from the cambridge esl textbook that are presented appropriately in significant aspects of k-13 in the same level of education. literature review a previous study that shares the same criteria or idea in terms of learning objectives, esl textbook, and k-13 with this research is conducted by dharma & aristo (2018), which discuss the relevance of english textbook used for grade x in smk in sintang to k-13. the finding shows that the english textbook used has integrated the criteria suggested by k-13. moreover, a study conducted by (purwani, rochsantiningsih, & kristina, 2017) discusses the criteria fulfillment of an english textbook titled "bright 1" based on the cookbook's structure and the content coverage aspect and compatibility with k-13. the result shows that the book filled those 7/16 criteria and k-13. moreover, a study was conducted by rohmatillah & pratama (2017) regarding whether an english textbook titled "pathway to english" for the eleventh grade in the first semester matches the syllabus points of k-13. the result of the study found that the textbook has fulfilled 14/16 points of curriculum 2013. lastly, a study conducted by fatima, shah, & sultan (2015) evaluated two esl textbooks for grades seventh and eighth on how both textbooks suit the learning program and suitable the activities. this study discovered that most of these textbooks' organization and themes are correctly represented. based on previous studies mentioned above and prior explanations of the phenomena, the researcher decided to conduct research regarding the phenomena to fill in the gap of information regarding the suitability of a textbook that is used in indonesia and is designed according to different curricula besides k-13. moreover, the researcher determined to make a cambridge esl book entitled 'introduction to english as a second language' by peter lucantoni for grade ix as the object of this study for several reasons. first, this textbook is published by cambridge university press. this can only mean that this textbook is an official product of the cambridge curriculum. second, this textbook is used as a teaching media for english subjects in one of indonesia's schools that implements the 2022. linguistics, english education and art (leea) journal 5 (2):272-285 275 cambridge curriculum and k-13. this means that this textbook is the actual use of the cambridge curriculum product of certain schools implementing more than one curriculum in indonesia. lastly, the researcher used this textbook as a teaching medium in class. the researcher observed the content, implemented the materials in the book, and designed lesson plans based on the materials presented in this textbook. in other words, the researcher is familiar with this textbook, which further benefits the researcher in analyzing it. therefore, the researcher decided to use this textbook as an object of this research. hence, the researcher aims to uncover the suitability of the cambridge esl textbook used for grades ix with k-13. furthermore, it is expected that this research will explain how suitable the learning objectives found in the cambridge esl textbook with k-13 are. this study is interpreted under "analyzing the suitability of cambridge esl textbook for grade ix with k-13". research method in this research, the researcher decided to use a qualitative research design. qualitative is a research design that discovers the relationship between entities. the entities could be two or more. the researcher aimed to determine the relationship between those entities and whether one entity could influence another in a study. in this study, those two entities are the learning objectives from the cambridge esl textbook and the essential competencies of k-13 for grade ix. qualitative research design is related to the phenomenon that involves quality or kind. in qualitative research design, the design occurs not only at the beginning of the study but also during the entire study. it implies that the researcher creates the study's design throughout the whole. the entire process is recorded and analyzed. qualitative research is also affiliated with words, phrases, and sentences. moreover, this research method is also classified precisely as a library research method. the library research method is often viewed as an activity conducted systematically to gather, process, and conclude so that specific issues can be solved. in order to answer the research questions of a specific study, library research provides the researcher with a set of activities that has to be conducted systematically to achieve the objectives. the activities include gathering the required information from a data source, processing it, and concluding the final data after formulating it. a study explains library research as a research activity conducted to collect data and information from various materials in the library or other sources such as the internet related to the research. in this research, the source data would be the content from the textbook entitled 'introduction of english as a second language fourth edition' published by cambridge university press in the form of written and visual data. this book is used by grade 9 in one of the international schools in batam that implements the 2022. linguistics, english education and art (leea) journal 5 (2):272-285 276 cambridge international curriculum. besides the textbook, the source of data comes from two sources. the instruments utilized in this research are content analysis and interviews. content analysis is a research instrument to create imitable and trustworthy conclusions from texts to the context of a particular researcher's use. this implies how researchers use content analysis to get information from the text and turn it into the understanding and context they need. finding learning objectives found in cambridge esl textbook peter lucantoni, in this textbook, explained that each unit is divided into several sections that cover all language skills. these include writing, speaking, reading, listening, thinking, grammar, vocabulary, study, and research skills. by prior explanation, it can be referred that this textbook not only focuses on the four primary skills of language (speaking, reading, writing, and listening). however, this textbook goes a different way in achieving several skills. the writer intended to emphasize students thinking, grammar, vocabulary, study, and research skills in this textbook. by only analyzing the learning objectives of this cambridge esl textbook, the researcher discovered that those skills are presented in the learning objectives of this book. for instance, in terms of vocabulary skills, the book presented world-building and signpost words in the learning objectives. moreover, this cambridge esl textbook's way of achieving those skills, such as research and grammar skills, can be found in most tasks in this textbook. many tasks in this textbook reflect this text's learning objectives. since various skills need to be achieved, the tasks presented in this textbook also vary. at first, the user of this textbook, such as students and teachers, will see the tasks as only fulfilling four language skills. however, in every unit and section, the tasks' objectives are not only achieving these four language skills but other skills mentioned above. in addition, this cambridge textbook straightforwardly presents the learning objectives. the textbook does not elaborate on the skills explicitly, like how k-13 does with its essential competencies. it just gives what the students will achieve in terms of knowledge in a simple yet straightforward way. the learning objectives of the textbook are easily found in the textbooks. the textbook contains 18 units, and each unit follows specific themes differently and is completed with learning objectives. in addition, the learning objectives are completed with specific assignments that tend to achieve the particular skill of english. as for this cambridge esl textbook, several assignments in each unit cover more than four english literacy skills (listening, speaking, reading, and writing) but also cover other skills like thinking, vocabulary, grammatical, research, analysis, and study skills. those skills are presented in 18 units of the book. 2022. linguistics, english education and art (leea) journal 5 (2):272-285 277 the practice of learning objectives found in cambridge in terms of the teaching practice of this cambridge esl textbook, the textbook can be used easily as a helpful tool for users or teachers. educators efficiently use textbooks in teaching and learning because they contain understandable instructions and activities for the students to follow. in terms of learning objectives, the textbook tends to cover multiple learning objectives in a single chapter. those learning objectives are followed by assignments to achieve specific english literacy skills for the students. moreover, in using the textbook, the teachers can monitor the students' understanding by measuring the students through assignments found in the textbook. the results give an overview of whether the students have achieved the learning objectives. essential competencies of k-13 for grade ix the learning objective of k-13 can be found based on the essential competencies of k-13. the fundamental competency of k-13 is known as "kompetensi dasar." since the essential competencies are derived from core competencies known as kompetensi inti, each point of basic competency is a further detailed explanation of core competencies. in other words, basic competencies and core competencies are related to each other. the detailed elaboration of core competencies known as basic competencies contains the description of skills that the students will learn. in other words, those basic competence is considered the curriculum's learning objective since it shares the same idea of what the learning objective is. both are designed to guide learning. both are designed to improve students' skills. both are designed by academic staff such as the teacher team, academic manager, or curriculum manager. in addition, both are part of an education system that plays a significant role in teaching. basic competencies from k-13 consist of 11 points of basic competence 3 and 12 points of essential competencies 4. there are 23 basic competencies from k-13 for the grade ix level. kd-3 and kd-4 are the elaborations of students' objectives from ki-3 and ki-4. in the elaboration of core competencies, it has explicitly written the goal of learning for the students. however, the researcher discovered that the learning objectives are still on the level of understanding for both kd-3 and kd-4. this level influences how far the students can improve themselves in learning. the practice of essential competencies by practice in k-13 regarding the basic competencies in k-13, the researcher also questioned both sources on how it is implemented in indonesia. for the first source, in implementing the k-13, the source also utilized another textbook as a source. this textbook is a natural product of k-13 since all the basic competencies can easily be 2022. linguistics, english education and art (leea) journal 5 (2):272-285 278 found within the book. in terms of practice, the book is straightforward to use by teachers and students to use. however, the first source explained that the book's content is very repetitive and most of the skills are very basic compared to the cambridge esl textbook. when it comes to exercise, this textbook provides very repetitive content. this could be a significant issue in students' development. the students need to focus on developing themselves, but the textbook could not provide them to achieve that goal. the first source explained that the questions for exercise are very basic. the presented vocabulary in the textbook is also basic. moreover, the first source claimed that the k-13 is too rambling in describing the basic competencies of k-13 instead of how cambridge describes its learning objectives. when implementing this textbook, the teacher needs an additional source to support the learning. even if the textbook has a part where it explains specific topics, the teacher also needs to find more examples to complete the activities. in other words, the book is presented with limited examples for the students, making the teacher find more sources to support the learning. on the other hand, the second source is not fully implementing the k-13. the second source stated that the school implemented cambridge international curriculum and k-13. however, the school is more inclined toward the cambridge international curriculum, especially when in the field of english subjects. the learning objectives found in cambridge book that is suitable with k-13. in summary, several essential competencies of k-13 for grade ix can be found in the cambridge esl textbook. those learning objectives are for students to understand passive voice, procedure text, present perfect, past, present, and future continuous, report and information text, and narrative texts. it can be implied that these objectives are the only learning objectives from the textbook suitable for essential competencies of k-13 for grade ix. even with different use of textbooks and aspects of k-13 to discuss, this finding also shares the same idea of previous studies by purwani et al. (2017) and rohmatillah & pratama (2017) that view the similarity of textbooks and k-13 and link them in analysis. basic competencies of k-13 that cannot be found in the textbook the first learning objective from k-13 that cannot be found in esl textbook is obtaining the skill of using hope, wish, and congratulation in a conversation. if k-13 learning objectives focus on a specific skill, the learning objective found in esl textbook presents multiple skills. unfortunately, hope, wish, and congratulation is a learning objective for k-13 that focuses on speaking skills. moreover, the learning objective mentioned cannot be found in the esl textbook. the textbook barely shows any dialogue or conversation to begin with. since a single conversation dialogue is hard to find in this textbook, the learning objective of giving and asking for information could not be found. after observing the textbook using content analysis as an instrument, the researcher only 2022. linguistics, english education and art (leea) journal 5 (2):272-285 279 found one dialogue from the entire book. it is found in unit 10, page 85. a dialogue between the interviewer and johan. it discusses how johan got a job in a sweet factory as a chief taster. moreover, the food label, advertisement, and sing lyrics could also not be found in this esl textbook. this textbook does not cover the figures of food labels and advertisements, let alone song lyrics. the difference in terms of practice in teaching using two curriculum after interviewing both sources, the researcher formulates the collected data into further explanation. the major difference in terms of teaching practice of both curricula is how the conducted activities are presented. in one unit in cambridge, the whole activities are already there. it is easier for the students to follow. it has the opening, ice-breaking, and learning from one unit that covers the four major skills of english. after conducting the learning activities, the students can also complete assignments from the textbook. that assignment is also completed with explicit instruction. if the students do not understand the instruction, the teacher will assist them. moreover, the sources also explain additional sources. in cambridge, all the activities of skills are provided there. if the teacher needs the students to improve their listening skills, the textbook provides it as a part. howsoever, in k-13, if the teacher eagers to improve students' listening skills, the teacher has no choice but to find additional sources to achieve specific skills. the cambridge implementation can also use additional information, but it is just for additional skills not indeed required. in other words, both curricula utilize additional sources. for cambridge, it is optional, but for k-13, it is obligatory to enhance students' knowledge and skill. in addition, after the students have finished with the assignment, the teacher can measure the students' knowledge and skill. the source also explained how the exercise in the cambridge textbook is not repetitive, which helps the students improve themselves. in summary, it will be easier for the teacher to teach the students, give them assignments, and measure their understanding of the subject during the practice of teaching. when measuring the students, the teacher also uses the questions for exercise found in the textbook. having used the book too often, the sources realize that the questions for exercise found in the textbook is vary and resourceful. this will help the students improve their skills, especially in vocabulary. if the students are exposed to rich and resourceful words and learn from them, they will better understand other questions to solve. conversely, in k-13, the questions for practice are very repetitive and rambling. the students will learn something, but in terms of developing their skills, it has still considered poor. in the practice of basic competencies of k-13, the activities are also presented there. even when the activities are already presented, it does not cover all the english literacy skills. the teacher still needed to find another source to give additional examples and measure other skills. this is due to the lack of skill 2022. linguistics, english education and art (leea) journal 5 (2):272-285 280 coverage per unit. the source explains that each unit only focuses on a specific topic. this is why the source has to find other learning resources for the students. if one unit focuses on reading, there will be no other assignment that covers other skills. in conclusion, there are significant differences in the teaching practice of both curricula. those differences can be seen in how learning objectives are presented, how additional sources are used, how the questions for practice are presented, and how the vocabulary is used. these different aspects of both are very significant for the teacher. those significant different aspects ultimately influence how the teacher can manage the students in achieving the learning objectives. discussion after conducting the research, the result shows that 6/11 points of basic competencies of k-13 for grade ix are suitable for the learning objectives in the textbooks. this is in line with a study conducted by dharma & aristo (2018). those are passive voices. procedure text, present perfect, present, past, and future continuous, report and information text, and narrative text. the basic competencies of k-13 that are not suitable are hope, wish, congratulation, meaning, intention, and agreement, food label, advertisement text, and song lyrics. the inexistence of these basic competencies in the textbooks is related to the skills that these basic competencies are related to. 3/5 basic competencies of k-13 that could not be found are related to oral skills. this means the topic and the students' activity covered in this basic competence are strongly related to speaking. those basic competencies are hope, wish, congratulation, meaning, intention, agreement, and song lyrics. meanwhile, the rest are related to reading skills. moreover, the different level of english policy of basic competencies of k13 and learning objectives of the cambridge esl textbook is the strong reason behind these basic competencies that are unsuitable for the textbooks. the basic competencies of k-13 follow the policy of k-13, which is formulated by the ministry of culture of education in indonesia. the country considered english as a foreign language (efl). however, the textbook is created following the english as a second language country (esl) policy. the difference in language policy results in the difference in the level of english skills provided by textbooks in each curriculum. k-13, which has a lower english level than cambridge, provides way easier activity for the students. this can be noticed by how one of the basic competencies of k-13 is hope, wish, and congratulation, a basic competence that mainly focuses on speaking. in k-13, the unit about hope, wish, and congratulation will be discussed in the whole unit. the students' activities and assessments are strongly related to the unit topic. however, in the cambridge textbook, each unit does not only cover one 2022. linguistics, english education and art (leea) journal 5 (2):272-285 281 topic like what k-13 presented. in cambridge, one unit could cover multiple learning objectives, students' activities, assessments, additional skills, and many more. the skill that each unit intended to cover is very diverse, which makes the learning activity more enjoyable. the various skill coverage in the cambridge curriculum is a beneficial entity that the k-13 textbook needs to look up to. this is because the students could also learn multiple skills while discussing the same topic. by improving the diverse activities that cover multiple skills, the students can improve their english literacy skills while acquiring the materials. the similarity in terms of learning practice of both curricula is how helpful the textbook is for the students, how the syllabus is provided within the textbook, how the students can understand the instruction from the textbook, and how the textbook could measure students' understanding. parsaei, alemokhtar, and rahimi (2017) stated that analyzing the textbooks is one of the most effective ways to design learning objectives, teaching methods, teacher, learner, and learning environment. the major difference in teaching mainly comes from the vocabulary used in the textbooks—the different use of vocabulary results from the different policies of both curricula. in k-13, the language use is very basic compared to cambridge. this can be noticed by reading the texts found in the textbook. in addition, to improve the vocabulary in terms of practice in k-13, the teacher could utilize additional sources to improve students' vocabulary knowledge. those sources could be inputted from either printed or non-printed teaching media. conclusion after analyzing the cambridge esl textbook, the researcher discovered that more than half of the basic competencies of k-13 could be found in the textbook. those objectives are that the students can understand passive voice, procedure text, present perfect, past, present, and future continuous, report and information text, and narrative text. those learning objectives can be found easily in the textbooks in the forms of explanations in the grammar focus and students' assignments. those assignments are used to measure students' proficiency in specific skills. moreover, according to the interviewees' explanation, it can be concluded that the learning objectives found in the cambridge esl textbook used for grade ix are suitable for the basic competencies of k-13 for grade ix. however, the interviewees did not give a full elaboration of detailed answers. the interviewees only explained the suitability of the textbook based on the interviewees' general knowledge of k-13 that the objectives of the curriculum revolve around student-centered. in terms of teaching practice, this textbook is very helpful and easy to use, according to the interviewees. this is due to several reasons. one is that the learning objectives are presented at the beginning of the textbook. this allows the user of 2022. linguistics, english education and art (leea) journal 5 (2):272-285 282 the textbook, such as the teacher, to easily decide the method to implement in class for specific topics. in k-13, it is also easy to locate the learning objectives of the textbooks. however, the interviewee explained that the objectives in k-13 are written very ramblingly. moreover, the look for additional sources is initially unnecessary for the teacher since pretty much everything is provided by the textbook. meanwhile, in k-13, it is vice versa. the teacher must find additional sources to cover the student's skills since the textbook does not provide them. the vocabulary used in this textbook is also very rich in kinds. the textbook offers many vocabularies that are related to specific fields. these technical terms are used according to the theme it follows. for k-13, the vocabulary used is very basic, and the questions for practice are very repetitive. in the textbook, it is emphasized that the intention of the textbook is not only to improve student's english literacy skills, which are listening, speaking, reading, and writing, but also the skills of thinking, study, grammatical, vocabulary, research, and analysis are presented. in other words, the learning objectives elaborated in this textbook intend to achieve more than just understanding for the students. the students are assigned to achieve more complex skills and more advanced learning results. moreover, each unit from the textbook covers more than one learning objective. as a result, the students can fully notice how diverse the learning objectives in one unit are. this advantage or benefit of the cambridge textbook is one of many strong reasons why the learning objectives of the textbook can enhance students' competence. aside from providing the students with english literacy skills explanations and assignments, the textbook designer imposed more complex skills for the students to master. this, indeed, will significantly improve the student's competence. mastering the four english literacy skills is good enough, but the student's competence is even better with these complex skills. references a.tholappan. 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(2011). research methods: content analysis. evidence-based library and information practice, 6(4), 177–179. https://doi.org/https://doi.org/10.18438/b86p6s linguistic, english education and art (leea) journal volume 2 nomor 1, desember 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i1.301 72 improving students’ ability in writing narrative texts by implementing picture series fifin naili rizkiyah 1 ikip pgri jember phiefin@gmail.com 1 submit, 28-07-2018 accepted, 25-12-2018 publish, 25-12-2018 abstract this study was aimed at finding out whether the implementation of picture series strategy can improve the ability of the students in writing narrative text. the research design was collaborative action research which consisted of two cycles, in where cycle 1 consisted of three meetings and cycle 2 consisted of four meetings. a cycle consisted of four steps namely: planning the action, acting on the plan, observing the action and reflecting on the observation. the subject of the study was the 34 students. the instruments used to collect data were observation checklist, field notes, questionnaires, scoring rubrics and the students‟ writings. the data from the observation, scoring rubrics and questionnaires were analyzed and the results are presented in the form of tables and description, while the data gained from the field notes and the students‟ writings were analyzed and reported descriptively. the result of the study showed that the picture series effectively improved the students‟ ability in writing narrative texts. all students had reached the minimum score of 3. moreover, the majority of the students gave positive responses towards the implementation of picture series, in the case that 70% of the students showed excitement. furthermore, they found that picture series is interesting, easy to understand, moreover, it helped them to organize paragraphs and develop ideas in writing narrative texts. keywords: picture series, writing ability, narrative text. introduction in this era, english became increasingly important to master. english is a global language used by the majority of people around the world, whether as a first or second language. many countries include english as one of the lessons taught in educational institutions. english is the key to mastering all aspects such as science, technology, economics and culture. the purpose of learning english is the mastery of the four language skills namely listening, reading, speaking, and writing. productive skills are clearly more difficult than receptive skills. widiati and cahyono (2006:139) state that writing is the most complicated skill compared mailto:phiefin@gmail.com1 2018. linguistic, english education and art (leea) journal 2 (1):72-85 73 to the other three skills. many students often complain about how difficult it is to write in a foreign language, even blanchard and root (2003:1) state that basically writing is difficult even in its own language. so it is natural that writing in a foreign language will become more complicated. students often have difficulty on how to put ideas in writing. they also have problems with vocabulary limitations. in addition, grammar issues should also be faced in writing english. the above problems are now faced by students of class c who took english ii course which is the subject of this research. the writer took this subject in his research because she has already known the subject as she taught at ikip pgri jember so that has understood well the strengths and weaknesses of students in learning english. the narrative is chosen as the genre in this study because the subject of this research is students of early childhood educataion where narrative or story is one of the most effective method often used in teaching young children. as early childhood teacher candidates, of course, the students must be equipped with knowledge and experience that will be useful later if they have taught in early childhood education. starting from the problems above, the author wants to find the right strategy so as to improve the ability to write a narrative of early childhood education students who were taking english ii. picture series is considered appropriate to stimulate students in developing ideas in writing narrative. the author's considerations why use picture seriess are: first, pictures display visual frames that represent places, objects and people so as to stimulate students' brains in composing and pouring ideas; second, pictures can provoke the creativity of students in thinking because the series can lead the students to understand the story; thirdly, pictures are always interesting to everyone, especially beginners and children wright (1992:2). picture series serve as media in guiding students to write narrative text. the pictures used are not just any series of images. there are several criteria for picture seriess used by the researcher. first, the pictures used can achieve the learning objectives. the pictures‟ content should be adjusted to the student's needs. more importantly, the pictures should be clear, easy to understand and certainly interesting so that pictures as media are really effective. some researches on the use of picture series in writing narrative text have also been done. ariani (2010:89) used a series of picture to write narrative texts on the 3rd semester students of french language education program. the conclusions of her research indicate that the media of picture series are effective in improving students' writing skill in the third semester students of french language education bsa fbs unnes. hasanah (2008:90) used picture sequences to improve the writing ability of grade viii students of smpn 6 malang. overall, the results of the study show that picture sequences can help 2018. linguistic, english education and art (leea) journal 2 (1):72-85 74 students give an idea of writing stories and composing them coherently. nitalinawati (2009:34) conducted research on wordless picture book to improve the writing ability of class viii students mts surya buana malang. and the results show that the ability to write increases especially in terms of developing story ideas. similarly, rasyid (2009:56) implements a series of cartoons to improve the students‟ ability to write narrative of mtsn nganjuk class xi. his research results show that serial cartoons can generate ideas and inspire students in imagining. the purpose of this study is to find out how picture series is implemented to improve the students‟ ability to write narrative text. learning activities in the classroom will include modeling on how to write stories and train students to write stories using picture series. beside implementing picture series, the researcher also used process approach and peer review as the strategy to improve the students‟ narrative writing. process approch is appropriate to make the students easier to develop ideas while peer review is to evaluate the students‟ understanding as well as to minimize mistake and error they probably made. here are the steps in the implementation of picture series in writing narrative text: (1) brainstorming, the instructor initially helps the students in generating ideas by asking several questions related to the topic as well as the story of cinderella and asking about the aspects of the story such as the characters, the setting of time and place, the plots, the conflicts, the solutions and the story messages so that students can automatically learn and understand the generic structure of the narrative text; (2) emphasizing, the instructor emphasizes the students on understanding the generic structure by repeating, explaining, completing and correcting the student's answers and writing them on the board; (3) observing, the instructor distributes a series of pictures to the student to be observed and then asked about the aspects of the story based on the picture series such as topics, characters, the settings of time/ place/ situation, conflicts, solutions, messages, etc.; (4) outlining, the student is guided by the instructor in making outline framework of the given series; (5) writing, students write a paragraph based on the outline that has been made. literature review writing is the most complex skill compared to the other three skills. writing can be difficult even in one‟s own language. in new language, writing can be even more difficult (blanchard and root, 2003:1). oshima and hogue (2007:15) state that the process of writing has roughly four steps. they are prewriting, organizing, drafting, and polishing; revising and editing. we need to encourage students to plan, draft and edit, even though this may be timeconsuming. 2018. linguistic, english education and art (leea) journal 2 (1):72-85 75 according to anderson and anderson (1997:8), a narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener. picture series which is arranged orderly does not only build the students‟ vocabulary but it also leads the students generate their ideas and organize their story. one way to have the students motivated in writing class is by choosing writing activities which have a chance of appealing to the students (harmer, 2004:61). for instance, teacher gives the students writing strategies that enable them to write easily and enjoy the activity like providing pictures to stimulate the students‟ eagerness to write a story. pictures are really useful ways to prompt students into writing stories (harmer, 2004:69). picture series can trigger the students to start writing for it presents series of pictures in which students are usually interested. the strategy of teaching writing narrative text using picture series creating a good and an interesting classroom atmosphere is a teacher‟s job. teacher should be aware of students‟ need; the teacher should provide suitable techniques and interesting materials. the teaching strategy will be useful if it makes the students enjoy the learning and at the same time give more exposure to language input and more chance to practice the language (rasyid, 2009:38). one of the strategies to be employed in the teaching of writing is by implementing picture series. picture series is intended to encourage the students in overcoming the problems in writing. the procedure of implementing picture series in teaching writing is presented as follows 1. picture series are introduced to the students. the teacher first help the students to generate ideas (brainstorming) by asking some questions relate to the topic. for instance, the teacher takes an example of „cinderella story‟. then she asks them some aspects like characters, setting of time and place, conflict, resolution and message. by identifying those aspects, the students automatically learn and understand the generic structures of narrative. 2. the teacher then emphasizes the students of their understanding on the generic structures of narrative by repeating, completing and correcting the students‟ answers and writes them on the board. 3. the teacher distributes the picture series to the students. she then asks them to observe the picture series. she invites the students to give responses and asks them to find any aspects/ events in the picture series, such as the topic, the characters, the setting of time and place, the objects, the conflict, the resolution, and the coda if any. 4. the students, guided by the teacher, make tentative outline about the picture series. 2018. linguistic, english education and art (leea) journal 2 (1):72-85 76 5. then they write the narrative paragraphs based on the outline and of course they are still guided by the teacher. research method based on the research objectives above, the appropriate research design is classroom action research (car). burns (in burns, 1999:30) defines action research as the application of fact finding to practical problem solving in a social situation with a view to improving the quality of action within it. in this study, the writer wanted to find a solution to the students lack in the ability to write narrative so that researcher implemented picture series as a strategy to improve students' ability in writing narrative text. car is conducted collaboratively in which the researcher working with teacher-collaborator in carrying out the research stages. due to this qualitative research, the main methodological tools required are observation, description and data collection from various sources (burns, 1999: 22). in car, there is a cycle term which contains four important stages in the implementation of this research. the four stages are planning, acting, observing, and reflecting. at the planning stage, the researcher develops a lesson plan based on the result of problem identification. after the lesson plan is done, the next stage is implementation , make sure that each action done in the implementation is in line with the initial goal. the observations were conducted in conjunction with the implementation stage. at this stage collaborative research is conducted where the researcher acts as a classroom instructor and the original teacher-collaborator acts as the observer in charge of collecting the data regarding the implementation and the plan using the observed instrument that has been developed. and lastly the reflection which is the stage to process the result data from the observation. the data obtained are analyzed by researcher and collaborator regarding to success criteria established earlier. from the results of this reflection the researcher will know whether the strategy developed succeed or not. if it does not meet the criteria of success, then she should revise the strategy and go to the next cycle. to find out the details of student problem in writing narrative, the researcher conducted preliminary study. preliminary study is very important because it is a process to get the facts related to the problem being faced (burns, 1999:37). from this, the researcher found some facts that students have difficulty in: (1) developing ideas into writing (70% of students), (2) using appropriate words in english (65%), and ( 3) using grammar that includes tenses, numbers, word order, articles, pronouns, and preposition (90%). so, the researcher will focus on these three aspects in the evaluation of student writing. 2018. linguistic, english education and art (leea) journal 2 (1):72-85 77 here are the steps in the implementation phase: (1) brainstorming, initially the instructor helps the students in generating ideas by asking some questions related to the topic as well as cinderella story and ask about the aspects of the story ie characters, setting of time and place, plot, conflict , solutions and story messages so that students can automatically learn and understand the generic structure of the narrative text; (2) emphasizing, from the responses given by the students during brainstorming, the instructor emphasizes students‟ understanding of the generic structure by repeating, explaining, completing and correcting student answers and writing them on the board; (3) observing, here the instructor distributes a series of pictures to the students to be observed and then asked about the aspects of the story based on the picture series such as topics, characters, settings of time/ place/ situation, conflicts, solutions, messages, etc .; (4) outlining, the student is guided by the instructor in making outline or framework of the given series; (5) guided writing, students write paragraphs based on outline that have been made; and (6) independent writing, students are first asked to write narrative text based on the picture series given in pairs and then they write the narrative text using the other picture series individually. the observation stage is performed by the teacher-collaborator during the implementation process. she observes and collects data about whatever happens during the classroom implementation using the observation sheets, field notes and questionnaires at the last meeting. in the reflection stage, the data obtained at the implementation stage and observation are collected and analyzed referring to the criteria of success either in the form of products (students‟ writing) by evaluating them using scoring rubric as seen in table 3 and process (seen from observation sheet, field note and questionnaire). if the result meets the criteria of success, then the research stops in one cycle. finding the result of the study showed that the implementation of picture series could improve the students‟ ability in writing narrative texts, especially the result in cycle 2 which the students' writing have reached minimum success criteria. in cycle 1, the students‟ result has not met the criteria of success made, especially in term of language use. some students got the score below the criteria so that the researcher should go to the following cycle and make over the plan she has made. the students‟ success on the implementation of the research was determined by two assessments; the students‟ activities in writing and the final written product. the students‟ activities in writing were analyzed by using observation check-list, field notes, and questionnaires; while the final products were assessed by using scoring rubric. the data of the students‟ activities in 2018. linguistic, english education and art (leea) journal 2 (1):72-85 78 writing resulted from observation check-list, field notes, and questionnaires were explained qualitatively as well as the students‟ final products. the researh was done in two cycles involving 34 students as the subject of the study. in cycle 1, the strategy implemented was not successful yet because the students' writing products did not reach the criteria set as a whole because in terms of grammar and diction there are still some students who get score below the minimum criteria despite the fact, the students were actively involved during the learning process, even they were happy with the media of picture seriess and writing becomes more fun. thus, the researcher had to fix the lack of students in terms of the use of grammar and diction so that researcher continued to cycle 2. in cycle 2, several findings were obtained from the analysis of teaching and learning process and student learning outcomes. first, the learning procedure was carried out according to the plan. second, the students were active during the learning process even they were very interested in the media provided. finally, the results of the students' writing have reached minimum success criteria, especially in organization and diction. in addition, most students have improved their writing in terms of grammar. discussion cycle 1 in cycle 1, the researcher used two picture series a fairy tale “cinderella" from internet and a fable "the lion and the mouse" taken from a jungle story book. the "cinderella" is used during modeling while "the lion and the mouse" is used during the training phase. picture series consists of 8 images in a4-sized paper. cycle 1 consists of 3 meetings with each for 100 minutes. in the implementation of teaching and learning process, the researcher acts as instructor and the teacher-collaborator as observer. at the first meeting, before entering the main activity the instructor brainstorms to elicit students' opinions and thoughts by asking questions related to topics such as: "have you ever heard / read a story of malin kundang?", "what does it tell about?", and "who are the main characters?", "when and where did it happen?", and "how is the plot of the story?". after getting answers from the students, the instructor explores students' knowledge and understanding of the structure of the narrative text by asking them to mention it one by one then write it on the board. then the instructor repeats the structure of the text completely and concludes it to (1) orientation: introduces the character, setting the place and time, (2) complication: the emergence of conflict and climax, and (3) resolution: solutions and messages). in addition, the instructor stresses that in the narrative text, the tenses used are past tense. in the modeling stage, the instructor displays a picture on the lcd screen that is a "cinderella" series and discusses it together. first of all, the instructor 2018. linguistic, english education and art (leea) journal 2 (1):72-85 79 asked "what story you can see from this picture?" and simultaneously the student replied "cinderella". after that it is followed by questions about characters, setting time and place, objects and action verbs that are appropriate to represent each series of pictures. having mentioned the structure of the text, the instructor led students make outline. outline is a design for writing text. here the students are asked to write 1 2 sentences that can represent each picture of a total 8 picture series. the instructor gives an example first by creating a sentence that represents the first picture on the board. the students are then asked to write sentences that reflect the second picture until the last picture. from the outline written on the board, the students in pairs are asked to develop it into 3 paragraphs with paragraph 1 containing "orientation" paragraph 2 containing "complication" and paragraph 3 containing "resolution". students are free to ask and consult the instructor during the process of developing paragraphs and they can open a dictionary to find out several dictions. before the meeting ends, the students collect the results of their writing to the instructor to get correction. the training stage is done at the second and third meetings. firts, the instructor distributed the students' writing results in the previous meeting so that they understood and learned from their mistakes to write the next narrative text. then the instructor distributed picture series "the lion and the mouse" to the students and in pairs they were asked to observe the narrative structure of the picture. in addition, students are asked to mention any possible word that is considered difficult and write it on the board so they can use it in writing later. the researcher conducted collaborative writing as it can also improve students‟ motivation and self-confidence to write a foreign langauge composition. this is in line with sukirman (2016:43) that collaborative writing enhance students‟ critical thinking as well as their motivation. moreover, it also can encourage the students to write actively in writing process because of the peer review benefits (soraya, 2016:66). next the students made an outline to be developed into paragraph. during this process, the instructor walked around the class monitoring and helping the students if they face difficulties. the instructor reminded the students about the selection of words and the use of tenses because these two mistakes were commonly found in the modeling session. ten minutes before the lesson ended, the students were asked to review their narrative text in terms of organization, diction and grammar. the results of observation showed first, the instructor found that the lesson plan has covered the learning objectives and the learning steps, the materials and writing activities are relevant to the objectives, and in terms of the learning process the instructor has explained the learning objectives before entering the 2018. linguistic, english education and art (leea) journal 2 (1):72-85 80 main activities, exploring the students' knowledge about narrative text as well as guiding students in finding topics, writing and editing paragraphs. from the students‟ side, they always respond questions asked by the instructor enthusiastically starting from brainstorming until the end of learning. they are not reluctant to give opinions and to answer the question even when it was uncorrect. the students did the instuction well like when they were asked to watch the picture series, they did well without making a crowd or chatting each other. similar to the observer‟s field notes, the information obtained showed that the students seemed to be excited and enthusiastic about the picture series in writing narrative text. from the instructor's side, the observer writes that the instructor has created a series of fun and effective writing activities such as guiding students to make outline first. in addition, the observer also left a note to the instructor which was to increase her voice volume so that could be heard by the entire class.. the students' writing results were analyzed and corrected by instructor/ researcher and teacher-collaborator. the results of the students' writing in cycle 1 have not reached the success criteria set out in the aspects of grammar and diction use. however, the results of the students' writing on this 1st cycle were better than those on the preliminary study. here is one sample of student writing. the lion and the mouse long time ago, lived a lion in the jungle. one day the lion slept under a tree near his den. and then a mouse came close the lion. and the mouse climbed and danced didn’t feel guilty. so, the lion woke up and he feel there something on his head. the lion was angry and he caught the mouse. the mouse very scary because the lion threaten to kill him. so, the mouse asked permission and the lion forgive him. and the mouse left the lion until the lion lonely. the next day, the lion trapped in the hunter’s net. and he tried hard to get out from the hunter’s net, but he can’t. and then the lion roared loudly until the mouse heard the lion’s voice. the mouse remembered that the lion’s voice. so, the mouse ran quickly to help the lion. after arriving, the mouse come close the lion and climb to the lion’s body. the mouse bit the net with his sharp teeth until the lion was free. finally, the mouse said “don’t ever underestimate others because every single creature has a good point”. by: i&n the text above is an example of students‟ writing which is poor in grammatical and diction aspects. there are some errors in grammar especially the use of past tense form. an example of unappropriate use of diction is “until the 2018. linguistic, english education and art (leea) journal 2 (1):72-85 81 lion lonely” which is should be alone. the following table shows the student's writing level in cycle 1. table 1 student's writing level on cycle 1 organization diction grammar level 1 0 0 0 level 2 0 4 12 level 3 11 10 5 level 4 6 3 0 the table above illustrates that in terms of organization, no group reaches level 1 and 2, eleven groups reach level 3 and six groups reach level 4. in terms of diction, no group reaches level 1, only four groups reach level 2 and 4, and ten groups reached level 3, and 3 groups reached level 4. in terms of grammar, no groups reached level 1 and 4, twelve groups reached level 2, and five groups reached level 3. thus, the researchers could conclude that the students' writing result in cycle 1 has not met the success criteria. from the results of cycle 1 discussed above, it can be concluded that: (1) learning procedures have been implemented in accordance with the lesson plan, (2) the students are actively involved during the learning process, even they are happy with the media of picture seriess and writing becomes more fun. this is in line with the research findings of gutiérrez, k.g.c. et al. (2015:59) that pictures series technique made more effective the process approach implemented in the groups., and (3) students' writing results can not reach the criteria set as a whole because in terms of grammar and diction there are still some students who get score below the minimum criteria. so, here researchers still have to fix the lack of students in terms of the use of grammar and diction so that researcher has to continue to cycle 2. cycle 2 in cycle 2, the researcher used picture series that were also taken from a jungle story book “the hare and the tortoise” and “the ant and the grasshopper”. the first picture series, the hare and the tortoise, were given to students in pairs. the instructor scrambled the pictures and the students arranged them in order. then they must stick them on a paper so that they become a series of pictures reflecting a complete story. and the second picture series “the ant and the grasshopper” is given to students individually. each student must write a story based on the picture series. in cycle 2 the researcher needed 4 meetings with details of the first two meetings used for collaborative writing sessions, third meeting for individual 2018. linguistic, english education and art (leea) journal 2 (1):72-85 82 writing, and fourth meeting for peer review and revision. in collaborative writing, the first meeting focuses on making outline and paragraphing, and the second meeting the students did peer review. and at the third meeting each student writes the text independently, and the last meeting they conducted peer review and revision before collecting their final writing. at the first meeting, the instructor showed the results of the students' writing on cycle 1. the instructor and the students together discussed the mistakes that many students made in their writing. students were reminded of the structure of narrative text and grammar in narrative writing. the instructor showed some errors to be corrected by the student. once they understood the mistakes made, the instructor began the main activity of collaborative writing. students in pairs were given a series of random pictures so they have to sort them out first. then the students were asked to mention the difficult vocabulary that can be used when writing later. furthermore, students made outline 1-2 sentences for each picture. after that, students developed the outline into a whole paragraph. in the second meeting, the students focsed on peer reviewing and editing where students exchanged their writings to be observed and commented on for errors and mistakes. students were allowed to ask the instructor or open the dictionary if necessary. having completed the peer review session, the students‟ writing then returned to the owner for editing and revision to yield better writing products.. the third and fourth meetings were the culmination of a series of writing activities, namely individual and independent writing, no instructor guidance and assistance. before picture seriess were distributed to each student, the instructor again reminded the students about the structure of the narrative text and its grammar. after all of the students were ready and no more questions, the instructor gave the picture series “the ant and the grasshopper”. the students were asked to make an outline first within 20 minutes before compiling it in a complete paragraph. five minutes before the end of the class, they were asked to collect their writing. and at the last meeting the instructor asked the students to do peer review individually. then the writings were returned back to their owners to be revised before finally collected to the instructor. this peer review section has a big role in improving the students‟ performance in writing narrative, as stated by baker, k. m. (2016:189) that peer review has the capacity to improve students‟ learning in a course, to help them develop self-assessment skills, and ultimately to move them toward becoming independent thinkers and writers. the results of the observations during the implementation of cycle 2 showed that: (1) the series of learning activities were accordance with the lesson plan prepared, (2) the material and the writing assignment were relevant to the learning objectives; (3) the students were actively involved during the learning process; working professionally either in groups / pairs or individuals, and (5) all 2018. linguistic, english education and art (leea) journal 2 (1):72-85 83 students were happy and encouraged by the picture series in the writing activities. so it can be concluded that the students showed positive attitude during the learning process and the series of learning has been implemented well as planned. the results of students' writing on cycle 2 showed improvement in all aspects, organization, diction, and grammar. the improvement can be compared from the results of writing in cycle 1, cycle 2 collaborative writing, and individual writing cycle 2. here's an example of student writing on cycle 2 of collaborative writing. the tortoise can beat the hare. the hare then regretted because  (he had) underestimated the tortoise and teased the tortoise too. there were two errors in the text above. first, students write the word can instead of could because it should be past tense. second, because underestimated that there should be a word he had between the two words. the following table shows the writing level of students in cycle 2 collaborative writing. table 2 the level of students‟ writing in cycle 2 (collaborative writing) organization diction language use level 1 0 0 0 level 2 0 0 0 level 3 9 13 15 level 4 8 4 2 and below is an example of students‟ writing on individual writing session where students use the word think that should be thought because it shoud be past tense. he think that the ant had a large supply of food. the result of the students' writing on cycle 2 shows improvement because it found less mistake than writing in cycle 1. table 3 the level of students‟ writing in cycle 2 (individual writing) organization diction language use level 1 0 0 0 level 2 0 0 0 level 3 23 20 27 level 4 11 14 7 2018. linguistic, english education and art (leea) journal 2 (1):72-85 84 there were several findings obtained from the analysis of teaching and learning process and student learning outcomes. first, the learning procedure is carried out according to the plan. second, the students are active during the learning process even they are very interested in the media provided. finally, the results of the students' writing have reached minimum success criteria, especially in organization and diction. in addition, most students have improved their writing in terms of grammar. the enhancement of the students in writing ranging from preliminary study, cycle 1, cycle 2 (collaborative writing) until they can write individually and independently in cycle 2 can be seen in the following table. table 4 the average score of the students‟ writing in each category categories preliminary study cycle 1 cycle 2 (collaborative) cycle 2 (individual) diction 2.4 3.05 3.25 3.4 language use 1.9 2.5 3.1 3.2 organization 2.6 3.3 3.45 3.5 conclusion based on the reflection of the two cycles and the results of the research that has been presented, it can be concluded: (1) the procedure in the implementation of picture seriess in writing narrative text is: brainstorming, the instructor guides the students in generating ideas by asking several questions related to the topic narrative text); emphasizing, the instructor emphasizes the students understanding the generic structure and language features by repeating, explaining, completing and correcting student answers and writing them on the board; observing, the instructor distributed a series of pictures to the students to be observed and then asked about the aspects of the story based on the picture series such as topics, characters, settings of time/ places/ situations, conflicts, solutions, messages, etc .; outlining, where the student is guided by the instructor in making outline of the given picture series; writing, that is writing paragraphs based on outlines that have been created collaboratively and then individually. in the process of writing, there is also peer reviewing (2) the teaching and learning process in the implementation of the picture series can be done effectively and smoothly, (3) the students are happy with the picture series because they are interesting, easy to understand and can help them to develop ideas, (4) picture seriess can improve the ability of students in writing narrative especially in terms of organization, (5) results of car has reached the criteria of success both the attitude of students during the learning process and students‟ writing that have met the minimum criteria in all aspects; organization, diction, and language usage. 2018. linguistic, english education and art (leea) journal 2 (1):72-85 85 the results of this study are expected to contribute to some parties. first for instructors/ teachers in teaching students writing narratives, they can apply such media or picture series or by applying a series of writing processes such as brainstorming, outlining, drafting, editing, etc. second for further research, researchers can implement picture seriess for other language skills such as speaking or for writing other genres such as procedure text. references anderson, a. & anderson, k. (1997). text types in english 2. south yarra: macmillan education. ariani, f. (2010). efektifitas penggunaan gambar berseri dalam pembelajaran menulis naratif mahasiswa semester iii program studi pendidikan bahasa prancis jurusan bahasa dan sastra asing fakultas bahasa dan seni unnes. unpublished thesis: state university of semarang baker, k. m. (2016). peer review as a strategy for improving students‟ writing process. active learning in higher education, vol. 17(3) 179–192. blanchard, k. & root, c. (2003). ready to write. new york: pearson education. burns, a. (1999). collaborative action research for english language teachers. cambridge: cambridge university press. gutiérrez, k.g.c. (2015). using pictures series technique to enhance narrative writing among ninth grade students at institución educativa simón araujo. english language teaching; canadian center of science and education. 8 (5). harmer, j. (2004). how to teach writing. new york: pearson education hasanah, y. a. (2008). implementing picture sequences to improve students' ability in writing narrative texts. unpublished thesis: state university of malang nitalinawati, s. (2009). using wordless picture books to improve students’ ability in writing narrative texts at mts surya buana malang. unpublished thesis: state university of malang. oshima, a. & hogue, a. (2007). introduction to academic writing. new york: pearson education. rasyid, a. (2009). utilizing cartoon series to improve the writing narrative text ability of the grade-nine students of mtsn nganjuk. unpublished thesis: state university of malang. soraya, k. (2016). the effectiveness of collaborative writing strategy (cws) in writing lesson regarded to the students‟ creativity. lingua cultura, 10(2). 63-67. http://dx.doi.org/10.21512/lc.v10i2.898 sukirman. (2016). using collaborative writing in teaching writing. langkawi: journal of the association for arabic and english, 2(1): 33-46 widiati, u. & cahyono, b. y. (2006). the teaching of efl writing in the indonesian context: the state of the art. jurnal ilmu pendidikan, 13(3):139-150. wright, a. (1992). pictures for language learning. cambridge: cambridge university press. linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3801 207 students’ english learning style in lubuklinggau yulfi 1 universitas pgri silampari, lubuklinggau syaprizal 2 universitas pgri silampari, lubuklinggau yulfipatmo@gmail.com1 submit, 14-05-2022 accepted, 26-06-2022 publish, 28-06-2022 abstract this research aimed to explain the students' english learning style of eighth-grade students of mts negeri 1 lubuklinggau. the method applied in this research was the descriptive quantitative method. all the eighth-grade students of mts negeri 1 lubuklinggau in the academic year of 2018/2019 were this research's subject. the population was 244 students. whiles sample of this research was taken by using simple random sampling. there were 30 students in class viii as the sample result. to get the data, the researcher used a questionnaire and interview. the data were analyzed by describing students' answers and dividing students' english learning styles into three categories: 1) visual learning style, 2) auditory learning style, and 3) kinesthetic learning style. based on the result of data analysis, the researchers found that: 1) 10 (33.33%) students as visual learners, 2) 13 (43.33%) students as auditory learners, and 3) 7 (23.33%%) students as kinesthetic learners. in conclusion, the auditory learning style was the most frequently used style by the students. whereas the least frequently learning style used by viii.6 class of mts negeri 1 lubuklinggau was kinesthetic. keywords: english, learning style, students. introduction students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices. consequently, each student has a different way of perceiving or acquiring information from the learning process. how a student chooses the learning process is based on her/learning style. learning style is how each learner begins concentrating on, processing, absorbing, and retaining new and challenging information. the interaction of these https://doi.org/10.31539/leea.v5i2.3801 mailto:yulfipatmo@gmail.com 2022. linguistics, english education and art (leea) journal 5 (2):207-215 208 elements occurs differently in everyone. therefore, it is necessary to determine what is most likely to trigger each student's concentration, how to maintain it, and how to respond to his or her natural processing style to produce long-term memory and retention. english teachers at mts negeri 1 lubuklinggau stated that they still find problems applying appropriate teaching methods in english subjects. each student has a different character and different school background as well. some elementary schools include english as a subject, and some do not learn english subjects. the teacher does not yet know each student's learning styles because all students could not show and improve their learning styles in the teaching-learning process. since learning style has a vital role in the learning process, the teacher needs to know the various learning styles because the importance of variation in students' learning styles can help the teacher become aware of accommodating students' learning styles. thus, all students can succeed in their learning process by their learning style. there is some significance to knowing learning style. firstly, for the students, by knowing their learning style, they can raise awareness of their learning style preferences and use them to improve their ability. secondly, it can encourage students to expand their learning style repertoire. lastly, it can help students know each other and foster respect for and awareness of diversity in learning styles. meanwhile, knowing the teacher's learning style can contribute to choosing the best teaching and learning method. of course, it can boost the learning activity in the classroom. for that, the researchers were interested in doing research that described the learning style of students in english subjects in mts negeri 1 lubuklinggau. the reason was why the researcher chose the school as the place of the research because the school has a high enough interest. mts negeri 1 lubuklinggau was one of the most qualified islamic junior high schools in lubuklinggau. this school can be noted as an old school still developing significantly and remains a famous school now. based on the information from the vice principal in the academic field of mts negeri 1 lubuklinggau, compared to other junior high school that has been built earlier, the students of mts negeri 1 lubuklinggau are average and more competent in learning. they can compete tightly in getting achievement to the other students of other company researches used research that bold learning style as the research topic. berlianda and indriani (2020) analyzed about learning style of efl students in online speaking classes. they gave focus on how students' learning styles in learning speaking. it was found that the most learning style suitable in speaking class was auditory. in comparison, ida and maksum (2020) investigated the contribution of learning style, learning creativity, and exploratory interest to 2022. linguistics, english education and art (leea) journal 5 (2):207-215 209 students' simulation and digital communication learning outcomes during the covid-19 pandemic. they can prove that there was a contribution among them. based on the background described above, the research problem was “what were the students' english learning styles at the eighth-grade students of mts negeri 1 lubuklinggau?" this research was focused on analyzing the types of learning styles used by the students in learning english. besides that, finding the effect of students' learning styles and their english achievement will also be analyzed. consequently, this research aimed to determine the eight-grade students' english learning styles of mts negeri 1 lubuklinggau. literature review zagoto et al. (2019) define learning style as an approach that shows how a student learns and how she/he learns, which concentrates on the process, and mastered complex and new information through different views. it is individual to others, so one another will have a different learning styles. this is also a characteristic of students' cognitive and psycho-social behavior in the learning process (wang et al., 2020). every student has different learning styles that are not the same as others, depending on age, learning achievement, and experience (huang, 2019). learning style is divided into four types (fleming and bonwell, 2019). these are visual style, auditory style, writing and speaking, and kinesthetic style. the first is visual learners. it prefers to learn by seeing. students have good visual recall and prefer information to be presented visually, in the form of diagrams, graphs, maps, posters, and displays, for example. visual students will assimilate the lesson through picture descriptions because they have high affectability in remembering. shah in hermini (2021) explains that visual learners prefer using symbolic devices such as diagrams, graphs, flow charts, and models representing printed information. the second type of learning style is auditory learners. students with this learning style prefer to learn by listening. they tend to have the best way of lectures and recalling things they said before. while reading and writing, learners prefer to require knowledge and information shown as words and text. they frequently perform well in lectures, requiring point-by-point notes of everything the teacher says. furthermore, their note-taking improves their quality because it helps strengthen their learning. the last is kinesthetic learners. they prefer to learn by doing. they are good at recalling events and associate feelings or physical experiences with memory. they enjoy physical activity, field trips, manipulating objects, and other practical, first-hand experiences. 2022. linguistics, english education and art (leea) journal 5 (2):207-215 210 helena & sreenidhi (2017) stated that all the three learning styles have their own set of characteristics below: 1) visual learners, individuals who prefer this learning style are those who learn through seeing things. they prefer to see information & instructions and may forget information that has only been heard, (2) auditory learners may struggle to understand a chapter they have read but then experience a complete understanding as they listen to the class lecture; and 3) kinesthetic learner, students who have a predominantly kinesthetic learning style are thought to be natural discovery learners. they prefer learning by doing instead of having thought before initiating action. characteristics of learning styles possessed by learners are one of the models that influence learning processing and communication. similarly, if the student knows the characteristics of his learning style, then the student will be easy to motivate himself to learn. students must use the learning style optimally to achieve effective results (wahab and nuraeni, 2020). in addition, learning style is one of the supports for achieving student learning performance (alberta et al.: 2021). research method this research applied the descriptive quantitative method. it is used to observe a specific population or sample, and the data collection is numerical and analyzed statistically. descriptive research is used to identify and explain students' english learning styles. the study took place at mts negeri 1 lubuklinggau. the research population was all the eighth-grade students, consisting of 8 classes, with the total number of the students being 2ts. moreover, viii.6, with students total number of 30, became the research sample, which was chosen using a simple random method. in collecting data, two instruments were used. they were questionnaires and interviews. in this research, the questionnaire contains 12 close-ended questions written in indonesia so students can easily understand and answer the questions. the questions were formed based on the theory of pritchard about three kinds of specific learning styles as a guide to making the questionnaires. the three are 1) visual learning style, 2) auditory learning style, and 3) kinesthetic learning style. the researcher used the likert scale with yes or no likert items. the students were allowed select the answer from the number of options or items. furthermore, a face-to-face interview was applied to obtain the data on the students' reasons for using the english learning style. the interview was done after the researchers shared and collected the data from the questionnaire. to analyze the data, the researchers used descriptive analysis by using a simple basic statistical student learning style based on the data in their questionnaire. the researcher scored 1 for the student who answered yes in the questionnaire. after that, the researcher counted the total score and the average of 2022. linguistics, english education and art (leea) journal 5 (2):207-215 211 each learning style used by each student in order to investigate the data and the use of english learning styles. then, the researchers classified the learning style used by students based on the types of learning styles. finally, the researcher concluded the result after analyzing the data. finding based on the two instruments above, the researcher found out students' learning styles investigated at mts negeri 1 lubuklinggau. the questionnaire result was shown in the analysis of students' learning styles. the data were described as follows: table 1. questionnaire data statement yes no total % total % i learn english from seeing words in books, on the whiteboard, and in workbooks well. 30 100 i prefer to learn english by seeing rather than listening. 20 66.67 10 33.3 when i explain and remember english i use hand movements. 8 26.67 22 73.33 when i think english i always look up 17 56.67 13 43.33 i learn english from listening words spoken and from oral explanation 25 83.33 5 16.67 i remember english more what i listen than what i see 21 70 9 30 i usually repeat and summarize the english material i have learned. 16 53.33 14 46.67 i tend to tilt my head and use level eye movements when i try remember english 23 76.67 7 23.33 i prefer to learn english by moving around and doing something in class 14 46.67 16 53.33 i remember english well when i actively participate activities in the classroom. 23 76.67 7 23.33 i enjoy learning english in class by doing something 15 50 15 50 i feel difficult to learn english when i do not active in the classroom 23 76.67 7 23.33 discussion learning style in the learning process is how each individual concentrates on the learning process, comprehend the information received and manages the information to be comprehension and knowledge. knowing the students learning styles can make the teaching and learning process more effective. and the use of 2022. linguistics, english education and art (leea) journal 5 (2):207-215 212 learning styles is that it makes it easy for teachers to incorporate them into their teaching. so, the researcher aims to identify the student learning style of eighth grade students. based on the result of this research, the researcher analyzed the students' learning styles. there are three learning styles they are visual, auditory, and kinesthetic. this data is related to a statement from flemming and bonwell (2019). whereas this research only finds the three learning styles. visual learners prefer to learn by seeing. they have good visual recall and prefer information to be presented visually, in the form of diagrams, graphs, maps, posters, and displays, for example. they often use hand movements when describing or recalling events or objects and look upwards when thinking or recalling information. the second is auditory learners prefer to learn by listening. they have good auditory memory and benefit from discussion, lectures, interviewing, hearing stories, and audio tapes, for example. they like sequence, repetition, and summary, and when recalling memories, they tend to tilt their head and use level eye movements. the last is kinesthetic learners prefer to learn by doing. they are good at recalling events and associate feelings or physical experiences with memory. they enjoy physical activity, field trips, manipulating objects, and other practical, first hand experiences. they often find it challenging to keep still and need regular breaks in classroom activities. the subject of this research was 30 students. the data was collected through a questionnaire and interview. based on the students' answers in the questionnaire and interview, the researcher found three learning styles used by the eighth-grade students of mts negeri 1 lubuklinggau. they were visual, auditory, and kinesthetic learning styles. the result of the instruments was found that the most significant number of language learning styles preferred by students was auditory. it is different from what wahhab (2020) found in his research. the dominant learning style used in his research was visual. still, in line, rahmah (2018) found that only about 30% of the students are visual learners in senior high school. it means that teachers cannot use only visual teachers as the students have different learning styles. pritchard (2009) argues that auditory learners prefer to learn by listening. they have good auditory memory and benefit from discussion, lectures, interviewing, hearing stories, and audio tapes. there were 13 students (43.33%). they enjoy preferring to learn by listening. it was supported by interviews with the students at mts negeri 1 lubuklinggau as the research subject. they said they understand better when listening to the teacher's explanation during the teachinglearning process. these results were similar to the previous research conducted by alberta et al. (2021), which revealed that most of their participants were auditory learners. 2022. linguistics, english education and art (leea) journal 5 (2):207-215 213 the second place was visual. flemming and bonwell (2019) explain that visual learners prefer to learn by seeing. they have good visual recall and prefer information to be presented visually, in the form of diagrams, graphs, maps, posters, and displays. ten students (33,33%) preferred to learn by seeing. the first indicator's result showed that respondents prefer to learn by seeing. it was supported by interviews with the students at mts negeri 1 lubuklinggau as the research subject. they said it would be easier to understand or receive the material when they saw the english subject matter in the book or the teacher wrote on the whiteboard. then, seven students (23,33%) learned best with a kinesthetic learning style. kinesthetic learners prefer to learn by doing. the researcher found seven students who used kinesthetic learning styles. they recall events and associate feelings or physical experiences with memory during teaching and learning. they enjoy physical activity, field trips, manipulating objects, and other practical, first hand experiences. they often find it challenging to keep still and need regular breaks in classroom activities. manalu & hasanah (2019) stated that students who know or optimize their learning styles could focus more on receiving and processing information in learning, so they can work on questions and obtain good learning outcomes in the future. based on the results of this research, the researchers found that whatever students learning styles, they have their way of learning in the class. language learning style also did not affect students' class level because learning style did not change but developed all the time. by identifying students' learning styles, the students know their learning styles and can choose the best way, technique, or strategy to master english. it is also essential for the teachers to help accommodate the diversity of students' learning styles by providing an appropriate teaching method in the classroom; as ariani et al. (2021) mentioned, the purpose of applying learning styles is to facilitate language learning effectively by finding the best ways to learn. this study found that students' learning performance did not differ significantly even though students' learning styles were different. it is still in line with what alberta et al. (2021) found. although students have their ways and different learning styles, their goal is to achieve learning performance. somehow, manalu & hasanah (2019) stated that students who know or optimize their learning styles could focus more on receiving and processing information in learning, so they can work on questions and obtain good learning outcomes. if students know their learning style, they will be easier to learn. 2022. linguistics, english education and art (leea) journal 5 (2):207-215 214 conclusion based on the data gathered and discussed above, the researcher concluded that there was three learning style used by the eighth-grade students of mts negeri 1 lubuklinggau. they were visual, auditory, and kinesthetic. in addition, the most dominant learning style used was auditory learning. references albeta, s.w., haryati, s., futra, d., aisyah, r., desviana, a. 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(2019). perbedaan individu dari gaya belajarnya seta implikasinya dalam pembelajaran. jurnal review pendidikan dan pengajaran, 2(2), 259-265 https://doi.org/10.1016/j.autcon.2020.103148 linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3405 231 how they claim the victory: a rhetorical analysis on indonesian presidential candidates’ victory speeches within pragma-stylistic framework hilarius raditya priambada purba universitas internasional batam hilarius@uib.ac.id submit, 19-01-2022 accepted, 29-06-2022 publish, 30-06-2022 abstract this study is a rhetorical analysis of the victory speech of indonesian presidential candidates in a national election held on april 17th, 2019. this study aims to know the features of the pragma-stylistic mainly on speech act analysis as presented in the speeches related to winning claims by the candidates of the presidential election after the general election. this study attempts to identify and analyze the manifested speech within the pragma-stylistics framework, which is the speech act. this study assessed both presidential candidates’ victory speeches after the general election in indonesia year 2019. the victory speeches were the speeches of mr joko “jokowi” widodo from partai demokrasi indonesia pembangunan (indonesia democratic party of struggle) and mr prabowo subianto from partai gerakan indonesia raya (great indonesia movement). the speech acts theory was employed to analyze the presented data in this study. the data were obtained from the great news platforms in indonesia. the result showed that assertive appeared as the most frequent type used in the speeches. the result was reasonable due to the goal of the speech, which was to address the data obtained by both candidates and assure people that they deserved the place as the next indonesian president. keywords: rhetorical analysis, pragma-stylistic framework, indonesian presidential candidates’ victory speeches introduction the means of communication can be performed through language to facilitate the accomplishment of communication purposes. moreover, the meaning behind the message is not value-free, which requires a stimulus to perform the message and the https://doi.org/10.31539/leea.v5i2.3405 mailto:hilarius@uib.ac.id 2022. linguistics, english education and art (leea) journal 5 (2):231-246 232 response as the feedback of the uttered message (glaser & strauss, 2017; griffin, 2012). not regardless of the political field, the language is performed to drive the messages intended to gain the vote and support for the candidates in the political contest. language is coined with power as language allows people to maintain their interactions and the responses they are willing to gain (lakoff, 1990; thornborrow, 2002). thus, the language used in a political contestation allows the users of the language to achieve their goal through performing speech and other rhetorical acts facilitating their movement in the political contest. rhetoric studies are on how to use language to achieve communication goals (crick, 2017; herrick, 2008; jasinski, 2011). rhetoric is an art of speaking demanding structured compositions of symbols and ideas as the meaning relies upon the symbol through careful maintenance of the structures, which results in the achievement of the clarity of the speech (crick, 2017; herrick, 2008). the purpose of public speaking is to maintain performance in order to make the argument given in the process of public speaking to perform its persuasive function through the organized and valid idea so that it is perceived as a worth-listening speech (crick, 2017). the use of language as a political tool is also found in the latest presidential election in indonesia. indonesia is a democratic country (indonesia, 1945) that conducts a presidential election directly by all of the citizens in indonesia every five years to choose the country's leader. this issue is in line with beard (2000), suggesting that the power of the language can be used for political affairs to gain power and challenge, as well as keeping the power of the performed language they used within the remarkable speech intended for the public. the election in indonesia was held on april 17th, 2019. moreover, two candidates represented their party and the supported parties to be the next president from 2019-2024. both of the candidates came from different remarkable parties. the first candidate, the incumbent, mr joko “jokowi” widodo from partai demokrasi indonesia pembangunan (indonesia democratic party of struggle) supported by other parties: partai golongan karya (party of functional groups), partai kebangkitan bangsa (national awakening party), partai nasional demokrat (national democratic party), partai persatuan dan pembangunan (united development party), partai hati nurani rakyat (people’s conscience party), and partai keadilan dan persatuan indonesia (indonesian justice and unity party) and the other candidate, the contender, is mr prabowo subianto from partai gerakan indonesia raya (great indonesia movement) supported by partai keadilan sejahtera (prosperous justice party), partai amanat nasional (national mandate party) and partai demokrat (democratic party) (komisi pemilihan umum republik indonesia, 2019) this article is a rhetorical analysis of the victory speech of indonesian presidential candidates in a national election held on april 17th, 2019. this study aims to know the features of the pragma-stylistic mainly on speech act analysis as presented in the speeches related to winning claims by the candidates of the presidential election after the general election. being broadcasted on national and international news 2022. linguistics, english education and art (leea) journal 5 (2):231-246 233 platforms, both candidates presented their speeches in front of the public, claiming that they were elected and, thus, the next president governing in 2019 until 2024. this study attempts to identify and analyze the manifested speech within the pragma-stylistics framework, which is the speech act. hence, the analysis is proposed in order to present how the language of the speech is maintained to perform communication regarding the political intention of both presidential candidates in indonesia year 2019, mr. joko “jokowi” widodo from partai demokrasi indonesia pembangunan (indonesia democratic party of struggle) and mr. prabowo subianto from partai gerakan indonesia raya (great indonesia movement). the previous studies related the presidential speeches were done in order to know the features of pragma-stylistic presented in the manifested speeches (abuya, 2012; akinwotu, 2013; biria & mohammadi, 2012; josiah & johnson; johnson, 2012; liu & lei, 2018; noermanzah et al., 2018; nyarwi, 2021). however, all of the presented studies mainly attempted to analyze the speech in the inaugural ceremony after being declared the winner of the political contest. thus, this study offers a new topic related to the speech on victory claims by the candidates of presidential in indonesia year 2019 presented concerning the pragma-stylistic frameworks. the presented study attempts to find the speech act types manifested by both indonesian presidential candidates period 2019-2024 and the intention of the manifested speeches based on the pragma-stylistic frameworks literature review the speech act is the term employed to describe the acts the speaker shows through speech delivery. in today's context, the meaning of a message is considered unstable and, therefore, the role of the listener is no longer as a passive recipient but also encouraging them to be interpreters of the message (crick, 2017; griffin, 2012). when people are performing speech with other people, they are not only paying attention to the grammatical structures as well as the linguistic meaning of their utterances but also conveying the acts which allow the hearer to obtain the speaker’s meaning (crick, 2017; mehl, 2017; yule, 1996). furthermore, speech acts are performed to obtain the meaning carried out in the speech so that the listener can know the attitudes and implications toward the uttered speeches someone is about to convey (austin, 1975; fish, 1976; searle & searle, 1969). according to searle & searle (1969), the types of speech acts are able distinguished into three different acts. they are an act of saying something, an act of doing something, and an act of affecting something. those three acts can be found within the utterances about which words carry out the meaning prediction in the speech and the intended message (searle & searle, 1969). nonetheless, austin (1975) classifies three kinds of speech acts in the theory of speech acts. those three speech acts are different from one another and are named locutionary acts or the production, illocutionary acts or the meaning, and perlocutionary acts or the effect. the further explanations of these three acts are presented as follows. 2022. linguistics, english education and art (leea) journal 5 (2):231-246 234 locutionary acts perform the production of utterances in whatever language one is saying. also, it is defined as the act of saying something. it is defined as the act of production, later containing the actual meaning of utterances (searle & searle, 1969). moreover, locutionary acts will likely present the actual meaning of an utterance contains (austin, 1975). these acts present what the speaker uttered in the communication process, which contains a well-formed utterance (cutting, 2005). as the example is when the speaker says, "cold, isn’t it?”. the actual meaning of the presented example is to confirm whether the weather is cold, and so there is no other interpretation regarding the example. in the presented example, the speaker attempts to say the literal meaning of the "cold, isn’t it?”-utterance (searle & searle, 1969). illocutionary acts are referred to the meaning that someone wishes to communicate. in addition, the illocutionary acts present the acts of doing something (searle & searle, 1969). this issue is in line with the purpose of communication which is to do something as a response. this is also coherent in every act of communication that carries out motive (griffin, 2012; herrick, 2008). the motive is said to be underlying the means of communication so that the need or the message is completed through acting (griffin, 2012; herrick, 2008; mehl, 2017). nevertheless, the goal is performed by making the meaning (osborn et al., 2012). likewise, cutting (2005) proposes that illocutionary acts carry out the specific function and goals to achieve regarding the words performed in the utterance. searle & searle (1969) classifies illocutionary acts based on specific measures. below is the explanation of the categorization by searle & searle (1969). declarative declarative is an act of performing a declaration allowing a critical thing to change. this act is typically remarked by the statement i resign; i bet, i declare. in addition, this act is somehow performed by institutional registers, judges, and ministers (searle & searle, 1969). in addition, the act of declaration includes the act of dismissing, christening, ex-communication, naming, sentencing, and so on. assertive or representative assertive is an act containing a statement or description about which the speaker attempts to offer his or her point of view. the speaker is about to reveal his or her belief in the actual case or something based on what he or she understands or how something is perceived (cutting, 2005). the utterance is, therefore, merely the act of reporting (austin, 1975). there are several signals indicating the act of asserting or representing, which are stating, suggesting, complaining, claiming, reporting, and so on (leech, 2016) as the example is what is presented in the utterance “i am feeling well.” which presents that he or she is a good condition. directive a directive is an act of performing commands. this contains the message that the hearers are to take a particular action or get something done. in performing the directive speech act, the effect of the action is expected as the response to the act. according to searle & searle (1969), the directive includes the act of commanding, ordering, requesting, advising, recommending, and so on. as the example is when the speaker 2022. linguistics, english education and art (leea) journal 5 (2):231-246 235 says, “please pass the salt.” which means someone is asking for help to pass the salt (searle & searle, 1969). commissive commissive is an act about which speakers are committed to future action. the act is done in the future through the act of commissive in the manifested speech. including the commissive is the act of promising, offering, vowing, and so on. as an example of the act, the utterance of “i shall do my best.” is the kind of commissive that is intended to present that the speaker performs the act of promising (austin, 1975). expressive expression is actively functioning to perform the speaker's expression or feeling. the act is indicated through the expression of attitudes or emotions toward something. including the category is the act of gratitude, thanking, congratulating, apologizing, blaming, pardoning, praising, and condoling. austin (1975) presents the example of apologizing as “i am willing to apologize.” perlocutionary acts perform the effect of the uttered words. besides, this is also the action of affecting people (austin, 1975). as what is presented beforehand, this act will likely affect someone to respond or do something corresponding to the speech or utterance. according to searle & searle (1969), persuading, embarrassing, intimidating, amusing, imitating, boring, and inspiring the hearers belong to this group. communication has something to do with motive (griffin, 2012; herrick, 2008). the communication process will require linguistic acts so that communication is no longer about its structures, words, or symbols underpinning the communication. further, it requires the production of the sentence in the performance of the presented speech acts (searle & searle, 1969). method the victory speeches from both presidential candidates in indonesia, mr. joko “jokowi” widodo and mr. prabowo subianto, were action after the national election tally in may 2019. the speech was downloaded from the news platforms on the internet and translated to the target language. in analyzing the speeches, speech act theory was performed. the discussion is based on the percentage of speech acts presented in the presented speeches, calculated on the number of sentences. in order to perform this, the researcher conducted a calculation as follows. total number of speech acts x 100 total number of sentences the speeches were all in indonesian, so the researcher attempted to translate the transcription of the text without any attempt to reduce or excess the message. there were four speeches; every candidate conducted two times of speeches in front of the public related to their claims to winning the political contestation. the speeches 2022. linguistics, english education and art (leea) journal 5 (2):231-246 236 proposed by the two candidates were broadcast nationally on acknowledged news platforms. findings victory speech of mr. prabowo subianto on april 18th, 2019 a1 locution: my brothers and sisters, brother and sister of one nation and homeland, today, april 18th, i am prabowo subianto, stating that sandiaga salahudin uno and i declared victory as president and vice president of the republic of indonesia in 2019, based on the tally of more than 62 percents and c-1 that we have recapitulated illocutionary acts: direct: assertive (claiming) indirect: declarative (confirming) expected perlocutionary effect: trustworthiness a2 locution: once again, today, i am prabowo subianto, stating that i, and mr. sandiaga salahudin uno, proclaim winning as a president and vice president of the republic of indonesia, 2019, 2024, based on the tally of more than 62 percent, our real count and c-1 calculations recapitulation. illocutionary acts: direct: assertive (claiming) indirect: declarative (confirming) expected perlocutionary effect: trustworthiness a3 locution: we declare this victory more quickly because we have evidence that there have been efforts with various types of fraud, which continue to occur in various villages, sub-districts, districts, and cities throughout indonesia. illocutionary acts: direct: assertive (claiming and reporting) indirect: declarative (accusing) expected perlocutionary effect: suspicious a4 locution: to all of the supporters of the candidate number two, prabowo-sandi, who came from various groups of people, from the coalition of indonesia adil makmur (fair and prosperous indonesia), islamic religious leaders, volunteers, other religious leaders, people from all religions, youths, all the of militant mothers and fathers. illocutionary acts: direct: assertive (stating) indirect: expected perlocutionary effect: excitement 2022. linguistics, english education and art (leea) journal 5 (2):231-246 237 a5 locution: we invite to thank god almighty, the most profound and highest gratitude to him. we believe that it is only by his guidance and blessing that our long struggle to win the political struggle has succeeded with the support of the people. illocutionary acts: direct: directive (inviting, requesting) indirect: assertive (claiming) declarative (convincing) expected perlocutionary effect: trustworthiness a6 locution: we ask you not to be arrogant and behave excessively for the victory we obtained by the permission of the lord almighty. illocutionary acts: direct: directive (requesting) indirect: expected perlocutionary effect: peace a7 locution: this is the right time for us children of the same homeland to immediately strengthen our brotherhood, as mr. jokowi said, so that the "broken chain" can immediately be reconnected. illocutionary acts: direct: assertive (suggesting) indirect: directive (requesting) expected perlocutionary effect: peace and unity a8 locution: mr. sandiaga uno and i, for sure, will remain friends with mr. jokowi and kiayi maruf amin and all of the supporters of candidate number one. illocutionary acts: direct: assertive (stating) indirect: commissive (promising) expected perlocutionary effect: peace and unity a9 locution: all are our brothers. illocutionary acts: direct: assertive (stating) indirect: expressive (expressing) expected perlocutionary effect: unity a10 locution: we will become president and vice president for all indonesian people for the sake of the glory and sustainability of all the indonesian people and the nkri that we love, based on pancasila and the 1945 constitution. 2022. linguistics, english education and art (leea) journal 5 (2):231-246 238 illocutionary acts: direct: assertive (stating) indirect: declarative (confirming) expected perlocutionary effect: trustworthiness a11 locution: finally, let us work hand in hand, whatever our party, whatever our variety, whatever our tribe is, whatever our ethnic and racial groups and our different cultural backgrounds, so that we can immediately rise to build our nation and country together with pancasila as an ideology and a shared view of life. illocutionary acts: direct: assertive (stating) indirect: directive (inviting) expected perlocutionary effect: unity a12 locution: insya allah, we will build a government that consists of the best and the brightness of our young generation, the smartest, brightest, and noble, so that we can accelerate our national development quickly, with full vigilance so that indonesia becomes a sovereign, just and prosperous, and respected country in the international relations. illocutionary acts: direct: declarative (stating) indirect: commissive (promising) expected perlocutionary effect: hopefulness table 1. data a (victory speech by mr. prabowo subianto on april 18th, 2019) speech acts (direct and indirect) frequencies percentages assertive 10 43,4% declarative 6 26% directive 4 17,3% commissive 2 9% expressive 1 4,3% total 23 100% victory speech of mr joko “jokowi” widodo on april 17th, 2019 b1 locution: first of all, we thank you profusely to the kpu, bawaslu, and dkpp so that the process of the democratic party of the legislative election and the presidential election this morning has been running honestly and fairly. illocutionary acts: direct: assertive (stating) 2022. linguistics, english education and art (leea) journal 5 (2):231-246 239 indirect: commission (appreciating) expected perlocutionary effect: cheers b2 locution: we also express our gratitude to the tni and polri for securing security and order so that everything can go well. illocutionary acts: direct: assertive (stating) indirect: commission (appreciating) expected perlocutionary effect: cheers b3 locution: the second, from the indication of the exit poll and also the quick count, we have seen it all, but we must be patient, we must be patient to wait for the official kpu calculations. illocutionary acts: direct: assertive (stating) indirect: directive (requesting) expected perlocutionary effect: peace b4 locution: third, let us reunite as brothers and sisters of our country and people after the legislative election and the presidential election. illocutionary: direct: assertive (suggesting) indirect: directive (requesting) expected perlocutionary effect: peace and unity b5 locution: we will establish and maintain our unity, harmony, and brotherhood as brothers and sisters of the same country. illocutionary acts: direct: declarative (appointing) indirect: commissive (promising) expected perlocutionary effect: hopefulness table 2. data b (victory speech by mr joko “jokowi” widodo on april 17th, 2019) speech acts (direct and indirect) frequencies percentages assertive 4 44% declarative 1 12% directive 2 22% commissive 2 22% expressive 0 0 total 9 100% 2022. linguistics, english education and art (leea) journal 5 (2):231-246 240 victory speech of mr. prabowo on april 17th, 2019 c1 locution: "the results of our exit poll at 5,000 polling stations showed that we won 55.4%, and our quick count results won 52.2%. illocutionary acts: direct: assertive (stating, claiming) indirect: declarative (convincing) expected perlocutionary effect: trustworthiness c2 locution: request all volunteers to guard our victory in all polling stations and sub-districts. illocutionary acts: direct: assertive (stating) indirect: directive (requesting) commisive (instructing) expected perlocutionary effect: movement c3 locution: i also emphasize here to the people of indonesia that there are efforts from certain survey institutions that we know have indeed worked for one party to lead opinions as if we were defeated. illocutionary acts: direct: assertive (stating) indirect: declarative (claiming, accusing) expected perlocutionary effect: movement, reflective c4 locution: ladies and gentlemen, don't be provoked. keep an eye on tps, secure c1, and also in the sub-district. do not be careless! illocutionary acts: direct: directive (inviting) indirect: commission (instructing) expected perlocutionary effect: reflective c5 locution: ladies and gentlemen, i urge all of my supporters to remain calm and not provoked to carry out anarchic acts. illocutionary acts: direct: directive (inviting) indirect: commission (instructing) expected perlocutionary effect: unity and peace c6 locution: stay focused on guarding the ballot box because the boxes are the key to our victory so that the lies that have been done can be resisted. illocutionary acts: direct: directive (inviting) 2022. linguistics, english education and art (leea) journal 5 (2):231-246 241 indirect: commission (instructing) expected perlocutionary effect: movement c7 locution: i emphasize here to my supporters not to be provoked at all and to avoid all forms of excessive action, extrajudicial acts, and acts of violence. illocutionary acts: direct: directive (inviting) indirect: commission (instructing) expected perlocutionary effect: unity and peace c8 locution: for our supporters, please take care of the tps. illocutionary acts: direct: directive (inviting) indirect: commission (instructing) expected perlocutionary effect: unity and peace table 3. data c (victory speech by mr. prabowo on april 17 th , 2019) speech acts (direct and indirect) frequencies percentages assertive 3 18% declarative 2 12% directive 6 35% commissive 6 35% expressive 0 0 total 17 100% victory speech of mr joko “jokowi” widodo may 21st, 2019 d1 locution: we, the indonesian people, should be proud, happy, and grateful that we have proven to be a mature nation. we are mature in democracy, nation, and state, mature in the ideology of pancasila. illocutionary acts: direct: assertive (stating) indirect: commissive (appreciating) expected perlocutionary effect: cheers d2 locution: we are grateful and proud that in the midst of diversity, we have grown up in maintaining peace, maturity in managing differences, and maturity in maintaining and strengthening unity. illocutionary acts: direct: assertive (stating) indirect: commissive (appreciating) expressive (thanking) 2022. linguistics, english education and art (leea) journal 5 (2):231-246 242 expected perlocutionary effect: cheers d3 locution: the real evidence is our maturity in democracy, our ability to completely honest and fair elections, and elections that are full of peace and joy. illocutionary acts: direct: assertive (stating) indirect: commissive (appreciating) expected perlocutionary effect: cheers d4 locution: we have passed elections with full of maturity and excitement illocutionary acts: direct: assertive (stating) indirect: commissive (appreciating) expected perlocutionary effect: cheers d5 locution: we have undergone every election with maturity, and i am sure that in the recent election, we will be able to undergo it peacefully and in line with the mandate of our constitution. illocutionary acts: direct: assertive (stating) indirect: commissive (appreciating, instructing) expected perlocutionary effect: cheers and peace d6 locution: alhamdulillah, thank be to allah swt for the national recapitulation of the 2019 concurrent elections. in the early hours of this day, the indonesian people have made their choice in the legislative election and the presidential election. illocutionary acts: direct: assertive (stating) indirect: commissive (appreciating) expected perlocutionary effect: cheers d7 locution: this is the essential meaning of sovereign people. direct: assertive (stating) indirect: commissive (appreciating) expected perlocutionary effect: cheers d8 locution: kiai ma'ruf amin and i would like to thank all the people of indonesia, wherever they are, for the trust given to us. illocutionary acts: direct: assertive (stating) indirect: commissive (appreciating) expected perlocutionary effect: cheers 2022. linguistics, english education and art (leea) journal 5 (2):231-246 243 d9 locution: we will realize the trust given to us in our development programs that are fair and equitable for all groups and strata of society in all corners of indonesia. illocutionary acts: direct: declarative (appointing) indirect: commissive (promising) expected perlocutionary effect: hopefulness d10 locution: after being installed in october, we are the president and vice president of all indonesian people. we are leaders and protectors of 100% of the indonesian people. illocutionary acts: direct: declarative (appointing) indirect: commissive (promising) expected perlocutionary effect: hopefulness d11 locution: we will fight hard for the realization of social justice for all people, for 100% of the indonesian people. illocutionary acts: direct: declarative (appointing) indirect: commissive (promising) expected perlocutionary effect: hopefulness d12 locution: let us unite in building our beloved nation and homeland for the sake of the peace and prosperity of our generation and future generations of our grandchildren. illocutionary acts: direct: directive (inviting) indirect: commission (instructing) expected perlocutionary effect: unity and peace d13 locution: finally, i appreciate the highest performance of the election organizers and supervisors, community leaders, and also election participants to the security forces and all parties, including witnesses who worked day and night sincerely for fair and fair elections. illocutionary acts: direct: assertive (stating) indirect: commission (appreciating) expected perlocutionary effect: cheers 2022. linguistics, english education and art (leea) journal 5 (2):231-246 244 table 4. data d (victory speech by mr joko “jokowi” widodo on may 21st, 2019) speech acts (direct and indirect) frequencies percentages assertive 9 33% declarative 3 11% directive 1 4% commissive 13 48% expressive 1 4% total 27 100% table 5. summary of data a-d (orfps) speech acts (direct and indirect) frequencies percentages assertive 26 34% declarative 12 16% directive 13 17% commissive 23 30% expressive 2 3% total 76 100% discussion people may encourage the use of language to achieve their goal of communication. likewise, in the political field, politician will maintain their language in order to achieve their political agenda. this study is a rhetorical analysis of indonesian presidential candidates' victory speeches after the general election in april 2019. thus, the speech act theory was employed to analyze and interpret the message in the speeches (austin, 1975; searle & searle, 1969). the interpretation from the table showed that mostly assertive was the illocutionary act type that appeared most frequently. this type appeared the most, which were 34% of the total frequencies, as both candidates attempted to show the data in the field and acknowledged people contributing to the process of the general election in indonesia. the next type was the commissive which was 30% of the total frequencies. both candidates presented this type as they did planning following the process of the national tally. they also promised to govern the nation in such a way after being declared the next president of indonesia. in the victory speech, there must be a declarative type to proclaiming the win of the political contest. the directive type was placed the next with 17% of the total frequency. both candidates attempted to create a good condition after the general election. they asked their supporters to remain calm and to keep the unity between people who didn't share the same political decision. nonetheless, 16% of the total frequencies represented that both candidates attempted to show that they deserved the place to be the next president. mainly, the type was employed by mr. prabowo to such a verdict about the process of the general election that he and his team perceived to be unfair. the last was the expressive type which was 3% of the total frequencies. both candidates employed this type to generally 2022. linguistics, english education and art (leea) journal 5 (2):231-246 245 acknowledge their team and the institutions responsible for running the process of the general election. conclusion in conclusion, in the victory speeches generated by both presidential candidates of indonesia, primarily assertive appeared as the most frequent type employed the speeches. it is pretty reasonable that the goal of the speech was to address the data they obtained and assure people that they deserved the place as the next indonesian president. thus, the rhetorical analysis of the speech, like what was attempted by this study, allows people to know the speaker's goals and the meaning manifested in the speech. therefore, it is still possible to dig out the topic and conduct the study on the same topic. however, it is suggested that the next study not only discovers the meaning of the speech but also the actual impact on the people or the national condition after the presentation of such speech. references abuya, e. j. (2012). a pragma-stylistic analysis of president goodluck ebele jonathan inaugural speech. english language teaching, 5(11), 8–15. https://doi.org/10.5539/elt.v5n11p8 akinwotu, s. a. (2013). a speech act analysis of the acceptance of nomination speeches of chief obafemi awolowo and chief m.k.o. abiola. english linguistics research, 2(1), 43–51. https://doi.org/10.5430/elr.v2n1p43 austin, j. (1975). how to do things with words. oxford university press. beard, a. (2000). the language of politics. routledge. biria, r., & mohammadi, a. (2012). the socio pragmatic functions of inaugural speech: a critical discourse analysis approach. journal of pragmatics, 44(10), 1290–1302. https://doi.org/10.1016/j.pragma.2012.05.013 crick, n. (2017). rhetorical public speaking; civic engagement in the digital age (3rd ed.). routledge. cutting, j. (2005). pragmatics and discourse: a resource book for students. routledge. fish, s. e. (1976). how to do things with austin and searle: speech act theory and literary criticism. mln, 91(5), 983–1025. https://doi.org/10.1080/02722017109481317 glaser, b. g., & strauss, a. l. (2017). discovery of grounded theory: strategies for qualitative research. discovery of grounded theory: strategies for qualitative research, 1–271. https://doi.org/10.4324/9780203793206 griffin, e. (2012). communication (8th ed.). mcgraw-hill companies. herrick, j. a. (2008). the history and theory of rhetoric. allyn & bacon. indonesia, u. u. d. n. r. (1945). tahun 1945; gramedia. jasinski, j. (2011). sourcebook on rhetoric. sage publication. josiah, u. e., & johnson; johnson, s. e. (2012). pragmatic analyses of president goodluck jonathan’s and president barack obama’s inaugural addresses. international journal of humanities and social science, 2(12), 261–278. 2022. linguistics, english education and art (leea) journal 5 (2):231-246 246 komisi pemilihan umum republik indonesia. (2019). penetapan nomor urut pasangan calon peserta pemilihan umum presiden dan wakil presiden tahun 2019. https://www.kpu.go.id/index.php/pages/detail/jesqec1fxjjyrpkcpgzvl3roz wtad-ytqbz8j2ifyulnhigqybwrnvw84y48bsvi_ijcgaactg_dbtotb21tg~~/_j5wyxnar2tesm9c_7h_m0fu1vlh54m_mn zb4s8sodl0ir6f6sgvihsgophculi9mgwinqx-okmblocd3schng~~ lakoff, r. (1990). talking power: the politics of language in our lives. basic books. leech, g. (2016). principles of pragmatics. longman. liu, d., & lei, l. (2018). the appeal to political sentiment: an analysis of donald trump’s and hillary clinton’s speech themes and discourse strategies in the 2016 us presidential election. discourse, context & media, 25, 143–152. https://doi.org/10.1016/j.dcm.2018.05.001 mehl, m. (2017). principles of communication : public speaking. pearson. noermanzah, emzir, & lustyantie, n. (2018). president joko widodo’s rhetorical technique of arguing in the presidential speeches of the reform era. international journal of applied linguistics & english literature, 7(5). https://doi.org/10.7575/aiac.ijalel.v.7n.5p.117 nyarwi, a. (2021). presidential rhetoric in the covid-19 pandemic era: jokowi’s aristotelian rhetorical leadership models before and after implementation of semilock down policy. jurnal komunikasi ikatan sarjana komunikasi indonesia, 6(1). https://doi.org/10.25008/jkiski.v6i1.538 osborn, m., osborn, s., & osborn, r. (2012). public speaking finding your voice (9th ed.). allyn & bacon. searle, j., & searle, j. (1969). speech acts: an essay in the philosophy of language. cambridge university press. thornborrow, j. (2002). power talk: language and interaction in institutional discourse (j. coates, j. cheshire, & e. eric (eds.)). routledge. yule, g. (1996). pragmatics: oxford university press. oxford university press. linguistic, english education and art (leea) journal volume 6 nomor 1, juli-desember 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i1.4365 12 the effect of toefl preparation course on efl undergraduate students’ toefl scores nita kaniadewi1 university of muhammadiyah prof. dr. hamka1 dinda ismu asyifa2 university putra malaysia2 dindadia271@gmail.com2 submit, 20-08-2022 accepted, 17-12-2022 publish, 22-12-2022 abstract this study aimed to determine the effectiveness of the toefl preparation course on students' toefl scores. the method of this research was quantitative experimental research. 80 efl students from various study programs in the faculty of teacher training and education, university of muhammadiyah prof. dr. hamka, participated in this study. before conducting the preparation program, the students took a toefl pre-test. after that, they took a toefl preparation class for seven meetings. the toefl post-test was used to see participants' scores after the preparation course. this research revealed that the students’ scores increased from the previous pre-test. thus, toefl preparation classes significantly improve students' toefl scores and are therefore recommended for students who want to take the toefl test. keywords: efl students, toefl, toefl preparation, toefl score introduction english is an important language since it is used for international communication, not to mention for indonesian students, especially students in higher education. one of the english tests to measure students’ english proficiency is the toefl (test of english as a foreign language). according to smart (2019), this test measures english language skills. this test has been developed by educational testing services (ets) since 1962. this test assesses english language proficiency in terms of communication competence, namely four skill areas: 2022. linguistics, english education and art (leea) journal 6 (1):12-20 13 reading, writing, speaking, and listening. this test has been accepted at universities in many other countries. however, the toefl test is a university entry requirement, especially for international students. asides that, toefl test is usually used by some agencies such as government agencies, business agencies, and scholarships. in addition, this test is used by several universities in indonesia as one of the graduation requirements. despite the importance of the toefl, especially for students in higher education, some scholars state that undergraduate students face difficulties in answering the test. halim (2018) said four challenges faced by efl students in higher education in the indonesian context. students’ basic english skills are limited, and they are not used to english because they need to realize its importance. even though students have already learned english for many years, they still have to adjust to the toefl test because this test is something new for them. less practice is the next difficulty faced by efl students. students thought they still needed more practice to get used to the questions on the toefl test. moreover, they need help managing their time during the test. next is less motivation; this is an important aspect. many students take the toefl test only for graduation requirements. this affected their success in the toefl test because they were not motivated to practice english other than as a requirement for their graduation. last is students' differences. students have different backgrounds where they have different gender, ages, race, etc. in halim’s research (2018), some students stated that their local language could affect their english abilities in answering the toefl test. rahman (2021) said that students faced difficulties in answering toefl tests, namely limited basic english skills, lack of practice, and lack of motivation in learning toefl tests. the common challenges efl students face are less practice, limited basic english skills, lack of motivation, and students' various backgrounds. considering these facts, students still need a program such as preparation or a course to enhance their english skills to answer the toefl test better. on halim (2018), it is stated students needed toefl preparation classes because the classes got them used to practice toefl questions. also, the classes gave them tips and tricks to answer the questions. toefl preparation program is important for undergraduate students. this course increases students' knowledge about toefl and makes them familiar with the test questions; therefore, they will be more skillful in answering the test. on sudrajat's (2018) research, 86.6% of students had a positive attitude toward the toefl preparation course. in addition, it can be trusted that course preparation can help them learn english grammar effectively and master english grammar competencies effectively. in addition, toefl preparation can increase their confidence, motivation, and attitude, especially in understanding english grammar, 2022. linguistics, english education and art (leea) journal 6 (1):12-20 14 which focuses on the structure and material of expression. it can be said that toefl preparation is essential. another expert stated that the effectiveness of toefl preparation is from pranoto's research (2020) which noted that preparation is an excellent step to becoming mentally fit and skilled. pranoto conducted an experimental study on the effectiveness of toefl preparation for reading skills and mastery of structure. preparation is needed to help students at the pre-intermediate level of english, especially for reading and english structure. this is important for students' english readiness for higher education levels. however, the results showed a positive effect of the toefl preparation program on reading skills. thus, the toefl preparation program is essential for students to join to improve their english skills. in addition, it can increase students' motivation, confidence, and attitude in english lessons. some scholars ever stated the effectiveness of toefl preparation. for example, pranoto's (2020) research conducted experimental research on the toefl preparation program's effectiveness on reading skill and structure skills. in contrast, he only saw the effect of toefl preparation on reading and structure and did not see the effect on all skills. it is as same as simanjuntak's (2018) research which only measures reading skills. another study from djamereng (2021) conducted experimental research on the effectiveness of the toefl practicum class. this program was held for six meetings to learn toefl skills (structure, reading, and listening). the result of the research stated that there is a creation of students' scores after toefl practicum class treatment. there are differences from previous research, which in this research, researchers measure all of the skills (listening, structure, and reading). it is different from pranoto’s (2020) research. in addition, this research has more meetings and time in the preparation program, whereas in the treatment phase, there are seven meetings, and it has 90 minutes for a meeting. this is different from djamereng’s (2021) research. it is expected that if the preparation time is longer, students will understand toefl better. from the background above, it can be concluded that the toefl test is essential to measure students' english proficiency. many students take toefl tests for reasons such as graduation and scholarship purposes. in contrast, they still face some problems in answering the toefl test. therefore, the toefl preparation program is needed for university students to overcome their problems in toefl and increase their toefl scores. some scholars even researched the toefl preparation program. in this study, the treatment was longer, and this study measured all of the toefl skills (listening, structure, and reading). therefore, this research investigates the effectiveness of the toefl preparation course in improving students’ toefl scores as the question for this research 1). is the toefl preparation course effective in increasing students' toefl scores? 2). is 2022. linguistics, english education and art (leea) journal 6 (1):12-20 15 there any significant difference in the student's toefl score after the toefl preparation course is carried out? literature review some scholars ever researched the effectiveness of the toefl preparation program. simanjuntak (2018) investigated the effectiveness of toefl preparation, especially for reading skills. it was an experimental class. thirty undergraduate students joined this study. after receiving treatment, such as reading lessons, they got the reading test. the instrument used for this research was the toefl sample reading test version which the item number was 50 questions and the time was 60 minutes. thus, the result stated that the effect of toefl preparation on the performance of reading scores was more visible. however, this study only sees the effect of toefl preparation on reading skills. it is the same as pranoto (2020), which conducted experimental research on the toefl preparation effect on reading and structure skills for senior high school students who would continue their studies to college. toefl preparation was needed for their english preparation in university. this study used a one-group experiment design. the participants of this research were all third-grade students in senior high school. the students took a pre-test before they got treatment. the toefl preparation program had five days (including pre-test, treatment, and post-test). the result stated that the positive effect of toefl preparation only affected reading skills. meanwhile, djamereng (2021) conducted toefl preparation experiment research for all skills. this study used experimental research, and pre-test and post-test were used as the research design. however, the sample used for this research was 64 undergraduate students from english and literature major. this study has three stages: preparation, implementation, and evaluation. thus, this study has six meetings of preparation class, in which students were taught how to answer reading, listening, and structure questions properly. according to the pre-test and post-test results, it can be seen that there was an increase in students' toefl scores after getting treatment. to conclude, some scholars have conducted previous research related to toefl preparation. some of them only measure certain skills, such as reading and structure. however, all skills should be measured to see the effectiveness of toefl preparation. in addition, a longer preparation time and meeting are needed to make students understand better. 2022. linguistics, english education and art (leea) journal 6 (1):12-20 16 research method this research used a quantitative method. based on gay (2010), the quantitative method is used to collect numerical analysis data and then analyze it statistically. the researcher used pre-experimental research by applying a onegroup pre-test/post-test design. there is only one group that got treatment in this design. the group took a pre-test, then was given some treatment, and finally got a post-test. this research also used only one group of undergraduate students. they got a pre-test for the toefl test, and they were enrolled in a toefl preparation course. finally, after the course, a post-test was given to see how effective the treatment was. the treatment was held from the beginning of march 2022 until the middle of april 2022. this course was held in seven meetings, each 90 minutes long. the instructors for the course were lecturers from the english department of uhamka. the materials taught in the course were the listening section in two meetings, the structure and written expression section in two meetings, and the reading comprehension section in two meetings. the last meeting was a review session in which the students reviewed the toefl materials from all three sections. the data (pre-test and post-test results) was analyzed using spss ver 25. the researcher analyzed the normality tests and paired t-tests to answer the research questions. the hypothesis for the research are; ho: there is no effect of the toefl preparation course on students' toefl scores ha: there is an effect of the toefl preparation course on students' toefl scores. the total number of participants in this research was 80 undergraduate students from the university of muhammadiyah prof. dr. hamka jakarta, indonesia. however, this was a small number of participants due to the number of participants being less than 100. in addition, the students were divided into five classes (there were 16 students in one class) because the class was not overloaded, and the learning activities were more effective for students. the researcher used purposive sampling and took 80 undergraduate students. the participants came from various background majors in the faculty of teacher training and education. here is the table of participants; 2022. linguistics, english education and art (leea) journal 6 (1):12-20 17 this research instrument was adopted from baron's book (2000). this is a toefl book that contains models of the toefl test. the pre-test and post-test instruments included three sections. the first section was listening comprehension (50 items), the second was structure and written expression (40 items), and the last was reading comprehension (50 items). therefore, there were 140 items in total used for each pre-test and post-test. in the beginning, participants were given toefl test for the pre-test. after that, they got a toefl preparation course for seven meetings. two meetings were for preparing the listening section, two for structure and written expression, two for reading comprehension, and one for reviewing the materials given. in addition, the course was held for 90 minutes in a meeting. the instructors of this course were the english lecturers from the english department of uhamka (university of muhammadiyah prof. dr. hamka). after the researcher got the data (participants’ pre-test and post-test scores), the data was analyzed. the researcher did a normality test of the pre-test and post-test scores using shapirowilk. then, the researcher did a t-test to see the significant differences between the pre-test and post-test scores and how the toefl preparation course affected the participants’ toefl scores. finding this section explains the result and findings of this research. it covers normality tests and t-test statistics to answer the research questions. table 1.1: research participants frequency gender male 11 female 69 total 80 age 20 36 21 29 22 12 23 1 25 2 total 80 major primary school education 24 mathematics education 15 early childhood education 6 history education 2 biology education 1 economy education 3 english education 11 physic education 3 guidance and counselling 6 geography education 4 indonesian education 5 total 80 2022. linguistics, english education and art (leea) journal 6 (1):12-20 18 normality test the researcher used the shapiro-wilk normality test due to the participants being only 80, which was a small number of participants (<100). the result showed that sig. > .05 in which pre-test sig. 0.13 and post-test sig. .011. it means that the pre-test and post-test scores used in this research had a normal distribution. t-test statistics table 1.2 shows that the mean pre-test score was 413.33, and the post-test was 438.36. it can be seen that there was an increase in the mean between the pretest and the post-test scores. table 1.3: paired t-test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test posttest -25.038 23.997 2.683 -30.378 -19.697 -9.332 79 .000 table 1.3 shows the calculation by using spss ver 25. this result showed that paired sample test or t-test was used to see the significant difference between the pre-test and post-test scores. from the table above, the p-value or sig. (2-tailed) < .05 or .000 < .05. it means that h0 was rejected and ha was accepted; in other words, there was a significant difference between participants' pre-test and post-test scores. from the table above, it could be concluded that the toefl preparation class effectively increased students' toefl scores. it can be seen from the participants' mean scores that there were differences between their pre-test and post table 1.2: tests of normality shapiro-wilk statistic df sig. pre-test .960 80 .013 post-test .959 80 .011 table 1.2: paired samples statistics mean n pair 1 pre-test 413.33 80 post-test 438.36 80 2022. linguistics, english education and art (leea) journal 6 (1):12-20 19 test mean. the post-test mean was higher than the pre-test means. in addition, the researcher also analyzed using paired t-tests to see a significant difference between students’ pre-test and post-test scores on students’ toefl tests. from the result of the t-test, it can be seen that there was a significant difference in students’ toefl scores after the toefl preparation course was carried out. discussion from the data analysis, it can be stated that each instrument used for the pretest and post-test has a normal distribution. the researcher has done the normality test using shapiro-wilk due to the small number of participants. the normality test showed that students' pre-test results were .013>.05 and students' post-test results were .011>.05, which, if sig. is higher than .05, means that the data has a normal distribution. in addition, the result of this research stated that the toefl preparation class effectively increases students' toefl scores. this is approved by the different mean results, in which the participants' pre-test mean 413.33, and the post-test mean was 438.36. furthermore, it could be proved by the significant difference between students' pre-test and post-test. the research used a t-test, in which the result was the p-value or sig. (2-tailed) <.05 or .000 <.05, which means that there is a significant difference in students’ toefl scores after the toefl preparation course was carried out. this result is the same as the result of the previous studies by djamereng (2021). the sig two-tailed values are 0,000 < 0.025. it means there were differences in the values before and after learning, which the toefl preparation program can improve students' scores. moreover, this research resulted in the same as suryani's (2021), which stated that the toefl preparation program conducted online had a significant effect on students' toefl scores where the result stated that the sig value. (2-tailed) was 0.008 ˂ 0.05. it means there was a significant effect on students' toefl scores after they got toefl preparation online as the treatment. conclusions the finding of this result showed that the toefl preparation test has a significant effect on increasing students' toefl scores. this was proven by the ttest result, which is p-value or sig. (2-tailed) < .05 or .000 < .05. it means that h0 was rejected and ha was accepted; in other words, there was a significant difference between participants' pre-test and post-test scores. this proved that students must be more prepared before the final test to improve their toefl scores. from this research, the researcher suggested that toefl preparation courses should be conducted for a longer duration, not only 90 minutes for each meeting, since it is proven to positively affect students' toefl scores. this statement is supported by masfufah (2018), an undergraduate student who 2022. linguistics, english education and art (leea) journal 6 (1):12-20 20 suggested that the toefl preparation course should be held for 120 minutes in a meeting. it is expected that take a longer duration in a meeting. the result would even be a lot better. references djamereng, j., & yusuf, f. (2021). the implementation of the toefl practicum class toward the result of students' toefl scores in english and literature department. 1(2). halim, n., & ardiningtyas, s. y. (2018). difficulties faced by the students in answering toefl test questions. eternal (english, teaching, learning, and research journal), 4(2), 219. https://doi.org/10.24252/eternal.v42.2018.a7 masfufah, s. (2018). indonesian college students' perception of toefl preparation class. edulite: journal of english education, literature and culture, 3(1), 66–78. pranoto, y. h. (2020). the effects of the toefl preparation program. journal of english teaching adi buana, 05(01), 77–88. rahman, i. f., islam, u., & alauddin, n. (2021). the analysis of students' difficulties in accomplishing toefl minimum score as the final requirement. eternal (english, teaching, learning, and research journal), 7(2), 359– 373. simanjuntak, a. e. w. (2018). the effect of test preparation toefl reading tests. globish: an english-indonesian journal for english, education, and culture, 7(2). https://doi.org/10.31000/globish.v7i1.844 smart, j. (2019). affordances of toefl writing tasks beyond university admissions. assessing writing, 41(june), 80–83. https://doi.org/10.1016/j.asw.2019.06.006 sudrajat, w. n. a., & astuti, e. r. (2018). students’ perceptions of the use of toefl preparation online course on the test performance: the case of toefl structure and written expression test. humaniora, 9(3), 275. https://doi.org/10.21512/humaniora.v9i3.4807 suryani, n. y. (2021). the effectiveness of virtual classroom in toefl preparation. acitya: journal of teaching and education, 3(2), 198–209. https://doi.org/10.30650/ajte.v3i2.2199 linguistic, english education and art (leea) journal volume 2 nomor 1, desember 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i1.344 30 indonesian efl students’ learning styles nostalgianti citra prystiananta 1 ikip pgri jember prystiananta@gmail.com 1 submit, 23-09-2018 accepted, 21-12-2018 publish, 21-12-2018 abstract this research aims at investigating students’ learning styles of accounting program of aak pgri jember in learning english as foreign language. efl students have their own ways in learning english which they think as the most enjoyable way to a better comprehension of the material. by investigating their learning styles in learning english, teachers may know the best ways to treat their students to reach a better improvement. in this research, the sample was 41 students from three different academic years who were learning efl. the data were collected through questionnaire and interview. the questionnaire contained 30 items of statements about 6 learning styles according to questionnaire by reid (1987). an open-ended interview was conducted to support quantitative data gained from questionnaires. the result presents that students of accounting program of aak pgri jember most preferred visual style (44%) as their style in learning english. and individual style (4%) as the least preferred style. it can be concluded that students of accounting program of aak pgri jember enjoy learning english best by the assistance of pictures, charts, and videos because they can comprehend the material better. they also did not enjoy to learn individually because they were not independent type of student who enjoy being alone. keywords: tefl, language learning styles introduction naturally, students are human who have their uniqueness. as chomsky (1966:12) stated that a child may have a generative ability descended by parents’ gene. it means that a child has already equipped by some abilities, not just a blank space. however, humans still have different capacities in learning languages (gleitman, 1993:13). they may also reach different result after learning. the result may be satisfying or, on the contrary, may be disappointing. there are a lot of possibilities of those problems in regard to students’ academic performance. the problems may derive from the approach towards mailto:prystiananta@gmail.com1 2018. linguistic, english education and art (leea) journal 2 (1):30-42 31 communication, learning facilities, proper guidance, and family stress (mushtaq & khan, 2012:18). all three factors such as communication, learning facilities and proper guidance have positive relationship with students’ academic performance meanwhile family stress has a negative relationship. teaching methods, teachers’ competence and performance are not merely to be blamed. students also have distinct learning strategies and styles which may determine their success. variants researches have been conducted correspond to language learning styles in english as a second language (esl) and english as foreign language (elf) teaching (oxford, 2003; reid, 1987; muniandy & shuib, 2016). the results presented some findings such as some factors which influence the students’ ability to learn in a particular framework; different learning style of native speakers and non native speakers which influenced by backgrounds such as sex, length of time, length of studying english, field of study, level of education, toefl score, and age; and the most preferred learning styles among students. students have variants ways of understanding and learning something on their own. in receiving information or knowledge, it is their right to have the best ways which make them comfortable to learn. most students have a preferred learning style, depending on the situation and the type of information the student is dealing with (the department of education for newfoundland and labrador, 2014:34). some experiences and prior knowledge background may create the distinction of learning styles among students as efl learners. some students are easier to learn if they see the pictures (visual style). some are comfortable in listening information (audio style). some others are easier to learn through their body movement (kinesthetic style). some students also enjoy experimenting something to improve a better understanding (tactic style) (featherstone, 2014; ghafoor-davis, 2011). learning efl may be sufficient enough for those who have experiences and prior knowledge about target language. on the other hands, those who are lack of those experiences and prior knowledge tend to face some difficulties. this case may happen to students of non english study program that are lack of english knowledge in which it happens to some countries with english as foreign language or english as second language. therefore, the investigation of students’ of non english program may assist them to identify what styles appropriate for them. english instructors also should know the combinations of students learning styles as well natural learning needs of their problems (prashing, 2006:51). 2018. linguistic, english education and art (leea) journal 2 (1):30-42 32 literature review english as foreign language in indonesia english is an international language used in many countries in the world. there are numbers of english varieties such as british, american, singapore, indian, australian, east african, etc. why english has to be widely used as international language? according to maxom (2009:1), there are some factors such as, 1) the political factor gives the current dominance of the usa, 2) science and technology have developed with english as medium of instruction, 3) there is a need for a global language to make international communications smoother, and tools such as the world wide web truly accessible around the planet. in the use of english, there are two kinds of english varieties according to geographical distinction: those of first language situations where english is the mother tongue (mt), as in the usa or australia, and second language (sl) situations, where english is the language of commercial, administrative and educational institutions, as in ghana or singapore (broughton, brumfit, flavell, hill & pincas, 2003:4). what about indonesia? indonesia as one of countries located in south-east asia has a large numbers of languages used by different tribes in its archipelago. indonesians speak at least one native language and more than two second languages. by looking at the situation, english status is as foreign language that many people do not familiar with. introducing and teaching english in indonesia, formerly, were opposed by indonesian government in 1950s due to anti-western policy. it caused the english language program declined in educational system in indonesia (candraningrum, 2008:51). yet sadtono (as cited in chesire, 1999:325) shows from historical evidence how the status of english has progressed from just one of those foreign languages into the first foreign language. even so, english cannot replace the primary function of indonesian language in indonesia because it has already met a demand of communication in many domains. it is supported also by lowenberg (as cited in dewi, 2014:61) who mentioned that english does not strongly function as a second language yet it is a productive language use source for indonesians. teaching english as foreign language (tefl) tefl refers to teaching english activity to students with english as their foreign language. english is the language which is used for only certain purposes and not widely used since they have their first and second language to communicate daily. the fact shows that more than half the world’s young children speak two or more 2018. linguistic, english education and art (leea) journal 2 (1):30-42 33 languages outside school and many millions are now learning english in schools (dunn, 2014:10-11). facing this phenomenon, english instructors or teachers must handle some difficult situation in tefl due to limited knowledge of english. because english is not a primary language spoken by students, the first thing to do is get them familiar with english. some efforts had been conducted such as applying tefl in pre-schools and primary schools. even though they are not a compulsory course, english is better to introduced in the early ages. it happens in china in which english is considered one of three major subjects in middle schools and in some primary schools (keqiang, 1986:155). china even collaborates with some english speaking countries such as canada and united states. one of the short program is summer teaching program in china universities cooperates with american universities which is promoted through some websites including teach-english-in-china.co.uk and mdtesol.org. the efforts in tefl indicate a lot of improvement and progress presented by many experts in the world. students are one of many important terms in teaching and learning activities. if students show their positive progress, then teaching is successfully conducted. on the contrary, if students show a negative progress such as achieving bad scores and bad skills improvement, teaching has to be evaluated more. students may be tired of the material. students are also possible to have different learning strategies and styles. identifying and analyzing students’ learning style in english is important to support the success of tefl. by doing some investigation, teachers will know the difference among students which cause different result in the classroom. through the analysis, teachers can evaluate teaching and learning process to reach a better goal in tefl. learning styles humans live in different ways. it happens also in the way they learn something. they may choose the ways which make them comfortable to assist their understanding toward something. the learning styles may vary both among individuals and groups. learning style refers to the way a person absorbs and retains information and skills (cox, sproles & sproles, 1988:7). the different styles may be characterized by each individual characteristic which influence them to lean on certain styles. some experts have different opinion of classifying language learning styles. according to willing (as cited in harmer, 2003:43) in his research, there are 4 types 2018. linguistic, english education and art (leea) journal 2 (1):30-42 34 of learning styles including convergers (a loner who enjoy being independent and prefer to avoid groups), conformists (a dependent student who are not creative), concrete learners (students who prefer language use and groupwork in class), and communicative learners (a language-use-oriented student). on the other hands, students’ learning style may influenced by circumstances of learning. it is also called a cognitive style which was classified into fielddependent (fd) and field-independent (fi) (saville-troike, 2006:87). fd is kind of dependent students who enjoy communicate in groups and to other groups and fi is kind of students who enjoy learning alone. the field discriminate learners from their autonomy in learning whether they like to socially communicate or not. the most well-known learning styles are visual, auditory and kinesthetic (vak) (malone, 2003:305). visual style refers to students who observe pictures; auditory refers to students who listen to sounds; and kinesthetic style requires body movement. meanwhile, flemming and mills (1992:56) insert vak with r (read/write) into vark because they believed that there may be style of writing or reading because they are comfortable to learn through writing some notes or reading text. on the other hands, there is tactic style in which students prefer experimenting something rather than just practicing it. furthermore, according to reid (1987:92), there are 6 styles by a research she conducted namely visual, auditory, tactile, kinesthetic, group and individual. for group learners, they enjoy more interaction with classmates while individual likes to study alone without much interaction to others. however, those classifications of learning styles has similar purpose in teaching, namely, to assist students to learn better by knowing their best ways to comprehend the material. if the learning style causes a negative attitude probably it is teachers’ duty to treat students to a better way of learning. research method the research is a non-experimental research with survey research design. survey research was conducted to collect a large data to describe the important phenomena of students’ english learning strategies. the data were collected through questionnaire and interview to gather the data from 41 students from all accounting program of aak pgri jember. the questionnaire was in the form of close type in which the sample only answered the question by choosing one option in each question. it was perceptual learning style preference questionnaire (plspq) by joy reid (1984:110). it contained 6 learning styles including visual, auditory, kinesthetic, tactile, group learning and individual 2018. linguistic, english education and art (leea) journal 2 (1):30-42 35 learning then it translated into indonesian language as students’ first and second language. validation was done by expert judgment. the interview was also conducted to support the data gained from questionnaires. the type of interview was open-ended questions to open a possibility for the researcher to ask questions and the sample to answer the questions easily. the data analysis was conducted through statistical procedure by calculating means (m),standard deviation (sd) and percentage (%) (weinberg & abramowitz, 2008:95). according to reid, students were classified into 6 types of learning styles indicated through the score of each item which represented each style. then the students’ score of each item were classified into 6 different styles to find out the most preferred learning styles among all students. finding the research was conducting by distributing questionnaire of plspq which was adapted from reid (1984:110) and translated into indonesian language. some statistical procedures were conducted and finally show some results which answer the research questions. in table 2, there are 6 learning styles preferred by students and the rank presents that most of students preferred visual (44%) as the most enjoyable way to learn english. the second most preference is kinesthetic (24%) style which requires body movement or active movement. the last rank which shows the least preferred style is tactile (6%) and individual (4%) learning styles. table 1. students’ accounting program learning styles learning style m sd % rank visual 3.4927 0.5522 44 1 tactile 2.0690 0.3271 6 5 auditory 3.0780 0.4888 10 4 kinesthetic 3.4048 0.5383 24 2 group 3.2927 0.5206 12 3 individual 2.0683 0.3270 4 6 visual learning style visual learners are usually preferred to learn by seeing pictures, images, movies, etc. which shows the visualization which attract the eyes (reid, 1978; featherstone, 2014; ghafoor-davis, 2011). in accounting program of aak pgri jember, students most prefer visual style as their learning style which is indicated 2018. linguistic, english education and art (leea) journal 2 (1):30-42 36 by44 %. it means there are 18 who chose this style to learn english in the classroom. the statements contain visual style are in statement number 6, 10, 12, 24, and 29. the statements are: (1) i learn better by reading what the lecturer writes on the whiteboard, (2) when i read instructions, i remember them better, (3) i understand better when i read instruction, (4) i learn better by reading and see pictures then by listening to someone, (5) i learn more by reading textbooks than by listening to lecturers. for 44 % percent students put good scores to those 5 statements which indicated that their learning style is visual learning style. for example, they enjoy english and easier to remember the material if the lecturer used pictures, charts and videos as media. kinesthetic learning style kinesthetic learning style is the style that causes a very active teaching and learning. in this case, students who prefer the style may enjoy the class by moving around the classroom and collaborate with friends. it does not mean they love to cooperate, but they like to be more active not only sitting on their seats. the style surprisingly is at the second rank after visual students’ learning style preference. at this level, students preferred kinesthetic style for 24 % of the total sample. the statements contain kinesthetic statements are number 2, 8, 15, 19 and 26. the statements are: (1) i prefer to learn by doing something in class, (2) when i do things in class, i learn better, (3) i enjoy learning in class by doing experiments, (4) i understand things better in class when i participate in role-playings/simulation, (5) i learn best in class when i can participate in related activities. this style is as the second rank of the most preferred by students in accounting program of aak pgri jember. it refers to the style in which students enjoy to do things that move their body in learning. it may be indicated by practicing english by games or cooperative activities. for example, in learning pronunciation in english, it may be fun if they play pronunciation uno game. group learning style group learning is the third rank as the most preferred learning style among students of accounting program of aak pgri jember. group learning considers as the effective learning style for those who are not creative enough and have slow response to lecturer’s instruction and english material. five or 12% students selected 5 questions contain statements about group learning style. the statements are statement number 3, 4, 5, 21 and 23, presented as follow: (1) i get more work done 2018. linguistic, english education and art (leea) journal 2 (1):30-42 37 when i work with others, (2) i learn more when i study with a group, (3) in class, i learn best when i work with others, (4) i enjoy working on an assignment with two or three classmates, (5) i prefer to study with others. the students with this learning style are dependent and always discuss to classmates in pair or in a small group to solve the problems or difficulties they have. this learning style may be visible when there are some exercises and projects instructed by the lecturers. auditory learning style auditory learning style is ranked fourth after group learning style. there were 4 students who prefer this style or 10 % out of 41 students. most students in this group of learning style are talkative and memory-oriented (muniandy & shuib, 2016:5). they enjoy discussion and listen others a lot. for example, they enjoy listening to english songs to learn vocabularies and pronunciation. they are also comfortable to listen a lecturer’s or friend’s explanation. five items of statements about auditory learning style are item number 1, 7, 9, 17, and 20, as presented as follow: (1) when the lecturer, tells me the instruction i understand better, (2) when someone tells me how to do something in class, i learn it better, (3) i remember things i have heard in class better than things i have read, (4) i learn better in class when the lecturer gives a lecture, (5) i learn better in class when i listen to someone. the statements above indicate that a student is more comfortable and easier to comprehend the input they receive by listening to someone speaking, and explaining directly or from a recording. in accounting program of aak pgri jember, the students who prefer the style were only 4 students. they more understand about english material when the lecturers explain directly in front of the class and easier also to recall the information. tactile learning style this learning style was not too much preferred by accountant program students in learning english. tactile learning style requires students to do some experiments or project works which finally produce something in concrete things. they enjoyed doing class projects such as shooting speaking performance and record it in a video file. they were comfortable to draw words chart or making the chart as creative as possible. but according to the result, only 2 students who prefer this style in learning english (only 6 %). 2018. linguistic, english education and art (leea) journal 2 (1):30-42 38 the statements included in this learning style are item number 11, 14, 16, 22, and 25 presented as follow: (1) i learn more when i make a model of something, (2) i learn more when i make something for a class project, (3) i learn better when i make drawings as i study, (4) when i build something, i remember what i have learned better, (5) i enjoy making something for a class project from those five statements above comprise ideas which described the students as tactile learners. five out of 41 students chose this style as they preferred style in learning english. it means the students of accounting program of aak pgri jember did not really enjoy making projects or doing some activities creatively in producing something as the learning result. indeed, tactile learning style is a style which attributes creative, innovative, and enthusiastic learners. doing some experiments, creating some products or doing simulation are the things that not all students capable of. individual learning style individual learning style is the opposite learning style of group learning style. if students in group learning style enjoy cooperating and discussing something with friends or classmates, students with individual learning style prefer doing many things alone. they tend to be independent students and love to solve the problems as well as finish the tasks alone. students with this learning style become the least preferred because only a few students who enjoy of being alone and independent. there were only five students out of 41 students of accounting program of aak pgri jember who prefer this style (4 %). the statements which comprise about individual learning styles are stated in items number 13, 18, 27, 28, and 30 presented as follow: (1) when i study alone, i remember things better, (2) when i work alone, i learn better, (3) in class, i work better when i work alone, (4) i prefer working on projects by myself, (5) i prefer to work by myself. students with this learning style enjoy being alone out of crowded places. they cannot concentrate well if they are in noisy situation. they do not cooperate well with others or classmates. they think that they may comprehend the material well if learn and work alone. they also enjoy a self-project comparing to a groupproject. therefore, this learning style is not good enough to maintain because it may give negative atmosphere in the classroom. if this learning style is the least preferred, it means that the classroom situation is active and enthusiastic. 2018. linguistic, english education and art (leea) journal 2 (1):30-42 39 discussion based on statistical procedures in analyzing the data, findings show that most students of accounting program of aak pgri jember preferred visual learning style as the way to learn english. it means they comprehend better through the visualization of information they receive. the quantitative data were also supported by interviewing the students. the number of 44% is a large percentage which indicates more tendencies of students to be visual students. they were comfortable to learn what they can see by their eyes such as by reading the notes, reading at the lecturer’s explanation on the whiteboard, and reading and looking at the lecturer’s power point presentation which inserted by some visual graphics. the second most preferred style is kinesthetic style (24 %). it means students in the program enjoy to do some activities in the classroom such as doing exercise on the note book or on the board, discussing with friends, doing role-play and simulation (malone, 2003, p.306.)the students with this learning style cannot just stay on their seats because it would make them boring and they cannot comprehend the material easily. therefore, teachers have to think more creatively to give a better learning opportunity to these students. the third most preferred learning style is group learning styles (12 %). the students in this learning style belong to fd or field dependent (see saville-troike, 2006:87)who are dependent to classmates. they enjoy learning in group or at least a partner. they love to communicate, share ideas, or just like being together with friends not only in the classroom but also outside. auditory learning style was the fourth most preferred style in accounting program of aak pgri jember (10 %). as muniandy and shub (2016:5) stated that auditory learners acquire information by listening and they prefer classroom activities like role-play and discussion. most of them are talkative and memory-oriented. in the research, it was found out that the students with this learning style were easier to understand the direct oral instruction and lecturer in english. it may be very much beneficial for them to do something immediately and fast forward. the fifth preferred learning style was tactile (6 %). tactile requires students’ creative activities such as simulation, doing experiments and finishing projects. according hayes (2009:413), tactile learning style is almost always associated with kinesthetic learning because both styles involve bodily movement. the statement is contradicted with the finding which showed different rank between both styles. the distinction is caused by the way of using body movement. the students enjoyed learning in the classroom without having projects or experiments but they love to 2018. linguistic, english education and art (leea) journal 2 (1):30-42 40 move their body around the classroom by practicing and doing the tasks during teaching and learning activity. the least preferred learning style was individual learning style (4 %). in this learning style students usually prefer doing everything alone. the individual students in accounting program ware also stated that they enjoy learning alone in a quiet place. they were not talkative and saying their opinions a lot. there were only 2 students belong to this learning styles probably because most of the students in the program are not individual. they are dependent students who need mates assistance in learning english. according to the data analysis, some styles disposed to relate each other because the style similarity. the style similarity means the style shows the similarity in some sense such as similar in sense organ location, eyes and ears as in visual and auditory and the activity of using the body to learn as in kinesthetic and tactile. however, no individual can be said belongs to only one category. the learning style may be different depend on the situation (rubio, perez-paredes, luque as cited in megias rosa, 2008:18). it also happenedto students of accounting program of aak pgri jember in which some of them tended to choose some items related to different learning styles. there is some students showed more than one major category of learning style. for example, the score indicated the most preferred style was visual style but they also showed sufficient score to be group style. conclusion teaching and learning english is a challenge both for students and language instructors. because english is a foreign language, it is harder for students to learn the language without any prior skills. moreover, tefl for students of non-english study program might be more complicated because of the students’ interest which is more interested in other disciplines but english. study about learning style may assist both students and language instructor to overcome some english teaching and learning difficulties, particularly in accounting program of aak pgri jember. the information gained from the research presented some findings such as students learning style preference and the rank. learning style categories are based on reid classification consist 6 types of learning style. the data analysis showed that visual learning style was 44 % preferred, kinesthetic style was 24 % preferred, group style was 12 % preferred, audio style was 10 %, tactile style was 6 % and individual learning style was only 4 % preferred. the finding indicated that the most preferred style in accounting program of aak pgri jember was visual learning style (44 %) and individual learning style was the least preferred (4 %). the research is expected 2018. linguistic, english education and art (leea) journal 2 (1):30-42 41 to contribute in the advance of tefl in aak pgri jember especially accounting program. by knowing about their learning styles, students may improve their english learning in their own ways. moreover, language instructor must guide their students to adjust their learning styles and teaching as learning situation as well as figuring out the solution in improving their performance. references broughton, g, brumfit, c, flavell, r., hill, p., & pincas, a., (2003). teaching english as a foreign language. new york: routledge. candraningrum, d. 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(2012). factors affecting students’ academic performance. global journal of management and business research. 12 (9), 16-22. retrieved march 12, 2017 from https://globaljournals.org/gjmbr_volume12/3-factors-affecting-studentsacademic.pdf. oxford, r. l. (2003). language learning styles and strategies: an overview. gala. retrieved september 07 2017 from web.ntpu.edu.tw/~language/workshop/read2.pdf. prashing, b. (2006). pocket pal: learning styles and personalized teaching. london: network continuum education. reid, j. m. (1987). the learning style preference of esl students. tesol quarterly, 21 (1). 87-110. retrieved september 12, 2018 from old.fltrp.com/download/06071807.pdf saville-troike, m. (2006). introducing second language acquisition. cambridge: cambridge university press. the department of education for newfoundland and labrador. (2014). english language arts kindergarten curriculum cuide. labrador: newfoundland labrador. weinberg, s. l. & abramowitz, s. k. (2008). statistics using spss: an integrative approach. cambridge: cambridge university press. willing, k. (1987). learning styles in adult migrant education. sydney: nsw adult migrant education service https://globaljournals.org/gjmbr_volume12/3-factors-affecting-students-academic.pdf https://globaljournals.org/gjmbr_volume12/3-factors-affecting-students-academic.pdf 2018. linguistic, english education and art (leea) journal 2 (1):30-42 43 linguistic, english education and art (leea) journal volume 6 nomor 1, juli-desember 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i1.4910 29 english reading comprehension difficulties of ujian tulis berbasis komputer (utbk) by senior high school at smas pangeran antasari medan fachri yunanda1 universitas prima indonesia bambang nur alamsyah lubis2 universitas muhammadiyah sumatera utara azizah husda3 universitas prima indonesia elsa kristinancy br ginting4 universitas prima indonesia safitri br. manalu5 universitas prima indonesia fachriyunanda@unprimdn.ac.id1 submit, 25-11-2022 accepted, 25-12-2022 publish, 26-12-2022 abstract this study aimed to determine the challenges senior high school students encountered when responding to reading comprehension questions on the utbk exam. this study employed a qualitative methodology. the results of the study showed that the student's lack of interest in reading made them bored when reading the text in front of them. it was also difficult for them to decipher the meaning of the text because they lacked the necessary vocabulary and didn't practice answering questions about reading comprehension. it made them believe that the utbk test was too difficult for them. in conclusion, the students had to increase their practice of reading comprehension questions both at home and in class, as well as their interest in reading and vocabulary, to overcome these challenges. this would make it simpler for them to solve problems in the reading comprehension section. keywords: reading comprehension, utbk introduction english is not a foreign language to everyone in this day and age. due to the fact that english is a universal language that is spoken everywhere (rao, 2019). english is now one of the subjects taught in schools in indonesia (asrifan, 2020). there are four skills in english, and reading is one of them. according to hyland https://doi.org/10.31539/leea.v6i1.4910 mailto:fachriyunanda@unprimdn.ac.id1 2022. linguistics, english education and art (leea) journal 6 (1):29-41 30 (2018), reading is a method of extracting information from printed material and correctly interpreting that information. everyone should become proficient in this talent because it allows for the communication of text messages (tracy, 2019). one of the talents required in the realm of lectures is the capacity to read english-language texts. this is evidenced by the fact that the higher education entrance test institute's computer-based written examination includes an english test (dastpak et al., 2021). one requirement for pupils to succeed in the academic world in lectures is the ability to comprehend reading in english. there are still many english-language sources of information that are utilized in many different scientific domains (musser, 2020). additionally, there aren't many novels translated into indonesian because the process is time-consuming and difficult (akil et al., 2018). because of this, it is a requirement for college admission that applicants can speak and understand english. the intention is for them to be able to research material from first-hand accounts or english-language sources when they are studying (cladis, 2020). sadly, there is a discrepancy in the level of difficulty between the reading texts used in the utbk and the english reading books taught in high school. english-language journal articles, where complicated sentence structures and the use of academic jargon (mcarthur, 2018). high school students or potential utbk participants will be less familiar with the exam material for the english section as a result (virdiana, 2021). according to some accounts, students believe they must seek assistance in order to pass university entrance examinations like the utbk (reimers et al., 2020). because of this, prospective utbk participants will have to spend more money in order to potentially graduate at a better level (reimers et al., 2020). however, not every candidate for a test is able to set aside money for tutoring. recognizing these circumstances, the professors at diponegoro university's applied foreign language study program took the initiative to create training sessions to go over utbk questions with potential test takers. this activity is conducted online via webinars on the zoom platform in order to reach a larger audience. according to handayani & maheswari (2020), the financing for this community service project comes from the diponegoro university vocational school dipa. students studying applied foreign languages participated in this activity as moderators and speakers as well (dincer & dariyemez, 2020). students' participation is meant to provide them the chance to use what they learn in college to benefit the community. previously done research by kamberi (2019) to this study, eighth-semester students had issues with their lack of background knowledge, comprehension of the text, and reading methods, all of which contributed to their failure to respond successfully to reading comprehension questions on the utbk test. hyland (2019) 2022. linguistics, english education and art (leea) journal 6 (1):29-41 31 additionally mentioned they were pupils' challenges with text interpretation, vocabulary limitations, and time restraints. this study is unique because this research focuses on utbk. no researcher has yet to discuss reading comprehension in utbk that it examines students' difficulties with reading comprehension at utbk (persada et al., 2020). since many students frequently struggle with reading comprehension, which lowers their assessment scores, this study is particularly noteworthy. according to perez (2019), when reading comprehension questions are presented as multiple-choice responses, students often choose carelessly and occasionally choose not to respond at all. and the interesting thing about this is that they already have reading comprehension skills, so they don't have to worry about that anymore (willingham, 2021). literatur review instead of reading, several experts have defined meaning. gerrig (2018) reading can be defined as the process of deriving meaning from text. as stated, there are numerous reading strategies by cho (2018). it can be summed up as follows: superficial reading, in-depth reading, focused reading, receptive reading, and responsive reading. a lot of information was discovered throughout this study. of the 32 participants, 21 claims that they dislike answering questions about what they read because they find it tedious, especially when it's not in their own language. due to a lack of interest in reading, 6 participants provided explanations for why they didn't like reading comprehension. 4 people said it was very difficult to answer reading comprehension questions in the comprehension reading test at utbk because it takes a lot of time, while six people said it was confusing to answer reading comprehension questions because it is difficult to find the meaning, intent, and meaning from the text. they believe that less time is spent answering questions, three other respondents noted that practicing reading comprehension questions is extremely infrequent, and two respondents said that there is not enough money to pay for tutoring programs. as stated by roe (2018), we need to be able to make words and comprehend the meaning of symbols in order to read. the largest challenge in reading is comprehending the text's contents, according to numerous studies. hence reading comprehension problems are no longer uncommon. vogel, as mentioned in chou (2018), has reported that 52% of persons with l2 reading comprehension issues struggled to learn a second language. however, issues can also occur when a person's vocabulary is limited, making it difficult to understand a text's context and its contents. lupo (2019) has claimed that even the best readers frequently struggle to make connections between what they already know and what they are reading. 2022. linguistics, english education and art (leea) journal 6 (1):29-41 32 the utbk test, which is typically used to assess a person's level of english proficiency, also includes reading comprehension questions. the utbk includes a reading comprehension test. high school students struggle with reading comprehension on a variety of levels. numerous researchers advised senior high schools to give kids more time to work on increasing their reading comprehension in order to address the problems they are experiencing. research method this research uses qualitative description. in a qualitative research approach, participants in observable behaviors provide descriptive information in the form of written or spoken words. in this study, the researcher started by visiting with students and asking them yes/no questions from a questionnaire. after gathering information from 32 participants who would take the utbk test, the researcher asked questions about his research. in this study, the researchers questioned the participants about their opinions of reading comprehension on the utbk test until, at the study's conclusion, the researchers learned what challenges they encountered. most people say this when they have to complete a listening assignment, but most also say it when they have to read a particularly dull passage of text in order to complete a question. that means that most people don't have enough time to read the content and respond to questions. not to mention the text's vocabulary, which includes several challenging terms that make it tough to comprehend the text's meaning and contents. findings to make it simpler for students to complete the researcher's questionnaire later on, the researcher provided reading comprehension questions as a test tool. in order to gather data, researchers gave students the following 10 questions in the form of a questionnaire: 1. apakah anda tertarik dengan soal reading comprehension? 2. apakah bagi anda reading comprehension itu membingungkan? 3. apakah menurut anda reading comprehension membosankan? 4. apakah sulit bagi anda untuk menjawab soal reading comprehension? 5. apakah soal yang bertanya tentang purpose membingungkan anda? 6. apakah soal tentang topic of the text itu membingungkan anda? 7. apakah anda membutuhkan waktu yang banyak untuk menjawab soal reading comprehension? 8. apakah anda sering berlatih mengerjakan soal reading comprehension sebelum utbk? 9. apakah anda mengikuti les bimbel untuk berlatih mengerjakan reading comprehension sebelum utbk? (berikan alasannya!) 2022. linguistics, english education and art (leea) journal 6 (1):29-41 33 10. apakah anda sulit memahami arti dari tect reading comprehension sehingga anda sulit untuk menjawab soal tersebut? at prince antasari medan private high school, specifically in class xii ipa, where there are 32 students, researchers provided data from test response sheets distributed on paper. the researchers then presented some of their test results as follows: students’ responses on the test participants target language p1. ai 1. menyatakan bahwa dia tidak tertarik dengan reading comprehension. 2. reading comprehension itu membingungkan baginya. 3. bagi dia reading comprehension itu membosankan. 4. dia merasa bahwa menjawab soal reading comprehension itu adalah hal yang sulit. 5. soal tentang purpose itu juga membingungkan baginya. 6. selain itu, soal tentang topic of the text juga membingungkan baginya. 7. dia menyatakan bahwa, dia membutuhkan waktu yang banyak untuk menjawab soal reading comprehension. 8. untuk hal ini, ternyata dia jarang melatih dirinya untuk mengerjakan soal reading comprehension sebelum utbk akan berlangsung. 9. dia tidak mengikuti les bimbel sebagai persiapan nya sebelum utbk, dikarenakan tidak punya biaya yang cukup. 10. dan dia merasa kesulitan untuk memahami arti dari text reading comprehension sehingga dia sulit untuk menjawab soalnya. p2. ai 1. menyatakan bahwa dia tidak tertarik dengan reading comprehension. 2. reading comprehension itu membingungkan baginya. 3. bagi dia reading comprehension itu membosankan. 4. dia merasa bahwa menjawab soal reading comprehension itu adalah hal yang sulit. 5. soal tentang purpose itu juga membingungkan baginya. 6. selain itu, soal tentang topic of the text juga membingungkan baginya. 7. dia menyatakan bahwa, dia membutuhkan waktu yang banyak untuk menjawab soal reading comprehension. 8. untuk hal ini, ternyata dia jarang melatih dirinya untuk mengerjakan soal reading comprehension sebelum utbk akan berlangsung. 9. dia tidak mengikuti les bimbel sebagai persiapan nya sebelum utbk, dikarenakan tidak suka bahasa inggris. 2022. linguistics, english education and art (leea) journal 6 (1):29-41 34 10. dan dia merasa kesulitan untuk memahami arti dari text reading comprehension sehingga dia sulit untuk menjawab soalnya. p3. ol 1. menyatakan bahwa dia tidak tertarik dengan reading comprehension. 2. reading comprehension itu membingungkan baginya. 3. bagi dia reading comprehension itu tidak membosankan. 4. dia merasa bahwa menjawab soal reading comprehension itu adalah hal yang sulit. 5. soal tentang purpose itu juga membingungkan baginya. 6. selain itu, soal tentang topic of the text juga membingungkan baginya. 7. dia menyatakan bahwa, dia membutuhkan waktu yang banyak untuk menjawab soal reading comprehension. 8. untuk hal ini, ternyata dia jarang melatih dirinya untuk mengerjakan soal reading comprehension sebelum utbk akan berlangsung. 9. dia tidak mengikuti les bimbel sebagai persiapan nya sebelum utbk, dikarenakan dia tidak niat untuk mempelajarinya. 10. dan dia merasa kesulitan untuk memahami arti dari text reading comprehension sehingga dia sulit untuk menjawab soalnya. p4. bpwm 1. menyatakan bahwa dia tidak tertarik dengan reading comprehension. 2. reading comprehension itu membingungkan baginya. 3. bagi dia reading comprehension itu membosankan. 4. dia merasa bahwa menjawab soal reading comprehension itu adalah hal yang sulit. 5. soal tentang purpose itu tidak membingungkan baginya. 6. selain itu, soal tentang topic of the text juga tidak membingungkan baginya. 7. dia menyatakan bahwa, dia membutuhkan waktu yang banyak untuk menjawab soal reading comprehension. 8. untuk hal ini, ternyata dia jarang melatih dirinya untuk mengerjakan soal reading comprehension sebelum utbk akan berlangsung. 9. dia tidak mengikuti les bimbel sebagai persiapan nya sebelum utbk, dikarenakan tidak tertarik dengan reading comprehension dan juga dia merasa kekurangan waktu ketika mengerjakannya. 10. dan dia merasa kesulitan untuk memahami arti dari text reading comprehension sehingga dia sulit untuk menjawab soalnya. p5. dmp 1. menyatakan bahwa dia tidak tertarik dengan reading comprehension. 2. reading comprehension itu membingungkan baginya. 3. bagi dia reading comprehension itu membosankan. 2022. linguistics, english education and art (leea) journal 6 (1):29-41 35 4. dia merasa bahwa menjawab soal reading comprehension itu adalah hal yang sulit. 5. soal tentang purpose itu juga membingungkan baginya. 6. selain itu, soal tentang topic of the text juga membingungkan baginya. 7. dia menyatakan bahwa, dia membutuhkan waktu yang banyak untuk menjawab soal reading comprehension. 8. untuk hal ini, ternyata dia jarang melatih dirinya untuk mengerjakan soal reading comprehension sebelum utbk akan berlangsung. 9. dia tidak mengikuti les bimbel sebagai persiapan nya sebelum utbk, dikarenakan tidak punya biaya yang cukup dan tidak suka bahasa inggris. 10. dan dia merasa kesulitan untuk memahami arti dari text reading comprehension sehingga dia sulit untuk menjawab soalnya. students provided supportive comments during the research process. although the majority of students dislike english and have some difficulty learning the language, particularly in reading activities, they actually have a strong desire to enroll in reading programs. in the pre-activity phase, they were incredibly enthused. only a small number of students responded to the researcher's queries when they were linked to the course subject. during the activities stage, when the researcher explained the contents to the students and asked them to pay attention, about half of the students did so. the researcher then gave the students the utbk approach to use when studying the text they had been given. the majority of the pupils responded well and followed the researchers' instructions. they were ready to participate in the reading exercises when the utbk approach was used. some pupils are still having trouble understanding the material and determining the meaning of each paragraph. because there are so many reading text series for pupils to study, they don't have time to do their assignments. as a result, they are still unable to adequately discuss and analyze the material. researchers used observation to find the results mentioned above. however, the researcher serves as a teacher during this observation. this investigation yielded a wealth of knowledge. 21 of the 32 participants were not interested in reading comprehension. twenty-nine people claim that reading comprehension is difficult. there are 21 individuals who believe reading comprehension is really dull. there were 29 persons who stated that it was very challenging for them to understand the meaning of the reading comprehension 2022. linguistics, english education and art (leea) journal 6 (1):29-41 36 questions, particularly when they came across a new language, which made it much more challenging for them to understand and answer. reading comprehension causing them to get rapidly bored. the objective, according to 17 respondents, and the text's subject, according to 20 respondents, were likewise unclear. twenty-three participants claimed they didn't have enough time to focus on their reading comprehension and that they needed more time to complete the reading comprehension questions. there were 14 respondents in this example who admitted that they rarely practiced reading comprehension before the utbk because they disliked english, particularly in reading comprehension. there are 30 persons who do not attend tutoring for a variety of reasons, including financial hardship. others claim they are uninterested in english because they believe it to be a tough subject and are, therefore, too lazy to attend courses at utbk tutoring. numerous issues were still discovered. the students first lacked clarity regarding their next steps. second, several students struggled to understand the text's content because they had trouble deducing a word's meaning from each sentence. due to a large number of reading text series that the students were required to assess, they ran out of time before they could conclude their task. finally, some pupils' results did not yet meet the standards for success. as a result, the researcher had to make some adjustments for this cycle because the utbk method's implementation was not yet successful in this cycle. based on the data gathered, the researcher draws the conclusion that the participants' lack of interest in reading, the difficulty in understanding the meaning and purpose of the text in reading comprehension questions, a lack of practice, and a lack of time all contribute to the difficulty for each participant who takes the utbk test in answering reading comprehension questions. the outcomes fell short of what was required for success. the reading comprehension was modified numerous times by the researcher as a result. researchers first keep a closer eye on students' actions. in each phase, researchers offer more precise directions and explanations. researchers are prepared to assist and direct students if they need assistance. second, the researcher modified the reading material by selecting texts that were appropriate for the students and 2022. linguistics, english education and art (leea) journal 6 (1):29-41 37 providing some definitions of unfamiliar words from the book. finally, the researcher cut back on the number of reading series she had previously assigned to the students. this is necessary in order for students to fully comprehend the text's substance. because pupils have a limited amount of time to thoroughly study the text's contents, the more texts they are given, the harder it is for them to do so. additionally, it makes them less interested in reading and analyzing the content. discussion every learner needs to be proficient in reading and comprehension because it is one of the english language abilities (goldenberg, 2020). additionally, there were reading comprehension questions on the utbk reading comprehension test. however, there are still numerous challenges that students face, particularly those who have a high level of technical proficiency and are working to solve reading comprehension problems on the utbk test (eliata & miftakh, 2021). according to lo (2019), the results of the data collection, many high school students continue to struggle with reading comprehension for a variety of reasons. according to the data, the biggest issue with answering the reading comprehension test questions at utbk is a lack of interest in reading, difficulty in understanding the text, a lack of time to work on questions, a lack of practice working through reading comprehension problems, and a lack of foreign language vocabulary as a second language rather than their actual culture (m. handayani et al., 2021). this is comparable to what is said (mubarak, 2021) to research the schema theory. if students do not have access to the material in the same way, they risk failing. other experts contend that one's cultural background has a significant impact on what one reads (mckee, 2020) and accidental vocabulary development (amin abdullah & hamadameen, 2020). in their studies, bereiter & scardamalia (2018) it was stated that high school pupils had the greatest difficulty answering questions because they lacked the knowledge and desire to read. high school students' struggles with reading comprehension in utbk test issues become a major issue in the field of education. therefore, it requires a lot of attention, and the issue with the facilities is actually 2022. linguistics, english education and art (leea) journal 6 (1):29-41 38 one of the supporting aspects for boosting pupils' reading motivation so that their reading abilities also improve (willingham, 2021). according to seyhan (2019), therefore, based on the research done, it is anticipated to get over these obstacles. in order to make it easier to work on the reading comprehension section's challenges, high school students must put in more effort on reading comprehension exercises both at home and in class, as well as develop their enthusiasm for reading and their vocabulary. conclusion high school students should enhance their reading practice comprehension questions both at home and in the course, as well as their enthusiasm for reading and vocabulary, to make it simpler to work on reading comprehension questions, according to the research that was conducted. references akil, m., arafah, b., & salija, k. 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(2021). why don’t students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom. john wiley & sons. linguistic, english education and art (leea) journal volume 6 nomor 1, juli-desember 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i1.4366 1 reading comprehension assessment rubric for foreign language level a1 based on ger (gemeinsame europäische referenzrahmen) yoan yulitasari¹ universitas negeri surabaya ahmad munir ² universitas negeri surabaya yoanyulitasari@gmail.com1 submit, 20-08-2022 accepted, 18-12-2022 publish, 22-12-2022 abstract this research is to produce an assessment rubric for reading comprehension in german with the standard ger (gemeinsame europäische referenzrahmen). this arises because the same standard will make it easier for students and educators to provide qualifications for learning german. the research method taken is qualitative. the technique used in this research is documentation and interviews. the series of assessment rubrics will help make it easier for educators to find out students' weaknesses in language and for students to deepen the knowledge they feel is lacking. expert validation shows a figure of 97% for this reading comprehension rubric—subjects taken by students of a course institution. keywords: foreign language level, ger (gemeinsame europäische referenzrahmen), reading comprehension assessment introduction learning languages, especially foreign languages, is always related to learning language skills. these language skills include reading, writing, listening, and speaking. language is not for personal gain but is the primary means of communication in the community of speakers to create and convey opinions to the world, both individually and collectively. understanding an idea or topic in reading is essential because it can help everyone interact with other people. aminuddin https://doi.org/10.31539/leea.v6i1.4366 2022. linguistics, english education and art (leea) journal 6 (1):1-11 2 (2010: 15) states that reading is an activity that gives a reaction because, in reading activities, someone first carries out observation activities on reading or letters as expressions or representations of speech sounds or other writing signs. this reaction will continue in recognition activities, namely, the recognition of the meaning. it contains, and the overall understanding still has to go through certain stages of exercise. in general, the assessment aims to provide comprehensive information about student learning outcomes regarding the final results, using various assessment methods according to the competencies students are expected to achieve (sukardi, 2009). the measuring instrument for non-test assessment is a statement/task, or a set of tasks that are planned to obtain information about educational attributes, each item of the statement has an answer or provision that is considered correct (arikunto, 2005). with this opinion, we need a tool to facilitate the assessment to be carried out. test and non-test tools have an arrangement based on learning objectives. one of the tools to facilitate the measurement of learning achievement is making an assessment rubric to support the assessment tool. the assessment rubric is a subjective assessment tool. the assessment rubric has a set of criteria and standards for students. all of these criteria are directly related to the learning objectives that will be carried out for students. arends (2008: 244) states that the assessment rubric explains certain types of performance and the criteria that will be used to take scores. as already mentioned, the purpose of the rubric assessment is that students can clearly understand the basis of the assessment used to measure student performance. both educators and students will have detailed shared guidelines regarding various things that must be achieved in the assessment and the extent to which the expected performance is realized. the rubric is expected to be an indirect motivator for students in the learning process that has been carried out. in fact, after conducting field observations, students are given a theory about language that is insufficient to carry out language practice as a whole with knowledge outside the world of education being taught. the learning needs to measure critical thinking skills, such as solving problems by integrating various 2022. linguistics, english education and art (leea) journal 6 (1):1-11 3 sources of knowledge and providing responses based on accurate information. learners still refer to any material in their guidebook. literature review as a compilation of the results of the various reading comprehension assessments on the components of reading comprehension and reading competence, the first step deals directly with the literacy acquisition skills that have been read, then describes the reading sub-processes at the word, speech, sentence, and text level. in the last stage, consider the features related to the reader, such as strategies and vocabulary. in other words, to assess a reading comprehension skill, students must pay attention to the elements of reading that were previously often read by students (literacy acquisition). the reading level is adjusted to the student's language level, utterances, sentences, and texts, including the short length of a reading. explanation of the text and understood as a complex meaning construction process baumert et al., (2000). therefore, reading is understood as more than just the ability to decipher written material. the focus is on the active construction of individuals to understand the text. reading in the true sense can only be expressed when what has been read is understood. reading competence is comprehension competence, which forms the basis for all other learning processes. berenice hoffmann-nohl. understanding reading comprehension by snow & sweet, 2003 in the article by grünke (2005:5), "reading comprehension is a process of taking the essence and building meaning simultaneously" (snow & sweet, 2003:3 text can be found wherever we are at the time of reading departures in schedules, installing software programs, reading advertisements or novels in newspapers, filling out forms and applications reading the information, whether on paper or screen, is naturally taken for granted in many areas of life today. those who cannot or only lack reading and understanding of what they are reading is difficult to meet the daily requirements for being an active reading criterion. apart from reading the individual's constructive power, reading is always an interactive process. three factors are involved in this process: reader, text, and context. meaning emerges 2022. linguistics, english education and art (leea) journal 6 (1):1-11 4 from the interaction between the reader and the text in the context of a particular reading experience. previous research on writing skills at the a2 level from the university of indonesia by julia wulandari – petra d. ajeng k.r (2017) in this study resulted in an assessment rubric in the form of an assessment table. the writing proficiency assessment rubric has four assessment criteria: content, sentence structure and coherence, grammar, and vocabulary. the four assessment criteria are considered complete according to german ps students' competencies in writing skills. the study focused on one writing skill so researchers could use other skills for gerbased assessment rubrics (gemeinsame europäische referenzrahmen). research method this research is a type of research and development. research and development aim to develop and validate products used in education and learning (sugiyono, 2016:9). this development process will be described as a result of the research. in learning technology, there is one description of the procedures and steps of development research, including the opinion of borg & gall. borg & gall (1983:775) reveal that research procedures are developmental. there are two main objectives: (1) developing products according to needs and (2) testing how effective the resulting products are in achieving learning objectives. from the foundation in the form of developing according to needs and testing products, the theory of development according to borg & gall is suitable for developing an assessment rubric according to this research. the product developed is an a1 level reading and speaking skill assessment rubric based on ger (gemeinsame europäische referenzrahmen). the four stages carried out in this research are 1) the initial stage, which consists of problem identification, 2) the planning stage; and 3) the development stage, which consists of validation, trial, revision, and trial. 4) design improvement and final stage revision. the above stages can be described as follows. the beginning of this activity was carried out as a literature review related to the problems to be discussed in this research. this step prepares the research flow and 2022. linguistics, english education and art (leea) journal 6 (1):1-11 5 framework; 2) planning. in this step, there are activities for formulating skills and expertise related to the research problem to be studied to determine several things to be achieved. 3) making an assessment rubric at this stage is the creation of the initial form of the product that will be worked on in this research. 4) direct field tests to educators on students. this study uses data from fv's course institution, which is located in surabaya and has seven students. several reasons behind the choice of this subject. one of the levels that will be tested is the same as ongoing learning. course participants have diverse backgrounds, so they can produce products that can be used for all ages and occupations with a single focus on learning a language at the a1 level. the data used are the netzwerk deutsch als fremdsprache a1 book and the ger guide (gemeinsame europäische referenzrahmen). the themes in the netzwerk book will cover all lessons on a1. next, the researcher will combine data from ger (gemeinsame europäische referenzrahmen) and netzwerk deutsch als fremdsprache a1 which will be applied to students who have fv courses. the results of the research will be presented in a qualitative descriptive manner. analysis of the data used to analyze the quality data for the development of the assessment rubric is a qualitative and descriptive qualitative argumentative analysis technique. quantitative descriptive analysis techniques are used to obtain development data quality and process data by scoring numbers from answers or responses from experts and content validity. findings the assessment rubric taken from the ger (gemeinsame europäische referenzrahmen) dominates the development of this research. identification is made by processing the themes already in the netzwerk list, and then the researchers take on reading comprehension and speaking skills. there are 12 themes in the netzwerk book. in all 12 themes, all themes have an assessment of 2 skills needed, namely reading comprehension and speaking in this study. the themes in the book are as follows: 2022. linguistics, english education and art (leea) journal 6 (1):1-11 6 1. guten tag!, 2) freunde, kollegen und ich, 3) in der stadt, 4) guten appetit!, 5) tag für tag!, 6) zeit mit freunden, 7) kontakte, 8) meine wohnung, 9) alles arbeit?, 10) kleidung und mode, 11) gesund und munter, 12) ab in urlaub the researcher found 2 sub speaking skills in the book ger (gemeinsame europäische referenzrahmen) as communicative teilkompetenzen first referring to zusammenhängend sprechen and an gesprächen teilnehmen. the researcher combined the two sub-speaking skills, which would then be harmonized with 12 themes taken from the netzwerk book to produce an assessment instrument following a1 teaching in indonesia. in collecting data based on the ger (gemeinsame europäische referenzrahmen), the researcher took part in chapter 2 – der ansatz des referenzrahmens, chapter 4 – sprachverwendung, sprachverwendend und sprachenlernende, then the researcher narrowed it down to kompetenzerwartungen für die ersten kommunitatedung with the sub kommunitzenteil in it points regarding zusammenhängend sprechen, leseverstehen, and sprachmittlung. this selection is based on the nine chapters contained in the ger (gemeinsame europäische referenzrahmen) and is harmonized with the research needs of students in indonesia. in reading comprehension skills (leseverstehen), the same thing applies; level a1 is divided into four levels, and the researcher concludes that the competencies that students must acquire are as follows; • die schüler können am ende des ersten bildungsabschnitts nach angemessener sprachlicher vorbereitung kurzen, einfachen texten zu vertrauten unterrichts und alltagssituationen wesentliche informationen entnehmen, den text nösiefa – wenn. • die schüler können am ende des zweiten bildungsabschnitts zentrale aussagen von klar structuralierten texten, die im unterricht sprachlich vorbereitet wurden, erfassen und ihnen gezielt informationen entnehmen. die texte beziehen sich auf situationen und themen, die für das alltagsleben von jugendlichen von bedeutung sind • die schüler können am ende des dritten bildungsabschnitts weitgehend selbstständig unterschiedliche texte, die themen ihres interessens und erfahrungs bereichs betreffen, license, verstehen und auswerten. 2022. linguistics, english education and art (leea) journal 6 (1):1-11 7 • die schüler können am ende des vierten verstehen breitere und komplexere authentische texte zu abstractteren themen und ermitteln kernaussagen und detailinformationen, ordnen diese informationen in thematische zusammenhänge ein, beziehen sich und exinterundent informationwicket wisdom. the resulting assessment sheet is as follows: reading comprehension assessment guidelines, no aspects that are considered good, not good. table 1. assessment results no aspects good not good 1. literal comprehension 2. understanding interpretation 3. sentence arrangement total maximum score 3 description: good gets a score of 1; not good gets a score of 0 literal comprehension demonstrates the ability to gain low-level understanding using only explicitly stated information understanding interpretation is the ability to describe confidential information. student test results are a reference to see the effectiveness of the assessment rubric designed by the researcher. two tests on different skills did not show that there were all correct answers but only a few wrong answers on specific questions. this shows that the test questions for this assessment rubric are effectively used. the following table shows the students' answers to the reading comprehension test. table 2. students’ test results s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s11 s12 k1 0 2 3 2 2 2 3 3 3 3 0 3 k2 3 1 3 2 3 3 0 3 3 3 3 3 k3 3 3 3 2 2 2 0 3 3 3 3 3 k4 3 2 3 3 3 3 3 0 3 3 0 3 k5 2 2 3 2 2 3 0 3 3 3 3 3 k6 3 3 3 2 3 3 0 3 0 0 0 0 k7 3 3 3 2 2 2 3 3 3 3 3 3 coorect answers 6 6 7 4 7 7 3 6 6 6 4 6 2022. linguistics, english education and art (leea) journal 6 (1):1-11 8 k: correspondents from 1 to seven students. details of the guideline for assessing reading comprehension skills formed by the researcher divide three assessments into one question. the first study is literal understanding, which is how students gain understanding from reading the surface directly; interpretation understanding is an interpretation of something related to understanding, then sentence structure in german language rules and the placement of uppercase letters in the prefix, middle or at the end of the sentence. data on the quality of the development of an assessment rubric based on the ger (gemeinsame europäische referenzrahmen) is described by the results of content and construct validation; this validation process by integrating assessment instruments, grids, and questions that researchers have made. the validation results can be seen in the following table. table 3. the validation results no aspects v₁ v₂ mean 1 clarity title clarity clarity of statement items in the assessment rubric clarity of instructions on the assessment rubric sheet 4 4 4 4 4 3 4 4 3,5 2 contents the relationship between the ger standards (gemeinsame europäische referenzrahmen) and the scoring rubric. the relationship between the netzwerk theme and ger (gemeinsame europäische referenzrahmen) the suitability of the material that supports the achievement of competence the suitability of competency achievement indicators in the assessment rubric 4 4 4 4 4 3 4 4 4 3,5 4 4 3 language use language appropriate to the deutsche rechtschreibung the simplicity of the sentence in the scoring rubric the language used does not cause multiple interpretations assessment rubric using standard language or hochdeutsch the scoring rubric has spelling accuracy 3 4 4 4 4 4 4 4 4 4 3,5 4 4 4 4 4 construct assessment rubrics can be implemented without conflict does not conflict with the learning objectives contained in the netzwerk . book the themes and materials used do not overlap at each level 4 4 4 4 4 4 4 4 4 score total 59 58 3,9 percentage 97,5% category sangat baik 2022. linguistics, english education and art (leea) journal 6 (1):1-11 9 the percentage of the feasibility of the reading comprehension and speaking assessment instrument based on the ger (gemeinsame europäische referenzrahmen) is 97.5%. this shows that most of the aspects are good. discussion this study aims to produce an assessment rubric for reading comprehension and speaking german skills at level a1 according to ger (gemeinsame europäische referenzrahmen). this research rubric consists of assessment instruments, grids, reading comprehension and speaking questions, and learning outcomes assessment sheets. this assessment rubric has been validated by experts and tested. nitko (2011: 241) concluded that the assessment rubric is a tool with a set of rules prepared to assess the quality of learning performance and student performance. this is in line with the results of research in which there are competencies and indicators for reference in obtaining student assessments. then from the competencies, materials, and indicators, they produce questions that are used to take scores using an assessment sheet. accordance with the opinion of borg & gall (1983:775) revealed that research procedures are developmental in nature; basically, there are two main objectives, namely: (1) developing products according to needs and (2) testing how effective the resulting product is in achieving learning objectives. then the two objectives were developed as needed into four previously planned stages that have been passed in this research; stage 1 consists of identifying the problem of lack of educators to find out which parts of the students do not understand material on reading comprehension and speaking skills. then the second stage of the planning stage produces an arrangement of plans that will support this research, starting from the selection of materials, grids, questions, answer keys, assessment sheets, and the flow of sampling—making the structure of the assessment instrument by aligning reading comprehension and speaking skills as a product. the 3rd consists of testing, revision, and validation. the four stages of field testing and, at the same time, the last one will produce the final product. 2022. linguistics, english education and art (leea) journal 6 (1):1-11 10 the results of the expert validation of the assessment rubric show a percentage figure of 97.5%. however, there is still a revision in the vocabulary section of speaking questions based on ger (gemeinsame europäische referenzrahmen). so the researcher justifies certain parts that are still considered wrong. according to arikunto (2010:211), validity is a measure that shows a test's validity level. a test is declared valid if it measures what it intends to measure. the test has high validity if the results follow the criteria that have been made, in the sense of having parallels between the test and the criteria. in line with the validation of the assessment rubric that has been proposed, this study also produces scores, and there are measuring instruments used to measure the ability of students. this study measures students' reading comprehension, and speaking skills using a competency measuring instrument along with questions that have been made based on the ger (gemeinsame europäische referenzrahmen) and a measuring instrument in the form of an assessment sheet will produce a score. in the score, there will be details of what abilities are good and what less than students is. conclusion students can work on questions that have been prepared by researchers well, and the results of these answers are known that the abilities of students, which consist of literal understanding, understanding of interpretation, and sentence structure, each have their own weaknesses and advantages so that teachers can know the extent of student learning outcomes. this assessment rubric can be used as an alternative in taking the test scores of students with a1 level. references aminuddin. (2010). pengantar apresiasi karya sastra. bandung: sinar baru algesindo. anas sudijono. 2009. pengantar evaluasi pendidikan, jakarta: rajawali pers arikunto s. 2010. prosedur penelitian suatu pendekatan praktek. jakarta : rineka cipta, arends, richard. 2008.learning to teach. jogjakarta: pustaka pelajar 2022. linguistics, english education and art (leea) journal 6 (1):1-11 11 borg dan gall. 1983. educational research, an introduction. new york and london. longman inc. sukardi. 2009. metodologi penelitian pendidikan. jakarta : pt. bumi aksara. an analysis of teacher and learner talk linguistic, english education and art (leea) journal volume 2 nomor 1, desember 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i1.385 60 an analysis of english teacher and learner talk in the classroom interaction shofiyatul huriyah 1 universitas baturaja merie agustiani 2 universitas baturaja merieagustiani@gmail.com 1 submit, 22-10-2018 accepted, 22-12-2018 publish, 22-12-2018 abstract the objectives of the research were to find out the kinds of teacher talk and learner talk used by english teacherand learners during the classroom interaction and to know the language mostly used in the classroom. the participants of this study were 35 students and 1 english teacher that were taken using purposive sampling technique. this descriptive study used recording and interview in colecting the data. the results of clasroom interaction recording was then analyzed using flander’s interaction analysis categories (fiac). it was obtained that teacher talk (75,5%) dominated the interaction during the classroom. in the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). furthermore, indonesian language (57,2%) was dominantly used, while english was only 28,1%. from the research result, it can be concluded that the english teacher dominated the class by asking so many questions and mostly used indonesian language during the classroom was taking place. it gave the students less chance to explore and practice their english. keyword: teacher talk, learner talk, classroom interaction. introduction harmer (2007:56) describes that there are three phases of successful language learning which is well known as esa phases; engage (e), study (s), and activate (a). engagebecomes the first important key before encouraging the students to study and practice. it is necessary to engage the students in order to get them interested in the subject. therefore, good interaction between teacher and students will help the teachers to create good rapport).teacher-students interaction supports and motivates students to achieve a higher cognitive level and to find a mailto:merieagustiani@gmail.com1 2018. linguistic, english education and art (leea) journal 2 (1):60-71 61 personal meaning for learning (dempsey, halton, & murphy, 2001). in addition, sundari (2017) through her qualitative research entitled classroom interaction in tefl at lower secondary schools in indonesia described that mostly classroom interaction should be initiated by teachers through verbal communication by combining first and target language, giving direction, asking questions, correcting the students’ errors and many more. verbal and non verbal dimension, pedagogical, and personal dimensions arise the head to control and manage the classroomand to build rapport between teacher and students. interaction is one essential point of prosperous in teaching learning process, because interaction is a united exchange of thought, feeling or ideas between a teacher and learner or a learner and other learner consequent in complementary effect on each other. thus, brock (in shomoosi, 2008:177) states that an increase in the amount of classroom interaction will help foreign language learner to learn the target language easily and quickly. in this case, teaching process indeed gives a opportunity for learners to ask, to guess, to think and even to talk about the course material orderly to create an interaction between students. in the classroom interaction, it contain all of the classroom events, both verbal and non verbal interaction, the verbal interaction transpired because of the teacher and learners talk, while non verbal interaction covered gestures or facial expression by the teacher and learners when they communicate without using words (sukarmi & ulfah, 2015:262). from the statements above, the two kinds of talk are important, they prevail the classroom events and affect students’ foreign language acquisition,learners learn not only straight comprehensible input but also their own output (sukarmi & ulfah, 2015:262). but a proper lesson was not one in which students do all or even most of the talking. some lesson may propered if they were carefully organized in such away that students did a good arrangement of talking and at the same time got a lot of feedback from the teacher, either formally and informally. classroom interaction was basically related to teaching style that determines interaction in the classroom. the teachers who apply teacher-centered in the classroom possibly make the students passive in the classroom since the teacher talks all the time. it simply meant that the teachers did not give chance to the students to talk. in contrast, students-centered indirectly made the students active since the teacher was as a facilitator. so, it was clear that to get better result on teaching english especially in senior high school had to be developed by improving the quality of the teacher and learner talk because they would govern the classroom behavior. moreover, while the teaching-learning occurs, interaction was foremost it, avoid the blank moment during teaching learning process, both 2018. linguistic, english education and art (leea) journal 2 (1):60-71 62 teacher and learners there must be interaction, both of them should be active in the classroom. the importance of verbal interaction in language classroom made some researchers were interested in analyzing some kinds of teacher talks that occured during the classroom was taking place with many foreign language interaction analysis models. some of those models are foreign language interaction (flint), flanders’ interaction categories (fiac), self-evaluation teacher talk (sett). pangesti (2016:34) conducted an analysis of teacher talk in english teaching and learning process using flint models. it was found that there were 9 out of 11 categories of teacher talks occured in the class. they were praising, making jokes, using the students’ ideas, repeating the students’ responses, asking question, giving information, correcting without rejection, giving directions, and criticizing students’ behaviour. wasi’ah (2016:78) that conducted a descriptive study on analysing teacher talk using sett found that teacher performed 11 out of 14 instructional features in classroom interaction; scaffolding, direct repair, content feedback, extended wait time, seeking clarification, confirmation checks, teacher echo, teacher interruption, extended teacher turn, extended learner turn and display question. the other guidelines to analyze the interaction activities is by using flanders’ interaction analysis categories fiac. amatari (2015:44) states there are three categories infiac, they are: teacher talk, pupil talk and silence or confusion. teacher talk includes accept feeling, praises, accept/ uses ideas of pupil, ask question, lecturing, giving direction and criticizing, student talk includes pupil talk response, pupil talk initiation and no/all talk is the situation which is in silence.sukarmi and ulfah (2015:90) who conducted the classroom inteaction analysis using this model obtained thatthe percentage of the teacher talk was 78.15%,whereas the students’ participation was 21.16%. in line with the studies above, this present study was also dealing with analysing the student and the teacher talk in english classroom interaction through fiac.not only finding the dominant categories of teacher and learner talk, this study also investigated the language that mostly used in the classroom. as setiawati (2012:78) stated that teacher talk serves as the most valuable input of language exposure due to the circumstance in indonesia that does not support students’ to use target language in daily conversation. so it is very expected that teacher used english more frequently in the classroom to become comprehensible input for students. 2018. linguistic, english education and art (leea) journal 2 (1):60-71 63 literature review classroom interaction yanfen and yuqin (2010:67) defines interaction as the collaborative exchange of thoughts, feelings or ideas between two or more people. it has an inportant role in english language teaching. through interaction with teachers, students can increase their language store and use the language the possess. amatari (2015:45) points out that the quality and quantity of teacher-student interaction is a critical dimension of effective classroom teaching. the term ‘interaction’ implies an action – reaction or a mutual or reciprocal influence which may be between individuals, e.g. pupil – pupil; teacher-pupil in classroom setting or between materials and individuals or groups. an interaction is usually inferred from the behaviour of persons in the environment being studied. this behaviour maybe verbal or non-verbal and can be classified as being predominantly cognitive, affective or controlling in nature the success of teaching depends to a large extent on the way of teacher talk and the interaction occurs between teacher and students. the happening of interaction is affected directly by the way teacher talk. classroom interaction is really needed to maintain communication to happen in the classroom. ellis (1984:78) points out that interaction is meaning-focused and carried out to facilitate the information exchange and avoid the breakdowns of communication. so it is very suggested that teachers should pay attention to their language in the process of interaction with students, so as to provoke more interactionsin the classroom. teacher and leaner talk talk can be defined as an instrument to change attitudes and produce decisions and actions. talk laso can be defined as means of learning, transferring meaning, tool of reflection and making sense, and also social purpose.. in terms of classroom environment, teacher and learner talk can be defined as the language used by the teacher and learnersa to interact with in classroom interaction. sinclair and brazil (in yanfen and yuqin, 2010:56) explain that teacher talk is the language in the classroom that takes up a major portion of class time employed to give directions, explain activities and check students’ understanding. nunan (2000:23) describes that in all types of classrooms. teacher talk is important, and it has been extensively researched and documented. in language classroom, it is particularly important because the medium is message. the modifications which teachers make to their language, the question they ask, the feedback they provide and the types of instruction and explanations they provide 2018. linguistic, english education and art (leea) journal 2 (1):60-71 64 can all have an important bearing, not only on the effective management of the classroom, but also the on the acquisition by the learners of the target language. lei (2009:67) explains that teacher talk in efl classroom was considered to be problematic are for language teachers. in one side, too much teacher talk will deprive students’ opportunity to speak in the classroom. but in another side, teacher talk can be effectively facilitate learning and promote communicative interaction in the classroom. however, nunan (2000:90) suggests that when determining the appropriateness or otherwise of the quantity of teacher talk, then, we need to take into account a variety of factors including: (1) the point in the lesson in which the talking occurs, (2) what prompts the teacher talk: whether it is spontaneous or planned, (3) the value of the talk as potentially useful input for acquisition. flanders interaction analysis categories (fiac) inamullah, uddin, and husain (2008:34) tells that flanders interaction (fiac) is one of analytical observation schemes that became a widely used coding system to analyze and improve teaching skills. in addition, amatari (2015:98) points out that flanders interaction analysis is a system of classroom interaction analysis which is concerned with verbal behaviour only, primarily because it can be observed with higher reliability than can non-verbal behaviour and more also, the assumption made that the verbal behaviour of an individual is an adequate sample of his total behaviour. flanders interaction analysis categories (fiac) is a ten category system of communication which are said to be inclusive of all communication possibilities. there are seven categories used when the teacher is talking (teacher talk) and two when the pupil is talking (pupil talk) and tenth category is that of silence or confusion. research method in conducting this study the researchers applied descriptive method. descriptive method means that the researcher describes which is described and interpretesthe phenomenon or condition (creswell, 2012:13). this study took place in sma negeri 5 oku. purposive sampling wasused to determine the particpants of the study. on the basis of school’s recomendation, irma purwati, s.pd and students in xi ipa 2 would participated in the study. in collecting the data, classroom observation and interview were employed in the study.cohen, manion and morrison (2007:396) explain that observation as a research process is that it offers an investigator the opportunity to gather data from naturally occurring social situations. the observation in this study was conducted twice and last took eighty to ninety five minutes, the researchers directly observed the classroom. in the meantime, audio/ video recording of the 2018. linguistic, english education and art (leea) journal 2 (1):60-71 65 whole proceeding was also made to acquire more complete data about the classroom process. steps of this research procedure were: (1) recording and observing all of the classroom activities, (2) making a transcript of recording in every minutes lecturing, (3) determining the early data from field notes & transcript, (4) categorizing the data, (5) determining the focus of data categorization, (6) strengthening the focus of data categorization, (7) formulating flanders theory by using tables, (8) making a count of the numbers of language used by using table. the data in this research were in the form of utterances taken from the data resources (field notes & transcription) then were analyzed using fiac system and calculated into the numbers and percentage analysis. furthermore, in this research, the researchers used guided interview to give some questions to collect more suplementary data about teacher and learner talk in the classroom interaction.cohen, manion and morrison (2007:349) state that the interview is a flexible tool for data collection, enabling multi-sensory channels to use: verbal, non-verbal, spoken and heard. the order of the interview may be controlled while still giving space for spontaneity, and the interviewer could pressed not only for complete answers but also for responses about complex and deep issues. in short, the interview was a powerful implement for researchers.the questions were administered in bahasa indonesia, because it made the interview more easily both for the teacher and the students. finding the classroom interaction was observed in 80 minutes length for only one meeting because of the school limitation. the observed behavior was translated into the descriptive codes. its printed out was enclosed in appendix. the data was analysis resulted in a table of calculating data on classroom interaction, the table was calculated from every utterances of teacher and learner that occured in the clasroom.table 1 showed the result of fiac calculation after the classroom interaction was transcripted. table 1 the result of fiac calculation categories 1 2 3 4 5 6 7 8 9 10 i iiiii iii iiiii iiiii iiiii iiiii iiiii iiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iii iiiii iiiii iiiii i iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii 2018. linguistic, english education and art (leea) journal 2 (1):60-71 66 t h e c a l c u l a t i n g iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii iiiii i iiiii iiiii iiiii iiiii iiiii iiiii iiiii total per categories 1 18 3 165 146 69 11 50 4 80 total utterances 547 note: 1. accepts feeling 6. giving direction 2. praises or encourages 7. criticizing 3. accepts or uses ideas of pupil 8. pupil talk response 4. asks question 9. pupil talk initiation 5. lecturing 10. silence or confusion 2018. linguistic, english education and art (leea) journal 2 (1):60-71 67 from the result of transcription of the recording during the classroom observation, it was obtained that there were 413 utterances of teacher talk and 134 utterances of learner talks. these result then analyzed calculated usingfiac. the result of percentage based on the data result of classroom observation was shown in table 2 table 2 the distribution of classroom observation using fiac no observation categories numbers % teacher’ talks 1 accept feeling 1 0,2% 2 praises or encourages 18 3,4 % 3 accepts or uses ideas of pupil 3 0,5 % 4 asks questions 165 30,4 % 5 lecturing 146 26,7 % 6 giving directions 69 12,6 % 7 criticizing 11 2,0 % total 75,6 % learners’ talk 8 pupil talk response 50 9,1 % 9 pupil talk initiation 4 0,7 % 10 silance or confusion 80 14,6 % total 24,4% diagram 1. the percentage result of teacher and learner talks 75.6 24.4 teacher talk learner talk 2018. linguistic, english education and art (leea) journal 2 (1):60-71 68 from the overall result of observation displayed in the research found that the most time-spend of teacher and student talk in the classroom interaction was the teacher talk which occupied 75,5% of time, whereas the learner talk occupied 9,8 %. the rest 14,6 % of the time was that of silence, confusion or unclassified talk. it can also be seen that from the whole time of teacher talk,it was mostly spent for asking questions, lecturing and giving directions, while most of students talk was for giving responses. the result of study showed that the teacher talk was 75,5 %, students talk was 9,8 %, and silent was 14,6 % of the time. only a small part of the student talk shows initiation related to the learning materials. instead, they talked a lot when they gave responsesto that teacher’s lecture or questions.the teacher was more direct in her teaching. it can be seen from the ratio between direct and indirect influence, the result is less than one. it meant the teacher give lessons (lecturing) and direction during the teaching learning process. the teacher attemps to make her student being more active in the class by giving them chance to ask when the teacher was lecturing. furthermore, the result of classroom observation found 154 utterancesof using the english and 313 utterances of using the indonesian or local language. this tables on show the percentages of the language use based on research founding on classroom observation. table 3 the distribution of language use based on the cclassroom observation language speakers observation numbers % english teacher 113 20,6 % students 41 7,5 % total 154 28,1 % indonesian teacher 293 53,6 % students 20 3,6 % total 313 57,2 % 2018. linguistic, english education and art (leea) journal 2 (1):60-71 69 diagram 2. percentage analysis of language use from the table 3, we could see the english teacher often used indonesianor local language than english. the teacher used indonesian or local language about 53,6 %, and english used only about 20,6 %. meanwhile, students often used english than indonesian or local language, the students used english about 7.5 %, and the indonesian only about 3,6 %. discussion the finding of this study was in line with sukarmi and ulfah (2015:23) who found that the teacher talk’ percentage in the classroom was 78. 15% with dominant categories were lecturing 921.63%) and giving direction (20%). almost similar with sukarmi and ulfa’s, this result was seen as less effective teaching and learning proces seen the dominant categories were asking questions (30.4%) and lecturing (26.7%). negative effects of teacher talking for an excessive amount of time have been observed in a number of studies. alwright (in davies 2011:98) claimed that teacher who works to much in the classroom were not teaching effectively. a good language teacher should be able to get the students to do more works in the classroom. hammer (2007:76) also described that student talking time (stt) should be more frequently than teacher talking time (ttt). it is beacause the greater amount of ttt, the less the students practice the target language. teachers and learners are together contributing source in managing the classroom interaction and at the same time managing the learning opportunities. the teacher as facilitator should focus on the principle of intrinsic motivation by 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% indonesian english students teacher 2018. linguistic, english education and art (leea) journal 2 (1):60-71 70 allowing the students to discover language through using it rather than telling them about language (choudhury,2005:65). the frequent use of l1 that was obtained from this study showed that the teacher did not optimize the use of english in her classroom which can reduce the exposure of the target language. ellis (1984:45) states that too much l1 use could deprive the learners of valuable input in the l2. although some related studies results inferred that learners’ l1 has a necessary and facilitating role in acquiring a foreign language under certain conditions (cinkara and galali, 2017:56).harmer (2007:89) explains thatthe teachers should be aware of monitoring the appropriate use of first language in english classroom, so that it can optimalize the target language learning. conclusion based on the result of this research, it can be concluded the teacher dominated the class. the teacher was more active while the students were less actice. the student talking time was used largely for responding to the teacher’s questions and lecture.the teacher used direct influence more in teaching her student than indirect influence; lecturing and giving direction to the students for teaching learning process. in addition, the language in classroom used by the teacher and the students in the classroom interaction did not balance between indonesian and english. it showed that the teacher used more indonesian than english when she explained the materials. referring to those, it is suggested that the teacher should optimize the interaction to make the classroom more dynamic and not monotonous. the teacher were recommended to develop and improve their basic ability in managing their talk and technique in giving the appropriate questions and good feedbacks for the students in english class. so it can be expected that with all the type of the talk, the interaction between the teacher and the students will be built and increase. the teacher must be a good facilitator and motivator to the students in learning english. in addition, reagarding to the use of language inthe classroom, it is recommended that the teacher should use english more frequently in order to make students feel the athmosphere of english language and they can getthe chance to exposure the target language they are learning. references amatari, v. o. 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(2010). a study of teacher talk in interactions in english classes. chinese journal of applied linguistics, 33(2), 76-86 https://www.birmingham.ac.uk/documents/college-artslaw/cels/essays/languageteaching/daviesessay1tttessaybank.pdf https://www.birmingham.ac.uk/documents/college-artslaw/cels/essays/languageteaching/daviesessay1tttessaybank.pdf http://eprints.ums.ac.id/44202/1/publication%20article.pdf 2018. linguistic, english education and art (leea) journal 2 (1):60-71 72 linguistic, english education and art (leea) journal volume 5 nomor 2, januari-juni 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v5i2.3742 194 how to scaffold young learners’ english speaking class? retno dwigustini1 universitas bina sarana informatika arrizqi ramadhan2 universitas bina sarana informatika susilawati3* universitas bina sarana informatika nurhasanah halim4 universitas bina sarana informatika chelly banuwaty marison5 smp dasana indah tangerang susilawati.sxw@bsi.ac.id3 submit, 17-04-2022 accepted, 11-06-2022 publish, 12-06-2022 abstract the research objective is to portray how scaffolding strategy is applied in an englishspeaking class of young learners. a qualitative approach with a case study design was employed in the present research. interviews, observation, and document analysis were used to collect the data. the participants involved in this research consisted of an english teacher and 20 junior high school students. the results indicate that the english teacher applies micro-scaffolding strategies, which are realized in the following six activities: 1) stimulating students' participation and engagement; 2) providing explanations; 3) modelling; 4) repetition drills; 5) confirming students' understanding; and 6) giving feedback. those activities, combined with role-play technique, have been proven to increase students' positive responses, especially concerning learning excitement, speaking skills element enhancement, and students' confidence. the findings signify that scaffolding is a good strategy for young learners' language skills. the present research strongly recommends exploring new scaffolding activities with the infusion of learning platforms both in full remote and hybrid learning as an endeavour to grant much more tremendous help and support for young learners' productive skills. keywords: english speaking skills, scaffolding, teaching strategy, young learners introduction recent developments in the world require people to have good communication skills, including speaking english. therefore, it is not surprising that speaking has become an essential skill to acquire. as underlined by seameo https://doi.org/10.31539/leea.v5i2.3742 mailto:susilawati.sxw@bsi.ac.id 2022. linguistics, english education and art (leea) journal 5 (2):194-206 195 in their 2035 agenda, clear communication is one of the main things to face the challenge of the educational future (southeast asian ministers of education organization, 2018). the significance of having good communication skills also applies to kids or young learners. generally, learning english during childhood is claimed to positively impact later language development (chen et al., 2022). moreover, the intensity of young learners using modern communication equipment in this pandemic has increased rapidly. acquiring english skills becomes critical as english is used for most websites and applications (nishanthi, 2018). in order to be able to communicate with people worldwide, young learners in indonesia have been introduced to speaking english as their foreign language, which means they only encounter speaking english at schools. as it is different from the process of acquiring a first language, speaking english becomes a real challenge, not only for the young learners themselves but also for the english teachers. in reality, teaching english speaking to young learners is indeed not easy. some problems emerge, such as inadequate vocabulary and pronunciation (nikmah & anwar, 2021). additionally, young learners tend to be shy and afraid of trying to speak, and they also lack confidence (shen & chiu, 2019). the scaffolding strategy is an alternative solution that english teachers can consider to overcome such problems. this strategy is suitable for building students' experience and insight when acquiring new skills. the strategy is also well known for boosting young learners' motivation and interest in learning a language (anggadewi, 2017). a number of previous studies have proved how this strategy helps students foster their language skills. generally, scaffolding is reported to improve young learners’ speaking skills (munawar, 2019). kulsoom et al. (2021) also reported significant improvement in how scaffolding strategy impacts students’ fluency in speaking english. this scaffolding strategy gives students opportunities to actively engage themselves during classroom sessions (anita, 2019). the research of sari & rozimela (2021) has acknowledged that scaffolding in speaking classes provides students with independence in learning. the research of munawar (2019) focused on the teaching activities of how this scaffolding is applied in an english-speaking classroom for secondary school students. similarly, the research of kulsoom et al. (2021) has proven the effectiveness of the scaffolding strategy statistically in promoting secondary school students' speaking skills. the study conducted by anita (2019) and sari & rozimela (2021) on a number of english course teachers portrayed the teachers' point of view of scaffolding strategies they apply in their speaking classes. however, finding out what strategies are used for scaffolding english-speaking, especially in a young learners' class, and its integration with role-play teaching technique, and investigating the students' opinions on how they perceive this strategy is worth 2022. linguistics, english education and art (leea) journal 5 (2):194-206 196 researching. therefore, the current study attempts to depict 1) what scaffolding activities are usually conducted during classroom sessions; and 2) how the students perceive scaffolding strategy implementation in their classroom. literature review english-speaking for young learners in this day and age, as english is used internationally, mastering englishspeaking skills can be used to attain high competence in academic achievement and career (sudarmo, 2021). this implies that teachers must immediately introduce english speaking to students, including young learners. learning english at an early age gives students benefits. it is claimed to enhance students’ language achievement (chen et al., 2022). furthermore, in general, learning english as a foreign language at an early age greatly influences young learners. it gives children time to learn about diversity, enhance their multilingualism, nurture creativity and imagination, and build confidence and understanding (sari, 2019). for young learners, especially those who learn english as a foreign language like in indonesia, speaking english might be something new. as a result, learning to speak english should be done in small steps. to introduce speaking activities to beginners, newton & nation (2020) suggest the minus (meaning, interest, new language, understanding, stress-free) principle. first, speaking activities in a beginners' class should provide meaningful and relevant content. second, teachers should maintain their students' interests through various activities, which are suggested not to last too long. third, teachers should prevent themselves from giving too much new language to students, for example, by giving them too much information on grammar or vocabulary. fourth, teachers are suggested to give graspable input for students' understanding; teachers may give exposure to their students' receptive skills and students' preparation to start speaking. the last principle is creating a stress-free learning atmosphere, a comforting and helpful learning environment. these principles might be applied to all classes of beginners, including young learners, and that will help them learn better. referring to those mentioned principles, teaching english-speaking to young learners can be conducted through many simple but interesting activities. teachers may use repeat and listen (imitating what teachers say), repeat and do (imitating what teachers do), or guide students in discussion (wulandari et al., 2020). drilling is also an activity to apply in a young learners' class (razi et al., 2021). moreover, role-playing is also frequently suggested (robert & pane, 2020). teachers can explore many more engaging activities by paying attention to the teaching principles. scaffolding the scaffolding strategy is highlighted to signal vygotsky's work on zone of proximal development, specifically developing teacher-student interaction (smagorinsky, 2018). zpd, based on vygotsky's theory, refers to a condition in 2022. linguistics, english education and art (leea) journal 5 (2):194-206 197 which students need some help or guidance from more competent people to assist them in fulfilling difficult tasks (anggadewi, 2017). the scaffolding strategy is then used to assist students, including young learners, learn in and pass this zone. scaffolding provides learners and teachers with pedagogical benefits. scaffolding improves comprehension (elandeef & hamdan, 2021). scaffolding is considered simple for it does not require much preparation (tajeddin & kamali, 2020). scaffolding also allows students better to understand a difficult concept (harraqi, 2017). however, scaffolding does not suit pupils with good competence and comprehension (li & zhang, 2020). scaffolding is used to verify students' understanding, offer academic standards, clarify the broader view of the teaching/learning process, and call students' attention to prior and upcoming topics, lessons, and evaluations (heron & webster, 2019) at its implementation, scaffolding may be realized on a variety of levels. at the micro-level, scaffolding may be executed through contextualization and representing text, while micro-scaffolding can be delivered through modeling and bridging (sari & munir, 2018). their research also implied that teachers might use macro and micro scaffolding strategies in their classrooms. scaffolding is realized in several activities. first, scaffolding may be implemented by recalling previous knowledge and using real-world examples in learning (harraqi, 2017). then, giving oral questions to students can also be implemented to create a supportive learning environment (kamil, 2017). besides that, modeling is also mentioned to get students involved in their learning (sari & munir, 2018). research method this present research describes the implementation of a scaffolding strategy to teach speaking in a young learners' class. the present research employed a qualitative approach with a case study design. the informants involved in this research were one english teacher and one class of 20 seventh graders from a private junior high school in tangerang city, banten province, indonesia. the research was conducted before the pandemic era in which all students attended faceto-face classrooms at the school. the data were gathered through observation, interviews, and document analysis. observations are crucial instruments in qualitative case studies as they provide researchers with first-hand information from a research site. in the present research, observation was conducted during the teaching and learning processes. the researchers observed all the activities taking place in the class during speaking sessions. the researchers observed three speaking sessions. the researchers used open-ended interviews to obtain the data from the english teacher and the students. the students interviewed consisted of 3 students as the representatives of the class. the researchers complete the data by analyzing relevant documents such as lesson plans and students’ speaking scores. the data were then analyzed using data reduction, description, and verification. the researchers sorted the completeness of all the data gathered via observation, interviews, and document analysis during data reduction. the data was 2022. linguistics, english education and art (leea) journal 5 (2):194-206 198 then categorized according to the research's foci. the researchers analyzed the findings and compared the outcome to the existing theory and past relevant studies as part of the data verification process. finally, triangulation was used to establish the data's authenticity. findings observations data the teacher applies the scaffolding strategy from the beginning to the end of the speaking lesson. the observation, interview, and data analysis (lesson plan) indicate the following result: here is an overview of the strategy in each learning step conducted by the english teacher. table 1. scaffolding strategy applies during in young learners’ speaking class no strategy learning phase 1 stimulating students’ participation and engagement pre-activity whilst activity post activity 2 providing explanation whilst activity 3 modeling whilst activity 4 repetition drills whilst activity 5 confirming learners' understanding whilst activity post activity 6 giving feedback whilst activity post activity table 1 indicates that several strategies are only applied in one learning phase, such as providing an explanation, modelling and repetition, and repetition drills. some other strategies are implemented more than once. stimulating participation is applied in pre-activity and while activity, confirming students' understanding and giving feedback is observed to be done during and post-activity. the above learning activities are also listed in the lesson plan prepared by the teacher. the following is an excerpt from a lesson plan sample used by the teacher. 2022. linguistics, english education and art (leea) journal 5 (2):194-206 199 table 2. lesson plan used by the teacher learning phase description scaffolding strategy opening/ introduction apperception :  mentioning the things related to global warming  mentioning the places which are threatened by global warming and how to use the alternative energy stimulating students’ participation and engagement motivation :  explaining the importance of learning material following competencies to be dominated by students main activity delivering materials, including telling the students how to save the earth providing an explanation confirming students’ understanding involving students to look for information related to the topic stimulating students’ participation and engagement giving students dialog examples and reading the dialogs for them modeling facilitating students to ask and answer questions in discussions (between the teacher and the students, and also among students) stimulating students’ participation and engagement providing an explanation asking students to repeat the dialog repetition drills facilitates learners to work in groups before performing the dialog stimulating students’ participation and engagement asking the students to imitate and play the roles found in the dialog (role play technique) repetition drills stimulating students’ participation and engagement provides positive feedback and reinforcement in the form of oral gestures and rewards to the successful learners. giving feedback facilitates learners to reflect on to gain a learning experience that has been done. the teacher asks the students whether or not they find difficulties. closing making a summary lesson together with the students stimulating students’ participation and engagement giving homework to students evaluating the whole learning process giving feedback delivering the next meeting agenda verifying the data from observation in table 1, table 2 shows in detail learning activities that involve implementing a scaffolding strategy. it is precisely stated that the strategy is implemented in various learning phases. it is also observed 2022. linguistics, english education and art (leea) journal 5 (2):194-206 200 that the strategy of stimulating students' participation and engagement dominates the learning phase. while giving explanations and modelling are only practiced once. in connection with the student's responses to the use of scaffolding strategy, the representative of students gives positive responses to the strategy applied by the teacher in their speaking class. the scaffolding strategy is combined with a roleplaying technique. the following is the sum of the interview results. first, the students said that the scaffolding strategy creates fun and exciting learning. of all the interviewed students, all admitted that they have more fun and feel excited to learn and practice speaking english with the strategy applied by the teacher. they mentioned, st 1: “…speaking english is more fun.” st 2: “we were proud, excited.” st 3: “i felt proud and excited.” student 1 stated that the strategy used by his teacher makes learning to speak english more enjoyable. students 2 and 3 stated that they enjoyed this speaking class. second, the students acknowledge that using a scaffolding strategy combined with role-playing allows them to improve their speaking competence. they stated, st 1: “we learned new words.” st 2: “we learned other words.” st 3: “we can speak fluently.” students 1 and 2 said they could learn new vocabulary apart from what they have mastered. student 3 admits that she can speak english fluently. further, the students indicated that the combination of role-playing and scaffolding strategy helps them build their confidence. they clarified st 1: “everyone can speak english.” st 2: “… become another person, so we learn english out of our comfort zone.” st 3: “especially when you do it with friends. it is a great confidence booster.” student 1 said that everyone is able to speak english in the class by using the strategy, which means that he is sure everyone in the class can practice speaking english well. student 2 tends to say that he builds his confidence in speaking english in the class as he is forced by the teacher to come out of his comfort zone. student 3 stated directly that practicing speaking english with a combination of scaffolding and role-playing techniques can boost his confidence. 2022. linguistics, english education and art (leea) journal 5 (2):194-206 201 discussion this part discusses the finding's interpretations and justification for the current research. the discussion is divided into two parts based on the research questions. scaffolding strategy in young learners’ english-speaking class this section describes the strategies applied by the teacher to scaffold the young learners’ speaking class, which consists of six activities. they are: 1) stimulating students' participation and engagement; 2) providing explanations; 3) modeling; 4) repetition drills; 5) confirming students' understanding; and 6) giving feedback. these strategies are categorized into micro scaffolding. the first strategy to scaffold english speaking class implemented by the teacher is stimulating students’ participation and engagement. this strategy is used more frequently than other strategies during the class, starting from the apperception stage in the opening to the summary making in the closing. the strategy is practiced in apperception, searching for information, discussing, working in groups, role-playing, and summary making. the stimulation is in the form of questions, answers, comments, giving times and chances, and instructions. the implementation of this scaffolding strategy implies that by giving more stimulation, it is expected that all students will get involved during the learning process. every student is exposed to new knowledge, skills, concepts, and information. this stimulation may motivate students who keep silent to try speaking up. those who have been active can also do more, for example, by helping their friends. this result is in harmony with previous research. a study conducted by (nurlisa et al. (2020) found that scaffolding strategies may foster students’ active participation and engagement in speaking. kamil (2017) reveals in his study that giving chances for students to participate in learning is one of the strategies to implement in productive language classes. it is also reported that scaffolding increases students' engagement and motivation (damanhouri, 2021). the second is providing explanations. the researchers found out that the english teacher explains in the session of material delivery for each meeting. the english teacher delivers his explanation very clearly and as communicatively as possible. he sometimes repeats his explanation in order to have his students gain understanding. the researchers also observed that the teacher sometimes repeats his explanation during a question-and-answer session. by doing so, it is expected that the students get the points of his explanation. the finding corresponds to the number of relevant research studies. providing or offering an explanation is listed as one of the scaffolding strategies teachers can apply in their classroom (aliyah, 2019; kamil, 2017). describing materials in detail also benefits students in developing their zpd as an attempt to attain learning objectives (fatonah, 2019). the third strategy that the teacher usually applies is modeling. the researchers note that the teacher usually prepares dialog examples for his students. not only that, he will perform the dialogs before the students perform them in front of the class. he reads the dialogs, gives examples of the words’ correct 2022. linguistics, english education and art (leea) journal 5 (2):194-206 202 pronunciation, and explains how to use the expressions found in the dialogs. after he thinks his students have comprehended the dialogues well, he will ask the students to repeat what he models for them. after that, the students are asked to perform the dialogs in front of the class. the performance put on by the students is in the form of a role-play. from the description, it can be inferred that the teacher applies talk-aloud modeling. although this modeling is less conducted than stimulating students’ participation and engagement, it provides great assistance for the students. they can imitate what their teacher performs. the finding supports the study reported by hartani & sulindra (2017). they exemplified how modeling can assist students as they see the first picture of a new concept or knowledge base, even in a distance learning setting. ersani et al. (2021) notice that modeling can still be done by infusing it into the learning design. the fourth strategy used by the teacher is repetition drills. as mentioned earlier, it was observed that the teacher always reads the dialogues first. he does not only provide examples of how to pronounce the phrases and sentences but also the intonation, stress, and rhythm, so the students are given a complete exposure to the dialog situation. after that, he asks the students to repeat the reading of the dialog. the teacher uses such a repetition drill to guide the students' learning before performing the dialogs using a role-playing technique. this repetition drill is portrayed as motivating to students, particularly those who are less motivated due to factors such as shyness or lack of confidence. these repetition drills are claimed to enable students’ speaking ability enhancement as well as to capture students’ learning interests (aini et al., 2020). in addition, repetition drills are reported to improve students' understanding of speaking class (larosa et al., 2020). the fifth strategy applied is confirming learners' understanding. the researchers found that some students encounter several problems during the teaching and learning process. cognitively, they lack vocabulary, specifically not knowing the words' meaning and mispronouncing them. affectively, they feel unconfident, nervous, and shy. when the students experience the condition and cannot adjust themselves, the teacher is frequently observed to change his language use into a simple one. sometimes, he re-explains what he has already delivered to his students to ensure they understood his explanation. by doing this, his students become more relaxed and show their best attempts to speak english. this type of strategy is crucial to conduct as it will support students in entering their new area of knowledge. this is also the beginning of training them to learn independently. sari & rozimela (2021) highlighted that verifying learners’ understanding is a way to direct students toward becoming independent learners. when students have comprehended new concepts and knowledge delivered by teachers, it will be easier for teachers to evaluate and assess the students’ abilities (yuvita, 2018). the last strategy is giving feedback. when the students perform the dialogs in front of the class, the teacher gives his attention by listening, analyzing, and giving corrective feedback to his students. he mentions that the feedback is given 2022. linguistics, english education and art (leea) journal 5 (2):194-206 203 based on the criteria of assessment he has decided earlier. the assessment criteria comprise fluency, pronunciation, grammar, vocabulary, and comprehension. getting feedback from the teacher directs the students to rectify their mistakes. they improve their pronunciation and accelerate their fluency. from the comments and praise given by the teacher, the students are motivated to learn and speak better. the study by khairani & refnaldi (2020) states that feedback functions to correct students' errors and appraise them. feedback from the teacher seems to either upgrade or lower their students' confidence. those shy and nervous students get encouragement from the teacher to speak up. feedback delivered in a scaffolded setting is empirically believed to increase students' self-esteem and diminish their feeling of uneasiness about speaking english (zarei & rezadoust, 2020). students’ responses the interviewed students expressed their approval of the use of the scaffolding strategy in their speaking class. first, they see that the use of the strategy gives them more fun and excitement during their attempt to speak english. this condition surely creates a good learning atmosphere. the result is in agreement with research conducted by piamsai (2020) that suggests scaffolding can build a positive learning environment. second, the students agreed that the scaffolding strategy directed them to foster their speaking skills. the components of english-speaking skills they specifically highlight are vocabulary and fluency. this finding is consistent with the research reported by kulsoom et al. (2021) that scaffolding impacts students’ english fluency. third, scaffolding in english-speaking classes is regarded as effective in promoting students' confidence. the students feel certain that everyone can speak english. by scaffolding the speaking class, they get so much support to explore new things they have not been familiar with. the fact is in harmony with a study reported by (boonmoh, 2019). the study empirically proves that the scaffolding strategy is a great help for students who want a confidence boost in english-speaking. conclusion the present research has indicated that micro-scaffolding strategies scaffold young learners' english-speaking classes: stimulating students' participation and engagement; providing explanations; modeling; repeating drills; confirming students' understanding, and giving feedback. the students show positive responses to scaffolding strategies in their speaking class. the scaffolding strategy can be a solution for english teachers who want to intensify their students' speaking skills progress but encounter many obstacles during the teaching and learning process. in conjunction with the recent pedagogical developments during the pandemic, exploring new scaffolding activities with the infusion of learning platforms is highly recommended. connecting to the current situation, scaffolding young learners' english-speaking classes may offer new possibilities for more enjoyable learning activities either in the setting of hybrid or full distance learning. 2022. linguistics, english education and art (leea) journal 5 (2):194-206 204 references aini, n., khoyimah, n., & santoso, i. 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(2020). the effects of scaffolded and unscaffolded feedback on speaking anxiety and self-efficacy. journal of modern research in english language studies, 7(4), 111–132. https://doi.org/10.30479/jmrels.2020.13464.1655 linguistic, english education and art (leea) journal volume 6 nomor 1, juli-desember 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i1.4805 21 interaction strategies of haggling in the ‘pawn stars’ and ‘the pickers’ tv shows yapi henri wongkar1 universitas negeri manado ceisy nita wuntu2 universitas negeri manado devilito prasetyo tatipang3 universitas negeri manado imelda s. lolowang4 universitas negeri manado yapiwongkar@unima.ac.id1 submit, 11-11-2022 accepted, 25-12-2022 publish, 26-12-2022 abstract this study aims to investigate the interaction strategies of haggling in the ‘pawn stars’ and ‘the pickers’ tv shows. this paper is a qualitative study of sociopragmatics in haggling interaction strategies in the 'pawn stars' and 'the pickers' tv shows. the participants are involved in the interaction of haggling both in the tv shows. the instruments used for data collection in this qualitative study of socio-pragmatics are video cameras, television, and computer. the data were collected using the video camera to record the tv shows. then the recorded tv shows in the video camera were transferred to the computer to be transcribed and analyzed. from the data analysis, it is found that buyers and customers often employ similar haggling strategies in some respects and distinctly different tactics in many other respects. such strategies include humor, power, pleas, and honorific tags. therefore, it is expected that there will be other research concerning this topic that involves much more comprehensive data, or there will be other research concerning a similar topic but in a different setting or participants. keywords: haggling, interaction, strategies, tv shows introduction haggling is an important aspect of the social activity of buying and selling in which vendors and their prospective customers engage in different sociopragmatic acts in negotiating and making compromises, using a language or different languages. as mentioned by crystal, cited in (fesharaki, fetanat, & shooshtari, 2020), socio-pragmatics concerns “language use which derives from the social situation ."buying and selling conversation occurs only in specific https://doi.org/10.31539/leea.v6i1.4805 mailto:yapiwongkar@unima.ac.id 2022. linguistics, english education and art (leea) journal 6 (1):21-28 22 contexts (mainly shops and markets), deals with the main topic (the action of selling and buying a product), and is carried out by speakers assigned two precise roles: 'shopkeeper' and 'customer.' sellers and buyers tend to behave in ways that have the potential to achieve their goals while interacting. on the part of the seller, the goal is to ultimately maximize profit while the buyer strives to obtain the goods at the lowest cost. haggling exchange frequently entails complex negotiation, compromise, and subterfuge, sometimes degenerating into verbal abuse and namecalling (smart oruh et al., 2020). from the early plea-haggling studies of maynard (1984, 1989) in (flynn & freiberg, 2018) to the publication of (juhila & pösö, 2018) text on the discourse of negotiation, linguists and conversational analysts have been interested in the process of haggling. drawing from a range of perspectives, research in this area typically treats haggling as one of many unique contexts for examining differences in language use. in the same line, smart oruh et al. (2020) identifies discourse strategies of haggling in the nigerian context as dysphemism and euphemism, cajoling, flattery, and flirting. the interactional strategies of haggling in other multilingual contexts, such as in iran, have also been carried out where codemixing, honorific, face, and politeness strategies, among others, are used (ou & gu, 2020). haggling occurs in everyday life of the nigerian people and strongly impacts their linguistic climate. generally, haggling is an important aspect of the social activity of buying and selling in which vendors and their prospective customers engage in different socio-pragmatic acts in negotiating and making compromises, using a language or different languages. smart oruh et al. (2020) stated that haggling is usually done because there is something that both parties cannot accept. therefore, haggling is necessary so both parties can accept a good decision. this article aims to describe and interpret the interaction strategies of haggling employed by the interactants in the ‘pawn stars’ and ‘the pickers’ tv shows. it is seen from the view of sociopragmatics based on the theory of how to interpret the meaning of utterances by wittgenstein (1958) and levinson (1992), cited in (archer, jagodziński, & jagodziński, 2021). literature review haggling or buying and selling interaction is a sub-genre of service encounters (smart oruh, 2020). service encounter is a term that refers to the combination of verbal and nonverbal transactions that take place between a seller, on the one hand, and a buyer, on the other hand (see, for instance, ikegwuonu & ndibe, (2022); redcay & schilbach, (2019). the above definitions can be further elucidated by (luo & chen, 2020) description of 'genre' as a 'staged, goal-oriented and purposeful social activity that speakers engage in as members of a culture'. 2022. linguistics, english education and art (leea) journal 6 (1):21-28 23 stage, in this sense, refers to each necessary step or process participants undergo to achieve their goals in a conversation. in contrast, goal refers to the ultimate point of closure or culmination of the discourse. a haggling exchange is initiated when a seller pronounces an unusually high price for a product that a customer expresses an interest in or intends to purchase in a market setting. the customer responds by either slashing the price to a ridiculously low extreme or stating what s/he considers to be the true worth of the good on offer. the seller reacts by coming down lower, and the exchange continues until they reach the sale closure after both parties have arrived at a mutually agreeable price. sale price is often influenced by a number of issues, including the type of goods (whether they are perishable). most of the studies in this area have clustered into three types of research: conversational analysis, pragmatics, and speech acts. pragmatics focuses on the way patterns of verbal and nonverbal behaviors create meanings within organizations. van der molen (2018) employed vocal overtones in her analysis of the relationship between haggling as an organizational context and speech patterns in buyer–seller interactions. he found that negotiators accentuated their talk by slowing down their rate of speech and by speaking louder each time they made a concession. making concessions as a haggling tactic also surfaced in a host of studies on strategy and tactics, interaction analysis, and haggling phases that broadly fit into this category of pragmatics (karjalainen, sarker, & siponen, 2019). in these studies, language functions primarily as a tool to perform or serve the ends of joint or individual gain. method this paper is a qualitative study of sociopragmatics in haggling interaction strategies in the ‘pawn stars’ and ‘the pickers’ tv shows. pawn stars is an american reality television series shown on history channel and produced by leftfield pictures. the series is filmed in las vegas, nevada, where it chronicles the daily activities at the world famous gold & silver pawn shop. the series depicts the staff's interactions with customers, who bring in a variety of artifacts to sell or pawn and who are shown haggling over the price and discussing its historical background, with narration provided by either jack and george (all names are pseudonyms). the focus is also on the interaction between the customers and the buyer. the participants are involved in the interaction of haggling both in 'pawn stars and 'the pickers tv shows. the instruments used for data collection are video cameras, television, and computer. the data were collected using the video camera to record the tv shows. then the recorded tv shows in the video camera were transferred to the computer to be transcribed and analyzed. the present research http://en.wikipedia.org/wiki/reality_television_series http://en.wikipedia.org/wiki/history_%28u.s._tv_channel%29 http://en.wikipedia.org/wiki/las_vegas,_nevada http://en.wikipedia.org/wiki/pawn_shop 2022. linguistics, english education and art (leea) journal 6 (1):21-28 24 adopts a descriptive study where the researcher describes the evidence in the form of general patterns in the data of participants' use of socio-pragmatic strategies. findings from the data analysis, it is found that buyers and customers often employ similar haggling strategies in some respects and distinctly different tactics in many other respects. such strategies include humor, power, pleas, and honorific tags. a. humor humor, according to (chen & soo, 2018), 'involves polysemy when both a ''serious'' and a ''non-serious'' meaning can be recognized. it often includes teasing, ironic remarks, and dirty jokes capable of causing laughter. there is a general agreement among humor researchers that the most unambiguous indication of humor is that someone present laughs. based on the data collected, humor is one of the interaction strategies of haggling used in ‘the pickers’ tv show. for example: the buyer wants to buy advertising picturing a woman 1. buyer : i have gotta ask, is she for sale? 2. seller : helen (his wife) probably feels glad to see her go. she calls her my girlfriend…. (all laughing) 3. buyer : i’m in love with her for 100 dollar bill. 4. seller : there'll be a blank spot on the wall. 5. buyer : looks like you break up with her……(shaking hands and laughing) 6. seller : all right the interaction above shows that both the buyer and the seller employ humor. so the primary purpose of using humor in order for the goods (picture) to be bought or sold quickly is achieved with no problem. no interaction shows humor in the data collection of "pawn stars." b. power liando, tatipang, rorimpandey, & karisi, (2022) and archer et al. (2021) define that power ‘as the ability or capacity to perform or act effectively….to exert control over others. power is used in this study to refer to the capacity of either party in the interaction to produce an effect on the other. power is manifested in haggling, viz., conciliatory or aggressive tone of voice, reverence or audacity, and choice of words. here is an example of the employment of 'power' in the 'pawn stars 1. seller : maybe 150? 2. buyer 1: it’s missing the key parts. you know man, i’d go at 75 bucks 3. seller : man, i think we’ll do better than that. i think we’d go at 125 4. buyer2 : i tell you what 2022. linguistics, english education and art (leea) journal 6 (1):21-28 25 5. seller : yeah 6. buyer2 : george, give him 100, i ain’t go no damn higher. 7. buyer1 : i got tons of marx toys right now. they are not moving as fast as they were….100 bucks, it's up to you… based on the text, in line 6, it can be seen that the ‘buyer 2’ employs the power to influence and even press the seller to follow his will on the price, perhaps since he thinks that he's the one who's got the money, so he's got the power over the seller. c. please both vendors and customers sometimes have to plead with the other party during haggling exchanges. here's the example in the 'pawn stars 1. buyer : i'll give you 350 for them, which would be my top dollar. 2. seller : (sigh)…i ………………… more than that, can you go 7? 3. buyer : no, i mean 350 is it. that is. this is worth like 45 that was worth like 30 bucks, he said, so we're lookin' at 350, and i'll make like 100-150 bucks 4. seller : make it 4 ………….. for my gas up here…..come on man… 5. buyer : ……….. (shaking hands) all right, what the hell... i think i’ll make a little money 6. seller : alright, good it can be seen that in line 4, the seller employs the pleas. the pragmatic meaning is by using it by the seller. the buyer will show his generosity and buy his goods/stuff. d. honorific tags one haggling strategy is applying honorific tags, such as giving titles to either the customer or the seller. below is an example from 'the pickers.' the buyer wants to buy the bicycle tools 1. buyer : what do you think of them, boss? 2. seller : both of them? 3. buyer : yes, are you making me an offer? 4. seller : yeah 5. buyer : 75 it can be seen from the text above that in line 1, the buyer employs the honorific tags ‘boss’. the pragmatic message is by addressing the seller using the honorific. the seller feels esteemed and appreciated, thus, is lured into selling it to the buyer. as already stated above, it was found that in this study the most used 2022. linguistics, english education and art (leea) journal 6 (1):21-28 26 strategies in haggling employed by the interactants in the 'pawn stars' and 'the pickers' tv shows are humor, power, pleas, and honorific tags. the interactants used it until a mutually agreeable price was reached. discussions haggling is one of the cultural phenomena which, in practice, occurs in the market in buying and selling activities that are often carried out by buyers and traders (smart oruh, 2020). this haggling activity is usually carried out in traditional markets, where both parties to reach an agreement in the transaction carry out intense communication to reach an agreement. haggling is a contract procession to achieve the pleasure of both parties in the sale and purchase transaction. haggling occurs in everyday life of the nigerian people and strongly impacts their linguistic climate (soneye, 2020). generally, haggling is an important aspect of the social activity of buying and selling in which vendors and their prospective customers engage in different socio-pragmatic acts in negotiating and making compromises, using a language or different languages. traders and buyers tend to behave in ways that have the potential to achieve their goals while interacting. haggling is an activity that cannot be eliminated in buying and selling transactions, especially in traditional markets, where both parties to reach an agreement in the transaction carry out intense communication to reach an agreement. haggling is a contract procession to achieve the pleasure of both parties in the sale and purchase transaction. haggling in its activities is part of the negotiation. negotiation, in this case, is a business interaction between sellers and buyers to achieve a goal or, in other words, is an agreement (equal perception) about the price of goods and goods that are the object of buying and selling in terms of quality and quantity. on the part of the seller, the goal is to ultimately maximize profit while the buyer strives to obtain the goods at the lowest cost. soneye (2020) identifies such discourse strategies of haggling in the nigerian context as dysphemism and euphemism, cajoling, flattery, and flirting. the interactional strategies of haggling in other multilingual contexts, such as in iran, have also been carried out where code-mixing, honorific, face, and politeness strategies, among others, are used (soneye, 2020). the socio-pragmatic aspects of haggling in the nigerian context have not been sufficiently explored hence the need for the present study. haggling activity is also included in social interaction between individuals in the market (ayeni, 2021). haggling occurs because humans need each other, whereas sellers need customers to buy their wares, and buyers need the goods they sell, so social interaction occurs. however, this haggling activity is very inverse 2022. linguistics, english education and art (leea) journal 6 (1):21-28 27 when shopping in supermarkets, malls, shopping centers, and more, especially tv shows. in practice, there are several factors behind haggling in tv shows, namely humor, power, pleasurable and horrific tags, with the use and tactics of each depending on the situation at that time. conclusion the study has described and analyzed the haggling interaction strategies in the 'pawn stars' and 'the pickers' tv shows. words and expressions used in the haggling process are often used beyond their linguistic or referential meaning. they have contextual, pragmatic implicit meaning, which can also be derived from the social, linguistic, and cultural contexts. the strategies employed include humor, power, pleas, and honorific tags. the interactants used it until a mutually agreeable price was reached. the strategies employed include humor, power, pleas, and honorific tags. it is expected that there will be other research concerning this topic that involves much more comprehensive data, or there will be other research concerning a similar topic but in a different setting or with participants. references archer, d., jagodziński, p., & jagodziński, r. 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(2018). communication in organizations : basic skills and conversation models. communication in organizations, 131–141. https://doi.org/10.4324/9781315147963 linguistic, english education and art (leea) journal volume 1 nomor 1, desember 2017 e-issn:2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i1.35 71 teaching reading by using inquiry based learning approach to the first semester of english education program syaprizal 1 stkip pgri lubuklinggau syaprizal_mpd@yahoo.com 1 submit, 08-11-2017 accepted, 30-12-2017 publish, 30-12-2017 abstract the objective of this study was to find out whether or not it was significantly effective to use inquiry based learning in teaching reading to first semester of english education program . in this study, the writer proposed two hypotheses. they were null hypothesis (ho) and alternative hypothesis (ha). the method applied was pre-experimental with one group pre-test posttest design. the population of this study was all of first semester of english education program which consisted of 45 students. the sample was taken through cluster random sampling. which consisted of 20 students. the data were collected by means of test consisting 20 items of multiple choices. the data obtained were analyzed through three techniques: 1) individual score, and 2) matched t-test. the results of this study shows that the students’ mean score in the pre-test was 60.13 and those in the post-test was 75.25. the result of matched t-test was 5.25, which was higher than t-table value (1.725) of 20 with 95% significant level for one tailedtest. therefore, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. it means that it was significantly effective to use based learning approach in teaching reading to first semester of english education program . keyword: teaching reading, using inquiry based learning approach. introduction language is a fundamental part of human being (haliwel, 1992:11). language is an important part of humans in communicating to each other. through language, people learn how to “mean things” and how to share all of those meanings with others. the term language refers to set of intricate rules which function as a medium of human style of communication, (siahaan, 2008:40). in simple word, language is used by people to communicate and share mailto:syaprizal_mpd@yahoo.com1 2017. linguistic, english education and art (leea) journal 1 (1):71-81 72 information all about their life. reading and listening are called receptive skills because when we listen and read something we receive the language, understand it and decode the meaning. speaking and writing are called productive skills because we use the language to produce a message through speech or written text. productive skills is the term for speaking and writing, skills where students actually have to produce language themselves (harmer, 2007 : 65). reading is the act of constructing meaning while transacting with text. it means that when people use information stored in schemata to understand and interact with the world around people, so do people use this knowledge to make sense of print. since the reader has not said anything about the reader’s “getting” meaning. from the author, the page, or anywhere else. it means that by reading people will get the information which is stated in a text or a book. as a matter of fact, many books or journals are written in english, therefore by mastering english reading people also can interact with the world. reading is a physic and mental activity to reveal the meaning of the written texts, while in that activity there is a process of knowing letters. according to saleh (1997:3), english is considered as one of the vehicles to actualize the philosophy of life long education by progressive high school graduates. the researcher believed, the readers literally make meaning from the interaction between prior knowledge and previous experience (what they already known) from the information available in text, from the “stance” or position they elect to take in relationship to the text and from immediate, remembered, or shared social interaction and communication of this nation of “transaction” (ruddel, 2005:30).in other words, reading is the process where people try to combine the knowledge that they had before with their present knowledge then they try to comprehend and understand what they read. therefore, the students had many problems with the meaning, the use of tenses, and aspects of reading text such as vocabulary. finally, the students felt low motivation in learning, they did not interested in teachers’ strategies, techniques and approaches in teaching reading. the students were lack of motivation and exposure in reading comprehension. it can be stated that students did not have motivation to expose their reading skill especially in comprehending text. based on the problems above, the researcher intends to conduct a research to prove the effectiveness of using inquiry based learning approach in teaching reading. therefore, the research entitled: “using inquiry based learning approach in teaching reading to the first semester of english education program”. 2017. linguistic, english education and art (leea) journal 1 (1):71-81 73 literature review reading comprehension reading comprehension is the basic purpose for reading, underlying and supporting most other purposes for reading and more complex than commonly assumed. there are some reading strategies used by good readers, skills essential to students’ academic success: pre-reading, initial reading, getting the main ideas section, guessing meaning from context, re-reading, and post-reading exercise. reading comprehension is a constructive, interactive process involving three factors the reader, the text, and the content in which the text is read (gunning 1992:188). catherine (2002:13) states that reading comprehension has focused on specific factor (e.g. vocabulary knowledge) without specifying either that the effect of that factor reflects a relationship among reader, text, and activity or that the factor may change from pre-reading to reading to post-reading. reading is the act of constructing meaning while transacting with text. just as we use information stored in schemata to understand and interact with the world around us, so do we use this knowledge to make sense of print. notice that i have not said anything about the reader’s “getting” meaning. from the author, the page, or anywhere else. i believed, as do others that readers literally make meaning from the interaction between prior knowledge and previous experience (what they already known) from the information available in text, that can be easy to be remembered or shared in social interaction and communication of this nation of “transaction” (ruddel, 2005:30). the concept of inquiry based learning approach according to amri and ahmadi(2010:87),inquiry-based learning approach is a student-centered and teacher-guided instructional approach that engages students in investigating real world questions. inquiry-based instruction complements traditional instruction by providing a vehicle for extending and applying the learning of students in a way that connects with their interests within a broader thematic framework. students acquire and analyze information, develop and support propositions, provide solutions, and design technology and arts products that demonstrate their thinking and make their learning visible. in addition, sanjaya (2006:196) states that inquiry based learning approach is an approach that consists of some activities of learning that focus on the process of how to think analytically to search and find the answers of the problems in reading. the thinking process is usually done through questions and answers between the teacher and the students. it means that this approach emphasizes the students to find the answers by themselves. therefore, the 2017. linguistic, english education and art (leea) journal 1 (1):71-81 74 students are required to be active in finding the answers of reading text, especially, descriptive text. moreover, cooper and prescott (1989:3) state that research shows that the amount of student learning that occurs in a classroom is directly proportional to the quality and quantity of student involvement in the educational program. however research studies indicate that teachers typically dominate classroom conversation, consuming nearly 70% of classroom time. finally, banchi and bell (2008:22)state that clearly outlines four levels of inquiry. the progression seen from level one through four provides an excellent guide for how to scaffold inquiry learning skills for students. level 1 : confirmation inquiry, the teacher has taught a particular science theme or topic. one student then develop questions and a procedure that guides students through an activity level 2 : structured inquiry, the teacher provides with question and procedure. students are to formulate explanations of their findings through evaluating and analyzing the data that collect. level 3 : guided inquiry, the teacher only provides the research question for students. the students are responsible for designing and following their own procedures to test that question and then communicate their result and findings. level 4 : open inquiry, students formulate their own research question, design and follow through with a developed procedure, and communicate their findings and results. students’ reading achievement an achievement is a measurement of how much of a language has learned with reference to a particular course of study or programme of instruction (trumble, 2001:11). students’ reading achievement means the students’ difference score that is related to their particular course of instruction. for example, an achievement reading comprehension test based on particular set of descriptive text question. the test helps the teacher to judge the success of his or her teaching and to identify the weakness of his or her students. the steps of teaching reading by using inquiry based learning approach based on procedures that proposed by wilherm(2010:11), inquiry based learning approach through the following steps: 1. teacher activates the students’ prior knowledge. the teacher asks to the students about their opinions that relates to the topic of the reading text. 2017. linguistic, english education and art (leea) journal 1 (1):71-81 75 2. the teacher divides the students into groups (each group consist of five students). the teacher gives the topic of the reading text. 3. teacher invited the students to appoint their own group leader 4. the teacher establishes a general topic or inquiry of the topic of descriptive text. 5. the teacher provides the students about the books/reading text which related to the descriptive text. after that the students do their own inquires. 6. the teacher helps the students to find the answers of the text. 7. the teacher asks students a lot of questions to help them refine their thinking. 8. the teacher evaluates result and process of study and reviewing the questions and answers that are stated on the text. the advantages of inquiry based learning according dewey (2012:52), there are several advantages to an inquiry based learning approach to learning. an inquiry based approach is: 1. qualitative: it can be used in teaching reading content and suitable for the groups. 2. flexible for students: it motivates students to be more creative by giving them more freedom, time, and for discovery. 3. highly motivating: as students become engaged in the question forming process, they take ownership of their learning. 4. connected to the real world: it works to prepare students for real-life situations. it reinforces multiple skills and allows students to build the confidence to know where and how to get wanted information. research hypotheses according to arikunto (2006:17), hypotheses is the temporary answer of study problem, till realized through the data has collected. based on the problem and the objective above, the research hypothesis in this study is “is it significantly effective to students reading achievement by using inquiry based learning approach to the the first semester of english education program”. in this study there are two hypotheses. the null hypothesis (ho) and the alternative hypothesis (ha). 1. the null hypothesis (ho) : stated that it is not significantly effective to teach reading by using inquiry based learning approach to the the first semester of english education program. 2017. linguistic, english education and art (leea) journal 1 (1):71-81 76 2. the alternative hypothesis (ha) : stated that it is significantly effective to teach reading by using inquiry based learning approach to the first semester of english education program research method research design in this research, the writer used a pre-experimental with one-group pretest and post-test design. according to fraenkel and wallen (1993:236),preexperimental method is a method that has one group pre-test and post-test design, a single group is measured or observed not only after being expose to a treatment of some sort, but also before. population and sample according to arikunto (2010:173), population is the entire subject in the research. the population is represented by test norms or the group of examines represented by the norms is referred to as the reference population. population is the entire set of individuals, items, or scores from which a sample is drawn. in this research, the population is all the the first semester of english education program. according to arikunto (2010:74), sample is a part of representative of population investigated. from the explanation above, the writer will take one class as the sample of this investigation. the writer will use the purposive sampling. techniques for collecting the data in this research the instrument was reading comprehension test. the reading comprehension test in multiple choice tests with four choice. the total of items of instruments were 25 questions. in collecting the data, writer give the instrument to the students to allow the students assess the effects of experimentation and to know how the students’ achievement about what they have learned. techniques for analyzing the data matched t-test the results of the test are analyzed by using matched t-test. matched t-test is comparison of the result of students’ mean score in pretest and the students’ mean score in the post test. formula of the matched t-test is as follow: t-obt= 2017. linguistic, english education and art (leea) journal 1 (1):71-81 77 where: t-obt = tobtained. = the students’ means score in the pre-test. = the students’ means score in the post-test. = standard error of difference. (hatch and farhady, 1982:116) accountability of the research validity validity is the essential idea to consider when preparing or selecting an instrument for use. the validity of the test material was using content validity. wallen and frankel (1990:47) state that content validity is the degree to which in instrument measures an intended hypothetical psychological construct, or no observable trait. in order to know if the contents of the test items given are appropriate, the writer checked material in curriculum. before give the treatment to students, the students were given the tryout of instrument. reliability reliability is a measure of the degrre to which the test givens consistent result. in this research there are twenty five reading questions that are measured to get their reliability levels. according to fraenkel and wallen, (1990: 136) stated that the test is considered realiable when the reliability coefficient of the tests should be at least 0.70 and preferable higher. in estimating the reliability coefficient, the writer applied kuder richardson 21 (kr-21), it was found that 0,73. it means the reading test instrument was reliable since it was higher than 0.70. normality the investigation of the interval consistency normal is estimated by arikunto (2005:161). the following is the normality distribution formula (chi square ): x ² =  1 2 )( e eo ii where: oi = the observation freguency ei = the expertiso freguency finding in this study, the writer found that inquiry based learning approach is effective to be used in teaching reading comprehension to the first semester of english education program. it can increase the students’ more active in the class 2017. linguistic, english education and art (leea) journal 1 (1):71-81 78 room, and interested in learning reading comprehension using inquiry based learning approach. the findings in this study included the students’ score in the pre-test, the students’ score in the post-test, and the result of matched-test calculation between the students score in pre-test and those in the post-test. the writer found that tobtained was 4.003 which exceeded 1.701 as its critical value. it means that the alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. in other word, it was effective to use inquiry based learning approach in teaching reading to the first semester of english education program. it means indirectly the inquiry based learning approach was effective to be used. the comparison between the students’ pre-test and post-test scores is shown in the following chart. the students’ scores in the pre-test before the writer calculated the experiment, she gave the student pre-test then took their scores. after the scores had been tabulated, the writer found that the highest score was 80, reached by 1 students, and the lowest score was 45, reached by 1 student. in addition the averages score was 63. the students’ scores in the post-test before giving the post-test, the writer taught reading comprehension using guided reading procedure inquiry based learning approach. in this case, the test items in the posttest were the same as those in pre-test. in the post-test, the highest score was 100 reached by 1 student, and the lowest score was 55 reached by 2 students. the averages score was 75.25. data normality in the pre-test based on the data of the students’ scores in the pre-test, the writer found out that x 2 obtained = 10.31 with degree of freedom (df)=5 (6-1). since level is 95%(0.05), and the x 2 table = 11.070 with the data was normal, because x 2 obtained was higher than x 2 table. in the post -test based on the data of the students’ scores in the post-test, the writer found out that x 2 obtained = 12.8376 with degree of freedom (df)=5 (6-1). since level is 95%(0.05), and the x 2 table = 11.070 with the data was normal, because x 2 obtained was higher than x 2 table. 2017. linguistic, english education and art (leea) journal 1 (1):71-81 79 the calculation of the matched t-test based on the students’ score obtained both in the pre-test and in the posttest, the writer calculated the matched t-test to find out whether or not guided reading procedure inquiry based learning approach was significantly effective to teach reading comprehension to the first semester of english education program. by using the students’ score in the pretest and the post-test, the writer found that the result of matched t-test for the whole class was 4.003. meanwhile, the critical value of 95% with df 19 (20-1) significance level was 1.701. it means that the tobtained (4.003) exceeded the t-critical value (1.701). it means that the alternative hypothesis (ha) which was stated that guided reading procedure inquiry based learning approach was effective in teaching reading comprehension to the first semester of english education program was accepted and the null hypothesis (ho) was rejected. discussion after getting the data from test, the writer interpreted the result of the data analysis. as described above, the writer found that after teaching reading by using guided reading procedure inquiry based learning approach, the students’ achievement increased. it can be seen from the difference between the students’ score in the pre-test and that in the post-test. some data obtained include: a) the students’ average score was 63, b) the highest score 100, which was achieved by 1 student, and c) the students lowest score was 55 achieved by 1 student. it can be interpreted that their ability in reading comprehension was failed category. the explanation above repeated that the students were not very good in their knowledge; it was because the students could not comprehend reading text well. they could not differ between information based on the text and that based on their knowledge. that is why the student felt difficulties to answer the question and consequently they were classified as failed category. on the other hand, in the post-test, their average score increased to be 75.25, with the highest score was 100 achieved by 1 students and the lowest was 55 achieved by 1 students. their average ability was in passed category. it means that after treatment, the students were better in reading comprehension and in answering the questions. therefore, the writer felt necessary to give treatment for the students. treatment was done to the experiment class in order to improve the students’ achievement on certain area. in the treatment the writer used guided reading procedure inquiry based learning approach to teach reading comprehension. that the thing that is the most basically in teaching and learning process in the students being active. the students being active in learning process will get the high interaction between teacher and students. learning can be successful if all of 2017. linguistic, english education and art (leea) journal 1 (1):71-81 80 the students or parts of the students mixed up each other in active manner in learning process. the activities that have done the students for learning will be influence the student’s memory on the lesson that have been given by the teacher. in additional, the result of matched t-test calculation shows that the t-obtained was higher than t-table . the t-obtained was 4.003, while the t-table was 1.701. it means that null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. inquiry based learning approach was effective to be used in teaching reading comprehension to the first semester of english education program. in conclusion, it’s clear that guided reading procedure inquiry based learning approach has advantages in learning process. by using guided reading procedure inquiry based learning approach could increase students’ skill in comprehending reading text, the students have high motivation and can be active in learning process. motivation is give reason, incentive, enthusiasm, or interest that causes a specific action or certain behavior, and for the english teachers, this strategy can be used in learning process to develop students’ achievement in reading comprehension. conclusion based on the finding and discussion, the writer concluded that it was significantly effective to use inquiry based learning approach in teaching reading to the first semester of english education program. there was improvement of the average score or the average ability from the pre-test (63) to the post-test (75.25). this was showed in the average score post-test was higher than average score in the pre-test, and their average ability changed from failed based on the minimum mastery criteria to be mastered. the result of the t-obtained was 4.003, it was higher than 1.701 as critical value for one tailed test. so, the null hypothesis (ho) was rejected and automatically the alternative hypothesis (ha) was accepted. in other words, it was effective to use inquiry based learning approach in teaching reading to the first semester of english education program. in conclusion the experiment done by the writer was successful, because there was an improvement on the result of the students’ scores in the pre-test and the post-test. 2017. linguistic, english education and art (leea) journal 1 (1):71-81 81 references arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. amri, s. & ahmadi, ks. (2010). proses pembelajaran kreatif dan inovatif dalam kelas. jakarta: pt.prestasi pustaka raya. banchi, h., & bell, r.( 2008). teaching reading by using inquiry based learning approach. [online]. http//www.google.warmingupforreadingpdf.com. accessed on february 24, 2014. catherine, s. c. (2002). reading for understanding. pittsburgh ; rand reading study group. cooper, l., & prescot, t. (1989). the reading priority in english. new york; ny: mcgraw-hill, inc john dewey. (2012). inquiry based learning approaches to learning. [online]. http://www.glencoe.com/sec/teachingtoday/subject/inquirybased.phtml. fraenkel, j. r., & wallen, n. e. (1990). education research: a guide to the process. new york, ny: mcgraw-hill, inc. ______(1993). how to design and evaluate research in education. new york, ny: mcgraw-hill, inc. gunning, g. t. (1992). reading comprehension boosters. united state of america ; john wiley & sonic, inc. all rights reserved. haliwel, s. (1992). longman handbooks for language teachers teaching english in the primary classroom. new york: longman harmer, j. (2007). the practice of english language teaching. cambridge, uk: longman. hatch, e., & farhady, h. (1982). research design and statistics for applied linguistics. london: newbury house publisher. inc. ruddell, r. m. (2005). teaching content reading and writing. danvers, ma: john wiley & sons, inc. saleh, y. (1997). approaches of teaching english as a foreign language in the indonesian context book 1. palembang: faculty of teacher training and education, sriwijaya university. ______ (1997). methodology of tefl in indonesian context. faculty of teacher training and education sriwijaya university, palembang. sanjaya, w. (2006). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana prenada media. siahaan, s. (2008). issues in linguistics. yogyakarta: graha ilmu trumble, j. (2001). the great dictionary of english: london: longman,ltd wilherm. (2010). criteria for a successful inquiry. online http://amazone components2.html http://www.glencoe.com/sec/teachingtoday/subject/inquirybased.phtml http://amazone/ http://amazone/ linguistics, english education and art (leea) journal volume 2 nomor 2, juni 2019 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i2.349 100 an analysis of english lexical collocation found in english newspaper yulfi 1 stkip pgri lubuklinggau sastika seli 2 stkip pgri lubuklinggau reni ariska 3 stkip pgri lubuklinggau yulfi2018@gmail.com 1 submit, 27-09-2018 accepted, 19-05-2019 publish, 19-05-2019 abstract this study was conducted to find out the answer of question about what the english lexical collocation found in english newspaper, the jakarta post. this study was designed as a descriptive qualitative research and data of the study was described in form of qualitative description. the data was taken from the headlines of the jakarta post newspaper which published on april 4 th 9 th 2016. the sources of the data in this study were sentences and utterances that contain collocation. human instrument was the only instrument used in collecting and analyzing the data gathered. the result of this study showed that (1) there were fourty four english lexical collocations found in the jakarta post newspaper and (2) the meanings of english lexical collocation were fourty three had denotative meaning and one had connotative meaning. keywords: english lexical collocation, words meaning, the jakarta post introduction people need a medium to express their idea. the medium usually used is language. in expressing what they are thinking, they can show it in spoken or written way. spoken language uses sound whereas written language uses letter. a theory related to these statements is from delahunty and garvey (2010:28), a language is set of rules unconsciously present in the mind which enable human being to present and communicate meaning by producing audible, visible, or symbols that these rules systematically relate to those meaning. discussing about language, english is the most dominant international language in the world. wierzbicka (2006:3) states that english is the most important language in the world. english is spoken by a large and ever increasing mailto:yulfi2018@gmail.com1 2019. linguistics, english education and art (leea) journal 2 (2):100-115 101 number of people. because english is so widely spoken, it has often been referred to as a "world language". while, english is not an official language in most countries, it is currently the language most often taught as a second language around the world. not only mastering the four skills, an english learner as a foreign language must also understand well about language aspect and elements. as the result, many students still face many pbolems in mastering eglish. the problems are difficult to be overcome. however, one element to improve english skills is learning which words go with words also called collocations. according to mccarthy (2008:4) states that collocation means a natural combination of words; it refers to the way english words are closely associated with each other. a good knowledge of collocations (typical word combinations) is essential for fluent and natural-sounding english. learning collocation is an important part of learning the vocabulary of language. english is used in many aspects of life, like in communications, science, business, entertainment, politics, technology even in jousnalism. according to niles (2007:1), journalism is a form of writing that tells people about things that really happened, but that they might not have known about already. there are three kinds of journalism. they are cyber/online journalism, electronic journalism and printed journalism (rudin & ibbotson, 2002:95). newspaper is one of many examples of journalism. it can be included in online journalism, electronic journalism or printed journalism. back to collocation, mccarthy and o’dell (2008: 14) state that some collocations are found mainly in newspapers. in most cases they would not normally be used in everyday conversation. the jakarta post is one of the newspapers in indonesia. the readers can get more information of it. it is one of online journalisms, of course, it uses written language and the news content produced or distributed via internet. the jakarta post is a daily english language newspaper in indonesia. the paper is owned by pt bina media tenggara, and the head office is in the nation's capital, jakarta. as one of big online newspaper in indonesia, not only using indonesia, it also uses english in delivering the information. so, it can be also one medium used by teacher of english in teaching and learning process. finally, the emergency of this research is to find the used of english lexical collocation in english newspaper, the jakarta post. not only kinds of english lexical collocation, this study was also aimed to find the meaning of them. 2019. linguistics, english education and art (leea) journal 2 (2):100-115 102 literature review the concept of collocation collocation is a combination of word that is commonly used together. according to mccarthy and o’dell (2008:6), a collocation is a pair or group of words that are often used together. these combinations sound natural to native speakers, but students of english have to make a special effort to learn them because they are often difficult to guess. these combinations just sound right to native speakers of english who use them all the time. on other hand, other combinations may be unnatural and just sound wrong. for example, the adjective fast collocates with cars, but not with a glance. in addition, benson et.al, (1986:252) explains that in english, as in other languages, there are many fixed, identifiable, non-idiomatic phrases and constructions, such group of words are called recurrent combination or collocation. collocations are fixed phrases stored in the mind. lewis (cited in alfahadi et.al, 2014:390) says that collocation is words which are statistically much more likely to appear together than random chance suggests. collocations are the association of two or more lexemes (roots) recognized in and defined by their occurrence in a specific range of grammatical construction, and it is sometimes very difficult to distinguish collocation from free combination, one possible criterion being that free combination are structured on the basis of grammar (vebinc in kurniawan, 2009:10). nonnative speakers cannot combine words freely because words usually have their natural combination, if they combine the words freely, their collocation usage will be wrong. if nonnative speakers can use collocation accurately, their writing and speaking will be natural and accurate. this means that the ability in using collocation is an important thing for the nonnative speakers. collocation is not an unusual linguistic phenomenon like idiom and phrase. according to mccarthy and o’dell (2010: 6), idioms are group of words in a fixed order that have a meaning that cannot be guessed by knowing the meaning of the individually words. for example, fight like cat and dog (argue violently all the time), hard cash (money in form of cash, not a credit card). english lexical collocation according to benson et.al, (1986:258), english collocation is divided into two kinds: 1) english grammatical collocation and 2) english lexical collocation. lexical collocation consists of nouns, adjectives, verb and adverb. grammatical collocation consists of dominant word (like a verb, a noun, or an adjective) and a preposition or grammatical structure. a lexical collocation could be made up of nouns, adjectives, verbs, or adverbs, like “warmest regards”, “strictly accurate”, and etc. 2019. linguistics, english education and art (leea) journal 2 (2):100-115 103 the difference between grammatical and lexical collocations is that the former includes a principal word that is an adjective, a verb, or a noun and a grammatical word which is usually a preposition (benson cited in mounya, 2010:19) whereas the letter does not include grammatical words like prepositions. lexical collocations consist only of lexical words and they may be more difficult to learn. according to greenbaum (cited in moehkardi et.al, 2002:59), the cooccurrence of two or more words in a lexical collocation has two important feature. firstly, there may be a constant collocation relationship between the two words that collocate although several words go in between them. for example, collocation collect stamps can be separate as they collect stamps, they collect foreign stamps, they collect many things but chiefly stamps. there are seven types of lexical collocations, labeled from l1 to l7, which structures are given below. table 1 types of lexical collocations based on benson et.al, (1986) type patterns l1 verb (donating creation or activation)+ noun (pronoun or prep. phrase) l2 verb (meaning eradication or nullification)+ noun l3 adjective + noun l4 noun + verb l5 noun1 of noun2 l6 adjective + adverb/ adverb + adjective l7 verb + adverb in the other side, the most common lexical collocation types as listed by stroh (2004:19) they are: adjective-noun (e.g. heavy smoker), noun-verb (e.g. prices fall), verb -noun (e.g. do the dishes), verb-adjective (e.g. defend something vigorously), adverb-verb (e.g. half understood). in lexical collocation, there are fixed and loose combinations. especially in verb + noun combination (nattinger in moehkardi et.al, 2002:59).the combinations are fixed in which the choice of word that collocate each other is definite. such as commit a murder, or break the law and these combination, do a murder or damage the law is unlikely. this fixed structure are idiomatic, however their meanings still predictable from the elements of the combination. in 2019. linguistics, english education and art (leea) journal 2 (2):100-115 104 comparison, loose collocations are freely combined, such as: analyze/study law. the meaning of these loose collocations can still be derived from their individual words. the concept of lexical meaning semiotics is a science to study a sign in human life. it is agreed as the study method in first conference, association for semiotics studies in 1974. a sign is something that means something else for someone. in element of semiology, roland barthes gave models of denotation and connotation. according to barthes (1967:90), a sign as system consisting of expression (e) on signifier, in relation (r) to content (c) on signified. such primary system can become an element of a more comprehensive sign system. the primary sign (e1 – r1 c1) as denotative level becomes the expression of secondary sign system e2 = e1 – r1c1. then in connotative level is the combination of e2 – r2 – c2. connotation and denotation are often described in terms of levels of representation or levels of meaning. 1. denotative: the first order of signification is that of denotation: at this level there is a sign consisting of a signifier and a signified. denotation is generally defined as literal or dictionary meanings of a word. the denotation of a word does not carry the associations, emotions, or attitudes that the word might have. for example the word “home” is a place where you live, the word “dog” is common animal kept by people for hunting or as a pet and then the word “dove” is a kind of pigeon. 2. connotative: connotation is a second-order of signification which uses the denotative sign (signifier and signified) as its signifier and attaches to it an additional signified. connotation refers to a meaning that implied by a word apart from the thing which it describes explicitly. for example the word “home” is used to suggest family, comport and security, the word “dog” is used to suggest shamelessness or an ugly face and then the word “dove” is used to suggest peace or gentility. the jakarta post the jakarta post is collaboration of four indonesian media under the urging of information minister ali murtopo and politician jusuf wanandi. the first issue was printed on 25 april 1983, but it circulated with minimal advertisements and limited circulation. in 1991, it began to take a more vocal prodemocracy point of view after a change in chief editors. it became one of the few indonesian english-language dailies to survive the 1997 asian financial crisis and the significant increasing of circulation makes it has a circulation of about 40,000. this newspapert also features a sunday and online edition, which go into detail not possible in the daily print edition. it is targeted at foreigners and 2019. linguistics, english education and art (leea) journal 2 (2):100-115 105 educated indonesians, although the middle-class indonesian readership has increased. it follows a broadsheet format. in the beginning, it featured an index on the front page, as well as short offbeat stories under the title "this odd world". the lifestyle section had eight comic strips, and it used more photographs and graphics than was normal for indonesian publications at that time. the editorials tended to be shorter than their indonesian counterparts. the jakarta post uses the inverted pyramid style of reporting, with the most important information at the beginning of the article, during the 1980s, many indonesian papers put the lead further down. bill tarrant attributes this to the different writing styles in english and indonesian, with english favoring the active voice and direct statements, while respectful indonesian favors the passive voice and a circuitous approach. research method in order to collect the significant data, the writer conducted library research as a basic activity for collecting the data. library research is a study that use library source to get information. according to kothari (2004:7), library research has two methods. they are analysis of historical and analysis of documents. the writer used analysis of document for collecting the data because the writer analyzed the headlines of the jakarta post, it was one of document. in analyzing data found in the headline of the jakarta post, descriptive qualitative research was used. according to fraenkel and wallen (2009: 422), qualitative research is the research which has a purpose to investigate the quality of relationship, activities, situation of subject study, such as action, perception, motivation, behavior, etc. descriptive qualitative research gives priority to analyze data. in this study, the writers analyzed the words, sentences, and phrases of the jakarta post which published on april 4 th – 9 th 2016. the writers identified kinds of english lexical collocation in the headlines of the jakarta post and time news of indonesia. the identified data was classified based on the english lexical collocation patterns. to simplify data, the writers selected the representative of each pattern from the whole classified patterns of english lexical collocations and it was analyzed. english collocation dictionary was also used to identified kinds of english lexical collocation and made the table of each patterns and analyzed the meanings of english lexical collocation. https://en.wikipedia.org/wiki/broadsheet https://en.wikipedia.org/wiki/inverted_pyramid https://en.wikipedia.org/wiki/lead_paragraph https://en.wikipedia.org/wiki/indonesian_language https://en.wikipedia.org/wiki/active_voice https://en.wikipedia.org/wiki/passive_voice https://en.wikipedia.org/wiki/passive_voice 2019. linguistics, english education and art (leea) journal 2 (2):100-115 106 finding kinds of english lexical collocation found in the jakarta post the writers have previously identified several kinds of english lexical collocation used by the jakarta post headlines writers in conveying their message, idea and information. kinds of english lexical collocations are found in the jakarta post headlines can be seen in the chart below: table 2 the total number of kinds of english lexical collocation found no types of lexical collocation total number 1 l1 15 2 l2 3 3 l3 15 4 l4 1 5 l5 8 6 l6 2 7 l7 3 total number 44 based on the table above, kinds of english lexical collocation above, it can be seen that the writer found there were 15 collocations in verb (denoting creation) collocate with noun (l1), 3 collocations in verb (meaning eradication) collocate with noun (l2), 15 collocations in adjective collocate with noun (l3), and the writer did not found collocation in noun collocate with verb. in l2, there was 1 collocation. however, the writer found 8 collocations in noun collocate with noun (l5), 2 collocation in adjective collocate with adverb (l6) and 3 collocations in verb collocate with adverb (l7) it can be concluded that l3 is the most dominant found in the headline of the jakarta post and times news of indonesia. the writer had been classified kinds of english colocations in each pattern. for meanings of the lexical collocation found in the newspaper, the writers presented them on a chart below: chart. 1 the percentage of words meaning in english lexical collocation 0 50 denotation connotation 2019. linguistics, english education and art (leea) journal 2 (2):100-115 107 from the chart above, it can be seen that the words meaning of english lexical collocation were denotative and connotative. in chapter 2 the writer had explain about denotative and connotative meaning. the writer found 41 denotative meaning and only found 1 connotative meaning from the word “smooth” in english lexical collocation, it can be conclude that denotative meanings are the most dominant meaning which found in the headlines of the jakarta post. discussion in this study, the writers described and elaborated english lexical collocation identified in the jakarta post newspaper which published on april 4 th 9 th 2016. this study identified english lexical collocation and found out the purpose of using each english lexical collocation. after identifying the words, phrases, clauses, or sentences in the jakarta post, the writer found out that the use of english lexical collocation has some purposes according to its usage and context (focusing on the message and information). the writer has previously explained the kinds of english lexical collocation which the writer has signed by using capital letter l1-l7. it is used to make the research easy to be understood. writers of the news used several kinds of english lexical collocation based on the idea and information they want to reveal and convey. according to benson et.al, (1986:258), there were seven kinds of english lexical collocation and has signed by using l1-l7, they are verb (denoting creation) collocate with noun (l1), verb (meaning eradication) collocate with noun (l2), adjective collocate with noun (l3), noun collocate with verb (l4), noun collocate with noun(l5), adjective collocate with adverb(l6), and verb collocate with adverb (l7). from the identification, the writers found six kinds of english lexical collocation in the jakarta post newspaper, they were verb (denoting creation) collocate with noun (l1), verb (meaning eradication) collocate with noun (l2), adjective collocate with noun (l3), noun collocate with noun(l5), adjective collocate with adverb(l6), and verb collocate with adverb (l7). l3 was the dominant found in the headlines of the jakarta post. the lexical meanings were denotative and connotative. denotative is the dictionary meaning and connotative is the meaning which describes explicitly. from the findings of the study, there were 41 denotative meanings in english lexical collocation and the writer found only found 1 connotative meaning in english lexical collocation. 2019. linguistics, english education and art (leea) journal 2 (2):100-115 108 conclusion first, from the total number of english lexical collocation analyzed, the writer found there are 42 english lexical collocations in six kinds that found in the headlines of the jakarta post which publish on april 4 th 9 th 2016. there were 14 collocations in (l1), 2 collocations in (l2), 15 collocations in (l3), 7 collocations in (l5), 1 collocation in (l6) and 2 collocations in (l7). the most dominant found is l3 (adjective + noun). second, the lexical meanings in english lexical collocation are denotative and connotative. there were 41 denotative meanings and only 1 connotative meaning. the dominant meaning which found in the headlines of the jakarta post was denotative meaning because the object of this study was headlines of the jakarta post, it was a factual text. references alfahadi, a.m., zohairy, s.a., & momani, m.m. (2014). promoting awareness of teaching collocations techniques to beginners (adjective-noun collocation). european scientific journal, 10(10), 389-396. barthes, r. (1967). element of semiology. new york: hill and wang benson, m., benson, e. & ilson, r. (1986). lexicographic description of english. amsterdam: john benjamins. delahunty, g.p., & garvey, j.j. (2010). the english language: from sound to sense. colorado: the wac clearringhouse. fraenkel, j.r., &. wallen. n.e (2009). how to design and evaluate research in education. new york, ny: mcgraw-hill, inc. kothari, c.r. (2004). research methodology, method and techniques. new delhi: new age international (p) limited publisher. kurniawan, n. (2009). the eleventh years students’ errors in translating indonesian collocation into english at sma negeri 2 lubuklinggau. unpublished undergraduate thesis: stkip-pgri lubuklinggau. mccarthy, m., & o’dell, f. (2008). english collocation in use. cambridge: cambridge university press (2010). english idioms in use. cambridge: cambridge university press moehkardi, r.r. (2002). grammatical and lexical english collocations some possible problems to indonesian learners of english. humaniora, 14(1), 53-62. mounya, a. (2010). teaching lexical collocations to raise proficiency in foreign language writing. unpublished thesis. universite mentouri. niles, r. (2007). what is “journalism?”. retrieved from: http://www.robertniles.com. retrieved on april 9 th , 2016 rudin, r., & ibbotson. t. (2002). an introduction to journalism. oxford: focal press. 2019. linguistics, english education and art (leea) journal 2 (2):100-115 109 stroh ph. m. (2004). towards a bilingual adjective-noun collocation dictionary of english and german. unpublished thesis. universite mentouri. wierzbicka, a. (2006). english: meaning and culture. new york: oxpord university press. appendix the following table shows kinds of english lexical collocation found in the jakarta post newspaper which published on april 4 th 9 th 2016. verb (denoting creation) + noun (l1) table 1 the findings of verb (denoting creation) + noun (l1) types collocation meaning l1 verb (denoting creation)+noun 1. go on still going on 2. take action decide to do something 3. crack down become more severe in preventing illegal activity 4. expose a system tell the true fact about organized set of idea 5. paid limited tax give few money to the government for public service 6. tracking down the process to identify something 7. paying taxes give money to the government for public services 8. earned significant revenues get the important income by working 9. offering service offer someone to getting help 10. conducting field work do a job area 11. uncover the truth discover the facts 12. handling a case controlling a set of facts 13. against the law opposing the system of rules 14. move against oppose something l1 collocations like previously explained consist of verb (denoting creation) + noun combinations. the writers of the jakarta post headline also use it in their writing. the writer will prove the use of l1 in the headline. the writer found the use of l1 in 5 headlines of the jakarta post newspaper which published on april 4 th 9 th 2016 like in these sentences below; 2019. linguistics, english education and art (leea) journal 2 (2):100-115 110 1. kpk targets property king. published on april 4 th 2016 a. the kpk’s decision to slap a travel ban is usually followed by naming an individual a suspect in a graft case, a move only made after investigators handling a case have collected sufficient evidence. b. that’s our target. we need him (arguan) to help the kpk uncover the truth about the reclamation case. 2. reclamation must go on: ahok. published on april 5 th 2016 a. reclamation must go on: ahok. b. ahok argued that the land reclamation project was mandated by presidential regulation no.52/1995 on jakarta north coast land reclamation and therefore halting the project would be against the law. 3. ri to examine panama data. published on april 6 th 2016 a. we cannot say whether or not they are valid. the motive for keeping funds abroad maybe purely business, but it’s to evade tax, we will ask tax office to take action. b. the panama papers come to light at a time when the government is pushing efforts to improve its tax base and crack down on tax evaders. c. the icij claims that the documents expose a system that enables crime, corruption and wrong doing, hidden by secretive offshore companies. 4. tech giants must pay taxes: govt. published on april 7 th 2016 a. up to this point most of the tech giants have been registered as local limited companies (pt) and have only paid limited taxes on their employees’ individual incomes. b. the finance ministry’s directorate general of taxation will conduct thorough investigations of the companies’ tax-related obligation, including tracking down financial reports dating back five years. c. we are still investigating them and if we find that they have avoided paying taxes, they can be summoned to court and sentenced to up to four years in prison. d. muhammad haniv, head of the jakarta’s special office at the directorate general of taxation, said the tax office had yet to calculate the exact potential value of taxes obtained from the tech giants, but he pointed out that they earned significant revenues from advertising. e. communication and information minister rudiantara last week issued a regulation requiring all foreign over-the-top (ott) contents providers offering services in the country. 5. ahok aide linked to bribery case. published on april 8 th 2016 a. ahok claimed that sunny was conducting field work for his dissertation on jakarta politics to be submitted to the niu’s graduate school. 2019. linguistics, english education and art (leea) journal 2 (2):100-115 111 b. the move against richard came just days after the antigraft body issued a travel ban for asg owner sugianto “arguan” kusuma following a revelation. verb (meaning eradication)+noun (l2) table 2 the findings of verb (meaning eradication) + noun (l2) types collocation meaning l2 verb (meaning eradication)+noun 1. evade tax avoid a tax 2. avoid paying taxes try not to give money to the government for public service l2 collocations like previously explained consist of verb (meaning eradication) collocate with noun. the writer had found the finding of l2 collocation usage from her identification in the jakarta post headline and the writer only found two kinds of english lexical collocation in two titles of the headline, it can be seen as follow; 1. ri to examine panama data. published on april 6 th 2016 the motive for keeping funds abroad maybe purely business, but it’s to evade tax; we will ask tax office to tax action. 2. tech giants must pay taxes: govt. published on april 7 th 2016 we should always study every trick played by people who avoid paying taxes. adjective + noun (l3) table 3 the findings of adjective + noun (l3) types collocation meaning l3 adjective + noun 1. social costs price of something in society 2. general public the people who living together in communities 3. reveal data data that allow to be seen 4. legal records written account of facts based on the law 5. profitable business work which give a useful result 6. low tax base the lowest tax 2019. linguistics, english education and art (leea) journal 2 (2):100-115 112 7. basic principles the most important rule 8. legal principles rule based on the law 9. criminal cases situation in wrong moral 10. property tycoon things successful 11. sufficient evidence the findings that enough 12. civil society citizens of a country who living together in communities 13. building permits official written paper that allows to construct something 14. smooth the passage journey without any holes 15. business tycoon successful job l3 collocations which consist of adjective followed by noun are frequently used in headline. 1. kpk targets property king. published on april 4th 2016 a. the corruption eradication commission’s (kpk) investigation into massive irregularities plaguing reclamation project in jakarta worth rp 150 trillion (us$ 11.4 billion) has implicated powerful property tycoon sugianto “aguan” kusuma , with the commission slapping a travel ban on the patron of politically wired tycoon tomy winata the artha graha group on sunday. b. the kpk’s decision to slap a travel ban is usually followed by naming an individual a suspect in a great case, a move only made after investigators handling a case have collected sufficient evidence. c. resident and civil society group have challenged the project by bringing the case to the court for the past 20 years. 2. reclamation must go on: ahok. published on april 5th 2016 a. critics have said that given the high environmental and social costs the project only benefits property developers and not the general public. b. the administration’s one stop integrated service agency says it never issued any building permits (imb) for any islets in the reclamation project. c. podomoro’s president director ariesman widjaja was named a suspect by the kpk on friday,alone with gerindra party councilor mohamad sanusi, for alleged bribery with intent to smooth the passage of two draft bylaws on the reclamation. 3. ri to examine panama data. published on april 6th 2016 2019. linguistics, english education and art (leea) journal 2 (2):100-115 113 a. boy said he would have no objection to revealing data to the tax office if required to provide clarity over the icij reports. b. the panama papers, published on sunday, have led to the initiation of investigation by authorities around the world as they contain information from more than 11.5 million financial and legal records than span almost four decades, from 1977 to 2015. c. garibaldi “boy” thohir, the ceo of coal mining giant adaro energy whose name is on the icij database alongside other prominent figures and business tycoon. 4. tech giants must pay taxes: govt. published on april 7th 2016 a. the government is demanding global technology giants google, facebook, twitter and yahoo pay their proper taxes after failing to do so for years despite running profitable business in the country. b. the move is the latest in a series of efforts the governments is making the boost tax revenues and increase the nation’s low tax base. 5. ahok aide linked to bribery case. published on april 8th 2016 we will tell the jakarta regional administration to follow the basic principles of reclamation. 6. oversight of foreigners stepped up. publish on april 9 th 2016 a. ronny gave an assurance that despite its increased authority in law enforcement, the team would maintain and uphold legal principles in all of its activities. b. immigration office spokesman wely wiguna said the number of criminal cases involving foreign suspects handled by the office had increased significantly over the past few years. noun 1+noun 2 (l5) table 4 the findings of noun 1+noun 2 (l5) types collocation meaning 1. income tax money that the people pay to the government according to how much the people earn 2. tax office building where the people pay money to the government 3. immigration law the rule of the people who moving from one country to another country 2019. linguistics, english education and art (leea) journal 2 (2):100-115 114 l5 noun 1+noun 2 4. immigration office the building for the people who moving from one country to another country 5. tax revenue income as received by the government 6. law enforcement the rule to force people obey a law 7. tax form printed paper to be filled for paid money to the government 8. tax reform improvement for money that paid to the government l5 collocation consists of noun1 + noun2 combinations. is occurs in the headline. 1. ri to examine panama data. published on april 6th 2016 a. finance ministry director general of taxation ken dwijugiasteadi said the tax office would assess the tax form (spt) of individuals within the database held by the us-based icij. b. president joko “jokowi” widodo has made tax reform a priroty of his administration and has vowed that it will hunt down tax evaders so they pay their tax obligation. 2. tech giants must pay taxes: govt. published on april 7th 2016 a. with the four companies now required by the communications and information ministry to adopt permanent establishment (but) status, they will be subject to a range of taxes including institutional income tax (pph), value added and branch profit tax. b. muhammad haniv, head of the jakarta’s special office at the directorate general of taxation, said the tax office had yet to calculate the exact potential value of taxes obtained from the tech giants, but he pointed out that they earned significant revenues from advertising. c. the move is the latest in a series of efforts the governments is making the boost tax revenues and increase the nation’s low tax base. 3. oversight of foreigners stepped up. publish on april 9th 2016 a. coordination among ministries conducted by the pora team has long been mandated in article 69 of the immigration law. b. the team will also operate at 33 regional office and 125 immigration office nationwide, which will engage and cooperate with officials down to subdistrict level to monitor local foreign residents. 2019. linguistics, english education and art (leea) journal 2 (2):100-115 115 c. ronny gave an assurance that despite its increased authority in law enforcement, the team would maintain and uphold legal principles in all of its activities. adjective + adverb/adverb + adjective (l6) table 5 the finding of adjective + adverb/adverb + adjective (l6) types collocation meaning l6 adjective + adverb/ adverb + adjective 1. massive irregularities against the normal rule extremely large l6 collocation consists of adjective + adverb/adverb + adjective. the meaning of most adverbs in this combination is “very” there are many reasons for using it. it depends on the headline writer’s idea. kpk targets property king. published on april 4th 2016 the corruption eradication commission’s (kpk) investigation into massive irregularities plaguing reclamation project in jakarta worth rp 150 trillion (us$ 11.4 billion). verb + adverb (l7) table 6 the findings of verb + adverb (l7) types collocation meaning l7 verb + adverb 1. already identified something had been prove 2. increased significantly the important things more greater l7 collocation consists of verb collocate with adverb. the headline writers tend to use it to show something/argument. 1. ri to examine panama data. published on april 6th 2016 however, they may not keep their money in those countries and instead keep the funds in banks else-where, which the government has already identified”. 2. oversight of foreigners stepped up. publish on april 9th 2016 immigration office spokesman wely wiguna said the number of criminal cases involving foreign suspects handled by the office had increased significantly over the past few years. linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5468 282 the lexicons used in palawakya dance costumes anita sofia veronia1 universitas pendidikan ganesha i gede budasi2 universitas pendidikan ganesha dewa putu ramendra3 universitas pendidikan ganesha anita.sofia@undiksha.ac.id1 submit, 29-01-2023 accepted, 28-06-2023 publish, 29-06-2023 abstract palawakya dance is a kind of dance that mixes the arts of dance, music, and an old balinese song called kakawin. culturally, dance consists of various lexicons used in common life, but it is getting rarely used by people nowadays. this research was designed in the form of descriptive qualitative research by applying an ecolinguistic approach. it was focused on analyzing the lexicons of palawakya dance costumes in jagaraga village, singaraja. observation and interview were conducted to obtain the data of this research by involving three informants. the informants were selected by using purposive sampling. the instruments used in gaining the data were an observation sheet and an interview guide. the results of this study showed that there were 17 lexicons found in the dance costumes. the dance costumes were divided into five parts; 1) the head costume consists of five lexicons, 2) the neck costume consists of one lexicon, 3) the body costume consists of eight lexicons, 4) the hands' costume consists of one lexicon, 5) the leg costume consists of two lexicons. in addition, another result revealed that there were 16 cultural meanings found in the palawakya dance costumes. keywords: costume, cultural meaning, ecolinguistics, lexicons, palawakya introduction language and culture have a very inseparable relationship. wardhaugh (2002) states that there are three relationships between language and culture. the language structure dictates the worldview of its speakers, or language alternatively https://doi.org/10.31539/leea.v6i2.5468 mailto:anita.sofia@undiksha.ac.id 283 predisposes the speakers to embrace the worldview. language reflects people's culture considering that they value a particular thing by placing it in a specific way. they tend to use their language as a way of reflecting on what they value and how they do them. a neutral assertion proclaims that those two things may have little or even no relationship (wardhaugh, 2002). therefore, the elimination of language and culture can destroy the bond between humans and other species. this leads individuals, particularly the younger generation to lose the ways to access information about the earlier stories of the language and culture. it is important to preserve languages and civilizations that are nearly extinct today. language extinct is a process where the level of linguistic competence in a speech community's language variety is declined, resulting in nonnative or fluent speakers of the language variety itself. any language form, including dialects, can succumb to language extinct. language extinct should not be confused with language attrition (also known as language loss), which describes a person's proficiency loss in their first language. crystal (2000) further mentions that a language is frequently declared extinct before the last native speaker has died. if only a few elderly speakers of a language remain and they no longer communicate in that language, the language is effectively extinct. a language that has reached such a low level of usage is generally considered dormant. half of the world's spoken languages are not being taught to children who are becoming future generations. the process of transmission ceases, and the language will not survive beyond the current generation when the language is not primarily socialized as a native language to the children (crystall, 2000). balinese dance is divided into several parts; bebali dance, wali dance, and balih-balihan dance. those three dances have had different social appearances and functions. wali dance and bebali dance are generally danced for religious purposes and are perceived as very sacred (purified) dances. the dances can only be performed or displayed at certain times related to the implementation of hindu religious ceremonies or similar rituals. for example, sidakarya dance, and sanghyang dance, where the sidakarya mask dance and sanghyang dance are usually performed during religious ceremonies in bali. furthermore, there is the bebalihan dance. it is a dance art that includes types of art highlighting entertainment or aesthetic values in which the performance has an all-around atmosphere. bebalihan dance can be performed anywhere without a binding time limit. for example, the pendet dance, oleg tamulilingan dance, baris dance, and many more (gianyar et al., 2000). furthermore, researchers studied the language used by one type of bebalihan dance, where the bebalihan dance itself has its charm to be enjoyed by the audiences. one of the bebalihan dances is the "palawakya dance." this palawakya dance is a dance combining the art of dance, musical art, and the art of kakawin 284 (sound). palawakya dancers are required not only to be good at dancing but also to be able to play gamelan instruments and also kakawin (singing songs with spiritual nuances). palawakya dance is a dance created by i gede manik who is a dance artist from jagaraga village, sawan district, in 1925. this dance is danced by a single female dancer. palawakya means a word that must be conveyed to others (teachings) of prose in the kawi language, which is a similar type of religious text sounds beautiful when it is read as mamutru in the yagnya ceremony. it is formed by two words; "pala" and "wacky." "pala" means “other," and "waka" means “words." palawakya dance is a combination of motion, musical and sound arts. every palawakya dancer is not only required to be able to dance well but also must be able to sing spiritually nuanced songs adapted from the palawakya marriage and be good at playing the gamelan (trombone). there is a concern that this dance will be abandoned, considering that it has a very high difficulty. in fact, many young dancers do not want to learn this palawakya dance. this kind of balinese dance will be the focus of this study, and the lexicon will be analyzed. literatur review the first research was conducted by putri & nurita (2021), entitled "critical condition in balinese lexicon extinction." this study aimed to investigate the critical condition of balinese lexicon extinction. the method used in this study is qualitative descriptive, with data collected using a questionnaire. based on the findings of this study, some lexicons have become extinct as a result of environmental influences. it has the potential to undermine the use of some lexicons in society. this study discovered a new fact: the development or change in the balinese lexicon that occurred is defined as comparative negative historical linguistics. language has undergone genetic changes, and its function and meaning have been lost as a result of the extinction of the ecosystem and its inhabitants’ relationship with one's surroundings. the second research was conducted by budhiono (2017) with the title "lexicon of tools and rice-farming activities in the javanese." the study's goal was to inventory lexemes in such domains, describe their meanings, and identify lexemes in common semantic fields. based on the data, the writer identified some tool-related lexemes, such as; blak, luku, garu, korokan, peret, pacul, and pancong, as well as activity-related lexemes, such as; nyebar, ngluku, nggaru, tandur, ngorok, derep, matun, gampung, nggejok, lajo. the conclusion of this study also showed that; 1) the lexemes nggaru-ngluku and paul-dancing, as well as nggejog and meret, share a common semantic field, and 2) some lexemes, such as; main, deep, luku, and garu are officially part of the indonesian lexicon. 285 next, a research entitled “lexical comparison between gelgel dialect and tampekan dialect: a descriptive qualitative study” was conducted by widiyaswary et al. (2018). this research was descriptive-qualitative research aimed at describing the lexical comparison between gelgel and tampekan dialects. the data analysis results showed that there were 98 words that were similar, 303 words that were the same, and 136 words that were different between gelgel and tampekan dialects. the following were the types of lexical changes occurring from gelgel to tampekan dialect: lexical borrowing accounts for 23 words (19 words from importation and four words from loan blend), lost word accounts for 8, blend accounts for 6, and compression accounts for 5. the fourth study was conducted by dewi et al. (2020), entitled “lexicons in legong keraton dance." this research aimed to identify the existing lexicons in legong keraton dance by using descriptive-qualitative study, particularly the ecolinguistics approach. the study found that there were forty-eight lexicons in the legong keraton dance, which were divided into four categories: structure (four lexicons), hand movements (thirteen lexicons), leg movements (twelve lexicons), body movements (twelve lexicons), neck movements (three lexicons), eyes movements (two lexicons), and fan movements (three lexicons). considering the four studies mentioned above, all of the studies are conducted to identify the lexicon in specific fields that will help the researcher in conducting this research as a source of information. there is no previous study that discusses the lexicon in palawakya dances originally from jagaraga village. therefore, this study is conducted to identify the lexicons and also the meaning of each lexicon of the balinese language implemented in the palawakya dance. research method this research was designed by using a qualitative descriptive method. data were collected through observations related to the palawakya dance and interviews with informants about the movement lexicon and costumes in the palawakya dance. data collection was carried out using observation sheets and interview guidelines. the subject of this research is people who danced the palawakya dance and lived in buleleng regency. this study focused on dancers' knowledge of costumes in the palawakya dance. the subjects were also native balinese speakers, and they were selected as informants. the selected informants were divided into primary informants who provided data about the lexicon in the palawakya dance. the object of this research is the lexicon in the palawakya dance costume. this research was conducted at the batannyuh dance and tabuh studio, jagaraga village, sawan district, buleleng regency. this study used the data analysis approach model of miles and huberman (1994). data analysis consisted of three stages, namely, data reduction, data display, and preparation of conclusions and verification. 286 finding there are several lexicons found in the palawakya dance costumes. costume lexicon data in the palawakya dance can be seen in the description below. table 1 lexicon of palawakya dance costume no. part of body lexicon description 1 . head udeng lembaran udeng is a headband made of cloth and has the shape of a triangular sheet. geruda mungkur geruda mungkur is one of the equipment or jewelry on the back of the head bunga mas bunga mas is a decoration that supports the head. bunga kuping bunga kuping is a decoration that is attached to the dancer's ears rumbing rumbing has the same meaning as earrings that are placed on the ears 2 . neck badong badong is a necessary accessory for the palawakya dance costume, the badong functions as a decoration for the neck 3 . body semayut semayut is a grip danganan/keris danganan danganan is a property in the form of a keris kamen kamen is a symmetrical shape. pending pending is a costume similar to a belt to adorn the dancer's waist baju baju is a dance costume that covers the body and arms of the palawakya dance dancer. saput saput is a prada paint cloth that has an important role as a palawakya dance costume tutup dada tutup dada is part of the costume that covers the dancer's chest angkep angkep is a costume used to cover the shoulders 4 . hand gelang kana gelang kana in the palwakya dance is used on the dancer's hands and arms 5 . leg celana celana is a costume that is used on the legs steel steel is a decoration to cover the trousers …… cultural meaning of lexicons related to costumes used in palawakya dance referring to the table, there are seventeen data lexicons in the palawakya dance, which are divided into several parts, namely, costume connected to the head, neck, body, hands, and feet. some costumes have the same cultural meaning. udeng lembaran is a cloth carved with prada, which has the function of covering the dancer's head as well as being a headdress. garuda mungkur is a decoration that adds an aesthetic impression to the headdress; geruda mungkur is made of carved leather. the lexicons bunga mas and bunga keeping are headdresses 287 attached to the back of the head to add an attractive impression. meanwhile, bunga kuping is the ornaments placed on the ears that add a sweet and aesthetic impression to the palawakya dance costume. rumbing is an accessory similar to earrings that are attached to the ears to add a beautiful impression to the head costume. badong is clothes that are attached to the neck, and badong is made of velvet and added with bead accents as jewelry. semayut is the costume used on the body attached to the shoulder of the dancer and serves as a handle for the danganan/keris. danganan is the property in the form of a dagger mounted on semayut and has a meaning as a protective weapon. meanwhile, kamen is a cloth that is symmetrical in shape and used to cover the dancer's body with a shape (kancut). pending is a costume worn at the waist and shaped like a belt. pending made of bludru cloth serves to hold the cloth so that it does not come off. baju is a costume used to cover the dancer's arms and body. baju in the palawakya dance is made with interesting prada writing. saput is a costume used in a circle on the dancer's body which is tied to the dancer's chest in the palawakya dance saput is very important because it is a hallmark of the palawakya dance dress. tutup dada is the costume that is looped around the chest of the dancer and serves to cover the rope. saput is worn by dancers and adds to the aesthetic impression. angkep is a costume worn on the shoulder to cover the shoulder and back. celana is used white and is used to cover the dancer's lower body and legs. steel is a piece of cloth made of bludru, which is added with mute or beaded decorations used to cover the dancer's pants and decorate the leg. discussion this study has been successful in finding and analyzing the lexicons of costumes in the palawakya dance. in addition, this study also found the cultural meaning of the dance costumes. the results of this study showed that there were 17 lexicons found in the dance costumes. the dance costumes were divided into five parts; the head costume consisted of five lexicons, the neck costume consisted of one lexicon, the body costume consisted of eight lexicons, the hands costume consisted of one lexicon, and the leg costume consisted of two lexicons. all of the lexicons were: udeng lembaran, geruda mungkur, bunga mas, bunga kuping, rumbing, badong, semayut, danganan, kamen, pending, baju, saput, tutup dada, angkep, gelang kana, celana, and stewel. this study also connected several theories; there were ecolinguistics, lexicons, the theory of meaning, language extinct, language maintenance, dance costumes, and balinese dance. this research also had a relation with several empirical studies. the discussion section will discuss the relationship between this 288 study with the theories and other empirical studies. this study found lexicons of the costumes in the palawakya dance. utami & malini (2019), in the art of dance, costumes are the main thing that must be considered and arranged optimally so that they can give a beautiful and harmonious impression in dance performance. astini ( 2001 ) also mentions that the design of dance costumes must pay attention to the concept of dance, which includes themes, characters, and dramatic interpretations. the costumes related to this study are the costumes used by the dancers during their performances, from the head to the lower body. those costumes will be grouped according to the part of each body, such as the head, neck, body, hands, and leg. conclusion language and culture have a very inseparable relationship. wardhaugh (2002) stated that there are three relationships between language and culture. palawakya dance is a combined dance that combines the art of dance, musical art, and the old balinese song called kakawin. in addition, this study also found the meaning of the culture of movement and palawakya dance costumes. this study found 17 lexicons on the dance costume. the dance costume is divided into five parts namely; the first is related to the part of the head, namely; the head has five lexicons; the second is related to the part of the neck, namely; the neck has one lexicon, the third is related to a part of the body, namely; in the body have eight lexicons, the fourth related to the part of hands, namely; in the hands have one lexicon and the last related to the part of the leg, namely; in the leg have two lexicons. in this dance, costumes have 16 cultural meanings, and one part of the costume does not have a cultural meaning. this research is useful for a teacher who will teach the dance and make it easier to teach. in addition, it can preserve language culture and avoid language death. references alwasilah, chaedar a. (2002). pokok kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. bandung: pt. dunia pustaka jaya. ary, donald. et al. (2009). introduction to research in education eighth edition. canada: cengage learning, blount, b. (2009). anthropological linguistics. 10.1075/hoph.2.03blo. coulmas, f. (1997). the handbook of sociolinguistics. blackwell publishers ltd, hoboken. 289 creswell, j. w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). upper saddle river, nj: pearson education, inc. duranti, a. (1997). linguistic anthropology. cambridge university press, new york. doi: 10.1017/cbo9780511810190 fishman, j. a. (1991). reversing language shift: the theoretical and empirical foundations of assistance to threatened languages. clevedon: multilingual matters ltd. kaplan, r.b. and baldauf, r.b. (1997). language planning from practice to theory. multilingual matters, clevedon. miles, m. b., & huberman, a. m. (1994). qualitative data analysis: an expanded sourcebook. thousand oaks, ca: sage publications. solonchak, t., & pesina, s.a. (2015). concept and its structure. procedia social and behavioral sciences, 192, 352-358. trochim, w. (1999). paper presented at the annual conference of the american evaluation association, orlando, fl, november 3-6, 1999. linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5603 290 the analysis using semiotic theory on teh pucuk harum advertisement kadek agus mahardika yasa universitas pendidikan ganesha yasahay@gmail.com submit, 15-02-2023 accepted, 28-06-2023 publish, 29-06-2023 abstract this study it is aiming to analyze an advertisement which will lead to how advertisers communicate with potential consumers and how producers make good and friendly advertisements with everyone. data analysis of this study uses a semiotic approach with the theory of ferdinand de saussure and roland barthes. in saussure's theory, the study is carried out on the sign in the object, namely the signifier and also the signified. the signifier here, according to saussure, is something that is physical and can be felt, such as images, movements, or sounds. usually, the advertisement section, which includes the signifier section, according to saussure's theory, is the photo of the advertisement or the movement of the sign in the advertisement. the signified part is a meaning or value contained in a subject, or in other words, the signified is a description of a signifier. then the next theory is from barthes; the theory put forward by roland barthes examines three things, namely denotative, connotative, and mythical meanings in an advertisement based on movement and also the signs in an advertisement. the results of the analysis on the "teh pucuk harum" advertisement found that the caterpillar, which is the center of the advertisement, indicates that the animal knows the best part of the tea leaf, so that's where the advertiser uses this method to attract consumers' attention. keywords: semiotic, linguistic, advertisement, language, discourse introduction the scientific study of language is known as linguistics. it studies the sounds of language, the structure of words and sentences, the meaning of words and sentences, the evolution of languages, children's language acquisition, language use in social contexts, and the relationship between speech and communication (al & puspita, 2021). linguistics is significant for a variety of reasons. it explains how language works and how it is used in various communities. this can aid our understanding of how language influences our thinking, social interactions, and ability to communicate with others. linguistics research can also help to inform language education and policy, as well as provide a foundation for the development of natural language processing technology. in this world, it's not just dwelling on a life where there is no interest in something that becomes a need or a need that would be a secondary priority (akun & retnowati, 2021). https://doi.org/10.31539/leea.v6i2.5603 mailto:yasahay@gmail.com 291 discourse analysis is a linguistic method for studying language in context, specifically how language is used to generate meaning and transmit messages in diverse communicative circumstances. discourse analysis can be used in the context of advertising to investigate how commercials utilize language and other symbols to express a message and persuade the audience to perform a specific action, such as purchasing a product (sutherland, 2020). for example, the need for goods in the field of communication, transportation, or other goods. a person's interest in goods cannot be separated from the existence of a supporting thing, namely advertising. without an advertisement, a product or item will be difficult to market or be known by many people. advertisements are everywhere, whether it's on the street, at home, on television, or on social media. therefore, an advertisement has a way of communicating with its target community with the amount of discourse they show in a video or advertisement paper. if an advertisement is not attractive, then many people will tend to have less confidence in the products produced, then each advertiser will provide more attractive advertisements so that their potential customers will be more interested in the products or goods they offer. according to rios et al. (2020), advertising is an art that aims to encourage the sale of an item offered by the advertiser and has beautiful work done in print, illustrations, and also directly or verbally. in an advertisement, there will be many illustrations given. indeed, not all fish will succeed in attracting the interest of many people, but each advertisement has its own uniqueness, so this is why advertisements can be interesting to analyze. according to bara et al. (2021), advertisements usually have many things in them, whether it is a color or a symbol. with many things, such as illustrations, symbols, and other things, an advertisement will appear to provide positive things for potential consumers. the reason for choosing an advertisement to analyze is because an advertisement is getting more and more interesting from time to time. this goes hand in hand with more and more advertisers who advertise their products creatively so that there are also many creative advertisements that have a lot of messages that they want to give to consumers, which can be said to be quite many can be analyzed such as analyzing an advertisement using semiotic theory by which is quite relevant for a unique advertisement that deserves to be analyzed, namely an advertisement owned by a well-known tea product in indonesia called "teh pucuk harum." the purpose of analyzing the "teh pucuk harum" advertisement is to find out how producers communicate the advantages of their products by using two caterpillars that are climbing a tea leaf and also tucked comedy in it to potential consumers and how this unique advertisement will give an attractive impression to potential consumers so that consumers think that the products offered are very good, quality, and friendly for all people in indonesia. the strategy used in this research 292 is a semiotic theory developed by ferdinand de saussure (dian et al., 2019), which uses analytical semiotic theory, which is divided into connotative, denotative, and mythical. ….. literatur review linguistics the scientific study of language and its structure, use, and development is known as linguistics. linguistics is an interdisciplinary field that incorporates aspects of psychology, philosophy, computer science, and anthropology, among other disciplines. it covers a wide range of themes, such as the nature of language and the mind, the structure and organization of words, phrases, and sentences, the evolution of languages, and the social and cultural variables that influence language use (teletov et al., 2019). linguists investigate language using a variety of methodologies, including observation and analysis of language use in natural contexts, laboratory trials, and analysis of linguistic data from other languages and language communities. linguistics seeks to understand how language works, how people communicate with it, and how the mind processes it (gupta et al., 2019). semiotics semiotics is an interdisciplinary field that relies on ideas from linguistics, philosophy, psychology, anthropology, and other disciplines (lubis et al., 2019). it is used to investigate diverse modes of communication, such as language, visual imagery, and other types of representation. semiotics is a branch of linguistics that provides a framework for understanding how signs and symbols are utilized to communicate meaning in language. it can be used to investigate language in a variety of contexts, including conversation, literature, advertising, and political discourse, to mention a few. semiotics can also be used to investigate the relationship between language and culture, as well as how cultural, historical, and social influences shape language and meaning. discourse discourse analysis can help us understand how advertising utilizes language to produce both conscious and unconscious meanings. it enables us to examine how advertising utilizes language to develop a certain image or representation of the object being sold and how this representation is intended to affect audiences' ideas and behaviors. in conclusion, discourse analysis is a good approach for analyzing advertising because it allows you to understand how advertisements utilize language and other signs to construct meaning and impact audiences (sutherland, 2020). by analyzing the visual and verbal features of advertising as well as the cultural and historical context in which they were created, we can acquire a better understanding of how commercials employ language to transmit messages. 293 empirical the same research is known to have been carried out by susanti (2019), namely on the communication analysis carried out on garnier and pantene advertisements. subsequent research that has a similarity was carried out by liyana (2018), in which this research analyzed the language used by advertisers in advertising a product because it is from this language that advertisers can convey messages to the public about whether their products are good or not. research method the object of this data analysis is an advertisement originating from a product called “the pucuk harum," which was broadcast on national television in 2011. the authors obtain advertising sources by searching for them in several media, such as on the google search page and also on youtube media, and then getting interesting advertising sources from one of the most well-known tea producers in indonesia, namely "the pucuk harum." this ad that aired around 2011 when it aired was enough to grab a lot of attention because it's quite funny and also creative; that's why the authors chose this ad to be analyzed. this advertisement has a sign that is quite interesting, namely by using two caterpillars that are climbing a tea leaf where the tea leaf is the forerunner of a bottle of "the pucuk harum" product. the reason why the researchers analyzed this is to know that the advertisement for fragrant shoots tea is increasingly widespread and has an impact on the producers, namely by the increasing demand for tea sold in the market by mayora as the developer of the "harum puss tea" production. just like the theory that will be used to analyze this ad, this article will analyze it more in several different aspects, namely, more linguistic and visual. the author of this article uses the semiotic theory of roland barthes (siregar, 2022) and also the semiotic theory of ferdinand de saussure, using the analysis of signs in advertisements and also the meaning of connotation, denotation and myth (rilley et al., 2019). in saussure's theory, we use the signifier and the signified, while in the theory section proposed by roland barthes, we use three things, namely connotation, denotation, and myth which will be analyzed in an advertisement. after analyzing the data, of course, a conclusion will be made where in conclusion. it will be explained how the advertiser communicates with prospective buyers so that the product is in high demand since the advertisement was broadcast on indonesian television. 294 finding scene 1: signifier: figure 1. the conversation between caterpillars signified: in the first scene, two caterpillars are seen talking while crawling on the stems of tea leaves toward the top tea leaves that they want to eat. the following is a conversation on the ad. ulat 1: “jauh amat sih pucuk tehnya!” ulat 2: “kan mau yang terbaik” ulat 1: “ah, yang ini aja deh (berusaha memakan daun yang ada di tengah-tengah batang)” ulat 2: “jangan, daun teh terbaik hanya di pucuk” translate: caterpillar 1: "the tea shoots are far away!" caterpillar 2: “i want the best!” caterpillar 1: "ah, just this one (trying to eat the leaves in the middle of the stem)." caterpillar 2: "no, the best tea leaves are only on the shoots." seen from the first ad scene where in the conversation, two caterpillars appear to be talking on a branch of a leaf. in the first conversation, the caterpillar said that he wanted to go to the top of the tea leaves, and the second caterpillar also said that they wanted the best leaves to go there. then the first caterpillar gave up and wanted to take a nearby leaf but could not do it because the second caterpillar warned that the leaf there was worse than the one on top. in this advertisement, the initial concept can be seen, which can make the audience even more interested in seeing it further. the analysis of the first scene of this advertisement is as follows, this scene is started with two caterpillars who are moving in search of leaves they want to eat, their main goal is to move toward the top, but in one scene, one of the caterpillars is seen wanting to eat the closest tea leaf, the other caterpillar tells his friend not to eat the closest leaf, but keep moving in order to get the best quality leaves that are on the shoots. in the denotative part, the denotative meaning of this scene is how two caterpillars are climbing on a tea leaf stalk to eat it, but one of his friends feels like giving up because the tea leaf shoots are so high that one of the 295 caterpillars actually wants to eat a leaf that is closed before being told by caterpillar friend to continue to the top. the connotative part, the connotative meaning of this advertising scene, is how animals can sort out which leaves are good or which leaves are not good, and also that caterpillars that want to eat the closest leaf really want to eat the leaf. in the myth section, the two caterpillars originally intended to eat tea leaves, but not necessarily the caterpillars to eat the tea leaves they wanted. scene 2: signifier: figure 2. the officer takes tea leaves signified: in the first picture, you can see two caterpillars that continue to climb to the top of the tea leaf, but suddenly someone wearing teh pucuk harum logo picks the tea leaf and looks at the leaf as if satisfied with the quality of the leaf, while the second looks disappointed to see the leaves they want are picked. the person makes a nonverbal gesture (kurniadi & mahaputra, 2021) as if the leaf looks so good and so refreshing that he takes it. you can see the expression of disappointment from the caterpillar figure in the broadcast so that the ads shown are more interesting, and what the advertiser communicates to potential customers becomes more visible. entering the analysis section, in the denotative analysis section, it was seen that the two caterpillars were disappointed after the leaves they wanted were picked by someone because the caterpillars knew which part of the tea leaves were really of high quality, and also that person also knew that the best part of tea leaves is in the shoots so that the shoots will be processed into tea. now, this connotative section shows how many pests actually exist in each plantation, forcing farmers to harvest with limited yields, as in this scene, they can only pick the shoots of the tea. in myth analysis, sometimes the best part of tea that deserves to be picked is not only at the top; it can also be in the middle of the stem. 296 scene 3: signifier: figure 2. two young people drinking tea signified: in this last scene, two young people are shown drinking “the pucuk harum" after processing the tea leaves that are in the shoots; judging by their facial expressions, it can be seen that they quite enjoy the tea, and the last picture shows the producer's message to consumers that fragrant shoots tea is made with the shoots of tea leaves and gives the reason that the best taste of tea is in the buds. entering the first analysis, which is denotative, in this section, it can be seen that the tea leaf shoots are indeed the basic ingredients for making tea used in this "teh pucuk harum" product, and as promised by the producer, it is seen that two people who drink it seem to really enjoy their drink, which gives a positive impression that their product can be trusted. then in the connotative part, the taste of the pucuk harum, which was considered delicious by the two young people, gave a disguise that many local tea drink products in indonesia rarely prioritized the quality of the drink and more often used unnatural ingredients. lastly, in the myth section, not all of the tea leaves are used for the basic ingredients of the drink, but there are still many tea flavors that are added to the drink so that the taste is more similar to tea. discussion in this discussion, discourse analysis can evaluate additional components of communication, such as the tone and style of the commercial, the intended audience, and the cultural and historical context in which the advertisement was produced, in addition to the words and pictures used in the advertisement. discourse analysis may reveal how advertising discourse operates, how it shapes our beliefs and behaviors, and how it is influenced by numerous social, cultural, and economic aspects. it can be found that in the implementation of advertising, the advertisements given must certainly be comfortable and friendly for the audience. advertisers have really realized this; wherein in the first scene, you can see the impression of fun that is displayed, so this advertisement is quite friendly for children. in the second scene, it can also be seen how the expressions are issued, 297 especially in the nonverbal expressions carried out by the characters in the advertisement, so that there is communication in the advertisement, namely between the caterpillar and the officer who picks the tea leaves and also the initial communication from the producer and prospective buyers regarding the quality of the product being produced. they produce. in the next scene, it is found that two teenagers are drinking a drink which is said to be a product that can be drunk from the plucked leaves. in the expressions evoked both denotatively and connotatively, it was found that the two teenagers looked very happy and very refreshed when they drank the drink. through this communication, it can make prospective buyers desire to buy the product. in fact, the advertiser's way of concocting their advertisements is very good; they combine the concepts of comedy and fun to give the impression that their product is safe for all ages and also that their advertisement is safe for people of all ages to watch. conclusion based on the analysis that has been done above of an advertisement owned by one of the beverage producers in indonesia, namely mayora, who named their product "teh pucuk harum," where they have a quite unique advertisement that makes the author is interested in analyzing it using semiotics theory by ferdinand de saussure and roland barthes. as stated in the previous analysis, the purpose of this analysis is to find out how producers convey messages about their products via advertisements to the wider community using this type of advertisement. in accordance with the analysis that uses semiotic theory, namely by using two leaf caterpillars looking for leaves that are on the top of the tea plant, where this producer gives a message or communicates with consumers who watch the advertisement that the best tea is tea made using existing young leaves. on the top of the tea plant. producers finally give a message to potential consumers through the ad intermediary that the "tea shoots fragrant" drink they offer uses young leaves that are on the top of the tea plant; this means the producer or advertiser is telling consumers that the tea they offer is very good tea. according to the analysis carried out, this advertisement is friendly to all people because, from a denotative point of view, this advertisement is an entertaining advertisement, and also how the creativity of the creator of this advertisement gives a positive aura to the advertised product to consumers. references aiello, g. (2020). visual semiotics: key concepts and new directions. the sage handbook of visual research methods, pp. 367–380. akun, a., & retnowati, . (2021). the instant president and the extemporaneous disruption of today’s indonesia: a socio-semiotic reading of digital advertisement: shopee sepedanya mana? 273–278. https://doi.org/10.5220/0010006402730278 al falaq, j. s., & puspita, d. (2021). critical discourse analysis: revealing 298 masculinity through l-men advertisement. linguistics and literature journal, 2(1), 62–68. https://doi.org/10.33365/llj.v2i1.764 bara, a., affandi, f., farid, a. s., & marzuki, d. i. (2021). the effectiveness of advertising marketing in print media during the covid-19 pandemic in the mandailing natal region. budapest international research and critics institute-journal (birci-journal) vol, 4(1), 879-886. dian, r. a., sari, n. d. p., saputra, a. a., & alfaruq, u. (2019). linguistik perspektif ferdinand de saussure dan ibn jinni. al-fathin, 2(2), 163–182. https://e-journal.metrouniv.ac.id/index.php/alfathin/article/download/1900/1510 dianiya, v. (2020). representation of social class in film (semiotic analysis of roland barthes film parasite). profetik: jurnal komunikasi, 13(2), 212-224. gupta, r., biswas, i., & kumar, s. (2019). pricing decisions for a three-echelon supply chain with advertising and quality effort-dependent fuzzy demand. international journal of production research, 57(9), 2715–2731. kurniadi, w., & mahaputra, m. r. (2021). determination of communication in the organization : non-verbal, oral, and written ( literature review ). journal of law politic and humanities, 1(4), 164–172. liyana, c. i. (2018). a discourse analysis on short commercial advertisement. source : jurnal ilmu komunikasi, 2(3). https://doi.org/10.35308/source.v2i3.615 lubis, b. n. a., gurning, b., & saragih, a. (2019). verbal semiotics resources employed in advertising cigarettes on tv in indonesia. journal of languages and culture, 10(1), 1-4. riley, s., & wiggins, s. a. l. l. y. (2019). discourse analysis. doing qualitative research in psychology: a practical guide, pp. 233–256. rios, j. a., ling, g., pugh, r., becker, d., & bacall, a. (2020). identifying critical 21st-century skills for workplace success: a content analysis of job advertisements. educational researcher, 49(2), 80-89. siregar, i. (2022). semiotics analysis in the betawi traditional wedding “palang pintu”: the study of semiotics roland barthes. international journal of linguistics studies, 2(1), 01–07. https://doi.org/10.32996/ijls.2022.2.1.1 susanti, s. (2019). a critical discourse analysis on beauty product advertisements. journal of language learning and research (jollar), 2(1), 41–57. https://doi.org/10.22236/jollar.v2i1.3493 sutherland, m. (2020). advertising and the mind of the consumer: what works, what doesn't, and why. routledge. teletov, a., teletova, s., & letunovska, n. (2019). use of language games in advertising texts as a creative approach in advertising management. periodicals of engineering and natural sciences, 7(2), 458-465. linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5813 353 lecturers’ perception in using youtube for teaching esp fitria nur hamidah1 politeknik negeri malang psdku nostalgianti citra prystiantanta2 universitas pgri argopuro fidahfnh@gmail.com1 submit, 21-03-2023 accepted, 29-06-2023 publish, 30-06-2023 abstract information and communication technology (ict) developments have completely changed how education is delivered. the lecturers, especially english for specific purposes lecturers, have been encouraged to use websites such as youtube to promote better and best learning among the ‘net generation’ students. youtube is an option media for teaching listening of esp. the purposes of this study are to explain the benefits of youtube in esp classes, especially in teaching listening based on the lecturers’ perception. this study used a descriptive qualitative research design. youtube is also one of the websites that can support esp teaching and learning processes, especially in listening. youtube video is shared with the students by the lecturers when they teach listening to esp in class. using youtube in teaching listening in esp class was very beneficial for the lecturers and the students. besides, the lecturers' perceptions of using youtube were very interesting and useful in teaching and learning in esp classes. keywords: esp classes, teaching esp, youtube. introduction as a result of modern technologies, it is now possible to incorporate multimedia visual aids in esp classes. one of the technology development which is included multimedia visual aids is youtube videos. it can be as a medium in the teaching and learning process, especially in esp. esp teaching and learning process, especially in listening skills, needs youtube as a medium. in teaching the listening skills of esp, the lecturers considered changing the tradition of the students in their learning process. they usually know that listening skills can be learned by using an audio listening record and then answering the blank space in the questions. besides, the lecturers would make the students who are enjoyable and fun in the classroom when they learn listening in esp subjects. the english for specific purposes lecturers usually use youtube in listening to esp classes. according to alkaromah et al. (2020), education professionals now have a greater opportunity to construct and use information communication technologies https://doi.org/10.31539/leea.v6i2.5813 mailto:fidahfnh@gmail.com 354 (ict)-based lessons to make teaching and learning more engaging, inspiring, and meaningful. this is especially true with recent advancements in computer technology. it means that ict (information communication technologies) has a role in the teaching and learning process, and it can help esp teaching and learning. the objectives of this study are to describe the kind of youtube video used in esp class activities and to explain the benefits of youtube videos in esp classes, especially in learning to listen based on the lecturers’ perception. literatur review the use of icts for language learning is growing in popularity. it was partially forgotten to teach listening comprehension as a teaching tool (hidayah & asari, 2022). as students hardly ever notice or even pay attention to listening during the learning process, it is a skill that needs to be taught and nurtured in a positive way by the lecturer. cognitivists contend that by concentrating on how the human brain interprets and acquires new information, second language acquisition can be better understood (kandati, 2021). it is assumed that the meaning created through language does not represent a distinct mental module but rather encompasses everything of human experience (padilla et al., 2020). the entire physical reaction is one method for teaching language that involves a lot of physical movement and motion to the students how first languages are learned. large graphics and the speakers' motions that were followed by their remarks acted as visual aids. moreover, communicative language teaching emphasizes the importance of using real-world items or texts to give the communication scenario authenticity: "nonnative speakers use the present-tense items in the nearby settings" (both inside and outside the classroom) (sarkar, 2020). the use of visual aids in language instruction can be beneficial. as rusmiati & rosdiana (2017) point out, they allow the instructor to make learning more concrete, effective, exciting, inspirational, meaningful, and vivid. they assist the teacher in clarifying, establishing, correlating, and coordinating accurate conceptions, interpretations, and appreciations. if the visuals support or add to the language point, using visual aids to help students understand language's immediate meaning can be advantageous for both the student and the teacher, as shabiralyani et al. (2015) indicate in their work. youtube video is one of the alternative media for teaching listening in english for specific purposes. youtube can give some videos which can help the lecturers in teaching esp. according to jailani (2022), the usage of youtube in both online and in-person learning is seen well by students. from their point of view, educational youtube videos are appealing due to their convenience, accessibility, and cost, as well as their relevance to the course being studied. also, it encourages children to pay attention in class and engage. therefore, it is preferable for lecturers or teachers to create a youtube account with their own instructional films to support their students both in-person and online. other studies also found that youtube has a positive effect on elt students who do not speak english. it was backed up by the examination of student quiz answer sheets, a survey on students' opinions, and additional comments made 355 regarding the contents in the youtube comment section. based on the findings of the study by respondents, youtube can therefore be a useful virtual teaching tool in elt among non-english students at iain salatiga. (adisti, 2022). besides, mutoharoh (2022) also stated that for teaching during the pandemic, youtube is a great resource for online learning. so youtube can help the english teaching and learning process. those studies have differences from this study because this study uses descriptive qualitative design, and this will describe the lecturers' perception of using youtube videos in teaching listening of esp. research method this study used a descriptive qualitative design, and this study was based on the nature of the situation that was explained; it was the lecturers’ perceptions of the youtube video in teaching listening to esp. the subject of this study was the lecturers of esp at the state polytechnic of malang psdku kediri and the university of pgri argopuro jember. the data was taken from the ways of teaching methods that were used by the esp lecturers in teaching listening and the lecturers’ perceptions of youtube videos in teaching esp. there were some steps in collecting the data in this study. first, the researchers entered the classes to teach esp subjects to the students. second, they used youtube videos as the media in teaching listening skills as usual activity. third, they did an interview with the lecturers who thought esp. then, selecting the data related to the purpose of the study was the last step in collecting the data. the data was collected then the researchers went through a process of data analysis. based on the information gathered, they conducted an analysis. they noted the outcomes, in particular, the improvement in listening ability during the esp teaching and learning process. then, they analyzed the data based on the lecturers' perceptions, especially by using youtube videos on esp teaching. the last was the researchers did an evaluation based on the results of the observation in the teaching-learning process. finding the findings are divided into two. first is the explanation about the kinds of youtube videos for listening to esp teaching and learning activities. second is the benefits of youtube video in esp classes, especially in teaching listening based on the lecturers’ perception. the kinds of youtube videos in listening of teaching and learning activities in this study, various esp listening behaviors were identified, such as posting video content for students to watch before class starts, watching the video in their online media in class, giving the questions to the students after dividing them into five groups, giving time to discuss in a group, answering the questions by raising their hands in the class and giving them feedback after all of the questions were answered by the students, under the topic of meeting in a business for classes. 356 the students' adequate introduction to their listening skills in class is encouraged by this practice. it benefited the students to listen independently and discuss the videos with their groups by allowing them to post and watch the youtube video together. the students went through a number of stages to comprehend the videos while watching and debating them. each movie could only be viewed three times by the pupils. the topic of the video could then be discussed generally at that point. the following task was asking them questions based on the videos they had just watched. the queries were posted on our online media by the students and lecturers. the questions were known by the students, and they varied depending on the group. the students were given thirty minutes to discuss and respond to some questions that were based on the videos. each group was required to speak out in class and raise their hands in response to their questions. each group had to have one student respond, mentioning the group, its members, the total number of students, the questions, and the answers. after the allotted time had passed, the lecturers provided comments on the student's responses. along with the students, the lecturers had a discussion. the lecturers then corrected directly, and the other groups commented. after receiving feedback from the lecturers and learning the correct response, the students could immediately receive the correction. therefore, the researchers conducted listening skill instruction in the classes classrooms. the benefits of youtube video in esp classes, especially in teaching listening based on the lecturers’ perception based on the lecturers’ perception, as students were trying to develop their listening skills, youtube videos were unquestionably helpful. the fact that the students could see and discuss the video with their groups supported this. to learn more about the videos and the questions based on the videos, they might consult their network of friends. so it could help the lecturers’ activities in teaching esp in attempting to help the students improve their listening skills. besides, the lecturers agreed that uploading and watching the videos with the students in the classroom were very useful for their students. with the esp lecturer's permission, they were able to watch the video material at their leisure. also, according to the lecturers, students could respond to queries by exchanging and acquiring new vocabulary during the discussion. in addition, this practice was regarded as beneficial to the students in that it allowed the lecturers to provide feedback. the lecturers added that because they could use youtube videos as a learning tool, the students felt happy, playful, and more focused on their listening. besides, the lecturers can give free time to the students so that they can also watch the video in their house after the class through the website that the lecturers uploaded. so the lecturers felt that youtube videos could be used as media for teaching esp, and it made the teaching to be easier and more interesting. discussion due to the emergence of new information technologies and the accessibility of a vast array of free video resources on the internet, the function 357 of listening in learning and teaching english for specific purposes classes has also experienced major changes. the availability of free online video resources has created the potential for the creation of completely original language learning sequences. the students evaluate their comprehension during the listening exercise and choose which method to employ. according to gilakjani & sabouri (2016), students must regularly assess what they understand and check for internal consistency and consistency with their predictions. students encountered many hearing challenges when they listened to the english language. due to the transient nature of listening, teacher assistance during this phase is all but impossible. so the teacher or the lecturer needs to have an effective strategy for facing the students' difficulties. the finding showed that using video in teaching listening can attempt students in improving their listening skills esp through youtube videos. it was related to the research which was done by hussin (2020), using youtube videos in lesson plans in an effort to inspire students to become more fluent speakers. in addition, this study found that youtube videos could help the lecturers in their teaching activities especially listening, and they could be as effective media in their teaching. adisti (2022) said that youtube might be a useful virtual teaching tool for elt students who do not speak english. because the lecturers could use youtube videos as a learning tool for listening, the lecturers saw that the students were happy, fun, and more focused. it relates to yasa (2021); youtube served as a platform for educators and students to use real content, including entertainment videos, as educational resources. by using youtube, students appeared interested in the learning activities because the site's videos grabbed their attention. youtube also has benefits for the students in the listening, teaching, and learning process because it is very helpful to the lecturers in their teaching, especially in having material to give to their students. it could be related to pratama et al. (2020); youtube could be used in the educational process and in ways that help language teachers improve their students' skills. conclusion based on the findings of this research, youtube videos teaching listening of esp based on the lecturers' perceptions gave positive responses to their teaching. they thought youtube videos could be useful as a teaching tool or media when it came to imparting listening skills in the classroom, particularly in teaching esp lessons. they also enjoyed using youtube videos as a medium for esp listening learning. furthermore, they felt that the use of youtube videos as media was very effective, although there were some online media also used in the teaching and learning process. the application and the websites of youtube videos as media for teaching listening of esp were fairly simple. finally, they agreed that youtube videos needed to be used in their listening class activities. moreover, the lecturers agreed that youtube video in teaching listening skill of esp was better than traditional teaching and learning, especially using 358 audio recording. the way how the lecturers asked them to answer in doing the listening tasks was more effective than using paper. in addition, teaching and learning using youtube videos enabled the lecturers and the students to teach and learn anywhere and anytime. furthermore, the lecturers also said that students felt free to answer and had corrections after the lecturers gave them feedback. references adisti, a. r. (2022). investigating the use of youtube as a virtual teaching medium in elt among non-english students. elt forum: journal of english language teaching, 11(1), 1–9. https://doi.org/10.15294/elt.v11i1.48676 alkaromah, a. h., fauziati, e., & asib, a. (2020). students' perception of the information and communication technology (ict) tools in english language teaching. els journal on interdisciplinary studies in humanities, 3(1), 122–129. https://doi.org/10.34050/els-jish.v3i1.9522 gilakjani, a. p., & sabouri, n. b. (2016). learners listening comprehension difficulties in english language learning: a literature review. english language teaching, 9(6), 123. https://doi.org/10.5539/elt.v9n6p123 hidayah, n., & asari, s. (2022). investigating students' listening skills using liveworksheet as an outline teaching platform. j-shmic : journal of english for academic, 9(1), 51–59. https://doi.org/10.25299/jshmic.2022.vol9(1).8611 hussin, r.a., et al. (2020). the use of youtube media through group discussion in teaching speaking. english education journal, 11(1), 19–33. jailani, a. (2022). the use of youtube videos in english language teaching: a perspective of indonesian undergraduate students majoring in english language education. j-shmic : journal of english for academic, 9(2), 13– 24. https://doi.org/10.25299/jshmic.2022.vol9(2).9949 kandati, s. p. & t. d. p. (2021). the effect of virtual teaching on attitudes of second language acquisition during covid-19 conditions of indonesian students. e-clue journal of english, culture, language, literature, and education, 9(2), 117–127. mutoharoh, a. et al. (2022). the use of youtube as a medium for teaching english writing skills during the covid-19 pandemic. tarling : journal of language education, 5(2), 129–147. https://doi.org/10.24090/tarling.v5i2.5748 padilla, a. m., chen, x., & lake, j. (2020). editorial: positive psychology and learning a second or third language. frontiers in psychology, 11(october), 10–11. https://doi.org/10.3389/fpsyg.2020.599326 pratama, s.h., et al. (2020). the use of youtube as a learning tool in teaching listening skills. international journal of global operations research, 1(3), 123–129. https://doi.org/10.47194/ijgor.v1i3.50 rusmiati & rosdiana. (2017). the role of audio visual aids in efl classroom. international conference on innovative pedagogy, pp. 181–185. https://repository.bbg.ac.id/bitstream/472/1/icip2017_017_paper.pdf sarkar, r. et al. (2020). the non-native speaker aspect : indian english in social 359 media. 61–70. https://aclanthology.org/2020.wnut-1.9.pdf shabiralyani, g., hasan, k. s., hamad, n., & iqbal, n. (2015). impact of visual aids in enhancing the learning process case research: district dera ghazi khan. journal of education and practice, 6(19), 226–233. https://files.eric.ed.gov/fulltext/ej1079541.pdf yasa, b. h. (2021). youtube for teaching listening in the english language: the benefits in experts' views. jurnal ilmiah pendidikan profesi guru, 4(3), 422– 428. https://doi.org/10.23887/jippg.v4i3.35470 linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5159 342 analyzing the students’ needs of an academic reading class at a private university in lubuklinggau ani fiani1 universitas pgri silampari julia nur fadillah2 universitas pgri silampari annie_fiani@yahoo.com1 submit, 20-12-2022 accepted, 29-06-2023 publish, 30-06-2023 abstract this present paper studied the students' demands of a reading class at a private institution in lubuklinggau, south sumatera. the needs are separated into two elements, namely, students' needs and wants. this research was a descriptive study employing a qualitative method with the data collection strategy using a mix of closed-ended and open-ended questionnaires. the respondents in this study were 27 students from 2021 at the english education study program of universitas pgri silampari who had taken academic reading subjects. they were given 25 closed-ended questions and three open-ended questions. the results showed that 88.14% of the students agreed that the topic variation in an academic reading class was important, the importance of tasks in academic reading was categorized as "important" (81%), the topic for academic was categorized as "important" (63.5%). there 86.19% of students expected to have an improvement in the term of topics in academic reading materials. there 74% of students wanted improvement in the aspect of tasks. then, 56% of 27 students wanted improvement in terms of skills. in conclusion, the students agreed that the topic should be realistic, relevant, and diverse. moreover, in consideration of the needs of the pupils, the topic should be diversified, engaging, and current. keywords: academic reading, needs analysis, university students introduction the problem of low student reading literacy in indonesia is not new. the culture of reading literacy is still far behind compared to other countries in the world. in fact, indonesia is still far behind neighboring malaysia. in a study on reading habits and students' attitudes towards reading: a study of students in the faculty of education uitm puncak alam (baba & effendi, 2020), it is https://doi.org/10.31539/leea.v6i2.5159 mailto:annie_fiani@yahoo.com1 343 explained that students have positive reading habits and attitudes. this is actually inversely proportional to studies on reading habits in indonesia. in indonesia, low interest in reading is the main factor in this problem occurring. mustafa (susilowati, 2016) explained that in the last 20 years, indonesia had experienced a decline in the habit of reading books. based on a survey which is conducted by program for international student assessment (pisa) released by organization for economic co-operation and development (oecd) in 2019, indonesia is ranked 62nd out of 70 countries or is in the bottom ten countries with low literacy levels. moreover, it can be concluded that people in indonesia are not diligent in reading. reading is one of the four bases in learning english skills that students must be mastered besides speaking, writing, and listening. having good reading skills in english is very important for students. it can help students obtain much information and expand their knowledge. this skill is also essential in learning english as a foreign language. it is the reason for the importance of teaching reading. the purpose is so that students can read english texts effectively and efficiently. students not only can understand the structure of the text, but the most important thing is that they must comprehend the meaning implicitly. reading is necessary for all students, regardless of their level of proficiency. but the problem is that most of them cannot comprehend the entire meaning of the text. especially for academic materials with long paragraphs and a lot of unfamiliar words. because comprehension is a difficult process that requires students' background knowledge, academic reading is more difficult to understand because they are longer than general reading, the paragraphs are denser, and they contain complex sentences and difficult vocabulary. students must bring prior knowledge and adequate vocabulary to the reading process in order to read effectively (westwood, 2008). according to hirano (2015), students felt more challenged when reading academic texts in english. students are frequently assigned to read a variety of english reading sources, including textbooks and journal articles. with the many difficulties students face in reading, especially in academic reading, it is necessary to make a need analysis. needs analysis becomes crucial for a specific area of teaching because it significantly impacts the learners' ability to achieve the teaching and learning objectives. its objective is to achieve the goal of teaching learning so that the learners get benefit from teaching-learning. literature review need analysis need analysis is the systematic collection and analysis of all subjective and objective information required to define and validate defensible curriculum 344 purposes that meet students' language learning needs within the context of specific institutions influencing the learning and teaching situation (cunningham, 2015). (cunningham, 2015). it means that when analyzing the student's needs, a detailed analysis of information pertinent to the student's learning objectives is included. it assists teachers in developing learning plans that meet student's needs in their educational context. according to douglas (2013), needs analysis refers to the process of determining the needs for which a learner or group of learners requires a language and organizing those needs according to priorities. needs analysis is divided into two categories: objective needs and subjective needs. the learning outcomes objectives serve as the basis for the objective needs derived from student data (alhamlan, baniabdelrahman, 2015). in order to be truly appropriate for their needs in the workplace, the teacher must understand the students' priorities in learning english within their context. then, needs analysis is referred to as demand or requirement needs, and it has become a necessary and important stage of course design for either general english or english for specific purposes (esp) courses. in addition, a more thorough needs analysis includes information about all contextual factors, including learning materials, aids, and environment (lee, 2016). the majority of academics concur on the significance of the needs analysis and the significance of this issue. according to soriano (1995), needs analyses collect and analyze data to determine what students "want" and "need" to learn, whereas evaluations assess how well a program meets students' needs. this definition distinguishes between needs analysis and evaluation. a needs analysis determines the needs of the described group of people, whereas an evaluation determines the extent to which a program meets those needs. types of need assessment target needs according to hutchinson and waters (1987), target needs are the tasks that learners must perform in target situations. necessities according to allwright (1982, as cited in west, 1994), necessities are the skills that a student considers to be personally relevant. for example, what students must know to be successful in the target situation. students will be expected to do this upon completion of their university education. lacks deficiencies represent skills that are not yet mastered. it is the difference between the student's current level of competence and the level of competence that is desired (allwright, 1982, quoted in west, 1994). in fact, according to the english 345 for specific purposes textbook, lack is based on what the learners already know, allowing the teacher or facilitator to determine which essentials the students lack. wants according to hutchinson and waters (1987), learners perceive their wants as their subjective needs. wants also imply that students are aware of what they hope to gain from a given situation and are willing to work diligently to achieve their goals. learning requirements the learning needs of a student illustrate how he or she acquires the language item required for the target situation. in other words, the path to the desired situation is defined by the learning requirements. hutchinson and waters (1989) proposed a framework for analyzing learning needs by asking specific questions such as: 1) why are the learners taking the course? 2) how do the learners learn? 3) what resources are available? 4) who are the learners? 5) where the course will be held, and 6) when the course will be held. methodologies for need analysis an approach is a perspective on education and instruction. additionally, an approach is a theoretical perspective on what language is and how it can be acquired. before conducting needs analysis, educators or practitioners must determine which needs analysis procedures will best support their research objectives. several approaches, including: tsa (target situational analysis) (target situational analysis) it is more concerned with actual communication needs that are directly related to the target situation than with learning needs (munby, 1978). psa (present situational analysis) (present situational analysis) it determines the student's strengths and weaknesses at the beginning of their language course by analyzing their strengths and weaknesses (robinson, 1991). academic reading academic reading is the deliberate and critical reading of lengthy academic texts for the purpose of studying particular major topics (sengupta, 2002). it differs from other types of reading in that the length and level of difficulty of texts vary throughout the process. these texts are difficult because they contain philosophies expressed in a complex language, as well as words and sentences that are difficult to understand. according to leki (2001), academic reading entails a thorough interconnection of data from various resources as well as a broad and exhaustive reading of texts that are subject-explicit. using academic reading strategies successfully requires a high level of awareness and flexibility. furthermore, based on shunyun and munby (1996), academic reading is a purposeful, serious, and multifaceted activity. 346 kinds of academic reading texts academic reading texts are more difficult to comprehend than general reading because they are longer, the paragraphs are denser, and they contain complex sentences and difficult vocabulary. texts from academic readings are incorporated into scientific papers. a scientific paper, according to gastel and a.day (2016), is a written and published report that describes new research findings. according to sakrim (2018), there are numerous varieties of scientific papers, such as: report a report is a form of essay that includes a record of activities regarding something that is being done, researched, or observed, as well as implementation suggestions. paper the term "paper" refers to scientific work written by students or students for assignments in a specific academic field. thesis a thesis is a paper that must be submitted to earn an undergraduate or bachelor's degree. dissertation a dissertation is an essay submitted in order to earn a doctorate, the highest academic degree available. review a book review is a piece of writing containing the results of evaluating, assessing, or rating a book. this reviewer also referred to as book scales or book reviews, communicate with readers via newspapers or periodicals. criticism the origin of criticism is the greek word kritikos, which means "judge." as an essay type, criticism provides an objective evaluation of a work's positive and negative qualities. research method this research used a descriptive qualitative method. creswell (2009) defines qualitative research as a method of investigating and comprehending the importance that individuals or groups place on a social or human situation. because the results are explained in great detail and then provided in the form of research reports based on the facts, descriptive qualitative research methods are measurable, actual, and very accurate research methods. this study focuses on the third-semester english education students at pgri silampari university in the academic year 2022/2023. questionnaires are used to 347 collect data. the following steps are identification, classification, description, and conclusion. findings students need the following section will discuss the detailed findings of the students' necessities and wants in academic reading material. a. the students’ necessities of academic reading material the importance of topic variation to get the data in detail, the researcher provided five sub-aspects. it can be seen in the table. overall, most students believed that it is important for the material to have a variety of the topic. it is very important for the topics to encourage students' critical literacy and active learning. the topics should be relevant and encourage learners to express themselves. it is also highly expected to be realistic and likely to appeal to the learners. the last one is the topic should highly expand learners' awareness and enriches their experiences. table 2. the importance of subject variety aspects sub-aspects agree neutral disagree the importance of topic variation 1. it is important to have a variety of topic 81.4% 11.1% 17.5% 2. the topics should encourage critical literacy and active learning. 92.6% 7.4% 0% 3. the topics are relevant and encourage learners to express themselves. 85.2% 14.8% 0% 4. the topics of the materials should be realistic and likely to appeal to the learners. 92.6% 7.4% 0% 5. the topics should expand learners’ awareness and enrich their experience. 88.9% 11.1% 0% means 88.14% 10.36% 3.5% thus, the majority of students said that it was essential for them to be able to meaningfully connect key concepts to their own experiences. in addition, they considered that forecasting activities, posing questions, guessing terms, asking about the text's structure, locating the paragraph's primary concept, and reflecting on the text should be included in the assignments. in addition, they considered that the duties might be difficult for them but that they would enhance their expertise. in order for students to locate information in a book, it is crucial that the assignments be planned and rehearsed with a range of reading levels in mind. students also argued that it is crucial to include evaluating activities, background knowledge connections, defining an objective, and previewing the tasks. aspect sub-aspects agree neutral disagree 348 the importance of tasks in critical reading 6. the tasks make me able to connect main ideas meaningfully to my own situations and experiences 66.7% 33.3% 0% 7. the tasks should be designed and practiced to range learners reading skills in order to search for information in text 77.7% 22.2% 8. the tasks may be tricky for me, but at the same time, they can expand my knowledge 81.5% % 18.5% 9. finding the main idea of the paragraph should be included in the tasks 74.1% 25.9% 10. previewing is one of the tasks that should be included in academic reading 59.3% 40.7% 11. setting a purpose is one of the suitable tasks in academic reading 77.8% 22.2% 12. the tasks should contain about predicting activity 55.5% 7.4% 3.8% 13. posing questions should be included in the task 61.5% 38.5% 14. connecting to background knowledge is the suitable task in academic reading material 56% 44% 15. asking about the structure of the text should be included in the tasks 68% 28% 4% 16. guessing words is important to be included in the task 57.7% 42.3% 17. the task should include critiquing activity 23% 57.7% 3.8% 18. reflecting on the text is one of the suitable tasks for academic reading 66.7% 33.3% 0% c. subjects for academic study the third factor is academic reading topics. in short, the majority of students agreed that all of the topics listed in this section should be included in critical reading material. table 4. the importance of reading topics in the classroom aspects sub-aspects agree neutral disagree topics for critical reading 19. differentiating facts and opinions in academic reading material 81% 7.4% 0% 20. making inferences in academic reading material 81.5% 18.5% 0% 21. understanding the author’s approaches to relate information to the reader 92.6% 3.7% 3.7% 349 22. organizing and remembering information in reading (maps, outlines, summary) in various disciplines. 81.5% 18.5% 0% 23. applying different reading strategies in academic reading material 92.6% 7.4% 0% 24. solving problems related to the text in academic reading material 92.6% 7.4% 0% 25. obtaining the intended score on a reading section of a toefl test 81.5% 18.5% 0% wants in academic reading material for students additionally, it is essential to understand students' needs in academic reading material. to determine this, the researcher devised an open-ended questionnaire. it is separated into three sections, including students' desires for academic reading material in terms of subject, task, and competence. students could respond to any aspect of the inquiry without experiencing anxiety. the researcher condensed 27 responses into a concise description. wants of students regarding academic reading material in terms of content, there are a number of characteristics that students seek in academic reading material. five students (18.5%) indicated that the theme should relate to their personal life and experience. seven students (25.9%) expected the issue to be engaging and current so that it might easily relate to what they learned. eight students (29.6%) suggested that the topic should be clear so that students may more easily comprehend the lesson and accurately deduce facts from the text. five students (18.5%) wanted the topic to vary so that they may get more knowledge and be more motivated to learn. two students (7.4%) anticipated that the issue would expand their vocabulary. on the questions, 0% of the students believed that the topic would enhance their reading comprehension at a critical level, strengthen their language, link with cultural awareness, and encourage them to express themselves. students' desires regarding assignments for academic reading four students (14.8%) believed that the assignment would place greater emphasis on previously learned topics. six students (22.2%) anticipated that the work description would be explicit. three students (11.1%) wanted the assignment to incorporate a discussion component to foster critical thinking. three students (11.1%) recommended that the task include explicit questions. then, two students 350 (7.4%) suggested that the activity should assess students' deeper comprehension of the content. next, three students (11.1%) believed that the task should be variable. 2 students (7.4%) wanted the exercise to address their desire to ponder, make connections, and analyze. two students (7.5%) preferred multiple-choice questions in the assignment. two students (20%) were then adamant that the activity incorporate higher-order thinking skills (hots) so as to stimulate and expand the learners' understanding. in addition, 12 students (15%) anticipated that it would encourage them to improve their reading fluency. c. students' expectations regarding academic reading skills the final one is based on skill. four students (14.8%) wished that academic reading material may increase both their critical literacy and their language proficiency (english). three students (11.1%) anticipated it would be simpler to draw conclusions and comprehend the text's core point. then, thirteen pupils (48.1%) desired to increase their reading ability. two pupils (7.4%) desired the ability to anticipate the material. three additional students (11.1%) anticipated that they could organize and recall the material. last, two students (7.4%) were expected to perform text skimming accurately. discussion this study attempted to determine the academic reading material demands of pupils. there were 27 students that filled out the questionnaire and provided responses. according to nation and macalister, analyzing data regarding students' need for academic reading material requires consideration of both necessities and desires (2010). first, the necessities of the students are discussed. in part on the significance of topic variety, the majority of students argued that topic variety is crucial. they felt that the subject matter should promote critical literacy and active learning. relevant themes that inspire learners to express themselves should be selected. then, the theme should be realistic and likely to engage the students. they anticipated that the final theme would broaden learners' horizons and deepen their experiences. the role of tasks in academic reading is discussed next. the findings revealed that the majority of students judged the tasks to be highly significant. students must be able to connect primary ideas to their own experiences in order to successfully complete this assignment. it is essential that the job include activities such as making predictions, offering questions, guessing words, asking about the structure of the text, locating the paragraph's primary theme, and reflecting on the text. students claimed that although the exercises may be challenging for them, they 351 may expand their knowledge. next, it is essential that reading comprehension assignments be devised and practiced so that students can seek information in the text. lastly, it is crucial that the assignment include critical thinking, connections to prior information, establishing a purpose, and previewing. the third portion covers academic reading subjects. the themes were derived from the curriculum for academic reading in unpari's english education study program. four were utilized in academic reading material, including analysis, inference from academic texts, synthesis, and evaluation of english writings. overall, the majority of students agreed that every topic in the assigned readings is significant. in examining students' needs for academic reading material, it is equally essential to understand students' preferences. the researcher posed three openended questions in relation to this. students could openly express their ideas, feelings, and desires regarding the topic, assignment, and critical reading ability. the researcher has compiled and briefly described 27 responses. there are some things that students desire in terms of subject matter. some students anticipated that the topic would be selected based on students interest in the globalization period so that they could easily tie it to their prior knowledge and so enhance their comprehension of the text. common subjects that can relate to contemporary situations are included in instructional materials since they can be naturally understood after reading the texts and attract the learners' attention. in this 4.0 era, people learn a great deal about technologies, cultural diversity, marketing, etc., which teaches them new vocabulary and stimulates students creativity. therefore, it can enhance their knowledge and vocabulary. additionally, they felt that the topic should be varied because the more diverse the topic, the greater the understanding of it. additionally, students want topics that not only introduce pertinent language but also teach them about cultures and traditions. to achieve this, it is advised that students work with actual resources. cultural differences aid students in selecting the appropriate language for interaction in a variety of scenarios involving cultures. a task is an ideal method for gauging a student's grasp of previously-learned material. students can offer their expertise and viewpoint on the issue by completing the assignment. then, they anticipated that the assignment would improve their reading proficiency. students felt the assignment would encourage them to think critically and develop their higher-order thinking. therefore, the job should no longer consist solely of questions for which the answers are already present in the text. the most crucial aspect of the learning process is the acquisition of proficiency. ability enables students to implement the learning outcome that will result from the administered treatment. fluency in reading will be attained if kids 352 are interested in the topic and the task. if the topic and assignment are completed correctly, students' knowledge and skills will undoubtedly increase. students were required to grasp both the subject matter and the language itself. they desired improvement in areas such as textual prediction in academic reading. that is, they must also possess the necessary prior knowledge. students are required to simultaneously master subject matter and language. conclusion this research attempted to determine students' needs for academic reading instructional materials. after reviewing the data, the researcher arrived at a conclusion. it is divided into two 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(2008). what teachers should know about reading and writing challenges? australia: ligare linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn: 2597-3819 p-issn: 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5067 222 validity testing of developed general english modul for university students at pgri silampari university yulfi1 universitas pgri silampari ayu oktaviani2 universitas pgri silampari rahmatika sri dewi rizki3 universitas pgri silampari yulfipatmo@gmail.com1 submit, 13-12-2023 accepted, 11-06-2023 publish, 13-06-2023 abstract this research aimed to determine the expert validity of the developed module, "general english modul," at pgri silampari university (unpari). the method used in this research was descriptive qualitative. there were three experts in validating the module. they were experts in content, expert in instructional design, and expert in media. the instrument used in collecting data was a questionnaire. in analyzing data, the researchers read all comments given by experts for each exercise (data condensation). after that, the researchers interpreted the comment and rechecked by the experts (data display). finally, the developed model was revised based on the suggestion. the results showed that for content validity, the expert concluded that the module was high validity, but she suggested some revisions. in validating instructional design, the expert also received the model but with some revisions. furthermore, the last, some aspects of media, such as the brightness of the cover, pictures, and color, must be revised. finally, in conclusion, the module of general english subject at unpari was accepted with some revision. keywords: general english modul, validity introduction as an international language, english has been taught as a compulsory subject in educational institutions from elementary to university levels (dita et al., 2020). in indonesia, it is mentioned in uu number 12, the year 2012, about pendidikan tinggi uu number 20, the year 2003, about sistem pendidikan nasional that university students need to master english as one of the international languages. the regulations are related to national demands in communication instruments for international interaction. learning material or media in the teaching and learning process is needed to achieve english mastery for university students. https://doi.org/10.31539/leea.v6i2.5067 mailto:yulfipatmo@gmail.com1 223 as stated by yulfi & syaprizal (2020), lecturers should design and develop their own english teaching materials at the university level. however, it is not easy for them. they must set aside their busy time to prepare lesson plans, choose appropriate assessment instruments, and so forth. developing material for a specific subject is needed. for example, hamdan et al. (2021) designed a learning media based on a blog website for pkbm damai tutors in musi rawas district. this media is in the digital media platform to support the teaching and learning process in this pkbm. in another research, dewi et al. (2018) developed e-module english for a specific purpose based on the application for vocational students. it is carried out in the development stage based on the four-d model. there are define, design, develop and disseminate. the e-module application developed aims to be accessible to teachers and students. it is designed attractively and innovatively because it is equipped with images, learning animations, audio learning, and exercises that can give feedback (answers) instantly; this module provides simulations for students about the use of computer applications. the practical test of e-module application is used to determine the practicality of using e-modules computer applications by users. this test was carried out by e-module computer application users, namely students, and teachers in three selected schools, which consisted of 75 students and 3 english language teachers. the practicality test results show that the practicality score for using e-module computer applications is 76.4%. one of the learning materials that lecturers can use to support their teaching activity and help the students to master english as a general english subject is a module. modules contain material that aims to enable learners to learn independently or with the guidance of teachers in teaching and learning activities and ways to evaluate, designed systematically and interestingly to achieve the competencies and learning goals (anjar, 2019). using the module allows the students to learn by themselves (ahmad, 2017). while unpari is one of the private universities in lubuklinggau which adopt english as one of the compulsory subjects for every study program, students should master english to support their basic competency in their study program. despite this, based on interviews with some students who learn general english subject, they stated that some problems were occurring during the general english learning process, such as they were unmotivated to learn because they did not have a handbook, module, or other learning media, they also still have difficulties in sharing their ideas orally and written because of lack of vocabulary mastery and comprehension of grammar. in order to solve problems faced in the general english teaching and learning process and to achieve the learning objectives of this subject at unpari, 224 it is necessary to develop a model. the module will support the teaching and learning process at the university level. the module is designed based on addie (analysis, design, developing, implementing, and evaluation). it has developed and needs to be validated by content, instructional design, and media experts. based on the explanation above, the researchers thought it was necessary to conduct a research entitled: validity testing of general english modul for students at unpari. literatur review teaching english as a foreign language (tefl) refers to teaching english to students whose first language is not english. tefl teachers may be native or non-native speakers of english. tefl may also refer to a particular methodology for teaching people whose first language is not english but who need to learn it for work or choose to learn it for leisure. these students may be adults or children. they may be paying for the courses themselves, or their employers or parents are paying for them. many are highly motivated and literate and already have an aptitude for languages. however, many others are not motivated because they dislike learning english. they learn english because certain situations force them to learn. in this situation, english teachers must motivate them by engaging them in a joyful learning environment. while in indonesia, english is still taught as a foreign language, besides, students have to master the indonesian language as their first language. indonesia is a nation where the population uses bahasa indonesia as the lingua franca, and english is considered a foreign language. but in most central cities in indonesia, english is often used in delivering speech, material, and message in one interaction (nufus, 2018). in the learning process, activities are carried out among teachers and students. in conveying or transmitting messages in the form of knowledge (cognitive), skills (psychomotor), and inculcation of attitude values (affective) to students, intermediaries are needed. intermediaries in transmitting the message include learning media. learning media itself is defined as an intermediary or introduction to the source of the message to the recipient of the message to be able to stimulate thoughts, feelings, attention, and willingness to encourage the emergence of a desire to be involved in the learning process (abi et al., 2020). learning media is every person, material, tool, or event that can create conditions that allow learners to receive knowledge, skills, and attitudes (purwono, 2018). in addition, smaky says that learning media is a tool that works and is used to convey the message of learning (suryani et al., 2018). besides, the use of learning media in the learning process can awaken new desires and interests, generate motivation and stimulation learning, and even bring psychological influences to 225 students (as-syifa, 2018). however, media works and can be used to convey messages when learning. so, it can be concluded that learning media is a tool used to convey the message of learning delivered by the message source to the recipient of the message. one of the intermediaries needed in the learning process is a module. herawati and muhtadi (2020) stated that by using modules, students could learn individually without teachers beside them. they can explore the material and do exercises in the module by themselves. in addition, students can learn based on their learning level and check their achievement at the end of the learning process. the existence of a module gives a chance for them to do remedial or solve their weaknesses in learning, and they can find some exercises or evaluations given continuously. anjar (2019) also adds an explanation about the module. he states that modules contain material that aims to enable learners to learn independently or with the guidance of teachers in teaching and learning activities and ways to evaluate, which is designed systematically and interestingly to achieve the competencies and learning goals. in developing a model, the researchers used addie (analysis, design, development, implementation, and evaluation). after doing analysis, design, and development, the module will be validated by experts. research method the research was conducted at pgri silampari university, which is located on mayor toha street, air kuti village, lubuklinggau city. this is a location where the learning process took place. and the researchers used a descriptive qualitative method. the subject subjects of this research were three experts, an expert in content, an expert in instructional design, and an expert in media. in collecting the data, a questionnaire was used. the questionnaires were in the form of yes/no answers and giving comments. it meant that the questionnaires were open and close-ended. questionnaires for experts were to know the quality of the module produced. the experts were asked to answer by using a checklist of their opinions answered in the questionnaire. the scoring that is used is 5, 4, 3, 2, which represent the evaluation form, strongly agree, agree, neutral, disagree, strongly disagree. the result from the questionnaires came from the experts was used as guidance for revising the supplementary general english model. the specifications of questionnaires in the expert review were described in the tables below: 226 table 1. specification of validation sheet of content english aspects number of statements 1. the appropriateness of content with students’ characteristic 1, 2 2. the accuracy of the language 3, 4 3. the presentation of contents 5, 6 4. the linguistic aspect of the contents 7 5. exercises and evaluation aspects 8, 9, 10 source: adapted from tessmer in saraswati (2020) table 2. specification of validation sheet of instructional design aspects number of statements 1. the appropriateness between material and syllabus 1 2. presentation of materials 2,3 3. the effectiveness and efficiency of achievement of learning objectives 4, 5 4. the appropriateness of the product with users’ characteristic 6 5. implementability of instructional design and evaluation aspects 7, 8, 9, 10 source: adapted from tessmer in saraswati (2020) table 3. specification of validation sheet of media aspects number of statements the appropriateness of the module with students’ characteristic 1 the appropriateness between modules with contents 2 media qualify 3,4,5,6,7,8,9,10 source: adapted from tessmer in saraswati (2020) data gathered were analyzed by applying three concurrent activity flows: data condensation, data display, and drawing conclusions. in analyzing data, the researchers read all comments given by experts for each exercise (data condensation). after that, the comment was interpreted by the researchers and rechecked by the experts (data display). finally, the developed model was revised based on the suggestion. 227 the validity of the product was determined by experts’ reviews. after reviewing the material in the module, the experts would give their judgment through a questionnaire in the form of a likert scale with a score ranging from 1-5 and write their comments on it. their comment would be used as a basis to revise the developing english supplementary reading module based on local content. to determine the validity level of the product, the range of scores can be used score conversion by dividing the range by the objected category as follows: after getting the results of the validity score and coordinating the average score of the obtained total score from the three experts’ judgment, the data would be converted as follow: table 4. criteria of validity average score category 4.215.00 very high 3.414.20 high 2.613.40 moderate 1.811-2.60 low 1.00-1.80 very low modified: kubiszyn & borich (2008) finding after the researchers designed the model, the module would be checked by experts. there were three experts who validated the module, 1) the expert of content, 2) the expert of instructional design, and 3) the expert of media. the experts' validations were as follows: 1. language/ content validity in this research, the validation of the content validity which conducted on november 28th, 2022, by miss dewi syafitri, m.pd. she is one of the lecturers of general english at unpari and become one of the syllabus developers. as a content validity expert, she evaluated the appropriateness of contents with students' characteristics, the accuracy of the content, the accuracy of the language, the presentation of contents, linguistics aspects of the contents, and exercises and evaluation aspects. the result of the validation analysis of content is presented in the following table: 𝑉𝑎𝑙𝑖𝑑𝑖𝑡𝑦 = 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒𝑠 𝑡ℎ𝑎𝑡 𝑔𝑒𝑡 𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑠𝑡𝑎𝑡𝑒𝑚𝑒𝑛𝑡 228 table 4. validation of content no aspects numbers of statement score 1. the appropriateness of contents with students’ characteristics 1 and 2 4 2. the accuracy of the content 3 and 4 9 3. the presentation of contents 5 and 6 9 4. linguistic aspects of the contents 7 4 5. exercises and evaluation 8,9, and 10 12 total 10 38 average 3.8 remarks high the average score for calculating the questionnaire answered by the expert is 3.8. this score is interpreted by criteria of validity testing. 3.8 was in high criteria for content validation. 2. media validity the validation of media validity was conducted on november, 25th 2022 by sir dr. dodik mulyono,m.pd., the lecturer of the mathematics education study program, which evaluated the appropriateness of interactive multimedia for student characteristics, the appropriateness between interactive multimedia with contents and media qualify. the result of the validation of media is presented in the following table: table 5. validation of media no aspects numbers of statement score 1. the appropriateness of interactive multimedia for student characteristics 1 4 2. the appropriateness between interactive multimedia with contents 2 4 3. media qualify 3,4,5,6,7,8,9, and 10 32 total 10 40 average 4.0 remarks high 229 the average score for calculating the questionnaire answered by the expert of media is 4.0. this score is in the high criteria. it means that the module has a very good qualification in media, but it still needs some revision. 3. instructional design validity the validation of the instructional design was conducted on november 27th, 2022, with the expert miss swastika selli, s.pd., m.a., the lecturer of the english education study program, who has expertise in linguistics. she evaluated the appropriateness between material and curriculum, the presentation of materials, the effectiveness and efficiency of achievement of learning objectives, the appropriateness of the product with users' characteristics, the implementability of instructional media, and evaluation. the result of the validation instructional design is presented in the following table below: table 6. validation of instructional design no aspects numbers of statement score 1. the appropriateness between material and curriculum 1 5 2. presentation of materials 2 and 3 9 3. the effectiveness and efficiency of achievement of learning objectives 4 and 5 9 4. the appropriateness of the product with users’ characteristics, 6 4 5. implementability of instructional media 7 4 6. evaluation 8,9, and 10 12 total 10 43 average 4.3 remarks high based on the table that has been presented by the researchers above, it can be concluded that general english modul was valid remarks and worth testing with revision based on the suggestions and recommendations. discussion the proper teaching materials determine successful teaching-learning activities. teaching materials are required to adapt to the current situation of the institution, curriculum, and learners (imron et al., 2021). related to the developed model in this research, it was one way to increase successful teaching and learning activities. 230 the procedure of conducting research and development (r&d) by using the addie model among the five stages has interrelation (ahmad, 2017). first is an analysis; in this phase, the researchers analyze the students’ needs. the second is design; in this phase, the researchers design the needs of the students by asking the expert to support them. third is development; the researchers develop the demands of students and experts. fourth is implementation; the researcher implements the design, which had been developed together from the needs of students and experts. the last fifth is evaluation; the researcher evaluates the activities from the beginning. if it does not work well, the researchers could review the previous activities to improve. based on the results of the research described in the findings, it can be interpreted that the model was valid and need to be revised. the first expert, who focuses on content validity, she has validated the module on november 28th, 2022. she validates the appropriateness of contents with students' characteristics, the accuracy of the content, the accuracy of the language, the presentation of contents, linguistics aspects of the contents, and exercises and evaluation aspects. the first aspect which validates in content validation is the appropriateness of content with students' characteristics. the total score for this indicator was 8. she argues that the module will be easy to be used for the students, and the module already serves bilingual that helps the students to understand the material. the next indicator, the accuracy of the content, gave 9. it meant that the model still needed to be revised in several parts, and the model was still in line with the syllabus of the general english subject. the third indicator was the presentation of contents. the score was 9. she suggested always attaching the source of the reading text and that the material was in good order. then, for the linguistics aspect of the contents, there were a few parts of the language pattern ungrammatically, so the researchers needed to revise them. the last indicator was on exercises, and the evaluation was on 12 points. the expert suggests paying attention to instructions for each exercise. finally, the comment given by the expert was the module has high validity in content and is still valid with revision. the next expert was focused on media validation. the model was validated for media on november 25th, 2022. the expert evaluated the appropriateness of interactive multimedia for student characteristics, the appropriateness between interactive multimedia with contents, and media qualify. the first indicator in media validation is the appropriateness of interactive media for students' characteristics. he suggests giving motivation, such as wise words that can motivate students to learn english. it is in line with what hamalik stated that learning media should generate new desires and interests, generate motivation and stimulation of learning activities, and bring psychological influence to students (hastuti et al., 2017). the next indicator is the appropriateness of interactive multimedia with content. 231 the module was good at relating pictures and videos to the material in the syllabus. while for media quality, the expert suggests adding the size of the word and rechecking the name of the module. there is a minor revision in the form of color selection. this corresponds to thabroni (2018) selecting of the dominant main color and matching it with the relevant harmonious color. he concluded that the model was high in validity with some revision. the third expert was instructional design validation. the validation was done on november 27th, 2022. instructional validation was focused on the appropriateness between material and curriculum, presentation of materials, the effectiveness and efficiency of achievement of learning objectives, the appropriateness of the product with users' characteristics, implementability of instructional media, and evaluation. based on her validation, the appropriateness between material and curriculum is good. the researcher has designed the model based on the syllabus used for the general english subjects. next, related to her validation of the effectiveness and efficiency of achievement of learning objectives, the model is effective and efficient in achieving the learning objectives because the model was designed based on the syllabus itself. then, the module is already designed with consideration of the characteristics of the students. the implementability of instructional media of the module is easy for to be implemented and understand by the students. finally, the evaluation of the model still needs to be developed and cover all material in every chapter. she stated that the model is valid (high validity) and still needs to be revised. conclusion based on the formulation of the focus and the results of the research described above, the researchers concluded that this research produced general english modul for students at unpari is worth using based on the validation results of experts with criteria worth using. for content validation, the score was 3.8, with high validity. the expert of media gave 4.0 as high validity. and the last instructional validity was high validity, with a score of 4.3. references abi hamid, m., ramadhani, r., masrul, m., juliana, j., safitri, m., munsarif, m., simarmata, j. (2020). media pembelajaran. yayasan kita menulis. medan ahmad, a. (2017). developing cooperative learning-based e-module to teach basic english grammar of the first semester of english study program students at fkip-uir. j-shmic, 4(2), 1-11. https://doi.org/10.31227/osf.io/34rhg anjar. (2019). modul: pengertian, karakteristik dan tujuan pembuatan serta komponen-komponennya. retrieved on july 17th 2019, from http://www.wawasanpendidikan.com. as-syifa, d. (2018). media pembelajaran. jakarta: rajagrafindo persada. https://doi.org/10.31227/osf.io/34rhg 232 dita, a. syaprizal. triyogo, a. (2020). developing listening materials based on bottom up strategy for students of english education. english education, linguistics and art journal. 1(1), 17-24. doi: https://doi.org/10.31539/edulia.v1i1.1566 hamdan. triyogo, a. ardayati. (2021). pembuatan media pengajaran online berbasis website blog bagi tutor pkbm wujudkan kejar paket a, b dan c yng handal di pkbm damai kecamatan muara beliti kabupaten musi rawas. bakti nusantara linggau journal. 2(1), 20-25. hastuti, n. l., waryanto, n. h., & retnowati, e. (2017). pengembangan media pembelajaran matematika berbasis edutainment berupa android mobile game untuk siswa smp kelas vii pada materi segi empat. jurnal pedagogi matematika, 6(2), 67-75. imron, a., asri, a.n., suryadi, s.b. (2021). development of english teaching module for electrical engineering study program. saga. 3(1), 69-80. doi: http://doi.org/10.21460/saga.2022.31.120 kubiszyn, t., & borich, g. (1993). educational testing and measurement: classroom application and practice. new york, ny: harper collins college publisher. nufus, tatun, z. (2018). teaching english for young learners in indonesia. english language in focus, 1(1), 65-70. doi: https://doi.org/10.24853/elif.1.1.65-70 purwono, j. dkk. (2018). penggunaan media audio-visual pada mata pelajaran ilmu pengetahuan alam di sekolah menengah pertama negeri 1 pacitan. jurnal teknologi pendidikan dan pembelajaran. thabroni, g. (2018). perpaduan warna harmonis menggunakan teori warna & seni. saraswati, s., rodliyah, i. (2020). blended learning berbasis edmodo: proses pengembangan pada mata kuliah kalkulus dasar. jurnal gantang, 2, 133142. doi: https://doi.org/10.31629/jg.v5i2.2415 suryani, setiawan, n., putria, a. (2018). media pembelajaran inovatif dan pengembangannya. bandung: pt remaja rosdakarya. yulfi, y., & syaprizal, s. (2020). developing supplementary speaking material in digital media. linguistic, english education and art (leea) journal, 4(1), 150-160. https://doi.org/https://doi.org/10.31539/leea.v4i1.1620 https://doi.org/10.31539/edulia.v1i1.1566 http://doi.org/10.21460/saga.2022.31.120 https://doi.org/10.24853/elif.1.1.65-70 https://doi.org/10.31629/jg.v5i2.2415 linguistic, english education and art (leea) journal volume 2 nomor 1, desember 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i1.442 86 the role of metacognitive instruction in developing esl/efl listening abilities: a theoretical and empirical review ani fiani 1 stkip-pgri lubuklinggau annie_fiani@yahoo.com 1 submit, 23-11-2018 accepted, 30-12-2018 publish, 30-12-2018 abstract due to metacognition, as a psychological concept, has been a focus of educational researchers and become a potential to empower students to improve their own learning; increase the meaningfulness of learning, especially among students who are having problems in learning; and become successful learners, the present paper implicatively investigates the possible role of metacognitive instruction in developing esl/efl listening abilities among students by providing theoretical and empirical foundations drawn from the literature. to elicit the purpose of this article, the literature study was used. this study reviewed several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing esl/efl students‟ listening comprehension abilities. based on a detailed analysis and review of the research articles, there were some themes related to the possibility role of implementing the instruction not only developing esl/efl listening abilities, but also metacognitive knowledge and metacognitive awareness. moreover, the instruction enables esl/efl students to increase their awareness of the listening process by improving richer metacognitive knowledge about themselves as listeners, the nature and demands of listening tasks, and listening strategies. this instruction they may encourage them to have an ability to regulate their own learning in and outside esl/efl classrooms. therefore, based on the literature review and analysis above, esl/efl teachers will regard the important role of metacognition and attempt to implement the instruction as an alternative of effective teaching ways to develop esl/efl students‟ listening abilities in and outside the classroom independently, particularly in the context of higher education in indonesia. keywords: metacognition, metacognitive awareness, metacognitive instruction, listening abilities mailto:annie_fiani@yahoo.com1 2018. linguistic, english education and art (leea) journal 2 (1):86-98 87 introduction in the current time, the development of technology has become challenges for all people in the world, including esl/efl students. they should be able to follow and learn not only by their teachers, but also by themselves. it means that they should be able to learn independently in and outside the language classrooms. one of the criteria to become independent learners is students should have metacognitive abilities to plan, monitor or regulate and evaluate their learning so that they are able to improve their language learning outcomes. they are easy to elicit all of the information they need. therefore, in esl/efl listening, they should have these abilities to enhance their listening abilities as one prerequisite of successful language learners although this topic has not been investigated yet in indonesian context, particularly in efl listening contexts. esl/efl listening is an indispensable skill for language learning due to the most frequently used in normal daily life and playing a significant role in the development of other language skills (richards, 2008:3; rost, 2002:1). effective listening comprehension skills support students‟ language learning success (goh, 2008:195; vandergrift and goh, 2012:4). the importance of this skill is based on a view of its role in second language acquisition (sla). it starts from krashen‟s input hypotheses (1985:90) that makes a claim that comprehensible input is the primary source of language acquisition. although there were various criticisms to his hypothesis, most of sla experts agree that such input has a critical role in language learning. previously, this skill had been considered a passive skill and its core purpose was only to extract or understand meaning from text. however, expanding to this role, listening is now also regarded as a skill that can support the growth of other aspects of language knowledge such as speaking or reading speed (chang and millett, 2015:23), linguistics elements (van zeeland and schmitt, 2013:67; vidal, 2011:25), and so forth. thus, this skill has been a crucial skill to develop and can be taught integratedly (e.g. in a secondary level and esp context) or discretely as a particular subject (e.g. in a tertiary level in english department). in indonesia, it has been a crucial skill to develop. it can be seen from the role of listening in the development of efl curriculum. long before the 2004 english curriculum set up, the primary purpose of efl teaching was to prepare students with abilities in reading english texts. however, the current efl instruction attempts to meet the demands to master all the four language skills – listening, reading, writing, and speaking (agustien, anugerahwati, & wahidah, in cahyono and widiati, 2009:195). even, the important of this skill still continues in the current efl curriculum, the 2013 english curriculum. this skill can be taught integratedly or discretely. 2018. linguistic, english education and art (leea) journal 2 (1):86-98 88 however, in fact, in learning this skill, not all of the students succeed. they are often faced with difficulties such as how fast a person is speaking, words used, and limited background knowledge of the students. further explanation, this skill is generally regarded as a difficult skill and as a source of anxiety for them (e.g. graham, 2006:78). they associate those problems to what they perceive as their low listening ability or difficult listening texts or tasks. as graham (2006:178) points out, “such association indicate a sense of passivity and helplessness in language learners which could easily result in they becoming demotivated, resigned to being less effective listeners”. in these cases, offering more listening texts or tasks to the students who find listening difficult will most likely add their sense of failure (field, 2002:45; graham, 2006:34) and thus o‟malley, et al (1985:37) argue that those students as “learners without direction or opportunity to review their progress, accomplishments and future direction”. generally, there are several problems in esl/efl listening classroom contexts such as teachers still tend to focus on the outcome/product of listening and they do not include sufficient guidance in the process of learning to become more successful listeners (vandergrift and goh, 2012:4-5). these problems also happened in indonesian contexts. it can be seen from the development of efl listening abilities, compared with other language skills, is still low among students in the current era. then, in efl listening classes, teachers tend to test rather than teach them the way how to use the effective ways to develop their own learning in and outside the classrooms. most of them do not succeed yet in learning this skill. they perceive that this skill is generally regarded as a difficult skill and as a source of anxiety so that in learning the skill, they tend to be passive and do not initiate to improve it due to they do not know yet how to use appropriate or effective ways to enhance their learning in listening by themselves. as suggested by several listening experts (mendelshon, 1994, 1995, 1998; rost, 2005:87), to overcome those problems, the esl/efl students should be taught how to listen by making them aware of the mental processes that are involved in listening and equipping them with effective listening strategies. in addition, they should be made conscious of the need to focus on using appropriate strategies of metacognitive knowledge (planning, monitoring, and evaluating) about listening as well as regulate the proper metacognitive strategies for listening (goh, 2000, 2002; vandergrift, 2002, 2003, 2004; vandergrift and goh, 2012:12). in short, esl/efl students have to develop their knowledge and regulation of cognition in learning listening to achieve their learning goals as successful learners. developing esl/efl students‟ metacognition promotes them an awareness of the learning process and strategies that leads to succeed in their language learning. they will understand their own thinking and learning process, 2018. linguistic, english education and art (leea) journal 2 (1):86-98 89 as well as their strengths and weaknesses in listening skills. then, they are more likely to select and apply learning strategies appropriately, plan how to set a learning goal, monitor their own learning progress, find solutions to problems encountered, and evaluate themselves in completing a learning task, especially in a listening task (zhang and goh, 2006:37). the use of these strategies activates their thinking and leads to improve their performance in common (anderson, 2002:94). therefore, as a preliminary study to find the possibilities role of metacognitive instruction in esl/efl listening contexts, the aim of this current article attempts to provide theoretical and empirical review of studies done in investigating the role of metacognition in esl/efl listening skills. literature review metacognition was initially introduced by flavell (1979) and brown (1980). then, in language learning, wenden (1987) is a pioneer who implemented this concept. he articulated that metacognition has a crucial role in developing learner autonomy and differentiating cognitive processes between students. this term has been described as „a critical analysis of thought‟, „knowledge and cognition about cognitive phenomena, or simply „thinking about thinking‟ (flavell, 1979). then, hacker, dunlosky, and graesser (2009, ) expand this concept as one‟s ability to think about one‟s own thinking or cognition, and, by extension, to think about how one processes information for a range of purposes and manage the way one does it. therefore, metacognition is not only one‟s knowledge of cognition but also one‟s regulation of cognition. metacognition generally includes two main components, knowledge of cognition and regulation of cognition (schraw and moshman, 1995:600). knowledge of cognition deals with what students know about their cognition and is categorized into three aspects, personal knowledge, task knowledge, and strategy knowledge (flavell, 1979:906). firstly, personal knowledge is knowledge about how one learns and the various factors affect that one‟s learning. it is talking about what students know about themselves as learners and the beliefs students have about what leads to success or failure in their learning. the second is task knowledge, which is knowledge about the purpose, demands, and nature of learning tasks, for examples listening tasks. the last is strategy knowledge. it involves knowledge about effective strategies for learning tasks and knowledge about how best to approach the learning tasks. besides that, another component is regulation of cognition. it involves at least three components – planning, monitoring, and evaluation (schraw and moshman, 1995:600). planning is a process for selecting appropriate strategies 2018. linguistic, english education and art (leea) journal 2 (1):86-98 90 and allocating resources. it includes goal setting, activating relevant background knowledge, and budgeting time. the second component is monitoring. it provides the self-testing skills necessary to control learning at both the local and global levels. then, the last is evaluation. it refers to appraising the products and regulatory processes of student‟s learning such as re-evaluating one‟s goals, revising predictions, and . typical examples of this component are re-evaluating one‟s goals, revising predictions, and consolidating one‟s learning achievements. regarding the explanation of the concept above, it is important to apply this term as knowledge and regulation of cognition, into action to develop students‟ metacognitive awareness (e.g. wenden, 1987). metacognitive awareness means being aware of how one thinks. this development can be described as conscious development in one‟s metacognitive abilities such as the move to greater knowledge, awareness and control of one‟s learning, selecting appropriate learning strategies, monitoring the learning progress, solving the problems during the process of learning, analyzing the effectiveness of learning strategies, and changing learning behaviors and strategies when necessary (ridley et al, 1992:45). as stated by wenden (in coskun, 2013:36-37), students who have metacognitive abilities seem to have the following benefits such as 1) they are more strategic learners; 2) their rate of progress in learning as well as the quality and speed of their cognitive engagement is faster; 3) they are confident in their abilities to learn; 4) they do not hesitate to get help from peers, teachers, or family when needed; 5) they provide accurate assessments of why they are successful learners; 6) they think clearly about inaccuracies of why they are more successful learners; 7) their tactics match the learning task and adjustments are made to reflect changing circumstances; and 8) they perceive themselves as continual/lifelong learners and can successfully adapt with new situations. particularly, in esl/efl listening context, metacognitive approach has been has been developed by several researchers such as o‟malley and chamot (1990:153) who proposed calla model and vandergrift and tafaghodatari (2010:23) who suggested metacognitive instruction. these models have been implemented and examined in esl/efl listening contexts. these models can potentially improve students‟ awareness of their listening and learning process and develop students‟ ability to use appropriate learning strategies. in esl contexts such as in malaysia, the important role of metacognitive instruction has been investigated in reading (pressley and gaskin, 2006:23) and some indications of its benefits have also observed amongst weak esl listeners (goh and taib, 2006:230). moreover, although research on metacognitive awareness about listening is still relatively new, there were a number of research studies that showed a significant association between metacognitive instruction and esl/efl listening performance. the use of metacognitive strategies lead to better listening performance in different 2018. linguistic, english education and art (leea) journal 2 (1):86-98 91 contexts (e.g. vandergrift, 2003:23; o‟malley and chamot, 1990:67; thomson and rubin, 1996:56). a study of vandergrift (2003:46) trained esl students in the use of metacognitive strategies in beginner elementary school and university contexts in france. this study more focused on the advantages of predictions for successful listening, the place of collaboration with a partner for monitoring, and the confidence-building function for developing listening performance. o‟malley and chamot (1990:153) trained intermediate high school esl students received instruction in a metacognitive, a cognitive, and a socio-affective strategy. this study had three classes divided into two groups: a treatment group and two control groups (a group with instruction in a cognitive and a socio-affective strategy only and a group with no strategy instruction). the results showed that each daily test, the treatment group performed better than the control group, and that the metacognitive group had a better performance than the cognitive group on three of the four tests. in addition, another study has been conducted by thomson and rubin (1996:90). this study investigated the influence of metacognitive and cognitive strategy instruction on the listening comprehension performance of american university students learning russian. the students‟ listening scores of the experiment group compared to the scores of the control group over a two-year period revealed that the students who received strategy instruction in listening to video-recorded text developed significantly over those who had received no strategy instruction at the end of the treatment. research method this current article reviews several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing esl/efl students‟ listening comprehension abilities. the theoretical and empirical review are based on clark and cresswell‟s (2010:79) definition. this study refers to “a written synthesis of journal articles, books, and other documents that summarizes and critiques the past and current state of information about a topic, organizes the literature into subtopics, and documents the background of the study”. in finding those relevant articles, a systematic search through several online sources such as eric (educational research informational center), proquest, google scholar, science direct data base is conducted. those articles were then selected based on the following criteria: 1) the researches published within the last 10 years; 2) the researches focused on the implementation of metacognitive instruction; and 3) the researches undertaken in english language classroom setting, particularly in esl/efl listening contexts. moreover, those relevant studies are analyzed and reviewed to identify the possibility roles of the implementation of metacognitive instruction in esl/efl listening contexts. 2018. linguistic, english education and art (leea) journal 2 (1):86-98 92 finding through a detailed analysis and review of the research articles, there are some themes related to the possibility role of implementing metacognitive instruction such as developing esl/efl listening abilities, metacognitive knowledge, metacognitive awareness. the influence of metacognitive instruction on listening comprehension performance has been demonstrated by ample evidence of current research studies in efl contexts (i.e. birjandi and rahimi, 2012; selamat and sidhu, 2013; rasouli, mollakhan, and karbalaei, 2013; malik, sarudin, muhammad, and ibrahim, 2013; rahimirad, 2014; wang, 2016). moreover, the implementation of metacognitive instruction is developing not only students‟ listening comprehension but also metacognitive knowledge and metacognitive strategy use (i.e. malik, sarudin, muhammad, and ibrahim, 2013; wang, 2016). the development of listening comprehension abilities the research results from several research articles have indicated that metacognitive instruction could encourage students to develop their listening comprehension abilities. one of the few of empirical studies (birjandi and rahimi, 2012:505) highlighted the effect of metacognitive strategy instruction on efl students‟ listening performance in iran. this study used 62 students learning english translation and literature at shahid beheshti university and implemented metacognitive strategy instruction proposed by vandergrift and tafaghodatari (2010:34) and o‟malley and chamot (1990:153). the result of statistical analysis indicated that the experimental group with the strategy training instruction significantly outperformed the control group with no instruction on the post-test measure. similarly, selamat and sidhu (2013:428) investigated the effect of metacognitive strategy training on lecture listening comprehension abilities of university students in malaysia. this study included 34 first-year students from the faculty of education in a public university and collected the research data from the use of a questionnaire, a listening test, and semi-structured interviews. those students were divided into two groups, the experimental and control group. the result revealed that students from the experimental group when listening to lectures in english scored higher in the listening tests. then, rasouli, mollakhan, and karbalaei (2013:125) examined the effect of metacognitive listening strategy training on listening comprehension in iranian efl context. this study involved 120 intermediate students studying english in zabansara english institute in gorgan, iran. they were randomly divided into six intact classes and assigned to three experimental groups and other classes as control group. students in the experimental groups were taught the metacognitive listening strategies included in metacognitive awareness listening questionnaire based on calla instructional model proposed by chamot and o‟malley (1994:90), but other 2018. linguistic, english education and art (leea) journal 2 (1):86-98 93 classes as control group received no strategy instruction. in collecting data, this study implemented pre-test and post-test standardized measures and metacognitive listening strategy questionnaire. the result revealed that the metacognitive strategy training could advance iranian efl students from the beginning level to a higher level of listening comprehension. next, a study written by malik, sarudin, muhammad, and ibrahim (2013:57) investigated the effects of metacognitive listening strategy training on listening comprehension and strategy use of esl learners. the participants of this study were 54 students and randomly assigned to two groups, 29 students in the experimental group and 25 students in the control group. the students in the experimental group were provided with a list of metacognitive strategies and their descriptions and were taught how to use them, while other students in the control group took the normal listening course. the findings revealed that students who underwent metacognitive listening strategy training performed slightly better than students in the control group. however, the difference was not statistically significant. nevertheless, after the treatment, they had more strategy repertoire and used these strategies more frequently. it meant that they reflected the characteristics of good listeners. furthermore, rahimirad (2014:1490) examined the impact of metacognitive strategy instruction on university students‟ listening performance in iran. this study used 50 participants whose english proficiency around intermediate level. those students were randomly assigned to experimental and control groups. the experimental group received the metacognitive strategy instruction based on the models suggested by vandergrift and tafaghodtari (2010:98) and o‟malley and chamot (1990:130), whereas the control group received no strategy instruction. the result showed that the experimental group significantly outperformed the control group on the post-test. the current study conducted by wang (2016:85). this paper investigated the impact of a metacognitive approach to listening instruction on a chinese university focused on students‟ listening proficiency and aspects of metacognitive knowledge. this study indicated that metacognitive instruction positively affect students‟ listening abilities and that it could contribute to their development in three components of metacognitive knowledge, namely person, task, and strategy knowledge. metacognitive knowledge successful listening is often correlated with metacognitive knowledge and metacognitive regulation skills (vandergrift and goh, 2012:86). the implementation of metacognitive instruction in listening contexts has been examined to find out the impact of the instruction not only for the development of listening abilities but also the improvement of metacognitive knowledge. one of the empirical studies was conducted by malik, sarudin, muhammad, and ibrahim (2013:64). this study revealed that after the implementation of metacognitive instruction students were 2018. linguistic, english education and art (leea) journal 2 (1):86-98 94 able to benefit the effective/appropriate listening strategies in helping them to improve their language learning success, especially in esl/efl listening contexts similarly, another research study was done by wang (2016:85). this study investigated the impact of metacognitive instruction on chinese university efl students‟ listening abilities and metacognitive knowledge. focusing on the effect of the intervention on three aspects of metacognitive knowledge, the findings reported that metacognitive instruction contributed to students‟ improvement in person, task, and strategy knowledge. discussion based on the literature review and analysis above, some language educationists have discussed the rationale for incorporating metacognitive instruction into teaching listening comprehension (e.g. vandergrift, 2004; goh, 2008; vandergrift and goh, 2012). goh (2008:195) assumed that “metacognitive instruction can potentially heighten learners‟ awareness of their listening and learning processes and develops learners‟ ability to use appropriate strategies”. however, mixed findings of the research studies on the effects of metacognitive strategy instruction on listening performance have challenged the accuracy of this assumption. a number of the above-mentioned previous research studies on implementing metacognitive instruction in teaching listening had showed that there was a positive effect on students‟ listening achievements. then, other research studies revealed that the experience raises students‟ metacognitive knowledge about listening (e.g. vandergrift, 2004:95) and increased students‟ understanding of the nature and the demands of listening and their confidence in completing listening tasks (goh and taib, 2006:230). moreover, students who have metacognitive abilities seem to have some advantages such as more strategic learners, confident in their abilities to learn, and so forth. however, a few studies have reported non-significant changes in listening performance (seo, 2002:150) or strategy use and awareness (chen and huang, 2011:290) after the strategy instruction. the results have been attributed to both students‟ characteristics and contextual factors (chen and huang, 2011:245). although, there have been a few studies reported that non-significant changes in listening performance, for other above-mentioned studies showed support for the view that metacognition is significantly related to listening performance among students. there is a positive impact of the implementation of metacognitive instruction on listening performance. both calla and metacognitive instruction as models of strategy instructions have been used in different contexts successfully. thus, based on those promising findings, integrating metacognitive instruction into teaching listening comprehension need more investigations to settle the controversies (goh, 2010:179). 2018. linguistic, english education and art (leea) journal 2 (1):86-98 95 in indonesian context, although the research studies of the implementation of metacognitive instruction have been investigated in english language learning such as reading (mbato, 2013; pammu, amir, and maasum, 2013), the effect of this instruction in efl listening has not been found yet. mbato (2013:176) conducted a research focused on facilitating self-regulation in efl reading classes through metacognitive approach. the results showed that the approach appears to have a promising future for indonesian teachers and learners and supporting the development of self-regulated learning in students and assist them to gain a higher level of english language learning success. another study investigated by pammu, et al (2013;363) reported about profiles of metacognitive reading strategies of the less proficient efl learners. the findings revealed that there is a high level of metacognitive awareness for problem solving strategy but only at medium level for both global and support strategy. it meant that the less proficient efl learners need the reading strategy instruction not only for the global analysis of texts, but also for the use of outside reference materials in order to generate their metacognitive awareness to enhance their proficiency level. conclusion in conclusion, insight based on the theoretical and empirical review above can provide teachers and instructors with clear and explicit guidelines on how students can increase their autonomy in language learning, particularly in esl/efl listening. regarding this, the teachers in indonesia can use wide range of learning instructions and tasks that promote the implementation of metacognitive 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(2006). strategy knowledge and perceived strategy use: singaporean students‟ awareness of listening and speaking strategies. language awareness, 15, 199-219. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.609 17 the teaching of english in indonesian primary schools: a response to the new policy ahmad jazuly 1 ikip pgri jember ninuk indrayani 2 iain jember nostalgianti citra prystiananta 3 ikip pgri jember ahmadjay2006@gmail.com 1 submit, 10-04-2019 accepted, 21-12-2019 publish, 22-12-2019 abstract in this study, i investigated the teachers' current practice without curriculum of english lesson at primary schools and teacher's response to the new policy on english lessons in primary school. the participants of this study were 46 respondents which consist of 17 males and 29 females. the data was obtained by distributing an open-ended question to teachers who teach in a primary school in jember district of east java. the questionnaire was administered to the teacher to be filled in directly. the first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning english. the second finding about the teacher's response to the new policy on english lessons in primary school showed that most teachers expected the government to return the english language policy to be taught in primary school as a compulsory subject. conclusion, the current practices of teaching english in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching english in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning english. keyword; indonesian primary school, teacher, new policy. introduction teaching english in indonesian primary school is always a challenge for some teachers since 1994 up to now. moreover, since 2012 the government has changed the english language policy from the mandatory subject to be as a local mailto:ahmadjay2006@gmail.com1 2019. linguistics, english education and art (leea) journal 3 (1):17-25 18 subject in the national education curriculum in indonesia. however, even english is not compulsory for the students in primary school, english is still taught from the first grade to sixth grades in their education at the primary levels. however, the role and position of english as a foreign language was still an important subject in the education ordinance since 1994 curriculum until the new 2013 curriculum (k-13). education policies have issued a mandate of the law. up to now, the policies related to the curriculum of education during the reform period can be mapped into three parts: the 2004 curriculum policy of curriculum-based competence (kbk), in 2006 curriculum known as education unit level curriculum (ktsp), and 2013 curriculum (k-13). these changes are a form of the response and development towards various changes faced both in the political, cultural, social, economic, science and technology systems (ministry of education and culture, 2016) the 2013 curriculum brings many changes to national education systems, especially english in primary schools. in accordance with government regulation in the 2016 concerning about 2013 curriculum (k-13 revision) of the general directorate of primary and secondary education, ministry of education and culture has regulated the decision letter number: 253/kep.d/kr/2017 on the establishment of curriculum implementation education unit (cieu) 2013 in 2017 the government regulation will be used as the basic reference in the administration of teachers (syllabus, rps, rpp, and instructional analysis) and in the assessment of student results etc. teaching english in indonesian primary school need qualified teachers to help students learn english better. the rule english lessons is taught in indonesia have consequences for the quality of the program. according to teacher quality, some studies on teaching english lesson in indonesian primary schools has declared that most teachers in indonesian primary schools were not qualified yet and most the teachers do not have sufficient order of english teacher to be able to teach competently and effectively. the teacher education departments in some universities have given many pre-service teachers to prepare in teaching learning at smp and sma for many years since the national curriculum for english language education in indonesian school focuses on smp and sma students. however, they have not acted the same for primary school teachers (nur & munir, 2009:29) in many places of indonesia, english curriculum have been developed by district or provincial administrations, even though, it is happening in east java. the local responsibility for such english lessons was defined in act letter number: 253/kep.d/kr/2017 released by the minister of national education, which specified that local subject is used as curriculum activities to develop competencies that is adapted to the characteristics of the district. for that rational, 2019. linguistics, english education and art (leea) journal 3 (1):17-25 19 the local subject curriculum in one part of indonesian primary school could be diverse from the local subject curriculum in another district, either in terms of content or purpose (suyanto & erni, 2010:78). in many indonesian primary schools, the english language curriculum does not have sufficient and proper facilities to support teaching and learning (faridi, 2010:34). many primary schools lack of instructional resources. the schools do not have visual or audio-visual aids and for teaching media, most the teachers still used blackboard, chalk and board-marker method when they are teaching english to primary students. to solve the problem of lack of teaching resources, most the teachers use lembar kerja siswa (lks) or workbook as the one of resources for their teaching learning english (lestari, 2003:89). many of the workbooks or textbooks available in the market are cheap and of course with low quality, as is witness by the many grammar errors, spelling and the pictures that are questionable for the primary students. the problem with the lack of resources for teaching-learning english is often connected to the school budget. therefore, many primary schools in village cannot able to buy pictures, cards, or video because their budget is not sufficient. it means most the teachers have not good prepared for implication with the new policy. in this study, i investigate teachers who involve in teaching english in indonesian primary schools responds to the new policy in some primary schools in jember district of east java. this study presents teachers‟ knowing about curriculum and the teachers‟ current practice without curriculum of english lesson at primary schools. after analyzing data, it shows indicates that the teachers are knowledgeable to answer an important role in implementing teachers establish the policy of teaching learning english in indonesian primary schools. literatur review teacher reform in indonesia: the role of politics and evidence in policy making in 2005, indonesia implemented the teacher law to improve the quality of its teachers. under the new law, teachers must obtain certification by completing four years college degree and continue to improve their skills. a program is supporting the government to implement the teacher quality management reform as mandated by the teacher law world bank group. in an effort to improve education quality in indonesia, in 2005 the government passed the teacher law (tl), a comprehensive bill designed to raise the quality of teachers. “i wasn't confident in teaching, because i did not understand good teaching methods. now i am more confident and the students are more motivated to learn,” said tina setiawati, a teacher who benefitted from training provided by a project support the implementation of the teacher law. a 2019. linguistics, english education and art (leea) journal 3 (1):17-25 20 key reform required all teachers to acquire a four-year degree and be certified. teachers who obtain certification then receive a professional allowance that effectively doubles their salary. by 2015, indonesia‟s 2.7 million teachers expect to be certified. indonesia to end teaching of english in primary schools students recite the qur'an at an islamic boarding school in medan, north sumatra, indonesia. the teaching of english in indonesia's primary schools will end next year as the government attempts to reverse falling standards in bahasa indonesia. deputy education and culture minister musliar kasim announced an over haul of the curriculum that will see english classes cease by july, 2012. he told the jakarta post newspaper that students need more time to master their first language. "elementary schools will not have english lessons because (students) haven't learned to understand the indonesian language. now even some kindergarten students take english courses, i pity the kids," musliar said. the ministry also plans to focus more teaching time on religion and indonesian culture at the expense of science and social studies, the newspaper reported. english language classes will start from junior high school in state schools. the move is being linked to a fall in the number of students in recent years who are passing their language high school matriculation. another set of poor results published in may prompted some education observers to claim that students were devoting too much time to learning english at the expense of language. others point out that the low pass rate can be blamed on poor teaching standards. according to zein (2016:45), said the school need a strategy to enhance the quality of parental support where as plummeting the gap resulting ffrom more prosperous parents sending their children to take private english school outside of normal class time (local content). by building stronger cooperation with schools in family language learning, she asserted that „parents will develop a better understanding of their children‟s learning and become more confident in themselves as supporters of their children‟s english literacy education‟. the malaysian education system aims to produce students who will be at minimum skilful in bahasa malaysia as the national language and language of unity, and english as the international language community. this means that upon leaving school, pupils are expected to be able to work in both a bahasa malaysia and english language environment. however, the current system produces commendably strong bahasa malasysia learning outcomes but not the english language. there is widespread operational proficiency in bahasa malaysia among students, but operational proficiency in english is much lower. hence, efforts at education reform to boost pupils‟ proficiency in english become the most https://www.theguardian.com/world/indonesia 2019. linguistics, english education and art (leea) journal 3 (1):17-25 21 immediate priority in the standards based english language curriculum for primary schools. in addition to that, changes in the new english language curriculum may it be in curriculum content or teaching approach or assessment demand teachers and students to incorporate higher order thinking skills in teaching and learning of the english language at foundation level of primary education (sulaiman, et.al, 2015:67). the implementation of reform successfully as planned will change the setting of english learning experiences in multilingual and plural malaysia at micro and macro levels. with greater prominence on stadards and competencies that are closely assessed for self-achievement rather than school success, and increased contribution of parent and community including private and public sectors, an expanded ecosystem of learning is created beyond the classrooms to involve the social realities to the students‟ life outside of the schools (azman, hazita, 2012). research method this data was obtained by distributing an open-ended question to teachers who teach in a primary school of jember district of east java. there were 46 respondents which consist of 17 males and 29 females. the questionnaire was administered to the teacher to be filled in directly. the open-ended questionnaire consists of two parts. the first part consists of eight questions that asking about the current practice of teaching english in indonesian primary school. the second part consists of one question about the teachers' opinion regarding the new policy of teaching learning english in indonesian primary school. the steps of data analysis used qualitative analysis principles. first of all, after the data collected from the respondents, the data was categorized based on the need to answer the research question. after the data was categorized, the data exposure was done verbally on the part of the finding. then the data that has been described was interpreted to provide a logical explanation. in the discussion section, findings obtained from data collection were discussed comprehensively from the point of view of government policy, curriculum and previous research findings. finding the current practice of teaching english in primary school the findings of this study are organized into two main points based on the research questions. there were eight questions which the answers are explaining the current practices of teaching english in primary school. first, what are the teachers‟ qualifications in teaching english for primary school? from 46 respondents, the teacher who has qualifications of english 2019. linguistics, english education and art (leea) journal 3 (1):17-25 22 education background (eb) there are 16 teachers, and the teacher who has qualifications of english non-education background (neb) are 30 teachers. so, most of the teachers are not qualified yet in teaching english in primary school. second, how long have the teachers taught in primary school? there are 25 teachers have been teaching english in primary school more than 5 years, and 21 teachers are less than 5 years in teaching english in primary school. it also revealed that teachers who have experienced more than 5 years were not graduated from english education department. third, how is the teacher's opinion about the position of english in primary school? from 46 respondents, there are 20 teachers said that the positions of english subject as local content in primary school and 26 teachers said that the positions of english as compulsory subjects in primary school. it means that most the teachers‟ opinion and perceives about the position of english as compulsory subjects more than the teachers said that english is a local content. fourth, in what grade does english start to be taught in primary school? from 46 respondents, 37 schools started to be taught english at first grade, and 9 schools started to be taught english at fourth grade in primary school. it means most the schools begin to teach english lesson from the first grade in primary school. fifth, are the english learning resources adequate in primary schools? from 46 respondents, there is 10 teachers answered that the english learning resources were adequate in their primary schools, but 36 teachers answered that english learning resources were not adequate. it means that most of the teachers said that the english learning resources were not adequate in their primary schools. sixth, what are teaching methods often used by teachers in primary schools? from 46 respondents, 32 teachers were teaching english by using textbook or lks (lembar kerja siswa) method in primary school, and 14 teachers were teaching english by multimedia, ict and computer based learning (mall) methods in indonesian primary school. it means that most teachers still teach english in a conventional way of using the textbook. seventh, how is students' enthusiasm towards english lessons in primary school? from 46 respondents, 40 teachers said that students were very enthusiastic in learning english, and only 6 teachers said that students were not enthusiastic in learning english. it means that most the students in primary school responsed positively toward english language teaching. eighth, how much time is provided in a week to learn english in primary school? from 46 respondents, there were 14 teachers answered that the duration for teaching english in primary school was about 40 minutes x 2 in a week, and 32 teachers answered that the duration for teaching english in primary school 2019. linguistics, english education and art (leea) journal 3 (1):17-25 23 about 40 minutes x 1 in a week, so it was not enough. it means that most of the schools provided an inadequate time allocation for teaching english in primary school because the school knows that english is only local content, so that schools do not prioritize english compared to other lessons. the teachers’ response to the new policy on english lesson in primary school the data shows that 46 of the teacher's response to the new policy on english lessons in primary school can be described into three opinions about position of english policy in primary school. first, most the teachers expected the government to return the english language policy to be taught in primary school as a compulsory subject. otherwise, the teacher cannot freely develop students' potential in their school. second, teachers requested additional learning media suitable for english lesson in primary school. the students' competencies can improve when the students learn english with adequate english learning resources such as multimedia, vcd, lcd, computer based learning (mall) and so forth. third, teachers asked for training education on methods and strategies in learning english in primary school. otherwise, the teachers need development, improvement of competency and professionalism in english teaching-learning material. if all the completeness of learning resources and training education on methods and strategies are completed, the school can apply the four elements of 2013 curriculum, include; the first standards graduate competency (sgc), the second, standards content (sc) the third, standards process (sp), and the four standards of assessment (sa), and those all elements are complemented by a scientific approach of observing, questioning, exploring, associating, and communicating. discussion 2013 curriculum policy the curriculum has functions and roles that are very important and strategic. although it is not the only major factor in the success of the educational process, the curriculum becomes a guide and direction towards educational success. the curriculum guides teachers or educators and education personnel to develop their creativity and abilities in developing and describing various learning materials and tools. therefore, good teacher or educators and education personnel are able to understand the curriculum and implement it in the learning process. 2013 curriculum was changed in a form of development and refinement of the previous curriculum of ktsp curriculum in 2006. the emphasis of 2013 curriculum development is improving thinking, strengthening curriculum 2019. linguistics, english education and art (leea) journal 3 (1):17-25 24 governance, strengthening the learning process, deepening and expanding the material, and adjusting the burden of learning in order to ensure the suitability between what is wanted with what is created. hence, the implication of 2013 curriculum is depended to be a strategic step in preparing and deal with the challenges of digital era in the future. elements of 2013 curriculum change the curriculum changes in 2006 to the curriculum of 2013 concerns the four elements of curriculum change, namely; the first, standards graduate competency (sgc), namely the improvement and balance of soft skills and hard skills by honing 3 aspects: attitude, knowledge, and skills. the second, standards content (sc), namely the change of standards content where the 2006 ktsp competence derived from the subjects, the 2013 curriculum subjects derived from competence. therefore, the approach is equally done through a subject approach. the third, standards process (sp), which were originally focused on exploration, elaboration, and confirmation, in the 2013 curriculum are complemented by a scientific approach of observing, questioning, exploring, associating, and communicating. the teaching learning process doesn‟t only take place in the classroom, but also occur out of the school, society and nature. the position of the teacher is not the only source of learning, and the learning of the attitude dimension was not taught verbally, but through examples and teacher's example. the fourth, standards of assessment (sa). the assessment is competencybased; the displace from assessment through test measuring competence and knowledge on the basis of outcome to the authentic assessment of attitudes, skills, and knowledge based on the process and outcome. strengthening the assessment model (reference of benchmark assessment) is the achievement of learning outcomes based on the position of the scores obtained against ideal score (maximum), and promote the use of portfolios or tasks made by students as the one instrument of assessment. conclusion the current practices of teaching english in primary school are divided into three parts. the first, most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching english in primary school. the second, most the teachers needed teaching media appropriate for the students in primary school. the third, most the students were very enthusiastic about learning english. 2019. linguistics, english education and art (leea) journal 3 (1):17-25 25 references azman, h. (2012). implementation and challenges of english language education reform in malaysian primary schools. the southeast asian journal of english language studies, 22(3), 65–78. devina, n & munir, a. (2009). english language teaching challenges in state vocational high schools in. 1–6. faridi, a. (2010). the development of context-based english learning resources for elementary schools in central java. 1, 23–30. https://doi.org/10.5195/ehe.2010.13 suyanto & kasihani, e. (2010). pengajaran bahasa inggris di sekolah dasar: kebijakan, implementasi, dan kenyataan. (c), 2–6. lestari, l., a. (2003). should eng be a cumpolsory subject in primary school.pdf. bahasa dan seni, 31(2), 197–213. ministry of education and culture. (2016). the management of national education in year 2014/2015 at a glance. 124. retrieved from http://publikasi.data.kemdikbud.go.id/uploaddir/isi_ 6549da84-7a7f44b5-ad22-829b1f002a4f_.pdf sulaiman, t., fauzi, a., & ayub, m. (2015). curriculum change in english language curriculum advocates higher order thinking skills and standards-based assessments in malaysian primary schools. mediterranean journal of social science, 6(2), 494–500. https://doi.org/10.5901/mjss.2015. zein, m., s. (2016). elementary english education in indonesia : policy developments , current practices , and future prospects. english today, 1– 7. https://doi.org/10.1017/s0266078416000407 linguistic, english education and art (leea) journal volume 6 nomor 1, juli-desember 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i1.5035 140 critical discourse analysis of maudy ayunda’s speech at press conference on the introduction of the government spokesperson for indonesia's g20 presidency dewa ayu made juli astari1 universitas pendidikan ganesha ni nyoman padmadewi2 universitas pendidikan ganesha ni luh putu eka sulistia dewi3 universitas pendidikan ganesha dewaayujuliastari@gmail.com1 submit, 10-12-2022 accepted, 30-12-2022 publish, 30-12-2022 abstract this study aims to describe the transcript of maudy ayunda's speech as a critical discourse analysis taken from a video from youtube chanel liputan 6. maudy ayunda is a spokesperson for g20 presidency in indonesia. the method used by the researcher was qualitative descriptive with textual content analysis based on van dijk's design. this analysis is divided into four parts: macrostructure, superstructure, superstructure, and microstructure. this study also examines the linguistic aspect. in the macro-structure, the textual content is analyzed thematically. the theme of maudy ayunda's speech was about persuading indonesian people to participate in making success the g20 presidency in indonesia. then, for the superstructure, the text of maudy ayunda's speech is divided into three main elements, namely: opening, content, and closing. in the superstructure, analyze the general meaning by providing supporting reasons organized in the opening, content, and closing of the discourse. micro-structure is analyzed semantically, which refers to the social meaning of the text and the persuasive language used in the text. besides that, maudy ayunda used formal language when delivering her speech. keywords: critical discourse analysis, speech, van dijk introduction language is a tool that humans use to communicate speech, feelings, and thoughts. using appropriate language in society is critical. according to e (anggraini, 2018), language is a system that has a certain meaning. language in communication can be viewed as a structured set of symbols that are used to convey https://doi.org/10.31539/leea.v6i1.5035 mailto:dewaayujuliastari@gmail.com 2022. linguistics, english education and art (leea) journal 6 (1):140-152 141 and create meaning. it is crucial for users to be able to convey their views and ideas. aside from that, language is utilized to tell the public about an event that is happening at the time through communication. every piece of information that someone obtains is a conversation with inferred or expressed intentions for the reader or listener. recently the news in indonesia and generated internationally is being filled by the presidential trend. that is mostly about the communication g20 in bali on 15th -17th november 2022. in preparation for g20 vibes, maudy ayunda was elected spokesperson for the g20 presidency in indonesia. maudy ayunda is an indonesia artist. at g20, maudy ayunda delivered a speech at the press conference on the introduction of the government spokesperson for indonesia's g20 presidency. speech is one of the activities of conveying opinions, certain events, or ideas in public. speech is typically given in the form of a formal speech by a leader or other significant person to express their views, debate critical issues, or bring forward new ideas. speech serves a variety of purposes, including creating the conducive environment necessary for one individual to deliver a speech and fostering a sense of confidence in the audience. examples of speeches include commencement speeches, religious addresses, the president's and the staff's formal addresses, orations, and speeches on leadership. speech is one of the objects of critical discourse analysis (brown, 1983), as cited in wahyuni & syamsi (2021). there were previous studies that analyzed speech by using van dijk's elements in critical discourse analysis, and one used fairclough's framework to see the differences and concepts in analyzing the speech. siregar (2021) critically analyzes the speech of president joe biden. the purpose of this study is to analyze the discourse structure and ideology contained in joe biden's speech. in analyzing, the researcher uses the van dijk theory, which consists of the macrostructure, microstructure, and superstructure. the results of this study indicate that there is a macro (thematic) structure intersexual, microstructure in the two main semantic foci, syntactic analysis, stylistics, and rhetoric in the persuasive function. then the superstructure of speech is the opening, content, and closing words. another important thing from the findings of this study is the ideology that biden implicitly and explicitly stated, namely unity, equality, and freedom for americans. wahyuni & syamsi (2021) critically analyze the text of the speech by nadiem makariim and muhadjir effendy. in this study, researchers used a threedimensional framework from norman fairclough in analysis. the results of the study, the speeches of nadiem makarim and muhamdjir effendy, have micro, mezzo, and macro levels. the speech uses standard language. although in nadiem makarim's speech, he used more creative language to motivate the millennial generation, while in muhadjir's speech, he used ordinary words. merrita (2021) analyzes the propositions in joko widodo's victory speech as president-elect 2019-2024. the aim of this research is to obtain macro propositions and national ideology by using propositional theory from teun van dijk (1980) and critical discourse analysis and norman fairclough (1992). the research found 18 macro propositions and six nationalist ideologies. this study also reveals that the prepositions spoken are in line with the concept of nationalism, such 2022. linguistics, english education and art (leea) journal 6 (1):140-152 142 as self-awareness as part of the nation, part of nation-building, social and political movements for the benefit of the nation, and placing the needs of the nation as a priority. nursanti & triyono (2022), in this study, analyzed the discourse of invitation used by risma in her speech at the handover ceremony as indonesia's social minister. this study uses teun van dijk's theory to analyze the discourse of the speech. the research found that risama tended to use expressions of invitation by giving examples of the functions of staff at the ministry of social work and also inviting staff to work better in government institutions. based on the explanation above, the goal of critical discourse analysis is to identify underlying meanings in texts, as well as the connections between speech, ideology, and power (fairclough, 1995). critical discourse analysis is a tool that may be used to investigate how discourse is used, how general rhetoric is maintained, and how lexical choices are made in social contexts, according to ghanizadeh et al. (2020), as cited in rovino, afifah, and wardani (2021). teun a. van dijk (1993) stated that critical discourse analysis enables the reader to understand how the text relates to the social context and social cognition. the macro, mega, and micro discourse structures express implicit patterns or embedded messages that serve as the socio-ideological framework. in this research, the researcher analyzed maudy ayunda's speech at the press conference on the introduction of the government spokesperson for indonesia's g20 presidency, which took place virtually from the state palace by using critical discourse analysis. in 2022, indonesia will be elected as chairman or president of the high-level g20 forum in bali, indonesia. this is the first time indonesia has become chairman and host of the g20. this research analyzed maudy ayunda's speech based on supra, super, macro-structure, and microstructure. then, analyze linguistics. literatur review critical discourse analysis is an attempt or process of decomposition to provide an explanation of a text (social reality) that will be or is being studied by a person or group of domains whose tendencies have a specific purpose. critical discourse analysis is used because it emphasizes the constellation of strengths in the production and reproduction of meaning. in critical discourse analysis, discourse is understood as a study of language and a form of social practice (renaldo, 2021). according to van djik (1996), as cited in maghfiroh & triyono (2020), critical discourse analysis itself is a way of analyzing connected speech and writing. it focuses on knowledge beyond words, clauses, phrases, and sentences in the speech and written texts needed for good communication. therefore, critical discourse analysis analyzes other sciences' discourse in politics, race, gender, sovereignty, culture, and social class. the field of study is centered on the principles of critical discourse analysis, namely: action, context, history, power, and ideology (sujito et al., 2019). according to teun a. van dijk (2008), discourse reproduces social domination, one of which relates to power. furthermore, cda focuses on the relationship between discourses; power, domination, and social inequality. there 2022. linguistics, english education and art (leea) journal 6 (1):140-152 143 are three levels of discourse structure emphasized by van dijk, namely macrostructure, superstructure, and microstructure. the macrostructure is the global or general meaning of a text which emphasizes more on the meaning that can be observed by paying attention to the subject and theme of a text. superstructure explores how the discourse framework is organized by conventional schemes and how the text is organized into the whole story. the last, microstructure, is focused on the smallest linguistic meanings, such as semantics, syntax, style, and rhetorical aspects. research method this study used a descriptive qualitative technique with a critical discourse analysis focused on content analysis. the object of this research is the speech of maudy ayunda at a press conference on the introduction of the government spokesperson for indonesia's g20 presidency. the speech was selected entirely from a youtube channel, which was then vocally transcribed into a written form to confirm the accuracy of the information. the researcher employed van dijk's method to study maudy ayunda's speech text, which divided the analysis into four parts: supra-structure, superstructure, macro-structure, and micro-structure, which contain linguistics components of the discourse and non-linguistics aspects of the discourse. in supra-structure, the research separated the speech into three stages: opening, content, and closing, and then inserted each paragraph of maudy ayunda's speech into the three sections established in maudy ayunda's speech text framework. then, in the superstructure, the authors transmit the overall meaning by providing a supporting argument organized in the discourse's introduction, substance, and conclusion. the researcher then picked a few paragraphs from maudy ayunda's speech and incorporated them into the macro-structure. furthermore, the writer divided the analysis into four components in the microstructure: semantic, syntactic, stylistic, and rhetorical features. findings supra-structure supra structure is a technique used by writers to support a common sense and provide support for the arguments made in the introduction, body, and conclusion (yanti et al., 2019). the discourse analysis's superstructure observes how the elements and organization of the speech are arranged as a whole. using power also involves using a generic structure. maudy ayunda's speech is, in general, divided into three main elements, namely opening, content, and closing. “(1)assalama alakum warahmatulahi wabarakatuh, salom, salam sejahtra bagi kita semua, om swastiastu, namo buddahaya, salam kebajikan.(2) selamat sore teman dan sahabat g20, saya maudy ayunda merasa senang berada ditengah teman dan sahabat semua didalam dan diluar negeri. (3)kita semua selalu bersemangat mengikuti berbagai perkembangan g20, terutama karena indonesia menjadi tuan rumah g20.(4)di kesempatan yang baik ini, saya menyampaikan terima kasih kepada menteri komunikasi dan informatika bapak johnny g plate yang telah mengenalkan saya sebagai bagian tim juru bicara 2022. linguistics, english education and art (leea) journal 6 (1):140-152 144 pemerintah untuk presidensi g20 indonesia.(5)saya merasa terhormat dan dipercayakan menjalankan tugas menyebarkan informasi terkait presidensi g20 indonesia, oleh karena itu, saya mengajak seluruh masyarakat indonesia dan dunia aktif berpartisipasi menyukseskan perhelatan besar tersebut. (6) saya excited, ini momentum bersejarah, ini kesempatan indonesia mendorong dunia untuk pulih dan bersama-sama atasi tantangan ekonomi global. makanya, tugas sejarah ini harus disambut sukacita dan optimis. tidak butuh waktu lama untuk saya menyetujui sebagai bagian dari tim juru bicara pemerintah republik indonesia untuk presidensi g20. (7) saya ingin sekali terlibat dalam moumentum bersejarah ini, karena momentum ini ada 20 tahun sekali, kalau kita tidak terlibat sekarang kapan lagi?, mari kita bergabung bersama berpartisipasi untuk menyukseskan momen ini. (8)g20 bermanfaat untuk masyarakat indonesia, kedatangan ribuan delegasi akan membangkitkan ekonomi kita. kita harus bangga bahwa indonesia berkesempatan untuk memimpin pembahasan tentang skenario menyelamatkan dunia keluar dari pandemic. (9)krisis ekonomi yang berkepanjangan, perubahan iklim dan transformasi digital menjadi isu-isu penting di masa depan, oleh karena itu, tema yang diusung presidensi g20 indonesia adalah recover together, recover stronger. (10) indonesia mengajak seluruh dunia berkolaborasi, pulih bersama dari pandemi covid-19 dan bersama tumbuh menjadi lebih kuat secara berkelanjutan. tiga isu prioritas presidensi g20 indonesia adalah penguatan arsitektur kesehatan global, transformasi digital, serta transisi energi. ketiga isu tersebut akan dibahas di semua sektor untuk nantinya menjadi modal besar untuk dunia agar pulih dan bangkit lebih kuat lagi. (11) media massa dan sahabat g20 serta masyarakat indonesia perlu terlibat dan bekerjasama untuk mengkomunikasikan perkembangan kegiatan dan informasi g20 agar indonesia dan dunia merasakan manfaat presidensi g20 indonesia dalam kehidupan sehari-hari. (12) keberhasilan presidensi g20 indonesia akan menjadi catatan sejarah yang membanggakan, hasil konkrit dari pembahasan ketiga isu prioritas akan membawa perubahan kehidupan kita yang lebih baik. (13)sekali lagi, terima kasih atas penugasan yang diberikan, assalama alakum warahmatulahi wabarakatuh.” table 1. supra structure part sentences description opening 1-2 1. maudy ayunda greets by using each greeting of religion in indonesia. 2. maudy ayunda greets based on the time of that day and says hello to the audience. contents 3-13 3. maudy ayunda stated that she was always enthusiastic about following the developments of the g20. 4. maudy ayunda expressed her gratitude to mr. johnny g plate, the minister of communication and information, for introducing her as part of the 2022. linguistics, english education and art (leea) journal 6 (1):140-152 145 government spokesperson team for the g20 indonesia presidency. 5. maudy ayunda tells her respect for honor as a spokesperson for sharing information about g20 presidency. and she invites the indonesian people to make the g20 a success. 6. maudy ayunda expresses her excitement as a part spokesperson in g20. 7. maudy ayunda invites the indonesian people to participate together to make the g20 activities a success. 8. maudy ayunda explains the beneficial g20 9. maudy ayunda tells the reason topic of g20. 10. maudy ayunda tells the issue that discusses in g20 11. maudy ayunda invites the media and public to communicate the developments of the g20 to indonesia and the world. 12. maudy ayunda explains the success of the g20 will be a historical record. closing 13 13. maudy ayunda closed her speech by saying thank you and saying an islamic greeting. superstructure superstructure (schematic) deals with the author's strategies in conveying the general meaning by providing supporting reasons organized in the opening, content, and closing of the discourse (muhassin, 2021). based on the supra structure analysis of maudy ayunda's speech in the opening ceremony of g20, based on the video, the researcher found that the speech is complete with opening and closing. based on the video, maudy ayunda opens her speech with words that indicate the opening greeting, such as greetings and opening sentences. the first sentence of the speech begins with the sentence: “assalama alakum warahmatulahi wabarakatuh, salom, salam sejahtra bagi kita semua, om swastiastu, namo buddahaya, salam kebajikan. selamat sore teman dan sahabat g20, saya maudy ayunda merasa senang berada ditengah teman dan sahabat semua didalam dan diluar negeri.” maudy ayunda opens her speech by saying greetings from each religion in indonesia. besides that, she also said greetings based on the time when she delivered her speech. (3)kita semua selalu bersemangat mengikuti berbagai perkembangan g20, terutama karena indonesia menjadi tuan rumah g20. in the third sentence, maudy ayunda tells her enthusiasm about following the developments of the g20, and also in this sentence, she tells the reason why indonesia is to be the host of g20. (4)di kesempatan yang baik ini, saya menyampaikan terima kasih kepada menteri komunikasi dan informatika bapak johnny g plate yang telah mengenalkan saya sebagai bagian tim juru bicara pemerintah untuk presidensi g20 indonesia.(5)saya merasa terhormat dan dipercayakan menjalankan tugas 2022. linguistics, english education and art (leea) journal 6 (1):140-152 146 menyebarkan informasi terkait presidensi g20 indonesia, oleh karena itu, saya mengajak seluruh masyarakat indonesia dan dunia aktif berpartisipasi menyukseskan perhelatan besar tersebut. (6) saya excited, ini momentum bersejarah, ini kesempatan indonesia mendorong dunia untuk pulih dan bersama-sama atasi tantangan ekonomi global. makanya, tugas sejarah ini harus disambut sukacita dan optimis. tidak butuh waktu lama untuk saya menyetujui sebagai bagian dari tim juru bicara pemerintah republik indonesia untuk presidensi g20. (7) saya ingin sekali terlibat dalam moumentum bersejarah ini, karena momentum ini ada 20 tahun sekali, kalau kita tidak terlibat sekarang kapan lagi?, mari kita bergabung bersama berpartisipasi untuk menyukseskan momen ini. in the fourth until seventh sentence, maudy ayunda says thank you to the minister of communication and informatics, mr. johnny g plate, who has introduced her as part of the government spokesperson team for the indonesian g20 presidency. she stated that the g20 activities would be able to encourage the world to recover and jointly overcome global economic challenges. and she invites all indonesian people to participate in making success the g20. (8)g20 bermanfaat untuk masyarakat indonesia, kedatangan ribuan delegasi akan membangkitkan ekonomi kita. kita harus bangga bahwa indonesia berkesempatan untuk memimpin pembahasan tentang skenario menyelamatkan dunia keluar dari pandemic. (9)krisis ekonomi yang berkepanjangan, perubahan iklim dan transformasi digital menjadi isu-isu penting di masa depan, oleh karena itu, tema yang diusung presidensi g20 indonesia adalah recover together, recover stronger. in the eighth until the ninth sentence, maudy ayunda explained in her speech the benefits of the g20 activities, the benefits of which would be able to overcome the economic crisis. besides that, she also explained the theme of g20. the theme chosen is recover together, recover stronger, which aims to restore the world economy. (10) indonesia mengajak seluruh dunia berkolaborasi, pulih bersama dari pandemi covid-19 dan bersama tumbuh menjadi lebih kuat secara berkelanjutan. tiga isu prioritas presidensi g20 indonesia adalah penguatan arsitektur kesehatan global, transformasi digital, serta transisi energi. ketiga isu tersebut akan dibahas di semua sektor untuk nantinya menjadi modal besar untuk dunia agar pulih dan bangkit lebih kuat lagi. in the tenth sentence, maudy ayunda explained the reasons for the issues that discuss g20 presidency indonesia. the reasons are strengthening the global health architecture, digital transformation, and the energy transition. the g20 is one form of world government in encouraging the world's economic recovery together. (11) media massa dan sahabat g20 serta masyarakat indonesia perlu terlibat dan bekerjasama untuk mengkomunikasikan perkembangan kegiatan dan informasi g20 agar indonesia dan dunia merasakan manfaat presidensi g20 indonesia dalam kehidupan sehari-hari. (12) keberhasilan presidensi g20 indonesia akan menjadi catatan sejarah yang membanggakan, hasil konkrit dari pembahasan ketiga isu prioritas akan membawa perubahan kehidupan kita yang lebih baik. in the eleventh and twelfth sentences, maundy ayunda invites the media and public to communicate the developments of the g20 to indonesia and the world. 2022. linguistics, english education and art (leea) journal 6 (1):140-152 147 she explains the success of the g20 will be a historical record, and the result of the discussion in g20 will bring changes in our life for the better. (13)sekali lagi, terima kasih atas penugasan yang diberikan, assalam alakum warahmatulahi wabarakatuh.” the thirteenth sentence is the closed sentence of maudy ayunda's speech. in this sentence, she closed her speech by saying thank you for the opportunity as spokesperson, and also she closed by saying an islamic greeting. macro-structure according to sujatmiko (2020), the macrostructure is the global meaning of the text that someone can see by observing the topic or theme displayed by the text. in the macro-structure, a text's themes and issues are examined. every text's central topic is known as the theme. an abstract quality known as macrostructure can appear in a variety of ways that are connected to grammar, cognitive functions, or social action theory (siddiq, hidayat, alek, & adrefiza, 2021). with the aid of various expressions of the underlying macrostructures and their relationships, all these areas can be built. based on the macro-structure analysis of the text of maudy ayunda's speech at the press conference on the introduction of the government spokesperson for indonesia's g20 presidency. the theme of the speech delivered by maudy ayunda persuaded the indonesian community to participate in this historic moment at g20. themes and topics are conveyed explicitly and can be seen in the following sentences: saya merasa terhormat dan dipercayakan menjalankan tugas menyebarkan informasi terkait presidensi g20 indonesia, oleh karena itu, saya mengajak seluruh masyarakat indonesia dan dunia aktif berpartisipasi menyukseskan perhelatan besar tersebut. saya ingin sekali terlibat dalam moumentum bersejarah ini, karena momentum ini ada 20 tahun sekali, kalau kita tidak terlibat sekarang kapan lagi? mari kita bergabung bersama berpartisipasi untuk menyukseskan momen ini. media massa dan sahabat g20 serta masyarakat indonesia perlu terlibat dan bekerjasama untuk mengkomunikasikan perkembangan kegiatan dan informasi g20 agar indonesia dan dunia merasakan manfaat presidensi g20 indonesia dalam kehidupan sehari-hari. these sentences explicitly explain the theme of maudy ayunda's speech to persuade the indonesian community and media to participate together in communicating the development and information of the g20 conference. and maudy ayunda emphasized the benefits of the presidency. micro-structure microstructure refers to the local meaning of a text, which can be understood from the word choice, sentence, and language style used in a text (madkur, 2017); (putranto et al., 2021). this sort of element concerns linguistic aspects such as semantic, syntactic, stylistic, and rhetoric. as we know understanding of every person has own way of using language to interact with other people. in maudy ayunda's speech at the opening ceremony of g20, the researcher analyzes the microstructure as below: 2022. linguistics, english education and art (leea) journal 6 (1):140-152 148 table 2. micro-structure semantic this finding indicates that in her speech, maudy ayunda used explicit and implicit language styles to convey the message of her speech. this can see in some sentences delivered in her speech. saya merasa terhormat dan dipercayakan menjalankan tugas menyebarkan informasi terkait presidensi g20 indonesia, oleh karena itu, saya mengajak seluruh masyarakat indonesia dan dunia aktif berpartisipasi menyukseskan perhelatan besar tersebut. saya ingin sekali terlibat dalam moumentum bersejarah ini, karena momentum ini ada 20 tahun sekali, kalau kita tidak terlibat sekarang kapan lagi? mari kita bergabung bersama berpartisipasi untuk menyukseskan momen ini. media massa dan sahabat g20 serta masyarakat indonesia perlu terlibat dan bekerjasama untuk mengkomunikasikan perkembangan kegiatan dan informasi g20 agar indonesia dan dunia merasakan manfaat presidensi g20 indonesia dalam kehidupan sehari-hari. the explicit meaning of the sentence conveyed in her speech is in the sentence above, which persuades the indonesian people to participate in the success of the g20 conference. the implicit meaning conveyed "in order for indonesia, and the world can experience the benefits of indonesia's g20 presidency in everyday life". syntax maudy ayunda clearly stated that the purpose of her speech persuades the indonesian people to succeed in the g20 activities, which are held only once every 20 years. stylistic the word choice in maudy ayunda's speech used the formal word to deliver her speech. besides that, in some parts of her speech, the researcher found that she used figurative language, pleonasm. saya ingin sekali terlibat dalam moumentum bersejarah ini, karena momentum ini ada 20 tahun sekali, kalau kita tidak terlibat sekarang kapan lagi? mari kita bergabung bersama berpartisipasi untuk menyukseskan momen ini. rhetorics maudy ayunda's speech found some rhetorical language in some parts that deliver in her speech, which to persuade the indonesia community to participate making success g20 conference, such as the following sentence: saya merasa terhormat dan dipercayakan menjalankan tugas menyebarkan informasi terkait presidensi g20 indonesia, oleh karena 2022. linguistics, english education and art (leea) journal 6 (1):140-152 149 itu, saya mengajak seluruh masyarakat indonesia dan dunia aktif berpartisipasi menyukseskan perhelatan besar tersebut. saya ingin sekali terlibat dalam moumentum bersejarah ini, karena momentum ini ada 20 tahun sekali, kalau kita tidak terlibat sekarang kapan lagi? mari kita bergabung bersama berpartisipasi untuk menyukseskan momen ini. media massa dan sahabat g20 serta masyarakat indonesia perlu terlibat dan bekerjasama untuk mengkomunikasikan perkembangan kegiatan dan informasi g20 agar indonesia dan dunia merasakan manfaat presidensi g20 indonesia dalam kehidupan sehari-hari. linguistic aspects of the discourse the transcripts of speech were analyzed linguistically by looking at grammar and coherence (assidik & dianastiti, 2016). the grammar that is analyzed includes transitivity, modality, and aspects. the coherence consists of pronouns and conjunctions. 1. grammar a. transitivity analysis of grammar includes transitivity, modality, and aspects. further discussion of the three matters is as follows. almost all of the discourse on president maudy ayunda's speech used the form of an active clause. transitivity data contained in the discourse include the following. (3)kita semua selalu bersemangat mengikuti berbagai perkembangan g20, terutama karena indonesia menjadi tuan rumah g20. (4)di kesempatan yang baik ini, saya menyampaikan terima kasih kepada menteri komunikasi dan informatika bapak johnny g plate yang telah mengenalkan saya sebagai bagian tim juru bicara pemerintah untuk presidensi g20 indonesia. (5)saya merasa terhormat dan dipercayakan menjalankan tugas menyebarkan informasi terkait presidensi g20 indonesia, oleh karena itu, saya mengajak seluruh masyarakat indonesia dan dunia aktif berpartisipasi menyukseskan perhelatan besar tersebut. (6) saya excited, ini momentum bersejarah, ini kesempatan indonesia mendorong dunia untuk pulih dan bersama-sama atasi tantangan ekonomi global. makanya, tugas sejarah ini harus disambut sukacita dan optimis. tidak butuh waktu lama untuk saya menyetujui sebagai bagian dari tim juru bicara pemerintah republik indonesia untuk presidensi g20. (7) saya ingin sekali terlibat dalam moumentum bersejarah ini, karena momentum ini ada 20 tahun sekali, kalau kita tidak terlibat sekarang kapan lagi?, mari kita bergabung bersama berpartisipasi untuk menyukseskan momen ini. maudy ayunda in speech used active clauses. the use of this clause places maudy ayunda (me) and indonesian people (we). active clauses are used to highlight the subject as the actor. in this case, it is to strengthen the position of maudy ayunda in giving an invitation. the use of transitivity has implications for 2022. linguistics, english education and art (leea) journal 6 (1):140-152 150 forming a positive image of maudy ayunda as well as a positive image for people or audiences. b. modality the modality is used to assess the power level of the speakers. in maudy ayunda's speech, two intentional modalities were found. intentional modality is a modality that expresses an expectation, invitation, request, wish, or request. the use of these two types of modalities is as follows: (8)g20 bermanfaat untuk masyarakat indonesia, kedatangan ribuan delegasi akan membangkitkan ekonomi kita. kita harus bangga bahwa indonesia berkesempatan untuk memimpin pembahasan tentang skenario menyelamatkan dunia keluar dari pandemic. (12) keberhasilan presidensi g20 indonesia akan menjadi catatan sejarah yang membanggakan, hasil konkrit dari pembahasan ketiga isu prioritas akan membawa perubahan kehidupan kita yang lebih baik. c. aspect the employment of auxiliary words for aspects is deliberate in maudy ayunda's speech. on the employment of auxiliary words for the "will" aspect, there is one piece of information. the use of the auxiliary term demonstrates maudy ayunda's dedication and desire for the success of g20 events to involve the indonesian people. an example of data from the auxiliary word aspect is as follows. g20 bermanfaat untuk masyarakat indonesia, kedatangan ribuan delegasi akan membangkitkan ekonomi kita. kita harus bangga bahwa indonesia berkesempatan untuk memimpin pembahasan tentang skenario menyelamatkan dunia keluar dari pandemic. 2. coherence coherence is the relationship or connectivity in a text between words or sentences or between two unrelated facts that might be connected to make them seem related (assidik & dianastiti, 2016). coherence examines how a speaker strategically uses discourse to illuminate a fact or an event, whether it is perceived as a distinct occurrence, a linked one, or precisely as a cause and effect. based on the pronouns and conjunctions used, the coherence of this discourse is examined. a. pronouns the pronouns used by maudy ayunda show where someone is in the discourse. maudy ayunda gave her speech using the pronouns (i and we). (i) in maudy ayunda's speech is her, while (we) are the audience. b. conjunction the conjunction in maudy ayunda's speech is "dan ."the use of this conjunction is more indicative of a coordinative conjunction. discussion 2022. linguistics, english education and art (leea) journal 6 (1):140-152 151 the findings of the study are supported by van dijk's (2008) theory, which divides textual analysis into three parts: macrostructure, superstructure, superstructure, and microstructure. the opening, the content, and the closing make up the superstructure. the researcher found all the components of each speech in the speech based on van dijk's design in maudy ayunda's speech, as can be seen in the majority of the study and findings. this study found the explicit and implicit meaning of the sentence or speech delivered by maudy ayunda. the explicit meaning of the sentence conveyed in her speech is the sentence that persuades the indonesian people to participate in the success of the g20 conference. the implicit meaning exists at the end of the 11th sentence or paragraph, which is conveyed "in order indonesia and the world can experience the benefits of indonesia's g20 presidency in everyday life". the purpose of maudy ayunda's speech is to persuade indonesian people to participate in making a successful g20 conference. maudy ayunda's speech used formal language and also used the figurative language pleonasm. besides that, the researcher found some rhetorical language in some parts that delivers in her speech. these data analyzes in the microstructure. conclusion based on the analysis that has been done, it can be concluded that maudy ayunda's speech aims to persuade the indonesian people to participate in the success and communicate the development of the g20. based on the results of the analysis carried out using van dijk's theory shows that in the superstructure and superstructure parts of maudy ayunda's speech, there are opening and closing sections. then, in the microstructure section, the analysis leads to semantics, syntax, stylistics, and rhetoric. in the linguistic analysis section, there are aspects that are divided into grammar and coherence. the grammar analyzed includes transitivity, modality, and aspects. coherence consists of pronouns and conjunctions. references anggraini, t. r. 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(2019). analisis wacana kritis teun a. van dijk pada teks pidato klaim kemenangan pilpres 2019. jurnal imiah pendidikan dan pembelajaran, 3(3), 356–362 linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5639 384 form of language errors in the syntactic order when the essay writing process personal experience vivi novalia sitinjak1 universitas methodist indonesia putri yustika tambunan2 universitas methodist indonesia septriyuni rumondang tamba3 universitas methodist indonesia ruth friska silitonga4 universitas methodist indonesia vivisitinjak0@gmail.com4 submit, 21-02-2023 accepted, 29-06-2023 publish, 30-06-2023 abstract this study aims to describe errors at the syntactic level, which include aspects of phrases and sentences in writing personal experiences. this study used a qualitative research design with a descriptive research type. the method used in this research is the descriptive qualitative method. these findings prove that students pay little attention to the use of grammar in writing, the lack of vocabulary that students have, the influence of the use of regional languages, and the teacher pays little attention to the use of grammar in writing. based on the results of the research, the researchers found data on language errors in the syntactical aspect, including eight errors in the word aspect, one error in the phrase aspect, and 34 errors in the sentence aspect. from the findings of these data, researchers chose 3 data to be analyzed. these data are one-word aspect errors, one-phrase aspect errors, and one-sentence aspect errors. the results of this study indicate that students make many mistakes in sentence structure which includes ten aspects. keywords; language, sentence, syntastic https://doi.org/10.31539/leea.v6i2.5639 mailto:vivisitinjak0@gmail.com 385 introduction language errors are not only found in speech (oral language) but also in writing (written language). in written language, the elements of the language used must be complete. if the elements of the language used are incomplete, there is a possibility that the information conveyed cannot be understood properly or is referred to as a written language error. language errors occur systematically due to the fact that the system of language rules in question has not been mastered. meanwhile, language errors do not occur systematically due to the inability to implement the rules of the language system which have actually been mastered (tamara et al. 2020: 24). written language errors are found in aspects of indonesian language skills, namely writing. writing is a process of conveying the messages, ideas, and feelings of a person in the form of written symbols. this understanding is reinforced by several experts regarding the definition of writing as follows. writing is an attempt to convey ideas, thoughts, feelings, and abilities using written language. writing does not only make one sentence or several things that are not related but produces something that is regular and related to one another in a certain style (byrne, 1988:1). furthermore, writing is a creative process of transferring ideas into written symbols (semi, 2007:14). writing skills are inseparable from skills in using written language, meaning the use of all elements of language, namely the use of sentences, mastery of spelling, words, conjunctions, prepositions, sentence structure, vocabulary, and paragraph preparation (semi, 2007:42). all of these language elements should be used appropriately and effectively which are always adapted to the purpose, content, and background of the reader. writing language skills are the way to achieve success in writing. achieving success in writing is inseparable from the learning process. writing skills are inseparable from skills in using written language, meaning the use of all elements of language, namely the use of sentences, mastery of spelling, words, conjunctions, prepositions, sentence structure, vocabulary, and paragraph preparation (semi, 2007:42). all of these language elements should be used appropriately and effectively which are always adapted to the purpose, content, and background of the reader. writing language skills are the way to achieve success in writing. learning to write about personal experiences at school gets less attention from the teacher. this is evidenced by the lack of competence in writing students' personal experiences in the ktsp curriculum at the high school level, even though learning to write has a positive function. the function is to sharpen the sharpness of thinking and 386 train creative thinking. the existence of errors in language learning by students is actually not a strange thing because learning and mistakes are inseparable. tarigan (2009:10) reveals that "errors are characteristic of learning." errors made by students need to be analyzed for language errors; this analysis aims to help students understand the material and reduce errors that occur. this is supported by pateda (1989:37), stating that error analysis aims to find errors, classify them, and especially take corrective actions. language errors made by students in the learning process can imply that the goals of language teaching have not been achieved optimally. one of the written language errors that students still make is syntax errors. the reason the researcher focuses on research at the syntactic level is that through the initial observations that have been made, the understanding and mastery of language structures, especially in the selection of words (diction), phrases, clauses, and sentences in written language, the average student has very true this research also aims to future students can better understand incorrect writing. literature review good and correct indonesian is the indonesian language that is used in accordance with applicable societal norms and in accordance with applicable indonesian language rules. this is in line with sudiara (sartika, 2014: 2), who says that the use of indonesian properly and correctly is the use that is in accordance with the function and situation. meanwhile, effendi (sartika, 2014: 2) emphasizes that good indonesian is indonesian that is polite and does not mix with foreign words or dialects. in addition, according to him, the correct indonesian language is indonesian, whose usage complies with the rules or rules of indonesian grammar and official indonesian spelling. so, good and correct indonesian is indonesian, which is used in accordance with the situation of use and fulfills the rules of the language. the technique of a writer in concocting words and connecting one word with another into an effective sentence is the most basic thing. the accuracy of diction, cohesion, and coherence of writing is very important to note. however, it is very unfortunate that, in reality, there are still some errors seen from the syntactic level. diction is the choice of words that are appropriate and aligned (in their use) to express ideas so that certain effects are obtained (as expected). cohesion is an attachment between elements in a syntactic structure or discourse structure which is marked by conjunctions, repetition, substitution, and omission. coherence is a logical relationship between parts of an essay or between sentences in one paragraph. setyawati, in her book entitled "analysis of errors in 387 indonesian, theory and practice" (2010: 68), says that errors at the syntactic level include; errors in the field of phrases and errors in the fields of sentences. errors in the phrase field can be caused by many things; for example, there is the influence of regional languages, the use of inappropriate prepositions, word order errors, the use of excessive or redundant elements, the excessive use of superlative forms, double pluralization, and the use of inappropriate reciprocal forms. on the other side, errors in the field of sentences include sentences without a subject, sentences without a predicate, sentences without a subject and without a predicate (blurred sentences), doubling of the subject between the predicate and the inserted object, sentences that are not logical, sentences with ambiguity, omission of conjunctions, excessive use of conjunctions, sequences that are not parallel, the use of foreign terms, and the use of unnecessary question words, setyawati (2010: 7691). research methods this study uses a qualitative approach. the study in this study was carried out in-depth and in detail in order to obtain a clear description of mistakes in using phrases and mistakes in using sentences at the syntactic level in writing students' personal experiences. the data in this study are language errors, especially errors in the use of sentences consisting of ten aspects of errors at the syntactic level in writing personal experience. this research is classified as qualitative research using the descriptive method. qualitative research using descriptive methods is research that produces descriptive data in the form of written or spoken words that aim to make descriptions, make descriptions draw pictures systematically based on factual and accurate data, the characteristics and relationships of phenomena researched. it is said to be descriptive because this study describes data on language errors which include personal experience essays, and the majority are used for this. the data in this study are language errors, especially errors in the use of sentences which consist of ten aspects of errors at the syntactic level in writing personal experiences that the writer collects randomly. in this study, data were obtained by means of a test, namely a description test. in this study, data were obtained by means of a test, namely a description test. therefore, there are three kinds of instruments used in this study, namely the researcher himself, who acts as a key instrument, an instrument in the form of a description test, namely instructions and instructions to write personal experiences; and an instrument in the form of a corpus table for data analysis. the data analysis technique in this study used four stages, namely 388 1. identification, carrying out activities to identify language errors in writing students' personal experiences according to the problem formulation and then coding the data that had been found, 2. categorization, carrying out data grouping activities in accordance with the special categories that have been found from errors in the use of sentences, 3. presentation of data, namely displaying data in a simpler form in tables to be broken down into explanations in accordance with various concepts related to the results of the analysis, and 4. drawing conclusions, namely, activity concludes the data that has been identified and categorized according to the formulation of the problem. the validity of the data is used to obtain valid data and conclusions as a scientific work. the validity of the data was obtained through two techniques, namely expert checking and theoretical checking. findings discussion in this section, data from research findings are presented, including data on errors in the use of sentences consisting of ten aspects of errors at the syntactic level in writing personal experience. the following is the result of syntax error data exposure. sentence errors at the syntactic level in personal experience writing. errors in the use of sentences found in personal experience writing include ten aspects, namely (1) the use of sentences without a subject, for example, 'dan (....) sings a song for me', (2) the use of sentences without a predicate, for example, 'i am the (got) a poor scholarship,' (3) the use of sentences without a subject and without a predicate, for example, 'a year ago. when i come home from school. i don't see any dorm mates', (4) the use of inappropriate question words or the use of interrogative words in news sentences, for example, 'my experience which i can't forget,' (5) the influence of regional language structures, for example, ' if you want to go to timor plaza, get a bemo 08', (6) double subject, for example, 'i and my friends, fellow kuneru children, we experienced an event that is hard to forget,' (7) use of illogical sentences, for example 'to celebrate christmas our family went to the beach,' (8) ambiguous sentences, for example 'when we arrived at the new sea we all bought fish to eat together,' (9) excessive use of conjunctions, for example 'to celebrate the birth of god, we took pictures to the beach,' and (10) the use of sentences that are not coherent, for example, 'we helped the older sister by carrying her to the side of the road.' sentence errors at the syntactic level in personal experience writing. the findings of this study are sentence errors in writing personal experiences, including the 389 use of sentences that are not subject, the use of sentences that are not predicated, the use of sentences that are not subject and predicated (ubuntu), the use of unnecessary question marks, the influence of local language structures, the use of multiple subjects, the use of illogical sentences, the use of ambiguous sentences, the use of excessive conjunctions, and the use of sentences that are not coherent. sentences are declared good if they can be accepted by listeners or readers without negative judgment and are correct if they are arranged based on the system, rules, or rules of the indonesian language (putrayasa, 2009: 131). errors in the use of non-subject sentences are errors found in writing personal experiences as many as 19 errors. sentences where the subject is not clear occur due to a preposition or preposition that is in front of the subject of the sentence. prepositions are words or combinations of words that function to connect words or phrases so that an exocentric phrase is formed, namely a phrase that occupies an adverb function in a sentence (chaer, 1987:23). the existence of the subject in the sentence is needed so that the idea of the sentence becomes complete. the subject is the part of the sentence that is explained by the predicate. therefore, the subject in the sentence can be stated by asking using the predicate. this statement is in line with the opinion of arifin & tasai (2010:69) and sumadi (2009:57), which states that the subject of a sentence can be searched by the statement "who is or what is +... the predicate?". for example, a sentencing error; 'and (....) sing a song for me" should be 'they sing a song for me.' the findings of errors in the use of sentences that are not predicated on personal experience writing are ten errors. a good sentence consists of subject and predicate elements, except imperative sentences or utterances, which are answers to questions. if one of the two elements is absent, then it cannot be called a sentence. this statement is in accordance with the opinion of suyitno (2012: 119), which states that complete sentences are sentences in which all elements or parts are present. in this sentence, no other elements are missing. sample data; 'i am the one who (got) the poor scholarship' should be 'i got the poor scholarship.' the word in the sentence seems ineffective because it can affect the function of the predicate to become blurred so that the word must be removed. errors in the use of sentences that are not subject and predicate (bunting) are found in personal experience writing as many as ten errors. this error is caused by the sentence does not meet a good sentence structure. this kind of sentence structure is a sentence that is broken up as it is in spoken language (arifin & hadi, 2009: 123). symptoms like this are in accordance with the opinion of setyawati (2010: 80), which states that the sentence "bunting" actually still has a 390 hanging relationship with other (previous) sentences. sample data; 'a year ago. when i come home from school. i don't see any dorm mates'. sentence one year ago is a sentence that occupies the adverb function of time, so it doesn't have a subject and also a predicate. to correct this sentence, it is necessary to look at the context of the sentence that follows it or the previous sentence, namely, when i come home from school. it should have been, 'a year ago, i came home from school and didn't see any dorm mates, or i didn't see any dorm mates.' this finding proves that many students pay less attention to good sentence patterns. this also happens because students do not understand the provisions of writing sentences. errors in using unnecessary question words are caused by students' lack of accuracy in using conjunctions. students seem confused about using the right conjunctions to assemble the elements of a written sentence. this is in line with the opinion of setyawati (2010: 92), which states that the use of these forms is most likely influenced by foreign languages, especially english. example data 'my experience which i cannot forget' should be 'my experience which i cannot forget. ’ findings of errors in the use of unnecessary question words in writing personal experiences were 16 errors. the influence of local language dialects is still very strong; this is due to the use of regional languages, which dominate the use of indonesian. the influence of the student's use of the local language cannot be separated from mistakes in writing where students' writing is still influenced by local language dialects. for example, the data is 'if you want to go to timor plaza, take a bemo 08', it should be 'if you want to go to timor plaza, take a bemo 08'. errors caused by the structure of the local language in the writing of personal experiences that the writer randomly collected as many as 25 errors. the findings of errors in the use of multiple subjects in writing personal experience were 28 errors. subject and predicate are the most important forming elements in constructing sentences according to standard rules. however, the exaggerated action by presenting two subjects, as if it is not clear which part gets the emphasis. this is in accordance with the opinion of arifin & hadi (2009: 126), which states that if there is a doubling of the subject or the subject occurs twice, then the sentence seems to be less assertive, so it is not clear which part gets the emphasis. sample data; ‘i and my friends, our kuneru children experienced an unforgettable event’ should be ‘we experienced an unforgettable event’ the error in using illogical sentences was the most common error found in personal experience writing. 391 this finding proves that students do not understand the rules of writing sentences. this is in accordance with the opinion of setyawati (2010: 83), which states that illogical sentences occur because the speaker or writer is not careful in choosing words. example data; 'to celebrate christmas, our family went to the beach' should be 'to celebrate christmas, our family went to the beach.' this finding is also inconsistent with the opinion of martuti and rani (2013: 114) that the accuracy of a sentence is seen in terms of syntactic structure, word form, and accuracy of diction because there are still many errors that cause a sentence to be incorrect. errors in the use of ambiguous sentences are a few errors found in personal experience writing, namely, as many as eight errors. this ambiguous sentence error is caused by sentences that tend to have multiple meanings. therefore, ambiguous sentences should be avoided because, according to martuti and rani (2013: 122), ambiguous sentences can cause misunderstandings among readers. sample data; 'when we arrive at the new sea, we all buy fish to eat together,' it should be 'we buy grilled fish to eat together.' errors in using excessive conjunctions are errors that are often found in personal experience writing, namely as many as 40 errors. sample data; 'to celebrate the birth of god, we took pictures at the beach' should be 'to celebrate the birth of god, we took pictures at the beach.' the use of excessive conjunctions in sentences is an equivalent that is not equivalent or does not match. this happens because the two language rules cross and join in a sentence (arifin & hadi, 2009:133). in addition, the use of excessive conjunctions makes the relationship between the two clauses unclear between coordinating or subordinating. errors in using unparallel sentences occur because students do not understand how to write coherent sentences. this can result in messages or information in written sentences being unclear, even though sentences are the most important component in an essay because in sentences there is a unity of thought (putrayasa, 2009:149). example data; 'we helped the older brother by carrying him to the side of the road' should be 'we helped the older brother by carrying him to the side of the road.' the findings of errors in the use of sentences that are not integrated into the writing of personal experience. conclusion based on the results of the analysis and discussion, the following research conclusions are obtained. errors in the use of sentences in personal experience are classified into ten aspects which are described as follows. first, the use of sentences that are not the subject. second, the use of sentences that are not predicated. third, the use of sentences that are not subject and predicate (bunting). fourth, the use of 392 unnecessary question marks. fifth, the influence of regional language structures. sixth, the use of several subjects. seventh, the use of illogical sentences. eighth, the use of ambiguous sentences. ninth, excessive use of conjunctions. the tenth is the use of sentences that are not parallel. based on the conclusions described above, this suggestion is solely aimed at improving indonesian language learning and improving students' writing skills so that there are not many more mistakes in writing. the researchers' suggestions were addressed to indonesian language subject teachers and the education office. analysis of language errors is a very basic thing that must be considered by everyone who loves language. therefore, the researcher provides input so that language activists minimize language errors at the syntactic level, namely aspects of words, phrases, clauses, and sentences. researchers provide input or suggestions that are constructive in nature in the end and are able to correct mistakes that occur so that they do not happen again. references mr mantasiah r, af syaputra, f angreany. (2019) assessing mistake potential in writing german passive sentences (an approach of language error analysis), prosiding seminar nasional lp2m.unm-2019 bandar mohammad saeed al-sobhi. (2019) the nitty-gritty of language learners’ errors contrastive analysis, error analysis and interlanguage, 7(3), 49-60 jul 201, 593. http://www.journals.aiac.org.au/index.php/ijels/index febriana surya dewi, moh. choirul huda. (2020) an analysis of students’ errors in writing descriptive text at tenth grade of sman 1 tulungagung in academic year 2018/2019, bright: a journal of english language teaching, linguistics, and literature, 3(1), pp. 1120. banjar putri kumala, siti aminah, muhimatul ifadah (2018) an analysis of grammatical errors on students writing. english language and literature international conferences (ellic) proceedings, 2. puteri kharmilah, don narius error. ( 2019 ) analysis in writing discussion text made by students at the english department of universitas negeri padang. journal of english language teaching, 8 (3), 328. https://doi.org/10.24036/jelt.v8i3.105228 tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri. (2020). the grammatical error analysis found in students composition, 10 (2), 223, http://jurnal.unimus.ac.id/index.php/lensa nidya indrilla, dyah setyowati ciptaningrum.(2018) an approach in teaching writing skills: does it offer a new insight in enhancing students writing ability, 21(2), pp. 125-126. https://doi.org/10.24071/llt.v21i2.1036 http://www.journals.aiac.org.au/index.php/ijels/index https://doi.org/10.24036/jelt.v8i3.105228 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.24071/llt.v21i2.1036 linguistic, english education and art (leea) journal volume 2 nomor 1, desember 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i1.386 1 communication strategies used by the primary teachers in efl classroom ayu oktaviani 1 stkip pgri lubuklinggau dwi misgiyati 2 stkip pgri lubuklinggau ayuoktaviani08@gmail.com 1 submit, 24-10-2018 accepted, 21-12-2018 publish, 21-12-2018 abstract the objective of the research was to find out communication strategies used by the primary teachers in efl classroom. the sample of the research was 3 teachers in grade 2, 5 and 6 at palm kids elementary school of lubuklinggau. the samples were taken through purposive sampling. the researcher used descriptive qualitative research and the data were collected by using observation, interview, and documentation(field note and video recording). the result revealed that communiction strategies used by the english teachers’ were code switching, intralingual, il based strategies, non-linguistics, cooperative, and formal reduction. in the other english teachers’ responded towards are the communication strategies helped the students understood the meaning, made the students easier to understood the material, helped students to understand what english said, helped to explain the material more detail in teaching and learning process and made the students have to master english well. keyword: primary teachers, communication strategies, primary school introduction in indonesia, english for young learners (eyl) has been considered as foreign language where english is taught as a school subject that makes it difficult for the learners to have access to spoken english outside the classroom (sutopo& mahardika, 2016:216). english at elementary school is not the compulsory subject. it is the local content subject (musthafa, 2010:120). english at elementary school as the local content subject is promoted by the policy of ministry of education and culture number 0487/4/1992, which states that schools can add the basic subjects in the curriculum, as long as the lesson is not contrary to the national education goals. then, the policy has been followed by the decree of the ministry of education and culture number 060/u/1993 dated february 25, 1993 about the possibility of the english program as a local content in elementary school that can be started in the 4 th grade. mailto:ayuoktaviani08@gmail.com1 2018. linguistic, english education and art (leea) journal 2 (1):1-18 2 decentralization of education in indonesia has encouraged the local governments to make their own decisions relative to some portion of curricular space in the use of some learning hours that has become known as “local content” (musthafa 2010:120). as result desentralized decision-making, since last decade, public interest in english for young learners (efl) has become enhanced. according to suyanto(2008:15), indonesian young learners are elementary schools students between 6 to 12 years old children. they are divided into two groups, younger group (6 to 8 years old) and older group (9 to 12 years old). whereas, based on level, they are called lower classes, the students of grade 1, 2 and 3 and upper classes, the students of grade 4, 5 and 6. actually, the indonesian government has realized that english is important for the country’s development, especially in the effort of human resource development. therefore, as a policy, the government has published law regulation no. 20 in 2003 about national education system and government regulation no. 19 in 2005 about standard of national education. these policies are used as the guideline for all education components in conducting the indonesian education system. similar to lubuklinggau, english is not a majority language and students learned english as additional language or target language. in this side, the researcher has opinion that english is important to learn as target language in lubuklinggau because english is needed to be learned as supporting subject for the students to develop their creativity, especially in language learning in elementary school and to face brighter future. therefore, english for young learner are the students of elementary school who learn english as additional subject. especially for the younger because by learning the foreign language from the early age, the language will be more easily learned (oktaviani& fauzan, 2017:4). english is thecommunication tool in international situation. and then english is a global language is an unavoidable occurrence due to the efficient and effective communication demand and human being, especially when teaching english for young learners. teaching english to children (young learners) suggests, age plays a crucial role in what we teach and how we teach it. since a young learners class is different from an adult or teenager class in term of the learners’ language learning needs, the language competences emphasized, and the cognitive skills addressed. it is highly important to show the differences of these three learner groups keeping in mind the fact that every learner is unique and such lists can only reflect generalizations (harmer,2007:82-83). in conclusion, teaching english to kids is not easy because they are still beginners. before teaching, teacher should know about the characteristics of young learners. the characteristics of young learners 2018. linguistic, english education and art (leea) journal 2 (1):1-18 3 (kids), such as 1) students easily ask to change the material, 2) students are interesting by using media to catch their intention, 3) students need teacher everytime to ask everything. in additional, teachers should have communication strategy to communicate with the young learners, in order the young learners can study the language skills. according to faerch and kasper cited in cervantes & rodriguez (2012:114) that communication strategies (css) is who emphasized the planning and execution of speech production. besides, communication is the ability to share information with people and to understand what information and feelings are being conveyed by others. actually, the importance of communication strategies in the research: first, communication strategy training may promote learners’ awareness to use their linguistic resources to minimize communication problem. second, strategic competence is a part of learners’ communicative competence. third, communication strategy training bridges the gap between classroom and real-life communication. finally, communication strategy training contributes to the students’ security, self-confidence, and motivation to communicate. the result of the interview with one of english teacher at palm kids schoolon april, 2018. first, teaching english in primary school is important because english is everywhere. english is not only in the class but also english is in students’ daily life. second, teacher’s explanation in teacher experience when the teachers taught the students by using two languages in classroom, the teachers used second language (l2) and target language (tl). third, there are communication strategy used by the teachers to communicate with students in class such as code mixing, switching, gesture etc. in conclusion, the teacher needs communication strategy in class in order to make easy the students to understand the material. in short, commmunication strategies are important to analyze because the teacher can teach easier and students more understand the material. based on explain above, english is interesting to learn. based on the reasons above, the researcher is chosen this research at palm kids school, because palm kids school is a characterbased global school and the students have good basic in english through they still young children and students’ ability in speech is good. and based on the interview result with the teacher the english teachers used several css in teaching. literature review in education life, level of education or system is various in each countries. in republic of belarus, prime education is provided in primary schools and in grades 1-4 of secondary schools and gymnasiums. developing character’s children is easier seen in primary school level. 2018. linguistic, english education and art (leea) journal 2 (1):1-18 4 according to tinsley & comfort (2012:39), at the primary level the english subject curriculum is characterized by practical and aesthetic terms indicating that the pupils are meant to participate in english children’s culture and literature through words, pictures, music and movement. the subject curriculum also stresses awareness of the similarities between english, the mother tongue and other language, the structure of the language,text composition and use of digital media in language teaching. in our country, there are 6 level to finish the primary school. they are, 1 st grade until 6 th grade. the students in primary schoolare known as young learners. according to suyanto(2008:15), indonesian young learners are elementary schools students between 6 to 12 years old children. they are divided into two groups, young group (6 to 8 years old) and old group (9 to 12 years old). in level side, they are called lower class (1,2, and 3 grade) and upper class (4,5, and 6 grade). communication or communicative is language form and knowledge that anable a person to communicate functionally and interactively (brown, 1941:196). while strategies of communication are related to strategies of learning, it is nevertheless appropriate to consider the two types separately, receptive, and productive competency. so, communication is the ability to share information with people and to understand what information and feelings are being conveyed by others. then, communication can take on many forms including gestures, facial expressions, signs, vocalizations (including pitch and tone), in addition to speech and written communication. in this research, one indication that a teacher is frequently asking questions than students. so that, the students can answer the questions in many times this activities like teacher center. communication strategies are provides an overview of the teachability issue, discussing the arguments for and againts strategy instruction, and suggest three possible reasons for the existing controversy (donyei, 1995:55). when attempting to communicate a message to listeners, a speaker may have to struggle to find appropriate and grammatical constructions to compensate for gaps between what he or she intends to express and the available linguistic resources. according to faerch and kasper (1980:39) explains that distinction between two major types categoriesof communication in terms of reduction strategies and achievement strategies. the learners’ attempt to avoid the problem being a reduction strategy and his attempt to achieve of solution being an achievement strategy. in teaching, teachers need to attract the students to follow the lesson. young learners are easy to got bored. teachers have to stimulate them in giving question or get to communicate with the students. the using of communication strategy make students close with the material and know the instruction that 2018. linguistic, english education and art (leea) journal 2 (1):1-18 5 happen in class activities. communication with students in teaching learning activity is one activity that will make succeed of teaching activities, because the teachers give the clues, introduction, brainstorming and elaboration. according to faerch and kasper (1980:38) explains that communication strategies divided into two types: achievement and reduction strategies. the two types are supported each other and it are follows: (1) code switching, (2) interlingual transfer, (3) il based strategies, (4) cooperative strategies, (5) nonverbal strategies, (6) formal reduction strategies, (7) functional reduction strategies.achievement strategies allow learners to have an alternative plan to achieve teaching an original goal using the resources to have an alternative that are available. and reduction strategies play an important role in learners’ process of second language acquisition. thetypes of communication strategies are follow: code-switching in communication in which foreign languages are involved, there always exists the possibility of switching from l2 to either l1 and another foreign language. the extent to which the switching happens depends on the interactanalysis of the real communicative situation (færch and kasper 1980:48). for example, foreign classroom students often share the l1 with their teacher, which enables them to switch code extensively between l2 and l1. inter-lingual transfer learners always ignore the il code when using the code-switching strategy. however, strategies of inter-lingual transfer result in a combination of linguistic features from the il and l1. inter-lingual transfer may not only occur on the phonological level but also at the pragmatic level (færch& kasper 1980:48). for example: (a) native speaker: how do you read the word “think”? (b) learner: um, /sik/ (in chinese there is no /θ/ for /th/, there is only /s/ similar to /θ/ in english) (c) learner: sorry, it’s my secret. (chinese learners of english often use “where are you going?” “did you have your supper?” etc. for greeting). il based strategies by using their il (inter language) system, learners may have several ways of coping with communicative problems, such as generalize, paraphrase, coin new words or restructure. from the perspective of il, generalization means that learners solve problems in the planning phase by filling “gaps” in their plans with il items which they would not normally use in such context. while, from the 2018. linguistic, english education and art (leea) journal 2 (1):1-18 6 perspective of l2, the strategy resembles over generalization of an l2 item, as it results in the extension of an item to an inappropriate context. for example, we often use the word fruit to stand for a particular type of fruit, tangerine. paraphrase strategy means the learner replaces an l2 item by describing or exemplifying it. paraphrase refers to not only the form of description or circumlocutions but also bears the form of exemplification. for instance: “lily: …um, something that you use when your hair is wet and you want to dry it… marry: oh, you mean hair dryer.” “jack: …you take it when you want to make tea or coffee. jim: um, that’s kettle”. word coinage refers to the strategy that the learner replaces an l2 item with a new created l2 item. in the following example the learner wants to talk about “the curve of stadium”. e.g. we were sitting in the rounding of the stadium and … restructuring strategy is used whenever the learner realizes that he cannot finish her previous plan, and develops an alternative constituent plan to ensure the expressing of her message. e.g. i must eat something (the learner wants to exprese that he is hungry). cooperative strategies færch and kasper (1980:52) explain “although problems in interaction are necessarily shared problems and can be solved by joint efforts, they originate in either of the interactions, and it is up to her (the speaker) to decide whether to attempt a solution herself or to signal her problems to her interlocutor and attempt to get the problem solved on a cooperative basis”. if the individual decides to resort to his interlocutor that he is experiencing a communicative problem and that she needs help, he makes use of the cooperative communication strategy of “appealing”. appeals can be characterized as “self-initiated other-repairs”. as can be seen in the following example: student: miss, how do you spell “star”? teacher: s-t (and then look at car referring to the word “car”. non-linguistic strategy non-linguistic strategy means the strategy which learners use to replace a lexical item or an action. in our daily communications, individuals often use nonlingusitic strategies, such as mime, gesture and sound-imitation. although nonlinguistic strategies are sometimes use the learner’s one and only attempt at solving a communicative problem less they are often used to “support”. it isvery important to signal an appeal to the interlocutor. furthermore, non-linguistic including not only the gestures, posture, facial expression but also other signs 2018. linguistic, english education and art (leea) journal 2 (1):1-18 7 which are possible to present by a communicator, for instance, his address or his hair style (færch and kasper 1980:34). formal reduction strategies all areas of the il system are susceptible to formal reduction. however, because of different communicative status of items from different linguistics levels there are some significant differences with respect to what subsequent strategies are needed in the case od reduction at the phonological, the morphological, the syntactic and the lexical level. most items at the phonological level highly obligatory in all communicative situations. thus it is no adoubt the exception rather than the rule, that a particular phoneme is restricted to specific words. the formal reduction strategies refer to the reduction by which parts oflinguistic system are avoided. learners tend to adopt formal reduction strategies mainly for the following two reasons. as at the phonological level, some items are indispensable in communication, learners cannot simply communicate by a reduced phonological system. what is more, some particular phonemes are restricted to specific words which can still not use a reduced phonological system, such as topic avoidance. the case at the morphological level is similar to that at the phonological level. in most communicative situations, grammatical morphemes are generally in particular linguistic contexts. that is to say, in the case of morphological reduction, an item has often to be compensated by the application of various achievement strategies, normally by replacing the avoided morphological item with syntactic or lexical items. nevertheless, even if grammatical morphemes are normally indispensable components of a sentence, they are frequently semantically redundant. when in a real communicative case, learners may prevent from using some of these unnecessary features. fuctional reduction strategies færch and kasper (1980:45) point out that functional reduction may affect the following threemain types of elements of the communicative goal: actionable communicative goal, modalcommunicative goal and propositional communicative goal.functional reduction of the actionable communicative goal may be reduced when learnersexperience difficulties in performing specific speech acts. functional reduction of modalcommunicative goal may occur to the learners who experience problems in making theirutterance appropriate for politeness or social distance. when coming across communicativetasks which demand other types of speech acts (for example, argumentative directivefunctions), learners may experience considerable problems in performing tense.functional reduction of the propositional content includes strategies such as topic avoidance, message 2018. linguistic, english education and art (leea) journal 2 (1):1-18 8 abandonment, and meaning replacement. by using topic avoidance is meant that learners manage to prevent the occurrence of topics that are certain to present difficulties. topic avoidance refers to the strategy of avoiding formulating goals which include topics that are perceived as problematic from a linguistic point of view. message abandonment which can also be used in connection with a retrieval problem in the realization phase. message abandonment is communication on a topic is initiated but then cut short because the learner runs into difficulty with a target language form or rule. the result of topic avoidance and message abandonment is that the learner gives up referring to a specific topic. while, meaning replacement is different. færch and kasper (1980:46) describe meaning replacement in the following way: confronted by a planning or retrieval problem, learners operate within the intended propositional content and preserve the topic butrefer to it by a more general expression. the result of meaning replacement is a certain amount of vagueness. the distinction between “topic avoidance” and “meaning replacement” is as arbitrary as the distinction between what constitude concepts belonging to one and the same topic and concepts belonging to different topics. rather than visualize the propositional reduction strategies (apart from message abandonment) as falling neatly into one of two classes, one should see them as forming a countinue. at the one end, the learners says “almost” what she wants to say about a given topic (meaning replacement), at the other end she says nothing at all about this (topic avoidance). from the explanation above, the researcher identified english teachers’ about communication strategies that used when teaching and learning process in the classroom with the students. research method the researcher was used descriptive qualitative research in conducting the research. according to latief(2014:75), qualitative research is a process of inquire aimed at understanding human behavior by building complex, holistic pictures of the social and cultural settings in which such behavior occurs. according to fraenkel&wallen (2009:422), qualitative research is research studies that investigate the quality of relationship, activities, situations or materials.in this research, the researcher was used descriptive qualitative research because this research was not collecting the numerical data. the data is collected in the form of words and data collected were the subject’s experience to communicate when in teaching learning in classrom. the researcher only discussed and analyzed english teachers’ communication strategies of palm kids 2018. linguistic, english education and art (leea) journal 2 (1):1-18 9 school. the researcher collected the information several time, although the time it was be took to collect all of the data may take in classroom. the researcher submitted the information just at one point in time, although when collect all of the data from different place and time, such as one day, several weeks, several months and years. the subject in this research is the english teachers of palm kids school. subject is the person, place, thing or idea that is doing or being something (frankel & wallen, 2009:299). indonesian young learners are elementary schools students between 6 to 12 years old children. they are divided into two groups, younger group (6 to 8 years old) and older group (9 to 12 years old). so, this research will use the subject are lower classes and upper classes english teachers. lower classes are the students of grade 1, 2, and 3 and upper classes, the students of grade 4, 5, and 6 at primary school of palm kids school. in this research, the subject was all the english teachers from grade 1 until 6 in palm kids school. in this research, the researcher used non probability as the technique of sampling. in this research, the researcher used non probability as the technique of sampling.according to sugiyono (2010:141-142), nonprobability sampling is the technique of sampling that do not provide equal or opportunities for each elements of the population to select a sample. this technique of sampling through systematic sampling, quota sampling, insidental sampling, purposive sampling, saturate sampling and snowball sampling. the reseacher used purposive sampling as technique sampling. because of the depth and extent of the information sought in qualitative studies, purposive sampling are typically small. fraenkel & wallen (2009:99), stated that purposive samplingis different form convenience sampling in that researchers do not simply study whoever is available but rather use their judgment to select a sample that they believe, based on prior information, will provide the data they need. in addition, (sugiyono, 2010:144) state that, purposive sampling is technique sampling of source the data with certain considerations. based on the technique of sampling above, from the subject there were 6 english teachers. they were grade 1 until 6. the researcher took three (3) teachers as the subject because the researcher was selected based on their educational background. based on six (6) teachers, only three (3) teachers to grade 2, 5, and 6 who have bachelor’s degree of english education background. and three (3) from six english teachers who have not english education but agricultural, math and indonesia education. in conclusion, purposive sampling used in this research was based on researcher’s need. 2018. linguistic, english education and art (leea) journal 2 (1):1-18 10 in this research, the researcher collected the data by using triagulation method. triagulation method means different instruments to get the same data at the same times (sugiyono, 2010:241). the researcher used observation, interview, and documentation (field note and video recording) at the same time. observation observation is an observation which is focus on the understanding of how social interaction events in the classroom. observation applied to monitor the teacher and the students’ activities during teaching and learning process. the researcher took notes focusing on the teacher behavior is the process relate to instruction and students responses. according to latief (2014:149), stated that observing is the process of collecting data indicating the success of the strategy in solving the classroom problems. according to ary et al. (2002:432), there are two types of observation; participant and non participant observation. in this research, the researcher used non participant observation to get the data because the researcher does not take any active part in classroom activities (ary et al. 2002:432). the researcher sits in class to observe the classroom activities. and also the researcher observed communicate english teachers by using observation sheet.then, the researcher checked the activity of the teacher in the classroom. interview according to frankel & wallen (2009:445), interview is an important way for a researcher to check the accuracy of to verify or refute the impressions he or she has gained through observation. in addition, according to sugiyono (2010:138-140) state that, interview is used as data collection technique if the researcher want to do a preliminary study to find out the problem to be researcher. there are two types of interview; structured and un-structured interview. in this research, the researcher used un-structured interview. it is opened interview, where the researcher does not use systematically interview guideline in collecting the information. therefore, in this research, the researcher was prepared the interview sheet in form of 13 written questions. all interview was started with short introduction from english teachers. then, it be continued the english teacher were thought and developed their answer on the questions gave based on communication strategies used. documentation (field note and video recording) according to sugiyono (2010:240) documentation is daily field note in form text, picture, sketch, video and many others. in addition, according to ary et al. (2002:435) field note is the common method of recording the data collected 2018. linguistic, english education and art (leea) journal 2 (1):1-18 11 during observation. the researcher might made brief notes during the observation but then later expands his or her accounted of the observation as field note. notes may sepplement information from other source, including documents and interviews, or they might comprised the main research data. if no computer is available within a day, you should expand your notes by hand. in this research also, the researcher was recorded every situation in the classroom activities used by video recorder. then, the researcher was written or analyzed result from observation sheet and video record the activity of the teacher in the classroom from pre-task, whilst-task and post-task. in this research, the researcher as non participant was recorded and observed at the same time. and based on the data of observation and documentation, the reseacher has interview the english teachers or subject. to analyze the research data,the researcher was analyzed the data.there were several steps and procedures that used by the researcher, they were as follows: identification, in this step, the researcher was identified thecommunication strategies thatused by the english teachers’. then, the researcher was identified the data transcription in the video recording about teaching techniques and it was implementation in classroom activities. and cross checking the recording data with the observation checklist and the result of interview. classification, in this step, the researcher was classified the result of observation, interview and documentation (field note) into two categories; teaching techniques and the implementation of techniques. then, classifying the result observation, interview and documentation by confirming the communication strategies that used by the english teachers. the types of communication strategies were achievement and reduction strategies. achievement strategies were included code-switching, inter-lingual transfer, il based strategies, cooperative strategies, and non-linguistic strategies. reduction strategies include formal reduction strategies and functional reduction strategies. description, in this research, the researcherdescribed the data in the form of table which consist of analysis communication strategies thatused by the english teachers. conclusion, finally,the researcherconcluded the result of the research after analyzed the data. the researchersummarized the communication strategies thatused by english teacherson teaching learning process. accountability of the research, there were: credibility is confidence in the “truth” of the finding (lincoln and guba cited in jhonson, 2016:1). in this research, the researcher analyzed the communication strategies by used english teachers of palm kids school for several times and also collected some references to support this research. 2018. linguistic, english education and art (leea) journal 2 (1):1-18 12 transferabilitylincoln and guba cited in jhonson (2016:1) state that transferability refers to showing that the findings have applicablity in other contexts. to make the result of this research understood by all english teachers, this research gave a detail information to other researcher in conducting a similiar topic and the other researcher would got some knowledge about communication strategies which english teachers often used in their communication with student in teaching learning activities in classroom. dependability refers to showing that the findings are consistent and could be repeated (lincoln and guba cited in jhonson, 2016:1). to make the data of this research consistended, the researcher used observation, interview and took documentation in communucation strategies used by english teachers of palm kids school at the same time. then, the researcher analyzed the data more than one time. confirmability is a degree of neutraility or the extent to which the findings of a study are shaped by the respondents and not researcher bias, motivation, or interest (lincoln and guba cited in jhonson, 2016:1). to make the data of this reserach, the researcher checked the result data of the research with instruments that have been preapared. and then, this research can be documented. finding the findings of the reserach. based on the formulation of the problems, the researcher found out english teachers’ communication strategies in efl classroom. this research was taken from observation, interview and documentation (field note and video recording) in palm kids school. observation is the process of collecting data indicating the success of the strategy in solving the classroom problemss (latief, 2014:149). meanwhile, based on frankel & wallen (2009:445), interview is an important way for a researcher to check the accuracy of to verify or refute the impressions he or she has gained through observation. then, documentation is daily field note in form text, picture, sketch, video and many others (sugiyono, 2010:240). the observation in this research, researcher sat in class to observe the classroom activities. and also the researcher observed communicate english teachers used by observation sheetof the instrument. the researcher checked the activity of the teacher in the classroom. therefore, interview contained 13 unstructured questions related to the indicators of the instrument. all interviews was started with an introduction from the respondents, it could be seen to answer the questions that was given by the researcher. the documentation, the researcher was recorded every situation in the classroom activities by using video recorder. the researcher could be written or analyzed result from observation sheet and video record english teachers activities in the classroom from pre-task, whilst-task and 2018. linguistic, english education and art (leea) journal 2 (1):1-18 13 post-task. in this research, the researcher was non-participant which recorded and observed at the same time. based on the instruments above, the researcher found out communication strategies used by the english teachers. the following table were showed the result of observation, interview and documentation (field note and video recording). communication strategies used by the english teachers of palm kids school. 1. code switching x: sssttt.. role number two, tree lihat ini tree if more than one that gues or not s : there are, x:pencil, eraser, there are many things, right?(grade 2) z : when the something happened it is means that ketika gempa terjadi saya sedang that is combination(grade 5) x : for about kira-kira selama 9 tahun read the next sentence, next sentence since again to don’t speak. (grade 6) 2. inter-lingual strategies x:class... no stop. nah... miss ely say to miss weni yes, to play paper. the paper in the book just youwrite important thing not playing. (grade 2) z: i think speaker can full and imposible because the music et et. (grade 5) x: miss ely give the star today s : itu... x: devis, please playing the star, right? s : gak ada(grade6) 3. il based strategies x : so, you have to draw . draw up to you, how many things, just ine is okay. but you use there is, there more than one it’s okay , you use there are. draw the picture (grade2) z : okay, before we start our lesson. please, i write down scores. what you learn yesterday, what were you learn yesterday. alfa, nadia. alfa present?(grade 5) 4. non-linguistics strategies x: there are... because, there are fivepencils. it means more than one(grade 2) z : i need you thinkone sentence. eeee... twelve students, twelve..twelve s : our baby sitter(grade 5) x : you prepare one word in your book since pag, start from page to vocabulary for. four until twelve. you may choose one word (grade 6) 5. cooperative strategies x : sarapan pagi, brush your teeth, kelvin s: gosok gigi x: role number two, gosok gigi. go to school? clara s: balik ke sekolah(grade 2) z : are you camp in the... 2018. linguistic, english education and art (leea) journal 2 (1):1-18 14 s : sky z : there was... s : fire(grade5) x : you prepare one word in your book since pag, start from page to vocabulary for. four until twelve. you may choose one word(grade 6) 6. formal reduction strategies x : looked page nine, okay class... s : yes x:class...class...class s : yes...yes...yes(grade 2) z : okay, no there is not open your book please, were your book pages ten s : miss eleven or ten(grade 5) x : player statement is pasangan, that i mean wait statement for. class... s : yes(grade 6) discussion code switching based on the observation, interview and documentation, the researcher found out three (3) teachers used code switching strategies when communicate was taught in teaching and learning process in the classroom. accoding to faerch kasper (1980:48), in communication in which foreign languages are involved, there always exists the possibility of switching from l2 to either l1 and another foreign language. when the researcher took observation, interview and documentation was seen between the teacher and students good interaction, the students to make easy to be understand well about discussion, the material and more focus on the learning process in classroom. this strategy has appropriated to apply in teaching and learning process because code switching helped the students in learning english because the students were to know the meaning about of the english teacher said. based in the interview, code switching was used by the english teacher in the low level grade 1(one) until three (3).furthermore, code switching was used by the english teachers to help the students if they were felt to confuse. in the class, the teachers switch and made the students more able to increase vocabulary mastery. from the conversation show that, the english teachers use it, when english teachers wanted to explain the meaning of her said. hoped the students to understood the material. the english teachers switched in l1 to either l2 which enables her to code switch extensively between l2 and l1. inter-lingual transfer according to faerch & kasper (1980:48), inter-lingual transfer may not only occur on the phonological level but also at the pragmatic level. the teaches 2018. linguistic, english education and art (leea) journal 2 (1):1-18 15 used interlingual transfer strategy taught communicate with students. based on the interview all of the teachers used this strategy. the teachers could helped students to understand what were english teachers said and helped english teachers if they to forget word when giving time to teach in the classroom. these dialogues from examples, the use of “nah” whereas with the code switching strategy, the english teacher ignore the il code in a combination of linguistic features from the il and l1. furthermore, the use of “the music et et”thattheenglish teacher used it, because she showed to expression to the students with l1. it means that she given kidding to the students. then, that continued of the conversation of english teacher and student about the star. the english teacher uses it when she said the star, it means that the star is score for active students. il based strategies the researcher took interview in the office teacher. the researcher found out two (2) english teachers were used it. based on faerch & kasper (1980:49), that il based strategies devide four items, they are generalization, paraphrase, word coinage and restructuring. generalization is learners solve problems in the olanning phase by filling”gaps” in their plans with il items which they would not normally use in such context. pharaphrase means that the learner replace an l2 item by describing or exemplifying. word coinage refers to the strategy that the learner replaces an l2 item with a new created l2 item. restructuring is used whenever the learner realizes that she cannot finish her previous plan and develops an alternative cinstituent plan to ensure the expressing of her message. the result were showed that the students could got meaning word could understood what was english teachers mean in instruction or the material and the english teachers could helped to explain the material more detail for the students in teaching and learning process.from the dialogues above, the english teacher was used il based strategies when they said draw “the pictures” and scores. the words the pictures and core is generalization.generalization is learners solve problems in the planning phase by filling ”gaps” in their plans with il items which they would not normally use in such context. example in which the english teacher uses the superordinate term “the picture” is refers to photo, animal , etc and score is refers to 70, 80 or 100. cooperative strategies the researcher took the instruments, the researcher found out there were all of english teachers used cooperative strategies in teaching and learning in the classroom. based on the observation, the researcher was seen the students participated on this activities because this strategy made the students were able to 2018. linguistic, english education and art (leea) journal 2 (1):1-18 16 work together and this strategy could helped the students active in teaching learning activities and made the students exchange in their mind. furthermore, this strategy was used by the english teachers because the teachers given action for soft problems, the students could felt easier because the students could also seat knowledge to need other and discussed the problems soft together. in the palm sids school, english teachers used the approach if in abl (acquire based learning) in learning process to teach the students. according to faerch & kasper (1980:52), that although problems in interaction are necessarily shared problems and can be solved by joint efforts. from the dialogues above, the english teacher used cooperative strategies in this discussion. it showed that this strategy when english teacher needed responses from the students and expression signaling direct appeal such as “what’s difference since and for?”, “there was...”, “go to school?”. a questions was used as a clue of cooperative strategy for assistance to the students. non-linguistics strategies according to faerch & kasper (1980:53), that in face to face communication, resort to non-linguistics strategies such as mime, gesture, and sound imitation. then, based on the instruments of the research, the researcher got there were english teacher used non-linguistics strategies like mime and gesture in teaching learning in the classroom when the teachers expalined the material. from the observation and documentation, the teachers used mime and gesture helped the students comprehended what the teacher explain. this strategy has benefits for the teachers and students. for the teachers, easy to explain with gesture and receive directly by the students actually when taught vocabulary. for the students, more understood the meaning of english teachers said in front of class. in conclusion, this strategies helped the students in communicating and understanding the lesson. the english teacher was used non-linguistics strategies in this discussion. the use “one” and “five” it showed that english teacher by using gesture in her finger to show the students. the english teacher used her finger to support the students in understanding what was structured. then, the use “think”itshowed that english teacher by using gesture in hold head to support delivering messages to the english teacher. formal reduction strategies based on the instruments, there were all of teachers used formal reduction strategies in teaching and learning process. furthermore, the english teacher sometimes if the students do not understand about english teacher said. they helped to use formal reduction strategies search the other lexical of the words, 2018. linguistic, english education and art (leea) journal 2 (1):1-18 17 made the students to easier to understand the material. if the students got to confuse of the lesson, so they could give action to be in correct or false. meanwhile, based on faerch &kasper (1980:40), the formal reduction strategies to avoid producing non-fluent or incorrect untterances by realizing insufficiently automatized or hypothetical rules. the english teacher was used formal reduction strategies in this utterences. the use “page nine”, “were your book”. its was morphological. morphological is at least as seen from a superficial point of view, similar to that at the phonological level, grammatical morphems are normally obligatory in particular linguistics contexts and these context are used in most communication situations. these conversation show that english teacher talks to the students about looked page nine. it’s meant that incorrect, because page nine more than one page. so, the correct was pages nine. and then were your book also incorrect because when english teacher talks open your book please, were your book pages ten and that was not use tobe. the correct was “open your book please, your book pages ten”. the conversation english teacher grade 6 was player statement is pasangan. itmeant that english teacher forgot used target language, so she was using indonesia language. conclusion from the findings of the research that have been found and discussed in chapter iv, the reseracher can conclude that two english teachers in three (3) classes of palm kids school used five strategies in learning process in the classroom activities, they were code switching strategies, inter-lingual strategies, il based strategies, non-linguistics strategies, cooperative strategies, and formal reduction strategies. based on the results of the instruments, the researcher found that the used of communication strategies (css) can help the students more understand in learning english especially in the classroom activities.from the result of the instruments (observation, instrument and documentation), that are the answered by respondents in the observation, interview and documentation, the researcher found out several reasons why communication strategies (css) should be used by in english teachers in efl classroom for primary school. the teachers of palm kids school assumed that the communication strategies (css) should be used by english teachers because of several reasons. the first, make the students learn english easily, the second, help the students understand the meaning, the third, helpremind the students about the material, the fourth, stimulus the student can understand and be active in the class, and the last, the students can speak english well. 2018. linguistic, english education and art (leea) journal 2 (1):1-18 18 references ary, d. j., lucy, c &razavieh, a. (2002). introduction to research in education.(8 th ed.).belmot: wardsworld, thomson learning. brown, h. d. (1941). principles of language learning and teaching. new york:university of lllinois. cervantez, c. a. & rodriguez, r. r. (2012). the use communication strategies in the beginner efl classroom. (vol_6):universidad autonoma de tamaulipas, mexico. pp.111-128. donyei, z. (1995). on the teachability of communication strategies. tesol quartely (29,55-58) harmer, j. (2007). the practice of english language teaching (4 th ed.).. cambridge: pearson longman. faerch, c. & kaper, g. (1980). processes and strategies in foreign language learning and communication. interlanguage studies bulletin utrecht (pp, 1-73). netherlands. fraenkel, j.r. &wallen, n.e. (2009). how to design and evaluate research ineducation (7 th ed.). new york: mcgraw-hill companies. latief, m. a. (2014). research methods on language learning: an introduction. malang: universitasnegeri malang. jhonson, s. (2016). qualitative impact evaluation: incoporating autenticity into the asessment of rigour:university of bath musthafa, b. (2010). teaching english to young learners in indonesia: essentialrequirements.depok: indonesia university of education. retrievedfromhttp://file.upi.edu/direktori/jurnal/educationist/vo l._iv_no._2-juli_2010/07_bachrudin_musthafa.pdf oktaviani, a., & fauzan, a. (2017). teachers perceptions about the importance of english for young learners. linguistic, english education and art (leea) journal, 1(1), 1-15. https://doi.org/https://doi.org/10.31539/leea.v1i1.25 sugiyono. (2010).metodepenelitiankuantitatif, kualitatifdan r&d. bandung: alfabeta bandung. (2015). metode penelitian & pengembangan r&d. bandung: alfabeta bandung. sutopo, &marhadika., (2016). the use of communication strategies among indonesian young learners of english in early total immersion program (vol_7):university sekarangunungpatisemarang. retrieved.fromhttps://www.shs.conferences.org/articles/shsconf/pdf/2016/ 04/shsconf_erpa2016_01001.pdf suyanto, k.e. (2008). english for young learners. jakarta: pt bumiaksara. tinsley, t. & comfort, t. (2012).lesson from abroad: international review of primary languages. london:cfbt education trust. undang-undangtentangsistempendidikannasional.retrieved november 15 th, 2016,fromhttp://pustakamateri.web.id/undang-undang-tentang-sistempendidikan-nasional/. https://doi.org/https:/doi.org/10.31539/leea.v1i1.25 https://www.shs-conferences.org/articles/shsconf/pdf/2016/04/shsconf_erpa2016_01001.pdf https://www.shs-conferences.org/articles/shsconf/pdf/2016/04/shsconf_erpa2016_01001.pdf http://pustakamateri.web.id/undang-undang-tentang-sistem-pendidikan-nasional/ http://pustakamateri.web.id/undang-undang-tentang-sistem-pendidikan-nasional/ linguistic, english education and art (leea) journal volume 1 nomor 1, desember 2017 e-issn: 2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v1i1.31 49 american humor used in an american comedy movie the boss sastika seli 1 stkip-pgri lubuklinggau, south sumatra, indonesia bahya alfitri 2 stkip-pgri lubuklinggau, south sumatra, indonesia rshellee@yahoo.com 1 submit, 08-11-2017 accepted, 30-12-2017 publish, 30-12-2017 abstract the research aims to describe the functions of humor used in an american comedy movie the boss. the subject of the research was american comedy movie the boss. descriptive-qualitative method was used to conduct the research. data collection was done through library research and documentation. data analysis was done through identification, coding, classification and description. the researcher found several findings. supported by meyer’s theory of joke, there are 6 functions of jokes found in the movie such as to insult someone, to express anger, to tease someone, to relieve tension, to get attention, and to amuse others. the dominant function was differentiation particularly to insult and to express anger (21 times), the second was clarification particularly to relieve tension (humorous lines) and amuse others (15 times), the third was enforcement particularly to tease (18 times), and the last was identification particularly to relieve tension and to get attention (27 times). these functions were also analyzed and discriminated by different setting and participant based on formality and participants distance. according to the analysis, most jokes occurred in informal situation with intimate relationship among the participants and functioned to tease someone and to relieve tension. this finding also proves that american humor is expressed with more slapstick and vulgarity as the characteristic of american humor used in daily communication. keywords: sociolinguistics, humor, american humor, american comedy movie, the boss movie mailto:rshellee@yahoo.com1 2017. linguistic, english education and art (leea) journal 1 (1):49-70 50 introduction language has social function. it helps us to establish and maintain the relationship. there is a deep relationship between language and society. all of these have been developed and widely known as a field named sociolinguistics. sociolinguistics interested in explaining why the people speak differently in different social contexts, and they are concerned with identifying the social functions of language and the ways it is used to convey social meaning. using language appropriately involves knowing the sociolinguistic rules for speaking in a community (holmes, 2013: 440). humor utterances are a form of communication that is ussually shared in social interaction. it plays an important role in everyday life. according to hu (2012: 1185), humor is mankind’s greatest blessing, it can add interesting elements to the topic of communication, bring happiness and pleasant feeling to people, change a person’s mood, and even construct a way to a happy life. understanding humor in the current situations is extremely required since it could be used to release tiresome, fatigue, and stress.the main aspects of humor are to amuse people, evoke laughter and evoke a good mood which should be the primary aim of every humors situation. the primary functions of humor in conversation are effect that the speaker may achieve directly by using humors segments or texts in his or her discourse (attardo, 1994: 322). laughter is a primary indicator of the experience of humor, but it is not the only one. smiles, grins, or even sudden exhalations can indicate such experience. humor is a phenomenon which is influenced by culture (jie, 2016:395). whether or not someone gets a humor is determined by their interpretation, filtered by the cultural context. every society or every culture has its own types of humor that are somehow particular and differ in many aspects. one of the most famous types of humor is american humor, which is known in the world. according to jie (2016: 397), the american sense of humor is generally more obvious and forward, a bit like americans themselves. in this research, the researcher chose american humor because their humor tends to be more obvious and less oblique, it has gained success especially in their movies and tv shows. one of american comedy movies entitled the boss. the boss is one of the new american comedy movies which released on april 8 th , 2016. this is one of the box office movies. it has been nominated in teen choice awards (seitz, 2016:98). the boss is the kind of comedy movie that can portray how humor plays an important role in people’s daily life, especially for american. this movie presents divergent humorous conversation that may trigger laughter to people who listen to it. it also 2017. linguistic, english education and art (leea) journal 1 (1):49-70 51 presents some particular functions of american comedy employ in the conversation based on the setting and participants. humor analysis can be used to see how individuals (from different levels of the organizational hierarchy) interact with others, especially in terms of humor usage (romero and cruthirds, 2006:58). another fascinating and interesting use of humor analysis is for cross cultural studies. there were some previous researches about humor analyses, for example previous research conducted by mak (2008:56). mak’s research analyzed the functions of humor and kinds of context are suitable for telling humor. the researcher analyzed the functions of humor throughout sociolinguistic perspective according to meyer’s and holmes theory. the research is expected to describe the functions of humor used in different setting and participants in the boss movie. literature review language and interaction language is strongly influenced by social factors. they are the participants or the users of language: who are speaking and who they are speaking to; the setting or social context of the interaction, which is related to its users: where they are speaking; the topic, which deals with what is being talked about; and the function of the interaction, which deals with why they are speaking (holmes, 2013: 9). participants of the interaction people generally talk differently to children and to adults although some adjust their speech style or “accommodate” more than others. the differences are based on the background of the participant such as, social identity, age, sex, and personal characteristics. there are many kinds of participant, for example family participants (father-son), job participants (boss-employee), and social participants (friend-friend). the participant or speaker may have influence to the language used. other speakers may have different ways to talk about one topic or issue. setting or social context of the interaction every speech community has different varieties from which people select according to the context in which their members are communicating. different aspects of the social identity of a person are relevant in determining his/her different setting or social context. people need to be concerned with the meaning of their words in the cultural context in which they are normally used. it involves the understanding of the cultural and social situations in which the participants are 2017. linguistic, english education and art (leea) journal 1 (1):49-70 52 communicating. the people have to know where they are speaking, for examples, when they speak at school or at home, it is different. the people will use formal language when they speak at school or office, and informal language may be chosen when they speak at home or in daily informal conversation. people have to recognize the culture of place when they speak as well. topic of the interaction people may select a particular variety or code because it makes them easier to discuss a particular topic, regardless of where they are speaking. each participant of the interaction may have different views from the others concerning with what exactly is being talked about. function of the interaction the discussions of the ways in which speech functions are expressed in different contexts involve considerations of politeness. the people have to know why they are speaking. humor humor is all encompassing category, covering any event or object that elicits laughter, amuses, or is felt to be funny (attardo, 1994: 4). it is so pervasive while being most enjoyable and pleasant. humor as amusing communications that produce positive emotions and cognitions in the individual, group, or organization (romero and cruthirds, 2006: 58). humor like all forms of communication requires context to find it amusing. the audience must have certain knowledge, understanding, and values. humor has been claimed to emerge in three basic ways in human thought: through perceptions of relieve, incongruity, and superiority (meyer, 2000: 312) the relieve theory according to the relieve theory, humor results from reducing stress or tension, often suddenly, and allows release of nervous energy. physiological symptoms are the most important to look at; the emotional reaction is the key. humor events allow a sudden violation or enjoyment of the idea of violating social norms. thus, some of our existing tensions, aroused earlier, are released, and this feeling of relieve creates the humor. the joke to begin a speech, especially in a controversial or awkward situation, is a common example of enactment of the boost theory of relieve humor. the more tension relieve found, the more humor experienced. freud also believed 2017. linguistic, english education and art (leea) journal 1 (1):49-70 53 that humor was a means by which people could release their suppressed aggressive and sexual instinctive urges in a socially acceptable manner (freud, 1960, as cited in sen, 2012:76). for example, the students in biology labwere told they were about to help with biology experiment.the teacher said ”the students would have to either hold rat, hold a vicious that could bite, or take a blood sample from a vicious rat”. in each case, the rat they were actually handed was plastic (shurcliif, 1968, as cited in meyer, 2015:45). sure enough, the most humor was experienced by those thought to be in the more dangerous situations. the plastic rat provoked the most laughter and mirth in those that thought they would need to inject or hold a vicious rat, respectively. the more apprehension aroused by the stated planned task, the more humor participants experienced when the task turned out to be not the threat they had expected. the incongruity theory the incongruity theory holds that humor results from a mental reaction to something unexpected, unusual, or odd in nonthreatening way when an accepted norm or pattern is violated (meyer, 2015: 17). appreciating humor requires the mental capacity to understand and categorize expected patterns and mild deviations from them, including an unexpected event or object, a physical or moral defect, an odd or disproportionate object, or an observable deviation from an implied standard. an element of surprise is also a key ingredient in humor, but not essential. when an incongruity a violation of expected norms or mental reasoning patterns, suddenly and dramatically presents itself, a person seeks to resolve the incongruity. for example, “how does an elephant hide in a cherry tree? it paints its toenails red”. there is an incongruity in the fact that an elephant would climb in a cherry tree (an elephant would presumably squash the tree under its weight if it attempted to climb on it and moreover elephants are not arboreal creatures). the superiority theory according to romero and cruthirds (2006: 60), the superiority theory postulates that people make themselves feel better at another’s expense in order to achieve, or perceive that they have achieved, higher rank or status. it notes that people laugh outwardly or inwardly at others because they feel some sort of triumph over them or feel superior in some way to them. it also serves to explain the attraction of pleasant mirth responses as a common individual and social reaction to stupid or ignorant actions. 2017. linguistic, english education and art (leea) journal 1 (1):49-70 54 laughter follows descriptions of people acting in ignorant ways, as one commons on how “these people are too stupid to live.” this violation or contradiction endemic to humor is held to have an edge to it, the violation indicates that superiority of those who perceive it and presumably would not engage in the violation themselves. a thriving source of enactments of superiority theory is accounts of people less than smart, or less than familiar with commonly accepted norms or knowledge. the example: the humor found as travel planners reported the following complaints from returning customers: “we want on holiday to spain and had a problem with the taxi drivers as they were all spanish.” humor here stems from a sense of superiority as we may chuckle and wonder, “how can people be so clueless?” there is a one-up and a one-down partly in all instances of humor, according to superiority approaches. the functions of humor according to meyer (2000: 310), humor’s enactment leads to basic functions of humor in communication. the functions can be viewed as falling along a continuum, starting with identification, then clarification, enforcement, and at the other extreme, differentiation. these are four basic rhetorical functions of humor in communication, drawing examples of each from a variety of rhetorical setting. identification the appreciation of a sense of humor is an important part of growing and deeping relationships with people, as mutual uncertainty is reduced. these goals are sought when communicators try to release or reduce tensions through humor and make the hearer feel superior in the sense that they are brought up to a more equal relationship with the participant. the example: ross perot, during the first presidential debate in october 1992, responded to the other candidates' plans by saying that "if there are some good planes out there, i'm all ears."this is humor because the audience did not expect someone of his position to make such a remark, a remark that makes him seem like just another member of the audience expressing his honest thoughts. 2017. linguistic, english education and art (leea) journal 1 (1):49-70 55 clarification humorous lines often serve to express one’s views creatively and memorably because they are presented incongruously or unexpectedly. clarification shows humor in messages that serves to clarify social norms or perceptions, yet may also reduce tension and promote good feelings among communicators. the example: ronald reagan said he had no desire to make age an issue, during his debates with walter mondale in 1984, because of the "youth and inexperience" of his opponent. this is a way of saying that he's more superior than his opponent, but without the violence and serious note. enforcement humor can be a way to deliver criticism without being a 'critic.' it allows the participant to still relate with the hearer and avoid gaining negativism. humor can teach and enforce social norms as well. these norms show how we are expected to behave. therefore, a clarification of the social norms is required on this humor. the example: they can be seen clearly from observing children's responses. children are yet to understand these norms, for example: "why is sunday school on sunday? i thought it was supposed to be our day of rest." the humor lies in his incorrect view. this type of humor might also be some sort of correction of adult perspectives. differentiation as a final function, communicators use differentiation quite often, constructing themselves with their opponents, their views with an opponent’s views, their own social group with others, and so on. differentiation is used to insulting and venomous as they are humor. humor is invoked to make both alliances and distinctions. the example: an example of this might be a professor who says “thank you for joining us today” to a student who walks in late to class. the sarcastic comment is funny to the rest of the class, but not so much for the one who are late. also, there is no doubt in anyone’s mind that the professor in sending a message to the late student not to be late again. 2017. linguistic, english education and art (leea) journal 1 (1):49-70 56 american humor american humor’s older genialities have come to be outweighed by the belligerent stridencies of recent times. the gentle readers of modern american humor,if there are any left, must beware of its vulgarity and violence in ethnic, political or sexual forms (dudden, 1987:13). according to jie (2016: 397), american humor might also be distinguished by its most common type of humor, for example, more slapstick and physical comedy. american humor tends to be more “obvious” and less oblique, and can sometimes be considered by other english speaking cultures to be over the top and ridiculous. americans do not understand irony, it is not the foundation of american humor. when americans use irony they tend to state that they were “only kidding”. they feel the need to make a humor more obvious than brits do. humor began to emerge in the united states soon after the american revolution in written and spoken form, and delivery methods have continued to evolve since then. literature appears before cartoons although newspaper cartoons in the modern sense began in the 1840s. radio and film came out roughly at the same time. film is covered after radio because it led more directly to the television section. stand-up comedy began to receive renewed attention in the 1970s which is the reason why it was placed directly after television. related previous study in this research, the researcher also described the previous study. it was written by mak (2008:34) entitled “humor and funny stories: a sociolinguistic study of newcomers’ socialization into hong kong workplace”. there were some similarities and differences between both of them. the similarities between mak’s research and this research were both of the researchers analyze the humor in sociolinguistic perspective that analysis the functions of humor. both of the researchers also used library research for collecting the data of study and used qualitative research. the differences between both of them are: (1) mak analyzed newcomers’ socialization into hong kong workplace, while the researcher analyzed american humor in comedy movie the boss; (2) mak analyzed the functions of humor and kinds of context are suitable for telling humor, while the researcher analyzed the language structures and functions of humor. 2017. linguistic, english education and art (leea) journal 1 (1):49-70 57 research method the research applied qualitative-descriptive method which will investigate the conversation in the movie and will be described in sentences form. bodgan and taylor (cited in moleong, 1995:90) define qualitative method as a research which produces descriptive data in form of written words and/or spoken by people and performance which may be observed. it is description of something in words, not numbers. in collecting the data, there are two techniques were applied including observation and noting technique, and library technique. observation and noting technique will be used to obtain data transcription. library technique is used to gather beneficial information from library sources such as journal articles, and books. the data were analyzed by identification and coding, classification, reduction and conclusion. finding after completing data analysis, there are some findings related to the problems such as the function of jokes according to meyer’s theory and joke usage according to setting and participant from hymes. the findings are presented in the table below. table 1. functions of joke based on meyer’s theory and sp holmes in the bossmovie no functions setting and participant frequency total 1 differentiation to insult express anger 1. informal-close relationship 2. informal-distant relationship 3. formal-close relationship 4. formal-distant relationship 1. informal-close relationship 2. informal-distant relationship 3. formal-distant relationship 4 6 1 3 1 4 2 21 2 clarification to relieve tension to amuse others 1. informal-close relationship 2. formal-distant relationship 3. formal-close relationship 1. formal-distant relationship 2. informal-close relationship 8 2 1 1 1 13 2017. linguistic, english education and art (leea) journal 1 (1):49-70 58 3 enforcement to tease 1. informal-close relationship 2. informal-distant relationship 3. formal-close relationship 4. formal-distant relationship 10 5 1 2 18 4 identification: to relieve tension to get attention 1. informal-close relationship 2. informal-distant relationship 3. formal-distant relationship 4. formal-close relationship 1. informal-close relationship 2. informal-distant relationship 9 6 4 3 3 2 27 total jokes 79 there aresix functions from all 79 jokes found in the boss. specifically, each function may explain detail purposes when the jokes were expressed by the participants. the distinction was also presented in which the participants express them in different setting and with different participants. identification is as the most frequent function occurs in the movie with specific purpose of relieving tension of the participants. discussion in the findings section, the researcher presented the result of the research briefly. meanwhile in this section, the researcher presented depth explanations of these result. this section presents the discussion of the functions of humor deeply. based on the result, researcher found some humors that were used in the bossmovie. according to attardo (1994:4), humor is all encompassing category, covering any event or object that elicits laughter, amuses, or it is felt to be funny. the people use humor as one of way to communicate each other.therefore, expressing humor is expressing the participant intention which covers different function. according to meyer (2000: 310), humor’s enactment leads to basic functions of humor in communication. the functions can be viewed as falling into identification (to relieving himself /other), then clarification (to reducing tensions by using incongruity strategy or unexpected utterance), enforcement (to teasing someone), and at the other extreme, differentiation (to insulting someone). supported by meyer analysis of joke, the findings presented in the article tend to describe the jokes used by white americans and it is overviewed by the sociolinguistics perspective. 2017. linguistic, english education and art (leea) journal 1 (1):49-70 59 based on the result of finding, the dominant function of humor in this movie is differentiation. it occurred 22 times. the utterances such as fuck you; you are bitch; you get a big plate of bullshit; and you seem fucking crazy to me frequently appear in the whole story of the boss movie. the differentiation is the function of humor to insult someone. the aims of this function were to attack others or to show their anger. therefore, the utterances that would be used by them would be slapstick. according to jie (2016:397), american humor might also be distinguished by its most common type of humor, for example, more slapstick and physical comedy. this function also has relationship with the theory of humor origin by meyer (2000:12), it was superiority theory. according to romero and cruthirds (2006:60), the superiority theory postulates that people make themselves feel better at another’s expense in order to achieve, or perceive that they have achieved, higher rank or status. used in different setting and participant, there are some cases which have to be concerned correspond to american jokes function to insult someone and to express anger. it is not surprising when there are some taboo words and impolite expression used when speakers speak in a close relationship. it also happens as the use of jokes functions to embrace all members in the conversation. but it is quite surprising that jokes function to insult and to express anger directed to someone with a distant relationship. as we know that there are some considerations when speaking to someone with distant relationship. we probably think that it is impolite or may be offense the person. however, it can be assumed that insulting and expressing anger jokes occur because the speaker was disturbed by something which triggers the emotion to express. the jokes may sound funny to others but it may sound humiliating to the interlocutors. in the formal-distant relationship as presented in the movie, the speaker and the hearer did not know each other but there was something which disturb the speakers that lead to a dispute. therefore, the jokes functioned to insult and to express anger occur with the insertion of taboo words even though the relationship was distant and it happened in the formal situation (classroom). for example, you get a big plate of bullshit was expressed by inserting a taboo word bullshit because the first speaker was angry with the second speaker. the next function of humor is clarification. clarification is the function of humor to reduce tensions by using incongruity or unexpected utterances in humorous line or short anecdotes.the unexpected utterances that they said were included as types of vulgar utterances, but it created humor and made the people laugh, especially for americans. this statement was supported by duden’s theory (1987:34). the gentle readers of modern american humor must beware of its vulgarity and violence 2017. linguistic, english education and art (leea) journal 1 (1):49-70 60 in ethnic, political, or sexual forms (duden, 1987:13). the theory supported the data found in the boss that some vulgar words were used in the jokes including swearing words and sensitive parts of body. clarification correspondsto the incongruity theory of humor originally by meyer (2000:76). the incongruity theory holds that humor results from a mental reaction to something unexpected, unusual, or odd in nonthreatening way when an accepted norm or pattern is violated (meyer, 2015:17). there are two particular functions in clarification including to release others tension and to amuse others. both functions tend to the unexpected utterances said by the speakers. in releasing others tension, the first speaker tended to affect other speakers that he/she support others by praising the interlocutor and supporting with statements.in example all right, here’s a little joke for everybody. what do golfers do on their day off?putter around.is humorous lines which relieve tension among communicators. it was also said unexpectedly in the punchline that cause laughter. another example is in well congratulations and you’re welcome !.you know, i had it rejuvenated in 2010. they call it a vaguvenation!when the joke user deflected something about her vagina as mentioned by the first speaker. the humorous lines were stated in incongruity which will cause others to laugh listening to the unexpected utterances. therefore, all of the jokes require a clarification of social norms due to the mild violation. in amusing others, the speaker employed the expression of lies directed to the interlocutor. as found in the movie, the speaker said unpleasant thing but then it was clarified into a praise directed to the second speaker. as in you seem fucking crezy to me which was changed into cute as a daisy to me.this kind of deflection triggered laughter to people who listen because what is expected changed into something unexpectedly funny. the third function is enforcement. enforcement function often involves children who violate norms that produce a mirthful experience. children often said something unexpectedly in the end but it finally become suggestion to adults. there are some norms that have to be learnt because they have different perspective from adults. we can say that children perspective in their utterances may engender humorous situation. however, what the said might be the norms enforcement which clarifies adults restricted cultural knowledge in behaving and using language. in the movie jokes with teasing function were expressed to deliver a strong content of messages, almost forcing, in mild violation by replacing some cruel expression to a milder expression. the joke found in the movie which employ this function as in: 2017. linguistic, english education and art (leea) journal 1 (1):49-70 61 it doesn’t suit you or your skin or your face. that sweater is the equivalent of a sandwich board that just says “i give up” and then in the back it says “i never started trying”. it somewhat looks like you have sewn together two very long, sad tobe socks and then filled each end with wet sand any rock. the lines presented some flusters that actually refer to the discussion of an old sweater. some words and expressions intentionally were selected to avoid a harsh violation which may offend the interlocutor. in teasing, participants tend to insult by indicating a suggestion said indirectly to the interlocutor but rather to say it to other participants or say about something which has similar intention as stated in the previous example. people also said slapstick utterances to teas as well as insult someone. it means that, this function also has relationship with the superiority theory. the people would feel a joy at feeling superior to others. the jokes were less occurred in the formal situation to distant relationship. the data seem to be a common thing in which people usually speak in manner to people with distant relationship and in the formal situation. therefore, jokes of teasing in this situation particularly derived from the situation which indicate the disagreement toward something. for example, that cat probably killed himself because his name was “spaghetti” presents a disagreement which expressed against the fact that the speaker thought it was ridiculous to name a cat spaghetti. it can be interpreted as that is so ridiculous or that is a stupid thing if the utterance is replaced by other utterances. furthermore, for example, you are a beautiful giant and that is so supportive, ron! are two forms of the expression of jokes which function to insult and to tease. insulting is directive expressed through the utterances which shows the expression of affront and humiliation. as in the example, the first speaker insulted the second speaker, set in the classroom, as she looked like a giant. on the other hand, the second utterance indicated teasing because supportive might be mean tricky because the second speaker was a tricky businessman or a criminal. therefore, the explanation above clarifies the function of joke by meyer in which he emphasized humor to correct or suggest other misbehavior. however, teasing may be aims to deliver opinion correspond to disagreement toward something. frequently the differentiation and enforcement are not pleasant types of humor for those subjected to it. it will divisive the relationship between one group to others because it requires a clarification of social norms. on the other hand, the differentiation and enforcement can unify a group participating in their humor. it can give the strength for one group to against another by laughter. therefore, when meyer (2000:56) stated that enforcement and differentiation (as divider) tend to divides one 2017. linguistic, english education and art (leea) journal 1 (1):49-70 62 set of communicators, it may be true. however, in another one set of communicators the function as divider can be incorrect when sharing the similar sense of humiliating others may strengthen the relationship in that one set. it can be said that in one situation there is a possibility that some sets of communicators are involved to a similar topic but do not share the same sense in the same set. thus, the occurrence of jokes may classify which group they belong to. the last function is identification, they used humor to relieving himself/others which may embrace all communicators as one set who shared common feeling. it employs relief and superiority theory in which the jokes aim to relieve tension of speakers as well as make the speaker inferior to others just to indicate that one belongs to the group. for example, it was white collar crime was expressed by a little girl who did not really know about white collar crime. she stated because she had her prior knowledge which was shared by an adult. the little girl’s joke indicated a support to rachel who argued about something and having a stress feeling. this joke relieved rachel’s tension and indicated that they were in the same side. as relieve theory stated that humor results from reducing stress or tension, often suddenly, and allows release of nervous energy. the type of this function can be used in such ways to bring both of the communicators closer. the function of humor as clarification and identification showed the violation as a humorous exception to the normal, reassuring, relaxing state that is expected. it showed that one can laugh at such situations made the participants or hearers seem relaxed and more in control. the function may also socially be discriminated by the social factors such as setting and participant. the setting in this research refers to formal and informal setting and the participants are distinguished by the distance i.e. close and distant relationship. the application of jokes in daily communication in the movie presented some novel things according to the place and the people who involved. by the function analysis, it was known that jokes are uttered in the informal situation such as in the residence (at home and top of building) and to second speaker who has close relationship to the first participant. it indicates that the appropriate timing of stating jokes is almost always in the informal setting and to second participant with close relationship. in this kind of setting and participant, the language used by participants are casual which presents the solidarity. most of jokes also contain taboo words with total frequency 24 taboo words. it can be assumed that jokes presented in the bossmeet the characteristic of american humor which contain vulgarity. some jokes were also expressed in the formal setting such as in the classroom to distant participant. some jokes like cute as daisy to me and i like sarah whatever 2017. linguistic, english education and art (leea) journal 1 (1):49-70 63 either onewere uttered in the similar setting and participantwith taboo words used. but frankly, in this setting, jokes were also stated by inserting taboo words such as you suck at this, you get a big plate of bullshit, fuckin and ass.it happened due to the function of jokes i.e. to express anger. the uses of taboo words are actually stress the information which attracts attention from interlocutors. conclusion humor is part the social communication among language participants. expressing jokes is one of the most essential things to attract other people attention. they function as icebreaker in different setting and to different participants. as meyer (2000:23) states that there are four functions of humor. those four functions occur particularly with certain purposes. as a result of the analysis, four functions from meyer’s theory (identification, clarification, enforcement and differentiation) occur with specific purposes. identification particularly functions to relievetension and to get attention.clarification particularly functions to relieve tension through humorous lines and to amuse others. enforcement particularly functions to tease someone. differentiation particularly functions to insult someone and to express anger. according to the findings and analysis of american jokes in the boss, it can be stated that meyer only explain the four general functions of humor without break it down into specific function socially. by discriminating and describing the function in a particular way, it may assist language users to understand several jokes to be employed in different setting and participants. the use of jokes which distinguished by setting and participant (holmes, 2013:45) indicates that jokes are expressed in both setting i.e. formal and informal setting. they are also uttered to both participants relationship, distant and close. the analysis shows that most jokes occur in informal-close relationship which functions to tease someone. the characteristic of american comedy which contain slapstick and vulgarity (taboo words) was also found in the movie particularly in informalclose relationship. there are 24 taboo words were found in the expression of humor both in formal and informal setting as well to close and distant relationship of the participants. finally, the classification of humor use in the boss movie attempts to describe and present the usage of humor based on different setting and participant with different functions. theoretically it may be beneficial for future research in investigating humor used in society with other social factors. practically, it may be 2017. linguistic, english education and art (leea) journal 1 (1):49-70 64 useful for people to learn about the proper way in using american jokes to different setting with different participants. references attardo, s. (1994). linguistic theories of humor. new york, ny: mouton de gruyter. dudden, a. p. (1987). american humor. new york: oxford university press. holmes, j. (2013). an introduction to sociolinguistics (4 th ed.). new york: routledge. hu, s. (2012). an analysis of humor in the big bang theory from pragmatic perspectives. theory and practice in language studies, 2(6), 1185-1190. jie, z. (2016). james thurber’s humor represents typical american humor. sino-us english teaching, 5(13), 395-400. doi:10.17265/1539-8072/2016.05.009. mak, b. (2008). humor and funny stories: a sociolinguistic study of newcomers’ socialization into hong kong workplaces. the university of hong kong, hong kong. meyer, c. f. (2009). introducing englishlinguistics. cambridge: cambridge university press. meyer, j. c. (2000). humor as a double-edged sword: four functions of humor in communication. communication theory, 10, 310-311. meyer, j. c.. (2015). understanding humor through communication: why be funny anyway?. [e-book]. retrievedoctober 10, 2016, from http://books.google.co.id/books?understanding+humor+through+communi cation++why+be+funny,+anyway+++john+c.+meyer. moleong. (1995). metode penelitian kualitatif. jakarta: pustaka setia romero, e.j. &cruthirds, k.w. (2006). the use of humour in the wokrplace. academy of management perspectives, 20(2), 58-69. seitz, m. z. (2016), april 8. the bossmovie review & film summary 2016. retrieved october 20, 2016, from http://www.rogerebert.com/reviews/the-boss-2016. sen, a. (2012). humor analysis and qualitative research. social research update,63,1360-7898. http://books.google.co.id/books?understanding+humor+through+communication++why+be+funny,+anyway+++john+c.+meyer http://books.google.co.id/books?understanding+humor+through+communication++why+be+funny,+anyway+++john+c.+meyer http://www.rogerebert.com/reviews/the-boss-2016 2017. linguistic, english education and art (leea) journal 1 (1):49-70 65 appendix 1. identification a. to relief of tensions no utterance humor theory setting participant 1 i was hoping you would say that because i love rejection. relief in the office (informal) a distant relationship (2 nd speaker) 2 cool.. relief in the office (informal) a distant relationship (2 nd speaker) 3 jesus christ! relief in the lift of apartment (informal) a distant relationship (2 nd speaker) 4 you’re tempted... relief on the road (informal) a distant relationship (2 nd speaker) 5 fucking tito! relief at home (informal) a close relationship (3 rd speaker) 6 she is a nightmare relief in the office (informal) a distant relationship (3 rd speaker) 7 they are not gonna bite you relief in bakery (informal) a distant relationship (2 nd speaker) b. to get attention no utterance humor theory setting participant 1 i am a ginger, but i am a natural red head relief tennis court (informal) a close relationship (2 nd speaker) 2 white collar crime relief in front of home (informal) a distant relationship (2 nd speaker) 3 fuck you! relief orphanage’s yard (informal) a distant relationship (2 nd speaker) 4 remember girls, when the houses are nice, we double the price incongruity on the road (informal) a close relationship (2 nd speaker) 5 vaguvenation incongruity at home (informal) a close relationship (2 nd speaker) 2017. linguistic, english education and art (leea) journal 1 (1):49-70 66 2. clarification a. to relief of tensions no utterance humor theory setting participant 1 it is like a soft silk coin purse. i can barely urinate incongruity at home (informal) a close relationship (2 nd speaker) 2 namaste! relief at home (informal) a close relationship (2 nd speaker) 3 putter around incongruity in the restaurant (informal) a close relationship (2 nd speaker) 4 i like sarah, whatever either one relief in the class (formal) a distant relationship (2 nd speaker) 5 super necessary relief in the class (formal) a close relationship (2 nd speaker) 6 i may have switchhed them incongruity school’s yard (informal) a close relationship (2 nd speaker) 7 you are sucking his dick incongruity in the apartment (informal) a close relationship (2 nd speaker) 8 i will suck your dick incongruity in the apartment (informal) a close relationship (2 nd speaker) 9 you know why we like vaginas better than your mouth, because they do not have teeth and they do not talk incongruity at home (informal) a close relationship (2 nd speaker) 10 the cat incongruity in the class (formal) a distant relationship (2 nd speaker) 11 i am self –tenning and my legs are still wet incongruity at home (informal) a close relationship (2 nd speaker) 2017. linguistic, english education and art (leea) journal 1 (1):49-70 67 b. to amuse someone no utterance humor theory setting participant 1 cute as a daisy to me relief in the class (formal) a distant relationship (2 nd speaker) 2 always gotta tretch your boobs when you are nervous incongruity at home (informal) a close relationship (2 nd speaker) 3. enforcement a. to tease someone no utterance humor theory setting participant 1 somebody gets very scrabby when she is hungry superiority in the apartment (informal) a distant relationship (2 nd speaker) 2 who is on my baseball? superiority in the apartment (informal) a close relationship (2 nd speaker) 3 do you work at the excuse factory? superiority in the office (informal) a distant relationship (2 nd speaker) 4 so far you suck at this superiority in the class (formal) a close relationship (2 nd speaker) 5 i think you should toss him a pity date superiority in the office (informal) a close relationship (2 nd speaker) 6 you are dressed like you grocery shop at a cvs superiority at home (informal) a close relationship (2 nd speaker) 7 it just looks like two bsset hounds may heve cried themselves to death in your sweater superiority at home (informal) a close relationship (2 nd speaker) 8 are you still nursing rachel? superiority at home (informal) a close relationship (2 nd speaker) 9 it is like horses, horses superiority at home (informal) a close relationship (2 nd speaker) 10 i will send somebody to walgreens to get you something nice incongruity at the cafe (informal) a close relationship (2 nd speaker) 11 should i go? incongruity at home (informal) a distant relationship (2 nd speaker) 2017. linguistic, english education and art (leea) journal 1 (1):49-70 68 12 it is a nice idea michelle, but it is also a crazy one superiority at home (informal) a distant relationship (2 nd speaker) 13 that cat probably killed himself because his name was “spaghetti” superiority in the class (formal) a distant relationship (2 nd speaker) 14 if your breasts could speak right now, i think they would be saying “claire, please do not zip me upin your jeans” superiority at home (informal) a close relationship (2 nd speaker) 15 that sweater is the equivalent of a sandwich board that just says “i give up” and then in the back it says “i never started trying” . superiority at home (informal) a close relationship (2 nd speaker) 16 it somewhat looks like you have sewn together two very long, sad tobe socks and then filled each end with wet sand any rock superiority at home (informal) a close relationship (2 nd speaker) 17 oh, rejecting mike superiority in the office (informal) a distant relationship (2 nd speaker) 18 you are beautiful giant superiority in the class (formal) a close relationship (2 nd speaker) 4. differentiation a. to insult someone no utterance humor theory setting participant 1 was that through intercourse? superiority in the apartment (informal) a close relationship (2 nd speaker) 2 she is a business woman, a visionary, a leader, a natural born cocksucker, a motherfucker, an ass-wipe, a shit stain, and sewer rat, fuck face professional. incongruity in tv program (formal) a close relationship (3 rd speaker) 3 ronald superiority on the top of building (informal) a distant relationship (3 rd speaker) 2017. linguistic, english education and art (leea) journal 1 (1):49-70 69 4 jersey superiority on the top of building (informal) a distant relationship (3 rd speaker) 5 that is so supportive, ron! incongruity in the office (informal) a distant relationship (2 nd speaker) 6 she thought a town car was coming superiority on the road (informal) a distant relationship (2 nd speaker) 7 your pelvic region is the color of curry superiority at home (informal) a close relationship (2 nd speaker) 8 jailbird superiority in the class (formal) a distant relationship (2 nd speaker) 9 lots of hand, oh helen..tooot!! superiority in the class (formal) a distant relationship (2 nd speaker) 10 next week, i am thinking may be they will arrange marriages superiority at home (informal) a close relationship (2 nd speaker) 11 who is that beast? superiority on the yard (informal) a distant relationship (3 rd speaker) 12 you get a big plate of bullshit incongruity in the class (formal) a distant relationship (2 nd speaker) 13 buy my brownies or i will kill you superiority on the road (informal) a distant relationship (3 rd speaker) 14 do not tell your mom! to relief themselves on the road (informal) a close relationship (2 nd speaker) b. to express anger no utterance humor theory setting participant 1 fuck off! relief in the office (informal) a distant relationship (3 rd speaker) 2 you are bitch incongruity in the office (informal) a distant relationship (2 nd speaker) 3 stupid ginger! superiority on the road (informan) a close relationship (2 nd speaker) 2017. linguistic, english education and art (leea) journal 1 (1):49-70 70 4 go to the hell, michelle! relief in the restaurant (informal) a distant relationship (2 nd speaker) 5 when i get to the hell, i will tell pam that you said hello, because she is probably down there fuckigit guys incongruity in the restaurant (informal) a distant relationship (2 nd speaker) 6 you seem fucking crazy to me incongruity in the class (formal) a distant relationship (2 nd speaker) 7 if you do not get off my fucking back, i am gonna shove a box of chocolate clusters up that tight ass of yours incongruity in the class (formal) a distant relationship (2 nd speaker) linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5450 372 improving students’ speaking skills through youtube videos at the seventh grade of mts n 02 kota bengkulu syaputra, a.y1 universitas bengkulu azwandi2 universitas bengkulu s syafryadin3 universitas bengkulu syaputa@gmail.com1 submit, 27-01-2023 accepted, 29-06-2023 publish, 30-06-2023 abstract speaking is a skill that deserves attention every bit as much as literary skills in both first and second languages. the aims of this study were to discover (1) improving students' speaking skills through youtube digital videos for seventhgrade students of mtsn 02 kota bengkulu, (2) some factors influence how students' speaking skills change after using youtube digital videos for seventhgrade students of mtsn 02 kota bengkulu. this classroom action research (car) project included 36 students of seventh-grade students of mtsn 02 kota bengkulu. the researcher investigated the enhancement of students' speaking skills and the factors that influence the change in students' speaking skills using quantitative and qualitative data. this study's instruments included a speaking test, an observation checklist, field notes, and an interview. the results of the research were described as follows: (1) the improvement of students' speaking skills through youtube digital videos was based on the test results. the research was declared successful the mean score on the students' speaking test was 77. the aforementioned statistics allowed us to determine that the mean speaking score for students was 77, meaning that eighty-five percents of students were good and very good. in this study, 42% of students, or 15 students, were good speakers, whereas 45% of students, or 16 students, were very good speakers, (2) factors that influence how students' speaking skills change after using youtube digital videos were motivation and students’ activeness in following the learning process by viewing the youtube digital videos. the results of the research can be concluded that youtube digital videos can improve students' speaking skills, and it was affected by motivation, the students' factors, and the teacher’s cooperation in applying youtube digital media. https://doi.org/10.31539/leea.v6i2.5450 mailto:syaputa@gmail.com1 373 keywords: classroom action research (car), speaking skills, youtube digital videos introduction knowing english entails utilizing it appropriately for specific reasons and speaking it correctly. when people employ language, frequently, they accomplish three items: they express something, make it clear how they want the listener to interpret what they said, and have a tangible impact on the listener's outcomes. the language here refers to spoken words. people typically use it to communicate or express their opinions. in the very competitive world today, and with the use of english in numerous fields such as education, and business science, proficiency in the language is essential for global survival. as a result, numerous jobs and professions seek qualified applicants fluent in written and spoken english. in the classroom, speaking skills are emphasized when teaching english, specifically to students. nowadays, many digital media can be used to assist english teachers. one of the most popular digital media that can be used is youtube. researchers have demonstrated the positive impact of youtube on students' speaking, reading, writing, and listening abilities. according to previous research, incorporating youtube into language teaching and learning can help students rapidly improve their comprehension. the first study was conducted by ruslan (2021) in palopo. he was engaged in experimental research. the data explains why post-test values (7,61) are more significant than pre-test values (4,74). he discovered that youtube digital videos were efficient to be used to teach speaking skills. it demonstrates that using youtube videos to teach speaking skills at smk negeri 1 palopo in the 11th grade is effective. the second is based on meilinda's (2018) research. based on the findings, she concluded that youtube videos and the technique of throwing a snowball are effective for enhancing students' speaking ability in class xi at senior high school muhammadiyah 6 in palembang in the academic year 2017/2018. the third study was conducted by rahmayanti (2021). she drew a conclusion based on the qualitative descriptive analysis of the displayed data. this study demonstrates that youtube has a positive impact on students' speaking abilities, as students can improve their speaking skills by using youtube. using youtube videos as supplementary material in english classes will enhance students' comprehension and knowledge of the subject. furthermore, it may enhance the harmony and significance of the learning process. additionally, it facilitates students' easier memorization of lessons. on the other hand, speaking practice is emphasized in the teaching and learning process at mtsn 02 kota bengkulu. the seventh-grade students at mtsn 02 kota bengkulu have seven classes. furthermore, the vii-a students have the lowest speaking skills. based on the score of the most recent examination in the last semester. their average 374 speaking ability is inferior to that of kkm. kkm equals 77. meinawati (2020) according to the results of several earlier research, the usage of youtube digital media had a positive influence on students' speaking abilities. finally, to address these issues and find out the research differences from the previous studies, it is necessary to research the use of youtube digital media to increase students' speaking skills. therefore, in light of the preceding issue, the researcher conducted a study titled "improving students' speaking skills through youtube digital media at the seventh-grade students of madrasah tsanawiyah negeri 02 kota bengkulu". based on the above points, the following research questions could be made: (1) to what extent can youtube videos improve students' speaking skills in the seventh grade (viia) of mtsn 02 kota bengkulu? (2) what factors influence the change in students speaking skills by using youtube digital videos in the seventh grade of mtsn 02 kota bengkulu? literature review speaking is an essential component of verbal communication; therefore, it should predominate in the language-learning process. in spite of its significance, speaking has been deemed unimportant for decades. based on preliminary observations of language teaching practices in schools, english teachers speak english only as a repetition of exercises or memorization of dialogue, and students should be able to speak english correctly, fluently, and precisely when interacting with others. it falls far short of the communication proficiency required in real life. this disparity must be closed by enhancing the teaching and learning process. daily communication requires communicative competence, which cannot be acquired through mastery of discrete language elements such as structure, vocabulary, and pronunciation (ilyas, 2020). communicative competence is the ability to use language for communicative purposes, including comprehension and expression (iiyas, 2020). the preliminary survey of students who have taken classes in public speaking revealed that the majority of students believed speaking to be difficult, while only a few found it simple (putrawangsyah, 2020). youtube is the largest and most popular online video platform in the globe. recently, youtube consumers of all ages, from children to adults, have spread across the globe. users can transfer videos, search for videos, view videos, discuss videos, and share video snippets for free. youtube is another method identified by researchers for enhancing the speaking skills of students. when viewing videos on youtube, students are required to glean speech ideas from the speaker's demeanor so that they can attempt creative, intensive, reactive, active, interactive, and comprehensive speech performances. if the environment or authentic content encourages it as schemas for the students, then their speaking ability will be 375 enhanced. the implementation of this strategy includes the frequently componentbased pre-work, the work process, and the language-focused portion. this strategy is intended to aid students in problem-solving and improve their performance in speech. (riswandi, 2016). djahida (2017) investigated the role of educational youtube videos in enhancing the speaking skills of efl students enrolled in the second semester at biskra university as evidence of the success of implementing audio-visual materials to enhance speaking skills. in addition to promoting students' communicative competence, the outcome demonstrated its efficacy in boosting students' self-confidence, contextual language exposure, and vocabulary enrichment. this use of audio-visual materials, such as educational youtube videos, is intended not only to accelerate students' english speaking skills but also to improve their vocabulary, self-confidence, and english context, which are the issues with which the students in the study struggle. nonetheless, her research investigated the role of educational youtube videos in enhancing speaking skills and the development of audio-visual speaking materials that are believed to be effective in advancing students' speaking ability. during the teaching process, meinawati (2020) asserts that youtube has both advantages and disadvantages for teaching speaking in the classroom. the students are more attentive to youtube content because they find it engaging to learn by viewing. the students are laughing while viewing the video because the creators of youtube videos strive to make them as entertaining as possible. during the implementation of youtube in the classroom, the researcher discovered that students are easily distracted; whenever they see popular videos on youtube's homepage, they want to view them and make noise. therefore, youtube videos are a useful tool for enhancing communication skills. in addition, this media will make the classroom environment more active and engaging. this study aims to describe the effect of using youtube videos to improve students' speaking skills and to gather information from 10 sources about using youtube videos. additionally, it is applicable to all levels of education. method this study is categorized as action research. the objective of this action research is to discover problematic situations that participants feel should be studied more extensively and methodically (burns, 2010). henning, stone, and kelly (2009) explain that action research is conducted in a local context to introduce more effective teaching techniques. according to burns (2010), the central concept of the active component of action research in the field of education is to proactively intervene in a problematic situation to effect changes and improvements in practice. improvements in action research are based on the information or data collected 376 systematically by the researcher during the process. this study was conducted in class vii a for the first-year seventh-grade students of mtsn 02 kota bengkulu in the academic year 2022/2023, consisting of 36 students. the researcher chose this class because of the poor speaking ability of the students and the english instruction and learning in this classroom. this study was conducted in a single cycle using kemmis mc taggert model. if the cycle were unsuccessful, the researcher would continue with a second cycle. based on preliminary research, the researcher began by identifying a problem in the teaching-learning process, wherein he or she discovered that students' speaking ability had improved. before utilizing youtube digital media as the teaching technique for english teaching and learning in the classroom, the researcher prepared for the first cycle. planning is a phase in developing the classroom instructional approach produced in the research to solve instructional challenges. during the planning phase, the researcher would utilize the video media teaching technique to address students' issues with the english language. the researcher also prepares lesson plans, english instruments, and media for use in the classroom during the implementation of video media teaching. moreover, the researcher would determine the success criteria. the research procedure of this study consists of a plan, action, observation, and reflection. the research produced both qualitative and quantitative data. observation, interviews, and documentation were utilized to collect qualitative data pertaining to the teaching and learning process of speaking in the classroom, including the tactics employed by the instructor, the learning medium, and the classroom speaking activities. the students' speaking test is applied to gather the quantitative data. the test was created using the school's curriculum. the test consists of ten questions on it, which ask the learners to comprehend the material of speaking skills. using youtube digital videos, it is determined whether the learners’ speaking skills have improved. finding based on the description of the data analysis above, the researcher concluded that the result of this research questions as follows: the extent to which youtube digital videos improved the student's students' speaking skills at the seventh grade (viia) of mtsn 02 kota bengkulu. this research was analyzed by observing and evaluating the speaking performance of students in each cycle, including baseline data and all cycles. using each cycle, it was evident that students had worked diligently to develop their speaking skills through youtube digital videos; they attempted to demonstrate their best speaking performances when the english teaching and learning process was undertaken in the classroom. the findings of each cycle demonstrated that video media was highly effective at enhancing the speaking skills of mtsn 02 students in kota bengkulu. it might be noticed in the results of each cycle's speaking skills assessment. the full outcome is displayed and compared in the table below: 377 table 4.5 the percentages of students’ speaking skills in all cycle the qualification of students speaking skill data categories poor satisfactorily good very good excellent baseline data 55% 28% 17% 0% 0% cycle 1 27% 41% 23% 9% 0% cycle 2 0% 39% 34% 27% 0% cycle 3 0% 13% 42% 45% 0% according to the table above, the percentages of students' speaking skills improved with each cycle. the result of students' speaking was always positive and increased well; the improvement of students speaking skills occurred from baseline data until cycle 3. it indicated that youtube video media was effective in improving students' speaking skills at mtsn 02 kota bengkulu and decreasing their problems. to get clear information about the improvement of students' speaking ability. we can see the following chart. chart 6. the percentages of students' speaking skills in all cycles according to chapter iii's indicator of success, the research was declared successful if the mean score on the students' speaking test was 77. the aforementioned statistics allowed us to determine that the mean speaking score for students was 77, meaning that eighty-five percents of students were good and very good. in this study, 42% of students, or 15 students, were good speakers, whereas 45% of students, or 16 students, were very good speakers, as evidenced by the figures presented above. the factors improved the students' speaking skills by using youtube digital videos in the seventh grade of mtsn 02 kota bengkulu. 60 % 50 % 40 % baseline data cycle 1 cycle 2 0 % 378 after applying youtube digital videos to improve students' speaking skills, seventh-grade students at mtsn 02 kota bengkulu. the researcher also noticed that the enhancement of the student's speaking skills from the result of the student's observation checklist and field notes and in cycle i, cycle ii, cycle iii, and from interviews had been done after cycle iii. there was a significant enhancement in students' speaking skills after applying youtube digital videos. the factors of the improvement of students' speaking skills by using youtube digital videos were motivation and the activeness of the students. all the factors were described as follows; motivation the motivation factor is suitable for the advantages of youtube digital videos. it stated that youtube digital videos can increase motivation. many written reviews on the assignment state that students like to work past the deadline and strive to complete the project. teachers also reported increased attendance and decreased tardiness. students felt that youtube digital videos were more fun than other aspects of the curriculum in teaching and learning activities. it can be measured by the result of interviews have been done after doing cycle i, cycle ii, and cycle iii. the results of the interviews were as follows; the result of interviews showed that implementing youtube digital videos as the main media could stimulate the students to be more motivated in the teaching and learning process. therefore, when the researcher asked the students about their problems with speaking skills, student 18 said: “sering merasa sangat takut untuk berbicara bahasa inggris karena dalam proses pembelajarannya biasanya tidak ada media pembelajaran yang menarik yang bisa dijadikan contoh untuk memulai berbicara dalam bahasa inggris”. "often feel very afraid to speak english because in the learning process usually there are no interesting learning media that can be used as an example to start speaking in english." according to the result of the interview questions about the differences between learning english in the classroom before and after applying for youtube digital video shows, students had been enthusiastic during the learning process. the response of the students can be seen in the following explanation, and student 31 said: “dulu biasanya kalo belajar ya disuruh baca dan hafal kata yang ada dibuku dan dipraktekkan bersama cara bacanya. setelah ada video-video pembelajaran dari youtube yang ditampilakn dikelas. kegiatan belajarnya. “jadi menyenangkan karena bisa langsung mencontoh dari orang inggrisnya langsung dari video youtubenya dan juga kegiatan belajarnya jadi lebih menarik karena bisa sekalian nonton video” ("in the past, when i was studying, i was told to read and memorize the words in the book and practice reading them together. after that, there are learning 379 videos from youtube that are displayed in class. the learning activities are fun because you can directly imitate english people directly from the youtube videos, and the learning activities are also more interesting because you can watch videos at the same time"). student 31 the students were not interested in learning to speak, but when they have shown youtube digital videos to comprehend the way to speak, which made the student tried to comprehend the way to pronounce the vocabularies by the clear steps. furthermore, as long as the interview was done, the researcher also asked the students whether youtube digital videos made them easier to comprehend the way to speak in english and influenced their feeling towards the learning process by youtube digital videos. “waktu belajar bahasa inggris tentang materi berbicara dalam bahasa inggris. kalau belum kenal sama kata yang mau diucapkan sebelumnya. kami sering takut untuk mencoba. tapi, waktu video-video youtube ditampilkan dikelas. jadi ssemangat untuk mencoba mengucapkan kata-kata dalam bahasa inggris. meskipun belum pernah dengar kata itu sebelumnya”. "time to learn english about speaking material in english. suppose you don't know the words you want to say beforehand. we are often afraid to try, however, when youtube videos are shown in class. so excited to try to pronounce the words in english. even though i've never heard that word before". students 20 it can be said that the students felt so confused with english. moreover, the complex way to speak made the student not have the desire to know more about the way to speak in english. however, when the student was introduced to youtube digital videos, it made the students motivated by getting interested, and enthusiastic to learn. starting from the essential questions given, by applying this, the students could understand the whole way to speak like a native speaker of english. the activeness of students in participating in the use of youtube digital videos the factor of activeness of students proved that youtube digital videos have an advantage. youtube digital videos can improve collaborative skills. due to the necessity of group cooperation in projects, students must learn and practice skills. collaborative features of a project include cooperative working groups, student evaluations, and online information exchange. according to new and constructivist cognitive theories, learning is a social phenomenon, and students learn more in a collaborative atmosphere. youtube digital videos also can improve the student problemsolving abilities. the research on the development of students' higher-order cognitive skills emphasizes the need to include students in problem-solving tasks as well as particular learning on how to locate and solve challenges. many sources describe youtube digital videos as encouraging students to be more active and effective in the completion of complex activities. 380 in conclusion, the result of the observation checklist, field notes, and interview showed that the students' speaking skills improved by using youtube digital videos influenced by the factors of motivation and student activeness. discussion based on the results found by the researcher in each cycle of this research, we could see that most students were interested in learning english through youtube digital videos. they had good self-confidence to express their ideas in classroom speaking activities; most of them were able to minimize their fears and were shy to speak; the frequency and percentage of students speaking abilities increased significantly in each cycle. furthermore, youtube digital videos could motivate students to be active and engaged in speaking activities during the teaching and learning process in the classroom. another aspect discovered by the researcher in this study was that youtub digital videos could motivate and minimize students' problems with speaking english, such as low motivation to speak, lack of vocabulary to express their ideas, feeling shy when speaking in front of their friends, being rigid to express their ideas through oral communication, being unfamiliar with good techniques to speak easily, being unable to speak well, and so on, during the teaching and learning process. there were some problems with the english teaching and learning process in the class before the implementation of the actions. most students found it difficult to engage in speaking activities effectively, and their speaking skills were still low. they lacked the confidence to speak english because they were always afraid of making mistakes. the media and materials used in the teaching and learning process were also less varied. it made the students get bored and lose attention easily. therefore, it was necessary to implement some actions to solve those problems. the researcher then proposed to use of youtube digital videos as the main medium to improve the students' speaking skills. the use of youtube digital videos, coupled with other interesting activities, was expected to help the students improve their speaking abilities. the students would have more opportunities to practice speaking. youtube digital videos have the advantage of achieving the important goals of motivating students’ interest, providing realistic listening practice, stimulating language use, and increasing students’ awareness of particular language points or other aspects of communication. in line with this, harmer (2001: 284) mentions that there are many advantages to using videos in the teaching and learning process, such as seeing language in use. it means that the students do not just hear the language. but they can also see it. they can understand the general meaning of the language used as conveyed through expressions, gestures, and other visual clues. 381 the second advantage is motivation. the students will be interested when they have a chance to see language in use as well as hear it, and it will be better if this is combined with communicative tasks. generally, there are three main steps to integrating youtube digital videos into classroom instruction for learning to speak effectively. they are pre-viewing, viewing, and post-viewing (stoller, 1988: 9). those techniques were used in the implementation of the actions, and some activities were designed for each stage. in the pre-viewing activity, vocabulary practice and pronunciation practice were applied. pre-teaching any unusual vocabulary contained in the video was needed and aimed at helping the students enrich their vocabulary. so, when they watched the video, they could understand the content of the video. the pronunciation practice was the follow-up activity to the vocabulary practice. brown (2001: 271-274) says that by using drilling, students will get the opportunity to listen and orally repeat some words. to make it more interesting, pronunciation practice was also done through the video. the students listened to the speaker’s utterances in the video and repeated them afterward. the use of both actions successfully helped the students improve their pronunciation and vocabulary mastery. in using the videos, the researcher decided to use various video teaching techniques. the first method was to improve listening comprehension. according to davies (2002: 166), the most obvious use of video is for listening comprehension. the listening comprehension technique was designed to assist students in understanding the content of the video and identifying the language functions or expressions used by the speaker. in applying this technique, the video was played at normal speed with normal sound. the second youtube digital video teaching technique used was the viewing technique. harmer (2001: 286) states that the purpose of the design of the viewing techniques is to awaken the students’ curiosity through prediction activities. therefore, when the students watch the video sequence in its entirety, they will have some expectations and considerations about it. there are many kinds of viewing techniques proposed by harmer (2001: 286), and the researcher chose the silent viewing (for language) technique. in applying this technique, the researcher played the video at normal speed but without sound. students should then guess what the characters are saying. when they had done this, the researcher played the video with sound so that they could check to see if they had guessed correctly. other activities, such as games and role play, also improved the students' speaking abilities. they were included in post-viewing activities. through those activities, the students had more speaking practice. harmer (2001: 271275) states that games are designed to give the students the opportunity to speak in english in an interesting way, and role play can be used to encourage students’ oral fluency in 382 a specific situation. the use of videos combined with those speaking activities made the students speak more fluently and confidently. it could be seen from their participation, which has greatly increased from before. the researcher noticed some factors (students' ability to apply youtube digital videos and teacher's participation) that affected the improvement of students' speaking skills by using youtube digital videos. the researcher also noticed that the students became more energetic and interested during the teaching and learning process through youtube digital videos, which passed by combining and enriching some videos. the goal of using videos as the main medium to provide an englishspeaking model was successfully achieved. the students could easily identify some expressions in the video and understand the content of the video. they could also use the expression in everyday situations. moreover, they became more active in doing any activity. some of them were very confident in presenting their answers and dialogues. they frequently raised their hands to complete their tasks. the students seemed to enjoy the lesson since they were always enthusiastic and excited about watching and listening to the video as the model spoke. to overcome the problem with grammar, the researcher provided feedback on the students' speaking performances. brown (2001: 271) suggests that in teaching oral communication, teachers need to show the details of how to convey and negotiate the ever-elusive meaning of language. he adds that students are totally dependent on the teacher for useful linguistic feedback. giving feedback was effective in helping the students reduce their ungrammatical utterances. they were aware of their error in grammar after getting feedback from the researcher, and some students were successful in not producing the same error in the next task. in general, the speaking, teaching, and learning processes conducted by the researcher were running well. the students could follow all the activities given, and they were very enthusiastic about joining the activities. in conclusion, the objective of this research was successfully achieved through the use of videos. based on the explanation above, we could conclude that youtube digital videos were really effective in improving students' speaking skills, especially in teaching and learning english and decreasing the students' problems. the use of youtube digital videos in teaching and learning to speak could result in aspects or characteristics of successful speaking ability. according to ur, successful speakers are those who talk a lot, participate evenly, are highly motivated, and have an acceptable language level. most of the characteristics that were explained based on ur above were achieved by the researcher in this research through video media. conclusion 383 based on the results of the students' speaking, as explained in the previous chapter, the researcher concluded that video was a good medium to teach speaking in order to improve students' speaking skills, particularly at mtsn 02 kota bengkulu, where students are required to speak english in their daily communication, particularly during classroom learning. this medium could help students with issues like low motivation to speak, a lack of vocabulary to express their ideas, feeling shy when speaking in front of their friends, being rigid about expressing their ideas through oral communication, being unfamiliar with good techniques to speak easily, being unable to speak well, having nothing to say, and so on. all students' improvement in speaking could be seen from their results in the baseline data until cycle 3. the researcher advises english teachers at mtsn 02 kota bengkulu to use video media, particularly in speaking activities, because it allows students to speak freely based on the material being taught. then, the teacher who teaches english should know the students' problems in the teaching and learning process, especially in speaking activities, and try to solve those problems by seeking appropriate and interesting media or methods to be applied in the teaching and learning process in order to get the best result of teaching and learning 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(2012). a course in english language teaching. cambridge university press. linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5582 315 the effect of digital multilingual thematic dictionary toward the fifth grade students' literacy skill mella resita widhiastari1 universitas pendidikan ganesha ni made ratminingsih2 universitas pendidikan ganesha i gede budasi2 universitas pendidikan ganesha mella@undiksha.ac.id1 submit, 12-02-2023 accepted, 29-06-2023 publish, 30-06-2023 abstract this research aimed to discover whether using a digital multilingual thematic dictionary significantly affects fifth-graders literacy skills. the author applied preand post-test control groups alone for its quasi-experimental design. the researcher used a multi-stage sampling technique to select the research sample. the stage consists of three steps, namely: (1) determining the population; (2) placement of the sampling area using the statistical matching technique proposed by fraenkel, j.r., wallen, n.e., and hyun, h.h. (2012); and (3) selection of the control and experimental groups via lottery. students in the 5a grade from sd n 1 seririt served as the control group, and fifth-graders from sd n 1 kubutambahan served as the experimental group for the sample. the research instruments featured teaching scenarios for the control and experimental groups, as well as literacy competency exams with pre-and post-test questions. the pre-test was administered before treatment, and the post-test was done afterward. three treatment sessions were provided to each group using three different treatment lesson materials, namely: daily activities, my school, and clothes. the acquired data were quantitatively examined using n-gain score test analysis, inferential statistics, and descriptive statistics. based on the findings of the ngain score test computation and the descriptive analysis, the experimental group's mean n-gain score was 70.5453%, whereas the control group's mean n-gain score was 67.9676%. the use of multilingual thematic printed dictionaries in the control group and multilingual thematic digital dictionaries in the experimental group shared the same effect, particularly regarding that they were "moderately effective " in enhancing the literacy skills of class students, according to the results of the n-gain score test, which showed that the experimental group's average score was 70.5% and the control group's average was 68%. hence, it is proven that multilingual thematic dictionaries, both printed and digital, have a significant impact on fifth-graders literacy skills. keywords: digital multilingual thematic dictionary, literacy skills, young learner https://doi.org/10.31539/leea.v6i2.5582 mailto:mella@undiksha.ac.id1 316 introduction marthiningsih (2019:224) argued that students' interest in reading has declined in the modern world during technological advancement and information. the knowledge acquired by students is inextricably linked to their intellectual ability. you can learn this information by reading and listening to numerous texts. reading gives one a chance to access oral knowledge. children's reading activities may aid in developing their abilities to think critically. however, reading interest is still comparatively low in indonesia. when compared to the pisa research findings from 2015, the 2018 pisa survey showed a lower ranking for indonesia. indonesia is placed 74th out of 79 countries, or sixth from the bottom, in reading literacy. given the poor reading levels and culture, the ministry of education is pushing the school literacy movement to raise students' literacy levels. the goal of gerakan literasi sekolah (gls), which was established by the minister of education and culture regulation no. 23 of 2015 (kemendikbud: 2017), is for students to have effective practices for implementing literacy in schools depending on their function or position. the school assignment is equivalent to reading for 15 minutes before regular class activities. in contrast, lack of variety in reading activities 15 minutes prior to learning causes students' habit of reading activities to decline. the absence of reading enthusiasm and motivation among students is caused by a number of issues, including oral habits and screen time, a lack of suitable classroom and reading resources, and the incompatibility of reading content with students' interests, according to nurhadi (2016:67). students must employ the proper educational materials if they are to boost their literacy abilities. specifically, it has been proven in earlier studies that using printed and digital dictionaries as learning resources enhances students' reading comprehension and vocabulary acquisition in english. a quasi-experimental study by yanti (2016) revealed that students acquired new vocabulary and phrases extremely effective when they utilized an electronic dictionary. in keeping with the research done by yanti (2016), (hakim et al., 2018) also carried out a quasiexperimental study with the goal of determining if students learn vocabulary more effectively with electronic dictionaries than with printed dictionaries. the result was the electronic dictionary improved students' capacity to learn new words, as evidenced by the difference between the means of the experimental group and the control group. furthermore, students who hone their reading abilities with the help of multilingual, printed, and digital dictionaries deemed the experience to be very helpful, according to a survey that ratminingsih et al. looked into in 2021. the researcher used a multilingual thematic dictionary as a vocabulary (english et al.). the vibrant images adorning each page of this dictionary are meant to pique the interest of younger students. researchers make dictionary resources, both printed and digital, available to teachers and students. they are free to make use of these resources, whichever best serves their needs. dictionary use can assist children in increasing their vocabulary and reading comprehension, which affects their literacy skills, as has been shown in prior studies. therefore, this study will look into how digital dictionaries affect students' 317 literacy abilities. this new study is a follow-up to earlier research that examined the conception and construction of digital multilingual thematic dictionaries. the purpose of this study is to determine whether using digital multilingual thematic dictionaries has a significant impact on students' literacy skills as primary school students in fifth grade. in order to verify the effect of digital multilingual thematic dictionaries on young learners' literacy skills, this experimental study will give readers, instructors, and other education professionals the clarity and knowledge they need. literatur review digital dictionary digital dictionaries help language learners. dash (2020) defines a digital dictionary as a computer-controlled and automated language reference source for online language learning. a digital dictionary is an electronic version of a paper dictionary. thus, language processing techniques use it as a machine readable dictionary (mrd) for spelling and grammar checking. language learners need digital dictionaries. digital dictionaries can teach meaning, pronunciation, word types, word order, and structure. digital dictionaries help people to learn languages and have several benefits. the portability of digital dictionaries is one of their many advantages (desnaranti et al., 2022). websites and apps offer digital dictionaries in addition to printed dictionaries (mahendra et al., 2020). during the covid-19 pandemic, these quick dictionaries can help students learn english. therefore, teachers should make learning entertaining and use various instructional tools to engage current students (linh & khuyen, 2022). digital dictionaries will help students to understand topics and provide new ways for teachers to teach languages. multilingualism multilingual people may speak and use more than two languages, according to rifa (2021). thus, multilingualism may mean anything related to many languages. multilingual education employs many languages to instruct (weber, 2012, p. 108). weber suggests using multilingualism as a teaching language early in multilingual education, but each language must be incorporated in the curriculum at least. last, multilingualism is considered one of its natural states (flynn, 2016). language learning resources emphasize multilingualism. educational material like multilingual dictionaries promotes multilingualism. islam and purkayastha (2015) name a multilingual dictionary a "multilingual dictionary." readers may check at least two dictionaries. the english-indonesian-balinese multilingual dictionary translates english words into indonesian and balinese. multilingual dictionaries also contain word definitions and equivalents in more than two languages, according to setyawan (2016). setyawan (2016) suggests using multilingual dictionaries' wealth of information for translation. thus, linguistic education emphasizes multilingualism. multilingual pupils learn more words and comprehend them better. multilingual dictionaries accelerate language learning. more languages and phrases make the dictionary more helpful. 318 thematic learning indonesian elementary schools should use thematic learning. integrated learning includes thematic learning. this theme-learning approach uses a range of courses to help students understand scientific concepts in a comprehensive, meaningful, and authentic manner (majid, 2014). integrated thematic learning focuses on student learning and thinking and learning processes. a learning model that analyses cognitive processes improves critical thinking. the educator should make the subject relevant and meaningful during training (setiawan et al., 2020). setiawan et al. (2020) report that primary schools using the curriculum for 2013 using an integrated thematic model (itm) for teaching and learning. this paradigm requires student-teacher collaboration. thus, pupils will have a more varied experience and learn to make links across subjects. thematic learning employs themes to improve students' cognitive, emotional, and psychomotor skills (handini et al., 2022). thematic education benefits pupils' development. ramadan et al. (2020) claim that integrated theme learning engages students and lets them learn from real-world and personal experiences. nurlaela et al. (2018) claim this teaching style might also make students more cooperative when working with others and more conscious of their individual and group duties. thus, elementary school students benefit from theme learning. themes engage pupils and prepare them to participate meaningfully. it also helps children mature and integrate into society. literacy skills reading and writing are essential for competence and quality in the 21st century. the ability to read and write is illiteracy (rintaningrum, 2019). literacy includes reading, writing, listening, and speaking. along with the development of globalization and the digital era, people's ability to find, acquire, and exchange knowledge through technology is increasingly reflected in their reading ability (pilgrim & martinez, 2013). according to quinn and wagner (2018), literacy is a dynamic and ever-changing phenomenon that develops over time. adnyani et al. (2021) explain, "literacy is the ability to read and write, but there is more to it than that." literacy skills greatly affect a person's ability to transfer information effectively and correctly, both orally and in writing (wulandari et al., 2021). cultural literacy, digital/electronic/intellectual literacy, and others (panneton, 2015, as cited in wulandari et al., 2021). literacy is very important and must be taught from an early age. according to ghasemi and hashemi (2011), it is easier for children to improve their reading skills when they are young. in addition, the first few years of a child's existence are dubbed the "golden age period" (cahyati et al., 2019). during this period, children are more capable of learning new things compared to other times (cahyati et al., 2019). because preschool and kindergarten-aged children have strong memory, teaching literacy is very important (aprilia, 2018). because it has so many good impacts on the brain and emotions, literacy teaching should start as early as possible. if children can appreciate the relevance of literacy for their progress, they will make reading and writing part of their culture and consider it an important necessity. students should start learning to read and write as soon as possible as it can improve their abilities and quality of life in the future. 319 teaching english to young learners early childhood education promotes physical, intellectual, social, emotional, and linguistic development to help children attain their full potential (nurhadi, 2012). as a young child's instructor, you must recognize that age does not indicate maturity. culture and environment might impact children's maturity. they dwell in (a city or hamlet), gender, parents' expectations, etc. (cameron & lynne, 2002). slattery and willies' 2001 study defined "young learners" as 7–12year-olds. they are full of curiosity and ready to explore throughout this period. kids think the world is magical. the tall person is intrigued. children's curiosity depends on their interests. many adults think children are liars and boasters because of their creativity. however, they adore envisioning irrational things. children have their own universe. they love creativity. children are great at pretending. english teaching methods include 1) action-packed video games and musical performances, followed by physical activity. 2) reaction to all exercises. they can then do physical exercises. 3) coloring, cutting, and pasting. cutting, pasting, and coloring are included. language learning might help boost academic motivation. early language acquisition improves children's cognitive, emotional, psychomotor, and personal capacities. thus, children should begin language acquisition early. research method this study aimed to determine whether digital multilingual thematic dictionaries significantly affect fifth-grade students' literacy skills. hence, the researcher chose to do a quasi-experimental study after considering the research aims. this study employs a pre-test and post-test only control group design. there were two groups: the experimental group, which received treatment using a digital multilingual thematic dictionary, and the control group, which received standard care using a print thematic picture dictionary. both groups were given a pre-test before receiving treatment in order to ascertain each group's status. the groups were then given a post-test to see how they were doing following the treatment in order to compare their conditions. a multiple-stage sampling technique is the one that the researcher employed in this study. the multi-stage sampling technique is a straightforward, systematic sampling method that collects cluster samples from the population rather than directly on the sampling unit in order to produce a homogeneous cluster sample, as theorized (etikan & bala, 2017). the first step was deciding on the sampling area. from each subdistrict in the buleleng regency, one elementary school was selected to represent the west, east, north, and south regions. sd negeri 3 banjar jawa, sd negeri 1 seririt, sd negeri 1 banjar, sd negeri 1 kubutambahan, sd negeri 1 celukan bawang, sd negeri 2 pacung, sd negeri 1 sukasada, and sd negeri 1 busungbiu are the designated schools. the statistical matching score was administered to determine the two interact groups will be decided which institution will serve as the foundation for this study. afterward, spss version 26 was used to statistically compare student performance on their fifth-grade final semester exam across all eight schools. 320 participants in this study were drawn from previous research. the population for the previous research consisted of students from eight elementary schools spread throughout eight distinct buleleng regency areas, and they serve as a sample site or groupings that focus on the selected subject based on an examination of the equivalence of skills. afterward, two elementary schools, sd negeri 1 seririt and sd negeri 1 kubutambahan, were found to have matching scores overall based on the results of the compatibility score. these two primary schools have thus been selected as the population for this study, even though only one class from each of them will be included in the study sample. in this study, the researcher will employ a number of statistical analyses. the independent sample t-test will be performed as the first analysis to examine the data related to the pre-test and post-test results in the experimental and control groups. the n-gain score test (normalized gain) will be utilized as the second analysis to ascertain whether the product is effective in increasing the literacy skills of pupils in grade 5 elementary school students. the product being tested in this instance is a digital multilingual thematic dictionary. finding this study seeks to see whether digital multilingual thematic dictionaries have an impact on fifth-grade students' literacy skills. the researcher conducted the n-gain score test after receiving the outcomes of the descriptive statistical analysis and the inferential scores from the pre-test and post-test. the result of the n-gain score test can be observed in table 1. the test results are determined by subtracting the post-test score from the pre-test score, and the findings are then divided by the difference between the ideal score minus the pre-test score. table 1. n-gain score test calculation result no experimental no control n-gain score (%) n-gain score (%) 1 78.57 1 80.00 2 61.54 2 27.27 3 70.00 3 47.37 4 60.00 4 61.54 5 95.45 5 28.57 6 61.11 6 95.00 7 72.73 7 47.22 8 75.00 8 65.71 9 33.33 9 37.50 10 92.86 10 22.22 11 66.67 11 48.28 12 68.75 12 77.78 13 62.50 13 27.27 14 58.33 14 55.56 15 90.00 15 64.29 321 16 57.14 16 37.50 17 66.67 17 46.67 18 77.78 18 96.00 19 78.57 19 50.00 20 77.78 20 15.38 21 84.62 21 25.71 22 62.50 22 25.00 23 78.57 23 50.00 24 80.00 24 70.00 25 44.44 25 66.67 26 92.86 26 44.00 27 65.00 27 47.37 28 62.50 source: researcher table 2. descriptive analysis table of the n-gain score test group statistic std. error ngain_p ercent experimental mean 70.5453 2.70680 95% confidence interval for mean 64.9914 69.0431 76.0992 77.7087 5% trimmed mean 71.0936 median 69.3750 variance 205.150 std. deviation 14.32305 minimum 33.33 maximum 95.45 range 62.12 interquartile range 16.79 skewness -.367 .441 kurtosis .556 .858 control mean 67.9676 2.83894 95% confidence interval for mean 62.1321 42.1867 73.8032 53.8631 5% trimmed mean 68.0089 median 69.2308 variance 217.609 std. deviation 14.75156 minimum 40.00 322 maximum 95.45 range 55.45 interquartile range 23.02 skewness -.078 .448 kurtosis -.831 .872 source: statistics ibm 25 based on the results of the n-gain score test calculation in table 1 and table 2 displaying the descriptive analysis, it was determined that the experimental group's mean n-gain score was 70.5453%, or 70.5%, with a maximum score of 95.45% and a minimum score of 33.33%. the n-gain for the control group, on the other hand, had a mean score of 67.9676%, or 68%, with a maximum score of 95.45% and a minimum score of 40.00%. the usage of a digital multilingual dictionary was the treatment, and the author employed hake's (1999) interpretation of the n-gain score test to determine whether there was an effect after treatment. table 3. n-gain score-category in percent percentage interpretation <40 ineffective 40-55 less effective 56-75 moderately effective >76 effective source: hake’s 1999 due to the fact that the experimental group's average score was 70.5% and the control group's average was 68%, it was determined that the inclusion of multilingual thematic digital dictionaries in the experimental group and the use of multilingual thematic printed dictionaries in the control group had the same effect, namely "moderately effective" in improving the literacy skills of class students. therefore, it can be stated that multilingual thematic dictionaries, both printed and digital, have a significant impact on fifth-graders literacy abilities. discussion in order to see whether there is a significant impact on fifth-grade students' literacy skills, this research sought to answer that question. to establish the impact of the intervention on the fifth-grade kids' literacy abilities, the pre-test and posttest results were statistically examined. the students in the control and experimental groups' beginning abilities are revealed by the pre-test results, but their final abilities are revealed by the post-test findings. the effectiveness of employing digital multilingual thematic dictionaries on the literacy skills of fifth-grade students was examined using n-gain analysis using the pre-test and post-test scores of the students in both groups. each group in this study received a total of three treatments, each consisting of three materials that were focused on: everyday activities, my school, and clothes. in class, one treatment lasted 45 minutes. students in the experimental group used a digital multilingual thematic dictionary to support their learning activities, 323 whereas students in the control group used a paper-illustrated thematic dictionary. the author found that both the experimental and control groups were equally engaged during the course of the treatment. in both groups, the same number of students raised their hands. in both the experimental and control groups, over half of the students raised their hands in response to the questions. this result can be used to demonstrate that students in the experimental and control groups appeared equally enthused about the learning process made possible by both paper and digital multilingual thematic dictionaries. the digital multilingual thematic dictionary not only inspired students' interest but also succeeded in terms of time efficiency. in order for the experimental group of students to accomplish their tasks at each meeting more swiftly. students in the control group completed their tasks using the printed version of the dictionary, but their performance wasn't as strong as that of the experimental group's users of the digital dictionary. the amount of time saved by turning the pages of a printed dictionary is far less. additionally, students in the experimental group pronounced words more accurately than those in the control group. students were able to remedy their pronunciation faults due to the digital dictionary's pronunciation feature. the n-gain test was conducted to determine the effectiveness of using digital multilingual thematic dictionaries on the literacy skills of fifth-grade students. the results showed that the experimental group had an average score of 70.5453% or 70.5%, with a maximum score of 95.45% and a minimum score of 33.33%. meanwhile, the control group had a score of 67.9676% or 68.00%. this study's alternative hypothesis (ha) was accepted, and it can be said that multilingual digital dictionaries greatly affect five-grade students' literacy skills. this study corresponds to past research that revealed students' vocabulary growth and literacy abilities may be significantly impacted by their use of digital dictionaries. the numerous features offered by digital dictionaries assist students in expanding their word knowledge and mastering proper word pronunciation. amirian and heshmatifar (2013) and yanti (2016) both claim that the use of a digital dictionary helps students become more excellent in vocabulary learning. the visual impact of the digital dictionary also attracted users. the digital dictionary surpassed the lecture technique for teaching vocabulary (hakim et al., 2018; santoso & andriyadi, 2019). it also demonstrates how simple it is for all language learners to use digital dictionaries once they get familiar with phonology and vocabulary (ambarwati & mandasari, 2020). the findings of the present study are consistent with related theories as well. the innovative aspect of this study is determining how fifth-grade elementary school children's literacy skills are affected by digital multilingual thematic dictionaries. it is obvious that this study is important to the theory of teaching english to young learners (teyl) and thematic learning, given that the study's participants are primary school students in the fifth grade. students in the fifth grade are considered to be young learners. children between the ages of three and twelve are considered early learners, according to bakhsh (2016), ratminingsih, and budasi (2018). furthermore, a thematic learning strategy should be adopted while 324 teaching english to young students. thematic learning is defined as a learning model created based on specific topics acquired from merging a topic into multiple materials with the intention of giving students experience (handini et al.,2022) conclusion as a result of their positive effects on fifth-graders literacy and writing abilities, digital and printed multilingual thematic dictionaries are effective tools for language learning. because the experimental group's average score was 70.5% and the control group's average was 68%, the data demonstrate that the use of multilingual thematic digital dictionaries in the experimental group and the use of multilingual thematic printed dictionaries in the control group had the same effect, namely "moderately effective" in improving the literacy skills of class students. thus, the use of multilingual thematic dictionaries, both digital and printed, has a significant effect on fifth-graders literacy skills. the use of the digital multilingual thematic dictionary has been evidenced to be effective; however, in order to maximize its effectiveness, particular consideration should be given to a number of different factors, including the dependability of the students' internet connections and their understanding of how to use the dictionary. in addition, on how the digital multilingual thematic dictionary can be used with 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(2017). improving students’ vocabulary mastery through electronic dictionary. indonesian efl journal, 2(2), 88. https://doi.org/10.25134/ieflj.v2i2.641 linguistic, english education and art (leea) journal volume 6 nomor 1, juli-desember 2022 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i1.4581 50 lecturers’ challenges: teaching english by using blended learning in pandemic era at pgri silampari university ayu oktaviani 1 universitas pgri lubuklinggau yulfi2 universitas pgri lubuklinggau deva sugianto 3 universitas pgri lubuklinggau damerayu13@gmail.com1 submit, 26-09-2022 accepted, 26-12-2022 publish, 28-12-2022 abstract this research aimed to discover the lecturers' challenges in teaching during the pandemic situation at pgri silampari university. the method used in this research was the descriptive qualitative approach. the subjects of this research were five lecturers in the english education study program. in collecting the data, the researcher used two instruments. there were questionnaires and interviews. the researcher followed three concurrent activity flows to analyze the data: data condensation, data display, and conclusion, for the results showed some challenges they faced when implementing teaching and learning activities in blended learning both in the online and offline classroom. the challenges were the lack of student control and monitoring, the problem in applying technology, and the problem with time allocation due to the pandemic. in conclusion, students faced many challenges in teaching by applying blended learning during pandemic covid -19 at pgri silampari university. keywords: blended learning, challenges, lecturer. introduction coronavirus disease has become the hottest topic in the world in 2020. this virus has suddenly become a terrible terror for the world community, especially after claiming hundreds of people's lives in only two weeks. according to abidah, hidaayatullaah, simamora, fehabutar & mutakinati (2020), the spread of covidhttps://doi.org/10.31539/leea.v6i1.4581 mailto:damerayu13@gmail.com1 2022. linguistics, english education and art (leea) journal 6 (1):50-63 51 19 profoundly affected the world of economics. starting to fade, but now the impact of the world of education is being felt. one of the countries exposed to the coronavirus is indonesia, especially in the field of education; the government made some issues about online teaching policies and removing national final exams. the adaptation of blended learning is required because the government initiated its application at this time. this is because blended learning has advantages which were the reasons to be applied and the importance of this blended learning in the new normal in the pandemic situation. according to innes and wilton (2018), there were advantages of blended learning for the student, including improved learning skills, increased access to knowledge, satisfaction, and learning outcomes, and opportunities to both study with and teach others. however, he also added that there were weaknesses in blended learning, isolation, a lack of connection, and other negative emotions were possible. derived from pre-observation, which was conducted through an interview with one of the lecturers at pgri silampari university, it was found that in this pandemic era, the activities of the lecturer for delivering the material by giving the material first, doing some discussion to the students and also providing assignment via applications. sometimes she uses google classroom and whatsapp because these applications are the fastest media for all students. in the teaching and learning process lecturer also faces some challenges, typically bad signals, forgetting the schedule, and low student response. ahmad, parihin, hidayat, and halimatuzzahra (2021) have analyzed blended learning at desa montong sampah. from their observation, many factors influence blended learning, such as teachers' and students' understanding of technology, internet connection, and content of material or instruction. in addition, the challenges faced by teachers in applying blended learning at desa montong sampah are teachers and students still lack technology, and internet connection in that area is usually disturbed. still, in line, menggo, and darong (2022), in their research about blended learning in esl/efl classes, explained that blended learning requires digital technology transformation for lecturers and students, up-to-date teaching methods, flexible learning processes, the effectiveness of time, space, budget, learning motivation, learning autonomy, all of which contribute to improving student learning achievement. however, current empirical research results do not support the claim that blended learning improves students' english proficiency and learning autonomy. evidence shows blended learning affects students' english competence, autonomy, motivation, and ict literacy. in conclusion, the new online education policy in 2020 changed the learning process from face-to-face to online learning. the use of technology in the online learning process is necessary and must be understood by the lecturer. thus, lecturers 2022. linguistics, english education and art (leea) journal 6 (1):50-63 52 must face many challenges and new activities during the pandemic. this research is required to describe lecturers' obstacles in using blended learning after the pandemic, especially in teaching english skills. consequently, the researcher is interested in conducting research titled "lecturers' challenges: teaching english by using blended learning in pandemic era at pgri silampari university." literatur review a. definition of corona virus in 2020, coronavirus disease became the hottest topic in the world. this virus has suddenly become a terrible terror for the world community, especially after claiming hundreds of people's lives in only two weeks paudel et al. (2020) state that coronavirus is an infection caused by a single-strand, positive-sense rna genome that belongs to the subfamily coronaviridae. the onset of the coronavirus is a phenomenon with no known cause; on 31 december 2019, the who china country office notified of cases of unknown etiology (unknown cause) pneumonia discovered in wuhan city, hubei province, china. as of 3 january 2020, the national government in china has registered 44 cases of pneumonia of uncertain etiology to who. b. changes learning activities at pgri silampari university during coronavirus pandemic starting from the beginning of the pandemic in march 2020 to january 2021, the teaching and learning process at pgri silampari university should be online to continue all lecture schedules according to recommendations from the government. at this time, there is a new policy from the government to allow lectures in face-to-face or offline classes. the minister of education and culture said indonesia had reopened some schools in the country's "poorest" and "most marginalized" regions where the risk of covid-19 spread is assessed to be relatively low. he explained that those schools were allowed to operate at 50% capacity (cnbc.com 2020). now, pgri silampari university has been able to conduct two types of lecturing, namely online and offline class. additionally, one of the policies of the indonesian government is new normal. therefore, pragholapati (2020) says that in the midst of the covid-19 coronavirus outbreak, indonesia is preparing to enter a new normal era in which people can leave their homes. the only surefire way to combat the covid-19 pandemic before a vaccine is found is to follow a normal lifestyle in a different (new normal) way. in the new normal, education in indonesia, especially in the education sector, uses blended learning, as implemented at pgri silampari university. in short, changes in learning activities at pgri silampari university during the coronavirus pandemic follow the indonesian government's regulations, which 2022. linguistics, english education and art (leea) journal 6 (1):50-63 53 required two types of learning, especially in the new normal current situation, by complying with several learning requirements such as keeping health protocols during the learning process. c. blended learning the development of the current technology revolution has invited lecturers to integrate technology into their teaching to facilitate students with better learning. utilizing technology in teaching is known as e-learning or online learning. online learning has brought people a more natural way of learning. it could be done anywhere and anytime as long as they have an internet connection. therefore nowadays, there is a teaching strategy called blended learning. blended learning, as one of the teaching strategies, mixes a traditional method of teaching with an online course to achieve specific learning goals. blended learning is a type of learning that seamlessly integrates face-to-face with online instruction. experts share their thoughts on blended learning, claiming that it is the only effective teaching technique that combines technology in its execution (dziuban et al., 2018; galvis, 2018; kumar et al., 2021; menon, 2019). it is a teaching technique that combines two fields of study: education and the application of educational technologies (zhang, 2020). additionally, it is also known as a type of education that involves merging, mixing, and integrating traditional and digital-based education systems. thus, blended learning combines face-to-face and online learning that utilizes technology, for instance, google classroom, zoom, moodle, or spada (ma’rifatulloh, 2020). in reality, blended learning is evolving with advancements in information technology, computers, audio, audio-visual, and mobile learning. it emerges as a form of constructive criticism of the monotony of students whose learning process is still conventional, face-to-face in classrooms. however, this conventional learning is still required in the development of a student's affection. in addition, blended learning is a learning innovation that adapts to shifting patterns of human interaction and the advancement of information, communication, and technology (ict) (abdullah, 2018). blended learning has some benefits to the innovation of teaching methods and improvements in student learning patterns. the strengths of blended learning include improving the digital literacy skills of lecturers and students, composing content of teaching materials that align with current standards, unlimited sources of information, responsible and enthusiastic students, and accommodating differences in educational learning styles. these advantages can promote the improvement of student's academic and non-academic achievements. in the context of studying english as a second language (esl) or a foreign language (efl), it is also proven that the use of blended learning may enhance students' english proficiency (ginaya, rejeki, & astuti, 2018). these researchers 2022. linguistics, english education and art (leea) journal 6 (1):50-63 54 explain that implementing blended learning in english courses could boost language and non-language skills. the english language skills include listening, speaking, reading, and writing. in contrast, non-language skills are related to a more engaging and meaningful classroom atmosphere, strengthening students' critical thinking skills and developing students' digital literacy skills. research method the research was conducted at pgri silampari university, on mayor toha street, air kuti village, lubuklinggau city. this is a location where the learning process took place. and the researchers used the descriptive qualitative method. the subject of this research was nine lecturers of an english study program that used blended learning in their teaching and learning process. in collecting the data, a questionnaire and interview were used. the questionnaire was adapted from komang (2014), and consisted of 20 questions. and there were only 5 of 9 lecturers interviewed by the researchers. data gathered were analyzed by applying three concurrent activity flows: data condensation, data display, and drawing the conclusion. finding 1. the findings from the questionnaire as stated in the previous part that there were 20 statements adapted from kumang theory. the result of the questionnaire is explained per each statement below: table 1. result of questionnaire no statement yes no 1 lecturer says, greeting the students 100% 2 the lecturer checks the attendance list 100% (by using various ways) 3 the lecturer tells the students about what they are going to learn. 100% (use the same ways both online and offline) 4 lecturer explains the objectives of the research 100% 5 the lecturer starts showing the picture and asking the students to answer the questions orally based on the image. 80% 20% (in offline, one lecturer does not use pictures) 2022. linguistics, english education and art (leea) journal 6 (1):50-63 55 6 lecturer gives the material, discusses together, and the students answer the question based on the material 100% 7 lecturer asks students to open and log in to the website, find the material, read the material and answer the question. 40% 60% (in offline, the lecturers ask students to find the material from books, journals or any other sources related to the material discussed that day) 8 lecturer gives feedback about the material that had discussed. 100% 9 lecturer gives a chance for students to ask a question about the material 100% 10 lecturer gives homework for students 100% 11 lecturer reviews the important point of the material 100% 12 lecturer asks student to log out from the website. 100% (yes in online classroom) 13 the lecturer tells the next material to the students 100% 14 the lecturer closes the class by saying goodbye 100% 15 the lecturer feels that internet technology is a danger. 100% 16 the lecturer feels that technology is unsuitable for education. 100% 17 students are difficult to adapt blended learning 100% 2022. linguistics, english education and art (leea) journal 6 (1):50-63 56 18 the lecturer still lacks and established design framework for teaching blended learning. 100% 19 the lecturer has sufficient knowledge to ensure the instructional design with the applicable curriculum 60% 40% 20 lecturer takes a longer time to redesign the syllabus or rps that is used for blended learning activities (material, activities and teaching method, teaching strategy) 100% 2. the findings from the interview 1) do you think blended learning will be accepted by students in teaching (skill), especially on covid-19 period? why? informant 1 "yes, i do. because blended learning for musi rawas and lubuklinggau should be accepted because 50 % of students should be on online learning and 50 % of students learn from offline learning, they have to balance teaching and learning between daring and luring. and teacher will teach the students using technology online and other classes offline. it will be effective for the teacher and also the students". informant 2 "yes, i do. because of the pandemic situation, the students are required to learn by themselves in their homes. to help them enhance their writing performance, blended learning is effective to support their own learning not only inside but also outside the classroom". 2) how do you relate online and offline learning in teaching (skill), especially during the pandemic? informant 1 "how do you relate online and offline learning in teaching speaking, especially during the pandemic? exactly i make or design rps or syllabus; it is applied online and also offline. it means they have related to each other online and offline, so there is different material or practice in speaking online, and also offline, they have similar materials. absolutely relate". 2022. linguistics, english education and art (leea) journal 6 (1):50-63 57 informant 2 “teaching writing, both online and offline learning, is still the same in the way how to teach. on the other side, focusing on online learning, the time is more flexible“. 3) is there any teaching media that you apply in blended learning between online or offline classrooms? explain! informant 1 "okay, i will tell you first offline. for media, offline, i only use powerpoint and also videos on youtube. and for online, i use. first, i use social media, and then second, is youtube. because in social media they have to log, they have to take attendance, and i can give the material and instruction online by using social media". informant 2 "yes, there are. several teaching media that i apply to help my teaching writing skills are an lcd projector to share ppt slides and microsoft words, as well as youtube videos". 4) do you have a specific syllabus, rpp, or new teaching-learning activities for blended learning? *any different activities between online and offline classrooms? informant 1 "personally, i design it for blended learning, so i don't have any different online rpp, offline rpp they are similar, same." informant 2 "in teaching writing, both online and offline learning, i don't have a specific syllabus, lesson plans, or teaching activities. in terms of the teaching activities, while doing online learning, i heavily focused on discussing the learning materials shared before the meeting. i invite the students to share what they have understood or not from the materials". 5) do you have a problem designing the syllabus or teaching guidelines for blended learning? explain! informant 1 "not, really." informant 2 "in designing the syllabus to teach writing skills, i don't have any significant problems. in my opinion, the syllabus is still the same, although it should be taught offline or online learning. the real problem is the unstable network while doing online learning". 2022. linguistics, english education and art (leea) journal 6 (1):50-63 58 6) how do you deal with “time” in practicing in the online and offline classroom? informant 1 "at the time, i don't have maybe any problems online and offline. we have extra time online; we will discuss the material and then keep more place. if we lack time in a real class, because in the real class usually the time is really limited time so i give the discus in the group. so the time should be completed". informant 2 "in this classroom, i heavily focus on offline learning, and the time for each meeting follows the schedule shared at the beginning of the semester. if i cannot attend the offline learning, i will ask the students to have a meeting online, and the time is flexible based on the students' and teacher's agreement". 7) will blended learning take over time to be real? explain the reason! informant 1 "not, really." informant 2 "yes, it will be. combining offline and online learning cannot be inseparable. teaching in the classroom has a limited time; therefore, online learning needs to support efl students in improving their own learning". 8) how do you do the pre-activity as the first step of teaching in blended learning between online and offline classrooms? *(greeting, checking the attendance list, telling what students are going to learn, and explaining the objectives of the study). informant 1 "it should be the same every activity i give them greeting, assalamualaikum, good morning, good afternoon. and then, i ask them to pray together online and then also offline. and then i check the attendance, and also i ask about what they did yesterday or last week. just like that". informant 2 "in the pre-activity, both online and offline learning, i greet my students, check their attendance lists, mention what they discussed last week, and explain what they are going to learn during the meeting." 9) how is your activity in the exploration step between online and offline classrooms? 2022. linguistics, english education and art (leea) journal 6 (1):50-63 59 informant 1 "in exploring the materials, usually i give them questions. and then i give them feedback about the material, i explore the material into a real life". informant 2 "i have the same activity in both the online and offline classroom. in the exploration step, first of all, i provide several guiding questions related to the learning material, for example, making a descriptive paragraph. i invite my students to read a sample text entitled 'my best friend' and 'my banana garden.' after that, i attract them to imagine and share what they have known about the topics". 10) how is your activity in the elaboration step between online and offline classrooms? informant 1 "when i elaborate the material exactly because it is in blended learning. online in elaborate, i make them individually, but offline, i make them into groups. because the problem is about time and online, why do they have to individual because the location is only one on one person, so they don't need to be in a group to elaborate on the material, and also i think i can use take others' materials online; and also in offline and also the speaking we don't have really many materials… but also in practice. so we have to take practice more". informant 2 "in the elaboration step, i discuss the learning materials and ask the students to elaborate on the topics and check the generic structure and linguistic features of the texts. then, i invite them to find out an interesting topic to organize and develop it to become a good descriptive paragraph“. 11) how is your activity in the confirmation step between online and offline classrooms? informant 1 "usually, in speaking online and also offline, i use the same activity in the last meeting. i even when the student in question, "do you have a question? and if it does not work, just ask or just explain. i will answer, and then after they answer, "no, don't have," i will give them a question about the material before." informant 2 “in the confirmation step, i provide several questions related to the learning materials to confirm whether they have understood or not and then invite them to share whether they have faced several problems during the learning. i also provide opportunities for the students to ask if they have several questions related to the topics“. 2022. linguistics, english education and art (leea) journal 6 (1):50-63 60 12) how is your activity in post-activity in the last time of class between online and offline classroom? informant 1 "in post activity, i just always give them practice. i ask them to practice, and then it should be summit into the video on youtube. that's why i use youtube, right? and then i will give you the homework for next week". informant 2 "in post-activity, i summarize the learning material discussed during the meeting and then motivate them to enhance their writing performance in making a good paragraph, for example, a descriptive paragraph. finally, i closed my class by saying 'thank you very much for your attention, and i am really sorry if i have made many mistakes." discussion based on the results of the research described in the findings of the instruments, it can be interpreted that there were some challenges they faced when implementing teaching and learning activities in blended learning both in the online and offline classroom. these are evidenced by the answers of the informants in the instruments used by researchers, both questionnaires and interviews, and also from the additional interview that can be seen in the appendices that have been conducted by the researcher. from the result of three indicators, both the answers in the questionnaire and interview above and also the results of additional interviews, the researcher can conclude that the challenges faced by a lecturer in the pandemic situation at pgri silampari university were: 1) lack of student controlling and monitoring this challenge is encountered by lecturers in online learning. lecturers find it difficult to control learning conditions during class. this was because the environmental conditions of each student were different. blended learning is a learning innovation that adapts to shifting patterns of human interaction and the advancement of information, communication, and technology (ict) (abdullah, 2018). lecturers find it difficult to control student discipline because they do not meet directly. lecturers can find out student attendance from the attendance list but cannot find out which students focus on paying attention to explaining the material. this, of course, hindered lecturers from monitoring which students were active or not, which students were staying tuned on the material, or going around participating in online teaching and learning activities. it was like the students turned off the camera when joining the meeting application, and they did not follow all activities in the online classroom. the problems above resulted in not achieving the goals and 2022. linguistics, english education and art (leea) journal 6 (1):50-63 61 objectives of the material. it is still in line with the research result of ahmad, parihin, hidayat, halimatuzzahra (2021). they found that lack of technology became one of the challenges in applying blended learning. 2) the problem in applying technology online learning, as people know, is a technology-based or mobile-appbased activity. therefore, understanding it is used a must for all lecturers. however, this requirement became a new problem for lecturers because they were required to study hard in the use of various applications. because it was a must for the lecturer to adapt the technology for teaching activities during the pandemic situation. in blended learning, lecturers combined two fields of study: education and the application of educational technologies (zhang, 2020). additionally, it is also known as a type of education that involves merging, mixing, and integrating traditional and digital-based education systems. thus, blended learning is defined as a combination of face-to-face learning and online learning that utilizes technology, for instance, google classroom, zoom, moodle, or spada (ma’rifatulloh, 2020). thus, the use of the application is closely related to the internet connection. ahmad, parihin, hidayat, and halimatuzzahra (2021) stated that internet connection was always the basic challenge in applying blended learning, especially for online meetings. however, this also became a challenge in online learning because the stability of the internet connection in each area or environment for each student was different. this interfered with students' participation in learning and interfered with the course of teaching and learning activities. also, teachers must be able to quickly adapt and innovate to design simple and effective materials by using some new application that remains relevant to the subjects being taught, and the government must free up exclusive and affordable learning resources that can work across platforms so lecturers did not have trouble in using them. 3) the problems in time allocation due to the pandemic situation teaching and learning times have changed, and these changes were the results determined by various considerations of each school. the pgri silampari university gave time for offline learning, about 50 minutes per course. however, the allocation was relatively short, so the process of delivering material in offline classes was minimized even though the lecturer did not achieve the learning goals with maximum. however, the lecturer had a lot of paperwork to manage, and it was taken a lot of time for the lecturer to check their paperwork. as a result, lecturers have few times to transfer materials and spend an awful lot of time checking students' work. 2022. linguistics, english education and art (leea) journal 6 (1):50-63 62 based on the findings from the questionnaire and interview between challenges and activities. the researcher summarized that they researcher found that were challenges in applying blended learning. the first is the lack of student control and monitoring which consists of 5 kinds of problems. second, the problem in applying technology consists of 3 kinds of problems. finally, the problem in time allocation consists of 2 kinds of problems. conclusion from the findings of the research that have been found and discussed in the previous chapter, the researchers conclude that there are several challenges both in the online and offline classroom; they were lack of student controlling and monitoring. this first challenge was caused by the meeting that was held online, not face-to-face. the second challenge was the problem in applying technology, such as signal or internet connection, the lack of maturing online applications, etc. the last was the problems with time allocation due to the pandemic situation. lecturers have few times to transfer materials and spend an awful lot of time checking students' work. references abdullah, w. (2018). model blended learning dalam meningkatkan efektifitas pembelajaran. fikrotuna: jurnal pendidikan dan manajemen islam, 7(1), 855-866. https://doi.org/10.32806/jf.v7i1.3169 abidah, a., hidaayatullaah, h., simamora, r., fehabutar, d., & mutakinati, l. (2020). the impact of covid-19 to indonesian education and its relation to the philosophy of “merdeka belajar.” studies in philosophy of science and education (sipose), 1.12 ahmad., parihin, hidayah, n., halimatuzzahra. (2021). pembelajaran blended learning pada masa pandemi covid 19 (studi kasus desa montong sampah). jurnal mahasantri, 2 (1), 386-398. dziuban, c., graham, c. r., moskal, p. d., norberg, a., & sicilia, n. (2018). blended learning: the new normal and emerging technologies. international journal of educational technology in higher education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5 galvis, á. h. (2018). supporting decision-making processes on blended learning in higher education: literature and good practices review. international journal of educational technology in higher education, 15(1), 1–38. https://doi.org/10.1186/s41239-0180106-1 ginaya, g., rejeki, i. n. m., & astuti, n. n. s. (2018). the effects of blended learning on students' speaking ability: a study of utilizing technology to strengthen the conventional instruction. international journal of https://doi.org/10.32806/jf.v7i1.3169 https://doi.org/10.1186/s41239-018-%200106-1 2022. linguistics, english education and art (leea) journal 6 (1):50-63 63 linguistics, literature, and culture, 4(3), 1-14. http://dx.doi.org/10.21744/ijllc.v0i0.000 innes, m. c., & wilton, d. (2018). guide to blended learning (s. mishra (ed.); 2018th ed.). commonwealth of learning. http://www .riss.kr/link?id=t11200193 komang, m., nitiasih p k, & budasi, i. g. (2014). developing blended learning based reading materials for the tenth grade multimedia students of smk wira harapan. jurnal program pascasarjana universitas pendidikan ganesha, 2, 1. https://doi.org/10.4304/jltr.4.2.301-309 kumar, a., krishnamurthi, r., bhatia, s., kaushik, k., ahuja, n. j., nayyar, a., & masud, m. (2021). blended learning tools and practices: a comprehensive analysis. ieee access, 9, 85151–85197. https://doi.org/10.1109/access.2021.3085844 ma'rifatulloh, s. (2020). measuring the impact of blended learning in efl classroom. proceedings of the 1st international conference on islamic civilization, icic 2020, menggo, s., & darong, h.c. (2022). blended learning in esl/efl class. llt journal: a journal on language and language learning. 25(1). 132-148. https://doi.org/10.24071/llt.v25i1.4159 menon, s. a. (2019). designing online materials for blended learning: optimising on bookwidgets. international journal of linguistics, literature, and translation, 2(3), 166–174. https://doi.org/10.32996/ijllt.2019.2.3.19 paudel, s., dangal, g., chalise, a., bhandari, t. r., & dangal, o. (2020). the coronavirus pandemic: what does the evidence show? journal of nepal health research council, 18(1), 1–9. https://doi.org/10.33314/jn hrc.v18i1.2596 pragholapati, a. (2020). new normal “ indonesia ” after covid-19 pandemic. 1–6. zhang, r. (2020). exploring blended learning experiences through the community of inquiry framework. language learning and technology, 24(1), 38– 53. https://doi.org/10.125/44707 http://dx.doi.org/10.21744/ijllc.v0i0.000 https://doi.org/10.1109/access.2021.3085844 https://doi.org/10.32996/ijllt.2019.2.3.19 https://doi.org/10.125/44707 linguistic, english education and art (leea) journal volume 2 nomor 1, desember 2018 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i1.453 43 an analysis of figurative language used in edgar allan poe’s poems dewi syafitri 1 stkip pgri lubuklinggau melisa marlinton 2 stkip pgri lubuklinggau dewi2018@gmail.com 1 submit, 29-11-2018 accepted, 21-12-2018 publish, 21-12-2018 abstract the objectives of the research was to describe kinds and meanings of figurative language used in edgar allan poe‘s poems. the titles of the 8 edgar allan poe‘s poems were ―annabel lee, the sleeper, a dream within a dream, to one in paradise, alone, spirit of the death, the lake and evening stars‖. descriptive qualitative method was used to classify and analyze the data. the technique used in collecting the data was library research. meanwhile, in analyzing the data, the researchers applied qualitative descriptive. after investigating the kinds and meanings in 8 edgar allan poe‘s poems, the researchers found 96 figurative languages. the figurative language in edgar allan poe‘s poems have been analyzed in kinds; there were 25 personifications, 6 similes, 16 metaphors, 11 hyperboles, 2 ironies, 9 paradoxes, 6 metonymies, and 21 symbols. the meanings of figurative languages found in edgar allan poe‘s poem were classified into 42 connotative meanings, 30 social meanings, 16 reflected and 8 collocative meanings. the conclusion of this research was edgar allan poe‘s poems are important to be read because the poems were rich with the using of figurative language which can attract the readers‘ attention and evoke readers‘ imagination. keyword: semantics, figurative language, poems. introduction language plays a great part in human life. distinguishing man from animal absolutely can be seen from language (bloomfield, 1933:3). a poet of language used knowledge and abilities in language to deliver communication with each other, ideas, hypotheses, emotions, desires, and all the other things that need to be expressed. furthermore, these knowledge systems are studied in scientific way; it is called linguistics. mailto:dewi2018@gmail.com1 2018. linguistic, english education and art (leea) journal 2 (1):43-59 44 linguistics is the scientific study of language how it is put together and how it functions. according to abrams (1999:140) ―linguistics is the systematic study of the elements of language and the principles governing their combination and organization‖. linguistics can be divided into three categories or subfields of study: 1) language in context, 2) language meaning, and 3) language form. in linguistics, the study of meaning is devoted to semantics. semantics is a study of the meaning as a branch of linguistics. linguistic itself has brought to the subject of semantics a certain degree of analytic rigour combined with a view of the study of meaning as an integrated component within the total theory of how language works (leech, 1981:10). leech (1969:5), explaining and describing the meaning in natural language is the aim of semantics. people may even say in ordinary usage more explicit that the goal of semantics is to explain what underlies the use of the word means and related term (sense, nonsense, signify, ambiguous, antonym, synonymy, etc.) in english and other language. the language which uses the unreal meaning is called figurative language in semantic analysis. figurative language can be understood through studying semantics. perrine and thomas (1983:81) stated that figurative language is a persuasive language. it is another way of adding an extra dimension to language, which can attract the reader‘s attention. figurative languages conveys meaning or heighten effect, it will give more meaning to the words, beautify them, and emphasize their meaning. because of some reasons above, figurative language is one important elements of poem. figure of speech is one of the important intrinsic elements in a poem which is more dominant than other element‖. the use of figurative language make the poems sound more beautiful, and the uses of such figures also make poems attract the reader‘s attention. knickerbockers and williard (1963:310) state that poem is the fusion of sound and sense or a melting together of sound and sense. poem might be defined as a kind of language that says it more intensely than does ordinary language. a special way of using words is by using figurative of language that is usually used by the poet to attract the reader attention, colored the poem and make the poem interesting to read. there are a lot of things that can be discussed in a poem, but this research analysis concentrates only on the analysis of the figurative language used in the poem. edgar allan poe‘s poems are chosen to analyze because they are rich with the kinds of figurative language. according to ingram (1899:8) ―edgar allan poe was one of the genius american poet is capable for communicate his sense to poems‖. he has used a lot of figurative languages in his poems. according to padni (2012:2) the idea and message of a poem sometimes difficult to understood by the people. in other to find out at least the idea of the 2018. linguistic, english education and art (leea) journal 2 (1):43-59 45 poem, people should have basic knowledge about figurative language, since the ideas in a poem are mostly conveyed in figurative language. this research focused on analyzing the kinds and meanings of figurative language that occur in edgar allan poe‘s poems. it was considered as an important thing to understand what actually the meanings which contain within the poems. because it is useless, if people just read the poems without understanding what actually the poets want to convey to the readers. thus, people need to analyze figurative language in poems more deeply. some previous studies by iriyanti (2010:5), agustini (2016:6) and suryani (2013:3) that discussed about the use of figurative language in poems in literature side and they just analyzed one or three poems. meanwhile, the researchers are interested to discuss by linguistics side and expand this research through analyzing kinds of figurative language and explain in detail about the meanings of figurative language found in five of edgar allan poe‘s poems. this research will help the readers expand the literary appreciation, increase the knowledge and understand or have high interpretation of the meaning in poem especially edgar allan poe which contains some figurative sentences. literature review semantics is a branch of linguistics which relates with meaning. a study of meaning in language is considered as semantics. words, phrases and sentences include as the expression of linguistic objects. syntactical arrangement or pronunciation of linguistics object does not matter or does not need serious attention. semantics has developed and became valuable study. there are two factors that make semantics become important and worthy study. first, meaning is strictly related to communication. a certain meaning can be conveyed in communication that plays important role in our life. second, the use of reasoning and perception in mental ability is as the process of human attempts to comprehend the nature of meaning. semantics is not only the center of communication study but also the center of the study of the human mind thought processes, cognition, conceptualization-all these are intricately bound up with the way in which we classify and covey our experience of the world through language. leech (1981:9) states that semantic has often seemed baffling because there are many different approaches to it, and the ways in which they are related to one another rarely clear, even to writes on subject. it has also seemed bluffing because it is ‗cogniting turning in upon itself‘. in semantic analysis, the language which uses the unreal meaning is called figurative language. one way to understand a figurative language is by studying 2018. linguistic, english education and art (leea) journal 2 (1):43-59 46 semantics. abrams (1999:96) defined figurative languages a conspicuous departure from what users of a language apprehend as the standard meaning of words, or else the standard order of words, in order to achieve some special meaning or effect. figures are sometimes described as primarily poetic, but they are integral to the functioning of language and indispensable to all modes of discourse. when the sentence has hidden the meaning, non-literally meaning or figurative meaning exists beside it. non-literal meaning would be more difficult to understand without knowing the context, the situation or atmosphere of sentence being expresses. as stated by crystal (1999:116) ―figure of speech is an expressive use of language where words are used in a non-literal way to suggest illuminating comparisons and resemblances.‖ figurative language is often found in literary works, such as; articles in newspaper or magazine, ads, novels, poems, etc. figurative language is the use of words that go beyond their ordinary meaning. it requires using the imagination to figure out the poet's meaning. when a researcher uses literal language, he or she is simply stating the facts as they are. figurative language, in comparison, uses exaggerations or alterations words to make a particular linguistic point. there are many kinds of figurative language. leech (1981:11) has classified figurative meaning into 8 types. they are: personification, simile, metaphor, hyperbole, irony, litotes, metonymy and oxymoron. meanwhile, abrams (1999: 90) divides it becomes ten kinds; they are metaphor, simile, synecdoche, personification, metonymy, allegory, overstatement (hyperbole), irony, symbolism, and paradox. these are the types of figurative languages commonly used by poets all over the world: kinds of figurative language personification personification is a kind of figurative expressions in which an animate object given a human quality. the word personification derives from latin words; „persona‟ means person, actor, or mask used i the theatre and „fix‟ means to make. according to abrams (1999:99) ―personification, in which either an inanimate object or an abstract concept is spoken of as though it were endowed with life or with human attributes or feelings‖. simile simile is a kind of figurative meaning comparing two essentially unlike things. simile expresses a direct comparison between things, which have one or more points in common and be recognized by the use of the word ‗like‘ and ‗as‘. 2018. linguistic, english education and art (leea) journal 2 (1):43-59 47 as stated by abrams (1999:97), ―in a simile, a comparison between two distinctly different things is explicitly indicated by the word ‗like‘ or ‗as‘‖. metaphor the word metaphor comes from greek; it means to carry over. in a metaphor, a word or expression that in literal usage denotes one kind of thing is applied to a distinctly different kind of thing, without asserting a comparison (abrams, 1999:97). this statement is supported by perrine (1963:571), metaphor is the process of comparing two unlike things as if they are one. this thing happened because metaphor does not have connective words such as like, as, than, similar to and seems determining them as figurative. hyperbole according to abrams (1999:120) ―hyperbole is bold overstatement, or the extravagant exaggeration of fact or of possibility. it may be used either for serious or ironic or comic effect‖. hyperbole, like the other two figures, is frequently concerned with personal values and sentiment; that is, with making subjective claims which, however exaggerate (leech, 1969:168). irony according to abrams (1999:135), in most of the modern critical uses of the term ‗irony‘ there remains the root sense of dissembling or hiding what is actually the case; not, however, in order to deceive, but to achieve special rhetorical or artistic effects. irony is a way of speaking or writing by saying something while the meaning is another. it refers to a situation in which reality differs from appearance. it occurs in sentence or words when they imply contrast or opposite meaning. paradox the term paradox is from the greek word ―paradoxon‖ that means contrary to expectations, existing belief or perceived opinion. it is a statement that appears to be self-contradictory or silly but may include a latent truth. a paradox is often used to make a reader think over an idea in innovative way. as stated by abrams (1999:201), a paradox is a statement which seems on its face to be logically contradictory or absurd, yet turns out to be interpretable in a way that makes good sense. metonymy metonymy is a change of name, the use of the one word for another, the use of an idea by means of terms involving association. as stated by abrams 2018. linguistic, english education and art (leea) journal 2 (1):43-59 48 (1999: 98), ―metonymy (greek for "a change of name") is the literal term for one thing is applied to another with which it has become closely associated because of a recurrent relationship in common experience‖. symbolism symbolism is applied only to a word or phrase that signifies an object or event which in its turn signifies something, or has a range of reference, beyond itself (abrams, 1999:311). symbolism is a thing (could be an object, person, situation or action) which stands for something else more abstract. many poets have used the rose as a symbolism of youth and beauty; a flag is a symbolism of a nation (fadaee, 2011:2). meaning plays a very important role in communication. there would be no language without meaning. language is an instrument for delivering the meaning. leech (1969:5) says ―the aim of semantics is to explain and describe meaning in natural language‖. by paying attention to the definitions above, the word ―meaning‖ has a number different notions and varieties since poet use a word to mean something different from what it denotes in expressing their ideas, minds, feeling. seven types of meaning leech (1981:8-23) has defined seven types of meaning. the seven types of meaning are as follows: 1. conceptual meaning is a word based on the structure and form of the word that has clear and logical definition. 2. connotative meaning is words or sentences that have implied or explicit meaning. for example, the word ―red‖ has the connotation of brave and the word ―black‖ has the connotation of magic, evil or fear. 3. social meaning is a piece of language conveys about the social circumstances of it use. it is connected with the situation in which an utterance is uttered. for examples, the words ‗horse, steed and hag‘ have the same conceptual meaning but the convey different social circumstances of their use. 4. affective meaning is meaning that expresses the personal feelings or attitude of the speakers or the writers. for example, ―i‘m very glad to hear your voice, but i wonder if you would be so kind as to lower your voices a little‖. 5. reflected meaning is the meaning that arises in case of multiple conceptual meaning when one sense of a word forms part of our response to another sense. for example, it has become increasingly difficult to use term like intercourse, ejaculation, and erection, in ‗innocent‘ senses without conjuring up their sexual associations. 6. collocative meaning consists of the association of a word acquires on account of the meanings of words which tend to occur in its environment. for 2018. linguistic, english education and art (leea) journal 2 (1):43-59 49 example, the word ‗handsome‘ and ‗beautiful‘ have common ground in the meaning ‗good looking‘. the word ‗handsome‘ refers to man and ‗beautiful‘ refers to woman. 7. thematic meaning means what is communicated by the way in which a speaker or writer organizes the message in terms of ordering, focus and emphasis. it is usually applied in the use of active and passive forms. there are two kinds of meaning, they are literal meaning and non-literal meaning. saputri (2014:14) states that literal meaning is when the poet says something that has natural meaning or does not have other meaning. while, nonliteral meaning is a kind of meaning which means something different from what the word means. non-literal meaning occurs when the speaker means different from the word or sentences really means. poem is a universal as language and almost as ancient. the most primitive people have used it, and the most civilized have cultivated it because it has given pleasure. people have read it, listen to it, or recited it because they liked it and give them enjoyment.‘ according to childs & fowler (2006:181), the terms ‗poem‘, ‗poetry‘, ‗poetic‘ and ‗poetics‘ seem to be necessarily frequent in critical writing but various in their senses. poem use certain language it is ordinary language that people use everyday. it takes an origin from emotion recollected in tranquility. to beautify the poem usually people use certain language. this is necessary because when the poems researcher in ordinary language, it make no strong impression to the readers. elements of poem the basic element of poem is a set of instruments used to create a poem become more powerful and enticing. these are elements of poems commonly used by poets in the world: imagery according to perrine (1963:45) ―imagery may be defined as the representation through language of sense experience‖. imagery is one of the most common in criticism, and one of the most variable in meaning. rhythm the term rhythm refers to any wavelike recurrence of motion and sound. in speech it is the natural sense and fall of language. 2018. linguistic, english education and art (leea) journal 2 (1):43-59 50 rhyme a rhyme is placed in the end of lines in poem or song which is a repetition of similar sounding words. according to abrams (1999:273) ―in english versification, standard rhyme consists of the repetition. rhyme is identity in sound of some part, especially the end, of words or lines of verse‖. tone tone, in literature, may be defined as the researcher‘s or poet‘s attitude toward his subject, his audience or himself. it is the emotional coloring, or the emotional meaning, of the work and is an extremely important part of the full meaning (abrams, 1999:177). figurative language abrams (1999:97), ―figurative languages are sometimes described as primarily poetic‖. figurative language is a conspicuous departure from what users of a language apprehend as the standard meaning of words, or else the standard order of words. forms of poems all kinds of poems are written in several styles. these styles are defined by the number of lines in each stanza. these are forms of poems commonly used by poets all over the world: blank verse abrams (1999:24) stated that blank verse consists of lines of iambic pentameter (five-stress iambic verse) which are unrhymed—hence the term "blank". sonnet according to abrams (1999:290) ―sonnet is a lyric poem consisting of a single stanza of fourteen iambic pentameter lines linked by an intricate rhyme scheme‖. the english or shakespearean sonnet is made up of three quatrains and a couplet and rhymes abbacddceffegg‖. heroic couplet abrams (1999:114) stated that heroic couplet is a pair of ten-syllable lines that rhyme: a poem as a whole can be written in a sequence of heroic couplets. a heroic couplet commonly used in epic and narrative poetry, and consists of a rhyming pair of lines in iambic pentameter. 2018. linguistic, english education and art (leea) journal 2 (1):43-59 51 ballad ballad is a song, transmitted orally, which tells a story. according to abrams (1999:18) ―ballads are thus the narrative species of folk songs, which originate, and are communicated orally, among illiterate or only partly literate people‖. limerick a limerick is a form of poetry in five-line, with a strict rhyme scheme (aabba), which is sometimes obscene with humorous intent (peck and coyle, 1984:41). limericks are humorous, rhyming; five lines poems with a specific rhtyhm pattern and rhyme scheme. free verse free verse is sometimes referred to as "open form" verse, or by the french term vers libre. most free verse also has irregular line lengths, and either lacks rhyme or else uses it only sporadically (abrams, 1999:105). haiku haiku is a japanese poetic form that represents, in seventeen syllables, ordered into three lines of five, seven, and five syllables (abrams, 1999:114). research method the researchers analyzed and described the kinds and meanings in the 8 edgar allan poe‘s poems, entitled annabel lee, the sleeper, a dream within a dream, alone, to one in paradise, spirit of the dead, the lake and evening star. research design is plan and the procedure for research that focus the decision from broad assumption to detailed methods of data collection and analysis. this research was qualitative research. to be more specific, the type of this research was mostly descriptive qualitative research. descriptive analysis means to describe what actually happen to procedures about method which are useful in research. descriptive qualitative approach contains sentences or description of the objects and does not display the detail arithmetic calculation and statistic (moleong, 2009:11). this research used the descriptive qualitative research because this research used non numeral data that had purpose to describe and analyze the types and meaning of figurative language used in edgar allan poe‘s poems. this research was carried out by formulating problem, collecting data, classifying data, and analyzing data. 2018. linguistic, english education and art (leea) journal 2 (1):43-59 52 in this research, the primary or main data came from edgar allan poe‘s poem. the poems were analyzed based on their kinds and meanings of figurative language used in edgar allan poe‘s poems. if the primary data came from the edgar allan poe‘s poem, the secondary data came from articles, books, journal and other literatures. technique for collecting the data was a technique to get and collect the data. in order to get some data were required in this research, the researchers conducted library research. library research is the study that use library source to get information. in this research, the researchers used analysis of documents for collecting the data. the technique of the data analysis used in this research is qualitative research because the object of the research was in the form of words not in numbers. in doing the analysis the researchers went through the procedures as follows: (1) identifying the kinds of figurative language contain in edgar allan poe‘s poems, (2) reducing the unnecessary data, (3) classifying the kinds of figurative languages, (4) analyzing the figurative language based on kinds and also the meanings of figurative languages; and, (5) drawing conclusion of the data that had been analyzed. finding there were some findings in this research including the kinds of figurative language based on the word classification (word, phrase, and sentence) and the meanings of figurative language. in this research, the researchers analyzed 8 edgar allan poe‘s poems entitled annabel lee, the sleeper, a dream within a dream, alone, to one in paradise, spirit of the dead, the lake and evening star. kinds of figurative language there are many kinds of figurative language. this research focused on 8 kinds of figurative language including personification, metaphor, simile, hyperbole, irony, paradox, metonymy, and symbolism. in this section, the researchers just described 8 poems of edgar allan poe‘s poem entitled annabel lee, the sleeper, a dream within a dream, alone, to one in paradise, spirit of the dead, the lake and evening star. these are the kinds of figurative languages used in edgar allan poe‘s poems: annabele lee the poem "annabel lee" consisted 41 lines. there were 13 lines that used figurative language in the annabele lee. from the table above, the researchers found 10 figurative language in this poem. 2018. linguistic, english education and art (leea) journal 2 (1):43-59 53 the sleeper this poem consisted 60 lines. there were 23 lines that used figurative language in the annabele lee. from the table above, the researchers found 17 figurative languages in this poem. a dream within a dream this poem first published in 1849. there were 15 lines that used figurative language in the a dream within a dream. from the table above, the researchers found 11 figurative languages in this poem. alone ―alone" consists 22 lines. there were 11 lines that used figurative language in alone. there were 10 figurative languages found in the poem. to one in paradise this poem first published in 1832. there were 13 lines that used figurative language in to one in paradise from the table above the researchers found 11 figurative languages in this poem. spirit of the dead this poem was 28 lines. there were 18 lines that used figurative language in the spirits of the death. from the table above the researchers found 14 kinds of figurative language in the poem. the lake this poem first published in 1826. there were 14 lines that used figurative language in the lake. from the table above the researchers found 14 figurative languages in this poem. evening star this poem first published in 1845. the poem was 23 lines. there were 13 lines that used figurative language in evening star. from the table above the researchers found 10 figurative languages in the poem. meanings of figurative language in edgar allan poe’s poems language is an instrument for conveying meaning as stated in previous chapter. according to leech, there are 7 types of meaning, conceptual meaning, connotative meaning, social meaning, affective meaning, reflected meaning, collocative meaning, and thematic meaning. but in this research, the researchers 2018. linguistic, english education and art (leea) journal 2 (1):43-59 54 just focused on 4 meanings, they are; connotative meaning, social meaning, reflected meaning and collocative meaning. figurative language belongs to non literal meaning. it has hidden or implicit meaning, meaning that what is said or written is not meant as what is said or written is. in this explanation below would describe the meanings of the edgar allan poe‘s poems based on the using of figurative languages. connotative meaning the connotative meaning must be learned and mastered based on the language experience and the usage. some of the connotative meaning had been written on the dictionary if these meaning become to general connotation. based on the kinds of figurative language that had been found, the researchers found 42 connotative meanings of figurative language used in 8 edgar allan poe‟s poems. social meaning social meaning is a piece of language conveys about the social circumstances of it use. it is connected with the situation in which an utterance is uttered. it was found 30 social meanings of figurative language used in 8 edgar allan poe‟s poems. reflected meaning reflected meaning is the meaning that arises in case of multiple conceptual meaning when one sense of a word forms part of our response to another sense. there were 16 reflected meanings of figurative language used in 8 edgar allan poe‟s poems. collocative meaning collocative meaning consists of the association of a word acquires on account of the meanings of words which tend to occur in its environment. the researchers found 8 collocative meanings of figurative language used in 8 edgar allan poe‟s poems. discussion the researchers had analyzed the 8 poems by edgar allan poe, entitled annabel lee, the sleeper, a dream within a dream, to one in paradise, alone, spirit of the death, the lake and evening stars. the findings showed that edgar allan poe used figurative language in his poems. based on abrams (1999:96), figurative languages a conspicuous departure from what users of a language apprehend as the standard meaning of words, in order to achieve some special meaning or effect. according to saputri (2014:22) ―figurative language is 2018. linguistic, english education and art (leea) journal 2 (1):43-59 55 language that uses words or expressions with a meaning that is different from the literal interpretation.‖ the used of figurative language had also made the poems sound more beautiful, and the used of such figures also made poems become more interesting to be read by the readers. kinds of figurative language in edgar allan poe’s poems personification means giving human characteristics to an object. based on the analyzing of the data, the researchers found 25 personifications used in 8 edgar allan poe‘s poems. for example, in ―annabele lee‖, for the moon never beams without bringing me dreams (line 34).the poet uses figure of speech of personification in this line. the poet uses the word ‗the moon‘ because he wants to give human sensibilities and human characteristics to the word ‗moon‘, so this word as if acts like life-like being. simile is a kind of figurative meaning comparing two essentially unlike things. based on the analyzing of the data, the researcher found 6 similes used in 3 edgar allan poe‘s poems. the example of the sentences in the poems that used simile in ―the sleeper‖ looking like lethe is see! the lake (line 13). this sentence includes figurative language of simile. the word 'like' as a figure of speech is the main feature. the sentence is to distinguish two unlike things: the „lethe‟ and ‗the lake‟. metaphor is a word expression that applied to a distinctly different kind of things, without asserting a comparison (abrams, 1999:97). based on the analyzing of the data, the researcher found 16 metaphors used in 8 edgar allan poe‘s poems. the example of the sentences in the poems that used metaphor in ―to one in paradise‖ is and all my days are trances (line 19). that sentence above contains metaphor. the poet compares two unlike things as an indication sentence of metaphor „all my days‟ with „trances‟. hyperbole is bold overstatement, or the extravagant exaggeration of fact or of possibility (abrams 1999:120). based on the analyzing of the data, the researchers found 12 hyperboles used in 6 edgar allan poe‘s poems. the examples of the sentences in the poems that used hyperbole in ―alone‖ of a most stormy life -was drawn (line 10). this clause above is categorized as hyperbole. the poet uses the word ‗stormy‘ in order to describe a childhood which shows the poet‘s life full of disasters. irony is a way of speaking or writing by saying something while the meaning is another (abrams, 1999:135). based on the analyzing of the data, the researchers found 2 ironies used in 2 edgar allan poe‘s poem. the examples of the sentences in the poems that used irony in ―alone‖ and all i lov'd -i lov'd alone – (line 8). the phrases are recognized as irony. it is because in fact, there is nobody wants to live alone. 2018. linguistic, english education and art (leea) journal 2 (1):43-59 56 paradox is a statement which seems on its face to be logically contradictory or absurd, yet turns out to be interpretable in a way that makes good sense (abrams, 1999:201). based on the analyzing of the data, the researcher found 9 paradoxes used in 7 edgar allan poe‘s poems. the examples of the sentences in the poems that used paradox in ―spirit of the dead‖ is the spirits of the dead who stood. the sentence above consist the figurative language of paradox. the poet uses the phrase ‗the spirit of the dead‘ which has the contrast meaning with the traditional idea. metonymy is the literal term for one thing is applied to another with which it has become closely associated because of a recurrent relationship in common experience (abrams, 1999: 98). based on the analyzing of the data, the researcher found 6 metonymies used in 6 edgar allan poe‘s poems. the examples of the sentences in the poems that used metonymy in ―the lake‖ an eden of that dim lake. (line 23). the clause is recognized as metonymy. the word ‗eden‘ refers to ‗paradise‘. meanwhile the words ‗dim lake‘ refers to death that was in the wave (the lake) and a grave for him which would bring him relief from his dark thoughts. symbolism is refers to person, situation, object or action which stands for something else more abstract. based on the data analysis, the researchers found 21 symbolisms used in 8 edgar allan poe‘s poems. the example of the sentences in the poems that used symbolism in ―annabele lee‖ is so that her high-born kinsman came (line 17). the phrase is considered as a symbolism. the words high-born kinsman refers of the angel of the death. the meaning of figurative language in edgar allan poe’s poems figurative language belongs to non-literal meaning. the researchers concluded that edgar allan poe used figurative language in his poems to convey meaning, beautify them, emphasize their meaning and enrich the meaning to the words. according to leech, there are 7 types of meaning, conceptual meaning, connotative meaning, social meaning, affective meaning, reflected meaning, collocative meaning, and thematic meaning. the meanings of figurative language which are found by the researchers were connotative, social, reflected and collocative meanings. connotative meaning connotation plays a major role in the language of literature, of politics, of advertising, and of song lyrics. certain words or sentences convey a connotative meaning because of the figurative language usage or figure of speech. the researchers found 42 connotative meanings which was used in 8 edgar allan poe‘s poems. the poet uses some words which had unreal meaning or connotative 2018. linguistic, english education and art (leea) journal 2 (1):43-59 57 meaning in order to make the poem become more beautiful and interesting to be read. social meaning social meaning is based on the situation which an utterance is uttered and social circumstances of it use. the researchers found 30 social meanings which was used in 8 edgar allan poe‘s poems. the poet uses the social meanings in order to shows the readers about the social circumstances in this poem. for example the using of words ‗thy, thou, thine‘ show the poetic sense in this poem. by this way, the poem can be flowery and interesting to be read. reflected meaning reflected meaning is a language that has multiple conceptual meaning when one sense of our response means to another sense. in this research, the researchers found 16 reflected meanings which was used in 8 edgar allan poe‘s poems.the poet uses some reflected meanings in this poem to give the highten effects in the story of the poem. by using the words that have reflected meaning, the poet wants to make the readers use their imagination in understanding the poem. collocative meaning collocative meaning consists of the association of a word acquires on account of the meanings of words which tend to occur in its environment. the researchers found only 8 collocative meanings which was used in 8 edgar allan poe‘s poems. edgar allan poe‘s poem was written two centuries ago. edgar allan poe used few collocative meanings in his poems. the most collocative meanings were found in ―to one in paradise‖. there are only 2 sentences which containts collocative meanings in this poem. but the researchers would give the example from ―spirit of the dead‘ to represent the collocative meaning. conclusion the research aimed to describe figurative language used in edgar allan poe‘s poems. the objectives of the study are to explain the kinds of figurative language used in edgar allan poe‘s poems and to describe the meanings of figurative language used in edgar allan poe‘s poems. this research had analyzed and discussed about the kinds and meanings of figurative languages found in edgar allan poe‘s poems such as annabel lee, the sleeper, a dream within a dream, alone, to one in paradise, spirit of the dead, the lake and evening star. 2018. linguistic, english education and art (leea) journal 2 (1):43-59 58 after analyzing the data, the researchers concluded some findings as follow: there were 96 figurative languages in 8 edgar allan poe‘s poems, and the kinds of figurative language were 25 personifications, 6 similes, 16 metaphors, 11 hyperboles, 2 ironies, 9 paradoxes, 6 metonymies, and 21 symbolisms. there were 42 connotative meanings, 30 social meanings, 16 reflected meanings and 8 collocative meaning found as figurative language meaning in the poems. the use of figurative language had also made the poems sound more beautiful, and the use of such figures also made poems attract the reader‘s attention. in the construction of this poem, the poet is aware of using figurative languages and it is used intentionally to strengthen the poem‘s meaning. references abrams, m. h. (1999). a glossary of literary terms. (7th ed.). new york: cornell university. agustini, e. (2016). figurative language in william wordsworth‟s poem “she was a phantom of delight”. english department, faculty of letters and culture, udayana university, denpasar. bloomfield, l. (1933). language. new york: hold, rinehart. childs, p., & fowlers, r. (2006). the routledge dictionary of literary terms. new york: taylor & francis e-library. crystal, d. (1999). a dictionary of linguistics and phonetic. cambridge: basil blackwell ltd. fadaee, e. (2011). symbolisms, metaphors and similes in literature: a casestudy of "animal farm". journal of english and literature, 2(2), 19-27. ingram, j. h. (eds.). (1899). the works of edgar allan poe. london: a. & c. black, soho square. iryanti, f. (2010). a figurative analysis on sylvia plath poems. (unpublished undergraduated thesis). islamic university ―syarief hidayatullah‖, jakarta. knickerbocker, k. l., & williard r.h. (1963). interpreting literature. new york. chicago. san francisco. toronto: holt, richard and winston. leech, g. p. (1969). a linguistic guide to english poetry. new york: longman inc. __________(1981). semantics: the study of meaning. (2nd ed.). london: penguin books. moleong, l. j. (2009). metodology penelitian kualitatif. bandung: remaja rosdakarya. padni, w. j. (2012). imagery and figurative language in the poem “a dream within a dream‟‟ by edgar allan poe. jurusan sastra inggris, universitas udayana, denpasar. peck, j., & coyle, m. (1984). literary terms and criticsm. london: macmillan education ltd. 2018. linguistic, english education and art (leea) journal 2 (1):43-59 59 perrine, l. (1963). sound and sense: an introduction to poetry (2th ed.).new york: southern methodist universitas __________ & thomas, r. (1983). sound and sense: an introduction to poetry. london: southern methodist university saputri, e. w. (2014). an analysis of figurative languages used in rick riordan‟s novel. faculty of humanities, dian nuswantoro university, semarang. suryani, a. t. (2013). an analysis of wole soyinka‟s poems: figurative language cases. (unpublished undergraduate thesis). english department, stkip-pgri jombang, jombang linguistic, english education and art (leea) journal volume 2 nomor 2, juni 2019 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i2.574 142 teacher-students’ relationship in teaching and learning reading through alphabet cube to young learners nostalgianti citra prystiananta 1 ikip pgri jember prystiananta@gmail.com 1 submit, 05-03-2019 accepted, 12-06-2019 publish, 14-06-2019 abstract the research aims at describing teacher‟s process in building teacher-students relationship in teaching and learning reading through alphabet cube to 15 young learners 5-6 years old and a teacher as the sample at ra al-barokah jenggawah. this is a descriptive-qualitative research with data collection through observation, interview and documentation. in building teacher-students relationship in teaching and learning reading through alphabet cube, building a sense of community within the classroom and creating consistent routines and procedures were the highest frequency among all with 95 % and 93 % implementation. on the contrary, the use of humor, create consequences for behavior together and show courtesy were the lowest implementation by the teacher with 30 % and 47 % implementation. other components implemented by the teachers included giving attention, motivation, sense of togetherness, individual assistance, proximity, feedback and using praise indicated the average percentage implementation from 63%-89%. it can be concluded that most of the activities in thirteen components in building teacher-students relationship in teaching reading using alphabet cube to the students at ra al-barokah jenggawah were implemented above fifteen percent by the teacher. keywords: teacher-students relationship, teaching reading, alphabet cube, young learners introduction the concept of letter recognition and reading concepts needs to be embedded in early childhood education to help children prepare to join primary school. according to the 2003 program for international student assessment (pisa) research (lemke, williams, roey, smith, kastberg, jocelyn, & ferraro, 2006:7), it illustrates that good reading skills may improve children's self-concept, which in turn will motivate them to learn. when teaching in the classroom, the problem that the lack of average reading ability of ra al-barokah students/students can be caused by several mailto:prystiananta@gmail.com 2019. linguistics, english education and art (leea) journal 2 (2):142-150 143 factors, such as the lack of availability of general reading books or interesting textbooks to readandless variation in the use of media used by teachers. generally, teachers only use manuals or notebooks, so that children are less interested in participating in activities. these problems need to be solved by developing various teaching techniques that can foster children's motivation in reading ability. one way to form habits and hobbies of reading through the media, for example, the letter block game with the aim of children can be interested in reading interest from an early age. the alphabet cube is a game tool made of a box (cigarette packs) wrapped in paper with attractive colors and the learning activities themselves consist of composing. this game must be made in order to improve reading skills in children, so that it takes an interesting method of playing beam letters, and involves the active role of children in playing. in teaching and learning reading through alphabet cubes, it is important to also observe the relationship between the teacher and he students. it is because to reach the goals together and doing the process well, there must be a good relationship between the teacher and the students. moreover, hamre&pianta (2001:627) stated that the maintenance and the building of positive bound between them may create supportive and comfortable atmosphere on the learning environment. in this research, some detail investigation was executed to find out more information about the implementation of teacher‟s activities in building teacher-student relationship so that some future progress will be achieved. literature review teaching reading to young learners young learners have some special characteristics physically, socially, morally etc. according to hasnida (2014:180), young learners characteristics including 1) high curiosity, 2) unique personality, 3) love to fantasize and imagine, 4) pontential time to learn, 5) showing egocentric character, 6) shortterm memory and 7) part of social creature. the characteristics show that early age of children is appropriate and valuable time to learn knowledge including learning language. one of the important skills among the four skills is reading. reading is a difficult skill to learn. however, reading activity for young learners can be started from reading the alphabets. according to steinberg in susanto (2011: 83), early reading is reading that is taught programmatically to preschoolers. this program focuses on intact words, meaningful in the personal context of children and materials provided through interesting games or activities as intermediaries for learning. 2019. linguistics, english education and art (leea) journal 2 (2):142-150 144 teachers-students’ relationship according to downey (cited in gablinske, 2014:22) “students need teachers to build strong interpersonal relationships with them, focusing on strengths of the students while maintaining high and realistic expectations for success”.in teaching and learning activities, teachers held a determined factor for students to reach success in process and in the end. psychological motivation from teachers may uphold students‟ internal condition to strengthen their will in learning since teaching is not only to improve the scores but also build their characters. in teachers-students‟ relationship there is an active participation which is important for students because it is important to learn and use the language in the classroom.although active participation is not the key variable in successful classroom, it is a prerequisite for interaction and communication (pica, young and doughty in sibley, 1990:9). the next point is teachers‟ feedback. this is the method of response to students‟ answers through praise, appropriate acceptance responses, comments and criticism (sibley, 1990:16). in giving feedback, teachers should be students‟ partner who can put their position among students. be friendly teachers and problem solvers. when teachers maintain and build the positive bounds with students, classroom becomes supportive spaces where students may engage in academically and socially productive ways (hamre&pianta, 2001:628). students with positive relationships with the teachers use them as something where students can explore the classroom and school both academically and socially. finally, the result of maintaining and make a good relationship between teacher and students may affect some future progress. a good and positive bound may improve students‟ motivation and desire to learn which are beneficial to reach a better outcome in the learning objectives. alphabet cubes alphabet cubes are one of teaching media in form of cube which is written with alphabet on its surface. the cubes contain 28 alphabets and can be arranged to make a word. they can be modified in colors to make it more attractive to students. alphabet cubes application aim at introducing letters or alphabet to students, raising motivation and interest when arranging the cubes into words and read them (syamsuardi, 2012: 64). the game let students to take each alphabet and try to say it. then, they are allowed to arrange the alphabets into words based on the pictures. by doing those activities, students may learn to read in mind and orally. 2019. linguistics, english education and art (leea) journal 2 (2):142-150 145 research method this is a descriptive-qualitative research using observation list, interview and documentation to collect the data. the sample of the research was a teacher and 15 students at ra al-barokah jenggawah which were treated in a classroom action research by the application of alphabet cubes to improve their reading skill. the observation list and sheetas well as interview list were adapted from gablinske (2014) from marzano‟s protocol (category i and iii) and the tesa interaction model. furthermore, the data were analyzed descriptively to through identification, classification, reduction, description and conclusion. finding the data obtained from three cycles in a classroom action research of teaching reading alphabet through cube alphabets. the observation listswere created from the adaptation of marzano‟s category i and iii, and tesa interaction model section personal regard, as follow. table 1. components of teacher‟s process in building teacher-students relationship components activities average (%) give attention to students 1. greeting and checking attendance lists 2. checking students‟ readiness to study 89 % personal discourse 1. give the example and a chance to the students who do not understand the material. 2. asking and sharing about the material 3. build and maintain the relationship with students , e.g by tell the personal stories to the students 75 % motivate students 1. pre-teaching motivation 2. whilst-teaching motivation 3. mention the purpose of the activities 68 % build sense of togetherness 1. greeting and singing together 2. let students to cooperate with partners or other students 87 % create consistent routines and procedures 1. let students to observe the media 93 % 2019. linguistics, english education and art (leea) journal 2 (2):142-150 146 2. ask students to arrange the cubes 3. ask students to read the alphabets 4. play the game in order create consequences for behavior together 1. give punishment for not obeying the rules 2. give a warning to the students for the mistakes 30 % build a sense of community within the classroom 1. doing reading activity through alphabet cube game 2. clapping hands and singing before going home 95 % use of praise 1. express some compliments to students‟ correct answers 2. give compliment to the student/group who finish the game first 85 % individual assistance 1. teacher assistant to play the game 2. give helps to finish arranging the alphabet 63 % show courtesy 1. use expression of courtesy 47 % give feedback by affirming and/correcting 1. listen to students about their problems 2. pay attention to students to determine what they need to learn 67 % use of humor 1. state some jokes to relieving the situation 30 % proximity to students 1. approach the students intensely 2. walk around the class 73 % the 13 components above were made to show the description of teacher‟s process in building teacher-students relationship in teaching and learning reading through alphabet cube to 15 young learners 5-6 years old and a teacher as the sample at ra al-barokahjenggawah.the observation was done in three cycles in a classroom action research in improving students‟ alphabet reading skill. each component listed some activities in describing teacher-students relationship which were possible to implement in teaching and learning reading. there were various percentages which indicated the average implementation of activities to build teacher-students relationship. creating consistent routines/procedures and building a sense of community within the classroom were the most implemented activities that the teacher did with 93% and 95% 2019. linguistics, english education and art (leea) journal 2 (2):142-150 147 implementation. the description included students and teacher activities in having regular routines and procedures in doing the activities in order and playing the games based on the right procedures. the lowest activities deal with create consequences for behavior together and use of humor with 30% and showing courtesy with 47%. according to the interview, teacher was difficult to give the consequences related to the disciplines of students. it was also hard to state some jokes because the teacher did not really understand to joke. the teacher also seldom showed the courtesy to be friendlier to the students because she thought that it was not really necessary. in giving attention to students, there were some activities such as checking students‟ attendance list and readiness as well as greet the students before the lesson begun. the teacher did these as the routine before start the lesson. the effort showed 89% in the implementation. the second component is personal discourse. personal discourse means the way a teacher build and maintained the relationship with the students in sharing something personal to the students. thus the students might feel important for teacher‟s part of life (gablinske, 2014:87). there are three activities in this component such as 1) giving the example and a chance to the students who do not understand the material, 2) asking and sharing about the material and 3) building and maintaining the relationship with students, e.g. by tell the personal stories to the students. those activities may describe about how teacher took a personal feeling in creating and maintaining a closer relationship which made the students felt comfortable, enjoyable and intimate to the teacher and his teaching activities. the third component described the ways the teacher described his activities to motivate the students in pre and whilst activities as well as stating the purpose of teaching and learning. the implementation, however, only 68% which indicated medium implementation of motivating and stating the learning purpose. the fourth component is building sense of togetherness which described the activities of greeting and singing together as well as letting the students to cooperate with partners or other students. the implementation of the activities showed 87% of the average implementation. the percentage indicated that the activities might strengthen the bond among students and teacher by doing the activities together. the fifth component was one the best activities that the teacher did in maintaining and building teacher-students relationship, namely, creating consistent routines and procedures. the activities were the done based on the whilst activities in reading the alphabet through alphabet cubes. it was indicated by 93% implementation. therefore, the activities showed the regular implementation and gave the chances to the students to observe the media, arrange the alphabet, read the alphabet and play the game in order. 2019. linguistics, english education and art (leea) journal 2 (2):142-150 148 component 6 and 12 showed similar percentage on the implementation for 30%. according to the interview, the lowest percentage occurred because the teacher was difficult to making some jokes and sometimes cannot handle the troublesome condition. the discipline needs some improvements. the seventh component was building a sense of community within the classroom. these activities are done to elevate the sense of belonging within the group of learning. the activities are playing the game together and singing and clapping together. the eighth component was the use of praise. based on the observation list, the teacher was doing the praise well and indicated by the percentage 85%. giving compliment is necessary for students who do correct answer and action. in his teaching, the teacher stated the compliment for students‟ correct answers and the group who finished the game first. in individual assistance, the teacher showed the implementation for 63% which means medium. according to the interview, the teacher was difficult to handle the students who finished the games and not finish the game yet. therefore, the attention was split and not all of the students received fair assistance. the next component also indicated teacher‟s difficulty to show the courtesy to the students. it was indicated by 47% average. the teacher showed just a few expression of courtesy sometimes. there was the expression used but just a few times. in handling the class, the teacher seemed a little bit overwhelmed. this was the weakness of the teacher in the building teacher-students relationship.the component in the activity was giving feedback by affirming and/correcting with 67% implementation. beside, as sarason (1999:9) stated that a teacher should know more about the minds and hearts of the learners. apart from difficulties in handling the class, the teacher did the proximity to students by walking around the class but not intensely approaching the students closely. the implementation for all 13 components occurred in the activity but did not spreading evenly. using humor and creating consequences for behavior together were the lowest implemented by the teacher because of the difficulty in doing these. the teacher said that not all of the people were easy to state funny expression. the teacher just be able to said the cheerful expression to get into the children nature. dealing to the consequences for behavior together was not occurring in some steps in teaching. discussion one of the important skills among the four skills is reading. reading is a difficult skill to learn. according to steinberg in susanto (2011: 83), early reading 2019. linguistics, english education and art (leea) journal 2 (2):142-150 149 is reading that is taught programmatically to preschoolers. this program focuses on intact words, meaningful in the personal context of children and materials provided through interesting games or activities as intermediaries for learning. therefore, applying games or other attractive activities are essential to reach teaching reading objective. however, in teaching and learning building, maintaining and reviewing teacher-students‟ relationship are also needed to have a psychological bound. psychological motivation from teachers may uphold students‟ internal condition to strengthen their will in learning since teaching is not only to improve the scores but also build their characters. according to downey (cited in gablinske, 2014:22) “students need teachers to build strong interpersonal relationships with them, focusing on strengths of the students while maintaining high and realistic expectations for success”. for example, a teacher must state the magic word such as „excellent‟ or „good‟ to students when they do something as the token of appreciation. this may improve students‟ self confidence in learning. as supported by sibley (1990:16), this is the method of response to students‟ answers through praise, appropriate acceptance responses, comments and criticism. the research used three cycles in a classroom action research of teaching reading alphabet through cube alphabets. the observation lists were created from the adaptation of marzano‟s category i and iii, and tesa interaction model section personal regard. it focused on 13 components of teacher‟s process in building teacher-students‟ relationship in teaching reading by using cube alphabets to 15 young learners 5-6 years old and a teacher. each component considered to represent the items that have to describe correspond to the problem of the research. it has different result after the data analysis was conducted. overall the application of the listed activities were implemented well as proved by the percentage. it means the teacher attempted to create and maintain a conducive learning as well as psychological bound to the students. some statements indicated that the application of the activities were poor, such as stating some jokes and handle troublesome condition. due to these things, probably it was hard to state some funny words but it can be covered by the friendliness of the teacher to the students as stated in the finding previously. the teacher was the type of a person who could not overcome the chaos in the classroom due to the lack of firmness. as amir (2011:54) states that a teacher must to be firm in teaching, especially to students who break the rules. therefore, these points can be as a consideration for the teacher to improve the performance and the way to have a better relationship in the future. 2019. linguistics, english education and art (leea) journal 2 (2):142-150 150 conclusion the process of the activities in building teacher-students relationship is essential to describe because maintaining and creating a good relationship between teacher and students may affect some future progress in reaching the targeted goals. the result finally showed that most of activities have already implemented well enough by the teacher to maintain and build teacher-students‟ relationship in teaching and learning reading alphabet using alphabet cubes to the young learners at ra al-barokah jenggawah jember. the highest component application were building a sense of community within the classroom and creating consistent routines and procedures were the highest frequency among all. on the other hands, the use of humor, create consequences for behavior together and show courtesy were the lowest implementation by the teacher. therefore, the three lowest components implementation need to be improved by the teacher in teaching and learning reading alphabet by using alphabet cubes to the young learners. references amir, m. (2011). rahasia mengajar dengan kreatif, inspiratif, dan cerdas. jakarta: logiko galileo. gablinske, p.b. (2014). a case study of students and teacher relationships and the effect on sudent learning.open access dissertation. 266. http://digitalcommons.uri.edu/oa_diss/266 hamre, b. k., &pianta, r. c. (2001). early teacher–child relationships and the trajectory of children‟s school outcomes through eighth grade. child development, 72(2), 625-638. hasnida. (2014). analisis kebutuhan anak usia dini. jakarta: luxima. lemke, m., williams, t., roey, s., smith, c., kastberg, d., jocelyn, l., ferraro, d. (2003). the program for international student assessment (pisa) 2003 data analysis user‟s guide. (nces 2007-048). u.s. department of education, nces. washington, dc: u.s. government printing office. sibley, m. l. (1990). teacher-student interaction in the esl classroom: an investigation of three-part exchanges, teacher feedback, and the role of gender. retrospective theses and disserations. 310. htt://lib.dr.iastate.edu/rtd/310 susanto, a. (2011). perkembangan anak usia dini. jakarta: kencana. sarason, s.b. (1999). teaching as a performing art. new york:teachers college press. syamsuardi. (2012). penggunaan alat permainan edukatif (ape) di taman kanakkanak paud polewali kecamatan taneteriattang barat kabupaten bone. jurnalpublikasipendidikan, 2 (1). linguistics, english education and art (leea) journal volume 2 nomor 2, juni 2019 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i2.638 132 process approach used by students in essay writing at english departmant indah rahmalia 1 stkip yayasan abdi pendidikan payakumbuh rahmaliabayu@gmail.com 1 submit, 25-04-2019 accepted, 11-06-2019 publish, 11-06-2019 abstract the purpose of this study was to find out the process approach used by students in essay writing at stkip abdipendidikanpayakumbuh. this study was carried out of descriptive research by employing questionnaire consist of 24 questions to 13 students in the secondacademic yearselected by using purposive sampling technique. the results of this study indicate that students have used all the process approach in essay writing. the most dominant process used by students is brainstorming with scores (111) and the least used by students is feedback with scores (84). from the result, it can be concluded that all students used the process approach in essay writing. keywords: process approach, writing, essay writing introduction writing english is usually not easily to do, because the writer should put ideas, thoughts, feelings on the paper. moreover, it needs large amount of skills that have to be mastered by the students in english department beside listening, speaking and reading. in stkip yayasan abdi pendidikan payakumbuh, students learn three subjects of writing. they are paragraph writing, essay writing and scientific writing.in curiculum especially on the second year students, there are subject related to writing namely essay writing. in essay writing, they learn about cause-effect, comparison-contrast, chonological order, and argumentative essay. the students should be able to write since they will write research in the last semester as the requrement ingraduation. but, they still have problems in writing. such as lack of vocabulary, grammar mistake, out of topic, lack of detail information etc. in order to understand and success inwriting, they must understand the process of writing by using process approach. this approach is expected to help them in writing. there are some rules that students need to know in process approach used in writing, as propose by steele (2004:67), process approach in writing is brainstorming, planning/structuring, mind mapping, writing the first draft, peer feedback, editing, final draft, evaluation and teacher‟ feedback. brainstorming is mailto:rahmaliabayu@gmail.com1 2019. linguistics, english education and art (leea) 2 (2):132-141 133 generate idea by brainstorming and discussion. planning/structuring is students exchange ideas into note form and judge quality and usefulness of ideas. mindmapping is students organize ideas into a mind map, spidergram, or linear form, writing the first draft, peer feedback is draft are exchange after peer feedback. editing is drafts are returned and improvements are made based upon peer feedback, final draft is the finishing in written and last evaluation and teacher‟ feedback is students‟ writing are evaluated and teachers provide a feedback on it. so, based on this theory, writer is expected to find the phenomena of process approach used by students in essay writing at english departmant instkip abdi pendidikan payakumbuh. literature review writing richard and renandya (2002:309) states that writing consists of many constituent parts and we need to consider which ones will be the most important four a course: content, organization, originally, style, fluency, accuracy, or using appropriate rhetorical from or discourse. it mean there are many parts must be considered in writing. linse (2005:98) states that writing is a combination of process and product. the process refers to the act of gathering ideas and working with them until they are presented in a manner that is polished and comprehensible to readers. according to white & arndt (1991:260) states that writting is not a natural activity. all physically normal people learn to speak a language. yet all people have to be taught how to write. this is crucial difference between the spoken and witten forms of languge. process approach flower and hayes (1981:89) note that the process approach depends on four point. the first of these key point is that the act of writing is a series of distinctive thingking processes are interconnected. the third is that the act of composing is goal-directed thingking process guide by the writer‟s developing network of goals, and the fourt is that the process involves producing sub-goals, and changing main goals at times. these four points are implemented by each writer to a certain extent within the writing process. furthermore steele (2004:45) states that process approach model comprises of eight stages, they are brainstorming, planning/structuring, mind mapping,writing the first draft, peer feedback, editing, and final draft. however the students must know and use this step in writing proposal and essay. the process approach to writing model had improve the development of the students‟ writing abilities.for, furthermore explanation, it can be submit as follows: 2019. linguistics, english education and art (leea) 2 (2):132-141 134 brainstorming the first step is brainstorming. in this step students generating ideas with discussion to ideas many students can. brown (2001:349) explains that brainstorming is finding ideas quickly and spontaneously. their intention is to write down as many ideas as possible without worrying whether they will be used or how they will used or whether they are good. moreover, scane, guy & wenstorm (1991:90) state that brainstorming is activities motivaties students who do not usually want to write by creating a nonthreatening atmosphere. thus, in esl environtment where students typically struggly with writing tasks, a nonthreatening atsmosphere might assist in the development of their writing skills. brainstorm and group brainstorm and group include; 1) start with a topic, 2) generate as many ideas as you can, 3) look for groups or patterns, 4) organize into groups, 5) use groups for sections or paragraphs. so writer can concluded that brainstorming is students exchange ideas into note form and judge quality and usefulness of the idea. planning/structuring the second step is planning/structuring. in this step,students will planning to be written and applied on paper. in this stage students write on paper. steele, (2004:45) tate that planning/structuring is students exchange ideas into note form and judge quality and usefulness of the ideas.according to richards & renandya (2002:315) state that planning is before writing the authors what they will be written about. before starting or changing, they will say what they will say. so, writer concluded that in planning that in planning the students gather ideas before doing the analysis to find the desired freedom and students gather ideas before into note form and judge quality and usefulness of the ideas. mind mapping the three step is mind mapping students organize idea into a mind map, spidergram, or linear form. to help make the hierarachical relationship of idea which students the structure of their texts in writing. he added mind mapping has proven useful before, during and after writing. according to mcgriff (2007:37) state that mind mapping is seen as a powerfull tool to help students overcome problems with the organization of task which requires thingking instead of memorizing. 2019. linguistics, english education and art (leea) 2 (2):132-141 135 so writer concluded mind mapping helped students to see relationship among ideas and connect known and outline for the writing of a short essay on the topic, or that a segment of the map is used in the writing of a paragraph. writing the first draft the four step is the first draft. in this step, students will collect their ideas and then choose and describe them to write the first draft. brown (2001:338) state that first draft is after students exploring ideas, put them into paragraph form,keeping in mind how showing and using facts and statistics makes writing powerfull and convining. steele (2004:90) state that writing the frist draft is students write the frist draft. this is done in the class frequently in pairs or groups.so writer concluded the first draft the students collect their ideas after they work together or in group and then the students decode what they get in a discussion and they will outline the concepts they write. peer feedback the five steps is peer feedback. in this step, students need peer feedback in writing. fill out the compilation writing peer feedback. with this step will be able to motivate students in applying student ideas in the analysis. after getting feedback from teachers and fellow students can also revise their writing for the better. hyland (2003:78) states that peer feedback encourages student to participate in the classroom activities and make them less passively teacher dependent. so, writer conclude in peer feedback friends can motivate students to actively participate and students wiil be able to have a good concept after there are several steps to do in peer feedback such as, friend evaluation, criticism, and editing of friends. and peer feedback for defines what is right and wrong. editing the six step is editing . in this step, students will checking problem in writing like grammar ,spelling, and punctuation error. and then students wiil corecting that problem to writing good. johnson (2008) states that editing is the stage where the draft is polished; it is the final step before handing out the final draft. the writer gives attention to mechanics such as punctuation, spelling and grammar. editing involves the careful checking of the text to ensure that there no errors of spelling, punctuation, word choice and word order.this stage may include the following: 1) checking and correcting spelling, 2) checking and correcting grammar, 3) checking and correcting punctuation. so writer concluded from editing before writing we must have a good draft to plan. in order 2019. linguistics, english education and art (leea) 2 (2):132-141 136 to avoid some errors in writing such as spelling, grammar, and punctuation. and student must review the draft for make correction readebility. final draft the step is final draft. in this step, students wiil submit as students complete paper in writing after editing in writing. then the final draft is written. in addition, students can also exchange and read each orthers‟ work and perhaps even write a response or reply. furthermore, white & ardnt (1991:17) state that final draft as paragraphs have not been structured nor have the ideas been developed appropriately. so, writer concluded before doing final draft in writing students have to make sure the concept there is no mistake, from various aspect and doing final drafts students require peer feedback. evaluation and teacher’ feedback the last step is evaluation and teacher feedback. in this step, students will evaluation their writing by guiden from teacher feedback.the students writing usually submit to teacher to get feedback. hyland (2003:11) state that evaluation is its mean teacher describe the process of progress over the teaching material. and addition from steele, (2004:34) state that evaluation and teachers‟ provide a feedback on it.according to brown (2001:357) state that writing evaluation there six categories or aspects, include; 1) content: thesis statement, related ideas, development of ideas throught personal experience, illustration, facts opinions, use of description, cause/effect, comparision/contrast, and consistent focus, 2) organization: effectiveness of introduction, logical sequency of ideas, conclusion, and apporpriate leght, 3) discoursr/ chesion: topic sentences, paragraph unity, transitions, discourse makers, chesion, rhetorical conventions, refence, fluency, and variation, 4) syntax, 5) vocabulary: using meaningful words or phrases, 6) mechanics: spelling, punctuation, citation of refences. so the writer concluded evalution and teachers‟ feedback is process feedback for evaluation drafts, for producing a good writing method that the concept of organize and planning. research method the aim of this research is to find out the process approach used by students in english department. the analysis need to be explained clearly. so,this study is belong to qualitative research as research design. according to gay (2011:7) state the qualitative research is the collection analysis, and interpretation of comprehensive narrative and visual data to gain insights into particular phenomenon of internet. 2019. linguistics, english education and art (leea) 2 (2):132-141 137 the participants of this research were the second year students of english department at stkip abdi pendidikan payakumbuh selected by using purposive sampling technique. according to sugiyono (2009:300) purposive sampling is the technique of sampling data source with a certain consideration. they were 13 students as the participants of this research. closed-ended questionaire was the source of data of this research. it consist of eight indicators with 24 items. table 1 indicator process approach indikator process approach sub-indikator number of questionnaire brainstorming 1. start with a topic 2. generating idea 3. organize into groups 1-3 planning/structuring 1. wh-question 2. generate content idea 3. brainstorming for idea 3-6 mind mapping 1. using mind mapping to find a good for essay 2. main idea or concep 3. outline in mind mapping 6-9 writing first draft 1. peeredting 2. revising 3. decession of final schedul 9-12 peer feedback 1. peer respond 2. peer editing 3. peer evaluation 12-15 editing 1. grammar 2. speeling 3. sentence structuring 15-18 final draft 1. content 2. format 3. organize 18-21 evaluation and teachers‟ feedback 1. feed back 2. editing 3. revising 21-24 the writer asked students to indicate questionnaire using‟‟likert scale‟‟ by gay (2000:158) and each respond was scored in number as followed: if the students choose‟‟always‟‟they got 4 , if the student chose „‟often‟‟ they got 3, and 2019. linguistics, english education and art (leea) 2 (2):132-141 138 if they choose „‟sometimes‟‟ they got 2,if they chose „‟seldom‟‟ they have got 1, and if they chose „‟never‟‟ so they have got 0.after getting data, the writer analyzed the data by using steps suggested by gay (2000:240) those are: 1) data mananging. data managing involves reating and organizing the data managing. the first to organize the data and check it for completness. the second is to start the writer on the process of analyzing and interpreting the data; 2) reading/ memoing. reading the student questionnaire answer sheet get a sense of data; 3) description. the writer examining the data in dept to provide detailed description of the setting, participants and activities; 4) classifying. the writer categorized the data and classifed them into theme interpreting. according to gay (2000:250) data interpretation among the data, especially the identified categories. at this point, the writer interpreted the data collected based on categories in order the data can be understood. finding after analyzed the data, the writer got the result of eight steps in writing process are brainstorming, planning/structuring, mind mapping, writing the first draft, peer feedback, editing, final draft, evaluation and teacher‟ feedback. the percentage of the process it described on the table. table 2. score of process approach used by student s‟ writing. no. process approach score 1 brainstoming 111 2 plannig /structuring 96 3 mind mapping 91 4 writing first draft 101 5 peer feedback 84 6 editing 93 7 final draft 103 8 evaluation and teacher‟ feedback 106 based on the table above, it could be seen that the students mostly used brainstorming in process approach of writing. it can be seen from the score, the students used brainstorming is in highest score. the lowest was peer feedback because it got lower score than the other. in detail, the data could be described as follow : the first brainstorming wit total score 111. the second planning / structuring with total score 96. the third mind mapping with total score 91. the four writing first draft with total score 2019. linguistics, english education and art (leea) 2 (2):132-141 139 101. the five peer feedback with total score 84. the six editing with total score 93. the seven final draft with score 103, and the last evaluation and teacher feedback with total score 106. graphic 1 : chart of total score process approach used by student writing. based explanation the graphic above it can see results from eight step process approach used by students in writing. brainstorming with score 111, planning/structuring with score 96, mind mapping with score 91, writing frirst draft with score 101, peer feedback with score 84, editing with score 93, final draft with score 103, and the next evaluation and teacher‟ feedback with score 106. discussion based on the result above, it can be discussed in detail as follows: the highest score was “brainstorming” with the total score 111. it was probably happened because the students are easier in developing their writing by collecting ideas that creat and develop freedomly and directed on the paper. it was supported by langan (2002:18), he states that brainstorming helps students this about and develop a topic than getting words on the paper. the lowest was “peer feedback” with the total score 84. it was probably happened bacause only several of students who are familiar with peer feedback and students may prefer feedback from lecturer. it because they assumed that teacher or lecturer is the one who qualified to provide them with useful comments. so, the teacher or lecturer is defined as the only source of authority for giving the suitable comments. it was supported by tsui & ng (2000:94) state that peer 0 20 40 60 80 100 120 brainstorming planning/structuring mind mapping writing the first draft peer feedback editing 2019. linguistics, english education and art (leea) 2 (2):132-141 140 feedback was discovered that all students prefer teacher‟s feedback than peer feedback. conclusion this research discusesed about process approach used by student writing in stkip abdi pendidikan payakumbuh 2017/2018 academic year.based on the research had done by the writer. it could be concluded that the process approach devided into eight indikators. they were brainstorming, planning / structuring, mind mapping, writing first draft, peer feedback, editing, final the draft, and evaluation and teacher‟ feedback.the resulted of this research, dominated by brainstorming with score were 111, then planning/structuring with score were 96, mind mapping with score were 92, writing the first draft with score were 101, peer feedback with score were 84, editing with score were 93, final draft with score were103, and evaluation and teacher‟ feedback with score were 106. references brown, douglas h. (2001). teaching principles: interactive approach to language pedagogy (2nd ed). new york: addision wesley longman flower,l s & hayes,j. r. (1981). a cognitive process theory of writing college composition and communication ,3 (2), 365-387 gay,lr and airsian, peter. (2000). education research: compentencies for analysis and application. united states of america : mc millan publishing company. hyland,k. (2003). second language writing. cambridge: cambridge university press johnson, a.p. (2008). teaching reading and writing, a guidebook for tutoring and remediating students,usa: rowman &littlefield education langan. (2002). english skills with reading (5th ed: new york.mcgraw-hill linse. (2005). practical english language teaching: young learner.north america. the mcgraw-hill companies mcgriff,s. (2007). instructional system program. pennylvania state university. 62 (2).8-25 richard,j & renandya,w. (2002). methodology in language teaching: an anthology of current practice, cambridge,united kingdom: cambridge university press. steele,v. (2004). product and process writing. retrieved on 10 march 2017 from http://www.teacherenglish.english.org.uk/think/write/approachs.html sugiyono. (2009). metode penelitian pendidikan pendekatan kuantitatif, kualitatife,and r d d. anggota ikatan penerbitan indonesia :cv alfabeta scane, j, guy, a.m, & wenstorm,l. (1991). think, write, process writing for adult esl and basic education and students. toronto: the ontario institue for studies in education. available online: http://www.teacherenglish.english.org.uk/think/write/approachs.html 2019. linguistics, english education and art (leea) 2 (2):132-141 141 http://www.researchgate.net/profile/rafidahabdkarim/publication/31613 8865brainstorming approach-and-mind-mapping-1 tsui,a.b.m & ng,m.2000. does secondary l2 writer benefit from peer comments? journal of second language writing,9,147-170 from http:dx.doi.org/10.1016/s1060-3743(00)00022-9 white r,& arndt,v. (1991). process writing harlow: longman. available online :http://www.birmingham.ac.uk/documents/collageartslaw/cels/cessapproa chghosal.pdf http://www.researchgate.net/profile/rafidahabdkarim/publication/316138865brainstorming http://www.researchgate.net/profile/rafidahabdkarim/publication/316138865brainstorming http://www.birmingham.ac.uk/documents/collageartslaw/cels/cessapproachghosal.pdf http://www.birmingham.ac.uk/documents/collageartslaw/cels/cessapproachghosal.pdf linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.6082 386 a comparative analysis of rhetorical move and genre knowledge development of english and indonesian thesis ummu hani assyita1 universitas negeri surabaya oikurema purwati2 universitas negeri surabaya syafi’ul anam3 universitas negeri surabaya haniassyita@gmail.com1 submit, 09-05-2023 accepted, 29-06-2023 publish, 30-06-2023 abstract a number of studies have shown that genre analysis through move analysis is a practical approach to identifying complexity in writing research papers (ras). however, the development of general knowledge embodied in abstract discourse patterns is rarely known. this study aims to clarify whether educational level influences the development of general knowledge, especially in the field of abstract research. this study uses a descriptive qualitative method and uses hyland's (2000) five-step analysis model, introduction, purpose, method, product, and conclusion (i-p-m-pr-c). this study analyzes the comparison and identity of thesis abstracts in english and indonesian. the results of this study showed several differences and similarities in the realization of abstract discourse patterns in the final project abstracts in english and indonesian. as for genre knowledge, its development is expressed in the level of learning, from undergraduate to postgraduate. as can be seen from the thesis abstracts in both languages, move1 (introduction) presents a wider variety of step-by-step implementations. the analysis of the data also shows that there are no significant differences in the development of genre knowledge across languages and study areas. thus, this study suggested to have more subject data for further comparative research on this particular topic. keywords: abstract, english genre knowledge, rhetorical move, thesis introduction articles in research journals provide a forum for academic researchers to develop communication strategies for publishing their research results. a communication strategy is systematically and systematically implemented in order for authors to communicate smoothly in the transmission of research results (presenting the results of the author's thoughts on a certain research topic to the reader) of scientific writing. research papers are currently written and prepared in https://doi.org/10.31539/leea.v6i2.6082 mailto:haniassyita@gmail.com1 387 english for publication in national and international journals. according to arsyad (2016), writing a research paper in english for publication in an accredited journal is not an easy task for most indonesian researchers. most of their problems do not pay attention to well-structured academic writing in english (wardani, 2020). academic papers are usually published with an abstract that briefly describes what the paper wants to say. abstracts of research papers are important in determining whether international readers will find research papers relevant to their research (fauzan et al., 2020). everything from the background to the conclusion is presented concisely and thus represents the entire content of the article (samraj, 2002). similarly, tocalo (2021) argues that research paper abstracts are gaining importance. this is particularly due to the increased use of online science web indexes. it aims to pave the way for global academic institutions to have access to research reports. in academia, writing styles can vary due to the influence of the "author's native language" or “author’s mother tongue” (llantada, 2014). furthermore, differences in linguistic use systems between native languages and english lead to variations in linguistic realization in the organization of discourse patterns, where variations are accepted or do not follow the rules. therefore, follow-up is necessary to understand discourse patterns or abstract descriptive patterns in research papers (pho, 2008). in other words, as members of the academic community, authors must acquire knowledge of the genre in order to successfully publish their research. genre knowledge is known as the study of text understanding in specific discourse contexts (tardy, 2009). hyland (2000) argues that to understand genre knowledge, the authors must use their awareness and prior knowledge built through explicit class genre analysis as part of esp/eap studies. the underlying assumption in this context is that academic experience will influence one’s genre knowledge (rounsaville, 2014). the method of move analysis in genre knowledge analysis is assumed as an effective method for recognizing the complexity of writing research articles. move analysis is an approach to identifying text (swales, 2004) and has been used to evaluate different types of genres, such as papers, essays, and articles. move analysis can be represented as a text analysis for communication purposes and a compositional step to describe how discourse patterns showed in investigated texts. many researchers have investigated rhetorical move patterns in abstracts with different focuses, but the same main goal is to see what move or discourse pattern is used in each text (mohsenzadeh, 2013; nikpei, 2016; putri et al., 2021). on the other hand, analysis of genre knowledge development provides insight that genre knowledge development is shaped by the exposure that authors receive through various writing courses and transactional boundary-crossing practices (fox, 2010; driscoll et al., 2020; rounsaville, 2014). although much research has focused on the investigation of abstract patterns of discourse (lubis & kurniawan, 2020), not much has been discussed about the development of genre knowledge manifested in abstract move patterns. 388 this is clear that additional research is needed. to fill this gap, this study sought to determine whether there is an effect of educational level on the development of genre knowledge, particularly in the area of research abstract writing. this study also aims to compare and identify similarities and differences between abstracts written in english and indonesian. it is hoped that the findings from this study will provide a clearer picture of (1) the development of abstract writing skills from the postgraduate and the factors that influence them and (2) the differences in the embodiment of abstract discourse patterns at each level and language. literature review rhetorical move analysis the rhetorical move serves to explain sections of a research article. the aim is to clarify and clearly describe the rhetorical move of a particular genre, each with the aim of helping newcomers and novices who are not part of a particular discourse community (parodi, 2010). in other definition, a rhetorical move is a unit that relates to both the writer’s purpose and the way in which the writer’s messages or meaning is conveyed (nikpei, 2016). based on these definitions, rhetorical move analysis can be interpreted as a textual analysis of communicative objectives and their constituent steps to understand how the discourse pattern is manifested in the writing that is being analyzed (zamani & ebadi, 2016). move analysis is an analytical approach to text identification (swales, 1990, 2004) and has been used to evaluate many types of genres, such as articles, theses, or essays. move analysis can be described as text analysis for communicative purposes and a compositional step to describe how the discourse patterns emerge in the investigated writing. there are many studies focused on analyzing rhetorical moves. even though the data have different focuses, they all have one thing in common: to see which moves or discourse patterns are used in each text. researchers are interested in analyzing rhetorical move structures that relate to only one scientific field. for instance, amnuai (2019) focuses on analyzing the rhetorical move structures and grammatical features of abstracts of two genres (master’s thesis and research articles or ra) in the field of information and communication technology (ict). this study examines how the abstract of the two genres is rhetorically implemented and identifies three grammatical aspects; tenses, phonetics, and phrases. this study shows that there are differences in the frequency of occurrence of the move introduction and conclusion. other aspects, such as the use of sound, are very different between the two genres. the results of this study provide detailed knowledge of rhetorical patterns and the use of lexico-grammatical features in each move of the abstract. other researchers compared abstract patterns of discourse written by authors from different backgrounds, such as mother tongue, level of academic writing proficiency, or region. suryani and rismiyanto (2019), in their research, used hyland's five rhetorical move models to study the abstract rhetorical moves of english undergraduate theses written by indonesian students of non-english majors. the study concluded that few english-language undergraduate thesis abstracts followed hyland's five-step model. this study also shows that the method steps are included in all english-language undergraduate thesis abstracts. similarly, 389 mohsenzadeh (2013) focuses on how different discourse communities achieve their communication goals. the study found that the difference between the prefaces in english and persian literature lies in the obligatory shift. in the english corpus, the necessary moves are found in the general description of the book, whereas in the persian preface are found to be the significance of the topic. in summary, there are many studies examining patterns of rhetorical moves in abstracts from different types of papers, considering different contexts. however, the development of genre knowledge which realized in rhetorical move patterns in thesis abstracts. this research gap is the background for conducting this research. genre knowledge development genre knowledge can be divided into four areas: formal knowledge, rhetorical knowledge, process knowledge, and disciplinary knowledge (tardy, 2009). formal knowledge can be defined as one’s own understanding of the characteristics of genre texts, such as norms, the structure of discourse patterns, and linguistic features. rhetorical knowledge is concerned with understanding the relationship between general goals to be achieved and their associated context. the context of this research is how the authors position themselves in conveying the content of their writings. process knowledge refers to efforts to achieve a goal to be achieved involving the ability to manage time and find the right resources. discipline knowledge or field knowledge related to a particular study. in other words, this knowledge is about the author's understanding of the scientific field he is involved in. the development of genre knowledge was shaped by the author's experience with various writing styles and practices across countries. in their study, artemeva and fox (2010) used different excerpts from engineering genre competency assessments to examine students' genre knowledge goals and their development. the results of this assessment indicate that students' knowledge of genres does not guarantee success in writing in those genres. to fill this gap, driscoll et al. (2020) examined genre as an important factor in understanding and facilitating the development of writing. the aim of their research was to explain how writing classes influence the development of students' genre knowledge and metacognition and how these factors affect writing performance. the results show that students make significant progress in writing during the course. however, rounsaville's (2014) study focuses on a case study of how students' transnational genre knowledge developed in response to a series of transfers between italy and the united states. in this study, it was found that students' reading and writing histories reveal a transnational nature, particularly in applying prior genre knowledge to new writing situations. based on the previous studies above, this study not only analyzed the quality of the discourse patterns presented by authors in their postgraduate thesis abstracts but also how their knowledge of genre evolved with their experiences during their postgraduate’s degrees. the purpose of this study focuses on the potential role of an individual’s academic level of education in relation to their academic writing skills. 390 research method research design a comparative qualitative design was used in this study because this study aims to analyze and compare the implementation of abstract discourse patterns from master's theses at surabaya state university and the development of their genre knowledge. specifically comparing the rhetorical organization of abstracts written in english and indonesian. this study uses two main instruments. hyland's abstract move analysis model (2000) was adopted as the first tool to analyze abstract discourse patterns (see table 1). table 1 move analysis guideline from hyland (2000) move step m1introduction s1arguing for topic significance s2making a topic generalization s3defining key term(s) s4identifying a gap, m2purpose stating the research purpose m3methods s1describing participant/data sources s2describing instrument s3describing procedure and context, describing the main result m4findings describing the main results m5conclusion s1deducing conclusion s2evaluating the significance of the research s3stating limitation s4presenting recommendations and implication data collection the data for this study were collected from postgraduate thesis abstracts at surabaya state university. a total of eight abstracts in two languages (english and indonesian) were carefully selected. as this study focuses on the development of genre knowledge, the number of abstracts examined was intentionally limited in order to improve the researchers' understanding of each participant's genre knowledge development. participant selection was based on the following criteria: • the participants are 4 english language students and 4 indonesian language students who have undergraduate degrees and have written a thesis. • all participants have degrees from indonesian universities (local graduates). • abstracts will be written in each research field (english and indonesian). the second tool, the interview, consists of three main sections, each consisting of several questions. the first part aims to clarify the background of this research theme and the identity of the individual. the second part aims to demonstrate the acquisition of genre knowledge in relation to tardy's (2009) four 391 domains of genre knowledge. furthermore, the second part is also adapted to the development of general knowledge at the postgraduate level, which is influenced by personal, social, and socio-historical factors. section 3 aims to collect information on postgraduate levels and the process of transition from undergraduate to postgraduate. the interview protocol was based on several theoretical studies. the genre knowledge question is based on research by tardy (2009) and devitt (2015), and tardy et al. (2020) used as the basis for questions about the factors that contribute to the development of 'author' genre knowledge. data analysis hyland's (2000) abstract rhetorical five-moves model was chosen as a guideline for data analysis. the first move, the introduction, establishes the context of the paper and the motivation for the research and discussion. the second move aims to show the intent behind the paper and give an idea of it. the third move, method, provides information about the design, procedures, assumptions, approaches, and data. the fourth movement, findings or results, shows the most important results and arguments. and the last move is the fifth move, interpreting the results, drawing conclusions, and showing broader applications or implications (kurniawan et al., 2019). the process begins by breaking down all abstracts into sentences. then label the sentences according to the guidelines. manually analyzed data using the hyland model (2000) was ported into excel to facilitate the identification and variations in the emergence of abstract discourse patterns in academic studies of all kinds. abstracts written in english are assigned e1 and e2, and abstracts written in indonesian are assigned i1 and i2. numbers refer to respective papers. perform appropriate processes to determine trends and changes in language realization. survey data obtained from interviews in this study used the interview data analysis method from creswell (2012). during the interview session, the answers to each question were transcribed and entered into a table. the responses of each participant were compared and concluded. responses were also used to derive general conclusions about the participants' development of genre knowledge. semistructured interviews were used because there were some adjustments depending on the results of the text analysis and the participant’s responses to each question. data presented from abstracts and interviews are coded d (data) in all articles. learned moves are shown in bold in the data view. discussions this section also aims to answer the research objectives: (1) to examine whether there is an effect of educational level on the development of genre knowledge, particularly in the area of research abstract writing, and (2) to compare and identify whether there is a difference between the english and indonesian abstracts. the existences of the moves and steps this subchapter describes the occurrence of moves and steps in each language and learning level. a total of 122 moves are obtained from the data obtained. here there are 19 moves on e1, 33 moves on e2, 25 moves on i1, and 45 392 moves on i2. the number of the second move, objectives, is the smallest among all the papers compared to his other four steps. this could mean that the authors of the conclusion paper did not focus on the outline and intent behind the paper that brought it into the goal move. another step that is least common is move 5 (conclusion). on the other hand, move 4 (findings) has the most occurrences of i2 and e1. at i1 and e2, m3 (method) and m1 (introduction) occur at the highest level. the proportion of each step realized was rarely considered in previous studies, as the majority were more concerned with the meaning of movement (kurniawan et al., 2019). as such, this analysis also focuses on describing the frequency of cross-sector transfers and valuation levels. according to hyland (2000), move 2 (objective) and move 4 (finding) have no steps, so only the remaining moves were investigated further, focusing on step manifestations. this study analyzed the similarities and differences in the development of steps. based on the findings, the similarity suggests that step 3 of move 1 (define key terms) is the least realized step, followed by step 1 of move 1 (arguing for topic significance). on the other hand, step 3 of move 3 (description of procedure and context) is the most common of all completed tasks. interestingly, neither language uses move 5, step 2 (evaluating the significance of the research), and step 3 (stating limitations). each language difference has a case that further explains the evidence of the difference. step 2, move 1 (making topic generalization), and move 3 (describing instrument) are performed less initially for abstracts written in indonesian than for abstracts written in english. in contrast, step 1 of move 3 (describe participants/data sources) is used less in english abstracts than in indonesian abstracts. the development of genre knowledge this sub-chapter discusses the impact of education level on the development of general knowledge, which is embodied in the writing of research abstractions. the first hypothesis of this study is that research-level influences the development of genre knowledge, as revealed in their research papers (alamargot & fayol, 2009; berninger et al., 2002; mccutchen, 1996, 2000). from the analysis, it can be concluded that abstracts in both languages show some developments in genre knowledge. this is especially seen in the abstract movement pattern from move 1 (introduction). interestingly, writers in both english and indonesian learned to write research abstracts primarily through self-study and discussion with peers. the development of genre knowledge through this procedure is further supported by the work of freedman (1987). freedman presents genre learning as a gradual event with little or no explicit instruction. artemeva (2005, 2008, 2009) also states that genre knowledge is the result of various spice combinations, including but not limited to classroom and workplace practices. comparing the development of genre knowledge in the individual learning domains (english and indonesian), there is no significant difference between the two languages. this means that there are no identifiable significant differences between writing and learning research papers in any subject area in indonesia. the participant added that he adopted a culture of academic writing, especially the last 393 assignment, especially in the context of lecture assignments. they also consider the final project a requirement for graduation. in summary, the abstracts of both languages studied showed signs of the evolution of genre knowledge, as manifested in abstract movement patterns. this development, however, seems to be converging across two different languages and two different fields of study (indonesian and english). conclusion from this study, it concludes that the development of genre knowledge is reflected at the educational level, in this case, from the undergraduate to postgraduate level. from papers in both languages, we can see that the implementation of move 1 (introduction) has more varied stages. genre knowledge is realized and developed through self-study and peer discussion. it also concludes that there is no significant difference in the development of genre knowledge in the two fields of study, suggesting that research writing and learning can be consistent in each field in indonesia. indeed, such claims need further investigation. although the sample used in this study was limited, the results may help clarify the characteristics of english and indonesian languages and research fields. the results are also believed to help students write abstracts in future research papers. however, given the small sample used in this study, the results are difficult to generalize to all situations. a larger corpus provides a completely contrasting picture of the rhetorical and grammatical features of english and indonesian abstracts. references alamargot, d., & fayol, m. 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(2016). move analysis of the conclusion sections of research papers in persian and english. cypriot journal of educational sciences, 11(1), 9-20. linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5550 299 technology-based project-based learning to teach english in university level: need analysis desak made anggun srie durita devy1 universitas pendidikan ganesha ni nyoman padmadewi2 universitas pendidikan ganesha ketut sintya dewi3 universitas pendidikan ganesha desak.anggun@undiksha.ac.id1 submit, 08-02-2023 accepted, 29-06-2023 publish, 30-06-2023 abstract the goal of this study is to create a conceptual framework for implementing project-based learning in private institutions to teach language skills. this study made use of the lpks aura sukma insani-tourism and the home assistance program in the english study program. an explanatory mixed methods design method was used in this study, with quantitative research and qualitative analysis conducted to support the analysis. the needs analysis model is a hybrid of cipp and oem evaluation concepts. according to the findings of this study, this institution in this context requires a conceptual framework for the use of technology-based project-based learning in teaching language skills so that trainers are pedagogically prepared. the input results indicate that this institution requires trainers and students to be prepared to implement technology-based project-based learning in the classroom. the process results indicate that technology-based project-based learning must be implemented with adequate technological support for students. the product results demonstrate that this technology-based projectbased learning must be capable of producing results in the form of products that will later be used as evaluation material in the implementation of additional technology-based project-based learning. in addition to the findings of the analysis, it was discovered that the planning of teaching materials must be in accordance with student needs as well as 21st-century skills. keywords: language skill, project-based learning, technology, 21st-century learning https://doi.org/10.31539/leea.v6i2.5550 mailto:desak.anggun@undiksha.ac.id1 300 introduction in everyday life, language is one of the most important forms of communication. it comes as no surprise that language is valued. the establishment of language as the primary means of communication represents a watershed moment in the establishment of national unity. it's no surprise that language learning is becoming increasingly popular. it is not surprising that in this increasingly advanced era, language is studied as more than just a national language. foreign languages can also be learned to improve communication skills and to build relationships with people from other countries. as a result, an increasing number of schools are beginning to deepen their approach to foreign language learning. one of them is to establish an english language study program in indonesia. students enrolled in foreign language programs must be able to write and speak in the intended target language fluently and understandably. however, in order for students to achieve those skills, they must be placed in a learning environment that allows them to effectively learn and use a foreign language. the further the world's development progresses, the more the world is confronted with the coronavirus pandemic, also known as covid-19, which has a significant impact on all levels of education worldwide. the learning process encountered numerous obstacles and challenges as a result of the pandemic, ranging from student activities that were not permitted to conduct face-to-face learning. as a result, our government is implementing online-based learning activities as a temporary replacement for teaching and learning activities. in this case, the process of teaching english is aided by the use of learning models, one of which is the "model technology based project-based learning," which can motivate students to improve their english skills. given the benefits of the "project-based learning model," which can motivate students to create a project or authentic work that will help them develop their skills, using this model is the best way for teachers and students to overcome problems. this aligns with the principles that guided the development of the 2013 curriculum, which include a scientific approach to teaching and learning, as well as process and product-based learning outcomes assessment through activities like observing, asking, exploring, associating, and communicating. "project-based learning model" (pjbl) is a learning approach that involves students in a project based on a problem, with the goal of producing real work at the end," and pjbl focuses on student activities such as gathering information and using it to create something useful for their own or others' lives, but it cannot be separated from the applicable curriculum. as cited in nakada et al., 2018 (nurhadiyati et al., 2020). concerning the application of project-based learning. 301 because of the conditions in the field, which have many demands in the teaching and learning process, technology is a good solution to use at this time. on the one hand, the entire community is prohibited from gathering. according to hodgin (2010), the "project-based learning model" (pjbl) emphasizes a student-centered learning method in which students on the particular topic of active learning are more self-reliant in having completed authentic works as a result of learning. tresna dermawan et al. (2008: 30) defined project-based learning as a systematic learning method in which students learn skills and knowledge throughout a lengthy and structured exploratory process aimed directly at authentic and complex questions, as well as carefully designed tasks and products. given the rapidly changing times and increasing media support for the communication process, using technology is currently one of the simplest things to do. weaknesses in current technology use are only visible in need for quotas and insufficient networks, as well as electronic devices that not everyone believes they can afford. people can get the effect of learning anywhere and at any time without having to think about time constraints because distance learning is very effective today when we are faced with different distances and times. it should be noted, however, that not all schools make effective use of today's technology. according to prasetyo's (2020) research, many teachers in a variety of schools are still unable to effectively use technology in their elementary schools due to limitations in the network and technological tools used when teaching students at school. given the issues raised, the decision to use pjbl as a method of learning language skills can be viewed in the context of the importance of current technology as a medium of learning in online learning. as a result, assessing the success of implementing technology-based project-based learning on private campuses is critical, especially in terms of improving english language skills. in the english language education study program, developing an understanding of foreign language concepts for students in their future application as language teachers are considered very important because students will become a milestone for the future of the nation's children. few private universities have investigated the need for using project-based learning in the form of technology to see and demonstrate the efficacy of this teaching method in improving language skills. the goal of this research was to identify the learning requirements for developing an understanding of how to use technology in project-based learning methods in private universities. in the lpks aura sukma insani-tourism and home assistance program, the researcher focuses on what type of technology-based project-based learning is necessary for teaching students english language skills and what aspect of technology-based project-based learning is necessary to learn english language skills. 302 literatur review 21st century internalization of character values must always go hand in hand with 21stcentury learning, especially when it comes to learning strategies that are integrated with school culture and course design. for the next generation to act as lifelong learners, lifelong learners with personality, and lifelong learners with the ability to develop in the present and the future, character education in schools is essential. the phrase "21st-century skills" refers to a broad range of knowledge, abilities, work habits, and personal qualities that are crucial in today's society, especially for academic success and future employment. the four cs—communication, collaboration, critical thinking, and creativity—are essential skills for this century (erdoan, 2019). language skill the four basic language skills that have long been used in education are listening skills, speaking skills, reading skills, and writing skills. these four skills are known as macro abilities. grammar, vocabulary, pronunciation, and spelling are examples of micro-skills. two parameters connect the four basic macro skills: communication mode (oral or written) and communication direction (receiving or producing messages) (supina, 2018). in spoken mode, listening skills are receptive abilities. when a sound flows into our ears, and we listen to it, listening skill refers to the process of listening and understanding what we hear (aydoan & akbarov, 2014). when used in spoken mode, speaking ability is a productive skill. this skill, like others, can be more difficult than it appears because speaking entails more than just words. this skill is frequently associated with the listening process because it is a form of two-way communication that includes the process of listening to understand the meaning of the conversation (aydoan & akbarov, 2014). reading abilities are written receptive abilities. these abilities can be acquired through the process of listening and speaking on their own. reading can help us increase our vocabulary and understanding by listening to what is said. when used in writing mode, writing skills are productive (supina, 2018). writing is considered to be one of the more difficult skills than it appears; even native speakers of a language consider this skill to be the most difficult because it requires the structured representation of an utterance and thought. (2018) (supina). project-based learning "project-based learning model" (pjbl) is a learning model that involves students in a project based on a problem, with the goal of producing real work at 303 the end," and pbl focuses on student activities such as gathering information and using it to create something useful for their own or others' lives, but it cannot be separated from the applicable curriculum. as cited in nakada et al., 2018 (nurhadiyati et al., 2020). pjbl learning generally consists of three steps, according to mahanal and wibowo (2009), as cited in (syakur et al., 2020): planning, creating (creating or implementing), and processing. pjbl criteria emphasize focusing on questions or problems, constructive inquiry or design, granting students autonomy, and being realistic. the primary components of project-based learning are (1) posing questions or problems to organize and begin activities and (2) obtaining final results or several products as a series of activities, individual communication, or various task results that answer the problem. as cited in lisminingsih (2010) (syakur et al., 2020). project-based learning focuses on students based on their learning context, allowing students to demonstrate and explore their understanding through projects they create to solve an existing problem. online learning online learning is defined as learning that takes place using the internet network as a medium. because it is highly adaptable, students can do this learning anywhere. online learning can supplement traditional learning in today's digitalized world (krishan et al., 2020). the ministry of education and culture no. 15 of 2020 provides information on distance learning guidelines, which state that the entire teaching and learning process is carried out online from the comfort of their respective homes. as a result of this information, the ministry of education has issued a directive that no more teaching and learning activities will take place in schools for an unknown period of time. as long as there is no further government notification about the pandemic's spread, the entire teaching and learning process will be moved online (e-learning). in response to the covid-19 pandemic, several countries, including indonesia, have implemented e-learning. according to dahwan (2020), as cited in (anggraini, 2021). the use of technology in teaching asynchronous learning asynchronous learning is a type of online education in which students can access learning materials at their leisure and from any location (perveen, 2016). this is the most common type of asynchronous learning used in online learning. this learning model is popular because it allows students to learn freely, 304 independently, and at their own pace without feeling left behind or under pressure from others (perveen, 2016). asynchronous online learning also offers students advantages such as independent learning, critical thinking, and studentcenteredness. aside from the benefits that this type of learning provides, the disadvantages include a lack of direct feedback, personal interaction, hands-on collaboration, and real-time activities. synchronous learning in contrast to the asynchronous learning model, the synchronous learning model allows students to participate in virtual activities in real-time. synchronous learning is an online learning method in which students and teachers communicate in real-time through an online platform (khalil & ebner, 2017). synchronous learning is defined as learning in which teachers and students communicate with each other through online learning platforms at the same time. because real-time interaction is advantageous, this learning model encourages active forms of interaction, collaboration, and student participation. video conferencing, audio conferencing, live webcasting, and a variety of other applications can all be used for synchronous learning (riwayatiningsih, 2020). need analysis needs assessment is a process that examines and frames people-related issues and opportunities for performance improvement. a needs assessment is a procedure for determining how to close a learning or performance gap (gupta et al., 2007). comparing the current state to the desired state, defining the problems, understanding the behaviors and mechanisms that contribute to the current state, determining whether and how certain behaviors and mechanisms can be changed to produce the desired state, and developing a solution to the gap are all part of the process (gupta et al., 2007). requests for needs assessments are typically addressed in the following circumstances: solving a current problem, avoiding a past or current problem, creating or seizing a future opportunity, and providing learning, development, or growth (gupta et al., 2007). munby's work, as well as chambers' 1980 work, popularized the term "target situation analysis" (songhori, 2008). during this time, several other terms were used, such as current situation analysis, deficiency analysis, pedagogic need analysis, strategy analysis, learning needs analysis, means analysis, discourse analysis, register analysis, and genre analysis (songhori, 2008). in his 1980 article, chambers coined the term target situation analysis (tsa). he described chambers' efforts to eliminate terminology ambiguity in his article. chambers defines tsa as "communication in the target situation." 305 as cited in (robinson, 1991; jordan, 1997), present situation analysis (psa) can be proposed as a supplement to target situation analysis (songhori, 2008). a current situation analysis is performed if a target situation analysis is performed to determine what learners can expect at the end of the language course. the use of need assessment, according to (gupta et al., 2007), is intended to solve problems in the current state by developing strategies or practical solutions that correspond to the desired conditions. two models that can be used to analyze needs are the organizational elements model (oem) and the evaluation model using the context, input, process, and product (cipp) domains. the organizational element model (oem) is a tailored model that performs needs analysis and strategic planning by connecting and explaining the desired external and internal outcomes. this cipp model is evaluation-focused, with the goal of improving performance or programs by meeting the needs for improvement. according to stufflebeam and shinkfield (1986), the cipp model consists of four interconnected elements: context, input, process, and product evaluation. research method in this mixed methods study, clark and creswell's explanatory mixed method design model is used. this mixed method collects quantitative and qualitative data sequentially and concurrently. the qualitative method is used to understand the phenomena of the subject's experience, such as behavior, motivation, action, and perception, and it is used to give the general public a better understanding of the world. the purpose of this design is to investigate the research problem, where research refers to preliminary research that serves as the foundation for further investigation. the first stage entails collecting and analyzing quantitative data in order to answer research questions. in the second phase, the researcher advances to the next stage, using qualitative methods to test or generalize preliminary findings. the researcher then interprets how the findings are derived from the preliminary findings. to analyze the characteristics of the conceptual framework of project-based learning required in teaching language skills subjects, the researcher used the organizational elements model (oem) as a needs assessment model and the context, input, process, product (cipp) model as an evaluation model. the organizational element model (oem) is a model for analyzing and planning needs by relating and explaining desired external and internal outcomes. the cipp model, on the other hand, is evaluation-oriented, with the goal of improving performance or programs by meeting the needs required for performance improvement. 306 the purpose of this research is to determine what type of technology-based project-based learning is required by the lecturer when teaching language skills, as well as to investigate the characteristics of technology-based project-based learning required for learning language skills. a language skills trainer at lpks aura sukma insani-tourism and home assistance program is the subject/object of this study. the researcher would collect data using a mixed method that included both qualitative and quantitative data. the interview guide and document analysis will be used to collect qualitative data. the questionnaire would be used to collect quantitative data. during the data collection process, questionnaires were used to determine the needs of lecturers when teaching language skill subjects, and interviews with lecturers who teach language skill subjects were conducted. in this study, researchers used a triangulation method to test the credibility of research data using a mixed explanatory method. triangulation is a method of gathering information from various sources using various techniques and at various times. in this study, the researcher used a source triangulation technique to doublecheck data obtained from various data sources, such as quantitative questionnaire results, which were supplemented by qualitative research results from interviews and document analysis. this study builds on the source technique to investigate the differences between quantitative and qualitative data obtained through triangulation. as a result, this research requires techniques that can detect data differences in order to produce accurate and precise conclusions. finding and discussion interviews, questionnaires, and document analysis were used by researchers in this study to collect and process data obtained during the research process at lpks aura sukma insani-tourism and home assistance program. gupta et al. (2007) combined a needs analysis model that combines two analytical methods, namely the cipp evaluation concepts and oem, in this study (organizational element model). in the combined analysis method of cipp evaluation concepts and oem (organizational element model), the needs analysis in question is an analysis to compare the current condition and desired condition by analyzing the problems that occur in the current condition in the lesson and understanding the expected condition in the next lesson. the cipp and oem (organizational element model) evaluation concepts included several elements of analysis, such as context, input, process, and product. this analysis process' findings provide an overview of the requirements for implementing the technology-based project-based learning process at the lpks aura sukma insani-tourism and home assistance program. 307 table 1 the findings of the kind of technology-based project-based learning needed in teaching language skill subject context input process product current conditions at lpks aura sukma insanitourism and home assistance program, there is no conceptual framework for implementing project-based learning. project-based learning is not being taught in institutions, by trainers, or by students. at the moment, project-based learning is not being used at lpks aura sukma insanitourism and home assistance program. project-based learning is still not widely used as a method of acquiring 21stcentury and 6c skills. desired conditions a conceptual framework and planning are required to implement project-based learning. institutions, trainers, and students are expected to be ready to implement project-based learning. it is hoped that in the future, the lpks aura sukma insanitourism and home assistance program will be able to implement technologybased, projectbased learning. in the future, it is hoped that technologybased projectbased learning will be implemented to improve 21stcentury skills and 6c skills. …. more detailed results for the comparison of the current condition and desired condition using a combination of the cipp and oem models based on the type of technology-based project-based learning required in teaching language skill subjects are provided below. context researchers examined data on the fundamental laws that support the structure and implementation of project-based learning in the teaching of language skills at lpks aura sukma insani-tourism and home assistance program in this context. researchers used questionnaires, interviews, and document analysis to collect and process data. a context analysis yielded the following results: 308 table 2 the findings in the context current condition desired condition the basic legal that supports the structure and implementation of project-based learning in teaching language skills at lpks aura sukma insani-tourism and home assistance is provided in the form of a syllabus or rps that is designed to implement projectbased learning in the current situation based on data analysis conducted in the form of questionnaires and interviews. however, the document analysis revealed that this institution lacks basic juridical or legal foundations for designing and implementing project-based learning. in other words, these organizations are unaware of the legal framework and conceptual framework that should be used in designing and implementing this project-based learning process. in the desired situation, data analysis in the form of a questionnaire revealed that this institution anticipates developing and implementing a project-based learning process at lpks aura sukma insani-tourism and home assistance in the future. the context analysis revealed that the lpks aura sukma insani-tourism and home assistance program lacks a conceptual framework that supports the planning and use of pjbl on campus. all learning methods are permissible according to educational regulations. as a result, this institution requires a fundamental foundation or framework to support the use of technology-based project-based learning in language skills teaching. input researchers examined data on trainers' and students' readiness to implement project-based learning in teaching language skills at the lpks aura sukma insani-tourism and home assistance program. in order to collect and process data, researchers used questionnaires, interviews, and document analysis. the following are the findings of an input analysis: 309 table 3 the findings in the input current condition desired condition in the current situation, data analysis from questionnaires and interviews shows that trainers are pedagogically prepared to implement project-based learning, and students are willing to accept and participate in the project-based learning process. the document analysis, however, revealed that the trainers at this institution were not prepared to implement projectbased learning. data analysis in the form of a questionnaire revealed that all trainers were expected to be pedagogically prepared by preparing to teach concepts using project-based learning in the desired situation, and students were expected to be ready to accept the project-based learning process at lpks aura sukma insanitourism and home assistance program. according to the input evaluation analysis, the trainer's readiness in the technology-based project-based learning process is perceived to be lacking, and the trainer's readiness in the form of planning, implementation, and assessment is critical in implementing project-based learning. trainers must have a thorough understanding of both the pjbl implementation process and the institution's project based learning foundation. even though students come from a variety of backgrounds, when implementing project based learning, student pedagogical readiness is also required. process researchers examined data from the planning, implementation, and assessment of project-based learning in the teaching of language skills at lpks aura sukma insani-tourism and home assistance program. in order to collect and process data, researchers used questionnaires, interviews, and document analysis. the following is the outcome of a process analysis: table 4 the findings in the process current condition desired condition 310 based on data analysis from a questionnaire and interviews in the current situation, this technologybased project-based learning was carried out at lpks aura sukma insani-tourism and home assistance program. trainers who have completed the entire process of implementing project-based learning by making plans for the desired learning process, implementing it in class, and providing appropriate assessments using the project-based learning assessment model can attest to this. however, document analysis revealed that the trainers at this institution did not demonstrate the correct process for use. in the desired situation, data analysis in the form of a questionnaire revealed that all trainers anticipate a type of technology-based project-based learning designed to help students learn in class. the trainer hopes to be able to design the learning process in accordance with the stages of the project-based learning model, beginning with planning and ending with assessment, which is used to evaluate students at lpks aura sukma insani-tourism and home assistance program. technology-based project-based learning in the classroom because no document results showed that this institution used project-based learning for everyday learning processes. institutions frequently use task-based learning in the classroom. according to the process evaluation analysis, the implementation of technology-based project-based learning at the lpks aura sukma insanitourism and home assistance program cannot be carried out properly because the institute's meetings are very short, making it difficult to carry out. because the lpks aura sukma insani-tourism and home assistance program previously used schoology but no longer does, the availability of technology to support the implementation of technology-based project-based learning is deemed insufficient. as can be seen, the lpks aura sukma insani-tourism and home assistance program institution require a type of technology-based project-based learning with time constraints and adaptations to student practicum based on existing practical work institutions. 311 product researchers analyzed data on student learning outcomes related to 6c and 21st-century skills at the lpks aura sukma insani-tourism and home assistance program after implementing project-based learning in teaching language skills. in order to collect and process data, researchers used questionnaires, interviews, and document analysis. the following is the outcome of a process analysis: table 5 the findings in the product current condition desired condition in the current situation, data analysis using questionnaires and interviews reveals that the results of this projectbased learning process can improve students' 4c skills specifically and 6c students in the future, and the analysis reveals that this project-based learning process can develop skills. higher gpas will help students in the twenty-first century. using projectbased learning, the resulting product, which can take the form of writing or video, is passed through the learning process in class. the results of the analysis through analysis documents, however, do not explain what form of real projects are the products of the project-based learning process because it has been discovered that lpks aura sukma insani-tourism and home assistance do not use project-based learning in their learning process but instead use taskbased learning in the classroom on a daily basis. in the desired situation, data analysis in the form of a questionnaire revealed that all trainers anticipate a type of technology-based project-based learning designed to help students learn in class. according to the trainer, there will be product forms in the future that correspond to the subjects that correspond to the stages of the project-based learning process itself. according to the findings of the previous section's analysis, the researchers interviewed trainers who stated that project-based learning is very well used to improve these skills in order to achieve 21st-century skills, 6c skills, and increase 312 student gpa scores. in practice, however, institutions fail to incorporate project based learning in accordance with the appropriate measures. the lpks aura sukma insani-tourism and home assistance program frequently employ blended learning and task-based learning, and this is reflected in the lesson plan that serves as a teaching guide for trainers. as a result, in order to raise students' gpas, improve 6c skills, and achieve 21st-century skills, a learning plan based on technology-based project-based learning is required. conclusion the researcher discovered it found that nearly all trainers have a legal basis that supports the use of project-based learning, but they lack conceptual framework guidelines that could be used as a guide for implementing the project-based learning process in class after data was collected using the instruments used. not all trainers, however, provide the entire project-based learning process; instead, trainers provide project task-based learning, which is similar to project-based learning in class, such as directly creating dialogues, videos, and products. students are evaluated in class based on factors such as attitude, participation, individual skills, group skills, collaboration, communication, and critical thinking, as well as the results of midterm and final semester exams, which can take the form of projects or writing. according to the explanation above, all trainers are not ready to implement project-based learning because this institution does not have conceptual framework guidelines that are used as a reference for implementing learning; however, this institution is aware of it on a legal basis; the only difference is that not all trainers currently provide true project-based learning but provide a similar task; this institution uses blended learning and task-based learning. based on this, it is feasible to conclude that this institution requires a conceptual framework for planning teaching materials that incorporate technologybased project-based learning while also being tailored to students' language abilities. 313 references anggraini, r. 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(2020). the implementation of a project-based learning (pbl) model towards the result of students' toefl in the 7th semester of sriwijaya university. journal of development research, 4(1), 41– 46. https://doi.org/10.28926/jdr.v4i1.97 http://journal.univetbantara.ac.id/index.php/ijelle linguistic, english education and art (leea) journal volume 7 nomor 1, juli-desember 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v7i1.6242 1 exploring pre-service teacher’s professional identity using metaphors: implication for education curricula mira patlasari1 state university of surabaya mira.19024@mhs.unesa.ac.id pratiwi retnaningdyah2 state university of surabaya pratiwiretnaningdyah@unesa.ac.id slamet setiawan3 state university of surabaya slametsetiawan@unesa.ac.id mira.19024@mhs.unesa.ac.id1 abstract this research aims to reveal professional identity formation as a key idea in education; little is known about the procedure from the viewpoint of the students. the goal of this study is to evaluate the limitations of the metaphors used by indonesian first-graders studying education to characterize teachers in the context of developing a professional identity. the method is both qualitative and quantitative analyses of the data were done. the result has shown that four conceptual themes were comprised of a total of 39 well-articulated metaphorical pictures. in conclusion, despite some restrictions, the use of metaphors to create and explain professional identities can be useful in reflecting the values and beliefs of matriculating to education school, as well as in providing some insight into the personal beliefs and values of matriculating assistance with and suggestions for curriculum conception. keywords: education curriculum; education students; metaphors; professional identity introduction professional identity is a continuing process in which individual and professional phases of becoming a teacher are continuously integrated. this conception confesses teachers as persons and professionals at the same time who https://doi.org/10.31539/leea.v7i1.6242 mailto:mira.19024@mhs.unesa.ac.id1 2 live and work under the great influence of numerous elements inside and outside the school (ko & kim, 2021). teachers' professional careers are impacted by how they interpret their professional identity. in this regard, promoting teacher identity may aid in the creation of teacher preparation programs. cognitive, social, and professional components make up the concept of teacher identity (karabay, 2016). the status that teaching holds in teachers' and teacher candidates' beliefs, points of view, emotions, and opinions, as well as how pre-service teachers and in-service teachers view themselves and rationally comprehend their appointment, can be understood by looking into this formation. the understanding of the teacher-self as a direct policy practitioner predicts the success or failure of new pedagogies or policies, making the study of professional identity essential for curriculum improvement (han, 2021). language teachers have multifaceted beliefs concerning teaching and learning, and these beliefs have an influential impact on teaching practice (farrell & ives, 2014). because teaching experiences are so extensive, unpredictable, and thus contextualized (farrell, 2011). language teachers are not only prepared with pedagogical content knowledge and subject but also to be able to act in response to reality which will be varied and unpredictable. identity as a professional english teacher identification and negotiation of one's self-roles, prior learning and teaching experiences, and the roles supported by institutional and societal practices all go into the building (chien, 2020). by using metaphor, pre-service teachers will be considered to increase their awareness about their future job dealing with the teaching and learning process. metaphor is known as more than just a linguistic tool. metaphor supports the person to think differently about an occurrence (gomez, 2021). moreover, kaasila argued metaphors help in adding coherence to the descriptions of personalities, especially when looking back at their biography (lutovac & kaasila, 2014). metaphor is a narrator's tool to help interconnect their meanings, feelings, and understandings of communities and their standing in society (gomez, 2021). metaphors can also help pre-service teachers express and create to raise awareness of professional activity through depictions of themselves and their experiences. this perspective may help us better understand how pre-service teachers in various sociocultural contexts perceive themselves as individuals, their patients, their work, and their teaching (i.e., what is it like to be a teacher? ) by observing a variety of metaphors about pre-service teachers. from a curricular perspective, students' expectations and behaviors can assist create or arrange the learning environment appropriately if they are specified early in the process. however, although metaphor should be at the heart of any study that aims to explain language and communication generally, the significant debates surrounding language and the implications that metaphor raises are not even 3 mentioned. in general, metaphors are conceptualized and comprehended with the same ease as our usual literal vocabulary. the difficulty lies in explaining how we understand metaphors, not in comprehending them. pre-service teachers had to understand their professional identities as teachers, which entailed both their thoughts and actions. pre-service and in-service teachers' views about who they are have an impact on both their thoughts and behaviors. their beliefs have an impact on how readily they accept and implement english teaching strategies, techniques, and activities. according to clarke, hyde, and drennan (2013), research on teachers' professional identities is relatively new in education, despite its long history in other fields and professions (clarke, 2013). there is still a lack of research on the professional identities of indonesian teachers of english as a foreign language. additionally, ahmad et al. (2020) have found that assessing how teachers comprehend their own identities can give teacher educators more insight into their student teachers, enabling them to create materials that can support teachers' education plans. the importance of this research being carried out is to find out the understanding of pre-service teachers about the teaching profession they will carry out in the future. when pre-service teachers know what a teacher's profession looks like, it will make it easier for them to understand the next material given to them so they can work professionally as a teacher. according to arguments made in favor of these advantages, both teaching effectiveness and student learning outcomes may benefit (ahmad et al., 2018). in light of this, ahmad (2015) further recommended that efl educators create their professional identities as early as feasible in teacher education programs. based on previous research that has not revealed the comprehension of pre-service teachers about the teacher profession, this research was conducted to fulfill material that was unrevealed in previous research. literature review teacher professional identity (tpi) the idea of tpi is connected to the claim that one's career has a substantial impact on one's identity (runcieman, 2018). the term "teacher identity" describes the idea of the professional personality that develops for a career. cognitive, social, and professional components make up the teaching identity (karabay, 2016).tpi has been widely viewed in sociological perspectives, including first, macrosociological theory, which identifies tpi as an outcome of a person's being a part of the administrative and economic scheme; second, a structural-functional method, which believes that people inevitably adjust their tpi through a progression of professional training, taking on and performing a specific role or profession in society and its responsibilities; and third, symbolic interactionism method, which believes that people adjust their tpi through a process of symbolic interaction. 4 although research on tpi is always expanding, researchers have put forth several theories regarding the phenomenon and the methods used to study it. however, a summary of the nature of the idea that the current study is based on can be created. tpi, or teacher professional identity, first refers to how a teacher perceives oneself within the influences of personal identity and as a professional within a particular educational context (pillen et al., 2012). second, tpi is dynamic as a result of the complicated context in which it is produced. teachers might thus notice that they have more than one tpi (mockler, 2011). third, tpi develops under the effects of a network of variables, including pre-service to in-service orientation, job and life experience, personal identity, emotion, and self-image (prabjandee, 2019). fourth, tpi has an impact on teachers' professional growth, judgment, and performance both inside and outside the classroom (abednia, 2012). the abovediscussed broad ideas of tpi are represented in attempts to conceptualize and explore efl tpi. reviews of the literature on teacher identity are complete, yet precise definitions are elusive. there are many descriptions of the teacher's identity in literature. it is widely accepted that developing one's professional identity is a continuous, dynamic process in which people examine their internal and external beliefs to make sense of who they are and what they are doing as educators (pillen et al., 2012). additionally, a teacher's professional identity can be defined as a selfqualified concept that is built through experiences teaching in a variety of professional contexts, and that attests to what it means to be a teacher (lasky, 2005). teacher identity, or conceptions or pictures of oneself, can be simply stated as how teachers view themselves and their profession. metaphors value of metaphors in education the word metaphor gets its meaning from a greek verb that means "to carry across." metaphors may be a useful tool to help pre-service teachers understand who they are as professionals and to connect this understanding to their professional development and evolution, according to research (iswandari, 2017). according to the literature, the use of metaphor may aid in increasing pre-service teachers' awareness of implied, insensible beliefs they hold. this may help pre-service teachers: a) explore their beliefs and apply them to classroom action; b) understand the impact of their beliefs as they teach and are open to new content and teaching methods; and c) appreciate how their beliefs change throughout their professions (han, 2021). additionally, metaphors are used to support the growth, development, and assessment of teachers' professional identity and may have an impact on how teachers define themselves and how they describe others, such as their students. metaphors have evolved into a powerful tool for examining teachers' professional expertise and way of thinking. unexamined implicit knowledge and ingrained ideas may endure underdeveloped and continue to reinforce educational 5 procedures that may not be informed by current theories and dependable methods. making implicit information apparent can be achieved by including pre-service teachers in an elicitation method that prompts them to come up with metaphors that summarize their views about teaching and learning (nickel & crosby, 2021). building an awareness of a teacher's professional identity requires participation in an organized and continuous investigation of preexisting attitudes and beliefs. several studies that investigated pre-service and in-service teachers' beliefs to uncover how they conceptualize teaching and learning and teacher identity development used metaphor as a research tool. the attitudes of pre-service and inservice teachers toward classroom activities, interactions between teachers and students, and the development of teachers' views about teaching and learning were the subjects of much of this research. the role of metaphors in the cognitive construction of belief metaphors were seen in conventional social psychology as the disposable stylistic creation of the imagination and a lovely manner of communicating unarticulated thoughts. but just as beliefs are now understood to be ascribed processes rather than merely linguistic products, metaphor is now understood to be a cognitive as well as linguistic process that unites two domains, or "mental spaces," in a single linguistic phrase. there is always room for slippage between source and destination due to the terseness of metaphor. traveling can be enjoyable or unpleasant, leisurely or competitive, long or short, straight or meandering, with or without a defined objective. as a result, not every feature of travel can be mapped into language acquisition, and different readers interpret the same metaphor differently at different points in time. to put an unarticulated belief into words transforms it, which is why linguistic anthropologists like hanks (2000) can make that claim. because in addition to what is "said," there are numerous presuppositions, entailments, implicates, and contextual inferences that could all be argued to have been formed in my utterance. to put it another way, it is not the case that a learner's description of the experience of learning a language as similar to exploring new places reflects his enduring belief about the experience of learning a language, nor is it the case that travel means the same thing to him now as it will in a year, nor is it the case that it does to him and the researcher. the so-called issue of numerous metaphors for concepts can be readily resolved, according to gibbs (1998, p. 109), if we think of concepts as transient, dynamic, and context-dependent representations rather than as fixed, static structures (nickel & crosby, 2021). a metaphor is a cognitive space that goes beyond an expressed figure of speech, such as "my love is a rose" or "learning is traveling." it can also be expressed more broadly in the varied aspects of the literary mind, which, according to turner (1996), is how people generally understand the world. as i'll demonstrate 6 later, metaphor can arise in the shape of fables, parables, or allegories, as well as in commonplace ways of speaking or writing about one's experience learning a language. it appears as metaphor works best for expressing ambiguous attitudes and views. it may easily capture conflict, paradox, and incompatibility between the target and source domains since it combines two mental regions into one (nickel & crosby, 2021). research method this research uses qualitative research design to answer the research questions. this design was selected to get an extensive exploration of coping with the difficulty, which, in this example, the pre-service teachers' mindset closer to professional identity about their future job. the study population consisted of all firstyear student teachers enrolled in the faculty of education. the sample is made up of 20 preservice efl teachers. the sampling technique that will be applied is convenience. since participants are selected based on availability and willingness to take part, they have participated voluntarily in the study. participants who have the time and willingness to participate in this research find it easier to express their opinions and views on the professional identity of a teacher. in addition, participants who voluntarily participate in research produce sentences that are pure from their thoughts without any coercion from others. in this study, data were collected using a structured, self-administered questionnaire containing the prompt: a teacher is like________because_________. the participant was informed about the nature of the study and permission to use anonymously) material from their essays is obtained. to gather data, a blank sheet of paper with the aforementioned prompt has been given out, along with the straightforward directive to fill it by concentrating on a single metaphorical image. at the bottom of the page, there are a few closed-ended demographic questions as well. the words "like" and "because" are used to stress the similarity between the "metaphor topic" (i.e., instructor) and the "metaphor vehicle" (i.e., source domain). participants were asked to write about a metaphorical image that embodied their professional thinking to express their latent beliefs. the researcher gives the participants 15 minutes to finish this activity because they aim to generate quick responses to the "teacher" prompt rather than lengthy essays on the subject. the methodology for data analysis is metaphor analysis. although it is primarily a qualitative research methodology similar to content analysis, metaphor analysis also enables researchers to use quantitative techniques on categorical data that result from the participants' underlying meanings and justifications for each metaphorical link. the researcher follows the data analysis stages and actions set forth as follows: (1) naming and labeling; (2) sorting (clarification and elimination); (3) deciding the unit of analysis; (4) sample metaphor compilation and categorization; (5) establishing inter-rater reliability; and (6) quantitative data 7 analysis. the analysis uses inductive content analysis. four major conceptual categories are identified. inter-coder reliability of the qualitative data is assessed using miles and huberman’s formula (reliability = agreement/agreement + disagreement x 100). reliability is also assessed through the use of the intra-class correlation coefficient (icc), which provides an estimate of the level of rater agreement as well as rater consistency. lastly, we calculated counts (n) and percentages (%) of metaphors in each category. in brief, all the metaphorical images supplied by the participants are reviewed independently by the researcher. finding study subjects included 99 education students enrolled in the faculty of education, 40% of eligible participants. based on quantitative findings (counts and percentages) from the open-ended responses, a total of 99 study participants produced 39 recognizable "teacher" metaphors, which were then positioned within four underlying conceptual themes, including (1) the teacher as a figure of compassion and assistance; (2) the teacher as a superior figure; (3) the teacher as a source and the way of information; and (4) the teacher as a helper. a brief explanation is in table 1. table 1. classification of metaphor no. meaning metaphor total sentence percentage 1. the teacher is a symbol of compassion and assistance 1. mother 2. parents 1 1 5% 2. the teacher is viewed as a superior, idealistic, and authoritative individual. 3. gardener 4. master of educator 5. influencer 6. tour guide 1 1 1 1 10% 3. the teacher is a source and way of information. 7. the light 8. root 9. book 10. candle 11. lantern 12. key 13. bridge 14. door 15. street sign 6 1 1 2 3 1 3 2 2 53.8% 4. the teacher as a helper 16. angel 17. hero 1 1 30.7% 8 the teacher is a symbol of compassion and assistance the most common image of a teacher was that of a person who was "kind and helpful." this conceptual theme was made up of 2 individuals (5%) and two metaphors, with the major themes being a mother (1) and parents (1). the following sentences describe this group of metaphors' major traits: a teacher is like a mother because she is caring and always willing to help. a teacher is like parents because they give their knowledge with sincerity. the teacher is viewed as a superior, idealistic, and authoritative individual. overall, four students (10%) conveyed this conceptual topic, with the metaphor gardener (1), master of educator (1), influencer (1), and tour guide (1) being used. the main characteristics of this category of metaphors include the following: a teacher is like a gardener because he/she will cultivate, give water to plants every day. a teacher is like a master of educators because they can educate, teach, and guide students. a teacher is like an influencer because he/she can influence students. a teacher is like a tour guide because he/she guides the students to their destination. the teacher is a source and way of information. this conceptual theme included a total of 21 pupils (53,8%) and nine metaphors, with the light (6), root (1), book (1), candle (2), lantern (3), key (1), bridge (3), door (2), and street sign (2) being the most frequent. the primary qualities of this category of metaphors include: a teacher is like the light because they give students enlightenment. a teacher is like the root of a tree because a teacher always wants to keep his students up like tree leaves. a teacher is like a book because they are full of knowledge. a teacher is like a candle that illuminates students from a dark life to a brighter life. a teacher is like a lantern because a teacher gives us light in the darkness. a teacher is like a key to get success in our life because teachers make a lasting impact on students' life. a teacher is like a bridge because they give us a way to cross over to success through the knowledge they provide. a teacher is like a door because they always lead us to enter various doors to success. 9 a teacher is like a street sign because they give us directions to our destination. the teacher as a helper this conceptual theme consisted of 12 pupils (30,7%) and two metaphors, with the metaphors of angel and hero being the most prevalent. the following were the primary traits of this group: a teacher is like an angel because they guide students to be better and always on the right path. a teacher is like a hero because they help students to get knowledge by spending their time and their power. discussion through the use of metaphors, this study investigated how first-graders conceptions of the teacher profession compared to other occupations. this provided crucial information about the structure of the current indonesian education school system. furthermore, ahmad et al. (2020) discovered that evaluating how teachers conceptualize their own identities might help teacher educators gain a deeper understanding of their student instructors and help them develop materials that can support teachers' education plans. this research found that the students' selfgenerated metaphors demonstrated that they had generally favorable opinions about a teacher. for instance, the two most common pictures among indonesian students were "compassion and assistance" (5%) and "superior: idealist and authoritative" (10%). these results also imply that many teacher candidates perceive their professional obligations to education-related concerns outside of their core educational practices to be personal obligations manifested through community involvement. these results are in line with a professional philosophy that holds that teachers should support the society that affords them professional standing. the efficacy of teaching and student learning outcomes may both improve, according to the arguments in favor of these benefits (ahmad et al., 2018). ahmad (2015) further advised efl instructors to develop their professional identities as early as possible in teacher education programs in light of this. related to those findings, this research found fifty-three percent of participants (53,8%) thought of teachers as superior, idealistic, and authoritative figures. here, it's possible that the classroom setting affects how pupils think and behave. first-grade education students’ fourth metaphor of a teacher was as a ‘helper’ (30,7%). a student must receive one of the top scores on the university admission exam in order to be accepted into the indonesian educational system. education students are therefore regarded as an elite group in indonesian society 10 even before they become teachers in terms of mental prowess and knowledge. the perception of a teacher as a helper, on the other hand, may be linked to friendliness and assistance: teachers should assist their pupils by imparting knowledge or by responding to their inquiries regarding their newly acquired knowledge and the difficulties of other students. teachers are trusted by students with their knowledge and sometimes their lives. however, while shifts in the implicit beliefs of first-grade education students are desired and should be anticipated as a result of their training, consideration must also be given to the direction of curriculum change. by assessing if the desired change in the learner's attitudes, knowledge, or abilities has been attained, curricular evaluation can assess whether the goals and objectives of a course have been reached. conclusion considering that the four conceptual themes explored in this study were 'externally devised' by reviewers rather than created by the participants themselves, they should be viewed as somewhat speculative. the boundaries between some subjects may therefore appear unduly arbitrary. last but not least, it is unclear from the approach utilized whether individuals supplied their ideal views of teachers or an image based on experience. the first grade is a crucial year in the education curriculum. by recognizing their underlying assumptions at this level, pre-service teachers can consider how well they now comprehend the field and identify aspects that either advance or impede their learning. the roles they envision for themselves, together with the perceptions that support them, may endure through time and eventually evolve into false beliefs that are resistant to change: metaphor students can identify and test implicit beliefs and presumptions using analysis as a reflective technique, which may lead to modifications education procedures. additionally, it can increase selfawareness, which eventually encourages students and professors to make wellinformed educational decisions that go beyond conventional norms for cognition and situation. references abednia, a. 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(2017). revealing pre-service foreign language teachers’ imagined professional identity in reflective journals. language and language teaching journal, 20(01), 59–67. https://doi.org/10.24071/llt.2017.200107 linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5602 360 the observation of teaching and assessing strategies in return to onsite learning after the covid-19 pandemic kadek anggi pratiwi anugraha1 universitas pendidikan ganesha, luh putu artini2 universitas pendidikan ganesha, luh gede eka wahyuni3 universitas pendidikan ganesha, anggipratiwi20375@gmail.com1 submit, 15-02-2023 accepted, 29-06-2023 publish, 30-06-2023 abstract over the years, many studies have investigated the learning strategies used by teachers, especially in learning english. the learning strategies studied are mostly seen from onsite and online learning, which recently occurred due to the outbreak of the covid-19 pandemic. however, only a few studies have discussed teachers' teaching and assessment strategies after learning is carried back to onsite learning. therefore, this study aims to 1) observe teaching strategies in english classes during reconducted onsite learning and 2) observe assessment strategies in english classes during reconducted onsite learning. this research used qualitative research methods through classroom observation and interviews to obtain data from two high school english teachers in buleleng, bali. the results showed that the teacher used nine teaching strategies in the reconduct onsite learning process, including brainstorming, discussion, lecturing, independent study, assignments, quizzes or exercises, presentations, and summarizing. in addition, the teacher's assessment strategies during this transitional period are observation, assignments, and quizzes or tests. from this research, it can be concluded that teachers use various learning strategies, even though they have re-adapted to onsite learning. in addition, from the results of this study, two possible implications for teaching english were drawn. keywords: assessment strategies, onsite learning, teaching strategies introduction onsite learning has been implemented for years, but the covid-19 pandemic has forced teachers to prepare online learning strategies for over two years. of course, teachers have many adaptations and experiences in implementing online learning, such as learning strategies. after the pandemic decreased, onsite learning returned to avoid learning loss, which was research conducted by the ministry of https://doi.org/10.31539/leea.v6i2.5602 361 education and culture. in this way, adjustments are made to onsite learning. implementing learning during the onsite learning period after the covid-19 pandemic is believed to have differences in the learning process (setyaningsih, 2022) as it provides a positive experience for the digital competence of teachers and students (tosik & hebebci, 2022) besides the experience for digital competence, learning strategies in the onsite period after being returned need to be observed to determine the teaching and assessing strategies used during the re-implementing of onsite learning. in onsite learning, in which the instructor uses traditional methods and active communication in the classroom (ramnadi, 2021), teachers can employ a variety of learning strategies. teachers may use discussions, demonstrations, electronic media to facilitate learning, reinforcement or summarizing at the end of class, and games as learning strategies (mustika & wardah, 2021). teaching strategies are also required for online learning, which involves the use of the internet and technological media to facilitate the learning process (ramnadi, 2021). during a pandemic, teachers can employ learning strategies such as cooperative learning and discovery-based learning (shakina et al., 2021). even though there are a variety of onsite learning strategies that can be implemented, none of the previous studies have identified teaching and assessment strategies for onsite learning conducted after the covid-19 pandemic. moreover, in the process of assessing students in the classroom, instructors can employ a variety of methods. several studies examine how classroom assessment is conducted. for instance, husni (2020) states that there are three types of assessment strategies used when evaluating english as a second language: 1) affective assessment, 2) cognitive assessment, and 3) psychomotor assessment. it was also stated that students' final grades, observation, written tests, oral exams, and assignments were utilized in the grading process. in addition, the study discusses assessments conducted during online learning during the covid-19 pandemic, including online examinations, portfolios, and self-evaluations (widiastuti et al., 2021). previous research provides instructors with a framework for collaborating on assessment strategies. the aforementioned studies have described the instructional and evaluative strategies employed by teachers in the classroom, both in-person and online. nonetheless, during the return to onsite learning after the covid-19 pandemic, the teacher's learning strategy in teaching and assessing has not been articulated. therefore, there is a dearth of literature because prior research has only examined learning and assessing strategies during onsite learning prior to the covid-19 pandemic and online learning during the pandemic. such information is necessary to provide the instructor with an overview of the employed learning strategies, particularly during the return of onsite learning following the covid-19 pandemic. these voids drew attention to the importance of conducting this research. based on the explanation above, this study aimed to identify 1) the teaching strategies used by teachers in onsite learning after reconduct and 2) the assessing strategies used by teachers in onsite learning after reconduct. this study employs a qualitative approach involving interviews and classroom observations with two high school english instructors from a public high school in buleleng. 362 literatur review in this research, two major sections are studied: teaching strategies and assessing strategies. thus, several theories related to teaching and assessing strategies are discussed. teaching strategies teaching strategies are one of the most important parts of the learning process. this is in line with huda (2016) states that teachers' strategies play an important role for teachers to help students learn. in addition, teaching strategies are also mentioned as preparation for the sequence of activities carried out by the teacher to support the learning process (anikumar, 2022). before the learning process is carried out, the teacher is expected to be able to prepare a plan to adjust the learning process appropriately to achieve the learning objectives. thus, it can be concluded that teaching strategies are an important part of the learning process to determine what activities teachers can do to achieve learning objectives. of course, in the teaching process, the teacher needs to know the types of strategies that can be used by the teacher based on the goals. same as teaching english is known as tefl or teaching english as a foreign language. tefl is a guide or preparation used by english teachers for teaching english, such as approaches, methodologies, or techniques (setiadi, 2020). besides that, as efl teachers, teachers must be able to focus on studying language, such as the structure, grammar, vocabulary, and pronunciation, including spelling, intonation, tone, and stress (harmer, 2007). on the other hand, it is stated that in teaching language, there are four aspects that the teacher must improve for students: reading, listening, speaking, and writing (imaniah & gunawan, 2017). thus, tefl is a guide to efl teachers to know approaches, methodologies, and techniques in pedagogy in teaching english and improving students' four aspects, including reading, listening, speaking, and writing. in the teaching strategy, the school's curriculum must be adjusted by the teachers. thus, in line with this research, the 2013 curriculum is a national curriculum that schools and teachers must adapt the curriculum. the 2013 curriculum emphasizes a scientific approach strategy that asks students to be more active in learning, called student-centered learning (saputra, 2019). several approaches can be applied using the 2013 curriculum. they are project-based, problem-based, and discovery learning. on the other hand, it is stated that lecturing, demonstrations, tutorials, group discussions, student presentations, simulations, and brainstorming are general terms for teaching processes (putriyani, 2015). with so many strategies that can be applied in the classroom, the teacher can adapt the teaching strategies to deliver the learning material so learning objectives can be achieved. in onsite learning, where the teacher provides traditional methods and active communication in the classroom (ramnadi, 2021), teachers can use several learning strategies. learning strategies used by teachers can be using discussions, demonstrations, using electronic media to assist learning, providing reinforcement or summarizing at the end of class, and using games (mustika & wardah, 2021). besides that, in online learning, which is learning that uses the internet and technological media to assist the learning process (ramnadi, 2021), strategies are 363 also needed in teaching. teachers can use learning strategies such as cooperative learning and discovery-based learning during a pandemic (shakina et al., 2022). in addition, the technology that plays a role in the learning process can help the learning process, such as the existence of several types of applications for specific purposes (atmojo & nugraha, 2020). even though many onsite learning strategies can be used, none of these previous studies has identified teaching and assessment strategies during the onsite learning reconducted after covid-19 pandemic. assessment strategies assessing is part of the process of teaching and learning activities used by teachers to collect data on student achievement in class (widiastuti et al., 2021). in addition, it is stated that the assessing strategy is a collection of activities used by the teacher in assessing student activities in the classroom either during implementation or when assessing at the end of the activity (ridhwan, 2017). in this, assessment is an important part used by the teacher to determine how much students understand the learning material, even during the learning process or at the end of the learning process. in addition, teachers need to determine an assessing strategy to prepare and the actions to be taken so they can conduct themselves effectively. like teaching strategy, the implementation of the assessment strategy adapts to the curriculum used. thus, in line with this research, the 2013 curriculum is a teacher's guide in determining learning strategies, especially assessing. the assessment strategy based on the 2013 curriculum is based on authentic assessment (adiantika et al., 2021). it was continued that the assessment used by following the 2013 curriculum was by observing and collecting student assignment scores, such as through homework, tests, essays, reports, and classroom discussions. this is in line with the permendikbud no. 104 of 2014, which mentions several authentic assessment strategies such as observation, self-assessment, peer assessment, anecdotal records, written and oral tests, tasks or assignments, and practice in the form of quizzes, projects, and until portfolios. with many assessing strategies, teachers can determine strategies according to learning goals. in the process of assessing in the classroom, teachers can use several kinds of strategies. several studies discuss how assessment is carried out in the classroom. for example, husni (2020) states that in assessing english as a language, there are three kinds of assessing strategies used, they are 1) affective assessment, 2) cognitive assessment, and 3) psychomotor assessment. it was also continued that the assessment was carried out by giving final grades to students, observation, written tests, oral tests, and assignments. in addition, the research discusses assessments carried out during online learning during the covid-19 pandemic, such as online tests, portfolios, and self-assessments (widiastuti et al., 2021). previous research provides an overview for teachers in collaborating on strategies for assessing. the above studies have explained what strategies teachers use in teaching and assessing students in the classroom, both onsite and online learning. nevertheless, the teacher's learning strategy in teaching and assessing has not been explained during the return to onsite learning after the covid-19 pandemic. so, there is a lack of literature because previous research has only examined learning and 364 assessing strategies during onsite learning before and online learning during the covid-19 pandemic. research method this study used a qualitative method through classroom observation and interviews to investigate the learning strategies used by teachers in teaching and assessing during the returned onsite learning period. this research requires researchers to collect data in words, descriptions, and quality (zohrabi, 2013). this approach is applied because this research aims to observe and identify teaching and assessing strategies used by the teacher. this study uses two english teachers at the senior high school level. the school was selected because it is one of the schools that had an impact on the covid19 pandemic. moreover, the school that was chosen uses the 2013 curriculum in returned onsite learning and is one of the top public schools. furthermore, the teacher was selected following several criteria, including 1) being an active english teacher in the school, 2) having experience learning onsite before and online during the covid-19 pandemic, and 3) having the opportunity to help collect data. thus, two teachers were selected and taught in eleventh and twelfth grade, which implemented the 2013 curriculum. this research was started by making observations in class. observations in this class were carried out to see the real-step strategies used by the teachers in the learning process. observations were carried out with a total of 10 times the sum of two teachers. furthermore, interviews were conducted with the two teachers to ask questions and help to complement the information obtained from the results of the observations that had been made. this research was conducted using two instruments: observation sheets and semi-structured interview guides. the observation sheet was made in the table based on the implementation of learning in class, which is divided into several sections, including pre-activity, main activity, and post-activity based on pp no. 22 of 2016 chapter 4 concerning standard educational processes and descriptions of the implementation of teaching and assessing. in addition, the interview guide in this research adjusts and is used to strengthen the result of the observation. finding teaching strategies used by the teachers this study was started by conducting classroom observation of two english teachers who teach in eleventh and twelfth classes. from the results of observations made to two teachers with a total of 10 observations, it was found that the implementation of teaching was used as follows in each segment: table 1. the list of teaching strategies used by the teacher no segment strategies 1. pre-activity brainstorming: the teacher invites students to recall the lessons in the previous meeting. question and answer: the teacher gives questions and answers to students about the material in the previous meeting and what will be learned in the meeting. 365 lecturing: the teacher explains some things related to the topics that have just been taught to students as an initial description and briefly explains the material that has been studied. independent study: the teacher gives students material first to allow students to understand the material being studied and to discuss it together in the main activity. 2. main activity lecturing: the teachers explain, and direct students regarding the learning topics discussed and explain the material that students may find difficult to understand. independent study: the teacher provides material in the form of files and sends students via the whatsapp group regarding material related to the meeting learning, discussion: teachers invite students to answer assignments collected to be discussed or work in groups by dividing the class into several groups. besides that, discussions were also carried out by allowing students to ask questions to the teacher or other students. presentation: the teacher asks students to convey the results obtained from the assignments that have been finished either individually or in groups in front of the class. task: the teacher gives students assignments through worksheets or files sent from the whatsapp group. question and answer: the teacher provides opportunities for students to be active in asking or answering related to the learning material presented by the teacher or by students when presenting in front of the class. quiz: the teacher gives students exercises related to the material learned during the learning process in class. 3. post-activity summarizing: the teacher invites students to conclude the learning activities that have been carried out during the learning process and have been studied by students. task: the teachers provide assignments or homework to the students, both for individuals and groups, related to the learning material that has been delivered. quiz: the teachers provide exercises by presenting a collection of questions related to material delivered using learning media. the table shows that the teacher's teaching strategies are carried out in each segment, starting from pre-activity, main activity, and post-activity. in pre-activity, the teachers implement four teaching strategies: brainstorming, questions and answers, lecturing, and independent study. in the main activity, the teachers implement six teaching strategies. they are lecturing, independent study, discussion, presentation, question and answer, and quiz. the teachers also 366 implemented summarizing, tasks, and quizzes in post-activity. thus, it can be summed that nine types of learning are used in the learning process. in addition, even though the learning strategy used shows the same, the implementation of the strategy can be said to be different for each segment. after the observation data were collected, interviews were conducted to complement the results of classroom observations on the teaching strategies used by the teacher during the return of onsite learning. to complete the data in the observation, here are some excerpts that can support the above information. firstly, the research indicates that the teachers learning english in the eleventh and twelfth grades use a strategy under the 2013 curriculum, which is based on student-centered learning. the following excerpts are best to illustrate the above description regarding implementing the 2013 curriculum in the classroom: t1/f "learning implemented with the curriculum used in grades 11 and 12, namely the 2013 curriculum, which is more based on student-centered learning…" (interview, october 18th, 2022) t2/f "miss always tries to use a strategy through several models and methods of learning. for example, by conducting learning discussions, question and answer, role-playing, presentations, and lectures, to giving projects that are useful in the future in social interaction" (interview, october 23rd, 2022) secondly, from the results of the interviews, it was found that the two teachers used learning strategies that tended to give students more activity and foster their critical thinking. the sample excerpts to support the above descriptions are given below: t1/f "mrs. usually invites students to solve problems in the form of problem-based learning, projects, or student-centered assignments" (interview, october 18th, 2022). t2/f "the model that miss uses is the 4c learning model, namely the scientific approach, problem-based learning, project-based learning" (interview, october 23rd, 2022). furthermore, it is known that in the learning strategy, the teachers use technology to assist in conveying or strengthening students' understanding of the learning material obtained. sample excerpts to support the above descriptions are as follows: t1/f "…give students to open translations for languages they don't understand…" (interview, october 18th, 2022). t2/f "…such as using whatsapp to send materials or help give quizzes..." (interview, october 23rd, 2022). in addition, the interview results showed that the teachers prepared to teach strategies to assist the learning process. furthermore, the following are excerpts to support the description: 367 t1/f "yes, i made a lesson plan to help the learning process at every meeting…" (interview, october 18th, 2022). t2/f "as a teacher, it's clear that every time you want to teach in class, miss must prepare beforehand. preparation of lesson plans, what teaching techniques to use, evaluation techniques, giving reinforcement and motivation, then evaluation of the feedback is prepared globally, the details are already in the lesson plan" (interview, october 23rd, 2022). assessing strategies used by the teachers apart from the results of the teaching strategies listed and emphasized again through interviews. the following are the results of observations on assessments used by the two teachers during the return of onsite learning: table 2. the list of assessing strategies used by the teacher no segment strategies 1. pre-activity observation: the teacher assesses students through the activeness of students in answering and asking questions related to the material in the previous meeting. task: the teacher asks about the assignments that have been given in the previous meeting, even individually or in groups. 2. main activity observation: the teacher sees student activity in the learning process, starting from being active in asking questions, and answering, to giving suggestions during discussions, independent studies, implementing question-andanswer strategies, or in presentations. in addition, students also see how to conduct peer assessments of friends who make presentations. task: the teacher asks students to complete tasks obtained from student worksheets or questions prepared by the teacher through files sent via the whatsapp group. besides that, seeing how students answer the quizzes that have been prepared and answered together. peer assessment: the teacher invites students to conduct assessments of other students during presentation activities so that when presentations are conducted, other students can provide input or assess students' presentations. in addition, students are invited by the teacher to conduct assessments of other student assignments. 3. post activity test: the teacher conducts brief questions and answers related to the material given at the meeting. task: the teacher gives students homework either individually or in groups. observation: the teacher pays attention to how students receive the material that has been given. the table above shows that the teacher applies an assessing strategy in each segment of the learning process, starting from pre-activity, main activity, and post368 activity. three types of assessing strategies were obtained, they are observation, task, and test. in the pre-activity, the teacher tends to provide observations by seeing how active students are in class, especially in starting learning. however, the teacher also asks for assignments that have been made first before finally being discussed together. in the main activity, the teacher provides assessments through observations, tasks, and peer assessment. in using observation in assessing, the teacher looks at students' activeness, such as asking and answering questions, conducting discussions, and making presentations, as well as the attitudes and behavior of students after learning material is conveyed to students. in addition, the teacher also invites students to carry out assessments of other students either in presentation activities or assignments given by the teacher. besides that, in the postactivity, teachers are more likely to provide students with tests, tasks, and observations. through tests, the teacher sees how students answer a collection of questions related to the material given at meetings. through the tasks, the teacher gives homework to emphasize students learning achievement of the material. after the observation data were collected, interviews were conducted to complement the results of classroom observations on the teaching strategies used by the teacher during the return of onsite learning. to complete the data from class observations, here are some excerpts that support information about assessment used by the teacher during the return of onsite learning. firstly, from the interview results, it was found that the teacher, in return for onsite learning, was carried out by leaning towards giving assignments and presentations, which are also a form of authentic assessment. t1/f "… recently, you have been using assignments and presentation methods more often because students want to spend time getting all the material …." (interview, october 18th, 2022). t2/f "miss often uses authentic assessment" (interview, october 23rd, 2022). in addition, the interview results identified that the teachers also used technology to help provide assessments. the following is the excerpt to support the description above: t1/f "… mrs. use quizziz to save paper… mrs. also asks students to give an assignment for speaking on youtube…" (interview, october 18th, 2022). t2/f "miss usually uses quizziz. quizziz is an online test link to test students' abilities" (interview, october 23rd, 2022). discussion since there is a lack of information about the teaching and assessing used by the teachers after onsite learning reconduct, this encourages this research to be conducted to (1) identify teaching strategies used by the teachers after onsite learning reconduct and (2) identify assessing strategies used by the teachers after onsite learning reconduct. interestingly, the strategies teachers used in learning before the covid-19 pandemic, both in teaching and assessing, are slightly different, 369 where technology is further developed, such as through independent studies and quizzes in learning strategies. thus, it shows that teachers take advantage of technological developments in the learning process. to answer the first question, it was found that learning during the return of onsite learning applies student-based learning, which aligns with the 2013 curriculum. as explained previously, the teacher used nine types of teaching strategies. in addition, previous studies also reported the same teaching strategies. for example, mustika and wardah (2021) where in their research found five strategies used by the teacher, they are discussion, demonstration (where in this study was presentation), using electronic media (where in this study was a quiz and independent learning), providing reinforcement (where in this study were lecture and summarizing), and what differentiates is only the application of games. thus, with the strategy used, it can be found that the strategy is almost the same as the strategy before the covid-19 pandemic, but teachers more paying attention to student adaptation by using lecturing to give better provide students with an understanding of the material after the return of the covid-19 pandemic. also, it was found that the focus of teaching is conducted not only through student-centered learning but also through teacher-centered learning by lecturing. in response to the second question, the teachers use four assessing strategies. there are observations, tests, tasks, and peer assessments. the use of these four assessment strategies follows adiantika et al. (2021) that the assessing strategies used conform to the 2013 curriculum, namely authentic learning, such as observing the presentation of the results of student discussions and student tasks. in addition, in carrying out the assessment, it was also shown that the teacher assessed cognitive, affective, and psychomotor. in the cognitive aspect, the teacher can assess through brainstorming, observation by conducting questions and answers and collecting the assignments given by the teacher. also, in affective and psychomotor assessment, the teacher used strategies by observing the attitudes and skills of students in the learning process. moreover, an online learning experience for more than two years makes a difference in teacher competence in teaching and assessing. although not all online media can be used, some online media can be used in learning based on the objectives (atmojo & nugroho, 2020). this research found that whatsapp, quizziz, youtube, and google are used in the learning process. so, it can be seen that the competence of teachers in the use of technology in the learning process has an active role. the discussion results have drawn two implications for tefl teachers, especially the learning process during the return of onsite learning. firstly, the result found that the teacher used nine teaching strategies and four assessing strategies. thus, it is hoped that teachers can use it as a reference in determining learning strategies in the classroom, especially in return to onsite learning. the second implication, the use of technology in the learning process can assist teachers in providing teaching and assessing as well as being a teacher innovation in teaching. so it is expected that teachers have good competence in using technology because it can help the learning process. 370 conclusion from the research, it can be concluded that teaching strategies and also assessing strategies used after reconducting onsite learning apply the curriculum determined in schools, especially the 2013 curriculum. from the research that has been done, it was found that the teaching strategies were brainstorming, question and answer, lecturing, discussion, assignments, and quizzes. on the other hand, it was found that the assessing strategies used by the teacher during the return of onsite learning were observation, task, and test. two suggestions can be given from the research that has been carried out. first, it is recommended that teachers design learning strategies that adapt to the circumstances or situations in which the learning process is carried out. in addition, the teacher continues to find the learning strategies in teaching and assessing. secondly, it is recommended that future researchers be able to improve the results of this study to align the results of teaching strategies in teaching and assessing, especially in transitional learning. references adiantika, h. n., charisma, d., aprianti, f., & winarto e. r. (2021). indonesian 2013 curriculum implementation: teachers' techniques, challenges, and voices towards students' affective competence. indonesian efl journal (ieflj). 7(1). anilkumar, a. (2022). the most effective teaching strategies to use in your school: evidence based and proven to work. atmojo, a. e. p., & nugroho, a. (2020). efl classes must go online! teaching activities and challenges during the covid-19 pandemic in indonesia. register journal, 3(1), 49-76. harmer, j. (2007). the practice of english language teaching fourt edition. pearson education limited, united kingdom. huda, f. (2016). an investigating of english teaching stratehies in enhancing students' vocabulary implemented by pre-service english teacher. journal of english and education, 4(2). husni. (2020). the problems faced by the teachers in teaching english as a foreign language at sman 2 sinjai [thesis]. imaniah, i. & gunawan, y. i. (2017). teaching english as foreign language (teaching and learning strategies). fkip umt press. mustika, u. & wardah, w. (2021). an analysis of teacher’s strategies in teaching english. journal of english education program, 2(1). 21-29. putriyani, e. (2015). the teachers' strategies in teaching english at nursing class in smk samudera nusantara makassar. [thesis]. ramnadi, r. (2021). the comparison between students' learning outcomes in offline and online learning at smk negeri 3 pinrang. [undergraduate thesis], iain parepare. ridwan, m. (2017). understanding formative and summative assessment for efl teachers; theoretical reflections on assessment for learning. journal of english for academic, 4(1). 371 saputra, d. b. (2019). the implementation of curriculum 2013: english teacher' perceptions on developing lesson plan and teaching materials. journal of linguistic and language teaching, 5(2). setiadi, b. (2020). teaching english as foregn language 2nd edition. graha ilmu, yogyakarta. setyaningsih, e. (2022). returning to offline teaching and learning: what it means for indonesian students and teachers. academic journal perspective: education, language, and literature, 10(2). shakina, b. y., nur, s., & sunra, l. (2022). an analysis of english teachers' online teaching strategies during covid-19 pandemic. journal of excellence in english language education, 1(2). tosik, e. g. & hebebci, m. t. (2022). teachers' usage of technology during and after covid-19. international conferences on research in education and social sciences (icress). widiastuti, i. a. m. s., mantra, i. b. n., sukoco, h., & santosa, m. h. (2021). online assessment strategies to enhance efl students' competence and their implementation challenges. journal of english educators society, 6(2). 245251. widiastuti, i. a. m. s., mantra, i. b. n., sukoco, h., & santosa, m. h. (2021). online assessment strategies to enhance efl students' competence and their implementation challenges. journal of english educators society, 6(2). zohrabi, m. (2013). mixed method research: instruments, validity, reliability, and reporting findings. theory and practice in language studies, 3(2). linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.954 120 lecturer’s motivational strategies in teaching english indah rahmalia stkipyayasan abdi pendidikan payakumbuh rahmaliabayu@gmail.com submit, 15-11-2019 accepted, 21-12-2019 publish, 23-12-2019 abstract this research was aimed to describe the lecturer’s motivational strategies in teaching english at stkip yayasan abdi pendidikan payakumbuh.this research was descriptive research in qualitative method. participants in this research were three english lecturers who teach in indonesian department. those were chosen by using total sampling. researcher used observation, recording and field notes as the sources of the data. checking data trustworthiness had been done by using peer briefing. after doing the research, the result showed that the most motivational strategies used by the lecturers was creating basic motivational conditions. percentage was 24,65%. it can be concluded that the english lecturer had used some kinds of motivational strategies in teaching english, strategy that used by the lecturers is creating the basic motivational conditions keywords : motivational strategies, teaching english introduction as a foreign language, english subject is difficult for some students. moreover, they are not an english department students. they only learn english in the first semester as the compulsory subject. there were some opinion from the students about english, some students argue that english is very interesting, and they love english. but, in the other side some students argue that english is difficult to learn, and they didn’t have interest in learning english. furthermore, many students do not really interested in learning english. so, it could be the challenge of lecturer in teaching english in the class. in teaching and learning process, many of them just keep silent without any feedback. then, sometimes they didn’t have attention to what the lecturer explain to them, and many of them do the excercises without enthusiasm. they finish it by cheating each other.. these phenomena absolutely have some effect to their achievement because the success of the learners not only depend on their learning strategies, but also the motivation that they get from the lecturer. motivation like a psychology aspect, where it can make someone has positive thinking and this has not stopped someone in trying to get what she/he want.to emerge the motivation of the students, there is a strategy that can be 2019. linguistics, english education and art (leea) journal 3 (1):120-131 121 applied by the lecturer, it is called motivational strategies. dembo (2004) states that motivational strategies is the strategies that can be used to manage motivation. it can be said that motivational strategies is the strategies can help people in managing their motivation. furthermore, dornyei, sugita and takeuchi in hapsari (2013) explain that motivational strategies are defined as methods and techniques to generate and maintain the learners’ motivation. it means motivational strategies are methods and techniques to maintain students’ motivation. from the previous research did by guilloteaux and dornyei (2008) they found that significant positive correlations between the teacher and student measures are particularly strong within the context of l2 motivation research. moreover, astuti (2016) the findings of her research indicated that each teacher had unique strategies to motivate their students, and these strategies had a profound impact on students’ motivation. then, moskovsky (2012) they found that teachers’ motivational behaviors cause enhanced motivation in second language learners. so, it can be seen the differences between the previous researches and this research that they focused on perception of student to motivasional strategies and the effect of motivational strategies used by teachers in the classroom and some of the research did for l2 learner and in the level of senior high school student. but, in this research the researcher did in college level and prefers to analyze what motivational strategies mostly used by the lecturer in teaching english especially for language learner of english as a foreign language students. literature review there are many kind of motivational strategies given by some experts. first, based on dornyei (2001) there are four types of motivational strategies that can be used by the lecturers: creating the basic motivational conditions in this part, certain preconditions is very important to get the effective motivation. there are three motivational conditions in particular are indispensable; 1) appropriate lecturer behaviours and a good relationship with the students, 2) a pleasant and supportive classroom atmosphere, 3) a cohesive learner group with appropriate group norms. then, dornyei (2001) divide it into some part, they are : 1. demonstrate and talk about own enthusiasm for the course material, and how it affects you personally. for example, lecturers can show to the students that her/his meaningful experience that can be a motivation for the students. then, lecturers can share their own personal interest in english to the students. 2. take the students’ learning very seriously.lecturer can show that she/he care about their academic progrees, because it can make students serious in learning. 2019. linguistics, english education and art (leea) journal 3 (1):120-131 122 3. develop a personal relationship with the students.to have a good relationship, lecturer should to acceptance of the students, ability to listen and pay attention to them. 4. create a pleasant and supportive atmosphere in the classroom.lecturers can bring and encourage humour in teaching and learning process, because it will make students happy to learn. 5. promote the development of group cohesiveness.the activity that can be used by the lecturers to applyed this strategy is small-group tasks where students can mix and work together. 6. formulate group norms explicity, and have them discussed and accepted by the learners.lecturers should to include a group rules, and explain to the students the importance of the rules and make them agree with the rule. then, lecturers should discuss these with them and put the group rules on display. 7. have the group norms consistenly observed.lecturers should to make sure that they observe the established norms cosistenly, and never let any violations go unnoticed generating initial motivation in this strategy, dornyei (2001) also devide into some kinds, as follow: 1. promote the learners’ language-related values by presenting peer role models.lecturers can invite senior students to talk to students about her/his positive experience. feedback to the students the views of their peers, and associate the learners with peers (e.g. in group or project work) who are enthusiastic about the subject. 2. increase the students’ expectancy of success in particular taskes and in learning in general.the most importance point in this strategy is make sure that students receive sufficient preparation. the perceived of success does not depend only on how difficult the task is but also on how well the students are prepared for the task. 3. increase students’ goal-orientedness by formulating explicit class goals accepted by them.lecturers can negotiate with the students about their individual goals and then display the final outcome in public. 4. make the curriculum and the teaching materials relevant to the students.lecturers can give the example of the subject relate to the everyday experiences and backgrounds of the students. 5. help to create realistic learner beliefs.lecturers can raise the student’s general awareness about the different ways languages are learnt and the number of factors that can contribute to success. 2019. linguistics, english education and art (leea) journal 3 (1):120-131 123 maintaining and protecting motivation in this part, dornyei (2001) also have divide as follow : 1. make learning more stimulating and enjoyable by breaking the monotony of classroom events.it can be applied by using the variation of the tasks and other aspects in teaching. then, lecturer can do the unexpected thing or task in teaching and learning process. 2. make learning stimulating and enjoyable for the learners by increasing the attractiveness of the tasks.lecturers can make the tasks challenging and attractive by adapting to the students’ isterest, for example by including novel, humorous and fantasy elements. 3. present and administer task in a motivating way.in giving a task, lecturers can explain the purpose and utility of the task, or lecturers can whet the students’ appetite about the content of the task. 4. use goal-setting methods in the classroom.lecturers can encourage learners to select specific, short-term goals for themselves. then, emphasise goals completion deadlines and offer ongoing feedback. 5. use contracting methods with the students to formalise their goal commitment.for example, lecturers can draw up the agreement with the students about what they will learn and how, and which you will help and reward them. 6. provide learners with regular experiences of success.in this strategy, lecturers can design the tests that focus on what students can rather than cannot do, and also include improvement options. 7. build learners’ confidence by providing regular encouragement.lecturers can show to the students that lecturers believe in their effort to learn and their capability to complete the tasks. 8. help diminish language anxiety by removing or reducing the anxietyprovoking elements in the learning environment.for example, help students to accept the fact that they will make a mistake in a task as part of the learning process. 9. build learners’ confidence in their learning abilities by teaching them various learner strategies.lecturers can teach to the students about learning strategies to facilitate them in intake of new material. 10. allow learners to maintain a positive social image while engaged in the learning tasks.in this strategy, lecturers can select the activities that contain good roles for the participants. for example, avoid disciplining students in ways that they might perceive as humiliating. 11. increase student motivation by promoting cooperation among the learners.set up tasks in which teams of students are asked to work together towards the same goal. 2019. linguistics, english education and art (leea) journal 3 (1):120-131 124 12. increase students motivation by actively promoting learner autonomy.in this strategy, lecturers allow students real choices about as many aspects of the learning process as possible. 13. increase the students’ self-motivating capacity.lecturers can encourage students to adopt, develop and apply self-motivating strategies. then, lecturers can raise students awareness of the importance of self-motivation. encouraging positive self-evaluation this part, dornyei (2001) focus on how lecturers can help learners to consider their own achievement in a more positive light. he divides it into some part as follow : 1. promote effort attributions of the students.encourage students to explain their failures by the lack of effort and appropriate strategies applied rather than by their insufficient ability. 2. provide students with positive information feedback.lecturers can notice and react to any positive contributions and provide regular feedback about the student’s progress. 3. increase learner satisfaction.make students progress and accomplishments tangible and celebrate that, because it will make them increase it. 4. offer rewards in a motivational manner.lecturers can give rewards to the students, because it is a powerful motivational toll. 5. use grades in a motivating manner, reducing as much as possible their demotivating impact.make a grades that also reflect effort to improve students achievements so, there are four types of motivational strategies that proposed by dornyei (2001), first, creating the basic motivational conditions, second generating initial motivation, third maintaining and protecting motivation, and the last encouraging positive self-evaluation. research method the design of this research was descriptive research in qualitative method. the descritive research are useful on investigating a variety problems and issues, and describe a research in nature. in this research, the researcher analyzed the motivational strategies that used by the english lecturers in teaching english at stkip yayasan abdi pendidikan payakumbuh participants in this research were english lecturer at stkip yayasan abdi pendidikan payakumbuh. there were 7 lecturers at stkip yayasan abdi pendidikan payakumbuh. but, there are only three english lecturer who teach in indonesian department who become the participants of this research 2019. linguistics, english education and art (leea) journal 3 (1):120-131 125 the sources of the data in this research are observation and field notes. the reseracher answers the observasion sheet consist of 30 items and the researcher took a note about the lecturer’s name, time, place, date, and activity while doing the research. finding based on the data got from recording, observation and field note, the researcher identified motivational strategies used by the lecturers as follow : there are many strategies that can be used by the lecturers to motivating the students. based on the data got from recording, observation and field note, the researcher identified motivational strategies used by the lecturers as follow : table 1. motivational strategies used by english lecturers kinds of motivational strategies number of frequencies percentage 1. creating the basic motivational conditions 35 24,65% 2. generating initial motivation 17 11,97% 3. maintaining and protecting motivation 23 16,19% 4.encouraging positive self-evaluation 9 6,34% 5. encourage diversity in learning styles. 0 0 6. encourage creativity 0 0 7. ensure success with small achievable steps 0 0 8. provide feedback to students about their own personal progress. 17 11,97% 9. learners nedd to believe in their own abilities. 1 0,70% 10.acknowledge the individual styles of each child. 0 0 11. ensure a task is age and interest related. 0 0 12. use observation to begin with to get to know the learning and environtmental preferences of the children in the class. 9 6,34% 13. focus on the task and curriculum. 0 0 14. use a range of learning styles in class lessons. 0 0 15. ensure lessons are meaningful. 28 19,72% 2019. linguistics, english education and art (leea) journal 3 (1):120-131 126 16. minimise pressure. 0 0 17. group work. 0 0 18. self-assessment. 0 0 19. show progression. 1 0,70% 20. avoid potential stigma. 0 0 21. develop student resonsibility. 0 0 22. encourage student choice. 0 0 23. give students responsibility for their own learning. 0 0 24. focus on learning as well as teaching. 0 0 25. involve the class in decisions. 0 0 26. celebrate success. 0 0 27. use positive feedback. 2 1,41s% 28. encourage self-evaluation. 0 0 29. management of emotional effort 0 0 30. group work 0 0 total 142 based on the table above, it can be described that not all the strategies used by the english lecturers, and the motivational strategies used by the english lecturers in teaching english as follow: first, creating the basic motivational conditions 24,65%. second, generating initial motivation 11,97%. third, maintaining and protecting motivation 16,19%. then, encouraging positive selfevaluation 6,34%. next, provide feedback to students about their own personal progress 11,97%, learners need to believe in their own abilities 0,70%, use observation to begin with to get learning and environtmental preferences of the children in the class 6,34%, ensure lessons are meaningful 19,72%, show progression 0,70%, and the last use positive feedback 1,41%. discussion based on the result of the research, creating the basic motivational condition was the highest percentage as strategies used by the lecturer, the percentage was 24,65 %. it was supported by dorney (2001), he explains that creating the basic motivational strategies as certain preconditions that is very 2019. linguistics, english education and art (leea) journal 3 (1):120-131 127 important to get the effective motivation. it meant, the lecturer of stkip yayasan abdi pendidikan payakumbuh have realized that the first of motivational stratey that is creating the basic motivational strategy is very important to persuade the students’ motivation in learning english. the discussion could be seen from the data observation as follows creating the basic motivational conditions in this strategy, there were some way that can be used by the lecturers, and based on the data observation all the lecturers used this motivational strategy in teaching english. first lecturer there were some techniques that used by the first english lecturer. such as, develop a personal relationship with the students, the lecturer used this before begin the lesson. then, create a pleasant and supportive atmosphere in the classroom, the lecturer used it to make the students relax during the teaching and learning process. next, promote the development of group cohesiveness, by using this way, the lecturer can make the students work together in a group, and it will make the students closed each other. the last, formulate group norms explicity and have them discussed and accepted by the learners. the lecturer used it by making a rule for the students in group work, and the students agree with the rule. second lecturer the second lecturer used only used develop a personal relationship with the students and create a pleasant and supportive atmosphere in the classroom. the lecturer used develop a personal relationship with the students by pay attention and listen every question from the students, and she also answer it. then, the lecturer used the last technique to make the students did not bored while studying by encourage humour. third lecturer the third lecturer also used some techniques in teaching. first, take the students learning very seriously by always remind the students to make the task that they had. then, create a pleasant and supportive atmosphere in the classroom, the lecturer apply this technique by include a humour to make the students did not bored. the last, have the group norms consistenly observed. this technique only applied by the third lecturer, the lecturer used it to make the rule that she make always run well, she always remind the students to obey the rule. 2019. linguistics, english education and art (leea) journal 3 (1):120-131 128 generating initial motivation first lecturer the first lecturer used two techniques in this strategy. the lecturer used promote the learners’ language-related values by presenting peer role models. the lecturer using one of the students to be the peer role models to motivate the another students. and then, the lecturer also used increase students’ expectancy of success in particular taskes and in learning in general. in this teachnique, the lecturer make sure that the students had sufficient preparation in did a task. second lecturer the second lecturer also using peer rool models to motivate the students. the lecturer using one of the students that had a good achievement or had a good score in completed the task to be the peer role models. then, the lecturer also used another technique such as increase students’ expectancy of success in particular taskes and in learning in general, and make the curriculum and the teaching materials relevant to the students. the lecturer give students opportunity to complete the task by given them sufficient preparation and given the task that relevant to students daily activities. third lecturer the third lecturer also used increase students’ expectancy of success in particular taskes and in learning in general to motivate the students. and then, the third lecturer used a technique that did not used by first and second lecturer. the technique was help to create realistic learner beliefs, and it make the students more motivated to learn. maintaining and protecting motivation this strategy also applied by all english lecturers in teaching english, but they implemented in different ways. first lecturer the first english lecturer only used make learning more stimulating and ejoyable by breaking the monotomy of classroom events. the lecturer did the unexpected thing or task while teaching and learning process. second lecturer the second english lecturer used make learning more stimulating and enjoyable by breaking the monotomy of classroom events, the lecturer used variation of task in teaching. then, use goal-setting methods in the classroom to 2019. linguistics, english education and art (leea) journal 3 (1):120-131 129 motivate her students. the lecturer given a deadline to the students to complete the task. by using this technique, the students more motivated in learning. third lecturer the third english lecturer also used some strategies in motivating her students, such as make learning more stimulating and enjoyable by breaking the monotony of classroom events, increase students motivation by promoting cooperation among the learners and provide learners with regular experiences of success. encourage positive self-evaluation this strategy only applied by the first and second lecturer. then, they also used the same technique in teaching english. first lecturer the first lecturer used some techniques such as provide students with positive information feedback in teaching and learning process, and offer rewards in motivational manner. the lecturer used these techniques to make the students more enthusiasm to learn by provide the students with positive information feedback and offer rewards. second lecturer the second lecturer also used the same techniques with the first lecturer. the second lecturer used provide students with positive information feedback in teaching and learning process, and offer rewards in motivational manner. provide feedback to students about their own personal progress all of the lecturers used this strategy in their teaching and learning process. first lecturer the first lecturer used this strategy in teaching english. by using this strategy, it can make the students always increase their ability, because thay always had a positive feedback of their progress. second lecturer the second lecturer also used this strategy in teaching english. the lecturer used this strategy to give appreciation about students’ progress. third lecturer 2019. linguistics, english education and art (leea) journal 3 (1):120-131 130 the third lecturer also used this strategy, this strategy can make the students more confident and make them more enthusiasm in learning. learners need to believe in their own abilities this strategy only applied by the second english lecturer, and there were only 0,72% identified and counted. the second lecturer used it to increase students’ self-confidence. use observation to begin with to get to know the learning and environmental preferences of the children in the class this strategy only applied by the first and third lecturer. the second lecturer did not used this strategy to begin her lesson. first lecturer the first lecturer used this strategy by asked some question that related to the topic. the lecturer asked some students to answered the question, and after that she explained about the topic above. third lecturer the third lecturer also used this strategy, but she used it to review about the last topic, and in the other meeting, the lecturer used this strategy before came to the new topic. ensure lessons are meaningful based on the finding, all lecturers applied this strategy in their teaching. all the english lecturers used this strategy to check students’ understanding and students’ comprehension about the lessons. show progression show students’ progress is very help the students in learning. it will help them to find their weekness in learning. this strategy only applied by the first english lecturer in her teaching. the second and the third lecturer did not apply this strategy in their teaching. the first lecturer told about students’ score of the mid term test, and the lecturer also told about the topic that still lack of mastery. use positive feedback this strategy only used by the second lecturer in r teaching. the lecturer used it to give the feedback about students performance in the class. 2019. linguistics, english education and art (leea) journal 3 (1):120-131 131 conclusion english lecturer had used some kinds of motivational strategies in teaching english, strategy that used by the lecturers is creating the basic motivational conditions references astuti, s., p. (2016).exploring motivational strategies of succesfull teachers. teflin journal,1(27), 1-22. dornyei, z. (2001). motivational strategies in the language classromm. cambridge: cambridge university press. dembo, m, h. (2004). motivation and learning strategies for college success: a self-management approach. mahwah, new jersey: lawrence erlbaum associates. guilloteaux, m, j & dornyei, z. (2008). motivating language learners: aclassroom-oriented investigation of the effects of motivational strategies on student motivation.tesol journal,42(1),55-77 hapsari, w. (2013). lecturer’s perceived characteristics andpreferences of motivational strategies in the languageclassroom. teflin journal, 24 (2).113-134 moskovsky, c. ( 2012). the effects of lecturers’ motivational strategies on learners’ motivation: a controlled investigation of secondlanguage acquisition. language learning research club: university of michigan. linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5596 326 teaching strategies in english classes during the onsite transition period in sma negeri 1 rendang putu bagus suryawan arijaya1 universitas pendidikan ganesha luh putu artini2 universitas pendidikan ganesha ni luh gede eka wahyuni3 universitas pendidikan ganesha bagus.suryawan@undiksha.ac.id1 submit, 14-02-2023 accepted, 29-06-2023 publish, 30-06-2023 abstract the purpose of this research is to describe the teaching strategies used by english teachers at sma negeri 1 rendang during the transition period in the field. this study uses a qualitative research paradigm, with two english teachers from sma negeri 1 rendang as research subjects. this study collected data through class observations and interviews using observation sheets and semi-structured interview guidelines. the data analysis procedure was carried out by analyzing the results of class observations and interviews with respondents regarding the implementation of learning strategies during the transition period. the results of this study indicate the teaching strategies used by teachers during the transition period. in conclusion, teachers' teaching strategies are in accordance with the i2m3 process standards, but interactive, inspiring, motivating, and challenging strategies are still considered lacking. some teachers are still combining learning media used during online learning. keywords: onsite learning, teaching strategies, transition period introduction as a result of the covid 19 epidemic, schools in indonesia have used emergency remote learning mode for more than two years. during this time, students progressively become accustomed to learning using online learning platforms, which may help them build their independent learning skills (ja'ashan 2020). covid 19 cases were declining in 2022. correspondingly, 2022 can be considered the transitional period to onsite learning. the administration also anticipates giving vaccines to educators, education employees, and students (jenderal pendidikan anak usia dini 2021). based on that, the learning activities can be returned to schools and have onsite learning. https://doi.org/10.31539/leea.v6i2.5596 mailto:bagus.suryawan@undiksha.ac.id 327 in the current worldwide pandemic, the education industry struggles with effectively restoring "normalcy" when schools are forced to close for unpredictable and extended periods of time (harmey & moss, 2021a). the teachers may encourage students to place an excessive focus on the need to "catch up quickly" since they may impart important knowledge at this time, which serves as the catalyst for the learning process (harmey & moss, 2021b). according to kemendikbud 2021/2022, in progress teaching, teachers must implement health protocol, and psychosocial support, utilize information technology in learning, and continue implementing health protocols. also, from the students' needs perspective, they think that during their attendance in online learning, they encounter a lack of communication with classmates, a drawback in having practical and collaboration skills with classmates in solving problems (dai, 2021). however, in line with the era of the 21st century is often regarded as an era of technology (raja & nagasubramani, 2018). the use of technology in helping learning activities in the classroom is called technology-based learning; the impact of technology can be felt in every possible field; one such field is education (mejia et al., 2019). several studies have been conducted on technology-based learning using learning platforms or lms knowledge that stated the teaching process becomes very simple, convenient, and effective (haque & md. mozaffor hossain, 2022; sari & putri, 2022; sulastri & sukabumi, n.d.). based on these provisions, the teacher needs to apply a good mindset for making teaching strategies to meet the provisions implemented by the government and designing effective learning strategies to fulfill students' needs during the transition to face-to-face. regarding adjusting teaching strategies, sma negeri 1 rendang teachers have changed how they teach students. based on preliminary research, complete onsite learning has already been conducted. classroom teaching strategies have changed to adapt to the new government policy and students' needs. in the interview, the teachers said the guidelines make learning hours in sma negeri 1 rendang shorter, unlike during face-to-face learning before covid-19. also, from the interviews, the teacher stated that they adjust their teaching strategy by following the government policies, such as health protocols like checking body temperature and implementing technology in their teaching process. because of that, there are changes in the implementation of learning activities, with the adjustment that the teachers made to cover the student's lack of understanding during online learning. the proposed study was conducted in a senior high school setting this research study observes recent events experienced by english teachers during the onsite transition process and also a problem faced by english teachers in teaching activities in the onsite transition process making research carried out to uncover the latest problems related to the onsite learning transition. considering that all public 328 schools in karangasem regency have the same curriculum and learning methods by identifying the following problems; thus, school selection is made randomly, and sma negeri 1 rendang is chosen as the school to be studied. the participants were the senior high school english teachers from 11th and 12th-grade teachers. classroom teaching strategies have changed slightly, such as limiting students to group discussions. sma negeri 1 rendang has already implemented the onsite transition learning. as a result, the school teaching process was adjusted to suit the government policies and student needs. this adaptation will also affect the processes of teaching that are implemented in the classroom. the data was collected through interviews and class observations. literatur review teaching english as a foreign language english has been promoted as a global language. people worldwide are curious to know english for many reasons: to learn overseas, to be accepted in prestigious jobs, to play essential roles in political or economic affairs, and so on (schreurs et al., 2011). english teachers need to provide their students with good english language teaching to help them master english skills. the student's understanding of gaining the english language depends on how the teachers implement learning strategies in the teaching process (schreurs et al., 2011). according to savignon and wang (2003), the learner attitudes and beliefs of the teachers and students towards the implementation of communicative language teaching. as a result, the ability to use english by english teacher candidates, in particular, has been essential to the teaching profession. great efl teachers empowered can perfectly perform the classroom english learning process in english situations using english as an interaction medium, particularly by teachers (schreurs et al., 2011). furthermore, english teachers need to pay attention to the principle of tefl. teaching principles should be considered if teachers seek to improve their learners' abilities while learning english as a foreign language (al-ghazo, 2021). if teachers think about the principles of teaching english as a foreign language, this will encourage their students to use the language without hesitation, thinking, or fear. connect to bonilla medina's (2012) findings which showed three principles for efl teaching. john hattie (2009), an influential educational researcher, has emphasized the importance of visible learning and provided valuable insights into effective teaching practices emphasizing factors such as teacher-student relationships, providing feedback, and creating a positive learning environment. teaching strategies oxford (1988) defines teaching strategies as "activities done in the classroom to aid students in learning successfully." smilansky (1968, 1990), as 329 referenced in perry (2001), characterized teaching methods as a teacher's manner of playing with students. furthermore, (oecd, 2016) defined teacher strategy as a collection of procedures in which the teacher directs the class and uses all available resources to improve students' learning, depending on the circumstances. one method may be appropriate for one topic, but it may not be appropriate for another; thus, the teacher must be able to select the optimal one. in addition, balachandran (2015) claimed that some factors influence teaching strategies those factors are related to the teacher, student, environment, and lesson. at last, the factor relating to the lesson fosters contextual learning, which relates the lesson to real life. according to undang-undang sistem pendidikan nasional no. 20, tahun 2003 declares that education improves students' potential and educates the nation's lives. furthermore, teaching tactics will be tied to and customized to the requirements of the curriculum. the 2013 curriculum is being used as a reference. according to curriculum 2013, effective teaching strategies should conform to 5 criteria which are known as i2m3: 1) inspiratif (inspirative), which means something that gives ideas for doing something (cambridge learner's dictionary, 2008). in this process, an educator is required to prepare learning conditions that are interesting and touching the heart, choosing and sorting out methods that accommodate all the diversity of students' learning styles (reigeluth, 2009; deporter, 1999). example activity: prediction guide and group resume. according to azha (2009), interaktif (interactive) learning process has characteristics such as: 1) growing students' ideas in learning activities, 2) encouraging and stimulating students to think creatively, 3) inviting students to achieve their goal of learning, and 4) encouraging students to implement knowledge in daily life. 2) interaktif (interactive) refers to mutual influence on each other (partanto and al-barry, 1994). thus, it is expected that there will be a shift in learning patterns from one-way communication (monologue) to two-way or multi-way communication between educators and students and between students and other students (freire, 2002). examples: questions and answers, discussion, jigsaw, and active debate (muijs & reynolds, 2008; silberman, 1996; freire, 2000). according to azha (2009), interaktif (interactive) learning process has characteristics such as: 1) the existence of two-way communication, 2) there is a mutual relationship that can affect each other, 3) give active involvement of students, and 4) encourage students to ask questions. 3) memotivasi (motivating), motivationg is a personality condition that encourages individuals to carry out certain activities to achieve goals (partanto, 1994; walter, 2008; suryabrata, 1993). the activity that can be implemented, such as everyone is a teacher and peer lessons (azhar, 2009). according to azha (2009), 330 memotivasi (motivating) learning process has characteristics such as: 1) producing student learning interest, 2) building students' curiosity in learning activities, 3) encouraging students to ask questions actively, and 4) providing rewards for student achievements. 4) menyenangkan (enjoyable), humans develop through games and pleasure (slavin, 2004). pleasure in learning is a mood problem resulting from the brain's response enjoyable/fun learning is learning that makes children happy & motivated to learn so they can understand & find the meaning of what they are learning (azha, 2009). many activities can be implemented, such as team quizzes and jigsaw learning. according to azha (2009), menyenangkan (enjoyable learning process has characteristics such as: 1) creating an atmosphere of enthusiasm for learning, 2) increasing students' positive energy for learning, 3) freeing students from feeling pressured to learn, and 4) providing material according to the level of student development. 5) menantang (challenging), which means, according to azhar (2008), challenging learning is learning that can inspire students to dare to face the realities and obstacles in learning, such as the use of words, actions, ways of working, or materials to learn and have the ability to think critically. example: problem-solving and brainstorming. according to azha (2009), menantang (challenging) learning process has characteristics such as: 1) giving students the freedom to express their opinions, 2) inviting students to dare to face problems, 3) attracting a positive competitive atmosphere in learning, and 4) encouraging students to be active in learning activities. definition of onsite learning according to fadhilah (2021), it is also equivalent to traditional classroom learning, where communication occurs synchronously via data packages rather than relying on active communication. according to buzzetto (2015), direct interaction between teachers and students impacts learning outcomes and the formation of students' character, which is facilitated by the availability of appropriate learning materials and strategies. based on the curriculum (2013), learning planning must have five components: innovative, inspirational, challenging, fun, and motivating. a teacher needs to emphasize the role of innovative teaching practices by encouraging teachers to embrace technology, leverage student voice and choice, and foster a growth mindset in order to create dynamic and innovative learning experiences (george, 2015). according to wagner (2012), innovative teachers provide students with opportunities to develop these skills through project-based learning, real-world applications, and a focus on entrepreneurship and creativity onsite transitional period due to the transition period, the government formed a new curriculum called the kurikulum merdeka. this program aims to compensate for the learning loss 331 during the covid-19 epidemic (kemendikbud, buku saku tanya jawab kurikulum merdeka). this kurikulum merdeka is used to provide students with learning evenly on material categorized as lacking during online learning caused by the pandemic, and the limitations of the material that can be provided because of problems in the implementation of existing online learning constrain it. implementing the kurikulum merdeka has similarities with the curriculum 2013 that was previously applied, and this is because the independent curriculum adopts three learning elements from the curriculum 2013. according to dapodik (2022), the three elements of kurikulum merdeka: 1) mandiri belajar (independent learning). the mandiri belajar gives freedom to academic units when implementing the independent curriculum. several parts and principles of the independent curriculum; 2) mandiri berubah (adapted independent learning). mandiri berubah provides flexibility to academic units when implementing the independent curriculum by using teaching tools provided in the education unit. 3) mandiri berbagi (shared independent learning). the mandiri berbagi will provide flexibility to educational units in implementing the independent curriculum by developing their various teaching tools. method this research used qualitative methods to seek an understanding of students' learning during the transitional period from online to onsite learning due to the covid-19 pandemic. the research employed various methods, such as interviews, examining literature or journals, classroom observation, analyzing data content, and interpreting results. the research aimed to gain an in-depth understanding of the education phenomena during the transition period to onsite learning. this study aimed to identify teaching strategies used by english teachers during the onsite transition learning period and the challenges they faced. the study required a volunteer who fit the specifications, which included being an english teacher teaching during the onsite transition learning period and being willing to collaborate in the research. two english teachers from sma negeri 1 rendang were interviewed, with one teacher selected from each class they teach based on the parameters and requirements that have been determined. the study did not include the grade 10th teacher who used the kurikulum merdeka, as the data sought was from teachers using the 2013 curriculum. the semi-structured interview guide was used to collect data on teaching strategies used by english teachers during the transition period, while the observation sheet was used to observe classroom activities while the teaching process was conducted. the observation sheet provided specific information regarding the stage of learning and relevant educational standards according to the 2013 curriculum, while the interview guide was prepared in advance but allowed 332 for additional questions that may arise during the interview. the research used a qualitative approach to seek an understanding of english learning strategies during the transition phase, and data was collected using a semi-structured interview guide and an observation sheet. the data were analyzed through data collection, data presentation, and drawing conclusions or verification, resulting in answering all research questions. finding in this chapter, the data presented consisted of aching strategies used during the transitional period by english teachers at sma negeri 1 rendang. furthermore, the discussion and findings were discussed to describe and match the correlation or relate with the previous research studies contained in this study's empirical review; before presenting the data, a brief description of the context of the research, which reis discussed in the following section. this research is conducted at sma negeri 1 rendang, and this school has 24 classrooms with a total of 841 students. sma negeri 1 rendang already implements onsite learning. there is no time shift in the learning activities that have been going on onsite. however, the school teaching process was adjusted to suit the government policies and student needs. this adaptation will also affect the processes of teaching that are implemented in the classroom. the section below provides more information about the teacher's teaching. strategies used by the english teachers in sma negeri 1 rendang teaching strategy research is based on the process standards listed in the 2013 curriculum, which states that learning must be designed to make class lessons become interactive, inspiring, fun, motivating, and challenging (i2m3). the findings were from interviews with the two english teachers at sma negeri 1 rendang and classroom observations. based on these interviews and observations found the following: table 1 teacher 1 and teacher 2's strategies in teaching efl during the transitional period teacher 1 (t1) no learning phase motive teaching strategies i2m3 standard i1 i2 m1 m2 m3 1 preactivity to start the lesson brainstorming √ √ √ √ √ elicitation √ √ reviewing √ √ √ 2 whilst activity to teach the key concept expository √ √ √ cooperative √ √ √ √ presenting √ √ √ √ √ discussion √ √ √ observation √ 333 to engage students group work √ √ √ √ √ question and answer √ √ √ √ guessing game √ √ √ √ √ singing together √ √ √ √ to use english presenting √ √ √ √ √ discussion √ √ √ √ question and answer √ √ √ √ guessing game √ √ √ √ √ singing together √ √ √ √ 3 post activity to enhance students feedback √ √ √ environment-based learning √ √ √ √ √ complimenting √ √ √ √ to close the lesson conclude √ √ √ √ homework √ √ √ post-test √ √ √ teacher 2 (t2) no learning phase motive teaching strategies i2m3 standard i1 i2 m1 m2 m3 1 preactivity to start the lesson brainstorming √ √ √ √ √ reading √ √ √ reviewing √ √ √ whilst activity to teach the key concept expository √ √ √ cooperative √ √ √ √ observation √ discussion √ √ √ to engage students role-playing √ √ √ √ √ group work √ √ √ √ √ question and answer √ √ √ √ to use english role-playing √ √ √ √ √ question and answer √ √ √ √ discussion √ √ √ √ 3 post activity to enhance student feedback √ √ √ complimenting √ √ √ √ to close the lesson conclude √ √ homework √ √ √ exercise √ √ √ note: i1 : interaktif (interactive) i2 : inspiratif (inspirative) m1 : menyenangkan (fun) m2 : memotivasi (motivating) m3 : menantang (challenging) teachers have prepared a lot of adaptive solutions during onsite learning. from the table above, it can be seen that the first teacher applied a total of seventeen 334 teaching strategies during the onsite transition period, including brainstorming, elicitation, reviewing, expository, cooperative, presenting, discussion, observation, group work, guessing game, singing together, feedback, environment-based learning, complimenting, conclude, homework, and post-test. the second teacher applied sixteen teaching strategies: brainstorming, reading, reviewing, expository, cooperative, observation, role-playing, group work, question and answer, discussion, feedback, complimenting, conclude, homework, and post-test. however, the strategies were not carried out simultaneously in every meeting. teachers only use one or two strategies according to the students' needs in class and the learning topic. the second teacher implemented a brainstorming strategy by giving their students an image representing the learning topic. the picture shown by the teacher displays some everyday events in indonesia, such as weddings and birthdays. afterward, the teacher asked students' responses regarding the event by asking questions such as "what is your opinion about this event shown in this picture?" then the students answered by giving their opinion. however, there is also a difference in the implementation of the brainstorming strategy between the first and second teachers. the difference was that the first teacher used a video for the brainstorming strategy implementation shown to the students using the projector in class, and after the video, the teacher asked the students about their opinions of the video. excerpt #1 “…sebelum memulai pelajaran, bapak biasa mulai dengan bertegur sapa dulu dengan murid …. strategi yang bapak gunakan untuk membuka materi itu kayak melakukan brainstorming ngasik mereka nonton video yang berhubungan dengan materi tapi kalo makek video atau nggak itu tergantung materi apa yang bapak berikan …. menanyakan materi sebelumnya, dan pokoknya yang bisa memancing agar mereka mau berinteraksi aja, contohnya bapak tanya kalian ada yang pernah denger tentang materi ini biar murid bisa langsung nyambung ke materi yang akan bapak berikan ….” "…before starting lessons, i usually greet the students first…. the strategy i use to open the material is like brainstorming, giving them to watch a video related to the material, but whether or not i make a video depends on what material i give…. ask about previous material. the main thing is to get them to want to interact; for example, i am asking if any of you have ever heard of this material so that students can directly connect to the material that i will give…." [t1/m/6-10] excerpt #2 “…. dalam memulai pelajaran bapak biasakan hal yang umum di kelas seperti berdoa, mengecek kehadiran, menyanyikan lagu indonesia raya …. sebelum masuk ke inti pembelajaran bapak biasa melakukan pemanasan istilahnya warming up seperti memberikan brainstorming, bapak tunjukan mereka foto terus mereka memberikan pendapat mereka tentang itu. tapi, kadang bapak suruh mereka membaca dulu biar mereka panas dan bisa mengetahui materi yang akan bapak ajar ….” "…. in starting the lesson, i make it a habit to do common things in class, such as praying, checking attendance, and singing the indonesia raya song. before getting into the core of 335 learning, i usually do a warm-up, the term warming up, like giving a brainstorm, i show them photos, and then they give their opinion about it. however, sometimes i tell them to read first so they are warm and can understand the material i will be teaching…." [t1/m/14-10] from the interview result, the interaction between teachers and students in brainstorming made the strategy suited the interactive learning in the i2m3 criteria. it is also inspirational because brainstorming can encourage students to generate ideas and creativity in the form of opinions about the provided video. it is motivating because watching the video can pique students' interest in discussing the topic. it is challenging because students are asked to express their opinions, so they must think critically to overcome problems or teacher requests. the first teacher used the elicitation strategy by asking questions like "did you ever hear about this material from your everyday life?" or "have you ever heard about simple present tense?" as a result, student and teacher interaction was happening. also, the elicitation learning strategy provided challenges to students. students tried to convey their own opinions based on their knowledge of the topic to be discussed. as a result, it fits within the i2m3 implementation criteria. the second teacher used the reading strategy by giving one of the students an order to stand in front of the class and read the learning topic from lembar kerja siswa (lks). furthermore, while the students were reading, the teacher would correct the missing pronoun word because that interaction between the teacher and students could occur. this strategy also motivated students. they need to prepare it by practicing reading the topic in their house because they do not know if they will get chosen to read in front of the class. also, this strategy challenged students because they needed to speak english in front of many people. both the first and second teachers implemented reviewing strategies in their classes. the implementation of this strategy was the same for the first and second teachers. the teacher asked their students about the material from the previous meeting, and the teacher related it to the material discussed. interaction between teacher and students happened because of opinions between students and corrections from the teacher. this learning strategy also motivated students to actively participate because the first teacher and second teacher encouraged them by providing keywords to help students remember the description of the learning material. also, this strategy made students participate in speaking can challenge them. excerpt #3 “…. dalam menciptakan kelas yang aktif dapat diadakan permainan tebak-tebakan dan bernyanyi agar setiap orang dapat berpartisipasi. media yang dipakai agar dapat menunjang pembelajaran di kelas seperti pakai alat peraga, powerpoint, dan video. selama pemberian materi poko bapak biasanya suruh mereka untuk membentuk kelompok yang natinya mereka akan melakukan presentasi kelompok di depan kelas ….” "…. in creating an active class, guessing games and singing can be held so that everyone can participate. the media used to support learning in class, such as teaching aids, powerpoint, 336 and videos. during the presentation of the main material, i usually tell them to form groups, and later, they will do group presentations in front of the class…." [t1/m/6-10] excerpt #4 “dalam sesi pebelajaran terkadang metode kelompok untuk membahas materi yang agak serius atau memberi pertanyaan secara langsung per orang. bapak selalu tekankan kepada murid untuk tidak perlu merasa takut salah biar murid bisa berdiskusi bapak sering bagi mereka menjadi beberapa kelompok terkait media bapak jarang memakainya hanya pertanyaan langsung untuk memastikan siswa memahami materi dalam penyampaian materi terkadang berupa tanya jawab atau bisa juga menceritakan ulang dan role playing.” "in learning sessions, sometimes the group method is to discuss rather serious material or ask questions directly per person. i always emphasize to students not to be afraid of being wrong so that students can discuss; i often divide them into several groups regarding media. i rarely use it, only direct questions to make sure students understand the material in delivering the material, sometimes in the form of questions and answers, or it can also be retelling and roleplaying." [t2/m/6-10] from the interview, the first teacher used more technology-based learning than the second teacher. the first teacher used powerpoint as a learning media, and the second used the whiteboard as the media. however, the way they explained the learning material is pretty much the same. the ways the first and second teachers implemented expository strategies were so much fun that they inserted jokes which certainly made students laugh in the learning process. also, it is not only about the teacher explaining all the material. for each part that has been explained, the teacher will invite students to ask questions, and if no one were asking, the explanation of the material would be continued. as a result, the interaction between teachers and students in the process matched the interactive factor, and a pleasant classroom atmosphere increased students' motivation to learn. a cooperative strategy was a strategy used by both teachers. the teacher divided the students into groups and asked each group to answer the question provided in the lks book. this strategy continued with the following learning strategy, namely observation. the teacher observed each group of students, saw each group's work, and helped guide them when they got off the learning topic or misinterpreted the material. because of that, the interaction was happening, and the discussion that happened in the group was helping inspire students to think critically and creatively to solve the problem or the question that challenges their way of thinking. the process made when students discussed the material with their friends made the learning fun because students naturally became more comfortable discussing something with their friends. as a result, all aspects of cooperative and observational learning strategies can meet the existing i2m3 criteria. next is presenting strategy used by the first teacher. this strategy was related to the previous strategy, namely cooperative strategy and observation. in presenting strategy, the teacher gave the students instructions to present the discussion findings in english. student group members presented their answers or findings to a question 337 or problem in front of the class. same with the second teacher role-playing strategy is also related to the previous strategy, namely cooperative strategy, and observation. in the student's role-play strategy, the teacher gave a themed event about today's material, and students were asked to do a role-play that showed the event in front of the class. while role-playing, students also practiced their english by speaking in front of the class. based on the application of presenting and roleplaying strategies, it can be seen that the activities carried out are compatible with the existing i2m3 criteria. the interaction made students communicate between groups, inspiring them to think creatively and critically. fun learning was made when students worked together with their group. the fun learning motivated the students to learn with fun strategies and challenged them to solve problems and present the solution in front of the class. the discussion strategy is used by both the first teacher and the second teacher. both teachers, in similar ways, implemented a discussion strategy process. the teacher allowed students to transmit thoughts and answer questions or ask questions to foster discussion between students and the teacher or between students. students and teachers discussed the topic material using english to express their opinion. in the strategy discussion, a question and answer were used. in the question-and-answer strategy, both teachers gave their students a question and asked them to give their opinion by raising their hands and then answering the question using the english language. all of the activities that happened, from a discussion, question, and answer strategy, match the criteria of i2m3, including the interaction between teacher and students, inspirative with all the critical thinking that happened while students asked a question and creativity of them to answer the question, motivating with all the discussion that happened during the learning process, and challenging the students to formulate ideas to answer questions. guessing games and singing together were part of the strategy used by the first teacher. this strategy contained such fun that it gained participants from the students. a guessing game is a way for the teacher to implement the strategy by giving an image that shows some object, time, or activity. then, the teacher asked the students to raise their hands to guess what the image was about and make a sentence by using simple present tense that included the image shown before. then, there was also the singing together teaching strategy. the teacher played a song with a lyric displayed on the projector screen and then asked the students to sing it together. while listening to the music, students must carefully fill the blank space by listening to the lyric. those activities, whether singing or guessing games, provided pleasant learning conditions and helped students to think critically in assembling a suitable word, which gave them a challenge that motivated them to learn while creating interaction between teachers and students. the next strategies were complimenting and feedback; the first and second teachers also used these 338 strategies. the teacher gave feedback on students' work and gave other students a chance to give suggestions about other students' works, answers, or role-play performance. furthermore, for complimenting, the teacher praised students for their performance or answers and invited other students to give appreciation by inviting them to applaud the performance. the first teacher used the environment-based learning strategy. the teacher instructed students to apply the material they have learned at school to activities around them in the form of assignments, such as doing step-by-step how to make fried rice in english and recording themselves while working on it. while working on it, the students can contact the teacher via whatsapp if there is something that they do not understand. because of that, an interaction between teachers and students was made. this strategy made learning enjoyable because it was related to the implementation in the student's environment; also, students need to think creatively to finish this task, which gave them the challenge of making it. excerpt #5 “di akhir pembelajaran bapak biasaya mengajak siswa untuk menyimpulkan materi pembelajaran, bapak berikan saja mereka memberikan kesimpulan mereka masing-masing nantik diakhir baru bapak gabungkan, dan karena sekarang sudah mau akhir semester ya bapak sudah mulai memberikan beberapa kelas post-test … bapak memberikan tugas latihan dan pekerjaan rumah buat mereka, supaya mereka belajar di rumah juga.” "at the end of the lesson, i usually invite students to conclude learning material; i just give them their respective conclusions, wait until the end, i will combine them, and because now it is the end of the semester, i have started giving several post-test classes ... i give assignments exercises and homework for them, so they study at home too." [t1/m/6-10] excerpt #6 “… di akhir sesi kelas, agar dapat siswa berfikir kritis bapak berikan tugas yang dapat menunjang capaian pembelajaran berupa direct speech beserta penjelasannya dan diberikan contoh lalu tugas latihan untuk mengevaluasi. dan bapak juga berikan mereka pr berjumlah lima sampai sepuluh soal.” "… at the end of the class session, so that students can think critically, i give them assignments that can support learning outcomes in the form of direct speech along with explanations and give examples and then practice assignments to evaluate. moreover, i also give them five to ten questions of homework." [t1/m/14-10] moreover, three strategies used by both teachers for closing the lesson are the conclusion and homework learning strategies. the implementation of the conclusion and homework strategies in class were the same for both teachers. the teacher gave questions to students by talking about them directly, and students must note these questions. the question became students' homework that contained the previously discussed topic. then, for the conclusion strategy, the teacher pointed some students to conclude the meeting in the present material taught to students. then, the teacher completed the conclusion. furthermore, for the post-test strategy, the first teacher implemented it using a google form as the media. furthermore, 339 students accessed the google form from their class group that was created in whatsapp. then, students answered the test from their smartphones. discussion this part addressed the study's findings using miles et al. (1994) hypothesis following data display verification. this research aims to determine the teaching strategies used in one of the public schools in the karangasem area, sma negeri 1 rendang. this study used methods such as classroom observation and interviews to acquire thorough data for the above aims. during the onsite transition phase at sma negeri 1 rendang, teachers implemented a variety of learning tactics to meet the first question about teachers' teaching practices. furthermore, the classroom observation approach observed how teachers employed comparable teaching tactics to achieve student learning objectives in one learning subject. students' independent study allows students to investigate information using their phone or from the book, have conversations with the teacher or amongst students to solve difficulties, give presentations in front of the class, work on tasks individually or in groups, and ask students to make summaries. although learning is still in a transition stage, teachers appear to be able to employ various learning strategies. the observation and interview data on teachers' instructional tactics used throughout the onsite transition phase mainly fulfilled the i2m3 process requirements. the findings of this study are in line with previous research conducted by (ramadhan, wiyono, et al., 2022) state that interactive strategies such as group discussions and question and answer are considered by the teacher to make the class atmosphere more comfortable and can help students to be more confident in actively participating in the learning process. this finding is supported by the results of previous where teachers at sma negeri 5 pontianak. the lecture, discussion, and question-and-answer methods are used in the learning process. the teacher implements i2m3-based learning (ramadhan, wiyono, et al., 2022). the finding also suits the onsite transition teachers must focus on making students more engaged in their learning process; this is done through interactive communication between teachers and students. therefore, these findings stated that with so many learning strategies used by english teachers in sma negeri 1 rendang, almost all implemented follow the categories of i2m3. strategies such as brainstorming, role-playing, environment learning, presentation, discussion, and question and answer are interactive, inspirational, motivating, fun, and challenging because they can encourage students to come up with ideas make students able to increase their motivation to learn. challenge students to dare to answer questions given by the teacher. the adaptation strategy implemented by the teachers is in line with government regulations pp nomor 57 tahun 2021, bab ii, pasal 12 ayat (1) states that learning involves i2m3 to make students active in the classroom. as a 340 result, this strategy effectively increases students' understanding of learning and can make students active in class. the study found that although technology largely assisted the teaching process, the way technology improved helped teachers. it has been seen from the first teacher who used much technology in the applied learning activities, for example, in the appearance of videos on brainstorming and the use of ppt in explaining material and whatsapp as the platform for sending material. the use of technology by the teacher is in line with the expression of sari & putri (2022). teachers may use many learning media for their lms in five states of senior high school: youtube, whatsapp, and powtoon, which state that technology with learning tools can be in the form of chat or messages and videos or sharing learning materials. thus, using technology in learning can help students in improving student learning, especially in learning english. also, the study is in line with a statement from other research that states teachers are actors who play an important role in carrying out the learning process. in order to improve the quality of learning effectively and efficiently, teachers need to prepare learning facilities and infrastructure, such as assistive media, that are appropriate to the subject matter (hasanah et al., 2021; ramadhan, hardiansyah et al., 2022; ramadhan, wiyono, et al., 2022). conclusion the importance of teaching strategies during the transition from online learning to onsite learning has been discussed. teachers must adapt to the situation and determine appropriate strategies. teachers' teaching strategies are in accordance with the i2m3 process standards, but interactive, inspiring, motivating, and challenging strategies are still considered lacking. some teachers are still combining learning media used during online learning. from the analysis above, it can be concluded that the first teacher employed a total of seventeen teaching strategies and while the second used sixteen teaching strategies. also, teachers are focused on restoring student learning activity and quality and emphasizing motivating strategies. additionally, during this transitional period, some teachers may still be using whatsapp and google forms together with other forms of media. references azhar, i. (2009). kontruksi pembelajaran i2m3. jurnal studi islam madinah, 1(1), 7–20. dai, n. (2021). construction and application of online and offline blended teaching model in colleges and universities in post-epidemic era. 514– 519. https://doi.org/10.2991/assehr.k.210527.087 haque, md. n. h., & md. mozaffor hossain. (2022). virtual assessment in english language teaching during covid-19 pandemic: challenges and considerations in bangladesh perspectives. script journal: journal of 341 linguistics and english teaching, 7(2), 273–298. https://doi.org/10.24903/sj.v7i2.1008 harmey, s., & moss, g. (2021a). learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after covid19. educational review, 1–20. https://doi.org/10.1080/00131911.2021.1966389 harmey, s., & moss, g. (2021b). learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after covid19. educational review, 1–20. https://doi.org/10.1080/00131911.2021.1966389 hasanah, u., safitri, i., rukiah, r., & nasution, m. (2021). menganalisis perkembangan media pembelajaran matematika terhadap hasil belajar berbasis game. indonesian journal of intellectual publication, 1(3), 204– 211. https://doi.org/10.51577/ijipublication.v1i3.125 jenderal pendidikan anak usia dini, d., dasar, p., pendidikan menengah, dan, pendidikan, k., & teknologi tahun, dan. (2021). direktorat sekolah menengah atas pembelajaran tatap muka (ptm) pada masa pandemi covid-19 di sma. mohammed nasser hassan ja'ashan, m. (2020). the challenges and prospects of using e-learning among efl students in bisha university. arab world english journal, 11(1), 124–137. https://doi.org/10.24093/awej/vol11no1.11 oecd. (2016). teaching strategies for instructional quality. raja, r., & nagasubramani, p. c. (2018). recent trend of teaching methods in education" organised by sri sai bharath college of education dindigul624710. india journal of applied and advanced research, 2018(3), 33–35. https://doi.org/10.21839/jaar.2018.v3s1.165 ramadhan, i., hardiansyah, m. a., firmansyah, h., ulfah, m., syahrudin, h., & suriyanisa, s. (2022). pelaksanaan pembelajaran tatap muka terbatas: strategi pembelajaran di smp swasta pasca pandemi covid 19. jurnal muara pendidikan, 7(2), 316–326. https://doi.org/10.52060/mp.v7i2.848 ramadhan, i., wiyono, h., adlika, n. m., firmansyah, h., & purnama, s. (2022). strategi mempersiapkan dan melaksanakan pembelajaran tatap muka secara terbatas selama masa pendemi covid-19 di sma. edukatif : jurnal ilmu pendidikan, 4(4), 5213–5227. https://doi.org/10.31004/edukatif.v4i4.3148 sari, m. i., & putri, a. a. (2022). exploring online learning tools used by efl teachers during the covid-19 pandemic. journal of foreign language teaching and learning, 7(1), 61–76. https://doi.org/10.18196/ftl.v7i1.13407 sulastri, d., & sukabumi, u. m. (n.d.). pemanfaatan platform digital dalam pembelajaran online selama masa pandemi covid-19 di sekolah dasar luthfi hamdani maula din azwar uswatun. https://doi.org/10.21009/jpd.011.22 linguistic, english education and art (leea) journal volume 2 nomor 2, juni 2019 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i2.583 173 survey research about the importance of english for young learners at elementary schools ayu oktaviani 1 stkip pgri lubuklinggau putra saparingga 2 stkip pgri lubuklinggau dwi susanto 3 stkip pgri lubuklinggau ayuoktaviani08@gmail.com 1 submit, 14-03-2019 accepted, 27-06-2019 publish, 27-06-2019 abstract the objective of the research was to find out teachers’ perceptions about the importance of english for young learners at elementary schools in lubuklinggau.type of survey used in this study was cross-sectional survey research. to select the sample, cluster random sampling used in this research. cluster random sampling here focused on the eight (8) districts of lubuklinggaucity (lubuklinggau utara1-2, selatan1-2, barat1-2 and timur1-2). the researchers chose randomly four (4) districts.the researcher used the representative sample from each districts chosen. 100 teachers, 100 students, and 100 parents are samples. the researcher used survey research and the data were collected by using questionnaire and interview. technique for analyzing the data used simple basic statistical technique. the data are scored by using likert scale. the results of the research were: 1) the respondents agree that the children who learn foreign language early as possible will get the better result. 2) the respondents very agree that economic globalization has pushed the necessity of workers who are able to speak english. 3) the respondents agree that the enthusiasm of parents in supporting their children to learn english hopefully can help their children will have social and economic benefits in the future. based on the result of the data, it can be concluded that the teachers, students and parents of elementary schools in lubuklinggau agree that english for young learners is important. keyword: survey, english for young learner, elementary schools mailto:ayuoktaviani08@gmail.com1 2019. linguistics, english education and art (leea) journal 2 (2):173-188 174 introduction since 2000, it has been goverment policy in lubuklinggau city and musi rawas regency to introduce english in grade 5 of elementary schooling (when learners are generally age 11). in addition, english is a new subject in many elementary schools of lubuklinggau area. today, english in lubuklinggau is “local content”. it proves on decentralization of education in indonesia has encouraged the local governments to make their own decisions relative to some portion of curricular space in the use of some learning hours that has become known as “local content” (musthafa 2010:1). in shortly, english is not majority subject to the primary levels. the teachers teach english as the additional subject as the local content. in oppositely, english is a king of the languages in the world. students live in technology and information era that needs english as the primary language. not only it era, asean economic community has been implemented also in indonesia, but also where all asean countries have to compete each other in order to be not isolated. facing this condition, the countries have some challenges to be solved. in another opinions, indonesian government has realized that english is important for the country’s development, especially in the effort of human resource development. therefore, as a policy, the government has published law regulation no. 20 in 2003 about national education system and government regulation no. 19 in 2005 about standard of national education. these policies are used as the guideline for all education components in conducting the indonesian education system. based on the explanations above, english is a tool to improve human resource, communication, a way to see others countries and also english is needed for every circles and ages. especially, english is important for young learners. (brown, 2007:101) stated that popular tradition wuld have you believe that children are effortless second language learners and far superior to adults in their eventual success). in addition, supriyanti (2012:65) conducted her research about why the children need to learn english at elementary schools. the result of the research showed that there were several reasons why the children need to learn english in elementary schools. the reasons were the widespread assumption that the children are better than adults in learning a new language, the fact that economic globalization has pushed the demand of english in the form of workforce who speak english, and the parents’ enthusiasm for their children to learn english early in order to have social and economical benefits. to solve the world phenomena, eyl (english for young learner) is important to apply in elementary school in each level in indonesia, especiall lubuklinggau. suyanto (2008:15), indonesian young learners are elementary schools students between 6 to 12 years old children. they are divided into two 2019. linguistics, english education and art (leea) journal 2 (2):173-188 175 groups, younger group (6 to 8 years old) and older group (9 to 12 years old). whereas, based on level, they are called lower classes, the students of grade 1, 2 and 3 and upper classes, the students of grade 4, 5 and 6. in preparation, the young learners of indonesia should prepare their intelegent and future life to have better future by using english. in fact, english is needed in every pieces of the world’s phenomena.concerning to the facts and the reasons above, the researchersare interested in doing a research entitled “survey research about the importance of english for young learners at elementary schools in lubuklinggau city”. the researchers state that the objective of the research is to find out the perceptions about the importance of english for young learners at elementary schools in lubuklinggau. literature review the concept of young learners when the people talk about english for young learners (eyl), they need to understand who young learners are. young learners are the young age students who learn english. there are three groups of young learners based on their age and grade. first group is very young learners, they are 3-6 years old (pre-school education), second group is young learners, they are 7-9 years old (1 st 3 rd grade), and the third group is older/late young learners, they are 10-12 years old (4 th 6 th grade). in indonesia, english young learners are the students of elementary school who learn english as additional subject or local content. according to suyanto (2008:15), indonesian young learners are elementary schools students between 6 to 12 years old children. they are divided into two groups, younger group (6 to 8 years old) and older group (9 to 12 years old). whereas, based on level, they are called lower classes, the students of grade 1, 2 and 3 and upper classes, the students of grade 4, 5 and 6. based on the definition of young learners above, it can be concluded that young learners are differed from adolescents and adults. children or young learners are unique, because they have their own way to learn. harmer (2007:82) emphasized that young learners learn differently from older in the following ways: 1) they respond to meaning even if they do not understand individual words; 2) they often learn indirectly rather than directly; 3) their understanding comes not just from explanation, but also from what they see and hear and, crucially, have a chance to touch and interact with; 4) they find abstract concepts such as grammar rules difficult to grasp; 5) they generally display an enthusiasm for learning and curiousity about the world; 6) they have a need for individual attention and approval from the teacher; 7) they are keen to talk about themselves and respond well to learning that uses themselves and their own livesas main 2019. linguistics, english education and art (leea) journal 2 (2):173-188 176 topics in the classroom; 8) they have a limited attention span; unless activities are extremely engaging, they can get easily bored, losing interest after ten minutes or so. young learners around the world have difference characteristics. they learn in difference condition and difference ways. according to supriyanti (2012:2), indonesian elementary school children have some characteristics as follow: 1. most of them live in less geographically advantaged areas where education facilities in the form of human resources (teachers and officials), access to media and progress are not readily available. they live in every village, sub district, district, regency and province all over the country which is still struggling with the equity of opportunities in having access to education. some who live in the remote places, no matter how wealthy their parents are, access to education could not be as easy to get as for those living in the cities. while those who live in the cities whose parents do not come from middle or high economic background still have difficult access to the quality education. 2. due to the fact that elementary schools are of the lowest level of education, elementary schoolchildren in indonesia generally reflect the real lives of the society. if they live in areas where the people have high standard of living, the schoolchildren that are found will be healthy, happy and well taken care of. on the other hand, when the schools are in the less economically, socially or geographically disadvantaged areas, elementary schoolchildren who are found will be those looking hungry or unhealthy. 3. since 2001 it as when provincial autonomy was launched elementary schools in indonesia has been under the local government. it implies that the better the local government the better the lives of the elementary schoolchildren are. equipped with better teachers and better facilities as well as better management, schools in more privileged areas will certainly provide better service and better schooling to the children. in other words, children in elementary schools portray the condition of the areas. 4. education in the lowest level and in the youngest age naturally carry with them the home or domestic problems which influence the children’s condition in every way especially in their learning situation. children with domestic problems generally will also have the learning problems which teachers should take into account in order to have the best possible potential for success in their teaching. in other words children in our elementary schools generally have learning problems in schools which correlate with their home conditions. 5. the children do not have the option whether to learn english or not. their parents, most often are as helpless as their children, cannot do anything about 2019. linguistics, english education and art (leea) journal 2 (2):173-188 177 it. what they have to learn or not to learn are decided by the authority whether national or local. schools individually are not free either to provide or not provide english to the children as a local content subject. the decision is made by the local authority in the education office. whether or not the children learn english will be decided by those who will not see the school as individuals. the importance of english for young learners english is a very important element for children self-development, especially when it deals with their cultural entity. by learning english, of course children will also automatically learn about its culture which then will affect children’s point of view towards life. furthermore, by learning english, children will also influenced by the high culture habits that brought into its cultural elements such as reading habit, healthy life habit, and such. according to nishida (2008:4), the reason why learning a foreign language is introduced in elementary schools is to deal with globalization. it is not only required in society but also thought of as a chance to establish our identity through communication with foreigners. moreover, elementary school students are extremely interested in new things and are at a stage where they can naturally absorb other cultures through language. in addition, why english is important for young learners, it can be figured out from the theory by supriyanti (2012:4). she stated that there are three reasons for providing english in the elementary schools. 1. firstly, the widespread assumption that the younger the child learns a new language the better the result will be. most people agree with this assumption, because the child is in golden age learner. according to lightbown&spada (1999:29), the child has a superior ability in acquiring the sets or units of language, because the child is in golden age period due to plasticity and virginity of their brain. 2. secondly, the fact that economic globalization has pushed the demand of english in the form of the workforce who speak english to meet the need of the international economic forces. in the business world that more globalized, many local indonesian companies enter into the world market, and many international companies enter the local market. the use of english is becoming a necessity as the language of business. therefore the people often find out a job vacancy in the website or newspaper, one of the criteria is able to speak english. it means that an applicant has to master english both passively and actively in order to face the international economic forces. 3. the last, the parents are enthusiasm for their children to learn english early in order to have social and economical benefit in the national context. the 2019. linguistics, english education and art (leea) journal 2 (2):173-188 178 parents realize that english is very important for their children. therefore, the parents want their children to learn english at school, teach by them self at home, and they also willing to spend some money for their children to learn english in the course. these efforts are done by the parents with hope their children will have social and economical benefit in the national context. from the explanations above, it can be concluded that english is very important and very helpful and very useful for young learners in indonesia because it has so many functions and beneficial usages in helping them to engage with global life. research method type of survey used in this study was cross-sectional survey research. this type collects information from samples that has been drawn from predetermined at just one point in time, although the time took to collect the data may take anywhere from a day to a few weeks or more.to select the sample, cluster random sampling used in this research. cluster random sampling here focuses on the eight districts of lubuklinggau city that have explained before. the researchers will choose randomly four (4) districts. after getting the districts, the researcher will calculate the total number of elementary teachers from the four districts chosen. the researcher used the representative sample from each districts chosen. 100 teachers, 100 students, and 100 parents are samples. the reseachers use triangulation resources or subjects to know the credibility of data(sugiyono, 2010:274). there are three resources, they are teachers, students, and parents . the most common types of instruments used in survey research are questionnaire and interview schedule. therefore, the researchers used both of the instruments to get the data from the samples. finding the questionnaire contained 3 indicators from supriyanti (2012:89), they were: 1) the widespread assumption that the younger the child learn a new language the better the result will be, 2) the fact that economic globalization has pushed the demand of english in the form of workforce who speak english to meet the need of the international economic forces, 3) the parents’ enthusiasm for their children to learn english early in order to have social and economical benefit in the national context. based on the two instruments above, the researcher found out teachers, students, and parents’ perception about the importance of english for young learner that were investigated 100 parents, students and teeachers in lubuklinggau (4districts). the results of the questionnaires were showed in the analysis of teachers, students, and parents’ perception table inappendices 1, 2,and 2019. linguistics, english education and art (leea) journal 2 (2):173-188 179 3. then, the data were described per each item and supported by the result of interviews as follow. teachers’ perception about the importance of english for young learner at elementary school in lubuklinggau city 1. every child should be able to learn english as supporting skill for their future.based on the responses from the 100 respondents about every child should be able to learn english as supporting skill for their future, it could be seen that there were 68 (68%) respondents very agree and 32 respondent(32%) agree. it showed that the teachers as the respondents very agree that english is a supporting skill for children’s to get their future. 2. english is one of the important subjects that are taught in the elementary school.based on the responses from 100 respondents about english is one of the important subjects that is taught in the elementary school, it could be seen that there were 36 (36 %) respondents veryagree, 63 (63 %) agree and 1 (1 %) disagree. it showed that the teacher as the respondents agree that english is one of important subjects taught in the elementary school. 3. english is suggested to be taught in the elementary school environment and the aim is the student should have basic in foreign language.based on the responses from 100 respondents about english is suggested to be taught in the elementary school, it could be seen that there were 53 (53 %) respondents very agree and 47 (47 %) agree. it showed that the teacher as the respondents very agree that english was suggested to be taught in the elementary school, and the aim is student would have basic in foreign language. 4. if learning english is done earlier, the result will be better.based on the responses from 100 respondents about in learning english is done earlier, so the result will be better, it could be seen that there were 53 (53 %) respondents very agree and 47 (47 %) agree. it showed that the teachers as respondents very agree that english isbe learned earlier,then the result would be better. 5. in the globalization era, english is one of components are needed to support communication with foreigner.based on the responses from the 100 respondents about in the globalization era, english is one of components needed to support communication with foreigner, it could be seen that there were 47 (47 %) respondents very agree and 53 (53 %) agree. it showed that the teachers as the respondentsagreethat english is one of components needed to support communication with foreigner to face the globalization era. 6. english is commonly language that should mastered by people around the world.based on the responses from the 100 respondents about english is the most commonly language that is mastered by people around the world, it could be seen that there were 36 (36 %) respondents very agree, 57 (57 %) agree, 2019. linguistics, english education and art (leea) journal 2 (2):173-188 180 and 7 (7 %) disagree. it showed that the teachers as the respondents agree that english is the most commonly language mastered by people around the world. 7. in asean economic community era, the neccesity of english has been increased, the workers have to master about english.based on the responses from the 100 respondents about in asean economic community era, the necessity of english has been increased, the workers have to master about english, it could be seen that there were 46 (46 %) respondents very agree, 51 (51 %) agree, and 3 (3 %) disagree. it showed that the teachers as the respondents agree that necessity of english has been increased and the workers had to master about english in asean economic community era. 8. in the economic globalization era, workers are demanded to be able to learn english in order to compete internationally.based on the responses from the 100 respondents about in the economic globalization era, workers are demanded to be able to learn english in order to compete internationally, it could be seen that there were 41 (41 %) respondents very agree, 56 (56 %) agree and3 (3 %) disagree.. it showed that the teachers as the respondents agree that worker needed to be able to speak english in order to compete internationally. 9. the ability of mastering english for children cannot be separated from the parents’ roles that facilitate their children to learn english.based on the responses from the 100 respondents about the ability of mastering english for children cannot be separated from the parents’ role that facilitate their children to learn english, it could be seen that there were 32 (32 %) respondents very agree, 65 (65 %) agree and 3 (3 %) disagree. it showed that the teachers as the respondents agree that the parents had an important role to guide and facilitate the children in learning english. 10. parents are expected can support the students in teaching and learning english at elementary school in order they could know the basic of english.based on the responses from the 100 respondents about the parents are expected can support the students in teaching and learning english at elementary school in order they could know the basic of english, it could be seen that there were 46 (46 %) respondents very agree, 51 (52 %) agree, 2 (2 %) disagree, and 1 (1 %) very disagree. it showed that the teachers as the respondents agree that one of reasons why the parents very supported their childrem to learn english at elementary school was the children could recognize the basics of english. 11. many parents that want their child to learn english earlier, the school should give well facilitate for children in order to get basic english material in elementary school.basedon the responses from the 100 respondents about many parents that want their child to learn english earlier, the school should 2019. linguistics, english education and art (leea) journal 2 (2):173-188 181 give good facilitate for children in order to get basic english material in elementary school, it could be seen that there were 32 (32 %) respondents very agree, 63 (63 %) agree, and 4 (4 %) disagree, and 1 (1 %) very disagree. it showed that the teachers as the respondents agree that many parents expected school should give well facilitated for children in order to getbasic english material in elementary school. 12. every parent is expected to have enthusiasm or seriousness in supporting their children to learn english.based on the responses from the 100 respondents about every parent is expected to have enthusiasm or seriousness in supporting their children to learn english, it could be seen that there were 31 (31 %) respondents very agree, 65 (65 %) agree, 2 (2 %) disagree, and 2 (2 %) very disagree. it showed that the teachers as the respondents agree that the parent is expected to have enthusiasm in supporting their children to learn english. students’ perception about the importance of english for young learner at elementary school in lubuklinggau city 1. i learn english in order to speaking english fluently. based on the responses from 100 respondents about i learn english in order to speaks english fluently, it could be seen that there 98 (98%) respondents very agree and 2 (2 %) agree. it showed that the students as the respondents very agree learnt english in order to speak fluently. 2. i learn english because i do not master english vocabulary. based on the responses from 100 respondents about i learn english because i do not master english vocabulary, it could be seen that there 55 (55%) respondents very agree, 38 (38%) agree, 6 (6 %) disagree, and 1 (1%) very disagree. it showed that the students as the respondents very agree learning english to be mastered english vocabulary. 3. i want to be able to communicate with foreigner in english so i learn english. based on the responses from 100 respondents about i want to be able to communicate with foreigner in english so i learn english, it could be seen that there 85 (83,33 %) respondents very agree, 8 (8,97 %) agree, and 7 (5,12 %) disagree. it showed that the students as the respondents very agree i want to be able to communicate with foreigner in english so i learn english. 4. i learn english because i have difficulty in speaking english. based on the responses from 100 respondents about i learn english because i have difficulty in speaking english, it could be seen that 70 (70 %) respondents very agree, 20 (20 %) agree, 8 (8%) disagree, and 2 (2 %) very disagree. it showed that the students as the respondents very agree learning english because i have difficulty in speaking english. 2019. linguistics, english education and art (leea) journal 2 (2):173-188 182 5. learning english can help me to understand foreign term in public area. based on the responses from 100 respondents about learning english can help me to understand foreign term in public area, it could be seen that there 74 (74%) respondents very agree, 15 (15 %) agree, and11 (11 %) disagree. it showed that the students as the respondents very agree learning english to help understand foreign term in public area. 6. i learn english to add about daily activity vocabulary. based on the responses from 100 respondents about i learn english to add about daily activity vocabulary, it could be seen that there 63 (63 %) respondents very agree, 20 (20 %) agree, 9 (9 %) disagree and 8 (8%) very disagree. it showed that the students as the respondents very agree learning english to add daily activity vocabulary. 7. i learn english because i do not understand the meaning of english sentence . based on the responses from 100 respondents about i learn english because i do not understand the meaning of english sentence, it could be seen that there 67 (67%) respondents very agree, 25 (25%) agree, 6 (6%) disagree and 2 (2 %) very disagree. it showed that the students as the respondents very agree learning english to understand the meaning sentence in english. 8. i learn english because i have difficulty in writing essay in english. based on the responses from 100 respondents about i learn english because i have difficulty in writing essay in english, it could be seen that there 57 (57%) respondents very agree, 24 (24 %) agree, 16 (16 %) disagree and 3 (3 %) very disagree. it showed that the students as the respondents very agree learning english because have difficulty in writing essay in english. 9. i learn english because i want to go abroad. based on the responses from 100 respondents about i learn english because i want to go abroad, it could be seen that there 74 (74 %) respondents very agree, 17 (17 %) agree, 7 (7 %) disagree and 2 (2%) very disagree. it showed that the students as the respondents very agree learning english because to go abroad. 10. i learn english to make happy my parents. based on the responses from 100 respondents about learn english to make happy my parents, it could be seen that there 78 (78 %) respondents very agree, 17 (17 %) agree, 4 (4 %) disagree and 1 (1 %) very disagree. it showed that the students as the respondents very agree learning english because want to make happy their parents. 11. i have difficulty in reading text that’s why i am interested to learn english.based on the responses from 100 respondents about i have difficulty in reading text that’s why i am interested to learn english, it could be seen that there 72 (72 %) respondents very agree, 22 (22 %) agree, and6 (6 %) disagree. it showed that the students as the respondents very agree learning 2019. linguistics, english education and art (leea) journal 2 (2):173-188 183 english because have difficulty in reading text, so the students interested to learning english. 12. i learn english because i want work in abroad. based on the responses from 100 respondents about because i learn english because i want work in abroad, it could be seen that there 62 (62%) respondents very agree, 27 (27 %) agree, 9 (9 %) disagree and 2 (2 %) very disagree. it showed that the students as the respondents very agree learn english because want work outside of the country. parents’ perception about the importance of english for young learner at elementary school in lubuklinggau city 1. like the other subject, english is also necessary to be taught for students in primary level.based on the responses from the 100 respondents about like another subject, english is also necessary to be taught for students in primary level, it could be seen that there were 84 (84 %) respondents very agree, 15 (15 %) agree, and 1 (1 %) disagree. it showed that the parents as the respondents very agree that english need to be taught in elementary school like the other subject. 2. learning english earlier can help someone for mastering english.based on the responses from the 100 respondents about learning english earlier can help someone for mastering english, it could be seen that there were 41 (41 %) respondents very agree and 59 (59 %) agree. it showed that the parents as the respondents agree that learning english earlier could helped someone for mastering english. 3. learning english in high school level will be more optimal for the students.based on the responses from the 100 respondents about learning english in high school level will be more optimal for the students, it could be seen that there were 43 (43 %) respondents very agree, 36 (36 %) agree, 11 (11 %) disagree, and 10 (10 %) very disagree. it showed that the parents as the respondents very agree that learning english in high school level would be more optimal for the students. 4. inuring children to speak english in family environment is needed to increase children’s ability in speaking english.based on the responses from the 100 respondents about inuring children to speak english in family environment is needed to increase children’s ability in speaking english, it could be seen that there were 57 (57 %) respondents very agree, 40 (40 %) agree, and 3 (3 %) disagree. it showed that the parents as the respondents agree that inuring children to speak english in family environment is needed to increase children’s ability in speaking english. 2019. linguistics, english education and art (leea) journal 2 (2):173-188 184 5. in the globalization era, mastery of english is one necessary factor to facilitate communication process withforeigner.based on the responses from the 100 respondents about in the globalization era, mastery of english is one necessary factor to facilitate communication process with foreigner, it could be seen that there were 47 (47 %) respondents very agree, 49 (49 %) agree, 3 (3 %) disagree, and 1 (1 %) very disagree. it showed that the parents as the respondents very agree that in the globalization era, mastering english was one of factors needed to supported communication with foreigner. 6. beside skills to facing international trade, mastering english is also necessary as majority that used in international communications.based on the responses from the 100 respondents about beside skills to facing international trade, mastering english is also necessary as majority that used in international communication, it could be seen that there were 47 (47 %) respondents very agree, 46 (46 %) agree, and 7 (7 %) disagree. it showed that the parents as the respondents agree that beside skills to facing international trade, mastering english was also necessary as majority that used in international communication. 7. nowadays, the acquisition in speaking english does not give big effect for someone to get job.based on the responses from 100 respondents about nowadays, the acquisition in speaking english does not give big effect for someone to get job, it could be seen that 41 (41 %) respondents very agree, 27 (27 %) agree, 13 (13 %) disagree and 19 (19 %) very disagree. it showed that the parents as the respondents very agree the acquisition in speaking english does not give big effect for someone to get job. 8. has a capability in speaking english can give great advantages for modern workers.based on the responses from 100 respondents about has a capability in speaking english can give great advantages for modern workers, it could be seen that 53 (53 %) respondents very agree, 38 (38 %) agree, 6 (3,35 %) disagree and 3 (3%) very disagree. it showed that the parents as the respondents very agree that why english must mastered because english have big advantages for modern workers 9. the ability of english children cannot be separate from the parents’ role who guidance and facilitate their children to learn english. based on the responses from 100 respondents about the ability of english children cannot be separate from the parents’ role who guidance and facilitate their children to learn english, it could be seen that there 79 (79%) respondents very agree, 16 (16 %) agree, 1(1%) disagree, and 4 (4%) very disagree. it showed that the parents as the respondents very agree that the parents had an important role to guide and facilitate the children in learning english. 2019. linguistics, english education and art (leea) journal 2 (2):173-188 185 10. parents’ think that children’s time are spent by playing and learning. guiding children to learn english is something which can be done after they already understand the benefit of the language itself.based on the responses from 100 respondents about parents’ think that children’s time are spent by playing and learning .guiding children to learn english is something which can be done after they already understand the benefit of the language itself, it could be seen that 33 (33 %) respondents very agree, 55 (55 %) agree, 11 (11 %) disagree, and 1 (1%) very disagree. it showed that the parents as the respondents agree that way the parent’s guide children to learn english is something which can be done after they already understand the benefit of the language itself 11. forcing the students to join the course is ordinary things. based on the responses from 100 respondents about forcing the students to join the course is ordinary things, it could be seen that 46 (46 %) respondents very agree, 52 (52 %) agree and 2 (2%) disagree. it showed that the parents as the respondents agree that forcing the students to join the course is ordinary things 12. in learning english earlier, parents can expect that their children can have better social and economic for their future world. based on the responses from 100 respondents about in learning english earlier, parents can expect that their children can have better social and economic for their future world, it could be seen that there 54 (54 %) respondents very agree, 38 (38 %) agree, 5 (5 %) disagree and 3 (3%) very disagree. it showed that the parents as the respondents very agree that why children must mastery english because can give social and economic advantages in the future. discussion the researcher used the questionnaire which was formed based on the 3 indicators by supriyanti (2012:67). the indicators were 1) the widespread assumption that the younger the child learn a new language the better the result will be, 2) the fact that economic globalization has pushed the demand of english in the form of the workforce who speak english to meet the need of the international, 3) the parents’ enthusiasm for their children to learn english early in order to have social and economical benefit in the national context economic forces. in the questionnaire, each indicator contained 4 items in the form of expressions which were scored by using likert scale. meanwhile, the interview contained 3 questions were related to the 3 indicators. these indicators had answered the formulation of the problem in chapter i. these answers were 2019. linguistics, english education and art (leea) journal 2 (2):173-188 186 determined as the results of the investigation that would be discussed in the following. the results of the 4 items in the first indicator show that the respondents agree that the children who learn foreign language early as possible will get the better result. it is supported by the interviews to the respondents. the teachers, students and parents as the respondents argued that if the children learnenglish early, the children will be easier to receive the material. based on the results of the instruments and the theory above, it can be concluded that english for primary schools is important. becausethe children acquire and learn english better. the children are easy to receive the english material and also have the ability to memorize well. furthermore, by learning english early, the children will have basics of english skill. at least, they will master the basics of english that will be useful in the next level of junior and senior high school education. in addition, from the answers by the respondents toward the four items in the second indicator, it can be assumed that the primary school teachers, students and parents in south lubuklinggauvery agree that economic globalization has pushed the necessity of workers who are able to speak english. it is also supported by the interviews to the respondents. the respondents said that indonesian workers have to master the english skill in order to face the economic globalization era. moreover, the country is facing the asean economic community era where the international workers must have the competences. one of the competences have to be mastered is english skill. english skill for the workers will be useful in supporting the communication where many the negotiations are delayed or canceled because of the employees who can not speak english fluently. based on the results of the instruments and the theory above, it can be concluded that english for primary school is very important with the reason english will be useful for the future of children for facing the competition in the workforce. by mastering english, the children will have the advantage in applying a job in the future. because there are many companies especially the foreign companies has the regulation where the workers have to master english. the last, from the answers by the respondents of the four items in the third indicator, it can be assumed that the primary school teachers, students and parentsin lubuklinggau agree that the enthusiasm of the parents in supporting their children to learn english, because the parents hope their children will have social and economic benefits in the future. it is supported by the interviews to the respondents. the teachers, students and parents of primary schools in lubuklinggau as the respondents assumed that the parents have begun to interest in supporting and facilitating their children to learn english in the courses. 2019. linguistics, english education and art (leea) journal 2 (2):173-188 187 english is important for the future of children. the children will have many advantages by mastering english in the next time. according to nishida (2008:4), the reason why learning a foreign language is introduced in elementary schools is to deal with globalization. it is not only required in society but also thought of as a chance to establish our identity through communication with foreigners. therefore, for primary school childrens, english will have many functions and beneficial usages in helping them to engage with global life. based on the results of the instruments and the theory above, it can be concluded that english for young learner is important. the reason is the children will have social and economic benefits in the future by mastering english. theyare going to have more chance to have many friends from abroad and the young learners willbe easy to apply a job and then impacts to the economic benefits for them. from the results of 3 indicators both the answers in the questionnaire and the answers in the interviews, the resarcher can conclude that english for young learner is important. it can be showed from the implementaion of english teaching and learning in the primary schools. according to jenkins (2015:41), many countries begin english subject at the primary level, and students are studying the language at younger and younger ages. since last decade, english is started to be taught at primary schools as a local content. it is taught from the third grade till the sixth grade.eventhough english is just taught as a local content, it is enough to prove that english is needed by children in primary school. it means that english is important for young learner. conclusion the researcher concluded that the teachers, students and parents of elementary schools in lubuklinggau agree that english for young learners is important. based on the results of the instruments, that were the answers of the respondents in the questionnaire and interview, the researcher found several reasons that supported why english for young learners isimportant.the teachers, students and parents of elementary schools in lubuklinggau assumed that english for young learners is important because of if the young learners learn english early, the result would be better, english would be useful for the young learners to get a job in the future, and by mastering english, the young learners would have the social and economic benefits in the future. therefore, the researcher concluded that the teachers, students and parents of elementary schools in lubuklinggauagree that english for young learners is important. 2019. linguistics, english education and art (leea) journal 2 (2):173-188 188 references brown, h. d. (2007). principles of language learning and teaching (5 th ed.). san francisco: pearson education inc. harmer, j. (2007).the practice of english language teaching (4 th ed.). essex: pearson longman. jenkins, j. (2015). global english: a resource book for students (3 rd ed). london: routledge. lightbown, p. m. &spada, n. (1999).how languages are learned. oxford: oup. musthafa, b. (2010). teaching english to young learners in indonesia: essential requirements.depok: indonesia university of education. retrieved from http://file.upi.edu/direktori/jurnal/educationist/vol._4 (2) juli_2010/07_bachrudin_musthafa.pdf. nishida, h. (2008). elementary school english education: the present condition of the japanese education system. tokyo: kairyuudou.retrieved from https://www.kansai-u.ac.jp/fl/publication/pdf_forum/5/081nishida.pdf. peraturanpemerintah tentang standar pendidikan nasional.(n.d.).retrieved may 25, 2016, from https://kemenag.go.id/file/dokumen/pp1905.pdf. sugiyono (2010).metodepenelitiankuantitatif, kualitatifdan r&d. bandung: alfabeta supriyanti, n. (2012). why do our chlidren need to learn english at elementary schools? a critical review on the provision of english to the indonesia elementary schools. yogyakarta: universitasnegeri yogyakarta. retrieved from http://eprints.umk.ac.id/340/21/proceeding_teylin_2.152-158.pdf. suyanto, kasihani k.e. (2008). english for young learners. jakarta: pt bumiaksara. http://file.upi.edu/direktori/jurnal/educationist/vol._4%20(2)%20juli_2010/07_bachrudin_musthafa.pdf http://file.upi.edu/direktori/jurnal/educationist/vol._4%20(2)%20juli_2010/07_bachrudin_musthafa.pdf https://www.kansai-u.ac.jp/fl/publication/pdf_forum/5/081nishida.pdf https://kemenag.go.id/file/dokumen/pp1905.pdf http://eprints.umk.ac.id/340/21/proceeding_teylin_2.152-158.pdf 233 linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5814 the implication of cooperative integrated reading and composition (circ) technique on english reading comprehension for madrasah aliyah students m. arif rahman hakim1 uin fatmawati sukarno bengkulu pengky kemadi amrulin2 uin fatmawati sukarno bengkulu fera zasrianita3 uin fatmawati sukarno bengkulu yuda septian kurniawan4 stiesnu bengkulu arifelsiradj@mail.uinfasbengkulu.ac.id1 submit, 21-03-2023 accepted, 21-06-2023 publish, 22-06-2023 abstract the objective of this study was to find out whether or not t h e r e was an effect of the cooperative integrated reading and composition (circ) technique on students' reading comprehension in understanding the narrative text at ma pancasila bengkulu city. in this study, the researcher used a quasi-experimental research, nonequivalent pretest-posttest control group. the population of this research was the tenth-grade students at ma panacasila bengkulu. the sample was x mipa.1, which was treated as an experimental class and taught by using circ technique, and x mipa.2 was treated as a control class and taught by using a conventional strategy. there were 30 students who were sampled as 19 experimental classes and 19 control classes. to determine the sample, the researcher used the total sampling technique. in the process of data collection, the researcher used tests and documentation as research instruments. the test take s t h e form of multiple choice containing 20 questions. the test is given to both experimental and control classes as pre-test and post-test. the data from the pre test and post-test were examined using the t-test. the result of this research showed that the student's reading comprehension test for the experimental class mean score was 54.21, while the control class was 44.47, and post-test findings revealed that the experimental class had an average value of 80.79, while the control class had an average value of 71.58. the hypothesis test results show that the output of the independent sample t-test (sig. 2-tailed) is 0.001, which is lower than 0.05. so, ho was rejected, and ha was accepted. in brief, it can be concluded that cooperative https://doi.org/10.31539/leea.v6i2.5814 mailto:arifelsiradj@mail.uinfasbengkulu.ac.id1 234 integrated reading and composition (circ) technique can be one of the effective ways of teaching reading to tenth-grade students at the madrasah aliyah level. keywords: cooperative integrated reading and composition (circ), madrasah aliyah, narrative text reading comprehension introduction in learning english, students should be proficient in all four language skills: listening, speaking, reading, and writing. it is built on the goal of teaching english. one of the abilities required to effectively use english is reading. reading in english is becoming more crucial for worldwide communication. reading is a receptive skill (kotaman, 2020) because it involves the process through which readers derive meaning from the text they are reading. interpreting and extrapolating meaning from the written word is part of the set of skills that make up reading (dobson & ziemann, 2020). an essential skill for learning the english language is reading. reading is one of the many reasons why it is so vital, and in the beginning, it might help the students increase their knowledge. reading is all about comprehension (smith et al., 2021). then, reading can assist students in developing other language abilities, including speaking, listening, and writing. reading means comprehending every aspect of the text in addition to just looking at and pronouncing words, and beneficial for learning a language (muslaini, 2017; peters & webb, 2018). students read more but are less aware of what they are reading as they do so; as a result, they comprehend more as they read. as a result, readers needed to comprehend what they were reading. their reading efforts are meaningless if they do not understand what they read. so, especially in reading class, the instructor needs to be able to establish a welcoming and engaging learning environment, considering that the student has to comprehend the english text. a significant part of schooling is reading because reading is the process of decoding and comprehending material for a specified reading purpose (anderson, 2018). the goal of reading instruction should be to improve students' comprehension. in order to make a text relevant, readers must take active steps. in order to help the students learn the subject more easily, it is necessary to have knowledge of the existing material and proper teaching methods. furthermore, reading is a crucial component of schooling. our educational system not only requires extensive reading as a part of the learning process, but it also frequently uses fluency in reading as a sign of broader intellectual prowess. the most important and first reading is reading about allah subhanahu wa-ta'ala, as contained in surah al 'alaq verses 1-5 (al-ghiffary, 2022). the command to read in surah al 'alaq involves a high mental process, namely the process of recognition, recall, observation, and creativity. related to that, as muslims, it is very important for us to learn some foreign languages (hakim, 2017). 235 understanding the lexical meaning of each word in a passage is simply one aspect of reading comprehension; it is equally important to understand what ideas or information are being introduced clearly in each passage. learning to read requires preparation since it requires the learner to understand how to arrange and evaluate what they have read as well as how to notice differences in word length and word shape. with proper methodology, it will be possible to inspire and encourage pupils to comprehend a text during in-class reading activities. one method of cooperative learning is cooperative, integrated reading and writing. cooperative integrated reading and composition (circ) is a method that relies on collaboration. it attempts to hone students' writing, reading, spelling, and vocabulary abilities. circ is a learning strategy that can aid students in developing their skills and capacities (dwijani, 2019), can aid students in developing their skills and capacities. because of the learning strategies used, it is possible to indicate how the material presented has been developed, thought through, and evaluated. to develop reading skills, educators must innovate and be creative in using learning approaches so that reading skills learning activities take place optimally; one of the approaches commonly used by educators is the cooperative integrated reading and composition (circ) learning technique approach. the circ learning technique is a learning model that is quite simple, easy, and practical to train students' reading comprehension skills. the researchers are interested in conducting a study related to cooperative integrated reading and composition (circ) on the reading comprehension of english students at one of the madrasah aliyah in bengkulu, indonesia, in connection with several phenomena. when the researchers held pre-observations at ma pancasila kota bengkulu which means that the researchers got preliminary data, such as data collected by teachers, that students are required to study reading comprehension with some identified problems, the most common reading difficulties faced by students. the first problem is unfamiliar texts; they are unable to comprehend them because they have no idea what is the topic of the text. according to lai et al. (2019), background knowledge is used by students to incorporate information from a text into their prior knowledge. furthermore, cultural differences have an impact on reading comprehension. reading difficulties are caused by students' lack of understanding of the other culture, an unfamiliar cultural context, cultural content knowledge, and vocabulary knowledge. the last problem is students think learning english is difficult. therefore, students do not have an interest in learning english further. they think learning english is boring with teacher-centered learning methods and also not varied. this almost certainly results in issues understanding the reading content, which may be due to a delay in mastering other basic english skills. therefore this research needs to be conducted 236 in order to see the implications of circ on the reading skills of students in the tenth grade of madrasah aliyah. literature review reading is one of the four language skills that are crucial for students to develop. key elements of the reading skill set include making sense of and interpreting the meaning of printed words. reading and academic achievement are closely related. one who performs well in school tends to enjoy reading. reading is one of the english language skills that play a significant role in helping students acquire a foreign language, according to (afriani et al., 2020). as a result, reading abilities should be developed as soon as is practical. students are actively accountable for figuring out and comprehending the texts' themes while they read. reading is a form of written language interaction that uses texts as its medium (ismail et al., 2017). to increase their understanding, students must read a range of materials during the reading activity. it is not always easy to find information in the writings. a skilled reader should be able to integrate new information into what they already know. according to febriani & jono (2021), any reading that you find confusing feels like a waste of time. reading, according to hedgcock (2018), is the advanced readers’ ability to comprehend textual information and rapidly construct meaning by combining it with their own prior knowledge. one genre in the reading text is a narrative text, a text that includes legends, short stories, and other stories from the past that are told to entertain the reader is called a narrative text. the past tense is used to convey narrative prose. if the reader chooses to read the narrative text, which is its intended purpose, they will be entertained by the story. use the past tense to keep the reader engaged throughout the story. the narrative is based on a true incident or an imagined tale with a straightforward topic that is resolved in the conclusion. a narrative text, according to wallner (2019), is one that recounts the events that lead up to or are brought about by a series of logically and chronologically related variables. he also asserts that comprehension of a narrative's storyline, subject, characters, events, and relationships among them is crucial. moreover, cooperative integrated reading and composition (circ) is a comprehensive reading, writing, and language arts curriculum (kamdideh et al., 2019). direct instruction in reading comprehension, input into writing activities, and any other relevant abilities suggested by the approach are included in the preceding description of circ. that technique related to the cooperative learning strategy was found to be a successful method for increasing reading comprehension levels (yusuf et al., 2019), who examined the relative efficacy of small-group interaction strategies. students in cooperative learning must collaborate to complete a task they could not complete on their own. cooperative learning is an organized method that involves several steps that combines a variety of learning activities to improve students' grasp of a subject. language is viewed as a means of forming social connections in cooperative learning. students are given the chance to use language to negotiate meaning in a real-world setting. cooperative learning enhances and facilitates learning. the outcomes include improved long 237 term memory precision, the development of critical thinking, and higher comprehension and reasoning levels. cooperative learning has numerous benefits for learners of second languages, so language classes benefit from intelligible, developmentally appropriate, redundant, and somewhat redundant small group work (darmawansah, 2022). research method this study was done to determine how well the students of madrasah aliyah pancasila bengkulu are in reading comprehension. this research study used a quantitative-experimental technique in collecting the data. the purpose of this research was in order to examine a particular population or sample, collect data, use research instruments, and analyze quantitative or statistical data with the aim of testing a hypothesis, and therefore quantitative research methods are said to be research methods that are based on the positivist philosophy. experimental research is a sort of quantitative study in which the researcher manipulates one or more independent variables while also accounting for other pertinent variables and gauging the effect of the manipulation on the dependent variable. an experimental study aims to demonstrate the relationship between two or more variables. this study's population includes all tenth-grade classes of madrasah aliyah pancasila bengkulu students in bengkulu city, where there are 38 students in class x, which is split into two classes, as can be seen in the table below. table 1. the population of the research no class students number of students average value male female 1 x mipa 1 11 8 19 76,5 2 x mipa 2 8 11 19 75,5 total 38 in madrasah aliyah pancasila bengkulu city, especially in tenth-grade class, there is only a science or mipa class which consists of 2 classes, namely tenth mipa 1 and mipa 2. where the researchers used the tenth mipa 2 class as the experimental group and the tenth mipa 1 class as the control group. the reason that made researchers choose class tenth mipa 1 as the control group was that that class had a higher average score in english subject rather than the average score of tenth mipa 2. table 2. the sample of the research class students total average value male female control (x mipa 1) 11 8 19 76,5 experiment (x mipa 2) 8 11 19 75,5 related to the instruments for this research are consist to the test which 238 every teaching and learning experience should include a test. the purpose of this set of questions is to assess a student's talent, intelligence, and skill. according to the syllabus's standard competencies, the test was a reading comprehension test that took the shape of a narrative text. only tests (pre-test and post-test) have used by the researcher in this study to gather the data. the researcher evaluated students' reading comprehension of narrative texts using a test with multiple-choice test with 20 questions. each question has a percentage of 5, and if the learner is able to correctly answer every question, the final score is 100. the following elements are typically used to gauge students' reading comprehension for each item question based on brown: core concept (subject), expression/idiom/contextual detail, inference (implied detail), grammatical traits, detail (searching for an explicitly stated detail), eliminating unwritten facts, supporting the idea, and context-sensitive vocabulary. the procedure for collecting data for the experimental group is below: table 3. stage of research collection data for experimental group pre-test treatment post-test based on their results, the pre-test served as a gauge of the student's comprehension. the pre test contained a total of 20 items. it is a test of reading comprehension. the four meetings of the circ model's treatment for the experimental group were based on the lesson plan. after the treatment, a post-test was administered and analyzed as the final data of the study. a total of 20 were used in the protest. the technique of data analysis the test is given to students after they have completed the treatment. the objective of this test is to validate the effectiveness of circ. the normality and homogeneity tests from spss version 24 were used to first evaluate the test results. the data were analyzed by putting hypotheses and assumptions to the test. homogeneity tests and normality tests are two types of assumption testing. this is taken into account when deciding whether to proceed with parametric or nonparametric tests as the following step in data analysis, finding normality test the normality test is conducted to see whether the data are normally distributed before analysis; if the probability is greater than 0,05, the data may be distributed. because there are fewer than 50 data points in the sample, the kolmogorov smirnov test is performed to analyze normality. the first result is about the normality test on the pre-test and post-test in the control and experiment class. students from the control and experiment classes' preand post-test normality test results are displayed in table 4 below: 239 students' reading comprehension (control-pretest) students' reading comprehension (control-posttest) students' reading comprehension (experimentpre test) students' reading comprehension (experiment-posttest) 19 19 19 normal parameters mean 44.47 71.58 54.21 80.79 std. deviation 25.975 7.827 11.336 8.039 most extreme absolute .185 .173 .159 .185 differences positive .185 .173 .082 .185 negative -.154 -.104 -.159 -.121 test statistic .185 .173 .159 .185 asymp. sig. (2-taile d) .086c .136c .200c,d .085c table 4. normality test result one-sample kolmogorov-smirnov test n 19 a,b a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. d. this is a lower bound of the true significance. the student reading comprehension (control-pretest), student reading comprehension (control-posttest), student reading comprehension (experiment-pretest), and student reading comprehension (experiment posttest) tests' kolmogorov-smirnov test results are displayed in the table above. the table shows that the p-value (sig.) the p-value (sig.) for students' reading comprehension on the control-pretest is 0.086. the p-value (sig.) for students' reading comprehension on the control-posttest is 0.136. for the experimentpre-test reading comprehension of students was 0.200, and the p value (sig.) on the experiment-posttest, students' reading comprehension was 0.085. (sig.) because all of the values for the control-pretest, control-posttest, experiment-pretest, and experiment-posttest reading comprehension tests had p values greater than 0.05, the data for these tests are considered to have a normal distribution. homogeneity test the homogeneity test looks at how similar the experimental class and the control class are. the levene test was employed, and the results are shown in the following table: table 4.2. test of homogeneity of variances levene statistic df1 df2 sig. students based on mean .210 1 36 .649 reading comprehensiv based on median .246 1 36 .623 240 e on based on the median and with adjusted df .246 1 34.804 .623 based on trimmed mean .222 1 36 .640 the homogeneity test's results, which had a p-value of 0.649, are presented in the table that can be found above using the levene test for student reading comprehension (experiment) and student reading comprehension (control) data. since the p-value was greater than 0.05, the data for students' reading comprehension (experiment) and students' reading comprehension (control) are regarded as identical or homogeneous. using a sample t-test in pairs, the researcher compared the mean scores of the pre-test and post-test students in each class. in order to compare or do research on the average values of two linked groups, the result of the sample t test in the control class is presented in table 5 below: table 5. control class paired samples statistics mean n std. deviation std. error mean pair 1 students' reading 71.58 19 7.827 1.796 comprehension (control posttest) students' reading comprehension (control pretest) 44.47 19 25.975 5.959 the average (mean) as well as the standard deviation (std. deviation) values for the control-posttest and control-pretest reading comprehension scores of students. reading comprehension on the control-posttest was assessed with an average score of 71.58 and a standard deviation of 7.827, in contrast to the student's reading comprehension on the control-pretest, which had an average score of 44.47 and a standard deviation of 25.975. thus, it was possible to draw the conclusion that all of the data had significant mean scores that were higher after the test than they were before the test. on the other hand, the result of the t-test in t h e experiment class i s presented in table 6 below: table 6. experiment class paired samples statistics mean n std. deviation std. error mean pair 1 students' reading 80.79 19 8.039 1.844 comprehension (experimentpost-test) students' reading comprehension (experiment pretest) 54.21 19 11.336 2.601 241 the values for students' reading comprehension (experimentpost test) and students' reading comprehension’s mean (experiment-pretest) and standard deviation are displayed in the table above. students' reading comprehension scores on the experiment's post-test averaged 80.79, with a standard deviation of 8.039, while their scores on the experiment's pre -test averaged 54.21, with a standard deviation of 11.336, as shown in the table. thus, it was possible to draw the conclusion that all of the data had significant mean scores that were higher than the pre-test. discussion determining the impact of the cooperative integrated reading and composition (circ) technique on students' reading comprehension is the main purpose of this study. the study involved ma pancasila kota bengkulu students in the tenth grade. according to the study's findings, there were 19 students enrolled in the tenth grade. nineteen samples from the ma pancasila kota bengkulu students in the tenth grade were used in this study as an experimental group class. the cooperative integrated reading and composition (circ) technique was used to deliver the treatment in the experimental group class. after receiving the treatment, the students were given a post-test to gauge their final abilities. a pre test in the control class while being given the teacher's standard approach is followed by a post-test to determine the student's proficiency. a normality test should be run on the data before analysis to ascertain whether or not they are normally distributed. if the probability is larger than 0.05, the data may be regularly distributed. on the basis of the aforementioned kolmogorov-smirnov test, it was determined that the experimental and control pre test and post-test classes both had significant probability (sig) p>0,05. this indicates that the results from the pre-test for both the control group and the experiment were regularly distributed. the findings from the control group's preand post-tests before and after using the usual technique were presented. pre-test results for the control group showed an average (mean) score of 44.47 for reading comprehension, while post test results revealed an average (mean) score of 71.58 for reading comprehension. based on the findings from the experiment group's pre-and post-tests, cooperative, integrated reading, and composition (circ) were administered. in the experiment group's pre-test, students' reading comprehension resulted in an average score (mean) of 54.21; however, the post-test revealed that this average score (mean) had increased to 80.79. there is a difference in the average student learning outcomes in the experiment class and the control class due to differences in treatment during the learning carried out. the learning process of students in the control class used learning with conventional techniques where students are given material with skimming and scanning techniques (conventional). meanwhile, the student's learning process in the experimental class used cooperative integrated reading and composition (circ), where this technique can motivate students to be enthusiastic about learning and easily understand learning materials about reading comprehension because the circ technique is studied in groups and for groups that have studied the work of a good group are given rewards (jahanbakshsh, 242 2019). thus it provoked a reaction from the other groups to try to get a similar award so that there was a new motivation for learning activities. the cooperative integrated reading and composition (circ) technique has a considerable impact on reading ability, according to the independent sample test in the table above. it can be claimed that the experimental class and the control class have nearly equal levels of learning ability because the average pre-test score for the experimental class was 54.21, and the average score for the control class was 44.47. however, the control class was obtained with an average value of 44.47 to 71.58 following treatment for each class. at the same time, the experimental group recorded average results between 54.21 and 80.79. so it can be concluded that the researchers’ hypothesis h0 is rejected and ha is accepted; this means that there is a significant effect of the cooperative integrated reading and composition (circ) technique on students' reading comprehension in the tenth grade of madrasah aliyah pancasila bengkulu city. the result of this study is in line with research conducted by telaumbanua (2020), which his research found that students' writing learning results can be improved by using the cooperative integrated reading and composition (circ) learning model. therefore it can be assumed that using cooperative integrated reading and composition (circ) technique was one of the good techniques in motivating students to learn english, especially in writing. another study conducted by supriyadi (2018) about students' speaking learning results can be improved by using the cooperative integrated reading and composition (circ) learning model. the experimental group class received treatment using the circ technique. the students were given a post-test following the treatment to evaluate their final aptitudes. the students take a pre -test in the control group while receiving the teacher's usual instruction, then a post-test to gauge their level of competency. the circ model was then found to have a significant impact on students in learning writing. because by using this method, students were able to collaborate with their friends in a group. by participating in this exercise, the students had fun while the learning process and more participated in the lesson. the researchers also assume that the use of cooperative integrated reading and composition (circ) can also improve students speaking skills, helping students to concentrate on learning to speak (napaporn et al., 2023). the use of media images also helps students to be enthusiastic and compose sentences to prepare to speak and reduce their panic feeling. so from the explanation that was presented before, the researchers are sure that the use of the cooperative integrated reading and composition (circ) method could improve reading comprehension, speaking skills, and also improve writing ability. conclusion related to the researchers' hypothesis in this study, it is concluded that h0 is rejected and h1 is accepted; this means that there is a significant effect of the cooperative integrated reading and composition (circ) technique on students' reading comprehension in the tenth-grade of madrasah aliyah pancasila bengkulu city. this is proven by the result of pre-test, post-test, and t-test data analysis that 243 has been done by researchers in this study. from the explanation above and based on the research that has been done that with the use of cooperative integrated reading and composition (circ) technique, students experience an increase in reading comprehension learning scores and become better than the control class after the circ method treatment. based on the research observation that researchers did in the class during the treatment process in the experimental group, the students felt happier in learning, just like studying in groups and not boring. they also become more enthusiastic about learning because students can discuss directly with their friends so that students did easily help each other in understanding the subjects given. after all, researchers made some of the following recommendations in light of the findings of the aforementioned research, discussion, and conclusions. suggestions for students, cooperative integrated reading and composition (circ) technique is advised for students to be able to practice since it can encourage students to be excited about studying and readily comprehend learning materials about reading comprehension. while for the suggestion to the teachers, because this teaching method can improve students' reading comprehension, it is advised that teachers adopt the cooperative, integrated reading and composition (circ) technique in teaching the learning process. for further researchers, it is hoped that this research will improve future researchers' understanding of educational research, particularly that which aims to improve reading comprehension using the learning model. 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(2019). cooperative learning strategies to enhance writing skills among second language learners. international journal of instruction, 12(1), 1399-1412. https://doi.org/10.29333/iji.2019.12189a https://repository.ar-raniry.ac.id/id/eprint/14062/ https://doi.org/10.33658/jl.v14i2.115 https://doi.org/10.33658/jl.v14i2.115 https://doi.org/10.1080/00313831.2018.1452290 https://doi.org/10.1080/00313831.2018.1452290 https://doi.org/10.29333/iji.2019.12189a linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.5330 263 lexicon analysis in sampi gerumbungan dance costume ni putu sintia dewi kusuma wardani1 universitas pendidikan ganesha i gede budasi2 universitas pendidikan ganesha putu eka dambayana s3 universitas pendidikan ganesha sintia.dewi.kusuma@undiksha.ac.id1 submit, 13-01-2023 accepted, 22-06-2023 publish, 28-06-2023 abstract the study aims to find out what lexicons are used in the sampi gerumbungan dance in the costumes and its cultural meaning. the method used in this study is a descriptive qualitative design. the method directs researchers in obtaining social information accurately, broadly, and completely by designing problem formulations. the results of this study found that there were sixteen (16) lexicons found in the costumes of the sampi gerumbungan dance. all lexicons in the costumes are also classified based on parts of the body, namely head costumes (5 lexicons), neck costumes (2 lexicons), hand costumes (1 lexicon), body costumes (8 lexicons), and leg costumes (1 lexicon). it can be concluded that there are several lexicons used in the sampi gerumbungan dance costumes and have cultural meanings. keywords: costume, ecolinguistics, lexicon, sampi gerumbungan dance introduction bali is one of the indonesian islands that is thick with cultural diversity. the diversity of these cultures must be maintained. but on the other hand, the impact of globalization is currently the biggest threat to the extinction of a culture. the thing that is most affected by this globalization factor is language, especially balinese. the balinese language has a function and position as the mother tongue in the province of bali, where all balinese people have used this language since they were born. this language is a means of communication in formal and non-formal situations. as we all know, the existence of the balinese language is not what it used to be. in daily conversation, the frequency of using balinese has decreased. what makes matters worse is that even the younger generation of balinese are reluctant and lazy to take part in the preservation of the balinese language. https://doi.org/10.31539/leea.v6i2.5330 264 supposedly, the young balinese generation must be the front guard in maintaining and ensuring that the balinese language remains stable. the shift in lifestyle and culture has moved the young generation of bali to pay more attention to the balinese language. the use of regional languages in the onslaught of the globalization era has affected balinese people (devi & kasni, 2018). not only that, this has made the position of the balinese language begin to be threatened. if this kind of thing continues to happen without any treatment, then over time, the balinese language will become extinct. many balinese people can dance and learn balinese dance but do not understand the terms used in the dance costumes. even balinese people who follow a dance community or are often called "sanggar tari" do not understand well the terms contained in balinese dance costumes. what makes them unable to understand well is that in the dance community, dance teachers often translate the terms found in balinese dance into indonesian to make it easier for the dancers to understand what the dance teachers mean. in fact, as we all know, the interest of foreigners in the culture and traditions of bali is very high. but how can the young balinese communicate their culture if they don't even understand it well? balinese dancers and the younger generation of bali have difficulty describing the terms contained in balinese dance costumes and their cultural meanings. as previously explained, if this continues, over time, the terms contained in balinese dance costumes will become extinct. therefore, this research was conducted as a form of effort by the younger generation to avoid death or language extinction. on the island of bali, there are many types of balinese dance. one of the balinese dances located in the province of bali is the sampi gerumbungan dance. the sampi gerumbungan dance originates from the northern tip of bali, namely from buleleng regency. the more new balinese dances that emerged at this time have shifted the existence of the sampi gerumbungan dance. this happens because the dance community in the buleleng district rarely teaches old balinese dances. the sampi gerumbungan dance was created because, at the time this dance was created, the majority of the people of north bali worked in the fields. therefore, the role of cows at that time was very important and needed by farmers to plow the fields. seeing this phenomenon, the creator of the sampi gerumbungan dance then created the sampi gerumbungan dance as a short story about the activities of the farmers when plowing the fields. not only that, the creation of the sampi gerumbungan dance was an adaptation of the megerumbungan tradition, which was often practiced by balinese people at that time. the megerumbungan tradition is carried out as a form of gratitude that balinese farmers and people feel towards god because of the abundant rice harvest. the sampi gerumbungan dance consists of two words, namely "sampi," which means a cow that is usually used by farmers to plow, and "gerumbungan," which means the use of a large bell or bell wrapped 265 around the cow's neck during the megerubungan tradition. this dance is usually performed by three dancers, both men and women may dance this dance. two dancers in this dance act as cows, and one dancer acts as a farmer or cow herder. the sampi gerumbungan dance was created in the 1980s by i nyoman durpa, who handled the music section, and i ketut artika, who handled the dance movements. in the sampi gerumbungan dance, there are many lexicons in it, especially in the costumes. budasi & suryasa (2021) state that the lexicon is a representation of cultural meaning, especially in social expressions of society. the lexicon has a function as a language component that contains information about the meaning and use of a structured language and has similarities to a dictionary. a lexicon is similar to a dictionary in that they are short, concise, clear, and easy to understand. based on this, maintaining and preserving the lexicon contained in the sampi gerumbungan dance costumes is very important. crystal (2000, as cited in dewi, budasi, & suarnajaya, 2020) argues that once the frequency of language is no longer used, then language death cannot be avoided. dewi, budasi, & suarnajaya (2020) has conducted research that focuses on the dance lexicon, namely lexicon in legong keraton dance. in this study, we have discussed what lexicons are found in the motion of the legong keraton dance at the sanggar tari warini, denpasar, and what lexicons are still considered and known by the members of the sanggar tari warini denpasar. dewi et al. (2020) in their research found that a minority language, namely balinese, has the opportunity to experience language extinction. this can happen if balinese people rarely use the lexicon contained in balinese dance, especially the sampi gerumbungan dance. this is the basic foundation of the importance of carrying out this research. although there have been several studies examining the lexicon, this research presents a novelty about the lexicon in the sampi gerumbungan dance as something that is being researched for the first time. based on this, the level of novelty of this research can be an effort to maintain the lexicon contained in the sampi gerumbungan dance costume. it can be seen that the aim of this research is to find out what lexicons are used in the sampi gerumbungan dance costume and the cultural meanings contained therein. there are three triangulation theories used by researchers in this study. the triangulation theories are methodological triangulation, theoretical triangulation, and data triangulation. the relationship between these theories and this research is to convince researchers that the data that has been analyzed is in accordance with the phenomena that exist in society and ensure that the research objectives have been achieved. these three triangulation theories also assist researchers in identifying data that has been found from observations and interviews in order to help the balinese people avoid the phenomenon of language extinction. based on these things, the researchers conducted this research descriptively. 266 literatur review ecolinguistics ecolinguistics is a science that has a close attachment to how language can play an important role in maintaining, shaping, influencing, and maybe even destroying the relationships that exist in the environment and human life (yuniawan, 2018). this science focuses on the relationship between one language and another by paying attention to the social factors that surround it or the ecology of language (indriyanto, 2021). on the other hand, stibbé (2014 as cited in wu, 2018) also has the same opinion. namely, ecolinguistics is a science that combines ecology and linguistics, which were previously not connected at all, but this disconnection will occur if ecology is unable to make humans good humans. this combination of ecology and linguistics examines the relationship that exists between the use of language in reading and the surrounding environment (subiyanto et al., 2020). hogan-brun & o'rourke (2018, as cited in tarigan, 2021) state that ecolinguistics is a science that examines the interaction between language as well as language and its environment. based on this statement, it is known that ecolinguistics is a science that analyzes the relationship between language, humans, and their environment. maintaining the relationship between these three things is the best way to ensure the continuity and existence of each language in its respective environment. the existence of language, especially the lexicon, will experience shocks if something happens to the environment of the language itself. this research needs this theory because ecolinguistics is a science that maintains the relationships that exist in our ecosystem and also becomes an important part of human life. if the environment changes, the lexicon that is often used in that environment will automatically change. this theory is needed in this research because ecolinguistics is the science of a relationship between ecosystems that are part of human life, especially in the use of language. we know that language is the main tool in interaction. therefore, the researcher decided to use this research to analyze the relationship between language, users, and their environment. lexicon the lexicon consists of lexemes that function to provide certain meanings that do not only consist of one linguistic etymological meaning because there are differences in the basic lexicon for each person (tuwa, 2022). utami (2017, as cited in yulianti et al., 2020) stated that the lexicon functions in supporting a certain population, specifically conversational relations that have entities and refer to culture and environment. kridalaksana (1982, as cited in silalahi, 2018) said that a list of words found in a certain environment that has meanings that can improve 267 and enrich someone's vocabulary mastery is called a lexicon. a lexeme arrangement that is then adapted to morpho or syntactic rules is a function of the lexicon (ariasih, 2014, as cited in widiyaswari, 2018). referring to the several views on the lexicon above, it can be concluded that the lexicon has an important role in the sustainability of a language. the lexicon is also closely related to the maintenance of existing culture, especially towards the use of language by certain communities. the theory regarding this lexicon has a relationship with this research because this research focuses on the lexicon contained in the sampi gerumbungan dance costume. because this research examines the lexicon, it is very important to understand the theory of the lexicon. language death death in the language is the last process experienced by a language that has decreased in frequency in its use. but the death of this language requires a relatively long and slow time. currently, the use of foreign languages is commonly used by indonesian people. it can be seen from the rise of film titles in english, book titles, song titles, and even certain brand names name their products in english. many people also feel confident and proud when they are able to master and use a foreign language well. but, whatever the reason behind it, unconsciously, we have slowly eroded our identity and sense of pride in our own nation. according to almurashi (2017), if users of a certain language are reluctant to use the language again and do not pass it on to their children and grandchildren, it is certain that the language will be forgotten and experience language death. campbell & muntzell (1989) suggests that there are four things that can trigger language death, namely: 1. sudden language death in this process, the language dies because all its users die or are killed. 2. radical language death this process of language death occurs suddenly. in this case, speakers of certain languages stop using their language to save their lives. the death of this language was experienced by the native amerika community in el salvador during the indian uprising in the 1980s (campbell & muntzell, 1989). all indians, whether because of their appearance or the language they speak, are caught and brutally killed (campbell & muntzell, 1989). therefore, at that time, the native indian speakers left and no longer used their language to lose their identity as indians. 3. gradual death of language. the most frequent and most common type of language death is this type of language death. the occurrence of replacement of a language with another language on a regular basis. this happens because of a dominant shift in language in a social situation. 4. bottom-to-top language death 268 this process of language death occurs because of situational conflicts in the use of language. language has died because the language used is no longer used or involved in daily communication and interaction but is used only in certain ceremonies such as folk songs or religious ceremonies. based on the opinions of the experts above, it can be concluded that language death occurs when there are no users at all. this theory has a close relationship with this research because the balinese language, especially the lexicon contained in the sampi gerumbungan dance costume, has the potential to experience language death. this can be seen from the few dancers and even balinese people who know the lexicons contained in this dance costume. in fact, many balinese dancers do not understand well the lexicon contained in the sampi gerumbungan dance. the young generation of bali has no interest in preserving the lexicon contained in the sampi gerumbungan dance costume. moreover, in the absence of written documents regarding the lexicon in this dance, the potential for language extinction in this dance is increasing. language maintenance an activity carried out by speakers of a particular language deliberately with the aim of maintaining the existence of the language they use from the threat of the entry of a new language into their environment that has the potential to take the position of the language they frequently use is the notion of language maintenance, (chair, 2004 as cited in nainggolan & girsang, 2019). an activity carried out by certain groups that aim to maintain their language by using that language every day compared to other languages is a form of maintaining a language (bianca, 2017, as cited in ridwan et al., 2021). fishman (1991, as cited in riadiani, 2019) argues that language maintenance consists of efforts made by its users with the aim of maintaining the integrity and existence of their language so that it remains stable from language competition in society by using the language as much as possible in interactions. benrabah (2004, as cited in abdelhadi, 2017) argues that the maintenance of a certain language can be done through the continuous use of that language apart from other cultural pressures. based on some of the opinions of the experts above, we know that language maintenance is actions or efforts made by language users to prevent their language from shifting. this is important because, at this time, the younger generation of indonesian people choose to use another language that is far more modern and popular. if this continues to happen, the language will not only be displaced but also experience language death. this theory is closely related to this research due to the declining understanding and use of the lexicon in the sampi gerumbungan dance by balinese people, especially in buleleng. this research can be one of the efforts that researchers make in maintaining the balinese language, especially the lexicon contained in the sampi 269 gerumbungan dance costume, so that it is not replaced by another language or experiencing language death. costume an important component of a dance is the costume used. a component that must be used by dancers while dancing is a costume (sustiawati et al., 2011). costumes do not only act as body coverings but also as protectors and props in a dance. by using costumes, it will be easier for the audience to know and distinguish the characters played by the dancers. this study adopted the criteria for balinese dance costumes from (sustiawati et al., 2014) as follows. 1. the costume must be comfortable when worn, not interfere with the dancer's movement space, and present an attractive appearance to the audience. 2. the costume design must be adapted to the theme of the dance being performed. 3. through costumes, the audience can catch what character the dancer is playing. 4. both the costumes and the dancers have the same soul and are in accordance with the theme of the dance being performed. 5. the color collaboration in the costume must be adjusted to the intensity of the lighting in the dance performance. sampi gerumbungan dance the sampi gerumbungan dance is one of the traditional dances in the province of bali, specifically in the buleleng district. this dance was created because it was inspired by one of the traditions in the buleleng district, namely the megerumbungan tradition. the megerumbungan tradition is one of the traditions in the buleleng area, which is carried out as a form of gratitude for the farmers for their abundant harvest (sucita, 2022). not only that, but sucita (2022) also revealed that the megerumbungan tradition is carried out to commemorate the old days in buleleng, where the dominant people worked as farmers. all components of the costumes in this dance are adaptations of the megerumbungan tradition. however, the costumes in this dance are adjusted to the criteria for balinese dance costumes and the standard of costumes in balinese dance (seriati, 2019). the dance is delivered in groups consisting of three women or three men. two dancers who play the role of cows move like a cow while being directed when plowing the fields or when following the megerumbungan tradition. meanwhile, one other dancer who acts as a farmer or herder sets the pace of the cows. the theory regarding the sampi gerumbungan dance is important to include in this research because this research examines the sampi gerumbungan dance, specifically the lexicon found in this dance costume (budasi & suryasa, 2021). the concept of meaning all fields of knowledge have meaning. therefore, the theory of meaning plays a very important role in human life (mursell, 1920). understanding linguistic 270 signs is a function of meaning. meaning is used to understand and know well the meaning or intention that someone wants to convey (mwihaki, 2004). a person's ability to understand and know words or linguistic terms is called meaning (barsalou et al., 1999). the meaning will be well conveyed to the listener if the listener can catch the intent and purpose of the linguistic sign of the sender of the message being conveyed. it can be concluded that messages in the form of linguistic signs received by listeners are messages that are meaningful or have meaning. this theory is closely related to this research because the purpose of this research is to analyze the cultural meaning used in the lexicon contained in the sampi gerumbungan dance costume. this research relates to two theories of meaning, namely, lexical meaning and cultural meaning. the meaning that does not imply meaning in it is the lexical meaning. in line with the opinion of chaer (2012 as cited in sucihati, 2021) states that lexical meaning is the meaning that expresses the true meaning. this lexical meaning can be felt physically or by other human senses that are related to daily life (chaer, 2012, as cited in sucihati, 2021). lexical meaning is also a meaning that is not influenced by certain contexts, which is an additional meaning from certain situations; this lexical meaning is really the true meaning (nawarostika, 2012 as cited in sucihati, 2021). therefore, lexical meanings can also be referred to as meanings commonly used in dictionaries (chaer, 1990, as cited in ponno et al., 2019). this opinion is in line with the opinion of djajasudarma (1993 as cited in ponno et al. 2019), which states that lexical meaning is the meaning contained in the dictionary. based on the opinions of these experts, it can be concluded that lexical meaning is the meaning that contains the true meaning of a linguistic term. the theory of lexical meaning is closely related to this research because every component of this dance costume must have and contain lexical meaning in it. on the other hand, cultural meaning is the meaning contained in a particular language that specifically represents its culture (tarigan, 1995). usually, terms or vocabulary that contain cultural meanings cannot be translated into other languages or really have their own characteristics (tarigan, 1995). based on this statement, it can be concluded that cultural meaning is the vocabulary of a particular language that contains cultural values in it. this theory is closely related to this research because the purpose of this research is to find out the cultural meaning contained in the costume lexicon of the sampi gerumbungan dance. research method this study uses a descriptive qualitative design. descriptive qualitative design directs researchers to design problem formulations that aim to obtain social information accurately, broadly, and completely. the researchers get the best information from several aspects needed in a reasonable manner through information gathering, evaluation strategies, and presentation techniques that is 271 descriptive qualitative design. in this study, all the information that has been obtained will explain and introduce the lexicon used in the sampi gerumbungan dance costume. information was obtained through interviews and observations with informants. the place where this research was conducted was at the sanggar seni manik uttara in the buleleng district of bali. one of the dance communities in the buleleng district that met the standards and characteristics of this research. based on the preliminary observations that have been carried out by previous researchers, it was found that when carrying out a series of evaluations of students' dancing skills during the sampi gerumbungan dance competition, the makeup artists and dance teachers rarely uttered the original lexicon for each component of the sampi gerumbungan dance costume. most of them translated the lexicon into indonesian. based on this phenomenon, the researcher decided to make the sanggar seni manik uttara the place for this research to be carried out. the subjects of this study were balinese dance teachers in the buleleng district. these dance teachers were chosen because the buleleng artists certainly know and are well acquainted with the sampi gerumbungan dance, especially the lexicon used. based on this, the researcher aims to analyze the lexicon contained in the costumes of the sampi gerumbungan dance to maintain sustainability and be known by many people. the informants used in this study were three dance teachers in buleleng who are experts in balinese dance. informants are very important assets in this research. the sampi gerumbungan dance was chosen as the subject of this study because its existence in society has indeed begun to decline. this statement was stated directly by the informants. in fact, knowing and understanding the lexicon used in the costumes of the sampi gerumbungan dance will help prevent the sampi gerumbungan dance from experiencing language death. therefore, the researcher decided to examine the lexicon contained in the costume of the sampi gerumbungan dance, which had never been done before. finding based on the results of this study, there are sixteen (16) lexicons used in the sampi gerumbungan dance costumes. the lexicons are divided based on parts of the body, namely head costumes, body movements, and leg movements. the lexicons in sampi gerumbungan dance based on parts of the body can be seen in table 1. 272 table 1. the description of lexicons in costume of sampi gerumbungan dance no part of body lexicons description 1. head udeng lembaran udeng lembaran is a headdress that symbolizes the crown. however, for cow dancers, this dung is shaped as if it resembles a cow's horn. while the shape of the shepherd's dung (penglatik) is shaped to resemble the dung usually used by shepherds to make it look manlier. petitis petitis, if viewed in terms of its function, can be said as accessories or headdresses to make it look more presentable and beautiful. bunga kuping (barak dan putih) bunga keeping (barak and putih) are red and white roses tucked into the ears of the dancers. it serves as a marker that the dancer is balinese. this is because the balinese are synonymous with using flowers in their ears. rumbing rumbing is ears decoration on both ears that indicates that someone who is dancing is carrying a male character. badong kain badong kain is a decoration used by dancers on the neck. badong kain describes or symbolizes the valor of the figures danced by the dancers. badong kulit badong kulit is a decoration made of cowhide used by dancers on the neck. this beading kit depicts the character being danced by the dancer as an animal. 2. body gelang kana kain gelang kana kain is a cloth that is wrapped around the dancer's wrists. it is used by cow dancers to symbolize animals. however, the gelang kana kain used by the shepherd (penglatik) symbolizes the dance that is performed, including the hard dance. angkep pale angkep pale is a decoration on the shoulder that serves as a dancer's shoulder cover. kwace barak kwace barak is a red shirt that is used by the dancer to represent a red cow. jailer barak jaler barak is a red pant that is used to represent a red cow. selempang/sabu k bangkiang selempang or sabuk banking is a decoration on the waist, which has the meaning of valor and is a sign that the dance performed by the dancer is a type of male dance. kamen mekancut tiding kamen meant tiding is a form of kamen that symbolizes that the dance performed by the dancer is classified as a hard dance. rempel rempel is a decoration on the hips that serves to provide aesthetic value to the dance costume that is being used. penglatik/pecut penglatik or pecut is included in the dance property that functions as a whip used by shepherds when whipping cows in the megerumbungan tradition. 273 ampok-ampok ampok-amok serves as a waist decoration that gives an element of sundaram (beauty). 3. leg gelang kaki kain gelang kaki kain symbolizes the dance that is performed in an animal dance. based on table 1, the results of the interview found there are sixteen (16) lexicons used in the sampi gerumbungan dance costumes. the lexicons are divided based on parts of the body, namely head costume, body costume, and leg costume. the entire lexicons in head costumes use lembaran (symbol of the difference between human and animal figures), petitions (symbol of beauty), bunga keeping barak dan putih (red and white roses tucked in the right and left ears), rubbing (earrings for men), badong kain (neck necklace for human figures), and badong kulit (neck necklace for animal figures). the lexicons in body costume are gelang kana kain (cloth bracelets wrapped around the hands of the dancers), angle pale (decoration on the shoulders of the dancers), twice barak (red dancer clothes), jailer barak (red trousers), sleeping/sabuk banking (dancer belt), kamen meant tiding (the pattern of the lower fabric on the male), rempel (hip decoration), amok-amok (waist decoration), and penglatik/precut (cow shaving property). the lexicon in leg costume is gelang kaki kain (cloth bracelets wrapped around the feet). the entire lexicon on the costumes of the sampi gerumbungan dance also has cultural meanings, which are explained in table 2. table 2. the cultural meaning of lexicons in costumes of sampi gerumbungan dance no part of body lexicons cultural meaning 1. head udeng lembaran udeng lembaran is a headdress in the sampi gerumbungan dance, which symbolizes the crown. for dancers who act as cows, the shape of the bond or pattern of the dung they use is shaped to resemble a cow's horn. meanwhile, dancers who act as shepherds use using with the same pattern or bond as the udeng, in general, used by balinese people. the cultural meaning contained in dung with different forms in this dance is that no matter how close and smart the cows are, they still have different degrees from humans. humans, as the most perfect creatures of god, have advantages that animals do not have. no matter how perfect a cow is, its nature is still below that of humans. in terms of balinese culture, the meaning of using is to bind one's mind to focus on doing everything. from a dance perspective, it can be concluded that using is used by dancers so that they focus on performing dances. petitis pettis is a headdress that aims to represent valor. cows are strong animals, so they are represented by using petitions to reflect how strong cows are. the cultural meaning of petitions in this dance is to symbolize majesty. the only animal used to plow the fields is the cow which is a noble animal and also deserves to be respected and appreciated. the struggle of the cows in helping farmers in providing good planting media for rice is a noble act. that is a 274 strong reason for using petitions in this dance because it wants to show that cows are noble animals. from the side of balinese culture, petitions symbolize tasks (sacred power from god that awakens and enhances human intellectual abilities) from within the mind. after using dung, which has the meaning of binding the mind, then it is equipped with petitions which are taken to focus the mind. bunga kuping (barak dan putih) bunga kuping (barak dan putih) is a flower that is tucked in the right ear and left ear. the flower colors used are red and white. the cultural meaning of the use of flowers in the ears is as an identity or identification that the dancers who are dancing are balinese, and the dances that are performed are also balinese dances. this is because the balinese are identical to using flowers in the ears. the colors red and white are used as symbols of the balinese belief that it is good, and there must be bad. as humans, we all have good and bad sides. rumbing rumbing are earrings in balinese dance that are specifically used for male dance. the meaning of rumbling is a marker of identity differences between men and women in bali. badong kain badong kain is a neck decoration that has a meaning as a marker between humans and animals in balinese dance. badong kain is used by dancers who act as shepherds. badong kulit badong kulit is a neck decoration made of cowhide that serves as a marker or identity that the dancer's role is as an animal. in the sampi gerumbungan dance, dancers who act as cows will use badong kulit as a neck decoration. 2. body gelang kana kain gelang kana kain is a decoration on the wrist that symbolizes animals when used by dancers who act as cows. when used by shepherds, it will have meaning and symbolize a loud dance. the meaning is to revive the whole body and bring the dance to life. angkep pale angkep pale is a decoration used by dancers on the shoulders which aims to cover the dancer's shoulders. the meaning of this angle pale is to show the impression of a dashing, strong, and authoritative character who is being danced. kwace barak kwace barak used in this dance represents a cow whose body is reddish in color. the red color was chosen because the cows that are usually safe to use for plowing or carrying out the megerumbungan tradition are cows whose genitals have been cut, causing a reddish color on certain body parts. the herders in this dance also wore red clothes because, in ancient times, the shepherds' souls were united with their pet cows. cows are loyal and obedient animals, which causes the shepherd to love and care for them. because they felt that their souls had merged, that was the reason the shepherd's clothes were also red. jailer barak jaler barak, used in this dance, also represents a cow whose body is reddish. the red color was chosen because the cows that are safe to use for plowing or carrying out the megerumbungan tradition are cows whose genitals have been cut, causing a reddish color on certain body parts. the herders in this dance also wear red pants because, in ancient times, the shepherds' souls were united with their pet cows. cows are loyal and obedient animals, which causes the shepherd to love and care for them. feeling that their souls had fused, that was the reason the shepherd's pants were also red. 275 selempang/sabuk bangkiang selempang/sabuk banking is a waist decoration that has the meaning of bravery and is a marker that the dance that is performed is a type of male dance. selempang/sabuk banking is used with the aim of providing aesthetic value to the dance that is performed. kamen mekancut tiding kamen, meant tiding is a cloth pattern used from the hips to the ankles of the dancer's legs. kamen, meaning tiding a cloth pattern that is used as a symbol or marker that the dance performed by the dancer is a male character who has a tough and energetic nature. rempel rempel is a decoration on the hips that aims to emphasize the character being danced by the dancer. not only that, the use of rempel in this sampi gerumbungan dance is to provide an aesthetic value. penglatik/pecut penglatik/precut is the only property used in this dance, which is to whip the cows so they can move quickly and purposefully. ampok-ampok ampok-amok serves as a waist decoration that gives an element of sundaram (beauty). this sundaram element will make the difference between the actual activity and the dance moves. the meaning is to revive the whole body and bring the dance to life. 3. leg gelang kaki kain gelang kaki is decorated on the ankles as a sign and characteristic that the dance that is performed is a hard male dance. not only that, but gelang kaki also indicates that the dance that is performed in an animal dance. referring to table 2, the cultural meaning of the sampi gerumbungan dance costumes can be explained as follows: a. head costumes 1) udeng lembaran the cultural meaning of using lembaran is as a marker of the degree between humans and animals as well as a binder of thoughts. 2) petitis the cultural meaning of petitions is a symbol of toughness, nobility, and strength. 3) bunga kuping (barak dan putih) the cultural meaning of the bunga keeping (barak dan putih) is a symbol of the balinese people and the belief that whenever there is something good, there will definitely be something bad. 4) rumbing the cultural meaning of rumbling is a marker of identity differences between men and women in bali. 5) badong kain the cultural meaning of badong kain is a neck decoration that has a meaning as a marker between humans and animals in balinese dance. 6) badong kulit 276 the cultural meaning of badong kulit is a neck decoration that serves as a marker or identity that the dancer's role is as an animal. b. body costume 1) gelang kana kain gelang kana kain is a ornament wrapped around both wrists, indicating that the dance being performed is a dance that tells the story of animals and as an element of beautifying the limbs of the hands to make the dance look more real. 2) angkep pale the cultural meaning of this angle pale is to show the impression of a dashing, strong, and authoritative character who is being danced. 3) kwace barak the cultural meaning of the place barak is the color of a cow's body that is safe to use for plowing. 4) jaler barak the cultural meaning of the jailer barak is the color of a cow's body that is safe to use for plowing. 5) selempang/sabuk bangkiang the cultural meaning of the sleeping/sabuk banking is to symbolize a sense of courage or bravery as a man. 6) kamen kekancut tiding the cultural meaning of kamen meant tiding is the shape of the folded cloth, representing that the character being danced is a male character who is dashing and strong. 7) rempel the cultural meaning of rempel is body decoration on the hips, which aims to emphasize the character or nature of the character being danced. 8) penglatik/pecut penglatik/pecut is the only property used in this dance, used by herders to whip the cows to increase their speed 9) ampok-ampok ampok-amok has the meaning sundaram (beauty), which aims to make the whole body move more realistically and also make the dance look more alive. c. leg costume 1) gelang kaki gelang kaki is ornaments that circle around the ankles as a form of representation of the dance that is being performed, a dance that tells about animals. 277 discussion referring to the data that has been found in the finding section, this study found that there were 16 (sixteen) lexicons found in the costumes of the sampi gerumbungan dance. these lexicons are divided into several parts, namely the lexicon for the head costume (6 lexicons), the lexicon for the body costumes (9 lexicons), and the lexicon for the leg costumes (1 lexicon). many balinese dances have a lexicon in their costume components, but not as much as the sampi gerumbungan dance. this is because the components of the costume of the sampi gerumbungan dance are adapted to the situation and context in which this dance is performed. the lexicon is a collection of vocabulary or terms in a particular community that contains meaning and indicates a diversity of vocabulary (silalahi, 2018). in accordance with this study, the lexicons that were searched for and analyzed in the list of lexicons in this study were only specifically for the costume of the sampi gerumbungan dance. each component of the sampi gerumbungan dance costume is in accordance with the theory about the requirements for good costumes in balinese dance put forward by (sustiawati et al. 2011). this really represents the statement that culture cannot be separated from culture. yuniawan (2018) states that ecolinguistics is a science that studies the close relationship between language and society and their surroundings, which have an impact on the relationship between humans and their environment. this theory is closely related to this research because the sampi gerumbungan dance contains terms or language in it that must be mastered by the community, especially the buleleng people. the link between this theory and this research proves that language influences life and environmental conditions, and cultural continuity. sixteen (16) lexicons found in the costumes of the sampi gerumbungan dance have the potential to experience language death. this happened because when performing the sampi gerumbungan dance, the dance teachers translated the names of the costume components in the sampi gerumbungan dance into indonesian. this is closely related to the theory of language death put forward by almurashi (2017), which states that if certain groups of language users do not use or even pass on the language they use to their offspring, then that language is threatened with language death. based on the results of this study, the lexicon contained in the costumes of the sampi gerumbungan dance is threatened with language death because many are translated into indonesian. on the other side, the existence of learning activities and performances of the sampi gerumbungan dance indicates that the sanggar seni manik uttara is taking action in order to maintain language unconsciously. even though most of the original lexicon of the sampi gerumbungan dance is translated into indonesian, at least the existence of this dance continues to be fought for. this is a strong reason for researchers to make this written document as written data from the lexicons 278 contained in the costumes of the sampi gerumbungan dance. researchers obtained reliable and accurate data on the lexicon used in the costume components of the sampi gerumbungan dance through interviews with three informants. the informants used are experts in balinese dance and also balinese cultural traditions originating from buleleng, bali. conclusion based on the results of the research and the discussion section, there are sixteen (16) lexicons used in the costumes of the sampi gerumbungan dance. all components of the sampi gerumbungan dance costume contain the following cultural meanings, there are: udeng lembaran means as a symbol that humans and animals have different degrees, petitis means binding thoughts and perseverance, bunga kuping (barak dan putih) mean the identity of the balinese people and the beliefs of the balinese people that every good thing must be bad, rumbing means gender differences between men and women, badong kain means that the dancer who is dancing plays the role of a man, badong kulit means that the dancer who is dancing plays the role of an animal, angkep pale means courage, authority , and strength, kwace barak means the color of the lower cowhide which is red, jaler barak means the color of the lower part of the cowhide which is red, selempang/sabuk bangkiang means courage, kamen mekancut tiding means the folds of cloth on the body which means courage, rempel means the character of the dance being danced, gelang kaki kain mean that the dancers are performing a dance about animals, gelang kana kain mean the beauty and grace of the dancer's hands, the penglatik/pecut means the tool used by farmers or shepherds when whipping cows, and the 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(2018). ecolinguistics study of conservation news texts in indonesian mass media . international journal of humanity studies, 1(2), 163-183. http://e-journal.usd.ac.id/index.php/ijhs linguistic, english education and art (leea) journal volume 2 nomor 2, juni 2019 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i2.588 116 english teachers’ decision in utilizing textbook in their classroom imelda mallipa 1 universitas papua riana murianty 2 universitas papua i.mallipa@unipa.ac.id 1 submit, 18-03-2019 accepted, 04-06-2019 publish, 04-06-2019 abstract this study was conducted at sman 1 manokwari, west papua. the data were collected through classroom observation and interview with two qualified english teachers in the school. the results showed that the english textbooks provided were the main learning source in teaching reading comprehension. the teachers contextually modified the sequence of the tasks and lessons from the textbooks before assigning them to the students in teaching speaking, listening and grammar. some factors that were considered by the teachers in selecting materials were the availability of learning materials in school, students‟ needs, and students‟ level of english competence, school facilities and the national exam. the results of these study consider practical implications to give teachers, practioners, other reserachers and author of textbooks in developing teaching materials to be used in different context of classroom. keywords: the 2013 curriculum, decision making, textbook use introduction the educational changing policies regarding the national curriculum demand teachers to reassess their teaching practices in classroom. the catalyst for these changes is the implementation of the 2013 curriculum (k-13) with new paradigm in teaching and learning all subjects in schools, including english subject. while the previous curriculum only focused on developing the standard of content to equip students with four english skills, the current curriculum emphasizes the standard of graduate competence to equip students with religious, social attitude, knowledge, and knowledge application. the acquired knowledge and skills from learning english subject are applied to overcome social problems in order to strengthen students‟ character with religious and socio-cultural values. thus, to achieve the standards, all components such as core competences, basic competences, learning materials, learning scenario, time allocation, learning mailto:i.mallipa@unipa.ac.id1 2019. linguistic, english education and art (leea) 2 (2):116-131 117 resources are provided by the curriculum planners (basic frameworks and curriculum structure (2013:13). in the implementation of k-13, the ministry of education and culture of indonesia produced textbooks as standard sources of information in teaching and learning in each level of school and as models of practice. the textbook provides the main basis for the curriculum. research on textbooks had showed that the use of textbooks benefited teachers in their professional development (mcdonald, 2016:481); kong & shi, 2009:268). thus, the textbooks can be used as a map and a sense of structure that gives coherence to individual lessons (jack c. richards, 2014:19). furthermore, according to (graves, 2000:230); (j.c richards, 2001:23)& (basturkmen, 2010:60), the textbooks can benefited teachers in some ways for it is providing structure and a syllabus for a course. there is no doubt that the authors of the books have observed and investigated the requirement of curriculum in deciding the structure and syllabus of the books. the structure and syllabus of the book enable teachers to present and develop materials systematically. thus, the implementation of textbook in classroom are needed to be investigated (sulfasyah, bahri, & saleh, 2018:495) many other sources are available on internet to be used nowadays as the impact of information and communication technology (ict) advancement. it might bring changes in the way teachers utilize textbooks in their classroom. there might be some factors that influence teachers to prefer use online materials. thus, this present study investigated how english teachers used the provided textbook in their classroom and what factors influenced teachers‟ decisions regarding the use of the textbooks. literature review textbooks are mostly used in english teaching and learning process. textbook in this study refers to the printed materials that are provided by government to support the implementation of the 2013 curriculum. the english textbooks are designed to develop language competence of students. the textbooks are organized based on the genre based approach. genre is related to type of text. it is the classification of text based on three characteristics: the communication purpose, organization structure, and language features. the communication purpose or social function is the reasons to speak, write or create a text. organization structure or generic structure is the way text is organized or arranged. language features refer to grammar, vocabulary and connectors that are used in text. the government provides book for teachers and books for students. the books for teachers are different from the books for students. the books for teachers give guidelines for teachers to design teaching activities in order to lead 2019. linguistic, english education and art (leea) 2 (2):116-131 118 students participate actively in teaching and learning process. the books can help teachers to figure out the whole process of teaching english subject in each level. teaching activities and steps are provided to enable teachers in giving clear instruction. the books for students provide teaching methodology, students‟ activities, and students‟ project. the topics and tasks are arranged in line with the objectives of teaching the subject in curriculum. a textbook can have advantages in facilitating students to learn. it is supposedly to guarantee students of the same level but in different classes to receive similar content of learning, so that they can be tested in the same way. the roadmap that is offered by the author of a textbook is to ensure students to understand what is expected from them. the materials that are presented in textbooks have been tried and tested appropriately and are based on learning principles. therefore, the use of textbook in teaching and learning process can help students to expose proper input of knowledge and skills. textbook provides a variety of learning resources. english language teaching (elt) textbooks commonly provide various kinds of activities such as reading activities, listening activities by giving cd, cassettes, writing activities, speaking activities, grammar activities and teaching guides. the various kind activities that are presented in textbook are meant to save the teacher‟s time; teachers can focus merely on the teaching rather than spending time on materials‟ production. teaching guides that are provided by the author in textbook can serve as medium of initial teacher training especially for the novice teachers or inexperience teachers. they provide teachers with a base for assessing students‟ learning. some textbooks include tests or evaluation tools. some may also include supporting materials (teacher‟s guide, cd, worksheets, and videos.) one of the limitations of textbooks in terms of content is that a textbook may not contextually relevant to all the users (graves 2000:60; richard 2001:23 & basturkmen 2010:60). in this case, the diversity of students‟ needs and students‟ characteristics as well as the possibility of inauthentic language use can lead to the dissatisfaction of teachers and learners with the textbooks. in other words, the textbooks may not relevant for a group of a learners since learners‟ need are different from context to context. for instance, the content of reading can make reading activities are difficult for some students but easy for others. the students who are not familiar with the topic of reading text may find difficult to understand the reading text. the inauthentic language refers to the language that is not representative of real language. reading text, dialogs and other aspects of content use language are written to incorporate teaching points. a textbooks may as well contain the idealized view of the world that inform learners how and what they should and understand about the theories and principles of the experts but do 2019. linguistic, english education and art (leea) 2 (2):116-131 119 not encourage learners to think and solve the real issues that exist in their own context. teachers make various decisions regarding the textbook use since there is no perfect textbooks for a classroom need. teachers need to decide whether they have to follow the sequence of tasks and lessons presented in the textbooks or they need to make some modification in some activities to meet their classroom needs (kim, 2018:315). in introducing new knowledge and consolidating the learned knowledge, the teachers consider which instructions to be followed, which activities in their textbooks to be used and when they have to flexibility construct their own problems. how teachers utilize textbooks can vary in the diverse environments. the teachers may essentially adopt their textbooks (huang, ozel, li, & osborne, 2014:443), follow or modify the sequence of tasks and lessons presented in textbooks (kim, 2018:315). (miguel, 2015:309) in his research found that adaptation of activities was a very frequent process showing while (qi, zhang, & huang, 2018) found that the use of textbook reaches the level of elaborating and creating but most teachers still focused on elaborating level. the textbooks can be used as main sources or only a reference. teachers may rely on textbooks or teachers may design their own course book to fulfill their classroom needs. adaptation of materials or activities in textbooks are frequently done by teachers in their teaching to fulfil their classroom needs (miguel, 2015:309 & bosompem, 2014:34). textbook adaptation can take form in modifying content, adding or deleting content, reorganizing content, addressing omissions, modifying tasks, and extending tasks. teachers may modify content to suit target learners such their learners‟ age, gender, social class, occupation, religion or cultural background. when there is too much activities or tasks in book, teacher can delete or omit some of unnecessary content and if the activities or tasks are very few for the program, teacher may add some activities from other sources. when the way of the author organize the content of textbook does not suit the teachers‟ beliefs or does not fulfill the classroom need, the teachers can reorder the activities in the activity, in the unit, or in the syllabus level. teachers may omit and add items such as vocabulary activities and grammar activities for certain reasons. some activities in textbook can be changed or extended to accomplish the additional focus of teaching and learning. teachers‟ decisions regarding the use of the textbook are influenced by some factors such as the quality of the textbooks, teachers‟ pedagogic principles (grammatosi & harwood, 2014:178; pepin & haggarty, 2001:158), contextual factors or classroom context such as the needs, abilities, and interests of students (grammatosi & harwood, 2014:178) (pepin & haggarty, 2001:158), language policy, the social and personal dimensions of classroom teaching, teachers‟ 2019. linguistic, english education and art (leea) 2 (2):116-131 120 knowledge, goals and beliefs (silver & steele, 2005:107; stahnke, schueler, & roesken-winter, 2016:70), teachers‟ belief about teaching , moral and cultural values (lim & keuk, 2018:87); (grant & wong, 2018:1); (sidhu, kaur, & fook, 2018:69); (widodo, perfecto, van canh, & buripakdi, 2018:34), (van canh, 2018:111), and different years of teaching (qi et al., 2018:29). reserch methods this case study investigated teachers‟ decision regarding english textbooks use in their classroom. the samples of this study were two english teachers at sman 1 manokwari. the two teachers hold teacher professional certificate, had a bachelor degree in english language education, had more than five-year experiences in teaching english at sman 1 manokwari and had joined teacher professional trainings related to the 2013 curriculum implementation. the data were collected by 270 minutes classroom observation, 40-45 minutes interviews for each teacher, and 10 whatsapp chats with each teachers. in addition, pages of the textbook containing the lessons observed and the teachers‟ book guidance for the lesson observed were photocopied. the classroom observation was done to see the implementation of english textbook in classroom. to understand why teachers used or did not use their textbook, followed or did not follow the instructions in textbook, adopted or modified materials/activities provided in textbooks during teaching and learning process, the interview was conducted. the data from classroom observation and interview were compared. the data were analyzed by hand. the hard-copy printouts of the transcript were read, summarized one by one, coded, categorized and identified links between of the codes in which similar codes dropped all together. to have general idea of the data, the literature on teachers‟ decision regarding english textbooks use was reviewed. finding two teachers who were interviewed and observed their classes utilized textbook in their teaching and learning process. table 1 summarizes the text book sections that teachers dealt with in their classroom. the sections in green were discussed in classes. table 1. section and activities used sections in the textbook teacher 1 teacher 2 warmer vocabulary builder pronunciation practice 2019. linguistic, english education and art (leea) 2 (2):116-131 121 reading text structure listening vocabulary exercises grammar review writing speaking table 1 illustrated that the teachers did not follow the sequence of tasks and lessons presented in the textbooks during their teaching process in classroom. however, the teachers utilized textbooks in class when the basic competences of learning activities were to understand and to analyze reading text. in this section, teachers used reading text and its reading comprehension test following provided in textbook. extract 1 below revealed why teachers used textbook resources. extract 1 dalam memilih bahan ajar, kita lebih patokan ke silabus. kita melihat kompetensi dasar yang akan dicapai. buku sangat menunjang terutama biasanya kalau reading. kita memakainya untuk reading. kalau mengajar text kan ada bacaannya. disitu biasanya saya pakai bukunya. kalau bahasa inggris ada teksnya, susah kalau mau ditampilkan di projektor tidak efektif karena terlalu banyak tulisannya kalau mau fokus terus ke projektor. kalau teks, karena kebanyaan disini kan buku yang banyak jadi pas sama siswa. jadi kita pakai dari situ. kan gak mungkin yang lain. misalnya kelas isinya 40. kan kita harus memperbanyak sampai 40 sementara kan yang available ya buku. the teachers used textbook in their classroom based on basic competences stated in curriculum or syllabus. the basic competences were always the guidelines to choose the teaching or learning materials. thus, the textbook was not the absolutely materials to be followed. on the other hand, the teachers admitted that when teaching reading text, the teachers usually decided to use materials in textbook directly. the textbook was the most available learning materials in school. teachers would extend task when they thought that students needed more exercises to practice in order to achieve the learning objectives that had been set for them. in observation session, teachers showed instances of adding task during 2019. linguistic, english education and art (leea) 2 (2):116-131 122 the lessons. in teaching song, teacher 1 asked students to use their own favorite song lyric to understand and to analyze figurative languages, while teacher 2 asked students to discuss the moral message of the song that was provided by the teacher. teachers also modified task when they thought that their students could understand the topic best by using different strategies. for instance, in teaching narrative text, teacher 1 grouped students based on their ethnic to compose a narrative in form of story derived from the legend of their ethnic groups and retold the story in front of the classroom. the narrative story had to be written and then retold using the text structure: orientation, complication, resolution, and moral value. each part of the text should be presented by different member of group. students were given time to do the task based on their ability to finish the task. another instance of extending task done by teachers was giving grammar task from grammar books. they stated that grammar was usually taught according to kinds of text presented, for instance, when the topic was about narrative text, the teacher needed to teach past tense for it was the language feature of the text. extract 2 biasanya menyatu dengan teks juga. contohnya ketika kita mengajar narrative disitu ada past tense. tapi kalau yang di kelas 10 ini, kebetulan kemarin saya mengajar kelas 10, itu ada grammarnya. dia terpisah dari teks. kalau grammar kita tidak bisah langsung bilang ini rumusnya. mesti nyari prolognya apa. baru masuk ke intinya. tapi kan kelas yang kita ajar itu kan juga beda-beda kemamupuan siswa didalamnya. ada yang kalau kelas bagus kita bisa langsung bilang materinya ini, rumusannya ini. ada kelas lain yang harus kita jalan-jalan dulu baru masuk ke intinya. the author of the textbook usually presented the grammar by showing the form of verbs with some examples that were used in text. in teachers‟ teaching experiences, students who had low ability in english did not get the point easily by simply learning the form of verbs. therefore they thought they had to find other sources that provided more explanation, samples and exercises. extract 3 dalam ujian nasional, test grammar itu biasanya kayak gini, masuk kayak misalnya ada teks rumpang. na ada yang kosong harus di isi, kemudian ada pilihannya disitu seperti go, went, jadi itu untuk kasih masuk itu harus bisa kira-kira, ini teksnya lampau jadi verbnya harus verb 2. even though english grammar was not directly tested in national test but tested by using the cloze procedure in which students were required to fill in the 2019. linguistic, english education and art (leea) 2 (2):116-131 123 blanks of passage with using the right form of verb, students still needed the insight into the sentence structure and function. when teachers used additional material from other sources, they put it in power point or asked students to bring article or materials found from other sources into classroom. teachers provided some guidelines in choosing materials. some students came with bringing the requirement material and some did not because they were still confused in choosing the appropriate source, and sometimes they had no internet facility to find online materials. asking students to find additional material was done to encourage students to choose reading text in their own way. when the students found difficulty to do the task, the teachers gave more explanation by giving example using text provided in textbook. extract 3 sebelumnya kita juga sudah kasih petunjuk yang jelas supaya anak tidak salah bawa teksnya. magsudnya, misalnya narrativepun saya tidak bilang narrative saja tapi khusunya misalnya legenda. misalnya kalau descriptive nyari yang toursm object, itu toursm object dipekercil lagi yang ada di manokwari. misalnya sama-sama mengajar tentang descriptive teks, ada kelas yang kita bisa minta bawa sendiri tapi ada yang kita (guru) kasih (siapkan) memudahkan siswa. jadi sebelumnya kan kita sudah jelasin. nanti mereka bisa menentukannya lagi sendiri. tapi kalau mereka masih bingung ya kita pakai buku dulu. kadang bisa internet tapi nanti kadang ada yang akan bilang tidak ada pulsa in teaching listening comprehension and skills, teachers used materials from internet. the teachers took dialogue that related to the topic and gave them to students. it was usually in video form taken from youtube channels because students were more interested in watching video. after watching the conversation, the teacher gave some questions to test their listening comprehension. teachers stated that it was necessary to encourage students to improve their listening skills by watching or listening to english conversation frequently because listening comprehension was usually tested in national test. the students would be tested how well they could use some language expressions that they had learned in real life communication. 2019. linguistic, english education and art (leea) 2 (2):116-131 124 extract 4 listeningnya itu di buku kadang gak ini listeningnya itu. kadang saya biasanya saya cari sendiri. misalnya ini, materi lagu, saya cari lagu sendiri. sebenarnya ada di itu tapi tidak tahu lagunya sebelah mana. di buku paket si ada teksnya. ada lagunya. tapi lagu tidak sesuai dengan lagu yang sekarang. biasanya kan siswa senangnya lagu apa atau lagu yang lagi ngehit. biasnya kita cari ini si, nyari dialog di you tobe. nyari di iya, di siswa. biasnya juga lewat video. mereka kan biasa senang kalau video. nanti dari situ kita sediakan beberapa pertanyaan yang dijawab saat mereka melihat videonya. teaching speaking and writing was more difficult for teachers. after students read a text or listened to some conversations, students were required to compose a text or create dialogue to be presented. teachers had to provide some guidelines to do the task. teachers stated that students with low level ability of english found difficulties to do the task. most students in social classes usually were failed to meet the standard. therefore, the teacher provided a text or dialogue for them instead. the students were only demanded to read, memorize and practice the task given. teachers stated that sometimes the students still failed. extract 5 kalau speaking biasanya anak-anak disuru buat dialog dengan temannya tentang ungkapan yang mereka pelajari jadi nanti mereka bikin speaking berdasarkan situasi yang diberikan. apa yang kamu ucapkan jika ini ini in...sudah ada infromasinya to. tapi itu kalau di ipa bisa running well. kalau di ips kadang kita yang bikin dialog. mereka tinggal hapalin saja. ada kelas yang kita tanya trus kita jawab sendiri. dan ada kelas yang bisa jawab. karena sdmnya berbeda kalau tidak bisa ya kita yang bikin speaking, jadi nanti mereka tinggal hapal dan latihan materials for teaching listening and speaking were designed based on teachers‟ creativity. teachers thought that they tried to find way to correlate materials with their students‟ real life and grouped students to encourage them to learn the materials with their friends and learn to share. they believed that peer tutors was good for them in the process of understanding materials. sometimes 2019. linguistic, english education and art (leea) 2 (2):116-131 125 when it did not work, teachers took responsibility to explain. in some situations, the teacher remained the main sources of knowledge. extract 6 saya sering mengelompokkan mereka ketika belajar. belajar berbagi. bisa tutor sebaya. tetapi saja pada akhirnya ya sumber utamanya tetap guru. kalau teman tidak menyampaikan dengan baik ya tetap larinya ke guru. teachers also incorporated character, moral and cultural values into elt materials development. teachers used the materials that contained culture elements in order to make students learn their own culture and other cultures. the students in a class came from different regions or ethnic groups with different cultures. students were required to read, rewrote, and retold a story of their ethnic groups. by doing those activities, students were encouraged to feel proud of being one of an ethnic group. students also got to know some stories from different regions by listening to stories that retold by other groups. extract 6 maksudnya saya disitu ya nilai-nilai karakternya yang saya ingin munculkan. biar mereka juga tahu kalau mereka itu orang mana. trus daerah mereka itu adanya cerita yang kayak gimana. kalau gak, siapa lagi yang mau banggakan daerah kamu sendiri. trus teman yang lain juga bisa tahu kalau o dari daerah ini ada cerita tentang ini. jadi mereka jadi tahu begitu the decisions toward more constructivist teaching practice were made by teachers. constructivist teaching practice included activating prior knowledge for example by asking students to write down a story in their own language, acquiring knowledge by giving some explanation about how to write a narrative story, understanding knowledge by asking some questions about generic structure of narrative story, using knowledge by writing the story in target language (english), and reflecting knowledge by retelling the story in front of the classroom. teachers believed that engaging students in those activities could help students to understand the meaning of what they are saying, not only to memorize the story. extract 7 jadi ada ada yang presentasi orientation, conflict, resolution, moral vaue, cerita ini nilai-nilai moralnya apa. dimulai dari menulis cerita dalam bahasa indonesia ke bahasa inggris. na itu magsudnya supaya 2019. linguistic, english education and art (leea) 2 (2):116-131 126 mereka tahu apa yang mereka hapal. itu takutnya mereka cuma hapal bahasa inggrisnya tapi tidak tahu mereka bilang apa karena ada anak yang biasanya begitu, hapal mati saja. saya ingin bahwa mereka ketika menyampaikan sesuatu itu mereka sadar dan tahu artinya. however, the learning scenario could be changed any time the situations in classroom did not fit the scenario. teachers stated that too often the practices in classroom were diffrerent from the steps in lesson plan. extract 8 kondisi dalam kelasnya berbeda-beda. jadi segala sesuatunya bisa beruba di kelas ya. sering itu yang saya sudah rencanakan, beda dengan yang di lapangan. an example found in observation sessions was when the teacher decided not to ask students to present their story in front of class as stated in her lesson plan but presented in front of the teacher. the teacher gave confirmation in interview sessions why the teacher suddenly changed her plan. extract 9 sebenarnya idealnya menghadap ke teman-temannya, cuma kelas itu terus terang keadaannya sangat croweded jadi susah mereka memperhatikan belajarnya. trus yang lainnya juga masih sibuk juga menghapalin mereka punya materi sendiri. jadi idealnya menghadap ke temannya. tapi mengingat situsainya iya temannya sibuk dan stress dengan mereka punya tugas sendiri. boro-boro dia mau perhatikan teman. bahkan dia hapal dia punya saja belum tentu the teacher stated that it was not possible to force students giving attention to the presentation of their friends from other group because they still were busy to memorize their own story. this statement indicated the condition of students that were not ready to present at the time even though they had been given some times to do the task in groups at home were the main concern of teacher in making a decision. another consideration in the process of selecting teaching materials and strategies in teaching and learning process was national test. teacher gave some tasks that were similar to the questions in national test. teachers provided some guidelines to answer questions that might be the same form in national test even the text was different. 2019. linguistic, english education and art (leea) 2 (2):116-131 127 extract 10 saya sudah bilang juga kalau di ujian nasional bisa ceritanya tentang yang lain. tapi yang penting kamu sudah bahwa nanya ini jawabannya kayak ini. kan mereka sudah belajar tentang generic structure to. jadi paling gak mereka sudah tahu cara menjawabnya walaupun teksnya beda-beda. discussion the present study was intended to explore teachers‟ decision in utilizing textbooks in their classroom. the case study of teachers‟ decision regarding the use of textbook was interpreted with the theoretical supports that were relevant to this study. through combining interview data with classroom observations, it was found that teachers decided to use textbooks in their classroom to align their teaching materials with the basic competences stated in national curriculum, their students‟ needs and ability, their school facilities and the national examination. especially in reading skill, the use of reading material from the textbook as the main reading sources was because the texts were positively 2013 curriculumbased. in other words, the reading materials in the textbook were carefully arranged so the students were able to meet the objectives of 2013 curriculum which highlighted students‟ character development this was as (huang et al., 2014:443) stated that the sample teachers in their research essentially adopted their textbook. in addition, teachers also assigned students to find written information of certain topics as homework and presented it in class. however, the homework was only considered as an additional credit for students, the main source for developing reading skill remained from the textbook as (kim, 2018:315) suggested that teachers can follow or modify the sequence of tasks and lessons presented in textbooks. in this case, teachers used the reading text and tasks or exercises following in their teaching and process in classroom without made any change. in some cases teachers added exercises when teachers thought that the provided tasks in textbook did not give enough opportunities to exercise their knowledge and skills. for speaking skill, the textbook tasks normally demanded students to make a dialogue according to certain given social functions. in this case, teachers were fully aware with the fact that their students‟ levels of english competence were still below the textbook‟s standard. thus, to solve this problem, the teachers simply wrote the dialog for the students to practice in class. this practice fit the statement from grammatosi & harwood (2014:178); pepin & haggarty (2001:158) about teachers‟ considerations in preparing teaching material that included “contextual factors or classroom context such as the needs, abilities, and interests of students”. 2019. linguistic, english education and art (leea) 2 (2):116-131 128 the needs of students should be considered in choosing the suitable materials for them. therefore, teachers thought that they should use materials and create meaningful activities based on students‟ interest and capacity or ability and used activities that could lead students to study. for instance, grouping students based on their ethnic to compose a narrative story derived from the legend of their ethnic groups using their own words then retold the story. students gave enough time to do the task and did not force students to present when they were not ready. another instance was when teachers decide whether to use english song in textbooks or found other songs. teachers 1 used song that she thought the new song and related to students‟ life while teachers 2 used song that its lyric was easier to understand by students and had positive messages. the availability of learning facilities also played an important role. in this case, authentic learning source such as english books in the school was nonexistent. therefore, if the teachers were demanded to develop the material from the textbook, it would be burdensome for them; they needed to provide extra time and money in regular basis. therefore, the teachers preferred to religiously use the textbook instead of developing the material by themselves. however, extra homework was normally provided by the teacher when they found that the textbook was too difficult for their students‟ level of english mastery, especially for grammar section. this had been done to help students with low level of english mastery to cope with grammar learning. when teachers decided to give homework outside the textbook, they would definitely insert their belief about teaching, moral and cultural values into it. this could be seen when they asked the students to make a narrative composition; the story had to be a story of their origin. manokwari was considered as a melting pot where people from all over indonesia came and started a living. some families even had been resided for more than three generations. therefore, teachers‟ approach to involve students‟ origin in their learning was very interesting; students were able to learn new knowledge about each other‟s precious cultures aside from the local culture of manokwari which they had already known. this findings were in line with the findings from lim &keuk, (2018:87); grant & wong, (2018:1); sidhu, kaur, &fook, (2018:69); and widodo, perfecto, van canh & buripakdi, (2018:67). another reason is the way students tested in national test. students‟ examination scores were seen as one of indicators to know the successful of teaching and learning process in english classroom. teachers took into account the possibility of items in national test and taught according to it. overall, the findings of this study are in support the study of qi, zhang, & huang (2018:29) who showed the use of textbook reached the level of elaborating and creating but most teachers still focused on elaborating level. 2019. linguistic, english education and art (leea) 2 (2):116-131 129 conclusion the decision making regarding the text book use in this study was not seen as a complex process but it was not simple task for teachers when came to teaching practice in classroom especially in presenting teaching materials to students. the study that was began with classroom observation to discover how the textbook implemented in classroom showed that the textbook was utilized in teaching and learning process by adopting the provided reading text and task following but in some parts, the tasks were extended by adding tasks from other resources. the reason behind every teachers‟ decision was investigated by asking teachers in interview sessions. it was found that there were some factors considered by teachers in using materials in their classroom, the factors were the availability of learning materials in school, students‟ needs, and students‟ level of english competence, school facilities and the national exam. there were no specific steps followed by teachers in the process of selecting materials to be presented in classroom.the availability of alternative resources on internet did not give any effect in the way teachers utilize textbooks in their classroom for the lack of internet facility in schools. the printed material provided by government played important role in helping teachers to deliver materials more effectively and in facilitating their students to study in order to achieve the standards of learning competences stated in national curriculum. therefore, textbooks that are used as standard source of learning to achieve the goals of national curriculum should contain various activities and choices for teachers especially the sources of speaking and listening materials. it is recommended to the next researcher to develop valid instruments in order to discover teachers understanding of the 2013 curriculum principles in teaching english and to train teachers in developing materials that meet the classroom context. references basturkmen, h. (2010). developing courses in english for specific purposes. new york: paglave macmillan. grammatosi, f., & harwood, n. (2014). an experienced teacher‟s use of the textbook on an academic english course: a case study. in n. harwood (ed.), english language teaching textbooks (pp. 178–204). https://doi.org/10.1057/9781137276285_6 grant, r., & wong, s. (2018). addressing cultural bias in elt materials. in j. i. liontas, t. international association, & m. dellicarpini (eds.), the tesol encyclopedia of english language teaching (pp. 1–8). https://doi.org/10.1002/9781118784235.eelt0315 graves, k. (2000). designing language courses: a guide for teachers. boston: ma: heinle & heinle. huang, r., ozel, z. e. y., li, y., & osborne, r. v. (2014). does classroom instruction stick to textbooks? a case study of fraction division. in y. 2019. linguistic, english education and art (leea) 2 (2):116-131 130 li & g. lappan (eds.), mathematics curriculum in school education (pp. 443–464). https://doi.org/10.1007/978-94-007-7560-2_21 kim, o.-k. (2018). teacher decisions on lesson sequence and their impact on opportunities for students to learn. in l. fan, l. trouche, c. qi, s. rezat, & j. visnovska (eds.), research on mathematics textbooks and teachers’ resources (pp. 315–339). https://doi.org/10.1007/978-3-31973253-4_15 kong, f., & shi, n. (2009). process analysis and level measurement of textbooks use by teachers. frontiers of education in china, 4(2), 268–285. https://doi.org/10.1007/s11516-009-0014-1 lim, s., & keuk, c. n. (2018). a sociocultural analysis of cambodian teachers‟ cognitions about cultural contents in an „internationally imported‟ textbook in a tertiary english learning context. in h. p. widodo, m. r. perfecto, l. van canh, & a. buripakdi (eds.), situating moral and cultural values in elt materials (vol. 9, pp. 87–110). https://doi.org/10.1007/978-3-319-63677-1_6 mcdonald, c. v. (2016). evaluating junior secondary science textbook usage in australian schools. research in science education, 46(4), 481–509. https://doi.org/10.1007/s11165-015-9468-8 miguel, n. m. (2015). textbook consumption in the classroom: analyzing a classroom corpus. procedia social and behavioral sciences, 198, 309– 319. https://doi.org/10.1016/j.sbspro.2015.07.449 pepin, b., & haggarty, l. (2001). mathematics textbooks and their use in english, french and german classrooms:: a way to understand teaching and learning cultures. zentralblatt für didaktik der mathematik, 33(5), 158– 175. https://doi.org/10.1007/bf02656616 qi, c., zhang, x., & huang, d. (2018). textbook use by teachers in junior high school in relation to their role. in l. fan, l. trouche, c. qi, s. rezat, & j. visnovska (eds.), research on mathematics textbooks and teachers’ resources (pp. 29–51). https://doi.org/10.1007/978-3-319-73253-4_2 richards, jack c. (2014). the elt textbook. in s. garton & k. graves (eds.), international perspectives on materials in elt (pp. 19–36). https://doi.org/10.1057/9781137023315_2 richards, j.c. (2001). curriculum development in language teaching. cambridge: university press. sidhu, g. k., kaur, s., & fook, c. y. (2018). analysing the integration of moral and cultural values through elt reading materials in malaysian esl classrooms. in h. p. widodo, m. r. perfecto, l. van canh, & a. buripakdi (eds.), situating moral and cultural values in elt materials (vol. 9, pp. 69–85). https://doi.org/10.1007/978-3-319-63677-1_5 silver, r. e., & steele, r. s. (2005). priorities in english language education policy and classroom implementation. language policy, 4(1), 107–128. https://doi.org/10.1007/s10993-004-6567-1 sulfasyah, s., bahri, a., & saleh, s. f. (2018). writing lessons in grade 1 indonesian thematic textbooks: a content 2019. linguistic, english education and art (leea) 2 (2):116-131 131 analysis. indonesian journal of applied linguistics, 7(3), 495. https://doi.org/10.17509/ijal.v7i3.9789 van canh, l. (2018). a critical analysis of moral values in vietnam-produced efl textbooks for upper secondary schools. in h. p. widodo, m. r. perfecto, l. van canh, & a. buripakdi (eds.), situating moral and cultural values in elt materials (vol. 9, pp. 111–129). https://doi.org/10.1007/978-3-319-63677-1_7 widodo, h. p., perfecto, m. r., van canh, l., & buripakdi, a. (eds.). (2018). situating moral and cultural values in elt materials. https://doi.org/10.1007/978-3-319-63677-1 linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.920 108 an analysis of social interaction of autism in life, animated film dian luthfiyati 1 islamic university of lamongan abdul kholiq 2 islamic university of lamongan nur dian tamimih 3 islamic university of lamongan dianluthfiyati@unisla.ac.id 1 submit, 01-11-2019 accepted, 23-12-2019 publish, 23-12-2019 abstract the aims of this study were to find social interaction of autism in life, animated film. the autistic child in this film is the second son of suskind family. this study the writer uses descriptive analysis techniques. the data of this study are the conversation of life, animated film. data analysis techniques used in this study is transcription, classification and analysis. data source was life, animated film. this study only focused on social interaction. the result of the research shows that owen was confused and did not understand what people said, he was often smiling by himself, he also often gritting his teeth, he imitated word or sentence that had said by other people, not only sentence but he also imitates several scenes in disney movie, closed with his mother, he prefers to have relation with older or adult than in age-mates, he shows his disappointment if he left by his friend and he expressed his feeling and what he wanted using different disney movies. this study shows that autistic children want to be around people, but they are sometimes do not know how to connect with others. the conclusion from this study is supported by family, therapist and people around autism people, becomes important thing to realize their potential of autism. keywords: social interaction, uutism, life, animated film introduction children with autism spectrum disorders do not have normal approach because they difficult to interact with the other, they unusual to play and interact as common children, because children with autism have difficulties to create and gather together in communication. so, we should invite them in our community to construct a basis for social interaction. mailto:dianluthfiyati@unisla.ac.id1 2019. linguistics, english education and art (leea) journal 3 (1):108-119 109 according to tager-flusberg (1999), social interaction and communication are in some ways inextricably linked to one another, especially during the crucial developmental stages that mark the point when autism becomes strikingly evident. infants pay attention on vocal or gesture that simple to imitate and become imaginative. children with autism delay in communication and in some cases, they cannot communicate absolutely because they incapable to counterbalance the other communication. the development of autism communication ability has obstacle, then, social interaction development of autism can be influence. they difficult to convey their expression or emotion because they cannot interact well. besides that, committee on educational interventions for children with autism (2001) said the characteristic difficulties in social interaction require special teacher training and support beyond knowledge concerning general developmental delays or other learning disabilities. so, give knowledge, direction, support and motivation from family is needed to figure them out and bring them to real world. parents, brother have multiple roles to children with autism. they should understand their complex emotion, they should guide and know their interest, educate and manage them about their plan in the future, in order autism be able to fit the world. social interaction using signals to draw another‘s attention to oneself for affiliative purposes, such as greeting, calling, requesting social routines, and requesting comfort (e.g., waving ―bye-bye‖; reaching to be comforted) amy m. wetherby (charman & stone, 2005). many children with autistic disorder have little or no interest in making friends or establishing relationships and often seem more interested in objects than in people. for children with autism objects are not making confused and if they like in anything autism will focus on the object or repeat action to be imitated. life, animated is the inspirational story of autism, owen suskind. he studied to communicate and express his emotion using disney movie. since he was child he really interests with disney. owen was a thriving three-year-old who suddenly and inexplicably went silent – and for years after remained unable to connect with other people or to convey his thoughts, feelings or desires. owen repeated to watch disney classics like the little mermaid and the lion king, owen found useful tools to help him understand complex social cues and to reconnect with the world around him. therefore, from the explanation above, it can be concluded that i analyze and focus on social interaction of autism which is found by the writer in life, animated film. 2019. linguistics, english education and art (leea) journal 3 (1):108-119 110 there are some previous studies which may have similar discussion with the present study. however, some of them discussed about children with autism, communication and linguistic impairment especially language disorder. rahayu (2014), explain the communication ability type that doing by autistic children. the result demonstrates that communication ability type of autistic children‘s social interaction is one direction, from the researcher to the subject. there are some differences between this research and the previous study. the first difference is this study about social interaction to understand language impairment. while, in rahayu‘s research communication ability in social interaction. this research object is autism in documenter film “life, animated”. literature review autism in 1943, leo kanner published a paper entitled ‗‗autistic disturbances of affective contact,‘‘ which is present specifically, from family background of 11 young children with seriously disordered behavior since 1938-1943. he introduced the term early infantile autism, and noted that many of the children had been diagnosed with schizophrenia at one point. he explains, autism has a serious impairment in language. the combination of autism can be various, such as language delay, obsessive, stereotypy, and repetition of words (echolalia). the children were extremely aloof and autistic and they refused to being contacted by their parents, doctors and preferred to be alone (baron-cohen, 2008). autism is characterized as a ―neurodevelopmental‖ condition, meaning that it emerges from differences in brain development (fletcher-watson & happé, 2019) autism has complex problem and inability in language and interaction, they have a unique behavior that unreasonable such as flapping or rocking their hand, they also tend to focus in their own world. therefore, they must get much attention and special treatment, so they are not alienated from environment, learn to communicate and connect with other people. criteria of autism american psychiatric association : diagnostic and statistical manual of mental disorder, fourth edition, text revision (dsm-iv-tr) is the official manual used by physicians and mental health professionals for diagnosing children on the autism spectrum. a child with an asd displays examples of the following behaviors to some degree before the age of three: 2019. linguistics, english education and art (leea) journal 3 (1):108-119 111 qualitative impairment in social interaction while typical children show an intense interest in other children, children with asds often show an intense interest in objects. compared with typical children who play together at the playground, children with asds will be noticeably solitary and detached, often engaged in repetitive, odd behaviors. toddlers with asds don‘t use body language to indicate what they want; they don‘t point or reach their arms up to indicate they want to be picked up. nor do they share what they‘re doing—you won‘t hear ―watch me!‖ from a child with an asd. other signs of social impairment include little to no eye contact, flat or unemotional facial expressions, and no real sense of empathy toward others. qualitative impairments in communication children with asds may have no speech, delayed speech, or idiosyncratic or repetitive speech. it has been estimated that 40 percent or more of children with asds do not speak at all. those who can speak may be unable to initiate or hold a two-way conversation. another sign of communication impairment is being unable to engage in make-believe play, which involves nonverbal communication (e.g., extending the arms out to the sides while pretending to be an airplane) and verbal communication (e.g., making airplane sounds). restricted, repetitive, and stereotyped patterns of behavior, interests, and activities children with asds may obsess about a certain topic (e.g., trains or bus schedules) or object (e.g., piece of string or bottle cap) to the point where nothing or no one else seems to exist. they may have a tendency to fixate on a specific routine or ritual (e.g., touching each wall of the bedroom before bedtime), have stereotyped or repetitive actions or movements (e.g., hand flapping or rocking) known as stereotypes, or fixate on parts of objects (e.g., wheels of a toy car). children also may have heightened sensitivities to certain sounds, sights, smells, tastes, or textures (e.g., insisting on wearing only certain clothes or eating only certain foods). therefore, autism has significant differences, autism does not interest with getting interaction, has stereotypes and repetitive behavior. autism also becomes annoyed easily, when their situation is uncomfortable. social interaction of autism children, adolescents, and adults with autism exhibit deficits in multiple aspects of social processing. (breiner & young, 1985) 2019. linguistics, english education and art (leea) journal 3 (1):108-119 112 interest in social speech some of the common infants prefer to interest in human voice, especially their mother‘s voice. they give a great response to the caregiver. however, in the case of autism, even very young children appear to lack a preference for speech sounds over other kinds of sounds. if this lack of interest in social stimuli is in fact present from birth, it is likely that children with autism would fail to initiate and integrate the basic interpersonal patterns that are believed to be the foundation for all later communication (carter, briggs-gowan, & davis, 2004) joint attention joint attention is a preverbal social communicative skill that involves sharing with another person the experience of a third object or event. bruner, 1983; schaffer, 1984 (carter et al., 2004). typically if they discover in things, they are smiling and pointing, then showing to their mother. the children with autism exhibited fewer social and joint attention behaviors and more autistic symptoms. behaviors such as pointing, showing objects, looking at others, and orienting in response to name could be used to differentiate the groups. (carter et al., 2004). imitation children with autism make imitation of the actions or words of their parents or people. rogers, hepburn, stackhouse, and wehner demonstrated that toddlers with autism evidenced delays relative to developmentally delayed and typically developing children in specific types of imitation skills including oralfacial imitation (e.g., extending and wiggling tongue) and imitation of actions on objects (e.g., patting a squeaky toy with elbow). (carter et al., 2004) attachment attachment behaviors are characterized by the child‘s concern for maintaining proximity with its caregiver and extreme distress in the face of that caregiver‘s absence bowlby, rutter, (carter et al., 2004)). children with autism maintain proximity with their parents or certain person. for example, they are close with mother, father or brother. peer relation among individuals with autism, however, limited interest in social interaction and reduced initiation of social contact with peers remain apparent over time. mutual or cooperative play of the type usually expected among schoolage children is typically absent, and many children with autism prefer to be left alone to engage in self-stimulatory and other unusual activities. (carter et al., 2019. linguistics, english education and art (leea) journal 3 (1):108-119 113 2004)). children with autism prefer to have relation with adult or children that older than them. they failure to make relation with age-mates, they less to respond when with the other children but, they become active when they are alone. affective development children with autism have been observed to have difficulties in both the spontaneous expression and purposeful reproduction of affective responses. persons with autism have also been noted to have difficulties with the imitation of facial displays of emotion; relative to down syndrome subjects, those with autism were more likely to produce unusual facial displays specific difficulties in facial recognition and processing information conveyed by human faces, and particularly human emotion, have been noted. children with autism also usually fail to respond with prosocial behaviors such as giving, sharing, helping, or offering comfort or affection. (carter et al., 2004). life, animated film synopsis of life, animated film life, animated is the inspirational story of owen suskind, a young man who was unable to speak as a child until he and his family discovered a unique way to communicate by immersing themselves in the world of classic disney animated films. this emotional coming-of-age story follows owen as he graduates to adulthood and takes his first steps toward independence. the subject of his father ron suskind‘s new york times bestseller, owen was a thriving three year old who suddenly and inexplicably went silent, and for years after remained unable to connect with other people or to convey his thoughts, feelings or desires. over time, through repeated viewings of disney classics like the little mermaid and the lion king, owen found useful tools to help him to understand complex social cues and to re-connect with the world around him. life, animated evocatively interweaves classic disney sequences with verities scenes from owen‘s life in order to explore how his identification and empathy for characters like simba, jafar, and ariel gave him a means to understand his feelings and allowed him to interpret reality. beautiful, original animations offer rich insights into owen‘s fruitful dialogue with the disney movie as he imagines himself heroically facing adversity as a member in a tribe of sidekicks. owen‘s story is a moving testament to the many ways in which stories can serve as a means of persevering through the dark times, leading us all toward the light. 2019. linguistics, english education and art (leea) journal 3 (1):108-119 114 research method this study that makes in this research is design qualitative research which includes the method to be used what data will be gathered. in this research, the writer tried to analyze language impairment of autistic children in “life, animated” directed by roger ross williams. the data of this study is the conversation of life, animated. data source was life, animated film. in this study, researcher use documents to gain an understanding of the phenomenon under study (crozier, et.al, 1994). then the writer pays attention to watch the video and transcript the conversation by listen the video in several times. data analysis technique of this study using some steps, they are transcription, codification, classification, tabulation and analysis. transcriptions should be made of all data, including tape-recorded interviews, focus groups, video recordings, and handwritten field notes. the writer transcript every conversation in life, animated film. then, the writer gives code in every character that contains social interaction. after that, classify the data into groups according to each type. next, the researcher arranges the data into table. the last step is the researcher analyze the data. finding in this film, ron suskind and cornelia have two sons, and owen is his second son with special need. owen was 23 years old and he will be graduating in a month and he will be living in his own apartment. since he was child, he loved to watch disney animated movies with his older brother, he really enjoyed the disney animated movies. he has played the disney films many times, sometimes he imitates the conversation of the films and scenes that is interesting for him and have an imagination which about the disney movie. as example when he was child, he played the part scene when peter pan chasing captain hook with his dad. he has older brother and his name is walter, walter is 26 years old. however, his parents have educated him and give more attention, but they were scared and afraid about owen. he has through difficult time to learn and try his best, he wants to prove to the world that he can do what normal people do, he tried the possible way in order to connect with other people. the results of the data analysis are divided into analysis and table. the data are found through transcription, codification, classification, and analysis. 2019. linguistics, english education and art (leea) journal 3 (1):108-119 115 table 1. social interaction of autism no scene social interaction 1. they are all garbled interest in social speech 2. owen does not respond his mother when his mother calls him 3. children with autism is easily overstimulated 4. owen smiling by himself joint attention 5. owen walking while smiling by himself 6. owen smiling by himself when watching peter pan 7. owen grits his teeth 8. owen smiling by himself 9. owen smiling while reading the dialogue with jonathan freeman 10. owen grits his teeth 11. owen smiling by himself 12. owen smiling by himself 13. owen smiling by himself 14. owen said ― i don‘t think it is‖ and owen grits his teeth 15. owen smiling by himself while bubbling up some dialogue 16. owen smiling by himself and gritting his teeth 17. owen smiling by himself while bubbling up some dialogue 18. watching peter pan fighting using sword imitation 19 his brother gives him support and said ―you got a lot more chapters to write‖ 20. watching the little mermaid where ariel has to trade something to become human 21. when twentieth anniversary of the lion king 22. owen imitates what sebastian said ―children got to be free to lead their own lives‖ 23. his mother said ―here it is‖ 24. his mother said ―your own condo‖ 25. his father said ―who would‘ve imagine?‖ 2019. linguistics, english education and art (leea) journal 3 (1):108-119 116 26. owen imitates someone who helped him say ―mission accomplished 27. emily visits and asks his condition 28. emily said ―we did good‖ when they baked cookies 29. owen greats emily in the yard 30. after owen graduation, owen approached his mother and said ―mom‖ attachment 31. after moving day party, owen hug his mother and say good bye 32. owen watched bambi after his parents left him 33. owen broke up with emily and he given a call for his mother and told his problem 34. jonathan freeman became pals and friend in his nineteenth birthday peer relation 35. owen told to his mother and michelle if he does not want emily to forget him 36. owen says ―walter does not want to grow up like mowgli or peter pan affective development 37. owen memorized every disney animated ever made 38. owen used different movies to express his felling 39. owen was gloomy and he imagined quasimodo in the hunchback of notre dame movie discussion social interaction in autistic children social interaction using signals to draw another‘s attention to oneself for affiliative purposes, such as greeting, calling, requesting social routines, and requesting comfort (e.g., waving ―bye-bye‖; reaching to be comforted). children, adolescents, and adults with autism exhibit deficits in multiple aspects of social processing. (carter et al., 2004) interest in social speech autistic does not give great response to other people. they are too busy with their own word and make them fail to initiate interpersonal pattern, 1) they are all garbled, 2) owen does not respond his mother when his mother calls him, 3) children with autism is easily overstimulated from the data above, owen‘s doctor noticed that owen less purposeful, less interactive and share objects to be in his own world. his pediatrician also said 2019. linguistics, english education and art (leea) journal 3 (1):108-119 117 that autistic is easily overstimulated and it indicates that owen‘s had a problem with interest of social speech and his social interaction does not develop because owen is too confused understanding what people said. joint attention generally autistic are smiling and pointing by their self and have bizarre behavior. they did not concern in social life, 1) owen smiling by himself, 2) owen grits his teeth, 3) owen smiling while reading the dialogue with jonathan freeman, 4) owen said ―i don‘t think it is‖ and owen grits his teeth, 5) owen smiling by himself while bubbling up some dialogue. from the data above it can be concluded that owen often smiles and grits his teeth by himself without any reason. this behavior is the characteristic in most of children with autism spectrum disorder. imitation autistic children execute imitation in action or word that is familiar in his memory, 1) watching peter pan fighting using sword, 2) when twentieth anniversary of the lion king, 3) owen imitates what sebastian said ―children got to be free to lead their own lives‖, 4) his mother said ―here it is, 5) his father said ―who would‘ve imagine?‖, 6) owen imitates someone who helped him said ―mission accomplished‖. from the data above it can be concluded that owen imitates several scenes such as peter pan and captain hook. but, not only imitates scenes but also owen imitates part of conversation of disney movie and other people when they talk. attachment attachment showing closeness to one of family, parents certain person, 1) after owen graduation, owen approached his mother and said ―mom‖, 2) after moving day party, owen hug his mother and say good bye, 3) owen watched bambi after his parents left him, 4) owen broke up with emily and he given a call for his mother and told his problem. from the data above, it can be seen that owen had shown his proximity with his mother. after owen life in his own apartment and left by their parents, he watched scene when bambi was left by her mother. owen also told his mother when he broke up with emily. peer relation autistic children are failure to develop peer relation with children in the same age, 1) jonathan freeman became pals and friend in his nineteenth birthday, 2) owen told to his mother and michelle if he does not want emily to forget him. from the data above, owen‘s doctor noticed that owen less interactive with peer 2019. linguistics, english education and art (leea) journal 3 (1):108-119 118 children in the same age than with older children or adult, minimize verbal interaction, only communicated food needs. it means that owen‘s peer relation prefer to have relation with the older. affective development children or person with autism are difficult in give spontaneous expression. they are failure to display emotion, 1) owen says ―walter does not want to grow up like mowgli or peter pan‖, 2) owen memorized every disney animated ever made, 3) owen used different movies to express his felling, 4) owen was gloomy and he imagined quasimodo in the hunchback of notre dame movie. from the data above it can be concluded that owen used movie to express his feeling although he has difficulties with the imitation of facial display of emotion. but he began to understand emotion using disney movie. the discussion of this study is owen social interaction are owen was confused and did not understand what people said, according to him, people just muddled in his brain. because, autistic was easy to stimuli. owen was often smiling by himself, gritting his teeth, when he was happy or having the moment. owen imitated word or sentence that had said by other people. owen closed with his mother and he expressed his feeling and what he wanted using movies; he began using different movies to enrich his expression. because he difficult to show his emotion or convey his opinion. dr.alan rosenblatt is owen pediatrician states that the child with autism was easily over stimuli, they did not filter the constant stimuli that come in daily basic. cornelia suskind states that, the world is just too intense for their brain, the visual stimulation, auditory stimulation. conclusion from the previous explanation and the research process can be concluded that owen was easily to stimuli, the world is too intense for his brain, it was noise and confusing, he still smiling and grit his teeth when imitate the dialogue of disney movie while go around. not only sentence or conversation but he imitates the scene of disney movie that make him interest. so, owen memorized every disney movie ever made. he closes with his mother than with the other and has relation with adult. the conclusion of the above result explains that owen was supported by his parents, his family and therapist to figure out and cover owen in his communication especially when he interact with other people or in social interaction . therefore, after explaining about interaction of autistic children in life, animated film, the result is expected to give contribution on the social interaction 2019. linguistics, english education and art (leea) journal 3 (1):108-119 119 in autistic children especially. finally this study shows that autistic children want to be around people, they want what everyone else want, but they are sometimes misguided and do not know how to connect with others. references breiner, j., & young, d. l. (1985). social interaction: child & family behavior therapy, 7, 1–8. https://doi.org/10.1300/j019v07n01_01 carter, a. s., briggs-gowan, m. j., & davis, n. o. (2004). assessment of young children‘s social-emotional development and psychopathology: recent advances and recommendations for practice. journal of child psychology and psychiatry and allied disciplines. https://doi.org/10.1046/j.00219630.2003.00316.x crozier, g., denzin, n., & lincoln, y. (1994). handbook of qualitative research. british journal of educational studies. https://doi.org/10.2307/3121684 baron, c & simon. (2008). autism and asperger syndrome (first edition). oxford, new york carter, a. s., briggs-gowan, m. j., & davis, n. o. (2004). assessment of young children‘s social-emotional development and psychopathology: recent advances and recommendations for practice. journal of child psychology and psychiatry and allied disciplines. https://doi.org/10.1046/j.00219630.2003.00316.x charman, tony. stone & wendy. (2005). social and communication development in autism spectrum disorders. new york. committee on educational interventions for children with autism, national research council.2001. educating children with autism. catherine lord and james p. mcgee (eds) fletcher-watson, sue, & happé, f. (2019). autism: a new introduction to psychological theory and current debate. routledge 52 vanderbilt avenue, new york, ny 10017 rahayu, f. (2014). kemampuan komunikasi anak autis dalam interaksi sosial. yogyakarta state university. tager, f, h. (1999). national institute of health. author manuscript. int rev psychiatry,11(4): 325–334. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.998 180 an analysis students’ vowel in pronunciation damitra paolo purba 1 universitas prima indonesia meilia novianty bangun 2 universitas prima indonesia enda putri pramana 3 universitas prima indonesia rudi martono jaya sinaga 4 universitas prima indonesia sri ninta tarigan 5 universitas prima indonesia damitrapurba04@gmail.com 1 submit, 30-11-2019 accepted, 29-12-2019 publish, 29-12-2019 abstract this research aimed to find out the pronunciation correctly and incorrectly made by the eighth grade at smp swasta puteri sion in terms of vowels sound. the method of the research is a case study in the form of qualitative research method. the total samples of this research are 22 students. there are 36 vowels sound which include in the dialogue that will be analyzed by the researcher. the research result showed that 19 words incorrectly pronounced by the students with percentage 53% and 17 words are correctly pronounced by students with percentage 47%. the students could not pronounce the phonetic symbols correctly, they will pronounce well only as long as the words are familiar for them. in this case, the students need to more learn and read about phonetic symbol at the school and outside the school. in relation to this, encourage the students need to more learn and read about phonetic symbol at the school and outside the school by listening english music, reading a english novel and watching english movie to improve their skill in pronunciation. keyword: pronunciation, vowels introduction one of the problems commonly faced by students in learning english is the pronunciation of english words. sometimes, the students find that it is very difficult to pronounce some words in english. then, as the writers’ observation in smp swasta puteri sion, there are 3 types of ethnics students in the school, mailto:damitrapurba04@gmail.com1 2019. linguistics, english education and art (leea) journal 3 (1):180-188 181 namely the bataknese, karonese, and javanese. each of mother tongue here which was used by the students in this case was recognized as speech community. which caused students’ difficult to pronounce english words. in general, all of students pronounced substituted the speech sounds /ʌ/ and /o/ and /u/ were which should be pronounced /bʌs/ were repeatedly pronounced /bos/ and /bus/. based on the importance of pronunciation, there are some reason why it is important to be investigated. according burns (2003), it is more important that speakers of english can achieve intelligibility (the speaker produces sound patterns that are recognizable as english), comprehensibility (the listener is able to understand the meaning of what is said), and interpretability (the listener is able to understand the purpose of what is said). vowels consist into two kinds there are simple vowel dan diphtong. simple vowel divided into two kinds, there are short vowels is a simple (noncomplex) vocalic segment occurring within the nucleus of a syllable. and long vowels is vowels associated with two x-slots within the syllabic nucleus. examples include /i:/ (/hi:d/, heed) and /ɔ:/ (/hɔ:l/, hall). diphthong is a sound made by combining two there were two previous researchers who have done the research. first alex sudrajat (2016) he found which speech sounds that are correctly and not correctly pronounce by student speech community. as the findings, the speech sounds /ɪ/, /ʌ/, /ɑː/, /ə/, /uː/, /ɜː/, /eɪ/, /aɪ/, /ɔɪ/, /θ/, /ʃ/, /n/, /z/, /r/, /ʤ/, and /f/ were not correctly pronounced by mee subject. then, speech sounds /eə/, /əʊ/, /ð/, /ʃ/, /ʒ/, /z/, /ʤ/, /d/, /b/, and /g/ were not correctly pronounced by javanese subject. next, there were 43 speech sounds correctly pronounced by mee subject. in contrast, 43 speech sounds were correctly pronounced by mee subject and 43 speech sounds from javanese subject, excluding /ʊə/ which was not found in any mee subject’s utterance and /ɔɪ/ in javanese subject and the second deliana & hilman (2018) they found kinds of problem made by students in pronouncing english vowels and consonants and to find out the factors why these problem happen/occur. the total percentage of various problem in pronouncing english vowels and consonants is 28,33%. the total percentage of excellent in pronouncing english short vowel is 85%, the total percentage of excellent in pronouncing english long vowel is 76%. the advantage of this research from all the previous studies first, sudrajat (2016) and second deliana & hilman (2018) is the research more specific and detailed because the researcher only focuses on one case (vowel sounds). because vowel sounds is more difficult to pronounce because vowel sounds consist of various types and consonant sounds easier to pronounce because consonant has not any types to pronounce and also sounds easy in our tongue to be pronounced. 2019. linguistics, english education and art (leea) journal 3 (1):180-188 182 based on the background above the researcher is aim to find out the vowel sounds that are not produced correctly and correctly by student based on the dialogue. literature review pronunciation is a way in which in a particular word is pronounce. a good dictionary provides appropriate information on the way how to pronounce every word entered. it helps learners strive to correct pronunciation because pronunciation symbols are shown to guide learners to self/study to pronounce the words to ensure to correct pronunciation, learners are strongly suggested to always consult with the dictionary. longman dictionary of contemporary english, cambridge advanced learner’s dictionary, or oxford advanced pronunciation guidelines, pronunciation symbols, practice pronouncing word and practice writing pronunciations and writing words. when speaking, humans produce a series of phonemes that produce certain meanings. phonemes are the basic unit of language phonology, which are combined with other phonemes to form meaningful units such as words or morphemes. different sounds produce differences in meaning. therefore phonemes are groups or sound units that distinguish meaning significantly (ramelan 1985). phonemes can be described as "the smallest contrasting linguistic unit that is can result in a change of meaning ". the phoneme is divided into two parts namely vocal phonemes and consonant phonemes. in this research, the researcher only focused to discuss about vowel sound of students. in fact, as we have seen, a syllable can consist minimally of one vowel (v) only, as in the word eye (v) ; alternatively, the vowel in a given syllable can also be surrounded on either or both side by consonants (c), as in the words bray (ccv), ants (vccc), pranks (ccvccc). another way of describing vowel is to define them as sounds in which there is continual vibration of the vocal cords and the airstream is allowed to escape from the mouth in an unobstructed manner, without any interruption. vowels consist into two kinds there are simple vowels simple vowels divided into two kinds, there are short vowels and long vowels. 1. short vowel. short vowels are vowel sounds pronounced in short form. here is a picture of the oral cavity for short vowels known as 'trapezium vowels' 2019. linguistics, english education and art (leea) journal 3 (1):180-188 183 short vowel trapezium 2. long vowel. long vowels are that vocals usually pronounced longer than other vowels (usually around 1½ to twice the length)here is the trapeziumic vowels for long vowels: long vowel trapezium diphtongs a diphthong is a sound made by combining two vowels, specifically when it starts as one vowel sound and goes to another, examples would be /aʊ/ (house), /əʊ/ (hose) and /aɪ/ (hide) 2019. linguistics, english education and art (leea) journal 3 (1):180-188 184 table 1 the words of vowels and diphthongs pronunciation research method this research was to find out the students' performance in english pronunciation based on the dialogue. in conducting this research, the design of the research is a case study in the form of qualitative research design. it is aimed at describing the speech sounds which are particularly not correctly pronounced, and the most difficult to be pronounced by students in pronouncing english based on the dialogue. the researcher used some techniques to collect the data by using mobile phone, and observation. firstly, the researcher gave the dialogue to students. the researcher will use mobile phone to record the voice of students when they are read the dialogue. from the record, the researcher analyzed the students’ problem in pronouncing english vowel by converting the recording into phonetic transcription. the last, the researcher used camera to do observation the condition of the classroom during the research was held. the technique that researcher used to analyze the data are: 1. first, the researcher did observation the school to choose which class will be researched. 2. second, after the researcher get the class the researcher made some introduction and inform the aim of this research. 3. third, the researcher gave the dialogue to each of student. short vowel long vowel diphthong ə away, ago i: meet, eat, see eɪ bait, fade, bay e pen, ten, cell ɔː saw, also, call aɪ buy, hide, bite i beat ɑː car, father ɔɪ boy, void ʌ cup, come, us u: food, too aʊ loud, bout ɒ not, gone, got ɜ: bird, sir, shirt oʊ boat, dough ɪ hit, bit, lick a: hard, part, bar ɪə beard, beer ᴂ plan, bad, cat ʊɔ lure, toured ʊ good, look, put əʊ go, note 2019. linguistics, english education and art (leea) journal 3 (1):180-188 185 4. fourth, the researcher gave the students’ time to practice the dialogue by themselves. 5. fifth, after the students finish reading the dialogue, the researcher call the students to practice the dialogue in front of class. 6. sixth, while the student practicing the dialogue the researcher record their voices by mobile phone. 7. seventh, after the researcher get the data the researcher analyzed the data with separate into kind of vowels. finding based on the dialogue, the researcher get the students incorrectly and correctly vowels sound and diphthong in pronunciation. the researcher used two instrument to collect the data, the instruments that researcher used were recorder and the dialogue. table 2 the data analysis of the dialogue word true false hi /haɪ/ /hɪ/ where /weə(r)/ /wɪr/ are /ə(r)/ /er/ you /ju:/ on /ɒn/ the /ðǝ/ bus /bʌs/ /bɔs/ /bʊs/ /baɪs/ going /gəʊɪŋ/ to /tə/ and /ənd/ with /wɪð/ /wet/ /waɪt/ telling /telɪŋ/ /tɪlɪŋ/ me /mi:/ about /ə’baʊt/ /ʌbot/ /ɔbot/ɔboʊt/ her /hɜ:(r)/ /hɪr/ /her/ favorite /’feɪvərɪt/ /fɔrit/ /pʌvorit/ in /ɪn/ sitting /’sɪtɪŋ/ /stɪŋ/ us /ʌs/ /ʊs/ he /hi:/ she /ʃi:/ 2019. linguistics, english education and art (leea) journal 3 (1):180-188 186 busy /’bɪzi/ /bʌsi/ /bʊsi/ /baɪs/ /pʊsi/ his /hɪz/ notebook /nəʊtbʊk/ writing /’raɪtɪŋ/ /wretɪŋ/ /writɪŋ/ /wertɪŋ/ /waɪɪŋ/ report /rɪ’pɔːt/ /repot/ repɑr/ do /du:/ need /ni:d/ /net/ something /’sʌmθɪŋ/ /smetɪŋ/ /sɑmitɪŋ/ /smɪtɪŋ/ /sɔmɔtɪŋ/ no /nəʊ/ thanks /θæŋks/ have / hǝv;/ fun /fʌn/ /fʊn/ /faɪn/ /font/ waiting /weɪtɪŋ/ /wɪtiɪŋ/ /waɪtiɪŋ/ for /fǝ(r)/ see /si:/ /si/ bye /baɪ/ after analysis the data, the researcher found what are not correctly and correctly vowels sound from the dialogue. there are 36 vowels sound which include in the dialogue that will be analyzed by the researcher. there are 19 words incorrectly pronounced by the students with percentage 53% and 17 words are correctly pronounced by students with percentage 47%. the students pronunciation correctly and incorrectly in vowels sound appropriate to their lack of understanding in phonetic symbols. furthermore when students able to pronounce the words correctly were because the words familiar enough with them. discussion some participants who pronounce /spɔːns/ could refer to /ɔː/ as in floor /flɔː/ due to the similar combination letter of oo. the vowel /ɔː/ in the word floor is exactly formed of 3 combination letter oor (nur, 2016). according o’connor (1980) in better english there must be differences between the vowels and vowels consist into two kinds, there are simple vowels and diphthong. the difficulty that might make us confused is that you will pronounce /i:/ with /ɪ/, so be sure that /ɪ/ is nearer in quality to /e/ and that it is always shorter than /i:/. and when we want to know the differences between those words, we have to understand about phonemes because phonemes are the basic unit of language phonology, which are combined with other phonemes to form 2019. linguistics, english education and art (leea) journal 3 (1):180-188 187 meaningful units such as words or morphemes. different sounds produce differences in meaning. therefore phonemes are groups or sound units that distinguish meaning significantly (ramelan 1985). the incorrectly short vowels that the students made in word “bus” in phonetic /bʌs/ the students pronounced the phonetic /bɔs/ /bʊs/ /baɪs/ was because they do not understand about phonetic symbols and never get the subject about phonetic of their school. the incorrectly long vowels that the students made in word “see” in phonetic /si:/ the students pronounced the phonetic /si/ was because they do not understand the function of phonetic symbols. the correctly short vowels that students made in vowel /ɒn/ sound of the word “on” was because the word is familiar for the students. the correctly long vowels that students made in vowel /hi:/ sound of the word “he”. the next sound system is diphthongs. there is no incorrectly pronounced of diphthong sound because the diphthong sound on the dialogue are familiar for the students such us; /gəʊɪŋ/ sound of the word “going”, /nəʊtbʊk/ sound of the word “notebook”, /θæŋks/ sound of the word “thanks”. in fact, the students could not pronounce the phonetic symbols correctly, they will pronounce well only as long as the words are familiar for them. in this case, the students need to more learn and read about phonetic symbol at the school and outside the school. conclusion based on the data the researcher find that the students still lack in pronounce vowel correctly because the students had never learn about phonetic symbols, the students lack of practice english and the students had no interested to learn english. the last, the sounds vowel was correctly pronounced by the students were not because they understand but the words are familiar to pronounce for the students. references burns (2003), clearly speaking: pronunciation in action for teachers, in sydney: national center for english language teaching and research, macquaire university. hilman, p. & deliana, s. (2018)., error analysis of students ’ pronunciation in pronouncing english vowels and consonants, j. linguist. lit., 4(3), 1–38 nur, k., l (2017), an analysis of english pronunciation based on student speech community at english education study program, state islamic institut of surakarta 2019. linguistics, english education and art (leea) journal 3 (1):180-188 188 o’connor (1980), better english o’connor, 2 ed. cambridge. oxford university press, oxford dictionary, 4ed. 2008 ramelan (1985)., english phonetics. semarang: ikip semarang press sudrajat. a. (2016), an analysis of english pronunciation based on student speech community at english education study program, university of lampung. . linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.987 173 an analysis of students’ ability in writing descriptive texts yusri apriani margaretha turnip 1 universitas prima indonesia fransiska vanny guitara marbun 2 universitas prima indonesia anita lovia girsang 3 universitas prima indonesia sri ninta tarigan 4 universitas prima indonesia yusriturnip28@gmail.com 1 submit, 28-11-2019 accepted, 21-12-2019 publish, 28-12-2019 abstract the research was conducted aiming to an analysis of students’ ability in writing descriptive texts at the second grade smp swasta talitakum medan”. the method used in this research is qualitative method. this research was conducted at the second grade focus on generic structure, characteristics, vocabulary. from the data analysis of 23 students, 43.48% of students had a low writing ability category, 34.78% had a medium writing ability, and 21.73% had a high writing ability category. the researchers found that students still had many difficulties in making paragraphs that used the correct generic structure. so students need a lot of practice both at home and courses. keywords: writing, descriptive text, generic structure. introduction at the present, english has become one of the bridges to communicate with each other and has been used by people all over the world. therefore, english is known as an international language. in indonesia, english has been part of the education curriculum since then 1945 and declared as the first foreign language taught at school. english is taught from the elementary level to university level students. the purpose of teaching writing is that students can write what is in their thinking creatively. students can interact with academic writing, especially descriptive texts. in descriptive writing, students can master the generic structure, 2019. linguistics, english education and art (leea) journal 3 (1):173-179 174 language features, vocabulary and mechanics. students are able to understand the function of writing. writing is one of english language skills to express or to transfer thoughts and feelings. as harmer (2004) stated, writing is a form of communication to deliver thought or to express feeling through written form. therefore, it is important for students who study a language to learn writing in order to help them communicate in the written form. in junior high school, writing is leaning the types of texts including descriptive text. reep (2009) states that “a paragraph achieves coherence when the sentences proceed in a sequence that supports one point at a time. for example, when a student wants to describe about his house, then he should have background knowledge about parts of his house, such as how many rooms that this student has?, what is the color of the wall?, how wide or how high the houseis. from the explanations above, the researcher conduct to research at smp swasta talitakum medan, because the research has never conducted before in smp. this research had previously been conducted by hariyadi et.al (2018) from the research conducted by researchers found 18 students or 55% in the good category, 9 students or 27% in the excellent category, 5 students or 15% in the as satisfactory category, 1 student or about 3% in the unsatisfactory category. researchers concluded that students' ability to write descriptive text at ten grade students of sman 11 jambi is good. another research conducted by siahaan (2013), the results found by researchers some students have been able to write a semantic structure of descriptive text using appropriate linguistic features. but there are still students who are confused, so that it is needed to improve their skills to write descriptive text. to get the data in previous research obtained through the process of observation of how teachers teach descriptive text, the researchers immediately instructed research subjects to write descriptive text. however, in this research to get more valid data, the researchers did a little updating from previous research. that is obtained by observing the way the teacher teaches descriptive text first, then researchers conduct direct interviews with research subjects about what difficulties they experience in writing descriptive text, then researchers also directly explain what is the importance of writing, what is descriptive text, how to write descriptive text with true and finally the researcher asked the research subjects to write descriptive text and gave scores to determine students' abilities in writing descriptive text. 2019. linguistics, english education and art (leea) journal 3 (1):173-179 175 literature review one of the skills in english is writing. where writing is an activity carried out by someone to create work in the form of writing that can be read by the reader. usually writing can take the form of books, articles, and many more types of writing. in the indonesian education curriculum writing descriptive text is one of the lessons and students are required to be able to write descriptive text in the eighth grade of junior high school. according sudarwati & eudia (2005) against the background of students getting the teaching of writing descriptive text, students must be able to describe animals and places. but in reality there are very many difficulties experienced by english teachers in teaching writing descriptive text, as well as students having difficulties in writing descriptive text. so from the difficulties experienced by students to write text, the researchers think that research on the ability of students to write descriptive text is important. in general, difficulties experienced by students when they want to write descriptive text because students are not able to write using the generic structure correctly, students are also unable to organize ideas so that the contents of the writing are very confusing when reading. rass (2001) argues that writing is a difficult skill for native and non-native speakers because in writing it will create content and make the main idea. this research was also previously conducted by rasyidah's (2015) who conducted her research in early junior high school with her research subjects in the eighth grade academic year 2014/2015 where her research results showed that students' writing abilities were still at an average level. from the results show that in the identification section students get an average value of 55, 75 and in terms of describing 50.25 of the overall results then after averaging students get a value of 51, so researchers assume that the ability to write descriptive text students are still limited to average. other research was also conducted by rosidah (2011) at gunung sari 2 junior high school in the academic year 2010/2011 with the aim of knowing students 'ability to write descriptive text, he collected data using descriptive text writing methods, from the results of his research he found that students' writing abilities were quite good where students able to achieve a value of 52, 75. research method the research method used is a qualitative method. the purpose of this research is mean to analysis the students’ ability in writing descriptive text made by the second grade students of smp swasta talitakum medan. the subject of the research was second class which consisted of 23 students, consist of 14 male 2019. linguistics, english education and art (leea) journal 3 (1):173-179 176 students and the female students consist of 9. the procedures of collecting the data are observation, questionnaire, interview, documentation. in collecting the data the researchers, observing the conditions of how the teacher teaches descriptive text, and the second step questionnaire conducted research to get research result this is done at the endmeeting, and the third step is interview were conducted by researchers to find out what difficulties students experience when they are writing, and the last step is documentation, documentation is done to make it easier for researchers to check data collect. finding the way teacher teach writing descriptive text in the class. the data generated by researchers through observing the way english language teachers teach the process of writing descriptive text and researchers get information on the condition and situation of students learning in class. tuesday, november 12th, 2019, was tested 1 and 2, the researchers looked at the way the teacher taught the descriptive text, the first starting from the teacher asking students if there were any students who knew the meaning of descriptive text. then the teacher stimulates students by giving questions about descriptive text. then the teacher explains in detail the meaning, generic structure, characteristics, and gives several examples of descriptive text. the teacher also supports learning to be more effective and conducive by using power points. gerot&wignell, (1994:208) said the same ideas that descriptive text is a text which is intended to describe a particular person, place or thing. descriptive text has two generic structures; 1) identification; give information about thing, place and people, 2) description; gives information in more detail to support theidentification. henceforth mr. wahyustargultom, s.pd as a teacher of english studies in class second grade gave the researchers time in tested 4 lesson to continue their research, the researchers began by conducive the situation in the classroom. then the researchers review the material that has been taught by the teacher in their field of study. to get da conclude the results of research conducted by researchers, the researchers gave the task to write a descriptive text in 20 minutes. with the topic of describing the teacher in his field of study, namely mr. wahyu star gultom, s.pd. after 20 minutes, the researcher collects student work, then the researcher asks any difficulties and constraints in writing descriptive text. the second grade ability in writing descriptivetext. the data generated by researchers based on analysis and assessment of scores on student worksheets after researchers collected the worksheets. based on research conducted at the second grade students regarding the ability of students to write descriptive texts with a total of 23 students and through 2019. linguistics, english education and art (leea) journal 3 (1):173-179 177 several stages ranging from observation to data collection, the researchers found three categories of students' writing abilities. the first with a low category is 43, 48%, the second with a medium category is 34, 78%, and the third with a high category is 21.73%. the researchers categorizes abilities based on assessments on student worksheets in writing descriptive texts, the things that are recorded by researchers in giving scores are, generic structure, charactierstics, vocabulary. the researchers found that students still had many difficulties in making paragraphs that used the correct generic structure. table.1. the students’ score skill level discussion after doing everything that was done in the research, the question is “how is students’ ability in writing descriptive text?”. these questions can be answered based on the results of the analysis of all data obtained starting from observing how to teach teachers in class, the results of student interviews and the results of giving a score on the work of students writing a descriptive text. based on the scores given on the student worksheets in writing descriptive texts, there are 10 students in the low category who score 0-59, 8 students in the medium category who score 60-74, and as many as 5 students in the low category. good category that gets a score of 75-100. according to harris (1969) there are five standard deviations in giving values, namely: that they develop ideas, arrange ideas, grammar, vocabulary, and mechanics. he also discussed that in analyzing scores based on the central tendency (mean, average, median). a similar opinion was also expressed by ismail (2018) who said that the scoring was racing in grammatical aspects, supporting aspects and aspects of preparation, and the scores were grouped on average per level. in his research he found students still had many difficulties in writing descriptive texts. this research also analyzes the students' ability to write descriptive texts. which gives a score in this study through generic structures, charactierstics, vocabulary used by students in writing. in writing descriptive text the grammar students score interval categories 5 75-100 high 8 60-74 medium 10 0-59 low 2019. linguistics, english education and art (leea) journal 3 (1):173-179 178 used is present tense and simple adjectives. present tense serves to describe actions and conditions while simple adjectives govern quality and function in this study, many students write texts but are not coherent between one sentence with the next sentence, so the conversation sentences taken by students have no meaning. 10% of students who are able to write appropriately, 13% of students who are able to write at a moderate level, and receive more than 77% of students fail to write about sapher coherence. furthermore, the use of vocabulary used by the subjects in the study is very minimal and standard where vocabulary used is repeated. in general the selection of the use of vocabulary is needed to support the ideas of the sentence to be conveyed in the text. but in reality 85% of students still use vocabulary choices that are very minimal. the scoring in this study also considers the mechanical aspects of writing, namely the use of punctuation, capitalization and spelling. in this aspect, most students are able to put punctuation marks, capital letters and correct spelling. this aspect is also one of the aspects that really need to be considered in writing a descriptive text. so that with the use of bbaca signs, capitalization and correct spelling will make it easier for readers to understand the contents of the text written. the most important punctuation marks that are considered in writing are commas, periods, periods, semicolons, semicolons, apostrophes, quotes, hyphens. the use of capitalization is usually used in writing letters in sentences, titles, place names and so on. based on the results of the study, the researchers concluded that there were still many students who had difficulty writing descriptive texts properly and correctly. especially by using the correct generic structure, between one sentence and the other that is incoherent, putting the correct punctuation and the lack of vocabulary students have become one of the factors that causes students difficulty writing descriptive text. so students need to improve vocabulary and practice to write correctly not only in school but also outside of school. conclusion from the results of the study there were three classifications of students' writing abilities, namely the low, medium and high categories. there are still many students who have difficulty in writing descriptive text in accordance with a good and correct generic structure so this should be a concern for teachers at school, and students also need to improve their vocabulary, as well as a lot of exercises to write descriptive text properly and correctly, not only at school but at home and other courses. 2019. linguistics, english education and art (leea) journal 3 (1):173-179 179 references harmer, j. (2004). how to teach writing. essex: pearson longman. harris, d. p. (1969). testing english as a second language. mcgraw-hill: new york. haryadi, p., & wennyta, n., f.(2018). an analysis of students’ ability in writing descriptive text at the tenth grade students of sman 11 jambi academic year.jelt: journal of english language teaching, 2(2) himmaturija, l., a. (2018). an analysis of students’ ability in writing descriptive text: a case study of the eight grade students of smpn 2 selong in the acadaemic year 2017-2018. rass, r., a. (2001). integrating reading and writing for effective language teaching. english teaching forum. 10(1) rasyidah u. (2015). an analysis of students’ writing skill in descriptive text of the second year students at smpn 2 bangun purba riau. unpublished thesis. university of pasir pangaraian. reep, d.,c. (2009). technical writing: principles, strategies. jakarta: gramedia rosidah. (2011). an analysis of students’ competence in writing descriptive paragraph: a case study at second year students of smpn 2 gunungsari in academic year 2010-2011. institute of teacher training and education mataram. siahaan, j. (2013). an analysis of students’ ability and difficulties in writing descriptive texts. bandung: alphabeta sudarwati, & eudia, g. (2005). look ahead 2: an english course for junior high school students year xi. jakarta: erlangga. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.964 92 the influence of teachers competence and organizational climate on teachers of english performance astri riance universitas bina insani lubuklinggau livero.humairah@yahoo.com submit, 24-11-2019 accepted, 23-12-2019 publish, 23-12-2019 abstract the objective of this study was to determine the effect of teachers competence and organizational climate on teacher of english performance at senior high school in lubuklinggau. this research used quantitative research method. based on the result of data analysis and discussion, it can be concluded that 1) there was an influence of teachers’ competence on teachers of english performance at senior high school in lubuklinggau it can be seen from the value of t= 6.608 greater than the value of t table (1.991) with a significant level of sig = 0.05, 2)there was an influence of the organizational climate on teacher of english performance at senior high school in lubuklinggau it can be seen from the value of t = 4.197 is greater than the value of t table (1.991) with a significant level sig = 0.005, 3) there was an influence of teacher competence and organizational climate on teacher of english performance at senior high school in lubuklinggau. it can be seen from the value of f count obtained 11.901 > f table = 2.33 and significant level simultaneously sig f was 0.000. from this result it can be concluded that there was significant influence of teachers competence and organizational climate on teachers of english performance at senior high school in lubuklinggau. keywords: teacher competence, organizational climate, teacher performance introduction english is an important subject in educational, because english as foreign language, second language and international language, therefore many students must mastering english effectively. to reach this goal of course it must have a plan to create a conducive learning atmosphere and learning process so that students can actively develop their potential with the aim that students have a holistic personality. discussing about teachers performance will not be separated from factors that can affect a person's performance. teacher competence and organizational climate are part of the factors that can affect teachers’ performance. problems of teacher competence and organizational climate that is not conducive can result in low performance of existing teachers in education. mailto:livero.humairah@yahoo.com 2019. linguistics, english education and art (leea) journal 3 (1):92-107 93 teacher competence is generally defined as skills and abilities. in the context of human resource, management, teachers’ competence refers to the attributes or characteristics of a person making him successful at work. as stated by sedarmayanti (2017) teacher competence is a fundamental characteristic possessed by someone who has direct influence on, or can predict, excellent performance. from the statement above, it can be concluded that teacher competence include knowledge, skills and abilities that a teacher should be able to do in carrying out his work. and can be realized in real situation that can be useful for themselves and environment. considering the problems that exist at senior high school in lubuklinggau regarding on teacher competencies, there is still a lack of expertise in carrying out their work, lack of competence test for teacher, lack of seminars for improve teachers competence and the lack of teachers ability in managing the time in completing their assignments. in an organization a teacher must be supported by the organizational climate especially from the leadership , the role of teacher competence and the application of the organizational climate of the leadership are very closely related to employee performance. this role must be able to provide leadership feedback in advancing the organization. according to gibson et al. (1995) stating that organizational climate is the nature of the work environment or physical environment in the organization that is felt by workers or members of the organization and is considered to be able to influence workers' attitudes and behavior towards their work. each person will feel the conditions that bring them to a perception about whether the environment where they live is accordance with their planning. if the environmental conditions of the organization grow with good cooperation between personnel, it can be created a conducive condition in the organization, this conditions is called the organizational climate. climate cannot be touched but it exists like a rotating of air and influencing the events of an organization. understanding of the organizational climate are expected to create a comfortable atmosphere for the teacher, in order to it will motivate teachers to improve the quality of teaching, and subsequently will produce good education quality. there are 9 senior high schools in lubuklinggau, based on the observation which conducted by the researcher, the researcher found that, there was not conducive situation. when teacher lack of support to improve their knowledge and competence, lack of cooperation between teachers,and lack of freedom for doing an action in making adjustments for the tasks assigned. this factor can influence the teacher performance, as we know teacher is an educator 2019. linguistics, english education and art (leea) journal 3 (1):92-107 94 with some duties and responsibilities who must have good performance to teach their students. the level of human resources in indonesia will begin from development of education. it can be concluded that the success of education is largely determined by teacher performance. therefore there are many researches related to teachers performance as a way to improve the quality of teacher performance in indonesia. like the research conducted by isbahi (2013) from the results of the research conducted it was concluded that work motivation and organizational climate simultaneously had a positive and significant effect on the performance of teachers of public elementary schools. research conducted by septia (2016) concluded that teacher competence (pedagogical competence, personality competency, social competence, and professional competence) had a significant effect on teacher performance. an international reasearch conducted by kumar (2018) from his research was found that, there is significant impact of organizational climate on social dimension of teacher effectiveness of secondary schools. an international research conducted by alam (2018) analyses of the results reveal that organizational climate of the school is significantly related to teacher effectiveness. different with the previous research the research conducted by the researcher was conduct to see wheather there was a significant influence on teacher competence and organizational climate on teacher performance. this research is different from previous research studies, because this study examines 3 variables with two influencing variables. literature rivew teacher performance a person's performance is associated with routine tasks they do. for example, as a teacher, the routine task is to carry out the teaching and learning process at school. the optimal results achieved from the teaching assignments are the performance. the performance is the result of interaction or the functioning of motivational, ability, and perception elements. galton and simon, performance evaluation is a way to measure the contributions of individual members of the organization to the organization; the goal is to upgrade previous performance and motivate future performance improvements. performance evaluation is carried out to provide an assessment of work results or work achievements obtained by organizations, teams or individuals (krisma, 2017) the good performance can be seen from teachers who attend at school and diligent in teaching, teachers teach seriously using lesson plans, teachers teach with enthusiasm and pleasure, use methods that vary according to subject matter, 2019. linguistics, english education and art (leea) journal 3 (1):92-107 95 conduct teaching evaluations and follow up on the results of the evaluation using information technology and teacher welfare was achieved (hidayatullah, 2018) teacher competence a professional teachers must have academic qualification and competencies. the competencies that a teacher must have namely pedagogical competence, personal competence, social competence and professional competence, the regulation of the minister of national education of the republic of indonesia no. 16/2007. those competencies are integrated with teacher performance. as an ideal teacher, she or he musthave a good qualification, professional and master the four teacher's competence. definition of organizational climate the explanation of the concept of organizational climate, in fact, indicates and affirms that the organizational climate is a characteristic or special thing that a formal organization has, including a school organization that can differentiate formal organization of one institution with formal organization in another. specifically, the facilities or tools, the level of education and work competence of organization members , the work member commitments of the organization, the level of welfare assurance obtained by each organization member, the arrangement of tasks and decision-making systems within the organization, the perception of each member of the organization a situation or circumstance and to the formation of behavior of every organization member and so forth (gemnafle, 2016) research method the research procedures, in this study are as follows: 1) formulate problems that will be raised in research, by identifying problems, limiting problems and formulating problems, 2) establish research objectives so that this research does not extend to other discussions and focus on what is examined, 3) look for theoretical material from experts who support this research and look for references from relevant research, 4) determine the research methodology to be carried out by determining the type of research, research variables of time and place of research, population and samples, data sources, data collection techniques to be used as well as data analysis techniques needed in this study. according to sujarweni (2015) data collection techniques are data conducted by researchers to reveal or capture quantitative information from respondents according to the scope of research, here are some commonly used research data collection techniques as follows: 2019. linguistics, english education and art (leea) journal 3 (1):92-107 96 1. observation is a systematic observation and recording of symptoms that appear on the object of research in this research observation is done by observe senior high school in lubuklinggau 2. questionnaire is a data collection technique that is done by giving a set of questions or written statements to the respondents to be answered. in this case the respondents are all teacher of senior high school in lubuklinggau. in this study the measurement method uses a likert scale measurement technique, each variable uses a likert scale, where the likert scale is used to measure the attitudes, opinions, and perceptions of a person or group of people about social phenomena and determine the focus of research, selecting informants as sources of data, collecting data, interpreting data and making conclusions on its findings sugiyono (2016), on this measurement scale has a judgment score between 1 to 5, which can be seen from the following table: table 1 measurement scale andscore measurement scale explanation score ss s rr ts sts strongly agree agree doubt not agree strongly disagree 5 4 3 2 1 the research instrument used in this study was in the form of a likert scale that contained 3 variables, namely competency, organizational climate and performance. the likert scale contains 48 questions consisting of 15 questions about teacherscompetence, 18 questions about organizational climate, and 15 questions about teachers performance. data analysis activities include data processing and data presentation, performing calculations to describe data and testing hypotheses using statistical tests. the statistical tests used in this study are simple linear regression test, correlation coefficient test, t test, multiple linear regression test, determination coefficient test and f test. the explanation is as follows findings simple linear test results teacher competency variable on performance simple linear regression test is used to determine the effect of teacher competence on the teachers of english performance at senior high school in lubuklinggau. this test have done by spss program version 20.0 will be used. the detailed test results will be presented in the table below: 2019. linguistics, english education and art (leea) journal 3 (1):92-107 97 table 2 simple linear regression results coefficients a model unstandardized coefficients standardized coefficients b std. error beta 1 (constant) 57.840 7.605 teachers competence .572 .419 .398 source : data result 2019 by using spss 19 from the recapitulation results of the simple linear regression table 7 above, the regression equation for estimating the dependent variable using the independent variable is as follows: y = 57,840 + 0.572 x1 from the estimation equation the regression function above shows that the constant value obtained is equal to a = 57,840. this shows that without being influenced by the independent variable teacher competence (x1), the performance (y) is equal to 57,840 units. the regression coefficient value represents the teacher competency variable obtained by b1 = 0.572, indicating that each one-time change in teacher competency, the performance will change directly proportional, that is equal to 0.572 units. simple linear test results of organizational climate variables on performance simple linear regression test was used to determine the effect of organizational climate teachers of english performanceat senior high school in lubuklinggau. table 3 simple regression linier result coefficients model unstandardized coefficients standardized coefficients b std. error beta 1 (constant) 47.985 12.098 organizational climate .694 .562 .491 2019. linguistics, english education and art (leea) journal 3 (1):92-107 98 coefficients model unstandardized coefficients standardized coefficients b std. error beta 1 (constant) 47.985 12.098 organizational climate .694 .562 .491 from the recapitulation results of the simple linear regression table 4.63 above, the regression equation for estimating the dependent variable using all independent variables is as follows: y = 47,985 + 0,694x2 from the estimation equation the regression function above shows that the constant value obtained is equal to a = 47,985. this shows that without being influenced by the independent variable organizational climate (x), the performance (y) amounted to 47,985 units. the regression coefficient value represents the variable organizational climate obtained by b2 = 0.694, indicating that every change in one organizational climate, the performance will change directly proportional, that is equal to 0.694 units. coefficient correlation test correlation coefficient test results teacher competency variables on performance. to measure the percentage contribution of the independent variable and the dependent variable, the magnitude of the correlation coefficient is measured with the following results table 4 coefficient correlation (r) model summary model r r square adjusted r square std. error of the estimate 1 .798 a .610 .516 3.49954 source: data result 2019 by usingspss 19 table 4 above shows the value of the correlation coefficient (r) the independent variable teacher competence (x1) obtained, amounting to 0.610. this can be interpreted that the relationship between the independent variables teacher competency (x1) to the dependent variable performance (y) partially strong can be said. 2019. linguistics, english education and art (leea) journal 3 (1):92-107 99 correlation coefficient test results organizational climate variables on teachers performance to measure the percentage contribution of the independent variable and the dependent variable as a whole, the magnitude of the correlation coefficient is measured with the following results: table 5 coefficient correlation (r) model summary model r r square adjusted r square std. error of the estimate 1 .791 a .636 .511 3.45204 source : data result 2019 by using spss 19 the value of the correlation coefficient (r) of the independent variable organizational climate (x2) obtained, amounted to 0.791. this can be interpreted that the relationship between the organization climate (x2) independent variable and the performance dependent variable (y) partially can be said to be strong. t test results for correlation teacher of english competency variables on teachers performance to see the partial effect of each independent variable on the dependent variable can be explained using the t test, detailed results of the t test are presented in the table below: table 6 t test (partial coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 57.840 7.605 7.605 .000 teacher competence .572 .419 .398 6.608 .004 source : data result 2019 by using spss 19 based on the results of the t test calculation table 11 above can be explained, that the teacher competency variable (x1) on performance (y) shows the value of t = 6.608 is greater than the value of table (1.991) with a significance level of sig = 0.05. this means that partially the teacher competency variable (x1) has an influence on the performance (y) of the teacher of english at senior high school lubuklinggau 2019. linguistics, english education and art (leea) journal 3 (1):92-107 100 t test results correlation of organizational climate variables on teachers performance to see the partial effect of each independent variable on the dependent variable can be explained using the t test, detailed results of the t test are presented in the table below: table 7 t test (partial) coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 47.985 12.098 3.966 .000 iklimorganisa si .694 .562 .491 4.197 .002 source : data result 2019 by using spss 19 based on the results of the t test calculation of table 4.68 above, it can be explained that the organizational climate variable (x2) on performance (y) shows the value of tcount = 4.197 is greater than the value of table (1.991) with a significance level of sig = 0.005. this means that partially the organizational climate variable (x2) has an influence on the performance (y) teachers of at senior high school inlubuklinggau. multiple linear regression test multiple linear regression test was used to determine the effect of the primary data tested, which came from 2 independent variables namely the effect of teacher competence and organizational climate on teacher of english performance at senior high school in lubuklinggau. in this test statistical software tools will be used with spss version 20.0. the detailed test results will be presented in the table below: table 8 multiple linier regression coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 43.168 14.421 7.993 .000 teacher competence .596 .464 .492 3.195 .004 organizational climate .574 .318 .301 3.626 .003 source : data result 2019 by using spss 19 2019. linguistics, english education and art (leea) journal 3 (1):92-107 101 from the recapitulation results of the multiple linear regression above, the regression equation for estimating the dependent variable using all independent variables is as follows: y = 43,168 + 0.596x1 + 0.574x2. the results of the multiple linear regression test show that 1. the value (constant) shows a value of 43,168 units meaning that if the value of the independent variable (teacher competence and organizational climate) is zero then the dependent variable value (performance) is 43,168 units in this case if the independent variable rises or influences in one unit, the independent variable will rise or be fulfilled. 2. value of the regression coefficient variable teacher competence (x1) to the performance variable (y) of b1 = 0.596 units means that if teacher competency (x1) has increased by one unit, it will experience an increase in performance of 0.596 units. 3. the value of the regression coefficient of variable organizational climate (x2) on performance (y) of b2 = 0.574 units means that if the organizational climate (x2) increases by one unit, it will experience an increase in performance of 0.574 units. determination coefficient test table 9 determination test model summary model r r square adjusted r square std. error of the estimate 1 .715 a .746 .605 3.48000 a. predictors: (constant), teachers competence , organizational climate the value of determinant coefficient (r2 ¬) obtained, amounting to 0.715, can be interpreted that the variation in the change value of the dependent variable (performance) can be explained by all independent variables (teacher competency and organizational climate) together (simultaneously) by 71.5% and the remaining 28.5% is influenced by other variables. 2019. linguistics, english education and art (leea) journal 3 (1):92-107 102 f test table 10 f test(simultanious) anova a model sum of squares df mean square f sig. 1 regression 21.816 2 10.908 11.901 .003 a residual 448.084 37 12.110 total 469.900 39 a. dependent variable: performance b. predictors: (constant), teachers competence , organization climate source data spps 2019 simultaneous / simultaneous test (f test) was conducted to see the effect of the independent variables on the dependent variable. based on the recapitulation of the results of multiple linear regression tests, it was found that the fcount value obtained was 11.901> ftable = 2.33 and the significance level simultaneously sig f was 0,000. it shows that in together (simultaneously) the independent variables of research (teacher competence and organizational climate) have a significant influence on the dependent variable (performance). the simultaneous/ simultaneous test results (f-test) also prove that the third hypothesis of this study, namely teacher competence and organizational climate, influences teachers of english performance at senior high school in lubuklinggau. discussion the effect of teachers competence on english of teachers performance teacher competence refers to performance and rational actions to meet certain specifications in the implementation of educational tasks. said to be rational because it has direction and purpose, while performance is a real behavior in the sense that it can not only be observed but includes something invisible. competence is a major component of professional standards in addition to a code of ethics as a regulation of professional behavior specified in certain procedures and supervision systems (mulyasa, 2007). from this statement can be known that there is a corellation between competence and performance. performance is a good goals fof good competence. therefore in this research the researcher try to know the correlation between teachers competence and teachers performance by using some test as follows: simple linear regression test which used to determine the effect teacher competence on the teachers of english performance at senior high school in lubuklinggau. from the recapitulation results of simple linear regression y = 57.840 + 0.572 x1. from the estimation equation the regression function above 2019. linguistics, english education and art (leea) journal 3 (1):92-107 103 shows that the constant value obtained is equal to a = 57,840. this shows that without being influenced by the independent variable teacher competency (x1), the performance (y) is equal to 57,840 units. the regression coefficient value represents the variable teacher competence obtained by b1 = 0.572, indicating that every change in one unit in teacher competency, the performance will change directly proportional, which is equal to 0.572 units. to measure the percentage contribution of the independent variable and the dependent variable as a whole, the magnitude of the correlation coefficient is measured. the value of the correlation coefficient (r) of the independent variable teacher competence (x1) obtained, is equal to 0.610. it can be interpreted that the relationship between the independent variables teacher competency (x1) to the performance dependent variable (y) partially can be said to be strong. to see the partial effect of each independent variable on the dependent variable can be explained using the t test. t test was used to know the influence of competence on teachers performance. from the calculations can be explained, that the teachers performance greater than the value of the table (1.991) with a significance level of sig = 0.05. it means that partially the teacher competency variable (x1) has an influence on the teachers of english performance at senior high school lubuklinggau ha is accepted and ho is rejected. the effect of organizational climate on teacher performance teachers job performance defined as duties performed by a teacher at a particular period in the school system in achieving organizational goals (obilade, 1999). there are a few reasons contributing to low level of teacher’s job performance such as inadequate pay, poor career structure, lack of promotion opprotunities, poor school facilities, inadequate school disciplinary policy (badenhost, 2008) healthy organizational climate could enhance teacher’s job performance selamat (2013). from some theories above can be concluded that a good organizational climate is very important for teachers performance. there was a correlation between organizational climate and teachers performancce. because an healty organizational climate can improve the teachers performance. therefore in this study the researcher try to find the effect organizational climate on teachers performance by using the following test: simple linear regression test was used to determine the effect of organizational climate on english teachers performance at senior high school in lubuklinggau.. from the recapitulation results of simple linear regression y = 47,985 + 0,694x2. from the estimation equation the regression function above shows that the constant value obtained is equal to a = 47,985. this shows that without being influenced by the independent variable 2019. linguistics, english education and art (leea) journal 3 (1):92-107 104 organizational climate (x), the performance (y) is 47,985 units. the regression coefficient value represents the variable organizational climate obtained by b2 = 0.694, indicating that every change in one organizational climate, the performance will change directly proportional, that is equal to 0.694 units .. to measure the percentage of the contribution of the independent variable and the dependent variable as a whole. the value of the correlation coefficient (r) of the independent variable organizational climate (x2) obtained, amounted to 0.791. it can be interpreted that the relationship between the organization climate (x2) independent variable and the performance dependent variable (y) partially can be said to be strong. to see the partial effect of each independent variable on the dependent variable can be explained using the t test. based on the results of the t test calculation, it is explained that the organizational climate variable (x2) on performance (y) shows the value of tcount = 4.197 is greater than the value of table (1.991) with a significance level of sig. = 0.005. it means that partially the organizational climate variable (x2) has an influence on teacher performance (y) ha is accepted and ho is rejected. the effects of teacher competence and organizational climate on teachers of english performance according to dwivedi (iskandar, 2016) there are factors that affect a person's performance including internal factors and external factors or environmental factors. internal factors come from within the worker, while external or environmental factors. factors affecting employee performance according to wibowo (2014) include internal factors including: the ability of individual talents and interests of a person, as well as external factors which include: organizational support components consisting of training and development, equipment and technology, organizational climate, performance standards, and management and co-workers. according to michael zwell (wibowo, 2014) said that there are several factors that influence employee competence including beliefs and values, skills, experience, personality characteristics, motivation, emotional issues and organizational climate. according to wibowo (2014) states that competence is an individual characteristic that underlies the performance of employees in the workplace. according to glimer (mulyadi, 2015) that the climate of an organization or subunit has a character that influences the results achieved by a management. from some theories above can be known that there is a corellation between motivation and organizational climate on performance. therefore in this research 2019. linguistics, english education and art (leea) journal 3 (1):92-107 105 the writer try to find the effect of competence and organizational climate on teacher performance by the following tests: multiple linear regression test was used to determine the effect of the primary data tested, which came from 2 independent variables, namely the effect of teacher competence and organizational climate on english of teachers performance at senior high school in lubuklinggau. from the recapitulation results of multiple linear regression y = 43.168 + 0.596x1 + 0.574x2. the results of the multiple linear regression test show that a) the value (constant) shows a value of 43,168 units means that if the value of the independent variable (teacher competence and organizational climate) is zero then the dependent variable value (performance) is 43,168 units in this case if the independent variable rises or influences in one unit, then the independent variable will rise or be fulfilled. b) value of the regression coefficient variable teacher competency (x1) to performance variable (y) of b1 = 0.596 units means that if teacher competency (x1) has increased by one unit, it will experience an increase in performance of 0.596 units. c) the regression coefficient value of the organizational climate variable (x2) to performance (y) of b2 = 0.574 units means that if the organizational climate (x2) increases by one unit, it will experience an increase in performance of 0.574 units the value of the determinant coefficient (r2 ¬) obtained, amounting to 0.715, can be interpreted that the variation in changes in the value of the dependent variable (performance) can be explained by all independent variables (teacher competence and organizational climate) together (simultaneously) by 58.20% and the remaining 41.80% is influenced by other variables. in addition to seeing the effect of the independent variables on the dependent variable jointly carried out simultaneous / simultaneous tests (f test). where based on the recapitulation of the results of multiple linear regression tests, it was found that the calculated f value was 11.901>ftable = 2.33 and the significance level simultaneously sig f was 0.000. this shows that together (simultaneously) the independent variables of research (teacher competence and organizational climate) have a significant influence on the dependent variable (performance). the simultaneous / simultaneous test results (f-test) also prove that the third hypothesis of this study, namely teacher competence and organizational climate, influences the teachers of english performance at senior high school in lubuklinggau 2019. linguistics, english education and art (leea) journal 3 (1):92-107 106 conclusion there was an influence of teacher competence on teacher of english performance, there is an influence of the organizational climate on english of teachers performance, there is an influence of teacher competence and organizational climate on teachers of english performance references alam, m. (2018). study of organizational climate in relation to teacher effectiveness of secondary school teachhers. international journal of informative and futuristic research. ijivr/v6/e3/008 badenhorst, c. (2008). dissertation writing: a research journey. pretoria: van schaik faliqul i & maulana. (2013). pengaruh motivasi kerja dan iklim organisasi terhadap kinerja guru sd negeri se kecamatan rembang kabupaten rembang. jurnal hanata widya. 2 (5). 3-5 gemnafle, m. simon, p.,w. & john, r.,b. (2016). organizational climateof the school and teacher performance improvment in the 21th century. ijsr journal. 79-57 gibson. (1995). organisasi dan manajemen, edisi ke empat, jakarta : erlangga. hidayatulah, r. (2018). relationship between teacher profesionals competences and teacher work autonomy. journal pendidikan. 1 (2) iskandar, j. (2016). prilaku manusia dalam kelompok dan organisasi. bandung: puspaga. kumar, p. (2018). impact of organizational climate on academic, profesional, and social dimensions of teacher effectiveness on secondary school doi journal. 10. 13140 mulyadi. (2015). prilaku organisasi dan kepemimpinan pelayanan. bandung: alfabeta. mulyasa., e. (2007). standar kompetensi dan sertifikasi guru. bandung: remana rosda karya. obilade, s.o.(1999). leadership qualities and styles as they relate to instructional productivity. the manager department of educational management, university of ibadan, 5(1): 25-32. sedarmayanti. (2017). sumber daya manusia dan produktivitasnya. bandung: mandar maju. selamat, n. (2013). the impact of organizational climate on teacher’ job performance. article january 2013 septia, k. (2016). pengaruh kompetensi dan kinerja guru smp negeri 6 singaraja, jurnal program study pendidikan ekonomi (jppe). 7 (2) s krisma, s. (2017) belajar dan faktor faktor yang mempengaruhinya. jakarta: rineka cipta sugiyono. (2015). statistikpenelitian. cetakan ke dua puluh tujuh.bandung: alfabeta.cv. bandung 2019. linguistics, english education and art (leea) journal 3 (1):92-107 107 ……… (2016). penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta.cv. bandung. sujarweni, w. (2015). metodelogi penelitian bisnis& ekonomi . yogyakarta: pustakabarupress. wibowo. (2014). manajemen kinerja. jakarta: raja grafindo persada linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.946 138 relationship rules with word vocabulary writing skills for students hendrisman stkip yayasanabdipendidikan hendrisman63@gmail.com submit, 11-11-2019 accepted, 21-12-2019 publish, 24-12-2019 abstract this study aims to describe the relationship between vocabulary mastery and short story writing skills of class ix students of smpn 1, guguak district, lima puluh kota. this type of quantitative research using the method of population correlation in this study is a class ix. the research sample was taken using a cluster random sampling technique of 22 people. with the results of the study showed that the vocabulary mastery of grade ix students was in the category of good qualifications with an average value of 80.45 on a range of 86-95% on a scale of 10. second, short story writing skills are in more than adequate qualifications with an average value of 73 on a range of 66-75% on a scale of 10. third, there is a significant relationship between the two variables because t arithmetic is greater than t table 2.3091 greater than 2,086. from the results of these correlations it can be concluded that there is a significant relationship between vocabulary mastery of short story writing skills keywords: mastery, vocabulary, writing skills, short stories introduction language is a skill that must be possessed by someone in communication. language skills reflect a person's knowledge and experience of language rules so that interactions can be easily understood by others. there are four aspects of language skills, namely listening listening skills, speaking speaking skills, reading skills reading skills, writing skills writing skills. the four language skills have a close relationship with each other and cannot be separated, because the four language skills are basically a unified whole. the importance of writing skills is not only seen in the existence, values, functions, and processes of the activity, but also the form that results. language skills have an important role in various aspects of life. for example, in the education process one can express ideas, ideas, thoughts and feelings to others. the amount of mastery of vocabulary will affect one's language skills. the quality of one's language skills depends on the quantity and quality of the vocabulary they have. the richer the vocabulary we have, the more likely we mailto:hendrisman63@gmail.com 2019. linguistics, english education and art (leea) journal 3 (1):138-149 139 are skilled at speaking. we need to realize and we understand that one of the aspects assessed from the grade increase of students at school is the quality of their language skills. in accordance with the times, the formation of vocabulary also developed. vocabulary has an important role in language teaching, because the mastery of vocabulary is very influential in language skills. vocabulary is a factor in the formation of a language system that changes frequently. vocabulary continues to change by taking new words from other languages, missing words, or taking other words because the situation changes. the vocabulary is very large, and no one has the whole, and also no dictionary can record all the words in any language. with mastering this vocabulary allows someone more skilled in writing. writing is a complex activity because the writer is required to be able to compile and organize the contents of his writing and to write in the formulation of various written languages and other writing language conventions. behind its complexity, writing contains many benefits for a person's mental, intellectual and social development. writing can increase intelligence, develop initiative and creativity, foster courage, and stimulate the willingness and ability to gather information. writing is a communication activity in the form of delivering messages in writing to other parties. writing activity involves the author as the delivery of the message or the contents of the writing, the channel or media of the writing and the reader as the recipient of the message. writing skills are the same as other language skills, which do not come by themselves, but must go through a lot of practice and practice on a regular basis continuously. writing skills have been taught from basic education to college. however, it is not a measure that can guarantee a person's ability to be able to express ideas, inspiration, knowledge and experience in written form. the problem that is often raised in teaching writing is the inability of students to use good and correct indonesian. this can be seen from the inaccurate choice of words, ineffective sentences, difficult to express ideas, difficulty choosing city vocabulary when making sentences, even unable to develop ideas regularly and systematically. besides that many students think that writing is a very strenuous activity. this assumption arises because writing activities do require a lot of energy, time, and earnest attention. that is why students are not skilled in writing. there were some researchers that conducted the research in the same topic but have diffrent in some aspect, such as rosidiana (2015) the result of this research shown that there was a improvement of students writing narrative text by using wall chart media. the second resercher meida (2017) the result of the study, there was a correlation between vocabulary mastery with the writing official letter 2019. linguistics, english education and art (leea) journal 3 (1):138-149 140 the writer can get a picture of the difficulties students face in writing short stories. the problem that often arises in learning to write according to the writer's interview with indonesian language teachers is the lack of vocabulary mastery owned by students and also the lack of students' ability to use indonesian properly and correctly. this can be seen from the choice of words and sentences that are less effective, difficult to express ideas because of difficulty choosing words when making sentences. literature review the richer the vocabulary we have, the more likely we are skilled at speaking. a systematic program for vocabulary development will be influenced by age, gender, income, innate abilities, and social status. the level and depth of a person's vocabulary is the best personal index for his mental development. according to chaer (2010) vocabulary is the latest term that appears when we are actively searching for words or terms. vocabulary is the oldest known term, a translation of the dutch term woordenschat. vocabulary is all words in a language which is the wealth of the language. according to chaer, (2010) vocabulary is all the words contained in syllables. indonesian vocabulary is all the words that are in indonesian as registered in indonesian dictionaries. how many words there are in the indonesian language can not be mentioned with certainty, because they are part of a language system that is very vulnerable to change and development. tarigan (2011) vocabulary development means placing new concepts in a better order or in additional sequences or arrangements. the main task of developing vocabulary is carried out by the teachers is to help students to see similarities and differences that they have never seen before. the development of vocabulary means more than adding new words to the vocabulary of our experience. according to pramesti (2015) there are four components that are responsible for language development and development planning, namely linguists, the government, language teachers, and the speaking community concerned. the four components must be interrelated and supportive. this is done so that the business can be run systematically and continuously so that optimal results are obtained. these four components are very visible in the world of education. vocabulary mastery influences students' way of thinking and creativity in the language learning process so that vocabulary mastery can determine the quality of a student in language. efforts to develop indonesian vocabulary as a range of scientific communication must be linked to the structure of indonesian grammar and emphasized on the power of careful differentiation between false statements with truth. besides that, social rules (including professions) must be 2019. linguistics, english education and art (leea) journal 3 (1):138-149 141 considered. thus, in the development of the vocabulary there are three things that must be considered, namely the rules of grammar, rules of meaning, and social rules. grammar rules in the development of vocabulary are intended as a basis for determining or selecting certain forms of words in accordance with the context of the sentence. the rules of meaning refer to the accuracy of the concepts represented by the paired words. social rules in this case are used as a basis for determining the accuracy and appropriateness of choice of words with a particular environment or profession. tarigan (2011) the word synonym consists of sin ("same" or "similar") and onim root "name" which means "a word that is grouped with other words in the same classification based on general meaning. in other words synonyms are words that contain the same central meaning, but differ in word value. in short, synonyms are words that have the same denotation, but differ in connotation. synonyms not only help to convey ideas in general, but also help us to make sharp and precise differences between the meanings of the word. according to keraf (2005) synonym is a term that can be limited as, (1) a study of various words that have the same meaning, or (2) a situation where two or more words have the same meaning. synonyms cannot be avoided in a language, because there is an absorption process. introduction to other languages results in the acceptance of new words that actually have an equivalent in their own language. according to manaf (2008) synonyms are derived from greek, namely onoma which means 'name' and syn which means 'with'. based on the origin of the word, synonyms mean different names but refer to the same object or concept. generally the synonym discussed is at the lexeme or word level. actually, synonyms are not limited to the level of words or lexemes, but synonyms are also at the level of phrases, clauses and sentences. example: dying valiantly beautiful-beautiful economical-saving strong-mighty fools according to tarigan (2011) an effective way to improve students' vocabulary skills is through the study of antonyms. in learning a new word, you can also learn the opposite of the word. thus, the list of vocabulary that we have more and more. as with synonyms, this review of antonyms can help students learn words through the classification process. studying antonyms is a part of word analysis. using antonyms as part of word analysis clearly involves the use of alternation and continuous review, linking one concept with another, establishing associations, building and forming new knowledge based on old knowledge. 2019. linguistics, english education and art (leea) journal 3 (1):138-149 142 according to manaf (2008) antonym is the relationship of conflicting meanings or the opposite of the meaning of one word with the meanings of other words that contain differences. the words "rich" with "poor" and "far" with "close" have an opposite relationship to that meaning containing gradations. for example, the word "rich" can be contradicted by the word "poor". the word "far" can be contrasted with "near", or "very close". furthermore, keraf (2005) antonym is a relation between meanings whose logical form is very different or contradictory. the term antonym is used to express the opposite of meaning. often antonyms are considered as opposed to words from synonyms, but that assumption is very misleading. when compared with synonyms, antonyms are a natural thing in language. although we accept the concept of antonyms in general, there are actually differences between the various types of words that are anonymous. example: strong and weak left and right up-close-up and down smart-big-small fool rich-poor long-short according to tarigan (2011) homonyms from yun: homos = a kind, the same; onoma = name. homonyms are the same words, but they contain different meanings and meanings. as with the study of synonyms and antonyms, homonyms can also help students learn words through the classification process. knowledge of homonyms clearly enriches students' vocabulary and knowledge of the practice of using dictionaries. according to keraf (2005) homonyms are two or more words but have the same form. homonyms can still be distinguished further from homographs and homophones, because the similarity of shapes can be seen from the point of spelling or speech. in actual homonyms we face two or more words. furthermore, according to manaf (2008) hominim can be interpreted as the same name or form, but it has a different meaning. synonymous words have meanings depending on the context of the sentence that follows them. therefore, we still cannot decide whether the meaning of a word that has a word without seeing it in full sentence form. if we hear the word know there are of course two meanings that cross our brains so we have not been able to decide which is the exact meaning of the word. example: bang i: call to prayer bang ii: short for brother bang iii: bank bang iv: imitation of sound of things falling, exploding and so on. 2019. linguistics, english education and art (leea) journal 3 (1):138-149 143 according to keraf (2005) first, diction or choice of words includes the understanding of which words are used to convey an idea, how to form a grouping of the right words or use the right expressions and which style is used in a situation. second, diction or word choice is the ability to distinguish precisely nuances of meaning from the ideas conveyed. and also the ability to find forms that suit the situation. third, the right and appropriate choice of words is only made possible by the mastery of a large number of vocabulary or vocabulary words of that language. according to manaf (2008) diction is the accuracy of the choice of words or lexical units to express ideas and the compatibility of words or lexical units with the context of their use. the right word for taste is a word that can express the feelings of the speaker or writer correctly. the use of diction is usually done to make literary works more interesting, easier to understand, and also more in line with what the author of the literature wants to describe according to keraf (manaf 2008) the right word is a word that can generate ideas that are right on the imagination of the listener or reader, as thought or felt by the writer or reader. not everyone can express feelings or ideas with appropriate or good language. this is greatly influenced by the mastery of a person's vocabulary. there are so many words in indonesian, some words have the same meaning as me, the same, me, and so forth. the words have the same meaning but the impression they have is very different. of course the choice of words is done by taking into account the conditions in which he is talking or who is talking to whom. the choice of this word is known as diction. according to sukino (2010) a short story is a story that gives a dominant single impression about a character in one setting and one dramatic situation. short stories can also be called fiction (fiction) that tells the characters and characters and has a single scope of ideas. the short story contains the author's interpretation of his concept of livelihood, both directly and indirectly. short stories must cause readers to feel pasa, that readers feel carried away by the storyline, and short stories first attract feelings, then attract minds. according to aminudin (2009) short stories contain imaginary / imagination stories that are not too long. writing short stories can help you improve creativity and science. when writing, of course you have to look for new words and styles that are unique. in addition, as writing material you are required to read source books. furthermore, according to sumardjo (sukino, 2010) revealed that short stories are art, the skill of presenting stories, in which is a unified whole, unified, and there are no unnecessary parts, but there are also too many parts . everything is fitting, integral, and contains a meaning. short stories contain details and incidents that are deliberately chosen, and which can raise questions in the reader's mind. 2019. linguistics, english education and art (leea) journal 3 (1):138-149 144 according to sukino (2010) the short story element is divided into 6, namely as follows: theme, the short story certainly has a message that will be conveyed to the reader. the message to be conveyed should have boundaries, have a connecting cord from the beginning to the end of the story; disposition, is a technique for displaying characters. characterizations focus on creating the image of characters in the story; point of view, in principle is who tells the story. the perspective is like seeing an event through someone's eyes; setting, setting can be divided into 4 parts, namely: a) setting the place, describing the location of the event that is told in a story. b) time setting, describes when an event occurred. c) setting the atmosphere, describing how the atmosphere in the story. d) social setting, including matters relating to the condition of the person being told; plot, the plot can be divided into 3 namely: forward, backward, and a combination of both; story style, the way a writer expresses or conveys his ideas to readers through language media. according to aminudin (2009) the short story elements are divided into 5 as follows: 1. themes, short stories only contain one theme because of the short story. 2. figure and character, character or character can be known by several ways that arise in the character, namely: a) through the utterances of the character, b) through the physical description of the character, c) through his thoughts. 3. the setting (setting), one part of the short story that is considered important as the driving story. background consists of place setting, time setting, social setting. 4. storyline, a series of stories that are not visible. the level of conflict in the flow is: a) recognition of conflict, in this section the reader is brought to know how the seeds of conflict can arise. b) conflict arises, the emergence of conflict is due to the presence of conflict, both understandings, views, and emotions, which makes the relationship between characters tense. c) conflicts peak, in this case the conflict between the characters will make the problem be in the culmination point (peak). d) conflict subsided, conflict subsided arose after the tension of the characters in the story found their way. 5. resolution, will appear as the final point of problems that have peaked. according to aminudin (2009) the characteristics of short stories consist of: 1) the story we can read only with one sitting. 2) the characters in the short story are fewer than the characters in the novel. 3) the storyline in the story is not as long as the storyline in the novel. furthermore, according to lubis (sukino, 2010) states in a short story must exist: 1) short story contains the author's interpretation of his concept of livelihood, either directly or indirectly. 2) a short story must cause a blow, an impression in the reader's mind. 3) short stories must cause feelings for the reader. 4) short stories contain details and deliberately chosen incidents. 2019. linguistics, english education and art (leea) journal 3 (1):138-149 145 reserch method this study uses the correlation method. the population in this study amounted to 153 people with sampling using the cluster random sampling selected class ix.7, amounting to 22 people. the research instruments used in this study are objective tests and performance. both tests are used to measure the level of vocabulary mastery and to measure short story writing skills. the instrument used in this research was a ring that was circulated to students who became researches. the contents contained questions about the vocabulary. as for the steps taken by the author, including: first, the author checks student's awareness. second, the author distributes questionnaires to students. third, students fill out a questionnaire that has been distributed by the author and filled in accordance with the answers provided. fourth, collect back the questionnaire that has been filled out by students. furthermore, for student learning outcomes the authors take data from the odd semester report card scores of indonesian students finding the research process was carried out to students with two stages. the first stage of data retrieval for the first variable by providing an objective test and the second stage of data retrieval for the second variable by providing a performance test. the following explanation of the data that has been obtained. 1. vocabulary mastery based on the processing of grades, the results obtained by the vocabulary mastery of grade ix students of smpn 1, guguak district, lima puluh kota, the highest value obtained by students is 93 and the lowest value obtained is 60. the average value of students' vocabulary mastery is 80.45 at the qualification level. well. the level of vocabulary mastery of grade ix students of smpn 1, guguak district, limapuluh kota in general is as follows. first, there were 1 students who got 93 marks. second, there were 4 students who received 90 marks. third, there were 3 students who got 87 marks. fourth, students who scored 83 were 4 people. fifth, students who scored 80 were 2 people. sixth, students who scored 77 as many as 3 people. seventh, students who get a value of 73 as many as 1 person. the eight students who scored 70 were 1 person. ninth, students who scored 67 were 1 person. tenth, students who score 63 as many as 1 person. eleventh, students who score 60 as many as 1 person. 2. short story writing skills the following will describe the results of short story writing skills of class ix students of smp negeri 1 guguak district, lima puluh kota regency. based on the data obtained by the students' short story writing skills are as follows. the highest score obtained by students is 87.5 and the lowest score obtained is 50. the average value of students' short story writing skills is 73.57, 2019. linguistics, english education and art (leea) journal 3 (1):138-149 146 which is more than adequate qualification. the description of mastery level of short story writing skills of class ix students of smpn 1, guguak district, limapuluh kota regency in general is as follows. first, students who score 87.5 total people. second, students who scored 75 totaled 12 people. third, students who score 62.5 amount to 5 people. fourth, students who score 50 are 1 people. 3. the relationship of vocabulary mastery with short story writing skills the relationship between mastery of vocabulary with short story writing skills of class ix students of smp negeri 1 guguak district, lima puluh kota is known by the product moment correlation formula. vocabulary mastery value data as variable x and short story writing skill data as variable y. data value of each variable is entered in the following table. table 1. correlation of vocabulary mastery with short story writing skills no sample code x y x² y² xy 1 01 87 75 7569 5625 6525 2 02 90 75 8100 5625 6750 3 03 87 75 7569 5625 6525 4 04 87 62,5 7569 3906,25 5437,5 5 05 77 75 5929 5625 5775 6 06 63 68,75 3969 4726,56 4331,25 7 07 83 75 6889 5625 6225 8 08 83 75 6889 5625 6225 9 09 70 62,5 4900 3906,25 4375 10 10 67 75 4489 5625 5025 11 11 77 75 5929 5625 5775 12 12 90 87,5 8100 7656,25 7875 13 13 77 81,25 5929 6601,56 6256,25 14 14 77 87,5 5929 7656,25 6737,5 15 15 80 62,5 6400 3906,25 5000 16 16 93 75 8649 5625 6975 17 17 90 81,25 8100 6601,56 7312,5 18 18 83 87,5 6889 7656,25 7262,5 19 19 83 62,5 6889 3906,25 5187,5 20 20 70 50 4900 2500 3500 21 21 90 75 8100 5625 6750 22 22 80 75 6400 5625 6000 n=22 x=1784 y=1618, 75 x²=14608 6 y²=120156,3 xy=131512,5 rxy = 2019. linguistics, english education and art (leea) journal 3 (1):138-149 147 = = = = = = = hypothesis testing t = = = = = = after the calculated t value is obtained, the next step is to compare the calculated t value with t table at a significant level of 0.05 with the degree of freedom n-2. for more details, see the following table. table 2. hypothesis testing r t count n-2(22-2) ttable 2019. linguistics, english education and art (leea) journal 3 (1):138-149 148 0,05 0,4508 2,3091 20 2,086 from the results of testing the above hypothesis it can be concluded that there is a significant relationship between vocabulary mastery and short story writing skills significant 0.05 with degrees of freedom n-2, meaning h_0 in this study was rejected and h_1 is accepted because the test results in this study prove that t arithmetic is greater than t table that is 2.3091> 2.086. it can be concluded that there is a significant relationship between vocabulary mastery and short story writing skills discussion in this section three things will be discussed, namely: (1) vocabulary mastery of class (2) short story writing skills (3) the relationship of vocabulary mastery words with short story writing skills. based on the data description and data analysis, it is known that the vocabulary mastery is good category with an average value of 80.45 on a range of 76-85% on a scale of 10. viewed from the results of analyzing data and research conducted, it can be concluded that the short story writing skills are in more than adequate qualifications with an average rating of 73 on a range of 66-75% on a scale of 10. chaer (2010) vocabulary is the latest term that appears when we are actively searching for words or terms. vocabulary is the oldest known term, a translation of the dutch term woordenschat. vocabulary is all words in a language which is the wealth of the language.based on the results of the correlations between the two variables, the r count is 0.4508 and the t value is 2.3091. therefore, it can be concluded that the mastery of vocabulary with short story writing skills, there is a significant relationship at the 0.05 level with degrees of freedom n-2 (22-2 = 20). based on this, h_0 in this study was rejected while h_1 was accepted because the results of testing the hypothesis in the study proved that t count was greater than t table, that is 2.3091 greater than 2.086. conclusion there is a significant relationship between vocabulary mastery and short story writing skills of class ix students of smpn 1, guguak subdistrict, lima puluh kota references aminuddin. (2009). kreatif membuat ragam tulisan. bandung: puri pustaka. chaer, a. (2010). telaah bibliografi kebahasaan bahasa indonesia. melayu. jakarta: rineka cipta. 2019. linguistics, english education and art (leea) journal 3 (1):138-149 149 keraf, g. (2005). diksidan gaya bahasa. jakarta: gramedia pustaka utama. maida, h. (2017). hubungan antara penguassan kosa kata dengan penulisan surat resmi siswa smpn 3 payakumbuh.(skripsi). payakumbuh: stkip yayasan abdi pendidikan. manaf, n., a. (2008). semantik teori dan terapannya dalam bahasa indonesia. padang: sukabina offset. pramesti, d., u. (2015). peningkatan penguasaan kosakata bahasa indonesia dalam keterampilan membaca melalui teka-teki silang. 17-40 rosidiana. (2015). peningkatan keterampilan menulis karangan narasi menggunakan media wall chart siswa kelas ii sdn pancur 2 saleman (skripsi). yokyakarta: uny sukino. (2010). menulis itu mudah. yogyakarta: pustaka populer lkis. tarigan, h. g. (2011). menulis sebagai suatu keterampilan berbahasa. bandung: angkasa. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.997 150 language variation in lexical variables of madurese terms of address used by youths in bondowoso regency: a sociolinguistic investigation alfi hidayatu miqawati politeknik negeri jember alfi_hidayatu@polije.ac.id submit, 29-11-2019 accepted, 25-12-2019 publish, 25-12-2019 abstract this study attempts to investigate the usage of address terms among youths (university students) across a range of situations in bondowoso. a qualitative method with an ethnographic approach was deployed. fifteen most representative students were taken as the source of data. the data were obtained through participatory and non-participatory observation interviews, and a questionnaire. the findings show that the students employ different terms of address, both when they address people and when they address themselves for others. the ways of addressing other people used are based on their age, social or educational status, and or their kinship relationship. the terms to address others and to address themselves for others are classified into four levels; the least polite, polite, more polite, and the most polite. they use be’na or be’en, sampeyan/sampiyan, panjenengan, ajunan to address others and engkok/sengkok, kaule, dhalem, and abdina to address themselves to others. in addition, the lexical variation occuring when they address people using the least polite way is based on their geographical distribution. from the findings, it can be concluded that politeness strategy in terms of address among youths in bondowoso exists and its implementation varies depending on their interlocutors (social) and the subdistricts where they live (geographical. keywords: terms of address, politeness strategy, youths, madurese language introduction language and culture link together. language expresses cultural reality (people express facts and ideas as well as reflect their attitudes with words), embodies cultural identity (people give meaning to their experience through the means of communication), and symbolizes cultural reality (people view their language as a symbol of their social identity) (kramsch & widdowson, 1998). the bound becomes one of the factors that promote language variation. mailto:alfi_hidayatu@polije.ac.id 2019. linguistics, english education and art (leea) journal 3 (1):150-158 151 as stated by (wardhaugh, 2011), variation in language may depend on different factors; styles (the situation in which the speech act takes place and according to the relation between the speakers), register (specific functions in particular situations), and geographical and social background of the speaker. sociolinguists have also looked at the varying usage of lexical items. the uses of language variation can be found in many social interactions. one of them is the use of terms of address which are essential in addressing someone, has significant social functions, can establish, maintain and reinforce all kinds of interpersonal relations. terms of address serve as a means to show politeness in social interaction and cultural practices. (ouafeu, 2006), delineated that politeness strategies are universal and that speakers of each language, in general, “make use of similar strategies to express a wide range of attitudinal functions”. meanwhile, watt (2003) noted that politeness is characterized according to people’s perceptions, as a behavior that shows respect to others or evaluates someone as polite by looking at the language used. in the asian context, where the societies are mostly stratified, the use of address forms during interaction plays an important role. a study conducted by (hei, david, kia, & soo, 2011) showed that, in malay society, the use of titles or honorifics are often used to indicate the social status of certain individuals. meanwhile, (gan, david, & dumanig, 2015) revealed another finding showing that filipino domestic helpers working in malaysia deploy particular politeness strategies by addressing their employers with many address forms, depending on their relationshi p, social distance, age, and the filipino, malaysian, and western cultures. communication accurs accross gender, cultures, age, and nationality. youths, as part of the community also has an essential role in building communication and maintaining local wisdom. studies by (arapah & mu’in, 2017; arini, 2016) about terms of address used by banjarese youths (including university students) revealed that there are three levels of politeness used in addressing the older people in banjarese, from the most polite, the less polite, and the least polite. each of them is used to indicate the social status or the relation of the speaker and other persons in the discourse. however, not many more studies focusing on local language communications among youths in indonesia are conducted. madurese, the language spoken by madurese ethnic (one of the ethnics in indonesia having a strong social interaction that affects the use of language in daily communication), is not only used by people living in madura but also mostlyby people living in tapal kuda region (jember, bondowoso, situbondo, and bondowoso districs). a study conducted by haryono & wibisono (2018). 2019. linguistics, english education and art (leea) journal 3 (1):150-158 152 revealed that language variation in madurese terms of address in tapal kuda region is as the politeness implementation form and formal relationship among speech participants and as intimacy and close relationship between parents and children. however, their study only focused on finding speech level in family domain and language variety used by husband-wife and by children to parents. all in all, the existing studies about terms of address used by indonesian youths have not provided adequate information, especially in the context of communications using local languages. thus, this study attempts to investigate the current trends in the usage of address terms among youths (university students) across a range of situations in one of the cities located in tapal kuda region, bondowoso. literatur review terms of address and politeness strategy in communication speech behavior is a characteristic feature of communicative culture, that determines the choice of formulae and models of everyday communication, revealing people’s class and social status and operating within politeness strategy of socio-pragmatic conditions (ryabova, 2015). (haryono, 2018) stated that in a speech community, there are certain group members who are necessary to be respected in speaking, but in certain social groups it is not necessary to give a special honour. therefore, aspeech level may occur and can be categorized into respectful form and casual form. the factors driving the use of these speech levels are somehow varied and different from one society to another, such as physicality, economic power, social status, power, political influence, intimacy, age, sex, and physiological condition. in madurese context, there are several speech levels with their lexical variable in addressing others which are applied in communication and indicate politeness and respect. table 1 show the madurese speech level . table 1. madurese language speech level speech level/ variaton participant relationship use examples of word use i you yes enjâ’-iyâ (e-i) the same age or the speaker is older; very close with close friend; parents to children sèngko’ bâ’na iyâ engghi-enten (e-e) the speaker is younger with not so far social status same adult who just knew, to parents kaulâ sampèya n enggh i 2019. linguistics, english education and art (leea) journal 3 (1):150-158 153 èngghibhunten (è-b) the speaker is younger with far enough social status; often in interaction to superior, to parents in law bhâdhânkau lâ panjhәnn engngan ènggh i bhâsaalos (bal) the speaker with very far social status; never in interaction to kiyai; to lord dâlәm/ abdhina ajunan, padhâna dhâlә m engghè-enten (eg-e) the speaker is older; often in interaction parents in law to son/ daughter in law; younger neighbor bulâ dhika enggh e bhâsamalaju (ragam kota) (bmlj) rather close, no family relationship school/offic e mate, other ethnics saya situ iya (sofyan, 2016 as adapted by (haryono, 2018) research method this research deployed a qualitative method with an ethnographic approach. participatory and non-participatory observation, interviews, and a questionnaire were used to collect the data needed in this present study. while conducting observations and interviews, sound and video recordings were done to anticipate the limitations in capturing the events and in listening as well as to document essential things during the study. the information was obtained from the most representative source to collect sufficient data for this study. fifteen students of two private universities in bondowososo whose mother tongue is madurese were taken as the source of information. they were born in bondowoso, have not lived in other cities for a long period of time, and live in different sub-districts in bondowoso (prajekan, cerme, botolinggo, klabang, wonosari, tlogosari, pujer, tamanan, maesan, jambesari darus sholah, bondowoso, grujugan, wringin, curahdami, and sumberwringin). after the data collection had been completed, the researcher started the identification of the variants and analysis of the questionnaires. the data were analyzed descriptively. before being analyzed, the data were classified based on the topics of discussion. source of data triangulation was conducted to increase reliability, validity, and accuracy 2019. linguistics, english education and art (leea) journal 3 (1):150-158 154 finding the questionnaire distributed comprised of two parts. the first part of the questionnaire meant to specify the participants’ personal information. the next questions in the questionnaire inquired about the way that the respondents address other people and address themselves for others. the southern and eastern parts refer to sub-districts located close to situbondo regency (prajekan, cerme, botolinggo, klabang) while the western and southern parts refer to areas located close to banyuwangi, jember, and situbondo (partial). the findings show that the respondents living in the southern and eastern parts of bondowoso have different terms in addressing others and in addressing themselves to others compared with those living in the southern and western parts of bondowoso. picture 1 shows the map of bondowoso regency, table 2 shows how they address others and table 3 shows how they address themselves to others. picture 1. map of bondowoso table 2. how the students address others (the terms below are used to refer “you” in communication) function southern and eastern parts western and northern parts least polite be’na be’en polite sampeyan/sampiyan sampeyan/sampiyan more polite panjhәnnengngan panjhәnnengngan most polite ajunan ajunan 2019. linguistics, english education and art (leea) journal 3 (1):150-158 155 the participants from cerme, prajekan, klabang, botolinggo sub-districts (northern and eastern parts of bondowoso) used be 'na, sampeyan/sampiyan, panjhәnnengngan, and ajunan to address others. meanwhile, those living in wonosari, tlogosari, pujer, tamanan, maesan, jambesari darus sholah, bondowoso, grujugan, wringin, curahdami, and sumberwringin sub-districts (western and southern parts) used be’en, sampeyan/sampiyan, panjhәnnengngan, and ajunan to address others. to address themselves, all the participants used the same terms in addressing themselves when communicating with others. the terms of address are sĕngkok/ĕngkok, kaule, dâlәm, and abdhina. table 3. how the students address themselves to others (the terms below are used to refer “i” in communication) function southern and eastern parts western and northern parts least polite sĕngkok/ĕngkok sĕngkok/ĕngkok polite kaule kaule more polite dâlәm dâlәm most polite abdhina abdhina discussion terms of address used by the students address others less polite terms of address (be’na and be’en which means you) in addressing others, all students agreed that they have different ways of addressing other people based on their age, social or educational status, and or their kinship relationship. in addressing someone younger, intimate friends or neighbors and colleagues, they use different terms. those coming from cerme, prajekan, klabang, and botolinggo sub-districts use be’na while those coming wonosari, tlogosari, pujer, tamanan, maesan, jambesari darus sholah, bondowoso, grujugan, wringin, curahdami, and sumberwringin sub-districts use be’en to address someone younger or intimate friends. the terms be’en and be’na have the same meaning, which is you. what becomes an important point to be highlighted is that when the students are engaged in communication with peers from different sub-districts, they can be addressed using both variations (be’na and be’en ), but they prefer to be addressed using the terms they use to address people. they found it quite harsh to be addressed using be’na when they address others using be’en. 2019. linguistics, english education and art (leea) journal 3 (1):150-158 156 polite terms of address (sampeyan or sampiyan which means you) from the data collected, all the students said that they use the terms sampeyan or sampiyan to address older people, for example, older friends, older sister or brother, or a stranger who looks older than them. they use these terms of address to show their respect to the one they addressed. in this case, all of the students share the same ideas of addressing people. 1. more polite terms of address (panjenengan which means you). the third term of address is panjenenngan. the term is used to address much-respected people, such as parents, grandparents, teachers, and bosses. to respect those people, the students thought that panjenengan is the best way. otherwise, they will be considered impolite. 2. most polite terms of address (ajunan which means you). the last is ajunan. the term ajunan possesses the highest politeness rule in madurese culture. everybody cannot be easily addressed by this term. people use this term only to address spiritual teachers, pious, members of the pious' family and/or senior teachers. the students as the participants of this current study also agreed that they use this term to address kiai (islamic religious leader). terms of address used by the students to address themselves for others less polite terms of address (sengkok or engkok which means i) in addressing themselves to others, all respondents use the terms engkok or sengkok. there is no difference in meaning between the two. they use these terms interchangeably when they talk to someone younger, intimate friends, neighbor, and colleagues. besides for the sake of politeness, the respondents point themselves by using this term to show intimacy to whom they talk to. 1. polite terms of address (kaule which means i). the second term of address used is kaule. different from the first term, it is more polite in term of condition. a speaker uses this kind of term to address themselves to older people, for example, parents, older friends, older sister or brother, or a stranger who looks older than them. the students use this term of address to show their respect to the one they addressed. in this case, all of the respondents in this study who come from different areas in bondowoso share the same ideas of addressing people. 2. more polite terms of address (dâlәm which means i). the third term used to address the speaker himself is dâlәm. compared to the previous two, it is much more polite. the term is used when someone is talking to much-respected people, such as parents, teachers, and bosses. from the data collected, only three out of the fifteen students used this term very often. the rest felt it weird to address themselves by using this term. they preferred to use the second term 2019. linguistics, english education and art (leea) journal 3 (1):150-158 157 (kaule) or the fourth term (abdhina) because they thought it was more sensible and polite. 3. most polite terms of address (abdhina which means i). the last term of address is abdhina. it is the most polite and acceptable term. a speaker addresses him/herself by using this word to show very high respect to whom they are talking and to put themselves in a prestigious position in society. like the term ajunan, this term also possesses the highest politeness rule in madurese culture. the students use this term not only to address spiritual teachers, pious, members of the pious’ family and/or senior teachers but also to their senior family members or relatives. the findings of this study are in line with the results of a research conducted by (putri, 2017) that the use of those address of terms as the representation of the youths’ language attitude of youths towards madurese as their culture and identity indicates a positive sign. in addtions, the lexical variations in this study occur because of social and geographical factors. it can be inrerred that it supports the previous study by (muttaqin, sahiruddin, & rodliyah, 2019) that some variations of lexixon do occur as attributed to the socio-cultural background of each speaker and the level of politeness indicates that the social level influences the choice of lexical terms used by speakers based on different ages and regions in madura. conclusion a language expresses cultural reality and embodies cultural identity. there are many variations among languages and they are affected by many factors such as the situation in which the speech act takes place, the relation between the speakers, specific functions in particular situations, the geographical and the social background of the speaker.as a widely spoken language in bondowoso, madurese, based on its variation and dialect, is divided into two big groups as found in this study. the groups were divided based on their geographical distribution. the first group consists of people who live in the eastern and northern parts of bondowoso and the second group consisted of people living in the southern and western parts of bondowoso. in addressing people, there were four terms of address used (be’na or be’en, sampeyan/sampiyan, panjenengan, ajunan). the terms are arranged from the less polite one to the most polite one. to address themselves to other people, the students use engkok/sengkok, kaule, dhalem, and abdina. the use of those terms is for respecting others. compared to the previous studies, this finding provides another insight that the terms used to address people vary depending on the place they live (geographical distribution), especially in the least polite level way of addressing someone. students from the eastern and northern part of bondowoso use be’na while the rest use be’en. 2019. linguistics, english education and art (leea) journal 3 (1):150-158 158 references arapah, e., & mu’in, f. (2017). politeness in using banjarese and american english personal subject pronouns by english department students of lambung mangkurat university. journal of language teaching and research, 8(2), 253–270. arini, d. n. (2016). politeness distinction: terms of address used by banjerese youth in daily life. langkawi: journal of the association for arabic and english, 2(2), 233–248. gan, a. d., david, m. m. k., & dumanig, f. p. (2015). politeness strategies and address forms used by filipino domestic helpers in addressing their malaysian employers. language in india, 15(1), 46–73. haryono, a. (2018). communication patterns among kiais of nahdlatul ulama in the madurese ethnic group. indonesian journal of applied linguistics, 7(3), 714–726. hei, k. c., david, m. k., kia, l. s., & soo, a. p. (2011). openings and closings in front counter transactions of malaysian government hospitals. the journal of the south east asia research centre for communication and humanities, 3, 13–30. kramsch, c., & widdowson, h. g. (1998). language and culture. oxford university press. muttaqin, s., sahiruddin, s., & rodliyah, i. n. (2019). language variations in madurese across regions and age groups: looking at syntactic and lexical variations among regions and age groups. klausa (kajian linguistik, pembelajaran bahasa, dan sastra), 3(01), 45–56. putri, n. a. (2017). the language maintenance and language shift of madurese stylistic level among youths in sumenep regency, madura island, east java. language contact and language change, 178–184. ryabova, m. (2015). politeness strategy in everyday communication. 6. wardhaugh, r. (2011). an introduction to sociolinguistics. john wiley & sons. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.995 189 grammatical errors on students’ writing of recount text natalia widya pasca tarigan 1 universitas prima indonesia yudha suranta p. siregar 2 universitas prima indonesia cindy ika mawarni 3 universitas prima indonesia christine widyantari br. simanjuntak 4 universitas prima indonesia alfian tanjaya 5 universitas prima indonesia yudhasurantaa@gmail.com 2 submit, 29-11-2019 accepted, 29-12-2019 publish, 29-12-2019 abstract this research aims to classify and analyze students’ types and sources of errors in writing recount text using simple past tense. this research used descriptive qualitative research. furthermore, researchers used a written test and chose the 2nd grade students of senior high school and observed 20 students. it was found the students do all the types of errors. selection errors was the most common types of errors with 94 or 44,98% of errors. the second was the omission errors with 56 or 26,79% of errors. the third was the addition errors with 43 or 20,57% of errors. then the last was misordering errors with 16 or 07,66% of errors. furthermore, the errors weren’t caused by indonesian language’s system but the complexity of english language’s system. moreover, the lack of students’ understandings of grammar was the cause of the errors. in this research, most of the students didn’t understand present and past form of the verbs. it can be concluded that students had difficulty in writing using properly grammar because the english language’s system. keywords: error analysis, types of errors, sources of errors. mailto:yudhasurantaa@gmail.com2 2019. linguistics, english education and art (leea) journal 3 (1):189-200 190 introduction language has a central role in human life as a means that communication used by human beings to communicate with each other. people use language as a medium to speak to others and express their ideas, opinions, wishes and also feelings. by using language, people are able to interact with each other and maintaining relations with them. harmer (2007) states that “language is used widely for communication between people who do not share the same first language (l1) or even second language (l2).” that’s one of the reasons why people should master one of the languages in order that we can speak and understand what we are talking about. learning a foreign language (fl) is really different from learning our mother tongue. the foreign language (fl) we are talking about in here is english. english is very important and becomes an international language which is spoken by many people around the world as the l1 or as a l2. crystal (2003) states that “english is the medium of a great deal of the world’s knowledge, especially in such areas as science and technology. because of this importance, english is becoming a subject to be learned in every school and every university in indonesia.” in learning english, there are four main skills which the students should acquire, namely speaking, listening, writing, and reading. these skills are relates one to another. as harmer (1989) explains that “listening and reading skills that involve receiving messages are regarded as receptive skills. while speaking and writing skills which involve language production are considered to be productive skills.” besides the four english skills, they should have the capability of grammar, vocabulary, and pronunciation. those are called language component of english. one of the important basic language skills that have to be mastered by students is writing, because with that skill students can compose a simple text by applying the english language. as productive skills, writing isn’t like speaking skills or another receptive skill. writing, which is one of the most complicated skills to be mastered, does not only need lots of vocabulary in arranging a paragraph, but also grammatically correct in order to be comprehensible besides other writing rules. moreover, composing a paragraph in writing takes a lot of time. it is supported by harmer (2004) statements that, “writing is often not timebound in the way conversation is. when writing, students frequently have more time to think than they do in oral activities. they can go through what they know in their minds, and even consult dictionaries, grammar books or other reference material to help them. especially for the l2 learners or fl learners, the difficulty in writing doesn’t only lie in organizing and creating ideas, but it also translating the ideas into readable writing.” as richards & renandya (2002) statement that, “there is no doubt that writing is the most difficult skill for l2 learners to master. the difficulty lies not only in generating and organizing ideas, but also in 2019. linguistics, english education and art (leea) journal 3 (1):189-200 191 translating these ideas into readable text. the skills involved in writing are highly complex. l2 writers have to pay attention to higher-level skills of planning and organizing as well as the lower level skill of spelling, punctuation, word choice, and so on.” indonesian writing is not much different with english. however, english language’s grammar structures are different from indonesian language’s grammar structures. indonesian hasn’t specific grammatical forms to indicate the time like english language. it can be measured that the written products as the students’ achievement in the process of learning the language. that is why writing skills become an important part of the students’ english learning process. researchers reviewed some previous research to find out what have been studied by another researcher which can be used as references to conduct the better study. the first research was conducted by istibsyaroh (2014) shows that the data were collected by using corder’s theory to find the types of errors and betty azar to find the classification of errors. second research was written by millah (2016) tells that the writer used betty azar’s theory to find the types of errors and richard’s sources of errors. last research was written by tarigan (2019) tells that the data only used surface strategy taxonomy to find the types of the errors in narrative text. meanwhile, in this research the researchers used dulay’s surface strategy taxonomy to find the types of error and brown’s method (interlingual and intralingual transfer) to find the sources/causes of the errors. because it is more relevant and easier for researchers also teachers to find the types of grammatical errors on students’ writing of recount text and what is the sources of the errors. literature review the study of error is called error analysis. it is a way of looking at the errors made by the students in the process of learning the target language. it could be because of students' partial learning when the learning process, whether it from students fatigue or carelessness or others. it is supported by richard (2002) states that, “errors sometimes made by a learner when writing or speaking and which is caused by lack of attention, fatigue, carelessness, or some other aspect performance.” that is why error analysis is useful to identify, to describe, and to explain the errors. it can help the teachers to minimize the students' errors in their learning, especially in their writing. error analysis is adventegous for both teachers and also learners. for teachers, they will know wether they are succesful or not in teaching englis. while for students, error analysis is needed to show them which aspect of grammar are difficult for them. error and mistake are not the same, it is crucial to make a distinction between them. most people still misunderstand about the definition of both. jeremy harmer in istibsyaroh (2014) said that “mistake” is “less” serious since it 2019. linguistics, english education and art (leea) journal 3 (1):189-200 192 is the retrieval that is faulty not the knowledge. in other words, the students know the rules, but they make a “slip” when producing it. meanwhile douglas brown gave different meanings, “a mistake refers to a performance error that is either a random guess or a slip.” (evayani, 2013). in that meaning, it is a failure to utilize a known system correctly. because all people make mistakes in both native and l2 situations. from those points of view, it can be said that mistakes are the failure to use language because of the slip of the tongue or spelling and the learner can easily correct this failure. on the other hand, errors are mistakes that the students make due to lack of competence. they are not able to do self-correction because they do not know the concept. this is supported by james 1998 (brown, 2007) that says, “the difference between an error and a mistake is that an error can not be corrected itself while mistake can be corrected by someone or themselves.” in analyzing how far students’ ability in understanding grammar of language, it would be easy to analyze it through the surface strategy taxonomy. dulay et al. (1982) classified the surface strategy taxonomy into four: 1) error of omission: “omission errors are characterized by the absence of an item that must be appear in a well-formed utterance.”, 2) error of addition: “addition errors are the opposite of ommision errors. they are characterized by the presence of an item, which must not appear in a well-formed utterance.”, 3) error of selection: “misformation or selection errors are characterized by the use of the wrong form of the structure or the morpheme.” it’s usually appeared because the students are wrong in choosing the properly or suitable words., 4) error of misordering: “misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance.” errors are usually happened because of some causes. the obvious causes is the interference from the native language, because students haven’t mastered the l2. one of the strategies to prevent students or learners from making the same errors is by looking at sources of errors itself, is it from interlingual or intralingual. brown (2007) classified the sources of errors into four categories: 1) interlingual transfer: “the beginning stages of learning a l2 are especially vulnerable to interlingual transfer from the native language or interference.” it means interlingual transfer is an error caused by the students’ l1. it’s caused by the changed of the l1 elements into l2. because l1 is the only language used by the learners before the l2., 2) intralingual transfer: “intralingual transfer contributes a large error than interlingual errors in l2.” this error occured because the students’ error in learning the l2 caused by the complexity of english language’s system. 3) context of learning: “context refers to the classroom with its teacher and materials in the case of school learning or the social situation in the 2019. linguistics, english education and art (leea) journal 3 (1):189-200 193 case of untutored l2 learning.”, 4) communication strategies: “verbal or nonverbal mechanism for communicating the idea of using the right language.” research method the research design used by the researchers in this research was conducted through descriptive qualitative research by using writing test and interview as the research instrument. the subjects of this research were the second – grade students of sma al – asy’ ariyah medan. the second – grade in this school consists of three classes, one class of xi ipa and two classes of xi ips. researchers only focused on the xi ipa class which consisted of 36 students. in collecting the data, researchers used writing test instruments to investigate students’ grammatical errors. researchers asked the students to write a recount text with a particular theme, namely “unforgettable holiday”. finding the researchers did the test and interviews on 11 th november 2019. after the test, researchers did the interview to an english teacher and three students. it can be concluded that most of the students didn't understand writing recount text in simple past tense. they got confused to differentiate among the verb 1, 2, and 3. moreover, they also can not differentiate between the regular and irregular verbs. hence, student still needed help from dictionary to differentiate them. the most difficulty was to differentiate the verb one, two, and three in the irregular verbs. because of it, students found difficulty in writing recount text. furthermore, the english teacher taught the topic using the example sentence method. it was to provide examples for students and discuss it together, so students could understand the sentences pattern. also, teacher stated the textbook could not really describe the materials in details. in addition, students often translated indonesian word into english language word by word. which they took from the indonesian language’s patterns. after the researchers did the interview, researchers checked all the students’ writing test. only 20 students’ writing met the researchers’ requirement. researchers marked and corrected all the errors. after that, researchers classified students’ writing by types and sources of the errors. then calculated the number of each error to get the percentage of each errors. below was the result of the problem identification: 2019. linguistics, english education and art (leea) journal 3 (1):189-200 194 table 1 recapitulation of students’ error no. students types of errors omission addition selection misordering 1 mf 2 2 4 0 2 su 7 5 15 4 3 ak 7 7 22 0 4 rp 2 5 7 2 5 hp 1 3 5 1 6 vm 9 2 0 0 7 ass 5 2 2 0 8 apr 4 1 5 1 9 rek 1 2 1 0 10 bc 1 0 1 1 11 ap 3 2 7 0 12 sb 5 0 2 1 13 am 3 2 9 1 14 arw 0 1 0 0 15 ca 1 1 2 2 16 na 1 2 2 1 17 mrh 1 1 3 1 18 srs 0 3 3 0 19 dp 2 0 2 0 20 nra 1 2 2 1 total of each error 56 43 94 16 total of all errors 209 the percentage of each types of errors: 1. the error of omission = 2. the error of addition = 3. the error of selection = 4. the error of misordering = 2019. linguistics, english education and art (leea) journal 3 (1):189-200 195 table 2. recapitulation the types of errors, frequency & percentage no. types of error frequency percentage 1 omission 56 26,79% 2 addition 43 20,57% 3 selection 94 44,98% 4 misordering 16 07,66% total 209 100% chart 1 percentage of students’ errors. the description of error after identifying all the data, the researchers analyzed the errors and classified them based on dulay et al. (1982) surface strategy taxonomy to know the error of omission, error of addition, error of selection, and error of misordering. omission errors there were 56 or 26,79% total errors of omission. it is occurred because the students omitted an element that should exist in a sentence. the omission of that element might affect the meaning of the sentence. example : we stay until the sunset. the correct sentence : we stayed until the sunset. the example above has missing suffix –ed, so the word “stay” should be “stayed”. addition errors there were 43 or 20,57% total errors of addition. example : we pay a visited three places. 26,79% 20,57% 44,98% 07,66% percentage of students' errors omission errors addition errors selection errors misordering errors 2019. linguistics, english education and art (leea) journal 3 (1):189-200 196 the correct sentence : we visited three places. this error occured because the students added an item that shouldn’t be in the sentence. selection errors there were 94 or 44,98% total errors of selection. it is occured because the students was wrong in choosing the right words for the sentence. example : the air is very cold. the correct sentence : the air was very cold. from the example, the student made an error in choosing the correct auxiliary verb “be”. if we want to tell an events in the past, the auxiliary verb “is” should be “was”. misordering errors there were 16 or 7,66% total errors of misordering. it is occured because the students made errors in arranging morpheme in sentences. example : we many got lesson. the correct sentence : we got many lesson. from the example, there is an error of morphemes in composing the sentence, it will affect the understanding of the reader or the listener. table 3 recapitulation of students’ sources of errors no students sources of error interlingua transfer intralingua transfer 1 mf 2 6 2 su 11 20 3 ak 7 29 4 rp 4 12 5 hp 2 8 6 vm 9 2 7 ass 5 4 8 apr 5 6 9 rek 1 3 10 bc 2 1 11 ap 3 9 12 sb 6 2 13 am 4 11 14 arw 0 1 15 ca 3 3 2019. linguistics, english education and art (leea) journal 3 (1):189-200 197 16 na 2 4 17 mrh 2 4 18 srs 0 6 19 dp 2 2 20 nra 2 4 total of each error 72 137 total all errors 209 the percentage of each source of error was: 1. interlingual transfer = 2. intralingual transfer = table 4. recapitulation the sources of errors, frequency & percentage no. sources of error frequency percentage 1 interlingua transfer 72 34,45% 2 intralingua transfer 137 65,55% total 209 100% chart 2. percentage of students’ source of errors. the explanation of sources of error the researchers classified the errors based on the source of the error. in this research, researchers analyzed the errors whether it came from indonesian (interlingual) or it came from english (intralingual). the researchers only used brown’s sources of errors; intralingual transfer and interlingual transfer. 34,45% 65,55% percentage of students' source of errors interlingual transfer 2019. linguistics, english education and art (leea) journal 3 (1):189-200 198 interlingual transfer example : a moment that i can’t forget. correct sentence : a moment that i couldn’t forget. in the example, the student still using the grammatical from the l1. the students do not change “can’t” to “couldn’t”. that is because student don’t use the grammatical of the second language (l2). intralingual transfer example : my teacher’s and friend’s also look happy. correct sentence : my teachers and friends also look happy. from the example, the student want to tell that her teachers and her friends look happy. but, she put apostrophe that make the meaning different. discussion based on the research finding, it could be concluded that the total of omission errors was 56 or 26,79% errors, addition errors was 43 or 20,57% errors, selection errors was 94 or 44,98% errors, and misordering errors was 16 or 7,66% errors. from the data, selection errors was the most errors made by the students of sma mas al asy’ ariyah medan with the percentage 44,98% of errors. this is same like the result of istibsyaroh (2014) research. this error occured because students choose the wrong word, they found difficulties in the use past tense. as stated by dulay et al. (1982) “misformation or selection errors that are those characterized by the use of the wrong form of the morpheme or the structure.” it suggested to students to learn more about past tense, because it can help the students in getting more complete understanding about the language elements being learnt. (suhono, 2016). in the second position was followed by error of omission with the percentage 26,79% of errors. this error occured because the students omitted an element that should exist in a sentence and it might affect the meaning of the sentence. next, third position was the addition errors with 20,57% of errors. it is because students put an item in their writing that shouldn’t be in the sentence. and the last position was the error of misordering with the percentage 07,66% of errors. for the sources of errors, intralingual was the major sources of errors made by the students with 137 or 65,55% errors. meanwhile, the second position was interlingual made by the students with 72 or 34,55% errors. however, there were 4 students (student 6, 7, 10, 12) who made error in interlingual transfer. furthermore, there were 14 students (student 1, 2, 3, 4, 5, 8, 9, 11, 13, 14, 16, 17, 18, 20) who made error in intralingual transfer and only 2 students (students 15, 19) who made error in both with the same number of frequencies. it is same by brown (2007) statement about intralingual transfer, “interlingual tranfer 2019. linguistics, english education and art (leea) journal 3 (1):189-200 199 contributes a larger error compared to interlingual transfer in l2.” it is because the l2 system or english language sytem is more difficult than indonesian language system. conclusion based on this research, selection errors were the most types of errors made by the students in their writing recount text, because the students was wrong in choosing the right words. the second position was the omission errors, because the students omitted important items in the sentence. the third position was the addition errors, because students added an item that shouldn’t be exist in the sentence. and the last position was the misordering errors, because students still following indonesian language’s system. from the data, it showed that the main source of errors was intralingual transfer. it is because the complexity of the english language’s grammatical, not because the influence of indonesian language system. the students’ lacked of knowledge in understanding english grammar is the cause of the error. students did not understand between verb one, two, three, as well as the properly use of “to be” in a sentence.” in accordance with this research, this is some suggestion for the teacher and students (1) teachers have to give feedback to students after correcting and analyze students writing’s errors. (2) teachers must teach the material in creative way, so students will be easy to understand. (3) students should pay attention in learning writing. (4) students should do more practice in their writing and do not be afraid in making mistake. references brown, h., d. (2007). principle of language learning and tecahing, 5th edition. new york: pearson education, inc. crystal, d. (2003). english as a global language (2nd ed.). cambridge: cambridge university. dulay, h., burt, m., & krashen, s. (1982). language two. new york: oxford university press. evayani. (2013). an analysis on grammatical errors in students’ recount text writing (a case study at the second grade students of man 10 jakarta), uin: jakarta. harmer, j. (1989). the practice of english language teaching. new york: longman. ……….. (2004). how to teach writing, essex: pearson education limited. ………...(2007). how to teach english. harlow: pearson education limited. istibsyaroh, a., d. (2014). grammatical errors on students’ writing of recount text, uin: jakarta. millah, a. (2016) an error analysis on the use smple past tense in students’ recount text writting. (a study at the tenth grade of ma nu banat kudus), uin: walisongo. 2019. linguistics, english education and art (leea) journal 3 (1):189-200 200 richards, j., c & richard, s. (2002). longman dictionary of language teaching and applied linguistics, 3 rd ed., london: pearson education limited. richards, j., c & willy a., r. (2002). methodology in language teaching: an anthology of current practice, new york: cambridge university press. suhono. (2016). surface strategy taxonomy on the efl students’ composition: a study of error analysis. iqra’: jurnal kajian ilmu pendidikan. tarigan, k. (2019) an analysis of students’ grammatical error in using simple past tense in writting narrative text at smp parulian 3 medan., universitas prima indonesia medan. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.984 238 unconscious mind and anxiety in the main character of face in the crowd movie script by julian magnad dewi saktiyah al khoiriyah universitas diponegoro alkhoiriyahbulan@gmail.com submit, 27-11-2019 accepted, 30-12-2019 publish, 31-12-2019 abstract the objectives of the researcher is to describe unconscious mind and anxiety, this research mainly aimed to answer, „how is the anxiety reflected in face in the crowd movie script?‟ , „how do the anxieties lead to fantasy in face in the crowd movie script?‟. those two problems are analyzed with psychological of literature or psychoanalytical approach. the researcher used a qualitative descriptive method in classifying and analyzing the data,the data was taken from movie script entitled face in the crowd by julian magnat. then, the result of analysis is the description of unconscious mind and anxiety in the main character. in this analysis the researcher divided it into two main points, such as the anxiety in face in the crowd movie script, and the anxieties lead to fantasy. finally, the conclusion from this analysis there are only a few dialogues that show moral anxieties experienced by anna. and it can be concluded that is the anxiety felt anna objectivy reality. anxiety objectivy reality itself is an anxiety that comes from the fear of the danger in the outside world. then fantasy does not only occur during sleep but when he appeared conscious but without realizing it. the main character in the film derives satisfaction from fantasies that arise when together with her husband, with the anna vision abnormalities. and fantasy is a process of daydreaming (dreamy) or imagining action to provide an escafrom reality, with satisfaction the achievements obtained and pleasure that are imaginary or die as a hero who does not sin. keyword: unconscious mind, anxiety, fantasy, and dream introduction the dream is the experience of the unconscious that involves vision, hearing, thought, feeling or other senses in sleep, especially during the sleep that accompanied the rapid eye movement. the occurrence of dreams that usually impossible in the real world, and beyond the power of dreamer. the dream can be said to be the key to human unconsciousness, the dream symbolizes human unconscious desire. mailto:alkhoiriyahbulan@gmail.com 2019. linguistics, english education and art (leea) journal 3 (1):238-246 239 in this analysis the researcher analyzes movie or film because movie or film is one of literary work that has many problems to be analyzed. people have many different perception to analyze the movie or film script, they will analyze by their imagination. many people more enjoy watching movie or film than reading book, because they understand more about the contents or the problem. for example in “face in the crowd” movie script. being interested in studying unconscious mind that can be found in the “face in the crowd” movie script, the script of this movie has become an important part in movie analysis. face in the crowd movie is one of the films produced in 2011 by julian magnad. the main character is milla jovovich, milla jovovich plays character as a woman named anna. a lady with a normal life and has a job as a teacher in a preschools. anna has a loving husband named bryec ( michael shanks ), anna have very close freinds who had long existed francine and nina. face in crowd movie script is some movie that tells about unconscious mind in this movie there are many kind of topographical mental (unconscious, pre-conscious, conscious) but the writer will analyze some of it, that is unconscious mind in this movie script.be specific is fantasy and dream in this movie. in this analyze the researcher uses a theory from sigmund freud about the topographical theory.then from that movie script the researcher finedthe problems which are discussed in this thesis are as a follows: 1.how is the anxiety reflected in face in the crowd movie script?2.how do the anxieties lead to fantasy in face in the crowd movie script?3.how do the anxieties lead to dream in face in the crowd movie script? face in the crowd movie has many similarities movie‟s name but there different director to produced the movie for example a face in the crowd by elia kazan that published on 1957 with different content. and most of journal was published about face in the crowd by elia kazan and most of them talk about fascism in this movie for example “fascism, american style: revisiting kazan and schulberg’s a face in the crowd by robert ecksel”.the researcher did not find journal about face in the crowd by julian magnat. the researcher only fined some review about face inthe crowd by julian magnat that published at by the tittle “face in the crowd (2011): ide bagus, eksekusi payah by firman darmawan”. he was critic the genre of face in crowd movie it was not able to be a good quality movies thriller, there are many awkward moment in this movie. firman‟s article concern on the genre and the character. therefore this research was different context discussion between two articles and this research. in other side even though there is no thesis that analize face in the crowd movie by julian magnat, but there are similarities concerning in a same theme that analize about uncounsious mind. https://brightlightsfilm.com/author/robertecksel/ 2019. linguistics, english education and art (leea) journal 3 (1):238-246 240 the first is the thesis written by putra (2018) in this thesis the researcher state that the unconscious mind of maggie emphasize in three point (id, ego and super ego)and then the researcher find that the unconscious mind is reflected from magie‟s behavior and her feeling. sena‟s research more explain about how the unconscious mind especially id,ego, and super ego make character development. also,the researcher did not explain about anxiety and fantasy. second isthe journal written by rafsanjani, et.al (2015) these journals are explained about the anxiety disorder of chris as main character. the anxiety in this journal more focused on worry, irritability, bad dream and also restless, but the researcher also analyze from extrinsic elements. related the research above, the researcher also analyze about unconscious mind an anxiety of the main character but with different part. especially, in this analyze the researcher focused on the anxiety of the main character and also the anxiety lead to fantasy. literature review in this chapter literary will used to the psychology of literature as a topic includes almost everything about literature. fundamentally concerned with the articulation of sexuality in language, it has moved through three main emphasis of the literary „unconscious‟: on the author, on the reader and on the text. psychology in the work of literature, human uses creativity, taste, intention to produce a masterpiece. and psychology literature also recognize literature as a reflection of psychosis. usually the author will use the experience of herself. the researcher using freud‟s first model of the mind his topographic model, divided mental possesses what he called unconscious, pre-conscious, and conscious. (hjelle & ziegler, 1992)that make more easier to classified the material of data. then from topographical model of freud can be describe three models. the first conscious mind is what you are aware of at any particular moment; this is the aspect of our mental processing that we can think in a rational way. for example, you may be feeling thirsty at this moment and decide to get a drink. freud said that: the conscious mind includes such things as the sensations, perceptions, memories, feeling, and fantasies inside of our current awareness. closely allied with conscious mind is the preconscious, which includes the thing that we are not thinking of at the moment but which we can easily draw into conscious awareness. (freud, 1920) the conscious mind includes such things as the perceptions is identification or interpretation of sensory information in order to fabricate a mental representation through the process of transduction, which sensors in the body transform signal from the environment to encoded neural system.all 2019. linguistics, english education and art (leea) journal 3 (1):238-246 241 perception involves signals in the nervous system, which result from the sense organs. in other side there are functions that can be showed “the two functions that the capabilities of the conscious mind can address are:its ability to direct your focus, its ability to imagine that which is not real” the second one is pre-conscious contains thoughts and feelings that a person is not currently aware of, but which can easily be brought to consciousness. it exists just below the level of consciousness before the unconscious mind.this is what human mean in humaneveryday usage of the word available memory. human feelings, motives and decisions are actually powerfully influenced by human past experiences, stored in the pre-conscious and instincts from the unconscious.the thirdone is unconscious mindthe largest part by far is the unconscious. it includes all the things that are not easily available to awareness, including many things that have their origins there, such as our drives or instincts, the memories and emotions associated with trauma. most of the contents of the unconscious are unacceptable or unpleasant, such as feeling of pain, anxiety, or conflict. the idea of the psychological unconscious is that at least some of the mental states and processes underlying behavior are either temporarily inaccessible or permanently unavailable to either conscious awareness or conscious control (kihlstrom, 2007). since the time of freud, the psychological unconscious has been one of the most provocative aspects of personality theory and it is also one of the most problematic and controversial. in the unconscious there is a very prominent part of such dreams and fantasies that occurs in every human being.fantasy is associated with fantasy or with something that does not really exist and only exist in the mind or the mind alone. another word for fantasy is imagination. the fantasies of the energy so that there were the realities that lead to conflict and ego fantasies are brought into the subconscious. every human being has a psychological boost, according to the developmental stages of age. the young lady will dominate erotic fantasy almost exclusively, because ambitious generally incorporated in the erotic longing, the egoistic and ambitious youth will very clearly revealed along with the will of the erotic (freud, 1962) statements above explain that an object in the work of art is a real form of dreams, imagination, and fantasy that have no place in the real world. products such as daydream fantasy is apparent fulfillment of the ambition and erotic desire. in reverie show false happiness and fulfillment of desires on the condition of the reality of life in spite of the sanctions. unconsciousness is human behavior so that regardless of conscious control. unconscious impulse pure and instinctive. 2019. linguistics, english education and art (leea) journal 3 (1):238-246 242 anxiety one of unconscious part according to freud anxiety as an important part of the personality system, which is a foundation and center of the development of neurosis and psychosis behavior. freud (spielberger, 2004) defines anxiety as a certain condition or emotional state that is not pleasant. usually the person who is experiencing anxiety tends to continuously worried about a bad situation that will befall him. someone who is experienced and anxiety tend not aware, irritability, frequent complaining, difficult concentrate and are easily distracted or have difficulty sleeping sleep. beside that spielberg, et.al, (2004) was given new concept about anxieties that anxieties has two dimension are worry and emotional,which emotional is some reaction because bad thing or good thing then worry or anxiety negative thought about anything. therefore, the anxiety was some effect from any situation that individuals get, for example the anxieties feeling afraid, panic, lost memory, and confused. sometimes, over anxieties makes somebody malfunction in their life it because that person inability to resolved problem but there also minor anxiety that somebody able to make sure they can solve the problem. the individual does not pay attention to real problems that exist, so the individual often does not work or study effectively, and eventually they will become more anxious. research method this research applies the liberary research in the form of discriptive qualitative one. qualitative research is used to collect the data in particular topic descriptive (rahi, 2017) in other word research is interesting in process, meaning, understanding word and picture.the object of study of this research is a script of “face in the crowd” movie script. in this study the researcher focused on unconscious mind and the anxiety of the main character. finding the anxiety reflected through the main character of face in the crowd movie script this film tells about a woman named anna with a normal early life; however an incident changed her. she saw a murder committed by a man to a woman on a pier. at the time the killer saw anna withnessed him in action so as to make the pursuit of the killer anna banged up and fell into a deep ocean. after that incident anna‟s life changed.. anxious experience happened when anna and her husband went to the police station , the following dialogue shows anna‟s anxiety. 2019. linguistics, english education and art (leea) journal 3 (1):238-246 243 police : this, my friend... is what we have to wade through just to request police protection. twenty of these get dumped on the chief's desk e very morning. cops parked outside your house 24/7 scarfing doughnuts. strictly 911 territory.] anna : he's got my papers. he's got my address. police : and he's not stupid enough to go after the one person who can recognize him, right? (face in the crowd , 00:17:52-00:18:16) at police office anxiety contained in the above dialogue is when anna and bryce are in the police station to ask for protection from the police. the police do not want to give a very strict protection for anna because of the killer's victims is not only anna. anna is still scared because the killer has her address and her phone number, anna has fear that one day the killer will come to her house when she is alone or call as in the following sentence "he's got my papers. he's got my address "the sentences clarify that anna still feels the fear of the possibility of her life may still in danger. since anna feels that she is the one who sees the killer even though his face is not clear, with such a sense of fear of the killer anna was without base. although the police keys: "and he's not stupid enough to go after the one person who can recognize him, right?" anna still feels that she does not safe from the killer; with the terrified faces facial anna cannot justify the police is words. what anna wants almost ignored by the police that become one of the reasons that made anna suddenly feels frightened at the time. this dialogue in the climax of anna‟s anxieties that showing in the dialogue at subway between anna and the police in one act but the researcher will analyze to be some part analyzing. [reading book] : "be waryof appearances...and an unexpectedinvitation to dinner." [sirens wailing] [another place] police 1 : carotid artery andthe larynx are severed, just like the others.looks like a match.missed him by minutes. [cell phone ringing] anna : kerrest.he's here.he's here withme right now. police 2(kerrest) : whoa, whoa, whoa,whoa, whoa, whoa.what's going on? anna : i'm on the subway.and the bag i lost...he put it righton the seat infront of me. 2019. linguistics, english education and art (leea) journal 3 (1):238-246 244 police 2(kerrest) : hold on.you saw him? anna : no, but there-there wassomebody watching meoutside the school.maybe he followed meinto the train. furthermore, fears that appear in this dialogue occur when anna is in a subway while went home after teaching her student. the following sentences according to researchers anna anxiety began to appear "kerrest. he's here. he's here with me right now" there, anna feels that since she is in school there is someone who follows her, especially with the discovery of anna‟s bag beside her seat, she is getting anxious and frightened. "i'm on the subway. and the bag i lost, he put it right on the seat in front of me." the second sentence that makes also increasingly becomes frightened. anna is getting restless to see people who are nearby sees her. she feels safe being on the ground, and then she tries to call the police for protection. and from the analysis can be described as well as freud's theory of anxiety, most of the analysis is based on object reality by anxiety . and there are only a few dialogues that show moral anxieties experienced by anna. and it can be concluded that anxiety is the anxiety felt anna object reality. anxiety objects according freud reality itself is an anxiety that comes from the fear of the danger in the outside world. whereas according to freud‟s own moral anxiety an anxiety about the individual‟s own conscience. anna and anxiety felt close relations with each other. anxiety itself can not be separated from the name of fantasy in this film writers find some anxiety that resulted fantasy starring role in this film. the anxieties lead to fantasy another analyses that researcher found about anxiety lead to fantasy is in this dialogue the fantasy that researcher found in this dialogue is when anna continue doing the therapy at doctor. doctor : on the countof three...i want youto close your eyes...and travel backin your memories.you can rewind...pause,fast forwardas you wish.i'm countingto three now.onetwothree.anna, i want you to go back...to the momentbefore your fall.is there anybodythere with you? anna : his face is--it's hazy. i can't make outhis features. doctor : her impairmentis causing a block. anna : i can't getthrough it. doctor : not evenwith hypnosis. kerrest : she knows.she knowswho she is. 2019. linguistics, english education and art (leea) journal 3 (1):238-246 245 in this dialogue here fantasy by the researcher formed with hypnosis therapy from doctor to anna, fantasy is a shadow that appears in the anxieties her experienced during this time. fantasy is carry out aiming to cure anxiety experienced by anna, remembering the events of the past murders. as in the following sentence “his face is it's hazy. i can not make out his features." these sentences illustrate anna imagine that being the murder incident; imagine the murderer‟s face but anna feels difficult to imagine the face. that opinion was supported by the following sentence "i can not get through it" that anna does not able to describe the face of the killer. discussion in this analysis the researcher described the unconscious mind that concern on the anxiety of the main character face in the crowdmovie script by julian magnat. this research was identified using sigmund freud theory about unconscious mind and the anxiety. according to sigmund freud (spielberger, 2004) that anxieties is as a certain condition or emotional state that is unpleasant. there are many emotional part in face in crowd movie script and also anxieties part that was showed. for examples anxieties part of panic situation “"he's got my papers. he's got my address " in this dialogue anna the main character of this movie was felt scare and also panic because the murder had known her profile. anxieties also make somebody confused to distinguish the real life and fantasy its can be occurring because that person felt over worried about anything.sometimesthey would not get some activity or in other word they was malfunction their life. the researcher also found some anxieties part for example lost memory, it was found in this movie script when the main character forgets his husband face. lost memory in one of part anxieties because the main character only remembers the murderer faces, so she can distinguish the face. conclusion the conclusion from this analysis there are only a few dialogues that show moral anxieties experienced by anna. and it can be concluded that is the anxiety felt anna objectivy reality. anxiety objectivy reality itself is an anxiety that comes from the fear of the danger in the outside world. whereas according to freud‟s own moral anxiety an anxiety about the individual‟s own conscience. anna and anxiety felt close relations with each other. in this analysis the anxiety that anna felt was many form and anna always anxiety itself can not be separated from the name of fantasy in this film writers find some anxiety that resulted fantasy starring role in this film. that fantasy does not only occur during sleep but when he appeared conscious but without realizing it. the main character 2019. linguistics, english education and art (leea) journal 3 (1):238-246 246 in the film derives satisfaction from fantasies that arise when together with her husband, with the anna vision abnormalities. and fantasy is a process of daydreaming (dreamy) or imagining action to provide an escafrom reality, with satisfaction the achievements obtained and pleasure that are imaginary or die as a hero who does not sin. references freud, s. (1962). wish fulfillment and unconscious. in malvin rader, m(ed) ………... (1920). conscious mind. england: times educational. ltd. hjelle, a & daniel, z. (1992). personality theories(hardback), us: mcgraw-hill inc. kihlstrom, j., f. (2007). scientifics models of unconscious mental activity, university of california: berkeley. spielberger, c.d. (2004). encyclopedia od applied psychology. academic press. putra, s., p. (2018). effect of maggie’s unconscious mind to personality development in stephen crane’s maggie: a girl of the streets.:171.yogyakarta: department of english letters faculty of letters sanata dharmauniversity. http://repository.usd.ac.id/31678/2/144214124_full.pdf rafsanjani, h., v., r, & muhammad, r. (2015). chris’ anxiety symptoms toward her possessed daughter in william peter blatty’s the exorcist – gejala kecemasan chris terhadap putrinya yang kerasukan dalam the exorcist oleh william peter blatty. 1-10.semarang: english study program faculty of humanities dian nuswantoro university rahi, s. (2017). research design and methods: a systematic review of research paradigms, sampling issues and instruments development. malaysia: int j econ manag(:2) sci 6: 403. doi: 10.4172/2162-6359.1000403 http://repository.usd.ac.id/31678/2/144214124_full.pdf linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.999 219 improving students speaking skills by recount text juitamariani simamora 1 universitas prima indonesia ramauli sinaga 2 universitas prima indonesia sri nintatarigan 3 universitas prima indonesia juitamaryani1997@gmail.com 1 submit, 30-11-2019 accepted, 30-12-2019 publish, 30-12-2019 abstract the aim of this study was to find out whether there was a student ability to speaking after learning recount text. this type of research is quantitative. the data used is the value of students in knowing improvement in speaking students to understanding recount text. data collection techniques in this study were interviews as introductory stage with students and teacher to find out the improvement in students speaking skills, observation, questionnaire and data collection. the conclusion of this research is that after doing cycle 1 and cycle 2 the recount text can to improve students ability key words: speaking skills, recount text. introduction in high school must a better understanding of speaking english because since school students learned english. however, according to researcher at sma gkpi students speaking is low. so, researcher do learning method that can improve students speaking skill by recount text. the researcher can to conclude that recount text to improve speaking skills because researcher encourage students to learn and provide a text about holidays so that students understand. the researcher examines students speaking skills by having students speak in front of the class one by one. that way, students become more confident to expressing their friends. the cycle conducted by the researcher is able to improve students speaking skills with value obtained by students. english is an international language used by countries in the world. in learning english, there are four skills that need to know by students. they are listening, speaking, reading and writing. language is a system of conventional 2019. linguistics, english education and art (leea) journal 3 (1):219-229 220 spoken and written symbols by human as members of a social group for interaction. language function is to communicate to the expression of identity and emotional release speaking skills is important for students to be learned capability and their understanding, how to send idea and how to spell the word well. in this case, the students’ motivation and interest are very needed to make the process for their understanding more easily. speaking skills for students still considered difficult to teach for students because should trained, habituated and lack of vocabulary. story telling is a spoken activity for someone to speak to each others with the purpose to deliver messagess or to amuse a listener ( reader ). tarigan, & guntur, h. (2005) states that “speaking is a skill of conveying words or sounds of articulation to express or to deliver ideas, opinions, or felling. despite its importance , for many years, teaching speaking has been undervalued and english language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. however, today’s world requires that the goal of teaching speaking should improve students communicative circumstance. to most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language.” from all the previous research on improving students speaking skills mentioned previously, a study conducted by kurnia (2015) improvement of the spoken recount text. another study on the other side, junggle sentences can improve the students writing skills. so, it is important to learn concrete evidence from students speaking activities that recount text can improve students speaking skills by recount text. in this way, students speaking skills can be investigated by recount text. therefore this researcher, tries to delve deeper into whether recount text can improve students speaking skills by retelling events in the past in front of the class. literatur review teaching and learning process will be more interesting when the teacher applies a method or technique which can evoke atmosphere in the classroom.research in this area was conducted by isnaini (2011). in the study, she suggested teachers to use round robin structure to help them teaching attractively and to give their students opportunity to produce sentences for performing their speaking. the analysis of her study showed that the speaking achievement of the students improved and the average score of the students was higher than minimal score that had been determined by the school. 2019. linguistics, english education and art (leea) journal 3 (1):219-229 221 another research was conducted by utami (2013) the goal in this studywas to know the application of story board game as teaching media in improvingstudents speaking ability and studentsachievement in speaking english afterbeing taught by this game. the result of her study showed that the achievement ofstudents in speaking increased, but there were still some aspects like stress andintonation did not significantly increase. the last, chen and i-jung (2005) state that game offer students fun filled and relaxing learning atmosphere. in teaching and learning process it can bedenied that relaxing and enjoyable situation of the class plays important rule. teaching speaking is challenging for a teacher. beside speaking is not easy to be learned by students, not all students have the same interest. based on the previous study, teachers should be more creative in managing the best way to help them. teachers have to vary their technique of teaching to gain the students interest and motivation in speaking. there are so many techniques that can beused for teaching speaking, such as cooperative learning or also can used digitalmedia. in this study the researcher uses recount text for teaching speaking in high school. research method this is a quantitative research. the study used quantitative approach. the method of the study is storytelling method about recount text. this study focuses on telling students about experience students. in this application, the researcher asked the students to share or retell their memories or experiences that have been experienced. the application of this method begins with the teacher exemplifying an interesting story, then asks middle school students who are interested in sharing their experiences going forward to the class to tell stories. in this method, the assessment is focused on how students are able to recite words, expressions and intonation and clarity of his storyline. this research was conducted at sma gkpi padang bulan as the location of the study last month and was conducted in august 2019. this type of research is classroom action research, focusing on check the actions taken to improve students’s speaking skills and student learning outcomes in english.the subjects of this research are the students on the x grade in academic year of 2019/2020. there were one class x.iis that consists32 students taken as the subject of research. the data of this research was obtained through several techniques, such as interviews, observations, test, questionnaires and documentation.procedures and steps in carrying out actions follow the lewin kurt model which includes 4 steps, namely planning, action, observation and reflection. sources of data were collected and studied in a data source study that included viii grade of document 2019. linguistics, english education and art (leea) journal 3 (1):219-229 222 data. the method used is the method of interview, observation, test and documentation. the instruments used in the study were observation sheets, indicators of achievement of speaking skills, interview sheets, test questions, and plans for applying learning.the procedures of the data collection techniques are presented below: 1. interview. the researcher conducted an interview to get information on the teaching and learning process. for that, researchers interviewed english teachers and students. the researcher interviewed the english language teacher related to the teaching and learning process and the problems faced. in addition, researchers interviewed students to find out about student opinions and student difficulties during the teaching and learning process of speaking. then, interviews were conducted with reflection steps from each research cycle. students are directed to reflect the results of the action. interviews aims to get opinions and suggestions from english language teachers and students. 2. observation. to gather information about the teaching and learning process, researchers conducted classroom observations. the observation sheet is used to collect data. the researcher marks the activities that have been carried out. this technique is carried out in surveillance and also during the actions and steps of the research observation. 3. test. speaking tests were also done to obtain the information about the student’s speaking skills before and after the implementation of recount text in the teaching and learning process of speaking. the tests were done twice in the forms of pre-test and post-test. the researcher used speaking rubrics to collect the scores of the student’s speaking performances. furthermore, the results were used to see whether there were improvements after the actions or not. 4. questionnaires. in this technique, the researcher distributed questionnaires to the student’s to get the supportive data about their opinions toward their interests, feelings, responses about the teaching and learning process and the implementation of the text and their abilities in speaking english as well. the questionnaires were distributed in the reflection step of each cycles. 5. documentation. researcher also use additional instruments to support research to get more complete data. to document the teaching and learning process researchers used a photo-video camera in surveillance, action and observation of data research steps in the form of photos and videos. finding cycle one cycle one consisted of two meetings. the research was conducted on september 28 and october 26, 2019. at the first meeting, the researcher examined 2019. linguistics, english education and art (leea) journal 3 (1):219-229 223 the attendance list of class x students, the researcher told students about how to handle the class for the meeting. the researcher explains how to tell about past experiences. the researcher used the storytelling method with recount text. the researcher explains what recount text is, what the purpose is, whatever generic structure of recount text and language features of recount text then provide examples of recount text to be discussed together. the researcher explained that : 1. defenition of recount text is a text which retells event or experiences in the past. 2. the purpose of recount text is to entertain or to inform the reader or listener. 3. generic structure of recount text; a) orientation: introducing the participants, place and time such as who was in volved, where it happened and when it happened, b) events: describing series of events that happened in the past, c) re-orientation: conclusion 4. language features; a) introducing personal participants ( i, my family, my friend, etc), b) simple past tense ( v + v2), c) using chronological events, d) conjuctions (first, and, then, finally, after that, etc), e) linking verbs ( was, were), f) action verb ( went, stayed) 5. example of recount text with the title is a trip to parapat. last friday was public holiday. the students of sma gkpi pamen took a trip to parapat. they hired three buses. they were new and luxurious. in the morning the students woke up early. their mother prepared some food, drinks, and fruits for them. their parents took them to the school. these buses were already there. some students were in buses. their parents were waiting on both sides of street. at six o’clock the buses left their school. the students looked very happy and started to sing. at nine o’clock they reached parapat. the students hurriedly got out of the buses and carried their things and food. they gathered under a big tree. after they took a rest, they had their meals.at about ten o’clock some of the students changed into their swim suits and ran into about for a soil. at three o’clock the teachers called the students together because it was time to go home. in summary, the trip was very enjoyable. this place is so impressive with its beautiful panorama and boat ride. a trip to parapat orientation: last friday was public holiday. the students of sma gkpi pamen took a trip to parapat. they hired three buses. they were new and luxurious. 2019. linguistics, english education and art (leea) journal 3 (1):219-229 224 event 1: their mother prepared some food, drinks, and fruits for them. their parents took them to the school. these buses were already there. some students were in buses. their parents were waiting on both sides of street. at six o’clock the buses left their school. the students looked very happy and started to sing. event 2: at nine o’clock they reached parapat. the students hurriedly got out of the buses and carried their things and food. they gathered under a big tree. after they took a rest, they had their meals. event 3: in summary, the trip was very enjoyable. this place is so impressive with its beautiful panorama and boat ride. the researcher read the recount text example and to invite students to read the text together to observation and to know the pronunciation of class xstudents.the pronunciation of students in reading the text is not good. students are embarrassed to ask especially to speaking. therefore, the researcher instructs students to advance one by one in front of the class to read the text as training students speaking skills. after that, students translate the recount text to indonesian so that students understand . then, students look for the generic structure of recount text. after the researcher explained everything, the researcher give the text to the student with the title “ atrip to parapat “ and explained it. after that for 5 minutes the students discussed the text and retell it again in front of the class. students' responses to the method are very rushed and the language in the text is a new language so it is not easy to understand. plus the students' vocabulary is lacking. when speaking in front of the class students feel nervous and there are also noisy students when their friends speak in front of the class. the initial stage of the researcher made observations in grade x.iis gkpi pamen. the average student learning outcomes were 68. based on the data taken from english teacher class x sma swasta gkpi padang bulan states that the learning value of students is not yet complete kkm (75). student’s speaking skills are still low. 2019. linguistics, english education and art (leea) journal 3 (1):219-229 225 table 1.here the scores of students learning outcomes in the class by the english teacher : number name ideal score kkm score % information students absorption 1 as 100 75 75 b 2 as 100 75 70 c 3 ap 100 75 75 b 4 ag 100 75 70 c 5 al 100 75 75 b 6 bg 100 75 70 c 7 bs 100 75 80 b 8 bt 100 75 75 b 9 bc 100 75 75 b 10 cs 100 75 75 b 11 ca 100 75 80 b 12 ds 100 75 75 b 13 dg 100 75 80 b 14 dp 100 75 70 c 15 ek 100 75 70 c 16 ed 100 75 70 c 17 es 100 75 75 b 18 en 100 75 75 b 19 es 100 75 80 b 20 fs 100 75 80 b 21 fp 100 75 80 b 22 mn 100 75 75 b 23 mm 100 75 75 b 24 mp 100 75 80 b 25 ms 100 75 80 b 26 rd 100 75 80 b 27 ss 100 75 80 b 28 sg 100 75 70 c 29 sm 100 75 85 a 30 sp 100 75 70 c 31 vb 100 75 70 c 32 ws 100 75 70 c total 3200 2410 average 100% 75,31 the results obtained not yet reached theg predetermined indicators. so that, at the stage this is said to be unsuccessful so it needs to do levels in cycles i and ii use improve the speaking skills of class x students gkpi padang bulan. after completed the implementation of learning activities in cycle i actions with 2019. linguistics, english education and art (leea) journal 3 (1):219-229 226 the use of storytelling method by recount text.next giving a test to find out students learning outcomes tests. what is given is telling stories in front of the class. the results of the first cycle test analysis can be seen as following : table 2.cycle i students score learning outcomes number name ideal score kkm score % information students absorption 1 as 100 75 75 b 2 as 100 75 75 b 3 ap 100 75 75 b 4 ag 100 75 75 b 5 al 100 75 75 b 6 bg 100 75 75 b 7 bs 100 75 80 b 8 bt 100 75 75 b 9 bc 100 75 75 b 10 cs 100 75 75 b 11 ca 100 75 80 b 12 ds 100 75 75 b 13 dg 100 75 80 b 14 dp 100 75 70 c 15 ek 100 75 75 b 16 ed 100 75 70 c 17 es 100 75 75 b 18 en 100 75 75 b 19 es 100 75 80 b 20 fs 100 75 80 b 21 fp 100 75 80 b 22 mn 100 75 75 b 23 mm 100 75 75 b 24 mp 100 75 80 b 25 ms 100 75 80 b 26 rd 100 75 80 b 27 ss 100 75 80 b 28 sg 100 75 70 c 29 sm 100 75 85 a 30 sp 100 75 70 c 31 vb 100 75 70 c 32 ws 100 75 70 c total 3200 2430 average 100% 75,93 2019. linguistics, english education and art (leea) journal 3 (1):219-229 227 based on the analysis above. the average score has shown an increase in the results test classical learning before the research value of 68. after conducting research that is equal 75, it had not reached kkm determined by the school is equal to 75, while the percentage of absorption of individual students 75 has reached the set target. based on observations students activity in the first cycle and test the results of the action of the first cycle then carried out an evaluation cycle i evaluation is used as a reference for planning more effective actions for better learning outcomes in cycle ii. basically the implementation of the second cycle is not much different frpm the implementation of the first cycle. only a few things that are considered lacking in the first cycle are corrected in cycle ii and adjusted with changes to be achieved. the results obtained in this cycle are collected as well analyzed. the following is the presentation of the learning outcomes of class x students gkpi padang bulan medan. table 3.cycle ii students score learning outcomes number name ideal score kkm score % information students absorption 1 as 100 75 75 b 2 as 100 75 75 b 3 ap 100 75 75 b 4 ag 100 75 75 b 5 al 100 75 75 b 6 bg 100 75 75 b 7 bs 100 75 85 a 8 bt 100 75 75 b 9 bc 100 75 75 b 10 cs 100 75 75 b 11 ca 100 75 80 b 12 ds 100 75 75 b 13 dg 100 75 80 b 14 dp 100 75 75 b 15 ek 100 75 75 b 16 ed 100 75 75 b 17 es 100 75 75 b 18 en 100 75 75 b 19 es 100 75 80 b 20 fs 100 75 80 b 21 fp 100 75 80 b 22 mn 100 75 75 b 23 mm 100 75 75 b 24 mp 100 75 80 b 2019. linguistics, english education and art (leea) journal 3 (1):219-229 228 25 ms 100 75 80 b 26 rd 100 75 80 b 27 ss 100 75 80 b 28 sg 100 75 75 b 29 sm 100 75 85 a 30 sp 100 75 75 b 31 vb 100 75 75 b 32 ws 100 75 70 c total 3200 2460 average 100% 76,87 based on the results of the implementation of the second cycle can be seen students motivation in activities learning is very good and students are more active in learning to speak in class. that matter indicated an increase in the percentage of acquisition from cycle i to cycle ii which is an average value of 75 at the first cycle becomes an average value of 75 in cycle ii. the ability of class x students gkpi padang bulan medan can be said to increase in the second cycle because it has reached kkm. only one student does not reach kkm because student prefer to play alone and fantasize. discussion from the observation of many students who are actively learning english. students are more enthusiastic about asking unknown things. but, there are also students who lack initiative in study. student interest in high learning. thus students are attracted to following the recount text learning. english learning outcomes in cycle ii can be known after the second daily test was held. to find out the results of language learning english in cycle ii, the researcher a documentation study on list of the second daily test values on learning cycle ii. there were two previous researchers to support the data. first, malinda (2017). the conclusion of her research was junggle sentence can improve the students writing skill. second, kurnia (2015). the conclusion of her research was fishbowl technique on the spoken recount skill. thus,the researcher concluded application of the method of telling stories increases the ability to speak students of gkpi padang bulan medan state shoe good results and can be said to be successful. by applying the learning method students are very quite have good enthusiasm when asked to go to the front the class tells about a pleasant experience or that memorable that was experienced by the students. students are very happy because students are given good appreciation by teacher who taught in the class despite several obstacle sstudents in conveying stories such as a word selection and pronunciation of words. 2019. linguistics, english education and art (leea) journal 3 (1):219-229 229 however, the teacher motivation to teach is able to make students speak or telling story well. conclusion based on the results and discussion, it can be concluded that the use of methods telling stories with recount text or past experience can improve the speaking skills, as well as improve better activity for students. references alexander, l.,g. (1975). practical and progress. london: longman. , in partial fulfillment of the requirements for the degree of sarjana pendidikan in english. brown, h. d. (2004). language assement: principles and classroom practices. new york: longman , in partial fulfillment of the requirements for the degree of sarjana pendidikan in english. chen & i-jung. (2005). using games to promote communicative skills in language learning. in internet tesl journal, 12(2) kurnia,. (2015). improving students spoken recount skill through fishbowl technique. in partial fulfillment of the requirements for degree of sarjana pendidikan. malinda. (2017). improving students writing ability in recount text using picture series. jurnal repository uin sumatera utara, 52(2). tarigan, & guntur, h. (2008). berbicara sebagai keterampilan berbahasa. bandung : angkasa , jurnal repository uin sumatera utara,52(2) ultaminingsih, m. n. (2012). im;proving students speaking ability through story board. final project english department fbs unnes. unpublished. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.971 45 instagram and students’ higher order thinking skill of analyzing niken dwiretno galuh agrikaltarini 1 universitas negeri surabaya susanto 2 universitas negeri surabaya ahmad munir 3 universitas negeri surabaya niken.dwiretno@gmail.com 1 submit, 25-11-2019 accepted, 21-12-2019 publish, 22-12-2019 abstract this study aims to figure out how students implement their analyzing skill as seen from their activity in examining their peers‟ narrative compositions posted in instagram. the researcher collected the data in the form of written expressions (sentences) by observing students‟ analyzing skill processes when they examined their peers‟ narrative compositions through comment feature in their peers‟ captions. the findings showed that the activities of examining peers‟ narrative compositions posted in instagram was belong to the real and meaningful transfer learning of near transfer. next, two students (middle and high achievers) could fulfill five out of eleven criteria of critical thinking skill. furthermore, both students solved problems in their own compositions better than in their peers‟ compositions. unfortunately, the low achiever did not give any feedback comments to her peers‟ compositions. thus, she had not applied her analyzing skill yet. in short, the actual evidence of analyzing skill implementation when students analyze their peers‟ narrative compositions posted in instagram is possible to justify. keywords: examine, hot skills, social media. introduction information and communication technology (ict) plays important role for 21 st century learning. thus, it is crucial for both students and teachers to master the ict skill. it is essential for students since the 21 st century learning skills include collaboration skills, communication skills, information literacy, media literacy, and ict literacy (kay, 2010). moreover, the skill in ict literacy is beneficial for students in which the use of ict gives chances for students to work collaboratively and independently. it is not only improving the students‟ learning mailto:niken.dwiretno@gmail.com1 2019. linguistics, english education and art (leea) journal 3 (1):45-60 46 experiences, but also assisting them to advance their skills importantly to participate effectively in a group work and advance team spirit, cohesion, as well as social values (pheeraphan, 2013). meanwhile, it is also essential for teachers to be technology-savy educators and catch up with the advance of technology nowadays. since most of millenial students today are digital learners, teachers need to figure out students‟ interests that relate to technology which can be implemented in teaching and learning so that the lessons can be delivered interestingly and effectively (edi, 2015). therefore, the use of ict will work as tool to realize that digital learning. furthermore, social networking sites (snss) or familiary known as social media, as part of ict tools, are used by most people to communicate in their social life nowadays. one of social media that famously used is instagram. instagram is a social networking platform for photos and videos sharing that can be shared to other platforms like facebook and twitter (kontula, 2018; stec, 2018). regarding to ict skill, instagram can be used as alternative online teaching and learning. most students especially teenagers and young adults today actively use instagram for their social life interaction. therefore, it will be interesting when teachers use this students‟ interest to make them more engage in teaching and learning activities given. besides, this application can be installed in students‟ smartphones so they can use it anytime they want. in terms of english learning especially writing, instagram offers many interesting writing activities for students that may activate their higher order thinking skills (hots). previous studies on the use of instagram in teaching writing indicate that hot skills were actually applied by the students. specifically, the activities in these previous studies indicate that students have used their hot skill of analyzing. first, handayani (2017) used photo in her account as a source for discussion session in which the students showed their opinion by describing what they saw in the photo. next, khasanah (2018), rinda, novawan, & miqawati (2018), and ustoyo (2018) asked students who participated in the studies to give peer feedback comments through comment feature in their friends‟ compositions that were uploaded as caption. here, they gave comments by correcting mistakes they found in their friends‟ composition, for example punctuation, structure, and choice of words, etc. from all previous studies on the use of instagram in teaching writing mentioned previously, only one study conducted by ustoyo (2018) concerned about the application of hot skill of analyzing and other hot skills‟ elements in writing activities through instagram. other studies on the other hand, overlooked the hot skills‟ elements that actually exist and can be described in the analyzing process of students‟ composition by the use of instagram. moreover, it is prominent to study the actual evidence from instagram activities when students 2019. linguistics, english education and art (leea) journal 3 (1):45-60 47 analyze their friends‟ composition. in this way the application of hot skills can be investigated and justified by the use of instagram. this study therefore, tries to investigate deeper on how students apply their hot skill of analyzing through their friends‟ compositions posted in instagram. literature review higher order thinking skills there are some point of views stated by experts regarding to the description of higher order thinking skills. the literature review in this study specifically use point of views from anderson and associates and brookhart to describe in details hot skills found in the process of students‟ skill in analyzing their peers‟ compositions posted in instagram. anderson et al.’s taxonomy (the revise version of bloom’s taxonomy) anderson et al. (2001) mention two basic dimensions of students‟ learning process in their revision of bloom‟s taxonomy. the first dimension is knowledge domain that comprises four types of knowledge notably factual, conceptual, procedural, and metacognitive knowledge. the second dimension refers to the cognitive process domain that involves six types of thinking: remembering, understanding, applying, analyzing, evaluating, and creating. these six types of thinking are claimed by many people as thinking skills. however, saifer (2018) in his taxonomy of thinking skills (tots) states that anderson and associates (in their revision of bloom‟s taxonomy) did not refer the knowledge levels in their taxonomy as thinking skills. yet, some levels (analyzing, evaluating, and creating) are also stated in hot skills elements in saifer‟s taxonomy of thinking skills (tots) in which analyzing and evaluating are included in hot skill of critical thinking and creating is included in hot skill of creative thinking. thus, it can be concluded that both anderson and associates and saifer share the same values of thinking skills in students‟ learning process. as mentioned previously, the last three types (analyzing, evaluating, and creating) in anderson and associates‟ types of thinking are classified by others as hot skills. to add, they are also mentioned as parts of saifer‟s hots. analyzing involves parsing materials into element parts, and finding out how each part relate to one another and to a general structure or purpose. the activities include differentiating, organizing, and attributing. next, evaluating involves making judgement based on the criteria and standards. the activities include checking and critiquing. last, creating involves putting or restructuring elements together to form or produce a new and original pattern, structure, or product. the activities include generating, planning, and producing. 2019. linguistics, english education and art (leea) journal 3 (1):45-60 48 brookhart’s higher order thinking skills regarding to anderson et al.‟s higher order thinking skills mentioned previously, it is not enough to state for instant, when students examining their peers‟ composition through comment feature in their peers‟ instagram account they have applied their analyzing skill. it is salient to figure out deeper other elements of hot skills that appear when students analyze their peers‟ composition. this, henceforth, can be done by describing other elements of hot skills which include transferable, critical thinking, and problem solving skills. furthermore, brookhart (2010) defines higher order thinking skills as transferable, critical thinking, and problem solving skills. transfer is defined as „meaningful learning‟ in which students are able to associate their learning to other things ahead of those they were taught to connect with it. furthermore, haskell (2000) in his book “transfer of learning” mentions six levels of transfer. the first level is nonspecific transfer. it is a skill that relates to past learning that people naturally get or we can say this as everyday experience of transfer. the second level is application transfer. it refers to the ability of someone in applying what he/she has learned to a specific situation. the third level is context transfer. it refers to someone‟s ability to apply what he/she has learned in a quite different situation. the fourth level is near transfer. it is the ability to transfer previous knowledge to a new situation that is parralel to previous situation. the next level is far transfer. it refers to someone‟s ability to apply what he/she has learned to a very distinct situation which often involves in invention or product development. finally, the last level is displacement or creative transfer. it refers to transferring learning that leads to the creation of new concept based on the discovery or similarities between the old and new knowldege/ learning. level 4, 5, and 6 are the real transfer learning since they oblige the learning of something new in order to make meaningful transfer. next, critical thinking skill is defined as the ability to apply wise judgement or produce a reasonable critique. in addition, it is also defined as the ability to reason, reflect, and make sound decisions. there are eleven elements of critical thinking mentioned by paul & elder (2013) which involve clarity (the ideas must be clear and easy to comprehend), precisions (precisely shows the ideas to the necessary level of detail), specificity (the ideas must be clear and have fix content as well as organization), accuracy (use correct grammar, spelling, punctuation, etc), relevance (the ideas match with the topic discussed), consistency (being consistent following the rules of the task given, e,g. organization, grammar used etc), logic (the ideas are reasonably make sense and match with the topic or task given), depth completeness (the ideas contain complexities and multiple interrelationship), significance (focusing on the crucial parts that are related to the topic, not poxy), breadth (the ideas must consider the 2019. linguistics, english education and art (leea) journal 3 (1):45-60 49 possiblity of multiple point of views, perspectives, or solutions), and adequacy (the ideas are good enough and eligible). last, problem solving skill is defined as the ability of learners to solve problems in their academic work and life as well as solving problems that are made for them and solving new problems that they face themselves, creating new solution. moreover, bransford & stein (1993) state criteria that learners must master in order to be called as an ideal problem solver. the criteria include identify the problem (students must be able show the main problem they face and describe clearly the nature of the problem), define and represent the problem (students must analyze the problem thoroughly and identify the referred key elements), explore possible strategies (students must be able to explore many kind of strategies to solve the problem), act on the strategies (students must actively implement the strategies to solve the problem), and look back and evaluate the effects of the activities (describe the outcomes and reflect the success of actions done to solve the problem). instagram as previously mentioned, instagram is defined as an application that is used to share photos and videos and allows those photos and videos to be shared in other applications like facebook and twitter (kontula, 2018; stec, 2018). as an online learning tool, features in instagram are possibly be used in esl/ efl teaching and learning. specifically, the features can be used to teach various kinds of writing activities that may activate students‟ hot skills. instagram features instagram has many features that are continuously upgraded. however there are basic features that are commonly used by users for their social media activities. the first feature is instagram profile interface. it shows information about users‟ profiles. secondly, there is profile content that enables users to scroll down the file. users can see all profile photos and videos of their own and other users appear together. third, there are instagram‟s photo and video content. here, users are able to like the photo or video, leave a comment, or read previously posted comments of their own photo and video as well as other users‟ photo and video. next, there is instagram story feature which allows users to post a selection of photos/videos into one story that will dissapear after 24 hours. last, there is navigational tools that consist of five icons which are put at the bottom of each page and function as the basic navigational tools for instagram activities (handayani, 2016). 2019. linguistics, english education and art (leea) journal 3 (1):45-60 50 instagram as a tool in esl/efl learning as a learning tool, instagram provides a lot of visual data that work as an aid for language learning (al-ali, 2014). in addition, the use of instagram in teaching and learning activities can assist in creating a socially connected community of learners, because the tool itself gives space for students to communicate and socialize with each other ahead of classroom setting. furthermore, wiktor (2012) states that instagram has some essential tools that advantageous for educational purposes related to linguistic intelligence. for example, when teachers upload pictures and share them with their students and ask them to make analyze or give feedback, the activity will push the students to use their language skills. in terms of english learning, specifically the writing skill, instagram could possibly be used for students to apply their higher order thinking skills. moreover, the use of this social networking site will expand students‟ writing practices exploration to new writing genres that were unimaginable a decade ago (elola & oskoz, 2017). various kinds of hot skills writing activities by the use of instagram in terms of english learning specifically writing skill, instagram, as a learning tool, offers many interesting writing activities for students to practice. first, teachers can post an interesting photo and ask students to compose a descriptive in the comments. this activity is called caption it!. it can be used to practice students‟ skill of creating since students use the photo to generate ideas for them to compose or produce a descriptive text. second, an activity called photo inspiration can be used for practicing students‟ skill of evaluating. here, students are assigned to give comments to show their critics and judgement on photo, video, or a writing product shared by the teacher (handayani, 2016). next, teachers can use instastory to film themselves as an alternative way in explaining the topic of the lesson that the students will learn. students watch and listen the video and then compose a summary about the most important facts or characteristics of the topic presented. this activity can be used to practice students‟ skill of analyzing since they have to classify the less to the most important facts or characteristics that they will use as sources to compose the summary. last, students can use other accounts to assist them to compose an essay or make a presentation. this activity can be used to practice students‟ skill of creating since students use the accounts to assist them to develop ideas for their composition as well as to make a presentation (savini, 2017). reserch method it is a qualitative study that focuses on the case study design. the researcher did an electronic observation by relying on historical records of online 2019. linguistics, english education and art (leea) journal 3 (1):45-60 51 communication in which students gave feedback comments to their peers‟ narrative compositions posted in instagram through comment feature in their peers‟ caption. furthermore, the researcher only selected one out of eight groups in the classroom that consisted of three female students of tenth grade as participants for this study. the chosen participants were students from one of vocational high schools in sidoarjo. they were also classified by their english proficiency that comprised into one high achiever, one middle achiever, and one low achiever. the data of this study were in the form of written expressions (sentences) found and used by the students in their feedback comments posted in instagram. the researcher collected the data by observing students‟ analyzing skill processes as seen in their feedback comments posted in instagram. the data then were analyzed using the elements of each brookharts‟ hot skills of transfer, crititical thinking and problem solving. in addition, students interview through direct interview (offline) and direct message (online) was also done to strengthen the data analysis. finding this part discusses the findings of hot skills‟ elements in terms of transfer, critical thinking, and problem solving applied by students in analyzing their peers‟ narrative text compositions posted in instagram. there were two narrative compositions the students had to compose. the first task was they had to compose the story of „malin kundang‟ with alternative ending, while the second task they had to choose one famous narrative text and re-compose the text with alternative middle and ending parts. the students then had to analyze the compositions from the two tasks made by their friends in the same group by examining their generic structure, language feature, word choice, paragraph spacing, capitalization, and punctuation through comment feature in their peers‟ captions. transfer skill the finding of transfer skill was based on the lesson objective given to students. the objective assigned the students to analyze their peers‟ narrative composition by examining its generic structure language feature, word choice, paragraph spacing, capitalization , and punctuation through comment feature in their peers‟ instagram account. based on the transferable skill taxonomy mentioned by haskell (2000), the analyzing activity that the students did through instagram was in the fourth level of taxonomy which is called near transfer. it is in the position of near transfer level since the students transfer their knowledge from 2019. linguistics, english education and art (leea) journal 3 (1):45-60 52 paper-based comment/ feedback to similar situation in online setting through comment feature in instagram critical thinking skill as previously mentioned there were three female students that belonged to one group participated in this study. they were s10 (middle achiever), s11 (high achiever), and s12 (low achiever). the results showed that two students (s10 and s11) analyzed not only their peers‟ compositions in the same group but also other groups. s10 analyzed four compositions while s11 analyzed five compositions. to add, s10 analyzed compositions in both first and second task while s11 only analyzed compositions in the second task. unfortunaley, s12 did not analyzed any of their peers‟ compositions either in the same group or others. based on the critical thinking criteria stated by paul & elder (2013), the results showed that both s10 (middle achiever) and s11 (high achiever) could fulfill five out of eleven criteria of critical thinking skill when they analyzed their peer‟s narrative compositions. they could fulfill the criteria of clarity, specificity, relevance, logic, and significance. however, they failed to fulfill the criteria of precisions, accuracy, consistency, depth-completeness, breadth, and adequacy. furthermore, since s12 (low achiever) did not examine any of her peers‟ compositions it can be concluded that she had not implemented her crititical thinking skill of analyzing yet. table 1 below summarized the critical thinking criteria fulfilled by the students in analyzing their peers‟ compositions: table 1 critical thinking skill criteria checklists for analyzing skill level participants criteria clarity precisions specificity accuracy relevance consistency logic depth comsignificance breadth adequacy pleteness s10 √ x √ x √ x √ x √ x x s11 √ x √ x √ x √ x √ x x s12 x x x x x x x x x x x problem solving skill in this part the results of students‟ skill in solving problem was based on the criteria of an ideal problem solver stated by bransford & stein (1993). here, students who gave feedback comment only acted the first three components of actions as an ideal problem solver of identifying the problem, defining and representing the problem, and exploring possible strategies. it happened because they simply had to examine and correct or give solutions to any mistakes or problems they found in their peers‟ compositions. meanwhile, students who were 2019. linguistics, english education and art (leea) journal 3 (1):45-60 53 given feedback must revise their compositions based on their peers‟ comments posted in their composition captions. furthermore, s10 (middle achiever) could identify the problems/mistakes as well as define and represent the problems/mistakes in her peers‟ compositions. however, she did not give any solutions or explore possible strategies to solve the problems. meanwhile, in the position as the one who was given feedback, s10 identified and defined the problem in her first composition herself. hence, she herself who acted out the strategy to solve the problem. moreover, there was no solution/strategy given for her second composition‟s mistakes/problems. therefore, no revision was done to the composition. next, s11 (higher achiever) could only identify the mistakes/problems in her peers‟ composition. furthermore, in the position of someone who was given feedback, she did not revise her first composition even though her peer showed her mistake. she persisted there was no mistake in her composition. as for her second composition, she revised her composition based on her own analysis. meanwhile, all participants did not fulfilled the last action as an ideal problem solver of looking back and evaluating the effect of the activity since they were not assigned to do that by their teacher. finally, since s12 (low achiever) did not give any feedback to her peers‟ composition as well as did not revise her compositions based on her peers‟ feedback, it can be concluded that she also did not implement her problem solving skill in analyzing. table 2 below summarized the problem solving criteria fulfilled by the students in analyzing their peers‟ narrative composition posted in instagram: table 2 students‟ problem solving skill criteria checklists participants components identify the define and explore act on the look back and problem represent the possible strategies evaluate the problem strategies effects of the activity s10 √ √ x x x s11 √ x x x x s12 x x x x x to add, table 3 below summarized the problem solving criteria fulfilled by the students in analyzing their own narrative compositions posted in instagram: 2019. linguistics, english education and art (leea) journal 3 (1):45-60 54 table 3 students‟ problem solving skill criteria checklist in analyzing their own compositions posted in instagram participants components identify the define and explore act on the look back and problem represent the possible strategies evaluate the problem strategies effects of the activity s10 √ √ √ √ x s11 √ √ √ √ x s12 x x x x x discussion in this part the findings were described elaborately to answer the research question of this study. the discussions covered full descriptions of the extent of hot skills the students fulfilled, specifically their skill of transferring, thinking critically, and solving problem. transfer skill as mentioned previously in finding, students‟ activity of analyzing their peers‟ narrative composition through comment feature in their peers‟ instagram account was in the level of near transfer, which was the fourth level in taxonomy of transfer learning stated by haskell (2000). the activity belonged to near transfer because students transferred their previous knowledge of conventional way in giving feedback comment directly on their friends‟ paper work (paperbased) to the digital one by the use of instagram. it is in line with the definition of near transfer that refers to the ability in transferring previous knowledge to a new situation that is quite similar to previous situation (haskell, 2000). although these two media are different in form, both of them has similar function as platforms for students in giving feedback to their friends‟ work. next, since the activity of giving feedback through instagram was done online, it was possible to get and give multiple feedback comments for and from other peers for the revision of the compositions. furthermore, a real transfer learning requires the learning of something new that is meaningful. level 4, 5, and 6 in transfer of learning taxonomy require such new learning (haskell, 2000). therefore, the switchover activity from paper-based feedback comment to online feedback comment by the use of instagram met the criterion of real transfer learning. critical thinking skill the analysis of students‟ critical thinking skill was adapted from critical thinking criteria proposed by paul & elder (2013). there are eleven criteria that 2019. linguistics, english education and art (leea) journal 3 (1):45-60 55 must be fulfilled to become a good critical thinker. the criteria includes clarity, precisions, specificity, accuracy, relevance, consistency, logic, depthcompleteness, significance, breadth, and adequacy. based on the the results showed previously, s10 (middle achiever) and s11 (high achiever) could fulfill the critical thinking criteria of clarity (the feedback they had given was clear and easy to understand), specificity (their examining for the compositions was clear and had exact content in which they examined the language feature that was part of the compositions that must be analyzed), relevance (the analyzing activity they did suitable with the task given), logic (the feedback comments were reasonably make sense and suitable with the task given), significance (their feedback comments straightly focused on the language feature used in the compositions which was one of some parts of the compositions they must analyze). yet, they failed to fulfill the criteria of precisions (they only concerned on one item to analyze which was language feature used while there were actually other items that needed to analyze as well), accuracy (both of them used ungrammatical sentences in giving feedback even though they were still be understood, and s10 was inaccurate in identifying some of the grammar mistakes in her peers‟ compositions), consistency (they were inconsistent in using the language when they gave feedback comments because they mixed english and bahasa in their sentences), depth-completeness (their feedback comments was short and simple), breadth (there were no alternative solutions given), and adequacy (s10 only identified and defined the grammar mistakes in the compositions while s11 only identified the grammar mistakes. to add, both of them gave no solutions for the grammar mistakes they had identified and defined). next, s12 (low achiever) failed to fulfill all criteria since she did not analyze her peers‟ narrative composition at all. one of few parts of an interview with s10 below showed her reasons for not giving feedback comments to her peers‟ compositions: r : saya ingin bertanya, apakah kamu memberi komen akan tulisantulisan naratif yang teman kamu posting di instagram mereka? s12 : tidak r : apa alasannya? apakah kamu mendapat kesulitan dalam memberikan feedback? s12 : saya tidak tahu mau memberi komen apa. r : jadi tidak ada ide sama sekali waktu itu? s12 : iya. it can be concluded from the interview that s10 did not understand the order of the task given. therefore, she preferred not to do the feedback comment. 2019. linguistics, english education and art (leea) journal 3 (1):45-60 56 problem solving skill the analysis of students‟ skill in solving problem was adapted from the criteria for an ideal problem solver proposed by bransford & stein (1993). the criteria cover identifying the problem, defining and representing the problem, exploring possible strategies, acting on the strategies, and looking back and evaluating the effects of the activity. furthermore, the result study indicated that students tended to have better skill in solving problem their own compositions than their peers‟ composition. it is proven by s10 (middle achiever) who could only fulfill the the first and second criteria as an ideal problem solver of identifying and defining as well as representing the problems of specific past tenses mistakes in some parts of her peers‟ compositions. surprisingly, s11 as high achiever could only fulfill the first criteria in which she identified the grammar mistake but did not define what specific grammar mistakes found in her peers‟ composition. based on the interview with the students, most of them have difficulty in identifying and deciding mistakes in tenses used in their peers‟ compositions. they were not sure whether their peers made mistakes and even though their peers made mistakes they did not have confidence to decide the correct tenses that they peers had to use in their compositions. to add, lack of vocabulary hindered them to make good and understandable sentences in telling the correction through comment feature in instagram. below is one of interview parts with s10 through direct message (dm) in explaining difficulty she encountered when she had to solve problem in the process of analyzing her peers‟ composition: picture 1 interview with s10 through direct message (dm) about her solving problem experiences in the process of analyzing her peers‟ narrative compositions 2019. linguistics, english education and art (leea) journal 3 (1):45-60 57 next, here is another one of interview parts with s11 that told about her difficulty to use the suitable choice of words and sentences in delivering her opinon and correction for her peers‟ composition through comment feature in instagram: r : apakah kamu mengalami kesulitan untuk mengetahui kesalahankesalahan di tulisan-tulisan temanmu? s11 : lumayan, karena harus teliti melihat kesalahan-kesalahannya itu apa saja. r : lalu untuk menyampaikannya susah apa tidak? misalanya merangkai kata katanya begitu? s11 : lumayan, karena ada beberapa kosakata yang akan saya pakai tidak tahu bahasa inggrisnya serta tenses yang harus digunakan dalam menyampaikan opini harus pakai tenses apa. r : lalu solusinya bagaimana waktu itu? s11 : saya lihat kamus online dulu dan bertanya pada teman yang lebih tahu. in terms of solving problem when analyzing their own compositions, both students (s10 and s11) fulfilled four out of five criteria as an ideal. both of them realized they made mistakes after re-reading their own compositions. therefore they tried to revise them themselves. another reason was because they disagreed with their peers‟ comments/ feedback. they claimed that some of the tenses used in their compositions that their peers stated as incorret tenses were actually the correct ones. therefore, they did not revise based on their peers‟ feedback comments. here is one of interview parts with s10 through dm that stated her disagreement for her peers‟ feedback comments: picture 2 interview with s10 through direct message (dm) that told about her disagreement of her peers‟ feedback comments for her narrative compositions 2019. linguistics, english education and art (leea) journal 3 (1):45-60 58 furthermore, another interview through direct message (dm) was also done with s11 that told about her own analyzing and her peers‟ feedback comments in identifying the mistakes in her compositions as references for her to revise her compositions: picture 3 interview with s11 through direct message (dm) that told about her own analyzing and her peers‟ feedback comments in identifying the mistakes in her compositions finally, since s12 (low achiever) did not gave any feedback comments for her peers‟ composition it can be concluded that she had not apply her problem solving skill as well. as mentioned previously in the interview, her low proficiency of english and her difficulty in understanding the task of giving feedback comments to her peers‟ compositions hindered her to apply her problem solving skill in analyzing level. conclusion as a result, she had not applied her critical thinking and problem solving skills yet. in short, the actual evidence when students analyzed their peers‟ composition posted in instagram is possible to describe. references al-ali, s. (2014). embracing the selfie craze: exploring the possible use of instagram as a language mlearning tool. issues and trends in educational techology, 2(2), 1–16. anderson, l.w., krathwohl, d.r., airasian, p.w., cruikshank, k.a., mayer, r.e., pintrich, p.r., rath, james., & wittrock, m. c. (2001). a taxonomy for learning, teaching, and assessing. a revision of bloom’s taxonomy of educational objectives. (abridged e). new york: longman. 2019. linguistics, english education and art (leea) journal 3 (1):45-60 59 bransford, john d., stein, b. s. (1993). the ideal problem solver: a guide for improving thinking, learning, and creativity (second ed.). new york: w.h. freeman and company. brookhart, s. m. (2010). how to assess higher-order thinking skills in your classroom. alexandria, virginia usa: ascd. edi, w. 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(2018). students ‟ perspectives on social media-based learning of writing through instagram. journal of english in academic and professional communication, 5(1), 23–33. saifer, s. (2018). hot skills: developing higher-order thinking in young learners (third ed.). st. paul, mn: redleaf press. savini, a. (2017). instaclass: eight ideas for using instagram in the classroom. retrieved february 16, 2018, from http://www.cambridge.org/elt/blog/2017/05/04/8-ideas-using-instagram/ stec, c. (2018). social media definitions: the ultimate glossary of terms you should know. retrieved september 24, 2019, from https://blog.hubspot.com/marketing/social-media-terms 2019. linguistics, english education and art (leea) journal 3 (1):45-60 60 ustoyo, v. v. . (2018). online peer feedback to facilitate students ’ critical thinking : a case study at uin sunan ampel surabaya. sunan ampel state islamic university surabaya. wiktor, k. (2012). a billion dollar idea: instagram and language learning. retrieved january 20, 2019, from https://bravelearning.com/2012/04/20/a-billion-dollar-idea-instagramand-language-learning/ linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.893 61 video clips to enhance the development of the students’ speaking skill nurul afifah 1 universitas baturaja dewi lestari 2 universitas baturaja nurulafifah122@gmail.com 1 submit, 10-10-2019 accepted, 21-12-2019 publish, 22-12-2019 abstract the aimed of this study at investigating how the use of video clips could improve students‟ speaking skills of the class viii d students of smp negeri 1 madang suku iii oku timur. this research was categorized into action research and implemented 2 cycles based on the class schedule. the researcher collaborated with the english teacher in this research. the sample of the study was 26 students of class viii.d. the qualitative data are obtained through observation, interview, and documentation related to the teaching and learning process of speaking in the classroom including the techniques used by the teacher, the learning media and the classroom speaking activities. the findings showed that the use of video clip as the teaching media combined with the use of speaking activities and classroom english was proven to be effective to improve the students‟ speaking skills. it means that students‟ attention and increased their learning motivation. through native speakers‟ talks, the students got appropriate models and could have better understanding how to use english in real situation so it opened their opportunity to practice speaking. the students who just gained 6.35 in the pre-test were able to increase their score up to 13.65 in the post-test. it indicated that they made a considerable improvement in some aspects of speaking skills such as fluency, pronunciation, grammar, vocabulary, and comprehension. keywords: enhance, development, video clips, speaking skill, improve introduction nowadays, english becomes very important in every field of life. every people compete in this competitive world, many job and profession needs good applicant qualification that are capable in english in spoken even in written. good mailto:nurulafifah122@gmail.com1 2019. linguistics, english education and art (leea) journal 3 (1):61-76 62 speaking is crucial for everyday situation and career opportunities. therefore, english is taught in to people all over the world as example in non-native speaker of english to prepare qualified people in the future. in indonesia english is yet considered as a difficult to learn. it didn‟t can be happen because there is speaking anxiety, low confidence when they have to speak in second language. however, good speaking is characterized by some factors of the most prominent one is fluency, but many students are hesitant and often make long pauses when they are speaking. these situations lead them to „social phobia, which is the fear that they will act in a humiliating way and that other people will judge them negatively. many second language students are able to perform well in reading, writing and listening but having problems to orally use the language confidently because of the presence of speaking anxiety. teaching english in junior high school is to achieve communicative competence. every student is hoped able to speak and communicate in english i their daily life, both written and spoken form. however, many teachers are not really aware of the problems in teaching speaking. most of them tend to emphasize more on reading. they also tend to use textbook only in their english teaching. appropriate english models to teach speaking are rarely presented. the teachers are the only models for students to learn pronunciation, fluency, accuracy and appropriateness in classroom setting because interactive media such as videos, movies, songs, realia, etc. are not optimally used in the teaching and learning process. the lack of media can cause boredom so that students do not feel interested in learning english and they cannot improve their language competence. according to richard & renandya (2002) a video as an extremely dense medium, one which incorporates a wide variety of visual. therefore, it can video clips are recording segments of moving pictures and sound which can be played on the computer or television to present language forms and functions of language. by watching video clips, students can experience real-life situation and realistic models in elements and a great range of audio experiences in addition to spoken language. furthermore, anggeraini (2017) mentioned that youtube and online video can be used as of the activities to promote speaking. she suggested the conversation analysis from youtube that allows students to discuss the content and also evaluate it. from the explanation above there is an article about the use of video clips, it was conducted by hakim & akbar (2016) his research aimed to find out the effectiveness of video to improve students‟ speaking ability and to investigate the most improve aspect of speaking by using video. the calculation result of independent t-test on posttest scores showed that the significance value was lower than 0.05 (0.000 < 0.05) which means the video treatment had improved the 2019. linguistics, english education and art (leea) journal 3 (1):61-76 63 students‟ speaking ability. the score of effect size in large level (0.697) improved the students‟ speaking ability. therefore, the use of video in teaching speaking solved one of speaking aspect that was the students‟ pronunciation. it is showed by the result between pretest score means and posttest score means from each aspect and pronunciation had biggest improvement with 0.67 differences from pretest to posttest. because of that reasons it is best solution to use video in teaching english speaking in classroom. in this research, aimed at investigating how the use of video clips could improve students‟ speaking skills. this was action research design. the improvement of speaking here was not only on one aspect of speaking but almost all aspect of speaking such as fluency, grammar, pronunciation, vocabulary and comprehension (brown, 2001). the result of this research was the use of video clip as the teaching media combined with the use of speaking activities and classroom english was proven to be effective to improve the students‟ speaking skills. literature review video clips video clips provides great visual stimuli through the combination of illustrations, sounds, graphics, and texts and also the mixtures of sounds, pictures, mental images, perceptions, figures, texts, and others. it can engage the students to participate in teaching and learning process. time duration made video clips different from other video. hakim & akbar (2016) said that the video teaching technique focuses on the process of exposing the students to the example of situations and how to use particular expressions, and also how to pronounce words appropriately. the popularity of the risen video clips can be searched by the students as young generation in several general sites such as youtube, yahoo video, and google video. there are many videos to search and download. videos can be downloaded from such links as real english, bbc learning english, 5 minutes video.com, learning upgrade, let‟s talk, school house rock, teacher mario, wildcatter productions, etc for language teaching and learning, . the use of videos has grown since decades and provided positive factors in improving the teaching and learning process. furthermore, harmer (2007) mentioned that there are three basic types of video that can be used in the classroom as learning media 1) off-air programs, it includes program recorders from a television channel that can be engaging for students. some off-air videos are extremely difficult for students to understand, especially where particular accents or colloquial language are used. the best programs are ones which can be used for a range of activities including prediction, 2019. linguistics, english education and art (leea) journal 3 (1):61-76 64 teaching language, cross-cultural awareness or as stimuli for the students‟ own creativity, (2) real-world video, it‟s deals with featured films, exercise manuals, wildlife documentaries, comedy etc. in selecting the videos, teacher needs to make a choice based on how engaging and comprehensible the extract is likely to be, whether it has multi-use potential and the length of the extract that match to time allocation of activities in the classroom and (3) language learning videos, it‟s are free-standing videos to accompany course books. the main advantage of these videos is that they have been designed for students at a particular level. thus, they are comprehensible, designed to appeal to students‟ interests and multiuse as they can be used both for language study and a number of activities as well. the important of speaking skill first, the ability of a person to produce the language by coordinating the speech organs such as the lips, tongue, teeth, vocal cords, larynx, pharynx, etc was called productive skill. second, the purpose of producing language is to deliver ideas and experience therefore, the language can be receipt by the listener well. third, being able to be directly and empirically observed means that the implementation of speaking can be directly heard or seen and empirically measured in the speaking process by looking at the correctness and effectiveness of the speaker (harmer, 2007). renandya., et al (2002) said that speaking become difficult for foreign language learners because it need ability to use the language appropriately in social interaction. furthermore, they said that speaking is one of the elements of communication. types of classroom speaking performance there are six similar categories apply to the kinds of oral production that students are expected to carry out in the classroom. 1. imitative. meaningful interaction in imitative focused on some particular element of language form. in imitative categories, such drilling offers the students opportunity to listen and orally to repeat certain strings of the language that may pose some linguistics it was called “a human tape recorder” speech. 2. intensive. intensive speaking performance is designed to practice some phonological or grammatical aspect of language. it can be self-initiated or can be a part of some pair work activity where the learners going over certain in forms of languages. 3. responsive. the classroom activity provides question or comments on short replies to teacher based on students-initiated. these replies ado not extend into dialogues and sufficient. 2019. linguistics, english education and art (leea) journal 3 (1):61-76 65 4. transactional (dialogue). transactional language, negotiated nature happened in conversation when the purpose of conveying or exchanging. harmer (2007) suggests that there are six effective speaking activities students can do to improve their speaking skills. those speaking activities are as follows: 1. acting from a script. students can be asked to act out scenes from plays in the classroom and sometimes make a video recording of the performance. it will encourage students to frequently perform in front of the class. the teacher has to give students time to rehearse the dialogues before they are asked to perform. when all students are practicing, the teacher can give attention to their intonation, stress, and speed. by giving students the practice before their final performance, as the result, acting out is both learning and a language producing activities. 2. communication games. games are very effective to encourage many learners to make their interests and work sustainable. useful and meaningful context can be created by the teacher through games. for instance, pictures games which are designed to provoke communication between students usually depend on an information gap so that one student has to talk to a partner in order to solve a puzzle, draw a picture (describe and draw), put things in the right order (describe and arrange) or find similarities and differences between the pictures. 3. discussions. the difficulties of having discussion are that the students are shy and reluctant to share their opinion in front of the whole class and are not confident of the language they used to express their ideas. to avoid these difficulties, teachers can set up different types of discussion namely buzz groups, instant comment mini-activities, and formal debates. 4. prepared talks. another activity to perform speaking is prepared talks where a student (or students) makes a presentation based on a certain topic. because they are prepared, students should speak from notes rather than from a script to avoid these activities being more writing-like. 5. questionnaire. questionnaires ensure that both questioner and respondent have something to say to each other so that it is very useful to make students speak. students can design questionnaires on any appropriate topic they are interested. teacher can act as a resource and help students in designing it. the results can form the basis for discussions or prepared talks. 6. simulation and role play. simulation and role play stimulate a real-life encounter and can be used to encourage general oral fluency. students take on the role of a character different from themselves or with thought and feelings they do not necessarily share. 2019. linguistics, english education and art (leea) journal 3 (1):61-76 66 furthermore, there are some activities that promote the students‟ speaking so the students can practice and produce oral language well (kayi, 2006). 1. information gap activities. information gap activities have some purposes such as collecting information and solve the problem. information gap activities are effective because it encourages students to talk extensively in the target language. 2. brainstorming. in brainstorming, students generate ideas in limited time based on particular context and given topics. this activity is effective to improve students‟ fluency since they are not criticized for their ideas. students will be able to share their new idea freely. 3. interviews. conducting interviews with other people helps students to socialize and give them opportunities to practice speaking both inside and outside the classroom. given selected topics, students should prepare their own interview questions to develop their creativity and critical thinking. after interviews, each student can present his/her study to the whole class. 4. storytelling. students can summarize a tale or story they heard from someone or create their own stories to tell their classmates. storytelling fosters students‟ creativity and self-confidence. it also helps them to express their ideas in sequence format of the beginning, development, and ending of the story, including the characters and setting a story should have. 5. reporting. students are asked to read a newspaper and magazine or watching news program on the television before coming to the class. then, they should report it to their classmates. to make a variety in the class, students can talk about their interesting experience in their daily life. 6. picture describing. a way to make use of pictures in speaking activity is to provide students with pictures and make them describe the pictures. students can work in groups and each group is given different pictures. after discussing the pictures, a spoke person from each group should describe the picture to the class. this activity fosters students‟ imagination and creativity as well as their public speaking ability. according to kayi (2006) presents some basics of teaching speaking in efl setting. in the teaching and learning process of speaking, the learners should be able to 1. use word and sentence stress, intonation patterns and the rythm of the target language. 2. select appropriate words and sentences based on particular social setting, audience and situation. 3. organize their thought in meaningful and logical sequence, and 4. use the language quickly, confidently and fluently to express their ideas. 2019. linguistics, english education and art (leea) journal 3 (1):61-76 67 research method this research was categorized into action research. the procedure of the research can be shown below. research procedure by kemmis and tagart (1988) in burns (2010) was used with some modification. the procedure consisted of four steps as presented below. 1. reconnaissance. observation and interview was done to identify the existing problems relate to the students‟ speaking skill. the researcher collaborates with the english teacher found out information related to the students‟ speaking skills. the result of this step was used as a basis for doing the second step, planning. 2. planning. after doing observation in the reconnaissance step, the researcher made some plans to choose actions that were feasible to be implemented in the field. in this case, the researcher worked together with english teacher. 3. implementing and observing the actions. in this step, the researcher implemented the four action plans that had been planned in the previous step in the learning teaching processes. the researcher and the teacher exchange places. the teacher conducted the actions in the classroom. the researcher observed and monitored the activities. conversely, when the researcher acted as the class teacher, the class teacher acted as the observer. 4. reflection. in this step, the researcher and the teacher evaluated the actions that were conducted in the implementation phase in the end of each class session. in evaluating the actions, the researcher and the teacher focused on the activities that were judge to be successful or less successful. the results of this step were used to determine whether the cycle was terminated or whether it was continued with a next cycle. 2019. linguistics, english education and art (leea) journal 3 (1):61-76 68 in this study the data were involved into two types of data: qualitative and quantitative. the qualitative data are obtained through observation, interviews, and documentation related to the teacher techniques of speaking teaching and learning process, the media in learning used by the teacher in classroom and the classroom speaking activities. meanwhile, the quantitative data are gained through speaking tasks, pretest, and post-test. speaking tasks, pre-test and post-test are used to measure the improvement of students‟ speaking skills. the researcher worked collaboratively with the english teacher to conduct the speaking assessment. 1. observations. observations were used to discover about the activities in the classroom related the teaching and learning process, the ability of students‟ speaking skill, the students‟ speaking ability, the students‟ participation during the lesson, the students‟ understanding of the given materials, the methods and techniques used by the teacher, and about the given method to support teaching. observation result put in the field notes. field notes were useful to examine experience in order to understand it better by writing about it. it was used to record activities and situations during the research. by using field notes, the researcher could examine the data and deal with the problems of analysis. 2. interviews. interviews provide an opportunity to ask follow-up questions, reveal rich insights into the thinking of the participants and help explain why the participants made the choices they did. in the reconnaissance stages, the interviews focused on the teacher‟s perception of the students‟ english competence, the teacher techniques applied in the classroom, the materials given, facilities and media applied in the teaching and learning process, the students‟ perceptions of the english lesson, and the students‟ problems and difficulties in speaking and learning english. furthermore, in the reflection stages, the interviews focused on students‟ opinion about the actions, the improvement of their speaking skills, their difficulties during the actions, the collaborator‟s opinion about the actions, the condition of the class, and the students‟ involvement during the lesson. 3. documentations. documentations involved taking photographs and videotape recording to monitor and evaluate the actions. besides, the quantitative data are gained through speaking tasks, pretest, and post-test. speaking tasks, pre-test and post-test were used to measure the improvement of students‟ speaking skills. the researcher worked collaboratively with the english teacher to conduct the speaking assessment. there were two types of data in this research, qualitative and quantitative data. in qualitative data obtained from field notes, interview transcripts. the researcher used descriptive analysis suggested by burns (1999) include five step 2019. linguistics, english education and art (leea) journal 3 (1):61-76 69 the first, assembling the data, the second coding the data, third comparing the data, fourth building interpretation and fifth reporting the outcomes. in the quantitative data obtained from speaking performances were analyzed by using quantitative descriptive analysis. the students‟ speaking performances were assessed by using speaking rubric. the quantitative data were presented in the form of tables and mean scores. the means of pre-test and posttest were compared to know whether or not there was an increase in the students‟‟ performances before and after the research treatment. the results of the speaking performances in each task were used to determine whether there were any improvements on the students‟ speaking skills. finding beginning of the study, the researcher conducted an observation to the eighth grade students and did the observation of english teaching and learning process. in the table below focus only in speaking problems: table 1. speaking problem no. code problems 1. s the students found difficulty in pronouncing many english words and expression. 2. the students lacked vocabulary. 3. the students were not confident to speak english. 4. the students had little opportunity to practice their english in the class. 5. the students could not carry out simple dialogues with adequate fluency. 6. the students had low motivation in expressing their idea orally. 7. the students had little opportunity to act out dialogues with the other students. 8. the students made many grammatical errors during the teaching and learning process. 8. t the teaching of speaking was monotonous and boring. the teaching techniques used by the teacher to present materials were not attractive and interesting. the media did not support the materials. pre-test was also conducted to measure the students‟ initial speaking skills before implementing the action. the researcher and the english teacher became the raters to score the pre-test and the post-test which conducted in the beginning and the end of the research. this was to check the reliability of both the pre-test and post-test and also to fulfill the democratic validity of the research. 2019. linguistics, english education and art (leea) journal 3 (1):61-76 70 table 2 the result of pre test no. aspects of speaking mean score 1. fluency 1.30 2. pronunciation 1.20 3. accuracy 1.16 4. vocabulary 1.10 5. grammar 1.03 the data of the research are qualitative and quantitative. the quantitative data were analyzed by using quantitative descriptive analysis. the quantitative data were presented in the form of tables and mean scores. the students‟ speaking performances were assessed by using speaking rubric. the results of the speaking performances in each task were used to determine whether there were any improvements on the students‟ speaking skills. there were some preparation action and plans in order to make the actions as successful as possible. they were: developing the research instruments observation checklists, interview guidelines, speaking tests and speaking rubric were developed by researcher. when conducted the implementation of video clips and reflection, the observation conducted too. in planning stage and implementation of video clips, interviews did by the researcher to the students and the teacher. furthermore, the speaking tests would be used to measure the students‟ speaking improvements and the speaking rubric would be used to assess and evaluate the students‟ speaking skills in pre-test, post-test and also the speaking practices. the selecting of materials the consideration of the material in teaching and learning material process based on syllabus and curriculum. the researcher and the teacher discussed materials which would be taught to meet the requirement of the curriculum. the materials including dialogues and monologues which should be mastered by the students. the topics which would be given were asking and giving attention and showing appreciation/compliment. selecting the teaching media the media that would be used was video clips with consideration that by watching the video clips, the students would be able to see the authentic models of english and could get adequate input and examples of the target language beside 2019. linguistics, english education and art (leea) journal 3 (1):61-76 71 that by using video clips as media in teaching and learning process interest the students to learn english and increase their motivation to study english. moreover, the students also could learn how to apply the language in real life contexts and daily conversations. the material of video clips were taken from you tube. deciding the teaching and learning activities teaching and learning activities were combined with some communicative speaking activities such as describing picture and role-play to achieve the teaching and learning goal, i.e. students were able to communicate in english fluently, accurately, and appropriately. findings of cycle i the result of the implementation of video clips during teaching and learning process, based on observations and interviews the speaking assessments were also carried out to measure the improvements of the students‟ speaking skills. it described the increased of speaking skills including fluency, pronunciation and grammatical accuracy, vocabulary. the table below presents the students means score of speaking aspect during the teaching and learning process. table 3 the students‟ mean score of each aspect in cycle i speaking aspect mean score task 1 task 2 gain score fluency 2.12 2.25 0.20 pronunciation 1.30 1.77 0.45 grammar 1.40 1.56 0.30 vocabulary 1.36 1.75 0.40 comprehension 1.30 1.52 0.21 the researcher and the collaborator conclude findings of cycle 1. there were some successful and unsuccessful actions. they were described in table 4 2019. linguistics, english education and art (leea) journal 3 (1):61-76 72 table 4. succesfull and unsuccessful actions no. findings in cycle 1 successful actions unsuccessful actions 1. the implementation of video clips to enhance and provide appropriate models of english for the students and real context of communication were successfully achieved. the students found the video clips quite confusing since the video clips were discrete and played separately. 2. students could understand the materials easily through video watching there were technical problems during the preparation of the video were not really audible. therefore, the preparation was quite time consuming. 3. students have wide opportunities to practice speaking ability in real situation by using communicative speaking activities some students still do mispronunciation in some words. 4. by using classroom activities, it enhances students‟ motivation and interest since the classroom activities were more varied and interesting. in practicing the speaking, some students still faced difficulties when they want to express their ideas; they still confuse to choose appropriate word. 5. when practice some students could speaking fluently, the students could pronounce words and use words and intonation correctly. some students still faced error in use grammatical accuracy 6. students speak fluently and confidently when they perform in front of the class. it can be seen from the table the problems and the progress faced by the students. for the next cycle the researcher and the teacher decided to implement some actions to enhance and enhance the students speaking skill. findings of cycle ii after reflecting on the implemented actions and scoring the students‟ speaking performance, the researcher and the collaborator concluded the findings of cycle ii. there were some improvements during the implementation in this cycle. they were described in table 5 2019. linguistics, english education and art (leea) journal 3 (1):61-76 73 table 5 some improvements during the implementation no. improvements 1. the goals of using video clips as teaching media to provide appropriate models of english for students and to present the real context of communication were successfully achieved 2. students found the video clips interesting and easier to comprehend 3. students found the video clips interesting and easier to comprehend 4. students could understand the materials easily through video watching 5. in communicative activities, the students practice their speaking skill in real situation 6. the motivation and interest of students improved in studying english 7. the pronunciation of the students improved, they were able to pronounce the words in correct intonation. 8. the students more confident 9. the students‟ grammar and comprehension the result of the students means score can be seen from the table below. table 6: the mean scores of student performance in cycle ii table 6 the mean scores of student performance in cycle ii speaking aspect mean score task 1 task 2 gain score fluency 2.63 2.70 0.13 pronunciation 2.50 2.75 0.20 grammar 2.40 2.60 0.19 vocabulary 2.65 2.75 0.16 comprehension 2.30 2.40 0.18 based on the discussion between researcher and teacher as collaborator, based on the findings of cycle ii that all action improves the students‟ speaking skill and the objective of the research was achieved both of them agreed to end the research in this cycle. discussion as description before, the using of video clips and the supplementary actions were successful in improving the students speaking skill. the findings were from the observation and the interviews with the english teacher and the students during the process of the research. pre-test was done on 23th of july, 2019. linguistics, english education and art (leea) journal 3 (1):61-76 74 2019 and the post-test on 19th of august 2019. the following table described the comparison between pre-test and post-test score. table 7 the comparison between the pre-test and post-test result score pre-test post-test mean 6.35 13.65 it can be seen from the table, there were significant improving the students‟ speaking skill. the students‟ score from 6.35 in pre-test could be increase to 13.65. it indicate the use of video clips in learning process improve the students‟ speaking ability and it‟s prove that the use of video clips was effective to improve their speaking ability, besides, it‟s also described the use of video clips enhance the development of the students‟ speaking skill. the summary of the improvement of the students‟ speaking skill can be seen from the following table: table 8 students‟ speaking skill before and after the use of video clips aspect of speaking pre-condition cycle i cycle ii fluency the students less of confidence, because they were afraid of making mistakes when performed in front of the class most of the students could join speaking class but they still felt hesitate, sometimes pauses, and still less confidence to speak english most of the students easy to express their idea, opinion and they did not afraid of making mistake it‟s mean that the students made the progress in speaking fluency. grammar the students made many grammatical errors frequently, and they did not have confidence control of the grammar. the students have improvement progress in did the task. in third task. some of them made errors of grammar and word order most of the students made improvement in grammar although some of them still made error in grammar. pronunciation the students frequently mispronounced words, intonation and stress pattern most of the students were able to pronounce words, intonation but they still most of the students made progress in pronunciation. most of the 2019. linguistics, english education and art (leea) journal 3 (1):61-76 75 that made the speech strange and unintelligent confused to use stress pattern students could pronounce words correctly, appropriate intonation and stress patterns. vocabulary most of the students have limited vocabulary and misused the vocabulary the students made slow improvements. they still frequently used wrong words and have limited vocabulary the students have increased progress in vocabulary. comprehension the students difficult to understand the instruction from the teacher when the teacher used english. they could understand very simple questions and explanation in slowed speech most of the students could the conversation. . the students‟ comprehension is improved. most of them could understand the conversation within the range of their experience. from the result of the research, the using of video clips there are significant improvement of speaking skill. it accordance of the advantages of using video clips in learning, the first, video clips provide important visual stimuli for language production and practice such as settings, actions, emotions, expressions, gestures, illustrations, visuals, pictures, perceptions, mental images, figures, impressions, likenesses, cartoons, charts, graphs, colors, replicas, and reproductions (harmer, 2007; intajuck, (2010); canning and wilson, 2000). by using video clips in classroom, the students are able to see audiovisual of the native speaker, the students are not only hear the language but also can see it. furthermore, the students can see paralinguistic cues of speakers and it automatically enhances the meaning. through paralinguistic features help students interpret the text deeply. for example, intonation of an utterance which is matched with facial expressions can differentiate the meanings of messages. 2019. linguistics, english education and art (leea) journal 3 (1):61-76 76 furthermore, according to intajuck (2010) positive effects the use of video clips are provide interest and motivate of the students to accompany audio or written inputs, thereby aiding comprehension and production of foreign language input and output. one of the greatest strengths in language teaching is the ability to communicate with viewers on an emotional communication, as well as a cognitive level. due to the ability to reach viewers' emotions, the video can have a strong positive effect on both motivation and affective learning. through video can generate prediction, speculation and a chance to activate background schemata when viewing a visual scene reenacted because it provides visual stimuli such as the environment and situation (canning, 2000) many advantages the use of video such as help the non-native speakers understand stress pattern, see the body movement and speech rhythm in second language discourse that can be found when use authentic language and speed of speech in various situations. conclusion most of the students made some significant improvements on the aspects of speaking skills such as fluency, pronunciation, grammatical, vocabulary and comprehension. the improvement of students‟ speaking skill. the improvements occur in all aspects of speaking including fluency, accuracy, pronunciation, and vocabulary. it can be seen from the increase of pre-test score and post-test. references anggeraini, y. (2017). technology and character education in efl classroom. in unnes-teflin national seminar brown, h.,d. (2001). teaching by principles: an interactive approach to language pedagogy. new york: pearson education canning, c. (2000). practical aspects of using video in the foreign language classroom. the internet tesl journal, 4(1) canning, c & wilson. a. (2000). practical aspects of using video in the foreign language classroom. the internet tesl journal, 4(11) hakim, m., i & ali, a. (2016). the use of video in teaching english speaking” (a quasi-experimental research in senior high school in sukabumi). journal of english and education, 4 (2), 44-48. harmer, j. (2007). the practice of english language teaching. 3rd ed. cambridge: pearson education. intajuck, y. (2019). maximalizing the utilization of video in the efl/esl classroom. retrieved on 23rd september 2019 from www.ralphsesljunction.com/usingvideoclips. kayi, h. (2006). teaching speaking: activities to promote speaking in a second language. the internet tesl journal, 12(11) richards, j. c & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press: new york http://www.ralphsesljunction.com/usingvideoclips. linguistic, english education and art (leea) journal volume 6 nomor 2, januari-juni 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v6i2.6440 233 politeness strategies employed by lecturers in undergraduate efl classroom septian ardianto1 universitas negeri surabaya syafi’ul anam2 universitas negeri surabaya oikurema purwati3 universitas negeri surabaya septianardian23@gmail.com1 submit, 07-06-2023 accepted, 22-06-2023 publish, 23-06-2023 abstract this study investigates the politeness strategies employed by lecturers in efl undergraduate online classrooms. this study focuses on answering a research question; (1) how do the strategies employed by the lecturers in their teachinglearning activity? the qualitative method was used to fulfill the objective of the study. the data was collected from sit-in observation during their teaching-learning process. it was transcribed and analyzed descriptively. the result shows that there are three strategies employed by the lecturers, namely positive politeness, negative politeness, and bald-on-record. it can be concluded that this study will enrich the discussion, which relates to the use of politeness strategies in the teaching-learning program and how this study helps other lecturers/teachers to enrich their view in conducting kinds of strategies in their teaching-learning activity. keywords: efl undergraduate classroom, online classroom, politeness strategies introduction using language is something undeniable. language will always connect to communication which happens in society and will be followed by the culture. those elements cannot be parted as one aspect only but should be parted as a whole. language is usually called a tool used by society as a means of communication among people who have various different backgrounds as members of society (wardhaugh, 2011). therefore, when people want to communicate with others using language, they need to consider who the interlocutors are. each person in society will have different cultures in the way of communicating. thus, following the correct and appropriate norms, which are agreed upon by the communicators, will avoid conflict and misunderstanding while communicating. these kinds of behavior or attitudes will lead us to the politeness concept, where politeness is always viewed as the norm in all cultures, https://doi.org/10.31539/leea.v6i2.6440 234 both formal and informal. politeness was used as a focus in this study. in social interaction, where communication happens every day as part of a daily need, politeness is a fixed concept that will be needed to engage a good relationship among people in having communication in society. politeness is an act of having or showing good manners or respect for other people. we would find politeness in any situation, especially in our daily life, because politeness is an act that could make people judge whether they have a good personality or not. in the linguistic field, politeness is the part of the language system that uses verbal communication. people are always trying to avoid saying something like taboo words, swear words, rude words, and so on. in everyday communication, it is important to use politeness because knowing the appropriate language to use will help us to achieve something that we want and show some good regards. by using the politeness concept, people will try to use the language in order to be polite to attain the communication’s goal. lakoff (1972) believes that politeness is a suitable behavior in some particular circumstances to preserve a successful relationship in society. while using politeness in communication, people would say uneasy things because it is not only the prior knowledge about the language itself but also includes all cultural values such as norms, mindset, and the way they express things in every community, which is always different one to another (holmes, 2013). in the educational background, especially in indonesia, english is a foreign language country. there are also several studies that discuss politeness strategies used in classrooms at universities. as li, d et al. (2020) have stated that politeness enhances teaching and benefits the students, contributing to effective interaction and a friendly, lively atmosphere in the efl classroom. taking those benefits into account, these researchers had done politeness strategies in the university efl classroom, esfahlan & boroumand (2020) studied male and female efl teachers' politeness strategies and their effect on the learning process and found that female teachers are more sensitive about using politeness strategies, but male teachers are more direct in expressing ideas, male teachers usually express their disagreement in a direct way. arif, iskandar, muliati, and patak (2018) conducted a study that talked about politeness strategies employed by male and female lecturers, and they found out that male and female lecturers used four types of politeness strategies, namely bald on-record, positive politeness, negative politeness, and off-record. furthermore, the students perceived that male and female lecturers were polite. the students perceived that the male lecturer was more formal while the female lecturer was friendly. studies related to the use of online learning platforms such as zoom class, it has produced effectiveness, and even ineffectiveness was also reported. the effectiveness of using the zoom class seems to be the efficiency in material 235 delivery between teacher and students 26 (chakraborty et al., 2020; shokarova, 2020; paudel, 2020; yasin et al., 2021; kurnia, 2021). at the same time, a number of studies of the ineffectiveness of using zoom classes were also proved. dissatisfactions araised from students. lacking internet data connection and network disconnection were problems for teachers and students during the class created in zoom. for this reason, zoom class seems to create ineffectiveness in learning (wasehudin & anshori, 2021). therefore, this study focused on the use of politeness strategy in elt online classroom taken place in efl undergraduate degree. to make it different, there were two lecturers that were analyzed in this study where the lecturers had the experience of living overseas with english as their first language. not only the types of politeness strategies used that were analyzed in this study but the perceptions of using the strategy from lecturers were also taken into account. literature review politeness strategies communicating with others is needed as a human being that lives in society. using language as a tool, communication will be connected with cooperation among them to be able to get along in society and to get comfortable life. politeness has become one of the aspects that will be considered by society in order to communicate with others in order to reach the goal of communication. to reach the goal while having communication, people usually will talk and behave properly without imposing on others. to be able to do so, one must refer to the concept of politeness and face. several studies have been done in different fields related to politeness strategies because this strategy covers every aspect of communication, such as request, command, apology and etc. rabab'ah et al. (2019) talked about the relationship between positive politeness strategies and the speaker's ethnic background on the opray winfrey talk show. this study found that oprah and her caucasian guests used more positive politeness strategies than the african-americans. it was also found that the most frequently used strategies in oprah's talk with both groups were "seek agreement," "exaggerate (interest, approval, sympathy with h)," "give (or ask for) reasons," "presuppose/raise/assert common ground" and "assert or presuppose s's knowledge of and concern for h's wants," respectively. however, the study showed that there was a difference in the use of positive politeness strategies due to the addressee's ethnic group background (african-american and caucasian). politeness strategies used in the classroom politeness strategies are attached to every aspect of daily activity. as long as the communication occurs, a politeness strategy will follow. the use of the 236 politeness strategy in the classroom is also always happening because, in the teaching-learning process, there will always be communication inside, both between teacher-student and student-student. there are some studies that h a v e already talked about the politeness strategy used in teaching-learning processes inside the classroom, either in indonesia or overseas. in 2018 there are some studies taking place in indonesia focusing on politeness strategies. those are mahmud (2018) and haryanto, weda, and nashruddin (2018). mahmud found the problem related to politeness strategies practices among students; mostly, students are having a problem showing the politeness strategy and how to use it. starting from the problem, he tried to do research that focused on students' perspectives on politeness strategies at the university. twenty students from the english literature department were asked to fill out an open-ended questionnaire; the questionnaire was analyzed descriptively about politeness theories. this study found that the students perceived that politeness has an important role in classroom interaction. politeness is a need in education, a strategy to create good characters, and a learning motivation. there are also some ways to show politeness according to the students, such as being on time and not getting angry in class. these students' perspectives should be given priority to create an effective learning and teaching process. findings from this study become valuable inputs for teachers and students in their efforts to create effective classroom interaction. haryanto et al. (2018) have done research on 8th-grade students from smp negeri 23 makassar that english as foreign language. they proposed a theory of leech that politeness consists of six maxims. the objective of this study was to find out the politeness principles of efl teachers during the interaction and to find out the implication of politeness principles toward the teaching-learning process. this study found that teachers used all of the six maxims, and the tact maxim is the most frequently used maxim. also, from the data, it is also found that the politeness strategies principle creates togetherness between teachers and students. using the proper politeness principle can create a positive attitude toward the lesson that motivates them to be more active in the teaching-learning process. sari, utama, and yawisah (2019) conducted a qualitative study to find out the type of request strategy and type of politeness strategy in a request made by native dayanese at oku south sumatra. 20 native dayanese have participated in this research. to get the data, the researchers used discourse completion test (dct). in analyzing data, the researchers used trosborg’s theory and brown levinson. the result showed that category ability/willingness was mostly used by native dayanese to make requests, for instance, majuat, hijuat, and pandaiat. the word majuat is used to ask the interlocutor who has high status, while the word hijuat and pandaiat is used to ask the interlocutor who has a middle and low 237 level. furthermore, most native dayanese used negative politeness in performing politeness strategy on request. a recent study that talks about politeness strategies has been done by rahayuningsih, saleh, and fitriati (2020). this study aimed at analyzing the realization of politeness strategies and sociological factors influencing the choice of politeness strategies in efl teacher-students classroom interaction at smp semesta bilingual school. this study used qualitative research in the form of classroom discourse analysis. the participants were an efl teacher and 30 efl students in two efl classrooms. the research instruments were made based on brown and levinson’s (1987) framework of politeness strategies. the findings showed that bald on record, positive politeness, negative politeness, and off records were realized in the classroom interaction. the teacher dominantly used positive politeness to show solidarity and to maintain a close relationship with the students, bald on record to give unambiguous instruction, negative politeness to minimize the coercion to the students, and off the record to give hints. in addition, sociological factors, namely distance, power, and degree of imposition, influence the choice of politeness strategies. in conclusion, politeness is important in maintaining relationships and creating a comfortable environment in the efl classroom. research method this study is qualitative research type. it manages information investigation and portrayal as opposed to numerical parts, for example, chart, rate, computation, and so forth. this research is the most appropriate research structure for this investigation and used some consideration techniques. this study is an exploration approach that contains a few methodologies of various information that the outcomes are picked up by essentially from the start until finish, non-numerical information that is then investigated by nonmeasurable examination. this is a procedure wherein the information is changed into a printed structure or word structure. from this point of view, this present study described and reported the politeness strategy used by the teacher in the classroom setting by analyzing the written data in words, and the factors that affect the usage of the strategy were also explained. the participants of this research have been taken into consideration as the subject two lecturers and 20 students that were involved in the classroom meeting. there were two lecturers who already had a master's degree specialty in english education or linguistic field from various universities. the lecturers were asked about politeness theory beforehand so that the understanding of the concept of politeness theory would be the same as the researcher's. the lecturer has experienced living overseas, where english is the first language. moreover, the 238 place where this study took place was in the university in surabaya, where each lesson will have a 90 minutes session in the classroom. the lessons observed were at least four sessions or could be more in terms of getting richer data. the participants were selected because they were the students who take an english language program where the language used in the classroom is mostly english, which is linear with the topic that this study observed where the students were all undergraduate students whose english language proficiency is advanced. the data that came from the sit-in observation and also the video recording that had been taken before were used in order to avoid any missing data. the video recording can be a help in gathering the data if, in the middle of the process, there were something forgotten. the observation data were used to find out the kinds of politeness strategies used by the lecturers and how the process of using them. the data was analyzed by reducing the data first and relating it to the literature review and theory to discard the irrelevant data. then, the researcher also compresses the data into a data display. finally, the researcher carefully analyzed and interpreted the findings and discussion section. finding this chapter covered the research findings. it discussed how the lecturers employed politeness strategies in their teaching-learning activity and the kinds of strategies they used also. politeness strategies employed by the lecturers in their efl classroom could be traced almost in all of the activities in their teaching-learning process, such as giving instructions, evaluating, managing class, and also in motivating the students. the presented data were originally taken from transcribed spoken utterances of the lecturers in their efl classroom setting to answer the first research question about how the politeness strategies are employed and also the kinds of strategies that will also be presented. it is necessary to emphasize the data and then analyzed all the related data using brown and levinson’s theory of politeness strategies to describe all phenomena that happened in the setting. the details findings are presented in the table below: table 1 findings of politeness strategies positive politeness negative politeness excerpt 1 m1: alright. today i would like to talk about the recent issues about celebrity. okay class, what do you think? why there are some celebs, ehm…you know…, do something that inappropriate to their fans? s: maybe they have mental issue sir. m1: what do you mean by that? excerpt 7 m1: okay class. please, one person tells me where we ended the material last week. students: yes sir, last time we were on page 75 talked about the use of tenses in real life. m1 : okay thank you. now class, please open page 76. 239 s: i mean something related to their mental sir. perhaps something called as stary syndrome sir. so, they just too shocked because of being famous. m1: ah… i see. that’s good, nice. excerpt 2 m1: ok guys, let’s open page 63, where the last time we met last week. i’m sure all of you have already understood the last material that we have discussed last week, so we can move to the next part. excerpt 8 m1: alright guys, time’s up. everyone who wants to answer please raise a hand. students: wait a minute sir, we haven’t finish it yet. m1: it’s alright guys. just say the answer actually. everyone may try to answer it. don’t be afraid of making mistake. excerpt 3 m2: morning class. students: good morning sir. m2: alright i’m sure that you’re all okay. before we start the class let’s pray together. excerpt 9 m1: alright. budi, please tell me your opinion about this recent situation in our country. students: yes sir. (telling his opinion) m1: alright budi thank you for the opinion. but i think i miss some part of it, can you please repeat it again one more time? excerpt 4 m2: what a beautiful day isn’t it? starting the day with the recent viral news from indonesia and also overseas. students: (soft noises from students because of different responses from students) m2: alright, alright. that’s enough intermezzo, so it’s time for us to get down to the real business we had, shall we? let’s open the last page we had in the last week. excerpt 10 m1: alright that’s enough of intermezzo. now, rendi would you mind to read page 80 where we end our meeting last week? students: not at all mam. (start reading the paragraph) m1: alright rendi that’s enough. thank you very much. excerpt 5 students: sir, can you please make the last test later easier than usual? m2: what do you mean with easier? i already make the test easy enough for you, isn’t it? students: (responding to the statement altogether) not at all sir! m2: hahaha, you plan this altogether right. alright, i’ll make the last test easier for you, but all of you need to all out and get really serious in doing the presentation. got it? students: do you promise sir? excerpt 11 m2: morning class. students: morning sir. how are you sir? m2: i’m good thank you. hope you are all okay in this situation. okay, i see some of you still not ready yet to begin the class. ok, i’ll let you have 5 minutes more to prepare first. after that we can begin. 240 m2: yes, i promise. excerpt 6 student: (explaining the whole story of his experience) m2: ok thank you for the amazing story of yours. but, how about you retell this oldman about some certain part. i personally lost in some parts of the story, it seems that age can never lie, hahaha students: no worries, sir. i will retell you all of the stories you need and by the way you are as young as we are sir. so don’t sweat it. excerpt 12 m2 : alright, i can see that all of you are ready now to start the class. students: yes sir, we are ready. m2: alright, before we start the class let’s pray. aldi please lead the pray. excerpt 13 m2: ok good, thank you class. today i would like to talk about recent weather which is unpredictable. students: yes sir. it makes us feel the fever that worsen the recent situation due to the pandemic. m2: yeah, then let’s read an article that connect with our recent situation about weather then move on to the next thing we can do. so first, i want you guys to read and then we’ll do the exercises. after completing the exercise we’ll watch the video that talk about the climate change that maybe perhaps enlighten you with our recent phenomena. excerpt 14 student: (noises because she does not mute her microphone) m2: sorry lia, but could you mute your microphone for a moment? because it creates noises to us. student: ah yes sir, i will. i’m sorry because i didn’t notice that my microphone is unmute. m2: no worries, lia. discussion positive politeness positive politeness strategy seeks to minimize the threat to the hearer's positive face and make the hearer feel good about him/herself. a person, when having a conversation, he/she wanted to make them happy and feel good about 241 themselves and tries to avoid saying such a thing that makes them feel bad. these strategies include juxtaposing criticism with compliments, establishing common ground, and using jokes, nicknames, honorifics, tag questions, and in-group jargon and slang. positive politeness is still also used by these two lecturers. the reason was to show that they were on the same page, to show that they were on common ground as they were in the same group. to the lecturers' perception in creating a good relationship with their students, showing solidarity was needed, and positive politeness was an appropriate strategy to achieve it. as rahayuningsih, saleh, and fitriati (2020) found in their study that to express solidarity and build close contact with the students, the teacher mostly employed positive politeness. it was also proved that the lecturers wanted to build not only lecturers students' relationships but friend alike relationships. excerpt 1 m1 : alright. today i would like to talk about the recent issues about celebrity. okay class, what do you think? why there are some celebs, ehm…you know…, do something that inappropriate to their fans? s : maybe they have mental issue sir. m1 : what do you mean by that? s : i mean something related to their mental sir. perhaps something called as stary syndrome sir. so, they just too shocked because of being famous. m1 : ah… i see. that’s good, nice. from the excerpt above, the speech act that delivered by the m1 ‘why there are some celebs, ehm…. you know….’ was an example for positive politeness in intensify interest to hearer. it can be seen from the linguistic marker ‘you know’ which can be used to intensify the interest to hearer. furthermore, after speaker got the attention from the hearer and also got the reaction that m1wished for, he also performed another positive politeness act which is ‘that’s good, nice’ with an exaggerate intonation that can be classified as positive politeness, exaggerate approval. by using positive politeness and forming the exaggerate approval, the m1 minimized any threat that can be occurred within their conversation and by doing that can also triggered others students to be able to active in classroom communication. excerpt 2 m1 : ok guys, let’s open page 63, where the last time we met last week. i’m sure all of you have already understood the last material that we have discussed last week, so we can move to the next part. 242 in this conversation, excerpt 2, by instructing his students to open certain page of the material book, he tried to start the lesson and maintain the conversation also. to minimize the gap between the teacher and the students he maintained the flow of the conversation by decreasing the level of imposition of the instruction. he used positive politeness strategies with the form of ‘let’s’ so that his students did not feel any pressure from his instruction. he also tried to confirm that the lesson from last week was already understood by all the students. by using politeness strategies form of ‘i’m sure all of you have already understood’ he tried to put himself in his students’ point of view. so, the students did not feel any pressure nor any ftas from the m1. excerpt 3 m2 : morning class. students : good morning sir. m2 : alright i’m sure that you’re all okay. before we start the class let’s pray together. in excerpt (3), there were double used of positive politeness strategy used by the lecturer which is m2. the first use he used the statement ‘i’m sure’ as a form of the strategy, by using this statement he tried to be assumed as a part of their party. by mentioning the word ‘i’m sure’ as a form of his politeness strategies he tried to reduce the gap between him and his students. also, he strengthens his position as their party member by using the word ‘let’s’ and followed with the word ‘together’ as his strategy to follow the first form that he said earlier. the form used of ‘together’ can assure the students that he would do it with them and showing respect to them as their member. the usage of the word ‘i’m sure’ and ‘let’s’ over here were asserted that m2 wanted to reduce the gap between him and his students by sharing power and also to show solidarity so that it was not a teacher-center class, but rather to show his students that it was also a studentcenter class. by using those kinds of positive politeness techniques, he kept his good reputation with his students. excerpt 4 m2 : what a beautiful day isn’t it? starting the day with the recent viral news from indonesia and also overseas. students : (soft noises from students because of different responses from students) m2 : alright, alright. that’s enough intermezzo, so it’s time for us to get down to the real business we had, shall we? let’s open the last page we had in the last week. in excerpt (4), the m2 had performed two different strategies of positive politeness strategies. the first form he used was by ‘exaggerating interest’ strategy 243 by stating ‘what a beautiful day isn’t it?’ he tried to claim the common ground with the students by stating that the day was so beautiful so the students needed to cheer up while having a teaching learning activity in the class. the other form he had performed is ‘that’s enough intermezzo, so it’s time for us to get down to the real business we had, shall we?’. by performing this strategy, he tried to assert the common ground with the students, because usually this strategy started and done by having a small talk such as gossip and by stating this form, he tried to time switch into the real thing that he needed to do which was teaching. followed with the word ‘let’s’ m2 really had tried to minimize any threat created from the conversation he had with the students, by starting the class with small talk, using personal switch and ending with the word ‘let’s’ as a solicitation to start the teaching learning activity without creating any fta to the hearers. excerpt 5 students : sir, can you please make the last test later easier than usual? m2 : what do you mean with easier? i already make the test easy enough for you, isn’t it? students : (responding to the statement altogether) not at all sir! m2 : hahaha, you plan this altogether right. alright, i’ll make the last test easier for you, but all of you need to all out and get really serious in doing the presentation. got it? students : do you promise sir? m2 : yes, i promise. in excerpt (5), again, there were 2 different forms of positive politeness employed by m2 as the speaker. those were assumed, offer, and promise strategy. the conversation started with a protest from the students because of the hardness level of the test given by the lecturer. knowing this situation m2 using the 12th strategy (assume), he assumed that the students tried to negotiate about level of the last test and then it became the negotiation between students and lecture. by stating ‘i’ll make the last test easier for you, but…’ m2 wanted the students to do something first in exchange m2 would reduce the level of the last test in the future. after conducting the first strategy, to strengthen it, he performed another form of strategy which is 9th strategy (promise) by saying ‘i promise’ to claim the common ground between m2 and his students. speaker (m2) claimed that whatever hearers wanted which were the students, m2 wanted for them and would help to obtain. so, by saying certain form such as ‘i promise’ the students as the hearer felt that they were in the same page and the gap they had will gradually decreasing. excerpt 6 student : (explaining the whole story of his experience) 244 m2 : ok thank you for the amazing story of yours. but, how about you retell this oldman about some certain part. i personally lost in some parts of the story, it seems that age can never lie, hahaha students : no worries, sir. i will retell you all of the stories you need and by the way you are as young as we are sir. so don’t sweat it. in excerpt (6), 2 forms of positive politeness were again performed by m2. this conversation taken place after one student having a time in telling the story of him to the class. it seemed that m2 had not understood of some parts of the story. by knowing this situation, he performed 2 form of positive politeness which one form would support the other form. the first form he employed in order to claim common ground, he performed 2nd strategy (exaggerate). by saying ‘thank you for the amazing story of yours’ he tried to make a perception that he really loved the story meanwhile he lost some parts of it. in order to deliver the thought, he had because of missing some parts of the story he performed another strategy which is 8th strategy (joke). by delivering some joke of himself by calling himself an ‘old-man’ he tried to minimize any fta that possible to be there because of the situation he had. negative politeness a negative politeness strategy is avoidance based and it presumes that the speaker will be imposing on the hearer. this strategy is intended to avoid giving offense by showing deference. these strategies include questioning, hedging, and presenting disagreements as opinions. mostly used form in this negative politeness strategy are modals. both students from two different classes had two different kinds of face. positive face, as the wants to be liked or approved, and negative face as they want not to be imposed by others. there were also some considerations before both lecturers performing the strategy such as the power they had to the students as their lecturers, their social gap as their closeness, also the degree of imposition of each activity should be taken into account as their consideration. after considering those things happen inside the class, they may employ the proper politeness strategies to the students while having teaching learning activity. by doing so, both lecturers may reduce the threat that the students may possibly feel while performing the strategy. since making requests and giving command can be seen as threatening to some students, it was important for teachers to be aware of what students wanted and to take that into account when issuing requests or ordering command. this also found in sari, utama, and yawisah (2019) study that negative politeness was 245 used the most in performing politeness strategy on request. for this reason, polite behavior in class activities was the best way to go in this context performing negative politeness strategy as a picture of being polite. this means that the teachers gave the students freedom to talk and act according to what they were asking for, based on the content of the request and the command. excerpt 7 m1 : okay class. please, one person tells me where we ended the material last week. students : yes sir, last time we were on page 75 talked about the use of tenses in real life. m1 : okay, thank you. now class, please open page 76. from the excerpt above, there were 2 kinds of negative politeness employed by the teacher. first, the teacher used the word ‘please’ to soften the instruction. the use of word ‘please’, according to brown and levinson, is an example of negative politeness to indicate a conventionally indirect instruction (strategy 1). being indirect can be realized by including the insertion of sentence internal ‘please’ (brown and levinson, 1987, p.133). moreover, the use of pronoun ‘one’ instead of ‘you’ is an example of negative politeness (strategy 7. impersonalize s and h) so the hearer did not feel intimidated with the instruction that the lecturer has given. excerpt 8 m1 : alright guys, time’s up. everyone who wants to answer please raise a hand. students: wait a minute sir, we haven’t finish it yet. m1 : it’s alright guys. just say the answer actually. everyone may try to answer it. don’t be afraid of making mistake. excerpt above showed two negative politeness strategies. the teacher tried to encourage the students to answer the question and wrote the answer on the board. first, she said ‘everyone may try’ which showed that the speaker did not coerce h and give h option not to do act. it was marked by the word ‘may’ which was a hedge in the form of modal auxiliary (strategy 2). the second one, ‘just say the answer actually’ is an example of negative politeness strategy, minimizing the imposition (strategy 4). here, the speaker minimized the imposition by saying that that the students needed to ‘just say’ the answer. the speaker tried to save the hearer’s negative face and reduce the threat of imposition. excerpt 9 m1 : alright. budi, please tell me your opinion about this recent situation in our country. students: yes sir. (telling his opinion) m1 : alright budi thank you for the opinion. but i think i miss some part of it, can you please repeat it again one more time? 246 in excerpt 9 we could notice that the lecturer m1 tried to utilize this negative politeness strategy by being indirect to his student by using the modal ‘can’. this strategy was being used because of the power m1 possessed to his student to repeat some particular part that he had not catch or understand. to minimize threat or minimizing the harm of his student’s negative face he used the modal ‘can’, so the student may not feel ignored with the opinion that he has spoken to the class. excerpt 10 m1 : alright that’s enough of intermezzo. now, rendi would you mind to read page 80 where we end our meeting last week? students: not at all mam. (start reading the paragraph) m1 : alright, rendi that’s enough. thank you very much. in excerpt above we can see that m1 tried to instruct his student to read certain paragraph in certain page of the book to discuss the material. by using negative politeness strategy of being indirect with the use of modal ‘would’, he tried to maintain his student’s negative face since he did not mention the exact part that needed to be read by the student. it may find disturbing by the student since the student need to remember where did the last part they had in the last meeting. to minimize the disturbance his student may feel from his act, he minimized it by using the negative politeness. excerpt 11 m2 : morning class. students: morning sir. how are you, sir? m2 : i’m good thank you. hope you are all okay in this situation. okay, i see some of you still not ready yet to begin the class. ok, i’ll let you have 5 minutes more to prepare first. after that we can begin. in excerpt above we could see how m2 has given his students more time to prepare before starting the meeting and make the student ready to follow the material. excerpt 12 m2 : alright, i can see that all of you are ready now to start the class. students: yes sir, we are ready. m2 : alright, before we start the class, let’s pray. aldi, please lead the pray. in above conversation it can be seen that the m2 wanted to start the class. but before that he wanted one of the students to lead the pray before starting the class as one of the daily routines in the class. to minimize any threat that may occur while he asked his student to lead the pray, he softened his request by adding the word ‘please’ so the hearer may not have misperception in the request he has given. 247 excerpt 13 m2 : ok, good, thank you, class. today i would like to talk about recent weather, which is unpredictable. students : yes, sir. it makes us feel the fever that worsens the recent situation due to the pandemic. m2 : yeah, then let’s read an article that connects with our recent situation about the weather, then move on to the next thing we can do. so first, i want you guys to read and then we’ll do the exercises. after completing the exercise, we’ll watch the video that talks about climate change that maybe perhaps enlighten you with our recent phenomena. in the excerpt above, m2 wanted his students to do an exercise from the book by expressing negative politeness strategy in the form of performative ‘i’ and ‘you. he wanted to avoid any conflict or misperception with his student about the thing that he and his students were going to do in the class. this also indicated that he did not want to impose on his students’ negative faces by impersonalizing his instruction with a performative verb like ‘want’. excerpt 14 student: (noises because she does not mute her microphone) m2 : sorry, lia, but could you mute your microphone for a moment? because it creates noise for us. student : ah, yes, sir, i will. i’m sorry because i didn’t notice that my microphone is unmute. m2 : no worries, lia. in this excerpt, we can see how the lecturer asked request to the students to do something. he chose to use negative politeness in asking requests from the student rather than using direct command even though he had the power to do so. by doing so, he tried to minimize and save the hearer's negative face. also, with the use of modal 'could', he wanted lia to feel not intimidated by the request he delivered. even more, he put the word ‘sorry’ beforehand. conclusion this study found that both male lecturers in a class tend to use mostly negative politeness to ask for things or give commands, it could harm their relationship with their students, since some students may feel distant from them 248 even though most of them were already close to the lecturers. additionally, the lecturers may still need to respect the freedom of their students to talk and express themselves in response to the requests and commands these two lecturers deliver, even if those students were not very close to the lecturers. positive politeness still also used by these two lecturers. the reason was to show that they were in the same page, to show that they were in a common ground as they were in the same group. as the lecturers’ perception in creating good relationship with their students’, showing solidarity was needed and positive politeness was an appropriate strategy to achieve it. all in all, this study will enrich the discussion that relate with kinds of way in maintaining classroom in teaching-learning activity, especially using politeness strategies. references arif, n., muliati, a., & patak, a. a. 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(2020). effectiveness of online education in nepalese context a study of bachelor level students. delhi business review, 21(2), 23–30. https://doi.org/10.51768/dbr.v21i2.212202003 https://doi.org/10.51768/dbr.v21i2.212202003 linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.792 1 developing local content-based instructional graded reading materials for reading level three students shella monica 1 iai al-azhaarlubuklinggau machdalenavianty 2 universitas sriwijaya ausyshella@yahoo.com 1 submit, 30-07-2019 accepted, 27-08-2019 publish, 29-08-2019 abstract this research aimed at analyzing the quality of the newly developed local-contentbased instructional graded reading materials for junior high school students in lubuklinggau. the development of the instructional materials was then analyzed and evaluated in terms of their validity, practicality, and effectiveness using formative evaluation proposed, which consists of self-evaluation, experts review, one-to-one, small group, and field test. the result of expert review showed that the prototype of the product was categorized as having high validity as indicated by the average score of questionnaires on content and construct which was 3.23 (scale 1-4). moreover, developed instructional reading materials were also considered as highly practical as indicated by the average score of one-to-one evaluation (3.39) and small group evaluation (3.18). meanwhile, the result of field test evaluation showed that the developed reading comprehension test was highly effective to be used as reading assessment. meanwhile, the result of field test evaluation shows that developed test could be categorized as effective because there were 20 students (74.07%) out of 27 students in reading comprehension test reached average category which was between 56 and 70. hence, it was concluded that the developed products, either the test or the teaching materials can become alternative for teaching reading to students whose level of reading is level 3. keywords: reading assessment; graded reading material; local contentagriculturalproduct introduction as the largest archipelago country in the world, indonesia absolutely has a rich local content (riyadi, 2004:1). national resource governance institute (2015:1) states, “local content is the value that an extraction project brings to the local, regional or national economy beyond the resource revenues.” local content products bring such a benefit to the indonesian local communities especially in improving local economy. a great example comes from its agriculture field; mailto:ausyshella@yahoo.com 2019. linguistics, english education and art (leea) journal 3 (1):1-16 2 world bank (2003) explains that historically, indonesian agriculture has performed well, and its agricultural products significantly contributed to indonesia‟s growth, bringing with it significant increases in employment and a remarkable reduction of poverty. however, as a matter of fact, ubbe (2011:23) points out that indonesia doesn‟t paid attention on protecting and even promoting its local content products, as the result, indonesian local content can be claimed by other countries. baswedan, srihadi, yusuf, koban, and yuda (2010:89) reported that there are at least 21 indonesian local contents have been claimed by the neighbor country, malaysia. unfortunately, malaysia not only claimed some of indonesian cultural products including traditional dances, songs or music instruments, but also one of indonesian traditional foods; it was rendang from west sumatera. this problem clearly reflects how weak indonesia is in securing the wealth of its local content. therefore, lack of appreciation of local content products on the part of the public nowadays becomes the biggest concern for related government in indonesia. education sector regarded as an appropriate forum for fulfilling the aim of local content promotion. by establishing the ministry of national education decrees number 22 and 23/2006, indonesian government, gives a big chance for local content to being integrated on various school subjects either in curriculum of primary (basic) or in secondary education. in addition, english also plays an important role in responding this challenge. it is widely recognized that english is important for indonesia and the reason most frequently put forward this is that english is a global or international language, thus the local content products regarded, would be effectively exposed to the world if it is delivered in english (lauder, 2008:90). responding the previous argument, prastiwi (2013:23), emphasizes that efl teachers should make use of efl teaching learning process as a way to serve a dual purpose; supporting mastery of the target language (l2) and fulfilling the obligation to introduce the local culture/content (c1) particularly within the young generations. hence, the term materials in elt expected are not limited only to the cultures of native english-speaking countries but should allow for local cultural content (richard, 2005:45) furthermore, local content-based materials revealed bring such a benefit contribution to elt especially in improving student‟s reading comprehension. utami, nitiasih and artini (2014:98) found that involving culture or local content in reading materials can effectively help students to gain more understanding toward the content, since it closes to their daily life. in line with the previous arguments, malone (2013:20) states thatthe alternative way that can be used by efl teacher to help the students become life-long readers is by providing the students with information or reading materials which are relevant to students‟ life, 2019. linguistics, english education and art (leea) journal 3 (1):1-16 3 heritage and culture, such as the story from the local content dealing with local people, object and events. in contrast with what was expected, although the use of local contentbased material is highly recommended and stated in the curriculum, the number of local content-based material is still limited in indonesia. according to pitaloka (2014:12), there were some problems in the english text-books used in indonesia which are concerned with the limitation of local content-based materials and the inappropriate readability of the texts used. in line with pitaloka‟s findings (2014:45), through instructional analysis, the writer found that, the english teachers of smp negeri 11 lubuklinggau only used one english course book that lack of local content-based material, moreover, that textbook was also offering the reading comprehension test which providing the descriptive texts with readability levels was irrelevant to the students‟ reading level as indicated at level 3. the results of analyses above clearly reflect the quality of the instructional reading materials in smp n 11 lubuklinggau which was regarded still ineffective and encountering some problems dealing with students reading literacy. waugh and gronlund (2013:34) point that reading assessment (including texts and comprehension questions) is much needed in elt, while it is used as a tool in determining to which students are achieving the intended learning outcomes of reading instruction. meanwhile, as nonfiction genre, descriptive text regarded important to be introduced to the young learners as soon as possible, because it is clearly recognized that when students learn nonfiction genres they actively engage with the world outside themselves (borner, 1995:90). as the native of lubuklinggau, the writer, therefore, was encouraged to develop descriptive texts completed by comprehension questions with the theme of which were focused on lubuklinggau local content. according to central bureau of statistics of lubuklinggau (2013), lubuklinggau has some districts which have great potential in the field of agriculture, especially in the terms of plantation, horticultural and other agriculture subsectors, the existence of this sector is not only quite important in meeting the needs of food for lubuklinggau community, but also give an important contribution in improving the economy sector (lubuklinggau, 2013). as an attempt of preserving local identity, the mayor of lubuklinggau‟s regulation number 31 year 2014 emphasizes that the local content product of lubuklinggau must be preserved, promoted and protected intensively in supporting the development of lubuklinggau city. responding the idea of local content promotion and the factual condition of reading material in indonesia, therefore, the aim of this study was to develop local content-based instructional graded reading materials with the theme of which was focused on agricultural product of lubuklinggau which were valid, 2019. linguistics, english education and art (leea) journal 3 (1):1-16 4 practical, and effective for reading level three students. furthermore, the developed product expected could be effectively exposed to the young generation and would not be vanished from its existence as a part of precious local content products of indonesia in this globalization era. literature review material development materials can be developed by government, private publishers, researchers, or teachers. tomlinson (2012:93) asserts that materials development can be defined as all the processes carried out by practitioners who intend to produce and/or employ materials for language learning in which the processes include materials evaluation, their adaptation, design, production, exploitation and research. ideally, all of these processes should be taken into consideration and should be collaborated for the purpose of developing language-learning materials. richards (2005:76) states that effective instructional materials in language teaching are shaped by considering three factors: teacher, learner, and contextual variables. considering this argument, in planning a new textbook or course book series the publisher is normally providing the writer with a profile of the target teachers, learners, and teaching context in order to enable the writer to tailor the materials to the target audience (tomlinson, 2011:92). responding the previous explanation, the teachers are expected can develop learning material which is according to the students‟ real live. reading comprehension one of the priority purpose of teaching english as a foreign language to indonesian peopleis that they can read in order to grasp the idea and to understand the book that is written in english.according to addison (1996:3), “reading is an active process in which readers shift sources of information (what they know and what the text says), elaborate meaning and strategies, check their interpretation (revising when appropriate) and use the social context to focus their response”. regarding that explanation, kellerman (1996:23) states if the students cannot read they will have low achievement, so they are on the road to academic failure. teaching students to read must be highest priority. the ability to read is crucial for all students in reaching both the academic and society success. cooper, warncke, and shipman (1998:24) divide reading achievement into five categories (1) meaning vocabulary in which the reader is concerned with learning the meaning of words he or she reads; (2) literal comprehension is concern with the information and idea that are explicitly stated in the selection; (3) inferential comprehension is concerned with drawing conclusion, generalizing or interpreting what is read; (4) applied comprehension is implicit schema that requires 2019. linguistics, english education and art (leea) journal 3 (1):1-16 5 integration of new information into the readers‟ previous knowledge, from which new relationships emerge; and (5) critical reading requires reading with an inquiring mind and with active, creative looking for false statements. moreover, cooper, warncke, and shipman (1988:90) state that there are some reading skills which should be mastered by the students including the ability to answer question about main idea (mi), detail (d), sequence (sq), inference (if), reference (r), cause effect (c/e), and vocabulary (v). regarding the previous explanation, to measure students‟ reading comprehensions, all of reading skills above were all included or tested both in reading exercises and reading comprehension test in this study. local content definition of local content is difficult to find. ballantyne (2002:32) argues that there are some definitions of local content; some people define it as content for people in a certain locality, or content for people speaking a language or for people from a cultural tradition, others suggest it is a content that is relevant to, or consumed by a given society or community in which they live and work, finally in his study, he concludes that local content is the expression of the locally owned and adapted knowledge of community, and these communities may be defined by their location, culture, language, religion, ethnicity or area of interest. meanwhile, national resource governance institute (2015:60) defines local content as the value that an extraction project brings to the local, regional or national economy beyond the resource revenues consisting oil and gas, chemicals, information, metals, food, culture, transportation equipment, electrical, professional services, agriculture, and textiles. country can encourage its local content through requirements and targets written in national laws and individual contracts. local content gives such a benefit to the local communities especially in improving local economy. for example, in agriculture field, world bank (2003) explains that historically, indonesian agriculture has performed well; it did by focusing on the staple food crops such as rice, corn, sugar and soybeans, then these agriculture products contributed significantly to indonesia‟s growth, bringing with it significant increases in employment and a remarkable reduction of poverty. meanwhile, since developed products in this study are given to the eighth grade students in lubuklinggau therefore, developed graded reading material in this study containedlubuklinggau local content, the theme of which was focused on its agricultural products. local content-based in efl context teaching a language cannot be separated from teaching its culture. according to avruch (1998:6), “culture is that complex whole which includes 2019. linguistics, english education and art (leea) journal 3 (1):1-16 6 knowledge, belief, art, morals, law, custom, and any other capabilities and habits” meanwhile, brown (2007:45) defines culture as something which is definitely an integral part of the interaction between language and thought. thus, in terms of elt, teachers have to teach english as the target language (l2) along with its culture (c2). there is another way to teach english (l2) which is by using local culture (c1). moreover, richards (2005:78) argues that the use of local cultural/content material in the teaching of english as a foreign language serves a dual purpose: supporting mastery of the target language (l2) while also enabling teachers to fulfill their obligation to teach about local culture (c1). actually, indonesian government already supports the implementation of local content material in education; it is by establishing the ministry of national education decrees number 22 and 23/2006. in this act, the government expect the local content can be incorporated into various school subjects either in curriculum of primary (basic) or in secondary education, unfortunately in this respect, the term of local content defines as curricular activities in order to develop competency adjusted with unique local characteristics and potential, including local advantages where the content cannot be clustered into the existing subjects (dharma, 2008:92). therefore, considering the explanations above, it could be concluded that local content-based materials has important role in education. it is beneficial, not only for improving students‟ reading comprehension, but also for enriching their local content knowledge. graded reading material macmillan education (2014:23) states that graded reading materials or graded readers are short books and audio books, encompassing both fiction and non-fiction genres which is written in various levels of reading, so the students will find the quick and easy to read. furthermore, levels in graded reading material are carefully graded from starter to upper intermediate to help the students choose the right material for their ability. in other words, it offers a wide and attractive range of short, learner-friendly books which can be read quickly, easily and enjoyably. moreover, nation and ming-tzu, (1999:356) point out that graded readers has long been recognized as a book or reading material which are specially written or adapted for second language learners. it involves severely restricting the vocabulary and controlling the grammatical structures that occur, and matching the length of text to the vocabulary and grammar controls. hence, reading graded readers can have several learning goals in elt. these include gaining skill and fluency in reading, establishing previously learned vocabulary and grammar, learning new vocabulary and grammar, and gaining pleasure from 2019. linguistics, english education and art (leea) journal 3 (1):1-16 7 reading.typically, a graded reading scheme consists of a series of vocabulary and grammar levels with several readers available at each level of the scheme. a low proficiency learner would begin read this reading book at the lowest level of the scheme, and when reading at that level was comfortable, could move to the book at the next level. by considering the reading level of the eighth grade students, which were in level 3, therefore the writer wrote 5 passages which were covering 5 reading levels (1, 2, 3, 4, and 5). each reading passage was calculated in term of its readability level using online tool named automated readability index (i.e.: https://readability-score.com/). furthermore, those passages were graded from the lowest level to the highest one. research method the product in this study which consists of reading material and reading comprehension test was developed by using the procedure of developmental research proposed by akker (1999:67) consisted of analysis, design, evaluation, and revision. in analysis stage, the three main activities were conducted consisting of instructional analysis, students‟ needs analysis and students‟ reading level analysis. first, in instructional analysis, the writer analyzed the curriculum and the textbook used by the eighth grade students in smp n 11 lubuklinggau. next, in needs analysis, students‟ problems and needs toward their reading teaching and learning were determined through needs analyses sheet. finally, in reading level analysis, students‟ reading level was also determined by a group informal reading inventory: an instrument for the assessment of esl students‘reading performance developed by stark (1981:45). in design stage, the results of analysis were used as the guideline in developing local content-based instructional graded reading materials. then after the product was developed, in evaluation stage, developed product was analyzed and evaluated in terms of its validity, practicality and effectiveness (reading comprehension test) using the formative evaluation proposed by tessmer (1993:12) which consists of self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test. in expert review phase, two experts were involved to evaluate the validity of developed instructional reading materials in terms of its content (english) and construct (instructional design). meanwhile, 35 eighth grade students in smp n 11 lubuklinggau was then involved in three different evaluation phases; 3 students (1 student for each category of reading level, i.e.: low, medium, and high reading level) participating in one-to-one evaluation, 9 students (3 students for each category of reading level, i.e.: low, medium, and high reading level) https://readability-score.com/ 2019. linguistics, english education and art (leea) journal 3 (1):1-16 8 participating in small group evaluation and other 27 students participating in field test. three different questionnaires in form of likert scale (adapted from tessmer, 1993:45) consisted of questionnaire for expert of content, questionnaire for expert of construct, and questionnaire for students‟ responses were then used as the instrument of the study. the validity of the product was indicated by calculating the average score of the two questionnaires (content and construct) given by two experts in experts review phase. meanwhile, the practicality of the product was determined from the result of questionnaire given by the students in one-to-one and small group evaluation. all questionnaires in this study were interpreted into very high (3.26-4.00), high (2.52-3.25), low (1.76-2.50), and very low (1.00-1.75) with the interval of the scale was 1-4 (kubisxyn&borich, 1993). meanwhile, in field test phase, 27 students were involved. in the field test phase, the effectiveness of developed reading comprehension test was measured. it was done by administering developed reading comprehension test to the students. the test can be considered effective if 70% or more students reach average which was between 56 and 70 in the reading comprehension test. furthermore, the criterion related validity of the developed reading comprehension test was measured by calculating the coefficient correlation of the students‟ scores in comprehension test to which they obtained in standardized test (iri). the strength of the relationship between those two sets of scores was given by the pearson correlation (symbolized by r). the sign of the correlation coefficient was determined whether the correlation was positive or negative. meanwhile, the strength of the correlation was determined by the magnitude of the r value which was interpreted into low (0.00-0.30), moderate (0.31-0.60), strong (0.61-0.90, and very strong (0.91-1.00) (noble, 2014:67). in addition to the criterion related validity, the writer also measured the reliability (determined through cronbach alpha), items validity (determined through pearson product moment), index of difficulty and discrimination index of the developed reading test (determined through heaton‟s formula, 1989:45) statically by using spss 22. the test was may be considered reliable if the value of cronbach‟s alpha obtained is at 0.70 (hughes, 1989:34). moreover, the validity of each item of test was interpreted by following the criterion validity proposed by saad, carter, rothenberg, and enid, (1999:78) which was categorized into very beneficial (above .35), likely to be useful (.21 .35), depends on circumstances (.11 .20), unlikely to be useful (below .11). additionally, index of difficulty was interpreted into very difficult (fv 0.00), difficult (0.00 <fv< 0.30), medium (0.31<fv<0.70), easy (0.71<fv< 1.00) and very easy (fv<fv< 1.00), while, discrimination index of items was categorized into failed (d< 0.00), bad (0.01 <d< 0.20), moderate (0.22 <d< 2019. linguistics, english education and art (leea) journal 3 (1):1-16 9 0.40), good (0.41 <d< 0.70), excellent (0.71 <d< 1.00) with the interval of the score was 0.00 1.00 (subana and sudrajat, 2005:78). finding analysis phase instructional analysis in this analysis, the write finally found the results that describe below: 1. the number of the local content-based descriptive texts available in the textbook was still insufficient. 2. the readability levels of the texts included in the textbook were not relevant to the students‟ reading level as indicated at level 3. 3. the use of local content-based instructional reading materials for the eighth grade students in smp n 11 lubuklingau is in line with the curriculum. student needs analysis the results of the student need analysis are described as follows: 1. 59.2% of 27 students stated that they had poor skill in comprehending english texts. it was caused its readability of reading materials in the textbook which was not relevant to their reading levels (92%). moreover, they also thought that the topics of texts did not match their interest (37%). 2. the students‟ perception towards the reading activity varied from enjoyable to very joyless, but no student felt at very enjoyable. as the students stated, in teaching reading their english teacher only use one english textbook (100%). 3. the students mostly found it difficult to comprehend the descriptive text. as the students stated, the level of the texts and the topics of the texts were not match with their reading skill and social live. they suggested that descriptive text had to have picture to make them easier in comprehending it. 4. all students very like the texts containing their local content. they, however, had never been provided english texts containing the topic which is relevant to their local content (100%). 5. students mostly are familiar with the name of lubuklinggau agricultural products, but they do not all understand in details about the differences and the characteristics of them. furthermore they expected that descriptive texts containing lubuklinggau local were provided. moreover, to make sure the student‟s statements in need analysis phase, the writer also did unstructured interview to their teachers, some questions related to teaching and learning process in reading activity were asked to the teachers. as the result, the teachers also confessed that local content-based reading materials were needed to be provided in order to improve students‟ reading comprehension and enrich their local content knowledge. from the results of the needs analysis above, the write drew the following conclusions. 2019. linguistics, english education and art (leea) journal 3 (1):1-16 10 1. local-content-based descriptive texts with the theme which focused on agricultural products (i.e.: the descriptions about batok sugar, coconut sugar, butter avocado, and three kinds of yam) were needed to be developed. when reading materials are about something that is familiar to them, the readers can use their own knowledge and experience to help them understand the written text (malone, 2013). 2. local content-based graded reading materials had to be provided with the appropriate readability level of text and appropriate pictures to accompany the texts. design phase in developing the product in this study, there were some steps that followed by the writer; first step was writing the learning objectives which had been identified in the analysis phase. the next step was collecting all information about agricultural products in lubuklinggau which was done by interviewing the farmers or the sellers of each agricultural product in lubuklinggau. furthermore, the information was written in english according to eighth grade students‟ syllabus. after being translated and developed, the developed descriptive texts were checked in terms of its readability levels by using an online tool of automated readability index (i.e.: https://readability-score.com/). in line with what was suggested by the writer‟s advisors, reading materials had to have 1 text which was exactly matched with the students‟ reading level, 2 texts which had to be 2 levels above students „reading level, and 2 texts which had to be 2 levels below students‟ reading level. since the students‟ reading level was at level 3, the readability levels of the stories had to be at level 1, 2, 3, 4, and 5. finally, levels in reading material are carefully graded from starter to upper intermediate to help the students choose the right material for their ability (macmillan, 2014:56). additionally, in paper-based design, ten descriptive texts were divided into two different products; the developed local content-based reading material and the developed reading comprehension test. in reading materials, each developed text, was followed by the exercises in form of various type of test such as multiplechoice, essay and true false. meanwhile, in developed reading comprehension, 5 descriptive texts were then completed by 50 questions in form of multiple-choice question which covered six aspects of reading; they were main idea, detail, vocabulary, inference, cause-effect and sequence. all of the items were appropriately constructed in line with the indicators which had been created in the analysis phase. https://readability-score.com/ 2019. linguistics, english education and art (leea) journal 3 (1):1-16 11 evaluation and revision phase self-evaluation by considering the results of students‟ reading level and needs analysis, the book, entitled readings:descriptive texts of agricultural products of lubuklinggauconsisting of reading materials and reading comprehension test were constructed in this phase. the writer also designed and matched the layout of the cover such as the words and pictures with the title of the developed product. the writer, then, reread the developed product along with revising some misspelling, and punctuation before it was given in the experts review. expert review this expert review phase aimed to know whether the developed product was valid or not. in order to fulfill this aim, two experts were involved to evaluate the content (english) and construct (instructional design) of developed reading material and reading comprehension test. after reviewing the product, the two experts stated that the product was valid with revision. the writer, then, changed or redesigned the developed product based on what was suggested. meanwhile, the result of expert review showed that the prototype of the product was categorized as having high validity as indicated by the average score of questionnaires on content and construct which was 3.23 (see appendix c). one-to-one evaluation three students as the representative of one student who belonged to high reading level, one other student with medium reading level, and the last one who belonged to low reading level were involved in this phase. each student was firstly given developed product, after that, they gave their judgments through a questionnaire and put their comments on it (see appendix d).furthermore, the writer revised the developed product as suggested by the students in comment space of the questionnaire. furthermore, the overall practicality of the developed local content-based instructional graded reading materials, were then determined based on the average scores of 16 items of the questionnaire. as the results, developed instructional graded reading material was considered as highly practical as indicated by the average score of questionnaire which was 3.39 small group evaluation nine students as the representative of three students who belonged to the low reading level, three students with medium reading level, and three students who belonged to the high reading level were involved in this phase. as similar to one-to-one evaluation, each student was given developed product, after that, the same questionnaire was given to obtain their response and comments (see appendix e). the students‟ comments showed that all students liked the developed product in this study. in addition, the nine students involved in small 2019. linguistics, english education and art (leea) journal 3 (1):1-16 12 group phase were also agree that developed product were very attractive, clear, and easy to be understood. in this phase, therefore, there was no change made. moreover, since the average score of the forth aspects of local contentbased graded reading materials which consist of: (1) the match between materials and students‟ characteristics; (2) material presentation; (3) aspects of evaluation; and (4) the attractiveness of developed local content-based instructional graded reading materials was 3.18, therefore, it can be considered that developed instructional graded reading material was practical with „very high category‟. field test in field test, a real class of the eighth grade students of smp negeri 11 lubuklinggau consisting 27 students were involved, however, the students participating in one-to-one and small group evaluation were not involved anymore. in this phase, the students were individually given developed reading comprehension test consisting 50 multiple-choice questions.the students‟ score in the field test was used to measure the effctiveness, the validity, the reliability, the difficulty index and discrimination index of developed reading comprehension test. as the findings, reading comprehension test could be categorized as effective because there were 20 students (74.07%) out of 27 students in reading comprehension test reached average category which was between 56 and 70. moreover, the developed test was also considered having high criterion related validity as indicated by the result of pearson correlation of the two set of score in this study which was r = 0.86. additionally, the scores of each reading aspects (categorized as literal, inferential and vocabulary) in reading comprehension test were also partially correlated to the ones included in reading level test as indicated by beta coefficient value was 0.44 (literal), 0.71(inferential) and 0.50 (vocabulary). furthermore, the test was also considered reliable as indicated by the value of cronbach‟s alpha obtained which was 0.94. moreover, the result of items validity showed that all items test were valid as indicated by the value of the r obtained of each item which was belonged to very beneficial criterion. according to saad, carter, rothenberg, and israelson, (1999:34), validity and reliability are the technical properties that indicate the quality and usefulness of the test. considering that statement, thus it can be said that developed test has good quality as reading assessment. in addition to reliability and validity of the test, the results of index of difficulty showed that all items of developed reading test felt in medium criterion, according to heaton (1989:23), the index of difficulty of an item simply reflects how easy of difficulty the particular item proved in the test. regarding that theory, thus, it was concluded that all items of developed test were appropriate (neither too easy nor too difficult) for the students. additionally, based on the result of 2019. linguistics, english education and art (leea) journal 3 (1):1-16 13 discrimination index; 17 items in developed test felt in moderate category; while other 33 items were in good category. according to heaton (1989:23), discrimination index measures how well the test items were arranged to identify the differences in the student‟s competence. hence, it can be concluded that all items of developed reading test in this study were good in separating more able student from the less able student. discussion there are step that the writer did before developed the product, the writer firstly analyzed the reading materials used in smpn 11 lubuklinggau. the materials analyzed were the descriptive texts available in the textbook as the only learning source used by the eighth grade students of that school entitled „english in focus‟. the result of analysis showed that there were only 3 descriptive texts in the textbook, entitled „the sea eagle‟, „cockatoos‟ and „bongo the orangutan‟ with readability levels 7.5, 9.3, and 4.2 respectively. responding the result the writer think that the new reading materials that is provided many readability levels are needed. in addition to textbook analysis, in this phase, the writer also did curriculum analysis to determine the learning objectives for developed instructional reading materials. as the result, the writer found that smp n 11 lubuklinggau uses curriculum ktsp (2006), while the standard competence of teaching reading for the eighth grade students is “understanding the meaning of written functional text and simple short essays in the form of descriptive and recount that related to the environment”. moreover, the writer also conducted students‟ needs analysis. in this phase, the aim of students‟ needs analysis was intended to obtain information about students‟ needs in terms of reading material. to fulfill that aim, a questionnaire was administered to 27 eighth grade students. there were 20 questions which covered 6 aspects; they were (1) their perception about their reading skill; (2) their perception of the learning process; (3) their perception about the reading materials in their textbook; (4) their expectations on the content of reading materials; (5) their knowledge about lubuklinggau agricultural products, and (6) their expectations on the developed instructional reading materials. the third analysis was to find out the students‟ reading level. a group informal reading inventory: an instrument for the assessment of esl students ‘ reading performance developed by stark (1981:34) which included the reading texts at level 1, 2, 3, 4 and 5 was given to the two classes of the eighth grade students at smp n 11 lubuklinggau. the results of this test shows that students‟ reading level was at level 3, because the percentage of the students who belonged 2019. linguistics, english education and art (leea) journal 3 (1):1-16 14 to level 3 was the highest of all. responding those results, the product, therefore were developed in 5 levels there are level 1, level 2, level 3, level 4 and level 5. conclusion from the results discussed previously, there are some conclusions, that the developed local content-based instructional reading materials were highly valid in terms of its content (english), and construct (instructional design) after being reviewed by two experts in expert review phase. next, the developed reading materials were considered as highly practical after being evaluated by the students in one-to-one evaluation and small group evaluation. therefore, the developed local content-based reading comprehension was effective to be used as reading assessment because there were 20 students (74.07%) out of 27 students in reading comprehension test reached average category which was between 56 and 70.additionally, the writer realized that time of experiment is the most obvious limitation of this study. the writer has not finished yet measuring the potential effect of developed reading material. as the follow up, the writer, therefore, expects that developed local content-based reading materials with the readability level of 1,2,3,4, and 5 can be continuously measured in further research by involving much more number of students and may be held in collaboration with the english teachers 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(2013). assessment of student achievement. boston, ny: pearson. world bank.(2003). priority issues for indonesia agriculture.retrieved from http://bit.ly/183sduw http://bit.ly/28vxmuu http://bit.ly/1prnxmj linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.889 77 tour guide’s service at aceh tsunami museum nurul kamaliah 1 stkip bumi persada lhokseumawe helmiyadi 2 stkip bumi persada lhokseumawe menalisa 3 stkip bumi persada lhokseumawe nurul_kamaliah90@yahoo.com 1 submit, 09-10-2019 accepted, 21-12-2019 publish, 22-12-2019 abstract seeing the important role of services for the advancement of tourism, this research needs to be carried out with the aim of analyzing the understanding of guides about the competence of a guide, services provided to tourists, the obstacles faced by guides in providing services to tourists, and the efforts made by guides and museum institutions to overcome the obstacles encountered. respondents in this study were guides and chief of guides at the aceh tsunami museum. this research uses qualitative methods with descriptive data. the data in this study uses the techniques of documentation study, interviews and observations. then the data are analyzed using several stages, namely data reduction, data presentation, and data verification or drawing conclusions. the results of the research are the aceh tsunami museum placed the competence and services of tour guides as the spearhead of tourist satisfaction, although there is a deficiency that the tour guides have not received adequate seminars or training as the way to support their profession. conclusion, the guides got many improvements related to their english competence dominantly by learning directly from tourists, learning from experience, learning self-taught, and considering tourists as friends. keywords: services, tour guides, aceh tsunami museum introduction along with the times, tourism activities become a necessity of the community. tourism is a trip that is made temporarily from one place of residence to another place of residence that not intended to try to make a living in the place visited, but merely to enjoy the trip (yoeti, 1996). this trip was carried out to find the balance of human life after struggling in the daily work and activity at the place of residence or origin. tourism becomes a solution to make life more mailto:nurul_kamaliah90@yahoo.com1 2019. linguistics, english education and art (leea) journal 3 (1):77-91 78 colorful and meaningful, depending on the intentions, meanings and goals of each individual, include as political, economic, cultural, social, religious, cultural, artistic, recreational, entertainment, learning, or adding interests experience and enriching insight. of the 34 provinces in indonesia, each province has its own uniqueness in promoting its tourist areas. specifically, aceh is famous for attractions that have historical background, culture, natural conditions, art, and customs that contain high local wisdom to be known. this potential is an opportunity that must be utilized and managed properly by the aceh government with the aim of advancing the tourism industry in aceh, so that it can be on par with other regions in indonesia. some of the leading tourist attractions are: rubiah island, iboih beach, baiturrahman grand mosque, laut tawar lake, rumoh aceh, pulo aceh, apung pltd ship, aceh tsunami museum, syiah kuala grave, etc. the acehtsunami museum is one of the favorite tourist attractions in banda aceh district which is visited by the tourists. this place is a proof as well as a revival for the people of aceh after the tsunami, giving one lesson to aceh to be increasingly known in the eyes of the world, and able to reorganize its area, especially in the tourism sector. this building was erected with a background to remember the history of the occurrence of the great tsunami disaster in 2004 which has devastated and claimed many victims of this "serambi mekkah" community. every citizen who experienced and did not experience this incident has a deeply curious about tsunami information in detail. then the aceh tsunami museum will provide answers about related facts. the success of a tourist attraction can not be separated from the important role of tour guides. tour guides are someone who accompany, provide information and guidance as well as advice to tourists in conducting tourist activities (suyitno, 2005). each guide is a front player of a tourist attraction that is almost entirely considered to be able to realize the desires and goals of tourist travel. therefore, the role of tour guides really determines tourist satisfaction. by fullfilling the consumer needs, it will improve the quality of attractions and influence tourists to keep their visit as long as increase the number of tourists. service is a factor that must be considered by every tour guide in order to achieve the customer satisfaction. quality of service is a tourist need that must be provided in accordance with the intent and accuracy agreed upon so that tourists feel satisfied. in meeting the tourist satisfaction, the tour guides should have good knowledge and skills related to the tasks for which they are responsible. this has a positive impact, namely the increasing number of tourists related to the added value they get in the form of cultural knowledge, experience and comfort, which can ultimately increase the likelihood of coming back (cahyadi & gunawijaya (2009). 2019. linguistics, english education and art (leea) journal 3 (1):77-91 79 brigitha, et al (2018) have conducted the study that similar to this issue. the study aims to determine whether there is a significant influence on the knowledge of tourist attractions and tour guide skills on tourist satisfaction either partially or simultaneously. this type of research in this study is associative research that measures the association between two or more variables. samples taken using a questionnaire amounted to 61 tourists. the data analysis technique used in this study was multiple linear regression analysis. the results showed that knowledge partially did not significantly influence tourist satisfaction, partially tour guide skills significantly influenced tourist satisfaction and simultaneously tour guide knowledge and skills had a significant effect on tourist satisfaction. based on the background that has been stated above, as well as the previous study proven that how very important the services of tour guide in a tourist attractions could influence the tourist satisfaction. literature review aceh tsunami museum. tourism provides an opportunity for the community to know a variety of local wisdom that is owned by one another. sibarani (2012) states local wisdom as a form of knowledge or guidelines embedded in a society that comes from the noble values of the local community's culture which is followed and is believed to be able to regulate the order of people's lives. meanwhile, according to alfian (2013), local wisdom is all forms of outlook on life or knowledge which are then manifested in the behavior of a society over and over again to guide their lives. it can be concluded that each community can have the same local wisdom or different according to their respective regional beliefs. but of course all local wisdom that is owned is unique and interesting to know and if necessary can be followed and in meeting the needs. the aceh tsunami museum is located on jl. sultan iskandar muda, no.3, sukaramai, baiturrahman, kota banda aceh, aceh. and was founded in 2009. this location is very strategic because it is located right in the center of the city and the provincial capital so it provides easy access for tourists to visit. the existence of this building is closely related to the history of the occurrence of a major tsunami disaster on december 26, 2004 that claimed 240,000 lives. tour guides tour guides are one of the professions that benefit from tourism. in accordance with the function of tourism according to ri law number 10 of 2009 is "meeting the physical, spiritual and intellectual needs of every tourist with recreation and travel and increasing state income to realize the welfare of the people". this is also closely related to some of the objectives of tourism in 2019. linguistics, english education and art (leea) journal 3 (1):77-91 80 indonesia in article 4, chapter 2, namely to eradicate poverty and overcome unemployment. this opportunity must be cleverly utilized by local communities as a way to find livelihoods by engaging in the tourism sector as guides. concept of tour guides’ services the quality of a tour guide has a big influence on tourist satisfaction. in an economic perspective, parasuraman, et.al, (1994) stated that the overall decision of customers or tourists might be related to their assessment of service quality. in comparison, cumulative customer satisfaction is an overall evaluation based on the number of purchases and consumption experience with goods or services over time (bitner & hubbert, 1994). there are five dimensions of service quality according to kotler in muhajir (2005), namely: a. tangibles or physical evidence, namely the company's ability to demonstrate its existence to external parties. what is intended is that the appearance and capability of the company's physical facilities and infrastructure and the condition of the surrounding environment are tangible evidence and services provided. b. reliability or reliability is the company's ability to provide services as promised accurately and reliably. c. responsiveness or responsiveness is a willingness to help and provide fast and appropriate service to customers, by delivering clear information. d. assurance or certainty, namely knowledge, politeness, and the ability of company employees to grow the trust of customers to the company. it consists of several components including communication, credibility, security, competence and courtesy. e. empathy is giving sincere and individual or personal attention given to customers by trying to understand customer desires. for example, companies must know the customer's specific desires from the physical form of the product or service to the proper distribution. research method this research was conducted at the aceh tsunami museum. the method used in this research is descriptive research design which is very appropriate in accordance with the characteristics of qualitative research. the subjects in this study were 13 local guides who were active employees and chief of guides at the aceh tsunami museum. the duration of the research that ran for about three months occurs in order to get maximum data collection. this situation is caused by the attachment of researchers' time to the schedule of tour guides. each guide has a different schedule of tasks based on the arrival of tourists, whether they have made reservations or not. the entire research process went through several stages starting from the initial survey. then it turned to collect the data using three data collection techniques, namely: documentation study, interviews and observations. the 2019. linguistics, english education and art (leea) journal 3 (1):77-91 81 interview to the respondents consists 13 unstructured questions, while the documentation that was obtained were some pictures, the leaflet, the booklet, the data of tourist visit, etc, as well as the observation was conducted while the tour guide in the process of guiding. then, the data are analyzed through several stages, namely data reduction, data presentation, and data verification or drawing conclusions. finally, the result of this research could answered the aim of this research. finding description of the aceh tsunami museum referring to the results of the research, the aceh tusnami museum is a building designed by an architect from west java, namely ridwan kamil. the museum was constructed from 2007 to 2009. the purpose of this building was built in commemoration of the tsunami that struck aceh in 2004. the building was built in the city center located on jl. sultan iskandar muda, no.3, sukaramai, baiturrahman, kota banda aceh, aceh. this is because most of the aceh regions affected by the tsunami were the city of banda aceh and the regency of aceh besar. in addition, banda aceh is also the capital of the province of aceh as the majority of cities visited by local, regional and foreign communities. the building has a concept as rumoh aceh (as a traditional house of aceh province) and on escape hill (a hill to save themselves) and as its main reference refers to the values of islam, local culture, and tsunami abstraction. the shape of the building also describes the combination of a ship and waves of sea water. the tsunami museum consists of four floors with an area of 2,500 m² whose curved walls are covered with geometric reliefs. on the second floor there is a 40 meter high dark corridor with the left and right sides of the wall flowed by water and the roar of sea water combined with the sounds of people screaming, which aims to re-create the atmosphere and panic during the tsunami. the museum's walls are decorated with pictures of people dancing saman, a symbolic meaning to the strength, discipline, and religious beliefs of the acehnese tribe. from above, the roof forms ocean waves. the ground floor is designed like a traditional stilt house in aceh that survived the tsunami. next there is the room "memories" that are not so bright with small lights as the lighting. the room was deliberately dimmed so that the sad atmosphere felt by the people of aceh could be felt by tourists. then head to the "prayer well" room in the form of a chimney. on the walls in the room are written the names dedicated to the tsunami victims around it, and if looking up, there is a white light that reads allah in arabic. the atmosphere in the room is dark, only a few lights illuminated it. 2019. linguistics, english education and art (leea) journal 3 (1):77-91 82 after that there is the "bridge of hope". this bridge illustrates a method by which people save themselves from tsunami water by going to higher ground. there are also hung above the ceiling 52 national flags from various parts of the world that read "peace" in accordance with the language of each country. after passing through it, three miniature cities of aceh were seen that displayed conditions before, when it happened, and after the tsunami. on the third floor there is the tsunami show room. in this room there are various post-tsunami relics. the items are really various, ranging from the alqur’an, motorcycles, sewing machines, to jewelry. all items are immortalized in one glass box. in the same room there are also giant photos and tsunami artifacts. for visitors who want to enter the museum, they must previously take a ticket at the arrival gate located on the ground floor. tickets can be purchased at a price of rp.3,000 / adult and rp.2,000 / child. the aceh tsunami museum operates every day (monday-sunday) except red dates, and certain days because because of an important agenda. every day will open from 09.00 am 16.00 pm. this museum is intended for all people who want to visit. for visitors who need a tour guide, they must make reservations in advance. usually reservations are mostly made by important guests, special purpose visitors and overseas and regional visitors. as a step to promote the aceh tsunami museum, the management invites all stakeholders to be involved in it. some of which play an important role are the government, associations, travel agents, tour guides, and the community. in addition, technological sophistication is also very helpful as a promotional system, such as providing contact numbers and several accounts that can be accessed directly by everyone. table 1 data visit of tourists no years tourists jumlah domestic foreign 1 2013 413.744 11.355 433.574 2 2014 442.780 22.795 474.408 3 2015 529.590 20.630 560.228 4 2016 669.453 29.441 712.613 5 2017 662.815 28.714 706.646 6 2018 655.882 33.254 744.205 table 1 shows a significant increase in tourist visits to the aceh tsunami museum from year to year. tourists who visit can come from both local and abroad. from the interview data it was stated that domestic tourists came from 2019. linguistics, english education and art (leea) journal 3 (1):77-91 83 various other indonesian districts, especially from medan and dki jakarta. furthermore, malaysia is the most foreign tourists visiting this tourist spot, due to the close distance and having the same cultural roots between malaysia and indonesia. besides malaysia, there are also many foreign tourists from various other countries in the world, namely; poland, australia, united kingdom, australia, germany, france, holland, spain, saudi arabia, turkey, china, etc. each tourist consists of various groups and destinations, both common people, backpackers, researchers, students, and important guests such as ambassadors or heads of certain institutions. the function of aceh tsunami museum the main function of the establishment of the aceh tsunami museum is as a symbolic monument to commemorate the earthquake and tsunami disaster in aceh in 2004. this building was also designed as a disaster education center and a place of emergency protection in the event of a tsunami disaster re-occurring. therefore, in order to realize its function, the museum organizes several programs or activities that are interesting for tourists as well as providing a forum or place for the general public who want to participate. some of them are; provide services to every domestic and foreign tourist with various purposes such as, vacationing, researching, fulfilling school assignments, carrying out official objectives, etc. besides, there are cooperating between institutions or countries, holding local, national and international seminars, giving polite and entertaining arts and cultural performances, and arranging tsunami celebration programs every december. every person who wishes to organize activities can come from parties inside and outside the museum, can use the museum area as needed, and can contribute contributions of mind and energy by upholding the museum's code of ethics. understanding tour guides about the competence of a tour guide the tour guide referred to in this study is a local guide whose task is to guide visitors at the aceh tsunami museum. in carrying out their duties, every tour guide who works at the museum has 7 competency criteria that must be mastered as stipulated in the decree of the minister of manpower and transmigration number kep.57 / men / iii / 2009 concerning the indonesian national work competency standards (skkni) in the field of museum guiding, namely: 1. gathering, analyzing and organizing information. museum tour guides try to gather all information related to tourists to be guided so that tourists get maximum service. likewise for the guides themselves, this method can facilitate the task to avoid bad things that are not desirable. for tourists who make reservations beforehand, tour guides will ask about the schedule of their 2019. linguistics, english education and art (leea) journal 3 (1):77-91 84 visit, the number of visitors, the purpose of the visit, getting to know the origin and culture of visitors and also some things that are considered important. so, by knowing this information, guides can analyze and organize information early as a preparatory step. 2. communicate information and ideas. any information submitted by tourists will be well received and understood by guides. sometimes, some tourists who visit the museum have little information and there is even something wrong about the museum. and some of them also have requests that are not in accordance with the purpose of the museum. then swiftly guides will communicate or confirm the actual information. in this case, extreme caution is needed for guides to convey them, in order to prevent misunderstandings between tourists and guides concerned. 3. plan and organize activities / activities. the success of an activity is determined by careful planning. before guiding the tourists, tour guides will explain the design of activities to tourists. for exmple, explaining the travel route that starts from the beginning to the end, the duration of time used, what information is needed, and the facilities and infrastructure needed. 4. collaborate with other people and groups. the number of museum tour guides to guide the tourists is uncertain, depending on the needs of activities and tourists. sometimes the tour guides can guide alone or in groups, and there are even other tourists who want to help. if in one situation, the tour guide gets into trouble then he will ask for help from another. but unfortunately, on certain days which are full of tourists, tour guides will be overwhelmed due to the minimal number of aceh tsunami museum guides. 5. use mathematical ideas and techniques. a tour guide is required to create a safe situation and provide creative ideas during the guiding process. all ideas held to support services to tourists can be communicated to guides according to the conditions required. in addition, mathematics is also very needed by guides in carrying out their duties such as the calculation of saving time, calculating distance, area and building volume, etc. 6. solve problems. when in the field, tour guides must work prepared and alert. as if suddenly a problem arises, guides are required to be able to solve it. for example, if there is a tourist who faints from exhaustion, the tour guide must be a host who is able to serve his guests well by giving help. 7. use technology. the use of technology is considered very effective in supporting facilities and infrastructure in scouting. all technology media such as the internet, social media, mobile phones, and other technology tools should be mastered by guides to meet the needs of guides. for example, tour guides can use social media to promote the aceh tsunami museum as a tourist destination in aceh. 2019. linguistics, english education and art (leea) journal 3 (1):77-91 85 tour guides’ services to tourists some services are provided by lokal guides for the tourists at the aceh tsunami museum are: 1. showing a neat and charming physical appearance. the appearance of a tour guide is one of the causes of tourist satisfaction. every tour guide wears clothes according to the mutually agreed agreement of monday-friday and wears free clothes on saturdays and sundays. the clothing referred to here covers what is worn from head to toe. men and women guides wear clothes to suit aceh's culture and islamic religion. with a good appearance so that trying to show a good impression to tourists. 2. guiding tourists with a professional attitude. tour guides try to show a professional attitude when guiding tourists, such as friendly, polite, caring, uplifting, humorous, honest, and full of initiative and self-control from negative attitudes. 3. preparing the agenda of events from beginning to end. for tourists who have made a reservation, the tourist travel process at the museum begins with the welcoming agenda. tour guides give warm greetings, introduce themselves and explain the agenda of the visit to be carried out. the agenda starts from buying a ticket, entering the 2nd floor of the museum which leads to a dark alley → the memories room → the prayer well → the bridge of hope and goes directly to the 3rd floor which consists of the tsunami showrooms → the audio visual room. 4. explaining all information related to the tsunami museum. some information that must be mastered by guides is about the history of the tsunami, the appearance and meaning of each room in the museum, the history and meaning of each artifact or object on display and also all other information needed. 5. giving information of the territory, culture, and customs of aceh. all guides at the museum come from aceh, so it is a great opportunity for them to get to know aceh in depth and to promote the unique characteristics of aceh. when touring the museum, tourists also ask many questions about many aspects of aceh, such as acehnese dances, acehnese characters, souvenirs from aceh, acehnese special products, other acehnese tourist attractions, etc. 6. using clear language and good speaking techniques. verbal and nonverbal communications are important factors for the achievement of tourist destinations. the majority of every tourist visits to dig up information about the museum. therefore guides must pay attention to every word, intonation, sentence structure, pronunciation, fluency and body language when talking so that the information conveyed can be received by tourists. 7. using several foreign languages for foreign tourists. tourists visiting the museum not only come from aceh or indonesia, but there are also those who 2019. linguistics, english education and art (leea) journal 3 (1):77-91 86 come from several foreign countries. thus the museum provides 5 guides from 13 guides entirely with english competence specifically to guide foreign tourists. 8. using facilities and infrastructure that support guiding. for the sake of smooth guiding, tour guides will use voice aids such as microphones, flashlight, toa and also directions tool if there are a large number of tourists. 9. receiving and handling the complaints. in the event of complaints from tourists, both arising from conditions of facilities and services, the tour guides will listen, understand, research, handle or apologize if that is needed. obstacles faced by tour guides in providing services to tourists the working world of a tour guide is mostly involved directly technically compared to theory. tour guides are the first to be met by tourists in order to realize their hopes and goals for their journey. face to face interaction directly with tourists who have hopes, goals, and backgrounds are not easy matters for tour guides, so they will still try to carry out their duties properly. the following are some of the obstacles faced by the tour guides on duty. 1. exceed the duration of the guiding time. referring to the sop that is set, tour guides will guide tourists with duration of 45 minutes to 2 hours. usually tourists will give a lot of questions and a strong curiosity, so that if it exceeds the duration of more than 2 hours, it will result in guides fatigue and performance looks unsatisfactory. 2. do not make a reservation. reservation is an important requirement that tourists must make before visiting the aceh tsunami museum. this requirement aims to give time for guides to make preparations early and make tourists get the best service. but when there are tourists who want to be guided without conducting reservation, moreover it is an important guest, so this situation will result in the unpreparedness of guides to carry out their duties. 3. minimal number of tour guides. based on the data, there are 13 tour guides at the aceh tsunami museum. as it is known, the museum is in great demand by tourists from various bacgrounds of life. many tourists will arrive in a number of situations, namely during weekends, long school holidays, leave dates, celebrations of major holidays, and december as a tsunami warning month where many events are performed. seeing the density of tourists in some of these conditions, the number of guides in the museum is felt minimal. 4. tourists cannot control emotions. tourists like guests are kings. tour guides are given the mandate to provide the best service to tourists by learning to understand each of their characters. some of the tourists sometimes cannot control themselves to impose their will without prior agreement. for example, they gain time to move from one room to another due to getting very complete 2019. linguistics, english education and art (leea) journal 3 (1):77-91 87 data (this is a western character). then the situation will be an obstacle for guides to position themselves neutrally in making decisions. 5. unstructured and consistent training. training is a learning process for each guide in developing their potential in the field of scouting. the ability of each guide is constantly honed and updated from time to time. however, almost all guides say they do not have a structured schedule to be included in regular training, workshops or seminars. even the chief of the museum guide supports this statement, where this condition occurs because of limited time and budget. however, internally the provision of guidance and regular evaluation meetings is carried out every month. efforts implemented by tour guides and museum institution to overcome the obstacles. professionalism is the main key in service. professional services can only be provided by professional guides, those who are always oriented to the satisfaction of tourists as consumers. the theoretical and practical development of the quality of tour guides can be cultivated by two collaborating parties, namely the museum and tour guides themselves. efforts of tour guides 1. learn directly from tourists. tour guides take advantage of the opportunity by taking advantage of the interactions they have with tourists. for example, they get to know the culture of other countries, learn the character of each person, and know the dialect of the language and speaking style, so that it adds insight in bringing yourself to every tourist who has a different background. 2. learn from experience. the adage of albert einstein states "the main source of knowledge is experience". increasing working hours will make guides continue to practice, share knowledge, correct mistakes and find the best solution. tour guides who made mistakes in the initial guiding will try not to make the same mistakes in the next scouting. 3. self-taught learning. tour guides try to be able to develop their knowledge by finding reliable sources of information, both from books, the internet, printed media, broadcast media, and even coworkers. all those have the aims to hone their abilities in tourism science, forms of communication, foreign language skills and disaster science. 4. regard tourists as friends. learning to make tourists as friends has a positive impact on tour guides. relationships like this make the guide can be more relaxed and prevent nervousness so the guiding process can go well. 2019. linguistics, english education and art (leea) journal 3 (1):77-91 88 effort of the museum institution 1. seminars and training. continuously renewing the tour guide skills means continuing to drive the progress of the tour guide industry. training or seminar is to provide an academic teaching to increase the professionalism of participants. this effort should get more attention from the museum or the tourism department so that it can be held regularly and periodically both locally, nationally and internationally. 2. facilities and infrastructure. providing adequate facilities and infrastructure is a positive form of effort from the museum's institution. with the existing facilities, it is expected that tor guides can enrich the efficiency and effectiveness of their work. as for some of the facilities obtained are; comfortable workspace, wi-fi, library, museum related data, etc. 3. evaluation meeting. the purpose of holding an evaluation meeting whether scheduled or not is to get the latest information, solve or find a solution to a problem and prepare the agenda for the event ahead. discussion the tourist visit data shown in table 1 shows a significant increase from year to year. this data shows that the aceh tsunami museum has become a tourist destination visited by many tourists, both domestic and foreign tourists. thus, service providers at the museum, especially guides, are expected to provide maximum service to tourists. every tour guide who works at the aceh tsunami museum has been recruited by the aceh tourism office in accordance with established procedures. each of the guides has been licensed or granted by the competent authority, namely hpi (indonesian guides association). therefore, to become a professional tour guide and the existence of a tour guide must be recognized to meet the competency standards as attached in law no.10 of 2009 article 53 which states that: work in the tourism sector has competency power standards, competency standards as referred to in subsection (1) conducted through competency certification, competency certification is carried out by professional certification institutions that have been licensed in accordance with statutory provisions. based on the decree of the minister of tourism, post and telecommunications no: km.82 / pw.102 / mppt-88 dated 17 september 1988, the duty of a tour guide is to lead the implementation of a visit / tour activity from preparation to the end of the activity in accordance with the provisions in the package facilities tour, rules or conditions that have been agreed between travel companies and tourists. the results of interviews and observations show that every service provided by a concierge, solely in order to provide maximum satisfaction. 2019. linguistics, english education and art (leea) journal 3 (1):77-91 89 as expressed by the head of the aceh tsunami museum guide that the museum set targets for tour guides as stated by kotler in muhajir (2005) include: 1) direct evidence (tangible), physical appearance, equipment, personnel and communication media. 2) empathy (empathy), showing caring attitude and behavior, 3) responsiveness (responsiveness) willingness to help tourists and provide services quickly. 4) reliability, the ability to carry out the promised service in accordance with service standards. 5) guarantee, timely, legality and ability to provide confidence and trust to tourists. data shows that while on duty, tour guides also get some obstacles. this condition is cannot be avoided but can still be minimized. tour guides also revealed that by facing some of these obstacles, it can make them more independent, can control themselves and negative attitudes, and can also prepare themselves as early as possible. however, tour guides and especially the museum should be able to plan strategies as a means of calculation and determination in achieving certain goals regarding who, where, and how in the involvement of an obstacle (sutarno, 2004). as the spearhead of tourism, a tour guide's gait is quite prominent and is highlighted by a wide range of people. so as a human resources, tour guides must improve education and experience on an ongoing basis both formal and informal which will be able to answer in a directed and fundamental of the challenges of tourism in the future. based on the obstacles encountered, some efforts to improve the quality of services have been made by the tour guides themselves or the museum parties. they have an assumption to continually improve the performance and be ready to face the challenges. having good performance means being able to have a positive impact on service. this is a reason to explain why the tourism industry is determined to highlight the goal of increasing visitor satisfaction. chi & qu (2008) state that customer decisions are always considered an important business goal because it is assumed that satisfied customers will buy more. so that if the tourism organizers, especially tour guides are able to present excellent work quality, then it is possible for tourists to return and even help promote positive tourism experiences to others. conclusion based on the results of research and overall data analysis can be obtained the following conclusions. first, the competency of museum guides to guide foreign tourists is quite good. some important criteria that strongly support their professionalism are gathering, analyzing and organizing information, communicating information and ideas, planning and organizing activities, 2019. linguistics, english education and art (leea) journal 3 (1):77-91 90 collaborating with others and groups, using mathematical ideas and techniques, solving problems and using technology. secondly, the services of local guides provided to tourists at the aceh tsunami museum are: showing a neat and charming physical appearance, guiding tourists with a professional attitude, preparing the agenda of events from beginning to end, explaining all information related to the tsunami museum, giving information of aceh's territory, culture and customs, using clear language and good speaking techniques, using several foreign languages for foreign tourists, using facilities and infrastructure that support guiding, receiving and handling complaints. third, some of the obstacles faced by tour guides are exceeds the duration of the guiding time, do not make a reservation, the number of guides is minimal, tourists cannot control emotions and training is not structured and consistent. fourth, efforts made by tour guides and museum institution to overcome obstacles include collaborative efforts by two parties. efforts of tour guides including; learn directly from tourists, learn from experience, learn self-taught, and consider tourists as friends. furthermore, the efforts of the museum institution including: seminars and training, facilities and infrastructure and evaluation meetings. references alfian, m. (2013). potensi kearifan lokal dalam pembentukan jati diri dan karakter bangsa, prosiding the 5 th international conference on indonesia studies: jakarta: ethnicity and globalization bitner, m.j. & hubbert, a.r. (1994). encounter satisfaction versus overall satisfaction versus service quality: the consumer’s voice, sage publications, thousand oaks, ca. reisinger, y. & turner, l.w. cross cultural behavior in tourism: concepts and analysis. oxford: butterworth heinemann. 2003. cahyadi, r & gunawijaya, j. (2009). pariwisata pusaka: masa depan bagi kita, alam dan warisan budaya bersama. jakarta: unesco office. chi, c., & qu, h. (2008). examining the structural relationships of destination citra, tourist satisfaction and destination loyalty: an integrated approach. tourism management, 29(4), 624–63 keputusan menteri pariwisata, pos dan telekomunikasi no: km.82/pw.102/mppt-88 keputusan menteri tenaga kerja dan transmigrasi nomor kep.57/men/iii/2009 muhajir. (2005). menjadi pemandu wisata pemula. jakarta: pt. grasindo. parasuraman, a., berry, leonard, l, & zeithaml, v., a. (1994). reassessment of expectations as a comparison standart in measurung service quality: implications for future research, journal of marketing, 58(2), 111-124. sibarani, r. (2012). kearifan lokal, hakikat, peran dan metode tradisi lisan. jakarta: asosiasi tradisi lisan (atl). sutarno, n.,s. (2004). manajemen perpustakaan . jakarta: samitra media utama. 2019. linguistics, english education and art (leea) journal 3 (1):77-91 91 suyitno. (2005). pemandu wisata (tour guiding). yogyakarta: graha ilmu tumbel, b.,b, joyce, l & rita, t, (2018). pengaruh pengetahuan dan keterampilan tour guide terhadap kepuasan wisatawan di bunaken (studi kasus wisatawan manado tour guide) jurnal emba, 6(2), 848 – 857. undang-undang republik indonesia nomor 10 tahun 2009 tentang kepariwisataan yoeti. o., a. (1996). pengantar ilmu pariwisata. bandung: angkasa. linguistic, english education and art (leea) journal volume 4 nomor 1, juli-desember 2020 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v4i1.962 192 representation of ideological education in the nusantara fiction rudi umar susanto 1 universitas nahdlatul ulama surabaya fifi khoirul fitriyah 2 universitas nahdlatul ulama surabaya rudio@unusa.ac.id 1 submit, 22-11-2019 accepted, 30-12-2020 publish, 30-12-2020 abstract the purpose of this research is to describe the form of ideology in nusantara folk fiction issued by the ministry of education and culture in 2016. this study uses a qualitative interpretive approach with a parallel reading approach. the method is used to describe and interpret ideological representations in the 2016 folk archipelago fiction published by the ministry of education and culture in 2016. data collection used in research is documentation technique, reading technique, and note taking technique. in this study produced two discussions, the form of ideology that can be used as an educational tool, and the ideological structure contained in the folklore of the archipelago. the forms contained are, among others, nationalist ideology and social ideology. in this connection, the two ideologies provide a foothold in this story. moreover, nationalist values and social values that make a difference from other literary works. while for the ideological structure of this archipelago folklore, it is found that the ideological structure includes, nationalists that lead to identity, and social which leads to social democracy. keywords: children's literature,nusantara people's fiction,ideology education. introduction literary works are a part of the scope of the reality of the humanity of the author of his existence.literature as an idea that must be communicated and shared with others, ideology requiresamediain carrying outthiscommunication process, including literature in it.then space turns into a tool because literature is understood as praxis and not ontological.marxist customs, ideology as a culture that is arranged to be able to bring certain groups to have maximum control with minimal conflict potential.ideology itself does not intend to pressure other groups but rather problems of dominant institutions in society capable of working through values, world conceptions and symbol systems in order to legitimize power. 2020. linguistics, english education and art (leea) journal 4 (1):192-205 193 in marx's ideas ideology is a superstructure while the socio-economic system that runs parallel is the base and literature is part of the superstructure.the ideology that exists in literature has a meaning in the form of literary interests with the ultimate goal of placing humans as objects as well as literary subjects in interpreting the times.ideology also plays a role in the power of literature. social, political and literary experience and history. the urgency of this research is theoretically expected to be able to contribute to the development of ideological education at the elementary school level.the results of this study are practically expected to contribute ideas towards solving problems related to ideological education at the level of basic education.furthermore, the results of this study are expected to be a reference for further researchers on ideological education in the fiction of the indonesian archipelago. stendhal (in damono, 1978) states in literature, politics is like the eruption of a pestol in the middle of a concert performance; it sounds lacking and tacky, but we can't help but pay attention to it.the novelist's statement was quoted by irving howe as the beginning of his introduction to the book which discusses the relationship between literature and politics.in this book howe discusses great poet novels such as stendhal, dostoievski, malraux, and orwell; and this interesting study was preceded by an introduction which discussed the idea of a political novel. falah (2018) conduct research on the novel ayat-ayat cinta (aac) by habiburrahman el shirazy with ideological hegemony approach, the author's knowledge based on search on the internet, reference to the latest online journal (last 5 years), not found yet. various related studies aac most of them reviewed from the aspect of religiosity, da'wah and religious messages. this study aims to reveal ideological hegemony contained in the novel aac. this literature study research, using the gramsci hegemony approach. the research method used is descriptive analytic. the results showed fahri's main character was constructed by the author with many positive attributes attached; handsome, smart, simple, obedient, and kind. these positive attributes and images make most female figures (aisha, maria, nurul, noura, alicea) interested and admired fahri, so fahri also benefited and became a dominant class (hegemonic). hegemony process these figures pan out, because one of them supported by religious ideology. research conducted by rokhmansyah (2019) is to describe ideological formations and ideological negotiations that occur in indra tranggono's short story tikus. in this study, the hegemony concept according to antonio gramsci was used. the ideology that appears in the text is calculated to show the ideological formation of the characters so that the dominant ideologies and ideologies that are negotiated can be identified. this research is a descriptive 2020. linguistics, english education and art (leea) journal 4 (1):192-205 194 qualitative research with a sociological literature approach. the data analysis technique used content analysis techniques in the form of literary texts. the results showed that there were ideological formations in the text, namely militarism, bapakism, capitalism, and gotong royong. in the text, there is also a new common sense in the subaltern group after ideological negotiations between the dominant and subaltern groups. the short story also shows the weakening of the ideology of the dominant group so that the ideology resulting from the negotiations is lost and returns to the original ideology of the subaltern group. dwipayana, et.al (2018) study examines forms of feudalistic ideological hegemony and character resistance against them in literary works set against balinese sociocultural. this research has a theoretical contribution to the development of science especially about sociological discourse in literature. this study uses a critical descriptive qualitative research design that moves from a functional approach to literary works with balinese sociocultural background. the primary data sources in this study were the novels of tarian bumi (2007) by oka rusmini, incest (2008) by i wayan artika, and short story ketika kentongan dipukul di bale banjar (1969) by rasta sindhu. the study concludes that the feudalistic ideological hegemony in balinese sociocultural literary works are represented by customary matters of adat and the caste system. the characters resistance against them are carried out in various ways ranging from being strong, independent, showing mimicry attitude; masculinity and sexual disorientation, and being reactionary. humanika (2011). this research bears two findings: (1) in the translating of the wordplays the translators applied five techniques, i.e.literal translation (71%), wordplay-wordplay translation (18%), compensation (6%), editorial technique (2.5%), and deletion (2.5), and (2) the domination of the foreignizing ideology in the process of decision making in the translation. handri (2020) based on the result of this study, there are four forms of ideology found in the novel, namely individualism ideology, socialism ideology, liberalism ideology, and fascism ideology. ideological formations in the novel appear in four relationship, namely individualism between socialism, the relationship between individualism and liberalism, the relationship between liberalism between socialism and the relationship between liberalism and socialism. in each formation there was a dominant ideology. on the other hand, there was ideology that was dominated (subaltern position). arifin (2018) the results show that, first, the ideological structure in the eyewitness short story includes external and internal material practice of the text. the external aspect of the text is the result of articulation of the domination of the new order. for this reason, eye witnesses also did not escape the influence of suharto's mobilization, but seno and eyewitnesses were able to oppose this 2020. linguistics, english education and art (leea) journal 4 (1):192-205 195 policy. second, the internal construction of the text, which was actually a space for meeting and negotiating existing ideologies. eye witnesses tried to show the totalitarian horror of the new order. however, of course, in a repressive political space, criticism in the spirit of humanity, justice and freedom of opinion is transformed and wrapped in eyewitness short stories with satirical and comedic characteristics, as well as expressing its horror. several relevant previous studies have similarities in terms of discussing their ideology. however, the writing that is being produced differs in terms of data sources and discussion. literature review in political novels, politics plays a major role and political background is the main background. in its most ideal form, political novels are novels that contain internal tension. to be considered a novel, it must contain depictions of human behavior and feelings; in addition he must absorb modern ideology. novels deal with small feelings, passions, and emotions; but more than that he tried to capture concrete experiences. ideology is something abstract in nature, and certainly will "disobey" if forced into the novel. the beginning of the emergence of the idea of liberalism was explained by ramlansubekti (in rohaniah, 2015) that is, aristocrats alone are allowed to own land, these feudal groups also control the political and economic process,while the farmer is a land tenant owned by the rules, who must pay taxes and contribute labor for the patron.in the ideology of liberal-capitalism ideology creates the realization of a society that is free and able to regulate itself and develop creatively, innovatively, and independently by providing full protection of the rights of each individual in regulating his life. whereas the regulation of political life is based on the principles of democracy and the system of government generally adopted by the parliamentary system of government, although certain countries adopt a presidential system such as the united states and indonesian.in social life the ownership of individual wealth of citizens is not restricted and social interaction is based on the values of freedom and independence of individuals and equality. in some places in europe, farmers are even allowed to move to other places as desired without the consent of the patron (nobleman).as a result, they are not the patron's personal property.instead, the welfare of the cultivators should be borne by the patron. rohaniah (2015) explained that liberalism grew in european society in the middle ages.when it is characterized by two characteristics, namely: first, members of the community are bound to one another in a complex and strong domination; and second, the pattern of relationships in the system is static and difficult to change. 2020. linguistics, english education and art (leea) journal 4 (1):192-205 196 rohaniah (2015) explains that a new need is formed on the rules that are instituted in an institutionalized manner by the feudal groups. that helped the new economic group in spite of these difficulties, then came the liberal understanding. liberalism was not created by an intellectual group that was driven by scientific unrest (curiosity and desire to seek new knowledge) and general artistic at that time. in the end the idea of liberalism became the dominant political ideology in the western world. liberalism is a doctrine whose meaning is the spirit of individualism.every individual is valued for his freedom in the economy, politics, law, culture in a country, which is packaged in terms of freedom, independence and equality. in this thinking a society that is the best (the best regime) is what allows individuals to develop their individual abilities to the fullest. democracy has been discussed for quite a long time, this is to provide a set of clear ideas about democracy that can be agreed upon by everyone. rohaniah (2015) explains democracy is defined by the terms "the will of the people"; the source and purpose of "the common good" (the commond good), brought down by schumpeter through what he calls "another theory of democracy," that is, "the democratic method," is an institutional procedure for achieving political decisions in which individuals gain power to make decisions through competitive struggle in order to obtain votes. democracy is more an arena of philosophers theorizing, and is not a political system that is truly adopted and practiced by the people. even in this rare case, where a "democratic state" or a "republic" really exists, most people are not entitled to participate in political life. cf strong (in rohaniah, 2015) explained that democracy is a form of government that is organized and organized based on the principles of popular sovereignty, political equality, consultation or dialogue with the people (political consultation), and based on majority.democracy is also interpreted as a national political system based on citizen participation, majority rule, consultation and discussion, and the leader's responsibility for elections (dalys m. hill).in addition, democracy is a form of government whose power in making decisions for a country is legally determined, not according to groups or groups, but according to members of a community as a whole. the term democracy is used to refer to the power of "the people" as opposed to "groups." the greek word demos describes a large number, which is different from a small number.the word demos itself tends to show people as a whole.when the focus of democratic governance shifts to large-scale units such as the nation or state, the question that arises is: how can effective participation be realized if the number of citizens is too large and geographically too widespread. 2020. linguistics, english education and art (leea) journal 4 (1):192-205 197 nationalism is an ideology that is relatively old. this ideology has even begun to grow when humans begin to agree to determine the future of their lives.this agreement is what then causes people to start thinking there is a need for inter-community relations, so that human life becomes safe, peaceful, prosperous, without fear of interference from other communities.this fact then led to a conjecture, even the conception of nationalism was born due to human natural needs. rohaniah (2015) explains the term nationalism from the latin natio, which means a nation united by birth.it can be said, nationalism is a view that considers the nation as an ideal form and political organization.the nation itself, understood as an azaz-reason, consists of two things: the people used to have to go through a history together; and the people must now have the will, the desire to live as one.not type (race), not language, not religion, need equality, not national boundaries that make the "nation".and, the nation is a unity of temperament that occurs from the union of things that are lived by the people. in friedrich hertz's view (in rohaniah, 2015) the main and fundamental thing of nationalism is "national consiousness" or national consciousness.therefore it can be said, nationalism is the formalization of national consciousness.furthermore, it is this national awareness that raises the masses into social and political conditions. nationalism is an understanding which believes that the highest loyalty of individuals must be handed over to the nation state.nationalism as the origin of national consciousness contains ideals that encourage and stimulate a nation. socialism is a reaction to the industrial revolution and its aftermath this teaching is a form of human disappointment at the oppression committed by humans (industrialists / capitalists) against other human beings (the proletariat / workers).the beginning of socialism that emerged in the first part of the 19th century was known as a socialist utopia. this socialism is based more on a humanitarian view, and believes in the perfection of human nature.adherents of this understanding hope to create a socialist society that is aspired to with clarity and clarity of argument, not by means of violence and revolution. rohaniah (2015) explains the next development, social analysis of socialist understanding seems clearer. this understanding believes that human progress and justice are impeded by the institution of property rights over the means of production.the solution, according to this understanding is to limit or abolish private property rights (private proverty) and replace them with joint ownership of the means of production.in this way, the inevitable distribution of wealth from private ownership institutions under capitalism can be eliminated. then in its development, this understanding of socialism became so strong-widely applied in western european countries, because this ideological principle is so thick with the 2020. linguistics, english education and art (leea) journal 4 (1):192-205 198 defense of one's fate-in short, socialism emphasizes its teachings on the collective ownership of the means of production. purnomo (2019) examines the views of the main characters in the novel a bird named enza dawn meier's work on the american dream: a sociological literary approach (2009). this research produces a view of the american dream in the novel a bird named enza.the views of the american dream are discussed according to the main characters in a varied but similar manner, namely having a strong desire to create a better life in lemmon with the typical american dream spirit, namely liberty, equality, and prosperity. research method this research is a research with a qualitative approach with literary criticism design focused on forms of ideology.this research utilizes reading and note taking techniques in data collection. research data sources are three nusantara folklore.the book of folklore used is a book published in 2016 by the language development and cultivation agency.the three folklore in question is, banterang surati creation m. oktavia vidiyanti, si dayang rindu creation dian anggraini, joko dolog creation dian roemiati. the three folklore is used as a source of data because the three short stories have similar themes raised, namely about the life of the indonesian archipelago, in addition, the three folklore are published by the language development and cultivation agency.the data in this study are excerpts from the text of folklore containing ideological depictions experienced by the characters, as well as quotations that contain a picture of the impact of ideology that occurs in the lives of the characters.the three folklore used in this study can be as an illustration for teaching materials used at the elementary school level and do not rule out the emergence of ideologies in it. the steps in this study are described as follows. first, reading folklore that is used as an object of research.the reading is done in two stages. the first stage is heuristic reading, which is reading the text of folklore repeatedly to get an initial understanding. heuristic reading is also used as a preliminary observation step. the second stage of reading hermeneutics, which is reading the text in depth in order to get a more detailed understanding of the contents of the text of folklore.second, record all the data needed and related to the indicators of each problem statement. quotations obtained are then recorded on the data card in accordance with the indicator.third, make tabulation or classification of data that has been collected in accordance with the indicators. fourth, analyzing data in accordance with the formulation of the problems that have been disclosed and to achieve research objectives.data analysis was carried out by utilizing the 2020. linguistics, english education and art (leea) journal 4 (1):192-205 199 theories used as a research foundation. then the descriptive analysis of data analysis is performed. fifth, draw conclusions from the analysis that has been done. finding form of educational ideology in the folklore of the nusantara in this discussion, the folklore of the nusantara has an ideology that can be used as learning material for children.ideology has an important role in determining the outlook on life of a society. every citizen in this part of the world has their own view of life that has been adapted to the culture and character of its citizens. the ideology in indonesian contains values that can make the followers become something different, namely by way of thinking and the workings of these ideologies. as in the folklore of this nusantara, the narrative contains elements of ideology that can be used as a means of education for children in indonesia. the data is as follows: .............answering ki bayi cilik, "you will not be far from us. right now, whatever orders the wayangsewu will obey, including if i have to sacrifice my soul. even if you die in the middle of a tiger, i will ask to be buried together. ”dayang rindu asked ki bayi cilik not to be sad after she went to palembang. he asked him to be loyal to the cape of iran. "let me go to palembang so that doomsday will not occur here," said dayang rindu. (anggraini, 2016:) based on these data, an ideological education that has penetrated someone's heart will make him a person who is obedient, loyal, and willing to sacrifice.because his soul was indoctrinated to carry out all the tasks given. this can be seen in the soul of the figure of ki bayi cilik, he is ready to sacrifice his soul for the benefit of his country. if drawn to current conditions, a stream of globalization causes increasingly fading values of the nation's character in society, especially in children. with the exchange of national culture, many foreign cultures entered that eventually damaged the nation's character values. children prefer foreign culture to the original culture of this nation. this is evidenced by the feeling of being proud to use foreign products.in addition, the fading of national values can be proven by the increasing number of phenomena, even the elimination of efforts to instill national values in schools.in addition to these data, there are also other data that show the value of nationalist ideology in this folklore. the data is as follows: 2020. linguistics, english education and art (leea) journal 4 (1):192-205 200 .......... despite being asked by singaralang not to go down to fight, keriyocarang remained in her decision. he was not afraid at all in facing the palembang group. in fact, he asked the ralang lion to remain in the palace. "right now you are the only successor to the cape of iran. let us face them, "said keriyocarang.(anggraini, 2016) based on these data shows the nationalist spirit shown by the figure keriyocarang in protecting his country.the nationalist ideology can be used as a means for ideological education, especially nationalist ideology which is aimed at children of the nation's next generation. the young generation as the holder of the nation's leadership relay has not yet reflected the expected educational ideals.this problem is a fact that should not be ignored given the importance of the attitude of nationalism in advancing the indonesian state.when the government is so aggressively conveying about the education of national values or nationalism, the fostering of the education of national values through this educational channel is felt to be on time, on function, and on target. related to the inculcation of national values in the current global era, one of the formal institutions that is responsible is the education unit. in addition to these data, there are other data in other folklore. the data is as follows: “every day i go to this forest. i really love the forest and everything because since childhood i have been friends with life in the forest, "explained jokojumput to jakataruna (roesmiati, 2016) based on these data, nationalist ideology does not have to be aimed at the love of the state or regional like. however, even nationalist ideology must be directed to everything that exists in this world. as long as everything is positive. one form of ideology is shown by the character jokojumput who loves the forest and its contents. this attitude is a form of ideology that must be possessed by the whole community.the environment is a circumstance that affects the development and behavior of living things. everything that exists around humans that influences the development of human life both directly and indirectly is also part of the environment. besides national ideology, in the folklore, there is a social ideology that leads to social democracy. this ideology is a manifestation of social behavior that always respects the interests of others. prince situbondo does look physically handsome, but in fact he has a brangasanbehavior, or arbitrary, and easily offended. this trait is derived from his father, cakraningrat i. this is what makes duke jayengrana less sympathetic to him, as is dewipurbawati. they were confused thinking 2020. linguistics, english education and art (leea) journal 4 (1):192-205 201 about how to reject the situbondo proposal. they did not want to offend cakraningrat i because of the rejection of the proposal. they also deliberated to think of a subtle way to refuse situbondo's request.(roesmiati, 2016) based on these data, forms of thought that always protect the feelings of others are outlined in the narrative. the nature of duke jayagrana who does not want to make others hurt his heart he always holds, both to ordinary people and to people. this is a form of positive character that must be emulated by all elements of society.because the emergence of untrue news, usually comes from a form of feeling hurt by certain parties. positive attitudes can be developed through understanding, one from an ideological point of view. in addition to these data, there can also be data in banterangsuratri folklore. the data is as follows: ....... after becoming a wife, surati has told banterang a lot. he told me that he was actually the princess of the klungkung kingdom. at that time, banterang was shocked too. however, in the end he was happy when he was sure that his marriage to surati actually strengthened the relationship between blambangan and klungkung..........(vidiyanti, 2016) based on these data, the ideology of the surati figure is a socialist ideology focused on social democracy. this can be seen in his attitude that wants to strengthen between blambangan and klungkung.indeed, it cannot be denied if every regional leader sometimes has a conflict with the regional leader, both openly or secretly. in addition to these data, there are other data that show the social ideology contained in the folklore narrative. as for the data as follows: “you're right, aki. previously, rama could not completely win the war. however, for the sake of my good intentions, hopefully the great gods are willing to side with blambangan so that this war will soon be over.” “hope so, duli your honor. there is no need for more war, no need for murder.”.................. (vidiyanti, 2016) based on these data, it shows social attitudes in establishing brotherhood, and there is no division through war.relations between nations as a system in the international community have shown many separate units in certain situations and conditions, but on the other hand is a state of mutual influence of the forces formed from each unit and indeed from the beginning wanted the existence of the desire to show the hegemony of his strength. 2020. linguistics, english education and art (leea) journal 4 (1):192-205 202 educational structure of ideology in the folklore of the nusantara education is considered as a preventive alternative because education builds a new generation of a better nation. as a preventive alternative, education is expected to develop the quality of the nation's young generation in various aspects that can reduce and reduce the causes of various ideological problems. in this folklore the nusantara has an ideological structure that can be used as an educational tool for the nation's next generation children. the structure is as follows: chart 1: ideological structure in the folklore of the nusantara based on the above plot, in the folklore of the nusantara, explaining that ideology is an idea, belief and belief that is systematic in accordance with the direction and goals to be achieved in life.ideology has become a precipitate of understanding that is used as the basis of one's thoughts and actions. in these ideologies, each has its own direction, two of which are national ideologies that lead to the issue of identity, and socialist ideology that leads to the idea of social democracy. nationalist ideology is a form of the idea of unity or character that binds the soul of locality, national awareness, and a feeling of belonging together. this makes an identity emerge. in the folklore the nusantara shows the identities of the figures to inform the nationalist ideology that they hold. speaking of nationalists, cannot be separated with the term nation. the word nation comes from the latin natio, which was developed from the word nascor (i was born), so at first the nation (nation) was interpreted as "a group of people who were born in the same area" (this group of people born the same place). the word 'nationalism' according to abbe barruel for the first time was used in germany in the 15th century, which was intended for students who came from the same region or shared the same language, so that they (on new campuses and new areas) continued to show their love towards their national origin. nationalist ideology socialist social democracy identity 2020. linguistics, english education and art (leea) journal 4 (1):192-205 203 discussion the research results described cover: a) the form of ideological education in the folklore of the nusantara; b) the structure of ideological education in the folklore of the nusantara. as specifically as follows:the two ideologies of russian/ soviet union communism differed in their implementation strategies after communism was successfully entrenched in the system of a state or a nation. however, the basic principle regarding the existence of the state remains the same, namely that state power must remain centralized (centralized). the state has large powers as controllers in the fields of government, politics, economics, and law. but in this ideology private ownership is allowed within certain limits. there is a form of educational ideology in the folklore of the archipelago that represents the identity that exists in indonesia through narrative.these ideologies can be a support for achievement in maintaining the continuity of culture. this research produces ideological forms and structures that exist in the folklore of the archipelago published by the ministry of education and culture of the republic of indonesia. the ideology is used as a means of education for children to provide insights that can enter the minds of children. the ideology used as a means of education is nationalist ideology and socialist ideology. in terms of nationalist ideology, this is a form of identification of an understanding of the condition and situation of a person in a region or country. meanwhile, socialist ideology is a manifestation of conditions in society that all elements need to know and anticipate. the existence of ideological information contained in children's reading books, especially the folklore of the archipelago, enables indonesian children to know which aspects can be applied or which should be left out. nationalism was initially related to the love of a group of people in their original nation, language and area of origin. such love today is called the spirit of patriotism. so in the beginning nationalism and patriotism had the same meaning. understanding nationalism as an ideological movement to achieve and maintain autonomy, cohesion and individuality for a particular social group that is recognized by some of its members to form or determine a true or potential nation. meanwhile, socialist ideology is the idea of togetherness in a community to provide mutual benefits.this ideology has a sense of concern, sympathy and empathy between individuals for other individuals regardless of status. view of life and certain social teachings. in this folklore, the form of socialist ideology is directed towards social democation. social democracy is a political, social and economic ideology that supports the intertwining of social, cultural and economic elements. this is to encourage social compatibility within the framework of political entities.the protocols and norms used to achieve this involve a commitment to representative and 2020. linguistics, english education and art (leea) journal 4 (1):192-205 204 participatory democracy, policies to redistribute income and economic regulation in the public interest and provision of social welfare. conclusions this research resulted in the form and structure of ideology in the folklore of the nusantara published by the language development and cultivation agency. the ideology is used as an educational tool for children to provide insights that can enter the minds of children.the ideologies used as educational facilities are nationalist ideology and socialist ideology. in relation to nationalist ideology, this is a form of identity recognition for understanding the conditions and situations of someone in a region or country. while socialist ideology is a form of manifestation of conditions in society that need to be known and anticipated by all elements. references anggraini, d. (2016). si dayang rindu: folk story from lampung. jakarta: language development and cultivation agency. arifin. (2018). ideologi (dan) estetika seno gumira ajidarma: saksi mata dalam ruang perjumpaan ideologis. 15(2). doi: https://doi.org/10.15575/altsaqafa.v15i2.3825 damono, s., d. (1978). literature, politics, ideology in sociology of literature: an introduction. jakarta: center for language development and development. dwipayana, i.,k.,a & artajaya, g.,s. (2018). hegemoni ideologi feodalistis dalam karya sastra berlatar sosiokultural bali. https://ocs.unud.ac.id/index.php/kajianbali/article/view/43216 falah, (2018).hegemoni ideologi dalam novel ayat-ayat cinta karya habiburrahman el shirazy (kajian hegemoni gramsci)," nusa: jurnal ilmu bahasa dan sastra, 13(3) 351-360, aug. 2018. https://doi.org/10.14710/nusa.13.3.351-360 handri, s. (2020) ideologi-ideologi dalam novel i promise you karya karine. https://repository.stkippacitan.ac.id/id/eprint/276/ humanika. (2011). ideologi penerjemahan wordplay dalam alice's adventures in wonderland ke dalam bahasa indonesia. 39(2). doi: https://doi.org/10.26499/wdprw.v39i2.34 purnomo, a. (2009). pandangan para tokoh utama dalam novel a bird named enzakarya dawn meier mengenaiamerican dream: sebuah pendekatan sosiologi sastra. tesis universitas diponegoro. semarang: tidak diterbitkan. rohaniah, y., & efriza. (2015). introduction to politics. malang: intrans publishing. https://doi.org/10.15575/al-tsaqafa.v15i2.3825 https://doi.org/10.15575/al-tsaqafa.v15i2.3825 https://ocs.unud.ac.id/index.php/kajianbali/article/view/43216 https://doi.org/10.14710/nusa.13.3.351-360 https://repository.stkippacitan.ac.id/id/eprint/276/ https://doi.org/10.26499/wdprw.v39i2.34 2020. linguistics, english education and art (leea) journal 4 (1):192-205 205 rokhmansyah, a. (2019).formasi dan negosiasi ideologi dalam cerpen tikus karya indra tranggono berdasarkan perspektif hegemoni gramsci.15(2). roesmiati, d. (2016). joko dolog: folk story from east java. jakarta: language development and cultivation agency. vidiyanti, m. o. (2016). banterang surati: folk story from east java. jakarta: language development and cultivation agency. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.983 159 an error analysis of students in writing narrative text juliani dameria pardosi 1 universitas prima indonesia renstra emithaveronika br. karo 2 universitas prima indonesia owinike anggun s. sijabat 3 universitas prima indonesia hotmatua pasaribu 4 universitas prima indonesia natalia widya pasca tarigan 5 universitas prima indonesia juliani.d.pardosi@gmail.com 1 submit, 27-11-2019 accepted, 21-12-2019 publish, 25-12-2019 abstract this research is aimed to find out the typical errors on students in writing narrative text by using simple past tense at grade ix of smp swastatalitakum medan. the researchers used a descriptive qualitative method in this research. based on the research findings, it can be concluded that the errors of misinformation are the most frequent errors in which the ninth grade students committed 233 errors in regular verb. moreover , it was followed by errors of misinformation with 150 errors, addition with 38 errors, omission with 29 errors and misordering with 16 errors. then errors in regular verb, it was followed by errors of misordering with 36 errors, omission with 38 errors, addition with 56 errors and misinformation with 156 errors. it can be concluded that after analyzing through the research, the writer got the data about students’ errors, which are commonly made in narrative writing using simple past. their errors are misinformation, addition, omission and misordering. keywords: error analysis, simple past tense introduction nowadays english becomes one of the most important language subject of education for students in indonesia because they learn english from elementary level up to universitylevel.through englishstudents are hoped to have ability in communication in english. mailto:juliani.d.pardosi@gmail.com1 2019. linguistics, english education and art (leea) journal 3 (1):159-172 160 writing is the most difficult skill in english for students. it is differentfrom learning other skill because writing is thinking process ,so it can help peopleto deepen their understanding. pattel and jain (2001) said “writing is essential features in learning a language because it provides a very good means of foxing the vocabulary,spelling and sentence pattern”. according to nunan (2001) there are otherimportant differences as well. writing, unlike speech, is displaced in time, since itmakes possible the transmission of message from one place to another.meanwhile linse (2005) stated that writing is a combination of process and product. writing has several genre one of which is narrative. narrative is telling of some true or factious event or connected sequence of events. simple past tense is used in narrative writing because the narration is writing about sucession of event in the past. learning english is different from learning bahasa indonesia. students who learn english may produce many error in their writing such as in tenses or in arrange sentence become agood paragraph. harmer (2007) states ”students go on making the same mistake even when those mistake have been repeadly pointed out of them. an error analysis has an important role to reveal what kind of error the students do. the students will not do the same error or make some errors repeadly. based on statement above, students as beginners in learning english usually make error in writing as learning process. for example in writing narrative text, students have to know the aspect of the text such as grammatical features and generic structure in narrative text. so, production writing have important roles, to approach skill the students in writing. based on the statement above, the writer will discuss “ error analysis of students’ in writing narrative text in senior high school “. and the writer makeuse the test to find students’ error in writing of narrative text. sattayatham & ratanapinyowong (2008) stated that most students understood the story in the passage they had read, and understood what they were asked to write but they had problems with the format of paragraph writing. they wrote an opinion paragraph with no introduction, no topic sentence, and no transitional words. in addition, the paragraph was incoherent and lacks organization. moreover, they placed too much emphasis on presenting their ideas and disregarded the conclusion. therefore, a conclusion was often missing in the medical students’ opinion paragraph writing. finally, most students also had difficulty in using english grammar. error analysis plays an important role in this aspect because it can help in students’ error recognition and thus aid students in writing good paragraphs after they learn how to correct these errors through practices. 2019. linguistics, english education and art (leea) journal 3 (1):159-172 161 andrew (2014) stated that the process of writing is the best solution to reduce the number of mistakes made by students. this is because the process approach has been accepted and applied to efl and esl writing classes because of its effectiveness. the benefit of the process approach is to allow students handle their own writing by giving them an opportunity to contemplate as they write that is, students transmit their messages to the readers in written form through the complex writing process; pre-writing, drafting, revising, editing, and publishing. within the process, they keep revising their writing and instinctively center more on errors made in syntax, grammar, vocabulary, meaning, punctuation, and spelling. second, while producing different types of academic prose-writing, they are permitted to acquire grammatical accuracy in the revising stage or in the circumstances of peer evaluations and cooperative learning, for instance, narrating a story to each other in the writing process. to conclude, by adopting the above-mentioned strategies, the learners‟ writing skills will be improved and subsequently reduce the chance of making errors. it is hoped that this paper can enlighten the english. herlinawati (2011) explained that in writing narrative text, the teachers should be clearly explain the irregular verbs to the students. then the teachers should be creative in teaching narrative text as there are some rules to be made in writing narrative text. besides of that, english teachers must be able to motivate the students as english is still foreign language in indonesia. susanti (2017) explained that the correlation between result of reseacher’s finding and previous study, there were discussed the importance of error analysis are the method could help english teacher found the next media or technique to teach writing and help students if the students found difficulties in made paragraph. the theory was supposed by the previous study that described about error analysis had important role to find a solution by the teacher about what the students to do next in explaining the material especially writing paragraphs and for the students of error analysis could be used material correction of students’ task. therefore, if having writing narrative text tasks, the students did not make same mistake. based on the explanation above, the writers would like to analyze the students’ errors in writing narrative text focusing on the errors of addition, omission, misordering, and misinformation. four of these aspects are very important to be noted by students in writing narrative text. after conducting the research, the writers would like to explain more about how to write narrative text well to the students. 2019. linguistics, english education and art (leea) journal 3 (1):159-172 162 literature review writing skills the process of learning the students will be find something wrong or mistake. the making of error can‟tbe avoided in learning process. analysis is the most important a method to get information about the function of cognitive process in language production and language perception. one of analysis that can detect students‟ error is error analysis. error analysis is the study of learner error, providing the way to examine learner language, being a part of language teaching, finding out whether errors were caused by first language interference or developmental factors (bootchuy (2008). error and mistake learning the second language is different from learning first language. therefore, the students often made error while the teaching learning process. for the foreign language, the students can get a new rules of language, vocabulary, grammatical patterns and pronunciations which different from language. the error is natural for the students in learning the second language, because english is the second language for students. taylor (1997) said that in science, the word error does not carry the usual conotation of term mistakes or blunder. error in a scientific measurmentmeans the inevitable uncertainty that attends all measurment. according to brown (2000) errors is a noticeable deviation from the adult grammar of a nativespeaker, reflecting the interlanguage competence of the learner. mean while spillner (1991) said error in the second language are evidence for exitinglanguage contrast and hence for learning difficulties. it means that there is something wrong in norms of language performance;the making of errors is so unavoidable in learning process. besides, the making oferrors is one part of learning and no one can learn without making errors.error may happen in teaching learning process. it is partly becauseteachers lack in grammar competences as a result students have differentunderstanding or wrong perception then they keep in their brain. according to corder (1981) mistakes are no significant to the processof language learning. however, the problem of determining what is learner‟smistake and what a learner‟s error is one of some difficulty. it involves a muchmoreshopisticated study and analysis of error usually accorded them. meanwhile, edge (1997) said the most important mistake are those which affect meaningand communication and mistake that affect a long stretch of language are moreimportant than mistake which have only local mistakes. 2019. linguistics, english education and art (leea) journal 3 (1):159-172 163 in the other hand harmer (2007) said mistake is devided into threebroad categories : „slips‟ (mistake which they can correct themselves once themistakes has been pointed out to them), „error‟ (mistake which they can‟tcorrectthemselves, and which therefore need explanation), attempts (that is when astudents tries to say something but does not yet know the correct way of saying it)based on statement above it can be concluded that if the student know therule, but they make mistake, it‟s called slip. in contrast, if students doesn‟tknowand make mistake, it‟s called error.. types of error the error of learners can be classified as the errors of competence and the errors of performance. the errors of competence are systematic and continuously. otherwise, errors of performance are unsystematic, and the students can correct by themselves. to describe the type of error, dulay et.al (1982) said that there are four types of error. many errors of taxonomy have been classified based on the linguistic item, while is affected by an error. these linguistics category taxonomies classify errors according to either of both the language component and the particular linguistic constituent the errors effect. language component include phonology (pronunciation), syntax and morphology (grammar), semantic and lexicon (meaning and vocabulary), and discourse (style). constituents include the elements that comprise of each language components. for example, within syntax one may ask whether the error is in the main or subordinate clause: within a clause, which constituent are affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverbs, the adjective and so forth. surface strategy of taxonomy of highlight the ways surface a surface a structure are altered: students may omit necessary items (omission) or add unnecessary ones (addition) they may misinformation items (selection) or misorder them (misordering). (1) omission errors are characteristic by the absence of an item that must be appear in a well-formed utterance, although any morpheme or word in a sentence is a potential candidate for omission, some types of morphemes are omitted more than other.for example: budi headmaster new school. addition errors are opposite of omissions. they are characterized by the presence of an item, which must not appear in a well-formed utterance.there are types of addition of errors: (1) double markings: she didn’t went back. (2) regularization: ated for ate, childs for children. (3) simple addition ; the fishes doesn’t live in the water.misinformation errors are characterized by the use of the errors form of the morphemes of structure. while in omission is not supplied at 2019. linguistics, english education and art (leea) journal 3 (1):159-172 164 all, in misinformation errors the students supply something although it is incorrect. the types of errors are: (1) regularization of error ; the dog eated the chicken. (2/0 archi-forms: i see her yesterday. her dance with my brother. (3) alternating form: i seen her yesterday. misordering error is wrong placement of morpheme or a group of a morpheme in an utterance. for example: i don’t know what that is. english grammar grammar has very important role to support writing. having a goodgrammar style of a language will help learners to deliver ideas, messages andfeelings either to the listeners or readers. brown stated that, (2000) grammar is the system of rules governing the convectional arrangement relationship of word in a sentence. meanwhile nunan (2003) stated grammar is an essential resource in using language communicatively. while according to pattel and jain (2008:17), grammar is an attempt to develop concept, principles and rules relating to ussage and to the structure of language. knapp (2005) said texts are always produced in a context. while texts are produced by individuals, individuals always produce those texts as social subjects; in particular, social environments. according to hyland (2009) a text is explicit not because it says everything all by itself but rather because it strikes a careful balance between what needs to be said and what may be assumed. the writer‟s problem is not just being explicit; the writer‟s problem is knowing what to be explicit about. 16 thus from the explanation above, it can be concluded text is produced by individuals and it is a passage that has composition on which a note is written, also it has structure and function. narrative text knapp and watkins (2005) said narrative is simply aboutentertaining a reading audience. it also has a powerful social role beyond that ofbeing a medium for entertainment. in other elliot (2005) said narrative (story ) in the human sciences should be defined provisionally as discours with aclear sequential other that connect events in a meaningful way for a definiteaudience and thus offer insight about the world and or people‟s experience of it. mcintyre (2006) said narrative as basically a story, of happening or events, either real or imaginarywhich the narrator considers interesting or important. 2019. linguistics, english education and art (leea) journal 3 (1):159-172 165 generic structure of narrative text according to anderson (1997) said there are four generic structure in narrative text namely orientation, evaluation, complication, resolution. 1. orientation in which tells the audience about who is in the story, whenthe story is taking place and where the action happening. 2. evaluation it explains the condition, behaviour, and the attitude of theparticipant. 3. complication that sets off a chain of events that influences what will happen in the story. 4. resolution in which the characters finnaly sort out the complication. grammatical features besides having generic structure, narrative text also use significant grammatical features that support the form of a narrative text. knapp (2005) said action verb, temporal connectives, past tense, reflection / evaluations, mentalverb, action verb metaphorically, rhytm, repetition. anderson (2003) state that narrative usually include the following grammatical features: 1) nouns that identify the specific characters and places in the story, 2) adjectives that provide accurate description of the characters and setting, 3) time words that connect events to tell when they occur, 4) verbs that show the actions that occur in the story. the primary rule for developing a sequence for introducing stories is to progress from simple stories to more complex stories. factors to consider are (a) the number of characters, plots, goals, and sub-goals, (b) the number of attempts by characters to achieve the goal, (c) the explicitness of the story grammar components (the main characters, goal, and conflict), (d) the length of the story, (e) the readability of the story, and the amount of background knowledge required by students. the purpose of a narrative, other than providing entertainment, can be to make the audience think about an issue, teach them a lesson, or excite their emotions. in well-written narration, a writer uses insight, creativity, drama, suspense, humor, or fantasy to create a central theme or impression. the details all work together to develop an identifiable story line that is easy to follow and paraphrase. research method subject of research was at eleventh grade students at smp swastatalitakum medan. the number of students is 25. to get the data of this research the writer gave test in writing narrativetext at tenth grade of smp swastatalitakum medan. the writer asked the students towrite english narrative using grammatical features and generic structure in a pieceof paper. the students were asked to write down narrative writing and the topic chosen by the writers. then the students’ assigmentwas collected. from this, the writers knew the common error made by the students in narrartive writing focused ongrammatical features ( simple past ) and generic structure. 2019. linguistics, english education and art (leea) journal 3 (1):159-172 166 the writer gave test in narrative text at tenth grade of smp swastatalitakum medan, which will be focused on product in narrative text writing includes grammatical features and generic structure. the data are qualitatively will be analyzed by using the grammar of english. for method data analysis procedure the writer use descriptive qualitative. and the writer tries to describe the errors that made by the students when they write a subject. the writer tries to calculate the errors and make the reconstruction.after collecting the students’ writing to determine the errors, the writer will do the next following steps as a part of data analysis. they are; 1) reading the students’ writing to determine the errors, 2) analyzing the errors by underlining the error items, and classifying the errors based on surface strategy taxonomy by using special codes as follow; a) omission (om), b) addition (ad), c) misformation (mf), d) misordering (mo) finding to know the test result, the writer made the table of students’ errors that were taken from the data analysis. from the data calculation, the errors of misinformation are the most frequent errors in which the eleventh grade students at smp swastatalitakummedan committed 288 errors in regular verb. moreover, it was followed by errors of misinformation with 156 errors, omission 56 errors, addition with 38 errors and misordering with 36 errors. then errors in regular verb, it was followed by errors of misordering with 16 errors, omission with 29 errors, addition with 38 errors and misinformation with 150 errors. the analysis below can be seen on the recapitulation table of the students’ writing. table 1 the student’s errors in writing focused on simple past using regular verb error classification students’ initial addition omission misinformation misordering a 1 4 1 ap 1 2 6 at 2 4 6 2 cas 3 5 2 dp 1 4 3 fs 2 2 6 4 fd 3 3 5 3 gs 1 6 2 gg 2 3 8 1 hs 1 3 10 hd 3 1 6 3 im 1 4 7 5 2019. linguistics, english education and art (leea) journal 3 (1):159-172 167 pom = total omission x 100 % = 38x 100% = 13.19 % total error 288 pad = total addition x 100 % = 56x 100% = 19.44 % total error 288 pmf = total misinformation x 100 % = 156x 100% = 54.17% total error 288 pmo = total misordering x 100 % = 36x 100% = 12.50 % total error 288 table 2 the student’s errors in writing focused on simple past using irregular error classification ij 1 2 4 1 jm 2 4 5 1 jn 3 4 3 2 ll 1 3 4 1 mm 1 5 7 mg 5 5 nn 3 12 ryd 2 2 rs 2 6 1 rsia 1 1 13 ssia 1 8 2 ssin 3 11 3 ss 2 3 6 total 38 56 156 36 total error 288 students’ initial omission addition misinformation misordering a 2 2 7 1 ap 1 6 at 1 1 6 cas 2 3 8 2 dp 2 4 fs 1 1 4 1 fd 2 2 5 1 gs 2 7 gg 1 1 4 1 2019. linguistics, english education and art (leea) journal 3 (1):159-172 168 pom = total omission x 100 % = 29x 100% = 12.45 % total error 233 pad = total addition x 100 % = 38x 100% = 16.31 % total error 233 pmf = total misinformation x 100 % = 150x 100% = 64.38 % total error 233 pmo = total misordering x 100 % = 16x 100% = 6.87 % total error 233 based on the table of students’ error in writing, it can be stated that: 1. total errors of omission using regular verb are 13.19 % 2. total errors of addition using regular verb are 19.44 % 3. total errors of misinformation using regular verb are 54.17 % 4. total errors of misordering using regular verb are 12.50 % 5. total errors of omission using irregular verb are 12.45 % 6. total errors of addition using irregular verb are 16.31 % 7. total errors of misinformation using regular verb are 64.38 % 8. total errors of misordering using regular verb are 6.87 % hs 2 2 3 hd 1 3 7 im 2 4 1 ij 2 1 6 1 jm 1 2 2 3 jn 2 9 ll 2 2 6 mm 1 6 mg 2 1 9 2 nn 1 7 ryd 2 2 7 rs 2 3 5 2 rsia 2 6 ssia 1 11 1 ssin 1 5 ss 2 1 6 total 29 38 150 16 total errors 233 2019. linguistics, english education and art (leea) journal 3 (1):159-172 169 table 3 students’ errors in simple past error classification students’ initial regular irregular total a 1 3 4 ap 1 5 6 at 3 3 6 cas 1 2 3 dp 1 4 5 fs 3 2 5 fd 6 6 gs 3 3 6 gg 4 3 7 hs 2 1 3 hd 1 5 6 im 3 2 5 ij 1 2 3 jm 3 1 4 jn 3 1 4 ll 2 2 4 mm 1 2 3 mg 2 5 7 nn 3 4 7 ryd 1 3 4 rs 2 3 5 rsia 5 5 ssia 6 6 ssin 2 2 4 ss 2 1 3 total 45 76 121 table 4 percentage of students’ narrative writing focused on simple past no form of simple past tense percentage 1 regular verb 37.19 % 2 irregular verb 62.81 % total 2019. linguistics, english education and art (leea) journal 3 (1):159-172 170 regular verb 45 x 100 % = 37.19 % 121 irregular verb 76 x 100 % = 62.81 % 121 in preceding the explanation, the data were taken from students’ answer sheet. then the writer classified the students’ errors in narrative writing on simple past using regular verb and irregular verb , as simple past is used in narrative writing. the writer only focused on; 1) omission, 2) addition, 3) misinformation, 4) misordering. after classifying the students’ errors, of narrative writing focused on simple past tense and explaining the frequency of errors in simple past tense, the following table describes the high frequency of errors. table .5 the sequence of errors in writing focused on simple past based on its high frequency of error no form of simple past tense percentage 1 regular verb 37.19 % 2 irregular verb 62.81 % the table above showed that the highest frequency of errors was made by ninth grade of smp swastatalitakum medan , the highest errors in narrative writing focused on simple past is irregular verb 62.81 % and the lower is regular verb 37.19 %. discussion after conducting the research, the writer got the result. the students still had difficulties in writing narrative text. the writer got the data about the students’ errors that are commonly made in writing narrative text by using simple past. based on brown’s theory, the writers classified the errors made the students, namely misinformation, addition, omission, and misordering. from the data, the student’s errors in writing focused onsimple past using regular verb, the higher errors are misinformation (54.17%), followed by addition (19.44%), and omission (13.19 %), then followed by misordering (12.50%). the student’s errors in writing focused on simple past using irregular, the higher errors are misinformation (64.38%), then followed by addition (16.31%), then omission (12.45%), and followed by misordering (6.87%). this problem was found by the researchers based on the result of errors analyzed with observation checklist. there were many factors that influenced errors in their writing. error analysis is important because this method could help english teacher found the next media or technique to teach writing and help 2019. linguistics, english education and art (leea) journal 3 (1):159-172 171 students if they found difficulties in made paragraph. error analysis is tool to help the researcher checked the grammatical error that made by students especially using tenses in narrative text. 39 based on the previous study that used by researchers from wati (2011), the researchers found that the result from wati (2011) an error analysis is important to describe what kinds of error that students made because every student have different mistake when they made a paragraph and how students could learn from their mistake as a english teacher error analysis is important to correct their method when they taught then, based on syarif (2014) the researcher found error analysis is the process of language learning for analyzing, observing, interpreting and classifying learner’s error to give us indication in learning pocess especially in past continuous. according to hourani (2008) error analysis is an essential source of information to teachers. it provides information on students' errors which in turn helps teachers to correct students' errors and also improves the effectiveness of their teaching”. the correlation between result of reseachers’ finding and previous study, there were discused the importance of error analysis are this method could help english teacher found the next media or technique to teach writing and help students if they found difficulties in made paragraph. this theory is supposed by the previous study that described about error analysis had important role to find a solution by the teacher about what they to do next in explaining the material especially writing paragraphs and for the students of error analysis could be used material correction of their task. therefore, if the students got writing task, they did not make same mistake. conclusion based on the analysis and description of data in previous chapter, it can be concluded that after analyzing through the research, the writer got the data about students’ errors, which are commonly made in narrative writing using simple past. the students’ errors are misinformation, addition, omission and misordering. references anderson & cathy, a. (1997). text types in english. south yarra: mcmillan andrew. (2015). to be or not to be superstitious-that’s the question. perak. elsevier. bootchuy, t. (2008) an analysis of error in academic english writing by a group of first-year thai graduates majoring in english. (master’s thesis) kasetsart unversity, thailand. brown, h d. (2000). principles of language learning and teaching. new york: prentice-hall, inc. corder, s. p. (1981). error analysis and interlanguage. london: oxford university press. 2019. linguistics, english education and art (leea) journal 3 (1):159-172 172 dulay, h. (1982). language two. oxford : oxford university press. edge, j. (1997). mistakes and correction. london: longman. elliot, j. (2005). using narrative in social research. qualitative and quantitative approaches. london. sage publications g. j. taylor, r. m. bagby, j. d. a. & parker (1997). disorders of affect regulation: alexithymia in medical and psychiatric illness (paperback edition 1999). cambridge university press. isbn 0‐ 521‐77850. harmer, j. (2007). the practice of english language teaching. new york. pearson longman. herlinawati. (2011). error analysis in the students writing narrative paragraphj at mtsn pajajaran pamulang (thesis: state islamic university syarif hidayatullah, jakarta) hourani, t. m. (2008). an analysis of the common grammatical errors in the english writing made by 3rd male secondary students in the eastern coast of the uae, dissertation, institute of education, british university in dubai. ken, h, & continuum. (2009). academic discourse: english in a global context. london. elsevier. knapp, p & watkins, m. (2005). genre and grammar. sidney: unsw press. linse & caroline t. (2005). practical english language teaching: young learners. new york. mcgraw–hill companies, inc. mcintyre & busse. (2005). language and style. red globe press. nunan, d (ed), (2003). practical english laguage teaching. new york: mcgraw-hill. pattel, j. (2008). english language teaching (methods, tools & techniques). jaipur. sunrise publishers & distributors. sattayatham, a & ratanapinyowong, p. (2008). analysis of errors in paragraph writing in english by first year medical students from the four medical schools at mahidoluniversit. silpakorn university international journal 8(3) : 17-38. spillner, b. (1991) error analysis. a comprehensive bibliographz. amsterdam/ p hiladelphia. john banjamins. syarif, r., r. (2014). an error analysis on students’ simple past tense mastery in their narrative text (a case study at the eleventh grade students of sman 4 bekasi. thesis, state islamic university syarif hidayatullah jakarta wati, h. (2011). error analysis in the students writing narrative paragraph at mtsn panjajaran (thesis, state islamic university syarif hidayatullah, jakarta). retrieved from http: //repository.uinjkt.ac.id/dspace/ linguistic, english education and art (leea) journal volume 7 nomor 1, juli-desember 2023 e-issn : 2597-3819 p-issn : 2597-9248 doi : https://doi.org/10.31539/leea.v7i1.6349 13 english literature students’ perception of sexual violence/harassment in bombshell film: reader-response criticism helen christiana universitas negeri surabaya pratiwi retnaningdyah universitas negeri surabaya ali mustofa universitas negeri surabaya helen.19005@mhs.unesa.ac.id abstract violence or sexual harassment, especially against women, can still be found, especially in the world of work, and this is due to the lack of feminist teachings in children, which results in their adulthood with patriarchal thinking. this study uses english literature students as subjects and looks at their responses to the sexual harassment/violence in the movie bombshell. this research will discuss their opinions about the movie bombshell, their reactions to gender issues in the movie, and what things shape their responses, all of which will be taken from their answers from the questionnaires distributed and interviews. from the results obtained that there are those who like and dislike the movie, and some get lessons, but some do not get lessons, and their response to sexual harassment/violence is also different. some agree, and some disagree, and so are the things that shape their response from personal experience to seeing other people. keywords: film, reader-response criticism, sexual violence/harassment, students’ perception introduction the problem of gender issues, especially sexual violence or harassment, is still a problem that many people think is a disgrace that must be covered up and something that is not appropriate to be exposed to. therefore, many victims of harassment remain silent and do not dare to report or talk to others because they feel afraid, embarrassed, and humiliated (supardi & sadarjoen, 2006), plus the view https://doi.org/10.31539/leea.v7i1.6349 mailto:helen.19005@mhs.unesa.ac.id 14 of the wider community that victims of harassment are a disgrace to the family and the victim herself. this is because the wider community still relies on the belief that the woman who is harassed is wrong and the one who cannot take care of herself is the woman herself (damarjati, 2019), besides that the wider community still considers the role of women in the world of sexuality to be enjoyed and it is natural for men to harass because they consider women to be touched and the woman must obey because the role of women is considered the lower party and has the right to be controlled by men. this also makes the perpetrators of sexual harassment still free to live freely without fear of being reported, so they can commit these crimes many times against the same victim or different victims without any shame. sexual violence or harassment itself is considered unwanted sexual advances, where the advances appear in various forms, whether subtle, rough, open, physical, or verbal, and are unidirectional, causing discomfort from the victim (farley, 1978). the problem of sexual harassment is considered one of the impacts of never being taught gender issues in children. gender issues are considered taboo issues to be discussed by the general public; for adults, this issue is considered inappropriate to talk about, and only certain people have the right to discuss it; this is also what results in gender issues never being taught in the school world, especially for children from elementary school to high school (zulfiyan, 2020). this is especially true on the asian continent where the majority of people still rely on the teachings of their ancestors even though they are living in the modern era or the average person is educated and knows technology, but that does not guarantee they can have broad thoughts, especially about gender issues (oisamoje, 2016). in indonesia, gender issues, especially violence or sexual harassment, are considered taboo and inappropriate to be discussed in the general public, let alone taught in schools, so this is what causes children to not understand sexual harassment from an early age and makes the crime of harassment more widespread and more victims (zulfiyan, 2020). if in western and european countries, children have been taught about feminism and awareness of gender issues, which makes children at an early age already understand gender issues and they understand that gender equality and respect for fellow genders or different genders are necessary for social life. lessons about gender issues in the west or europe have been taught since they were small or since they stepped into school, are small they already understand feminism; this is different from asia, which will only be taught feminism if they have stepped into college, but not all majors will be taught about gender issues only certain majors will be taught for example literature and psychology. in departments that teach gender issues, it is also not directly possible to teach gender issues by direct theory, but lecturers must use tools, one of which is 15 using movies. lecturers use movies to teach because they think that films are liked by all people and do not bore them because the viewer would get a pleasant sound and visuals, in contrast to reading which tends not everyone likes to read and some people tend to get bored of reading because it is only letters. in addition, most individuals have the most dominant absorption in the sense of sight, followed by the sense of hearing and then the other senses. that is, learning by involving two senses at once, in this case, the sense of sight and the sense of hearing, will provide more optimal benefits when compared to only one type of sense so that it is easily absorbed and imprinted in their brains (gustinawati, 2014). many movies about sexual violence/harassment are currently watched by many people, one of which is the movie bombsell. most lecturers who teach gender issues using this movie want students to be able to understand the impact of someone living with patriarchal thinking, especially in terms of sexuality, where these impacts can affect not only women but also men. in addition, lecturers also want to know the students' opinions on gender issues in the movie bombshell whether they are pro or con, so that readers can see whether today's children are familiar with feminism or still adhere to the teachings of the ancestors, in addition to knowing what things shape students' thinking so that they can argue like that. this movie is taken from a true story that tells about the biggest scandal at fox television stations and fox news. the scandal was committed by the former chairman and ceo of the company, roger ailes. this true story happened in 2016 a host named gretchen carlson filed charges of sexual harassment by roger ailes. the sexual harassment allegations were denied by ailes. but not long after, a number of six other women also filed similar charges with gretchen carlson. the movie itself tells the struggle of women who were sexually harassed by the ceo of fox television stations and fox news to get justice for those who were victims of sexual harassment. actually, there are many studies on the issue of sexual violence/harassment that can be read, but most of them are only about literature or psychology, such as schlick, ellis, etkin, greenberg or aycock, hazari, brewe, and clancy. in addition, most research on sexual harassment involves students only as illustrations or subjects without involving their responses or opinions, such as clancy and cotina. this researcher's research will involve student responses or opinions so that what will be studied is the student's response, besides that what makes this researcher's research different is that the discussion of sexual harassment will be combined with the world of education so that it is not only literature but also education. so that in outline, this research does discuss sexual harassment, but what distinguishes it from previous research is the subject that is invited to participate in research, and the subject is also used as a test material, besides that this research will focus on the 16 opinions of english literature students about the bombshell film, what lessons they get from the film, besides that their opinions about violence / sexual harassment in the film, whether they see violence / sexual harassment as the fault of the woman or the man and the things that influence students in giving opinions. literature review reader response criticism reader response criticism is a postmodern hermeneutical approach that emphasizes that meaning does not lie with the author or creator but with the reader. with this method, the approach to obtaining meaning depends heavily on the reader's experience and the extent to which they place themselves in the text (zaluchu, 2020). this theory is different from other literary theories where other theories focus mainly on the author or the content and form of the work, while the reader-response theory is more concerned with the reader, who becomes the benchmark for the value of a literary work. the reader's response is formed from the knowledge that is psychologically formed since childhood and obtained from family upbringing, customs, and the surrounding environment that can affect the mindset of the audience. it can be concluded that this theory states that textual meaning occurs within the reader as a response to the work and recognizes that each reader is positioned in a particular way that includes factors such as ability, culture, gender, and overall experience (osborne, 2012, p. 583). to analyze the reader's response, reception theory is needed. why use reception theory? this theory is very suitable for analyzing the results of the reader's response because the reception is concerned with the opinion of the audience on media content or work; it can be a general opinion that can change to work (endaswara, 2003: 118). reception analysis theory is a supporter in the study of audiences who actually want to use audiences not merely passively but are seen as cultural agents who have their own power in producing meaning from various content discourses offered by the media. the meaning carried by the media can then be open or polysemic and can even be responded to in an oppositional way by the audience (fiske, 2008). in reception theory, according to stuart hall, there are two models, namely encoding and decoding. encoding and decoding a communication process; encoding is the message to be conveyed is changed in the form of symbols in the form of sound/writing, dan decoding is the receiver translates the symbols in the form of sound/writing into meaning so that the message can be received as a whole (morissan, 2013: 21). according to hall there are three acceptance positions that individuals use to respond to media texts related to the conditions of the surrounding community. first dominant, the dominant-hegemonic position is the audience 17 takes the message in the exact way a sender sent it. the consumer accepts the intended meaning because both (sender/receiver) have the same ideological background. the second negotiated position is readers understand the message in general, but they don’t completely accept it. the audience modifies the message reflecting their own beliefs and interests. and the last oppositional position is the audience understands the meanings of a message while decoding it in a contrary way, so the audience rejects the message (storey, 2006: 14-16). sexual violence/harassment gender is a concept used to identify differences between men and women from a non-biological perspective. this is different from sex which is generally used to identify differences between men and women in terms of biological anatomy (arbain, 2015). gender is a cultural concept that is used to distinguish the roles, behaviors, mentality, and emotional characteristics of men and women that develop in society. gender is an inherent trait of men and women which is shaped by social and cultural factors so that some assumptions about the social and cultural roles of men and women are born (simamora, 2019). in gender, there are several problems that are still often debated and sought solutions so that if collected into gender issues which are currently one of the issues that are still being discussed by the world in addition to other issues. issue gender includes all aspects and concerns related to women's and men's lives and situations in society, the way they interrelate, their differences in access to and use of resources, their activities, and how they react to changes, interventions, and policies (langbakk,2014). gender issues are problems caused by gender gaps or inequalities that have implications for discrimination against one party (women and men) (afifah, 2021). there are various kinds of gender issues that can still be found in society today, namely gender discrimination, gender roles, sexual violence/harassment, violence/harassment in the workplace, and gender equality. according to the movie that will be used as a research object, it leads to sexual violence/harassment, so this research will discuss the theory of sexual harassment or violence. sexual harassment or sexual violence is included in the class of gender issues where sexual harassment is included as an act of violence against women as a matter that needs to be included in the legal arena because it is a manifestation of injustice in relation to gender roles and differences, in addition to other manifestations such as marginalization, sub-ordination, negative labeling/stereotyping of women (mansour fakih, 1996, pp. 13-15). sexual harassment is a form of sexual violence in which someone uses force or coercion to force someone to engage in unwanted sexual activity. people who can become victims of sexual harassment are women, men, or children, but currently, there are 18 more women and children. other forms of sexual violence are sexual assault, such as rape, and sexual harassment, which is unwanted or offensive sexual behavior toward the victim (macginley; breckenridge; mowll, 2019). research method research design this research uses words or letters without any numbers or counts, so this research is qualitative. this research uses qualitative because it focuses on student responses and is more focused on human elements, objects, and institutions, as well as the relationship or interaction between these elements in an effort to understand an event, behavior, or phenomenon (mohammed,2010). qualitative research is research that intends to understand the phenomena experienced by research subjects, such as behavior, perception, motivation, action, etc., in a holistic manner and by means of descriptions in the form of words and language in a special natural context and by utilizing various natural methods (moleong, 2005: 6). because the main focus of this research is the response of the students, therefore the researcher used 30 3rd semester students in the gender class in english literature undergraduate major taken from one of the private campuses in surabaya. the researcher chose the subject because the 3rd semester students got gender lessons for the first time, so this is very suitable with what the researcher will study, namely the student's response to gender issues, especially in sexual harassment cases, with their own thoughts formed from the environment and after that influenced by the teachings of the gender class. data collection this research uses two methods, namely questionnaires and interviews. questionnaire the questionnaire is a data collection technique that is done by giving a set of questions or written statements to respondents to answer (sugiyono, 2017, p. 142). the questionnaire is divided into two, namely open questions, which are questions that expect respondents to write their answers in the form of a description of something. on the other hand, closed questions are questions that expect a short answer or expect the respondent to choose one alternative answer from each of the available questions. each questionnaire question that expects answers in the form of nominal, ordinal, interval, and ratio data is a closed question from sugiyono (2017:143). in the questionnaire, researchers used offline methods; this was done because, according to researchers, offline methods that directly meet students directly and provide questionnaires directly are considered more effective rather than online because it speeds up the data collection process, which makes students 19 inevitably have to fill out the questionnaire without being able to avoid it. this research uses paper, so the researcher must prepare questions that are printed on paper with questions at the top and answers at the bottom. this research used open questions because the researcher wanted to see the responses of the students so that an open answer was needed and in accordance with the thoughts and opinions of each student in answering the questions given without being limited so that later the questionnaire questions would be in the form of essays or answer questions whose answers were long writing. this research was conducted in the classroom after students finished watching the movie and interacted a little with the lecturer. the researcher chose after the students finished watching the movie because the researcher wanted the students to focus first on the movie without thinking about the assignment given so that students could really understand the movie and could really learn through the movie which later the movie was the answer to the questionnaire given by the researcher so that students could give their opinions based on what they thought based on the knowledge they got from the surrounding environment and the knowledge they got from the teaching in class. after the interaction between lecturers and students in the class ends, the lecturer will give questionnaires to all students in the class and make it one of the side assignments after the main assignment. at the next meeting, all questionnaires were collected from the lecturer and then submitted to the researcher for analysis. interview according to riyanto (2010:82), interviews are a data collection method that requires direct communication between the researcher and the subject or respondent. according to afifuddin (2009:131), the interview is a way of collecting data by asking someone who is an informant or respondent. based on the experts' explanations, it can be concluded that an interview is a method of data collection by exchanging information and ideas through questions and answers between researchers and subjects or respondents on a particular topic. interviews as a research method are used to find data on their responses and perceptions of gender issues, especially sexual harassment/violence in films. interviews were conducted with all students and divided into three weeks of interviews, namely, this week, ten students. next week ten more students, and the third week ten more students. this interview was to find out their opinions on the movie, their response to sexual violence/harassment in the movie, whether they thought the harassment/violence was the fault of the woman or the man, and other responses. the interview is also to listen directly and completely to their stories about why they think this way and the reasons that influence their response to this issue. in the interview, the student can tell a complete story; for example, what influences their response is the 20 environment; with the interview, they can tell how the student's environment is. what the student's environment taught them may have influenced their thinking to get that response and so on. data analysis because this research uses qualitative research, there is no number system or calculation in this research; all data is taken from questionnaires and interviews, so all use letters or stories (gibbs, 2018). answer rq question 1. it will be taken from all answers to questionnaires number 1 and number 2, which are analyzed by grouping according to gender so that gender can be seen in how women and men think about bobmsell's film. as for rq number 2, it will be grouped based on gender and their responses so that it will be seen how women respond and how men respond. to answer rq number 3, question number 5 is used and will also be grouped based on gender and analyzed, whose answers will be matched with answers from rq 2. data discovery from number 5 will be grouped based on response vehicles by lois tyson (2011), which contains four groupings, namely: 1. personal identification: based on the subject's personal experience 2. the familiar character: a character may remind us of a friend, family member, spouse, ex-lover, teacher, roommate, classmate, or anyone else we have known in our lives. perhaps the character physically resembles, shares some personality traits, or behaves like someone we know or have known. 3. the familiar plot event: sometimes plot events seem familiar to us because, whether we realize it or not, they remind us of something we've seen or experienced ourselves. unless prompted to do so, we may not notice that we relate personally to a particular plot event because plot events are generally numerous, and our attention is often focused on the plot event that, according to our teacher or textbook, is central to the meaning of the literary work. 4. the familiar setting: sometimes a literary setting seems familiar to us because it is geographical location or physical appearance evokes a memory of a place that we associate with an important experience that happened there or that we associate with an important time in our lives, even though we may not realize that we are creating it. after being grouped by response vehicles, the reasons or things that affect their answers will be seen, which are used to answer rq. finding from the results of the analysis of questionnaires and interviews, the results of the answers of the students can be found, which later the results of the analysis are used to answer the three research objectives, which have been explained in the introduction of the three objectives in this study, among others, to find out students' 21 opinions on the bobmsell film and what lessons students get from the film, to find out students' opinions on sexual harassment and violence in the bobmsell film, and to determine what factors shape their opinions. in the results of this analysis, the researcher analyzed all questionnaires and interview answers from 30 students who answered the questionnaire. it was found that 23 students answered they liked, and seven students answered they did not like mixed genders. then there were 27 students who answered that they had learned something from this film, but the remaining three students answered that they had not learned anything. whereas for questions number 2 and number 3 in the questionnaire, there were 25 students who answered against sexual harassment/violence in any form and under any circumstances and answered men who should be able to hold back and should be able to protect women's honor, while for the remaining five students answered harassment/ sexual violence will not occur if it is not provoked. as for question number 5, the researcher found five students answered based on their personal experience, and the rest answered from seeing other people. the following researchers will describe some of the students' answers. not all will be described by researchers; only some will be described by researchers because, according to researchers, there are several answers that are almost the same, or, in essence, their answers are the same; only the selection of words is different. this description will be one by one from question number 1 and number 2, which are used to answer rq number 1, to question number 5, which is used to answer rq number 3. researchers will use the words "subject" to replace the names of students and give numbers 1-30 according to the order of collecting questionnaires and interviews from these students. the following researchers will describe some of the students' answers. not all will be described by researchers; only some will be described by researchers because, according to researchers, there are several answers that are almost the same, or, in essence, their answers are the same; only the selection of words is different. this description will be one by one from question number 1 and number 2, which are used to answer rq number 1, to question number 5, which is used to answer rq number 3. researchers will use the words "subject" to replace the names of students and give numbers 1-30 according to the order of collecting questionnaires and interviews from these students. their opinion of bobmsell's movie in this discussion, we will discuss their opinions on the bobmsell movie. here the reader can find out their opinions and what lessons they learned from the movie. the answers for this section are obtained from questions number 1 and number 2 in the questionnaire and added from interview number 1 and number 2 as 22 well; only the questions are developed to get a complete answer. in this section, the reader can also find out whether the students liked the movie or not and whether they learned valuable lessons, especially about gender issues, after seeing the movie; all will be discussed in this section. as written before by the researcher, here, not all the answers of the students are included; only a few will be included by the researcher because it will be too much if included, and almost some of their answers are also the same, so the researcher uses the method of taking answers that are like, dislike and almost the same, such as subject one whose answers and reasons are almost the same as some other students. subject 1 is female, she is a 3rd-semester student, and when the researcher read the questionnaire, the researcher was interested in her answers; besides that, during the interview, she could also tell very completely and in accordance with the wishes of the researcher. subject 1 questioner: i like this movie because, in addition to learning english, i also learned about the power of women in raising their self-esteem who are victims of sexual violence and getting the perpetrators punished; besides that, this movie also teaches us women to dare to speak up and defend ourselves. interview: i really like this movie. i've wanted to see this movie for a long time, but i was confused about where to look for it, and finally, i can see it too. i got a lot of learning from this movie. besides, i can learn english well because 100% of this movie uses english, especially american english, and that can increase my vocabulary and my pronunciation. in addition, this is what is important, namely in this movie, i can learn about gender issues, especially the issue of violence / sexual harassment against women, and teach women, including me, who is also a woman, to dare to speak up if they are victims and for men not to make women as sexual objects because it is not human nature but animal nature. the answer from subject 1 tends to be that she is very interested in this movie and has learned a lot from this movie, especially in gender issues, especially sexual harassment and violence. this can be seen from the words she wrote to answer the questionnaire, and her answers during the interview seemed very interesting in the movie. in addition, she can also describe what things she can learn from the movie, especially in the discussion of sexual harassment/violence. if subject one is very interested in this movie, it is different from subject 4, where she is also a woman but does not like the movie because for her the movie is boring for her; the harassment is because women use revealing clothes, and why accept being harassed and not fight back. subject 4 23 questionnaire: i didn't like the movie bobmsell because it was boring, and there was nothing i could learn from it, especially in terms of gender issues. interview: i don't like the movie miss because i think the movie is not good and monotonous so it's boring. and to be honest, i'm confused about what to learn in terms of gender issues in this movie because i think the sexual harassment or violence obtained by the woman is also because it's the woman's fault for not being able to dress modestly and cover-up. so the answer can be concluded that she thinks bobmsell's movie is boring and not recommended to watch. besides that, she feels there is nothing to learn from this movie because, according to her, the gender issues in this movie are also the fault of the woman who cannot take care of herself or there is no resistance when harassed, and it seems that the woman also likes it. in addition to the answers from the women, there were also answers from the men who also liked some, and some did not. here the researcher also took two students to study the answers, and all the students studied were male so that there would be a comparison between male answers and female answers. here the researcher took subject number 10 and subject number 25; why did the researcher take these two subjects? because all the male subjects, according to the researcher, answered questionnaire question number 1 well, they explained why they liked the movie and what they learned, especially about gender issues in the movie. subject 10 questionnaire i have actually seen this movie, and i don't like this kind of genre, but there are some things i can learn, one of which is about the efforts of women victims of harassment who seek justice for their dignity; this is very good because women, even though they are victims of harassment, should not just remain silent or accept the situation. in addition, men who tend to be physically strong must know that women must be protected, not harassed. interview: i've seen this movie with my mom and sister, and i don't like bobmsell's genre of movies; i prefer mystery and horror movies that are more challenging. but when i saw this movie with my mother and sister, i remembered my mother's words that we men must respect women because women are god's representatives, and if there were no women, we men could not exist on earth, and i really agree with my mother's words that i saw for myself how her struggle was greater than my father's sacrifice. i see my mother waking up early to make breakfast, then taking care of the family, and then taking care of herself. how much a woman sacrifices for her 24 family, which includes men as well, so when i saw this movie, the boss seemed to disrespect the dignity of his female employees and was considered as a woman who satisfies lust; it made me angry, and i, as a man was very, very tarnished because surely all women will think that men are the same even though not all men are. it can be concluded that actually, subject 10 did not like the movie, but he learned that women must dare to speak up and defend themselves, even though they are victims of harassment and are considered a disgrace but must dare to speak up and defend themselves so as to deter the perpetrators. in addition, she also believes that men must respect women because for her and her family's teachings, women are god's representatives, and because women are also men can be born into the world. subject 25 questionnaire i don't really like the movie, and there's nothing i can learn from it because i think the women in the movie are stupid and willing to be harassed; why don't they just quit their jobs and stay? interview i don't like the story because it's boring, and i think the woman in this movie is stupid because she was harassed and didn't report it but kept quiet and continued working there; if i were her, i would have reported it, and resigned. according to subject 25, she did not like the movie because it was boring and not to her taste movie. besides that, she thought that there was nothing to learn from this movie for her. this movie portrayed women who were stupid because they did not want to report to the authorities but instead kept quiet and covered it up, and continued to work there. plus, why is it only now being exposed, especially for the six women who were harassed? why did they not report it from the beginning and only reported it when one of the victims spoke up? response to sexual harassment and violence in bobmsell movie after finding their opinions on the film and what they learned from the film, we will now discuss the responses taken from students to the sexual harassment/violence in bobmsell's film. the results of this study are taken from questionnaire questions number 3 and number 4 as well as interview questions number 3 and number 4. in this discussion, also researchers do not include all students; only some students will be included by researchers. this discussion will show the results of the responses of female students and male students to sexual harassment/violence in the bobmsell movie so that readers can see the responses given by students to sexual harassment/violence in the film, whether they are pro or contra. subject 23 25 the second discussion was opened by subject 23, who is a male student who happened to when the researcher read the complete answer, and according to the researcher during the interview later, the answer will definitely be even more complete. questionnaire sexual harassment or violence is not justified. in any condition and under any circumstances, sexual harassment or violence is not justified because it can traumatize the victim and destroy the victim's future. as for who is at fault? in my opinion, both are at fault because the woman should immediately report the harassment so that there are not many victims; besides that, the man should be able to restrain himself, especially since he already has a wife; he should be able to maintain the dignity of his wife and other women. interview when i saw this movie, i was very angry as a man because a man should be able to protect a woman's dignity and future. i was taught by my parents to always respect women because women are valuable and make them equal to men, not as slaves, especially slaves of lust. even if the woman is seductive or dressed openly, men should be able to restrain themselves and prefer to protect the woman because, according to my parents, if a man has the courage to harass other women, it means that the man is not a real man, and there is also karma. then for wrong one according to this movie, both of them are wrong because the woman should immediately report the harassment so that there are not many victims; besides that, the man should be able to restrain himself; what's more, he already has a wife, he should be able to maintain the dignity of his wife and other women. from the discussion of this answer, it can be concluded that subject 23 responds against or disagrees with the sexual harassment/violence in bobmsell's film because, according to him, women are valuable, and men should be able to restrain their lust, so not to hurt women, especially in something related to sex. in addition, according to subject 23, men who dare to harass or commit sexual violence are not real men because real men will maintain women's self-esteem. and according to the subject in this movie, the wrong is both because the victim does not report making many victims, while the suspect is guilty because he has destroyed the victim's self-esteem and future. subject 30 questionnaire i strongly disagree and condemn sexual harassment or violence. i am a woman, and i can imagine if i became a victim like the woman in the movie bombshell, i would have been devastated, and there would have been no hope. then it's the men 26 who are at fault because they can't control their lust; those who are married should be able to do it with their wives. interview i saw the movie and was very angry and annoyed with the boss because he was powerful and had the money and position to harass women who were his employees and not just one but many. as a boss, he should have the responsibility to nurture and prosper his employees, not make them a tool of lust that can be changed at will. in addition, as a man who should, if he wants to be seen as a real man, not harass or think he can fuck many women, means that a real man is wrong, a real man is a man who can keep his lust and maintain the honor of women. so whose fault is it? yes, it's the man's fault. i'm not going to blame the women because surely those who are victims are afraid and feel ashamed if they confess, so they better keep quiet and keep everything to themselves. from this answer, it can be concluded that subject 30 strongly disagrees with or is against sexual harassment and violence in the movie. this can be seen from her words, "very angry and annoyed"; it is clear that the response of subject 30 is very annoyed and does not like the existence of sexual harassment or violence against women, especially in this movie. she feels equally as a woman and does not blame the victim; this is because if she is in the position of the victim, she must be very desperate and angry but also embarrassed and confused. if the victim reports, it will definitely be underestimated because women who are victims of sexual harassment or violence are considered a disgrace, so they choose to remain silent. subject 16 questionnaire i don't agree with violence or sexual harassment, but sometimes it is the woman who is at fault; sometimes, the woman likes to wear revealing clothes or deliberately flirt with the man even though she knows he has a wife and children. i don't know whose fault it is, but if you look at this movie, it's the women who should be able to take care of themselves, especially when dressing. interview i don't agree with violence or sexual harassment, but sometimes it's the woman who is at fault; sometimes, the woman likes to wear revealing clothes or deliberately flirt with the man even though she knows he has a wife and children. i don't know who is at fault, but if you look at this movie, both of them are at fault. why should women dress openly and fit their bodies when they are working? besides that, if she is a victim, she should immediately report it so that other women or her friends do not become victims. subject 16 is a woman and does not agree with sexual violence or harassment, but she also criticizes women who sometimes like to wear revealing 27 clothes or deliberately flirt with men even though they know the man has a wife and children. in addition, she also blames women for dressing sexy when they are working and why they do not report so that the perpetrators can be punished and there are no more victims. from here, the reader can see that she does not agree with sexual harassment or violence, but she also argues that harassment occurs because it is the woman's fault for not dressing closed even though she is at work; besides that, she should immediately report if she is a victim so that there are no other victims. it can be concluded that she is against sexual harassment or violence, but she is also against women who are considered to provoke the harassment to occur. subject 7 questionnaire i don't think women are sexual objects, and that's normal. in addition, in this movie, the woman is just silent, as if she has given up. who is at fault? i don't think anyone is at fault because the woman seems to be giving the opportunity while the man will also take the opportunity. interview indeed, sexual harassment or violence is not right and violates the law, but if a man is given the opportunity to do it, he will definitely do it; besides that, the woman is also silent when given the opportunity. subject 7 is a man. from the answers given, he seems to be pro-sexual harassment or violence, especially for him, women are sexual objects, and it is their nature. what shapes student response the next discussion is what shapes the response of the subjects. here the researcher will describe it from 30 students described, with the researcher only ten as representatives of the students. in this discussion, the researcher will not describe one by one the answers to the questionnaires and interviews because it is too long and too much, so the researcher decided to describe them by giving a little summary of the answers of 10 students by making it one, namely the answers to the questionnaires and interviews put together and summarized from several students whose answers are almost the same. data discovery from number 5 will be grouped based on response vehicles by lois tyson (2011). response vehicles will be divided into four, namely personal identification, the familiar character, the familiar plot event, and the familiar setting. the discussion started with personal experience. of the 30 students, researchers took 10 students, and only 5 answered that their responses were influenced by personal experience. all students who answered based on personal experience were women who had been victims of harassment, indeed not to the stage of rape, but they received harassment such as catcalling, being touched in 28 several parts of the body such as thighs, buttocks, and even breasts by people in public facilities, some were even victims of "naughty cameras" in public toilets or in places that should be private. this has shaped their response that sexual harassment or violence is very cruel and can traumatize its victims. furthermore, there are also student responses that are influenced by characters that have been seen by the subject or stories that have been heard by the subject or have seen or heard stories from other cities or countries. the answers of the five students are divided into several parts, namely two students answered familiar characters, two other students familiar plots, and one student familiar settings. 2 students answered familiar characters because they remembered their neighbors and friends who had experienced sexual harassment in the same workplace as the bombshell film, so their neighbors and friends experienced the same trauma as the characters in bombshell. 2 other students answered familiar plot because they like to watch the news so they often hear cases of sexual harassment/violence, especially in the workplace like in the movie bombshell, besides that, they also like to read online newspapers that discuss crime including sexual violence/harassment. 1 student is formed from a familiar setting, where this is more directed at geographical sites such as places, cities or countries. this student had read a novel that discussed the same case as bombshell, the story was in the united states, but the work was slightly different. both were in the office, so when he saw the bobmsell movie and responded, he remembered the novel. discussion from the discussion of this finding, it can be concluded that there are students who like the movie and feel that they get a lot of lessons from the movie bombshell, especially learning about sexual violence/harassment against women, but there are also those who do not like it and feel that there is nothing to learn from the film because the film presents women who cannot take care of themselves so that they become victims of harassment, especially because of their open clothes even though they know that their boss is a playboy. but not a few students also did not like the movie but felt that there were a lot of lessons they could take from this movie. various responses were given by students, some pro and some con, but many were against sexual harassment. many disagree with sexual harassment/violence because it can traumatize the victim and destroy the victim's future, but there are also some who are pro-sexual harassment/violence because, for them, the nature of women is used for sexual objects, and that is permitted. in addition, those who choose cons consider that in this film, the wrong person is the man because he cannot maintain the woman's dignity, and men should be able to 29 restrain their lust, but in contrast to the pros consider that besides the woman as a sex object, if the woman is harassed, the wrong person is the woman because she cannot protect herself and sometimes the woman also opens opportunities for men to commit sexual harassment/violence such as wearing revealing clothes, teasing the man. all student responses must have something that makes or builds their minds so that they can respond like that. the students are divided, some because of their personal experience, so it makes a memory that builds or shapes the response they give, which makes them strongly disagree with sexual harassment/violence. there are also those who are formed from the characters they know or the characters around them, there are also those who are formed from them seeing or reading news or stories from the same case, and there are also those whom they see or read or hear stories of the same case with the same setting which makes them when they see the bombshell movie, they remember the case before they know about the bombshell movie. the point is that every student is different, even though they are both women or men, but they have different opinions or responses. like this research, there are female and male students, but the responses or opinions of women and men will be mixed even though the cons are women and the pros are men, but that does not guarantee that women can also be pros and men can also con depending on what they think and depending on something that shapes their thinking. conclusion this research will be closed with the core of all research results obtained from student answers from questionnaires and interviews so that it can be concluded that sexual harassment or violence still exists and still occurs even though it is now a modern era. in this study, it can be explained that students from english literature do not all understand the problem of sexual harassment or violence and cannot look at gender as well to find out whether they are pro or contra because, according to this study, there are female students who are pro harassment and there are male students who are against harassment so we cannot see that women must be contra and men must be pro. according to this study, there are students who like the movie and feel there is learning to be gained, but there are also those who don't like the movie, but there is learning they get, and there are also those who don't like it and feel there is 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(2019). learning from “totto-chan: the little girl at the window”: an educational perspective from japanese author. utamax : journal of ultimate research and trends in education, 1(1), 7–12. rosida, i., & rejeki, l. (2017). woman in patriarchal culture: gender discrimination and intersectionality portrayed in bob darling by carolyn cooke. insaniyat: journal of islam and humanities, 1(2). taylor, b., stein, n., & burden, f. (2010). the effects of gender violence/harassment prevention programming in middle schools: a randomized experimental evaluation. violence and victims, 25(2), 202– 223. tyson, l. (2020). using critical theory: how to read and write about literature. using critical theory: how to read and write about literature (pp. 1–377). taylor and francis. https://doi.org/10.4324/9780429469022 wahyudin, a. y., pustika, r., & simamora, m. w. (2021). vocabulary learning strategies of efl students at tertiary level. the journal of english literacy education: the teaching and learning of english as a foreign language, 8(2), 101–112. https://doi.org/10.4324/9780429469022 linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.970 26 promoting students’ communication skill through the application of project based learning farida nova kurniawati 1 universitas negeri surabaya susanto 2 universitas negeri surabaya ahmad munir 3 universitas negeri surabaya farida.nova13@gmail.com 1 submit, 25-11-2019 accepted, 21-12-2019 publish, 22-12-2019 abstract the aim of this research is to describe how project based learning promotes students‟ ability to communicate ideas. qualitative was used as the research method of this research. the subjects of this research were five students were chosen as the subject of this research. they were in the ninth grade in one of state islamic schools in a relative big city. the researcher collected the data from observation and the recording video of the process of making the project which was wall magazine. all the data from observation were in the form of verbal data. after analyzing the data, the result shows the students can reach all of indicators of communicating ideas with eight examples as the evidences. in short, it can be concluded that project based learning can promote students‟ communication skill particularly students‟ ability to communicate with others. keywords: project based learning, communication skill introduction many challenges must be faced by the teachers in educational context. one of those challenges is that choosing appropriate instructional model for the students. it has to make both the teacher and students can enjoy the teaching and learning process in the classroom also it can help students to promote their skill. therefore, the teachers must be creative to choose the instructional model which will be implemented to the students. project based learning (pbl) might be one of instructional models that can make the students are interested in the lesson also can help them to promote their skill. it can be proven through some previous researches. the learning activity can be more to students-centered rather than teacher-centered if project mailto:farida.nova13@gmail.com1 2019. linguistics, english education and art (leea) journal 3 (1):26-44 27 based learning is implemented in the teaching and learning process as most of activities are done by the students (sholihah, 2017). not only can create enjoyable and fun classroom, but project based learning also gives the opportunity for the students to improve their english skill (praba, artini, & ramendra, 2018). some of the students‟ skill which can be increased during the application of project based learning is their writing, speaking, and listening skills. project based learning is suggested to be implemented to increase students‟ writing skill (larasati, 2015); (pratomo, 2014). speaking skill also can be improved in the practice of project based learning especially for university students (kamisah, mukhaiyar, & radjan, 2013). not only writing and speaking, but project based learning also can improve students‟ yiying (2015). education and cultural ministry of indonesia or kemendikbud gives socialization for the teachers to increase their readiness to face challenges in order to be able to train the students with 21 st century skills which are four cs skills alternately in all areas in indonesia (kemendikbud, 2018). four cs of 21 st century skills consist of communication, collaboration, creativity, and critical thinking (p21, 2009). therefore, the teachers should use instructional model which can facilitate those four cs skills. from the previous researches, project based learning can help students to improve their communication (hadim & esche, 2002); sawamura (2010), collaboration (bell, 2010), creativity (larasati, 2015), and critical thinking skill (praba, artini, & ramendra, 2018) as well. however, in this research, the researcher focused on one of four cs skills. it is communication skill especially communicate ideas during the process of creating the project which is wall magazine. there are some previous researches which are related to project based learning and communication skill. the first previous research is from hadim & esche (2002). they say that project based learning can help students to improve their communication. torres & rodriguez (2017) argue that project based learning can encourage students to improve their oral production or their speaking through lexical competence development. another previous research is from (lubis, lubis, & ashadi, 2018). the result of that study shows that project based learning and experiential learning models has a significant effect on students‟ interpersonal communication also on their creativity. project based learning is an effective teaching method because it can provide students with chances to speak english especially in drama (sirisrimangkorn, 2018). last not least is the previous research from (bakar, noordin, & razali (2019) about project based learning and oral communicative competence. they argue that there is a significant improvement of the students‟ oral communicative competence during the use of project based learning activities. 2019. linguistics, english education and art (leea) journal 3 (1):26-44 28 however, none of the previous researches about project based learning and students‟ communication skill especially communicate ideas. the first previous research does not give detail evidences that project based learning can increase students‟ communication skill. the second and third previous research is more focus on their oral production or speaking not to their communication skill while the fourth focuses on communicative competence but in general. yet, this research is more focus on students‟ communication skill particularly communicate ideas. literature review project based learning in indonesia context, 2013 curriculum is implemented as the fundamental in education and the 2017 curriculum is the newest revision of 2013 curriculum. . in the revised version 2016 of 2013 curriculum, the teachers are suggested to apply project based learning as the instructional model in teaching and learning process to is encourage the ability of learners to produce a contextual work, either individually or in groups (kemendikbud, 2016). there are some definitions related to project based learning. brown & lee (2015) and kolb (2015) define project based learning is experiential learning. not only experiential learning, project based learning is also project work (harmer, 2004). project based learning is related to activity of completing some problems in certain time in order to permit students to explain all the steps, to communicate the process, and in the end they can produce the product which is appropriated to the steps planned previously (maulany, 2010). in project based learning, the students need to practice their target language in some steps which require group discussion and also collaboration to create their project (papanikolaou & boubouka, 2010). the students‟ communication skills can be investigated during their group discussion as the students have to produce oral communicative forms in the target language (dooly, 2013). they can communicate their ideas, show their opinion, define the problems, and solve the problems during group discussion which happened during the process of creating their project (torres & rodriguez, 2017). in this research, project based learning is in the form of hands-on project. hands-on project is a project which can be done by handling data through games, experiments, and other experiential activities (eyring, 1991). creating diorama (brown & lee, 2015), booklets, class newspaper, brochures, and handbooks (harmer, 2004) are the examples of hands-on project. yet, in this research, the teacher asked the students to make hands-on project as well which is wall magazine. 2019. linguistics, english education and art (leea) journal 3 (1):26-44 29 communication skill communication skill is one of four cs skills which firstly proposed by partnership for 21 st century skills (p21) in 2002 (nea, 2012). p21 is assisted by national education association (nea) as the partner to develop the guide of four cs skills to be introduced to educators about this concept. four cs skills can be promoted into teaching of principal academic subjects as follow mathematics, economics, sciences, english, arts, and etc. in this case, it is more focused on english. from four cs skills, the researcher chose communication skill to be investigated in this research. the researcher investigated whether project based learning can promote students‟ communication skill especially students ability to communicate ideas in the process of english writing. the word communication is basically derived from the word „communice‟. it means „to share or to make common‟ or in other word, communication can help people to share and understand meanings (rawat, 2016). communication as communicate clearly is the definition from (p21, 2009). in education context especially in teaching and learning process, communication is the crucial thing. the teaching and learning process can be successful if the communication among the teacher and the students or the students with other students run on well. therefore, the teacher and also the students have to maintain the communication in the teaching and learning process in order to make it can be fully successful. project based learning is actually related to communication skill.this can be proven based on some pevious researches. activities in pjbl are captivating that they make the process of learning the language can be more meaningful and communication also can be more purposeful (thi, 2011). the advantages of project based learning also related 21 st century such as problem solving, critical thinking, decision making, teamwork and communication (sumarni, 2015). in the previous research above from kovalyova, soboleva, & kerimkulov (2016) and hadim & esche (2002), they argue project based learning is an effective teaching strategy to increase significantly students‟ communication skill. however, those previous research do not show clear evidences and detail explanation about it and the subject is college student. yet, this research investigated on how project based learning promote students‟ ability to communicate idea in the process of learning writing for junior high school students especially ninth grade students and give clear evidences and detail explanation about it. these indicators below are adapted from p21 (2009). there are five indicators which were used by the researcher to investigate the promotion of students‟ communication skill especially communicating ideas by applying project based learning, as follow: 2019. linguistics, english education and art (leea) journal 3 (1):26-44 30 table 1. indicators of communicating ideas no communication skills indicators 1. clarity of expression of the opinions or ideas. a. students can express and explain their opinion or ideas clearly and related to the topic. b. students can develop the ideas or opinion. after they get some ideas, they can discuss all the ideas and opinions together then they can develop it by collaborate an idea/opinion with others‟ idea/opinion then it becomes a new idea. 2. ethics for expressing the opinions or idea. a. students can consistently give opportunity to others to express their opinion or ideas. b. students can accept the similarities and differences of every opinion or ideas which are explained by the other members. they cannot be angry if their opinion or ideas are not accepted by others. c. students can be fully respected to others when others are expressing their ideas or opinions by listening it. source: adapted from p21 (2009) reserch method qualitative research design was used as research design of this research. it is used to investigate how project based learning promotes students‟ ability to communicate ideas in the process of english writing. the reason to choose this qualitative research design is as all data in this research are in the form of words or non-numerical data. the setting of this research was in one classroom in one of state islamic junior high school in a relative big city. the class is in good condition and spacious as well. in this class, there are thirty eight students which consist of twenty three girls and fifteen boys. to make the observation more focus and more detail, the researcher chose a group to be observed. this group was as the main subject of the research. this group consists of five students and all girls. the researcher observed this group to investigate on how project based learning could promote students‟ communication skill especially communicating ideas. the reason limit the communication skill only on communicating ideas was to make this research deeper and more detail. there are various kinds of communication skill, yet, limited time and access also one of the reasons why the researcher only limited on communicating ideas skill. the utterances or conversations said by the teacher and the students were the data of this research. in other word, their dialogues during the application of project based learning in the classroom were used by the researcher as the data. 2019. linguistics, english education and art (leea) journal 3 (1):26-44 31 meanwhile, the sources of the data were from verbal behavior from teacher and the students. the researcher collected the data from observation. the researcher conducted observation in two times. in the observation, the researcher makes no special effort to have a particular role in the setting; to be tolerated as an unobtrusive observer is enough (marshall & rossman, 2006). it means that the researcher was not participate in the classroom, the researcher only observe all the activities during the application of project based learning in the classroom. the students‟ activities and conversations in the classroom were recorded in the video recorder. for a group which had chosen by the researcher, their verbal behavior in the classroom was recorded as the data for this research. the researcher used steps of analyzing the data from miles, huberman, & saldana (2014) to analyze all the data after collecting the data. those are data condensation, data display, and drawing conclusion. the data were collected from field notes and video recording of students‟ conversation during the implementation of project based learning. the oral data which were from teacher and students‟ conversation and and students‟ gesture in the video recording were transcribed by the researcher using modified transcription convention by allwright & bailey (1991). after that, the gathered data were condensed by the researcher using p21 (2009) as the guidance to filter all the data and analyzing it. when all the data were coded and categorized, the researcher displayed the data. in this research, the data display was in the form of table. in the end, the data analysis was concluded by making a brief but strong conclusion about the gathered data. finding as it was explained above, project based learning which had been used by the teacher is in the form of hands-on project. kinds of hands-on project can be varied, such as field trips and other on-visits (going to a factory or museum), research projects (value of wind power), extra-class dinner groups (learning about korean cuisine), and creating a video to promote a product (brown & lee, 2015). however, in this research, the teacher chose wall magazine as the project for the students for their examination practice. the students were asked to make wall magazine which was about descriptive text. they could choose their own theme. the teacher did not limit them to choose their topic or theme. based on the result in observation, their themes for their wall magazine were varied, such as about animals in indonesia, youtubers, solar system, plants, transportation, and etc. for the subject of this research, they chose animals of indonesia as their theme. they made description of orangutan, birds of paradise, sumatran tiger, komodo, and java eagle. in their wall magazine, they made a 2019. linguistics, english education and art (leea) journal 3 (1):26-44 32 box of vocabularies about animals to make the readers get new knowledge form their wall magazine. here is the result of students‟ wall magazine: figure 1. students‟ wall magazine observation was conducted in two times to investigate students‟ communication skill particularly students‟ ability to communicate ideas during the application of project based learning. the researcher observed their verbal behavior in observation when they were doing the project. the verbal data were in form of from students‟ utterances or conversations which are uttered by the students in the classroom when they were working on the project. these data would be used as the clear evidences whether the students‟ communicating idea skill could be promoted through the practice of project based learning. those data would be filtered and analyzed by using five indicators above (see table 1) to select appropriate data that would be used as the finding of this research. the result shows that project based learning can promote students‟ students‟ communication skill especially communicating ideas. the evidences can be seen in the table 2 below. there were five students as the main subject of this research. in table 2, s1 is student number 1, in table 2, s2 is student number 2, in table 2, s3 is student number 3, in table 2, s4 is student number 4, and in table 2, s5 is student number 5. here is the result: table 2. result of students ability to communicate ideas no indicators evidences 1. students can express and explain their opinion or ideas clearly and related to a. s1: gimana kalo kita buat hiasan wall magazine nya kayak cabang pohon gitu? (what if we make the decoration of our magazine like the branches of the tree?) 2019. linguistics, english education and art (leea) journal 3 (1):26-44 33 the topic. s3 : bagus bagus (good good) s4 : kereenn tuh (that‟s cool) s5 : nice ngets gaes (very nice, guys) b. s3 : eh, kalo gita gambar pohonpohon disini gimana? (ehm, how about if we draw some trees here?) s2 : oke, great idea! jadi kan nanti kayak ada suasana hutan gitu. tapi pohon e nggak usah dibuat 3d, jadi biar semua nggak 3d. biar nggak monoton (ok, great idea! so, it feels like there is an ambiance of forest. but, no need to make 3d for trees, so not all the things are 3d. to make it not too monotonous ) s3 : nggak kok, kan pohonnya cuma buat tambahan dekorasi aja. (no, the trees only for additional decoration ) s2 : ya bener, kita punya pemahaman yang sama (yap, we have same understanding) 2. students can develop the ideas or opinion. after they get some ideas, they can discuss all the ideas and opinions together then they can develop it by collaborate an idea/opinion with others‟ idea/opinion then it becomes a new idea. a. s1: gimana kalo kita buat hiasan wall magazine nya kayak cabang pohon gitu? (what if we make the decoration of our magazine like the branches of the tree?) s3 : bagus bagus (good good) s4 : kereenn tuh (that‟s cool) s5 : nice ngets gaes (very nice, guys) s2: ngga cabang sih yg ini. ini bagian yg ini kayak dibagi bagi pake garis – garis gitu (it doesn‟t like branches actually. this is part of then divided by using some lines like this. s3: nanti dikasih jalan, dikasi kayak hewan – hewan lain juga (there will be other animals as well) s1,s2,s4,s5: iya bagus bagus (yes, good good) s4: kayak di tv gtu (it‟s like in the tv) s2: disini dikasih orang trus sebelahnya ada tiang (there will be people here and there is pole beside it) s1: ya itu udah masuk konsep dan udah aku tulis (yes, this will be the concept and i have written it) s2: gambarnya nanti diprint aja biar kayak asli (to make it authentic, we‟ll print the picture s1,s3,s4,s5: siip (ok) 2019. linguistics, english education and art (leea) journal 3 (1):26-44 34 s2: terus nanti ada animal kayak ada mikir gitu, pake simbol mikir itu (there will be animal who are thinking, using thinking symbol) s5 : menarik tuh (it‟s interesting) 3. students can give opportunity to others to express their opinion or ideas. a. s2: ini mau ditempel dimana? (where will this be stuck?) s1: kayaknya sini aja sih atau disitu? (here or there?) s2 : mending disini aja lebih bagus. gimana yang lain? (it‟s better here. how about you guys?) s3 : kalo aku mending disini aja (i think it‟s better here) s4 : iya disini aja bagus, lebih pas (yeah, here is better, more appropriate) s5 : yap bener sini aja (yap,here ) s2 : oke deh (ok) b. s1 : tapi kalo disini kayaknya kurang pas deh (but, it isn‟t fit here i think ) s2 : menurut kalian gimana? (what do you think?) s3 : geser ke kanan dikit aja (move to the right a bit) s4 : iya bener, ke kanan dikit (right, move to the right a bit) s5 : nah iya, gitu lebih pas (true, it‟s better) 4. students can accept the similarities and differences of every opinion or ideas which are explained by the other members. they cannot be angry if their opinion or ideas are not accepted by others. a. s4 : hewannya apa aja sih ? aku nggak tahu. (what are the animals? i don‟t know) s1 : (sambil tertawa) kodomo… burung cendrawasih, orang utan, elang jawa. (laughing) kodomo… birds of paradise, orang utan, jave eagle) s4 : babi rusa (hod deer) s1 : apa itu? (what is that?) s3 : mending kita milih hewan yang kita tahu. (it‟s better to choose animals that we already know) s1 : he.em yang semuanya udah pada pada paham. (yeah, all animals that we already understand) s4 : anoa (anoa) s3 : harimau sumatera itu kan (sumatran tiger, is that right?) s4 : anoa kan ya sulawesi to? (anoa is from sulawesi, isn‟t it?) 2019. linguistics, english education and art (leea) journal 3 (1):26-44 35 s3 : maksudnya yang kita sudah tau jadi kan kita itu bisa mendeskripsikannya. gitu lo. (i mean that we already know so we can describe it. that‟s what i mean) s4 : oh anoa.. bentar .. (oh anoa,.. wait…) s3 : yang simple saja..gajah itu lo (just choose simple one… elephant maybe) s4 : oke deh, aku setuju sama kalian. nanti bakal susah kalo kita nggak tau hewannya (ok,then, i agree with you all. it will be difficult later if we don‟t know the animals) 5. students can be fully respected to others when others are expressing their ideas or opinions by giving compliment. a. s3 : sekarang kertasnya kita tutup pake karpet ini. kita taruh kertas buat alas ini di bawah karpet. terus kita duduk di atas karepet yang dibawahnya ada kertasnya, jadi kan kertasnya nggak kelipet – lipet (now we‟ll cover the paper by using this carpet. we put this paper for background under the carpet. then, we sit on the carpet that there is paper under it, so the paper won‟t be folded) s2 : (sambil mengacungkan jempol) kereeen banget idemu (giving thumbs up) (your idea is great) s1 : ini cara tradisional tapi bermanfaat banget . good idea ! (it‟s traditional way but it‟s very useful. good idea!) s2 : iya setuju, biar cepet selesai ya . (ok, agree, in order we can finish it faster) b. s1: pokok disini cuma satu aja. cara membedakan peran utama opo ndak gimana? (this only one must be here. how to differentiate the main character or not?) s2 : gini aja, kalo yang pemeran utama dikasi simbol chat atau berpikir gitu terus yang lain nggak usah (like this, the main character will be given symbol of chat or thinking then no need for the others) s4: bagus kali ide kau (you‟re idea is great) the result above shows that the students can reach all of the indicators of communication skill especially communicating ideas from p21 (2009). different from previous researches, this research can give clear and deep evidences that project based learning can promote students‟ communication skill especially communicating skill. all of those conversations above can be as the evidences 2019. linguistics, english education and art (leea) journal 3 (1):26-44 36 that project based learning is one of instructional models which is effective to be used to help students to promote their communication skill. discussion kinds of project based learning are varied. one of them is hands-oo project. in this research, the project which is in form of hands-on project is wall magazine. some experts such as brown and lee (2015) and kolb (2015) argue project based learning also known as experiential learning. other experts such as harmer (2004) and stoller (2002) define project based learning as project work (harmer, 2004); (stoller, 2002). in this research, the process when they were making project based learning is related to their physical side of language learning. they made a project that is related to their target language which is language. in the end, their final product will be their wall magazine and it can be shared to others. they experienced new things during the process of making wall magazine. they also connected their prior life experiences with new experiences when they were making it. these process reflects that project based learning is experiential learning (brown & lee, 2015); (2015) and project work (harmer, 2004); (stoller, 2002) as well. as it was explained above that the researcher had done the observation twice. in the first observation, the teacher reviewed a bit about descriptive text as it has ever explained previously. then, the teacher asked the students to make some groups. there were seven groups in a class. after that, the teacher gave some examples of wall magazine for their students to give some references for them. next, the teacher explained about their project which was wall magazine. the teacher explained the rules and the deadline as well. they could choose their own topic as the teacher did not limit them. from seven groups, the researcher chose a group to make the observation can be more focused and detail. this chosen group discussed their concept for their wall magazine in the first observation. they decided to use animals of indonesia as their theme. through this discussion, the researcher found the evidences project based learning can promote students‟ communication skill especially communicating idea skill. they shared their opinion and idea, praise others‟ idea, gave others‟ opportunity to tell the opinion as well. in the second observation, the researcher observed their process in making the wall magazine. the discussion also still happened during this process. a student had an idea and it was developed by others then in the end it became a new idea. every student did not feel offended if their opinion or idea was not agreed by others. instead, they accept the decision and even agreed with better opinion or idea from other members started from when they decided the task for every member of the group. 2019. linguistics, english education and art (leea) journal 3 (1):26-44 37 five indicators adapted from p21 (2009) were used by the researcher to filter all the data from the observation and the recording video. from the selected data from observation, it can be seen that project based learning can promote students‟ communication skill particularly communicating idea skill. this can be proven from the result above that the students can reach all five indicators. first indicator which can be reached by the students they can express and explain their opinion or ideas clearly and related to the topic. there are two examples of students‟ utterances which reflect that indicators, as follow: example 1 s1: gimana kalo kita buat hiasan wall magazine nya kayak cabang pohon gitu? (what if we make the decoration of our magazine like the branches of the tree?) s3 : bagus bagus (good good) s4 : kereenn tuh (that‟s cool) s5 : nice ngets gaes (very nice, guys) example 2 s3 : eh, kalo gita gambar pohonpohon disini gimana? (ehm, how about if we draw some trees here?) s2 : oke, great idea! jadi kan nanti kayak ada suasana hutan gitu. tapi pohon e nggak usah dibuat 3d, jadi biar semua nggak 3d. biar nggak monoton (ok, great idea! so, it feels like there is an ambiance of forest. but, no need to make 3d for trees, so not all the things are 3d. to make it not too monotonous ) s3 : nggak kok, kan pohonnya cuma buat tambahan dekorasi aja. (no, the trees only for additional decoration ) s2 : ya bener, kita punya pemahaman yang sama (yap, we have same understanding) in example 1, it can be seen that s1 was brave to express her idea. she said that what if their design of their wall magazine liked the branches of the tree. other members agreed about her idea. in example 2, s3 showed her idea that they can draw some trees in their wall magazine. s2 agreed but she added her opinion for others that it was better to not make the things their wall magazine in form of 3d. it could be too monotonous. in the end, they had same understanding. those examples above reflect that they can reach the first indicator. the second indicator is students can develop the ideas or opinion. after they get some ideas, they can discuss all the ideas and opinions together then they can develop it by collaborate an idea/opinion with others‟ idea/opinion then it becomes a new idea. the researcher also found evidence which shows that the students can reach this indicator. here is the evidence: 2019. linguistics, english education and art (leea) journal 3 (1):26-44 38 example 3 s1: gimana kalo kita buat hiasan wall magazine nya kayak cabang pohon gitu? (what if we make the decoration of our magazine like the branches of the tree?) s3 : bagus bagus (good good) s4 : kereenn tuh (that‟s cool) s5 : nice ngets gaes (very nice, guys) s2: ngga cabang sih yg ini. ini bagian yg ini kayak dibagi bagi pake garis – garis gitu (it doesn‟t like branches actually. this is part of then divided by using some lines like this. s3: nanti dikasih jalan, dikasi kayak hewan – hewan lain juga (there will be other animals as well) s1,s2,s4,s5: iya bagus bagus (yes, good good) s4: kayak di tv gtu (it‟s like in the tv) s2: disini dikasih orang trus sebelahnya ada tiang (there will be people here and there is pole beside it) s1: ya itu udah masuk konsep dan udah aku tulis (yes, this will be the concept and i have written it) s2: gambarnya nanti diprint aja biar kayak asli (to make it authentic, we‟ll print the picture s1,s3,s4,s5: siip (ok) s2: terus nanti ada animal kayak ada mikir gitu, pake simbol mikir itu (there will be animal who are thinking, using thinking symbol) s5 : menarik tuh (it‟s interesting) at first, s1 shared an idea to other members. then, they agreed about s1‟s idea. yet, they did not stop to that idea. s2, s3 developed that idea by adding some opinion related to it. s1 also developed her idea again after she gets opinion from others. in the end, they could create new idea based on some ideas and opinions which had been expressed by them before. this example shows the students can complete this indicator. third indicator is students can give opportunity to others to express their opinion or ideas. two evidences had been found by the researcher related to third indicator. here are the evidences: example 4 s2: ini mau ditempel dimana? (where will this be stuck?) s1: kayaknya sini aja sih atau disitu? (here or there?) s2 : mending disini aja lebih bagus. gimana yang lain? (it‟s better here. how about you guys?) s3 : kalo aku mending disini aja (i think it‟s better here) s4 : iya disini aja bagus, lebih pas (yeah, here is better, more appropriate) 2019. linguistics, english education and art (leea) journal 3 (1):26-44 39 s5 : yap bener sini aja (yap,here ) s2 : oke deh (ok) example 5 s1 : tapi kalo disini kayaknya kurang pas deh (but, it isn‟t fit here i think ) s2 : menurut kalian gimana? (what do you think?) s3 : geser ke kanan dikit aja (move to the right a bit) s4 : iya bener, ke kanan dikit (right, move to the right a bit) s5 : nah iya, gitu lebih pas (true, it‟s better) from those two examples, it can be seen that s2 always gave opportunity to other members to express their opinion. she said “how about you guys” and “what do you think?” to let other members to tell their opinion. after s2 gave opportunity to others, they directly shared their opinion. in short, the students especially s2 can reach this indicator. the researcher found an evidence for fourth indicator. it is the students can accept the similarities and differences of every opinion or ideas which are explained by the other members. they cannot be angry if their opinion or ideas are not accepted by others. below is the evidence: example 6 s4 : hewannya apa aja sih ? aku nggak tahu. (what are the animals? i don‟t know) s1 : (sambil tertawa) kodomo… burung cendrawasih, orang utan, elang jawa. (laughing) kodomo… birds of paradise, orang utan, jave eagle) s4 : babi rusa (hod deer) s1 : apa itu? (what is that?) s3 : mending kita milih hewan yang kita tahu. (it‟s better to choose animals that we already know) s1 : he.em yang semuanya udah pada pada paham. (yeah, all animals that we already understand) s4 : anoa (anoa) s3 : harimau sumatera itu kan (sumatran tiger, is that right?) s4 : anoa kan ya sulawesi to? (anoa is from sulawesi, isn‟t it?) s3 : maksudnya yang kita sudah tau jadi kan kita itu bisa mendeskripsikannya. gitu lo. (i mean that we already know so we can describe it. that‟s what i mean) s4 : oh anoa.. bentar .. (oh anoa,.. wait…) s3 : yang simple saja..gajah itu lo (just choose simple one… elephant maybe) s4 : oke deh, aku setuju sama kalian. nanti bakal susah kalo kita nggak tau hewannya (ok,then, i agree with you all. it will be difficult later if we don‟t know the animals) 2019. linguistics, english education and art (leea) journal 3 (1):26-44 40 at first, s4 did not know what animals which would be described by them. then, s1 answered it. after that, s4 shared her opinion related to animals which would be described. she said “hod deer and anoa”. yet, the other member did not agree with her opinion. s3 told her opinion that it was better to describe the animals that they had known before. s4 was not angry or feel offended because her opinion was not accepted by others. instead, she agreed with s3‟s opinion and answered that it would be difficult if they did not know the animal which would be described. this example shows that they can reach this indicator as well. last indicator is students can be fully respected to others when others are expressing their ideas or opinions by giving compliment. the researcher found two evidences about this indicator. the following evidences as follow: example 7 s3 : sekarang kertasnya kita tutup pake karpet ini. kita taruh kertas buat alas ini di bawah karpet. terus kita duduk di atas karepet yang dibawahnya ada kertasnya, jadi kan kertasnya nggak kelipet – lipet (now we‟ll cover the paper by using this carpet. we put this paper for background under the carpet. then, we sit on the carpet that there is paper under it, so the paper won‟t be folded) s2 : (sambil mengacungkan jempol) kereeen banget idemu (giving thumbs up) (your idea is great) s1 : ini cara tradisional tapi bermanfaat banget . good idea ! (it‟s traditional way but it‟s very useful. good idea!) s2 : iya setuju, biar cepet selesai ya . (ok, agree, in order we can finish it faster) example 8 s1: pokok disini cuma satu aja. cara membedakan peran utama opo ndak gimana? (this only one must be here. how to differentiate the main character or not?) s2 : gini aja, kalo yang pemeran utama dikasi simbol chat atau berpikir gitu terus yang lain nggak usah (like this, the main character will be given symbol of chat or thinking then no need for the others) s4: bagus kali ide kau (you‟re idea is great) when a member shared her idea or opinion, other members often gave compliments to her. they respected other opinion or idea by praising it. it can be seen in the example 7 that s2 gave thumbs up and said “your idea is great” for praising s3‟s idea. s1 and s2 also gave compliments to s3‟s idea. in evidence 8, s4 praised s2‟s idea by saying” your idea is great” as well. these evidences reflect that the students can reach this indicator as well. 2019. linguistics, english education and art (leea) journal 3 (1):26-44 41 the discussion above proves that the students can complete all the indicators of communication skill especially communicating ideas from p21 (2009) very well. those conversations were recorded by the researcher during the process of making the wall magazine. they were brave to express their idea, shared their ideas, and developed the idea. they even can accept the similarities and differences among their ideas. they do not feel offended even their opinions or ideas are not accepted by others. they always support others‟ ideas which have been chosen together. during the process of creating the wall magazine, they always gave opportunity to others to share and express their opinion or ideas. in short, project based learning can help students to promote their communication skill especially communicating ideas. conclusion project based learning is highly applicable because it can promote students‟ communication skill especially students‟ ability in communicating ideas. for the future researchers in this topic, they can use the result of this research as a reference to conduct a research about project based learning and students‟ four cs of skills especially communication skill or it can be other four cs skills such as collaboration skill, creativity, and critical thinking skill in the different area of teaching. references allwright, d., & bailey, k. m. 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(2018). integrating teaching models to enhance efl students' interpersonal communication skill and creativity. international journal of education and literacy studies (ijels), 6(4), 129-137. doi:http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.129 marshall, c., & rossman, g. (2006). designing qualitative research (4th ed.). thousand oaks: sage publication. maulany, d. (2010). maulany, d.b. the use of project based learning in improving the students speaking skill (a classroom action research at one 2019. linguistics, english education and art (leea) journal 3 (1):26-44 43 of primary schools in bandung). journal of english and education, 1(1), 30-42. miles, m., huberman, a., & saldana, j. (2014). qualitative data analysis: a methods sourcebook (3rd ed.). thousand oaks: sage publication, inc. nea. (2012). preparing 21st century students for a global society: an educator's guide to the "four cs". washington dc: national education association. p21. 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(2011). project based learning in teaching english as a foreign language. vnu journal of science, foreign languages, 27, 140-146. 2019. linguistics, english education and art (leea) journal 3 (1):26-44 44 torres, a. m., & rodriguez, l. f. (2017). increasing efl learners' oral production at a public school through project based learning. profile, 19(2), 57-71. doi:http://dx.doi.org/10.15446/profile.v19n2.59889 yiying, z. (2015). project based learning in chinese college english listening and speaking course: from theory to practice. canadian social science, 11(9), 40-44. linguistic, english education and art (leea) journal volume 3 nomor 1, desember 2019 e-issn :2597-3819 p-issn:2597-9248 doi : https://doi.org/10.31539/leea.v3i1.996 201 initial vocabulary analysis of nouns in the field of legal studies sri utami university of kutai kartanegara sriutami@unikarta.ac.id submit, 29-11-2019 accepted, 30-12-2019 publish, 30-12-2019 abstract the purpose of this research is to analyze initial vocabulary of nouns in the field of legal studies had by the first semester students of law study program of university of kutai kartanegara in academic year 2019/2020. this study used descriptive qualitative design. the research subjects were 10 students of the first semester. the instrument of the study was vocabulary test in the form of written test by using match type test. the results of this study are as follows: (1) there were 9 words that became the most common initial vocabularies of nouns in the field of legal studies, (2) there were 6 words that became the most unfamiliar nouns for almost all the students. based on the findings of the research it could be summarized (1) the initial vocabularies of nouns in the field of legal studies were varies but still very limited; (2) the nouns in the field of legal studies that were not familiar for the students were also varies. it meant that each student has different familiar and unfamiliar nouns. the initial vocabularies of nouns in the field of legal studies had by the students were different one each other. some students had more initial vocabularies but some others had less initial vocabularies. keywords: initial vocabularies, nouns, legal studies introduction english learners usually find their limited number and knowledge of vocabulary as an obstacle in the way of their success in academic discourse. the learning of vocabulary is an important part in foreign language learning. the meanings of new words are very frequently emphasized, whether in books or in verbal communication. if learners lack vocabulary knowledge, they soon discover that their ability to comprehend or express themselves clearly is limited (decarrico, 2001; nation, 2001 cited in susanto, 2017). based on a research done by mozaffari & moini (2014), pakistani students, being non-native speakers of english and belonging to esl context, at all academic levels are assumed to have very limited vocabulary knowledge which might be a factor influencing their proficiency in academic discourse. mailto:sriutami@unikarta.ac.id 2019. linguistics, english education and art (leea) journal 3 (1):201-218 202 investigating, measuring and analyzing the mastery, the size and the level of vocabulary of the students are the kinds of research that have been done by many researchers in many countries. a study that aimed to measure the vocabulary size of pre-university students at a public university in malaysia was done by ibrahim, (2013). it was found that there was a strong relationship (r=0.737) between english language proficiency and vocabulary size, statistically significant at p<0.01 level. students' performance in receptive and productive vocabulary was also found to be strongly related (r=0.862), statistically significant at p<0.01 level. the results indicated that these pre-university students have yet to achieve the recommended threshold level of vocabulary that is needed to enable them to successfully acquire vocabulary independently. according to jaafar, (2017) the syrian university learners’ overall vocabulary size in english was moderate (m=5.30). moreover, the scores of the learners across the fourteen 1000-word families/lists of the vocabulary test varied from high to moderate. the recent study about measuring english vocabulary size was done by sudarman & chinokul (2018). the study aimed to investigate the mean vocabulary size and mastery level of english department students at university of kutai kartanegara. sudarman & chinokul (2018) state that the students only knew about 1,273 words families. the result was still below the threshold as suggested by the vocabulary scholars and was not improved after years of learning. the finding also showed that the participants had a very low mastery level. they did not even master the 2,000 or 3,000 high frequency word level, nor the academic vocabulary level. the results indicated that the participants had a low vocabulary proficiency. based on the references above it can be said that vocabulary is an interesting area to be explored in a research. there are many researcher conducted in the area of teaching and learning vocabulary, vocabulary acquisition, measuring vocabulary size, etc. it is interesting to know that law has often been regarded as uniquely differently from other areas of esp. that’s why the researcher was interested to investigate the initial vocabulary in law study had by the law students. the researcher assumed that in the efl indonesian context, the researches on the students’ vocabulary size, especially in an analysis form, were rather rare. moreover, a research about the analysis of initial vocabulary had by the students, especially which only focused on nouns in the field of legal studies, has not ever been conducted before, particularly at university of kutai kartanegara. so, through this article the researcher wants to describe the initial vocabulary of nouns in the field of legal studies had by the first semester students of law study program of university of kutai kartanegara in academic year 2019/2020. 2019. linguistics, english education and art (leea) journal 3 (1):201-218 203 literature review vocabulary is a very important language aspect to master. vocabulary as one of the language aspects is learnt when people learning a language. it is impossible to learn a language without vocabulary. it means the learner cannot use a language without having knowledge about vocabulary of that language. finnochiaro (1989) says that vocabulary is a fundamental component of second language proficiency; one of the primary goals of language learning is to know the meanings of the words. it is needed to communicate successfully in the second language. the importance of mastering vocabulary in learning is also stated by nunan, (2003) says that the development of a rich vocabulary is an important element in the acquisition of a second language. richards (2003) states that vocabulary is a core component of language proficiency and provides much of the basic for how well the learners speak, listen, read and write. the more students have a stock of words used in a language, the better it will make their performance. according to lehr (2004) vocabulary is knowledge of words and words meaning in both oral and print language and in productive and receptive forms which is used in listening, speaking, reading and writing. learning vocabulary is dealing with the lexicon or dictionary that can show the content and function words. content words give us the most important information while function words are used to stick those words together. the content words are words with lexical meanings that we can find in a dictionary. function words are words that show the grammatical relationship of words in a sentence. content words include nouns, verbs, adjectives, and adverbs. while, function words consist of determiners, auxiliaries, prepositions, conjunctions, interrogatives, and modals. it is relevant to idea from nababan (1986) who states that english words are of two kinds: content and function words. content words are words that have what we call lexical meanings or dictionary meanings, while function words are words that show the relationship of the word functions to make sentences proper or grammatically correct. in further discussion on content words, nababan (1986) divides content words into four types, nouns, verbs, adjectives, and adverbs. 1. nouns tell us which object about person, place or thing. examples: judge, thief, police, freedom, justice, court, police station. 2. verbs tell us about the action happening or the state. examples: punish, to judge, arrest, investigate. 3. adjectives give us details about objects and people. examples: tough, strong, cruel, smart, fair. 4. adverbs tell us when, where, how often or how something is done. examples: yesterday, in the court, always, often, bravely. 2019. linguistics, english education and art (leea) journal 3 (1):201-218 204 aeborsold & field (1997) classify vocabulary into two terms, they are: 1. active vocabulary active vocabulary refers to items the learner can use appropriately in speaking or writing and it is also called as productive vocabulary, although, in to put into practice. it means that to use the productive vocabulary, the students are supposed to know how to pronounce it well, they must know and be able to use grammar of the language target, they are also familiar with collocation and understand the connotation meaning of the words. this type is often use in speaking and writing skill. in order to give the proficiency in spoken and written language, words must continuously be added to the active vocabulary of the students. active vocabulary of a language calls for: a) the use of right word in right place, b) the spontaneous recall of words, c) grammatical accuracy i.e., use of correct tenses, inflections and word order, d) in speech, fluency and ability to reproduce correct sounds, pronunciation, intonation, rhythm etc. 2. passive vocabulary passive vocabulary refers to a language items that can be recognized and understand in the context of reading and listening and also called as receptive vocabulary. passive vocabulary or comprehension consists of the words comprehended by the people, when they read and listen. we all understand what we hear on the radio or see on tv, giving us a passive vocabulary, but that doesn't mean that we use that vocabulary actively in writing or speaking. passive vocabulary refers to the receptive side of language. passive vocabulary calls for: a) a recognition of vocabulary in speech or writing, b) an acquaintance with major grammatical items or forms, c) the skill of stimulating rapidly the sense of large word groups. the first semester students of law study program of university of kutai kartanegara are expected to have a lot of vocabularies both active or passive vocabularies especially the specific nouns in the field of legal studies. when the students say they know a word or phrase, they could mean one of two things. first, they could mean that if someone says the word to them, they know what it means. this is passive knowledge. the second way of knowing is that they can recall and use that vocabulary appropriately. this is active knowledge. this isn’t anything to do with active or passive vocabulary in grammar. it’s about how they store their memory of a word for later use, and there is a large, important difference. with passive vocabulary, they can listen and understand. simply being aware of this distinction can make a huge difference in their learning. if they are not aware that passive and active vocabulary are very different things, there is a risk that they will become one of the many people who can read and listen to a language very well, but can speak or write very little of it. a good communicator tries to turn passive vocabulary into active vocabulary. it is obvious that words 2019. linguistics, english education and art (leea) journal 3 (1):201-218 205 from passive vocabulary shift to active vocabulary after some years. there is no hard and fast rule of acquiring active vocabulary. it is interesting to investigate what initial words the first semester students of law study program already have especially for the specific terminologies of nouns in the field of legal studies. the students are expected to have been familiar with the words tested. by having these vocabularies, it is assumed that the students will find it is easier to take the english lessons because the subject matter will use a lot of specific terms in the field of legal studies. research method the design of this research is descriptive qualitative, since the researcher provides the results and findings in a descriptive form. in this research, the researcher used descriptive qualitative because in this research the researcher did not look for scores and the relationship between variables, but only took the data and analyzed the initial words the first semester students of law study program already have especially for the specific terminologies of nouns in the field of legal studies using descriptive qualitative. the subjects of this study are ten students of the first semester of law study program of kutai kartanegara university. the ten students were chosen from one class that was class a. the students were taken purposively based on the need and they are studied in depth. the instrument of this research was test that was vocabulary test in the form of written test. the researcher used matched test. the items of the test were taken from the subject matter of english lesson for the first semester students of law study program. the vocabulary test was about to match 25 specific nouns in the field of legal studies with the correct indonesian meanings. each student must match all english words that they could recognize and know with the indonesian meanings. the researcher gave 30 minutes for the students to complete the test. in doing the test the students were not allowed to open dictionaries or use their gadgets. basrowi & suwandi (2008) state that in qualitative research, the researcher him/herself or with the help of others is primary data collection tool. it means the researcher should find out the research data by herself, collects, analyzes, interprets, verifies, and concludes the data using her knowledge. the data of this study are qualitative data of the students’ works on vocabulary test. to collect the data, the researcher followed some procedures as follows: first, the researcher came to class a and selected ten students from class a to be used as subjects in this research. second, the researcher gave them vocabulary test. third, the researcher asked the students to read silently the items and asked them to comprehend the words in the test, after that the researcher asked them to match all 2019. linguistics, english education and art (leea) journal 3 (1):201-218 206 words that they could recognize and know. they had to give the indonesian meanings for all words tested by matching them. they were not allowed to open dictionary or use their gadgets. the time to finish the test was 30 minutes. they had to do by themselves, individually. the data of this study were the students’ works on vocabulary test. in analyzing the data, the researcher followed the procedures from miles & hubberman (1994), started with data reduction, data display and verification/data conclusion. the researcher analyzed the students’ answers about specific nouns in the field of legal studies. the analysis was focused on the correct and incorrect answers given by the students in the test. by analyzing the correct answers of the test, the researcher will find the initial vocabularies of nouns in the field of legal studies that the students already have. by answering the questions correctly, it is assumed that the students have already known and had those vocabularies. it means those words have become their initial vocabulary for the students. by analyzing the incorrect answers, the researcher will find the difficult vocabularies for the students. by answering the questions incorrectly, it is assumed that the students have not been familiar with those words. finding findings of the study are directed to describe the results of analysis of initial vocabulary of nouns in the field of legal studies had by the first semester students of law study program of university of kutai kartanegara and nouns in the field of legal studies that are not familiar for the students. the findings are explained into two subs point, they are: (1) findings on the initial vocabularies the first semester students of law study program already have especially for the specific terminologies of nouns in the field of legal studies; (2) finding on nouns in the field of legal studies that are not familiar for the students. the steps of analysis of this research were described as follows: first, the researcher checked the students’ answers carefully by using the key answers of the test and organized the answers in the table. then, the researcher analyzed the data by using the analysis tools. the purpose was to identify data. second, after the identification by using the key answers of the test, the researcher interpreted the results in tabulation to make the results easier to understand also added some analyses representation for the conclusion of the whole answers that made by the first semester students of law study program of university of kutai kartanegara findings on the initial vocabularies of nouns in the field of legal studies had by the students based on the results of vocabulary test, the researcher analyzed the findings on the initial vocabularies of nouns in the field of legal studies. the findings on the initial vocabularies of nouns in the field of legal studies had by 2019. linguistics, english education and art (leea) journal 3 (1):201-218 207 the students can be seen on table 1 below. the data showed the words and the total of nouns in the field of legal studies had by 10 students as the subject. table 1. the initial vocabularies of nouns in the field of legal studies had by the students number of students initial vocabularies (correct answers) indonesian meanings 1 1. lawyer 2. court 3. police 4. prosecutor 5. constitution 6. penitentiary 7. judge 8. smuggler 9. police investigator 10. defendant 11. article 12. criminal law book 13. code of civil law 14. prisoner 15. fugitive 16. police station 17. investigation 18.notice of termination of investigation 19. the supreme court 20. the corruption eradication commission 21. the ministry of law and human right 1. pengacara 2. pengadilan 3. polisi 4. jaksa 5. undang-undang 6. penjara 7. hakim 8. penyelundup 9. polisi penyidik 10. terdakwa 11. pasal 12. kuhpidana 13. kuhperdata 14. tahanan 15. buronan 16. kantor polisi 17. penyelidikan 18. sp3 19. mahkamah agung 20. kpk 21. kemenkumham total words: 21 2 1. lawyer 2. police 3. judge 4. smuggler 5. police investigator 6. criminal law book 7. code of civil law 8. prisoner 9. police station 10. investigation 11. notice of termination of investigation 12. the corruption eradication commission 13. the attorney general’s office 14. the ministry of law and human right 1. pengacara 2. polisi 3. hakim 4. penyelundup 5. polisi penyidik 6. kuhpidana 7. kuhperdata 8. tahanan 9. kantor polisi 10. penyelidikan 11. sp3 12. kpk 13. kejaksaan agung 14. kemenkumham 2019. linguistics, english education and art (leea) journal 3 (1):201-218 208 total words: 14 3 1. lawyer 2. court 3. police 4. prosecutor 5. prosecutor attorney 6. penitentiary 7. judge 8. smuggler 9. police investigator 10. defendant 11. code of civil law 12. prisoner 13. fugitive 14. police station 15. investigation 16. notice of termination of investigation 17. the supreme court 18. the state high court 19. the corruption eradication commission 20. the ministry of law and human right 1. pengacara 2. pengadilan 3. polisi 4. jaksa 5. jaksa penuntut umum 6. penjara 7. hakim 8. penyelundup 9. polisi penyidik 10. terdakwa 11. kuhperdata 12. tahanan 13. buronan 14. kantor polisi 15. penyelidikan 16. sp3 17. mahkamah agung 18. pengadilan tinggi negeri 19. kpk 20. kemenkumham total words: 20 4 1. lawyer 2. court 3. police 4. prosecutor 5. penitentiary 6. judge 7. police investigator 8. criminal law book 9. prisoner 10. police station 11. investigation 12. notice of termination of investigation 13. the corruption eradication commission 14. the ministry of law and human right 1. pengacara 2. pengadilan 3. polisi 4. jaksa 5. penjara 6. hakim 7. polisi penyidik 8. kuhpidana 9. tahanan 10. kantor polisi 11. penyelidikan 12. sp3 13. kpk 14. kemenkumham total words: 14 5 1. lawyer 2. court 3. police 4. prosecutor 5. penitentiary 6. judge 1. pengacara 2. pengadilan 3. polisi 4. jaksa 5. penjara 6. hakim 2019. linguistics, english education and art (leea) journal 3 (1):201-218 209 7. smuggler 8. police investigator 9. defendant 10. criminal law book 11. prisoner 12. fugitive 13. judiciary 14. police station 15. investigation 16. notice of termination of investigation 17. the supreme court 18. the state high court 19. the corruption eradication commission 20. the ministry of law and human right 7. penyelundup 8. polisi penyidik 9. terdakwa 10. kuhpidana 11. tahanan 12. buronan 13. kejaksaan 14. kantor polisi 15. penyelidikan 16. sp3 17. mahkamah agung 18. pengadilan tinggi negeri 19. kpk 20. kemenkumham total words: 20 6 1. lawyer 2. court 3. police 4. prosecutor 5. constitution 6. penitentiary 7. police investigator 8. police station 9. investigation 10. notice of termination of investigation 11. the corruption eradication commission 12. the attorney general’s office 13. the ministry of law and human right 1. pengacara 2. pengadilan 3. polisi 4. jaksa 5. undang-undang 6. penjara 7. polisi penyidik 8. kantor polisi 9. penyelidikan 10. sp3 11. kpk 12. kejaksaan agung 13. kemenkumham total words: 13 7 1. lawyer 2. court 3. police 4. prosecutor 5. prosecutor attorney 6. constitution 7. penitentiary 8. judge 9. smuggler 10. police investigator 11. defendant 12. article 13. criminal law book 14. code of civil law 15. prisoner 1. pengacara 2. pengadilan 3. polisi 4. jaksa 5. jaksa penuntut umum 6. undang-undang 7. penjara 8. hakim 9. penyelundup 10. polisi penyidik 11. terdakwa 12. pasal 13. kuhpidana 14. kuhperdata 15. tahanan 2019. linguistics, english education and art (leea) journal 3 (1):201-218 210 16. fugitive 17. judiciary 18. police station 19. investigation 20. notice of termination of investigation 21. the corruption eradication commission 22. the attorney general’s office 23. the ministry of law and human right 16. buronan 17. kejaksaan 18. kantor polisi 19. penyelidikan 20. sp3 21. kpk 22. kejaksaan agung 23. kemenkumham total words: 23 8 1. lawyer 2. police 3. judge 4. smuggler 5. police investigator 6. criminal law book 7. code of civil law 8. prisoner 9. police station 10. investigation 11. notice of termination of investigation 12. the corruption eradication commission 13. the ministry of law and human right 1. pengacara 2. polisi 3. hakim 4. penyelundup 5. polisi penyidik 6. kuhpidana 7. kuhperdata 8. tahanan 9. kantor polisi 10. penyelidikan 11. sp3 12. kpk 13. kemenkumham total words: 13 9 1. lawyer 2. court 3. police 4. prosecutor 5. prosecutor attorney 6. penitentiary 7. judge 8. smuggler 9. police investigator 10. defendant 11. criminal law book 12. prisoner 13. fugitive 14. judiciary 15. police station 16. investigation 17. notice of termination of investigation 18. the supreme court 19. the state high court 20. the corruption eradication 1. pengacara 2. pengadilan 3. polisi 4. jaksa 5. jaksa penuntut umum 6. penjara 7. hakim 8. penyelundup 9. polisi penyidik 10. terdakwa 11. kuhpidana 12. tahanan 13. buronan 14. kejaksaan 15. kantor polisi 16. penyelidikan 17. sp3 18. mahkamah agung 19. pengadilan tinggi negeri 20. kpk 21. kemenkumham 2019. linguistics, english education and art (leea) journal 3 (1):201-218 211 commission 21. the ministry of law and human right total words: 21 10 1. lawyer 2. police 3. prosecutor 4. police investigator 5. defendant 6. prisoner 7. police station 8. investigation 9. notice of termination of investigation 10. the state high court 11. the corruption eradication commission 12. the attorney general’s office 13. the ministry of law and human right 1. pengacara 2. polisi 3. jaksa 4. polisi penyidik 5. terdakwa 6. tahanan 7. kantor polisi 8. penyelidikan 9. sp3 10. pengadilan tinggi negeri 11. kpk 12. kejaksaan agung 13. kemenkumham total words: 13 findings on nouns in the field of legal studies that are not familiar for the students based on the data from the students’ works on vocabulary test, the researcher found that the students were not familiar with some nouns tested in the field of legal studies. it was proven by looking the incorrect answers given by the students. to make it clear the researcher tabulated the incorrect answers in table 2 as follows: table 2. the incorrect answers made by the students. number of the students the words (the unfamiliar words) incorrect indonesian meanings (incorrect answers) 1 1. prosecutor attorney 2. judiciary 3. the state high court 4. the attorney’s general office 1. kejaksaan 2. jaksa penuntut umum 3. kejaksaan agung 4. kepresidenan total: 4 words 2 1. court 2. prosecutor 3. prosecutor attorney 4. constitution 5. penitentiary 6. defendant 1. jaksa 2. kejaksaan 3. pengacara 4. pengadilan 5. jaksa 6. buronan 2019. linguistics, english education and art (leea) journal 3 (1):201-218 212 7. article 8. fugitive 9. judiciary 10. the supreme court 11. the state high court 7. undang-undang 8. pasal 9. jaksa penuntut umum 10. kejaksaan agung 11. mpr total: 11 words 3 1. constitution 2. article 3. criminal law book 4. judiciary 5. the attorney general’s office 1. * 2. undang-undang 3. kuhperdata 4. pengadilan 5. * total: 5 words 4 1. prosecutor attorney 2. constitution 3. smuggler 4. defendant 5. article 6. code of civil law 7. fugitive 8. judiciary 9. the supreme court 10. the state high court 11. the attorney general’s office 1. penjara 2. penjara 3. pasal 4. buronan 5. kuhperdata 6. jaksa penuntut umum 7. undang-undang 8. pengadilan 9. jaksa agung 10. ma 11. dpa total: 11 words 5 1. prosecutor attorney 2. constitution 3. article 4. code of civil law 5. the attorney general’s office 1. * 2. pengadilan 3. undang-undang 4. * 5. bpk total: 5 words 6 1. prosecutor attorney 2. judge 3. smuggler 4. defendant 5. article 6. criminal law book 7. code of civil law 8. prisoner 9. fugitive 10. judiciary 11. the supreme court 12. the state high state 1. * 2. pasal 3. * 4. * 5. * 6. penyelidikan 7. undang-undang 8. * 9. * 10 * 11. * 12. ma total: 12 words 2019. linguistics, english education and art (leea) journal 3 (1):201-218 213 7 1. the supreme court 2. the state high court 1. pengadilan tinggi negeri 2. mahkamah agung total: 2 words 8 1. court 2. prosecutor 3. prosecutor attorney 4. constitution 5. penitentiary 6. defendant 7. article 8. fugitive 9. judiciary 10. the supreme court 11. the state high court 12. the attorney general’s office 1. jaksa 2. kejaksaan 3. pengacara 4. pengadilan 5. jaksa 6. buronan 7. undang-undang 8. pasal 9. jaksa penuntut umum 10. jaksa agung 11. kejaksaan agung 12. kepresidenan total: 12 words 9 1. constitution 2. article 3. code of civil law 4. the attorney general’s office 1. pasal 2. undang-undang 3. undang-undang 4. badan pemeriksa keuangan total: 4 words 10 1. court 2. prosecutor attorney 3. constitution 4. penitentiary 5. judge 6. smuggler 7. article 8. criminal law book 9. code of civil law 10. fugitive 11. judiciary 12. the supreme court 1. kejaksaan 2. * 3. penjara 4. penyelundup 5. terdakwa 6. buronan 7. undang-undang 8. kuhperdata 9. kuhpidana 10. pasal 11. pengadilan 12. jaksa agung total: 12 words note: * = no answer discussion as it has been stated before, the research aims in answering the problems of the study, they were: (1) what initial vocabularies the first semester students of law study program already have especially for the specific terminologies of nouns in the field of legal studies; (2) what nouns in the field of legal studies that are not familiar for the students. 2019. linguistics, english education and art (leea) journal 3 (1):201-218 214 according to arifin (2013), there are many popular legal terms of english in indonesian version that indonesian students, especially law students, hopefully, have been familiar with. some examples of the terms are: defendant, suspect, lawyer, attorney general, supreme court, law, article, criminal code, trial, etc. in line with arifin (2013), bigbanktheories.com (2016) also released the legal terms that are the most looking for by people, some of them are: law, court, supreme court, human right, article, legal standing, plea, evidence, criminal code/book of criminal code, civil law code/book of civil code, trial, advocate/lawyer/attorney, suspect, prisoner, witness, defendant, and many others. based on table 1, the initial vocabularies of nouns in the field of legal studies were varies. it meant from 25 words of nouns tested, certain initial vocabularies were owned by certain students. only some words were had by all students. the initial vocabularies of nouns in the field of legal studies had by the students can be described as follows: 1. student 1: from 25 words tested, the student had 21 words, they were: lawyer, court, police, prosecutor, constitution, penitentiary, judge, smuggler, police investigator, defendant, article, criminal law book, code of civil law, prisoner, fugitive, police station, investigation, notice of termination of investigation, the supreme court, the corruption eradication commission, the ministry of law and human right. 2. student 2 had 14 words, they were: lawyer, police, judge, smuggler, police investigator, criminal law book, code of civil law, prisoner, police station, investigation, notice of termination of investigation, the corruption eradication commission, the attorney general’s office, the ministry of law and human right. 3. student 3 had 20 words, they were: lawyer, court, police, prosecutor, prosecutor attorney, penitentiary, judge, smuggler, police investigator, defendant, code of civil law, prisoner, fugitive, police station, investigation, notice of termination of investigation, the supreme court, the state high court, the corruption eradication commission, the ministry of law and human right. 4. student 4 had 14 words, they were: lawyer, court, police, prosecutor, penitentiary, judge, police investigator, criminal law book, prisoner, police station, investigation, notice of termination of investigation, the corruption eradication commission, the ministry of law and human right. 5. student 5 had 20 words, they were: lawyer, court, police, prosecutor, penitentiary, judge, smuggler, police investigator, defendant, criminal law book, prisoner, fugitive, judiciary, police station, investigation, notice of termination of investigation, the supreme court, the state high court, the corruption eradication commission, the ministry of law and human right. http://www.bigbanktheories.com/ 2019. linguistics, english education and art (leea) journal 3 (1):201-218 215 6. student 6 had 13 words, they were: lawyer, court, police, prosecutor, constitution, penitentiary, police investigator, police station, investigation, notice of termination of investigation, the corruption eradication commission, the attorney general’s office, the ministry of law and human right. 7. student 7 had 23 words, they were: lawyer, court, police, prosecutor, prosecutor attorney, constitution, penitentiary, judge, smuggler, police investigator, defendant, article, criminal law book, code of civil law, prisoner, fugitive, judiciary, police station, investigation, notice of termination of investigation, the corruption eradication commission, the attorney general’s office, the ministry of law and human right. 8. student 8 had 13 words, they were: lawyer, police, judge, smuggler, police investigator, criminal law book, code of civil law, prisoner, police station, investigation, notice of termination of investigation, the corruption eradication commission, the ministry of law and human right. 9. student 9 had 21 words, they were: lawyer, court, police, prosecutor, prosecutor attorney, penitentiary, judge, smuggler, police investigator, defendant, criminal law book, prisoner, fugitive, judiciary, police station, investigation, notice of termination of investigation, the supreme court, the state high court, the corruption eradication commission, the ministry of law and human right, 10. student 10 had 13 words, they were: lawyer, police, prosecutor, police investigator, defendant, prisoner, police station, investigation, notice of termination of investigation, the state high court, the corruption eradication commission, the attorney general’s office, the ministry of law and human right. from the description above it could be seen that nobody could have all 25 words tested as their initial vocabularies. the maximum initial vocabularies had by the students were 23 words and the minimum were 13 words. there were 9 words that were had by all students, the words were: lawyer, police, police investigator, prisoner, police station, investigation, the corruption eradication commission, and the ministry of law and human right. it meant that all students had been familiar with those words and the words became the most common initial vocabularies of nouns in the field of legal studies. it is in line with the common popular words stated and released by arifin (2013) and bigbanktheories.com (2016). for some words the students had been familiar because those words are famous among the people. next discussion is about to answer the second problem of this research, that is “what nouns in the field of legal studies that are not familiar for the students?”. based on table 2, the nouns in the field of legal studies that were not http://www.bigbanktheories.com/ 2019. linguistics, english education and art (leea) journal 3 (1):201-218 216 familiar for the first semester students were also varies. some students were not familiar with almost half of the words tested. only few of them knew almost all the words tested. the nouns in the field of legal studies that were not familiar for the students can be described as follows: 1. student 1 had 4 unfamiliar nouns, they were: prosecutor attorney, judiciary, the state high court, the attorney’s general office. 2. student 2 had 11 unfamiliar nouns, they were: court, prosecutor, prosecutor attorney, constitution, penitentiary, defendant, article, fugitive, judiciary, the supreme court, the state high court. 3. student 3 had 5 unfamiliar nouns, they were: constitution, article, criminal law book, judiciary, the attorney general’s office. 4. student 4 had 11 unfamiliar nouns, they were: prosecutor attorney, constitution, smuggler, defendant, article, code of civil law, fugitive, judiciary, the supreme court, the state high court, the attorney general’s office. 5. student 5 had 5 unfamiliar nouns, they were: prosecutor attorney, constitution, article, code of civil law, the attorney general’s office. 6. student 6 had 12 unfamiliar nouns, they were: prosecutor attorney, judge, smuggler, defendant, article, criminal law book, code of civil law, prisoner, fugitive, judiciary, the supreme court, the state high state, 7. student 7 had 2 unfamiliar nouns, they were: the supreme court, the state high court. 8. student 8 had 12 unfamiliar nouns, they were: court, prosecutor, prosecutor attorney, constitution, penitentiary, defendant, article, fugitive, judiciary, the supreme court, the state high court, the attorney general’s office. 9. student 9 had 4 unfamiliar nouns, they were: constitution, article, code of civil law, the attorney general’s office. 10. student 10 had 12 unfamiliar nouns, they were: court, prosecutor attorney, constitution, penitentiary, judge, smuggler, article, criminal law book, code of civil law, fugitive, judiciary, the supreme court. from the description above it could be explained that the largest total number of unfamiliar nouns had by some students was 12 words. those words were varies. each student has different unfamiliar nouns. there were some students that only had 2 and 4 unfamiliar nouns from 25 words tested. there were 6 words that became the most unfamiliar nouns for almost all the students. the words were: prosecutor attorney, constitution, article, judiciary, the supreme court, and the attorney general’s office. almost all the students gave the wrong answers, they did not know the indonesian meanings of those words. it meant that 2019. linguistics, english education and art (leea) journal 3 (1):201-218 217 the students were not familiar with those words. only few of them knew the meanings of those words. conclusion based on the findings of the research it could be summarized (1) the initial vocabularies of nouns in the field of legal studies were varies but still very limited; (2) the nouns in the field of legal studies that were not familiar for the students were also varies. it meant that each student has different familiar and unfamiliar nouns. the initial vocabularies of nouns in the field of legal studies had by the students were different one each other. some students had more initial vocabularies but some others had less initial vocabularies. references aeborsold, j., a & lee, m.,f. (1997). from reader to reading teacher. new york: cambridge university press. arifin, r. (2013). termonilogy of law in english-indonesian version. retrieved desember 28, 2019, from https://ridwanbahasa.wordpress.com/tag/indonesian-and-english-legal-terms/ basrowi & suwandi. (2008). memahami penelitian kualitatif. jakarta: rineka cipta. bigbanktheories.com. (2016). istilah hukum dalam bahasa inggris yang banyak dicari orang. retrieved december 28, 2009, from https://www.bigbanktheories.com/istilah-hukum-dalam-bahasa-inggrisyang-banyak-dicari-orang/ finnochiaro, m. (1989). teaching english as a second language. new york: harper and paw publisher. ibrahim, (2013). measuring the vocabulary size of muslim pre-university students. world applied sciences journal, 21 (3):44-49. jaafar, j., m. (2017). article: investigating efl syrian undergraduates’ vocabulary size. https://www.researchgate.net/publication/322154241_investigating_efl_syria n_undergraduates'_vocabulary_size lehr. (2004). research-based practices in early reading series: a focus on vocabulary. honolulu, hawaii pacific resources for education and learning prel. miles. m., & hubberman. (1994). qualitative data analysis: an expanded sources book. beverly hills: sage publication inc. mozaffari, a., & moini, r. (2014). academic words in education research articles: a corpus study. procedia-social and behavioral sciences, 98, 1290-1296. https://doi.org/10.1016/j.sbspro.2014.03.545 nababan, p., w., j. (1986). buku materi pokok structure iva. jakarta: universitas terbuka. https://ridwanbahasa.wordpress.com/tag/indonesian-and-english-legal-terms/ http://www.bigbanktheories.com/ https://www.bigbanktheories.com/istilah-hukum-dalam-bahasa-inggris-yang-banyak-dicari-orang/ https://www.bigbanktheories.com/istilah-hukum-dalam-bahasa-inggris-yang-banyak-dicari-orang/ https://www.researchgate.net/publication/322154241_investigating_efl_syrian_undergraduates'_vocabulary_size https://www.researchgate.net/publication/322154241_investigating_efl_syrian_undergraduates'_vocabulary_size https://doi.org/10.1016/j.sbspro.2014.03.545 2019. linguistics, english education and art (leea) journal 3 (1):201-218 218 nunan. (2003). practical english language teaching. international edition. singapore: mcgraw-hill. richards. (2003) definitionvocabukary. www.repo.iain-tulungagung.ac.id. accessed on november , 2019. sudarman & chinokul, s. (2018). the english vocabulary size and level of english department students at kutai kartanegara university. eternal (english, teaching, learning, and research journal), 4(1), 1-12. doi:https://doi.org/10.24252/eternal.v41.2018.a1 susanto, a. (2017). the teaching of vocabulary: a perspective. jurnal kata 1(2), 182-191. doi: 10.22216/jk.v1i2.2136 http://www.repo.iain-tulungagung.ac.id/ linguistics, english education and art (leea) journal volume 2 nomor 2, juni 2019 e-issn :2597-3819 p-issn:2597-9248 doi: https://doi.org/10.31539/leea.v2i2.694 151 an analysis of jargon used in political website dewi syafitri 1 stkip pgri lubuklinggau m. ikhsan 2 stkip pgri lubuklinggau syafitri2019@gmail.com 1 submit, 20-05-2019 accepted, 21-06-2019 publish, 23-06-2019 abstract the objectives of the study were to describe the forms, meanings, and functions of political jargon which were found in political website. this study mainly aimed to describe the jargon used in political news of cnn politics as the political website. the writers used a qualitative descriptive method in classifying and analyzing the data. after investigating the forms, meanings, and functions of jargon in cnn politics on 1 st -30 th may, 2016, the writers found several findings. the political jargon in this website can be analyzed in forms were 53 words, 15 phrases, 5 abbreviations and there was no acronym, in the lexical meanings categories there were 58 denotative meanings and 15 connotative meanings from 73 data and the functions of political jargon were a belongings to a specific group, to communicate and signal for identification of political group. in conclusion, the jargon used to convey the meaning and to communicate to the readers, in this context as a signal in politics fields. so, the readers will be familiar in using some terms of political jargon in everyday speech. keywords: jargon, political website, meaning introduction jargon is one of the language variations in sociolinguistics. jargon was the special language that used in the certain field in the society. according to jendra (2010), jargon is words with special meanings related to the professional‟s fields. there are many words that do not understand by the society in general and the outside of the group. jargon has many functions, it can identification the people activity and it can be easier in communication with others in some field but for people that do not know these words was not interest to follow in the conversation because they do not understood. therefore the language in jargon was different in common language and people in the outside of the group difficult to understand this word. jargon was usually found in the professional fields specifically in politics. in this study, the writers focused on cnn political website as source of the data. mailto:syafitri2019@gmail.com1 2019.linguistic, english education and art (leea) journal 2 (2):151-172 152 the cnn website was one of some international website which published in internet. it might be one of the english-language media that still exist until now. according to ipsos (2014:34), in that the latest ipsos affluent global survey reaffirms cnn as the leading international news brand in europe, middle east, africa, asia and latin america, and from the ipsos affluent survey asia pacific, shows every mount cnn is consumed 34% of region‟s affluent audience which is more than the largest news brand (bbc world news only 24%) and (cnbc only 16%). the cnn website captivates the reader with a variety of cultures, there were many news pages such as political, healthy, opinion, archipelago, business, world, special issues, etc. according to drezner and farrel (2008:16) on alex.com survey which accessed 20 january 2005 cnn was 26 th rank of 10285 th rank in alexa ranking and 8 th rank of 10 th rank in page rank google and 20.030 reach per million user. according to satyakumara (2013:23), cnn is the 2 nd rank of 15 top popular news website in indonesia. jargon is a special language belongs to exclusively to a group, often a profession. engineers, lawyers, doctors, tax analysts, sport players, and the like all use jargon to exchange complex information efficiently. every field in this life used the jargon to make easy in communication. political website was one of the fields that use jargon. nowadays, many people like to read the political news by using the website that from teenager and adult. jargon in political website was familiar in our life and many people using it. the meaning of utterance of the political website used cannot be known and understood by user. the use of jargon in political website was very advantageous because it will easier in communication with others. using jargon was the effective ways to communicate between the groups in the some profession. therefore the writers were interested in analyzing jargon use of political website. according to drezner and farrel (2008:15), the website had far less reach than other online media outlets for political information and analysistalk radio, cable news channels, or other online political websites. based on the explanation above, the writers were interested analyzing the form, meaning and function of jargon in political website, specifically in the cnn political website. in this website, the writers found frequently usage of political language that encountered in political news pages. it also created a significant portion in reading and writing of gadget user, especially the young generation shaves to know about the global situation in the politics. when the reader understand meaning, form, and function of jargon politics would easier to analyze some blogs, news pages, articles, journals, novels, books, and etc. besides, jargon used in political website giving the benefit to improve the 2019.linguistic, english education and art (leea) journal 2 (2):151-172 153 vocabulary. the data were selected from the news pages which were published on 1 st -30 th , may 2016. this research served the common used of political jargon and also the meaning with various vocabulary found in international political website. literature review the concept of jargon jargon is varieties of language created for specific functions by the people who engage in them regularly. it is like mini dialects but used only for the activity for which they were created. other definition about jargon is more specifically stated in oxford advanced learner‟s dictionary (2001: 693), states that jargon is technical words expression used by a particular profession or group of people and difficult for others to understand: medical/legal/computer jargon. so, people in certain groups or communities use jargon on many purposes. jargon usually means the special language of a group that people outside the group do not understand. trades and profession have specialized terms that people who work in the field know. when the people are writing for general a general audience however avoids jargon and use terms that everyone understand. according to jendra (2010:58) the language used among members of a professional field is usually different from the one use in other fields. jargon use as the label for vocabulary peculiar to some field or occupational. other group or communities who want to know the language should learn and interact with those communities. thus, in english for instance, the word such us epidemics, prescription, contagion are found to be used by the medical professionals. whereas, big government, bipartisan, campaign are used in politics. according to jendra (2010:59) specialty words or jargons may be used by professional for different purposes. the language often cannot be understood in the general society or the society in the society in the outside of the group. for example in the jargon of computer likes mouse, keyboard, ram. the people know about these words but still confuse to interpret the meaning because jargon consists of technical words used by certain people in a certain social or professional group. sometimes the same words can indeed express different meanings when they are used in different fields. the word “operation” for instance, means „soldier‟s attack to a targeted area of war in military, but in the medical domains the word is used to mean „a certain act by hospital surgeons of helping a sick person‟. the words „private‟ is commonly used in the commercial fields to mean „not belong to public or government‟ such as in „privet‟ company, „privet‟ business, etc. 2019.linguistic, english education and art (leea) journal 2 (2):151-172 154 jargon used to communicate and interact between the people in one group in the society. according to yuniasih (2013:11-14) jargon has many forms like in word, meanings, and functions. forms of jargon word according to kridalaksana (2008:101), word is the smallest unit of language that the people can understand if it is said or written on its own. for example, the word of jargon forms in computer such as hardware (the physical parts of a computer) and virus (a program that has been deliberately created to cause computer problems). phrase according to kridalaksana (2008:66), phrase is two or more words that work together as a unit. the example of jargon in the phrase form such as in economic likes delivery order (a document from the owner or holder of the goods requesting the release of goods held under warrant). abbreviation according to kridalaksana (2008:1), abbreviation is the result of shortened unit. the way of shortened takes the first syllable from the words. for example of jargon in the abbreviation form in the electronic mms (multimedia messaging service). acronym according to krisdalaksana (2008:5), in the other hand, acronym is the word. the meaning of the word is the long of that word. the example of jargon in the acronym from computer is like modem (modulator/demodulator, a device for allowing computers to communicate over a phone line). the meanings of jargon meaning is what is referred or indicated by e. g. sounds, words, or signals. meaning can be divided into two elements like lexical and grammatical meaning. lexical meaning is the meaning given to linguistics element. grammatical meaning is meaning brought the pattern in the language. meaning is the way or how the people utter the words so the hearer understands what the people speak or write. according to boer (1973:42-43), there are two kinds of words as followings: denotative meaning denotative is the natural meaning and no addition. the meaning in the word not connected with the other thing, not explain in the connection with the 2019.linguistic, english education and art (leea) journal 2 (2):151-172 155 other event. the denotative meaning is the meaning that suitable with the definition in the dictionary and it is limited. for example medicine has the denotative meaning the art and science of the prevention and cure of disease. connotative meaning the connotative meaning must be learnt and mastered based on the language experience and the usage. some of the connotative meaning has been write on the dictionary if these meaning become to general connotation. it is the subjective because there are many additional feelings and values. if the denotative meaning can be understood by many people, the connotative meaning only can be understood by the small number of people. the connotative meaning is depend on the personal interpretation. for example, itchy has the connotative meaning having or producing irritation on the skin. the functions of jargon jargon is a specialized term that has special function in communication. each profession needs jargon. based on ives in yuniasih (2013:18) jargon has some function as follows: 1) jargon can give a person a sense of belonging to a specific group; 2) jargon can also make it easier for a person to communicate with their friend, 3) jargon is effective as signals for identification. table 1 political jargon classification political jargon (example) forms of jargon meaning of jargon function of jargon left word on the liberal side of politic spectrum (denotative) for a person to communicate blue dog democrat phrase coined in the mid-1980s for a conservative southern democrat, inspired by yellow dog democrat and the paintings of gorge rodrigue (connotative ) a person a sense of belonging to a specific group gop abbreviation grand old party, nickname of the republican party (connotative ) signal for identification photo-op acronym short for “photo opportunity” an event staged specially for news cameras to help a politician appear on the evening news in morning papers (connotative) to communicate with a group of politic http://www.scholastic.com/teachers/article/vocabulary-political-words the concept of political website website is an information page which provided by using the internet so it can be access in a global area during it is connected with the internet connection. website is the component or group of component that consist of texts, pictures, audios, videos, animation, etc. (bowo, 2014:4). a website can be access by using http://www.scholastic.com/teachers/article/vocabulary-political-words 2019.linguistic, english education and art (leea) journal 2 (2):151-172 156 a computer, smart mobile or the other gadget in this era. usually the information in the website is saved in the webserver which is managed by a person or an institution. politics is one of the famous topic in the website for the society because in their life they are very close with the politics and government. so important to know the language use in website politic which gives the all information about the political action in the word, several of website politics use the politics language or jargon politics for the website use. according to markus in jogiyanto (2009:623624), a system of information or website will give the influence for the power of politic and organization for the reason as follows: 1) the access of information will influence the value of a judgment; 2) the system of information use for allocation of sources information will influence the personality of the people, 3) the system of information use for control and prohibit actions, 4) the system information cause a dominance and a power because it have a capability to changes the result. research method this study useddescriptive qualitative research because the data were described and analyzed in words. the qualitative method was a method which focused on words matter than numbers and there was no statistical procedure. this study discussed or analyzed of jargon used in the political website in the news page of cnn. the writers used the news page of cnn to found out the forms of politic jargon. after the data were collected they classified into forms categories consisting:words, phrase, abbreviation, and acronym. then the writersclassified lexical meaning of jargon categories consisting: denotative and connotative meaning. and the writers made description about function of jargon used based on content of the news page. technique for collecting the data was a technique to get and collect the data. to obtainthe data, the writersused the political website/cnn.com as the data source and focused on the politics jargon used. the data took on the news pages in the cnn.com politics news pagesthat published on may 1 st -30 th , 2016. then, the data analyzed in several steps including identification, classification and description. finding in this study the writers used 30 titles of news pages about politics and american legislative in cnn politics. the forms of political jargon in political website there are four classifications of jargon based on the forms of words groups, namely in single words, phrase, abbreviation and acronym. the words were indentified from the cnn politics on 1 st –30 th , may 2016 as follows: 2019.linguistic, english education and art (leea) journal 2 (2):151-172 157 word form the following table presents the word form of jargon in political website: table 2 the words form of jargon in political website no words form meaning of jargon in political website codes title of news pages in cnn politics word classes 1. accountability the fact or condition of being accountable cnn/5/8 th /16 noun 2. addressed to provide words on a topic which may have little or no meaning cnn/5/10 th /16 noun 3. ballot a system of voting secretly and writing on a particular issue / the piece of paper used to record a person‟s vote. cnn/5/3 rd and 12 th /16 noun 4. blowback the unintended adverse result of a political action or situation. cnn/5/10 th /16 noun 5. blowout an easy victory in a supporting contest or election. cnn/5/17 th and 18 th /16 noun 6. budget projected dollar amounts estimated ahead of time for a project. cnn/5/12 th /16 noun 7. bombshell an unexpected and surprising event, especially an unpleasant one. cnn/5/13 th /16 noun 8. caucus an information meeting of local party members to discuss candidates and choose delegates to the party convention. cnn/5/2 nd and 13 th /16 noun 9. confident assurance that a plan of action will work out to imply prior knowledge of future events cnn/5/6 th , 9 th , 10 th , and 11 th /16 adjectiv e 10. campaigner a person who work in an organized and active way towards a goal. cnn/5/22 nd /16 noun 11. candidate a person who applies for a job nominated for election. cnn/5/2 nd , 4 th , 7 th , 8 th , 10 th , 11 th , 12 th , 13 th , 16 th , 19 th , 20 th , 22 nd , 25 th , 26 th /16 noun 12. campaign an organized effort to win an election cnn/5/2 nd , 4 th , 7 th , 8 th , 10 th , 11 th , 12 th , 13 th , 16 th , 19 th , 20 th , 22 nd , 25 th , 26 th /16 verb 2019.linguistic, english education and art (leea) journal 2 (2):151-172 158 13. chairwoman a female chairperson. cnn/5/29 th /16 noun 14. coalition a temporary alliance for combined action, especially of political parties forming a government. cnn/5/3 rd /16 noun 15. democratic relating or supporting democracy or its principles cnn/5/1 st , 3 rd , 6 th , 8 th , 9 th /16, 10 th , 11 th , 18 th , 22 nd , 23 rd , 24 th , 29 th , 30 th /16 adjectiv e 16. democracy a system of government by the whole population or all the eligible members of a state, typically through elected representative cnn/5/4 th and 12 th /16 noun 17. democrat a member of the democratic party. cnn/5/5 th , 6 th , 9 th , 10 th , 20 th , 22 nd , 23 rd , 24 th /16 noun 18 debate held between the democratic nominees, republican nominees, as well as in the presidential campaign. cnn/5/4 th and 25 th /16 noun 19. delegate a person chosen at local level to represent the state at the part‟s national convention. cnn/5/2 nd , 3 rd , 6 th , 10 th , 11 th , 23 rd , 29 th , 30 th /16 noun 20. declaration a formal or explicit statement or announcement. cnn/5/8 th /16 noun 21. election a formal and organized choice by vote of a person for political officer or other position cnn/5/1 st , 3 rd , 6 th , 7 th , 8 th , 10 th , 15 th , 12 th , 23 rd , 13 th , 14 th , 17 th /16 noun 22. endorsement come in three types: from celebrities, newspaper, and political figures and organization. cnn/5/20 th /16 noun 23. endorse declare one‟s public approval or support of. cnn/5/6 th , 10 th , 11 th , 12 th , 13 th , 23 rd /16 verb 24. escaping break free from confinement or control cnn/5/8 th /16 verb 25. establishment a group in a society exercising power and influence over matters of policy, opinion, or taste and seen as resisting change. cnn/5/6 th , 23 rd , 24 th /16 noun 26. electorate all the people in a country or area who are entitled to vote in an election. cnn/5/ 23 rd / 26 noun 2019.linguistic, english education and art (leea) journal 2 (2):151-172 159 27. house a legislative or declarative assembly cnn/5/3 rd , 7 th , 12 th , 13 th , 23 rd , 26 th /16 noun 28. ideological based on or relating to a system of ideas and ideals, especially concerning economic or political theory and policy. cnn/5/3 rd and 7 th /16 adjectiv e 29. ideology a system of ideas and ideals, especially one that forms the basic of economy or political theory and policy cnn/5/6 th and 26 th /16 noun 30. leftist a person who supports the political views or policies of left. cnn/5/5 th /16 noun 31. liberal willing to respect or accept behavior or opinions different from one‟s own: open to new idea. cnn/5/5 th , 7 th , 24 th , 26 th /16 adjectiv e 32. left relating to a person or group favouring radical, reforming, or socialist views. cnn/5/5 th /16 adjectiv e nomination the action of political party choose is official candidate for a particular office. cnn/5/1 st , 2 nd , 3 rd , 4 th , 5 th , 6 th , 11 th , 13 th /16 noun 34. nominee the candidate chosen by a political party to run for a particular office. cnn/5/2 nd , 3 rd , 4 th , 5 th , 6 th , 7 th , 9 th , 10 th , 11 th , 12 th , 13 th , 25 th , 26 th , 28 th /16 noun 35. opposition a group of opponents / resistance or dissent, expressed in action or argument. cnn/5/3 rd and 7 th /16 noun 36. opportunity a problem which does not have a clear solution someone‟s assignment cnn/5/6 th , 9 th , 13 th /16 noun 37. primary a preliminary election to appoint delegates to a party conference or to select the candidate for a principal, especially presidential election. cnn/5/2 nd , 3 rd , 6 th , 8 th , 9 th , 10 th , 11 th , 13 th , 17 th , 18 th , 23 rd , 24 th , 30 th /16 adjectiv e 38. party a formally constituted political group that contest election and attempts to form or take part in government. cnn/5/2 nd /16 cnn/5/3 rd , 5 th , 6 th , 7 th , 9 th , 10 th , 11 th , 12 th , 13 th , 20 th , 23 rd , 26 th /16 noun 39. poll the process of voting in an election. cnn/5/3 rd , 5 th , 9 th , 10 th , 22 nd , 23 th /16 noun 2019.linguistic, english education and art (leea) journal 2 (2):151-172 160 40. policy a course or principle of action adopted or proposed by a government, party, business, or individual. cnn/5/3 rd , 6 th , 7 th , 13 th , 14 th , 24 th /16 noun 41. political relating to the government or the public affairs of a country. cnn/5/3 rd , 5 th , 6 th , 9 th , 10 th , 12 th , 17 th , 18 th , 24 th , 25 th , 27 th /16 adjectiv e 42. politic (of an action) seeming sensible and judicious the circumstances. cnn/5/8 th , 15 th , 17 th /16 adjectiv e 43. presidency the office of president. cnn/5/6 th /16 noun 44. radical advocating or based on through or complete political or social change; representing or supporting an extreme or progressive section of political party. cnn/5/5 th /16 noun 45. republican a person advocating or supporting republican government cnn/5/1 st , 2 nd , 3 rd , 4 th , 5 th , 6 th , 7 th , 9 th , 11 th , 12 th , 14 th , 19 th , 24 th , 23 rd , 28 th / 16 noun 46. right a grouping or political party favoring conservative views and supporting capitalist economic principles. cnn/5/5 th and 16 th /16 adjectiv e 47. senate any of various legislative or governing bodies, in particular. cnn/5/3 rd , 5 th , 13 th , 22 nd , 28 th /16 noun 48. senator a member of a senate. cnn/5/3 rd , 4 th , 6 th , 7 th , 11 th , 28 th /16 noun 49. spokesman a person, especially a man, who makes statement on behalf of another individual or a group cnn/5/5 th , 8 th , 17 th /16 noun 50. strategy a plan of action or policy designed to achieve a major or overall aim. cnn/5/ 22 nd and 23 rd /16 noun 51. vote a formal indication of a choice between two or more candidates or courses of action, expressed typically through a ballot or a show of hands or by voice. cnn/5/ 23 rd and 24 th /16 verb 52. voter a person who votes or has the right to vote at an election. cnn/5/ 22 nd and 24 th /16 noun 53. re-election the election of someone to a further term of office. cnn/5/3 rd and 5 th /16 noun 2019.linguistic, english education and art (leea) journal 2 (2):151-172 161 based on the table of data above, it was identified that there were 53 features that belong to the word form of political jargon of 73 jargons data from political website. these forms cover 72.60% of all the findings 73of the form of jargon in political website. phrase form according to kridalaksana (2008:66), phrase is two or more words that work together as a unit. the following table presented the phrase form of jargon in political website: table 3 the phrases form of jargon in political website no phrases form meaning of jargon in political website the title of news pages in cnn politics phrase classes 1. fox news tv conservative political cult cnn/5/1 st , 3 th , 12 th , 23 rd /16 noun phrase 2. republican party one of the main us political parties (the other being the democratic party), favoring a conservative stance, limited central government and a strong national defense. cnn/5/1 st , 5 th , 11 th , 24 th , 25 th /16 noun phrase 3. golden state a nickname for the state of california. cnn/5/3 rd /16 noun phrase 4. public relations the professional maintenance of a favorable public image by a company or other organization or a famous person cnn/5/5 th and 8 th /16 noun phrase 5. blue collar relating to manual work or workers, particularly in industry. cnn/5/6 th , 9 th , 24 th /16 adjective phrase 6. white house the official residence if the us president in washington, dc. cnn/5/5 th , 9 th , 10 th , 13 th , 23 rd , 30 th /16 noun phrase 7. nominatio n conventio n a convention of a major political party, especially one that nominates a candidate for presidency. cnn/5/22 nd /16 noun phrase 8. red state traditionally a republicancontrolled state cnn/5/5 th /16 noun phrase 2019.linguistic, english education and art (leea) journal 2 (2):151-172 162 9. swing state a us state where the two major political parties have similar levels of support among voters, viewed as important in determining the overall result of presidential election. cnn/5/5 th and 23 rd /16 noun phrase 10 . democrati c party one of the main us political parties (the other being the republican party), which follows a liberal program, tending to promote a strong central government and expensive social group. cnn/5/23 rd /16 noun phrase 11 . democrati c socialist an advocate of democratic socialism; a member of political party whose are those of democratic socialism. cnn/5/12 th /16 cnn/5/23 rd /16 adjective phrase 12 . ballot box a sealed box into which voters put completed ballots. cnn/5/12 th /16 noun phrase 13 . battle ground a military force created to fight together, typically consisting of several different types of troops. cnn/5/24 th /16 noun phrase 14 . super delegate an unelected delegated who is free to support any candidate for the presidential nomination at the party‟s nation convention. cnn/5/1 st and 10 th /16 noun phrase 15 . super pac a type of independent political action committee which may rise unlimited sums of many from corporations, unions, and individuals but is not permitted to contribute to or coordinate directly with parties or candidates. cnn/5/19 th /16 noun phrase the next form of political jargon in political website is in the form of phrase. there were 15 features or 20.54 % from the 73 of data political jargon the finding numbers in all the data. 2019.linguistic, english education and art (leea) journal 2 (2):151-172 163 abbreviation form according to kridalaksana (2008:1), abbreviation is the result of shortened unit. the way of shortened takes the first syllable from the words. the following table presents the abbreviation form of jargon in political website. table 4 the abbreviations form of jargon in political website no abbreviation s form complete words meaning of jargon in political website the date of news pages in cnn politics 1. gop grand old party the nickname of republican party. cnn/5/25 th , 26 th , 28 th , 19 th , 20 th , 22 nd , 24 th , 15 th , 13 th , 11 th , 16 th , 30 th /16 2.. rnc republican nation convention a convention of republican party, especially one that nominates a candidate for the presidency. cnn/5/11 th , 13 th , 19 th , 22 nd , 28 th /16 3. vp vice president an official or executive ranking below and deputizing for a president. cnn/5/25 th /16 4. pac political action committee an organization that raises money privately to influence election or legislation, especially at the federal level. cnn/5/19 th , 27 th , 28 th /16 5. nra national rifle association a nation organization founded in 1871 that promotes the legal use of guns and gun safety in the us and defends a us citizen‟s constitutional right to own and bear arms. cnn/5/30 th /16 the third form of political jargon in political website is in the form of abbreviation. there were 5(6.84%) of 105 political jargonthe finding numbers in all of the data. acronym form acronym was the shortened a word or more become to only one word. the meaning of the word is the long of that word. political website, there was no feature in acronym form from 73data of political jargons found in all of the data. 2019.linguistic, english education and art (leea) journal 2 (2):151-172 164 the meaning of jargon in political website according to boer (1973:42-43), there are two kinds of word meanings based on the lexical meaning, they are denotative and connotative meanings. the writers confirmed the meanings of jargon by oxford dictionary and http://www.scholarastic.com/ teachers/article/ vocabulary -political-worlds. denotative meaning denotative is the natural meaning and no addition. the meaning in the word not connected with the other thing, not explain in the connection with the other event. the denotative meaning is the meaning that suitable with the definition in the dictionary and it is limited. the following table presents the denotative meaning of jargon in political website. table 5 denotative meaning of political jargon in political website no. jargon meaning 1. accountability the fact or condition of being accountable 2. ballot a system of voting secretly and writing on a particular issue / the piece of paper used to record a person‟s vote. 3. blowback the unintended adverse result of a political action or situation. 4. blowout an easy victory in a supporting contest or election. 5. budget projected dollar amounts estimated ahead of time for a project. 6. bombshell an unexpected and surprising event, especially an unpleasant one. 7. caucus an information meeting of local party members to discuss candidates and choose delegates to the party convention. 8. campaigner a person who work in an organized and active way towards a goal. 9. candidate a person who applies for a job nominated for election. 10. campaign an organized effort to win an election 11. coalition a temporary alliance for combined action, especially of political parties forming a government. 12. democratic relating or supporting democracy or its principles 13. democracy a system of government by the whole population or all the eligible members of a state, typically through elected representative http://www.scholarastic.com/%20teachers/article/ 2019.linguistic, english education and art (leea) journal 2 (2):151-172 165 14. democrat a member of the democratic party. 15. debate held between the democratic nominees, republican nominees, as well as in the presidential campaign. 16. delegate a person chosen at local level to represent the state at the part‟s national convention. 17. declaration a formal or explicit statement or announcement. 18. election a formal and organized choice by vote of a person for political officer or other position 19. endorsement come in three types: from celebrities, newspaper, and political figures and organization. 20. ballot a system of voting secretly and writing on a particular issue / the piece of paper used to record a person‟s vote. 21. blowback the unintended adverse result of a political action or situation. 22. endorse declare one‟s public approval or support of. 23. escaping break free from confinement or control 24. establishment a group in a society exercising power and influence over matters of policy, opinion, or taste and seen as resisting change. 25. electorate all the people in a country or area who are entitled to vote in an election. 26. ideology a system of ideas and ideals, especially one that forms the basic of economy or political theory and policy 27. leftist a person who supports the political views or policies of left. 28. liberal willing to respect or accept behavior or opinions different from one‟s own : open to new idea. 29. nomination the action of political party choose is official candidate for a particular office. 30. nominee the candidate chosen by a political party to run for a particular office. 31. opposition a group of opponents / resistance or dissent, expressed in action or argument. 32. opportunity a problem which does not have a clear solution someone‟s assignment 33. primary a preliminary election to appoint delegates to a party conference or to select the candidate for a principal, especially presidential 2019.linguistic, english education and art (leea) journal 2 (2):151-172 166 election. 34. party a formally constituted political group that contest election and attempts to form or take part in government. 35. poll the process of voting in an election. 36. policy a course or principle of action adopted or proposed by a government, party, business, or individual. 37. political relating to the government or the public affairs of a country. 38. politic (of an action) seeming sensible and judicious the circumstances. 39. presidency the office of president. 40. radical advocating or based on through or complete political or social change; representing or supporting an extreme or progressive section of political party. 41. republican a person advocating or supporting republican government 42. senate any of various legislative or governing bodies, in particular. 43. senator a member of a senate. 44. spokesman a person, especially a man, who makes statement on behalf of another individual or a group 45. strategy a plan of action or policy designed to achieve a major or overall aim. 46. vote a formal indication of a choice between two or more candidates or courses of action, expressed typically through a ballot or a show of hands or by voice. 47. voter a person who votes or has the right to vote at an election. 48. re-election the election of someone to a further term of office. 49. public relations the professional maintenance of a favorable public image by a company or other organization or a famous person 50. nomination convention a convention of a major political party, especially one that nominates a candidate for presidency. 52. super delegate an unelected delegated who is free to support any candidate for the presidential nomination at the party‟s nation convention. 2019.linguistic, english education and art (leea) journal 2 (2):151-172 167 52. super pac a type of independent political action committee which may rise unlimited sums of many from corporations, unions, and individuals but is not permitted to contribute to or coordinate directly with parties or candidates. 53. ballot box a sealed box into which voters put completed ballots. 54. gop the nickname of republican party. 55. rnc a convention of republican party, especially one that nominates a candidate for the presidency. 56. vp an official or executive ranking below and deputizing for a president. 57. pac an organization that raises money privately to influence election or legislation, especially at the federal level. 58. nra a nation organization founded in 1871 that promotes the legal use of guns and gun safety in the us and defends a us citizen‟s constitutional right to own and bear arms. in the table above, it identified that there were 58 features that belong to the denotative meaning. these forms cover 79.45% of all the findings of the meaning of jargon in political website. denotative meaning is simple meaning; this meaning indicates the references with no addition. connotative meaning the connotative meaning of jargon in political website is very important to know and understand what the speakers mean. connotative meaning was the common meaning that has additional of certain feeling, emotion, value, and stimulus. in the other hand, connotative meaning is different with denotative meaning because there are some different interpretations between the people. it is based on the situation, condition and feeling. the following table presents the denotative meaning of jargon in political website. table 6 connotative meaning of political jargon in political website no. jargon meaning 1. addressed to provide words on a topic which may have little or no meaning 2. left relating to a person or group favouring radical, reforming, or socialist views. 2019.linguistic, english education and art (leea) journal 2 (2):151-172 168 3. right a grouping or political party favoring conservative views and supporting capitalist economic principles. 4. house a legislative or declarative assembly 5. chairwoman a female chairperson. 6. fox news tv conservative political cult 7. republican party one of the main us political parties (the other being the democratic party), favoring a conservative stance, limited central government and a strong national defense. 8. golden state a nickname for the state of california. 9. blue collar relating to manual work or workers, particularly in industry. 10. white house the official residence if the us president in washington, dc. 11. red state traditionally a republican-controlled state 12. swing state a us state where the two major political parties have similar levels of support among voters, viewed as important in determining the overall result of presidential election. 13. democratic party one of the main us political parties ( the other being the republican party), which follows a liberal program, tending to promote a strong central government and expensive social group. 14. democratic socialist an advocate of democratic socialism; a member of political party whose are those of democratic socialism. 15. battle ground a military force created to fight together, typically consisting of several different types of troops. not all the jargon in political website had denotative meaning; it also has connotative meaning although in the small frequency. based on the table of data above there were 15 (20.27%) of connotative meanings of political jargon found in all of the data. the function of jargon in political website from the political website/ cnn politics.com the writers found the function of jargon that writer founds that jargon in political website had three functions: 1) jargon can give a person a sense of belonging to a specific group of politics, 2) jargon can also make it easier for a person to communicate with their friends/ groups of politics, 3) jargon as effective signals for identification of politics. 2019.linguistic, english education and art (leea) journal 2 (2):151-172 169 discussion the use of language not only influenced by the linguistic factors but also it is influenced by the nonlinguistic factors. the nonlinguistic factors like social and situational factors. the social factors that influence in the use of language such as social status, educational level, age, gender, and the other. and then the situational factors like who the speaker is, what the language is, to whom, when, where, and what the problem is. according to jendra (2010:19), the structure of language reflects the social function of language. the language communities that exist is political. political is the process of formation and distribution of power in society, among other tangible decisionmaking process, especially in countries, the activities of the government, politicians, or political parties, or the study of these activities. politics is one of the famous topics in the website for the society because in their life they are very close with the politics and government. so, it is important to know the language use in website politic which gave the all information about the political action in the word, several of website politics use the politics language or jargon politics for the website use. in this study, the political jargon focused on jargon used in american legislative topic. the data sources were from news page in political website / cnn politics.com. jargon had forms, meanings and functions in the usage. in this study, political website had different forms based on the word classes had different meaning and function. jargon forms based on the classification of the word classes based on the process in morphology, there were jargon in word form, phrase form, abbreviation and acronym. table 7 the percentage of jargon form in political website no. finding form of jargon in political website total data word phrase abbr acronym 1. frequency 53 15 5 0 73 2. percentage 72.60 % 20.54 % 6.84 % 0 % 100 % from the table of data above, it can be seen that the forms of political jargon in word classifications there were 53(72.60%) words, there were 15 (20.54%) phrase, there were 5(6.84%) abbreviation, and there was not acronym from 73 (100%) the total data. the data showed that the highest forms of jargon were words forms with the persentages 72.60 % and frequency were 53 words jargon. http://dictionary.cambridge.org/dictionary/english/activity http://dictionary.cambridge.org/dictionary/english/government http://dictionary.cambridge.org/dictionary/english/political http://dictionary.cambridge.org/dictionary/english/party http://dictionary.cambridge.org/dictionary/english/study http://dictionary.cambridge.org/dictionary/english/activity 2019.linguistic, english education and art (leea) journal 2 (2):151-172 170 from the finding show there were 40 (75.46%) noun, 9(16.98%) and 4 (7.54%) verb classes of word forms from 53 of jargon forms in political website that writer found. in the phrase forms there were 13 (86.66%) of noun phrases and 2 (13.33%) of adjective phrases. the forms of jargon in political website that can be found in this study were in the form of word, phrase, abbreviation, and there was not acronym. the data were collected from internet, dictionary, book, article, etc. jargon meaning it is impossible that words have no meaning. based on the data analyzed, the writer found that there were 58 jargons with denotative meaning and 15 jargons with connotative meaning. it show that in political website/ cnn politics.com use jargon with the denotative meaning without a higher interpretation of meaning, and there were 15 jargon which need to be understood deeper or connotative. the frequency of occurrence of data can be seen in the table as follows: table 8 the percentage of meaning of jargon in political website no. finding meaning of jargon in political website. total data denotative connotative frequency 58 15 73 percentage 79.45% 20.54% 100% from the table of data above, it can be seen that the difference of the frequency of the data was very high. the percentage of denotative meaning found in jargon in political website is higher than connotative meaning. there were 58 (79.45%) denotative meanings of the total data and 15 (20.54%) connotative meaning of 73 the total data. jargon function the third analyzed reveals the function of jargon. it was a specialized term that had special function in communication. each profession needs jargon. based on ives in yuniasih (2013:18), jargon has some function as a sense of belonging to a specific group, it easier for a person to communicate with their groups, and effective as signals for identification. jargon can give a person a sense of belonging to a specific group the people who hear those words spoken by group of people, they can guess that they are the members of politics. the word „party‟ mean a formally 2019.linguistic, english education and art (leea) journal 2 (2):151-172 171 constituted political group that contest election and attempts to form or take part in government. this word usually was using by political, the word „republican party‟ means one of the main us political parties (the other being the democratic party), favoring a conservative stance, limited central government and a strong national defense. and the word of „democratic party‟ mean one of the main us political parties (the other being the republican party), which follows a liberal program, tending to promote a strong central government and expensive social group. jargon can also make it easier for a person to communicate with their group the political website or cnn politics used about jargon in their news like the words of „left‟ to said a person or group favoring radical, reforming, or socialist views. and word of „right‟ to said a grouping or political party favoring conservative views and supporting capitalist economic principles. „left‟ and „right‟ when communicate with people in the same group to make easier in communication. users of political website were easier if they use jargon to communicate with. because of that, jargon can be useful for communication between members and the groups. jargon as effective signals for identification the people can understand what group, activity or occupation the other people belong to the conversation or read in the article. jargon was a clear case of language being used for social identification. the word „campaign‟ used if an organized effort to win an election. the word a formal indication of a choice between two or more candidates or courses of action, expressed typically through a ballot or a show of hands or by voice. the words of „vote‟ used for formal indication of a choice between two or more candidates or courses of action, expressed typically through a ballot or a show of hands or by voice. the abbreviation of „gop/grand old party‟ is used for the nickname of republican party. the readers that often used jargon in political website were easy to identify that they connected in politics. jargon in political website made to use in activities that connected with the politics. the user of political website communities had their own language that was political website so it was easier to identify. because of that jargon was the effective signals for identification in activities in this life. based on the explanation above, it can be concluded that all of jargon in political website/ cnn politics had the function such as jargon can give a person a sense of belonging to a specific group, jargon can also make it easier for a person to communicate with their group and jargon as effective signals for identification. 2019.linguistic, english education and art (leea) journal 2 (2):151-172 172 conclusion jargon in political website had four forms like word, phrase, abbreviation and acronym. the forms of political jargon in word classification were 53 (72.60%), phrase were 15 (20.54%), abbreviation were 5 (6.84%), and there was no acronym (0%) from 73 (100%) of total data. there were two meanings of jargon in political website; they were denotative and connotative meanings. the percentage of denotative meaning found in jargon in political website was higher than connotative meaning. there were 58 (79.72%) denotative meanings and 15 (20.27%) connotative meaning of 73 the total data. denotative meaning found of jargon in political website had the higher frequency than connotative meaning. jargon in political website had three functions such as jargon can give a person a sense of belonging to a specific group, jargon can also make it easier for a person to communicate with their members group and jargon as effective signals for identification. references boer, j. 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(2008). kamus linguistik edisi keempat. jakarta: pt gramedia pustaka utama. satyakumara.com (2013).top 15 portal berita online dunia, versi website ebizma.com.retrieved from http://satyakumara.blogspot.co.id/2013/02/15-website-berita-terpopuler-di-dunia.html yuniasih, e. (2013). an analysis of jargon in opera van java: english education study program (s1 thesis). faculty of teacher training and education sarjana wiyata tamansiswa university yogyakarta, yogyakarta