metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 183-187 doi: 10.31002/metathesis. v3i2.1682 p-issn: 2580-2712 e-issn: 2580-2720 183 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the students’ perspectives toward the activities and materials displayed in elica (english listening interactive café) web endah ratnaningsih 1 ,*,arum nisma wulanjani 2 1 2 universitas tidar, jalan kapten suparman 39, potrobangsan, magelang, indonesia 1 endahratna@untidar.ac.id*; 2 arum_nisma@untidar.ac.id *corresponding author received: 13 th august 2019 revised: 29 th october 2019 published: 4 th november 2019 abstract english education students in universitas tidar have attended in the intensive listening subject in the academic year of 2018/2019. this was a case-study which focused on the perspectives of the students toward the activities and materials displayed in elica website. there were 4 classes of intensive listening which were participated in this semester with 110 as the number of the students joined. a set of questionnaires and an interview were used in this research. from the result, it was found that most of the students agreed that the activities and the materials displayed in the elica can be used for making their listening skill improved. keywords: listening, elica website, listening material introduction english education students in universitas tidar have attended in the intensive listening subject in the academic year of 2018/2019. since intensive listening is a compulsory subject, the students of english education study program have to attend it. listening teaching-learning process can be a challenge for the learners, both for the students and the lecturer. for almost every year, students consider that listening is a difficult subject and this condition influences the condition and the result of the listening teaching-learning process. as an alternative of the teaching-learning media used for intensive listening subject, elica web is developed as a special interactive website which are created to facilitate the students in teaching-learning process so that the students can be involved actively and independently. listening as one of the four language skills that should be learnt by english education students sometimes is considered as a difficult skill to learn. according to embi and latiff (2004) in arono (2014: 63) listening skill is a process in language skill that needs practice by using audio/technology in using e-learning as a tool for learning esl. after practicing, the students agreed that comprehension of listening ability had been increased significantly. moreover, listening is an understanding process of first and second language. by having understanding skill about the language quality and the development of the teaching theory, there is a listening process which needs bigger attention. endah ratnaningsih, et.al. the students’ perspectives toward … 184 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) elica (english listening interactive café) website is a special website designed for listening students. students’ needs analysis of teaching-learning process of listening has already done before developing the elica website. the needs’ analysis is also done for knowing the appropriate strategies used in listening teaching-learning process. therefore, the materials developed in the elica web can be appropriate. this elica web actually already completed in the last year research, therefore this year, a research in line with the use of listening teaching-learning materials are conducted. there were some researches done by other researchers which conducted researches on listening teaching-learning process by using internet or website. first, zhyrun (2016) did a research in relation to the recent learning approach which contributed to the development of learning materials for listening, giving and discussing the listening teaching-learning challenges. second, a research conducted by alsaikhi et.al. (2016) which explores about the use of podcast in the listening teaching-learning process. the result of that research shows that there is a positive attitude of the students in using podcast during the listening teachinglearning process. method this was a case-study which focused on the perspectives of the students toward the activities and materials displayed in elica web. there were 4 classes of intensive listening which were participated in this semester with 110 as the number of the students joined. a set of questionnaires and an interview were used in this research. findings and discussion the research findings were taken by using questionnaire and interview. after having intensive listening class by using elica web, students were asked to fill the questionnaire and to join an interview. the result of the questionnaire about activities and materials in elica web is shown in the table 1. table 1. questionnaire of activities and materials in elica web no. questions responses strongly disagree (1) disagree (2) agree (3) strongly agree (4) 1 i like listening activities in intensive listening class. 0 (1.8%) (54%) (41.8%) 2 i feel confident when listening to english. (0.9%) (25.5%) (58.2%) (15.5%) 3 my listening ability improved as 0 (6.4%) (65.5%) (28.2%) metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 183-187 doi: 10.31002/metathesis. v3i2.1682 p-issn: 2580-2712 e-issn: 2580-2720 185 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) a result of this class. 4 my listening ability improved as a result of my teacher’s explanations. 0 (9.9%) (64%) (26.1%) 5 my listening ability improved as a result of listening materials (videos, worksheets, powerpoints, textbooks, elica website, etc.) used in this class. (0.9%) (2.7%) (61.8%) (34.5%) 6 my listening ability improved as a result of listening practices and activities in class. 0 (1.8%) (60%) (38.2%) 7 the activities in intensive listening class were interesting. 0 (2.7%) (60.9%) (36.2%) 8 the materials in elica website were difficult to understand. (7.3%) (52.7%) (32.7%) (7.3%) 9 listening materials (videos, worksheets, powerpoints, textbooks, elica website, etc.) used in this class were interesting. 0 (6.4%) (69.1%) (24.5%) 10 listening practices and activities in this class were interesting. 0 (3.6%) (66.4%) (30%) most of the students for each indicator show that they give positive attitude toward the materials and activities used in elica website. based on the table above, it can be seen that in each question from 1 to 10 reach more than 50 % for positive attitude in relation to the activities and material of elica website. endah ratnaningsih, et.al. the students’ perspectives toward … 186 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) furthermore, the level of difficulty of the materials used in elica website can be easily understood by the students. this implies that they disagree that the materials in elica website were difficult to understand. moreover, the activities in elica website are interesting for them so that this also can give contribution to the improvement of their listening skill. the next evidence is taken from the interview given for the students after having intensive listening class by using elica website. the summary of the students’ interview is shown in the table 2. table 2. summary of students’ interview of listening activities and materials in intensive listening no. questions responses 1 did your listening skills stay the same/go down/go up because of this class? why? i think my listening skills go up because every meeting we always do exercise so it can improve my listening skills more than my previous listening skill. going up because i feel more confident because of the routines in doing the exercises. 2 did the listening activities and materials help your listening skills? how? yes of course. the first time i got some difficulties. at the end of the class, i feel more confident to the listening test. yes, they did. i have to listen it every week and do the exercise to get score so i must do my best every week and it makes me feel familiar with listening. 3 what should be improved about activities and materials in intensive listening class? nothing. i think it’s good enough for me, it’s already interesting. please, add more game. conclusion as an alternative of the teaching-learning media used for intensive listening subject, elica web is developed as a special interactive website which are created to facilitate the students in teaching-learning process so that the students can be involved actively and independently. to sum up, most of the students agreed that the activities and the materials displayed in the elica can be used for making their listening skill improved. metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 183-187 doi: 10.31002/metathesis. v3i2.1682 p-issn: 2580-2712 e-issn: 2580-2720 187 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) references alshaiki, d. & madini, a. (2016). attitude toward enhancing extensive listening through podcasts supplementary pack. english language teaching. 9 (7). 3247. arono. (2014). improving students listening skill through interactive multimedia in indonesia. journal of language teaching and research, vol. 5, no.1, pp. 63-69. zhyrun, i. (2016). culture through comparison: creating audio-visual listening materials for a clil course. latin american journal of content and language integrated learning, 9(2), 345-373. metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 71-77 doi: 10.31002/metathesis.v4i1.2017 p-issn: 2580-2712 e-issn: 2580-2720 71 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) task-based learning: gaining students’ engagement to improve students’ competence in writing procedure text krismawarti1*, arum nisma wulanjani2 1 smp n 2 magelang, jl. pierre tendean no.8, potrobangsan, kota magelang, jawa tengah 56117, indonesia 2 universitas tidar, jl kapten suparman no 39, kota magelang, jawa tengah 56116, indonesia e-mail: 1mawarkris@gmail.com; 2arum_nisma@untidar.ac.id *corresponding author received: 11th november 2019 revised: 31st march 2020 published: 4th april 2020 abstract this study aims to improve the quality of english learning at smpn 2 magelang. it focuses in improving the students’ writing competence of procedure text through task-based learning. the method used in this study was a classroom action research. there were two cycles carried in this study which included four stages in each cycle, they were planning, acting, observing, and reflecting. the data in this study were collected through observation, test, and also questionnaire. from the result, it was revealed that there was an improvement in the students’ writing competence of procedure text. meanwhile, 92% of the students show a positive response towards the learning process. keywords: task-based learning, writing competence, procedure text introduction having students’ attention and engagement during a teaching and learning process surely can be a beneficial condition for the learning process. taskbased learning, for many years, has been considered as a learning model which can increase students’ engagement in learning process (robinson, 2011). since it focuses on how students completing a task, a task-based learning can help students in meeting their learning goal. as stated by (kafipour et al., 2018) when students are able to complete every tasks given to them, it may affect their confidence in the learning process. moreover, task-based learning demands on using authentic materials in which can be an effective for students in understanding instructions given. according to prabhu cited by (karakurt, 2016) students might learn easier when they focus their minds on the task. by doing the task, the students need to use their thinking strategies to reach an outcome. (ellis, 1993) adds that the main purpose of task-based learning itself is to engage https://creativecommons.org/licenses/by-sa/4.0/ krismawarti, wulanjani task-based learning: 72 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) students, especially language learners, in authentic language use through carrying out a series of tasks while interacting with other learners. it also can facilitate students to learn new linguistic knowledge while organizing their existing knowledge. broadly, many researchers admit that the use of task-based learning has some promising effects such as motivating, stimulating, empowering, and challenging students during the learning process. beside motivating students, the integration of task-based activities in a language learning has proven in enhancing students’ self-confidence to deliver their ideas in reality (afifah binti azlan et al., 2019). these characteristics are needed by students to gain autonomy in language learning. besides, the existence of authentic materials in task-based learning can offer a more natural procedure in the learning process so it might spark a higher chance in language acquisition for the students. task-based learning is more student-centered so it might be helpful to students in language learning. in task-based learning, students are more intended to complete task given by expressing and sharing their own ideas. willis in (kafipour et al., 2018) adds that within the tbl framework, tasks and texts combine to give students a rich exposure to language and also opportunities to use it themselves. by considering various benefits stated above, the writer tries to utilize task-based learning to improve students’ writing skill of procedure text. this study seeks how the use of task based learning might help students in improving their writing skill of procedure text. method this study used the classroom action research. the phases of implementation consisted of four stages. the four stages were planning, acting, observing, and reflecting. the subject of this research consisted of 28 students of grade ix class d smpn 2 magelang. a collaborator was also included in this study. there are two cycles in this study. each cycle consisted of four meetings. the data were taken from observation, writing test, and also students’ questionnaire. the observation was done by the collaborator during the implementation of task-based learning to find out the students’ engagement in the learning process. an adapted observation sheet was prepared to help in find out the students’ engagement in the classroom. in the observation sheet, there were five observation focus, they were: positive body language, consistent focus, verbal participation, students’ confidence, and students’ excitement. for the test, the students were asked to write a procedure text in cycle 1 and cycle 2. some indicators were prepared to score the students’ writing test out, those indicators were adapted from nurgiyantos’ grid cited by (faizah, n.d.; rolando damanik & juriaty ownie, 2013). the score ranged https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 71-77 doi: 10.31002/metathesis.v4i1.2017 p-issn: 2580-2712 e-issn: 2580-2720 73 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) from very poor, fair, good, and excellent. in giving scoring of the writing test, the writer processed the result of the students’ test by giving the score for each element of writing as follows: a. content: the lowest score is 13 and the highest score is 30 b. organization: the lowest score is 7 and the highest score is 20 c. vocabulary: the lowest score is 7 and the highest score is 20 d. grammar: the lowest score is 5 and the highest score is 25 e. mechanic: the lowest score is 2 and the highest score is 5 after all of the process had been carried, the students were asked to participate in filling a questionnaire. the questionnaire consisted of ten closed questions. those reflected their opinion towards the learning process using discovery learning. meanwhile, the techniques of data analysis were done in three stages which were: data reduction, data display, and conclusion. data reduction was the process of simplification of the data obtained by selecting the data according to the needs of this study. from the selection of the data, then it finally was concluded in the form of a short statement desccription and dense but containing a broad sense. findings and discussion the first cycle took place in four meetings. during the implementation, the record was carried out by using the observation sheet. for easing of implementation, the collaborator teacher observed the activities taking place while filling the prepared list of observations. in the first meeting, most of the students still expected help from other members of their group and they did not contribute to the group. similarly with the aspects of attitude, it appeared that most of the students did not show discipline in doing the task group. in the second until fourth meeting, the students were given more various and different tasks from the previous meeting. the tasks still demanded their work as a team to complete the tasks. after the implementation of task-based learning in the cycle 1, the result of observation was obtained by the collaborator. the observation focused on the students’ engagement in the classroom’s activities. the result of the observation can be seen in the table below. https://creativecommons.org/licenses/by-sa/4.0/ krismawarti, wulanjani task-based learning: 74 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. students’ engagement in cycle 1 no. observation focus category high medium low 1 positive body language (students exhibit body postures that indicate they are paying attention to the teacher and/or other students) v 2 consistent focus (all students are focused on the learning activity with minimum disruptions) v 3 verbal participation (students express thoughtful ideas, reflective answers, and questions relevant or appropriate to learning) v 4 student confidence (students exhibit confidence and can initiate and complete a task with limited coaching and can work in a group) v 5 fun and excitement (students exhibit interest and enthusiasm and use positive humor) v as it can be seen from the table above that the students’ engagement in the cycle 1 still belonged into the medium category. after having the four meetings, some students were identified having low confidence in participating the activities. even though the task-based learning implemented in the class mostly done in a group, most of them were passive in initiating and helping their group to complete the tasks. for the rest, the activities in the cycle 1 brought a positive impact on their attention, focus, participation, interest, and enthusiasm during the implementation of taskbased learning. after the fourth meeting had been conducted, the students then were asked to write a procedure text based on the guidelines given. their writing test in cycle 1 then were analyzed. based on the result of their writing test in procedure text, the highest score achieved is 70 and lowest is 41. while the average of their achievement is 65. the average score was still lower than kkm which is 75. by considering the result from the observation in cycle 1, cycle 2 was conducted to fix the condition. cycle 2 consisted of four meetings. in cycle 2, different activities included both group and individual tasks were carried out. some integrated group and individual tasks were given to engage the students more in the learning activities. after the implementation of taskbased learning in the cycle 2, the result of observation was obtained by the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 71-77 doi: 10.31002/metathesis.v4i1.2017 p-issn: 2580-2712 e-issn: 2580-2720 75 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) collaborator. the observation focused on the students’ engagement in the classroom’s activities. the result of the observation can be seen in the table below. table 2. students’ engagement in cycle 2 no. observation focus category high medium low 1 positive body language (students exhibit body postures that indicate they are paying attention to the teacher and/or other students) v 2 consistent focus (all students are focused on the learning activity with minimum disruptions) v 3 verbal participation (students express thoughtful ideas, reflective answers, and questions relevant or appropriate to learning) v 4 student confidence (students exhibit confidence and can initiate and complete a task with limited coaching and can work in a group) v 5 fun and excitement (students exhibit interest and enthusiasm and use positive humor) v from the table above, it can be seen that the students’ engagement in the cycle has improved better from cycle 1. the students’ engagement during the task-based learning showed in the high category. their confidence in joining and participating in the activities has increased. for the rest, the activities in the cycle 2 brought a positive impact on their attention, focus, participation, confidence, interest, and enthusiasm during the implementation of task-based learning. after the fourth meeting had been conducted, the students then were asked to write a procedure text based on the guidelines given. their writing test in cycle 2 then were analyzed. based on the result of their writing test in procedure text, the highest score achieved is 87 and lowest is 75. while the average of their achievement is 81. a questionnaire was also spread to the students to find how the students’ opinion about the learning activities by using task-based learning. from the result of the questionnaire, it was revealed that 92% of the students gave a positive opinion towards the learning process. https://creativecommons.org/licenses/by-sa/4.0/ krismawarti, wulanjani task-based learning: 76 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) based on the result in cycle 1 and cycle 2. it seemed that there was an improvement in their procedure text writing competence. moreover, the students also improved their engagement during the learning activities. the improvement of the students’ procedure text writing competence from the cycle 1 to cycle 2 can be seen in the diagram below. diagram 1. the average achievement in writing procedure text the implementation of task-based learning apparently improved the students' competence in writing procedure text. in the learning process, the students seemed happy and excited so that they became active and creative. this happens because of the grouping of the students could encourage their involvement in the learning process. the achievement of success indicators in the second cycle was able to improve the students' competence in writing procedure text in which the students were able to create a procedure text. conclusion based on the analysis, discussion, and the proof of research conducted, it can be concluded that the implementation of the task-based learning can improve the students’ competence in writing a procedure text. in addition, having students engaging in, both group and individual tasks, are considered helping the students in improving their confidence in completing tasks, which then they will improve their achievement in learning. references afifah binti azlan, n., binti zakaria, s., & md yunus, m. (2019). integrative task-based learning: developing speaking skill and increase motivation via instagram. international journal of academic research in business and social sciences, 9(1), 620–636. https://doi.org/10.6007/ijarbss/v9i1/5463 ellis, r. (1993). the methodology of task-based teaching. faizah, l. (n.d.). improving students’ achievement in writing procedure text through picture word inductive model | damanik | transform journal of english language teaching and 0 50 100 cycle 1 cycle 2 average score https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 71-77 doi: 10.31002/metathesis.v4i1.2017 p-issn: 2580-2712 e-issn: 2580-2720 77 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) learning of fbs unimed. retrieved november 10, 2019, from https://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/925/732 kafipour, r., mahmoudi, e., & khojasteh, l. (2018). the effect of task-based language teaching on analytic writing in efl classrooms. cogent education, 5(1), 1–16. https://doi.org/10.1080/2331186x.2018.1496627 karakurt, l. (2016). the use of task-based activities to improve listening and speaking skills in efl context. 13(6), 445–459. https://doi.org/10.17265/1539-8072/2016.06.003 robinson, p. (2011). task-based language learning: a review of issues. rolando damanik, w., & juriaty ownie, s. (2013). improving students’ achievement in writing procedure text through picture word inductive model. http://www.nsma.org/publications/middleschooljournal/articles/may2002/ https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 111-116 doi: 10.31002/metathesis.v3i1.1421 p-issn: 2580-2712 e-issn: 2580-2720 111 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) ideational analysis of donald duck’s comic and its translation 1 gilang fadhilia arvianti, 2 atsani wulansari 1,2 universitas tidar jalan kapten suparman no. 39, magelang, indonesia 1 gilangfadhilia@untidar.ac.id; 2 atsani_wulansari@untidar.ac.id received: 13 th june 2019 revised: 28 th june 2019 published: 29 th june 2019 abstract translating comic is different from other different text. most of the text that is used in the comic is dialogue or spoken language that usually can be found in the subtitle of the film. analyzing the accurateness of the translation text can be analyzed by using metafunction approach especially ideational analysis. in translating text into target text, not all meaning is transferring into target text. it can influence the message that is brought by the source text into target text. through ideational analysis approach it can be analyzed although not all the meaning is transferred into target text. this becomes the reason of taking this case as an object of this research. the aims of this research are to know the meaning realization in ideational analysis approach, and to explain the impact of ideational shifting toward the equivalence of translation in target text. the method of this research uses descriptive qualitative since the data and the analysis are in the form of sentence and description. the data took from donald duck‟s comic and its translation version. the technique used in this research is content analysis. this research also applies criterion-based sampling that is used only to get theoretically generalization. since this research is hoped to give significant contribution to student of english teaching and learning in learning ideational analysis, the function of this research is to explain the impact of ideational shifting toward the equivalence of translation in target text. thus, this research not only can be learning material for analyzing ideational in specific text, but also in learning translation. keywords: ideational analysis, quality assessment of translation, comic introduction translating comic is different from other different text. most of the text that is used in the comic is dialogue or spoken language that usually can be found in the subtitle of the film. description text in the comic is fewer and it is helped by strip picture. it is caused translating comic need dialogue or subtitle translation competence. analyzing the accurateness of the translation text can be analyzed by gilang & atsani ideational analysis of ….. 112 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) using metafunction approach. in this research, text that is used in the comic will be analyzed by using ideational analysis of halliday approach. in translating text into target text, not all meaning is transferring into target text. it can influence the message that is brought by the source text into target text. although explicitly the meaning is transferring to target language, in metafunction approach, especially in ideational approach it can be analyzed that not all the meaning is transferred into target text. this becomes the reason of taking this case as an object of this research. this research is conducted to know whether to identify the meaning realization in ideational analysis approach of donald duck‟s comic and its translation and to explain impact of ideational shifting toward the equivalence of translation in target text. translating comic is easy since the language that is used in this comic is simple conversations. however, translator must be able to translate in limited time in dialogue balloon. in translating comic, the translator may use several translation techniques based on the method and ideology used by the translator. for the disciplines of comics studies and translation studies, the prevalence of translated comics demands consideration of all the facets relevant to text-only translation, plus the unique facets raised by comics‟ multimodality, the “co-deployment and interplay” of language and images. meaning in comics is created at the conjunction of written text, drawings and blank space, with the readers and the culture. undertaking to translate that meaning can entail: rewriting text with no redrawing, rewriting text with partial redrawing, rewriting text with complete redrawing, or retaining the text with complete redrawing. halliday‟s systemic functional grammar deals with how language is organized, how language works, and how language is represented the social functions. halliday invented grammar approach not only to deal with describing language but also has function for other forms of meaning. halliday proposed three metafunction, they are ideational, interpersonal and textual metafunction. the ideational metafunction is expressing the way language involves in experience, though, and feelings. this metafunction concerns with thing, events or happening, and circumstance which include to the element of happenings. in order to represent thing, events, and circumstance, people needs: the process which is going on; the participants which involved the attributes of participant, and the circumstance of events. in ideational metafunction, there are six types of process, they are: material process, mental process, verbal process, relational process, behavioral process, and existential process. the research that used metafunction approach is a research done by aghagolzadeh (2012). this research conducted systemic functional grammar approach to measure error translating in legal text. it classified errors in target text based on a meaning-based approach. i.e. different metafunction as well as some other issues such as omission, mistranslation, and word choice. this research used english legal text and also persian translated version. the aghagolzadeh‟s research has gap to support this research. his research dealt with error translation which is classified by using metafunction. therefore this research did not analyze the text by using metafunction approach, but this research found error analysis and classified those errors in the metafunction terms. metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 111-116 doi: 10.31002/metathesis.v3i1.1421 p-issn: 2580-2712 e-issn: 2580-2720 113 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the second research was done by dalimunte (2013). this research analyzed metafunctions in chemistry text and how they characterize a scientific text. this research found that the material process is mostly used in the text. the metafunction found indicate that the chemistry text has fulfilled the characteristics of scientific text. the third research was written by bilal (2012). it analyzed the short story entitled “thank you m‟am” by using the three metafunctions of halliday to find out if this analysis helps in better understanding of the text. the research found that the analysis of metafunction not only helps in understanding the structure of the text but also the deep meanings of it. from the previous studies, this research finds process, participant, and circumstance of the comic by using ideational approach. the object that will be used in this research is bilingual comic. this research conducts in english comic and also in bahasa indoneisa comic. method the method of this research uses descriptive qualitative since the data and the analysis are in the form of sentence and description. meanwhile, the use of number in qualitative research is possible since it is only used as the complement and aimed to facilitate the analysis. this research applies metafunction of systemic functional linguistics by halliday to find the ideational meaning. in addition the meaning shift in translation version, translation theory is used. in this research, text 1 took from the original donald duck‟s comic which is called as text 1 (t1). meanwhile, since the comic has been translated into bahasa indonesia as donal bebek, the translated comic is called as text 2 (t2). the data used in research are all clauses in the text 1 and text 2. technique of data collection is the way the researcher gains the data. the technique in this research is content analysis. the sources of data come from different sources; the original version and the translation version. the researchers read and write the data needed from the chosen comic. after writing all the data in the comic, the researchers choose whether the text will be data or cannot be used as data. there are stages of data analysis that will be used in this research. they are domain analysis, taxonomy analysis, component analysis and cultural theme analysis. in this research, the data are collected from donald duck‟s comic. there are some steps in collecting the data. 1. reading the original comic of the donald duck‟s comic is the first step of collecting data. 2. the translation version of komik donal bebek is read and then it is compared with the original one. in this process, the english comic is the source text which is, later, called the source expression (se) and also called text 1 (t1). on the other hand, the bahasa indonesia comic is the target text, which is, later, called the target expression (te) and also called text 2 (t2). 3. the two comics of the t1 and t2 place into the table of analysis in pairs. the texts are in the form of clause of units (sentences). gilang & atsani ideational analysis of ….. 114 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 4. after that the data are classified and analyzed using ideational meaning approach, the result of the shift between the t1 and t2 are displayed into a table. 5. the last step is drawing the conclusion from the data analysis. findings and discussion metafunction meaning is meaning that is consisted from three language functions, i.e. ideational function, interpersonal function, and textual function. after the text was analyzed, it can be found out the realization of ideational meaning in comic, especially in donald duck‟s comic as follow: transitivity in a grammatical structure in which it discusses structure of clause which represents ideational meaning that is experiential. this structure realizes experiential meaning which include 3 constituents, i.e. participant, process, and circumstance. participant in this comic, there are some participants mentioned and showed in giving information. in both of the texts, the dominant participant is donald duck itself, since this comic is mostly talked about himself. besides, there are also some other participants who support the dominant participant, they are gyro, huey, dewey, and louie, and also some people who was helped by donald to find their losing thing. the name of the participants between t1 and t2 are different. for example, gyro in t1 is written as lung in t2, then huey, dewey, and louie in t1 is stated as kwak, kwik, and kwek. nevertheless, the participants between in t1 and t2 are same; they only differ in the way they named it. it is supported with the same picture to show one‟s name. process the next constituent in ideational meaning is process. process in ideational showed the main event in experiential. according to transitivity in sfl, there are six types of process; they are material, mental, verbal, behavioral, relational, and existential. each process has its own participant. for example there is actor, and the result is goal or range. in mental process, there is senser, in verbal process there is sayer for participant who speak without behavior process, then in relational process, there is carrier and token as the participant. for behavioral process, there is behavier as participant, and for existential process, this process showed the presence of something. the most dominant process that is appearing in this comic is material process. material process is purely physical process in doing something or process of happening. the material process that can be found for example drove, lost, find, look, deducted, etc. since the comic told about the donald‟s activity toward gyro‟s new invention, it can be found lot of material process than other process, for example in the scene where donald said to his nephews that he drove his car from gyro‟s workshop. as we know, the activity drove is an activity to move or travel on land in a motor vehicle, especially as the person controlling the vehicle‟s movement. it means that donald is doing physical activity. the other process that is found is behavioral process, in which the participant is doing mental and metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 111-116 doi: 10.31002/metathesis.v3i1.1421 p-issn: 2580-2712 e-issn: 2580-2720 115 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) physical activity simultaneously. it can be found in the scene where donald is looking for his car key that is admitted as lost. in the activity looking for, there are two activities that is happened in once, the mental activity in which the participant use his eyes as his sense, and use physical activity in which participant is moving around in looking something. beside two main processes which appear in comic, there are also other processes. the words think, seen, feel is admitted as mental process since it is an activity in using senses. the words said, told, is admitted as verbal process. then “that is excellent news‟ is one example of using relational process that is can be found in the data. the appearance of process in bahasa indonesia is little bit different to the english one. for example in the sentence in t1 “i tell you donald”, it consist of lung as participant, and verbal as the process. this sentence is translated into „begini saja, donald”, which has no process in the sentence. the difference of process appearance between t1 and t2 is mostly because of the omission in the t2. circumstance circumstance is a physical and non-physical surrounding which covered process. there are eight types of circumstance; they are angel, extent, location, manner, cause, accompaniment, matter, and role. in the t1, the circumstance that appear mostly in circumstance of location. this circumstance shows location which consists of location of place and location of time. it can be analyzed in preposition phrase or adverbial group, to answer where and when, and the can be used as direction too. in t1 “i drove to gyro‟s workshop yesterday”, it can be found two circumstances. both of the circumstances are circumstance of location. the “gyro‟s workshop” is admitted as circumstance of place, while “yesterday” is admitted as circumstance of time. both of those circumstances are called as circumstance of location. it is also happened in t2, “aku pergi ke bengkel kerja lung kemarin”. the „bengkel kerja‟ is circumstance of place and „kemarin‟ is circumstance of time. besides the circumstance of location, there are also other circumstances; there are circumstance of manner, circumstance of causes, circumstance of accompaniment, and circumstance of matter. those types of circumstance which appear in this comic were mostly translated with high level of accurateness, acceptability, and readability. conclusion from the finding and discussion above, it can be concluded that through ideational meaning, the donald duck comic is mostly using material process and behavioral process. it is supported with the whole story that mostly the dominant participant, donald duck, is doing physical activity. besides, donald also doing activity which mixed between material activity which is use physical activity and combined with mental process which is used senses in doing activity. the participant who did material and behavioral process is use circumstance of gilang & atsani ideational analysis of ….. 116 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) location which is consists of circumstance of place and time. the using of this circumstance is for completing participants‟ activity or process. references aghagolzadeh, f. (2012). the analysis of english-persian legal translations based on systemic functional grammar approach (sfg). theory and practice in language studies, vol. 2, no. 1, pp. 126-131, january 2012. retrieved from http://www.academypublication.com/issues/past/tpls/vol02/01/18. accessed on december 25, 2016 bilal, a.h. (2012). analysis of thank you m‟am: halliday‟s metafunctions. savap international volume 2, no. 1 january 2012. retrieved from http://www.academypublication.com/issues/past/tpls/vol02/01/18. accesed on december 24, 2016 dalimunte, a.a. (2013). english metafunction analysis in chemistry text: characterization of scientific text. international journal of english language and translation studies. vol. i, issue 2. retrieved from http://eltsjournal.org/archive/value1%20issue2/5-1-2-13. accesed on december 24, 2016. halliday, m.a.k & matthiessen. (2014). halliday’s introduction to functional grammar, fourth edition. new york: routledge. halliday, m.a.k & matthiessen. (2004). halliday’s introduction to functional grammar, fourth edition. new york: routledge. metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 265 273 doi: 10.31002/metathesis.v2i2.1005 p-issn: 2580-2712 e-issn: 2580-2720 265 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) engaging students in class activities through gc application yustinia kusumastuti english institute jl. ahmad yani no. 152, magelang, 56117 telp. (0293) 362296 yustinia.kusumastuti@gmail.com received: 15 th october 2018 revised: 9 th november 2018 published: 10 th november 2018 abstract this paper discusses about the emergence of technology within class activities, in which students would definitely engaged. as turning in smartphones become a daily bread, teachers need to manage certain activities which is engaging, challenging and pushing students’ contribution, regardless to the flow of materials. gc, google classroom application, assists teachers to efficiently manage the class materials, link to any sites needed to enhance the materials, and display the assignments. not only to enhance the materials, but also it helps teachers to maintain those students get along with the learning process and covers the necessary language skills. this application is also beneficial to be applied in the flipped learning, where it supports the students to learn in the dynamic, interactive activities which raise the students’ creativity in the subject matters. the research upon 2 classes revealed that teachers easily share the assignment and countlessly interact with the students. some materials are shared so that students can have earlier preparation about the lesson. there is some assignment that should be given in class time, which could challenge the students’ creativity and manage their own time. extended assignment would need longer time for students to complete, or even missed, so that works need more time to be accomplished. the interactions between teachers and students are continuously grow, which means that the all skills is maintained. also through the video projects uploaded, teachers would be able to check the pronunciation and other spoken skills. not only the engagement, but also the fact that the flipped learning is found to be efficient for the informal classes attended. consistently used, google classroom would be accountable to the students’ skills and creativity. keywords: flipped learning, skills covered, gc application introduction integrating technology within the classroom activities is becoming a new flow in the classroom activities. with students who tend to be avid users of internet and digitally competent, teachers are likely to manage themselves to get along with their students. thus, there comes the youtube within the discussions, links to yustinia kusumastuti engaging students in class activities through … 266 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) kahoot.com for interactive in-class games and displays of powerpoint to explain classroom materials. despite the teachers’ efforts, the engagement of language learning and students seem to be an array of challenges. during the implementation of the digital tools, students rely mostly on their smartphones. implementing technology in the classroom is a matter to work efficiently to maintain the whole four skills to enhance the students’ language competency. motteram (2013) stated that technology would enable us to go through the process of writing, until the text is comprehensible. in this case, we would be able to edit the sentences, check the grammar, put into drafts, then display the text for others to comment. not only writing, but also speaking and listening skills would be improved. again, motteram (2013) noted “linking your class to other classes around the world, using tools such as video conferencing, can give a reason for a learner to ask a question and then try to understand the response.” this means that video calling, skype, or other direct communication would mediate the students to get the concept of the language expressions. the idea of utilizing technology in the classroom is to empower the teaching methods, so as it enhances the students’ abilities in language learning. walsh (2014) maintained that both students and technology inspire the teachers to use different types of devices and various methods to access. the results of these constructions are that students could show their results on the given assignment and they put on collaborative learning where they manage to work with an array of technology to deal with the learning materials. this utilization creates an active learning when students of any learning habits could go with this implementation so as to challenge their curiosity. besides, this becomes a personal learning network when they are encouraged to combine the ease of internet access, their capabilities and the basic concept of networking. it also refers to the facts that students would have their progresses at their own paces. when the incorporation of digital learning, social elements and learning tools assist the students in all sides, this condition reaches the social networking, which means that the learning and sharing opportunities are endless. not only to the students, but also to teachers, the impacts of this mobile learning reveals the existence of flipped learning, where the teachers send the materials earlier -anytime as the mobile learningso that students can get the deeper information through the class discussions later on. this is an approach which “direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”, according to the flipped learning network (2014). the teachers could work from flexible places to raise the students’ own intentions and motivations, i.e. they can rearrange the spaces to accommodate the learning. when the modern learning accommodates the students’ in-class learning time into exploring topics where students could take parts, they would be actively involved in the participation and evaluation. intentionally, teachers maximize the classroom time to maintain the students’ ways of learning, so that they establish the materials to teach and the ones students could explore on their own. by this kind of metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 265 273 doi: 10.31002/metathesis.v2i2.1005 p-issn: 2580-2712 e-issn: 2580-2720 267 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) approach, teachers develop their professionalism and remain to be the essential matters in the class. these constructions lead to the implementation of google classroom (gc) in which the management platform is specifically designed to help teachers easily understand and integrate classroom technology by streamlining the process of going digital. according to lynch (2018), google classroom enables teachers to maintain different kind of learning habits, keep lesson plans, organize the teaching materials, including videos and slides. unique students would gain benefit as they can work at their own paces and not tempted to distract others, while those who requires more time to process materials is not left behind to flounder. then how to get students engaged in this flipped learning using google classroom, and how effective is it, when students meet teachers in the informal schools? the following research would be able to put further ideas on it. fig. 1 the display of google classroom fig. 2 stream page assignment yustinia kusumastuti engaging students in class activities through … 268 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) method the research is applied to classes of junior high school and adult, in different needs of english, who are taking english classes in english institute magelang. the 4 junior high school students are the avid users of english in minds published by cambridge, who are doing their first term in the language course. while the other level, with 23 students, is taking conversation classes, namely the english club for tarakanita senior high in magelang. the students joined google classroom (known as gc) through the class code shared by the teachers. once they joined the gc, they would be able to do any assignments or simply answer quiz shared by teachers through stream. they need to answer individually to get their scores and attach the answers or reports on the gc wall. for those students who couldn’t join the class, gc would still reach them through the notification, especially on the streaming assignment. the features used by teachers in streaming materials are shown on the page of the class folder, containing announcement, assignment, questions and reuse post. in line with the research, teachers used only assignment and questions. as it set streaming, students can see each others’ works, as well as the scores. teachers can upload video or material then assign the students to work individually, before the scoring. it would be remarked by turned in and assigned, as seen on fig.3. fig. 3 the assignment and the turned in assigned when the students turn in their assignment, the page appears like in figure 4, where other classmates and teachers could see the status. metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 265 273 doi: 10.31002/metathesis.v2i2.1005 p-issn: 2580-2712 e-issn: 2580-2720 269 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) fig. 4 turned in assignment and its status soon as teachers get the work, they can go over it and give personal comments, like figure 5. the student would be able to reply under the comment. this would be useful for the student him/herself to make corrections, and to communicate directly to teachers. teachers would be benefit from this step, as they can do individual corrections and assistance. fig. 5 the uploaded work of a student when the work scored, it directly changes the student’s status into graded, like in fig. 6. yustinia kusumastuti engaging students in class activities through … 270 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) fig. 6 the graded status not only assignment, the other set used by teachers is the question, where teachers can set a question to be answered directly by students. with the similar process as assignment, teachers would be able to get the uploaded answers, either written or by other attachments, followed by the grading. the experiment of gc on the jhs level of english in mind 1 users was from august 29 up to september 12, 2018, through the use of assignment and questions sections. on the first graded assignment, students need to upload video under the topic about unusual hobbies then explained about the activities. on the second trial, the students had to attach songs, contained lyrics showing the use of present simple tense as a part of their short presentation, in the streaming line. on the third experiment, the teacher designed an assignment to be accomplished on the same day, i.e. to give opinions based on the video shared by a classmate. the fourth assignment was about taking 5 pictures in pairs then attached those pictures on the gc streaming. each pairs then took turns in describing each picture from the streaming using present continuous tense. considered as half-independent task, the students managed to describe and to give corrections upon the other pair’s works. the second class which continuously applied gc was the english club for tarakanita senior high school in magelang, from august 24 september 14, 2018. the first assignment was to create video blog (vlog) which due on august 31, which meant that they had 1 week to create it individually. then the second experiment was an impromptu question following a listening session, in which students got to answer the question shared on the gc stream. while on the third investigation, the quiz was shared to be completed the day after, by 2 p.m. the treatment of gc on was slightly different in this high school level, where students need to get more time in oral discussions. therefore sometimes videos and listening would precede the discussions or sharing opinions, to be used as baits. over all discussions, the students would achieve high appreciation when they delivered the presentation in appropriate pronunciation and word bank. metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 265 273 doi: 10.31002/metathesis.v2i2.1005 p-issn: 2580-2712 e-issn: 2580-2720 271 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) several quiz shared, with written answers, to check their grammar and written elements. because the answers are shared personally, the teachers could give direct comments to them, so that their language expressions are maintained. there are some class activities as guided by teachers, where students needed to upload videos, photos, or simply their writing on the individual comments to be scored. following the gc uploaded materials, there were also discussions based on class-materials. dealing with the gc availability, the students who missed the class would still be able to reach the materials and discuss it with the teachers/friends in the provided comment columns. findings and discussion from those experiments, it revealed the students’ engagement to the class materials and the skills covered by the use of gc. in jhs level, the turned projects were fully set once they were involved in it, as seen on fig. 7. fig. 7 sample of question page used with the photo of activity to answer the other graded activities were left undone, or else only 2 classmates completed the tasks. meanwhile the ungraded tasks, i.e. the videos, were shared by teachers, so that the discussions could be held in forum. teachers could maintain the speaking activities when the students shared their opinions, presented arguments and explained their point of views. it would also be listening discussions when they do the comprehensive listening pages upon the bbc radio. upon the photo uploads, the students were asked to write their interpretation using certain tenses and noted the answers on the gc comments. meanwhile, as seen on fig. 9, tarakanita shs students managed to work on the 3 graded gc streaming assignments, followed by the other discussions. on the vlogs uploaded, teachers maintained the both oral skills, covering the range of vocabulary, pronunciation, listening and language delivery, because the students needed to describe their activities. yustinia kusumastuti engaging students in class activities through … 272 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. result from english club – shs date due date activities descript ion grade turned in assigned graded aug 29 sept 2 yeay! vlog! make a vlog about your outdoor activities. graded 0 19 6 sept 7 if someone enjoys watching horror movies and plays hard rock music, but is terrified at parachuting and bungee jumping, can we call it a sensation seeker? graded 0 6 19 sept 14 sept 15, @2 pm join the quiz. the, share your result and give comments whether it suits you or not graded 0 23 2 eventhough there are only 6 students turned the task in, the other students participated by taking turns in commenting the activities in the vlogs. whereas the other 2 assignments were responded in written, for the teachers checking the grammar and flow of sentences. from both sides, we can see the impact of students’ full engagement when they were involved within the projects or the class activities. on jhs level, it was the time they took photos and uploaded for the class discussions. whereas shs showed the contribution on the impromptu writing, i.e. the second task following the discussions on the listening. although the replies were quite short, still it maintained the written sides the teachers wanted to cover. these conditions then uncovered the 8 results of constructions, as previously stated. the assignments managed to maintain their curiosity, so that they were encouraged to enlarge their accompaniment along with the internet access. as teachers were able to track the students who missed the tasks, they would be able to work individually with the students to follow their own paces. metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 265 273 doi: 10.31002/metathesis.v2i2.1005 p-issn: 2580-2712 e-issn: 2580-2720 273 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) conclusion applying gc in the flipped learning is definitely beneficial for all sides. it efficiently saves teachers’ time, assists a lot of teachers’ works, so as to keep up with the students’ individual works and to give personal comments anytime. this chance gives more value to students, as individually the teachers connect with them and discuss knicks knacks personally. easily, teachers would also find out which students rarely, or even never, does the assignment. then, teachers could meet the students and discuss with them in line with the language difficulties. both teachers and students could also discuss the materials in the other types of language use. this appropriate use of grammar emerges as the students need to write the responses/comments following the assignment. then this is followed by the pronunciation and other spoken skills necessarily made when they make virtual responses. students would be engaged in dealing with gc activities because they can manage their own time and pace, in order to complete the assignment. they can also put comments and relevant sources along with their works. this flipped learning and the use of google classroom are found to keep students productive in language uses when it is used in the informal schools. this method, however, needs more than just preparation in materials. completing the attachments, teachers need to ensure that the flow of the lesson plans would be balance to the time spent with gc. on the other hand, creativity matters. several creative projects request students to spend some time to produce, so that the assignments need to be set with deadlines and strict reminders. also the fact that even though the students meet difficulties in written skills, still the hardest challenge to beat is the speaking skill, as it needs more than encouragement but also self-motivation. through the more consistent application of google classroom, the outcome is believed to be advantageous for both teachers and students. references lynch, matthew, may 26, 2018, https://www.thetechedvocate.org/using-googleclassroom-to-flip-your-lessons/ motteram, gary, september 18, 2013, the benefits of new technology in language learning, https://www.britishcouncil.org/voices-magazine perez, pamela, september 28, 2015, how gc is making interactive learning more productive, https://www.securedgenetworks.com/blog walsh, kelly, january 5, 2014, 8 exciting technology-enhanced teaching and learning approaches that teachers are embracing in 2014, https://www.emergingedtech.com https://blogs.brown.edu/itg/2015/09/what-is-flipped-instruction-theoretical-andpractical-foundations metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 35-43 doi: 10.31002/metathesis.v3i1.1146 p-issn: 2580-2712 e-issn: 2580-2720 35 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) increasing motivation and achievement in learning english of eleven grader science-3 students of state senior high school 5 magelang using problem based learning 1 siswidyatmi, 2 lilia indriyani, 3 setiyo prajoko 1 sman 5 magelang, magelang, indonesia 2,3 universitas tidar, jalan kapten suparman no. 39, magelang, indonesia 1 sissmanla@yahoo.com; 2 indriani@untidar.ac.id; 3setiyoprajoko@untidar.ac.id received: 4 th january 2019 revised: 22 nd april 2019 published: 30 th april 2019 abstract this study aims to determine the increase in motivation and achievement in learning english for eleven grader students of science 3 class, state senior high school 5 magelang using problem-based learning. the classroom action research method used in this study began at the pre-cycle , cycle 1, and cycle 2 stage. pre-cycle stage is used to obtain the initial data on the condition of the students before using problem based learning, while cycle 1 and cycle 2 learning were carried out with problem based learning. at each stage data collection is carried out for learning achievement in both knowledge and skills and motivation to learn using test and questionnaires. the results of the study has increased the average learning motivation of 0.18 both in the pre-cycle to cycle 1 and cycle 1 to cycle 2. an increase in knowledge aspect competence by 56% occurred in pre-cycle to cycle 1 and 20% in cycle 1 and cycle 2. for skill aspects there is an increase of an average of 1 both at the pre-cycle to cycle 1 and cycle 1 to cycle 2. it can be concluded that problem based learning is able to increase students’ motivation and learning achievement. keywords: learning achievement, learning motivation, problem based learning, classroom action research introduction research conducted by ahmad farisi, abdul hamid, melvina stated that the use of the problem based learning (pbl) model was able to improve learning outcomes in the concept of temperature and heat in state junior high school of kaway xvi. another research conducted by supandi said that there are differences in the mean learning achievement of economics subjects with the application of problem based learning models between students who have high siswidiyatmi increasing motivation and achievement in learning english 36 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) learning motivation and students who have low learning motivation (21.25 and 17.65), there are differences in the mean learning achievement of economics subjects with the application of problem based learning models with high learning motivation (21.25 and 17.41). there is no mean difference between learning achievement in economic subjects with the application of problem based learning models and low learning motivation (17.65 and 15.67) and there is no mean difference between learning achievement in economic subjects using the problem based learning model and high learning motivation (17.41 and 15.67) the purpose of learning english is that students can fluently communicate in english both spoken and written and in accordance with their social context (depdiknas, 2003: 15). the competencies expected by students are able to understand and produce oral and written texts that are realized in four language skills, listening, speaking, reading, and writing, so that students can reach the level of informational literacy. the four integrated skills are expected to be able to equip the students in achieving communication skills that are badly needed to meet the global community. english has different characteristics from other subjects. these characteristics is that the function of language as a means of communication (chaer 1994). moreover, learning english is not only learn vocabulary, grammar and sound, but also learn how to apply knowledge into communication skills. in addition, in learning english must also pay attention to language skills. according to iswara (2016) language skills include receptive skills; listening and reading and productive skills; speaking and writing skills. english teachers should be able to develop these skills in learning activities so that communication skills competencies can be achieved well. teachers need to use various techniques, media, and learning methods so that learning becomes fun that students become motivated to learn and it is expected that learning achievement will increase. difficulties in learning english are often experienced by students. megawati (2016) revealed that students experienced difficulties in achieving effective learning of english. furthermore, students are less motivated during the learning process. this was supported by suryani (2010) who stated that one of the learning difficulties was caused by unmotivated students because the learning model used was monotonous and too teacher-centered. besides that the difficulties in learning english are mainly in mastering vocabulary and grammar (susanti 2002; setyarini 2010; hotimah 2017). so it needs innovation in the right learning model in learning english. problems in learning english also occur in eleven grader students of science-3 class sma 5 magelang. learning difficulties occur due to learning motivation as well as the level of difficulty of the material taught to students, so that it effects on student learning achievement. based on student achievement data in the previous basic competencies before in eleven grader students science-3 class, only 3 students were able to reach the minimum completeness criteria (mcc) score of 69. the gap of this article is there were 22 from 25 students who had not yet reached the mcc score. thus, class action is needed to overcome problems in the class. learning is a process of interaction among teachers, students, material, media, and the environment. the learning process in educational units is held interactively, inspiring, fun, challenging, motivating students to participate metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 35-43 doi: 10.31002/metathesis.v3i1.1146 p-issn: 2580-2712 e-issn: 2580-2720 37 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) actively, and providing sufficient space for initiatives, creativity, and independence according to the talents, interests, students’ physical and psychological development (pemendikbud number 22 2016). the learning process changes from students being told to learners to find out, from the teacher as the only learning resource to learning based on various learning sources, and from the textual approach to the process approach as strengthening the use of the scientific approach. to create such a learning process, learning with scientific methods is supported by various learning methods, one of which is the problem based learning (pbl) model. problem based learning (pbl) is a learning model that introduces problems based on real life at the beginning of learning (de graaff & kolmos, 2003). nur (2011) revealed that the syntax of problem-based learning consists of student orientation to the problem, organizing students to learn; individual or group investigations, develop and present works, analyze and evaluate problem solving processes. based on previous studies pbl is not only able to increase learning motivation, but also able to improve critical thinking skills. prajoko (2012) stated that pbl integrated with the use of multimedia was significantly able to improve student learning achievement. english teachers in eleven grader students science-3 class try to overcome this problem by trying to increase student learning motivation. one effort sought by the teacher is to choose and apply a learning model that is predicted able to increase student learning motivation. the model chosen is problem based learning (pbl). 2013 curriculum applies a balanced assessment system between attitudes, knowledge and skills. the scientific approach is the approach required in learning. the steps of learning using the scientific approach use stages that begin with observing, asking, collecting data, reasoning until the stages of association. in line with the implementation of the 2013 curriculum the authors felt that the pbl syntax was very suitable with the scientific approach so that the authors used this method to be applied in learning. pbl syntax includes student orientation to the problem, organizing students to learn, guiding individual / group investigations, developing and presenting work, analyzing and evaluating problem solving processes. based on this background it is necessary to conduct classroom action research using the design of teaching learning situation with problem based learning model. it is assumed that learning motivation will increase and be directly proportional to the increase in student learning achievement. method the method used in this study is the classroom action research method (car) which was carried out starting in pre-cycle and two cycles. the subjects of this study were eleven grader of science-3 class of state senior high school 5 magelang in the academic year 2018/2019. the data collected in this study includes data on students' cognitive, psychomotor and learning motivation. learning achievement data was collected using tests while learning motivation data was collected using a learning motivation questionnaire. the results of the study were then analyzed descriptively to describe the results of the study. qualitative data analysis refers to the miles and huberman analysis model. the siswidiyatmi increasing motivation and achievement in learning english 38 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) data analysis carried out in three components, they are data reduction, data presentation and conclusion/verification findings and discussion the results of this study are divided into three stages; the pre-cycle stage, the first cycle and the second cycle. pre-cycle stage at this stage data obtained from learning achievement includes aspects of knowledge and skills and data on students’ motivation. students’ achievement data both in the form of aspects of knowledge and skills are presented in table 1. table 1. data on research results in pre-cycle aspects of knowledge and skills aspect compet ence material completion average median mode standar deviation yes no knowledge 3.1 giving suggestion 12% 88% 54 55 65 12,42 skills 4.1 giving suggestion 100% 0% 77 77 73 6 based on table 1, it can be seen that the knowledge aspects of basic competence 3.1 have learning completeness of 12% while 88% of students do not complete with an average of 54. it can be said that in general, the achievement of knowledge has not been completed. while for basic competence 4.1 skill aspects have learning completeness of 100% with an average of 77. for the aspects of students' skills, it can be said that all students have been able to achieve minimal completeness but have an average that still needs to be improved. data on learning motivation in pre-cycle activities can be seen in table 2. table 2. data on pre-cycle learning motivation criteria percentages amount high 6 24% medium 14 56% low 5 20% based on table 2, it can be seen that the level of learning motivation at the precycle stage varies. the low level of learning motivation is 24%, medium category is 56%, and high category is 20%. cycle i stage at the stage of cycle 1 problem-based learning was carried out in basic competence 3.2 and basic competence 4.2 about perfect tense material. the data result of the research in cycle i includes both knowledge and skills aspects and data on student motivation. data of the research results in the form of knowledge and skills aspects are presented in table 3. metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 35-43 doi: 10.31002/metathesis.v3i1.1146 p-issn: 2580-2712 e-issn: 2580-2720 39 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 3. data on the aspects of knowledge and skills in cycle i aspects bc material completeness average median mode standard deviation yes no knowledge 3.2 perfect tense 68% 32% 77 80 85 15.79 skill 4.2 perfect tense 100% 0% 78 77 73 7 based on table 3, it can be seen that after following problem-based learning, learning aspects of knowledge aspects basic competence 3.2 have learning completeness of 68% while 32%. students do not complete with an average of 54. thus most students have completed learning, but there are still some that are not complete. while for basic competence 4.2 skill aspects have learning learning completeness of 100% with an average of 78. in general for the aspects of students' skills it can be said that all students have been able to achieve minimal completeness but and experience an average increase compared to pre-cycle. data on learning motivation in cycle i activities are presented in table 4. table 4. data on learning motivation in the first cycle criteria amount percentage high 6 24% medium 19 76% low 0 0% based on table 4, it can be seen that the level of learning motivation at the cycle i stage varies. the low motivation level of learning is 0%, the moderate category is 76%, the high category is 24%. cycle ii stage cycle ii is the last cycle in this study. in this cycle, problem-based learning is carried out in the basic competence 3.3 and basic competence 4.3 material on the future plan. based on the results of the research in cycle ii the data on learning achievement of knowledge and skills aspects and data on student motivation could be obtained. data from research results in the form of knowledge and skills aspects are presented in table 5. table 5. data on aspects of knowledge and skills in cycle ii aspects bc material completeness average mean mode standard deviation yes no knowledge 3.3 future plan 88% 12% 81 80 70 14.55 skills 4.3 future plan 100% 0% 79 80 80 7 based on table 5, it can be seen that after following problem-based learning, learning achievement of knowledge aspects, basic competence 4.3 has learning completeness of 88%. thus most students have completed learning. while for basic competence skills aspects 4.4 have learning learning completeness of 100% siswidiyatmi increasing motivation and achievement in learning english 40 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) with an average of 79. in general for aspects of student skills can be said all students have been able to achieve minimal completeness but and the average increase compared to cycle i. data on learning motivation in cycle ii are presented in table 4. table 6. data on learning motivation cycle stage ii criteria amount percentage high 12 48% medium 13 52% low 0 0% based on table 6, it can be seen that the level of learning motivation at the cycle ii stage varies. the low motivation level of learning is 0%, the moderate category is 52%, the high category is 48%. based on the results of the study, it can be seen that the increase in learning achievement for each cycle as in figure 1. figure 1. increased learning achievement knowledge and skills aspects based on figure 1, it can be seen that there was a significant increase in learning achievement in each stage. the was high increase on the knowledge aspect from pre-cycle stage to the first cycle. while in cycle i to cycle ii there was also an increase in class averages. for the skill aspect, starting in the precycle to cycle ii phase there is an increase in class grades that are not large. in cycle i to cycle ii there was a intersection where the value of knowledge became greater than the value of skills. increased learning motivation is presented in figure 2. pre-cycle cycle 1 cycle 2 cognitive 54 77 81 skill 77 78 79 0 10 20 30 40 50 60 70 80 90 a v e r a g e student's achievement cognitive skill metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 35-43 doi: 10.31002/metathesis.v3i1.1146 p-issn: 2580-2712 e-issn: 2580-2720 41 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 2. the increase learning motivation based on figure 2, increased learning motivation occurs both in pre-cycle to cycle i and cycle i to cycle ii. this shows that the use of problem-based learning models is able to increase students' learning motivation. improvement of learning achievement and motivation in this study was due to the learning model used in this study. problem-based learning is able to improve learning achievement and motivation to learn because in the problem-based learning process is able to activate students and be involved in the problem solving process. this is consistent with nur (2011) who stated that pbl emphasizes the problem as a reference in learning. in this study the problems presented to students are open-ended and contextual. according to resnick and gleser in nur (2011), the problems used in pbl must be contextual and openended which will help increase curiosity to solve problems. thus high curiosity is formed as well as high learning motivation. one of the problems presented in this study is the phenomenon that occurs in society. students look for problems in the community related to the material being taught. thus the problem in this study is contextual. phenomena that occur in everyday life often raise a problem that can be used for problem-based learning material. pbl can help students learn the content and practice problem solving skills by involving them in everyday life problem situations. zubaidah (2013) states that pbl is one learning model that is able to equip students to face an increasingly complex future. pbl is also one of the learning models recommended for use in the 2013 curriculum. improved learning achievement preceded by increased learning motivation in this study cannot be separated from learning models that reflect constructivism in learning. pbl is in line with constructivism learning theory. according to gijselaers (1996) pbl is derived from piaget constructivism learning theory where learners actively construct their own knowledge. modern cognitive psychology states that learning occurs from learner action, and teaching only pre-cycle cycle 1 cycle 2 motivation 2.62 2.73 2.91 2.45 2.5 2.55 2.6 2.65 2.7 2.75 2.8 2.85 2.9 2.95 a v e r a g e motivation siswidiyatmi increasing motivation and achievement in learning english 42 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) plays a role in facilitating the occurrence of knowledge construction activities by students. educators must focus on helping learners achieve self-directed learning skills. in this case there is a process of knowledge construction in the cognitive structure of students through problems solved in the learning process. in this study the problem solving process was carried out by group discussions and class discussions. this is in accordance with the pbl syntax involving learners in cooperative small groups. the use of cooperative working groups fosters the development of learning communities in the classroom. group work also helps develop essential characteristics needed for success after students have finished learning, such as in communicating verbally, communicating in writing and building teamwork skills (vygotsky, 1978). in this case the knowledge of students can be formed through the social interactions they do in small groups according to vygotsky's constructivism learning theory. pbl is not designed to provide as much information as possible to students. pbl was developed to develop the ability to think, develop knowledge and skills to solve problems and intellectual skills, learn to share the role of adults through their involvement in real experiences, develop effective self-directed learning skills (nur, 2011). conclusion based on the results of research and discussion, it can be concluded that the use of a problem-based learning model is able to improve learning achievement and motivation for eleven grader of science3 students of state high school 5 magelang. this is due to the involvement of students who are active in learning through group discussion activities to solve problems in everyday life. acknowledgements thank you to the ministry of research, technology and higher education, especially to the director general of human resource development through the school lecturers assignment program (pds) who have funded this research. references chaer, a. (1994). linguistik umum. jakarta,, indonesia: rineka cipta. de graaf, e., & kolmos, a. (2003). characteristics of problem-based learning. international journal of engineering education, 19(5), 657662. dhieni, n., fridani, l., muis, a., & yarmi, g. (2014). metode pengembangan bahasa. hotimah, e. (2017). penggunaan media flashcard dalam meningkatkan kemampuan siswa pada pembelajaran kosakata bahasa inggris kelas ii mi ar-rochman samarang garut. jurnal pendidikan uniga, 4(1), 10-18. iswara, p. d. (2016). pengembangan materi ajar dan evaluasi pada keterampilan mendengarkan dan membaca. mimbar sekolah dasar, 3(1), 89-97. metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 35-43 doi: 10.31002/metathesis.v3i1.1146 p-issn: 2580-2712 e-issn: 2580-2720 43 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) megawati, f. (2016). kesulitan mahasiswa dalam mencapai pembelajaran bahasa inggris secara efektif. pedagogia: jurnal pendidikan, 5(2), 147156. nur, m.( 2011). model pembelajaran berbasis masalah. surabaya: pusat ipa dan matematika sekolah unesa.prajoko, s., sudarisman, s., & sutarno, s. (2012). pembelajaran invertebrata model pbl dengan menggunakan multimedia film dokumenter dan multimedia animasi ditinjau dari gaya belajar dan kreativitas (studi kasus pembelajaran porifera, cnidaria dan platyhelminthes kelas x tahun akademik 2011-2012 di sma. in prosiding seminar biologi (vol. 9, no. 1). suryani, y. e. (2010). kesulitan belajar. magistra, 22(73), 33. susanti, r. (2002). penguasaan kosakata dan kemampuan membaca bahasa inggris. jurnal pendidikan penabur, 1(1), 87-93. setyarini, s. (2010). “puppet show”: inovasi metode pengajaran bahasa inggris dalam upaya meningkatkan kemampuan berbicara siswa sd. jurnal penelitian pendidikan, 11(1), 1-6. gijselaers, w. h. 1996. connecting problem‐based practices with educational theory. new directions for teaching and learning, 1996 (68), 13-21. vygotsky, l. 1978. interaction between learning and development. readings on the development of children, 23(3), 34-41. zubaidah, s. yuliati, l., mahanal, s. 2013. model-model pembelajaran smp ipa. malang: um press. metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 249-262 doi: 10.31002/metathesis.v4i3.2727 p-issn: 2580-2712 e-issn: 2580-2720 249 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) developing adobe flash-based game to teach children covid-19 vocabulary ratih laily nurjanah1*, sri waluyo2, ahmad fauzi anggi ariesta kusuma3 1universitas ngudi waluyo 2,3stmik bina patria 1jl. diponegoro no.186, ngablak, gedanganak, kec. ungaran tim., semarang, jawa tengah 50512, indonesia 2,3jl. raden saleh no.2, potrobangsan, kec. magelang utara, kota magelang, jawa tengah 56116, indonesia ratihlaily39@gmail.com* *corresponding author received: 9 july 2020 revised: 1 december 2020 accepted: 1 december 2020 published: 31 december 2020 abstract some protocols published by who during this outbreak are to keep safe distance with minimum 1 meter, wear face masks especially in public places. other health protocols such as wash hands using soap or hand sanitizer or have shower after being at home from work or other places are also being campaigned by government. however, most information provided used difficult language and hard to understand by children. this study therefore attempts to 1) develop a flash-based game to teach english vocabulary of covid 19 2) teach children what they have to do during outbreak era, what they must wear or use and what symptoms they have to be aware of related to the virus; 3) help them comprehend the policies published related to the outbreak. furthermore, this game attempts to cover the right for children to access online gaming while keep educating them and protecting them from negative influences. this research conducted based on research and development method using doppler interactive game design life cycle as proposed by joshua mcgracth which basically consists of 6 iterative phases (ramadan & widyani, 2013), but here stopped at the testing process. software used to develop this game were adobe flash and adobe premiere. the development if this game is also assessed appropriate by parents and english teachers in terms of the layout, the language or terms appropriateness, and the effectiveness. keywords: adobe flash game, covid-19 game, english for children english learning introduction https://creativecommons.org/licenses/by-sa/4.0/ nurjanah, waluyo, kusuma developing adobe flash-based game to …. 250 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) almost all sectors have been impacted during this covid-19 outbreak. not only the human health, the covid-19 pandemic has also hit some other sectors both public and private sectors including transportation, manufacture, aviation, religious activities, family dynamics (nicola et al., 2020) religious culture and traditions, travel and tourism, and digital and media platforms (djalante et al., 2020) and so on. to end this situation immediately, cooperation and collaboration among all level of society are required. people need to be educated about what actually covid-19 is in terms of how to avoid it from transmitting quicker, what personal protective equipment needed, and being aware of symptoms may occur. some protocols published by who during this outbreak are to keep safe distance with minimum 1 meter, wear face masks especially in public places. other health protocols such as wash hands using soap or hand sanitizer or have shower after being at home from work or other places are also being campaigned by government. however, most information provided used difficult language and hard to understand by children as like (world health organization, 2020), (leung, lam, & cheng, 2020), or (organización mundial de la salud, 2020). in this case, children are parts of society who are sometimes forgotten while in fact it is easier for them to be infected by the virus than adults. it can be seen from little information published by government or even schools that easily understood by children. in terms of awareness, children also need to be introduced to selfawareness for this disease. by being familiar with the symptoms, children can help their parents to handle the symptoms better since they are quite similar to ones of some common diseases by virus such as influenza. to help overcome this problem, this research was held that aims to; 1) develop a flash-based game to teach english vocabulary of covid 19 2) teach children what they have to do during outbreak era, what they must wear or use and what symptoms they have to be aware of related to the virus; 3) help them comprehend the policies published related to the outbreak. the use of game is often used by teachers especially in teaching young learners to engage students in the teaching and learning process. game prevents students from getting bored of paperwork. unlike in the past times where games are mostly associated with physical and outdoor activities; digital natives today are most familiar with digital games. (garris, ahlers, & driskell, 2002) captured the major changes in learning to a more learnercentered from previously didactic and tradition model, in other words, from learning by listening to learning by doing. this viewed is supported by prensky, this shift is predominantly due to radical changes on today’s generations and one of the most effective ways to motivate them to study (al fatta, maksom, & zakaria, 2018; van eck, 2006). moreover, during the quarantine times, the hours spent on online games is significantly increasing as shared by nielsen games video game tracking (vgt), the number of gamers has increased since march 23, 2020. the increase was highest in the u.s. (46%), followed by france (41%), the u.k. (28%), and germany (23%) (nielsen, 2020). beside the increasing number of gamers, game creators have also released new games and some of them are related to covid-19 among others dawn of civilization covid-19, can you save the world?, plague inc., pandemic, outbreak – infect the world, and many others which can be downloaded (alif, 2020; basra, 2020; bbc, 2020). however, many of those are considered as too difficult for young ages to understand and even quite inappropriate to play. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 249-262 doi: 10.31002/metathesis.v4i3.2727 p-issn: 2580-2712 e-issn: 2580-2720 251 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) parents try to keep the children busy in order to avoid boredom by involving children in some activities such as online learning, youtube channels, story time, music class, learn a new language, virtual field trips, cook with kids and even have a part at home. parents guidance and supervision is important during this time. on the other hand, this period gives parents more time to have activities together with their children. this study therefore attempts to combine all of those backgrounds by creating a digital game related to covid-19 which hopefully will provide positive contribution during this hard time. moreover, this game requires parents to help children to play so it is safe besides that this game is not an online game. furthermore, this game attempts to cover the right for children to access online gaming while keep educating them and protecting them from negative influences as suggested by unicef (kardefelt-winther, 2019). in this study, adobe flash-game is used to give education to children about covid-19 and at the same time help students learn about covid-19 with easy method. the game in this study is designed to introduce children to words related to covid-19 with “drag and drop” game. hence, the units emphasized are words and chunks. children need to match the words with the pictures. the game is divided into 3 main menus; what to do, what to use, and when to go to hospital. in “what to do” section, children are introduced to activities need to be done regularly to avoid the virus transmission, in “what to use” section, children are given vocabulary related to equipment used in daily life to prevent the transmission, and the last menu “when to go to hospital” shows children some symptoms that need to be taken seriously about the virus. method this research employed research and development method with doppler interactive game design life cycle as proposed by joshua mcgracth which basically consists of 6 iterative phases (ramadan & widyani, 2013), but here stopped at the testing process. software used to develop this game were adobe flash and adobe premiere. the users of this game during research were students of 2nd grade of elementary school as many as 28 children. the parents were asked to respond to questionnaire were 28 mothers and there were 5 english teachers of elementary school to see their perspectives related to the students’ needs of learning media. after the results gathered, then a macromedia flash game was selected as one of the best options to meet the needs stated by parents and teachers. first, the vocabulary related to the outbreak were collected. the words chosen to be included in the game are those which are easily found in daily life and environment of children. second, the design of the game was developed based on the needs of students, teachers, and parents. after the game is created, teachers and students were asked to use this game accompanied by parents. a questionnaire then was distributed to teachers and parents. the questionnaires used likert scale of 1-5 from strongly disagree (1) to 5 (strongly agree). the questionnaire attempted to assess the content appropriateness, the convenience in terms of easy access, and the layout of the game. https://creativecommons.org/licenses/by-sa/4.0/ nurjanah, waluyo, kusuma developing adobe flash-based game to …. 252 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. after-use questionnaire no questions scale 1 strongly disagree 2 disagree 3 undecided 4 agree 5 strongly agree 1 the language is easy to understand 2 the words are suitable for children 3 the game is easy to use 4 the placement of words and pictures is wellorganized 5 the colors and fonts are eyecatching 6 it is important to introduce children to covid-19 7 this adobe flash game is helpful for children to get to know covid19 results and discussion the adobe flash game is developed to a drag-and-drop game completed with sound instruments and audio to give example of word pronunciation so children can imitate how to pronounce the word. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 249-262 doi: 10.31002/metathesis.v4i3.2727 p-issn: 2580-2712 e-issn: 2580-2720 253 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 1. start menu layout the game is started by showing the start menu containing menu “start”, “author” and “exit”. the image shows a girl reading a book indicating she is learning about what covid-19 is. figure 2. author menu the author menu shows the authors of the game. then, children or users choose menu “start” to start the game by typing their names first then click “begin” to go to main menu; what to do, what to use, when to go to hospital (figure 4) https://creativecommons.org/licenses/by-sa/4.0/ nurjanah, waluyo, kusuma developing adobe flash-based game to …. 254 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 3. name column figure 4. main menu by clicking what to do, then children will get some explanation related to what they have to do during the outbreak. figure 5. what to do https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 249-262 doi: 10.31002/metathesis.v4i3.2727 p-issn: 2580-2712 e-issn: 2580-2720 255 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 6. what to do activity 1 when the word “wash hand” clicked, there will be audio of child pronouncing “wash hand”. it is expected to make children learn the words easier and more enjoyable. if the children match the word and the picture correctly, there will be audio “yeiy correct” that is expected to entertain and motivate children. figure 7. what to do activity 2 figure 8. what to do activity 3 https://creativecommons.org/licenses/by-sa/4.0/ nurjanah, waluyo, kusuma developing adobe flash-based game to …. 256 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the activities included in “what to do” session are; wash hand, have shower, wear face mask, keep distance, take vitamins, physical exercise. these activities are considered as those that are easily followed by children in daily lives with or without guidance from parents. figure 9. what to do activity 4 after finishing this session, children can go back to start menu by clicking “back to sub menu” so they can play with another session; “what to use”. “what to use” menu shows what children must use or wear to protect themselves from the spread of the virus in this outbreak. figure 10. what to use https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 249-262 doi: 10.31002/metathesis.v4i3.2727 p-issn: 2580-2712 e-issn: 2580-2720 257 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 11. what to use equipment 1 this session also gives audio to give example of how to pronounce the word by clicking the speaker sign. this is included to give students examples of how to pronounce the word correctly. figure 12. what to use equipment 2 figure 13. what to use equipment 3 https://creativecommons.org/licenses/by-sa/4.0/ nurjanah, waluyo, kusuma developing adobe flash-based game to …. 258 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the equipment introduced in this session are face shield, face mask, hand sanitizer, and soap. the next step after finishing the session is clicking “back to sub menu” so children can play another session; “when to go to hospital”. “when to go to hospital” teaches children to be aware of their own body condition so they can be diagnosed early by going to hospital. figure 14. when to go to hospital the term “these things” is used to replace ‘symptoms” to make it more understandable for children. figure 15. symptom 1 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 249-262 doi: 10.31002/metathesis.v4i3.2727 p-issn: 2580-2712 e-issn: 2580-2720 259 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 16. symptom 2 the symptoms introduced here are; dry cough, fever, tiredness, and breathing problem. the symptoms included here were chosen because those are ones who are easily observed or detected even by children themselves. by knowing these easilyobserved symptoms, children are expected to be able to tell their parents when they feel one of the symptoms. the font chosen to be used in this game is the one considered fun and enjoyable for children. the audio assistance given also uses a little girl voice to give familiar and fun for children so they feel like having game with their friend. a questionnaire then distributed to 28 mothers and 5 english teachers to ask for their opinion about this game, the results showed that; table 2. results of after-use questionnaire no questions scale 1 strongly disagree 2 disagree 3 undecided 4 agree 5 strongly agree 1 the language is easy to understand 100% 2 the words are suitable for children 100% 3 the game is easy to use 10% (3/33) 90% (30/33) 4 the placement of words and pictures is wellorganized 16% (5/33) 84% (28/33) https://creativecommons.org/licenses/by-sa/4.0/ nurjanah, waluyo, kusuma developing adobe flash-based game to …. 260 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 5 the colors and fonts are eyecatching 100% 6 it is important to introduce children to covid-19 100% 7 this adobe flash game is helpful for children to get to know covid-19 100% related to the terms or language appropriateness in point 1, all parents and teachers agreed that the language or terms used in this game is easy to understand by children. in the next development stage, there should be more vocabulary provided in the game so students can learn more. the vocabulary included in current stage were chosen because children can see or meet the equipment and do the activities in their daily lives such as washing hands, face masks, take vitamins, fever. in point 2, 30 respondents agreed that the game is easy to use by children. the instructions given are easy to understand because they are stated briefly to prevent children from getting confused. the same technique of “drag and drop” is used in all three sessions to keep children familiar instead of changing the instruction from one session to another. the placement of words and pictures is considered well-organized by 28 respondents while others thought that the pictures should not cover one another. the placement of pictures and words is arranged by ensuring children to see it clearly. the pictures were chosen carefully to prevent children guessing the meaning of the pictures. the choice of fonts and colors is seen very good. parents and teachers also agreed that it is important to introduce children to the outbreak happening right now since they also need to be aware of the environment when they have to go out. all respondents also agreed that this game is helpful for them to introduce children to all things related to covid-19 starts from things to do, to use, and the symptoms may happen to their bodies. conclusion from this research, it can be concluded that introducing children to covid-19 is important since children are ones that easily get infected compared to adults besides elderly. game as one of the most-familiar entertainment forms for children is considered appropriate to be used a medium to introduce covid-19 to children and in this case, it helps them learn english at the same time. the development if this game is also assessed appropriate by parents and english teachers in terms of the layout, the language or terms appropriateness, and the effectiveness. this game is seen as easy to use even for young children since it https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 249-262 doi: 10.31002/metathesis.v4i3.2727 p-issn: 2580-2712 e-issn: 2580-2720 261 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) uses drag-and-drop system. this system is also accounted for practicing children motoric skill. this adobe flash game will still go through development stages in the future so it will be a better product and can be used by more people. references al fatta, h., maksom, z., & zakaria, m. h. (2018). game-based learning and gamification: searching for definitions. international journal of simulation: systems, science and technology. https://doi.org/10.5013/ijssst.a.19.06.41 alif, r. (2020). waspada virus corona ! inilah 5 game bertema virus jahat sebagai bahan pelajaran gamer » gagal nge-wibu ! inilah deretan anime yang tertunda akibat virus covid-19 » gamer anti sakit ! lakukan aktivitas sehat ini selama bekerja dan bermain game di depan pc. retrieved july 9, 2020, from kotakgame.com website: https://www.kotakgame.com/minifeature/detail/0/4362/waspada-viruscorona-inilah-5-game-bertema-virus-jahat-sebagai-bahan-pelajarangamer/0/1/ basra. (2020). ’ dawn of civilization covid 19 ’ games edukatif tentang corona. retrieved july 9, 2020, from kumparan.com website: https://kumparan.com/beritaanaksurabaya/dawn-of-civilization-covid-19games-edukatif-tentang-corona-1tks8zsewmb/full bbc. (2020). coronavirus : lockdown walk inspired social distancing game. retrieved july 9, 2020, from bbc.com website: https://www.bbc.com/news/uk-england-beds-bucks-herts-52616222 djalante, r., lassa, j., setiamarga, d., sudjatma, a., indrawan, m., haryanto, b., … warsilah, h. (2020). review and analysis of current responses to covid19 in indonesia: period of january to march 2020. progress in disaster science. https://doi.org/10.1016/j.pdisas.2020.100091 garris, r., ahlers, r., & driskell, j. e. (2002). games, motivation, and learning: a research and practice model. simulation and gaming. https://doi.org/10.1177/1046878102238607 kardefelt-winther, d. (2019). child rights and online gaming : opportunities & challenges for children and the industry. in unicef. retrieved from https://www.unicefirc.org/files/upload/documents/unicef_crbdigitalworldseriesonline_ga ming.pdf leung, c. c., lam, t. h., & cheng, k. k. (2020). mass masking in the covid-19 epidemic: people need guidance. the lancet. https://doi.org/10.1016/s01406736(20)30520-1 nicola, m., alsafi, z., sohrabi, c., kerwan, a., al-jabir, a., iosifidis, c., … agha, r. (2020). the socio-economic implications of the coronavirus pandemic (covid-19): a review. international journal of surgery, pp. 185–193. https://doi.org/10.1016/j.ijsu.2020.04.018 nielsen. (2020). 3 , 2 , 1 go ! video gaming is at an all-time high during covid 19. retrieved july 9, 2020, from the nielsen company (us), llc. website: https://www.nielsen.com/us/en/insights/article/2020/3-2-1-go-video-gamingis-at-an-all-time-high-during-covid-19/ https://creativecommons.org/licenses/by-sa/4.0/ nurjanah, waluyo, kusuma developing adobe flash-based game to …. 262 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) organización mundial de la salud. (2020). advice on the use of masks in the context of covid-19: interim guidance-2. guía interna de la oms. https://doi.org/10.1093/jiaa077 ramadan, r., & widyani, y. (2013). game development life cycle guidelines. 2013 international conference on advanced computer science and information systems, icacsis 2013. https://doi.org/10.1109/icacsis.2013.6761558 van eck, r. (2006). digital game-based learning : it ’ s not just the digital natives who are restless …. educause review. https://doi.org/10.1145/950566.950596 world health organization. (2020). key messages and actions for covid-19 prevention and control in schools. unicef. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 118-127 doi: 10.31002/metathesis.v4i2.2279 p-issn: 2580-2712 e-issn: 2580-2720 118 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) drama in enhancing motivation of non-english department students: computer science students puspita dewi1*, riyana rizki yuliatin2, hilda hastuti3, abdul muhid4 1,3,4 universitas bumigora, 2universitas hamzanwadi 1,3,4 jl. ismail marzuki no.22, cilinaya, kec. cakranegara, kota mataram, nusa tenggara barat 83127, indonesia 2jl. cut nyak dien no.85, pancor, selong, kabupaten lombok timur, nusa tenggara barat 83611, indonesia puspitadewi@universitasbumigora.ac.id* *corresponding author received: 18 march 2020 revised: 22 may 2020 accepted: 12 june 2020 published: 8 october 2020 abstract teaching english for the non-english department has a huge challenge. most of the students are in low motivation to learn a foreign language including english because they are more interested in their main subject than the supported subject. they assumed that english is difficult and complicated so that they have a low desire to learn the subject. it affects their competences and performances, therefore another creative method is crucial to be implemented in the classroom. one of the solutions is creating fun learning of english final project. this research aims to identify whether drama can build their motivation and interest to speak and learn english. drama can be performed by the students in groups and create stories based on their creativity. the research method used is qualitative by interviewing some of the students and the quantitative research methods by distributing a questionnaire. the research results show that most of the students stated that learning english through drama has a positive effect on their motivation, it is more than 45% of the students agree that drama encourage them to learn english. it is expected that drama can be implemented in the classroom to enhance students’ motivation in the first semester of the year. keywords: drama, motivation, english language teaching, nonenglish department introduction english is as a lingua franca that becomes demands in almost all different departments to learn english. english is one of the major subjects that must be taken by students to graduate from the university including bumigora university. learning english has some obstacles especially to non-english department students. learning the second (foreign) language has various obstacles, therefore educators need to identify a variety of strategies and methods to motivate the students to learn. the theory of cognitive noted that motivation is crucial to both students and teachers in empowering and boosting the students to learn other https://creativecommons.org/licenses/by-sa/4.0/ dewi, et.al drama in enhancing motivation of non-english department students: computer science students 119 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) languages (stein-smith, 2019) and enhancing students’ proficiency and achievement (chiou, 2019). some strategies were taken to improve and boost students’ motivation. one of the ways to support their motivation is literature through drama. angelianawati (2019) stated that one of the most potential genres to help efl learners to learn english is drama because drama invites the students to speak, listen, read, and write. learning drama means learning how to communicate because it elicits the students to think and speak loudly and to build their confidence. learning second/foreign languages needs process and motivation because motivation is one of the pivotal roles in learning the second language including english as a foreign language (sengkey & galag, 2018) and it has been examined for the last 60 years (alqahtani, 2016). to boost the students’ motivation, teachers need to identify the student’s level of language proficiency and students’ interest. bower (2017) states that there are three different components of level of motivation namely language level, learner level, and learning situation factors. motivation influences the students’ attitude in learning second/foreign language and it relates to students’ interest to learn the language more and harder. widodo, ariyani, & setiyadi (2018) mention that motivation is dichotomized into internal behavior (intrinsic) or external behavior (extrinsic) in which it close to the reason for learning other languages. one of the main majors of success in learning english is motivation because without sufficient motivation in which the level of dedication and concentration is difficult to achieve, to maintain (stein-smith, 2019). motivation influences the attitude and the way learners learn and the attitude of the learners is considered as one of the main factors of the students’ achievement and success. shaalan (2019) mentions that a positive attitude and motivation have a pivotal role as motivated learners seem to foster students to learn the language and to master that language. it is important to give high motivation and self-confidence to the second language learners or called by krashen as affective filter hypothesis. (cruz, 2019) said that motivation and self-confidence should be put in the first (higher) and anxiety is in the second level (lower) in learning second or foreign language and even motivation is as the most main factor for success in learning second or foreign language because it drives and force the learners to gain the purposes (arjulayana & srikandi, 2019). learning language through drama also elicits the students to do collaborative learning because the students discuss their project and create a concept together. laurillad claims that collaborative learning or called learning through projects such as drama or others is a powerful type of learning because it engages between experiential learning through experiences and social constructivism learning through discussion (arifin and as`ad, 2019). learning a second or foreign language through drama encourage the students to speak confidently, to express their feeling freely, and to show their ability maximally. yuanyuan (2019) noted that drama sharpen natural speaking, build confidence and drill pronunciation. drama elicits students to speak because speaking is one of the most fundamental skill (katemba & buli, 2018). drama encourages the students to speak loudly so that it can build the students’ confidence and provide more learning opportunities that are unavailable in the classroom contexts (peng, 2015). similarly, ushioda (2016) notes that in the early english dramas can also offer some hints and supports to understand shakespeare’s play and any other english readings. the teachers need to provide a big opportunities to the students for reading aloud and it is to create a good classroom atmosphere where the students https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 118-127 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 120 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) feel safe (nambi, 2019) and drama or music can create a good enjoyable, happy, motivated, relaxing atmosphere and the lower stress levels or affective filters (degrave, 2019). he added that drama or music has a positive effect on general learning aspects, for instance, increase motivation and interest, reduce anxiety and feeling unsafe. drama supports the student to interact with one student to other students because motivation evolves through day-to-day interaction in the classroom (ushioda, 2016). the drama also elicits the students to work in a group and to do a collaboration with other friends because doing something in collaboration could reduce anxiety and increase confidence and creativity. collaboration and hand-to-hands in learning can decrease the affective filters as well as increase comprehensible input and this learning style is active instead of passive (chiou, 2019) in which it can encourage the students to be more active to speak english. tuan and tran (2015) highlighted that there are three factors in teaching speaking (in katemba & buli, 2018,p. 98) 1. teachers need to generate students’ ideas by using mind mapping and giving them enough time to express their thoughts. 2. teachers need to make students feel comfortable by developing friendships and cooperative behaviors to overcome shyness. 3. teachers should simplify the topic given in the textbook to help students understand the lesson more easily. simplify the topics, create mind mapping and collaboration can boost the students speaking. the way teachers treat the students can shape the students’ attitude, behavior, and motivation in learning a subject. as mentioned by widodo, ariyani, & setiyadi (2018), they categorized attitude into two types namely attitudes to english as a subject to be learned and attitudes to english native speakers. their research results show that attitude to the target language and language the language has a significant correlation between motivation and its components. the findings of the research also provide information that motivation has a higher correlation to learning lampungese than the attitude. method this research is based on mix research using a questionnaire with a four-point likert scale as a quantitative method and interview as a qualitative method. the questionnaire was distributed to students to gain information about their perspectives of drama in boosting students’ motivation for learning english. research setting this research was conducted at bumigora university with 97 students in the first semester who take english subject. there are three classes of computer science students that were taken as samples of this research namely class d, e, and f. the technique of data collection two ways used in collecting data namely distributing the questionnaire, and interviewing the students. the questionnaire was distributed to students to gain information about their perception of the drama in boosting students’ motivation https://creativecommons.org/licenses/by-sa/4.0/ dewi, et.al drama in enhancing motivation of non-english department students: computer science students 121 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) in learning english for the computer science department on a four-point likert scale (1=disagree/not agree), (2=quite agree), (3=agree) and (4=strongly agree). the questionnaire was created with google forms, then each student completed the questionnaire individually. the interview is one of the pivotal ways to obtain data so that some students are needed to be interviewed. the interview is one of the main instruments needed in this research to investigate and gain specific information. the semi-structured interview was used in interviewing the students. the interview guide contains some questions related to drama in boosting students’ motivation in learning english. the technique of data analysis organizing, sifting, summarizing, and synthesizing, obtaining the data and driving conclusions of the research were used in analyzing the data. the data collected were analyzed in different ways that are quantitative and qualitative. garcía-gil & andreu (2017) noted that in order to triangulate the information gained during the interview with the students, the ad hoc questionnaire was designed to rank the four-point likert-type scale (1=disagree/not agree), (2=quite agree), (3=agree) and (4=strongly agree). they added that the quantitative data were gained from the questionnaire and the questionnaire was created with google forms and completed by the students online through link that was uploaded. then the data from the questionnaire was analysed using ibm spss statistics using statistical methods namely descriptive statistics (frequencies and percentages). descriptive statistics were used to analyze the questionnaire results. while the qualitative data were obtained from the results of interviews, comments, feedback, and suggestions gained from students. findings and discussion drama performance is the final test in the computer science department in which the students are divided into some groups. each group consists of approximately 9-10 students. before performing, the students were guided to practice to can be given suggestions, feedback, and comments. during one semester, the students were drilled to speak and were built to be more confident so that they could be easier to perform in the stage. besides performing drama, the students also learn to manage the stage and their performance. students’ motivation based on the questionnaire, there were about 45.5% of the students agree that drama can give the students a big opportunity to learn english and drama can increase their english ability respectively. related to enjoyable and fun learning, it is about 41% of the students agree that drama can stimulate them to learn english more enjoyable and approximately 32% said strongly agree. it is relevant to the students’ opinion that about 42% of the students very agree and 38% agree that drama can motivate them to learn english. the students also agree that drama can stimulate their imagination and their creativity in which it is approximately 48.5% of the students agree and 33% very agree. for more detail, it can be seen in table 1. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 118-127 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 122 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1: students’ response to drama (motivation) statement sa a qa na drama is able to give me a big opportunity to practice english in classroom. 41.2% 45.4% 11.3% 2.1% drama is able to help me to increase my english skills. 43.3% 45.4% 11.3% 0% drama is able to stimulate me learn english more fun and enjoyable. 32% 41.1% 20.6% 6.2% drama is able to motivate me to learn english. 42.3% 38.1% 17.5% 2.1% related to the results, most of the students (42.3%) are motivated learn english through drama. drama elicits students to speak because speaking is one of the most fundamental skill (katemba & buli, 2018). drama encourages the students to speak loudly so that it can build the students’ motivation and provide more learning opportunities that are unavailable in the classroom contexts (peng, 2015). similarly, ushioda (2016) notes that in the early english dramas can also offer some hints and supports to understand shakespeare’s play and any other english readings. the data presented that it is about 41,1% of the students felt enjoy and fun when they learn english through drama. martin (2019) argued anxiety in speaking english could prevent the students to achieve the goals to become ready for the teaching task especially for non-english major students, in this case for computer science students of bumigora university. therefore, the lecturers need to provide big opportunities to the students for reading aloud to create a good classroom atmosphere where the students feel safe (nambi, 2019) and drama or music can create a good enjoyable, happy, motivated, relaxing atmosphere and the lower stress levels or affective filters (degrave, 2019). he added that drama or music has a positive effect on general learning aspects, for instance, increase motivation and interest, reduce anxiety and feeling unsafe. it is relevant to the data of students (42,3%) that are motivated when they learn english through drama. drama supports the student to interact with one student to other students because motivation evolves through day-to-day interaction in the classroom (ushioda, 2016). students’ skills the data in table 2 showed that most of the students about 55.7% strongly agree that drama can make the students learn to speak. the students have a big opportunity to speak and about 45.4% of the students said that they agree. meanwhile, approximately 51.5% of the students agree that drama can encourage the students learn reading and writing respectively. related to the learn pronunciation, it is about 54.6% of the students agree that drama can make them learn pronunciation. in terms of vocabularies, most of the students strongly agree https://creativecommons.org/licenses/by-sa/4.0/ dewi, et.al drama in enhancing motivation of non-english department students: computer science students 123 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) (53.6%) that drama make the students learn vocabularies and it is about 48.5% of the students agree that drama can encourage them to understand and memorize the vocabularies. more detail of the data can be seen in table 2. table 2: students’ response to drama (skills) statement sa a qa na drama is able to make me learn speaking. 55.7% 39.2% 4.1% 1% drama is able to make me learn reading. 33% 51.5% 10.3% 5.2% drama is able to make me learn writing. 18.6% 51.5% 18.6% 11.3% drama is able to make me learn pronunciation. 35.1% 54.6% 10.3% 0% drama is able to make me learn vocabularies. 53.6% 40.2% 6.2% 0% drama help me to understand or memorize the vocabularies. 28.9% 48.5% 20.6% 2.1% based on the data, more than half of the students assumed that drama can make them learn speaking and vocabulary. it is the same as learning writing, reading, and pronunciation. most of the students agree that drama makes them learning those skills. related to the data presented showed that it is about 51,5% of the students thought that they can understand and memorize easily vocabularies and almost 50% stated that they elicited to learn vocabularies through drama. the students also try to memorize and use the vocabularies used in the script. cameron (2001) stated that the students can boost their awareness pf the potential of learning vocabulary through stories including drama (hsiu-chinh, 2009). it is also supported by nambi (2019) stated that reading is an advantageous activity that can enhance and improve students’ ability and positive attitudes in learning english. related to the data, 55,7% and 54,6% of the students mentioned that they have a big opportunity to learn speaking and pronunciation respectively because they drill themselves before performing. drama not only drills the students to learn of speaking and reading but also to learn listening because all skills have a good correlation. (farahani, 2019) said that listening refers to the complex and invisible mental activities that lead to the comprehension of the spoken language. learning english through drama support the students and drill the students to speak english as much as possible not only to their friends but also to the native speakers of the language. it elicits the students to do exposure which means that students are given a big opportunity to speak a lot and aloud. drama drills students to speak up and read loudly. students’ self-esteem related to data in table 3 showed that the students also agree that drama can drill them to respect each other; it is about 43% and around 40% very agree. it is about 44.3% of the students strongly agree and 43.3% agree that drama can increase https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 118-127 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 124 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) their confidence in speaking english. the students also agree (48.5%) that drama can stimulate their imagination and creativity. more than half of the students (about 52.6%) agree that drama provides a big opportunity to the students to be more sympathetic, empathetic, and respect each other. more detail data can be seen in table 3. table 3: students’ response to drama (self-esteem) statement sa a qa na drama can make me more tolerant to other people and collaboration. 40.2% 43.3% 13.4% 3.1% drama can increase my confidence. 44.3% 43.3% 11.3% 1% drama is able to stimulate my imagination and my creativity. 33% 48.5% 17.5% 1% drama can give me opportunity to learn more about sympathy, empathy, and respect each other. 32% 52.6% 14.4% 1% drama is one of the best ways to teach english for young learners and for students who are from the non-english department to stimulate their creativity, tolerance, sympathy, empathy, cooperation, collaboration, and to increase their confidence. based on the data presented in table 3 illustrates that 43.3% of the students mentioned that drama elicit them to be more tolerant and can work collaboration with their friends. drama engages students to talk with others and to discuss their project. the students have their autonomy to create their projects and to create the script. it provides some advantages to the students such as “more individualized language support, promoting collaborative learning, increasing students’ interaction and engagement, providing opportunities to practice the language beyond the class setting and improving language skills of language learners” (albiladi & alshareef, 2019). discuss with their peer or friends stimulate them to talk more confidently because they will reduce their anxiety to be wrong. the discussion and role play boost the students to do role-play and enhance their motivation to learn the language. it makes the students learn much easier and more fun so that they can learn better and faster. santos (2019) claims that good teachers should identify and make the learning process much easier by utilizing various ways such as through drama, simulation reporting, and role play. martin (2019) adds that teachers should assist the students to reduce anxiety and encourage the students’ motivation to build confidence to acquire the necessary communication skills. consequently, learning english through drama has a positive role in the students’ motivation and it will affect the students’ achievement(stein-smith, 2019). based on the data presented, it is about 43.3% of the students felt that drama can build their confidence in learning english. learning through drama can make the learning process becomes easier (santos, https://creativecommons.org/licenses/by-sa/4.0/ dewi, et.al drama in enhancing motivation of non-english department students: computer science students 125 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 2019) and learning english through drama can motivate and build their confidence the students in learning (seddiki, 2018). in terms of the data, 48.5% of the students agree that dram can support them to be more creative. learning english through drama, the students can express their creativity because they will write their script. the students have the authority to create their drama and imagine the drama’s plot. almost half of the students mentioned that drama can make them learn how to respect other people and respect each other. most of the students agree that drama can stimulate their imagination and creativity and can increase their confidence because the students found that drama was possible to have fun and filter the temptation and fear in learning english (moghaddas & ghafariniae, 2012). conclusion teaching and learning english for non-english majors have high challenging. the teachers need various approaches, methods, strategies, or ways to encourage them in learning english. this research concerns implementing drama to enhance the motivation of computer science students. the research results showed that students agree that drama can boost the students’ motivation in learning english in some skills such as learning speaking, listening, writing, reading, pronunciation, and vocabularies. the students felt more enjoyable and fun to learn through drama because they learn and create their conversation freely. the students also believe that drama can make them have great self-esteem such as more tolerant, confidence, respect individual differences, sympathy, and empathy. references albiladi, w. s., & alshareef, k. k. 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(2019). early semester student needs in english mastery to support teaching and learning process in english department. asian efl journal research articles, 24(4), 78–97. bower, k. (2017). explaining motivation in language learning : a framework for evaluation and research evaluation and research. the language learning journal, 0(0), 1–17. https://doi.org/10.1080/09571736.2017.1321035 chiou, b. (2019). the application of problem-based learning approach in english grammar instruction : a pilot study. journal of language teaching and research, 10(3), 446–453. https://doi.org/http://dx.doi.org/10.17507/jltr.1003.01 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 118-127 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 126 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) cruz, a. o. de la. (2019). surface structure taxonomy – based analysis of errors in written english sentences of esl learners. asian efl journal research articles, 24(4), 13–37. degrave, p. (2019). music in the foreign language classroom : how and why ? journal of language teaching and research, 10(3), 412–420. https://doi.org/http://dx.doi.org/10.17507/jltr.1003.02 farahani, k. a. a. (2019). the relationship between the emotional intelligence of iranian efl learners and their performance on the listening section of ielts. journal of language teaching and research, 10(3), 469–476. https://doi.org/http://dx.doi.org/10.17507/jltr.1003.09 garcía-gil, d., & andreu, r. c. (2017). gender differences in music content learning using a virtual platform in secondary education. procedia social and behavioral sciences, 237(june 2016), 57–63. https://doi.org/10.1016/j.sbspro.2017.02.017 hsiu-chinh, s. (2009). the asian efl journal quarterly. the asian efl journal quarterly, 11(4), 215–234. katemba, c. v, & buli, r. (2018). improving speaking skills using the gallery walk technique. catalyst, 17, 98–103. martin, j. t. (2019). english speaking anxiety of physical education major students. asian efl journal research articles, 23(3), 105–112. moghaddas, b., & ghafariniae, r. (2012). applying drama techniques in teaching english in iran. international journal of social science & interdisciplinary research, 1(9), 24–32. nambi, r. (2019). secondary school students ’ experiences with reading aloud in uganda : a case study. journal of language teaching and research, 10(2), 224–231. https://doi.org/doi: http://dx.doi.org/10.17507/jltr.1002.02 peng, j. (2015). l2 motivational self system , attitudes , and affect as predictors of l2 wtc : an imagined community perspective. the asia-pacific education researcher, 24, 433–443. https://doi.org/10.1007/s40299-0140195-0 santos, m. e. (2019). utilization of english language using role play in teaching filipino female college students in their physical education class. asian efl journal research articles, 23(3), 249–255. seddiki, m. c. (2018). the inclusion of cultural content in civilization course classes:a procedure to motivate students or frustrate them? 1(december), 57–71. sengkey, v. g., & galag, e. h. (2018). student attitudes and motivation in learning english. 17(2014), 115–122. shaalan, i. e.-n. a. w. (2019). remodeling teachers ’ and students ’ roles in self-directed learning environments : the case of saudi context. journal of language teaching and research, 10(3), 549–556. https://doi.org/http://dx.doi.org/10.17507/jltr.1003.19 stein-smith, k. (2019). rethinking the role of languages in the us : toward a more diverse cultural identity. journal of language teaching and https://creativecommons.org/licenses/by-sa/4.0/ dewi, et.al drama in enhancing motivation of non-english department students: computer science students 127 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) research, 10(3), 403–411. https://doi.org/http://dx.doi.org/10.17507/jltr.1003.01 ushioda, e. (2016). language learning motivation through a small lens: a research agenda. language teaching, 49(4), 564–577. https://doi.org/10.1017/s0261444816000173 widodo, m., ariyani, f., & setiyadi, a. b. (2018). attitude and motivation in learning a local language. theory and practice in language studies, 8(1), 105–112. https://doi.org/http://dx.doi.org/10.17507/tpls.0801.14 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 203-213 doi: 10.31002/metathesis. v3i2.1665 p-issn: 2580-2712 e-issn: 2580-2720 203 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) improving writing skill with questioning: a path on critical thinking skill rika riwayatiningsih universitas nusantara pgri kediri, jl. kh. ahmad dahlan no.76, mojoroto, kec. mojoroto, kota kediri, jawa timur, indonesia 64112 rieka_72@yahoo.co.id received: 5 th augusts 2019 revised: 10 th november 2019 published: 14 th november 2019 abstract driving students to be a critical thinker in their process of writing is hardly a challenge. as an effective process of writing depend on how well they develop their critical thinking skills, helping them build the critical thinking in writing is considered as a way to make a correct judgment independently and create an environment that raises their best writing. the current study attempts to investigate whether the use of questions could generate students’ critical thinking in their writing process. the participants were 38 english department students who encountered argumentative writing class in university degree. the subjects were assigned into a mix method on a quasiexperimental study involving pretest posttest with some features of semi structured interview to know their level of satisfaction from the gained score. the results of the study showed that the significance of exploring questions in helping students’ critical thinking for meaningful learning, especially in the connectivity and coherency of their writing product and also the flow of the sentences. moreover, the students are being actively involved in meaningful communicative language during the process of writing. this good engagement contributes for the positive classroom management. keywords: studentgenerated questions, critical thinking, writing skill introduction some studies have indicated on the importance of critical thinking students have for their learning process. belghiti et al. (2017) point out that the qualification on getting an effective learning and productive living needs creative thinking. students will get benefits in many areas of their academic life such as in reading activity, writing activity and also when they are working with peers (open university, 2008) if they entail the critical thinking skills in the decision making. based on bloom’s taxonomy, students use critical thinking through arguments supported by data and they integrate the reflection during scientific analysis. in writing, developing ideas is one way for students to fight the problems with writers’ block. writing needs procedures of analysis and a great deal of rika riwayatiningsih improving writing skill with questioning: 204 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) organization, as well as creativity, eventhough the concepts of writing are already in the writer’s head.therefore, how well the developing of the critical thinking will affect on the process of effective writing. according to open university (2008) thinking critically is a step to create strong arguments and to present and to justify based on the evidence evaluated. one way to achieve this is through questioning. the function of questions generate students to entail in a process which force them in thinking, constructive in learning, and keeping in content, if drained in such a way in order to beat the process of thinking and stir the idea ( smith, rook, and smith , 2008, p. 44). tapper (as cited in vincke, 2012) highlights that the critical thinking as the name of the ability such as do the selection, make an evaluation, do an analysis, create a reflection, produce a questioning, do inference and judgment. moreover, santoso et al (2017 ) asserted that students’ critical thinking skills has great connection with the ability on asking questions, where the levels of questions which play a significance function in critical thinking skills are on the levels of predictive, analysis, evaluation, and inference. another writing problems that are met by the learner are mostly on difficulty in getting started on their writing assignment as the poorly planned papers and developing and organizing the content clearly and convincingly. pratiwi (2012) asserted that the problems on writing connected to the linguistics problems (language use and vocabulary aspects), cognitive problems (organization and mechanics aspects), and physiology problems (content aspects). previous study showed that the producing of critical thinking skills covers in some activities involving welldesigned assignment (cavdar, doe 2012), problembased learning (chen & li 2015), topic familiarity (indah 2017) and the use of peer evaluation rubric in teaching (daud 2012). in addition, a number of studies have also expanded the use of teacher questions in the development of critical thinking skills. posing teacherled questions and answer approach that is considered as a good application on helping students in expressing the critical thinking skills (lee, da en 2015; horowitz 2007; etemadzadeh et al 2012) . however, there has been less research on applying students self-questioning in developing the critical thinking skill. therefore, this paper intends to investigate the development of students critical thinking from their self-questioning in the writing performance which aims at the students’ advance skills in questions formulation, actively in listening bustle to the others’ point of view, identifying a good questions, constructing the difference various types of questions, expressing briefly their opinion, delivering argument, accepting others’ ideas, constructing the empathy. the theories presented in this paper will identify the different concept on critical thinking in many studies and discuss its role in writing skill. questioning as part of the modes of critical thinking skills will also be explored in assisting the development of writing skill. the views of critical thinking converge from some factors such as the individuals’ capability to think and to decide independently, building the skills of argumentation, making correct judgment, border on problems from various points metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 203-213 doi: 10.31002/metathesis. v3i2.1665 p-issn: 2580-2712 e-issn: 2580-2720 205 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) of view, has questioning path that construct the skills on higher order thinking and set in the middle point of an individual (shirkhani & fahim 2011, cojocariu and butnaru 2014, islek & hursen 2014). therefore, the questioning approach can be undebatable as a powerful teaching method. horowitz 2007 stated that the increasing of students’knowledge and their way of learning are influenced by the scope of the questions the teachers had on the improvement of the thinking critically and the ability of problem solving. when trying to support students’ demonstration of their higher order thinking skill, questions section is considerably challenges to the learning environment. in order to improve thinking, reasoning, and critical thinking, aflalo (2018) stated that it is important to develop questioning. the characteristics of questions make the individuals on having the cognitive demand to respond them (teal 2013). the best system for classifying the cognitive level of questions is known with bloom’s taxonomy proposed in aflalo (2018) which offers a hierarchy of questions ranging from knowledge questions, expressing the lowest order of thinking, to comprehension questions, application, analysis, synthesis, and evaluation. this bloom’s hierarchical levels is also stated in teal (2013) that questions are classified into lower order questions that require students to remember the previous materials teachers gave to them and higher order questions that require students to impose the previous information they have learned to create the answers in logically reasoned evidence. the use of that both lower and higher order thinking skills are crucially needed in the process of teaching and learning. thus, teachers or educators should strive to cultivate critical thinking at every stage of learning, including initial learning since critical thinking represents a liberating force in education and a powerful resource in one‘s personal and civic life. moreover, it motivates learners to acquire new knowledge or skills in any field of study they choose. the attention of integrating writing and critical thinking in teaching have become the demand of many researchers as it is considered that this possible integrating plays an important role in teaching and learning process . as islek and hursen (2014) indicated that the important of critical thinking in education is to teach the students to be productive, creative, and to have critical thinking ability. in order to get welldesigned writing, students are encouraged to reconsider thoughts, critically evaluate assumptions, and perform substantive revisions of their writing (cavdar & doe 2012). therefore, it is important for teachers to understand the interconnection of the research as a conceptual foundation for embedding critical thinking and writing (murray 2016). over the past few years, the articulated importance of connecting critical thinking with writing became the intention of many researchers as many teachers have expressed their dissatisfaction with the students’ competence in both skills (dong 2015). jacobson and lapp 2010 (in murray 2016) find that eventhough the students are able to make sentences and summarize basic information, they are still struggle with the ability to arrange and produce ideas in a logical manner, to produce a logical connection of information within a paragraph, and to analyze the rika riwayatiningsih improving writing skill with questioning: 206 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) causes and purpose solutions of problems critically. the lack of logic and critical analysis in students’ writing stimulate many researchers to concern about the writing proficiency as well as the critical thinking competence. many college students complete their study in the higher educational institute without obtaining the obligatory competence in writing and critical thinking (borglin 2012). the skill of critical thinking entail with another skill of the language skill. just like indah (2017) indicated that the application of critical thinking skills can be used to measure other language skills such as speaking and writing. the critical thinking skills inspire the researchers as the major point for their investigation among students of numerous levels and disciplinary background (dong 2015). sharadgah (2014) also claimed that the students’ critical thinking skill will considerably develop when they try hardly with writing task. this point offers the critical thinking and its skills may build up the students’ process of writing as they can boost the individual language learning. the literature about writing in relation to critical thinking is in line with the findings of some study. for example, indah (2017)) stated, the better contemplation of students’ critical thinking derives from the more advanced writing skills they acquire with. it is also revealed from dong (2015), the improvement of students’ critical thinking scores is effectively produced from the result of their critical thinking in writing ability. moreover, cavdar and doe (2012) encourage other instructors to acknowledge the writing approach to promote the advancement of better critical thinker. many educators agree that the most crucial skill in teaching and learning language is writing especially for efl learners. many students regard this skill as the most complex task to accomplish even for university students. students’ problems in writing may occur because of many factors. they are not only difficult in finding the right words and using the correct grammar, but also about the difficulty of finding and expressing ideas in a new language. this study is an attempt to investigate the use of questioning as a part of critical thinking skills to assist students’ writing development. thus, the research questions are: (1) to what extent does the use of questioning develop the students’ critical thinking skill in writing? and (2) how is the use of questions in the process of students’ writing? method the objective of this study was to assess the effects of questioning exploration to build students’ critical thinking in their writing performance. in particular, the researcher examined whether the use of the questions exploration, in students’ writing process, would impact on their written product. the participants were the second grade of english department students who have employed basic essay writing subject. these sample students were chosen to get the data because they are holding the argumentative writing subject that were appropriate with the strategy. the design of this study used the mixmethod approach, both quantitative and qualitative, and the data from both forms of research were analyzed. the metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 203-213 doi: 10.31002/metathesis. v3i2.1665 p-issn: 2580-2712 e-issn: 2580-2720 207 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) quantitative component in this study was in the form of rubricbased assessment from argumentative writing product. therefore, first, a pretest was conducted for checking participants’ competence to write using conventional method with outlining as the base of developing concept. then, participants were treated using the strategy on questioning exploration. for the experimental session, students were directed by using the questioning exploration through the guiding from bloom’s taxonomy where the students were instructed to develop the questions from the lower order questions into the higher order one. afterwards, the post test was administered in both groups to figure out the advancement of the students’ learning. the aim of the qualitative design was to see insight of the students’ perception toward the use of questioning exploration. the data collected were from the classroom observation and the semistructured interview to measure the students’ perceptions, understanding, and other purposes like students” inner world” which cannot precisely recognized and evaluated. instruments pretest the pretest was adopted to determine students’ proficiency to write an essay. in the pretest, the students were provided a topic where they had to produce an essay based on the topic. in this session the students used conventional method such as outlining and mind mapping for developing ideas of their essay. in this phase, the questioning technique had not been given to them yet. the result of the test would become the base of the measurement from the chosen strategy that was on applying questioning technique. treatment the experiment of using questioning technique, in the first treatment, was introduced different types of questions from bloom’s taxonomy guide to write questions and was explained on how to use it in gaining information for their writing argumentative essay. it was greatly important to give the information and explanation in order that students could receive clear interpretation about how to work with questioning exploration. for the other treatment, a topic was delivered to participants along with the bloom’s taxonomy guide questions where they had to construct their own questions that associated with the topic given. after compiling the questions that covered from the lower order to higher order thinking skills questions, the students were given a chance to find the answer by various ways such as asking the questions to some different friends, lectures, and other sources. through this way, the students were treated to be critic on investigating the evidence for and against different ideas, theories, and so on, consider alternative perspectives and explanations, come to an informed judgment from the proper evidence, and finally capable on giving logic arguments for the attained decision. for the conventional method, a directed writing was given to students and they had to write an argumentative essay based on the developed outline. however, they had to write and develop everything from their own ideas. rika riwayatiningsih improving writing skill with questioning: 208 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) posttest after finishing the lesson, a posttest was administered to measure the students’ progress in writing process. in order to acknowledge the validity and the reliability of the pretest and posttest as well as the treatment sessions, the materials such as selecting topics and questions explorations were selected as the instruments for this research. participants the second grade students of english department from nusantara pgri kediri university were the target population of the study who took argumentative writing class. by choosing the upper grade achievement of writing class, this means that the students had already encountered the basic skills of writing on developing paragraph writing and essay writing as well. this became the main competence before giving the treatment as they had already been understood in some writing elements. the total number of 38 students were participated in the experiment class consisted from28 female and 10 male. findings and discussion the results of the analysis data indicated that the students were very positive in their high order thinking skills. based on bloom’s taxonomi, the level to inculcate critical thinking skills incorporate with high order thinking skills include analysis, synthesis, and evaluation. with the questions, the students had good interpretation of analysing facts and feelings about the issue and was followed by discovering the key insights of assumptions being made and finally were capable to evaluate the problems and presented their best solutions. the improvement of students’ critical thinking skill after using questioning strategy was high, at 89%. the average grade and standard deviations for the critical thinking and the written product were calculated. in all, 85% of students’ grade were increased. an analysis of all the students indicates that the achievements in solving higher order thinking problems after engaging the questionsgeneration resulted in a statistically significance increase. in addition, the rubrics’ criteria include aspects of critical thinking from the students’ essay showed that students’ writing product had incorporate with a toughtful analysis. the quality of the criteria illustrated the high proficiency on explaining the issues, recognising context, and also evaluating the related important assumptions with evidences. the main question in this study was whether the use of questioning technique would generate students’ critical thinking to improving students’ writing skill. the result of the posttest suggested clearly that the respondent in the experimental session who were to bare to writing by using questioning technique demonstrated a remarkable improvement in posttest compared to those who were used the conventional method as the gaining ideas in writing. the indication of improvements were shown in the good score from the rubrics of writing. therefore, the result investigation have also explained the research questions that questioning exploration technique can be used to help the students to promote their critical thinking skills in writing compared to conventional method. the difference of the pretest and posttest were listed in the following table: metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 203-213 doi: 10.31002/metathesis. v3i2.1665 p-issn: 2580-2712 e-issn: 2580-2720 209 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1: differences between pretest and posttest achievement no group pre test strategy action taken post test differences 1 control 65% guided writing instruction topic with outlining 65% 2 experimental 65% questioning technique instruction topic with questioning and organizing ideas 90% 18% in the application, the students were able to work with the technique taught in the process of experiment by developing the questions given from the prompt of bloom’s taxonomy as the guided questions that they could built from the lower order thinking skills through the highest order thinking one. they got the chance to choose and develop by their own as long as the questions developing would carry on the parts of the critical order thinking skills that shown in bloom’s taxonomy. after compiling the questions that they have considered about, they would get the answers by asking friends, reading from various sources, and might also posing to the rightful person. in this process, the students shared their knowledge and tried to identify and decide the proper answer to respond their questions from the level of knowledge, comprehension, application, analysis, synthesis, and evaluation. by doing this process, retrieving activities with critical thinking skills inside of students’ learning had already been driven. the series of thinking from identifying the questions based on the given topics and the way how students tried to get the document needed until making the judgment of the chosen information indicated that the students had played critical thinking process in their learning process. furthermore, it was also found that the students were actively engaged in the process and they kept in being good participation in the writing process as well. as the passive atmosphere in writing class had moved to the active situations, they could boost their self-learning with theirself. in addition, they were actively involved in the meaningful communicative language and classroom activity. as a consequence, the improvement of students’ writing product has been indicated through the use of effective organization with supporting materials and producing interesting ideas not only from their point of view, and the convention of words choices. the relation of using questions could assist them in developing ideas in order to get some information for their topic. and at the end they can produce and organize their writing product without any lacking of ideas as the source of information they needed had already prepared before. furthermore, the way students cope with high order thinking skills has been improved by the adoption of generating questions which can also increase their knowledge. this findings are in lines with the theory that questions may boost and raise the ability of critical thinking when the problems solving employ in the form of rika riwayatiningsih improving writing skill with questioning: 210 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) high order thinking skills. as reasoning and critical thinking improve the thinking. another study in line with the findings of the positive influence in students’ critical thinking skills by questioning development strategy. the students’ questions are helpful in raising the critical thinking and the content development of students’ written work, thus it may avoid in being blocked of gaining ideas. in this study, the researcher manage and create an active environment by cooperative learning with peers. lastly, the result of the interviewed session revealed a positive responses from the students that they become more active in the writing class and more on getting the ease way on gaining information to developing and organizing the ideas on writing. moreover, the students felt comfort in the process of writing as they could easily complete the details of the topics given. conclusion the most common reason why writing regards as the most difficult skill in learning language is lacking of ideas. based on the observation, the students become passive participants in the learning process and writing became the low skill students accomplished. due to these reasons, questioning technique was utilized to boost the students to think critically and actively participate in writing activity administered in the classroom. questioning plays a very essential role in teaching and learning which may build students’ critical thinking skills. by utilising questioning technique in teaching writing skill, students’ critical thinking skills have been developed. it is proven by the significant development in posttest by the experimental, which illustrated a weighty increase from 65% to 90%. it showed that by questioning technique to the experimental group, the students were more confident and their critical thinking was stimulated by analysing and deciding the answers they got from the developed questions. the improvement of written organization and content has also been shown by utilizing this technique. the students were also engage with participating in the process poses and actively involved in a meaningful communicative language while the activity was administered in the classroom. another research can be suggested as the recomendations with the same technique on using questions which are not restricted in open ended one but more on other types of high order thinking questions to explore information for students’ writing process and it may observe other mechanics on writing such as the grammar, vocabulary, spelling, and punctuation that cover the sentence structure. so questioning related with writing elements could be researched to support the variety of study. as a conclusion, the use of questioning technique in teaching writing had a good backwash on students’ writing, as it could change the students’ perception towards writing from passive participant to active participant during the learning process. moreover, questioning technique assisted them to raise their critical thinking through some phases as they learn how to organize and develop their existing ideas in writing through the surroundings supports. it was also proven that using questioning technique to teach writing is more productive compared to metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 203-213 doi: 10.31002/metathesis. v3i2.1665 p-issn: 2580-2712 e-issn: 2580-2720 211 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) conventional method one. additionaly, the degrees of difficulty in which students generate the questions from the lowest into the highest level may improve the way of their thinking. therefore the critical thinking skills happen all at once. references abdullah al sharadgah assistant professor of tesol, t. 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(2008). increasing student engagement using effective and metacognitive writing strategies in content areas. preventing school failure: alternative education for children and youth, metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 203-213 doi: 10.31002/metathesis. v3i2.1665 p-issn: 2580-2712 e-issn: 2580-2720 213 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 51(3), 43–48. https://doi.org/10.3200/psfl.51.3.43-48 teal. (n.d.). teal center fact sheet no. 12: deeper learning through questioning 2013 deeper learning through questioning. vyncke, m., & wingate, u. (2012). the concept and practice of critical thinking in academic writing: an investigation of international students’ perceptions and writing experiences the concept and practice of critical thinking in academic writing: an investigation of international students’ perceptions and writing experiences michelle vyncke ma in english language teaching and applied linguistics. metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 120-128 doi: 10.31002/metathesis.v5i2.3949 p-issn: 2580-2712 e-issn: 2580-2720 120 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) a study of ele students’ perception of undiksha moodle e-learning in pedagogical courses ni luh putu viranicka septyani1*, i.g.a lokita purnamika2, nyoman karina wedhanti3 universitas pendidikan ganesha jln. udayana no. 11, singaraja, kec. buleleng, kabupaten buleleng, bali sviranicka@gmail.com1*, lokitapurnamika@undiksha.ac.id2, karina.wedhanti@undiksha.ac.id3 *corresponding author received: 7 may 2021 revised: 17 june 2021 accepted: 29 june 2021 published: 5 october 2021 abstract the field of education has been profoundly changed by e-learning. education now uses e-learning to help students and teachers learn more effectively, whether through remote learning, traditional learning, or blended learning. the undiksha moodle e-learning platform is one of the platforms utilized in the pedagogical courses. this study aimed to find out how students felt about using the undiksha moodle e-learning platform. the efficiency of the undiksha moodle e-learning platform is the subject of this discussion. this is a case study with 15 english language education students as participants. this study aims to discover how students feel about utilizing the undiksha moodle e-learning platform in pedagogical courses. questionnaires and semi-structured interviews were used to collect data and determine the adequacy of student impressions. by considering the findings of the surveys and interpreting the data acquired, data analysis is qualitatively supplemented by quantitative data. according to this survey, students in english language education had a favorable attitude toward adopting undiksha moodle e-learning. the efficiency of using the undiksha moodle e-learning platform resulted in a score of 4.173. students strongly agree that the platform is effective in educational courses, as seen by this. keywords: effectiveness, e-learning, pedagogical courses, students outcomes, undiksha moodle e-learning introduction in the era of globalization, technological developments occur rapidly. the rapid and rapid growth of technology has a significant impact on all aspects of life. the effect of technology's role is crucial in all elements shown: one of them in education. in education, technology can be classified as a curriculum, an instruction system, and https://creativecommons.org/licenses/by-sa/4.0/ mailto:sviranicka@gmail.com1 mailto:lokitapurnamika@undiksha.ac.id2 mailto:karina.wedhanti@undiksha.ac.id3 septyani et.al a study of ele students’ perception of undiksha moodle e-learning in pedagogical courses 121 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) a tool in improving the learning process to improve efficiency and productivity in higher education (raja & nagasubramani, 2018; supriadi & sa’ud, 2017). it can be said that the role of technology and education cannot be separated and lived hand in hand. in education, technology is needed as a support to improve and develop the learning process. therefore, technology supports an effective and efficient learning process in improving the management system in education (raja & nagasubramani, 2018; supriadi & sa’ud, 2017). with the development of technology today, especially in education, a system supports the learning process and assesses the learning process (tasir et al., 2004). e-learning is a platform that provides information and communication technology to support the implementation of learning, both traditionally, online learning and blended learning, by providing applications from digital technology (abbad et al., 2009; el-seoud et al., 2014; kattoua et al., 2016). e-learning's ease is one of which is to facilitate communication between teachers and students. ebner (tasir et al., 2004) argues that teachers can deliver learning through e-learning by providing materials studied and further studied by students. learning with e-learning has also been implemented by higher education (abbad et al., 2009; dublin in pande et al., 2016). many platforms are used to bridge distance learning, such as edmodo and quipper, in online learning (cakrawati, 2017). in addition to these platforms, there is one platform that the ganesha university of education has developed called undiksha moodle e-learning. this platform has been developed and has been used in recent years. many lectures in undiksha use undiksha moodle e-learning to facilitate learning, especially english language education lectures. the use of undiksha moodle e-learning is one of them that supports pedagogical courses in english language education. therefore, learning using the platform can certainly give rise to various perceptions of students and teachers. perception is a way of thinking about something, notice something, and is a skill that is naturally possessed by every human being (qiong, 2017). many studies have been conducted to examine students' perceptions of elearning and the platforms used to support learning. for example, research conducted by cakrawati (201), pujiastutik (2017), and tasir et al. (2004) revealed that students have a positive perception of the use of online learning platforms and can improve interaction with teachers or others of the course. cakrawati also told that teachers are encouraged to be more interactive. similarly, almarabeh (2014) demonstrated that students at jordan university have sufficient qualifications to use e-learning in their learning system. however, she stated that usefulness factors are more influential in students' attitudes towards e-learning. besides, bisri et al. (2009) revealed that e-learning is effectively used to improve students' learning achievements. previous research focused on students' perception of e-learning in certain subjects using online learning platforms such as edmodo, quipper, web-based learning, etc. however, no study concerns the use of online learning platforms in pedagogical courses. therefore, the current research focuses on students' perceptions of using the undiksha moodle e-learning platform in pedagogical classes. as well as identification of the use of undiksha moodle e-learning platform seen and assessed with five dimensions. the five dimensions include https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 120-128 doi: 10.31002/metathesis.v5i2.3949 p-issn: 2580-2712 e-issn: 2580-2720 122 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) effectiveness, usefulness, strength, weakness, and institutional support. thus, this study aims to identify students' perceptions of the undiksha moodle e-learning platform in pedagogical courses. method research design this study was a kind of qualitative case study with the support of quantitative data. a case study is used in research to describe information about english language education students' perception towards the use of undiksha moodle e-learning in the learning process. the urgency of using a case study described the phenomena on ele’s students while using the undiksha moodle e-learning platform. hence, it told how the media significantly effective for the student's achievement in the learning process. thus, starman (2013) explains that a case study is a detailed description of phenomena in certain situations. this research was conducted at english language education, languages and arts faculty, universitas pendidikan ganesha. participants the study involved 15 english language education students who were taking pedagogical courses. the subjects were chosen using nonprobability sampling from the population. the appropriate sampling method to select the participants was convenience sampling. etikan (2017) stated that non-random sampling enables the participants to be easily accessible, available, and ready to participate in the study. the 15 students involved are from different grades and courses. participants involved are from class 3b, 5a, 5c, 6a, 6c, 6f, 7a. the data obtained will vary according to their experience in the following learning using the undiksha moodle e-learning platform. data collections the data retrieval process is conducted with questionnaires distributed to all respondents. questionnaires are chosen to measure students' perception of using the undiksha moodle e-learning platform in pedagogical courses. questionnaires consist of 25 statements divided into five dimensions: effectiveness, usefulness, strength, weakness, and institutional support. the questionnaires are developed from the grand theories use to measure the students’ perceptions in using the platforms. as mentioned earlier, the grand theories are related to effectiveness, usefulness, strength, weakness, and institutional support. in this case, the sixth statement developed from the effectiveness dimensions is matched with the scope of effectiveness in using the platforms. statements related to the efficacy of the undiksha moodle e-learning platform can be seen in table 1 below. https://creativecommons.org/licenses/by-sa/4.0/ septyani et.al a study of ele students’ perception of undiksha moodle e-learning in pedagogical courses 123 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. the statements of the effectiveness of undiksha moodle e-learning platform the effectiveness of undiksha moodle e-learning platform 1. the use of the undiksha moodle e-learning platform helps me in enhancing my learning desire in pedagogical courses. 2. the use of the undiksha moodle e-learning platform helps me gain good grades in the pedagogical courses. 3. the use of the undiksha moodle e-learning platform supports instant submission in pedagogical courses. 4. undiksha moodle e-learning platform can be operated anytime in the learning process of pedagogical courses. 5. undiksha moodle e-learning platform can be accessed through electronic devices in the learning process of pedagogical courses. 6. undiksha moodle e-learning platform provides a due date that motivates students to complete the pedagogical courses' learning process. based on table one, the effectiveness of undiksha moodle e-learning helps students enhance, gain good grades, support instant submissions, be operating anytime, and be accessed and motivate them to complete the assignment in the learning process. data analysis this study was conducted to identify students' perceptions of using the undiksha moodle e-learning platform in pedagogical courses. current research implements two methods of data analysis called quantitative and qualitative analysis. first, the researchers interpret quantitative data qualitatively. second, the quantifiable data analysis is carried out to calculate questionnaire results that have been disseminated to respondents. the collected information is then categorized based on the interval corresponding to the data processing results. table 2. students’ perception qualification interval qualification 4.0005 ≤ m ≤ 5.001 very strong 3.3335 ≤ m < 4.0005 strong 2.6665 ≤ m < 3.3335 neutral 1.9995 ≤ m < 2.6665 weak 0.999 ≤ m < 1.9995 very weak (source: koyan, 2012) findings and discussions the current study results show students' perception of using the undiksha moodle e-learning platform in the dimension of effectiveness. the findings related to using https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 120-128 doi: 10.31002/metathesis.v5i2.3949 p-issn: 2580-2712 e-issn: 2580-2720 124 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the undiksha moodle e-learning platform, especially in the effectiveness dimension, can be observed in the table below. table 3. the results of students’ perception of effectiveness on undiksha moodle e-learning platform in pedagogical courses dimension statements total score average score effectiveness the use of the undiksha moodle e-learning platform helps me in enhancing my learning desire in pedagogical courses. 60 4 the use of the undiksha moodle e-learning platform helps me gain good grades in the pedagogical courses. 58 3.86 the use of the undiksha moodle e-learning platform supports instant submission in pedagogical courses. 59 3.93 undiksha moodle e-learning platform can be operated anytime in the learning process of pedagogical courses. 65 4.33 undiksha moodle e-learning platform can be accessed through electronic devices in the learning process of pedagogical courses. 67 4.46 undiksha moodle e-learning platform provides a due date that motivates students to complete the pedagogical courses' learning process. 67 4.46 average 62.66 4.173 the questionnaire results on the efficacy dimension in using the undiksha moodle e-learning platform indicated promising results, as shown in the table above. the data in this dimension show that the respondent gives a positive response to each statement. the total score for the answer was 62.66, and the average result was 4.173. the findings on the effectiveness of using the undiksha moodle e-learning platform show significant differences in each statement. however, if sorted by the lowest and highest results from the questionnaire results in the effectiveness dimension, it can be described as follows. the first statement to get the lowest result was "the use of undiksha moodle e-learning platform helps me gain good grades in the pedagogical courses." with a final result of 3.86. these results indicate that respondents believe and agree that e-learning has a positive impact on student https://creativecommons.org/licenses/by-sa/4.0/ septyani et.al a study of ele students’ perception of undiksha moodle e-learning in pedagogical courses 125 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) learning outcomes. good student learning outcomes are helped by implementing the undiksha moodle e-learning platform, making it easier for students to do learning. also, respondents who agree with the statement dominate compared to respondents who choose other options. furthermore, the second statement is "the use of undiksha moodle e-learning platform supports instant submission in pedagogical courses," with a final score of 59. the score indicates that almost all respondents agree that the undiksha moodle e-learning platform supports easy and fast collection in pedagogical courses. most of the respondents believe in the undiksha moodle e-learning platform's performance to help students submit assignments or collect student work related to pedagogical classes. the third statement with a final result of 60 states that "the use of undiksha moodle e-learning platform helps me enhance my learning desire in pedagogical courses." the undiksha moodle e-learning platform successfully helps students learn in pedagogical courses by looking at this statement's final results. respondents who state that they are allowed to enhance their learning desire related to other statements saying that this platform provides convenience and offers efficient and effective work in learning on pedagogical courses. the following statement was, "undiksha moodle e-learning platform can be operated anytime in the learning process of pedagogical courses." it scored 65. the score indicates that respondents who choose strongly agreed more than respondents who choose other options. also, the score proves that the undiksha moodle elearning platform is easy to access at any time because of the unrestricted access and design to facilitate students to learn anytime and anywhere. also, the two statements have the same result. the statement included, "undiksha moodle elearning platform can be accessed through electronic devices in the learning process of pedagogical courses." then, the "undiksha moodle e-learning platform provides a due date that motivates students to complete the assignment in the learning process of pedagogical courses." both statements scored 67. it is the highest score obtained among other statements. therefore, respondents respond positively because the undiksha moodle e-learning platform uses electronic devices that support and motivate students to collect their assignments quickly. due to this platform's due date, fast assignment submission can be used as motivation and a reminder for students. it can be concluded from the above interpretation that the pupil has a good response. students have also demonstrated that the undiksha moodle e-learning platform substantially impacts learning in pedagogical courses and positive response. learning in pedagogical sessions is aided by facilities that make learning more accessible to pupils. furthermore, the tools and features are provided, allowing pupils to complete the assignment more quickly and precisely. students benefit immensely from the good energy generated by using the undiksha moodle e-learning platform in numerous aspects, depending on their own experiences. interviews with respondents involved in learning and using the undiksha moodle e-learning platform backed up the findings. a case study related to students' perception of the pedagogical courses is conducted and obtained based on their use. the current study results show that the undiksha moodle e-learning platform's effectiveness got an average output of 4,173. the result is between the interval of 4,005 ≤ m ≤ 5,001, which belongs to a https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 120-128 doi: 10.31002/metathesis.v5i2.3949 p-issn: 2580-2712 e-issn: 2580-2720 126 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) very strong category. the effectiveness of a platform in learning is necessary to support learning to be more maximal. effectiveness is an effort to do something by not spending time, matter, and energy (wilson et al., 2018). students proclaim the undiksha module e-learning platform, according to descriptive analysis. the platform, on average, aids students in increasing their desire to learn and improving their learning outcomes. the current study results align with affandi et al. (2020) and muharto et al. (2017), who researched the effectiveness of e-learning on student learning outcomes. this can be done because students can learn flexibly with no time and place-bound. the results of previous research prove that e-learning can improve students' learning outcomes effectively. affandi et al. (2020) explained that e-learning in physics learners affects student learning outcomes where the lowest effectiveness score is 21.72%, the highest at 94.47%, and the average score is 69.67%. the similarities in the current research are that e-learning contributes effectively to improving the desire to learn and the learning outcomes of students. the current research supports previous research conducted by kattoua et al. (2016), which revealed that e-learning could be done anywhere as long as they have the internet. therefore, students can learn anytime and anywhere, as the statement that has been expressed in the questionnaire. cakrawati highlighted that online learning systems allow students and professors to collaborate even when they are in separate places and at different times. respondents stated that they are motivated to collect their duties early since the due date is important. as a result, students are urged to complete it before the deadline. as a result, e-learning, particularly the undiksha moodle e-learning platform, greatly influences student motivation. the finding is in line with el-seoud et al. (2014) and nugraheni and dina (2017), which argues that e-learning increases student motivation because students are indirectly required to do their work individually. the study results in the experimental group given treatment using e-learning showed significant results compared to the control group (nugraheni & dina, 2017). the current study found that adopting an online platform during the covid-19 epidemic had various positive effects on the learning process. as a result of the platform's success in terms of operation, it plays a significant part in english language instruction. it also allows pupils to become more engaged in the learning process. the new study's findings are consistent with those of prior studies. according to previous and contemporary research, online learning platforms positively impact student learning outcomes and motivation. students can also communicate with lecturers and other students in the course using the online learning platform. yet, previous studies have not concentrated on undiksha moodle e-learning platforms and pedagogical courses. as a result, the data imply that the platform is simple to use and effective. it can also employ a method that utilizes the platform to vary the learning process. conclusion e-learning, it can be established, has a considerable impact on learning. e-learning had a favorable effect on pedagogical courses in this study. distance learning with the undiksha moodle e-learning platform can be done well, according to student perception. the value of using the undiksha moodle e-learning platform to enhance students' and teachers' learning is exceptional. according to the findings of this https://creativecommons.org/licenses/by-sa/4.0/ septyani et.al a study of ele students’ perception of undiksha moodle e-learning in pedagogical courses 127 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) study, students responded positively to the use of the undiksha moodle e-learning platform. many students agree that the undiksha moodle e-learning platform is effective, as evidenced by the fact that many students strongly agree. students can use the undiksha moodle e-learning platform to improve their desire to study and motivation to complete activities. the undiksha moodle e-learning platform can also be accessible for pedagogical courses whenever and whenever utilizing electronic devices. future research should look into the same problem by looking at the effectiveness of each course on the pedagogical courses. future researchers might also look into how teachers feel about using the undiksha moodle e-learning platform. references abbad, m. m., morris, d., & nahlik, c. de. 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(2018). a literature review of the effectiveness and efficiency of business modeling. in e-informatica software engineering journal (vol. 12, issue 1). https://doi.org/10.5277/einf180111 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 205-216 doi: 10.31002/metathesis.v4i2.2784 p-issn: 2580-2712 e-issn: 2580-2720 205 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) developing hots-based critical reading textbook for junior high schools in ngabang monika widyastuti surtikanti1*, mustika aji hertanto2, antonius setyawan sugeng nur agung3 1,2,3 stkip pamane talino 1,2,3 jl. afandi rani, jalur ii, desa raja, ngabang, kabupaten landak, kalimantan barat 79357, indonesia 1monikawidy72@gmail.com*, 2mustikaaji.edu@gmail.com, 3antonius.setyawan.007@gmail.com *corresponding author received: 20 july 2020 revised: 13 october 2020 accepted: 16 october 2020 published: 19 october 2020 abstract this research and development study develops an english textbook oriented to hots-based critical. the teachers’ difficulty in finding hots-based english textbooks as one of the teaching tools is supported by the result of the textbook evaluation. most of the english textbooks emphasize on remembering and understanding level. these preliminary data led the researchers to develop a hots-based critical reading textbook for seventh-grade students. the objectives of this study are to describe “critical english” materials with hots and critical reading as the basis. this research and development study employed 7 stages namely need analysis, textbook evaluation, designing product specification, developing the product, expert validation, revision, try-out, and finalization (borg and gall, 1983). this study involved 2 english teachers from a reputable junior high school in town. the data were obtained through a questionnaire, interview, classroom observation, expert judgment sheet, document analysis, and focus group discussion. the gathered data were analyzed using a descriptive qualitative method. the research findings reveal that the "critical english" textbook facilitates the teachers to build the students’ critical thinking. the materials provided in the textbook trigger them to develop creativity and critical thinking enhancing more active and interesting teaching. keywords: critical reading, hots, material development introduction the development of education goes with the development of the era. facing the 4th industrial revolution, we have witnessed the fast-paced evolution of technology, advanced economy, and innovative industries. it needs skillful workers with better education involving the flexibility to deal with team and problem, communication skills, and creativity (kuger, susanne, klse meieme, eckhard, jude, 2016). in line https://creativecommons.org/licenses/by-sa/4.0/ mailto:1monikawidy72@gmail.com* mailto:2mustikaaji.edu@gmail.com surtikanti, hertanto, agung developing hots-based critical reading textbook for junior high schools in ngabang 206 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) with this demand, the educational sector has been trying to integrate the needs of the modern era in the new curriculum. the new curriculum, curriculum 2013, accommodates students to learn actively using their critical thinking. the outcomes of curriculum 2013 are producing graduates who are equipped with 21st century skills which enable them to succeed and thrive in this modern world. creativity, precise analysis, and adaptation ability are the major elements for critical thinking (changwong et al., 2018). thus, the higher-order thinking skill (hots) was introduced in education, both in schools and higher education. the regulation of education and culture ministry number 22 the year 2016 is talking about the implementation of hots. the core competence stating that teaching and learning in indonesia should be based on higher-order thinking skill principles within the scientific approach (norjannah, 2015). hots-based learning provides students to gain knowledge from various learning resources and implement research-based learning to produce contextual outcomes learning and solve the problem (brookhart, 2010). moreover, brookhart (2010) defined critical thinking skills in 3 (three) categories, namely transfer, critical thinking, and problem-solving. anderson, et al (2001) elaborates transfer as the ability to apply the acquired knowledge to new situations. this kind of thinking was affirmed by brookhart (2010) by saying that life outside school characterizes more transfer opportunities rather than a series of recall assignments to be done. referring to noris, s., enis, (1989) critical thinking focuses on reasoning and thinking reflectively. in line with it(barahal, 2008), claims that ‘artful thinking’ includes reasoning, questioning and investigating, observing and describing, comparing and connecting, finding complexity, and exploring viewpoints. a clearer suggestion on hots by brookhart (2010) suggests the teacher set problem solving-thinking in setting lesson goals at school and in life. moreover, the advancement of information on digital media is another trivial problem especially for a future generation if all the received information is auto believed. according to salam (2018), in indonesia, hoax issues questioning the memories of the nation, religions, ethnic groups, or history are very problematic because this misinformation spread rapidly in public spaces. reading is one of the essential teaching components to enhance students' critical thinking. in the sense of achieving the goal, the american reading association formulates a subject called critical reading to build the students' critical thinking. critical reading does not demand the students to think critically, yet it emphasizes more on the student's critical argument or opinion as to the evaluation and analysis of their reading materials (thuy, 2015). thus, objective judgments in critical thinking need well-supported reasons and evidence rather than emotion or anecdote (guo, 2013). the reader’s evaluation is more on the writer’s justification. in short, tran (2015) added critical reading has the readers to: 1. create passage comprehension 2. raise questions and evaluation from the arguments provided by the writer 3. synthesize passage and also create opinion toward the passage (thuy, 2015). in other words, critical reading builds an active ability to get and understand information. this is where the problem on the implementation feels so tricky for the teachers because the students do not belong to that level yet. they have low motivation in learning and inadequate initial learning. the previous study in this https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 205-216 doi: 10.31002/metathesis.v4i2.2784 p-issn: 2580-2712 e-issn: 2580-2720 207 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) region shows that the sanctity of learning english did not belong to the culture of the society (agung, 2019). moreover, integrating hots in teaching reading in the classrooms is very challenging. based on the observation carried out by the researchers in grade vii of smp negeri 2 ngabang, the teaching and learning process is still in lots-based. the students are still driven to answer questions based on their unverified prior knowledge (neglecting the truth) or mood (motivated by self-esteem). concerning the above issue, this research is aimed at describing the materials needed by both the students of the seventh grade and english teachers with critical reading and hots as the basis and developing hots-based critical reading textbook for junior high school in ngabang, west kalimantan. the textbook is developed base on the need analysis both from the english teachers and students of grade seventh. in the teaching and learning process, a textbook is an essential part that must exist to guide both students and teachers. a good textbook can be one of the factors determining the success of the teaching and learning process (surtikanti, 2020). it is supported by iqbal (2013 in margana & widyantoro, 2017 ) stating that the existence of the textbook could maximally facilitate the students to achieve the learning objectives. in another word, a textbook is the core of education for it plays an important role in the success of teaching and learning practices. concerning the above issue, the english textbooks which are designed for students of junior high school should be oriented to the development of students’ critical thinking skills that enable the students to handle challenging tasks. the task should be able to trigger the students to be completely engaged in the process of teaching and learning. in line with putcha (2012) who states that the second language learner would get positive experiences of learning practices when they are accustomed to applying their critical thinking skills, then they would encounter any demanding tasks which can build their self-esteem in learning english (putcha, 2012). many experts in textbook development support educators in embedded hots in english textbooks to build hots-based teaching and learning practices (huberty & davis, 1998). method this study is considered as a research and development study. it focuses on the development of hots-based critical reading for the seventh-grade students of jhs in ngabang. borg and gall (1983) state research and development study involves a process of developing and validating educational instruction. it is aimed to produce a beneficial educational product. need analysis combined with document study is included in the initial process of developing the product. validation and evaluation are the next steps to achieve the feasibility of the developed product. borg and gall (1983) listed some main stages in developing a product in rnd study namely: a preliminary study, research design, product development, preliminary field testing, product revision, main field testing, product revision, tryout, final product revision, dissemination and implementation (borg & gall, 1983). however, due to limitation and consideration, in this study, the procedures will be simplified into two main stages, namely exploration and model development. the subjects of this study were 2 teachers and 20 students of the seventh-grader in smpn https://creativecommons.org/licenses/by-sa/4.0/ surtikanti, hertanto, agung developing hots-based critical reading textbook for junior high schools in ngabang 208 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 2 and smp maniamas ngabang. the data were obtained by using a questionnaire, interview, classroom observation, expert judgment sheet, document analysis, and focus group discussion. the gathered data were analyzed using descriptive qualitative method. findings and discussion in developing critical reading hots-based english textbook, the researchers employed some stages namely need analysis, textbook evaluation, designing prototype, development of the textbook, expert validation, try-out, and revision. the detailed stages are described as follows. 1. need analysis the first stage in developing a hots-based textbook was need analysis. in this stage, the data were obtained by interviewing the english teachers and the students. the researchers gained information regarding the implementation of hots in the classroom, the availability of the english textbooks, the sources of hots materials, and the students' perception of the existing textbook in terms of materials and tasks. based on the need analysis, the english teachers and students needed to have a supplementary english textbook with embedded hots as the basis of teaching and learning practices. both teachers a and b stated that the implementation of hots-based teaching and learning practice faced some obstacles. one of the factors is the existence of a critical reading hots-based textbook. the teachers argued that a textbook can guide them to establish the approach of the teaching and learning process. this was in line with the students who stated that they needed an english textbook containing interactive tasks that trigger them to develop their critical thinking. 2. textbook evaluation after having the need analysis for both teachers and students, the researchers then had a document analysis. the documents being analyzed were the existing english textbooks used by the teachers. this stage aims to triangulate the data from the need analysis stage to find out the gap in the implementation of hots in the classroom. this stage is called textbook evaluation. the textbook evaluation was carried out to find out the strengths and weaknesses of the existing textbook used by the english teachers. based on the interview held in need analysis stages, the teachers used two english textbooks namely "when english rings a bell", assigned by the government, and "bahasa inggris”, written by kurniawati & wardhana (2019). particularly in teaching reading, the teachers tended to use the textbook “bahasa inggris” by kurniawati & wardhana (2019) as it contains various dialogues, texts, and tasks. since the focus of the study is on reading skill, therefore the researchers preferred to evaluate the "bahasa inggris” textbook. there are 4 chapters in the textbook. each chapter consists of 30 activities. the subjects being analyzed were the questions available in chapter 1, especially in the reading task. to evaluate the textbook the researchers used https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 205-216 doi: 10.31002/metathesis.v4i2.2784 p-issn: 2580-2712 e-issn: 2580-2720 209 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the revised bloom taxonomy as the criteria of hots items. the following table is criteria of hots arranged by anderson (2001). table 1. revised bloom’s taxonomy lower order thinking skills level description 1. remembering (c1) recalling relevant knowledge from long-term memory. 2. understanding (c2) composing meaning from oral, written, and graphic messages. 3. applying (c3) performing the procedure or knowledge being taught higher order thinking skills level description 4. analyzing (c4) examining the concept in detail to determine the relationship 5. evaluating (c5) making judgments based on criteria and standards. 6. creating (c6) putting elements together to form and produce a functional whole. table 1 shows in developing hots in the teaching and learning practices, the materials should cover the three stages in hots namely analyzing, evaluating, and creating. however, some questions in the "bahasa inggris” textbook are on both the lots and hots basis. it can be identified in the activity which asking the students to read the dialogue and answer some questions related to the dialogue. the following is the picture of a task in the "bahasa inggris” textbook (kurniawati, c., wardhana, 2019). figure 1. activity 6 “bahasa inggris’ textbook from the above picture, we know that there are 5 questions related to the above dialogue. the questions, then, are analyzed using the criteria of lots and hots (c1, c2, c3, c4, c5, and c6) as follows. https://creativecommons.org/licenses/by-sa/4.0/ surtikanti, hertanto, agung developing hots-based critical reading textbook for junior high schools in ngabang 210 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 2. hots-based evaluation result of question items in “bahasa inggris” textbook no question criteria lots and hots c1 c2 c3 c4 c5 c6 1 what are the speakers mostly talking about? √ 2 where does the dialogue take place? √ 3 how does randy know cindy’s uncle? √ 4 what is uncle tommy’s character? √ 5 what are the speakers going to do after the conversation? √ the above table reveals that there are 2 questions in lots and 3 questions in hots. the level of lots is in remembering and understanding, while the level of hots questions is in analyzing and evaluating. it means that the teachers have to develop more questions to trigger the students' critical thinking. 3. designing prototype (product specification) deriving the data from need analysis and textbook evaluation, the researchers designed the product specification of the "critical english" textbook. there are some stages in developing the material namely analyzing the syllabus, drawing the blueprint of the prototype, selecting the material, organizing the teaching procedures, and creating the tasks. table 5 shows the product specification of the "critical english" textbook. table 3. product specification no item elaboration 1 objectives chapter i: 1. students are able to identify and apply the use of expressions of asking for and providing information critically and praise them accurately 2. students are able to identify the use ‘be’ and ‘adjective’ accurately and apply the accurately as well. 3. students are able to use relevant vocabulary appropriately. 4. students are able to create a dialogue of asking for and providing information. chapter ii: 1. students are able to identify and apply the language features in the use of expressions of asking for and providing information. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 205-216 doi: 10.31002/metathesis.v4i2.2784 p-issn: 2580-2712 e-issn: 2580-2720 211 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 2. students are able to use simple present tense correctly in the context of daily life. chapter iii: 1. students are able to identify the social function and language features with its structure of a descriptive text. 2. students are able to create spoken and written simple present tense in the context of asking for and providing information, and descriptive text. chapter iv: 1. students are able to identify the social function and language features with its structure of procedure text. 2. students are able to create spoken and written procedure text of using things 2 content a. the materials are relevant to the basic competencies in the 2013 curriculum. b. the materials are based on the context of seventhgrade students c. "critical english" textbook supports the affective domain. d. “critical english” textbook covers lots 20% and hots 80% e. the dialogues and texts are relevant to the learning context f. the materials can motivate the students to build critical thinking skills g. the materials are interesting 3 organization of the book there are 7 activities in every chapter. activity 1 – brainstorming (practice the dialogue/read the text/observe the picture) activity 2 – task/vocabulary builder activity 3 – true false task (embedded hots in the items) activity 4 – grammar/structuring activity 5 – grammar practice activity 6 – task/discussion activity 7 – creating text/dialogue after designing the product specification, the researchers collect and arrange the materials including texts, dialogues, and tasks that are suitable for the seventhgrade students. the materials also adjust with the syllabus of the seventh-grade students. 4. development of the textbook based on the product specification, the researchers develop the materials for “critical english” with some considerations namely the level of the student, relevant and contextual dialogue or text, interesting tasks, and the coherence of https://creativecommons.org/licenses/by-sa/4.0/ surtikanti, hertanto, agung developing hots-based critical reading textbook for junior high schools in ngabang 212 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) every chapter with another one. picture 2 is one of the examples of activity in the "critical english" textbook. figure 2. sample of activity in “critical english” textbook figure 2 shows a procedure text in the "critical english" textbook. it contains the steps of the operating cellular phone. there are also some pictures to help the students understanding the steps. the next activity after reading the above text is the true false task. picture 3 shows activity 6 involving criteria 4 and 5 in hots namely analyzing and evaluating. figure 3. true false task every item of the above true false task is designed to develop the students’ critical thinking skills especially in analyzing and evaluating. anderson & krathwol (2001) elaborates analyzing as the activity involving discriminating, distinguishing, selecting, finding, focusing, coherent, outlining, structuring, and deconstructing. the task in activity 6 involves the students to discriminating, coherent, and finding the point both in the statements and in the text. evaluating activity enables the students to coordinate, detecting, monitoring, testing, and judging(anderson et al., 2001). some items in activity 6 involves the students to coordinate and judging between the statement and the information available in the previous text. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 205-216 doi: 10.31002/metathesis.v4i2.2784 p-issn: 2580-2712 e-issn: 2580-2720 213 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 5. expert validation after developing the materials, the researchers validated the prototype to the expert of elt and textbook layout to have better results of the “critical english” textbook draft. the data from the expert validation stage were obtained using the expert judgment sheet. the following table is the expert judgment sheet. table 4. expert judgement sheet no criteria description judgment yes no 1 objective the textbook has clear objectives the objectives of the textbook correspond to the aims of curriculum 2013 2 organization the organization of the textbook has been in good order the layout and pictures are interesting for the students 3 content the materials can provide sufficient vocabulary for the students the materials give chance for the students elaborating their critical thinking the passage stimulates the students’ critical thinking the materials trigger to active discussion the materials give opportunities to share ideas and thoughts 4 language used the language in the text has suited with the level of the students (grade vii) the directions of the task are understandable based on the expert judgment sheet, the prototype of the critical english textbook has met the criteria of a good textbook especially in developing the students' critical thinking. however, the experts suggested some revisions towards the draft. table 5 is the review from the experts. https://creativecommons.org/licenses/by-sa/4.0/ surtikanti, hertanto, agung developing hots-based critical reading textbook for junior high schools in ngabang 214 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 5. experts’ review expert on review elt textbook “the content is quite good. hots items are well embedded. however, it needs to be improved especially in the consistency of hots question items. it is better to organize the activity based on hots criteria order.” textbook layout "the organization of the book is quite good. yet, it needs improvement in the pictures. please try to find suitable pictures for seventh-grade students" based on the result of the above expert validation, the researchers revised some parts of the draft before trying it out in the classroom. 6. try-out (feasibility studies) due to pandemic covid-19 which lasted for 3 months, the try-out of the product occurred through online learning. the researchers sent the draft of the product to the english teachers to be used in their teaching and learning practices. the students had the soft file draft of "critical english" given by their teachers through the e-learning platform. the questionnaire was made using google form. after trying out the product toward both teachers and students filled out the google form to give feedback on the product. table 6 shows the result of teachers' and students' reviews on the "critical english" draft. table 6. teachers and students’ review on try-out stage respondent review teacher a “the materials are interesting. finally, i can apply hots in my classroom.” teacher b "my favorite part of this product is the task. the task triggers the students' critical thinking. i need this textbook". student a “the text is interesting as well as the dialogue. the task sometimes is hard to do but it’s challenging, though” student b “i like the pictures. it is eye-catching. the materials are also easy to be understood” 7. finalization after having try-out, the researchers did some finalization action namely adding three more chapters based on the syllabus of the seventh grade, adding some tasks, relevant pictures, and organizing the layout. the final product is the english textbook entitled “critical english” for seventh grade students of junior high school with the isbn 978-623-6504-84-0 (surtikanti & hertanto, 2020). the textbook consists of 4 (four) chapters namely asking for and providing https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 205-216 doi: 10.31002/metathesis.v4i2.2784 p-issn: 2580-2712 e-issn: 2580-2720 215 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) information, simple present tense, descriptive text, and procedure text. figure 5 is the look of critical english textbook. figure 4. critical english textbook conclusion in reference to the above findings, it is proved that the english textbook should be developed under hots basis to facilitate english teachers to maximally build the students' critical thinking. this is also supported by some theories that a good textbook can help teachers develop the teaching and learning practice to be more active and interesting. the development of hots in the english textbook is also facilitating the students to enhance their critical thinking skills which initiate the success of english language attainment. this study implies that selecting appropriate and challenging textbooks should be taken into account by english teachers especially when they would establish the students' critical thinking skills. references agung, a. s. s. n. (2019). current challenges in teaching english in the leastdeveloped region in indonesia. soshum: jurnal sosial dan humaniora, 9(3), 266–271. https://doi.org/10.31940 anderson, l. w., krathwohl, d. r., & bloom, b. s. (2001). revised bloom’s taxonomy. in a taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives. barahal, s. l. (2008). thinking about thinking. phi delta kappan, 90(4), 298– 302. https://doi.org/10.1177/003172170809000412 borg, w., & gall, m. (1983). educational research: an introduction 4th edition longman inc. new york. brookhart, s. m. (2010). how to assess higher-order thinking skills in your slassroomin your classroom. in assess thinking higher-order skills. changwong, k., sukkamart, a., & sisan, b. (2018). critical thinking skill development: analysis of a new learning management model for thai high schools. journal of international studies. https://doi.org/10.14254/20718330.2018/11-2/3 guo, m. (2013). developing critical thinking in english class: culture-based knowledge and skills. theory and practice in language studies. https://creativecommons.org/licenses/by-sa/4.0/ surtikanti, hertanto, agung developing hots-based critical reading textbook for junior high schools in ngabang 216 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) https://doi.org/10.4304/tpls.3.3.503-507 huberty, c. j., & davis, e. j. (1998). evaluation of a state critical thinking skills training program. studies in educational evaluation. https://doi.org/10.1016/s0191-491x(98)00003-0 kuger, susanne, klieme, eckhard, jude, n. (2016). assessing contexts of learning. springer. kurniawati, c., wardhana, p. . (2019). bahasa inggris untuk smp/mts kelas vii. pt penerbit intan pariwara. margana, m., & widyantoro, a. (2017). developing english textbooks oriented to higher order thinking skills for students of vocational high schools in yogyakarta. journal of language teaching and research. https://doi.org/10.17507/jltr.0801.04 noris, s., enis, r. h. (1989). evaluating critical thinking. midwest publications. norjannah, s. (2015). peraturan menteri riset, teknologi, dan pendidikan tinggi republik indonesia nomor 44 tahun 2015. permenristek. https://doi.org/10.1145/3132847.3132886 putcha, h. (2012). developing thinking skills in young learners’ classroom. cambridge university press. surtikanti, m.w., & hertanto, m. a. (2020). critical english. c.v pena persada. surtikanti, m. w. (2020). textbook evaluation on curriculum 2013-based textbook “when english rings a bell” for the seventh grade. journal of english education and literature, 1(1), 11–17. https://journal.stkippamanetalino.ac.id/index.php/bahasa-inggris thuy, t. t. h. (2015). critical reading: a guidebook for postgraduate students. hue university publishing house. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 137-150 doi: 10.31002/metathesis.v4i2.2508 p-issn: 2580-2712 e-issn: 2580-2720 137 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) rethinking the roles of english lecturers in the digital era disa evawani lestari president university jababeka education park, jl. ki hajar dewantara, rt.2/rw.4, mekarmukti, north cikarang, bekasi, west java 17530, indonesia disa.silaen@president.ac.id* *corresponding author received: 5 june 2020 revised: 26 june 2020 accepted: 26 june 2020 published: 10 october 2020 : abstract along with the era of rapid technology advancement on the performance of artificial intelligence (henceforth ai), there have been intense discussions and debates among educationists about the future of human teachers and ai teachers. when information can be accessed easily amidst the rapid development of online learning, it is intriguing to listen to students’ perspectives on the roles they expect from their teachers, especially in learning english subjects, when abundant resources are available and accessible online within their fingertips in social media platforms and online learning websites. in short, to identify what cannot be fulfilled online. to serve that purpose, 160 students from a private university in indonesia were recruited as research participants. they are from 16 different study programs recruited as participants through a purposive sampling method to see if findings are bound to study program types. data were collected through an online questionnaire and an interview. the results indicated that the students perceive their teachers as someone to guide their learning by providing good online resources and immediate feedback rather than expecting their teachers to be a content expert or to have a linguistic performance like native teachers. keywords: digital, english, lecturers, role introduction technology shifts civilization. as someone born and raised at the end of the 20th century, millennials have experienced that technology has changed human beings routines and needs in many ways. in the late 20th century, access to information was not as massive as today. people were still tame, patient, and sufficed with the “slowpaced” life. https://creativecommons.org/licenses/by-sa/4.0/ lestari rethinking the roles of english lecturers in the digital era 138 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) with the increasing use of blended learning approaches in the classroom, various kinds of technologies are incorporated to provide digital teaching and learning resources to support students. education nowadays involves technology on its daily basis. the teacher is not the only source of information anymore but more precise information is now provided at our fingertips; there has even been a phrase “google it” in the term of asking someone to seek certain information on google. learning becomes more colorful and visual and the unexpected challenge grows. many schools or universities have developed its own online learning which can reduce the direct interaction between educators and students in the classroom. it is not only about how to create intelligent students cognitively but also how to create students who are able to deal with billions of information provided on the internet, to choose which information is fact or hoax, and to focus. furthermore, socialemotional intelligence is an important issue to develop in this digital era since millennials and post-millennials will be responsible for taking the role of active contributors to the future world and its citizens. in addition to that, because of the sprouting emergence of social media platforms, exposure to english language use in daily life context is higher. one may live in the expanding circle countries (kachru as cited in (mollin, 2006), but manage to be exposed to, or even use, english just like how english is used for daily communication in the inner and outer circle countries just by using a smartphone. it is easy to notice how young people these days confidently share or comment on an issue on social media using english. educators must realize that in order to survive civilization, one must adapt and have the skills that are necessary at that time. according to some researchers, the era of the 21st century is the creativity and digital era. when all information can be accessed easily, some questions appear amidst this rapid change; if all knowledge can be accessed within our students’ fingertips, to what extent do millennial and post-millennial children still need teachers in the classroom? what are the roles of teachers in the classroom that technology does not provide? there have been some studies discussing about education in the digital era which suggests that an educator’s role is to be a facilitator, but do our students agree with that consensus? is it culture-bound? since most of the existing studies are conducted in western countries, in which students’ learning independence is high, and students and teachers are deemed equal, it is really intriguing to listen to students in indonesian university’s perspectives on the roles which they expect their lecturers to take. along with the era of rapid technology advancement on the performance of artificial intelligence (henceforth ai), there have been intense discussions and debates among educationists about the future of human teachers and ai teachers. long before online learning platforms started to sprout, it has been predicted that “the new technology will not change the work of the teachers fundamentally, but will, nevertheless, have a profound impact on how the various approaches to https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 137-150 doi: 10.31002/metathesis.v4i2.2508 p-issn: 2580-2712 e-issn: 2580-2720 139 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) teaching can be implemented in radically different technological and organizational environments” (ljoså, 1998). on the other hand, in a more recent study, other experts (susskind & susskind, 2015) argued that technology will transform the work of human experts, including teacher profession. they further elaborated that, for now, human teachers and ai teachers will still operate in parallel, but in the longer run, gradual dismantling will occur, leading to the domination of ai teachers. regardless of the ongoing debate, however, there seems to be a consensus among those researchers that both human teachers and ai teachers will co-exist, but in various levels of dominance. therefore, it is emphasized that schools need a transformation of pedagogy and practice as well as broaden learning experiences (tan, 2013) and better address students’ diverse learning needs (poon, kong, yau, wong, & ling, 2017). tan’s idea indicates that the person behind the scene the scene here means learning process is still important to design an effective teaching and classwork who will still prepare the lesson planning and continuous assessment for the students, which is something that cannot be completely done by technology only. the roles of technology the role of technology, in a traditional school setting, is to facilitate, through increased efficiency and effectiveness, the education of knowledge and skills (courville, 2011). nowadays, learning can be done online as well. many terms have been developed such as blended learning, distance learning, online course and many more. courville adds that it is no longer necessary for students to have geographical proximity to a university in order to pursue higher education and certification. this trend towards online classes and educational opportunities has even become so prevalent that there are universities which consist of online classes only, allowing students to complete an entire course of study through distance learning (dempsey & van eck, 2012). second, the use of distance learning is not limited to the university setting, but also found in the school site, district, and state levels of professional development for teachers, with the emergence of web-based conferences and seminars. this indicates that online learning becomes one method of teaching because, for some reason, it can diminish things that can be some obstacles, such as course cost, geographical restraints, and time restraints (means, toyama, murphy, bakia, & jones, 2009). furthermore, improving language skill through extensive practices by the students is also made possible by creating a website which students can use to improve their skill. thus, students can learn independently, and most importantly, can learn at their own pace (ratnaningsih & wulanjani, 2019). according to the office of technology of u.s department of education (28, 2017), technology can empower educators to become co-learners with their students by building new experiences for deeper exploration of content. this enhanced learning experience embodies john dewey’s notion of creating “more mature https://creativecommons.org/licenses/by-sa/4.0/ lestari rethinking the roles of english lecturers in the digital era 140 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) learners.” side-by-side, students and teachers can become engineers of collaboration, designers of learning experiences, leaders, guides, and catalysts of change. the following are some descriptions of these educator roles and examples of how technology can play an integral part. technology does not change the role of educators, yet together teacher, students, and technology collaborate to explore new experiences in learning. another study was conducted and focused on the use of nonlinear pedagogy in physical education (lee, chow, button, & tan, 2017). nonlinear pedagogy is a learner-centered method emphasizing autonomy and guided discovery. findings from this study, which involves primary school students, show that such pedagogies facilitate social skills and teamwork. the application of nonlinear pedagogies essentially gives students more freedom to explore, resulting in greater perceived competence in their learning, as well as more opportunities to demonstrate problemsolving and creativity. our students need inclusive pedagogy which is the integration of qualified learning with technology to meet the standard that is demanded by the 21st century. the roles of teachers from the perspective of the triarchal instruction model (guey, cheng, & shibata, 2010), the roles of teachers can be categorized as behavioral, cognitive, and humanistic work. this is based on the more explicit roles proposed much earlier by bjorgen (as cited by ljosa, 1998). these explicit roles are the sculptor, the entertainer, the coach, and the manager. the following is the explanation of each role: 1. the sculptor role is to be fully responsible for the presentation of all relevant materials. he determines the schedule and the curriculum concepts as well as the work of the students. this type does not pay much attention to motivate the students as it is considered the students’ responsibility to learn what the teacher tells them. the focus of classroom interaction is to clarify the content of the textbooks and to correct students’ work. 2. the entertainer role resembles the role of an actor, responsible for arousing students’ interest so that it is easier for the students to understand the subject. he maintains an active dialogue in presenting or accentuating his view. 3. the coach acts as a catalyst to make the students get the work done by themselves and to maximize their individual attainment. he is clear on the subject goals, assessment criteria, and provides supportive feedback. 4. the manager perceives the classroom as a working place, thus manages students to work in groups. in doing so, he acknowledges the uniqueness of each student and their differences. he is responsible for making sure that all students can co-operate with one another to achieve the best possible result. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 137-150 doi: 10.31002/metathesis.v4i2.2508 p-issn: 2580-2712 e-issn: 2580-2720 141 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) research gap: the integration of technology into classrooms tan (2013) excerpts richard elmore’s term “core of educational practice” to visualize that teachers must understand the students’ nature of learning. at the beginning of this research, it has been explained that students of the 20th century have many differences in nature with students of the 21st century. what matters the most in this century is the ability to communicate, collaborate, being creative, and have critical thinking. in addition to that, they are so close to the technology that the absence of such things in the learning process can lead to unfamiliarity and less motivation (israel, 2015). therefore, the teacher must adapt and be able to provide these needs to their students to experience the learning process and achieve the result at its best. in general, students nowadays are often assumed to be digital natives or are more familiar with technology (prensky, 2001). this familiarity with technology is often interpreted as them being able to make use of online resources for independent learning with very little, if not any, guidance from their teachers (bennett, maton, & kervin, 2008). however, some more recent studies reveal that such a claim seems to be overrated for some reason. first, students tend to be overwhelmed with the abundant number of contents on the internet (kim & frick, 2011). another study also found that although instagram provides abundant and authentic exposure of english in use, which is an ideal input in language learning process, when the students are promoted to use instagram for language learning purposes, they seem to be easily distracted and use intagram for general use, instead of for language learning purposes (al-arif, 2019). second, it is claimed that technology provides students with too much available information which increases students’ passivity and interferes with the active learning pedagogy that should be the hallmark of a law school classroom (caron & gely, 2004). in addition to that, it is also found that english language proficiency impedes online learning success, especially those who do not speak english as their first language (shariman, razak, & noor, 2012). furthermore, in a more recent study, another study (selwyn, 2016) rings the bell to balance our enthusiasm for what we consider might be achieved through technology-enabled learning, with the unsatisfactory realities of students’ encounters with digital technology. based on his survey of 1,658 undergraduate students from two australian universities, his study finds out that there are four distinct digital downsides that students often see as the source of frustration and confusion that drag them down from effective learning. in conclusion, those studies suggest that students’ digital nativeness should not be overrated and that teachers should step in and play their ‘newly adjusted teacher’s roles’, responding to the unique challenges students encounter when learning with online resources. hence, the researchers believe that research into students’ perspectives should be one of the fundamental bases to formulate effective https://creativecommons.org/licenses/by-sa/4.0/ lestari rethinking the roles of english lecturers in the digital era 142 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) and customized teachers’ roles. this is the gap that this research tries to fill in. by listening to the opportunities and challenges students encounter, teachers can better rethink, re-question, and redesign their approach in teaching in order to achieve greater learning attainment. thus, this study seeks to achieve the aforementioned purposes, and the issues to be discussed in this study can be summarized in the following research questions: 1. to what extent does the internet support students’ learning activities for english subject? 2. what roles do students expect their lecturers to take in their learning process in the midst of abundant online resources? method research design the current study employs a mixed-method approach to put quantitative and qualitative data together. the quantitative data is derived from the questionnaire while the qualitative data is obtained through an interview. data from both instruments will be compared and contrasted. different methods are used to address the same phenomenon concurrently to approach the same phenomenon from different perspectives. the study adopts such triangulation design to allow the researchers to figure out if there is convergence, differences, or some combination (cresswell, 2009). participants the study was conducted from november-february 2020 involving 160 students at president university, west java. there are sixteen study programs in this university, ranging from school of business, school of humanities, and school of computing. all of those study programs will be represented by an equal number of students. this purposive sampling was implemented to capture the extent to which the incorporation of technology in the learning process varies across study programs, which might then affect students’ responses to their perceptions on the roles of lecturers. prior to the distribution of the questionnaire, all students were provided with the consent form, the types of lecturers’ role, and the overall picture of the research significance. instruments questionnaire and interview were used to collect data in this research. prior to the distribution of research instruments, all research participants were gathered and informed about the research purposes. they were then given an informed consent form as well as the introduction to the theories used in this research, including the four types of teachers’ roles and the four types of learning styles. only after the study framework was understood was the data collection started. the questionnaire (see appendix 1) was distributed online and designed based on the theory of roles of lecturers in teaching and learning process (guey, cheng, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 137-150 doi: 10.31002/metathesis.v4i2.2508 p-issn: 2580-2712 e-issn: 2580-2720 143 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) & shibata, 2010). the questionnaire consists of 15 closed-ended questions using a six-likert scale and three open-ended questions. the questionnaire was administered to capture the intensity of technology use in their classrooms, the benefits and challenges of using online learning resources and the roles they wish their teachers take. after that, an interview was conducted to 32 students. the interview (see appendix 2), which consists of five questions, aimed to gain an indepth explanation and description on the roles of lecturers in the learning process given that there has been abundant number of resources online which might have replaced some of the roles of lecturers throughout their learning process. data analysis the data from students’ closed-ended questionnaire was statistically computed to find out the percentage of each statement and then were interpreted descriptively. responses for each scale of the likert-scale questionnaire was presented in percentage to see the distribution of the participants’ responses and the trend for each question. from the results of the questionnaire, 32 students were invited to an interview for further exploration regarding the interesting findings from the questionnaire. the interview data were transcribed and analyzed for repeating key features to sharpen, confirm, or clarify the ideas which have previously been obtained through the questionnaire. finding and discussion how much the internet supports students’ learning the following pie chart depicts the participants’ perspectives on how much the internet supports their learning. figure 1. how much the internet supports students’ learning 1%4% 15% 12% 47% 21% t h e i n t e r n e t s u p p o rt s m y l e a r n i n g . strongly disagree disagree slightly disagree slightly agree agree strongly agree https://creativecommons.org/licenses/by-sa/4.0/ lestari rethinking the roles of english lecturers in the digital era 144 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) it can be observed from the pie chart that 145 over 180 (80.5%) participants reported that the internet has supported their learning. it was further claimed that the ease of learning through the internet is due to the instant answer they get just by typing the questions they have in the search engine. this is in line with the previous study conducted by (palocsay, white, & zimmerman, 2004). they explained that the internet has become a platform for individuals to search for information, understanding and solutions. on the other hand, the 35 students who did not seem to benefit from the internet further reasoned that they were easily distracted when learning with their gadget or computer with the internet connection. the sources of those distractions include pop-up advertisements, social media notifications, unstable connection, and difficulty to stay focused on getting the information they need. students’ learning preferences figure 2. students’ learning preferences from the figure, it is clearly seen that millennial students have an inclination for learning through group discussion and watching videos/visuals. the inclination toward the former looks like a surprising fact. millennials’ addiction to gadgets is often associated with their tendency to be isolated to their surroundings. interestingly, however, when it comes to making sense of complex issues or abstract ideas, and solving complicated problems, millennials love working in groups, particularly small group. this similar thing was admitted by more than twothirds of the interviewed participants. this might be linked to their difficulty in sustaining concentration when working by themselves (marcus, 2011), which could also explain the participants’ reluctance to do the individual reading (23%). in addition to that, millennials’ inclination toward watching videos echoes tapscott’s findings (tapscott, 2008) which also acknowledge that millennials have relatively more advanced visual memory and visual processing skills compared to the previous generations. attending lectures, which is viewed by 33% of the participants as a long boring one-way speech by the lecturers, often does not incorporate the projector technology to display interactive presentation slides. and if presentation slides exist, they are often in the form of long words rather than a visual aid which provides a clearer picture of the topic being discussed. individual reading 23% group discussion 81% watching videos 73% attending lectures 36% https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 137-150 doi: 10.31002/metathesis.v4i2.2508 p-issn: 2580-2712 e-issn: 2580-2720 145 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) expected roles of lecturers 1. accommodating discussion one of the most expected roles lecturers to take is to accommodate discussion (81%). this means initiating or providing a more interactive discussion during classroom meetings, not only a one-way lecture. in other words, ideas do not only come from the lecturers (one way), but two ways, in which students are given the opportunity to voice their thoughts and gain feedback from their lecturers and peers. 2. providing immediate and frequent feedback it has been discussed that millennials “thrive in situations where expectations are made explicit and ambiguity is limited” (moore, 2012). in other words, they expect room for creativity and trial for error. they are also often described as a relaxed type of learners who like to experiment and learn by doing, not being afraid of making mistakes. therefore, they do not try to reach perfection and prefer to start with whatever level they are and expect the lecturers to provide immediate feedback. this impatience might be the cause of instant gratification of the fast internet. 3. guiding learning students may develop frustration due to the digital divide between them and their lecturers. when lecturers are not up to date in their technology, they (especially those from the previous generation) may not have adequate, if not equal, digital literacy rate by not incorporating open online library to find more recent facts about the current issue in their field, but instead, rely on the university library which provides books talking about the old less irrelevant issues students might not relate to. another example, 83 participants reported, is the policy to submit printed work rather than online file shared on google drive, through which a thesis adviser can give comments on the advisee’s work at his/her convenient time without asking the student to come to campus and wait for several hours due to the busy schedule of the adviser for thesis supervising appointment. instead of guiding students’ learning, these lecturers have given the students some frustration which might lead to distrust and disrespect which might distract them from gaining knowledge from their lecturers. just over half of the participants (83) acknowledged that they seem to be easily distracted when surfing online, especially when there is no or only limited guidance given about the website to visit. googling the keywords to find the perfect source forces students to check the appearing results one by one, which is very time-consuming. in addition to that, they are also distracted by the less relevant but seemingly interesting article, and before they know it, https://creativecommons.org/licenses/by-sa/4.0/ lestari rethinking the roles of english lecturers in the digital era 146 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) they have spent hours of being exhausted reading something not really relevant to what they need. therefore, the role of lecturers in prescribing reliable websites is crucial. 4. assigning more group work while millennials are often praised by their multitasking skill, they seem to struggle to sustain concentration in a long period of time by themselves due to that skill. consequently, putting them to work in a group is one way to keep them on the right track to approaching their task accomplishment (74%). in addition to that, some argue that group work gives them a sense of social task fulfillment which they cannot get online (68%). from the descriptions above, it can be concluded that the roles of lecturers millennials expect from in the midst of abundant online learning resources are a combination of coach and manager types described by ljosa (1998), which has been reviewed in literature review chapter. if human teachers would ever be replaced by ai about three-quarters of the interviewed participants (78%) argue that human teachers would never be replaced by machines or ai robots. their reasons vary, from highlighting the importance of discussion/negotiation, giving constructive and understandable feedback, to giving them motivation. on the other hand, 22% of them explain that it is possible that human teachers will be replaced as they are more accurate, fast, automatic, and well-structured. conclusion the changing landscape of the millennials’ world has indicated that there is a strong need to adapt teaching and learning practices to millennials’ lifestyle. in the future, this generation is expected to be able to work with the internet and to utilize it for maximizing potentials and more efficient use of time, energy, and resources. however, they need a patron to guide them and teachers’ attitude towards learning has to be more welcoming. this study brings some enlightenment that students’ expectations towards their teachers’ roles have, to a certain degree, shifted. they perceive their teachers as someone to guide their learning by providing good online resources and immediate feedback rather than expecting their teachers to be a content expert or to have a linguistic performance like native english teachers. the digital divide between the lecturers and students is clear in this study and has led to several unintended result. consequently, lecturers are expected to have adequate, if not better than their students, digital literacy skill to guide them distinguishing the reliable source of information, distinguishing facts and hoaxes, and honing their critical thinking skills. students might seem to be more digital literate than their lecturers, but they still lack critical thinking and content https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 137-150 doi: 10.31002/metathesis.v4i2.2508 p-issn: 2580-2712 e-issn: 2580-2720 147 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) knowledge basis. therefore, the implication is that, in order to meet the expected role (as a guide in learning), english teachers need to be resourceful, especially when it comes to utilizing available online learning resources. acknowledgement this research was funded by lembaga riset dan pengabdian masyarakat (lrpm) of president university, cikarang, indonesia. references al-arif, t. z. (2019). the use of social media for english language learning: an exploratory study of efl university students. metathesis: journal of english language literature and teaching , 224-233. bennett, s., maton, k., & kervin, l. (2008). the ‘digital natives’ debate: a critical review of the evidence. british journal of educational technology, 775-786. caron, p. l., & gely, r. (2004). taking back the law school classroom: using technology to foster active student learning. j. legal educ, 540-551. courville, k. (2011). technology and its use in education: present roles and future prospects. the 2011 recovery school district technology summit , (pp. 1-19). lousiana. cresswell, j. (2009). research design: qualitative, quantitative, and mixed methods approaches. california: sage publications, inc. dempsey, j. w., & van eck, r. n. (2012). e-learning and instructional design. trends and issues in instructional design and technology, 281-289. guey, c. c., cheng, y. y., & shibata, s. (2010). a triarchal instruction model: integration of principles from behaviorism, cognitivism, and humanism. procedia-social and behavioral sciences, 105-118. israel, m. j. (2015). effectiveness of integrating moocs in traditional classrooms for undergraduate students. . the international review of research in open and distributed learning. kim, k. j., & frick, t. w. (2011). changes in student motivation during online learning. journal of educational computing research, 1-23. lee, m. c., chow, j. y., button, c., & tan, c. w. (2017). nonlinear pedagogy and its role in encouraging twenty-first century competencies through physical education: a singapore experience. asia pacific journal of education, 483499. ljoså, e. (1998). the role of university teachers in a digital era. . european journal of open, distance and e-learning. marcus, j. (2011). us unplugged: manifold benefits of disconnected learning. times higher education. means, b., toyama, y., murphy, r., bakia, m., & jones, k. (2009). evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. retrieved from http://repository.alt.ac.uk/629/ https://creativecommons.org/licenses/by-sa/4.0/ lestari rethinking the roles of english lecturers in the digital era 148 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) mollin, s. (2006). english as a lingua franca: a new variety in the new expanding circle? nordic journal of english studies, 41-57. moore, l. (2012). millenials in social work field education. field educator. palocsay, s. w., white, m. m., & zimmerman, d. k. (2004). interdisciplinary collaborative learning: using decision analysts to enhance undergraduate international management education. journal of management education, 250259. poon, l. k., kong, s. c., yau, t. s., wong, m., & ling, m. h. (2017). learning analytics for monitoring students participation online: visualizing navigational patterns on learning management system. . international conference on blended learning. prensky, m. (2001). digital natives, digital immigrants part 1. on the horizon, 1-6. ratnaningsih, e., & wulanjani, a. (2019). the students’ perspectives toward the activities and materials displayed in elica (english listening interactive café) web. metathesis: journal of english language, literature, and teaching, 183-187. selwyn, n. (2016). digital downsides: exploring university students’ negative engagements with digital technology. . teaching in higher education, 10061021. shariman, t. p., razak, n. a., & noor, n. f. (2012). digital literacy competence for academic needs: an analysis of malaysian students in three universities. procedia-social and behavioral sciences, 1489-1496. susskind, r. e., & susskind, d. (2015). the future of the professions: how technology will transform the work of human experts. . usa: oxford university press. tan, e. (2013). informal learning on youtube: exploring digital literacy in independent online learning. learning, media and technology, 463-477. tapscott, d. (2008). grown up digital. . boston: mcgraw-hill education. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 137-150 doi: 10.31002/metathesis.v4i2.2508 p-issn: 2580-2712 e-issn: 2580-2720 149 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) appendices appendix 1. questionnaire no. question strongly disagree disagree slightly disagree slightly agree agree strongly agree 1. i learn best through attending lectures. 2. i learn best through videos/visuals. 3. i learn best through individual reading. 4. i learn best through group discussion. 5. i expect my lecturers to upload all learning materials online so i can learn in my convenient time and class time is the time to discuss those materials in case we have questions/concerns. 6. i expect my lecturers to discuss all learning materials during class time. 7. i expect my lecturers to be content experts. 8. i expect immediate feedback from my lecturers. 9. my lecturers have ever assigned me to join webinars. 10. my lecturers have ever introduced websites/apps/links to facilitate the learning of their subjects. 11. my lecturers have ever introduced websites/links/apps to download ebooks/journal articles. 12. my lecturers give clear explanation on how to use those online resources. 13. i find it easy to find relevant learning sources online without my lecturers’ guidance. 14. i am easily distracted by ads or other contents if i have to surf online without any specific books/websites/links from my lecturers. https://creativecommons.org/licenses/by-sa/4.0/ lestari rethinking the roles of english lecturers in the digital era 150 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 15. i benefit a lot from the online resources my lecturers gave me. appendix 2. interview no. questions responses 1. which one is your most preferred learning style (visual, auditory, audiovisual, kinesthetic? 2. what are the websites/links/apps your lecturers have introduced you? 3. in general, to which categories do english lecturers in pu belong to (sculpture, entertainer, coach, manager)? 4. with the abundant online learning resources and the advancement of technology, which role do you expect your lecturers to take? why? 5. do you agree that technology can replace human lecturers? why/why not? https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 146-157 doi: 10.31002/metathesis.v3i2.1473 p-issn: 2580-2712 e-issn: 2580-2720 146 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the effects of three different assessment types on text revisions: a study of indonesian efl learners andri suherman language centre, university of mataram, jl. pendidikan no.37, dasan agung baru, kota mataram, nusa tenggara barat 83125 indonesia andrisuherman123@gmail.com received: 3 rd july 2019 revised: 17 th october 2019 published: 21 th october 2019 abstract this research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students’ text revision. ten indonesian tertiary-level efl students participated in this study. it investigated the extent to which three types of assessment facilitate text revision, and analyzed students’ perception of these assessments. the research methods used were students’ text revision and semistructure interview. the findings revealed two main points. first, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into their revision. furthermore, the findings indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. second, students mostly appreciated teacherassessment, as opposed to under half of them favoured peerassessment. in contrast, self-assessment showed a balanced response between positive and negative comments. the implications of this study were provide practical insight to efl teachers into how three assessment types (teacher-, peer-, and self-) can be developed to help improve students’ writing performance, and to inform efl teachers with some suggestions to explore students’ perceptions regarding the three assessments to help facilitate quality-enhancing text revisions. keywords: three assessment types, text revision, efl students introduction since the promotion of the process approach in 1970, teaching method in writing classroom has shifted, not only in l1 but also in l2. unlike the product-based approach, nation (2009) mentioned that the process approach considers writing activity which involves two major sub processes; (1) gathering and organizing ideas, and (2) editing, revising, and submitting the text. in line with this, paulus (1999) argued that these processes are believed to help learners improve their writing skill since they engage learners in self-assessing, revising, editing, and giving/receiving feedback tasks. as one of the key components in the text revision process, teacher-feedback is believed to help develop students’ writing skill. thus, the term classroom-based assessment (cba) occurs in the context of efl writing classroom. andri the effect of three different assessment type … 147 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) cba refers to the teacher-mediated assessment practice which aims at helping students to improve their writing skill by providing developmental feedback. davision and leung (2009) stated that cba can be implemented as opposed to the large-scale achievement texts used for certification purposes. with this respect, nicol and macfarlane-dick (2006) mentioned two main principles of cba; (1) engaging students in the evaluation process through selfand peerassessment, and (2) encouraging teachers to provide constructive feedback to facilitate learning. thus, cba approach attempts to involve three assessments (self-, peer-, and teacher-) to help students make use of informed feedback in revising their interim draft, and to enable students reflect upon their strengths and weaknesses in writing. in spite of the pedagogical value of cba approach in the context of efl writing, there had been little attention paid to how the use of three different assessments (self-, peer-, and teacher-) in the context of efl writing can influence the quality of text revision. the present study examines the relationship between three different types of assessment and their impact on students’ text revision. teacher-assessment is considered as one of crucial elements in the process of l2 writing (paulus, 1999). studies have examined and found that students generally appreciate feedback given by their teacher (ferris, 1995; tsui and ng, 2000). most recent studies have explored different areas of teacher-assessment and its impacts on student writing skill. for example, ferris (2006) investigated the effectiveness of teacherassessment on language errors. similar finding was reported by lee (2008b) where she found that students prefer teacher comments on language to help them improve their writing. however, she also reported that excessive error correction given by teacher appears to overwhelm low-proficiency students resulting in decreasing their motivation and interest in writing activity. this indicates that affective factors are essential in engaging students with feedback. an alternative to teacher-assessment is peer-assessment. its benefits in writing development have been reported by several studies. for example, min (2005) found that students can learn from each other while giving, receiving, and discussing feedback. meanwhile, diab (2010) mentioned that peer-assessment enables students to notice linguistics error during interaction process, and leads students to make more revisions in the area of text organization. furthermore, rollinson (2005) highlighted that peer-assessment is useful for improving students critical reading and analysis skills. despite these benefits, peerassessment has been reported to have some drawbacks. harmer (2004) and park (2017) found that students trust more feedback given by their teacher rather than by their peer because of its accuracy. meanwhile, min (2005) revealed that ambiguous comments given by peer seem to be the main reason of unsuccessful peer-assessment practice. furthermore, choi (2013) found that students show less confident when giving feedback because of their lack of language ability. self-assessment is another alternative method of assessment. nicol and macfarlane-dick (2006) defined self-assessment as a number of skills which students can make use of to manage their own learning. meanwhile, cresswell (2000) argued that self-assessment practice can lead student’s attention to focus on content errors and text organization. in addition, sadler and good (2006) metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 146-157 doi: 10.31002/metathesis.v3i2.1473 p-issn: 2580-2712 e-issn: 2580-2720 148 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) argued that self-assessment activity is beneficial for students since it not only engages them in the evaluation process, but also stimulates self-reflection and encourages responsibility. in spite of its benefits, self-assessment is reported to have some weaknesses. harris (1997) questioned whether average-proficiency students are able to make use of feedback during self-assessment process to improve their text. in their study, andrade and du (2007) found that students’ lack of understanding of text quality is the main factor which impedes students to engage with self-assessment. each type of assessment mentioned above has its strengths and weaknesses in the relation to students’ writing skill improvement. when two or three types of assessment are incorporated, it is reported to have more benefits by several scholars. for example, taras (2003) revealed that the implementation of selfassessment accompanied by teacher-assessment is found useful by students when they are identifying both their strengths and weaknesses in writing. in the context of taiwanese students, birjandi and hadidi tamjid (2012) found that the participants perceived maximum writing improvement when they incorporated self-, peer-, and teacher-assessment in their tasks. however, chen (2008) argued that the practice of self-assessment independently may bring about writing improvement if students are fully trained prior to the revision process. similarly, sengupta (2000) mentioned that to help students revise their draft, revision strategy instruction is necessarily important to carry out before students assess their own work. nevertheless, the validity and reliability of self-assessment will be problematic when compared with peeror teacher-assessment (matsuno, 2009). thus, the literature above suggests that the relationship between three types of assessment (self-, peer-, and teacher-) and text revision is complex and underexplored particularly in the context of indonesian tertiary-level students. to have a better understanding of this issue, the present study aims at answering the following two questions: 1. to what extent do three assessments facilitate students’ text revision? 2. what are students’ opinions of three different types of assessment? method research setting a group of 10 undergraduate english major students (4 males and 6 females) participated in the present study, labelled as s1, s2, s3, s4, s5, s6, s7, s8, s9, and s10. they were second-year enrolling students in “writing 2” course at english education department, hamzanwadi university (indonesia). their age range was between 18 and 21 years old. their english language proficiency ranged from low-intermediate to upper-intermediate (average toefl-itp score 500-550). instruments two instruments were employed in the present study. the first one was students’ text revisions across 40 drafts (first-cycle: 10 drafts, second-cycle: 10 drafts, third-cycle: 10 drafts, and fourth-cycle: 10 drafts). these writing drafts were andri the effect of three different assessment type … 149 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) examined to find the effects of three different assessments on the text revisions. the second instrument was interview. semi-structured interviews were chosen to allow participants express their perceptions. the data gained from these interviews were analyzed to find the students’ opinions of three types of assessment. research procedure at the beginning of the course, the teacher provided a three-hour training to equip students with assessment (self-, and peer-) skills. it included understanding the assessment criteria of writing tasks, and using the criteria checklists of writing tasks. at week 1, students were required to write a 200-250 composition on a given topic. after that, students were given some times to revise his/her own text before submitted to the teacher. the teacher checked and analyzed the texts (first draft). at week 2, the teacher returned the texts to students. each student received his/her peer text to assess. after that, the text owner revised his/her own text based on peer-feedback before submitted to the teacher. the teacher checked and analyzed the texts (second draft). at week 3, the teacher assessed the texts and returned them to the text owner. each student revised his/her own work based on teacher-feedback before submitted to the teacher. the teacher checked and analyzed the texts (final draft). this writing cycle was repeated four times in the course of 15 weeks. the writing topics were different in each cycle, including argumentative, discussion, report, and persuasive. after the writing task was completely done, each student was interviewed for about 20 to 30 minutes. they were asked their perception regarding the three types of assessment (teacher-, peer-, and self-). the interview was conducted face to face and audio taped. native language (bahasa indonesia) was used during interview sessions so as to facilitate natural communication. data analysis the data gained from students’ texts were analyzed by counting two items, (1) the number and the percentage of revision changes after incorporating three different feedbacks (self-, peer-, and teacher-) made on each drafts, and (2) the percentage of revision (type, size, and function) made on all drafts. meanwhile, the data gained from interview were firstly transcribed. they were then coded and analyzed on four separate occasions to ensure the consistency of the identified codes. findings and discussion 1. to what extent do three assessments facilitate students’ text revision? to address this question, the authors analyzed students’ text revisions (interim and final drafts) from two sources. first, instances of incorporating three different feedbacks (self-, peer-, and teacher-) into students’ text revisions were counted. second, revision changes made on interim and final draft (types, size, and function) was performed. metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 146-157 doi: 10.31002/metathesis.v3i2.1473 p-issn: 2580-2712 e-issn: 2580-2720 150 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. revision changes across 40 drafts (4 writing cycles) draft types of feedback revision changes first draft self-feedback 220 (10.5%) second draft peer-feedback 424 (20.5%) self-feedback 184 (8.8%) third draft teacher-feedback 900 (42.9%) self-feedback 364 (17.3%) total 2,096 (100%) the data in table 1 above was gained from the students’ text revisions across 40 drafts (10 drafts in each writing cycle). it was clear that the students made the total number of 2,096 revision changes. at the first draft, students made a small percentage of revisions (10.5%). meanwhile, they incorporated more peerfeedback (20.5%) than self-feedback (8.8%) at the second draft. furthermore, they incorporated more teacher-feedback (42.9%) than self-feedback (17.3%) at the third draft. despite a small proportion of self-feedback incorporated into revisions, it seemed that students had a tendency to engage in self-assessment practice more frequently when revising their drafts. it was showed by the second draft and third draft where the percentage of self-feedback almost doubled (from 8.8% to 17.3%). in terms of text analysis, table 2 below showed that the most common types of revision changes were addition and distribution with 43.7% and 30.4% respectively. in terms of size of revision, the highest proportion (over 40%) was made up by word revision, and the lowest proportion (under 5%) was made up by punctuation revision. with regards to function of revision, the vast majority was made up by the discourse-related level (cohesion and coherent) by over 35%, as opposed to under 15% was made up by the other two levels (grammatical and texture). table 2. text analysis type of revision percen tage size of revision percen tage function of revision percen tage addition 43.7% punctuation 4.3% grammatical 14.8% substitution 17.6% word 43.1% cohesion 39.5% consolidation 6.2% phrase 9.1% texture 7.2% permutation 2.1% clause 13.4% coherent 38.5% distribution 30.4% sentence 10.5% paragraph 19.6% total 100% total 100% total 100% the above finding echoed what lam (2013) examined. at the level of function of revision, he found that the participants mostly concerned with cohesion and coherent where 58.1% revisions were made at these two areas. similar pattern was showed at the level of type of revision. he found that the majority of participants (78.4%) focused on revising two areas, addition and distribution. however, his andri the effect of three different assessment type … 151 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) finding showed different trend at the level of size of revision. while his study found that sentence revision was the most revised area (37.5%), the present study found that students mostly made word revision (43.1%). this data indicated that students were more likely to make revision at the level of vocabulary by changing, omitting, and adding new words in their text, especially when feedback from peer and teacher were adopted concurrently. in the context of korean tertiary students, park (2018) examined the effect of teacher and peer feedback on students’ text revision. she found that the teacher mostly gave suggestive comments by asking students to add more additional information or offer direct alternatives. students appreciated teacher suggestions by adding some relevant information when revising their text. this finding was similar to that of present study. as indicated in table 2, addition was the first area which students mostly revised (43.7%), especially when teacher-feedback was adopted. in addition, park (2018) also found that the students gave suggestive comments by asking their peers to discuss more ideas in the text. students appreciated their peer suggestions by elaborating on their ideas when revising their text. this finding was similar to that of present study. as indicated in table 2, distribution was the second area which students mostly revised (30.4%), especially when peer-feedback was adopted. 2. what are students’ opinions of three different types of assessment? to address this question, the author analyzed students’ answers during interview session. each student was asked his opinion of three different assessments (teacher-, peer-, and self-). table 3. students’ opinions of three types of assessment no description teacher assessment peer assessment self assessment 1 beneficial 16 (40%) 12 (26.1%) 17 (48.6%) 2 reliable 17 (42.5%) 4 (8.7%) 0 3 strict 7 (17.5%) 5 (10.9%) 0 4 time-consuming 0 4 (8.7%) 10 (28.6%) 5 inaccurate 0 16 (34.8%) 0 6 difficult to do 0 5 (10.9%) 8 (22.8%) total 40 (100%) 46 (100%) 35 (100%) the data above revealed that students made 40 comments on teacherassessment. they mostly showed positive responses (82.5%) by saying it was beneficial and reliable, but few comments (17.5%) indicated it was strict at the same time. meanwhile, students made 46 comments on peer-assessment. some comments (34.8%) positively showed it was beneficial and reliable. however, some other comments appeared to indicate negative responses (65.2%) by saying it was strict, time-consuming, inaccurate and difficult to do. the comments on self-assessment seemed to have equal number of both attitudes. among 35 comments, nearly half (48.6%) of them positively indicated it was beneficial, and just over half (51.4%) of the comments negatively indicated it was time consuming and difficult to do. metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 146-157 doi: 10.31002/metathesis.v3i2.1473 p-issn: 2580-2712 e-issn: 2580-2720 152 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the following was the sample of students’ answers during interview session which have been translated. when asked their opinion about teacher-assessment, three students positively commented that: s4: i believe that teacher-assessment is the most reliable. teacher is an experienced professional in assessing students’ works. s5: i definitely appreciate teacher-assessment. i found his comments and feedbacks very helpful. i like the way he provides written comments on my essay. it is very clear and effective. s7: teacher’s comments help me improve the organization of my essay. i mean, i can organize my essay better than before. his comments also help me improve the content and the language of my essay. although most of students positively supported the practice of teacherassessment, two of them seemed to give negative responses. s1: i like teacher-assessment because it is the most reliable. but, although it is the most reliable assessment, it is also the strictest at the same time. s9: rather than teacher-assessment, i prefer peer-assessment because it is the most lax. i notice that teacher strictly assesses my work. the data above revealed that students mostly appreciate teacher-assessment because they found it very reliable, helpful, and effective. this finding was similar with that of previous studies (ferris, 1995, 1997; tsui and ng, 2000). although students’ perceived usefulness was varied in reference to different areas of writing, they found that students generally appreciated teacher-assessment. on the contrary, s1 and s9 showed negative attitudes toward teacher-assessment practice. this finding echoed what previous studies (chang, et al., 2012; lin, et al., 2001; sadler and good, 2006) found. in their study, the participants argued that the teacher-assessment was the strictest, and the peer-assessment was the most lax. with regards to peer-assessment, most students appeared to disagree with it. when asked their opinions, two students gave negative comments. they said: s5: i don’t mind my writing is assessed by my classmate. however, i don’t fully trust his capability in assessing my writing. i have experienced peer-assessment practice before. when i read my peer comments and feedback, i found them very inaccurate. s7: in my opinion, it is difficult to critize my peer’s work, especially when it comes to my best friend’s work. i mean, there is always a sense of tolerance when i have to mark my friend’s work. i had better not participating in this activity. despite the significant number of rejecters, there had few students showed positive attitude toward peer-assessment. two students commented: andri the effect of three different assessment type … 153 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) s9: in my opinion, peer-assessment is a good way to enhance learning. i can improve my writing by learning my peer’s comments and critics. in return, i can also help my peer improve his work by giving suggestions. in sum, peer-assessment enables us to help each other. s3: peer-assessment practice is beneficial especially for students who never experienced it before, like me. i think, this activity is quite flexible. i mean, i can contact my peer to confirm what i don’t understand, even outside the class. something i can’t do when it comes to teacher-assessment. the interview data above showed that s5 did not respect peer-assessment because of its inaccuracy. this finding aligned with that of park (2018). in her study, some students were dissatisfied with their peers’ inability to provide accurate feedback. therefore, it was common for students to doubt peerassessment practice in many cases (rollinson, 2005). in the case of s7, he preferred not joining peer-assessment because of his tolerance feeling to his friend work. this finding echoed what falchikop (1995) examined. he found that students were less strict in assessing each other. the same finding was reported by pond, et al. (1995). they named it “friendship-marking” since students were difficult to mark each other’s work. conversely, s9 and s3 clearly said that they supported the idea of peer-assessment practice because they could perceive its benefits. this finding was in line with that of previous studies (lundstrom and baker, 2009; min, 2005). they reported that students found peer-assessment very helpful for the development of their writing skill. further, they found that peerassessment beneficial for reviewers as well since they could learn writing styles and develop critical analysis in assessing their own writing. in terms of self-assessment, three students stated their negative opinions. they argued that self-assessment possessed several drawbacks. s3: we are not used to assessing our own work. although we had been prepared by self-assessment training before, i am still not confident. i think i need more training. s8: i think self-assessment is a time-consuming process. i experienced it last semester. you know, i had to go back-and-forth to my teacher asking for clarification since i am not sure with my own assessment. s10: i have no any experiences in assessing my own work. i think assessment should be done by teacher. teacher is more experienced and reliable. other than that, it is the teacher’s job, not the student’s. despite the negative responses above, several students perceived the benefits of self-assessment practice. s1 and s6 commented: s1: i believe that self-assessment practice has some benefits. this activity helps me develop my awareness on how to review my own work. it also stimulates my motivation and engagement in learning process. s6: self-assessment practice enables me to see my own progress and it gives me greater ownership on my own learning. i mean, i can see how much i have improved. metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 146-157 doi: 10.31002/metathesis.v3i2.1473 p-issn: 2580-2712 e-issn: 2580-2720 154 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the interview data above showed that s3 and s10 were lack of skill and training which made them negatively respond to self-assessment practice. this finding aligned with that of lam (2013). he reported that the total number of 42.5% negative comments to self-assessment was given by students during interview session. meanwhile, s8 concerned with the “time-consuming” issue in self-assessment practice. in this respect, haris (1997) argued that self-assessment for students could be designed to become more practical in terms of time and resources. in this case, he suggested that self-assessment be an integral part of regular classroom activities. on the other hand, positive responses given by s1 and s6 above seemed to support the idea by nunan (1988, p. 116). he argued that the practice of self-assessment is an effective method for the development of critical self-awareness. in addition, little (2005) argued that teacher should involve his learners in all the learning process, including the assessment process. therefore, self-assessment skills should be provided to facilitate learners in the real self-assessment practice. conclusion the present study investigated the effects of three different types of assessment (teacher-, peer-, and self-) on students’ text revisions. the results revealed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into revisions. additionally, this indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. meanwhile, addition and distribution were the most common types of revision changes made by students. in terms of size of revision, the highest proportion (over 40%) was made up by word revision. with regards to function of revision, the vast majority was made up by the discourserelated level (cohesion and coherent) by over 35%. the second finding showed that most of the comments on teacher-assessment were positive (82.5%), as opposed to negative comments were dominantly (65.2%) addressed to peerassessment. however, a balanced percentage was showed by both positive and negative comments on self-assessment. several limitations occurred in this study such as small sample of data and small number of participants. future research may apply the same methods on a larger scale, or in different educational contexts. despite these limitations, several implications can be clearly seen. for example, this study provided practical insight to efl teachers into how three types of assessment (teacher-, peer-, and self-) can be developed to help improve students’ writing skill. besides, it informed efl teachers with some suggestions to analyze students’ perceptions regarding the three assessments to help facilitate quality-enhancing text revisions andri the effect of three different assessment type … 155 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) references andrade, h., & y. du. (2007). student response to criteria-referenced selfassessment. assessment & evaluation in higher education, 32(2), 159– 181. birjandi, p., & n. hadidi tamjid. (2012). the role of self-, peer and teacher assessment in promoting iranian efl learners’ writing performance’. assessment & evaluation in higher education, 37(5), 513–533. chang, c. c. , tseng, k.h., & lou, s. j. (2012). a comparative analysis of the consistency and difference among teacher-assessment, student selfassessment and peer-assessment in a web-based portfolio assessment environment for high school students. computers & education, 58, 303320. chen, y. m. (2008). learning to self-assess oral performance in english: a longitudinal casestudy’. language teaching research, 12(2), 235–262. cresswell, a. (2000). self-monitoring in student writing: developing learner responsibility. elt journal, 54(3), 235–244. davison, c. & c. leung. (2009). current issues in english language teacher-based assessment. tesol quarterly, 43(3), 393–415. falchikov, n. (1995). peer feedback marking: developing peer assessment. innovation in education and training international, 32, 175–187. harris, m. (1997). self-assessment of language learning in formal settings. elt journal, 51, 12-20. lin, s.-j., liu, z.-f., & yuan, s.-m. (2001). web-based peer assessment: attitude and achievement. ieee transactions on education, 44(2), 13. little, d. (2005). the common european framework and the european language portfolio: involving learners and their judgments in the assessment process. language testing, 22, 321-326. matsuno, s. (2009). self-, peer-, and teacherassessments in japanese university efl writingclassrooms’. language testing, 26(1) 75–100. nunan, d. (1988). the learner-centered curriculum. cambridge: cambridge university press. nicol, d. j., & d. macfarlane-dick. (2006). formative assessment and selfregulated learning: a model and seven principles of good feedback practice. studies in higher education, 31(2), 199–218. metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 146-157 doi: 10.31002/metathesis.v3i2.1473 p-issn: 2580-2712 e-issn: 2580-2720 156 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) pond, k., ul-haq, r., & wade, w. (1995). peer review: a precursor to peer assessment. innovation in education and training international,32, 314323. sadler, p., & good, e. (2006).the impact of selfand peer-grading on student learning. educational assessment, 11(1), 1-31. sengupta, s. (2000). an investigation into the effects of revision strategy instruction on l2secondary school learners. system 28(1), 97–113. taras, m. (2003). to feedback or not to feedback in student self-assessment. assessment & evaluation in higher education, 28(5), 549–565. andri the effect of three different assessment type … 157 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) appendix: sample of interview questions: 1. what is your opinion about the way your teacher assesses your work? 2. what is the good and bad things of teacher-assessment? 3. have your work been assessed by your peers? if so, how do you think it is? 4. do you think peer-assessment is beneficial? in what way? 5. if compared with teacher-assessment, what is the negative side of peerassessment? 6. have you assessed your own work? if so, how do you know about the procedure of self-assessment? 7. to what extent does self-assessment benefit you? 8. among the the three assessments (teacher-, peer-, and self-), which one do you prefer the most? why? metathesis: journal of english language literature and teaching vol. 3, no. 1,april 2019 pp 78-91 doi: 10.31002/ metathesis.v3i1.1250 p-issn: 2580-2712 e-issn: 2580-2720 78 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) textbooks evaluation: to what extent do the english textbooks provide learning to promote cognitive skill? 1 nursyahrifa, 2 mukhaiyar, 3 jufrizal universitas negeri padang jalan prof. dr. hamka air tawar padang, sumatera barat, indonesia 1 nursyahrifanursyahrifa@gmail.com; 2 jmukhaiyar@yahoo.com; 3 juf_ely@yahoo.com received: 13 th march 2019 revised: 31 st may 2019 published: 11 th june 2019 abstract this research mainly aims at conducting an extensive evaluation of two english textbooks for senior high school grade tenth revised edition based on kurikulum 2013 yang disempurnakan (curriculum 2013 revised edition). this study employed a descriptive qualitative analysis. the english textbooks for the tenth grade published by erlangga and ministry of education and culture were selected as the sources of data. the evaluation focuses on how far the textbooks provide learning to promote cognitive skill. basic competencies in cognitive domain of curriculum 2013 were adapted as an instrument to evaluate the textbooks. findings found that the textbooks’ authors have tried to present opportunities for students to achieve core competencies of curriculum 2013 in several units. nevertheless, there are certain units that need additional instructions to provide more opportunities for students to reach low and high-order thinking skills. on the basis of the findings, the authors of the two textbooks may revise or improve the textbooks’ content by adding more experiences for students to achieve the levels of taxonomy bloom expected in the core and basic competencies of curriculum 2013. the findings are also useful for teachers to add or modify the instructions that suit the purposes of curriculum 2013 specifically in cognitive domain. keywords: english textbooks, textbooks evaluation, cognitive domain introduction textbook is one of the major elements for the process of language teaching and learning that usually serves students materials to activate their cognitive and psychomotor skills. richards (2001, p. 251) concedes that instructional materials in english foreign language context have significant role in serving language input for students to practice the language in the classrooms. in accordance with the statement proposed, it is valuable to note that there is an indivisible part between a textbook and a learning process. regarding the prominent role of textbooks as a teaching material in the classroom, it is essential to select an appropriate textbook that is consistent with the curriculum objectives as garinger (2002) argues that one of the steps to select a proper textbook is to find out how far a textbook is in agreement with the program and the course. he further argues that “if one of the goals of the nursyahrifa textbooks evaluation: …. 79 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) programs is to give students an opportunity to interact with authentic texts, then books that use articles written for native english speakers would be appropriate”. based on the statement, it seems that conducting an extensive review of a textbook is significant to know how far the textbooks’ contents suitable for certain learning purposes. a number of previous studies has put the agreement of a textbook with the curriculum as one of the aspects included in their evaluation. first, arifah and ngadiso (2018) analysed the previous publication of bahasa inggris textbook in terms of competencies and scientific approach. the study revealed that the materials are compatible with the items of core and basic competencies. in terms of scientific approach, they found that the stages of sa were presented implicitly through the activities in the textbook. in another study, arono and syafrina (2017) investigated three english textbooks in terms of contents, presentation, language, and graphic. the analysis in the aspect of contents indicated that pathway to english and bahasa inggris textbook were categorized good due to their relevancy with ki and kd of curriculum 2013. on the other hand, the textbook published by yrama widya was categorized fair. third, margana and widyantoro (2016) evaluated previous publication of tenth grade bahasa inggris textbook for the first semester in terms of six aspects include the suitability of basic and core competencies in reference to the content, the organization of english textbook and language skill areas, the contextualization of tasks, critical thinking skill enhancement, the integration of culture, and learner characteristic accomodation. in the suitability of basic and core competencies and the content, it was found that bahasa inggris textbook was designed on the basis of core competencies and basic competencies. it is realized in the objectives of the textbook. lastly, nimasari (2016) evaluated the extent to which the 2013 curriculum-based textbook accomplishes pedagogical aspects consist of methodology, content coverage, material completeness, presentation, design, and learner’s factors. the findings in methodology aspect found that bahasa inggris textbook has put core competencies and basic competencies in the objectives. on the other hand, spiritual and social aspects receive little attention since the skills were integrated with other competencies. she also found that there is relevancy between the syllabus of curriculum 2013 with the materials in bahasa inggris textbook. although the studies in textbook evaluation in the aspect of curriculum 2013 have been conducted by numerous researchers from different ways and point of views, there is a need to conduct further investigation since there is revision of curriculum. curriculum 2013 is the current curriculum in indonesia. as a means of improving the recent curriculum, the ministry of education and culture made changes on several aspects of curriculum 2013. it is then called curriculum 2013 revised edition (kurikulum 2013 yang disempurnakan). one of the revisions is the changing toward some of the operational verbs (kata kerja operasional) in the basic competencies specifically in cognitive domain. as can be seen in table 1, the operational verb “analyze” in the previous version of basic competencies of curriculum 2013 has been changed into “apply” and “differentiate” as the subcategory of “analysis” category. in addition, the operational verb “understanding” has been changed into “interpret”. these revisions ofcourse require the changes too on the new publication of english textbooks in terms to metathesis: journal of english language literature and teaching vol. 3, no. 1,april 2019 pp 78-91 doi: 10.31002/ metathesis.v3i1.1250 p-issn: 2580-2712 e-issn: 2580-2720 80 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) provide appropriate instructions that suit the objectives of the revised version of basic competencies of curriculum 2013. to address the gap, the present study intended to evaluate and explore in further the differences of the revised version of two english textbooks published by erlangga and kemdikbud in providing learning to improve students’ cognitive skill on the basis of the revised version of basic competencies of curriculum 2013 in cognitive domain. this is beneficial to expand and strenghten the existing research as well as give new information related to the revised publication of english textbooks as references for teachers and the authors in adapting and improving the english textbooks in the future. cognitive domain in curriculum 2013 uses the revision of cognitive processes of taxonomy bloom revised by anderson and krathwohl (2001) (cited in kemdikbud, 2016, p. 5; sutjipto, 2016, p. 245). krathwohl (2002, p. 212) claims that “the taxonomy of educational objectives is a framework for classifying statements of what we expect or intend students to learn as a result of instruction”. table 1. gradation of cognitive domain proposed by anderson and krathwohl structure of the cognitive process dimension of the revised taxonomy 1.0remember – retrieving relevant knowledge from long-term memory. 1.1 recognizing 1.2 recalling 2.0 understand – determining the meaning of instruc-tional messages, including oral, written, and graphic communication. 2.1 interpreting 2.2 exemplifying 2.3 classifying 2.4 summarizing 2.5 inferring 2.6 comparing 2.7 explaining 3.0 apply – carrying out or using a procedure in a given situation. 3.1 executing 3.2 implementing 4.0 analyze – breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose. 4.1 differentiating 4.2 organizing 4.3 attributing 5.0 evaluate – making judgments based on criteria and standards. 5.1 checking 5.2 critiquing 6.0 create – putting elements together to form a novel, coherent whole or make an original product. 6.1 generating 6.2 planning 6.3 producing source: anderson and krathwohl (2002, p. 215) nursyahrifa textbooks evaluation: …. 81 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1 demonstrates that revision of taxonomy bloom consists of remember, understand, apply, analyze, evaluate, and create. tenth and eleventh-grade students should achieve the lower order thinking skills involve remember, understand, and apply to higher order thinking skill that is analyze (kemdikbud, 2016, p. 13). core competency of curriculum 2013 in cognitive domain expects students to understand, apply, and analyze the knowledge (factual, conceptual, and procedural). (see appendix 1) method material the sources of data in this study were the english textbook “pathway to english” based on curriculum 2013 revised edition (kurikulum 2013 yang disempurnakan) (sudarwati and eudia grace, 2016) and the english textbooks “bahasa inggris” consists of teacher’s book and student’s book (zuliati, furaidah and utami widiati, 2017) based on kurikulum 2013 yang disempurnakan for the tenth grade. pathway to english has ten units consist of 206 pages divided into 10 units. the topics in each unit include hi, my name is, well done!, congratulation!, i will improve my english, it’s a wonderful place, listen to the school announcement, i’ve been there, past echoes of the nations, a long time ago, and sing your heart out!.furthermore, the student’s book of bahasa inggris comprises 220 pages divided into 15 units. in addition, the teacher’s book contains 202 pages divided into 15 units. the topic in each unit consists of talking about self, congratulating and complimenting others, expressing intention, which one is your best getaway?, lets visit niagara falls, giving announcement, my idol, the battle of surabaya, b.j. habibie, cut nyak dien, issumboshi, malin kundang, strong wind, and you’ve got a 1friend. the data were the contents of the two english textbooks include materials, tasks and activities. in this study, the researchers evaluated all chapters in the english textbooks that relate to the topic found in the core and basic competencies of curriculum 2013 in english subject. for this reason, there were some chapters in textbook 2 that were not evaluated since the textbook has additional topics that are not included in core and basic competencies of curriculum 2013 revised version. procedure this study adopted descriptive qualitative research. a table of textbook evaluation criteria that was adapted based on basic competencies of curriculum 2013 in cognitive domain was validated to two experts of english language teaching and an expert in research methodology from iain bukittinggi. they recommended to not asking more than one question in an item. the checklist was then revised based on the suggestion given. to data were collected by evaluating each unit of the textbooks related to the topics in the curriculum by observing how far the contents of english textbooks fulfill each item in the checklist evaluation. after that, the researchers gave a score ranges from 0 – 2 where 2 means “good”, 1 means “satisfactory”, and 0 means “poor”. “a comparative weight is assigned to the relative realization of each actual criterion in the textbook under scrutiny: a perfect match between the ideal defined criterion and its actual realization in the textbook receiving two, a total lack a score of zero, and any inadequate match a score of one” (wahab, 2013, p. 63). to trustworthiness in this research was metathesis: journal of english language literature and teaching vol. 3, no. 1,april 2019 pp 78-91 doi: 10.31002/ metathesis.v3i1.1250 p-issn: 2580-2712 e-issn: 2580-2720 82 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) obtained through credibility and dependability. credibility was done by extending the duration of evaluation and repeating the observation and coding processes. to achieve dependability, there is an external auditor who is the examiner of the first author that checked out the whole process of the research. findings and discussion the table below presents the evaluation of the two textbooks on the basis of core competencies of kurikulum 2013 yang disempurnakan focuses on cognitive domain. each textbook may obtain a score (0=poor, 1=satisfactory, 2=good) depends on how far the contents fulfill each statement in the table. textbook 1 refers to pathway to english and textbook 2 refers to bahasa inggris. table 2. the result of evaluation of two english textbooks in cognitive domain item of evaluation score t1 t2 1. textbook guides students to apply the social functions of spoken and written transactional interaction texts involve introducing and mentioning identity according to the contexts of its use. 1 1 2. textbook guides students to apply the texts structures of spoken and written transactional interaction texts involve introducing and mentioning identity according to the contexts of its use. 1 1 3. textbook guides students to apply the language features of spoken and written transactional interaction texts involve introducing and mentioning identity according to the contexts of its use. 2 1 4. textbook guides students to apply the social functions of spoken and written interpersonal interaction texts involve congratulating and complimenting according to the contexts of its use. 1 1 5. textbook guides students to apply the texts structures of spoken and written interpersonal interaction texts involve congratulating and complimenting according to the contexts of its use. 1 1 6. textbook guides students to apply the language features of spoken and written interpersonal interaction texts involve congratulating and complimenting according to the contexts of its use. 2 1 7. textbook guides students to apply the social functions of spoken and written transactional interaction texts involve asking for and giving information about intentions of doing something to develop interactional communication with others according to the contexts of its use 1 1 8. textbook guides students to apply the texts structures of spoken and written transactional interaction texts involve asking for and giving information about intentions of doing something to develop interactional communication with others according to the contexts of its use 1 1 9. textbook guides students to apply the language features of spoken and written transactional interaction texts involve asking for and giving information about intentions of doing something to develop 1 2 nursyahrifa textbooks evaluation: …. 83 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) interactional communication with others according to the contexts of its use 10. textbook guides students to differentiate the social functions of some spoken and written descriptive texts involve asking for and giving information about a particular place and a historical building according to the contexts of its use. 2 2 11. textbook guides students to differentiate the texts structures of some spoken and written descriptive texts involve asking for and giving information about a particular place and a historical building according to the contexts of its use 2 2 12. textbook guides students to differentiate the language features of short and simple spoken and written some descriptive texts involve asking for and giving information about a particular place and a historical building according to the contexts of its use 2 2 13. textbook guides students to differentiate the social functions of spoken and written texts in a form of announcement by asking and giving for information related to school activities according to the contexts of its use. 2 1 14. textbook guides students to differentiate the text structures of spoken and written texts in a form of announcement by asking and giving for information related to school activities according to contexts of its use. 2 1 15. textbook guides students to differentiate the language features of spoken and written texts in a form of announcement by asking and giving for information related to school activities according to contexts of its use. 0 1 16. textbook guides students to apply the social functions of spoken and written transactional interaction texts involve asking for and giving information related to a series of past events according to the contexts of its use 1 1 17. textbook guides students to apply the text structures of spoken and written transactional interaction texts involve asking for and giving information related to a series of past events according to the contexts of its use 1 1 18. textbook guides students to apply the language features of spoken and written transactional interaction texts involve asking for and giving information related to a series of past events according to the contexts of its use 2 2 19. textbook guides students to differentiate the social functions of some spoken and written recount texts involve asking and giving information related to the historical events according to the contexts of its use. 0 0 20. textbook guides students to differentiate the texts structures of some spoken and written recount texts involve asking and giving information related to the historical events according to the contexts of its use. 2 1 21. textbook guides students to differentiate the language features of some spoken and written recount texts involve asking and giving information related to the historical events according to the contexts of its use. 0 0 22. textbook guides students to differentiate the social functions of some spoken and written narrative texts involve asking and giving information about folktales according to the contexts of its use. 2 0 metathesis: journal of english language literature and teaching vol. 3, no. 1,april 2019 pp 78-91 doi: 10.31002/ metathesis.v3i1.1250 p-issn: 2580-2712 e-issn: 2580-2720 84 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) note: t1 is textbook 1 and t2 is textbook 2 table 2 demonstrates that textbook 1 receives 35 scores higher than textbook 2 that constitutes 28 scores. eventhough textbook 2 obtained a lower score, some chapters in the textbook acquired good and satisfactory criteria. the descriptions and discussions of how far the textbooks fulfill the items in the checklist are explained below along with some samples of the contents in each textbook. 1. the direction to apply social functions in interpersonal and transactional texts the results of the evaluation in terms of the direction to apply social functions in interpersonal and transactional texts show that the two textbooks have guided students to apply the social functions of the texts. for example, on page 5, textbook 1 offers a question asking students about “what do people usually say when they are asked about personal information?”. the textbook then assigns students to put a tick in the boxes with the appropriate expressions. on page 8 students are asked to have a discussion with their friends and teachers about introducing and mentioning identity, for example, 1) have you ever introduce yourself in front of many people? 2) when did you do it? 3) why do you think you should do it? this activity allows students to recall their background knowledge related to the social function of the text before they are going to achieve the next level of cognitive taxonomy. moreover, on page 9, students are instructed to listen to the recording and practice the dialogue with their friends. on page 17 and 18, they are assigned to take turn asking and giving information about hobby and job with their friends. in written personal information, on page 22 and 32, students are required to listen to people introducing themselves and read the letter carefully. what follows is an activity asking them to ask some questions to their friends about writing a pen pal letter, such as have they ever written a pen pal letter? what is the purpose of writing a pen pal letter? and etc. on page 26, students are asked to read a letter to a pen pal carefully and write a reply to suzan’s letter by completing the letter that has been provided on page 27. these activities enable students to apply the social functions of the text. since the text belongs to transactional interaction text, the researchers found more instructions in spoken text that are useful for students in doing transactional communication. 23. textbook guides students to differentiate the text structures of some spoken and written narrative texts by asking and giving information about folktales according to the contexts of its use. 2 2 24. textbook guides students to differentiate the language features of some spoken and written narrative texts involve asking and giving information about folktales according to the contexts of its use. 2 1 25. textbook guides students to interpret the social functions and language features of the song lyrics related to the adolescent life of senior high school students. 2 1 score 35 28 nursyahrifa textbooks evaluation: …. 85 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) as for the second textbook, the lesson about “introducing and mentioning identity” (page 1 – 19) in chapter 1 of textbook 2 also promotes some instructions directing students to apply the social functions of interaction texts involve mentioning and introducing identity. for example, on page 17, textbook 2 asks students to look at the picture and answer some questions like 1) what do you think they are doing? 2) where does it take place? 3) why do you think so? the procedures to guide students to understand the social function of the text also exists in the teacher’s book on page 8 suggested teachers discuss the pictures and the social purposes of the text with students. the activity that follows this instruction asks students to act out the dialogue pretending to be edo and slamet who introduce themselves to each other. in contrary, textbook 2 has fewer conversation models and expressions that are valuable for students to apply the social functions of the text. however, the two textbooks required more instructions in order to raise students’ awareness that different situations (field) and the relationship between participants (tenor) may influence the forms of the texts. putra (2004, p. 69) states that one of the theoretical frameworks of curriculum 2013 is systemic functional linguistic proposed by halliday (1978). halliday and matthiessen (2014, p. 33) argue that “any situation type can be characterized in terms of field, tenor and mode”. they further state that field relates to what is going on in the situation or we can call it the subject or topic of communication, tenor belongs to participants in the situations or what the relationship between or among the people is in the situations, and mode refers to the media used to communicate. putra (2014, p. 69) furthermore asserts that teachers need to “provide the opportunity for students to discover the context of culture and the contexts of situations that affect the forms of the text in order they can produce the texts that are more social culturally relevant”. to repair this, the textbooks may add dialogues or conversations that are varied in terms of contexts and situations and allowing students to discuss and exchange information with their friends and teachers related to the expressions in the dialogue and why such expressions are used in certain occasions. these instructions can possibly raise students’ awareness so that they can appropriately select the expressions and maintain interpersonal relationship with others. 2. the direction to apply text structures in interpersonal and transactional texts with reference to the direction to apply text structures in interpersonal and transactional text, it is observed that textbook 1 introduces text structures of the text indirectly through conversation models or dialogues. it also prepares expressions to exchange information. as an example, chapter 1 in pathway to english presents expressions to introduce and mention identity and the responses to exchange information, as well. it proposes several conversation models which are helpful for students to apply the text structures of the text. there are some directions asking students to act out dialogues. on top of that, the textbook offers the section for students to study the way to introduce a self started from mentioning names until referring to a phone number. likewise, students are facilitated with some monologues to learn the way to introduce a self in front of the class. in written text, textbook 1 directly presents examples of written texts in the form of a letter. the examples can be used by students as a model to produce metathesis: journal of english language literature and teaching vol. 3, no. 1,april 2019 pp 78-91 doi: 10.31002/ metathesis.v3i1.1250 p-issn: 2580-2712 e-issn: 2580-2720 86 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the written text systematically. however, there is no instruction asking students to discuss text structures of the text. the comprehension questions provided do not really direct student’s attention to find the text structures of the text. some students may need more guidance to create a dialogue or written text. as the learners are efl students, they need to be prepared in understanding text structures of the text so that they can apply it appropriately. as it is stated by shcas et al. (1974) cited in murcia (2007) that conversational competence includes the way to open a conversation, close a conversation, establish and change topics. murcia (1995) in murcia (2007, p. 47) argues that one of the sub areas in discourse competence is “generic structure which helps the user to identify an oral discourse as a conversation, narrative, interview, and etc”. furthermore, murcia, dornyei, and thurrell (1995, p. 14) state that conversational competence involves how to open a conversation, exchange the information, and close a conversation. accordingly, textbook 1 is expected to offer more guidance or directions for students to understand text structures of interpersonal and transactional texts by assigning students to discuss the text structures of the texts. in contrary, the researcher found that textbook 2 gives more emphasis in guiding students to comprehend the text structures of the text. the direction also exists in the teacher’s book suggesting teachers discuss it with students. nevertheless, textbook 2 has fewer conversation models than textbook 1 that may not offer more examples and opportunity for students to apply the text structures of the texts. revision can be done by serving explanations or lists of expressions that can be used by students to not only exchange information, but also to open and close a conversation. making a list of expressions in a form of table as textbook 1 does can attract students’ attention and give clear examples for students to understand and apply text structures of the texts. also, guiding students and teachers to discuss text structures of the texts as offered in textbook 2 is also advisable to be considered by textbook authors for the next revision of textbook 1. 3. the direction to apply language features in interpersonal and transactional texts in the matter of the direction to apply language features in interpersonal and transactional texts, textbook 1 gives more complete presentation of language features than textbook 2. textbook 1 gives explanations, directions, and examples of language features that allow students to understand the language features of the text. some of the grammar presentations in textbook 1 are also contextualized in the dialogues and passages. some of them are explicitly explained to students. for example, chapter 1 in pathway to english offers expressions, intonations, grammatical features, vocabularies related to the topic and instructions for students to apply the language features of the text. on page 5, students are instructed to listen and repeat the expressions of personal information. on page 10, textbook 1 offers the expressions of personal information to be studied. this instruction affords an opportunity for students to understand the language features of the text and apply it accurately. next, they are assigned to analyze the nursyahrifa textbooks evaluation: …. 87 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) expressions of personal information according to their functions, discuss those answers with their friends, find out other expressions from other sources and compare them with the expressions used in the chapter. to direct students to apply the language features in spoken text, students are required to fill in appropriate expressions about introducing and mentioning identity and practice a dialogue with correct intonations. on page 22, students are asked to state whether sentences provided have rising or falling intonation and to draw the intonation line. on top of that, they are required to complete the dialogue with appropriate questions using wh-words. in written personal information, on page 19, students are guided to complete the paragraph with the correct to be and to have. on page 21, students are asked to put the appropriate pronouns in the text. further instruction assigns students to write a reply to suzan’s letter. related to the findings, putra (2014, p. 68) says that one of the theoretical frameworks of curriculum 2013 refers to communicative competence proposed by celce-murcia (2007). one of the competencies is linguistic competence. “linguistic competence includes four types of knowledge involve phonological, lexical, morphological, and syntactic systems” (murcia, 2007, p. 47). to direct students apply the language features of the texts, textbook 1 provides a variety of instructions that enable them to apply language features in spoken and written texts. in contrast, textbook 2 does not offer enough instructions and opportunities for students to apply the language features of the texts, specifically in written text as it is expected in basic competencies of curriculum 2013 or the third level of taxonomy bloom in cognitive domain which is to apply (krathwohl, 2002). arifah, santosa, and ngadiso (2018) who evaluated bahasa inggris textbook published in 2014 also found that the page for social function, text structures, and language features of the texts is not clearly presented in the textbook. therefore, the revised version of bahasa inggris textbook is not improved in preparing the knowledge of these three components. revision can be done by adding more instructions for students to apply the language features of the text and giving more detail and clearer explanations for students. 4. the direction to differentiate social functions, text structures, and language features of some spoken and written texts in functional texts with regard to the direction to differentiate social functions, text structures, and language features of some spoken and written texts in functional texts, it indicates that textbook 1 delivers more explanations and instructions for students to recall their background knowledge and to enhance their understanding of social functions, text structures, and language features of spoken and written texts. it also provides more opportunity for students to analyze and differentiate some spoken and written texts since it contains more conversation models and written texts. therefore, the revised version of textbook 1 has been designed based on the requirements of revised edition of curriculum 2013. these findings are in line with the basic competencies of curriculum 2013 or the fourth cycle of cognitive domain proposed by bloom which is to analyze or differentiate (krathwohl, 2002). textbook 2 has also tried to guide students to differentiate social functions, text structures, and language features in spoken and written functional texts. it is metathesis: journal of english language literature and teaching vol. 3, no. 1,april 2019 pp 78-91 doi: 10.31002/ metathesis.v3i1.1250 p-issn: 2580-2712 e-issn: 2580-2720 88 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) good at guiding students to differentiate text structures of the text since it enables students to find similarities and differences of the texts. it was observed in chapter 4 that to reinforce students’ understanding, textbook 2 presents an explanation about the text structures of descriptive consist of identification and description. on page 53, textbook 2 offers the text about tanjung puting national park and gives an example of how to analyze text structures of the text by using tables. afterwards, students are required to analyze text structures of three different texts: taj mahal, cuban rondo, and visiting niagara falls by completing the table provided. subsequently, in the teacher’s book, the researchers found the suggestion for teachers to direct students’ attention to the organization of descriptive text. textbook 2 also directs students to find similarities and differences between two texts and discuss the text structures with their friends. however, textbook 2 provides fewer spoken and written texts for students to analyze or differentiate several texts. this finding is in conflict with the fourth gradation of taxonomy bloom or cognitive domain in the basic competencies of curriculum 2013 which expect students to be able to differentiate social functions, text structures, and language features of some spoken and written functional texts. therefore, textbook 2 needs additional conversation models, written texts and instructions to give more opportunity for students to analyze different texts. 5. the direction to interprete the social functions and language features of the song lyrics related to the adolescent life of senior high school students. textbook 1 contains two kinds of songs: when the children cry by white lion and pray by justin bieber. on page 195, students are assigned to find the song “when the children cry by white lion and its lyrics and they have to put a tick on the pictures that correspond to the verses. furthermore, on page 196, students are asked to choose the words that suit the songs and determine the message of the songs by putting a tick on the box provided. on page 197, students are asked to listen to the song pray by justin bieber. following this instruction, students are asked to find the meaning of the words in the song and check their understanding by answering the questions provided in the textbook. as a warming up, textbook 2 gives some pictures and asks students to make a short description of the picture. on page 198, students are asked to listen to a song “you’ve got a friend”. they are given a list of vocabularies related to songs to help them comprehend the lyrics. they are guided to interpret the meaning of certain verses and tell what the song is about. by giving this task, students are guided to interpret social functions and language features of the song. these results are in line with the expectation of basic competencies of curriculum 2013 or the sub category of second level of bloom’s taxonomy that is to interprete (krathwohl, 2002 . however, there is only a song provided in textbook 2. conclusion the result of the research shows that textbook 1 has gained a higher score than textbook 2. textbook 1 has tried to provide better cognitive learning that guides students to achieve the level of taxonomy bloom in several chapters even though nursyahrifa textbooks evaluation: …. 89 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) there are still units that require revisions. subsequently, even though textbook 2 has obtained a lower score, some chapters in textbook 2 have acquired good and satisfactory criteria. the revision in these two textbooks can be done by providing additional materials and instructions that facilitate more opportunities for students to experience cognitive learning processes in order to achieve the objectives of curriculum 2013. the result of the research can also be useful for teachers who are using or going to modify or adapt the english textbooks. references arifah, k. f., santosa, r., & ngadiso. (2018). content analysis of competencies and scientific approach in english textbook. international journal of multicultural and multireligious understanding, 5(3), 210-233. arono, e. s. (2017). features of english textbooks for the first year of senior high school implementing the 2013-curriculum. journal of applied linguistics and literature, 2(2), 1-13. celce-murcia, m., dörnyei, z., & thurrell, s. (1995). a pedagogical framework for communicative competence: a pedagogically motivated model with content specifications. issues in applied linguistics, 6(2), 5–35. celce-murcia, m. (2007). rethinking the role of communicative competence in language teaching. in e. a. soler & m. p. s. jorda (eds.), intercultural language use and language learning (pp. 41-57). dordrecht, netherlands: springer. garinger, d. (2002). textbook selection for the esl classroom. eric clearinghouse on languages and linguistics. washington, dc. halliday, m. a. k., & matthiessen, c. m. i. m. (2014). halliday’s introduction to functional grammar (4 thd ed). london: routledge. kemdikbud. (2016). peraturan menteri pendidikan dan kebudayaan nomor 024 lampiran 47 tahun 2016. jakarta: author. kemdikbud. (2016). materi pelatihan dan pendampingan implementasi kurikulum 2013 smk. jakarta: direktorat pembinaan sekolah menengah kejuruan dirjen dikmen kemdikbud. krathwohl, d. r. (2002). a revision of bloom’s taxonomy: an overview. theory into practice, 41(4), 213-218. margana & widyantoro, a. (2016). an evaluation of english textbook used at senior and vocational high schools oriented to curriculum 2013. researchers world-journal of arts, science and commerce, 4(1), 108119. metathesis: journal of english language literature and teaching vol. 3, no. 1,april 2019 pp 78-91 doi: 10.31002/ metathesis.v3i1.1250 p-issn: 2580-2712 e-issn: 2580-2720 90 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) nimasari, e. p. (2016). evaluating an efl textbook: to what extent does the 2013 curriculum-based textbook accomplish pedagogical aspects? prosiding ictte fkip uns, 1(1), 269-278. putra, k. a. (2014). the implication of curriculum renewal on elt in indonesia. parole, 4(1), 63-75. richard, j. c. (2001). curriculum development in language teaching. cambridge: cambridge university press. sudarwati, t. m. & grace, e. (2016). pathway to english for sma/ma grade x. jakarta: erlangga. sutjipto. (2016). the importance of training curriculum 2013 for teachers. jurnal pendidikan dan kebudayaan, 1(2), 235-260. wahab, m. m. (2013). developing an english language textbook evaluative checklist. iosr journal of research & method in education (iosrjrme), 1(30), 55-70. zuliati, f. & widiati, u. (2017). bahasa inggris. jakarta: kemendikbud. appendix core and basic competencies of curriculum 2013 in cognitive domain 3. understand, apply, and analyze the knowledge (factual, conceptual, and procedural) according to the curiosity in learners toward science, technology, arts, culture, and humanity with the concept of humanity, nationality, state and civilization related to the causes of phenomena and event, as well as apply procedural knowledge in the specific field of study in accordance with their tendency and interest in solving problems. 3.1 apply social functions, texts structure, and language features of spoken and written transactional interaction texts involve introducing and mentioning identity to develop interactional communication according to the contexts of its use. (notice the language feature: pronoun: subjective, objective, possessive) 3.2 apply social functions, texts structures, and language features of spoken and written interpersonal interaction texts involve congratulating and complimenting to develop interactional communication with others according to the contexts of its use. 3.3 apply social functions, texts structures, and the language features of spoken and written transactional interaction texts involve telling and asking about intentions of doing something to develop interactional nursyahrifa textbooks evaluation: …. 91 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) communication with others according to the contexts of its use. (notice the language feature: be going to, would like to) 3.4 differentiate social functions, text structures, and language features of spoken and written descriptive texts by asking for and giving information about particular places and historical buildings according to the contexts of its use. 3.5 differentiate social functions, texts structures, and language features of particular texts in a form of announcement by asking for and giving information related to school activities according to contexts of its use. 3.6 apply social functions, texts structures, and language features of spoken and written transactional interaction texts related to a series of past events, usually in the order according to the contexts of its use. (notice the language feature: simple past tense vs present perfect tense) 3.7 differentiate social functions, texts structures, and language features of spoken and written recount texts by asking for and giving information related to the historical events according to the contexts of its use. 3.8 differentiate social functions, texts structures, and language features of spoken and written narrative texts by asking and giving information about folktales according to the contexts of its use. 3.9 interpret social functions and language features of the song lyrics related to the adolescent life of senior high school students. source: permendikbud tahun 2016 nomor 024 lampiran 4 metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 124-134 doi: 10.31002/metathesis.v3i2.1399 p-issn: 2580-2712 e-issn: 2580-2720 124 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) exploring english language teaching method of the second grade students at sma mbs yogyakarta dina ayu puspitasari universitas ahmad dahlan jalan pramuka 42, sidikan, yogyakarta 55161 indonesia ayudina93@gmail.com received: 1 st june 2019 revised: 6 th october 2019 published: 17 th october 2019 abstract the purposes of this study are: 1) to find out the method to teach english subject at sma mbs yogyakarta. 2) to find out the different method employed by english teachers in teaching english subject. 3) to find out the difficulties faced by the english teachers in teaching english subject. the design of this study is descriptive qualitative research. the object of this study is all of english teachers of the second grade students. the data was taken from interviews and classroom observations. in the data analysis techniques, the results of interviews with all of english teachers are grouped into the observed topic. the result of this study shows that the method used by english teachers in teaching english subject is the eclectic method. there are no different methods in teaching english subject. the difficulties encountered by the english teachers in teaching english subject include classroom management, and limited learning sources. keywords: english language teaching (elt), method, introduction language is the part of life because language is used by all people in this world as a way to communicate with others. it means that language is a communication or an expression of ideas, opinions, and feelings. among many languages, english is one of the most spoken languages in international level. therefore, it is necessary to study english because english is taught from elementary school until university level. students are taught four skills such as listening, speaking, reading and writing. students need to develop their ability in order to master these four skills for increasing the knowledge and english skill. in indonesia, english is spoken by limited number of people because it is a foreign language. according to (leni, 2013, p. 41), teaching english as a foreign language in indonesia has shown lack of success even though english has been taught and used as a foreign language in indonesia for sixty-five years. taken from (songbatumis, 2017, p. 54) teaching english dina ayu puspitasari exploring english teaching method … 125 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) as a foreign language have some problems which are come from students and teacher such as students lack of vocabulary mastery, speaking problem, limited mastery of teaching methods, inadequate resources and facilities. based on the previous studies, it can be concluded that english as a foreign language which is being taught in indonesia has some problems, such as teachers’ low competence, students’ low motivation and low english competence among students (nenden, 2005, p. 91). in other words, the problems faced in teaching english lie on students, teachers, motivation, method, media, and materials. the problems coming from students are related to their knowledge, intelligence, motivation, and personality. the problems coming from teachers are related to teachers’ personality, teachers’ belief about teaching, and unqualified teachers’. the important thing for english teachers to teach english as a foreign language is about how the teacher teaches and the material to be taught because determining the best method is complicated. as (brown, 2007, p. 8) defines that teaching is an activity that guide someone to learn various kinds of things such as doing something, giving directions, transferring knowledge, guiding in learning something, making someone know and understand something. in learning activities in the classroom, all of the activities that will be done has been planned very well. (harmer, 2003, p. 78) states that the method is the kinds of activities, the role of the teachers and the students, several designs of material, and syllabus. an english teacher must be able to arrange all of the activities to be do in the class such as the material will be taught and the methods to be used. (richards and rodgers, 2001, p. 19 ) state that method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which based upon, the selected approach. an approach is axiomatic, a method is procedural. a method chosen by the teacher is a method that can explain the material in detail and clearly because the method is the way of the teacher's to deliver the material. according to (brown, 2001, p. 14) method is described as an overall plan for systematic presentation of language based upon a selected approach. every student learns by using methods based on their abilities so they can develop their personal skills and abilities. taken from (jebiwot, chebet, and kipkemboi, 2016, p. 75) the important role of the method is based on the fact that teachers can change their teaching style to develop the students' knowledge and the students understanding more in the classroom. in general, the role of teaching method is used to develop the students’ ideas and the students’ skills. it is supported by (jebiwot, chebet, and kipkemboi, 2016, p. 76) say that the role of the method is needed to explore the students' knowledge and experience to develop students’ understanding, critical thinking, skills, interests and talents. the eclectic method is a mixture of various methods in teaching and learning. (kumar, 2013, p. 1) says that the eclectic method is an effective method for students of all ages and levels because the learning process is more innovative and fun. the eclectic theory is an important theory in language learning because it has positive impacts for students. according to (iscan, metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 124-134 doi: 10.31002/metathesis.v3i2.1399 p-issn: 2580-2712 e-issn: 2580-2720 126 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 2017, p. 150) the eclectic method is also known as mix methods in language teaching method because it combines some methods based on the objective of the course and the students’ abilities. (kumar, 2013, p. 1) both have used the term of principle eclecticism to describe a desirable, coherent, pluralistic approach to language learning teaching. eclecticism involves the use of a variety of language learning techniques, each of which may have very different characteristics and objectives. in addition, (gao, 2011, p. 1) says that the eclectic method is a method which combines listening, speaking, reading, writing and some practice in the classroom. therefore, this method does not apply a single method. according to (jebiwot, chebet, and kipkemboi, 2016, p. 76) the eclectic method is a mix of various methods in learning activity. based on the observation at sma mbs yogyakarta, the researcher found the conditions of the school. first, the students are sleepy and tired in learning english subject. second, sometimes the students still confuse about the material that has been learned. third, the teachers rarely used the mix method in the classroom. fourth, the teacher encounters the limited learning sources in teaching english subject. based on those conditions, the problem about (1) what is the method used to teach english subject at sma mbs yogyakarta? (2) are there any different method employed by the english teachers in teaching english subject? (3) what are the difficulties encounters by the english teachers in teaching english subject? the objectives of this study are as follows: (1) to find out the method to teach english subject at sma mbs yogyakarta. (2) to find out the different method employed by the english teachers in teaching english subject. (3) to find out the difficulties encountered by the english teachers in teaching english subject. method the design of this study applies descriptive qualitative study. (mack, woodsong, and macqueen, 2005, p. 1) state that qualitative study is a scientific research which generally consist of searching the answers of questions, uses a set of prearrange procedures to answers some questions, gathers evidence, produces findings that were not found before, and produces findings that can be directly applied outside the research context. the data analysis in this study uses descriptive qualitative. (moleong, 2017, p. 4) assert that qualitative methods as the research procedures produce descriptive data in the form of written or oral words and the behavior of the people observed. there are two source the data that used in this study. there are interview and observation. in this research, to collecting the data the researcher interview two english teacher to know the difficulties in teaching english subject. in the observation, the researcher used observation to find out the method that used by all english teachers and to know the difficulties in teaching english subject. in the data analysis techniques, the results of interviews and observations with all of english teachers are grouped into the observed topic. the data dina ayu puspitasari exploring english teaching method … 127 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) analysis in this study based on the (miles and huberman, 1994, p. 10) there are some activities in analyzing data are data reduction, data display, and conclusion. findings and discussion 1. the method to teach english subject at sma mbs yogyakarta a. teacher a based on the result from the observation in the classroom, it shows that the teacher a used some method such as cooperative learning method, reading method, and grammar translation method. these methods are categorized into eclectic method because the teacher used various methods in the classroom when teaching english subject. according to (iscan, 2017, p. 150), the eclectic method known as mixed methods in language teaching because it combines some methods based on the objectives of the course and the students’ abilities. the eclectic method is a method which combines four basic skills in teaching english. moreover, (gao, 2011, p. 1) mentions that the eclectic method is a method which combines listening, speaking, reading, and writing and some practice in the classroom. therefore, this method does not involve a single method. b. teacher b the result taken from the observation in the classroom shows that teacher b applied eclectic method because it is fun and innovative for all students’ levels. (kumar, 2013, p. 1) states that the eclectic method is an effective method for students in all ages and levels because the learning process is more innovative and fun. as found in the observation, the teacher b applied some method in teaching english like cooperative learning method, reading method, and grammar translation method. finally, it can be concluded that in elected method, the teacher applied the combination methods in the classroom. (jebiwot, chebet, and kipkemboi, 2016, p. 76) state that the eclectic method is a mix of various methods in the learning activity. 2. the different method employed by english teachers in teaching english subject a. teacher a the data taken from the observation in xi ips 4 of sma mbs yogyakarta with the english teachers they used various activities in teaching english. it is called as eclectic method. according to (kumar, 2013, p. 1), the eclecticism involves the use of a variety of language learning activities, each of which may have very different characteristics and objectives. in the observation, there are varieties of method done by the teacher in the classroom. they are reading method, grammar translation method, and cooperative learning method. (al hamash and younis, 1985, p. 22) state that the eclecticism is defined as a type of methodology that makes use of the different language learning approaches but sticking of one standard approach. b. teacher b the data is taken from the observation with the english teacher b in sma mbs yogyakarta. the teacher used some method such as grammar translation method, reading method, and cooperative learning method. this method can be concluded in the eclectic method. teacher b used the eclectic method metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 124-134 doi: 10.31002/metathesis.v3i2.1399 p-issn: 2580-2712 e-issn: 2580-2720 128 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) because the teacher can choose the method to be used by considering the advantages and disadvantages of the methods. the successful teachers usually can arrange and mix some methods that they think are appropriate. every method has its own value and uniqueness, but the teachers are expected to be able to know the difficulties and disadvantages of every method (bell, 2007, p. 140-141). based on the classroom observation in the second grade of sma mbs yogyakarta, the english teacher b applied some method in teaching english that is eclectic method. the teacher applied the eclectic method of teaching english subject to choose the method to be used based on the students’ knowledge and the learning objectives. according to (brown, 2001, p. 40) argues that the eclectic method offers the solution in teaching because the method allows the teacher to select what works within their own dynamic contexts. from the description above, there is no different method of teaching english subject of the second grades students at sma mbs yogyakarta because all english teachers apply some method in the classroom, namely eclectic method. 3. the difficulties encountered by english teachers in teaching english subject the difficulties encountered by the english teachers to teach english subject are categorized into non-academic problem. it can be seen from the analysis below: a. classroom management classroom management includes all efforts created by the teachers in the classroom, such as management of students’ behavior and activity, arranging and coordinating students’ activities, monitoring students’ behavior, ensuring effective learning processes, and building learning motivation among students when they are learning english. from the interview with the english teachers in sma mbs yogyakarta, they argued that they are faced some difficulties in teaching english subject of second grades students such as the difficulty in starting the lesson, students sleeping in the classroom, and the difficulty to motivate the students in learning english. it can be seen from the following interview: my difficulty is to motivate the students to focus in learning because sometimes the students are sleepy and bored. (resource: interview 1) the other difficulty that i said yesterday is to motivate the students to focus in learning is the difficulty in starting the lesson when the students are very tired or in high pressure. (resource: interview 2) my difficulty is when the students get tired because there are so many activities at night in this boarding school so they are sleepy in the classroom. (resource: interview 1) dina ayu puspitasari exploring english teaching method … 129 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the most difficult part to overcome is the students sleeping in the class. (resource: interview 2) based on the description above, it can be concluded that the english teachers at sma mbs yogyakarta face the classroom management problem in teaching english subject especially to second grade students because it is a boarding school so there are many activities at night which make them sleepy and tired in the next day during learning. during teaching and learning process, some students are sleepy so the teacher use warm up to motivate the students and use questions answer and also group discussion to make students not sleepy in the classroom. it was shown in the classroom observation. the results of the interview and observation show that they faced some problems in teaching and learning process, which is the classroom management. classroom management is an important aspect of teaching and learning process. the key to create good classroom management is the use of techniques that increase students’ activities in the classroom and avert problems from occurring. (sieberer nagler, 2015, p. 163) argues that there are some critical concerns related to classroom management in schools. these are discipline, students’ motivation, handling students and their emotional problems, absence of parents’ support, and violence. in this school, the english teachers face the difficulties like motivating the students to learn. the english teachers have the difficulties in teaching english subject is to motivate the students to focus during the learning because sometimes the students are sleepy and bored. in teaching and learning process when the students are sleepy, the teacher uses warm up to motivate the students. motivation is an important role in foreign language learning. besides that, according to (sieberer nagler, 2015, p. 163), motivation gives an inner drive that focuses on behavior and a particular goal or task and causes the individual to be persistent in trying to achieve the goal or complete the task successfully. therefore, it is important that the teacher motivates the students to learn. the next difficulty faced by the english teacher in teaching english subject is the teacher found it difficult to start the lesson when the students are very tired or in high pressure because of the students have many activities at night. (hershner and chervin, 2014, p. 75) state that the depression, sleep, and memorizing are interrelated. insufficient sleep can affect the memory. these situations make the teacher difficult to transferring knowledge in the classroom. in teaching and learning process, the teachers used group discussions to make students not sleepy in the classroom. the last difficulty in the classroom management problem encountered by the english teacher in teaching english subject at sma mbs yogyakarta is when the students get tired and the students are sleeping in the class because it is a boarding school so many activities at night. (hershner and chervin, 2014, p. 76) state that one of the most common problems is sleepiness or sleep derivation meaning that students get inadequate sleep because they sleep late and wake up early. it is supported by (herrmann, palmer and sechrist, 2018, metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 124-134 doi: 10.31002/metathesis.v3i2.1399 p-issn: 2580-2712 e-issn: 2580-2720 130 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) p. 7) who said that students who get sleep disorder can affect to poor student academic performance. besides that, sleep disorder can damage the health. however, some students do not prioritize adequate sleep. according to (hersher and chervin, 2014, p. 78) students with sleep disorders probably do not achieve optimal academic performance and up to 27% of students get sleep disorder. b. limited learning sources the other problem faced by the english teachers in teaching english to the second grade students is limited learning sources. limited learning resources can make the teacher get difficulty to realize the effective teaching and learning processes. therefore, the availability of learning resources is an important role and needs to be provided as soon as possible, otherwise the teacher will not be able to teach effectively. in other words, to get the students familiar with english and to give them the understanding in english, the number of learning resources is needed. based on the interview with the english teachers in sma mbs yogyakarta, one of the teachers faced limited learning sources in teaching english subject. it can be seen from the following interview: the other difficulty is about the students cannot access the internet so they cannot look for other sources from internet. then the students here have limited learning sources. they cannot find the references here because this school is a new school. the references of english books in the library are still limited. this school is not subscribed to any english newspapers, and english magazines. (resource: interview 2) from the data above, it can be described that the english teacher in sma mbs yogyakarta encounter limited learning sources. the teacher explains the material using power points, which is taken from various learning sources to adapt the learning objectives. sometimes, the teacher uses the material by taking directly from the internet sources and also other textbooks that are suitable for the learning objectives. besides that, the teacher also gives students exercise using print outs. this is based on the classroom observation. (ghavifekr, 2015, p. 176) states that the lack of adequate information communication and technology equipment and internet access is one of the key problems. besides the problem of limited internet access, lack of learning resources also becomes an issue because this school is a new school in which the references of english books in the library are still limited. this school does not subscribe to english newspapers, and english magazines. according to (okongo, 2015, p. 134) the textbooks and learning sources are the basic tools for effective teaching and learning process because limited learning sources make the teacher difficult to teach the material, which result in students lack of attention and getting bored. moreover, (fatiloro, 2015, p. 28) states that lack of basic facilities and equipment is a challenge that hinders effective teaching dina ayu puspitasari exploring english teaching method … 131 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) and learning of english language. all english teachers in this school create the power point which is taken from various learning sources to adapt the learning objectives as well as to make the effective english teaching and learning process. occasionally the teachers explained the material by directly surfing the internet sources and also exploring other textbooks that are suitable for the learning objectives. (garton, copland, & burns, 2014, p. 740) state that in some countries, such as south korea and malaysia, text books are set; in singapore and china, teachers can select from government-approved books, yet, it is a matter that in many countries, appropriate books are either not available or not used in the classroom. conclusion based on the result of the study, it can be concluded that the english teachers in teaching english subject for second grade students there are some methods used by english teachers such as grammar translation method, cooperative learning method, and reading method. these methods can be considered as the eclectic method. there is no different method in teaching english subject at sma mbs yogyakarta because all of english teachers relatively used the same method that is eclectic method. the difficulties encountered by english teachers in teaching english subject categorized into non-academic problems. they are classroom management and limited learning sources. references alhamash i. k. and younis, h. (1985). principles and techniques of teaching english as a second language. bagdad: alshaay press. bell, d. (2007). do teachers think that methods are dead?. elt journal, vol. 61. pp.135-143. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. san francisco state university: longman. brown, h. d. (2007). principles of language learning and teaching. united states of america: pearson education. fatiloro, o. f. (2015). tackling the challenges of teaching english language as second language (esl) in nigeria. journal of research & method in education, vol. 5. pp. 26-30. gao, l. (2011). eclecticism or principled eclecticism. journal of scientific research, vol. 2. pp. 363-369. garton, s., copland, f & burns, a. (2014). challenges in teaching english to young learners: global perspectives and local realities. tesol quarterly, vol. 48. pp.758-762. ghavifekr, s. (2015). teaching and learning with technology: effectiveness of ict integration in schools. international journal of research in education and science, vol. 1. pp. 175-191. metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 124-134 doi: 10.31002/metathesis.v3i2.1399 p-issn: 2580-2712 e-issn: 2580-2720 132 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) harmer, j. (2001). the practice of english language teaching. new york: longman. harmer, j. (2003). the practice of english language teaching third edition completely revised and updated. malaysia: longman. hershner, s & chervin, r. (2014). causes and consequences of sleepiness among college students. journal of nature and science of sleep, vol. 6. pp. 73-84. herrmann, p, & sechrist. (2018). college students’ sleep habits and their perceptions regarding its effects on quality of life. international journal of studies in nursing, vol. 3. pp. 7-13. iscan, a. (2017). the use of eclectic method in teaching turkish to foreign students. journal of education and practice, vol. 8. pp. 149-153. jebiwot, c, & kipkemboi. (2016). role of the eclectic method in teaching and learning english in public primary schools, in eldoret east sub county, kenya. journal of literature, languages and linguistics, vol. 25. pp. 73-83. kumar, c. p. (2013). the eclectic methodtheory and its application to the learning of english. international journal of scientific and research publications, vol. 3. pp. 1-4. leni, m. (2013). learning english as foreign language in indonesia through english children’s literature. the international journal of literacies. vol 19. pp. 41-50. mack n woodsong c, and macqueen k. (2005). qualitative research methods: a data collector’s field guide. united states of america: family health international. miles, m. b. and huberman, a.m. (1994). qualitative data analysis. united states of america: thousand oaks. moleong, l. j. (2017). metodology penelitian kualitatif. bandung: pt remaja rosdakarya. mwanza, d. s. (2017). the eclectic approach to language teaching: its conceptialisation and misconceptions. international journal of humanities social sciences and education, vol. 4. pp. 53-67. dina ayu puspitasari exploring english teaching method … 133 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) nenden s. l. (2005). efl teachers’ competence in the context of english curriculum 2004: implication for efl teacher education. teflin journal, vol.16. pp 79 –92. okongo, r. b. (2015). effect of availability of teaching and learning resources on the implementation of inclusive education in pre-school centers in nyamira north sub-county, nyamira county, kenya. journal of education and practice, vol. 6. pp. 132-141. richards j. c., and rodgers, t.s. (2001). approaches and methods in language teaching. united states of america: cambridge university press. sieberer-nagler, k. (2015). effective classroom-management & positive teaching. journal of english language teaching, vol. 9. pp. 163-172. songbatumis, a. m. (2017). challenges in teaching english faced by english teachers at mtsn taliwang, indonesia. journal of foreign language teaching & learning, vol. 2. pp. 54-67. metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 124-134 doi: 10.31002/metathesis.v3i2.1399 p-issn: 2580-2712 e-issn: 2580-2720 134 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) appendix list of the interview questions 1. how long have you taught english in this school? 2. how do you do to make the students are motivated to learn english? 3. what did you prepare before starting the lesson? 4. in your opinion, how the important to use the method in learning english? why? 5. what methods have you been used when teaching english? 6. have you used the method effectively? why? 7. what are the method do you use when teaching listening? how the students respond? 8. what are the method do you use when teaching speaking? how the students respond? 9. what are the method do you use when teaching reading? how the students respond? 10. what are the method do you use when teaching writing? how the students respond? 11. what are the difficulties do you faced in teaching english? 12. what are your efforts to overcome the difficulties when teaching english? 13. how far your solution succeeds? metathesis: journal of english language literature and teaching vol. 4, no. 1,april 2020 pp 25-40 doi: 10.31002/metathesis.v4i1.2048 p-issn: 2580-2712 e-issn: 2580-2720 25 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) teachers’ strategies to implement higher-order thinking skills in english instruction christian bernard nichols djami1*, paulus kuswandono2 universitas sanata dharma jl. mrican baru, depok, sleman, di yogyakarta e-mail: 1kudaterbang96@gmail.com, 2kus@usd.ac.id *corresponding author received: 27th november 2019 revised: 18th march 2020 published: 1st april 2020 abstract this study investigated english teachers’ strategies to implement hots (higher-order thinking skills) during the learning process. to prepare students for education 4.0, indonesian government has mandated that hots are taught in every level of education. the research aimed to discover how english teachers implemented hots in their teaching strategies. hots are promoted in the 2013 curriculum in which english teachers should develop their strategies to implement these skills through student-centered learning instead of teacher-centered learning that may be a common phenomenon for teachers in indonesia. the participants of the study were fifteen senior high school english teachers in salatiga, and five of whom were interviewed and observed. the data were obtained through questionnaire, interview, and observation. the data analysis involved counting the percentage for the questionnaire and reading collected transcripts from the interviews and the observation notes. the data analysis was processed using descriptive statistics for the questionnaire and coding for eliciting the transcripts and observation notes. the results of the study showed that the effective teaching strategies in using hots were asking open-ended questions and encouraging students to give their critical opinion, while also acting as a facilitator. keywords: education 4.0, effective teaching strategies, english teachers, higher-order thinking skills https://creativecommons.org/licenses/by-sa/4.0/ djami, kuswandono teachers’ strategies of implementing higher order thinking skills 26 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) introduction english teachers in indonesia are demanded to use hots during the teaching process. since the establishment of the 2013 curriculum (henceforth k-13) that promotes higher-order thinking skills (hots), english teachers have been encouraged to use hots during the learning process. nowadays, english teachers should have been familiar with hots in teaching students. in order to use hots, teachers should involve students during the learning process that promotes activities beyond comprehension. the activities should promote analysis, synthesis, and evaluation. in bloom’s taxonomy (bloom, 1956), hots is defined as skills beyond knowledge and comprehension that consist of analysis, synthesis, and evaluation. according to narayanan and adithan (2015), the cognitive skills promoted in hots that include synthesis and creation can be defined in the forms of assembling, designing, formulating, and developing. in other words, hots implementation requires teachers to facilitate students to apply their knowledge during the learning process. teachers acknowledge the difficulty in implementing hots (ganapathy, singh, kaur, & kit, 2017). it is difficult because teachers in indonesia are used to applying a teacher-centered approach. the teachers need to learn how to adapt to a student-centered classroom. in a teacher-centered learning environment, teachers may give too much exercise to the students. thus, the students may only learn facts rather than the deeper concept from the learning materials. furthermore, teachercentered learning usually focuses on the exercise where the teachers control the students instead of involving the students. as a result, the students only comprehend without having a deep understanding to apply the knowledge (bernaisch & koch, 2016). this reality can be seen clearly in the previous practices of indonesian national examination that contradict k-13 basic principles. while k-13 promotes deep understanding to apply knowledge, the knowledge is only measured by a multiple-choice test. in order to teach english using hots, teachers should promote critical thinking. critical thinking is associated with reasoning, decision-making, and problem-solving (willingham, 2008). teachers can provide either open-ended questions to make the students think critically or problem-solving exercises that enable students to analyze the problems in doing the exercises. paul and elder (2008) argued that multiple-choice questions are rarely practical in real life, but the tasks that require critical thinking can make the students apply their knowledge in real life. when the students can apply their knowledge, the highest state of hots, namely creation, may be achieved. hots is originated from bloom's taxonomy that has been used as an instructional framework to establish teaching and learning results (bergmann, sams, & bruss, 2015). the revised version of bloom's taxonomy provides six levels of learning skills, namely remembering, understanding, applying, analyzing, evaluating and creating. the top three levels of bloom's taxonomy (i.e., analyzing, evaluating, and creating) are generally recognized as higher-order thinking skills (hots). lewis and smith (1993) defined hots as an event when a person gets new information, saves it in their memory, and interconnects the information to https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1,april 2020 pp 25-40 doi: 10.31002/metathesis.v4i1.2048 p-issn: 2580-2712 e-issn: 2580-2720 27 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) find possible options in complicated situations. furthermore, crawford and brown (2002) categorized hots into three concepts of thinking that includes content, critical, and creative thinking. moreover, bloom’s taxonomy can be utilized to identify hots in the levels of application, analysis, synthesis, and evaluation (bradshaw, bishop, gens, miller, & rogers, 2002). according to the study conducted in malaysia by ganapathy et al. (2017), lecturers often used hots activities in their classrooms. they found that 72.5% of english lecturers agreed that thought-provoking questions and ideas exploration are common hots activities in their classes. zuraina (2009) and abdul, rafiza, chun, razak, and lee (2012) also found similar findings in using hots. they found that lecturers facilitated their students to answer the assignments using brainstorming and creative thinking. furthermore, they also found that oral presentations were common activities for english lectures to help students to develop their critical thinking and to maintain interaction between teachers and students. the enactment of k-13 that is originally to promote hots student-centered learning, however, is not fully implemented by the teachers. most teachers tend to promote teacher-centered learning. according to polly and ausband (2009), teacher-centered learning environment is characterized by a great amount of teachers-led exercises and hence, total control on their students. as a result, the students will learn more facts rather than a deeper comprehension of the concept of knowledge. the learning process does not go beyond the three lowest levels of bloom's taxonomy. furthermore, newmann (1987) mentions that developing students’ higher-order thinking skills might be constrained because it “involves hard mental work.” indonesian students are used to memorizing every material given by the teachers. thus, it takes a lot of effort to change the students’ habits to be able to develop their critical thinking. the government and teachers need to work hard to reform the teaching culture in the classroom. the results of the researches on hots, at least in the past two decades, show that hots did not occur automatically in most students’ learning. therefore, hots should be taught directly and explicitly to them during the learning process (snyder & snyder, 2008). the teachers in indonesia are expected to teach the students using a method called frisco. based on the guide book on how to teach using hots from the government (ariyana, pudjiastuti, & bestary, 2018), the basic element for critical thinking is called frisco. below are the elements of frisco and its definition. table 1: basic elements for critical thinking elements definitions f focus able to identify the problem. r reason able to give logical reasons for the problem i inference able to conclude the problem based on adequate reasons s situation able to compare the problem with current situations https://creativecommons.org/licenses/by-sa/4.0/ djami, kuswandono teachers’ strategies of implementing higher order thinking skills 28 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) c clarity able to provide clear explanation in the argument, leading to credible conclusions o overview able to check something that has been found, decided, noticed, studied, and concluded calderón, slavin, and sánchez (2011) argued that there is controversy among educators, policymakers, and researchers about how to make sure the english learners to acquire the target language. furthermore, they explained that the teachers are still trying to find a suitable teaching method to guarantee students’ target language acquisition. they discovered that in the 1960s, most schools in the us with large numbers of non-native english learners proposed various programs to teach english learners using spanish, chinese, english, and other native languages as a medium of instruction. they proposed hots as a teaching method to maximize the students’ exposure toward the target language. however, the regulation to teach english using hots is new for most of the indonesian teachers. goldenberg (2013) found that there are various studies on effective teaching practices using hots. he mentioned that the teaching practices using hots should include clear goals and objectives, appropriate and challenging material, and well-designed instruction and instructional routines. in order to teach hots, teachers should set clear learning goals and objectives that promote the development of students’ critical thinking skills. the teachers also need to provide appropriate material that is not too easy or too difficult for students to understand. the material should include activities with open-ended questions to make the students think critically. students’ critical thinking skills do not emerge overnight, so the teachers should frequently give the students various hots activities in each meeting to make the students familiar with hots. dunn and dunn (1979) found that learners are influenced by the environment (sound, light, temperature, and design), their own emotionality (motivation, persistence, responsibility, and need for structure or flexibility), physical needs (perceptual strengths, intake, time, and mobility), and sociological needs (self, pair, peers, team, adult, or varied). they claim that students can identify their suitable learning styles, score higher on tests, have better attitudes, and are efficient if they are taught using a teaching method that they can easily relate. in order to effectively teach using hots, the teachers need to familiarize the student-centered learning environment where the students are involved during the learning process. this study has an attempt to investigate the english teachers’ effective teaching strategies that implement strategies using hots. the research objective is to find out how english teachers implement hots in their teaching strategies. since hots are promoted in the new curriculum, english teachers should have their own strategies to implement hots. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1,april 2020 pp 25-40 doi: 10.31002/metathesis.v4i1.2048 p-issn: 2580-2712 e-issn: 2580-2720 29 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) method this research used mixed methods to analyze the data. according to creswell (2014), a mixed method study is a study that collects, analyzes, and integrates quantitative and qualitative data to answer research questions. quantitative data is defined as numeric data for groups’ comparison. the numeric data in this study is in the form of average percentage based on the questionnaire. meanwhile, qualitative data is defined as text data based on interviews and observation notes context of the study the setting of the study was in senior high schools in salatiga. the research was an attempt to investigate teachers’ strategies in implementing hots during the learning process. high schools in salatiga were chosen because these schools are accessible to conduct research. research participants the participants of the study were fifteen english high school teachers in salatiga. the research focused on teachers’ strategies in using hots during the learning process in the classroom. the researchers distributed questionnaires and carried out semi-structured interviews and direct observation. data collection instruments the study used three data collection instruments. the data collection instruments were questionnaires, semi-structured interviews, and direct observation. questionnaire was chosen to obtain an overall measure of the attitudes and opinions of the participants. the questionnaire consisted of 20 likert scale questions and two open-ended questions (see the appendix). semi-structured interview was selected since it imparted flexibility and provided rooms for generating questions. next, a non-participant observation was used to limit the distraction to the students being observed. data collection procedures the data collection procedures took several steps. first, the english teachers filled the questionnaire to find out the general information. second, five out of fifteen teachers were chosen as samples and interviewed to find out their strategies to use hots during the learning process. third, the teachers were observed to validate their answers on the interview. the observation can support and may give some addition to the data from the interview. the observation can be used to validate the answers to the interview. data analysis procedures the data analysis involved counting the percentage for the questionnaire by means of descriptive statistics and also interpreting the transcripts as well fieldnotes generated from the observation. the interview transcripts and the observation notes gathered and classified into categories. the purpose was to identify the teachers’ strategies in using hots during the learning process. the study used thematic analysis because it is a flexible method to conclude the result from the study https://creativecommons.org/licenses/by-sa/4.0/ djami, kuswandono teachers’ strategies of implementing higher order thinking skills 30 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) findings and discussion implementing hots in teaching the diagram below demonstrates the teachers’ perception of using hots in their teaching. figure 1. teachers’ perception of using hots based on the questionnaire, 52% of english teachers claimed that they almost regularly implemented hots during the teaching process. however, based on the observation, the teachers only implemented the steps of the scientific approach (questioning, observing, associating, experimenting, and networking) based on the 2013 curriculum during the learning process. the teachers assumed that using a scientific approach was equal to implementing hots in the classroom. it is emphasized by bloom (1956) that hots are a set of skills beyond knowledge and comprehension that promote analysis, synthesis, and evaluation. on the other hand, most of the teachers only used comprehension questions in their scientific approach teaching method. meanwhile, there are 34% of english teachers who were seldom and never used hots in teaching even though it is compulsory for the 2013 curriculum. these teachers thought that hots was not suitable for their students. they argued that the students in their classroom were not suitable to be taught using hots. the teachers found that drilling was more effective teaching strategies than hots. as evidence, one of the teachers said that he/she was still in favor of the teacher-centered classroom. “i use hots because it is compulsory, indonesian students are not ready for hots. i am still using teacher-centered learning method. i always drill my students, so they will be able to comprehend the material(s). hots does not help my students to have better comprehension. it is just a burden for us, teachers, to implement it. students are assessed using tests that check their comprehension using multiple-choice questions every semester. therefore, our students do not need hots.” -dominicus 4.71 4.86 2.6 3 3.33 0 1 2 3 4 5 6 always often sometimes seldom never implement hots in teaching always often sometimes seldom never https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1,april 2020 pp 25-40 doi: 10.31002/metathesis.v4i1.2048 p-issn: 2580-2712 e-issn: 2580-2720 31 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) it is clear from the above statement that dominicus argued that the students in the teacher’s school were not ready for hots. the teacher preferred to use drilling for the students instead of hots. multiple-choice questions only check students’ comprehension instead of their critical thinking (paul & elder, 2008). on the other hand, hots require critical thinking activities rather than comprehension checking questions. moreover, other teachers mentioned that they were using hots because it is compulsory in the 2013 curriculum. they were not sure whether hots are suitable for indonesian students. the teachers were more confident to promote teacher-centered learning rather than student-centered learning. the teachers acknowledged the difficulty of shifting from their traditional teaching method into hots (ganapathy et al., 2017). “i always use hots during my teaching because it is compulsory. i am just following orders from the government, even though hots is not an effective teaching strategy for our students. hots do not make my students smarter. in fact, hots make my students get bad results. i cannot do anything because the regulation makes us implement hots. i have tried to talk about this in the forum with the policymakers, but nothing happens.” –ira ira seemed to be hopeless as she did not have the power to change the regulation. she had tried to give her a report about hots implementation in her classroom to the policymakers. “i am just following government regulation. the government demands us to use hots in our teaching. i know, it is not suitable for students. what can i do? i am just a teacher. i need to follow the regulation, even though it is hard. whatever happens, i implement hots in my classroom. it works a little in developing students’ critical thinking, and my students still can get good results.” –eden furthermore, eden also implemented hots because it is compulsory regulation from the government like ira. however, she claimed that her students could get good results, unlike ira’s students. based on my observation, she did not fully implement hots during her teaching. she only gave around 20 minutes from total 90 minutes teaching period in one meeting for hots activities. she used a drilling method that was similar to dominicus to enhance students’ comprehension. while the previous teachers were not comfortable in implementing hots, the other two teachers (willi and joy) claimed that they were able to use hots during the teaching process successfully. they claimed that they were able to promote hots effectively during the class by giving the students some openended questions to the students. these teachers said that they were able to develop students’ critical thinking skills. “i am good at using hots in the class. i can promote hots when i teach my students. i can help my students to develop their critical thinking using open-ended questions. they also got good scores.” –willi teacher 2 claimed that he could implement hots effectively during the class. he always used open-ended questions to help students to develop their critical https://creativecommons.org/licenses/by-sa/4.0/ djami, kuswandono teachers’ strategies of implementing higher order thinking skills 32 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) thinking. willingham (2008) emphasized that teachers can include an open-ended question to foster students’ ability to think critically. based on my observation, he did not judge whether the students’ answers were right or wrong. he was aware that every student’s answer would be different. he wanted to make the students feel safe when they gave their answer. after he asked the students tried to answer, he would proceed to explain the learning material without telling which students gave the right answer. he wanted the students to find out on their own whether their answer was right or wrong. he was very successful in making his class became active. “i am very good at using hots because i can make students think critically. i give my students thought provoking questions to make them think. i am aware that my students do not get good results. it is okay because they are not yet able to think critically.” –joy joy assumed that she was very good at implementing hots. she claimed that she was able to raise thought-provoking questions to help her students to develop their critical thinking skills. however, during the observation, she only raised difficult questions for the students. joy expected that difficult questions were equal to hots. in contrast to teacher 2, the students in joy’s class were passive. the students could not answer her questions, so they had to open their books or notes to answer. the class was lots instead of hots because the teacher asked the students to find specific information from their books and notes instead of giving the students the opportunity to share their opinion toward the learning material. using hots activities figure 2. the frequency of hots implementation based on the questionnaire, 75% of english teachers almost regularly used hots activities in the classroom. the hots activities were activities that promoted critical thinking exercises, for example, giving problem-solving activity, making reflection, asking open-ended questions, and conducting presentations (abdul et al., 2012; zuraina, 2009). however, some teachers actually raised difficult 5.2 6.6 2.4 1.5 0 0 1 2 3 4 5 6 7 always often sometimes seldom never using hots activities always often sometimes seldom never https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1,april 2020 pp 25-40 doi: 10.31002/metathesis.v4i1.2048 p-issn: 2580-2712 e-issn: 2580-2720 33 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) questions instead of hots questions. they assumed that difficult questions were hots, and it was good to improve students’ critical thinking skills. “i ask difficult questions to the students to develop their critical thinking. i want my students to develop their critical thinking skills. the class will be silent for a moment because they are taking time to think. now, that is hots! asking difficult questions always work.” –joy joy assumed that raising difficult questions equal to hots. on the other hand, difficult questions are not always hots. joy only asked about the difficult question that promotes students’ memorization on a learning material. the teacher argued that difficult questions helped the students to be able to think critically. however, raising difficult questions only made the students recall the previous meeting materials. furthermore, 15% of english teachers sometimes used hots activities. these teachers combined comprehension checking and critical thinking activities during their teaching. the teachers used comprehension checking activities because their students could not pass the minimum score target using hots. the teachers were aware that hots made their students got bad results. however, they still had a sense of responsibility to follow government regulations to use hots. “most of the time, i give my students an open-ended question and problemsolving activities. i want to hear the students give me an unexpected answer. it is fun to hear the students’ point of view that can blow my mind. i also combine my classroom activities with traditional pen and paper exercises. i want them to get good scores.” –ira ira used open-ended questions and problem-solving activities as her hots activity in her classroom. she enjoyed listening to her students’ opinions in her classroom despite the fact that she used hots because it is compulsory. she combined comprehension and problem-solving questions during her class. she used to fill in the blanks exercises to check the students’ comprehension and writing exercises for problem-solving activities. however, the portion of comprehension questions in the exercises was bigger than the problem-solving questions. “i am using open-ended questions and case study to teach using hots. i use open-ended questions to find out my students’ point of view toward the material and problem-solving activity in the form of case study. sometimes, i ask my students to do a presentation to check their speaking skills. i also ask them to make a reflection after i finish teaching a material. well, i also include comprehension questions to check my students’ understanding.” – willi willi used open-ended questions, case studies, presentations, and reflections for his hots activity. he asked the students to do the hots activities at the end of the class, and he chose different kinds of hots activities for every meeting. he included various hots activities to make his students engaged during the learning process in the classroom because he understood that students would be https://creativecommons.org/licenses/by-sa/4.0/ djami, kuswandono teachers’ strategies of implementing higher order thinking skills 34 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) bored when they were given the same activities repeatedly. similar to ira, he combined comprehension and problem-solving questions in his teaching. however, the portion of hots activities was bigger than comprehension questions. the teachers should teach hots explicitly and directly during the learning process (snyder & snyder, 2008). furthermore, 10% of the english teachers seldom used hots activities in their classrooms. the teachers rarely used hots activities during their teaching. polly and ausband (2009) argued that a teacher-centered learning environment could make students learn more about facts rather than applicable knowledge. on the other hand, the teachers were usually accustomed to teacher-centered learning and aware that hots was not an effective teaching method for their students. “i am using open-ended questions so that the students can share their opinion in the classroom. i rarely use other hots activities. i rarely use problemsolving questions and reflections, but sometimes i ask my students to do a presentation to check their speaking skills. to be honest, i use a lot of comprehension questions because most of my students could not answer the problem-solving questions. i do not want my students to become demotivated because of hots. i want them to learn, not confused.” –eden eden focused on students’ comprehension rather than their critical thinking skills. she assumed that hots made her students confused. problem-solving questions made her students became passive because they did not know how to answer such questions. the students were accustomed to lots questions rather than hots questions. based on the observation, she used open-ended questions to start the class. she used it as a hook to make her teaching became engaging. during the teaching process, she gave the students comprehension exercise to check their understanding. she believed that using comprehension questions was more effective than problem-solving questions. the students could get better results using lots questions rather than hots questions. “i use problem solving activities just like what the government wants us to do. well, basically, i am just asking them to write their opinion on a piece of paper. it is just a regular writing exercise for me. i focus on my students’ comprehension. i give them drills. they only need to be familiar with english.” –dominicus dominicus only used problem-solving activities as his hots activity. he assumed that problem-solving activity was just writing exercise. he used it to find out students’ understanding by asking the students to write a paragraph using the language feature that they had just learned. moreover, he used drilling to give the students exposure to the target language. he believed the students needed a lot of exposure to the language instead of the ability to think critically. in order to develop students’ higher-order thinking skills involve hard mental work (newmann, 1987), especially in indonesian setting where both teachers and students are accustomed to promote lower-order thinking skills. encouraging students to use hots https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1,april 2020 pp 25-40 doi: 10.31002/metathesis.v4i1.2048 p-issn: 2580-2712 e-issn: 2580-2720 35 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 3. the frequency of giving encouragement to use hots based on the questionnaire, there were only 31% of english teachers who almost regularly encouraged their students to learn using hots. teachers who encouraged their students to use hots were teachers who had a deep understanding of hots. the teachers had the ability to include critical thinking and problem-solving activities without confusing their students. “hots make my students able to think critically. it is a new teaching method for indonesian that can be used to make our education system better than before. it is not easy for teachers, like us, and students to use hots. honestly, the department of education does not give an adequate training program. teachers need more training programs from the government, so they can really understand hots and how to use it in their classroom.” – willi willi was in favor of using hots because he believed that hots could change our education system. willi was one of the teachers who had a deep understanding of hots. he had the capability to establish student-centered learning environment. bernaisch and koch (2016) mention that student-centered learning is better than teacher-centered learning because the students are expected to be involved during the learning process. he could make the students active during the class. he involved the students during the learning process, so the students had the confidence to share their opinions in front of the class and high curiosity when they were learning. “hots make my students can develop their critical thinking, but it does not make my students get good results. however, i like the idea of using hots. i want to see my students think when i am teaching. i don’t want them to come to school just to sit and listen to the teacher. i want them to get involved and become active. therefore, i will encourage them to learn using hots” –joy similar to willi, joy would encourage her students to learn using hots. although she assumed that hots questions are equal to difficult questions, her 2.75 4.14 4.63 3.67 7 0 1 2 3 4 5 6 7 8 always often sometimes seldom never encouraging students using hots always often sometimes seldom never https://creativecommons.org/licenses/by-sa/4.0/ djami, kuswandono teachers’ strategies of implementing higher order thinking skills 36 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) students could get good results. she wanted her students to be active and involved during the learning process. although she promoted more lots than hots, she had efforts and willingness to try to implement hots in her classroom. meanwhile, 48% of english teachers were seldom and never encouraged their students to use hots. the teachers preferred using drilling to make students had better comprehension. since the students’ assessments were based on multiplechoice tests that promote lots instead of hots, the teachers had to give the students more lots exercises rather than hots exercises. narayanan and adithan (2015) said that hots implementation requires teachers to encourage students to criticize and able to apply their knowledge instead of just understanding the learning materials. “the students are not ready for hots, and my students keep getting bad results. i cannot implement it 100% in my class because my students do not have the willingness to learn using hots. i have to admit that our students are used to be spoiled. as a teacher, i always give a direct explanation to my students instead of letting the students figure out the material by themselves. therefore, it is hard for me to shift my class from teacher-centered to studentcentered. i could not encourage them to use hots, if i, myself, their english teacher could not fully understand it.” –eden eden argued that the students in her school were not ready to be taught using hots. in fact, her students got bad results when they were taught using hots. it was hard to make her students critical because the teacher used to explain the material directly without involving the students. the students framed as silent listeners instead of active learners. moreover, the teacher also admitted that she did not fully understand hots. therefore, she thought it would be better not to teach her students using hots. “the students do not need hots if the assessment criteria are only focusing on comprehension, not creation. hots make my students get bad scores. i will stick to my usual drilling method. it is effective and efficient. to be honest, i don’t really know hots and how to use it. we, english teachers, need thorough training on how to teach using hots. i feel that the previous training was just on the surface. the education department does not give the exact example of how to teach using hots. well, i don’t understand hots, then i shouldn’t encourage my students to use it.” –dominicus meanwhile, dominicus argued that the students did not need hots because the assessment focused on comprehension instead of critical thinking. the teacher chose to use drilling rather than hots because hots made the students got bad results. similar to eden, he also did not understand hots and how to implement it in a classroom. according to the teacher, the government did not give adequate training on how to teach using hots for english teachers. since the teacher did not understand hots, so he would not encourage the students to use hots. “i don’t encourage students to use hots because they did not get good results in their study. i know hots are ideal for making our education better. however, it is hard for us to implement in our classroom. it’s not easy to switch from teacher-centered to student-centered teaching. we need more training from the department of education, especially for english teachers. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1,april 2020 pp 25-40 doi: 10.31002/metathesis.v4i1.2048 p-issn: 2580-2712 e-issn: 2580-2720 37 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) math and science teachers always get more training portion. they get indepth training about hots, but we only get the definition.” –ira furthermore, ira also would not encourage his students to learn using hots because his students got bad results. he believed that hots could bring positive development for indonesian education system. he found that it was difficult to change from teacher-centered to student-centered teaching methods. calderón, slavin, and sánchez (2011) also found that it is difficult to change a fossilized teaching culture. similar to previous teachers, ira also did not understand how to teach using hots. the teacher said that the government did not give enough training for english teachers. conclusions english teachers in indonesia are mandated to use hots during the teaching process since the 2013 curriculum (k-13). nowadays, therefore, english teachers should be familiar with hots in teaching students. in order to use hots, teachers should engage students during the learning process that promotes activities beyond comprehension. the activities should promote analysis, synthesis, and evaluation. the study demonstrates that around 52% of english teachers almost regularly implemented hots during their teaching process. nevertheless, the teachers assumed that the implementation of hots was equivalent to the implementation of the “scientific approach” (questioning, observing, associating, experimenting, and networking). moreover, 75% of english teachers almost regularly used hots activities in the classroom. the hots activities used during the class were problem-solving, reflection, open-ended questions, and presentation. some teachers actually raised difficult questions instead of hots questions. they assumed that difficult questions were hots, and it was suitable to improve students’ critical thinking skills. surprisingly, there were only 31% of english teachers who encouraged their students to learn using hots. the numbers of teachers who really had a deep understanding of hots were minimal. most of the teachers did not have a good understanding of hots because the government did not give them enough training on how to use hots. they use it simply because it is a compulsory program from the government. given the above conclusions, the recommendation for further research can be divided into two parts. first, since most of the english teachers were having difficulties in implementing hots in their classroom as they did not fully understand hots, and was not provided with adequate training programs, further research can focus on the kinds of training programs for improving teachers’ capacity in implementing hots for the students. second, considering that students often apparently did not have the willingness to think critically, further research can investigate how passive students who did not want to be involved during the learning process can be facilitated with more stimulating learning strategies to improve their critical thinking. https://creativecommons.org/licenses/by-sa/4.0/ djami, kuswandono teachers’ strategies of implementing higher order thinking skills 38 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) references abdul, rafiza, chun, razak, & lee, m. 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(2008). critical thinking: strategies for improving student learning, part ii. journal of developmental education, 32(2), 34–35. polly, d., & ausband, l. (2009). developing higher-order thinking skills through webquests. journal of computing in teacher education, 26(1), 29– 34. retrieved from http://content.ebscohost.com/contentserver.asp?t=p&p=an&k=ej919550 &s=r&d=eric&ebscocontent=dgjymnxb4ksep7i4wtvholcmr0mep7jss qa4s7cwxwxs&contentcustomer=dgjympgtrk2xrlrpuepfgeyx44dt6fi a%5cnhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&an=e j856 snyder, l. g., & snyder, m. j. (2008). teaching critical thinking and problem solving skills. the delta pi epsilon journal, 90–100. retrieved from https://tccl.arcc.albany.edu/knilt/images/a/a5/teaching_critical_thinking.pdf willingham, d. t. (2008). critical thinking: why is it so hard to teach? arts education policy review, 109(4), 21–32. https://doi.org/10.3200/aepr.109.4.21-32 zuraina, a. (2009). a case study on collaborative learning to promote higher thinking skills (hots) among english as a second language (esl) learners. jurnal ump social sciences and technology management, 1(1), 1–14. https://creativecommons.org/licenses/by-sa/4.0/ djami, kuswandono teachers’ strategies of implementing higher order thinking skills 40 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) appendix: the questionnaire distributed to teachers concerning the implementation of hots in their english instruction no. questions 1 2 3 4 5 hots implementation 1 i implement teaching activities that promotes hots. 8 7 2 i am using brainstorming activities during the learning process. 4 2 5 3 1 3 i am using problem solving during the learning process. 7 5 2 1 4 i am using project-based learning during the learning process. 4 7 4 5 i am using interactive lectures during the learning process. 5 9 1 6 i create the classroom into an idea exploration environment. 2 3 1 6 3 7 i stretch the students’ thinking beyond reading. 3 1 1 4 6 average 4.71 4.86 2.6 3 3.33 hots activities 1 i discuss higher-level questions with students. 5 6 3 2 i ask students to engage in oral presentations 8 6 1 3 i ask students to reflect on their experience 3 7 4 1 4 i prompt students to make hypothesis 4 6 3 2 5 i prompt students to explain their thought processes that promotes a solution 6 8 1 average 5.2 6.6 2.4 1.5 encouragement to use hots 1 i encourage students to debate analytically to challenge pre-existing beliefs. 1 1 2 4 7 2 i encourage students to draw inferences. 2 1 3 5 4 3 i encourage students to apply newly taught skills in varying contexts. 4 5 6 4 i encourage students to reflect on how content is related to real world knowledge. 7 7 1 5 i encourage students to analyze functionally (to understand the purpose of something). 2 7 6 6 i encourage students to analyze critically (to understand the consequences/implications of something). 2 3 10 7 i encourage students to synthesize information. 1 2 2 10 8 i encourage students to evaluate information. 3 5 7 average 2.75 4.14 4.63 3.67 7 scale: 1always 2often 3sometimes 4seldom 5never adapted from promoting higher-order thinking skills via teaching practices (ganapathy et al., 2017) https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 217-227 doi: 10.31002/metathesis.v5i2.3716 p-issn: 2580-2712 e-issn: 2580-2720 217 communication strategies used by papuan efl students andi miftahul maulidil mursyid1*, wira kafryawan2, rahmawansyah3 institut agama islam negeri fattahul muluk papua jln. merah putih buper, yabansai, heram, 99224 jayapura, papua andi@iainfmpapua.ac.id*, wira@iainfmpapua.ac.id2, rahmansyah@iainfmpapua.ac.id3 *corresponding author received: revised: accepted published: 7 march 2021 25 november 2021 25 november 2021 1 december 2021 abstract to fill the absence of research in the context of communication strategies used by papuan efl students, this research would present and fill this knowledge gap. this research aimed to determine the types and their reasons of communication strategies used by papuan efl students. it applied qualitative study. the researcher used observation and interview as the research instruments. it was found that papuan efl employed fillers, code-switching, self-repetition, self-repair, asking for clarification, asking for confirmation, and direct appeal for help. the reasons why papuan efl students do those communication strategies because of thinking time, anxiety, nervousness, doubt, worriedness, hesitation, lack of knowledge, lack of vocabulary, grammatical errors, and self-confidence. keywords: communication strategies, types, function (reasons), efl students/learners introduction teaching english as a foreign language is a multi-dimensional process that involves many aspects, such as communication strategies. two prominent experts in communication strategies (dörnyei & scott, 1997) believe that second language and foreign-language students/learners may face difficulties in delivering messages to the interlocutors within conversations. thus, the need for strategies to convey messages is essential. as of its essentiality, some groups of researchers are curious to investigate how communication strategies work in psycholinguistics, second language, and foreign language acquisition. eventually, they conclude that communication strategy has significant positive impacts on the language learning process. this is because they make crucial interaction meaningless to meaningful communication between speakers and listeners (syahri, 2009). moreover, communication strategy is one of the best solutions to avoid communication breakdown in conversation settings (yaghoubi-notash & karafkan, 2015). additionally, to be successful in communication, english as a foreign language learners (efl) are better to employ communication strategy to mailto:andi@iainfmpapua.ac.id* mailto:wira@iainfmpapua.ac.id mursyid communication strategies used by papuan efl students 218 avoid confusing meaning (saidah et al., 2020). what is more, communication strategy can bridge the breakdown of communication between high and low english proficiency students (hua et al., 2012). significantly, communication strategies can help learners to obtain english language practice (dörnyei, 1995). of course, with a communication strategy, learners can maximize their englishspeaking practice opportunities. by considering the advantages of the communication strategy above, there is no doubt that more and more researchers are keen on duly investigating communication strategy in different aspects. it can be seen at the beginning of research growth around the 1970s, communication strategy mainly focused on language function, psycholinguistics' perspective, communication goals and means, native language and l2 learners, and successful language learners’ performance (yaghoubi-notash & karafkan, 2015). recently, several studies have been carried out that focus on communication strategies by efl teachers (al-gharaibeh, 2016; oktaviani & misgiyati, 2018; smith, 2003). moreover, research on communication strategy discussing efl classroom interaction has been conducted by (teng, 2012). also, several studies have discussed a fundamental role of communication strategy where english is used as an international lingua franca (cogo & pitzl, 2013; vettorel, 2018). not only that but also some researchers have investigated either qualitatively or quantitatively communication strategies based on gender and age level (lai, 2010; montero et al., 2017). in a nutshell, the recent studies regarding communication strategy are more likely about using communication strategy to solve the problem within a conversation. a wide range of research on communication strategy focusing on problemsolving in the indonesian education context has been conducted in the last decade, particularly in the western part of indonesia. research carried out (syahri, 2009) investigated verbal and nonverbal communication strategies used by efl learners in the speaking class. he found that eleven verbal communication strategies and six nonverbal communication strategies were employed. language switch and hand moving are the most frequently used of eleven verbal and six nonverbal communication strategies employed. however, (syahri, 2009) missed the participants' reasons for using verbal and nonverbal communication strategies. moreover, a study (dewi et al., 2018) researched the types and reasons of communication strategies used by young learners in efl classrooms. (dewi et al., 2018) found that young efl learners, especially in bali, only commit ten types of communication strategies, namely: fillers, self-repetition, code-switching, appeal for help, self-repair, asking for confirmation, massage abandonment, omission, approximation, and literal translation. also, (dewi et al., 2018) summed up three reasons in general, namely: thinking time, anxiety, and proficiency. even though (dewi et al., 2018) conveyed young learners’ reasons to employ communication strategies, they admitted that they need to employ more comprehensive research instruments is a must, such as interviews. furthermore, (aziz et al., 2018) researched communication strategies used by two efl students in two boarding senior high schools in aceh. the focus of the study is to investigate the applied communication strategies by using tarone taxonomy (1979). the study found that the literal translation, approximation, and metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 217-227 doi: 10.31002/metathesis.v5i2.3716 p-issn: 2580-2712 e-issn: 2580-2720 219 language switch are the most frequently used strategies in communication by the less successful learners, while the successful learners mainly employed approximation, literal translation, and appeal for assistance strategies. however, there are no fourth general reasons why less successful and successful learners used the strategies to avoid a breakdown in communication. moreover, (nizar et al., 2018) investigated communication strategies employed by adult efl learners in bali. they found at least two critical points: adult efl/l2 learners tend to use similar communication strategies to overcome their conversation using efl. also, using some strategies in communication showed the maturity of the cognitive and linguistic ability of adult efl/l2 learners. unfortunately, the study did not cover the reasons adult efl/l2 learners employing communication strategies. hence, the absence of research covering types and functions (reasons) of communication strategies paves the way for new research focusing on both types and functions (reasons) of using communication strategies in efl. when it comes to the geographical area, all the mentioned research above was carried out in the western part of indonesia. none of the research on communication strategies has been conducted in the eastern part of indonesia, particularly in papua. therefore, research on communication strategies in papuan efl learners should be conducted to fill the gap and answer the types and reasons for using communication strategies in papuan efl learners. the following research questions will be answered throughout this research: 1. what types of communication strategies are used by papuan efl learners/students? 2. why are those strategies used by papuan efl learners/students? concerning the theory used in this research, it employs (dörnyei & scott, 1995) communication strategies (css) theory. (dörnyei & scott, 1997) defines at least two defining categories, namely, problem-orientedness and consciousness. problem-orientedness refers to the use of language devices to cope with communication difficulties in conjunction with interlanguage deficiency. meanwhile, consciousness refers to language users’ awareness of the problem and strategic language use in achieving their goal. since this research theoretically focuses on problem-solving communication strategies, (dörnyei & scott, 1997) are categorized into three primary groups, direct, indirect, and interactional strategies, and the most significant contribution among three categories in problem-solving communication breakdown is direct strategies. this is because: "direct strategies provide an alternative, manageable, and self-contained means of getting the (sometimes modified) meaning across, like circumlocution compensating for the lack of a word. most traditionally identified css fall under this category." (dörnyei & scott, 1997). apart from that, this research also considers the research findings conducted by (dewi et al., 2018) related to the reasons to use efl students/learners in bali. method this research employed a qualitative method focusing on analyzing the types and reasons’ papuan efl learners/students using communication strategies (css). mursyid communication strategies used by papuan efl students 220 also, this research used the css taxonomy proposed (dörnyei & scott, 1995a, 1995b). however, the taxonomy used was restricted indirect strategies category encompassing message abandonment; message reduction; message replacement; circumlocution; approximation; use of all-purpose words; word coinage; restructuring; literal translation; foreignizing; code-switching; use of similarsounding words; mumbling; omission; retrieval; self-rephrasing; self-repair; and another repair. those mentioned strategies were used to analyze the communication strategies of efl students/learners in papua, particularly at a tertiary level of education. when it comes to the population and sampling, the population of this research was the third year of english education program students in one of state universities in papua, consisting of 23 female and 7 male students. additionally, since this research merely needed 5 female and male students, the researchers used the purposive sampling technique to determine the participants. all participants were the papuan indigenous efl students/learners and participated actively in the pair work activity. in terms of the research instrument, this research employed observation and semi-structured interviews. the observation was used to obtain the data that related to research question number 1. meanwhile, the interview was employed to explain why papuan efl students/learners apply css in communication, and of course, it helped answer research question number 2. regarding the process and the technique of collecting data, the data was collected through observation and interview. in collecting the data, the researchers observed the learning process in the classroom utilizing a camera recorder. however, the camera video only focused on the participants of this research who were paired. each pair had a single file conversation with roughly 7 minutes duration. therefore, there were five files resulted from the video recorder that later would be observed regarding css. besides, the result of observation would not be presented in quantitative instead of in qualitative. talking about interviews, the researchers employed a semi-structured interview instead of an in-depth interview with the participants as they merely needed the surface information regarding the reasons papuan efl students/learners applied some strategies in communication. the duration of the semi-structured interview process lasted roughly 10 minutes for each participant. before conducting the interview, the researchers provide a consent form to the participants to ask whether they agree to be interviewed or not. in line with the data analysis technique, the researchers applied (dörnyei & scott, 1995a, 1995b) communication strategies taxonomy to analyze the data from observation. it is underlined that the researchers did not analyze using quantitative technique instead of qualitative technique. therefore, the researchers applied thematic analysis. moreover, to analyze the data from the semi-structured interview, the researcher employed thematic analysis. the purpose of thematic analysis is to find the answers related to using communication strategies among papuan efl students/learners. findings and discussion this section encompasses findings and discussion focusing on answering the research questions about types of communication strategies are used by papuan efl learners/students and the reason why they use the strategies. metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 217-227 doi: 10.31002/metathesis.v5i2.3716 p-issn: 2580-2712 e-issn: 2580-2720 221 to present the findings and discussion, the researcher would present based on the research instruments used, namely observation and semi-structured interview. observational findings and discussion since this study applied qualitative research, the researchers described the observational findings using the qualitative instead of the quantitative method. the researchers also employ the communication strategies (css) taxonomy developed by (dörnyei & scott, 1995a, 1995b). moreover, the thematic analysis would be much more suitable than other data analysis techniques, as this research, especially research question number 1, focused on seeking the types of css used by papuan efl students/learners. the following observational findings in this research: table 1: observational findings regarding the types of css samples css utterances student 1 student 2 student 4 student 6 student 8 student 9 student 5 use of fillers code-switching self-repetition self-repair asking for clarification asking for confirmation direct appeal for help “jis (jakarta international school) is not aaa..eh..eh…. give the student about moral education.” (excerpt 10) “we do not know what type of kejahatan seksual terjadi and we do not know what time of kejahatan seksual terjadi.” (excerpt 5) “when we thinking about in governmental school example like…eh….like …eh…fifteen senior high schools that in here we are, indonesian people, but on…”(excerpt 9) “the kind of subject that is also touching eh…teaching moral value to the students itself that is religion and the second is civic or we say pendidikan kewarganegaraan.” (excerpt 12) “today, i would like to tell you a story. a folktale from the south sea from central java. do you know what is it?” (excerpt10) “hah? really?” “student: ….the government must do is…first this..this is about..apa itu tadi? friend: sex violence student: ….sex violence in a child in the mursyid communication strategies used by papuan efl students 222 playgroup…..” table 1 presents the types of communication strategies produced by papuan efl students/learners. from the data shown above, it can be seen that only some strategies in css taxonomy by (dörnyei & scott, 1995a, 1995b) were employed, namely use of filler; code-switching; self-repetition; self-repair; asking for clarification; asking for confirmation; and direct appeal for help. semi-structured interview findings and discussion the semi-structured interview purpose in this research was to find out research question number 2 that explains why papuan efl students/learners use css for communication. the researchers employed thematic analysis. the categorical themes derived from the previous research conducted by (dewi et al., 2018) include thinking time, anxiety, and proficiency. the following extracts produced by papuan efl students towards their reasons using fillers for communication, as follows: 1. use of fillers the data below are the result of the interview about the use of filler. extract 1 from s1: "interviewer: why do you use fillers for communication, particularly when you communicate using english? interviewee: to take time for thinking sir and to make sure the word i produced whether correct or wrong” extract 1 from s5: “interviewer: why do you use fillers for communication particularly when you communicate using english? interviewee: because it can avoid my nervous sir and rise my confidence” extract 1 from s10: “interviewer: why do you use fillers for communication particularly when you communicate using english? interviewee: to avoid silence in communication sir” from the extracts above, it is believed that papuan efl students employed filler in communication since they tend to handle their nervousness and try to avoid silence in the communication flow. regardless reducing nervousness and pause, fillers can be used to gain time to think what supposed to be uttered the next. 2. code-switching extract 5 from s3: “interviewer: why do you switch your language from foreign to first language? interviewee: to ensure that my partner understands the topic of conversation” extract 4 from s6: “interviewer: why do you switch your language from foreign to first language? interviewee: i think switching the language will help me to convey the exact meaning of my words” metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 217-227 doi: 10.31002/metathesis.v5i2.3716 p-issn: 2580-2712 e-issn: 2580-2720 223 extract 6 from s9: “interviewer: why do you switch your language from foreign to first language? interviewee: because i want to make sure that my friends understand my words” the extracts, as mentioned above, shows that papuan efl students applied code-switching in communication as they wanted to emphasize their words to the listeners. also, by switching the language, they feel good in delivering their meanings. 3. self-repetition extract 4 from s7: “interviewer: why do you do self-repetition? interviewee: i think it helps me to think the next words or sentences” extract 4 from s6: “interviewer: why do you do self-repetition? interviewee: to avoid me from nervousness in communication." the extracts displayed that papuan efl students used self-repetition to take their time to think the following conveyed words or sentences to the listeners, or it is so-called time-gaining. moreover, self-repetition can help them to avoid nervousness. 4. self-repair extract 2 from s4: “interviewer: why do you do self-repair? interviewee: because self-repetition is useful for making correction especially in grammatical errors” extract 2 from s5: “interviewer: why do you do self-repair? interviewee: because it can help me to make a clear mispronounced word” extract 2 from s7: “interviewer: why do you do self-repair? interviewee: to sound like a native speaker sir as same as chit chat in the movie” the extracts showed papuan efl students employed a self-repair strategy in communication for making corrections and assisting the speakers in repairing mispronounced words and grammatical errors. 5. asking for clarification extract 3 from s1: “interviewer: why do you ask for clarification? interviewee: because sometimes i don’t understand what my friends mean” mursyid communication strategies used by papuan efl students 224 extract 3 from s3: “interviewer: why do you ask for clarification? interviewee: sometimes i worry about my words to be understood by my friends or mispronounce the words. the extract showed papuan efl students ask for clarification because they want to emphasize their meaning and feel doubt. 6. asking for confirmation extract 2 from s4: “interviewer: why do you ask for confirmation? interviewee: because it helps me to confirm whether the words that i use correct or not” extract 2 from s10: “interviewer: why do you ask for confirmation? interviewee: because i sometimes doubt whether the listeners understand what i mean or not” the extracts above displayed papuan efl students ask for confirmation within the conversation because they want to emphasize their meaning and manipulate their worriedness. also, the papuan efl students tend to use this strategy for asking the word accuracy used in communication, and they employ this strategy to confirm their pronunciation. 7. direct appeal for help extract 9 from s1: “interviewer: why do you do direct appeal for help? interviewee: because it is a viable way to generate english words that i don’t know” extract 9 from s3: “interviewer: why do you do direct appeal for help? interviewee: because it helps me from communication breakdowns. so, i can keep communication on running well” extract 9 from s5: “interviewer: why do you do direct appeal for help? interviewee: because i sometimes feel nervous to convey my thoughts to my friends” regarding the discussion section, apart from the communication strategies used by papuan efl students, this study also asked why papuan efl students employed communication strategies. generally, they employed communication strategies because of thinking time, avoiding nervousness, avoiding hesitation, overcoming the lexical deficiency of the target language, avoiding knowledge gap, justification, emphasizing the intended meaning, overcoming communication breakdowns. several studies have justified those findings above (al-gharaibeh, 2016; aziz et al., 2018; dewi et al., 2018; jumiati et al., 2017; nizar et al., 2018; nugroho, 2019; saidah et al., 2020; syahri, 2009a). the research conducted by (al-gharaibeh, 2016) investigated the communication strategies used by efl teachers and students in jordan. they metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 217-227 doi: 10.31002/metathesis.v5i2.3716 p-issn: 2580-2712 e-issn: 2580-2720 225 found that efl teachers and students employed message reduction, approximation; circumlocution; code-mixing; self-repetition; other repetition, appealing for help, asking for repetition, guessing, using fillers, and feigning understanding. these findings partly justified the result of this study in terms of the reasons papuan efl students used communication strategies. the research found that jordan efl students employed css as they cannot correctly perform grammar and lexicon. additionally, they use css to overcome communication breakdowns. not only that, but also, they want to attain the learning outcomes. the research findings in jordan was relevant with the researchers’ findings in the context of papuan efl students that can be seen in the extract 4. additionally, the study carried out by (aziz et al., 2018) distinguished between successful and unsuccessful students, and they found that roughly three communication strategies were not employed for both successful and unsuccessful students, namely circumlocution, word coinage, and mime strategies. regarding this study, it was found that the absence of some communication strategies occurred in this research as well, and among others are circumlocution, word coinage, and mime strategies. however, apart from that, the efl reasons based on the research results pointed out that they employ css because of language problems and difficulties. these two reasons corroborated the result of this research that can be seen from the subsection self-repair. furthermore, research carried out by (dewi et al., 2018) investigated balinese young learners in efl classrooms, they found at least three big reasons: thinking time, anxiety, and proficiency. in line with thinking time, it encompasses thinking about the answer and what to say next. regarding anxiety, it covers nervousness, doubt, feeling uncertainty, and slip of the tongue. in terms of proficiency, it involves lack of idea and vocabularies, producing many grammatical errors, and the inability to perceive the meaning of the target language. regardless the reasons of efl young learners in bali, the research also showed the most frequently use of communication strategies that is fillers. based on this research, it can be seen how the research conducted by (dewi et al., 2018) justifies the findings of this research. however, it cannot wholly justify in terms of the most frequently use of communication strategies as this the research does not ask about it. a study researched by (jumiati et al., 2017) investigated communication strategies used by efl teachers in banda aceh. they found that the most frequent strategy used is time gaining associated with fillers. the reason is to take time or maintain the conversation. this finding was relevant with the researchers’ findings. papuan efl students employ fillers as they need time to think what to say the next sentences. at the same time, (jumiati et al., 2017) stated that not all communication strategies proposed by (dörnyei & scott, 1995a, 1995b) were employed. this statement was relevant with this research findings. only some strategies were used by papuan efl students namely: fillers, code-switching, selfrepetition, self-repair, asking for clarification, asking for confirmation, and direct appeal for help. based on the evidence shown above, (dörnyei & scott, 1997) defines at least two defining categories, namely, problem-orientedness and consciousness. mursyid communication strategies used by papuan efl students 226 problem-orientedness refers to the use of language devices to cope with communication difficulties in conjunction with interlanguage deficiency. meanwhile, consciousness refers to language users’ awareness of the problem and strategic language use in achieving their goal. despite not all communication strategies were implemented in one study, the two categories namely problemorientedness and consciousness were represented in each research evidence including this study. in the nutshell, the research evidence above explicitly confirms the types and reasons of papuan efl students used communication strategies within conversation. conclusion based on the research findings and discussion, it can be concluded that communication strategies used by papuan efl students are fillers, codeswitching, self-repetition, self-repair, asking for clarification, asking for confirmation, and direct appeal for help. the reasons why papuan efl students do those communication strategies because of thinking time, anxiety, nervousness, doubt, worriedness, hesitation, lack of knowledge, lack of vocabulary, grammatical errors, and the lack of confidence. references al-gharaibeh, s. f. 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(2018). communication strategies used by the primary teachers in efl classroom. linguistic, english education and art (leea) journal, 2(1), 1–18. https://doi. saidah, n. r., munir, a., & anam, s. (2020). communication strategies used by efl learners in task-based english debate. linguistic, english education and art (leea) journal, 3(2), 414–425. smith, b. (2003). the use of communication strategies in computer-mediated communication. system, 31(1), 29–53. https://doi.org/10.1016/s0346251x(02) syahri, i. (2009). communication strategies employed by efl learners. lingua didaktika: jurnal bahasa dan pembelajaran bahasa, 3(1), 59. https://doi.org/10.24036/ld.v3i1.7369 spromberg, s. (2011). communication strategies used by high school english language learners in multilingual classrooms. online submission. yaghoubi-notash, m., & karafkan, m. a. (2015). teacher-employed communication strategies: investigating function type occurrence in iranian efl context. international journal of applied linguistics an vettorel, p. (2018). elf and communication strategies: are they taken into account in elt materials? relc journal, 49(1), 58–73. https://doi.org/10.1177/0033688217746204 metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 18-24 doi: 10.31002/metathesis.v4i1.1880 p-issn: 2580-2712 e-issn: 2580-2720 18 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) designing bipa’s teaching material: inserting the local wisdom? candradewi wahyu anggraeni1*, endah ratnaningsih2 universitas tidar jl. kapten suparman no 39, magelang e-mail: 1candradewi@untidar.ac.id, 2endahratna@untidar.ac.id *corresponding author received: 26th september 2019 revised: 15th march 2020 published: 1st april 2020 abstract this study aims to explain the teaching materials used and needed in bipa (bahasa indonesia bagi penutur asing) learning and to develop bipa teaching materials based on local wisdom as pedagogical content knowledge at tidar university. bipa learning at tidar university is facilitated by the integrated service unit for language centre. bipa learning at university tidar is still relatively new and still requires further research to find out the needs of foreign learners studying here. teaching materials that have been used need to be developed by paying attention to local wisdom as pedagogical content knowledge, generally in indonesia and specifically in magelang, so that learners have a better understanding about the concept of indonesian language by paying attention to the values or characters contained in the learning material. this research uses research and development methods (research & development). the subjects of this study were bipa instructors and learners at tidar university. the object of this research is the bipa teaching materials document which will be developed using the local wisdom base as pedagogical content knowledge. data collection techniques used in this study are questionnaire and interview techniques. the findings show that teaching material for the local wisdom as the pedagogical content knowledge is important to be inserted in bipa teaching and learning process. keywords: bipa, learning material, local wisdom, pedagogical content knowledge introduction bipa in the industrial revolution 4.0 era was an interesting and important field of study to study. one of the objectives of the bipa program, according to the language board ministry of education and culture website, is to improve the function of indonesian into an international language given the role of indonesia in international relations. bipa at upt bahasa of tidar university is still a new thing and still require research further to find out the needs of the learners (foreigners) who study there. teaching materials that have been used https://creativecommons.org/licenses/by-sa/4.0/ mailto:candradewi@untidar.ac.id1 mailto:endahratna@untidar.ac.id2 anggraeni, ratnaningsih designing bipa’s teaching material: 19 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) need to be developed by paying attention to local wisdom as pedagogical content knowledge in general in indonesia and especially in magelang, so that learners will better understand the concept of indonesian language by paying attention to the values or characters contained in learning materials. the need for the development of teaching materials based on local wisdom and pedagogical content knowledge will make a positive contribution to the implementation of bipa teaching at tidar university so that it is hoped that bipa teaching will not only focus on the structure of the indonesian language, but also on local wisdom which is planned to be contained in teaching materials to be developed through this research. in addition, teaching materials that will be developed will pay attention to the level of difficulty of the use of both teachers and for learners, so that it will facilitate the learning process. the preparation of bipa teaching materials based on local wisdom as pedagogical content knowledge in this study is one way to instill awareness of indonesian culture, everything related to indonesia, for learners. this is not without reason, because the preparation of bipa teaching materials in this research is expected to be one of the efforts to instill bipa learners' awareness of local wisdom because this knowledge will greatly assist learners in actualizing themselves correctly in using the target language, especially functional indonesian, in accordance with the context and situation. in addition, the component of local wisdom as pedagogical content knowledge that will be contained in bipa teaching materials at tidar university will facilitate teachers in delivering material for learners. this notion contends that it is essential to conduct the research that relates to bipa materials in which cover the local wisdom as pedagogical content knowledge. the purpose of research is that to describe the materials that are used and needed in learning bipa at the university tidar and to develop bipa learning material based on the local wisdom as pedagogical content knowledge at the university of tidar. the benefits of this research include three aspects, namely the aspect of theoretical, pedagogical, and practical. theoretically, this study can be used as a reference on material research development of teaching bipa. in pedagogical and practical aspects, this research is contributing to the teachers and learners bipa to be able to implement the use of teaching materials based on the pedagogical content knowledge in the process of learning bipa. bipa is a program that was initiated by the government to meet the economic community of asean (mea) and the face of the industrial revolution 4.0. nuswantara (2016) views that the need for foreign speakers of indonesian language skills is increasing, especially in the fields of education and industry-trade. foreign speakers can improve their indonesian language skills by joining the bipa program offered by institutions or universities that provide bipa programs. bipa program that is offered must follow the rules of indonesian education minister to make the program such bipa run well. this is stated in the regulation of the minister of education and culture (pusat pengembangan strategi dan diplomasi kebahasaan badan pengembangan, 2016) "standardization of indonesian language program for speakers of foreign (bipa) in the framework of enhanced functions language country" year 2016 in article 20 paragraph (1) which mentions: residents of the state foreign that will work and/or follow education in indonesia or will become citizens of the state of indonesia should have the ability to speak indonesian in https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 18-24 doi: 10.31002/metathesis.v4i1.1880 p-issn: 2580-2712 e-issn: 2580-2720 20 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) accordance with the standards of proficiency indonesia are required. (2) foreigners who do not meet the indonesian language proficiency standards as referred to in paragraph (1) they must participate in or participate in learning to achieve indonesian language skills. (3) standard indonesian language proficiency for the foreign citizens referred to in paragraph (1) it is developed by the agency and appointed by the minister.” based on the information on the page affiliates teachers and activists indonesian for foreign speakers (appbipa), there are several levels of language skills that need to be considered by the teacher and the learner. the level of ability or language proficiency is divided into basic competencies (a1 and a2), advanced competencies (b1 and b2), and high competencies (c1 and c2). the bipa proficiency level adapts the common european framework of reference (cefr) language proficiency level guidelines for languages. in the era of millennial generation in the 21st century, local wisdom has an important role in counterbalancing modernization in life, especially in the realm of education. education includes several aspects, one of which is the aspect of learning. in the realm of learning, local wisdom becomes the basis for shaping learner characters in accordance with the norms of rules that apply in an area where the learner is learning a learning material.the learning success will have a relationship with teaching materials that is used in the teaching-learning process. one way to insert local wisdom in learning is to develop teaching materials based on the local wisdom. tinja et al (2017) view that the teaching materials are based on the local wisdom provide insights, skills, and attitudes to learning in order to have knowledge of the surrounding environment and the needs of society are in accordance with the norms occur, so that learning becomes more contextual and effective. the task of a teacher is not only to carry out the process of transferring knowledge from teacher to learner, but also to educate learners to achieve certain competencies that are related to the nation's character. teachers should be able to master the material (content) and science teaching (pedagogy) well. content relates to knowledge that must be mastered in the form of facts, theories, and so on. pedagogy is a means that are owned by teachers to facilitate students in solving the problems they get in the learning process. can et al (2017) contend that it is needed an environment that provides opportunities for students to be able to solve the problem faced. this opinion is in line with the concept of pedagogy that must be possessed by a teacher to facilitate students in solving problems. can et al (2017) suggest that pedagogical knowledge is knowledge about the process of learning and teaching and its application as the process of learning of students, management class, develop a plan of implementation of learning, applying, and evaluating. pedagogical content knowledge is seen as knowledge to teach the specific content. method this study used a research and development method by gall et al. gal et al (2003) propose that research development was used to develop products and procedures new that it systematically with the test field, evaluated, and revised to meet the criteria specified which include the effectiveness, quality, and https://creativecommons.org/licenses/by-sa/4.0/ anggraeni, ratnaningsih designing bipa’s teaching material: 21 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) standards. in developmental research, there were several steps that need to be implemented, including: collection of initial data for research (needs’ analysis), planning, initial product development, initial product testing, initial product revision, product testing after revision, product operational revisions, product operational test after revision, revision of the final product, and dissemination and application of products. in this research, the steps in developing the bipa teaching materials used or adapted from gall et al (2003) were from step 1 to step 7. it was happening because of the time of research and time scheme used in the study is only able to be implemented through seven stages, as follows: needs’ analysis, development of bipa teaching materials, expert validation of bipa teaching materials, revision of the first phase of bipa teaching materials, test the feasibility of bipa teaching materials, revision of the second phase bipa teaching materials, and finalization of bipa teaching materials. the subjects of this study were bipa instructors and learners of upt bahasa, tidar university. bipa instructors at the upt bahasa tidar university are bipa lecturers who had participated in several workshops related to bipa, while bipa learners were foreign learners studying indonesian at the upt bahasa in tidar university.data collection instruments that were used in this study were interviews, questionnaires, and documents. interviews and questionnaires were used to determine teaching materials bipa based on knowledge of local as pedagogical content knowledge. findings and discussion based on the need analysis of bipa instructors and learners, the teaching materials of bipa at language training center of tidar university needed to provide local wisdom to help the learners learn indonesian language based on the context they study it. instructor a and b agreed that it was important to insert the local wisdom due to the learners were required to master indonesian language generally about indonesian culture and to acquire indonesian language specifically about magelang culture. furthermore, the learners viewed that it was very interesting to learn about local culture in magelang so that they could enhance their knowledge. the detailed stages of designing teaching materials were as follows. 1. needs analysis the first step of need analysis was important to analyse the instructors and learners needs in teaching and learning process of bipa. the results of interview and questionnaire showed that it was essential for bipa teaching material to insert the local wisdom. it was proved by the result of questionnaire and interview as follow. the questionnaire was given to the learners of bipa. they were from japan. the questionnaire was distributed through google form https://forms.gle/emc1nihg1bgtyyrw8. the data showed that they totally agreed if bipa materials inserted the local wisdom. the interview was conducted to the bipa instructors. they mentioned as follow. https://creativecommons.org/licenses/by-sa/4.0/ https://forms.gle/emc1nihg1bgtyyrw8 metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 18-24 doi: 10.31002/metathesis.v4i1.1880 p-issn: 2580-2712 e-issn: 2580-2720 22 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) instructor a “it is needed to insert the local wisdom in bipa material because it will help the learners to know the relationship between the culture and language. the culture of local wisdom will ease the learners to understand the language and environment.” instructor b “i do agree if local wisdom is included in bipa material. it will enrich the material and of course it will help the learners.” 2. designing bipa teaching materials in designing bipa teaching materials, it was used many sources of bipa books as the references as the guideline for deciding the topic used. the uses of materials were also depended on the learners’ and instructors’ needs. 3. expert validation of bipa teaching materials this third stage gave an overview that the teaching materials were needed to be validated due to the validation results as an important aspect to revise the teaching materials. based on the expert validation, the teaching materials had already fulfilled with the local wisdom of magelang and had showed the characteristics of good teaching materials. however, the uses of interactive parts in the teaching materials, the uses of simple language, and good quality of pictures used were needed. the experts or validator were bipa instructors from yogyakarta. they had taught bipa for 3 years. the researchers gave the validation sheet entitled “instrumen validasi kelayakan bahan ajar bipa berbasis kearifan lokal sebagai pedagogical content knowledge di universitas tidar” the validation sheet covered five aspects such as material, presentation, legibility, background-ethnic-religion-race-gender, and language. based on the validation score, it was stated that validator 1 gave the score 3,65, it meant that bipa teaching materials were in very good category. in line with validator 1, validator 2 also gave the score 3,75 in which it was a very good category. 4. revision of the first phase of bipa teaching materials based on the expert validation feedback, bipa teaching materials were revised. the teaching materials provided the interactive parts, simple language and good quality of pictures. 5. revision of the second phase bipa teaching materials the fifth stage was the second revision of bipa teaching materials. it was important to pass this stage since it gave an additional assessment toward the quality of the teaching materials. https://creativecommons.org/licenses/by-sa/4.0/ anggraeni, ratnaningsih designing bipa’s teaching material: 23 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 6. test the feasibility of bipa teaching materials to check the feasibility of bipa teaching materials, the hand out of teaching materials was given to the learners and instructors. based on the learners and instructors’ feedback, the teaching materials had fulfilled the local wisdom and it was feasible to be used in the teaching and learning process. the look of bipa hand out entitled ayo belajar bahasa indonesia with the isbn 978623-91925-2-5 was as follows. picture 1. cover of bipa teaching materials the learners commented as follows. learner a “i think it’s good and eye catching cover. first time, i see the cover; i really wanna read the whole book. the topics cover magelang local wisdom. i like it.” learner b “the language is simple and easy to be understood, especially for me as a1 level. it’s interesting to know all about magelang.” the instructors shared the feedback as follows. instructor a “i think this hand-out will be useful. it has covered all aspects that i need as bipa instructor.” instructor b “i like the design. it has many topics that discuss magelang. i can say it is a good handout for bipa teaching materials.” 7. finalization of bipa teaching materials after passing stage one until six, bipa teaching materials were ready to be used to support bipa teaching and learning process. regarding to seven steps of designing the teaching materials of bipa, the contents of bipa teaching materials cover ten units. they were menyapa, perkenalan, identitas diri, keluarga, aktivitas sehari-hari, hobi, transportasi, petunjuk arah, jual beli, lagu populer indonesia. the developed teaching materials were in the a1 level in which it was based on the pedagogical content https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 18-24 doi: 10.31002/metathesis.v4i1.1880 p-issn: 2580-2712 e-issn: 2580-2720 24 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) knowledge. each unit provided four language skills that cover listening, speaking, reading, and writing. conclusion this article shows that it is important to insert the local wisdom in which included the pedagogical content knowledge in bipa teaching materials. in designing the teaching materials, the researchers use seven steps of research and development. those stages are needed in designing the teaching materials since they are as guideline to be used to produce a good hand out of bipa teaching materials. many aspects are included in the teaching materials in order to fulfil the learners’ needs. it is hoped that bipa teaching materials can support bipa teaching and learning process in language training center at tidar university. references can, b., erokten, s., and bahtiyar, a. (2017). an investigation of pre-service science teachers’ technological pedagogical content knowledge. european journal of educational research, 6(1), pp. 51-57. doi: 10.12973/eujer.6.1.51 gall, m.d., gall, j.p., dan borg, w.r. (2003). educational research: an introduction (7th edition). new york: longman, inc. nuswantara, k. (2016). pembelajaran bipa bagi pembelajar dewasa. prosiding seminar kepakaran bipa 1,isbn: 978-602-8054-89-8. pusat pengembangan strategi dan diplomasi kebahasaan badan pengembangan, (2016). pedoman standardisasi pendidikan profesi guru bipa dan program studi pendidikan bipa (s2). retrieved from http://appbipajateng.com/wpcontent/uploads/2016. tinja, y., towaf, s.m., and haryono. (2017). pengembangan bahan ajar tematik berbasis kearifan lokal manggarai barat ntt. retrieved from http://pasca.um.ac.id/conferences/index.php/gtk/article/view/285. https://creativecommons.org/licenses/by-sa/4.0/ http://appbipajateng.com/wpcontent/uploads/2016 http://pasca.um.ac.id/conferences/index.php/gtk/article/view/285 metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 70-77 doi: 10.31002/metathesis.v3i1.1252 p-issn: 2580-2712 e-issn: 2580-2720 70 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) indonesian english learners’ perception of the implementation of mobile assisted language learning in english class 1 ahmad lizamuddin, 2 abdul asib, 3 ngadiso universitas sebelas maret jl. ir. sutami no.36 a, pucangsawit, kec. jebres, kota surakarta, jawa tengah 57126 1 ahmadlizamuddin@yahoo.com, 2 abdulasib@yahoo.com, 3 ngadisodok@yahoo.com received: 15 th march 2019 revised: 16 th may 2019 published: 28 th may 2019 abstract many indonesian english learners nowadays use smartphone as their communication equipment. it is used only for socializing through social media by most of them. this descriptive research aims to elaborate their perception on the implementation of mall in english class for university level. the data were collected through a survey questionnaire which was adapted from the technology acceptance model (tam). the result proves that they have a positive perception on the usage of mall. keywords: english language learning; esl; mall introduction in the development of technology, mobile phone especially smartphone is most commonly used by people. because of its popularity, it is not rare that it is used as learning media. pecherzewska and knots (2007) state that mobile phone is the most used for learning among the portable technological devices. many factors make mobile phone chosen as the preference. one of them is its mobility and accessibility (tayebink & puteh, 2012). it means that anytime, anywhere mobile learning can be done without classroom limitation. currently, the features of mobile phone are varied especially for smartphone applications which have many educational purposes. therefore, the basis of mobile assisted language learning (mall) is directed to smartphone utilization. many kinds of research have been conducted on the contexts of smartphone application usage for teaching-learning the second language. most of them have positive results (steel, 2012; ozer & kilic, 2018). another positive result shows that the learning activity is more collaborative (yudhiantara & saehu, 2017). shield & kukulska (2008) also claim that mobile-based learning is known as a basis of interactive technology for a learning activity. the results of the two types of research indicate that mobile-based learning facilitates the students in english language learning. they become more active to get involved in the learning activity because of using smartphone as the learning media. ahmad indonesian english learners’ perception … 71 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) in addition, liu et. al (2015) found that mall enabled teachers to provide differentiated learning pathways for students. they also offered multiple modalities for students to produce learning creation. in larger scale for mobile phone integration in schools, pegrum (2013) found that students were ready to join and accomplish a task by using mobile phone for classroom-related work. it reported that students were able to cope with the task and classroom activities by using their mobile phone (pegrum, oakley, & faulkner, 2013). in indonesia, students who utilize smartphone is rarely found for educational purposes. they often use it as a device to socialize through social media or other entertainment purposes. the mobile-based learning is not easily found in all education levels even university levels. therefore, through the phenomenon, this research aims to investigate the perception of indonesian english learners on the usage of mall in english class in a private university in semarang. so, the research questions are 1) what are the indonesian english learners’ perceptions of the usefulness of smartphone-based learning or mall? 2) what are the indonesian english learners’ perceptions of the ease of use of smartphone-based learning or mall? hopefully, the findings of this research are able to inspire the teachers and educators on mall implementation. then, by having a good understanding of the mall implementation, students are hoped to improve their independence for learning english separated from the formal situation. it will also facilitate provision for teachers to develop creative and effective learning activity by combining classroom and mobile-based learning activity. kukulska-hulme and shield (2007) review mall researches which have been conducted focus on speaking and listening skills. these are found that mall is different from call in term of its personal use, portable devices which drive the new ways of a learning, easy access and interaction across different contexts of use. mall focuses on learner-centered learning more compared to old-style learning process. dias (2002) in levy and kennedy (2005) state that students will use their mobile phone for learning purposes if they are taught to use it. the findings showed that 57,9% of female students indicated positively and 47,4% male students responded in a good way. so, it proves that mall has achieved a good response because the research results a positive attitude for students and teacher. ozer and kilic (2018) found that mall has an effect on efl students’ academic achievement, cognitive load, and acceptance of mobile learning tools. a significant increase is found on the students who participated in this research. they get better result of learning than the students who did not. on the other hand, foen et. al (2017) state that the more students utilized their smartphone for learning activities, the lower their gpa. it means that here are varied effects because of mall implementation. yet, yudhiantara and saehu (2017) indicate that english monolingual dictionary helps the students in the learning activity. mobile phones are effective for learning but there are still development anxieties from researcher to explore students’ attitudes whether they use it (pollara, 2011, p.28). pollara (2011) also proposes that there are varied thoughts on mobile devices. some people consider as individual tools, others believe them as a tool to cheat on tests, but others can acknowledge the metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 70-77 doi: 10.31002/metathesis.v3i1.1252 p-issn: 2580-2712 e-issn: 2580-2720 72 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) pedagogical result as a valuable medium or tool for teaching lesson materials in the learning situation. lawrence (2015) also investigates through research to find out learners’ receptiveness for using smartphones to improve english as foreign language learning at a korean university. 159 students of college english program become participants in this research. the result indicates that 50% of the participants showed positive attitudes towards integration, while others are hesitant only with small proportion actively against integration. khabiri (2013) reported mobile phone use practices among iranian efl learners in a university level. the study found that mobile phone offered many promising features which were open to exploring by the teachers for delivering english language learning to university students (khabiri & khatibi 2013 ). kee and samsudin (2014) conducted research on mobile phone use for educational activities for teenagers in school in malaysia. the findings showed that student had a positive perception and attitude toward mobile phone use for learning language anytime and anywhere. students viewed that mobile phone offered mobility that enabled them to access material for learning anywhere and anytime (kee & samsudin 2014). in nigeria a study conducted by oyewusi (2014) concerning mobile phone use to promote reading habit. the study suggested that mobile phone should be designed in an appropriate way with supporting the application to promote reading habit among language learners (oyewusi & ayanlola, 2014). therefore, this research aims to identify indonesian english learners’ perception of the implementation of mall. after knowing the result, it will help teachers to implement innovative and advance teaching tools or media in learning activity for the setting both in the classroom and outside. method the objective of this research was to explore perception on the implementation of mall in english learning among university students of english department at universitas islam sutan agung, semarang. the smartphone application was used for teaching english pronunciation class. there were 24 students who responded to the questionnaire. the criterion for the sampling is that the participants were at almost the same level of english proficiency. the selection was based on their english posttest of english tutorial class. the instrument employed in this research was a survey questionnaire adapted from davis (1993) in his research “user acceptance of information technology: system characteristics, user perceptions, and behavioral impacts.” the questionnaire contains 20 items. it was designed using agree-disagree statements. to collect the data, the questionnaire was distributed to the respondents in classroom. the researcher also gave detail explanation about the questionnaire. after that, the result was analyzed and it was presented in percentage form. to get deeper data, the researcher also interviewed several students. therefore, the ahmad indonesian english learners’ perception … 73 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) perception on the usage of mall in english learning among indonesian english learners could be known. findings and discussion in this research, the findings were presented in terms of the two sections of the questionnaire from the 20 statement items. those were categorized into perceived usefulness and ease of use. perceived usefulness the perceived usefulness perceptions were gotten from item 1 until item 10. first, all respondents agreed that using mall improves the quality of their tasks in item 1. so, all of them had the same perception relating this statement. then, for item 2, 27% responded disagree relating statement using smartphone only gives them facility to socialize through social media. while the rest 73% disagree. it meant that mostly they disagreed for using their smartphone only for social media needs. then, for item 3 showed that 95% agreed that smartphone enables them to complete tasks more quickly. item 4 also showed significant response that 95% agreed that using smartphone can facilitate to learn english. besides, item 5, it showed that 59% agreed that using smartphone increases their productivity. dominantly, 95% respondents agreed that using smartphone improves their task performances on item 6. next, item 7 showed that 95% agreed for using smartphone enhances their effectiveness on task completion. item 8 also showed majority 95% agreed for using smartphone makes easier to do their tasks. on the other hand, item 9 indicated that 68% agreed that using smartphone reduces their critical thinking. but, overall 95% agreed that they find smartphone to be useful to do their task as shown on item 10. the summary of the result can be seen in the following table. table 1. percentage of the perceived usefulness perceptions no statements agree disagree 1 using smartphone improves the quality of my task 100% 0 2 using smartphone only gives me facility to socialize through social media 72% 28% 3 smartphone enables me to complete task more quickly 95% 5% 4 using smartphone can facilitate me to learn english (mall) 95% 5% 5 using smartphone (mall) increases my productivity 59% 41% 6 using smartphone (mall) improves my task performance 95% 5% 7 using smartphone (mall) enhances my effectiveness on the task completion 95% 5% 8 using smartphone (mall) makes it easier to do my task 95% 5% 9 using smartphone (mall) reduces my critical thinking 68% 32% metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 70-77 doi: 10.31002/metathesis.v3i1.1252 p-issn: 2580-2712 e-issn: 2580-2720 74 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 10 overall, i find smartphone (mall) useful in my task 95% 5% based on the finding, it is obviously indicated that the respondents had a positive perception on the usefulness of mall implementation for them. they agreed that the implementation of mall gave beneficial experiences for them. perceived ease of use the perceptions of perceived ease of use were gotten from item 11 until item 20. first, 81% respondents disagreed that learning through mall is not practical to use. then, for item 12, 73% responds agreed that learning to operate mall is easy. then, for item 13 showed that 86% disagreed that interacting via mall is often frustrating. item 14 also showed significant response that 95% agreed that it is easy to get the mall to do what they want. besides, item 15, it showed that 68% disagreed that mall is stiff and inflexible to interact with. dominantly, 81% respondents agreed that it is easy for them to remember how to perform their task using the mall on item 16. next, item 17 showed that 59% agreed that interacting via the mall requires a good mental effort. item 18 also showed majority 68% agreed that their interaction via the mall is clear and understandable. on the other hand, item 19 indicates that 68% agreed that they need to have more practices to be skillful at using mall. then, overall 95% agreed that they find the mall is easy to use on item 20. the summary of the result can be seen in the following table. table 2. percentage of the perceptions of perceived ease of use no statements agree disagree 11 i find learning through smartphone (mall) not practical to use 18% 82% 12 learning to operate the mall is easy for me 73% 27% 13 interacting via the mall is often frustrating 14% 86% 14 i find it is easy to get the mall to do what i want 95% 5% 15 mall is stiff and inflexible to interact with 32% 68% 16 it is easy for me to remember how to perform my task using the mall 82% 20% 17 interacting via the mall requires a good mental effort 59% 41% 18 my interaction via the mall is clear and understandable 68% 32% 19 i find it takes a lot of practice to become skillful at using mall 68% 32% 20 overall, i find the mall is easy to use 95% 5% after elaborating each item, it can be concluded that most of the students’ perception related to the perceived ease of use is positive. ahmad indonesian english learners’ perception … 75 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the findings of this research show that most of the respondents have positive perceptions on the implementation of mall from both criteria. thus, they indicate a potential of mall as appropriate leaning media for english learning nowadays. it is also suitable with itayem’s (2014) findings that the students’ attitudes on perceived usefulness and perceived of use are significant when utilizing the ipad. moreover, from the findings, it can be concluded that the respondents have positive perceptions on the usage of mall. mostly they stated that they agree with all statement items of perceived usefulness with the highest percentage on each questionnaire statement. so, it also can be concluded that they get a lot of benefits from mall implementation. it is also the same as lawrence (2015). the finding of his study revealed that almost half of the students demonstrate positive perception of the integration of smartphone for language learning. meanwhile, the result of perceived ease of use items on the questionnaire also indicates that the respondents have positive perceptions on the mall implementation. of course, some respondents show their disagreement on some items. it is caused by the different level of respondents’ skills in using mall. koole (2009) states that the learners’ skill and their previous knowledge and experience with mobile phone devices for learning could affect their perception on the implementation of mall. traxler (2009) states that smartphone or mobile devices are the promising devices for the future of language learning because these devices are transforming the language learning process become more genuine, personalized as well as situated. kukulska-hulme (2013) adds that the new century calls for greater autonomous learner with the flexibility of the usage of new learning tool such as mobile phone. it has changed the traditional way of learning all language to be more effective in the future. so, it is recommended for the mall implementation as new teaching aids in classroom activity. conclusion some points are concluded from the subject discussed in the article. the results of this research show that the respondents who are indonesian english learners of non-english department realized the urgent role of mall in improving the quality of the teaching and learning process. the integration of mall in classroom activity facilitated the opportunity for the learners to access varied english materials, try varied activities in english, as well as to communicate and interact each other with friends or lecturers. there are some implications issued of this research. it will help teachers or lecturers and students to have more effective learning condition. many smartphone applications are useful to create much more learning activity. it also attracts students’ attention easily as well as having better understanding on english materials. moreover, the various applications can facilitate the learners to be autonomous learners. references a. kukulska-hulme & shield, l. (2007). an overview of mobile assisted language learning: can mobile devices support collaborative practice in speaking and listening? the eurocall 2007 virtual strand. the eurocall 2007 virtual strand. metathesis: journal of english language literature and teaching vol. 3, no. 1, april 2019 pp 70-77 doi: 10.31002/metathesis.v3i1.1252 p-issn: 2580-2712 e-issn: 2580-2720 76 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) a. kukulska-hulme & shield, l. (2008). an overview of mobile assisted language learning: from content delivery to supported collaboration and interaction. re-call, 20, 271-289. a. pęcherzewska & knot, s. (2007). review of existing eu projects dedicated to dyslexia, gaming in education and m-learning. wr08 report to calldysc project. a.kukulska-hulme. (2013). re-skilling language learners for a mobile world. monterey: ca: the international research foundation for english language education. chomsky, r. c. (2016). why only us: language evolution. the mit press. d.davis, f. (1989). perceived usefulness, perceived ease of use, and user acceptance of information technology. mis quarterly 13, 319-340. d.davis, f. (1993). user acceptance of information technology: system characteristics, user perceptions and behavioral impacts. international journal of man-machine studies 38, 475-487. dias, j. (2002). cell phones in the classroom: boon or bane? c@lling japan, 10, 16-21. itayem, g. (2014). using the ipad in language learning courses: perceptions of college students. toledo: oh: the university of toledo, 1691. koole, m. a. (2009). mobile learning: transforming the delivery of education & training. 25-47. lawrence, b. (2015). learner receptiveness towards mobile technology in a college english program: the smart decision? english teaching, 70, 328. m. levy & kennedy, c. (2005). learning italian via mobile sms. 76-83. m. tayebinik & puteh, m. (2012). mobile learning to support teaching english as a second language. journal of education and practice, 3, 56-62. pollara, p. (2011). mobile learning in higher education: a glimps and comparision of student and faculty readiness, attitudes and perception. unpublished doctoral dissertation. steel, c. h. (2012). fitting learning into life: language students’ perspectives on the benefits of using mobile apps. proceedings of ascilite conference ahmad indonesian english learners’ perception … 77 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) wellington 2012. wellington: proceedings of ascilite conference wellington 2012. stockwell, g. (2008). investigating learner preparedness for and usage patterns of mobile learning. recall, 20, 253-270. traxler, j. (2009). learning in a mobile age. international journal of mobile and blended learning, 1, 1-12. metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 1-10 doi: 10.31002/metathesis.v5i1.2834 p-issn: 2580-2712 e-issn: 2580-2720 1 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) how poetry improves efl learners’ vocabulary through curriculum-based dynamic assessment ali imron1*, winda candra hantari2 universitas tidar jl. kapten suparman no 39, magelang, central java, 56116, indonesia alielshirazy@gmail.com1* windacandra@untidar.ac.id2 *corresponding author received: 31 july 2020 revised: 26 november 2020 accepted: 1 december 2020 published: 5 april 2021 abstract literature in english teaching has always been an exciting topic of discussion, explicitly teaching english for speakers of other languages (tesol) or teaching english as foreign language (tefl). this research aims to reveal the improvement of english education study program students' vocabulary by using poetry as a genre of literature in tesol or tefl learning environment. delivered using curriculum-based dynamic assessment with the focus on the mediated learning experience process and a simplified vocabulary knowledge scale test, the results of the research show that poetry as a genre in literature is applicable in improving students' skills in two aspects; (1) it strengthens students' motivation and creative thinking as it generates and involves students' emotion, and (2) it improves students' vocabulary mastery seen from the improvement of the diction in their writings by 336.25%. keywords: curriculum-based dynamic assessment, poetry in english teaching, vocabulary knowledge scale. introduction literature in english teaching literature in english teaching could be done in so many ways by using many different tools or materials, one of which is literature with its genres and elements. the importance of literature itself has been discussed for decades ago which could be seen from numerous articles from all around the world until today like those done in ethiopia (asefa 2017), iran (fergows&farzaneh 2012) india (choudhary 2016) sweden (wilen 2016), albania (shtepani 2012), taiwan (chen 2014) and many others from other countries including indonesia. literature is considered necessary in teaching english for speakers of other languages (tesol) or teaching english as a foreign language (tefl) by experts for many reasons. it is stated by (asefa 2017) that literature plays particular attention to form, and this helps the learners reflect about language, another principle and goal of the communicative method, and https://creativecommons.org/licenses/by-sa/4.0/ mailto:alielshirazy@gmail.com1* imron & hantari how poetry improves efl learners’ vocabulary through curriculumbased dynamic assessment 2 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) develop their linguistic competence not only by learning how to express meanings in english but also developing their communicative competence. the importance of literature in english teaching is also stated by (ur 1996) in her book entitled a course in language teaching, practice, and theory, by explaining many critical beneficial aspects of literature in english teaching, among which are; (1) it is a reasonable basis for vocabulary expansion, (2) it encourages empathetic, critical and creative thinking, and (3) it involves emotions as well as intellect, which adds to motivation and may contribute to self-development. the respective aspects that literature has in relation to language teaching would be so beneficial in tesol or tefl learning environment. in the context of this research, literature is taught in the english language study program through creative writing subject. creative writing is an activity of expressing ideas in written form creatively. it means that creative writing is about generating materials which contain artistic and entertainment values. it is somewhat different from basic writing that communicates information efficiently and objectively or directly promotes products or services. creative writing includes the business as well. nevertheless, it takes part in entertaining and enlightening people to make them interested in the business or products. hence, it becomes necessary for the english education department students to learn creative writing, which will help them teach english as teachers. the writers believe that literature is the best tool to teach creative writing since literature can be a powerful and motivating source for writing in efl, both as a model and as subject matter (asefa 2017). poetry provides a very good space and stimulus in terms of richness of language and vocabulary for something very specific because poetry by nature tells a particular experience, with a specific setting, and a certain purpose and messages that are sometimes not literal but implicit. this special nature makes poetry excellent at providing visualizations of various vocabulary registers. by using poetry in creative writing subjects, students are invited to experience the process of defining, analysing, synthesizing, and applying their understanding of vocabulary in an appropriate and specific context. from this point, it will be difficult not to relate literature in the context of vocabulary teaching, especially when we realize that the medium of poetry is words. however, the discussion becomes more interesting since there are still those who do not believe that literature bridges the fundamental concepts of language in english teaching. dynamic assessment the writer tries to reveal and prove how literature plays significant roles in english teaching by conducting a curriculum-based dynamic assessment (henceforth, cbda) practices in teaching creative writing subjects through the use of poetry as a genre in literature. cbda is an extension within the framework of dynamic assessment (henceforth, da). da proceeds from an ontological perspective on human abilities developed more than 80 years ago by renowned russian psychologist, l.s. vygotsky (poehner 2008). it focuses on exploring the process of individuals' development, integrated with understanding their learning abilities and instruction, with helping them overcome difficulties and support their ongoing development. vygotsky believed that observing individuals' past development is not enough to reveal their best potentials of development. it is stated then by (poehner 2008) that https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 1-10 doi: 10.31002/metathesis.v5i1.2834 p-issn: 2580-2712 e-issn: 2580-2720 3 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) da challenges conventional views on teaching and assessment by arguing that these should not be seen as separate activities but instead should be fully integrated. furthermore, resting on the foundations of vygotsky and feuerstein, dynamic assessment can be defined as the creation of a zone of proximal development, within which the assessor provides mediation to promote the higher mental functioning of the learner (lidz 2015) it was initiated by vygotsky who emphasized that much of learning was mediated through social interactions (campione 1985) the mediation is also widely known for many as mediated learning experience (henceforth, mle) which appeared firstly in the work of feuerstein with the 12 attributes namely; internationality and reciprocity, transcendence, mediation of meaning, mediation of feelings of competence, mediated regulation and control of behavior, mediated sharing behavior, mediated of individuation and psychological differentiation, mediation of goal-seeking, goal setting, goal planning, and achieving behavior, mediation of challenge, mediation of awareness of human beings as changing entity, and mediation of an optimistic alternatives (poehner 2008) curriculum-based dynamic assessment one type of da, as stated by (haywood 2007), is curriculum-based dynamic assessment. cbda is a generic approach that can incorporate virtually any specific content or relate to any domain (haywood 2007). cbda is used since the objectives of this study are to reveal the effectiveness of literature in english teaching and students' improvements after being taught literature for creative writing, specifically in improving vocabulary mastery. cbda begins with selecting relevant curriculum content, which will surely answer whether teaching english using literature is effective. in applying cbda, there are 12 parameters of mle stated by (lidz 2015) they are: 1. intent or intentional engagement of the learner in the interaction. 2. mediation of meaning. 3. mediation of transcendence. 4. mediation of task regulation. 5. providing not only encouragement and praise for the learner, but, including feedback in this praise that informs the learner about what worked or didn’t work in developing competence with the task. 6. maintaining psychological differentiation. 7. joint regard, or working to communicate to the learner that they are understood. 8. sharing with the learner thoughts and experiences of the assessor that are relevant to the experience they are sharing. 9. maintaining the level of challenge of the task and instructions just one step ahead of the learner’s level of independent functioning. 10. providing documentation of the learner’s change in development of competence and communicating to the learner how he or she has grown as a result of the learning experience. 11. interacting with the learner in a contingently responsive way. 12. interacting with the learner in an affectively warm way. https://creativecommons.org/licenses/by-sa/4.0/ imron & hantari how poetry improves efl learners’ vocabulary through curriculumbased dynamic assessment 4 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) furthermore, (lidz 2015) stated that the 12 parameters above could be simplified into the following four: intent, meaning, transcendence, and task regulation. intent covers the goal of the lesson and how this will be communicated to the learner. meaning is about highlighting the lesson's important features and communicating to the learners what is essential to notice. transcendence is about possible bridges between the lesson and other experiences. task regulation is about planning the materials used and how they would be set up and presented, including the strategies and principles to communicate. as explained above, da, including cbda, is an integrated treatment with two inseparable components; assessment and process. it is why assessment in the form of scoring will support the treatment results other than just the process. vocabulary knowledge scale (vks) according to wesche and paribakht, and read (mukarto 2005) vocabulary knowledge scale (vks) is a generic instrument, in the sense that it can be used to measure any set of words. it uses five scales to capture certain stages in the initial development of core knowledge of given words. the vks combines self-report and performance items to elicit the self-perceived and demonstrated knowledge of specific words in written form. it could be used to score the responses with its scale ratings range from 1 representing complete unfamiliarity to 5 representing the ability to use a word with grammatical and semantic accuracy in a sentence for the scale of self-report categories. the writers modified the vks scale ratings to make it easier to be analyzed using spps. the scale ratings given range from 0% to 100% since the purpose of the vks in the research was to see the respondents' understanding of the words given. table 1. vks elicitation scale self-report categories (wesche & paribakht, 1996: 30) self-report categories i. i don’t remember having seen this word before. ii. i have seen this word before, but i don’t know what it means. iii. i have seen this word before, and i think it means _________. (synonym or translation) iv. i know this word. it means _________. (synonym or translation) v. i can use the word in a sentence: ______________________________ (if you do this, please also do section iv.) by considering the statements above, the writer was interested in researching to figure out the effectiveness of literature in english teaching and how literature improves students' english skills. in this case, the genre in literature used is poetry. it is applied using a curriculum-based dynamic assessment with the parameter used is vocabulary mastery improvement. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 1-10 doi: 10.31002/metathesis.v5i1.2834 p-issn: 2580-2712 e-issn: 2580-2720 5 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) method this study used cbda in creative writing subject. it is done during the poetry sessions. the subjects were 26 students of untidar english education study program in semester 4. as stated by (lidz 2015), the approach to cbda begins with the selection of relevant curriculum content and construction of an appropriate curriculum-based assessment (henceforth, cba) to serve as both pre-test and posttest. hence, as the study focuses on creative writing subject as mentioned, the pretest and post-test were held in the form of writing poems. the scores were evaluated from one of the products of creativity that was vocabulary. since the focus is mainly on the process, the study would analyze the mle using 12, instead of the simplified four parameters. a descriptive qualitative analysis was also used to prove the students' vocabulary improvement after being taught creative writing using poetry and its elements. the data was taken from the modified vks on 21 respondents from another class of the same background and level. the respondents were given 30 words consisting of 15 words chosen randomly from the first work (regarded as the pre-test), and the other 15 were from the final work as the post-test. it was then statistically processed using sppss. the chosen words can be seen in the table below: table 2. list of random words/phrase/idioms from pre-test and post-test list of words/phrase/idioms chosen as pre-test list of words/phrase/idioms chosen as post-test sunshine dew eternally shatter sight callously gum cleaver crazy shimmering realize riddle whisper chuckle knight solemn moonlight dimple comfort drizzle snapped gulp fairy phew fear wrack cruel gracious mind to the moon and back https://creativecommons.org/licenses/by-sa/4.0/ imron & hantari how poetry improves efl learners’ vocabulary through curriculumbased dynamic assessment 6 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) findings and discussion as explained before, the assessment is seen mainly on the mle process using 12 standards (lidz 2015) this is to see how poetry as a genre in literature, improves students' writing skills. the result of each parameter is described as follows: intent (parameter 1) the task (class) goal is to improve students' writing skills by teaching them writing using poetry and its elements. before the cbda, the materials were parts of a mandatory subject taken from the english education study program curriculum of untidar and were suitable since it was taught after the students had passed the intensive course for basic english skills. mediation of meaning (parameter 2) among all features or elements of poetry, nine have been chosen and highlighted as the course's focus. students would pay special attention to these elements during the learning process and practice. the nine elements were; rhyme, rhythm, alliteration, assonance, consonance, hyperbole, simile, personification, and metaphor. these elements were chosen as the best tools to bridge the students' background and the expected results or outcomes. mediation of transcendence (parameter 3) bridging the initial knowledge of the students and the future (anticipated or expected) understanding about poetry by asking them questions like: "what do you think about poetry or poem?", "what makes writing be regarded or considered as a poem?" "what is the purpose of making a poem?" or "do you think a poem has rules so that it could be called a poem?" in this phase, students responded in varied ways. there was a typical answer by almost all of the students that the poem was to express feelings and imaginations using "beautiful language." interestingly, what has considered a beautiful language was not clear. based on the answers, the writer concluded that the students' beautiful language was close to the writer's feelings or emotions. mediation of task regulation and providing not only encouragement and praise for the learner but including feedback in this praise that informs the learner about what worked or did not work in developing competence with the task (parameter 4 and 5) autonomous learning was chosen as the primary method of teaching the materials to the students. students were introduced to new concepts about poetry with examples and given a space to explore more by looking for additional references. the next step was applying to write. in this phase, the writers found that most students made poems in a simple, easy way they thought based on the criteria (features) given. for example, when the students were asked to write poems which show rhyme as the feature, many students used suffixes to get the pattern of the same sounds (rhyme) like "ful," ness, ly, and the others, or by merely making whatever verbs into gerunds or nouns by adding -ing even though grammatically incorrect. the followings are some excerpts of the students' works: https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 1-10 doi: 10.31002/metathesis.v5i1.2834 p-issn: 2580-2712 e-issn: 2580-2720 7 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) (1) ... but you know i have a powerful at least it will going to be wonderful (2) love is a willingness love is an awareness ... (3) when i feel so boring my gadget start smiling but my book still watching and my head still booming ... maintaining psychological differentiation and joint regard, or working to communicate to the learner that they are understood (parameter 6 and 7) for parameter 6, it is nonverbal and inferred from the total interaction (lidz 2015) to be seen after all processes have been done. the parameter seven was done by checking the students' works and communicating with the students to show how they were understood. an example could be seen from the work of a student which showed whether the student was unwilling, reluctant, or not knowing what was asked by writing a stanza that was far from the expectation as follows: (4) silent is quiet quiet is silent when silent must be quiet be quiet is must not be silent ..... the work implied that the writer knew nothing about the poem; even though the materials about the features had been taught. he simply played with two words, "quiet" and "silent" to get the rhyme and seemingly intended meaningful lines of verses and stanzas. however, it does not show any features of poetry, as had been explained before. reading this, the writer, as the intervener, communicated with the student so that the student felt understood. the communication was also done by adding parameter 5 to keep and support the student's motivation. an example of the sentence used is "well, you are a student of english education who generally found difficulties creating a literary work. that is normal. at least you have applied on of poetry features. see? you have got the basic understanding. it is just now to your time to explore more than just reversing these two words. https://creativecommons.org/licenses/by-sa/4.0/ imron & hantari how poetry improves efl learners’ vocabulary through curriculumbased dynamic assessment 8 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) sharing with the learner thoughts and experiences of the assessor that are relevant to the experience they are sharing. (parameter 8) in this phase, it was simply done by sharing the experiences of the writer as the intervener. the writer has written several literary works and used many aspects of his experience. an example that was used is, "the most difficult part of being a writer for me was the starting point, when and how to start. when i wrote my first novel, the most difficult part was writing the first chapter. the most difficult part was to write the first paragraph. the most difficult part was writing the first sentence from the first paragraph, which consequently writes the first word! do not overthink. just write first and let others give their comments about your work. you will learn more after that. i was not sure about my work until i finished writing it and found how all my friends of mine appreciated it!" maintaining the level of challenge of the task and instructions just one step ahead of the learner’s level of independent functioning. providing documentation of the learner’s change in development of competence and communicating to the learner how he or she has grown as a result of the learning experience. (parameter 9 and 10) parameter 9 is nonverbal and inferred from the total interaction. (lidz 2015) for parameter 10, the writer kept all the students' works from meeting 1 to 5 and gave feedback by combining parameters 5, 7, and 8. there was always a session for discussion after completing every session of teaching the materials. interacting with the learner in a contingently responsive way and an affectively warm way. (parameter 11 and 12) parameter 11 is nonverbal and inferred from the total interaction while parameter 12 could be verbal or nonverbal. (lidz 2015) for both parameters, what the writer did was pay close attention to the students on their works and their behavior and attitudes. during the implementation of cbda, the writer found one student (henceforth student a) who found more difficulties than the others, which made her work quiet far from the expectation. another case happened to two students (henceforth students b and c) who, from their attitudes and gestures, lacked attention to the class, materials, and discussion. the writer then interviewed those students also using the previous parameters and found two different factors. the first factor was that student a had lower competence in understanding the materials compared to the others. she was also a quiet funny girl when responding. for this case, the writer used parameter five more often, combined with parameter 12, to support the student's proximal development. the application worked well, which could be seen from her enthusiasm every time the writer gave instructions and tasks. moreover, her final work (post-test poem) improved significantly compared to her first work (pre-test poem). the second factor, which was the cause of student a and b's lack of attention, was the external factor the students were facing. it had something to do with their lives outside the campus. the writer highlighted parameters 1, 6, and 12 for the students to keep them engaged in the learning process to solve this problem. it worked well, which surprised the writer since they have more potentials than the average students' potentials. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 1-10 doi: 10.31002/metathesis.v5i1.2834 p-issn: 2580-2712 e-issn: 2580-2720 9 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) after all, mle processes using cbda, there was a significant improvement in the students' response, motivation, and enthusiasm in learning the materials, which automatically supports the improvement of the quality of the products resulted. it means that students' skills also improved, which partly could be seen from the analysis of their works using vks in the next subchapter. the improvement of students' vocabulary the results of the vks application on 21 respondents were processed using spss and could be seen in the diagram below: table 3. mean score of the pre-test vks n minimum maximum sum mean std. deviation var00001 21 51.70 100.00 1712.10 81.5286 12.65824 valid n (listwise) 21 from the result of the understanding of respondents to the random words chosen as the pre-test, it could be seen that the maximum score could reach 100 since the students as the participants and respondents are both from the same background with a similar mastery of english vocabulary. it could be assumed that both the participants and the respondents were initially from the same level. the minimum score of 51.70 could be caused by many factors that could affect students' understanding of a subject, as has been explained by experts of da. as the results, 81.5286 of the mean score is quite proof of the participants' and respondent's validity of homogeneity, which could validate the study's result since it represents the enormous scale of understanding using vks. table 4. mean score of the post-test vks n minimum maximum sum mean std. deviation var00002 21 10.00 60.00 795.70 37.8905 13.23450 valid n (listwise) 21 after being taught creative writing subject using poetry and some of its elements, the random words chosen for the post-test vks resulted in significant changes in the respondents' understanding of the words. from the 21 students of another class, the highest score of the students who had a sophisticated knowledge of the word was only 60, which was only from one student. the mean score is 37.8905, which means that understanding is just from level 2 (having ever seen the words without knowing the meanings) to 3 (having ever seen the words but not sure what the real meanings are). moreover, three students showed how they knew nothing about the words given since their score is less than 25. more interestingly, from all the post-test words, there is not even one that is known by all respondents. in this study, the less the respondents understood the post-test chosen words, the more effective teaching english using poetry could be assumed. from 81.5286 as the mean score of pre-test to 37.8905, there has been a significant improvement in the participant's new vocabulary mastery, as much as 336.25%. this is taken from https://creativecommons.org/licenses/by-sa/4.0/ imron & hantari how poetry improves efl learners’ vocabulary through curriculumbased dynamic assessment 10 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the number of unknown words for the respondents from the pre-test 18.4714% to 62.1095% after the post-test. conclusion based on the analysis of the data findings and proof of the research above, it could be concluded that the implementation of curriculum-based dynamic assessment in teaching creative writing subject using poetry is effective in improving students vocabulary. the results support the statements about the advantages of literature in english teaching among which are; (1) it is a reasonable basis for vocabulary expansion, (2) it encourages empathetic, critical, and creative thinking; and (3) it involves emotions as well as intellect, which adds to motivation and may contribute to self-development (ur 1996). besides, cbda is an applicable method in teaching english since it focuses not merely on the results but more on the process. most importantly, literature has been proven relevant in improving english skills, which in this study is the vocabulary mastery. references asefa, hintsa teklehaimanot. 2017. “using literature as a tool for teaching english language: animal farm in the efl classroom.” international journal of science and research (ijsr) 6(1). campione, joseph & ann l. brown. 1985. dynamic assessment:one approach and some initial data. illinois: center for the study of reading. university of illinois urbana-champaign. chen, mei-ling. 2014. “teaching english as foreign language through literature.” theory and practice in language studies 4(2): 232–36. choudhary, sanju. 2016. “a literary approach to teaching english language in a multicultural classroom.” high. learn. res. commun 6(4). fergows&farzaneh, aghagolzhadeh; 2012. “a debate on literature as teaching material in eft.” journal of language teaching and research 3: 205–10. haywood, h. carl& carol s. lidz. 2007. clinical and educational applications dynamic assessment in practice. cambridge: cambridge university press. uk. lidz, c.s. 2015. dynamic assessment training manual. new york: research gate. mukarto, fransiscus xaverius. 2005. “assessing the depth of second language vocabulary knowledge.” in proceedings of the 38th relc international seminar, vol. 8, no. 3, singapore. poehner, mathew e. 2008. dynamic assessment, a vygotskian approach to understanding and promoting l2 development. pennsylvania: springer. shtepani, elvana. 2012. “overview on the use of literary texts in efl classes.” lingua mobilis no. 6 (39) albania. ur, penny. 1996. a course in language teaching, practice and theory. cambridge: cambridge university press. uk. wilen, olle. 2016. how esl teachers use english literature in the classroom. karlstads universitet. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 181-197 doi: 10.31002/metathesis.v5i2.4256 p-issn: 2580-2712 e-issn: 2580-2720 181 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) perceived barriers to online collaborative learning by prospective efl teachers kasyfur rahman1*, hatomi2 uin mataram jl. gajah mada no. 100 jempong baru, kota mataram, ntb, indonesia kasyfurrahman@uinmataram.ac.id1, hatomi@uinmataram.ac.id2 *corresponding author received: revised: accepted published: 16 august 2021 28 september 2021 29 september 2021 26 november 2021 abstract online collaborative learning (ocl) has been increasingly investigated since it promotes students’ active learning as well as their social and interpersonal skills. this research aims to unveil the types of online collaborative learning activities undertaken by prospective efl teachers in an indonesian university, along with the barriers to such learning environment. this research employed mixed-method research with explanatory sequential design and to collect the data, a 41-item questionnaire developed based on six constructs derived from previous research entailing motivation, commitment, social interaction, technical skills, time and support and technical problems was distributed to 53 respondents and a semi-structured interview was administered to 10 selected interviewees to elicit deeper information on the perceived barriers. data analysis executed using descriptive statistics and thematic analysis suggests that most of the respondents utilized learning management system and whatsapp group to carry out collaborative learning tasks involving group projects, group discussion, group presentation, and knowledge sharing. while generally the respondents select neutral responses across all the constructs, there is a constant higher refusal than agreement rates to the barriers in all constructs except for the technical problems. this implies that the barriers of the online collaborative learning depend on mutually interconnected factors. keywords: perception; barriers; online collaborative learning; efl introduction collaborative skill has been one of the most fundamental skills necessary to overcome challenges in the 21st century apart from critical thinking, creativity, and communication skills. meanwhile, the advent of information technology has shifted traditional classroom activities to hybrid or full technology-mediated instructions. this enables students of higher education to have a relatively equal access to information on the internet and to gain opportunities to work together https://creativecommons.org/licenses/by-sa/4.0/ mailto:disa.silaen@president.ac.id1 mailto:disa.silaen@president.ac.id1 rahman & hatomi perceived barriers to online collaborative learning by prospective efl teachers 182 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) under online collaborative learning (ocl) environment. online collaborative learning has grown in popularity (robinson et al., 2017) and has been reported to provide advantageous impacts for students. the development of critical thinking and problem-solving skills and self-reflection, and co-construction of information and meaning are among the most commonly claimed benefits (chiong & jovanovic, 2012). other research findings demonstrate high levels of collaborative behavior during task completion, characterized by interaction, mutual respect, and interdependence; this enabled the group establish a strong feeling of a "community of practice" and a supportive, goal-oriented learning environment (cullen et al., 2013) while increasing technical self-confidence and liking through reducing technical anxiety (magen-nagar & shonfeld, 2018), improving academic performance as well as learning satisfaction (razali et al., 2015). however, despite the pedagogical benefits of collaborative learning, online learners may find collaborative learning activities to be frustrating (capdeferro & romero, 2012). this pain-staking experience may be attributed to an imbalance of commitment between teammates, lack of shared goals, disparities between group members’ grades, problematic student communication, and gaps in individual contributions during collaborative projects. thus, the success of online collaborative learning can be associated with three essential elements: learning environment, learning task, and learning interaction (razali et al., 2015) the term collaborative learning has been defined in various ways, but all have things in common that it requires active learning in which several students participate to accomplish the same goal and tackle the workload equitably. simply put, during learning activities, division of responsibility and task occurs, thus encouraging team building and positive group dynamics development. collaborative learning has its root in vygotsky’s constructivist theory, claiming that learning occurs through social interaction and artifacts. each learner must find, build, practice, and validate information, and instead of remembering facts and processes, learners create new conceptions of concepts by connecting current information with past information (ng, 2012). in the literature, collaborative learning is often used interchangeably with cooperative learning despite being distinctive. while collaborative learning approaches emphasize student-to-student contact in the learning process, cooperative learning strategies encourage students to work in small groups, generally under the teacher's supervision. furthermore, students generally turn in their works individually in collaborative learning, whereas they submit their work to a single unit in cooperative learning. students learn together in teams in the online sphere utilizing information communication technologies, particularly the internet, as mediating tools in online collaborative learning (ng, 2012). similar to online learning, ocl can be undertaken by students in two ways: synchronously or asynchronously. asynchronous learning is characterized by one-way, non-interactive real-time communication in which instructors provide reading materials, playable lecture videos, assigned tasks, and assessments in a manageable time frame. in contrast, synchronous communication necessitates dynamic real-time communication between instructors and students or between students and their peers via live chat, streamed video, and other means (anderson, 2008). nowadays, asynchronous learning is typically carried out through a learning management system or chat. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 181-197 doi: 10.31002/metathesis.v5i2.4256 p-issn: 2580-2712 e-issn: 2580-2720 183 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) on the other hand, synchronous ones are undertaken through virtual meetings such as breakout rooms in zoom or other virtual meeting applications. more specifically, the types of activities in online collaborative learning can involve group projects, group discussion, group presentation, collaborative writing, group reflection, peer review, knowledge sharing, and collaborative data collection (jieun & osman, 2021). collaborative learning can be characterized by instructor-student shared knowledge. shared knowledge is a feature of the conventional classroom in many respects, where the teacher is the information provider. still, it also includes some student input, where students contribute their experiences or expertise. another characteristic of ocl is shared authority between instructors and students. in this scenario, the instructor shares goal-setting power with the students within a topic, allowing them to approach the completion of an assignment in their own way. the next trait of ocl is teachers as mediators. teachers assist students in learning how to learn in this area, which is one of the most essential components of collaborative learning. students in heterogeneous groups depict the last characteristic of ocl. this trait encourages all students to accept and accept the contributions made by all class members, regardless of the subject. as a relatively new instructional practice, online collaborative learning may pose several challenges in its implementation. muuro (2014) et al. summarize the following aspects in which students find them challenging when engaging with online collaborative learning entailing poor motivation, lacking individual accountability and negative interdependence. motivation can be associated with students’ willingness and commitment to engaging in a collaborative learning environment. these could be marked with low intrinsic motivation, an unmotivating learning environment, and a lack of unified goals among group members. in terms of individual accountability, accountability represents students' attitude during their involvement in an online collaborative task. this can take the form of less engagement by the students showed by their hesitance in doing the assigned individual task in a group resulting in less contribution or becoming a mere free rider (roberts & mcinnerney, 2007). furthermore, while online collaborate learning ideally changes the behavior of students and let them work together, it is often found that students simply rely on their teammates whose expertise and experiences are better, thus missing the opportunities for learning. in the context of efl teacher education, the role of instructional technology has been inevitable for knowledge construction and a collaborative learning environment. since teaching is a complicated profession, one method for preservice teachers to cope is learning from peers and working teachers and academic courses (margaliot et al., 2018). in the digital age, these ways can be facilitated through the use of online collaborative learning, where they can share and exchange ideas, pose problems and think together about the solutions, and formulate explanations of an issue. however, like any other online learning activity, ocl has both advantages and disadvantages. the latter has been more apparent, especially in indonesia, where the introduction of instructional technology to the classrooms is quite novel. mapping the disadvantages and barriers perceived by these prospective teachers will provide valuable resources and information from which better instructional design can be made. https://creativecommons.org/licenses/by-sa/4.0/ rahman & hatomi perceived barriers to online collaborative learning by prospective efl teachers 184 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) while research on the problems and challenges of online learning has hitherto been massively undertaken in the literature, there is a prominent gap in which scanty inquiries specifically address the barriers in online collaborative learning. this study is intended to fill the gap by focusing on the following questions: 1. what are the online collaborative learning activities undertaken by the prospective efl teachers? 2. what are barriers to online collaborative learning perceived by those prospective teachers? method this research is a descriptive inquiry employing quantitative and qualitative (mixed) methods within the same time frame and equal weight with explanatory sequential design. the quantitative data were garnered through a questionnaire from which data of efl pre-service teachers on the perceived barriers were analyzed using descriptive statistics. on the other hand, the qualitative data were collected based on the interviews with the informants to elicit information on the sources of the barriers. in this research, 53 pre-service teachers (17 males and 38 females) taking english language education program in a local public university situated in lombok, west nusa tenggara took part as the respondents for the distributed questionnaire on the barriers to online collaborative in the form of a 41-item questionnaire with a five-point likert scale (strongly agree, agree, neutral, disagree, and strongly disagree) to gain the qualitative data. the questionnaire items were developed based on research on the barriers to online learning (muilenburg & berge, 2005) and sources of frustration in collaborative learning (capdeferro & romero, 2012). however, for the interview session, ten students volunteered in data elicitation. a semi-structured interview with six questions was administered to the selected participants. the questions are based on six constructs derived from the previous research, including: motivation, commitment, social interaction, technical skills, time and support, and technical problems. each of the selected participants was interviewed in 15 minutes, and the interview was recorded using smartphones. each interviewee is coded from s1 to s10. the data analysis was performed by displaying students’ responses to the questionnaire using descriptive statistics. the data were displayed in a bar chart and percentages. from these data, answer to first research question was obtained. the final data from this research is the interview data. the recorded interview was transcribed and analyzed using thematic analysis (braun & clarke, 2006). themes were drawn from the data after the transcripts of the interviews were compared and contrasted. findings and discussion the findings of this study begin with the description of online collaborative learning activities undertaken by the preservice teachers. in the following subheadings, the barriers perceived are presented according to their responses to the questionnaire and interview. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 181-197 doi: 10.31002/metathesis.v5i2.4256 p-issn: 2580-2712 e-issn: 2580-2720 185 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) platforms and online collaborative learning activities the illustration below depicts the three most used platforms for the online collaborative environment: moodle, google classroom, and whatsapp group. the learning management system accounts for the lion’s share, with google classroom at 79.2% and moodle at 35.8 %. the use of a learning management system has been mandatory in higher education. the data below also demonstrate that whatsapp (45.3%) group is undeniably the major platform for online collaborative learning partly due to its practical use and low internet usage. it is also quite common to use multiple platforms at once by integrating moodle and whatsapp or other possible integrations. figure1: platform for online collaborative learning regarding the collaborative activities online, the figure below demonstrates that group discussion accounting for 75% of respondents has been the major collaborative activity undertaken by the students, followed by group projects (39.6 %), group presentation (32.1 %), and knowledge sharing (32.1 %). on the other hand, a relatively steady rate of students chose assessment-related activities, including practice exercises and group exams. in contrast, the most minor selected activities entail collaborative data collection, peer review, and group reflection. figure2: online collaborative learning activities motivational barriers https://creativecommons.org/licenses/by-sa/4.0/ rahman & hatomi perceived barriers to online collaborative learning by prospective efl teachers 186 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) most of the data in the motivations are predominantly marked by both disagree and neutral options. this is demonstrated by the percentage of students who refused the idea of procrastinating assignment (m1) indicated by 11.54 % who chose to strongly disagree about procrastination, 40.35 % of the total respondents choosing disagree followed by those who choose neutral options at 28.85% and only 19.23 % choose to agree with such statement. procrastination negatively correlates with learning performance where high procrastinators are likely to be unsuccessful in learning than low procrastinators (michinov et al., 2011). meanwhile, there is a relatively balanced response regarding being motivated to work in online groups (m2). the strongly disagreeing in tandem with disagreeing students make up for 39.21 %, while the opposite responses account for a total of 35.29%. this clearly demonstrates that about half of the students feel unmotivated for online collaborative tasks while their half counterparts feel the opposite. furthermore, m3 (choosing less demanding aspects of assignment) illustrates more students who prefer this statement, avoiding more challenging tasks instead of being challenged to do such kinds of task (agree and strongly both account for 37.25 % compared to 7.84 % and 19.61 % who opted strongly disagree and disagree respectively. in contrast, m4 shows the opposite trend in which more students’ responses demonstrate more negative views on stimulating an online collaborative learning environment (m5). this is shown by 9.62 %, and 34.62% respondents choosing strongly disagree and disagree accordingly, while those viewing ocl as not stimulating are marked with 17.31% of agreeing students and 1.92% opting for strongly agree. the last statement for motivational construct deals with shyness or confidence problems (m6). most of the respondents (19.23 plus 34.62) oppose this statement and indicate that they are not shy to learn in an online collaborative learning environment. m1 i procrastinate doing my group works m2 i am not personally motivated to work in online groups m3 i choose easier/less demanding aspects of assignment m4 the online collaborative learning environment is not stimulating m5 i share irrelevant posts during online discussion https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 181-197 doi: 10.31002/metathesis.v5i2.4256 p-issn: 2580-2712 e-issn: 2580-2720 187 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) m6 i feel shy or lack of confidence for online collaborative learning figure3: data of motivational barriers the students reported several explanations regarding motivation as to why they can be either motivated or demotivated to undertake online collaborative tasks. one student (s1) stated that it highly depends on their group members or collaborative friends. in this sense, collaboration is facilitated when all the group members are motivated too. therefore, motivation is contagious. this is consistent with previous research by tanaka claiming that demotivated peers have impact on students’ motivation (tanaka, 2017). ). additionally, other students claim that motivation is interconnected with other factors, including internet connection. doing tasks online does not seem stimulating as face-to-face group assignment is preferred. this result confirms what roberts (roberts & mcinnerney, 2007) assumed as an interconnection between factors affecting online collaborative learning. for instance, one of the interviewees (s2) states that problems in technology influence their motivation. (s1): “depends on collaboration friends. when it comes to motivation, if our collaborators are people who tend to be active in the online world, of course, we are also motivated, but usually the barriers like the first one related to online networking and communication are a bit more difficult. so, it depends on friends who are motivated to do online assignments.” (s2): “not motivated because it is very difficult to discuss, difficult to exchange ideas. if the signal is bad, we will not be able to get a satisfactory answer, and the discussion will still sound halting because of the bad signal. besides that, what makes me unmotivated is doing assignments online.” (s5): “i don't feel motivated because every time there is a collaboration task, other collaboration friends will not help me with the task.” (s10): “i'm not motivated at all because i can't discuss freely because i use online media (chat). so, some student friends become lazier to think.” commitment barriers overall, for all statements for barriers to commitment to online collaborative learning, most responses demonstrate disagreement compared to the opposite options. nonetheless, a big number of neutral responses ranging from 35.20% up to 42.31% appear in every given statement response. for example, member withdrawal (c1) shows a high percentage of neutral response (42.31%), leaving an impression that sometimes group members exit their group, while other times it does not take place despite more disagreement for this statement. in the case of c2 (shared goals), more responses refute the idea of not having shared goals in a collaborative activity (c2) which is positive. a high rate of 41.18 % demonstrates a good trend among students to have shared goals. most of the responses are neutral for individual contribution in a collaborative task (c3), although more responses (31.37 % disagree and 1.96% strongly disagree) indicate that the https://creativecommons.org/licenses/by-sa/4.0/ rahman & hatomi perceived barriers to online collaborative learning by prospective efl teachers 188 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) students tend to defend their group mates. however, the number of responses agreeing with c3 is nearly equal to those who disagreed. the next statement on hesitance to work in a group and meet the deadline (c4) shows a quite similar trend to c1 and c3 in which a quite high proportion of the students choosing neutral options while showing more weight on the disagreement. the last statement on the commitment deals with being a free rider in a group (c5), indicating less contribution to group task accomplishment. most of the respondents reject this statement and demonstrate that they are not free-riders. however, a quite moderate rate depicts many students playing as a free-rider and being opportunistic in a group. all these findings regarding commitment barriers are bound with the term sense of community which affects students’ commitment to do collaborative tasks. sense of community increases a sense of commitment toward group goals (chatterjee & correia, 2020). however, the result on commitment barriers seems to be little, opposing the studies that online learners become frustrated with collaborative learning due to a commitment imbalance on the task and a lack of common learning goals among students (capdeferro & romero, 2012). besides, these findings ensure students’ individual accountability as the responses show more weight on the denials of the barriers than the agreement about them. to sum up, these data indicate that the students are committed to online collaborative tasks that are helpful. c1 my group member(s) withdraws/exits from the groups c2 we do not have shared goals in our group c3 my friend(s) does not contribute much in collaborative tasks c4 i was too hesitant to work collaboratively and meet the deadline c5 i’m sometimes just a free rider in my work group figure 4: data of commitment barriers based on the interview, most of the students believe that their commitment is a must since doing collaborative tasks online is mandatory for all the students. in contrast, others believe that they are committed due to good grades, as stated by s5. however, it is worthy of a close look at how the students take the group tasks partly because of easy access to information on the online sphere, which can help https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 181-197 doi: 10.31002/metathesis.v5i2.4256 p-issn: 2580-2712 e-issn: 2580-2720 189 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) do assignments faster, as claimed by s9. others think that they are not fancy online learning as it is not their personal preference (s10). (s3):”i am fully committed to doing online assignments because it is a must for every student. therefore, i must be responsible for the tasks that have been given.” (s5): “i am committed to working on online collaboration assignments just because i want to get good grades from the lecturers.” (s6): “talking about commitment, of course, my commitment is high, especially related to assignments because in my opinion assignments are a benchmark for students' ability to understand something.” (s7): “due to the current pandemic situation. strong or not strong commitment, we have to do it because of this pandemic situation.” (s9): “my commitment to working on online collaboration tasks is not very strong because sometimes i am very excited about doing assignments and even have made a schedule so that the task is completed on time. but some things make my spirit lack, and as a result, the task is not completed. sometimes i also underestimate online assignments because i can directly copy-paste on the internet.” (s10): “i'm not very enthusiastic about doing online assignments because i don't really like online learning or online discussions.” social interaction barriers in general, in terms of social interaction, the response rate is dominated by neutral responses across all the statements within this aspect. these probably imply uncertainty or the chance of either agreeing or disagree, reflecting occasional established interaction for students. at times, they also come across occasions when they feel less interaction in group tasks. in addition to these, tendencies to disagree with the statements occur in all statements except for s5 and s6. more specifically, lacking interaction (s1), disagreement/conflicts (s2), and fear of being isolated (s3) are similarly marked with students’ disagreement with relatively moderate proportions at 5.77% strongly disagree, and 21.15% disagree for s1, 3.85% strongly disagree, and 23.08% disagree for s2. in comparison, 4.00% strongly disagree, and 22.00% disagree for s3. very few respondents reported that they encountered these three barriers. a similar trend also occurs in not having a sense of community, poor group management, and little peer feedback indicated by those who disagree outrate those who agree. in contrast, the students reported an opposite trend regarding students’ abilities and domination in group tasks (s5 and s6). the data indicate that more students agree to these statements (34.00% agree in s5, 32.69% agree, and 7.69% strongly agree in s6). this implies that when undertaking collaborative tasks, particularly in small groups, the students tend not to have equal opportunity to show their abilities and take their roles as only a few students with more expertise dominate the collaborative scenarios. this, in turn, brings about negative interdependence (muuro et al., 2014) in which fewer contributing students rely on the dominant https://creativecommons.org/licenses/by-sa/4.0/ rahman & hatomi perceived barriers to online collaborative learning by prospective efl teachers 190 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) students, thus, the learning environment does not reflect individual learning performance. s1 i encounter lack of interaction among my fellow group members s2 i find disagreement or conflicts between group members s3 i’m afraid of feeling isolated s4 i do not have sense of community in my group s5 students’ abilities in my group are unequal s6 single student dominates the group scenario s7 we have little feedback on each other’s work figure 4: social interaction barriers the interview data show the sources of these barriers. for example, s2 believes that interaction occurs intensively between group members. however, when it comes to doing an assignment, more works are done by those who possess good internet access. students like s8 express their concern about having miscommunication due to lacking internet and communication infrastructure. (s1): “so far, when i make collaborative friends and learn collaboratively online, my friends are very active people. so, whenever there is an online collaborative task, we always carry out intensive communication.” (s2): “first, we hope that our friends have a lot of quotas or existing media. we hope they will carry out the task immediately, even though it is an online discussion element. however, all member parties will be involved. it means being involved in doing assignments, but there are already online assignments if you look at the facts on the ground. who has more quota and the signal is doing their job.” https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 181-197 doi: 10.31002/metathesis.v5i2.4256 p-issn: 2580-2712 e-issn: 2580-2720 191 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) (s8): “very common barriers are miscommunication from collaboration members, some are difficult to contact, some lack internet quota, some lack signal, and other reasons. the next obstacle is the lack of coordination of each collaboration member due to lack of communication, as i said above.” technical skills overall, the responses demonstrate similar results to the social interaction barriers where most respondents perceived barriers to technical skills as neutral ranging between 40-60%. this result seems to highlight how technological skills can sometimes either be problematic while not for other occasions. therefore, barriers to technical skills are relatively occasional. on some cases, they can tackle problems related to technological skills, but the difficulties are quite apparent, particularly when linked to technical skills such as solving connection and hardware problems. this might be attributed to the technological complexity of the given tasks. furthermore, comparing the respondents’ refusal and confirmation, the data consistently demonstrate that across all the statements the proportions of students who choose strongly disagree and disagree outrate those who agree and strongly agree, implying that to a certain extent, the students find themselves as capable in using technological skills and only few find difficulties or hurdles when operating technology for online collaborative learning environment. these findings are consistent with previous findings that current students in higher education tend to be ready to use online learning technology (rahman, 2020). tl1 i’m lack of typing skills for online collaboration tl2 i fear new technologies for online learning tl3 i have little skills in using online learning apps tl4 i’m unfamiliar with online technical tools tl5 i’m afraid of different learning methods online tl6 i don’t have skills to use the delivery system figure 5: barriers on technical skills https://creativecommons.org/licenses/by-sa/4.0/ rahman & hatomi perceived barriers to online collaborative learning by prospective efl teachers 192 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the interview shows a similar but varying degree of responses from the subject, as illustrated below. at the beginning, due to new technology, the students seem to find it a bit awkward, yet as the course progresses, they develop awareness and skills in using the technology. the technological abilities are also linked to the instructor’s awareness of adjusting the tools used for online learning. the selection of online learning platforms is set to the least difficult. (s1): “so far, regarding technology, there are no obstacles because lecturers usually also choose technology that is not too difficult to use as i said earlier that i am a vocational graduate and for technology, god willing, i can master it.” (s3): “in using technology when learning online, i still find it difficult technically and non-technically.” (s4): “of course, it feels very difficult at the beginning of its use, but everything is normal as we use it often.” time and support generally, the data demonstrate that the students experienced fewer obstacles in terms of time and support. this is proved by more respondents choosing either disagree or strongly disagree, although neutral choices are quite obvious in some cases, especially in ts9 and ts11. there are three statements agreed by a quite big number of respondents: ts 3 (24.53 % agree) & ts4 (34.62% agree). therefore, the students had high expectations to contact the instructors and receive feedback as soon as possible and encounter distractions at home when studying online. although time and support has been found to have a modest association with the effectiveness of online learning (muilenburg & berge, 2005), in the case of ocl, support can be provided by fellow group members in a collaborative task. emotional support from intra-group work has been proved to be a pivotal pillar in online collaborative learning (hernández-sellés et al., 2019). https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 181-197 doi: 10.31002/metathesis.v5i2.4256 p-issn: 2580-2712 e-issn: 2580-2720 193 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) ts1 the instructors do not know how to teach online ts2 the online collaborative tasks do not have clear instructions/explanations ts3 i find it difficult to contact the instructors ts4 it is difficult to get timely feedback from the instructors ts5 the quality of materials delivered online is low ts6 training to use the delivery system is insufficient ts7 the class size is not ideal for online learning ts8 course materials are not delivered on time ts9 the time to do online collaborative work is insufficient ts10 i get little support from family, friends and institution ts11 i find significant interruptions when studying from home figure 6: barriers on time and support based on the interview data, almost all respondents agree that the time and support are adequate. the role of the instructors is described as motivating and supportive. interaction between students and other students is influenced by teacher-strudent intreaction (hernández-sellés et al., 2019), particularly in the form of support. the instructor’s support is also fundamental as one method to improve teacher presence in the online classroom is to create an environment where students feel supported and confident (anderson, 2008). only a few assume that the lecturers only send materials without follow-up activities and monitoring. (s1):” so far, the support from the lecturers or instructors have been very good in terms of communication or guidance from him-he is very good because i have done collaborative learning. so, the instructors and lecturers always monitor what we are doing, including what is the name of the assistant now, yes, we always learn online, so the lecturers always support what we are going to do.” https://creativecommons.org/licenses/by-sa/4.0/ rahman & hatomi perceived barriers to online collaborative learning by prospective efl teachers 194 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) (s3): “i feel that time or other support i feel is still a little lacking because the lecturer only gives or sends material without providing a detailed explanation of the material.” (s4): “during lectures, thank god, almost all lecturers gave waivers for both uts and uas assignments given the inadequate online learning system and network. some lecturers also motivate to keep learning enthusiasm during the pandemic.” (s6): “alhamdulillah, it can be said that it is enough, but every lecturer gives and spends his time to his students, maybe there are some who are busy so they can't interact with students, but we can understand it.” (s7) certainly supportive, but not all lecturers do that. technical problems the following chart illustrates technological problems related to infrastructure and devices. overall, most of the respondents indicate neutral responses. however, when the refusal and acceptance to the statements are compared, it is quite apparent that the respondents tend to admit that the technical problems are obvious in most of the statements. this can be seen in the available internet access (tp1) at 21.57 % of agreement and strongly agree responses at 9.80% and the costs (tp2) in which the students responding agree (40%) in tandem with strongly agree choice (10.00) even surpass the neutral rates. this also occurs for almost all other statements except for tp4 to which the respondents seem to reject the idea of inconsistent platforms or software used. these results are relatively in line with previous research in jordan where infrastructure is the most prominent problems of online learning (aljaraideh & al bataineh, 2019) and also confirms that technological problems along with a perceived lack of community, time restrictions, and difficulties understanding the online course objectives were all mentioned as hurdles in the previous research (song et al., 2004). https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 181-197 doi: 10.31002/metathesis.v5i2.4256 p-issn: 2580-2712 e-issn: 2580-2720 195 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) tp1 i do not have adequate internet access tp2 online collaborative learning costs too much tp3 the technology needed is unavailable tp4 the course is lack of consistent platforms or software tp5 incompatible devices create technical problems tp6 i do not get technical assistance figure 7: barriers on technical problems the interview results also support the data above. the respondents also emphasized network problems and errors in devices used. (s4): “when submitting assignments, i often encounter problems due to data packets or network problems.” (s5): “actually, no. it's just the network in the village that makes it difficult for me.” (s8): “very often find difficulties in the technology system when learning online, ranging from slowness to errors on cellphones and laptops, then system errors in applications used for learning.” (s10): “in this case, i do not feel that i have a problem using technology during the online learning process. however, only the internet network is currently quite expensive.” conclusion the results of this study suggest that most collaborative learning is facilitated through a learning management system and whatsapp groups, while the impeding factors to online collaborative learning are interrelated and often correlates with each other. when it comes to online collaborative learning, the challenges are also twofold: barriers in terms of online learning and collaboration. these barriers are reported mostly as neutrals implying their occasional nature. this research also reported that the barriers are generally minor except for several areas, including personal motivation, preference to pick an easier assignment, imbalanced roles of students in groups, limited peer feedback, and support and technological equipment problems. it is then suggested to consider multiple interrelated factors when asking students to work collaboratively online, optimize the role of instructors to support the online collaborative learning environment, and encourage both the skills to collaborate in learning and to collaborate to learn. references aljaraideh, y., & al bataineh, k. 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(2007). seven problems of online group learning (and their solutions). educational technology & society, 10, 257–268. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 181-197 doi: 10.31002/metathesis.v5i2.4256 p-issn: 2580-2712 e-issn: 2580-2720 197 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) robinson, h., kilgore, w., & warren, s. (2017). care, communication, support: core for designing meaningful online collaborative learning. online learning journal, 21(4). song, l., singleton, e. s., hill, j. r., & koh, m. h. (2004). improving online learning: student perceptions of useful and challenging characteristics. the internet and higher education, 7(1), 59–70. tanaka, m. (2017). examining efl vocabulary learning motivation in a demotivating learning environment. system, 65, 130–138. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4, no.3, pp 277-291 doi: 10.31002/metathesis.v4i3.3195 p-issn: 2580-2712 e-issn: 2580-2720 277 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) efl teachers’ challenges and insights of online teaching amidst global pandemic arif nugroho1* dwi ilmiani2, agnira rekha3 1iain surakarta, jl. pandawa no. 1 pucangan kartasura sukoharjo, central java, indonesia 2politeknik negeri jakarta, jl. prof.dr. g.a siwabesi, kukusan, depok, west java, indonesia 3universitas tidar, jl. kapten suparman no.39, potrobangsan magelang, central java, indonesia arif.nugroho@iain-surakarta.ac.id*; ilmianidwi@gmail.com ; agnirarekha@untidar.ac.id * corresponding author received: 24 september 2020 revised: 1 december 2020 accepted: 31 december 2020 published: 31 december 2020 abstract the unexpected shift of english language teaching from face-to-face classroom interaction to online learning activities using digital platforms has resulted in a number of challenges for english teachers and students. hence, examining the teachers’ challenges and their insights of the online learning activities is highly required. the present study sheds some light on university efl teachers’ challenges and insights of online learning activities amidst global pandemic. drawing on the data collected using self-written reflections and semi-structured interviews from 17 indonesian efl teachers, the results revealed that the absence of an e-learning platform, lack of students’ motivation and engagement, and time consuming to prepare online learning materials became the primary challenges of the teachers. the results further portrayed that developing a representative digital platform, designing online learning materials, and improving the quality of teaching method were several valuable insights from the teachers. the results of this study contribute to providing fruitful advices for english teachers, students, and school authorities to enhance the efficacy of online teaching and learning activities, particularly during the global pandemic. keywords: teacher challenges, teachers insights, online learning, global pandemic introduction global pandemic caused by the outbreak of coronaviruses disease (covid-19) around the world in 2020 has changed how human behaves in daily life. most of countries that are affected by this contagious diseases have their society performed https://creativecommons.org/licenses/by-sa/4.0/ mailto:arif.nugroho@iain-surakarta.ac.id* mailto:ilmianidwi@gmail.com mailto:agnirarekha@untidar.ac.id nugroho, ilmiani, rekha efl teachers’ challenges and insights of online teaching 278 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) social distancing, a control action to avoid infectious diseases transmission by minimizing contacts between susceptible person and infected person that may pass on the diseases (reluga, 2010). as a result, people are encouraged to do their activities from their own houses (e.g. working and studying) by using the advanced of technology. in indonesia, the global pandemic significantly affects education system, in which the government establishing public policy to shift face-to-face learning in formal classroom into online learning beyond classroom, including english as a foreign language (efl) teaching. the change of face-to-face learning inside classroom into online learning outside the classroom has resulted in several consequences. first, the sudden alteration of face-to-face to online learning has shocked both teachers and students since it has not been predicted previously (atmojo & nugroho, 2020). second, teachers and students have to adapt to some changes in their teaching and learning activities, such as use of technology, designing online materials, and assessing students’ works online (lai et al., 2015; yamagata-lynch, 2020). third, shifting from inside to outside language classroom provides a number of challenges and difficulties, particularly for the teachers (satar, 2018). therefore, examining efl teachers’ challenges as well as their suggestions toward online teaching during the global pandemic is crucial. in the recent decade, researches on online learning of english beyond classroom by means of digital technology are being received enormous attention from english language teaching (elt) scholars (nugroho & rahmawati, 2020; sundqvist & sylvén, 2016). cole and vanderplank (2016) examined the correlation between autonomous out-of-classroom language learning and brazilian efl learners’ language acquisition. they compared the language proficiency of a group of central brazilian classroom-trained learners (ctls) and fully autonomous self-instructed learners (fasils). using a set of proficiency test, they found that fasils scored significantly higher than ctls on all assessments. the results of questionnaire and interviews data further depicted that fasils experienced better motivational development and mode of learning which correlated significantly with grammatical and lexical knowledge. the results reveal how the affordance of independent and naturalistic learning by means of digital technology in informal learning beyond classroom contributes to language learners’ ability to achieve outstanding levels of language proficiency. in a similar direction, jensen (2017) investigated how gaming, which was performed beyond a formal classroom, influenced young english language learners’ competence in denmark. data on the participants’ extramural english habits were gathered with a one-week language diary in the forms of self-report with parental guidance. the participants reported minutes spent each day on several extramural english activities, i.e. gaming, reading, watching english contents, listening to music, talking informally in english, writing english contents, and others. the results of data analysis showed that gaming with both oral and written english inputs and gaming with only written input were positively correlated to the learners’ vocabulary proficiency, which was tested using peabody picture vocabulary test (pptvtm-4). the results of inquiry provide fruitful insights for language learners that a simple thing performed informally out of classroom (e.g. gaming) can potentially enhance their language proficiency. moreover, lee and drajati (2019) shed some light on how efl students engage autonomously in informal digital learning of english (idle) activities https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4, no.3, pp 277-291 doi: 10.31002/metathesis.v4i3.3195 p-issn: 2580-2712 e-issn: 2580-2720 279 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) contributed to their perception of english varieties and cross-cultural communication strategies. drawing on a mixed method study, they sought the empirical relationship between idle activities and two aspects of english as an international language (eil). the results revealed that receptive idle activity (e.g. watching videos online) positively correlated to the perception of english varieties and productive idle activity (e.g. chatting in english) significantly predicted the development of cross-cultural communication strategies. the results indicate that informal learning of english using digital technology is a promising activity to enhance language proficiency, particularly socio-cultural competence. more recently, atmojo and nugroho (2020) scrutinized how efl teachers conducted online learning and some challenges they encountered amidst the global pandemic. 16 indonesian efl teachers participated in the study upon invitation. they were asked to make written reflections about their teaching practices and challenges they faced during online teaching. additionally, semi-structured interviews were conducted to reach an in-depth understanding of the phenomenon being studied. the results depicted that the teachers carried out some activities during the online teaching using a range of online resources such as social networking sites, applications, internet sites, and online quizzes. notwithstanding the fact that teaching activities could be conducted by means of technology, a number of challenges was still encountered by the teachers, especially in terms of their communication with students and/or parents. the study suggests that online learning beyond classroom has both potentials and challenges that should be considered and therefore, immense studies are encouraged to address this issue. having explored these above-mentioned previous literature, two research gaps are observable. first, the studies of cole and vanderplank (2016), jensen (2017), and lee and drajati (2019) examined the contribution of autonomous english learning beyond classroom to language learners’ proficiency in a structured and well-planned learning environment, which puts contextual differences with the sudden online learning policy caused by a global pandemic as contextualized in the present study. second, the study of atmojo and nugroho (2020) has initially inspired the current study. however, it forgets to examine efl teachers’ insights and suggestions during the online teaching outside the formal classroom. exploring efl teachers’ suggestions is crucial to provide valuable insights for the success of online english language teaching. therefore, the present study aims to close the gaps by investigating efl teachers’ challenges and suggestions toward the implementation of online language learning beyond the formal classroom. the results significantly contribute to enhance the efficacy of out-of-class online learning of english using a range of available digital devices. to ensure the objectives, this study is guided by two research questions: (1) what are efl teachers’ challenges of online teaching beyond classroom amidst global pandemic? and (2) what are efl teachers’ insights to enhance the efficacy of online teaching beyond classroom amidst global pandemic? method rationale of the method the present study is at the cutting edge of examining english as a foreign language (efl) teachers’ perspective on challenges and insights of online teaching and learning activities in the age of global pandemic. to this end, a descriptive approach was followed by employing self-written reflections and https://creativecommons.org/licenses/by-sa/4.0/ nugroho, ilmiani, rekha efl teachers’ challenges and insights of online teaching 280 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) semi-structured interviews. this kind of research approach offers researchers to portray, depict, and describe an in-depth understanding about a particular phenomenon (yin, 2015). in the context of this study, the efl teachers’ perspectives on challenges and insights of the online learning during the global pandemic were scrutinized by following this approach. the contextualization of the data is an important aspect (harding, 2018). this study does not intend to result in a generalization, but concerns on portraying the accuracy of the on-going phenomenon being studied. hence, the data were only interpreted in the context of indonesian university efl teaching where the data were gathered. participants the in-hand study was carried out in the context of indonesian efl teaching in university level, where english is taught as a foreign language. with this context, it is undeniable that the most available place for the learners to gain maximum exposure to english was in the language classrooms (nugroho & rekha, 2020). this study involved 17 indonesian efl university instructors (7 male, 10 female, namely p1-p17) of a public university at surakarta central java province indonesia. the participants voluntarily participated in this study upon invitation, and recruited based on two primary criteria, (1) having experienced online teaching during the global pandemic and (2) using a digital platform(s) as media of online teaching. their age ranged between 28 and 40, with the average was 34. in terms of qualification, the participants had experienced professional training in both master program (14) and doctoral program (3). instruments and data collection the current study made use of self-written reflections and semi-structured interviews to obtain the required data. first, self-written reflection, a written story template consisting of questions (barkhuizen, 2014), was distributed to the participants to reveal their perceptions and experiences about online teaching activities during the global pandemic, specifically in terms of teaching challenges and insights. the participants were required to write their responses and answers of the questions in the blank spaces provided in the self-written reflection. the data collection using this instrument was administered from june to august 2020 when teaching online was the most possible alternative to conduct learning activities due to the global pandemic. considering the pandemic situation, it was conducted online using google forms which the link was delivered to the participants by means of whatsapp, the most frequently used social media in indonesia. the self-written reflection consisted of 5 questions examining the participants’ views about challenges and insights during the online teaching (see appendix). the primary advantage of self-written reflection as a means of data collection was the participants could freely express intelligible answers and responses to the questions based on their experiences and reflections (hollweck, 2015). second, semi-structured interviews were employed following the results of self-written reflection that was firstly administered. the interviews were conducted with four participants, namely p1, p4, p11, and p16, who were invited to follow up their fascinating experiences and stories written in their reflections, thus the researchers considered that they were worthy of more in-depth exploration. the interviews were conducted one by one participant and last about 30 minutes https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4, no.3, pp 277-291 doi: 10.31002/metathesis.v4i3.3195 p-issn: 2580-2712 e-issn: 2580-2720 281 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) each minutes by using call phone. the main advantage of semi-structured interview is that this method of inquiry allows the new ideas and questions to be come up during the interview (harding, 2018). additionally, the interviewers brought a guidance in hands, but still possible to extend the guidance when a new issue raised during the conversation (nugroho et al., 2020). in this study, the interviews were recorded using an audio recording and transcribed for the sake of data analysis. as an effort to ensure the validity, the researchers also took some notes during the process of interviews. ethical approval and consent were sought from the participants before conducting data collection. data analysis the data were analyzed by referencing to the procedures of sequential explanatory strategy by creswel (2009). first, the data obtained both from self-written reflections and semi-structured interviews were tabulated. second, the data were classified based on several themes based on the research questions, i.e. efl teachers’ challenges and insights. third, the researchers coded, reviewed, analyzed, and integrated the emerging themes as reflected by the 17 participants that led to the finals results of data analysis and further used as a basis of conclusion drawing. to ensure the validity and reliability, the researchers individually coded and reviewed the data from both self-written reflections and semi-structured interviews. thereafter, several stages of discussion were conducted to achieve the consensus on the final results. the most relevant excerpts as the empirical answers of the research questions in this study were presented in the result section. findings and discussion this section presents the results of data analysis with regards to the two research questions about efl teachers’ challenges and insights of online teaching amidst the global pandemic. the most representative quotes from the participants’ responses in both self-written reflections and semi-structured interviews are presented to support the description of the findings. the quotes from written reflections are coded as “wr”, while the semi-structured interviews are signed as “int”. the elucidation of the results and how they relate to current theories and previous studies are further presented as a discussion. efl teachers’ challenges of online learning amidst global pandemic the absence of a representative e-learning platform based on the results of data analysis obtained from both self-written reflections and semi-structured interviews, almost all participants stated that the university did not have a representative e-learning platform. through the semi-structured interview, one of the participants told that the university was developing a digital platform (e.g. moodle) to conduct online teaching and learning. however, at the time of the data collection, the development was still on going and the instructors as well as the students were not familiar enough with the platform. “the main challenge of online teaching during this covid-19 pandemic is the fact that our institution has not yet developed a representative elearning platform. consequently, i should try to look for available digital platforms that can help me conducting my writing class. in this case, i use google classroom as a platform of the online learning”. (p3. wr) https://creativecommons.org/licenses/by-sa/4.0/ nugroho, ilmiani, rekha efl teachers’ challenges and insights of online teaching 282 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) “actually, the institution is developing a digital tool for online learning namely moodle. unfortunately, the development has not finished yet and the lecturers and students have not been familiar with the e-learning media”. (p4. int) another participant revealed that the sudden implementation of online teaching and learning as a result of the global pandemic seemed to give a significant impact on the readiness of the university to facilitate an online learning activities. “for me, the problem of the online teaching in the age of this covid-19 pandemic is that the university seems does not ready to facilitate an online learning activities. it may be caused by the sudden implementation of online learning in this pandemic era”. (p13. wr) additionally, the condition was undermined by the fact that the instructors did not have adequate knowledge and skills of technology integration to conduct an online teaching since they performed face-to-face classroom interaction before the advent of global pandemic. one of the participant stated: “to be honest, i am confusing when the government establishes the policy to conduct online teaching to stop the spread of covid-19. i am not well-equip with sufficient skills and knowledge about digital platforms to conduct the online teaching. therefore, i decide to use whatsapp, the most frequently used social media in indonesia because i believe that my students are familiar with the mobile application, so that i use the application only to share materials and having discussion with my students”. (p1. int) time consuming to prepare materials of online learning activities through the self-written reflections, the teachers confess that they encounter difficulties in creating materials that suit the learners’ needs and are easy to learn via online learning setting. most of the participants inform that they have to invest a lot of time thinking and designing appropriate materials of the online teaching. “since the implementation of online learning, i face many difficulties in designing suitable materials for my students. in my mind, i have to create easy and effective materials that are still in accordance with the subject i teach, and they should be easily understood by my students through an online learning. this is not an easy task and believe me it consumes my time”. (p16. int.) the teachers also encounter a problem when they have to provide feedback to the students’ assignments. during the online learning, they tend to give an assignment which the students have to submit it in a particular deadline. however, based on the results of data analysis obtained from self-written reflections, the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4, no.3, pp 277-291 doi: 10.31002/metathesis.v4i3.3195 p-issn: 2580-2712 e-issn: 2580-2720 283 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) teachers did not have enough time to check and evaluate their students’ assignments. “i conduct my teaching activities using whatsapp group. during the online learning, i encounter difficulties in giving feedback especially assignment of my students. it really consume my time, and i have also to prepare other materials for the next classes”. (p17. wr) unstable internet connection and limited quota internet access and network connection become the primary needs to conduct an online teaching and learning activity. the data analysis revealed that one of the challenges encountered by the teachers was unstable internet connection and limited quota, especially experienced by their students. one of the participants said that the online teaching activities could not conducted punctually according to the meeting schedule because of internet connection problem. “most of my students return back to their hometown since the global pandemic. as we know that every region has different demographic situation, and some of my students are coming from disadvantage areas where internet connection is unstable. this situation results in ineffective online learning activities of my esp classes. what i can do is only to give assignment through social media whatsapp and let the students submit it whenever they have stable internet connection”. (int. p11). in addition, the financial condition of the students and their family also generated another problem. some of the students confessed that they could only afford limited internet quota that was not sufficient to comfortably join the online learning activities. one of the participants stated that: “i often find my students say that they do not have sufficient internet quota to join online learning activities. according to them, they have to join several classes of different subjects so they spend a lot of internet quota for joining these online classes. for the solution, i convert my materials into pdf file, since i teach grammar, and post it in the google classroom to let my students learn about the topic. then, i give them exercises in the end of the meeting.” (p9. wr) lack of students’ motivation and engagement moreover, lack of students’ motivation and engagement in online learning activities seemed to be a serious problem that should be solved. from the data analysis it was scrutinized that the students could not understand the teachers’ instructions although the instructions were given, even written clearly. it was simply because they do not carefully read and understand the teachers’ instructions. they sometimes skipped the instructions that have written a bit longer. “in my opinion, my students are lack of motivation and engagement during the online classes. they often fail to understand my instruction, https://creativecommons.org/licenses/by-sa/4.0/ nugroho, ilmiani, rekha efl teachers’ challenges and insights of online teaching 284 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) for instance when i am giving a project or assignment. i try to evaluate my teaching method and strategy. besides various problems of the online learning, my teaching method may not attractive and interesting for my students”. (p2. wr) “i must repeatedly provide the same explanation or information during the learning process to my students. i am using google classroom platform and the discussion is conducted in a written way through the comments. it becomes a problem where only few of my students pay attention and follow the discussion”. (p1. int.) it was also found from self-written reflections that some students are not punctual to attend the online learning based on the schedule. it was not only because the unstable internet connection, but also because they did not have high motivation and engagement to join the online learning activities. one of the participants confirmed that: “i sometimes think that for my students online learning from their own houses is like a holiday. my students often come late to join our whatsapp group to conduct an online teaching, especially the morning classes. in addition, many of my students do not submit their work on time”. (p8. wr) needs for professional developments and trainings most of the participants stated that they needed professional development programs and training, especially with regards to the knowledge of technology integration in english language learning. therefore, they would not encounter technical problems when they have to conduct online teaching like what they did during this global pandemic. “as an english teachers in this twenty-first century era, we need some professional development trainings about how to integrate technology in language classroom. thus, we are ready to conduct an online learning in our regular class or in the case of this covid-19 pandemic”. (p5. wr) some of the participants informed that they had obtained some professional trainings about digital technology in language learning when they attended undergraduate and master programs. however, they argued that the trainings were not enough, especially when they encountered a sudden implementation of online learning as a result of the pandemic. “i think we need some development programs to enhance our capacity and knowledge about e-learning and how to conduct an online classroom. i have got it in my master program, but it is not enough since we learned about the theory and some current issues in digital language learning”. (p16. int.) https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4, no.3, pp 277-291 doi: 10.31002/metathesis.v4i3.3195 p-issn: 2580-2712 e-issn: 2580-2720 285 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) “in response to this current situation about online learning, we have to join as many as possible professional trainings about technology in elt. so, as english teachers, we can still provide the best services to our students in terms of learning english”. (p12. wr) the results of this study depict efl teachers’ challenges of online learning amidst a global pandemic. different from the face-to-face classroom, online learning open a new challenge where the teacher has to be a creator, a presenter, and a guide to their students (gjelaj et al., 2020). in the context of technology, the e-learning platform has become one of the crucial accelerators. however, this crucial accelerator is not ready yet in the university where this study was conducted. the absence of a representative e-learning platform impedes teaching and learning activities. additionally, the instructors slightly have adequate knowledge and skills of technology integration to design online teaching since they performed traditional classroom interaction before the global pandemic. the second challenge is designing materials for online learning that is different from traditional classrooms. it consumes a lot of time to prepare materials for online learning (nugroho & mutiaraningrum, 2020). the efl teacher showed an awareness of designing an interactive, simple, and appropriate material to improve students’ abilities. nevertheless, the teachers tend to give their students assignments that have to be submitted in a particular deadline. soon, it becomes another great challenge, to check students’ tasks daily, give score and feedback is hard for the teachers (sun et al., 2020). since internet access and network connection become the primary needs to conduct online teaching and learning, unstable internet connection and limited quota invite another challenge. the teachers confess that the internet connection problem hit student-teacher engagement in delivering materials. additionally, the financial condition generates student's problems in participating in online learning. they could only afford a limited internet quota that was not sufficient to comfortably join the online learning activities. this result in line with lucena & leal (2020) who investigate teaching through technology in amazonian. they found that the students are difficult to pay high-cost internet access. moreover, the lack of students’ motivation and engagement in online learning activities seemed to be a serious problem that should be solved. it happens regularly and continuously. the students tend to skip the teachers’ instruction that has written a bit longer, the result is the outcome of the study is not maximal. this result confirms a previous study that found out the students with an instructor become a lot more effective than learning alone in an online condition (lai et al., 2015). furthermore, lack of student-teacher engagement and responsive feedback from the teacher can decrease the students’ motivation. although online learning allows improving the students’ language skills, still, it needs teachers’ presence (malathy, 2019). the sudden online learning policy caused by a global pandemic gives a different result with english learning beyond the classroom to language learners’ proficiency in a structured and well-planned learning environment such as what have been conducted by some researchers (cole & vanderplank, 2016; jensen, 2017; lee & drajati, 2019). this condition needs professional development and https://creativecommons.org/licenses/by-sa/4.0/ nugroho, ilmiani, rekha efl teachers’ challenges and insights of online teaching 286 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) training. previous studies in this field draw that digital devices offer efl learners with various possibilities improving students’ language skills and can be integrated into a language classroom. the tools such as whatsapp (ahmed, 2019); instagram (aloraini, 2018; listiani, 2016); facebook (naghdipour, 2017; slim & hafedh, 2019); and youtube (alwehaibi, 2015) are successfully proven as a media to enhance language learners’ proficiency. most importantly, teacher professional development programs such as trainings and workshops are still needed to enhance the efficiency of online learning. efl teachers’ insights of online learning amidst global pandemic following their perception about challenges of online teaching, the participants were required to provide their reflections that related to insights and suggestions of the online learning implementation during the global pandemic. in relation to the absence of a representative e-learning platform in their university, the participants suggested that the university should continuously develop an elearning platform. ict integration in education, especially english language teaching, should not only perform during the global pandemic, but also should be conducted consistently since nowadays we are in the era of industrial revolution 4.0. in case of any global pandemic or a similar situation, a higher education institution is already having adequate resources and alternatives to conduct an online teaching activity. “because our institution has started to initiate a representative digital platform, it is strongly suggested that the development should be continuously conducted. the digital platform will be the primary need of implementing an online learning in this technological era, not only in the situation of global pandemic. anyway, in this current situation i can still use some other online learning platforms such as google classroom and various social media”. (p15. wr) “the pandemic of covid-19 happened around the world today is a ‘wake-up-call’ for universities especially in indonesia to start developing a representative online learning platform”. (p16. int.) with regards to the time consuming in preparing materials of online learning, a participant conveyed his suggestion that efl teachers, especially in university levels, ought to design a specific module for english online learning activities. so, that the module was not only used in the age of global pandemic but also in the future online learning activities. in addition to this issue, another participant argued that there is a necessity to integrate digital technology in the pedagogical programs and school curricula. it could be an alternative solution to avoid time consuming in preparing online learning materials. “designing a specific book or module for english online activities can be one of the best solutions. efl teachers in this university can use the module not only during this global pandemic but also in the next implementation of online learning”. (p6. wr) https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4, no.3, pp 277-291 doi: 10.31002/metathesis.v4i3.3195 p-issn: 2580-2712 e-issn: 2580-2720 287 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) “in my opinion, ict integration should be included explicitly in the school curricula. it will provide english teachers motivation to continuously develop representative materials for online teaching by integrating ict. therefore, they will be well-adapted to ict and do not have to prepare materials for online learning in a few minutes before the class”. (p14. wr) ict integration in education needs financial investments that not only include purchasing digital equipment and software but also building and maintaining digital infrastructures such as installing wi-fi and stable internet connection. the unstable internet connection and limited quota become one of the challenges that the teachers’ encounter as shown in the results of the data analysis. in this case, it was difficult for the efl teachers to give an alternative suggestion since the unstable internet connection was caused by the advantage areas or regions where their students live in. from self-written reflections and semi-structured interviews, most of the participants suggest that it is the government domain to build and increase the internet facilities in every region. what can the university do is developing school infrastructures by installing wi-fi, adapting classroom settings with digital environments, and refurbishing existing equipment. “my suggestion to solve the problem of unstable internet connection is that the government should build and improve the quality and capacity of internet facilities in all regions. it is undeniable that there are still many of indonesian regions are not well-equipped with the internet facility”. (p10. wr) “if we talk about ict integration in general, not only in the context of global pandemic, it is strongly suggested that the university should build digital infrastructures such as installing wi-fi, designing digital environmental classroom, and maintaining the existing digital equipment, so that the online learning activities can be conducted without any technical problem”. (p7. wr) the next challenge encountered by the efl teachers was lack of students’ motivation and engagement to join the online learning activities. as for this challenge, the results of data analysis showed that almost all of the participants suggested to design more interesting activities focusing on the student-centered learning and to improve the efficacy of teaching method and strategy. according to the participants, the main reason of the students’ lack of motivation and engagement was ineffective learning activities. “in terms of students’ motivation orientation, learning activities play a crucial role. in my opinion, lack of students’ motivation and engagement is mainly caused by boring learning activities. therefore, designing effective and interactive online activities is highly suggested to enhance the students’ motivation”. (p9. wr) https://creativecommons.org/licenses/by-sa/4.0/ nugroho, ilmiani, rekha efl teachers’ challenges and insights of online teaching 288 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) “besides the learning activities, teaching method and strategy is also important”. (p1. int.) lastly yet importantly, the participants expressed that they needed professional development programs and trainings about technology integration in english language teaching. to deal with this issue, they suggest that the university have to conduct regular professional development programs such as workshops and seminars about ict integration and how to carry out online learning by using various digital platforms. “i have to say that i had obtained professional trainings about ict integration in english language teaching when i attended my master’s degree about years ago. i barely join that kind of trainings since i teach in this university. in the recent years, the professional programs of this university have concerned on academic writing and journal publication. therefore, workshops, seminars, and trainings about digital learning of english are highly suggested”. (p4. int.) this study portrays that ict integration and representative e-learning platform is needed to support online teaching. the bewailing teachers who stated it required a lot of time to design materials in online learning have to be fixed by constructing a specific module for english online learning activities and integrate it into the school curricula. hence, the module is used not only in the age of global pandemic but also in the future online learning activities. additionally, the absence of excellent digital infrastructures such as students’ limited quota and unstable internet connection may attack during the teaching and learning process. the stunning materials and method cannot be interesting when the internet connection is not stanchion properly. the global pandemic becomes the alarm to provide a mature e-learning platform that is suitable for both learners and teachers. furthermore, students’ motivation in online learning seems to be the top challenge. the present study suggests that teachers are highly recommended to design more interesting activities focusing on student-centered. the appealing materials can boost students’ motivation (malathy; 2019) and increase students’ positive experiences (thadphoothon, 2020). the results of this study further reveal that the students confess that in online learning, the activities tend to be teacher-centered. they get bored watching and listening materials all of the time. on the other side, the teachers find some difficulties in designing appealing online classrooms and materials. the teachers state that workshops, seminars, pieces of training, and other internship programs about digital learning are highly needed, not only for creating gorgeous materials but also to encounter the problem caused by technology that commonly happens during online teaching. conclusion the in-hand study sheds some light on university efl teachers’ challenges and insights of online teaching activities during the global pandemic. the results reveal that the absence of e-learning platform, time consuming to prepare online https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4, no.3, pp 277-291 doi: 10.31002/metathesis.v4i3.3195 p-issn: 2580-2712 e-issn: 2580-2720 289 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) learning materials, and lack of students’ motivation and engagement become the primary challenges of online teaching amidst the global pandemic. additionally, the participants state that they encounter some problems of unstable internet connection, especially experienced by the students, and the needs of professional development programs about ict integration. in light with the challenges, some insights and suggestions are also provided by the participants. the university is strongly suggested to continuously develop a representative e-learning platform to conduct an online learning activity. integrating ict in school curricula and designing interesting online materials and handbook should also be considered. notwithstanding the compelling results, this study acknowledges that the participants’ perception about online teaching challenges and insights depicted in this study do not represent the whole views of indonesian efl teachers. therefore, future studies are recommended to conduct an immense project as an effort to generalize the results of this study by inviting greater number of participants coming from different backgrounds and regions. references ahmed, s. t. s. 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(2015). qualitative research from start to finish. guilford publications. appendix questions in self-written reflection: 1. what challenges do you encounter during the implementation of online teaching activities? 2. what are your valuable insights to deal with the challenges? 3. what do you suggest to your institution as an attempt to enhance the efficacy of online learning? 4. how do you conduct the online teaching amidst global pandemic? 5. what digital platform(s) do you employ to help you administer online teaching activities? why do youse the platform(s)? https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 224-233 doi: 10.31002/metathesis. v3i2.1921 p-issn: 2580-2712 e-issn: 2580-2720 224 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the use of social media for english language learning: an exploratory study of efl university students tubagus zam zam al arif universitas jambi, jl. lintas sumatera jl. jambi muara bulian no.km. 15, mendalo darat, kec. jambi luar kota, kabupaten muaro jambi, jambi 36122, indonesia zamzam@unja.ac.id received: 9 th september 2019 revised: 23 rd november 2019 published: 30 th november 2019 abstract this study aims to examine the use of social media in english language learning by the students of english study program at jambi university. this study applied an exploratory study to investigate the use of social media for english language learning. the researcher employed a survey and semi-structured interview in collecting the data. sixty-seven students participated to answer the questionnaire and ten participants were interviewed, randomly selected from participants who answered the questionnaire. basic statistical analysis was used to analyze quantitative data from the questionnaire, and the data from interviews were analyzed using phenomenological case analysis combined with coding thematically. the findings indicated that a range of social media especially instagram and facebook are used by the students. consequently, the students spent more time in using social media for general purposes than english learning purposes. however, they showed positive attitudes towards the use of social media in english language learning. the students perceive that social media plays an important role to improve their english language skills. furthermore, it promotes social media use and encourages students to use social media to improve their english language skills. in addition, the social media, which is mostly used in learning english by the university students of english study program at jambi university, is instagram, and they usually use the social media for learning english at home. keywords: english language learning, social media, university students introduction the technological advances have had such a great impact on the field of education especially in learning english as a foreign language. the use of ict in english language learning can help students to improve their language skills (khaloufi & laabidi, 2017). in addition, ict utilization may empower and motivate learners in english language learning. it urges the teachers to shift their teaching styles to be more active, flexible, effective, and student-centred in order to sharpen their critical thinking skills (asmara, et.al, 2019). not to mention, the ict use can provide some opportunities for collaboration and interaction in the english tubagus zam zam al arif the use of social media for english language learning: … 225 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) language learning process, and also the learning needs to be scaffolded for learners to benefit from such opportunities (murray, 2005). information and communication technology (ict) is more commonly used in language learning and teaching in the last decade. ict refers to the computerbased technologies and internet-based technologies, which is used for creating, storing, displaying and sharing information. ict provides a context for humanhuman and human-machine communication, and it provides a context for information production, display, delivery, and sharing. in the context of efl, ict can provide english language learners with opportunities for interaction to native speakers through ict tools such as e-mail, social media like facebook, instagram, and video-based communication like skype (annamalai, 2017). one form of ict is social media, it is one of the results of the advance of technology (liu, 2010). social media is also a set of tools that allow people to establish and to engage a relationship. social media is one of the technologies that mostly used by people around the world, starting from the young learner to old people. for the university students, they used social media in various situation in their daily activities(al arif, 2019). social media is a tool of information and communication technology used by people to communicate online. social media is also one famous platform used by people of every age and level. social media is a thing as a result of the advanced of technology nowadays (monica & anamaria, 2014). according to (kaplan & haenlein, 2010), social media is a group of internet application that allows the creation of various content in the world. there are many kinds of social media such as facebook, twitter, instagram, youtube, etc. these kinds of social media are easy to be signed up for free. it is also one of the reasons why most people use these social media. many kinds of social media appear in the last decade, for example, facebook, twitter, instagram, youtube, etc (monica & anamaria, 2014). these kinds of social media are often used by people especially the college students because they are fun things for them. as stated by chou (2014), social media has some characteristics such as interactivity, platform quality, knowledge sharing mechanism. therefore, through social media, students can do a lot of things. for example, they can contact and make friends with others from every different place, city, and country. as users, students can find some pictures or video about the situation in this world from different countries through social media like instagram. students know how to update information about what happens in their environment faster through social media than other media like a newspaper. in addition, the students can learn the english language from social media. in the efl context, the use of social media provides some opportunities to develop students' english language skills. it is the fact that english is one of the languages that mostly used in social media, because english is known as international languages that is used all over the world to communicate each other. english in indonesia is used by people especially the students as the foreign language, where the students will get english and learn english in just certain places like schools, courses, or universities as one of the available subjects in that places. english learners use their mobilephone in which social media to metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 224-233 doi: 10.31002/metathesis. v3i2.1921 p-issn: 2580-2712 e-issn: 2580-2720 226 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) communicate each other and they believe that mobile learning can facilitate them to learn anywhere and anytime (ayuningtyas, 2018). they have a positive perception on the usage of ict for english language learning (lizamuddin, asib, & ngadiso, 2019). in this study, the researcher focused on discussing the university students who undertake english education program. the researcher is motivated to do this research because it is known that the student in english major has to use english starting from a daily discussion in the class, giving explanations, presentation, assignments, tasks, and examination. based on the preliminary research, the university students in english education study program are not interested in reading english book in the library, discussing some topics on english with their friends, learning english through other media like watching tv or watching some educational videos. however, the fact showed that most students in this major like to use their social media such as facebook, twitter, instagram, and youtube to find some english words and sentences so that they can use the words. sometimes, the students can use the words and sentences when they speak with their friends. those words are the words that usually appeared in social media. in addition, this might also happen because the settings of social media mostly are in the english language. then, because of the college students mostly use social media, and they use it most of the time. this makes the students remember the words to learn the language easier than using other media (books, go to a library, newspaper, etc). consequently, this study was intended to examine the use of social media in english language learning by the students of english study program at jambi university. to achieve the purpose of this study, the research attempt to answer these questions: 1). what kinds of social media are mostly used in learning english by the students? 2). how do the students use social media in learning english? method for this study, an exploratory study was applied to investigate a detailed and deep analysis on the use of social media in english language learning by the students of english study program at jambi university. the researcher used purposive sampling to find the participants, because the participants were undertaking ict for education course in academic year 2018-2019. it means that the researcher select participants because the participants can purposefully inform an understanding of the research issues (creswell, 2014). sixty-seven participants of the third semester of english study program at jambi university in academic year 2018-2019 involved in this study to answer the questionnaire. for semistructured interview, the researcher has chosen 10 students (5 male and 5 female students), who have answered the questionnaire. the data of this study came from questionnaire and semi-structured interview, a total 67 participants who were previously and officially invited by the tubagus zam zam al arif the use of social media for english language learning: … 227 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) researcher were voluntarily involved in this study. for the interview session, there were some questions in this part which includes 5 questions of kind of social media used in learning english and 6 questions of use of social media in learning english. the questions were asked to each participant in around 20 to 30 minutes. in the process of getting data through interview, the researcher recorded all the conversation during the interview session. the interview protocol designed to follow up on the questionnaire which explored respondents’ use of social media in greater depth. moreover, the participants who participated in interview session answered the following questions: 1. what kind of social media do you have? 2. what kinds of social media do you use mostly in learning english? 3. when do you usually use your social media in learning english? 4. how frequently do you usually use your social media in learning english? 5. what are the disadvantages of using social media in learning english for you? 6. what are the advantages of using social media in learning english? 7. in what learning english activities do you use social media for the academic purposes? 8. who recommended you to use social media in learning english? 9. how can the social media help you in learning english? 10. how can the social media influence you in learning english? 11. how the effectiveness of using social media in learning english for you? the data from questionnaire were analyzed using descriptive statistics through frequency and percentage. the data from interview were analyzed using phenomenological case analysis combined with coding thematically. findings and discussion quantitative result to answer the first research question “what kinds of social media which are mostly used in learning english by the students?” the researcher used a survey in obtaining the data. the result of data analysis from survey obtained that instagram is one of social media that mostly used by the students in learning english. metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 224-233 doi: 10.31002/metathesis. v3i2.1921 p-issn: 2580-2712 e-issn: 2580-2720 228 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 1. social media that mostly used by the students for learning english the frequency of the use of social media for english language learning purposes can be seen at figure 1 above. many respondents (95.8%) claimed that they use instagram for english language learning purposes. the next, 88.5% of respondents reported that they use youtube for learning english, and 86.3 % use facebook for learning english. on the other hand, the minority of participants use email and telegram for learning english (45.6% and 23.7% respectively). there is an interesting phenomenon in relation to social media use among instagram, youtube, and facebook for english language learning purposes. the majority of the students tend to use instagram than facebook and youtube. apparently, there are some students who use telegram ell purposes. qualitative result the researcher organized the analysis and discussion around students perception and the context in which the advantages they perceived on using social media for english language learning. the following table showed some key themes and subthemes: tubagus zam zam al arif the use of social media for english language learning: … 229 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. theme and sub-theme of the research no themes sub-theme examples 1 kinds of social media instagram facebook twitter i am used to open facebook to join in an english learning forum (int_3) 2 activities -. discussion -. communication we always discuss with our friends about english learning, assignment or task by using social media (int_7) 3 motivation -. self-directed learning -. interesting with social media, we can share our experience, knowledge, even task… and we can learn or practice by ourselves. (int_2) 4 improve english skills -. improve reading skill -. improve listening skill -. improve speaking skill -. improve writing skill -. enhance vocabulary -. improve pronunciation -. enhance grammar mastery social media, i use it every day. i can practice, reading, speaking, and listening english language easily. (int_5) 5 effectiveness -. effective -. easy to understand -. easy to be practiced i think that social media helps me to learn more effective. (int_9) in this research, there are ten participants, they are five female participants and five male participants. all the participants were given pseudonym. they were student 1, student 2, student 3, student 4, student 5, student 6, student 7, student 8, student 9, and student 10. kinds of social media resulted from several social media that the participants used for learning english. the applications of social media such as instagram, facebook, and twitter are three kinds of social media that commonly used by the students. the comments that participants made during the interview, for instance; i have some social media likes facebook, twitter, and instagram. but, i am used to open facebook to join in an english learning forum (int_3) metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 224-233 doi: 10.31002/metathesis. v3i2.1921 p-issn: 2580-2712 e-issn: 2580-2720 230 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) for activities category, participants expressed that they always make a discussion and communication in the english language learning by using social media. the analysis found that all participants often discuss and communicate each other with english. for instance, one of the participants, int_7, expressed, we always discuss with our friends about english learning, assignment or task by using social media (int_7) for the motivation category, students mentioned about self-directed learning and interested in english language learning using social media. as one student expressed; with social media, we can share our experience, knowledge, even task… and we can learn or practice by ourselves. (int_2) the fourth category was improving english skills, defined as students’ learning via various sort of media social tools such as facebook, instagram, and youtube. these tools provide some benefits to help the students develop their english skills. as a student mentioned; social media, i use it every day. i can practice, reading, speaking, and listening english language easily. (int_5) the last category was effectiveness, defined as students’ learning via various sort of ict tools such as website, online materials, and youtube. these tools provide some benefits to help the students understanding english learning materials easily, and makes the english language learning more effective. for instance, a students mentioned; i think that social media helps me to learn english more effective. because media social provide some opportunities for us to explore about english easily. (int_9) discussion the purpose of this study was to examine students’ perceptions on the advantages of using social media for english language learning. as we know that this research has two instruments the data and information about the using of social media in learning english as a foreign language. they are the questionnaire and semi-structured interview. from the questionnaire, it showed that the majority of the students used instagram for english language learning purposes. and the minority of the students use telegram for ell. the result of the interview session indicated that there were 5 themes. they are; 1). kinds of social media. kinds of social media which used in learning english by the students with the sub-themes instagram, facebook, and youtube. 2). activities. the activities in using social media in learning english, with subthemes discussion and communication. 3). motivation. the use of social media can improve students’ motivation, with sub themes self directed learning and tubagus zam zam al arif the use of social media for english language learning: … 231 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) interesting. 4). improving english language skills. the use of social media can improve students’ english skills with sub themes improve reading skill, speaking skill, pronunciation, grammar, and vocabulary. 5). the last is effectiveness. the use of social media can make ell more effective with sub themes effective, easy to understand, and easy to be practiced. the finding from questionnaire was in agreement with the previous study by monica & anamaria (2014), social media is also one famous thing which is used by people of every age and level. social media is a thing as a result of the advanced of technology nowadays. there are seven kinds of social media discussed in this research they are, instagram, facebook, twitter, and youtube, whatsapp, email, and telegram. however, the result of the questionnaire showed that the participants of this study mostly used instagram for learning english. then, only the minority of the students used email and telegram to help them in english language learning. instagram is one of the famous social media nowadays used by many people, especially for young learners (al-ali, 2010). this also become the basic principle showed that the most participants in this study used instagram to learn english. he also explained that instagram is a social media that contain some photos and videos. this could be the reason why most people are interest to use instagram in english language learning. the use of social media provides some opportunities for the students to practice their english skills. social media was very beneficial for students in improving their ability of critical thinking. the majority of participants stated that the use of social media enabled them to practice english skills, because they can make a discussion and communication both oral and written english language. after that, the using of social media also can be seen in any kind of activities in the class, since it is known that learning using social media can improve the knowledge of the students’ especially in learning english (balbay & kilis, 2017). the activity that the participants can use social media in learning english is a discussion group. in addition, as found in this study that social media can help the students in learning english for communication, discussion, interaction, and doing or submitting the assignment (habibi et al., 2018). conclusion based on the findings and discussion of this study, it can be concluded that students often use social media including instagram, youtube, and fcaebook for english language learning. the social media which are mostly used by the students in learning english is instagram. the university students use social media in learning english at jambi university when they have spare time at home, or when the lecturer let them use it in the class, especially for the group discussion. the social media help the students to improve their english skills from the content of the social media that is more varied and this encourages students in english language learning using social media. furthermore, the positive impacts of social media should be considered to improve the quality of students in acquiring english language. in the context of efl university students the integration of social media must be counted to metathesis: journal of english language literature and teaching vol. 3, no. 2, october 2019 pp 224-233 doi: 10.31002/metathesis. v3i2.1921 p-issn: 2580-2712 e-issn: 2580-2720 232 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) improve the students’ language skills through appropriate kinds of social media to be used in english language learning and teaching. references al-ali, s. 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(2005). technologies for second language literacy. annual review of applied linguistics, 25(1), 188–201. metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 41-55 doi: 10.31002/metathesis.v4i1.2179 p-issn: 2580-2712 e-issn: 2580-2720 41 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the context meaning of deixis in soundtracks lyric of the greatest showman movie baiatun nisa1*, arinta geby asi2, sulhizah wulan sari3 universitas bina sarana informatika jakarta jl. kamal raya no.18, ring road barat cengkareng, jakarta barat indonesia e-mail: 1baiatun_nisa@bsi.ac.id, 2arinta.geby@yahoo.com; 3sulhizah.szw@bsi.ac.id *corresponding author received: 24th january 2020 revised: 11th march 2020 published: 4th april 2020 abstract deixis is one of the important studies in pragmatics. it is a word or phrase that can refer to a person, place, or time in the speakers' utterance. usually, each deixis has a different function. that function relies on the context of deixis both implicitly and explicitly. then, the objective of this research is to find the types of deixis and divulge the function which is applied in the speaker utterance. the writers used the descriptive qualitative method to analyze deixis in the two soundtracks lyric of the greatest showman movie, they are the greatest show and this is me. the results of the analysis found that there are five types of deixis in the two lyrics; person deixis, spatial deixis, temporal deixis, discourse deixis, and social deixis. the functions showed that deixis provides the information and gives a reference to the deixis word. this analysis is important to understand the speaker's intends in the song by the use of context deixis. keywords: pragmatics, context meaning, deixis, soundtracks lyric introduction language is media that shows how people do communication on two sides as a speaker and listener or a sender and recipient who is understood by encoding and perception between the two parties. to perceive the meaning of communication can be gained by any expression of language that presents in people’s mind and it comes with emotions, movements, and intonations. in this case, there are many media to express language besides communicating or speaking, such as a song or music, poetry, novel, article, and the other written text. the easy way of expressing people's minds is through music. it conveys thoughts, feelings, even ideas, and opinions. those are derived from the fact and a real story or influenced by the imagination of the songwriters. music is an artwork seeing from its function, elements, and the use of language so that it can be called as a literary work. sometimes, music is not only used to entertain, but also as a tool or media for worshiping (this case happens in some religions), cultural activities, showing people’s nationalities, and so on. in music, there is a song and it is written in lyric form. the composer creates the lyric then combined it with other elements of music. furthermore, the lyric has a context, to https://creativecommons.org/licenses/by-sa/4.0/ mailto:baiatun_nisa@bsi.ac.id1 mailto:arinta.geby@yahoo.com2 nisa, asi, sari the context meaning of deixis… 42 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) whom it is conveyed, where it happens, why it is sung, and other things of context. lyric expresses the contents of the song. every listener may have a different perception when they interpret it so that the listeners will need a pragmatic understanding of how the expression is interpreted. for example, the pronouns like she, he, they, you, the words there, that, this, now, tomorrow, and today. those pronouns and the words above are called deixis. it is the word that can be referred to as personal, place, and time. pragmatics tells about the utterance with a context in its text, bardovi-harlig et al. (2010, v) said that “pragmatics deals with meaning-in-context, which for analytical purposes can be viewed from different perspectives (the speaker’s, recipient’s, analyst’s, etc.)”. that means a context that the speaker, the recipient, and the analyst have a different point of view. a little different concept was conveyed by chovanec (2014: 16), “the broad conception of pragmatics is more of a shared general outlook on language in use that seeks to understand the relationship between speakers, language form, discourse structure and the variety of contexts in which interactions are embedded (social, cultural, historical, personal).” there is an interaction with general perception or general comprehension, but it still needs to understand the context of the discussion. in general communication, it is necessary for people to understand the context, as bublitz & norrick (2011: 4) stated that “pragmatic is fundamentally concerned with communicative action in any kind of context.” then “in the pragmatic perspective, language use and language users in interactions are primary”, it can be noted that the pragmatic is in peoples’ general communication with the related context is interacted. pragmatic considers human communication, deals, and understands a context between the speaker and the recipient. it means dealing with a different perspective or context but it still related or it can be said that pragmatic is concerned with communicative utterance in any kind of context that intended to the speaker means. deixis is an important study in pragmatics when the listener (especially the music lovers) does not understand the context in a song lyric. a song lyric can be understood when the listener knows what the references are, or when, and where the utterances are spoken. this also deals with the listeners who do not understand what the speaker means so that the communication cannot run properly because of their misinterpretation, (sari: 2015). therefore, wati (2014: 61) said that deixis is used to explain and describe the reference and its function of personal, pronoun, time, demonstrative, lexical feature, and other that connects each other to the utterance with the relation of space and time. thus, using deixis description and explanation, it can help the listeners or the readers to understand the lyric of a song. on one hand, deixis in the novel, story, or script is clearly stated the reference of deixis either it is about who, what, where, when, why, or how, but wibowo & naulfar (2018: 83) claimed that people do not interested in reading because they do not understand one simple word meaning of reference in the text reading, then they often make one mistake of their reading. it just because they do not understand deixis used, so it could affect the meaning or message in the story or even in a whole novel will be misinterpreted. thus, some people decide to read https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 41-55 doi: 10.31002/metathesis.v4i1.2179 p-issn: 2580-2712 e-issn: 2580-2720 43 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) again. in some cases show that deixis word is not usually stated in the context explicitly. it is rather than a smaller matter in writing or speech but has an important role in communication. on the other hand, when deixis is applied in a song lyric, the context is interpreted implicitly, so it is not too clear if the listener just hearing without rendering a deep understanding. in jarrah (2016) said that explicit meaning has a decoded meaning while implicit meaning has a communicated meaning. therefore, those problems are the main purpose of discussion in this paper. this analysis taken from the interesting movie in the greatest showman which is aired on 20 december 2017 in the usa and on 29 december 2017 in indonesia, the movie soundtracks are released on 29 december 2017 by atlantic record. finally, the movie is really good and the soundtracks have an explicit meaning in the context of the lyrics that can bring out the meaning for the listener. so for that reasons, by applying deixis in the song's lyric, the meaning will be understood well. deixis as claimed by yule (2010: 130), “these are words such as here and there, this or that, now and then, yesterday, today or tomorrow, as well as pronouns such as you, me, she, him, it, them.” he continued, “they are technically known as deictic (/daɪktɪk/) expressions, from the greek word deixis, which means “pointing” via language.” then dylgjeri & kazazi (2013: 88) added that "deixis does not only have the function of a grammatical constituent, but it has to point out the different meanings of the words have even in cases they are used in the same way in different situations.” deixis has a different meaning depends on the situation that the speaker said. according to wibowo & naulfar (2018: 75), “deixis refers to some other word or something else to understand the meaning of specific words and phrase in an utterance based on the context. the words or phrases that need the context to convey the meaning are deictic.” deixis is a word that has a current context. the context of deixis called deictic. those mean deixis is a pointing word that not only has a function in grammatical constituent but also have a meaning or a context depend on the situation and the deictic function. every deixis has a different point of view which has to be understood by the reader about its meaning or its function. for example, there are he, they, today, tomorrow, there, this, that, those, rainy day, and so on. deixis has reference categories according to their needs in the sentence or the utterance. there are 5 types of deixis conveyed by alan cruse (nasution, setiadi, & ilza: 2018). https://creativecommons.org/licenses/by-sa/4.0/ nisa, asi, sari the context meaning of deixis… 44 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 1. person deixis: indicates the person or people in communication. table 1. example of person deixis pronouns possessive adjective verb inflection 1st person i, mine, myself we, us, ourselves my our i like 2nd person you, yours your you like 3rd person they, themselves she, herself, hers he, himself, him it, itself their her his its she likes he likes 2. spatial deixis: pointing the location in space between the listener and the speaker, but it is relative to the speaker. spacial deictic words are adverb like here, there, these, those, that, this. 3. temporal deixis: temporal deictic word indicates the timing of an event relative to the time of the speaker said. it’s used to locate points or intervals on the time axis, using the moment of utterance point such as now, tomorrow, today, yesterday, then, tonight. 4. social deixis: social deictic words is pointing the referent from the social status and the intimacy relative to the speaker. deictic words such as mr. moon, prince charming, husband, children. 5. discourse deixis: discourse deixis is pointing the referent in discourse future time or indicates the relation to the utterance before. based on cornish in (nurmalia: 2018) discourse deixis involves contextual pointing to a part of the recently constructed discourse representation, and building it into a discourse entity that may subsequently be retrieved via an anaphor, such as following, bellow, that is. these are four categories of deixis (culpeper & haugh, 2014: 23). personal deixis which divided by two: participants and social relationships; spatial deixis; temporal deixis; and discourse deixis. table 2. types of deixis deixis types examples of english deictic expressions personal participants i, you, we, etc social relationships geoff, mr. leech, sir, madam, prof. leech, etc. spatial this, that, here, there, come, go, opposite, away, etc temporal now, then, today, next week, soon, recently, [tense], etc discourse that chapter, this means that, in the next https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 41-55 doi: 10.31002/metathesis.v4i1.2179 p-issn: 2580-2712 e-issn: 2580-2720 45 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) chapter, etc quoted from dijk (2009: viii), “context models explain how and why language use is socially, personally and situationally variable”. it means context deals with the use of a language itself. besides, dijk (2009: 4) stated, "in that more restricted sense, context is a selection of the discursively relevant properties of the communicative situation". as claimed by richard (2013: 22), “in context, a speaker may intend to use her words to represent particular representations, or sorts of representations, of the person to whom she’s ascribing belief”. so in context, the utterance says a word that will represent the meaning of what she/he wants to say to the interlocutor and the interlocutor also understand what the meaning is. a context deals with the information that the speaker and listener understand each other. the information is also related to the environment conditions against the speaker and the listener. context deals with the use of a word that represents a certain meaning in a particular situation which is between the speaker and the listener have understood about it. the context also can be called as the intended information from the communicator. that intended information is a knowledge that both of the speakers and the listener share each other depending on the function in a certain situation. method this research used the descriptive qualitative method. nassaji (2015: 129) stated that “qualitative research is more holistic and often involves a rich collection of data from various sources to gain a deeper understanding of individual participants, including their opinions, perspectives, and attitudes”. qualitative method is a development of the collected data because it depends on the various theories in more detail. then nassaji (2015: 129) added that “descriptive research is to describe a phenomenon and its characteristics”. so, this research explains the collection of data from its characteristics specifically. the data is obtained from the soundtracks lyric of the greatest showman movie. the analyzed data is investigated with the theory and the relevant studies. findings and discussions a. data analysis the writers categorize the deixis by adjusting the theories from buhler, lyons, and levinson in dylgjeri & kazazi (2013) then analyzes each of the deixis meaning and how the words are used in the lyrics according to what the speaker intended and based on their character in the movie, so the writers can determine the meaning. below is the explanation about the deixis in two soundtracks lyric of the greatest showman movie. the writers indicate l: listener(s), s: speaker(s), s1: speaker 1, and s2: speaker 2, pp: possessive pronoun. https://creativecommons.org/licenses/by-sa/4.0/ nisa, asi, sari the context meaning of deixis… 46 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) a. the greatest show by hugh jackman, keala settle, zac efron, and zendaya table 3. deixis in the greatest show lyric no. part of lyric type of deixis 1. ladies and gents, this is the moment you’ve waited for ladies and gents (social deixis, person deixis) this (spatial deixis) you (discourse deixis) 2. been searching in the dark, your sweat soaking through the floor and buried in your bones there’s an ache that you can’t ignore your and you (person deixis) there (spatial deixis) 3. taking your breath, stealing your mind and all that was real is left behind your (person deixis) behind (spatial) 4. don’t fight it, it’s coming for you, running at ya it, you and ya (person deixis) coming and running (spatial deixis) 5. it’s, only this moment, don’t care what comes after it (discourse deixis) this (spatial deixis) after (temporal deixis) 6. your fever dream, can’t you see it getting closer your and you (person deixis) it (discourse deixis) 7. just surrender ‘cause you feel the feeling taking over you (person deixis) 8. it’s fire, it’s freedom, it’s flooding open it (person deixis) 9. it’s a preacher in the pulpit and you’ll find devotion it and you (person deixis) will (temporal deixis) 10. there’s something breaking at the brick of every wall it’s holding there (spatial deixis) it (person deixis) 11. all that you know, so tell me do you wanna go? you and me (person deixis) go (spatial deixis) 12. where it’s covered in all the colored lights it (person deixis) https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 41-55 doi: 10.31002/metathesis.v4i1.2179 p-issn: 2580-2712 e-issn: 2580-2720 47 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 13. where the runaways are running the night night (temporal deixis) 14. impossible comes true, it’s taking over you it and you (person deixis) 15. oh! this is the greatest show this (spatial deixis) 16. we light it up, we won’t come down and the sun can’t stop us now we and us (person deixis) now (temporal deixis) 17. watching it come true, it’s taking over you it and you (person deixis) 18. colossal we come to these renegades in the ring we (person deixis) these (spatial deixis) 19. where the lost get found and we crown them, the circus kings we (person deixis) them (discourse deixis) the circus kings (social deixis) 20. it’s blinding, outshining anything that you know it and you (person deixis) 21. just surrender ‘cause you’re calling and you wanna go you (person deixis) go (spatial deixis) 22. impossible comes true, intoxicating you you (person deixis) 23. it’s everything you ever want it and you (person deixis) ever (temporal deixis) 24. it’s everything you ever need and it’s here right in front of you it and you (person deixis) ever (temporal deixis) here and in front of (spatial deixis) here (discourse deixis) 25. this is where you wanna be this (spatial deixis) you (person deixis) from the lyric in the table, all types of deixis are used. there is one singer or speaker in this song which is sung in some show (so that the speaker accompanied by other show players) in the movie. it is important to know that the singer or the speaker is only one person or more than one person, they are: 1. person deixis a) first-person deixis: the speaker always takes the name we or us, those are the first-person deixis in plural that refers to the s and other show players. once https://creativecommons.org/licenses/by-sa/4.0/ nisa, asi, sari the context meaning of deixis… 48 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the speaker says me in the part so tell me do you wanna go?, that is singular first-person deixis that refers to the s. in that part, the s wants to convince the audience or the l that the show is the greatest so, there is no reason to leave the show. b) second person deixis: there are you, ya (abbreviated from you) and your as a second person deixis that refers to the l and as the pp like in the part your fever dream, can’t you see it getting closer, the phrase fever dream is possessed by the l. you also can be a singular or plural form, but in this song the reference of it is for you refer to the audience of show as the l. so that in that part, the s wants to say that the show is will not belong. c) third-person deixis: there are it, it is third person deixis that mostly refers to the show. in another context such as in the parts ...you feel the feeling taking over. it’s fire, it’s freedom, it’s flooding open, it refers to the feeling of the l; that part of lyric tells about the feeling of the s or the show players that there is no fear, only burning passion and freedom in themselves. next, there’s something breaking at the brick of every wall it’s holding, the word it refers to the show players. it means that when the show begins, the s makes the show spectacular until they crack the wall of the stage. d) the last is the phrase ladies and gents this is the moment you’ve waited for, the underlined word is vocatives person deixis refers to the audience of the show including the l. that part of lyric has a context as an opening greeting form from the s or the show players, then tells that the show is what the l or the audience waited for. 2. spatial deixis a) proximal (the position is next to the addressee): the writer found the words this, coming, running, these, here, in front of. the different references of this and these are from its use, this is for singular object and these are for the plural object. most of the proximal spatial deixis refers to the position of the show that is close to the addressee (this, here, and in front of) or that is getting closer to the addressee (coming and running). another meaning such as in the part colossal we come these renegades in the ring, the word these refer to the position of the show players called renegades. it tells about the s entering the show area simultaneously like colossal renegades. then next the s said that where the lost get found and we crown them the circus kings, the s want to tell the l that these are the lost people who can be shocking the audience. b) distal (the position is far from the addressee): the writer found the words there, behind, and go. the word there in the part been searching in the dark ... there’s an ache that you can’t ignore refers to the position of the dark place. continued with the part all that was real is left behind, the word behind also refers to the position of the dark place. on those utterances, the s conveys about there a wound that the show players have leave far behind because they have moved on. then the word there in the part there’s something breaking at the brick of every wall it’s holding refers to the position of the show. in the part do you wanna go?, the word go refers to the position of the l and the audience of the show. the utterance is said by the speaker, there is a big show that can make the audience or the l shocked and will stay watch the show. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 41-55 doi: 10.31002/metathesis.v4i1.2179 p-issn: 2580-2712 e-issn: 2580-2720 49 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 3. temporal deixis the writer found five temporal deixes. there are after, will, night, now, and ever. the words after and will are the temporal deixis to point the future time following the show. the word now in the part the sun can’t stop us is referring to the present time while the show is running. it tells that nothing can stop the show players or the s when they play the greatest show. then, the pointing word of the present time is also pointed in the part where the runaways are running the night that night refers to the show is showed in the night. the s wants to tell you about the show is held at night. there are also two words ever such as in the part it’s everything you ever want and it’s everything you ever need. those ever words refer to the past time when the audience of the show wanted and needed that show, the show they have never seen. 4. social deixis the writer found only two social deixes. there are ladies and gents (it can be person deixis for the reason that is a summons or calls and it can be social deixis because that is social information encoded within an utterance) that refers to the audience of the show including the l because the s said next this is the moment you’ve waited for, so the context is the s wants to tell that the show will begin; there is also the circus kings that refers to the show players, it means the show players are the people with the great skills in playing circus in show. 5. discourse deixis the discourse deixis can be discoursed in before and after the reference. there are in the part ladies and gents, this is the moment you’ve waited for that refers to the phrase ladies and gents; it in the part it’s, only this moment, don’t care what comes after refers to the word only this moment; it is in the part your fever dream, can’t you see it getting closer refers to the phrase fever dream; them in the part where the lost get found and we crown them, the circus kings refers to phrase the circus kings, and here in the part it’s here right in front of you refers to the phrase in front of you. b. this is me by keala settle table 4. deixis in this is me lyric no. part of lyric type of deixis 1. i am not a stranger to the dark i (person deixis) 2. "hideaway”, they say, “‘cause we don’t want your broken parts” away (spatial deixis) they, we and your (person deixis) 3. i’ve learned to be ashamed of all my scars i and my (person deixis) 4. "runaway”, they say, “no one’ll love you as you are”, but i won’t let them away (spatial deixis) they, them, you, me and i https://creativecommons.org/licenses/by-sa/4.0/ nisa, asi, sari the context meaning of deixis… 50 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) break me down to dust (person deixis) 5. i know there’s a place for us, for we are glorious i and we (person deixis) us (discourse deixis) there (spatial deixis) 6. when the sharpest words wanna cut me down me (person deixis) 7. i’m gonna send a flood, gonna drown them out i and them (person deixis) 8. i am brave, i am bruised, i am who i’m meant to be i (person deixis) 9. this is me this (spatial deixis) me (person deixis) 10. look out ‘cause here i come and i’m marching on to the beat i drum here (spatial deixis) i (person deixis) 11. i’m not scared to be seen i (person deixis) 12. i make no apologies i (person deixis) 13. another round of bullets hits my skin my (person deixis) 14. well, fire away ‘cause today i won’t let the shame sink in i (person deixis) today (temporal deixis) 15. we are bursting through the barricades and reaching for the sun (we are warriors) we (person deixis) 16. yeah, that’s what we’ve become we (person deixis) 17. i know that i deserve your love, ‘cause there’s nothing i’m not worthy of i and your (person deixis) there (spatial deixis) 18. this is brave, this is proof, this is who i’m meant to be this (spatial deixis) the lyric in the table shows that there is no social deixis used in it. there is one singer or speaker in this song. this song tells us about there is something big in ourselves and no one can underestimate us as a person. this song is being able to be a spirit burner when someone feels weak. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 41-55 doi: 10.31002/metathesis.v4i1.2179 p-issn: 2580-2712 e-issn: 2580-2720 51 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 1. person deixis a) first-person deixis: the words i, me, and my in the lyric are referred to the s as a singular person. then, my is pp, along the lines of in the part another round of bullets hits my skin, well fire away ‘cause today i won’t let the shame sink in, the word my refers to the word skin that possessed by the s because the word i also refers to the s, it means the s tells if there is a wound that she has but now the s wants to look forward and forget the wound in the past. while the plural in the first person deixis there are the words we. next, in the part “hideaway”, they say, “‘cause we don’t want your broken parts”, the sentence is delivered by people besides the s and the l who harasses the s and the l, so that the word we refer to the people besides the s and the l, this part has a context that there are people who always bullied the s and asked the s to go far and never shows herself to public. while in other parts, the word we refer to the s and the l, such as we are glorious; we are warriors, those parts shows that the s and all of the show players in the movie also the listeners no need to feel embarrassed or afraid to face anyone, cause everyone is the same, strong, great, and fighter, so no one deserves to bully or being bullied. b) second person deixis: there are words you and your. the same sentence in the part of the lyric is delivered by people besides the s and the l, ‘cause we don’t want your broken parts, and no one’ll love you as you are. in that part, you refer to the s and it can also refer to the l and your is pp refer to the word broken parts that possessed by the s and it can also refer to the l. in that part the s tells that there are people who cannot receive the s as they are because of the s’s deficiency, and they said that no one will willing to be the s’s friend or the s is inappropriate to have friends. c) third-person deixis: the word they and them are found in this third lyric as third-person deixis. those words refer to the people besides the s and the l, such as in the parts run away, they say; and i’m gonna send the flood, gonna drown them out. in those parts of lyric, some people told the s to go far away because the s was not welcome anywhere. then the s answered with showing that the s is not afraid of anything and the s will fight them with the greatness, not with arrogance. 2. spatial deixis a) proximal spatial deixis (the position is next to the addressee): there are this and here. in the part i am brave, i am bruised, i am who i’m meant to be, this is me, the word this refers to the position of the s self. then, in the part look out ‘cause here i come, the word here also refers to the position of the s. those lyric tells that the s wants to show herself with no fear, no doubt, and no weakness, even though the s has a wound. b) distal spatial deixis (the position is far from the addressee): the writers found a way and there. in the lyric, the people besides the s and the l said to hide away; and run away, those the words away refer to the position of the s or the s has to go far from that place. then, the word there in the part i know there’s a place for us refers to the position of some places that receive the s and the l as they are. the s wants to tell everybody that there must be a place that https://creativecommons.org/licenses/by-sa/4.0/ nisa, asi, sari the context meaning of deixis… 52 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) receives everyone without reproach and taunt people like the s with any deficiency. 3. temporal deixis there are two temporal deixes in the lyric. the writer found today and will in the part well, fire away ‘cause today i won’t let the shame sink in. the word today refers to the present time on the day when the s does not let anyone lower her. then, won’t or will not is the future time that the s will reject condescending remarks from anyone besides the l. it means that the s will no longer care about any bad words about the s. 4. discourse deixis the writer found the word us in the part i know that there’s a place for us, for we are glorious. the word us is discoursed by the phrase we are glorious. in that part of the lyric, the deixis word is discoursed by the phrase after it. the discourse deixis us in that part refers to the s and the l who are glorious and fabulous, so they will be received by many people because of their greatness, no need to be afraid or hesitant to show yourself. b. the function of deixis in the soundtracks lyric of the greatest showman movie in the discussion above about the function of deixis in two soundtracks lyric of the greatest showman movie are in the following: a. recognize the reference of deixis word in lyric movie the listeners or the readers need to pay attention to the glimpsed sentence before interpreting the deixis. the previous part of the lyrics also plays a role for the listeners and the readers in determining the reference. along the lines in the lyric: “‘cause we don’t want your broken parts” this is me (keala settle) if the readers and listeners just read it or listen to it at a glance, the word we can be referred to the plural first person deixis and it means it can be the s. then, your is pp of second person deixis that refers to the l that have the broken parts. it is too rough when it is misinterpreted. however, in the previous part: “hideaway”, they say “‘cause we don’t want your broken parts” this is me (keala settle) the word we refers to the people besides the s and the l. while your refers to the s that has broken parts, it means there are people besides the l who underestimate the s by saying the s does not deserve to show herself before others. it can be said that the deixis in the previous or the next part of the lyric is helpful to determine the reference of the deixis in the next lyrics. those songs are the soundtracks of a movie so that in determining the deixis word, the viewpoint of the movie also has a role in it. the writers know that for example the utterance is said by the s, the addressee is the l, the time is when the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 41-55 doi: 10.31002/metathesis.v4i1.2179 p-issn: 2580-2712 e-issn: 2580-2720 53 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) show begins, the place is where the show begins, and so on, those references can be obtained from the movie, because the soundtracks is sung by the real actors and actresses directly by following the storyline of the movie, or it is like a drama musical which is the song is in line with the scene. the soundtracks also have the same context as the movie. that is why the misunderstanding of the soundtracks lyric will affect the meaning of the whole song and automatically will affect the storyline of the movie. b. the deixis word provides information in the examples from the previous point, it shows that the utterance is said or that is giving information about the person or people. it can be the s, the l, or the addressee beside the s and l. it depends on the situation of the utterance and for what the utterance is said. the deixis also gives information about where the utterance is spoken. in the lyric of the greatest show hugh jackman, there is a part it’s here right in front of you. the lyric means that the s tells if the show is in the face of the l or it will not be long before it starts. including when the utterance is spoken, as in the part where the runaways are running the night, it means the show begins in the night. those examples of lyric are giving information about the time when the utterance is spoken. the use of deixis in two soundtracks lyric has a different function from each deictic word. by knowing how the deixis used in it, the readers or the listeners will understand how important to know the context of deixis. this also makes it easier for the recipient to understand the contents of the whole songs and to avoid the misinterpreting of context that the speaker conveyed. conclusion after analyzing the data, the writer concludes the discussion of this research. the deixis is a word or phrase that has an implicit or explicit context that can refer to a person or people, place, and time in its utterance. a context deals with the meaning of utterance that the speaker said and it is understood by both of the speaker and the listener. the deixis in pragmatic can avoid some misunderstandings in the context or meaning. the writer found five types of deixis in the greatest show (by hugh jackman, keala settle, zac efron, and zendaya) soundtrack lyric, there are person deixis, spatial deixis, temporal deixis, discourse deixis, and social deixis. besides, they are two functions of deixis found in the lyrics. the first is to inform something and to recognize the reference in the lyric of music. meanwhile, the meaning of the deixis words in the soundtracks lyric related to the context of the movie’s story. so to interpret the soundtracks, the storyline of the movie plays a role, which is the utterance is sung by the actors and actresses themselves as a character of the movie, the place and the time are also by the course of the story in the movie. the use of deixis in the whole soundtracks lyric is not only in pointing person, time, and place but also in grammatical function. in interpreting the context of the deixis, people can pay attention from another lyric to know the information where the utterance is when the utterance is, and who the speaker of the utterance is. it https://creativecommons.org/licenses/by-sa/4.0/ nisa, asi, sari the context meaning of deixis… 54 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) can be seen that the understanding of deixis is important in communication or even in written text. it will avoid people to ask more and to repeat the utterance from the interlocutors, or when they read some written text then decide to reread what they have read because of lack in understanding the deixis word’s reference. suggestion to find the meaning of the songs lyric, the learners need the deixis understanding because one of the difficult things in learning english is referring word to the pointing words. thus, deixis in pragmatic will help the learners in pointing person, pointing place, and pointing time according to the speaker's mean. some suggestions, especially for english language learners and the readers, are to develop this research. it can be developed by revealing the meaning of the song's lyric as a whole through the concept of deixis. the writers also recommend to the other researchers to do the same research with other cases, the other researchers can develop this research from another field, corpus, or text to elaborate and innovate the understanding of deixis concept. finally, this article will help the readers especially the listeners of those movie soundtracks more understand about deixes that are used in it or any texts. references bardovi-harlig, k., chen, r., cheng, p., cheng, w., de paiva, b., dufon, m., … isaksson, m. (2010). pragmatics across languages and cultures. (w. bublitz, a. h. jucker, & k. p. schneider, eds.), pragmatics. berlin: walter de gruyter gmbh. bublitz, w., & norrick, n. r. (2011). foundations of pragmatics (vol. 1). (w. bublitz & n. r. norrick, eds.). berlin & boston: walter de gruyter. chovanec, j. (2014). pragmatics of tense and time in news. (j. l. may, ed.) (vol. 28). amesterdam & philadelphia: john benjamins publishing company. culpeper, j., & haugh, m. (2014). pragmatics and the english language. london: macmillan international higher education. dijk, t. a. van. (2009). society and discourse. cambridge: cambridge university press. dylgjeri, a., & kazazi, l. (2013). deixis in modern linguistics and outside. academic journal of interdisciplinary studies, 2(4), 87–96. https://doi.org/10.5901/ajis.2012.v2n4p87 jarrah, m. a. (2016). explicit-implicit distinction : a review of related literature. advances in language and literary studies, 7(1), 175–184. https://doi.org/10.7575/aiac.alls.v.7n.1p.175 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 41-55 doi: 10.31002/metathesis.v4i1.2179 p-issn: 2580-2712 e-issn: 2580-2720 55 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) nassaji, h. (2015). qualitative and descriptive research: data type versus data analysis. language teaching research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747 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. nurmalia, l. (2018). translation discourse deixis of some english textbooks (study case : the english fifth semester students university of bina sarana informatika). journal of wanastra, xiii(2), 1–6. richard, m. (2013). context and the attitudes: meaning in context (vol. 1). oxford: oxford university press. sari, r. (2015). deixis analysis through the interaction among the student with different culture, 11(september), 41–48. wati, d. r. (2014). a deixis analysis of song lyric in taylor swift’s “red” album. universitas islam negeri syarif hidayatullah jakarta. wibowo, a. i., & naulfar, n. (2018). deixis and its context used in “girl in pieces” novel by kathleen glasglow. journal of wanastra, 10(2), 73–84. yule, g. (2010). the study of language (4th ed., vol. 91). new york: cambridge university press. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 78-88 doi: 10.31002/metathesis.v4i1.2264 p-issn: 2580-2712 e-issn: 2580-2720 78 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) gender stereotypes in students’ english writing atur semartini stikes nasional jl. solobaki, kwarasan grogol sukoharjo, 57552, indonesia e-mail: namaaku.tini@gmail.com received: 6th march 2020 revised: 13th april 2020 published: 22nd april 2020 abstract gender stereotypes are guidelines by which a particular gender group behaves as expected based on the existing ideology in the community. gender stereotypes that are perpetuated by popular culture usually marginalize women, following patriarchal ideology. this popular culture is consumed mostly by the younger generation as well as students. stikes nasional is an educational institution where most students are female, and most student organizations are led by female students. this research investigates gender stereotypes in stikes nasional students’ writing. this research employs textual analysis focusing on word choice on students’ writing. this study shows that students' writing still represents women as passive and also sensitive or emotional. women are also still constructed in domestic sphere. those constructions are implicated in activities carried out by women. on the other hand, men are represented as brave, rational, active, and assertive. men are also constructed to be in public sphere. those male constructions are also implicated in men's occupation. based on the results, it can be concluded that students’ writing affirms the patriarchal gender stereotypes that marginalize women. patriarchal ideology is still strongly embedded in stikes nasional students, though female students dominate in stikes nasional. keywords: english writing, gender, patriarchal ideology, stereotype introduction to talk about gender, the concepts of sex and gender must be distinguished clearly. renzetti and curran conveyed that sex is the biological characteristics that human beings get since they were born. these characteristics are permanent and cannot be changed except through medical treatment. biologically, there are two sexes of human beings: male and female (sarwono, 2012). in other words, it talks about women having breasts and men having testicles means that it talks about sex. on the other hand, the concept of gender is all differences that exist in a society that arise due to sexual differences. this concept is socio-cultural and man-made referring to roles, responsibilities, and behavior patterns. the concept of gender is depicted in language, behavior, thought, taboo, technology, mass media, profession, and so on (sarwono, 2012). simone de beauvoir probably conveyed the most prominent concept of gender. she said that a person is not born as a woman, but becomes a woman. in other words, https://creativecommons.org/licenses/by-sa/4.0/ semartini gender stereotypes on students’ english writing 79 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) to be woman is not about birth, but is a social construction. society or power determines what a woman should be like, and no psychological, biological, or economic destiny determine a woman in society (gamble, 2004). considering gender as a social construction, discussion of gender cannot be separated from how men and women are represented or stereotyped. “stereotypes reflect general expectations about members of particular social groups” (ellemers, 2018. p. 276). stereotypes are simple representations that reduce people to a set of excesses and are usually negative. the way stereotypes work is usually by attaching negative attributes to people who are different from us, things that explain the work process of power in stereotypes (barker, 2014). this stereotype continues to be shared and accepted as truth. empirical studies show that gender stereotypes affect how people see themselves and others (ellemers, 2018). a gender stereotype is a window used by the public to see how a particular gender behaves. gender discourses and stereotypes continue to be perpetuated and produced by popular culture, disciplining people, and shaping society as expected. adorno (ariani, 2013) stated that in popular culture, one of them is media, the audience or the consumer is not the king as the public's belief, but a passive object. media as active subjects construct certain ideas to reinforce certain ideologies to control society. furthermore, ariani wrote that patriarchal ideology is an ideology that is used almost everywhere in the world to control gender issues (ariani, 2013). in a patriarchal pattern, women are all things that men are not the image that men do not want. women are weak, emotional, and passive, while men are strong, active, and rational (gamble, 2004). women are given traditional roles as wives who support their husbands and raise children, whereas men are given a role as being active to defend the nation or become heroes (tambunan, 2019). according to renzetti and curran, in patriarchal ideology, men dominate over women and men have control over women. men are positioned in public sphere, while women are positioned in domestic sphere (sarwono, 2012). discussions on gender representation or stereotypes have been carried out to criticize the practice of women's marginalization in society. david gauntlet claimed that media as a pop culture had portrayed males and females equally, and males did not dominate in all aspects as before (ariani, 2013). it showed that society today has changed in representing males and females. however, in practice, gender stereotypes are still found in daily life. textbooks as a medium for children to build knowledge portray women with feminine traits, namely by their role as mothers. women are also represented as weak, sensitive, and compassionate. on the other hand, men are represented strong (ena, 2016). a similar idea is also found on television in indonesia whose programs reinforce patriarchal ideology (ariani, 2013). even though television programs often present women differently, the representation still constructs women negatively. the women domination, as shown on television, is a form of patriarchal perpetuation (habsari et al., 2011). apart from television and textbooks, gender stereotypes are also produced by news. news as a form of popular culture still depicts women in the patriarchal pattern, discrimination, and consumerism lifestyle. patriarchal gender stereotypes https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 78-88 doi: 10.31002/metathesis.v4i1.2264 p-issn: 2580-2712 e-issn: 2580-2720 80 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) dominate the news that marginalizes women and legitimizes gender bias by exploiting women's physical appearance (murtiningsih et al., 2017). not only in the field of education and media, but gender stereotypes also occur in the economic or business field. in indonesia, men are constructed as leaders. only a few companies have a female director since a gender stereotype stating that men are better at leadership than women. in contrast, the research found that women can lead better than men (rahayu et al., 2019). in everyday life, to be a man or masculine is usually associated with dominant, active, aggressive, powerful, and able to perform a variety of important roles that require professionalism, rationality, and strength to complete tasks properly. on the contrary, to be a woman or feminine is usually associated with subordinate, submissive, marginal, and only able to perform limited and unimportant tasks, which are usually related to sexuality, emotions, and domestic (strinati, 2004). those negative constructions continue to be perpetuated in various forms of popular culture and are also consumed by the community, including students. related to the existing stereotypes, women and men also indirectly occupy various social positions that conform the stereotype. for example, regarded as gentle and caring, women dominate most professions related to motherhood such as nurses. leaders' positions are dominated by men who are constructed as rational and independent. gender stereotypes encourage people to choose professions and schools or campuses in line with these stereotypes. this is reflected in the number of male students who continue their studies in faculty of engineering. most students in faculty of engineering are male students. in contrast, faculty of health science is dominated by female students. stikes nasional, as one of health science institutions with five study programs, is also dominated by female students. stikes nasional is an educational institution that focuses on health science. it is located in surakarta residency. students on this campus are mostly female. the ratio of female and male students on this campus is always different every year. however, it can be said that the proportion of male and female students is about 1:7. furthermore, the number of female staff and lecturers on this campus is also higher than the number of male staff and lecturers. the high number of female students on this campus has implications for strategic positions in student organizations. student organizations in this campus are mostly led by female students, such as chief of the student senate (sema), president of the student executive board (bem), commander of the voluntary corps (ksr), even chief of the study program student association (hmp). besides, the best graduates from this campus are always achieved by female students. at first glance, it can be said that in stikes nasional, female students not only dominate in numbers but also dominate in various aspects. female students on this campus seem to challenge the stereotypes in the community. female students become leaders and excel in science. this research investigates gender stereotypes on stikes nasional students’ writing. https://creativecommons.org/licenses/by-sa/4.0/ semartini gender stereotypes on students’ english writing 81 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) method this research was a descriptive qualitative study with a textual analysis by focusing on word choice that students use in their writing. the word used by students reveals the gender stereotypes in students’ writing. this study criticizes gender stereotypes in the sentences made by stikes nasional students in english i and english iii subjects. previously, students had been taught english grammar and structure and how to make english sentences using the grammar and structure. english i was taught to make sentences using simple present tense and simple past tense, while english iii was taught how to make sentences using subject-verb agreement, gerund and infinitive, and relative clause. in teaching, the examples given to students attempt to challenge the gender stereotypes that exist in society. for instance, “dad cooks fried rice every sunday” was given as an example by the english teacher instead of giving example “mom cooks every sunday.” at the end of the class, students were asked to make sentences based on those subjects to get an additional score for the final score. the second way was that students were asked to write english sentences using several words related to gender stereotypes in community, such as sad, cry, brave, win, lead, cook, work, and so on, by using grammar and structure that had been taught to get an additional score. after the data had been collected, the data were classified according to the purpose of the study. data that had been classified were then analyzed by considering the representation or stereotype of gender in the sentence. the use of certain words as subjects or actors and certain verbs in a sentence represents gender stereotypes in writing. for example, in a sentence, tasya cried last night, implies that women are still constructed as weak and emotional. after the sentences are analyzed, the data are classified based on gender stereotypes or feminine and masculine traits, and then each stereotype was discussed. by looking at gender stereotypes on stikes nasional students' writing, it can be concluded how gender is stereotyped or represented. findings and discussion based on sentences that have been made by students at stikes nasional, sentences are dominated by female subjects. of the 507 sentences made, 50.5% of sentences have female subjects. whereas, sentences with male subjects were 28% or 142 sentences. besides, sentences with neutral subjects, whose gender is unknown such as we, they, you, as well as a common noun, are 109 sentences or 21.50%. this number shows that the topic of women is discussed more frequently in sentences made by stikes nasional students. this certainly cannot be separated from the number of female students at stikes nasional. however, the dominance of female subjects in those sentences needs to be investigated more deeply, whether is only a number or more than a number. public sphere versus domestic sphere one of the gender stereotypes that is still inherent in our society is that women's place is in the domestic/private sphere, while men are in the public sphere. this has implications for the activities carried out by women and men. activities and jobs that are usually carried out by men are usually outside the house, such as in an office or a field. while jobs or activities that are usually carried out by women are usually related to the house, such as in the kitchen, bathroom, bedroom, or garden. these https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 78-88 doi: 10.31002/metathesis.v4i1.2264 p-issn: 2580-2712 e-issn: 2580-2720 82 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) gender stereotypes and gender roles also appear in stikes national students' writing as following. my mother cooked meatball last monday. indah cleaned the bathroom last week. he worked in the post office. fais worked in the garden suites hotel two months ago. instead of using female subjects in sentences with verb "work", students choose to use male subjects: he and fais. whereas cleaned and cooked that are domesticrelated verbs are given female subjects (my mother, indah) that reinforces and perpetuates gender stereotypes. in indonesian culture, there is a construction stating that women have three roles, namely sumur, dapur, kasur. these constructions limit women to their role in accommodating the needs of men and families. the word sumur or well connotates that women's job is cleaning and washing. this stereotype is shown in the sentence above, "indah cleaned the bathroom last week." some sentences made by students also describe men doing domestic activities such as washing. those sentences seem to challenge gender stereotype existing in society. unfortunately, those sentences still puts men higher than women. this can be seen from the use of objects in the sentence. mother washed clothes yesterday. dony washed a car yesterday. the use of clothes as the object for mothers as the subject confirms the concept of women’s domestication. whereas, the use of a car as the object and dony as the subject indicate that men remain in public or outdoor sphere considering that car is usually put outside the house and indubitably, a car is regarded as more prestigious than clothes. the word dapur or kitchen constructs women's role is in the kitchen, as found in the sentence, "my mother cooked meatball last monday.” while the word kasur or bed connotates that women's job is breeding and satisfying men’s lust. this construction is also reflected in the following sentence made by stikes nasional student. instead of using a male subject, the writer chose to use "a woman" as the subject. i met a woman who has ten children. in a patriarchal culture, a successful woman means a woman able to give birth and raise children successfully. a successful woman is a successful mother and wife. even some men will leave their wives if they cannot get pregnant. women take full responsibility for the descent of family and take care of children in the family. it is common for a woman or a mother to be blamed when children experience problems in the community. this is also constructed in the sentence above, in which the student chose to use the word woman as a subject instead of using male subject in the second clause. aryangga and nurmaily stated that women seem to be born only to get married and give birth. women are also forced to prioritize the welfare and https://creativecommons.org/licenses/by-sa/4.0/ semartini gender stereotypes on students’ english writing 83 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) happiness of their families. women must set aside themselves. a woman is said successful when her family lives happily. what women need to do is finding men who are responsible financially. (aryangga & nurmaily, 2017) active versus passive another gender stereotype that is also inherent in society is that women are passive while men are active. thus, many women are at home while men work outside the home. in indonesia, there is a saying that represents the male activeness and female passivity. that saying represents husband and wife relationship in an abbreviation “workshop”. the saying “workshop” means that husbands work to make money, then wives spend the money by shopping. this construction also appears in sentences made by the students. my mother shopped in a mall last night. catlin and jessica are eating chicken noodle soup in a restaurant. after school, dara and i went to eat cake at aksara café. my mother enjoys watching television. in the sentences above, instead of male, the subjects of the sentences are women or female. unfortunately, women are represented as passive or negative subjects, because they are represented as people who spend money and just have fun, such as eating, shopping, or watching television. the lifestyle of consumerism is constructed in sentences above. while in the previous sentences, men are represented active by working. furthermore, in the following sentences, men are represented at outside with activities that require energy such as sports, fighting, and other activities. my brother did not win the basketball tournament yesterday. sutan asked rasyid to play soccer on saturday. petra spoke with my father after playing basketball. sport is always associated with men because doing sport requires energy and power, and men are represented as more full-energized and powerful than women. even though the sentences above portray that the subjects did not win the competition, they already represent men as perpetrators of the sport regardless of winning or losing. since women are constructed weak, sports are rarely associated with women. in a study related to the representation of female athletes in china, successful female athletes in china are still associated with women's bodies, women's roles in the domestic sphere, and some feminine traits (zhang & jamil, 2015). in addition, the male activeness and the female passivity are also portrayed in the following sentence. he left me without saying goodbye. i keep looking at the windows. the sentences above are made by female students. the first sentence represents men as an active subject. because the writer is a female student, the word "me" refers to the student (female). in brief, he (male as subject) leaves me (female as object). the man in that sentence is active while the woman is passive. this representation is also supported by the next sentence whose subject is i. that https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 78-88 doi: 10.31002/metathesis.v4i1.2264 p-issn: 2580-2712 e-issn: 2580-2720 84 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) sentence shows the passivity of woman who just stared at the window and did nothing useful. this negative representation certainly marginalizes women. male activeness and female passivity are also found in the use of subject and object in some sentences. in sentences with female subjects, the object used is whether female or common nouns. while in the sentence with a male subject, the object used is female. this can be seen in the following sentences. he drove me to the party last night. rendra taught me about math last night. both sentences above were written by female students too. the object me indirectly represents women as objects or passive or subordinate, while men are represented as subjects or active. men dominate women and have control over women. on the other hand, in the following sentences, when the subject is female, the object is a common noun (a birthday cake, noodle) or female too (her sister). she tried to make a birthday cake. sofia cooked noodles. ana taught her sister how to make a cake. strong versus weak some feminine and masculine traits are existing in our society and portrayed in media. some of the masculine traits are strong, rational, assertive, independent, and brave. whereas, some of the feminine traits are gentle, loving, dependent, emotional, and timid. those feminine and masculine traits were also performed in the following sentences. my sister cried last sunday because she lost her doll. lisa can't help getting more emotional on her graduation day. the sentences above represent women as sensitive, emotional, and gentle. whereas men are stereotyped as being assertive, courageous, and strong so that the activities carried out by men are more related to courage, assertiveness, and violence. a similar idea can be found in the following sentences. he kicked me, after that he ran away. dito was brave to fight with risky last week. my brother is very naughty. jimmy hit the rat last night. being naughty is always associated with men, therefore, fighting and other delinquents are always associated with men. men or boys who are not naughty are regarded as abnormal. conversely, naughty women will be regarded as abnormal and expelled from the group. constructed as rational, occupations of men are also associated with knowledge and intelligence. therefore, jobs in the science field are often associated with men. rendra taught me math last week. father taught science last week. ani didn't win in the mathematics competition yesterday. https://creativecommons.org/licenses/by-sa/4.0/ semartini gender stereotypes on students’ english writing 85 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the sentences above portray the competency of men in the field of science, whereas women are not competent in science. in addition, the position of leader always fit to men as they are constructed as rational and assertive. that stereotype is also constructed in the following sentences. he led the meeting. alex is currently working on some project which is challenging for him. the affirmation of patriarchal ideology female students at stikes nasional dominate in quantity. thus, they may lead some organizations in the college. however, based on the findings, that dominance has not been able to challenge gender construction or stereotype in society. students’ writing still places women in the private sphere with traditional roles. in students’ writing, women still perform feminine traits with subordinate roles. suryakusuma wrote that women in indonesia experience subordination because they are associated with the term istri and ibu which limit their movements in the domestic sphere. in addition, gender construction in indonesia is also influenced by javanese culture which has a belief that women are: konco wingking, suargo nunut neraka nutut, and also a belief that the roles of women are manak, masak, and macak (ariani, 2013). those beliefs are reflected in the sentences which portray women in the domestic sphere (kitchen) with domestic roles such as washing, cooking, and taking care of children. even though some sentences made by students seem to challenge existing gender stereotypes, the constructions reinforce the women’s subordination. furthermore, arimbi mentioned that women’s subordination is also influenced by the concept of kodrat. kodrat is related to biological destiny. the concept of kodrat also limits women's activity outside the household. society believes that the kodrat of women are to be mothers and wives who must be able to cook, give birth, and take care of the family well (ariani, 2013). “traditionally, indonesian women are accustomed to being active in the public sphere. traditional markets in indonesia have traditionally been regarded as women's territory. indonesian women have also been active in political areas before independence day” (habsari et al., 2011, p. 266). in addition, nowadays many women are active in the public sphere, as in politics. even the fifth president of indonesia is female. female publicization is also reflected in the daily lives of female students at stikes nasional who dominate in student organizations and are able to become leaders among male and female students. however, althusser emphasized that someone cannot form her/himself. he or she is formed by discourse, regulation, and structure so that he or she eventually becomes the subject that talks about gender according to what is in society. this is called subjectivity which is influenced by ideology (barker, 2013). ideology is a set of cultural practices, discourse, beliefs, and rituals aimed at forming each individual and the whole community based on of the dominant worldview (cavallaro, 2001). foucault wrote that the subject was produced in discourse. no form of identity or subjectivity exists outside of discourse (hall, 1997). students in this context are subjects that speak about gender through their writing. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 78-88 doi: 10.31002/metathesis.v4i1.2264 p-issn: 2580-2712 e-issn: 2580-2720 86 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) patriarchal gender stereotypes at stikes nasional students' writing certainly cannot be separated from patriarchal ideology, which is still very dominant in indonesian culture. media, family, and the education system in indonesia still promotes patriarchal ideology. cavallaro conveyed that schools, families, religion, mass media are some ideological state apparatuses that become a means to unite people in the system by conquering them in ruling ideology (cavallaro, 2001). through the ideological state apparatuses, students are constructed by patriarchal gender stereotypes, and unconsciously, they live with those stereotypes and they speak about those stereotypes. conclusion in general, this research shows that writing works or sentences made by stikes nasional students are still being dominated by topics about women. however, their writing still represents women as passive, emotional or sensitive, and struggling in the private or domestic sphere. meanwhile, men are constructed as strong, brave, smart, active, and also in the public sphere. in other words. students’ writing reveals patriarchal gender stereotypes. a text produced by an author is a thinking process for what he/she experienced in his/her life (yamin, 2019). however, this research shows that students’ writing is formed by ideology. stephen greenblatt emphasizes that text is a result of discourse in society, and the author or creator of the text is the result of the dominance of the discourse and ideology in society (tiwary, narendra; chandra, 2009). even though in college life female students dominate in various aspects, patriarchal ideology reinforced and perpetuated by some ideological state apparatuses such as family, school, and mass media shaped students’ subjectivity in speaking about gender. beauvoir wrote that, in childhood, men and women learn a lot about gender from their parents, but in adulthood, they learn a lot from their environment such as from society and the media (ariani, 2013). in other words, family, education system, and mass media in indonesia have a role in shaping gender construction in students’ writing. based on this research, as an ideological state apparatus, education system, especially at stikes nasional has to start promoting gender equality. readings that contain gender perspective need to be introduced to students in the college as students are expected to be the agents of change in society. research-based on gender equality as echoed by the government must be also conducted more in 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(2015). gender inequality in chinese news discourse: a critical discourse perspective. international journal of english linguistics, 5(2), 36–46. https://doi.org/10.5539/ijel.v5n2p36 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 11-18 doi: 10.31002/metathesis.v5i1.3336 p-issn: 2580-2712 e-issn: 2580-2720 11 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) maximizing mobile-assisted language learning (mall) amid covid-19 pandemic: teachers’ perception cicih nuraeni* universitas bina sarana informatika jalan kramat raya no.98 jakarta pusat, indonesia cicih@bsi.ac.id *corresponding author received: 30 october 2020 revised: 23 march 2021 accepted: 23 march 2021 published: 7 april 2021 abstract mobile-assisted language learning (mall) is the newest learning way in the language education where applications or websites are used to facilitate students learning activities, especially in the period of covid-19 pandemic. this study aims to determine teachers’ perception in maximazing mall. the method of the research was quantitative method which used sample of n=100 english teachers in east jakarta, indonesia as research object. the data were collected through a 5-point likert scale questionnaire. the findings reveal high positive teachers’ perceptions (x ̅=4.31) in the use of mall during covid-19 in indonesia. overall, respondents expressed that mobile learning can help in the learning process during a crisis because of its advantages in portability, interactive language learning activities and easiness access. the current study has a major contribution to assist the government in maximizing the use of mobile learning in learning activities. it also motivates teachers to teach students by using mobile learning. the researcher also recommends more studies to develop mall as an avoidable alternative teaching way while pandemic. keywords: covid-19, mobile-assisted language learning (mall), teachers’ perspective, english language learning introduction covid-19 had become a worldwide pandemic since announced by world health organization (who) in the early march 2020. all countries around the world were affected by covid-19 virus, including indonesia. in the middle of march 2020, indonesian government has issued the regulation to apply a largescale social restriction (pembatasan sosial berskala besar or psbb. as a consequence, both formal and informal places have to close and people move into online activities. in the educational sector, home-based learning policy had run to all levels of education and the informal institution as well (okmawati and tanjak 2020). it is a program that migrates the learning process from school to home. mobile learning does not simply happen. during home-based learning, there are several medias and methods https://creativecommons.org/licenses/by-sa/4.0/ nuraeni maximizing mobile-assisted language learning (mall) amid covid-19 pandemic: teachers’ perception 12 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) in carrying out the learning process (granger 2005). it resulted in a situation where teachers and students are undesirably asked to change their teaching system from the offline face-to-face session in the classroom into a digital/virtual teaching system using various online platforms or applications (amin and sundari 2020). both teacher and student should quickly learn and adapt their teaching and learning management (dashtestani 2013)(granger 2005). teachers, as the spearhead of the implementation of online learning, must be able to condition all instructional components (montrieux et al. 2015). these include instructional methods, media that will be used in learning, use of instructional time related to the time of application use, and psychological and social factors that significantly affect teachers' motivation when teaching (rasmitadila et al. 2020). during home-based learning period, many teachers prefer to use their mobile phone as the medium to teach their students. they used mobile-assisted language learning (mall) related to the use of mobile technology in the process of language learning. mobile technology has special characteristics in terms of portability (pratiwi, nariyati, and sudirman 2020)(arashnia and shahrokhi 2016), connectivity and social interaction (miangah and nezarat 2012). because mobile devices or mobile phones are always in users’ pockets, they are more conveniently accessible(wagner et al. 2016) (mardiah 2020) than textbooks or computers (m. m. elaish, l. shuib, n. abdul ghani 2017). mobile phone can perform a number of tasks so that they can used to achieve many educational objectives. on mobile phone some apps are used in activities learning, such as youtube to watch videos, zoom and google meeting to have online meeting or video conferencing and safari to browse internet (khalil et al. 2020). the use of some of these apps is a for teachers and students who previously had to use your pc to perform such activities. mall have several advantages, including the ability to multimedia, internet access, and social networking. this study explores the perceptions of teachers, especially english teachers in maximizing the mobile-assisted language learning (mall) during school from home in the covid-19 pandemic in indonesia. method quantitative method was implemented in this study. this research is using a questionnaire as the instruments with a five-point likert scale. questionnaire had been prepared to gain information about teachers’ perspectives of maximizing the mobile-assisted language learning (mall) for teaching english. the questionnaire was distributed to english teachers in east jakarta by using google form. participants the participants of this study were 70 (seventy) english teachers from 18 (eighteen) different schools in east jakarta, indonesia. the sample comprised, 41 female and 29 male participants. the descriptive data of demographic characteristics, including gender and age are presented in table 1. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 11-18 doi: 10.31002/metathesis.v5i1.3336 p-issn: 2580-2712 e-issn: 2580-2720 13 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. demograpic data of participants n percentage 1. gender a. male b. female total 29 41 70 41.43 58.57 100 2. age a. 30 45 b. 4155 31 39 44.29 55.71 total 70 100 data collection and analysis to collect data, the researcher applied questionnaire which the design of the questionnaire came from reviewing previous research and theoretical foundations on mobile-assisted language learning. due to the limitations, including institutional closure while lockdown period, the researcher selected an online method. the distribution of questionnaires is using google form to representatives of research colleagues who had access to the schools in east jakarta. in this study, researcher distributed 100 questionnaires but only 70 questionnaires were returned. the data were collected from october 1,2020 to october 10, 2020. the questionnaire explored teachers’ perceptions toward mall usage to support learning activities and it contains 10 items. the 5-point likert scale was used for the collection of quantitative data and the category was put the items ranging from strongly agree (sa) = 5, agree (a) = 4, neutral (n) = 3, disagree (d) = 2, and strongly disagree (sd) = 1. the data analysis from questionnaire is classified by the form of a rating scale. it was calculated to find out standard deviation and mean. then, it is measured based on criteria by best (best j. w. 1981) as follows: table 2. teachers rating scale no. teachers level mean 1 lowest 1.00 ≤ 𝑥 ̅ < 1.50 2 low 1.51 ≤ 𝑥 ̅ <2.50 3 moderate 2.51 ≤ 𝑥 ̅ <3.50 4 high 3.51 ≤ 𝑥 ̅ <4.50 5 highest 4.51 ≤ 𝑥 ̅ <5.50 however, the bulk of the statistical analysis was performed using ibm spss statistics. then, to answer research questions, the data gathered will be analyzed qualitatively. data from questionnaire also will be described, categorized and interpreted. the statistic used for analyzing the data was mean and standard deviation which analyzed using a computer program. https://creativecommons.org/licenses/by-sa/4.0/ nuraeni maximizing mobile-assisted language learning (mall) amid covid-19 pandemic: teachers’ perception 14 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) findings and discussion the demograpic data from the table 1 above about the demographic data of the respondents, it is clear that there were 41.43 % male and 58.57 % female participants. it also indicates that the dominance age of the participants was between 41 and 55 years (55.71%). the presence of various participants gives positive impression because they have diverse gender and age. validity and reliability of the questionnaire using the cronbach’s alpha ( =5%) in order to check the validity and reliability of the data, the validity and reliability test was done using cronbach’s alpha. the criteria of validity and reliability used the following formula: r test ≤ rtabel ➔ accept h0 > rtabel ➔ reject h0 the statistical hypothesis formula for validity test: h0 :  ≤ 0 ; there is negative relation between each items score to the total perception variabel h1 :  > 0 ; there is positive relation between each items score to the total perception variabel the statistical hypothesis formula for reliability test: h0 :  ≤ 0 ; there is negative relation with the variation in perception variable h1 :  > 0 ; there is postive relation with the variation in perception variable below are the tables that show the validity and reliability in teachers’ perception: table 3. validity and reliability of teachers’ perception cronbach's alpha spearman & brown validity 0,729 0,235 reliability 0,644 from the table 3 above, it showed that the validity of teachers’ perception instruments with rtest = 0.729 > rtable =0.235 which meant reject h0 or in other words, there is positive relation between each item score to the total perception variabel. from all the questionnaire items tested, all items had rtest > rtable, which meant that all were valid for the perception variable. so, it continues to reliability test. as shown in table 3 above, it also proved that rtest=0.644 > rtable = 0.235, it means the items studied are reliable. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 11-18 doi: 10.31002/metathesis.v5i1.3336 p-issn: 2580-2712 e-issn: 2580-2720 15 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the results of teachers’ perception in the use of mall the present research disclosed some interesting findings, classified the research results and identified problems with the existing research. as table 4 illustrates below, the results of the questionnaire study concerning the students’ perception in the use of mall. table 4. teachers’ perception toward the use of mall rank item no. items s.d level 1 4 mobile learning provide opportunities teacher to teach without place and time constraint. 4,49 0,53 high 2 5 a number of applications and software in mobile devices is beneficial for learning activities 4,43 0,73 high 3 7 the easiness of reaching students in online learning is the advantages of mobile learning 4,43 0,62 high 4 10 interactive english language learning activities is supported by using mobile devices. 4,43 0,62 high 5 2 the important factor of mobile learning using mobile devices is portability. 4,41 0,57 high 6 1 teacher can directly share material and the feedback of students’ progress 4,30 0,76 high 7 8 mobile learning help the teacher to reach authentic english language learning material 4,24 0,52 high 8 6 mobile learning uses mobile devices can connect to the internet at anywhere and anytime 4,23 0,87 high 9 3 mobile learning can facilitate english language learning activities. 4,16 0,55 high 10 9 the benefit of mobile learning is timeefficient. 4,03 0,77 high average 4,31 0,65 high result of the questionnaire study. based on the results on the table.4 above, it presented that the average mean of teachers’ perception toward the use of mall was high (x̅ = 4.31). it shows that teachers have high positive perceptions toward the implementation of mall. it can be seen from the mean score on the data above. the highest level was given to the item no. 4 “mobile learning provide opportunities teacher to teach without place and time constraint.” (x̅ = 4.49). it means that teachers had positive perception on using mall in home-based learning activities. by using mobile phone, teachers can https://creativecommons.org/licenses/by-sa/4.0/ nuraeni maximizing mobile-assisted language learning (mall) amid covid-19 pandemic: teachers’ perception 16 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) do teaching process every time and everywhere (shdefat 2020). followed by 3 (three) items in high rank (x̅ = 4.43), item no. 5 “a number of applications and software in mobile devices is beneficial for learning activities”. this item indicates that the mobile features also put the important part in learning process. the application and software that support teaching learning process is one of the advantages of using mall. item no. 7 “the easiness of reaching students in online learning is the advantages of mobile learning”. item no. 7 indicates that mall provide the one-on-one communication or direct interaction between teacher and students. then item no. 10 “interactive english language learning activities is supported by using mobile devices.”. it means that mall also support teacher to teach english interactively. teacher can do video conferencing to interact with the students by activating cameras and applications which support them (baran 2014). from those highest rank, it can be proved that teachers have positive perception on using mall during home-based learning. mall help teachers to teach in online/virtual way and support them in improving quality of teaching (iqbal and bhatti 2020). as in this research, teachers expect that the use of mall can facilitate learning process, engage and motivate learning experience to the students (mardiah 2020) . however, the lowest rank is the item no. 9 “the benefit of mobile learning is time-efficient.” (x̅ = 4.03). this shows that the use of mall in the learning process is still experiencing problems in terms of time management. for example, the teacher should set a time to download student exercises and check them out. it takes time especially if the practice is in the form of an essay. teacher also should be viewing and responding to a video of the learners better for interactions that are more spontaneous, informal, and instantaneous (altavilla 2020). however, it cannot be denied that nowadays in the digital era, the use of mobile phones will be the choice both of teachers and students in learning activities, especially learning english. the quick transition to online learning or e-learning went successful and gained experience can be used in the future. the lesson learned from the covid 19 will force a generation of new laws, regulations, platforms and solutions for future cases (naciri et al. 2020). conclusion covid-19 pandemic has impacted the educational systems of all countries across the globe significantly. home-based learning is the solutions to continue learning process. it is especially important for teachers to find ways to promote these kinds of interactions in form of virtual learning. this study aims at exploring teachers’ perception and experience on maximizing mobile-assisted language learning (mall) during covid-19 pandemic. based on the results of questionnaires study above (see table 4), it revealed that teachers’ have high perception toward the use of mall in home-based learning activities during covid-19 pandemic. it proved by the average means score (�̅� = 4.31) for teachers’ perception. in short, online teaching is no more an option, it is necessity. using mall can help in providing inclusive education even at the time of crisis. teachers can practice technology and can design various flexible programs for students’ better understanding. users of any age can access the online tools and reap the benefits of time and location flexibility associated with online learning. it is not as easy as it seems, a considerable amount of investment is needed for getting the devices and equipment, maintaining the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 11-18 doi: 10.31002/metathesis.v5i1.3336 p-issn: 2580-2712 e-issn: 2580-2720 17 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) equipment, training the human resources, and developing the online content. therefore, an effective and efficient educational system needs to be developed to impart education via online mode (dhawan 2020). this research has been tried and done according to scientific procedures, however, still have limitations for instance the number of questionnaires distributed and received was not appropriate and the answers provided by the participants are not reflected the real situation. certainly, future work in mall holds many possibilities that go well beyond the projects described above such as the usage of varied research methodologies with diverse and larger samples, and investigation additional strategies for mobile learning integration and any other works related to the development of mall. references altavilla, jennifer. 2020. “how technology affects instruction for english learners.” phi delta kappan 102(1):18–23. amin, fakhrurrazi m., and hanna sundari. 2020. “efl students’ preferences on digital platforms during emergency remote teaching: video conference, lms, or messenger application?” studies in english language and education 7(2):362–78. arashnia, maryam, and mohsen shahrokhi. 2016. “mobile assisted language learning : english pronunciation among iranian pre-intermediate efl learners.” journal of applied linguistics and language research 3(4):149– 62. baran, evrim. 2014. “a review of research on mobile learning in teacher education.” educational technology and society 17(4):17–32. best j. w. 1981. research in education. 4th ed. new jersey: prentice hall. dashtestani, reza. 2013. “implementing mobile-assisted language learning (mall) in an efl context: iranian efl teachers’ perspectives on challenges and affordances.” the jalt call journal 9(2):149–68. dhawan, shivangi. 2020. “online learning: a panacea in the time of covid-19 crisis.” journal of educational technology systems 49(1):5–22. granger, dan. 2005. engaging the online learner: acitivities and resources for creative instruction. vol. 6. iqbal, shakeel, and zeeshan ahmed bhatti. 2020. “a qualitative exploration of teachers’ perspective on smartphones usage in higher education in developing countries.” international journal of educational technology in higher education 17(1). khalil, rehana, ali e. mansour, walaa a. fadda, khaled almisnid, mohammed aldamegh, abdullah al-nafeesah, azzam alkhalifah, and osama alwutayd. 2020. “the sudden transition to synchronized online learning during the covid-19 pandemic in saudi arabia: a qualitative study exploring medical students’ perspectives.” bmc medical education 20(1):1– 10. m. m. elaish, l. shuib, n. abdul ghani, e. yadegaridehkordi and m. alaa. 2017. “mobile learning for english language acquisition : taxonomy , challenges , and recommendations.” 5:19033–47. mardiah, henny. 2020. “the use of e-learning to teach english in the time of https://creativecommons.org/licenses/by-sa/4.0/ nuraeni maximizing mobile-assisted language learning (mall) amid covid-19 pandemic: teachers’ perception 18 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the covid-19 pandemic.” english teaching and linguistics journal (etlij) 1(2):49–55. miangah, tayebeh mosavi, and amin nezarat. 2012. “mobile-assisted language learning.” international journal of distributed and parallel systems (ijdps) 3(1):309–19. montrieux, hannelore, ruben vanderlinde, tammy schellens, and lieven de marez. 2015. “teaching and learning with mobile technology: a qualitative explorative study about the introduction of tablet devices in secondary education.” plos one 10(12):1–17. naciri, aziz, mohamed amine baba, abderrahmane achbani, and ahmed kharbach. 2020. “mobile learning in higher education: unavoidable alternative during covid-19.” aquademia 4(1):ep20016. okmawati, mike, and durian tanjak. 2020. “journal of english language teaching the use of google classroom during pandemic.” journal of english language teaching 9(2):438–43. pratiwi, ni putu astiti, ni putu linda nariyati, and sudirman sudirman. 2020. “efl pre-service teachers’ perception toward the use of mobile assisted language learning in teaching english.” international journal of language education 4(1):38–47. rasmitadila, rusi rusmiati aliyyah, reza rachmadtullah, achmad samsudin, ernawulan syaodih, muhammad nurtanto, and anna riana suryanti tambunan. 2020. “the perceptions of primary school teachers of online learning during the covid-19 pandemic period: a case study in indonesia.” journal of ethnic and cultural studies 7(2):90–109. shdefat, muneera abd alkareem. 2020. “the extent to which mobile learning is employed in the educational process in jordanian government schools from the teachers’ perspective.” research on humanities and social sciences 10(12):51–61. wagner, monica nataliia laurensovna, maryana vladimirovna donskaya, milana evgenievna kupriyanova, and umeda akparovna ovezova. 2016. “perspectives of introduction of the mobile-assisted language learning (mall) technology.” international journal of environmental and science education 11(15):8562–71. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 107-117 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 107 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) an analysis of code mixing used by a singaporean singer in instagram’s caption tiara nur fitria stie aas surakarta jl. slamet riyadi no.361, windan, makamhaji, kec. kartasura, kabupaten sukoharjo, jawa tengah 57161, indonesia tiranurfitria@gmail.com* *corresponding author received: 28 february 2020 revised: 13 april 2020 accepted: 16 april 2020 published: 8 october 2020 abstract this study aims to find out the type of code-mixing and the most dominant type of code-mixing used by rosalina musa in instagram’s ropercaption. this research is descriptive qualitative as the method of the research. from the result of the analysis shows an outer code mixing found in rosalina musa’s instagram captions. it blends or mixes a native language with a foreign language. from the definitions stated, there are some types of code-mixing found in rosalina musa’s instagram captions; for example is the english language is mixed with the indonesian language. the forms of code-mixing usually appear in word, phrase, clause, hybrid, and repetition/reduplication. in a word, there are 152 data or 53.33 %. in a phrase, there are 113 data or 39.65 %. in the clause, there are 12 data or 4.21 %. in a hybrid, there are 6 data or 2.11 %. in repetition/reduplication, there are 2 data or 0.70 %. it also shows that the most dominant type of code-mixing found in rosalina musa’s instagram captions appears in the word. the insertion of words means the language unit that stands on its own; it consists of free morpheme sand bound morphemes. the words include some part of speech or word class, for example, noun, adjective, verb, conjunction, and adverb. keywords: code-mixing, instagram, caption introduction communication is a basic human activity. communication is a large part of who we are as human beings, and today, technology has allowed us to communicate in new ways and to audiences much larger and wider than ever before (choudhury, 2018). language is closely related to communication. people usually use a language to gain an understanding of their intention. there are so many languages which are known by the people in the world. most countries have their languages. therefore, people cannot be separated from language. khullar (2018) states that language or a language variety simply refers to code in sociolinguistics. commonly, people know more than one language. most of the https://creativecommons.org/licenses/by-sa/4.0/ fitria an analysis of code mixing used by a singaporean singer in instagram’s caption 108 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) people are mastering two or more languages, first and the second language, even a foreign language. the condition where some people master more than one language is called as a bilingual or multilingual. every person is bilingual (bhatia & ritchie, 2008). bilingualism is a mix of two languages (ng et al., 2007). in many situations, sometimes the people speak or communicate by mixing languages or codes. moreover, it is also possible for bilingual or multilingual people to use more than one code of the language in communication. one of the language phenomena, especially in the study of bilingualism, is code-mixing. liu (2008) states that code-mixing is embedding various linguistic units, such as words, phrase or clauses. these 'pieces' of the other language are often words, but they can also be phrases or larger units (rasul, 2013). code-mixing occurs when conversant use both languages together to the extent that they change from one language to the other in the course of a single utterance. or even, it can be occur at two or more languages or language varieties in an utterance (muysken et al., 2000). the use of code-mixing in written form can be found in the social network or social media. nowadays, people interact with others via social media by using many kinds of languages or mix language. the social network is the best media for speakers to communicate with each other in a long-distance through the internet network. there are many social networks, such as whatsapp, facebook, line, twitter, path, instagram, etc. instagram is one of many social networks in the world that makes people interested in using it. many types of code-mixing can be found, such as word, phrase, hybrid, reduplication/repetition, idiom, and clause. instagram is a social networking app made for sharing photos and videos from a smartphone (moreau, 2020). similar to facebook or twitter, everyone who creates an instagram account has a profile and a news feed. on instagram, the users are offered many ways to share their pictures or videos and edit it like professional photographers/videographers, so the user can create good pictures or videos and get attention from the other users. to help the other users or audiences understand the story behind the pictures/videos or descriptions of them, the users can make “caption” to tell others about the pictures. a caption on instagram can be a way to communicate among users and the users can communicate or talk in the comment section, causing non-verbal chat. on instagram, people might add an instagram caption to direct others to their bio link, share selfie quotes, or increase social media engagement (ferreira, 2019). instagram usually used by many people; one of them is a celebrity or a singer, for example, rosalina musa. rosalina binti musa was a singaporean dangdut singer. she usually mixes two languages or more such as in malay, indonesian and english. there are many previous studies that discuss code mixing, such as research written by rini and rustandi (2018) entitled code mixing analysis on teacher's and students' classroom interaction of ice-breaking sessions. the goals of the research are about types of code-mixing, functions of code mixing and the teacher’s perspectives on using code mixing in the classroom interaction of ice breaking session. the other research also is written by kasoema and amri (2016) entitled code mixing used by radio broadcaster of pesona fm on radio program of song request. the goals of the research are to identify the types of code mixing https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 107-117 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 109 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) and to determine the functions of code mixing used by the radio broadcaster in the radio program. this research also focus on code mixing as the previous studies, but the objective of research used in this research is social media, such as in instagram’ captions of a singaporean singer named rosalina musa. the objectives of this research also different from the previous studies which focus on the type and function of code mixing. this research focus on the type and the most dominant type of code mixing. therefore, the writer is interested in conducting the research entitled “an analysis of code mixing and switching used by a singaporean singer in instagram’s caption”. this study aims to find out the type of code-mixing and the most dominant type of code-mixing used by a singaporean singer in instagram’s caption. method this research is descriptive qualitative as the method of the research. according to (delamont, 2012), a qualitative method is different from quantitative research. it places more on the study of the phenomena from the perspective insider. the data of this research are the post-expression in the form of captions on instagram while the data source is from rosalina musa’s instagram. the data gathered from instagram’ post, in january 2019 until june 2019. the data are in the form of word, phrase, clause and sentence found in the instagram’s captions of a singaporean singer named rosalina musa. in collecting data, the research uses documentation. document analysis is a systematic procedure for reviewing or evaluating documents, both printed and electronic material (bowen, 2009). the researcher has collected the data by selecting words, phrases, and clauses representing code-mixing as a document. while, in analyzing the data of this research, the researcher collects the data, makes an analysis, and finally concludes conducting the research. findings and discussion findings some previous studies about code mixing related to this research, such as research written by rini and rustandi (2018) entitled code mixing analysis on teacher's and students' classroom interaction of ice-breaking sessions. the goals of the research are about types of code-mixing, functions of code mixing and the teacher’s perspectives on using code mixing in the classroom interaction of ice breaking session. the other research also is written by kasoema and amri (2016) entitled code mixing used by radio broadcaster of pesona fm on radio program of song request. the goals of the research are to identify the types of code mixing and to determine the functions of code mixing used by the radio broadcaster in the radio program. this research also focus on code mixing as the previous studies, but the objective of research used in this research is social media, such as in instagram’ captions of a singaporean singer named rosalina musa. the objectives of this research also different with the previous studies which focus on the type and function of code mixing. this research focus on the type and the most dominant https://creativecommons.org/licenses/by-sa/4.0/ fitria an analysis of code mixing used by a singaporean singer in instagram’s caption 110 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) type of code mixing. based on the analysis of the code-mixing, the writer finds some kinds of code-mixing found in rosalina musa’s instagram captions. the descriptions are as follows: word a word is a combination of sounds that symbolizes and communicates a meaning (nordquist, 2019b). the insertion of words here means the language unit that stands on its own. it consists of free morpheme sand bound morphemes. one common definition of a word is the following “a word is any unit of language that in writing, appears between spaces or between a space and a hyphen”. words do not always constitute the smallest meaningful units in a language. instead, words are sometimes constructed of smaller parts. the words include nouns, adjectives, verbs, and adverbs. below the example of the insertion of words (code-mixing) as follow: table 1. insertion of words in adjective no data 1 udah mau bubar.. saya ajak mae dan semua ketawa bareng dulu.. hahaha.. 🤣🤣🤣 👏👏👏 terimakasih.. panjang umur kita jumpa lagi. smoga liburan di spore ok, anak2 semua happy.. (ambengan kii opo 😅😅). slamat sampai jogja pagi nanti ya. salam buat diva sophiatun. 2 bersama 3 diva dangdut asia yang super gorgeous.. mempunyai goyangan khas masing2.. goyang ngebor lady daratista @inul.d , goyang gergaji lady perssik @dewiperssikreal dan goyang itik lady gotix @zaskia_gotix 3 bintang2 dangdut indonesia dan asia, rara tiyara @lida_rara.vc dan lesty sweetie @lestykejora yg sentiasa bersinar mengelilingi purnama. masing2 mempunyai karisma dan aura yg kuat utk memukau kita semua. si cabe rawit anak ajaib semakin cantik dan dewasa. si baby singa tidak gentar dgn tantangan.. slalu menggegarkan panggung daa4. all the best to you, my darling rara.. you're multi talented. 4 bersama kembaran saya, si suara sexy dan multi genre, jamila @jamila__putri . juara bp ini tersenggol dgn terhormat, persembahannya penuh keyakinan dan keikhlasan. bayang.. putri yg cantik ini adalah anugerah allah yg sgt special buat jamila. 5 busana malaysia, baju kurung johor bersongket terangganu, yg popular di spura dan di merata tanah melayu.. by babah jameil @jameilkamsah from the example above, it shows there is the insertion of the english words, as stated in underlined marks. here the speaker involves inserts words from one language to another, or we can see the insertion of some english words into indonesian sentences. in number 2, 15, 19, 22 and 25, the underlined word “happy”, “gorgeous”, “multi-talented”, “sexy”, “multi-genre”, “special”, and “popular” refers to the word especially in word class of the adjective. an adjective is used to state the function and characteristic of a person or something and a verb used to state inaction. happy is a feeling of joy, pleasure, or good fortune. gorgeous is showing brilliant or magnificent. multi-talented is having many skills or talents. sexy is having many skills or talents. multi-genre is having many skills in a certain genre, for example, in kind of music. special is unique or something https://creativecommons.org/licenses/by-sa/4.0/ https://www.instagram.com/inul.d/ https://www.instagram.com/dewiperssikreal/ https://www.instagram.com/zaskia_gotix/ https://www.instagram.com/lida_rara.vc/ https://www.instagram.com/lestykejora/ https://www.instagram.com/jamila__putri/ https://www.instagram.com/jameilkamsah/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 107-117 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 111 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) that is only for specific people. while popular is enjoyed or liked by a lot of people. table 2. insertion of words in noun no data 1 bersama prince wildan.. ter manja, ter ganteng, ter gendut, ter cengeng dan ter pandai menghiburkan hatiku. 2 assalamualaikum..slamat istirihat bersama kluarga tercinta. saya juga ga sabar ingin berkumpul bersama kluarga.. ditemani pak manager @hafizmaulana4338 . 3 pasti rindu 3 host indosiar ini.. @irfanhakim75 , @abiramzi76 dan @gilangdirga .. yang super ganteng, super heboh, super multi talented dan... super multi julid!! 😜😜😜 4 bersama lady dewi @dewiperssikreal yang super aktif dan menggemaskan kalau udah mulai goyang. semoga kedua orang tua mbak depe sentiasa sihat dan ceria selalu. aamiin. 5 bersama commentator brunei boss miennan @miennanyunos raja minyak, yg senang jatuh hati dgn wanita cantik.. hehehe.. tapi gpp lah.. belum nikah masih bisa memilih. from the example above, it shows there is the insertion of the english words, as stated in underlined marks. here the speaker involves inserts word from one language to another, or we can see an insertion of some english words into indonesian sentences. in number 1, 6, 14, 47 and 79, the underlined word “prince”, “manager”, “host”, “lady” and “commentator” refers to the word especially in word class of the noun. a noun is used to name or identity any of a class of things, people, place or ideas. prince is a prince who is a male ruler ranked below a king and above a duke or member of a monarch's family. a manager is a person who manages a certain group of tasks, or a certain subset. a host is a person who introduces guests and performers, especially on television or radio. lady is a female that has respect, morals, goals, ambition. while a commentator is a person who comments or expresses an opinion on a subject, it gives a running commentary of a game or event in real-time, usually during a live broadcast, for example, on television. phrase a phrase is a group of two or more words as a meaningful unit within a sentence or clause (nordquist, 2019c). phrase insertion here a sequence of words, which used to refer to a sequence of words functioning as a single unit. the speaker inserts two or more grammatically related words that function as a unit in a sentence, a clause, or another phrase. a clause is a group of the word having a subject and predicate some clause are independents, so they can stand themselves as sentences or may appear within sentences as a grammatically complete statement. other clauses are dependent (subordinate). they cannot stand themselves and, therefore, the meaning upon the reminders of the sentences in which they appear. for example: https://creativecommons.org/licenses/by-sa/4.0/ https://www.instagram.com/hafizmaulana4338/ https://www.instagram.com/irfanhakim75/ https://www.instagram.com/abiramzi76/ https://www.instagram.com/gilangdirga/ https://www.instagram.com/dewiperssikreal/ https://www.instagram.com/miennanyunos/ fitria an analysis of code mixing used by a singaporean singer in instagram’s caption 112 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 3. insertion of words in noun phrase no data 1 busana indonesia yg mewah seperti putri kayangan ini, dinamakan topeng nusantara.. inspirasi fashion designer indonesia, asal bojonegoro, mas eko tjandra @ekotjandra2 . busana ini melambangkan indonesia yg kaya raya dgn adat, budaya, bahasa, hasil bumi, keindahan alami, crita2 mistis dan dongeng 2 bersama big bosses of indosiar.. pak imam, ibu siwi, mbak linda @lindawibison0 dan beberapa keluarga daa4. 3 bersama the beautiful singer, biduanita asia yg saya hormati dan sayangi.. bunda hetty @hke57 .. awet muda, sentiasa ceria dan lucu orangnya. thank you bunda utk semuanya. in syaa allah.. panjang umur kita jumpa lagi. jaga kesihatan ya bun.. 😘😘😘😘 4 busana evening dress or cocktail dress dengan heart-shape neckline, popular di zaman 1960s di banyak negara. biduanita saloma dan sarimah gemar memakai dress seperti ini. by babah jameil @jameilkamsah 5 congratulations to my beautiful cabe rawet @lestykejora dan my handsome papa @da4_fildan for their new single "lebih dari selamanya". very dramatic and romantic song. memang payah utk belajar hidup ditinggalkan atau hidup tanpa org2 yg kita sayang. from the example above, it shows there is an insertion of the english words as stated in underlined marks. here the speaker involves inserts phrases from one language to another, or we can see the insertion of some english phrases into indonesian sentences. in number 8, 9, 12, 46 and 50, the underlined phrases “fashion designer”, “big bosses”, “the beautiful singer”, “evening dress”, cocktail dress”, “heart-shaped neckline”, “their new single” and “very dramatic and romantic song” refers to the noun phrase. a noun phrase is a group of words that work together to name and describe a person, place, thing, or idea. for example, the phrase “the beautiful singer”. the pre-modifier determiner and an adjective ‘beautiful’ describe ‘singer’ as a noun. the phrase “big bosses” show the premodifier adjective “big” describe “bosses” as a noun. then, the phrase “very dramatic and romantic song” shows the pre-modifier determiner “very” therefore, the two words combine to make a noun phrase. clause a clause must contain a subject and a verb. there are two kinds of clauses: independent and dependent clauses (nordquist, 2019a). an independent clause is a simple sentence. it can stand on its own. while a dependent clause cannot stand on its own. it needs an independent clause to complete a sentence. for example: https://creativecommons.org/licenses/by-sa/4.0/ https://www.instagram.com/ekotjandra2/ https://www.instagram.com/lindawibison0/ https://www.instagram.com/hke57/ https://www.instagram.com/jameilkamsah/ https://www.instagram.com/lestykejora/ https://www.instagram.com/da4_fildan/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 107-117 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 113 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 4. insertion of words in clause no data 1 bintang2 dangdut indonesia dan asia, rara tiyara @lida_rara.vc dan lesty sweetie @lestykejora yg sentiasa bersinar mengelilingi purnama. masing2 mempunyai karisma dan aura yg kuat utk memukau kita semua. si cabe rawit anak ajaib semakin cantik dan dewasa. si baby singa tidak gentar dgn tantangan.. slalu menggegarkan panggung daa4. all the best to you, my darling rara.. you're multi talented. you are one of our new generation asia dangdut princess 😘😘😘 2 bersama de' hakims @irfanhakim75 . congratulations aa irfan n isteri. alhamdulillah, tak lama lagi masuk 5 permata hati mereka. w.o.w.. wow!!! you’re very hardworking daddy and awesome mommy. rezeki allah.. smoga diberi kesihatan dan kebahagiaan dunia akhirat.. aamiin. 3 bersama nazirul @nazirul.zainal peserta singapura yg sudah mencoba semaximal mungkin tapi hanya mampu ke top 20. anyway it's ok.. i guess u have learnt as much as u can here. 4 bersama putri bidadari ku yg imut @da4_putri03 .. we're having great time, eating and sleeping together. good morning and salam jumaat. 5 with my chinese dangdut princess dari singapore.. maia lee @maialeeofficial . we are very proud of you sangat. although you have to end your journey tonite. maia ini tubuhnya kecil tapi mempunyai jiwa yg besar sepanjang pertandingan ini. all the best to you 😘😘😘 from the example above, it shows there is the insertion of the english words as stated in underlined marks. here the speaker involves inserts word from one language to another, or we can see the insertion of some english words into indonesian sentences. in number 19, 25, 52, 61 and 70 refers both dependent and independent clause. for example, in number 19, a clause “you're multi-talented. you are one of our new generation asia dangdut princess”, in number 25, a clause “you’re very hardworking daddy and awesome mommy”, in number 52, a clause “i guess u have learned as much as u can here”, in number 61, a clause “we're having a great time, eating and sleeping together”, and in number 70, a clause “we are very proud of you sangat”. all the clauses refer to an independent clause. an independent clause contains a subject (again, who or what the sentence is about) and a predicate (which tells us something about the subject, such as what the subject is doing). while, in number 70, a clause, “although you have to end your journey tonite” refers to a dependent clause. dependent clauses cannot stand alone in a sentence. a dependent (or subordinate) clause begins with a subordinating conjunction, such as if, after, before, because, although, or when, and it requires the support of an independent clause to constitute a complete sentence. hybrid hybrid is a word that is formed by adding affixes from other languages. in indonesian the affixes are [me-][ber-][pe-][di-][-nya][-ing] and [-an]. in a hybrid, there is an insertion of hybrid in code-mixing, the speaker inserts words added affixes of language into another. in this research, there are some insertions of hybrid, for example: https://creativecommons.org/licenses/by-sa/4.0/ https://www.instagram.com/lida_rara.vc/ https://www.instagram.com/lestykejora/ https://www.instagram.com/irfanhakim75/ https://www.instagram.com/nazirul.zainal/ https://www.instagram.com/da4_putri03/ https://www.instagram.com/maialeeofficial/ fitria an analysis of code mixing used by a singaporean singer in instagram’s caption 114 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 5. insertion of words in hybrid no data 1 bersama my prince dangdut, the incredible hulk nazirul @nazirul.zainal yg sudah tersampok kecengengan saya.. hehehe. marah dan teguran bukan benci tapi sayang dan prihatin kerana saya tau nazirul mampu. lupakan kesalahan semalam.. bangkit dan usaha semaximal mungkin utk malam ini. you have to believe in yourself 2 alhamdulillah.. 2 handsomeku slamat sampai. abang rambutnya udah panjang.. wildan perut semakin gendut 3 sisa foto semalam..cantik baju india ini dan padan dgn dandanan rambut dan dimake up sempurna. saya keliatan muda dan fresh ya kan.. sok muda 😋😋 . 4 bersama my incredible hulk nazirul @nazirul.zainal yg sudah pandai berdangdut dan bnyk improvenya. i hope you do your best my love.. 😘😘 5 all contestants.. especially buat peserta termuda spura, my soul baby.. andri darwisy @andryieo yg berusia 17 tahun.. baru habis menduduki peperiksaan gce 'n' levelnya sblum brangkat ke jkt. kamu bias andri!! @btygmanagement from the example above, it shows there is the insertion of the english words as stated in underlined marks. here the speaker involves hybrids from one language to another, or we can see the insertion of some affixes into sentences. in number 77, 69, 84, 85 and 88 the underlined words “semaximal”, handsomeku”, “dimake up”, improvenya” and “levelnya” refers to the hybrid. we can see, there are some indonesian sentence is inserted english word translate which gets indonesian affixes. in number 77, there is an addition “se” at the beginning of the word “maximal”. in number 69, there is an addition “ku” in the last of the word “handsome”. in number 84, there is an addition “di-” at the beginning of the word “make up”. in number 85, in the last of the word “improve”. while, in number 88, there is addition “-nya” in the last of the word “level”. repetition in repetition/reduplication, the speaker repeats a word, within a short space of words (wikipedia, 2020). word reduplication is the repetition of some parts of the base (which may be the entire base) more than one word. reduplication is a morphological process by which the root or stem of a word or part of it is repeated. reduplication is used in inflections to convey a grammatical function, such as plurality and intensification. reduplication is found in a wide range of languages and language groups, although its level of linguistic productivity varies. for example: https://creativecommons.org/licenses/by-sa/4.0/ https://www.instagram.com/nazirul.zainal/ https://www.instagram.com/nazirul.zainal/ https://www.instagram.com/andryieo/ https://www.instagram.com/btygmanagement/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 107-117 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 115 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 6. reduplication of words no data 1 bersama putri muslimah asia, malaysian beauty with brain, host and actress miss uyaina @uyainaarshad . yana, kak rose pinjam mahkotanya.. feeling2 jer. miss mak mak asia.. or maybe miss cengeng asia !! 2 good monday morning beautiful people!! single baru 'happy aja' ciptaan kang endang raes. enjoy and happy happy always 😘😘😘 from the example above, it shows there is the insertion of word reduplication as stated in underlined marks. in number 27, the underlined word “feeling2” in indonesian refers to “feeling-feeling” shows a reduplication word. while, un number 67, the underlined word “happy-happy” also show a reduplication word. discussion a code may be a language or a variety or style of a language; the term code-mixing emphasizes hybridization. mixing probably occurs to some extent in the speech of all bilinguals so that there is a sense in which a person capable of using two (ngabu, 2006). based on the analysis of the code-mixing, the writer finds some kinds of code-mixing found in rosalina musa’s instagram captions. the table analysis of type code-mixing is as follows: table 7. code mixing in instagram’s post type of code mixing data percentage word 152 53.33 % phrase 113 39.65 % clause 12 4.21 % hybrid 6 2.11 % repetition/reduplication 2 0.70 % from the table above, it shows an outer code-mixing found in rosalina musa’s instagram captions. it blends or mixes a native language with a foreign language. from the definitions stated, there are some types of code-mixing found in rosalina musa’s instagram captions; they are the example is the english language is mixed with the indonesian language. the forms of code-mixing usually appear in word, phrase, clause, hybrid, and repetition/reduplication. in a word, there are 152 data or 53.33 %. in a phrase, there are 113 data or 39.65 %. in the clause, there are 12 data or 4.21 %. in a hybrid, there are 6 data or 2.11 %. while in repetition/reduplication, there are 2 data or 0.70 %. it also shows that the most dominant type of code-mixing found in rosalina musa’s instagram captions appears in the word. the insertion of words here means the language unit that stands on its own; it consists of free morpheme and bound morphemes. the words include some part of speech or word class, for example, noun, adjective, verb, conjunction, and adverb. conclusion instagram usually used by many people; one of them is a celebrity or a singer, for example, rosalina musa. roslina binti musa was a singaporean dangdut singer. https://creativecommons.org/licenses/by-sa/4.0/ https://www.instagram.com/uyainaarshad/ fitria an analysis of code mixing used by a singaporean singer in instagram’s caption 116 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) this study is to find out the type of code-mixing and the most dominant type of code-mixing used by rosalina musa in instagram’s caption. there are some types of code-mixing found in rosalina musa’s instagram captions; the example is the english language is mixed with the indonesian language. the forms of codemixing usually appear in word, phrase, clause, hybrid, and repetition/reduplication. in a word, there are 152 data or 53.33 %. in a phrase, there are 113 data or 39.65 %. in the clause, there are 12 data or 4.21 %. in a hybrid, there are 6 data or 2.11 %. while in repetition/reduplication there are 2 data or 0.70 %. it also shows that the most dominant type of code-mixing found in rosalina musa’s instagram captions appears in the word. the insertion of words here means, there is an insertion part of speech or word class, for example, noun, adjective, verb, conjunction, and adverb. references bhatia, t. k., & ritchie, w. c. (2008). the handbook of bilingualism. john wiley & sons. bowen, g. a. (2009). document analysis as a qualitative research method. qualitative research journal. https://doi.org/10.3316/qrj0902027 choudhury, m. (2018, november 1). cracking code-mixing—an important step in making human-computer interaction more engaging. microsoft research. https://www.microsoft.com/en-us/research/blog/cracking-codemixing-an-important-step-in-making-human-computer-interaction-moreengaging/ delamont, s. (2012). handbook of qualitative research in education. edward elgar publishing. ferreira, n. m. (2019, july 3). 300+ best instagram captions for your photos & selfies. oberlo. https://www.oberlo.com/blog/instagram-captions kasoema, a. r., & amri, z. (2016). code mixing used by radio broadcaster of pesona fm on radio program of song request. e-journal english language and literature, 5(1), article 1. http://ejournal.unp.ac.id/index.php/ell/article/view/7439 khullar, p. (2018, february 6). difference between code mixing and code switching. languagelinguistics. http://languagelinguistics.com/2018/02/06/difference-code-mixing-codeswitching/ liu, p. (2008). code-switching and code-mixing. grin verlag. http://www.grin.com/en/e-book/92496/code-switching-and-codemixing#inside moreau, e. (2020, january 22). everyone’s using this app called instagram... what is it? lifewire. https://www.lifewire.com/what-is-instagram3486316 muysken, p., muysken, b. a. s. f. m. in the i. for g. l. p., & nijmegen), p. c. m. (hoogleraar a. k. (2000). bilingual speech: a typology of codemixing. cambridge university press. ng, b. c., chin, n. b., & wigglesworth, g. (2007). bilingualism: an advanced resource book. taylor & francis. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 107-117 doi: 10.31002/metathesis.v4i2.2250 p-issn: 2580-2712 e-issn: 2580-2720 117 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) ngabu, n. (2006, may 15). code switching and code mixing. jamiiforums. https://www.jamiiforums.com/threads/code-switching-and-codemixing.26293/ nordquist, r. (2019a, june 28). learn the different types of clauses and how to use them in grammar. thoughtco. https://www.thoughtco.com/what-isclause-grammar-1689850 nordquist, r. (2019b, july 3). all about words in english. thoughtco. https://www.thoughtco.com/word-english-language-1692612 nordquist, r. (2019c, august 9). what are the different types of phrases in english grammar? thoughtco. https://www.thoughtco.com/phrasegrammar-1691625 rasul, s. (2013). borrowing and code mixing in pakistani children’s magazines: practices and functions. rini, d. a. c., & rustandi, a. (2018). code mixing analysis on teacher’s and students’ classroom interaction of ice breaking session. jurnal siliwangi seri pendidikan, 4(2), article 2. http://jurnal.unsil.ac.id/index.php/jspendidikan/article/view/514 wikipedia. (2020). repetition (rhetorical device). in wikipedia. https://en.wikipedia.org/w/index.php?title=repetition_(rhetorical_device) &oldid=941345978 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 93-102 doi: 10.31002/metathesis.v5i1.3420 p-issn: 2580-2712 e-issn: 2580-2720 93 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) a comparative analysis of the conversational elements in coleridge’s ‘frost at midnight’ and al-sayyab’s ‘marha ghailan’ taymaa hussein kheirbek* department of english language, college of education, charmo university alsulaimanya, iraq taymahusseinali@gmail.com* *corresponding author received: 19 november 2020 revised: 02 may 2021 accepted: 25 may 2021 published: 5 june 2021 abstract the conversation poem is a genre of poetry mostly associated with samuel taylor coleridge. it is usually characterized by being personal, emotional in nature, and often drawing on real events from the poet's life. this paper presents a comparative study of the conversational elements in s. t. coleridge’s ‘frost at midnight’ and badr shaker al-sayyab’s ‘marha ghailan’. similarity in focus, content, and style are going to be studied. in addition to that, certain points are going to be discussed and compared like; the minimalistic setting, the subjective experiences of both poets, the role of nature, the use of religion and myths, and the role given to the conversational partners. keywords: arabic poetry, english romantic poetry, free verse, conversation poetry introduction the experience of being a father is not something that can be easily put into words. therefore, any attempt to do so should be celebrated like s. t. coleridge ‘s ‘frost at midnight’ and badr shaker al-sayyab’s ‘marha ghailan’. they succeeded in turning the very special moments they spent with their sons, hartley and ghailan, into beautiful poems. they tended to present this experience as the ultimate pleasure in life which inspired them and immortalized their feelings as fathers for many generations after them. the poems, whether intended by the poets or not, can be considered as reminders of the fathers’ genuine love to their sons. samuel taylor coleridge, born in england 1772, is not only a notable poet but a prominent critic and one of the pioneers of romanticism whose writing is considered highly important. the principles of the french revolution cast its shadow on his personality as well his works. in addition to that, he fell under the spell of kant’s and schlegel’s philosophy and it dominated his more recent theoretical writing (wynne davies, 1989). https://creativecommons.org/licenses/by-sa/4.0/ kheirbek a comparative analysis of the conversational elements in coleridge’s ‘frost at midnight’ and al-sayyab’s ‘marha ghailan’ 94 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) bader shaker al-sayyab was born in albasra, south of iraq (1926). he lived a very strenuous life that ended with his death by sickness, poor and alone. he was highly influenced by the political turmoil that iraq suffered from at that time. between being a communist for eight years and then turning to be one of its main enemies, al-sayyab witnessed all kinds of suffering. however, the result was a large literary output in which he wrote about love, politics, and society (awath, 1987). despite the fact that there are 154 years separating between both poets, the influence of coleridge and other romantic poets existed heavily in arabic poetry in the beginning of the twentieth century. the pioneers of arabic romanticism were al-shaby in tunis, ali mahmood taha and ibrahim naji in egypt, and elyas abu shabaka, gubran khalil gubran, and apollo group led by khailil mutran in lebanon. like western romanticism, they called for individualism in poetic expression and insisted on presenting the poet as the individual creator who is gifted with a special talent, sensibility, and capable of creating a unique interaction with nature and the universe (abbas, 1971). iraqi romanticism was just an echo to the arabic romanticism. al-sayyab and other poets who belonged to the same generation were influenced by the end of world war ii and its reflection on iraq and other arab countries. as a result, romantic poetry was their way to answer the needs of the educational and mental framework of that time (tawfeeq, 1979). this can be clearly identified in free verse which started in iraq after world war ii. it succeeded in shaping new positive values by addressing various themes like freedom and love. it is significant to mention that free verse is a reflection of the era itself, since it appeared in a time when arab countries started to gain independence. thus, poetry found its way to prove its free style. the new general mood was in need to new methods, presented in a realistic poetry to face problems and a free one to handle them in an innovative way (boullata, 1987). al-sayyab read frequently about arabic traditional heritage, the bible, and mythology. he was also interested in arabic romantic poets, like the lebanese ilyas abu shabaka and the egyptian ali mahmood taha. he was specifically influenced by ilyas abu shabaka who is well known of revolting against metric in poetry and of using local myths in his poems (ali, 1978). as a student of english literature, al-sayyab had the opportunity to study the most prominent english poets. he was influenced by the english romantic poets like wordsworth, shelley, and keats. not only he translated some of their works and incorporated them in his work, but he dedicated poems to them (baidoun, 1991). his poetry primarily went through four distinct phases: romantic poems 1934-1984, realistic poems 19491955, the tammuzian poems 1956-1960, and subjective personal poems during his illness 1961-1964 (allush, 1971). this paper aims at discussing and comparing the conversational elements in s. t. coleridge’s ‘frost at midnight’ and badr shaker al-sayyab’s ‘marha ghailan’ like the minimalistic setting, the role of the conversational partners, the role of nature, and the image of city versus countryside. besides, it shows if there are any influences by coleridge’s poetry on al-sayyab’s. it also reveals a lot about the reasons behind writing these poems. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 93-102 doi: 10.31002/metathesis.v5i1.3420 p-issn: 2580-2712 e-issn: 2580-2720 95 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) many critics examined al-sayyab’s poetry from a social perspective like albasri who argued that the poet’s work documented the reality of the political and historical conditions of iraq in the twentieth century (2014). others studied the myth in his poetry which presented a a clear image of nationalism and patriotism. this can be seen in de young ‘s study who suggests that the use of myth is a technique to integrate the personal with the political (1993). psychoanalytic criticism has also been applied on al-sayyab’s poetry. abood and ali are among the important critics who studied al-sayyab’s poems, showing the poets’ feelings, emotional states, and desires (2018). the postcolonial studies are also present in his poetry criticism. majeed, jones and samarrai studied his employment of the mesopotamian symbols found that they are considered a kind of resistance to the occupier and to try to present the iraqis as the owners of their land (2018, 2013,2014). neimnehand al qaisi (2015) discussed the romantic influence on his early poems while rihan‟s (2015) comparative study discussed al-sayyab‟s influence by eliot‟s poem ‘the west land’.the conversational elements in al-sayyab’s poetry have not been tackled before. these elements can be found in coleridge’s poetry who is considered a pioneer. these elements are presented through the father-son relationship which unifies both poems and paves the road to a well-structured comparison. research method the study follows the main rules of the american school of comparative literature which emphasizes the transitional and interdisciplinary nature of literature. it mainly compares the texts produced by different national literatures, taking into consideration the common aesthetic values and the universal laws in literature and literary development. steven totosy de zepetnek ‘s book comparative literature: theory, method, application is also used for applying comparative study on literary texts. it contains a wide range of topics on the art of comparative literature (1998). this paper presents a comparative study of s. t. coleridge ‘s ‘frost at midnight’ and badr shaker al-sayyab’s ‘marha ghailan’. the conversational elements in both poems are studied, discussed, and analyzed. these elements are considered main parts of the formal designs of this kind of poetry. among the most important ones are the subjective experiences and the internal dialogue of both poets, minimalism in setting, the rondo effect, the active role of nature and mythology, and the use of repetitive images. the results of the comparison will show if there are any similarities between both poems and if one of them might have influenced the other. findings and discussion ‘frost at midnight’ and ‘marha ghailan’ belong to the conversation poems. conversation piece in common is a form of poetry characterized of being formal in tone, since it shows a personal mood. however, the subject matter can be serious sometimes. horace and pope wrote this kind of poems, but the two poets who have excelled at them were william wordsworth and s.t.coleridge (cuddon, 1998). conversation poems are known to have hermeneutic consequences by containing narrative elements and characters to whom readers may relate in a combination of both identification and difference. this kind of poems do not have proper plots, since they present fragments of plot (a single episode of the poet’s life). it naturally assumes the character to be an intersubjective construct with whom readers positively identify and get involved in the text (rajan, 1990). written in 1798, ‘frost https://creativecommons.org/licenses/by-sa/4.0/ kheirbek a comparative analysis of the conversational elements in coleridge’s ‘frost at midnight’ and al-sayyab’s ‘marha ghailan’ 96 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) at midnight’ is considered as one of coleridge’s most successful conversational poems. its primary source is the poet’s own experience on a cold february night (hill, 1985). john cornwell (1973) states that this period of coleridge’s life can be adequately described of being calm. he spent most of that time with his wife and son, hartley. ‘marha ghailan’ is one of two published poems written by al-sayyab to his son ghailan around 1960. it indicates a strong connection between the image of his son and the symbols of death, resurrection, and fertility, since humans consider having children is a form of immortality and defeating death. the poem is divided into six stanzas; each of them starts with ‘baba, baba’ ‘daddy, daddy’. there is a philosophical argument about the key concepts of life and death which relates the six stanzas together (al-dhaher, 2007). both poems are distinctive for including a subjective experience which is being told to a silent listener. in ‘frost at midnight’, hartley, coleridge’s infant, represents his surrogate. he starts the poem addressing him by lamenting on his physical and emotional sense of imprisonment in the city. he expresses his joy that his son will be able to enjoy nature’s blessing in a more pastoral life than himself. coleridge also longs for childhood’s innocence. hartley is a silent listener who turns the poem into a monologue rather than a conversation. jan plug (1993) suggests this poem can be described as a self-conversation meditative monologue. while in al-sayyab’s poem, the first words are ‘daddy, daddy’ uttered by ghailan calling his father. al-sayyab turns the poem more into a conversation by involving his son and building the rest of the poem on his calling. both sons, hartley and ghailan, are in bed witnessing their fathers’ mediation on nature, politics, and life. minimalism characterizes both poems where setting plays a substantial role. in ‘frost at midnight’, coleridge begins by describing the frost in a very silent surrounding where he sits in his cottage looking at his sleeping baby and listening to the owl’s cry. he enjoys this tranquil solitude which the baby’s presence does not break, since he is sleeping. coleridge tells his readers that this quietness provokes mediation ‘tis calm indeed! is calm, that it disturbs/and vexes meditation with its strange/and extreme stillness’ (coleridge). this exactly exemplifies william wordsworth’s definition of poetry as "the spontaneous overflow of powerful feelings: it derives its origin from emotion recollected in tranquility" (1800, p.8). in ‘marha ghailan’, readers are engaged in the same minimalist setting where the poet addresses his son in the dark. he describes the voice of ghailan calling him as a drizzle flowing while he is about to sleep. then, he imagines himself swimming in this blessed and scented rain water ‘at bottom of buwaib, i lie on a bed of its sand, on its scented mud / and the blood from my veins is disgorging into its freshwater, so as to resuscitate all palms ‘roots (al-sayyab, 2016, p.12). another characteristic of the conversation poems is starting the poem with physical and emotional solitude and ending it with a similar physical solitude accompanied with an emotional enlightenment. in ‘frost at midnight’ coleridge employs the image of ‘dying flame’ to refer to his state of mind. peter barry asserts that he wanted to describe the ‘directionlessness in his thinking’ (2000, p.620). barry further explains that this metaphor is a representative to his ’idling spirit’. coleridge enjoys this midnight solitude although he found it disturbing at first. he gradually feels subdued to his own thoughts. identically, al-sayyab starts his poem https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 93-102 doi: 10.31002/metathesis.v5i1.3420 p-issn: 2580-2712 e-issn: 2580-2720 97 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) with the same physical solitude in which he is meditating with the presence of his son. even though ghailan is calling him, he sails away in his dreams. he mentions that the darkness is surrounding them, while he rests next to his son’s bed. both poets remember their birthplace village. it represents a beautiful past which they hope to relive. their experience of living in the city can be described as being bitter and frustrating. the village is usually mentioned when the poets want to represents their feeling of loss in the city. it also represents origins and the traditions in contrast to the city which represents modernism. coleridge compares between his own memory of school days and his son’s future education. this memory takes him back to christ hospital’s school where he used to spend his time absent-minded, remembering his birth place. ottery st mary, a beautiful town in east devon, stayed alive in coleridge’s memory in his most boring days in school. he recalled how he spent long hours gazing at the sky. these memories reveal his happy past, presented by his town’s people, his aunt, and his sister ann (hill, 1985). my babe so beautiful! it thrills my heart with tender gladness, thus to look at thee, and think that thou shalt learn far other lore, and in far other scenes! for i was reared in the great city, pent 'mid cloisters dim, and saw nought lovely but the sky and stars. (coleridge) then, he expresses his relief that hartley is going to get a different education amid the beauties of nature. coleridge spent the first nine years of his life in devon. remembering his home town revives hope in his heart, since living in the city gave him a sense of unhappiness. he kept longing for one of his relatives to appear while pretending to study (davidson). he says in the fourth stanza: but thou, my babe! shalt wander like a breeze by lakes and sandy shores, beneath the crags of ancient mountain, and beneath the clouds, which image in their bulk both lakes and shores and mountain crags: so shalt thou see and hear the lovely shapes and sounds intelligible (coleridge) in ‘marha ghailan’, jaykor is more than a village for the poet. it represents a book, through reading it and reflecting on its meaning, he is able to grasp various dualities in life such as; the remarkable contrast between the city and the countryside, childhood and adulthood, death for resurrection or death for the sake of dying, mother or wife, present or future, and belief or atheism. he adequately describes the village as big as the universe where its greenness prevails to cover it as a whole. jaykor also stands for a nation. its resurrection stands for the liberation of iraq. he presented it as a mythical symbol of life, death, and resurrection. when it is green, it means the whole country is full of life, while when it is oppressed, it represents death and destruction. he used it as an image opposite to the city. it is usually related to the images of growth and fertility, while the city carries images of death, loss and destruction. therefore, jaykor function as a metaphor for a https://creativecommons.org/licenses/by-sa/4.0/ kheirbek a comparative analysis of the conversational elements in coleridge’s ‘frost at midnight’ and al-sayyab’s ‘marha ghailan’ 98 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) utopian pre-colonial past and at the same presents a contrast to the immoral modernity of urban landscapes (jones, 2013). ‘marha ghailan’ stands as a notable exception among al-sayyab’s published poems at that time, because the poet presents jaykor as solution for the misery of the world. it is resurrected in his poems every time he finds himself far from it. it also held his childhood after he became an orphan which makes it a symbol of motherhood. it is interesting that the poet succeeded in presenting this little village to the world and revives it forever in iraqi literature. rondo effect is one of the unique characteristics of the conversation poem. it exists in both poems as it starts with present time, then shifts to the past, and finally returns to the present. in ‘frost at midnight’, coleridge begins with the moment of speaking at night which naturally provokes him to meditate and remember his schooldays in the past. finally, he returns to the present and feels delighted for knowing that his son will live and be surrounded by nature. in ‘marha ghailan’, alsayyab’s profound sense of happiness and gratitude is provoked by his son calling him at night, while he is about to sleep next to him. then, he delves into a state of melancholy instantly recalling the past and presenting his country’s suffering in mythical images. the concluding stanza brings back the sense of hope and happiness, when the poet wishes a better present for his dear son. the active role of nature is significant in both poems. coleridge, as a romantic poet, sincerely believed in the extraordinary power of nature. for him, to grow up surrounded by natural scenery leads to the calmness of mind and soul. he eloquently states that all moments in nature will be sweet to his son. trying to visualize hartley see and listen to divine nature’s eternal language makes him certain that he will get the best education. the freedom he enjoys in the peaceful countryside is unlimited. he can wander like a breeze, visiting the lakes and the mountains. by linking the past with the present, he explicitly expresses his hopes to his son’s future. nature remains the teacher and the reliable guide there, opposite to the boring education people get in schools ‘of that eternal language, which thy god/utters, who from eternity doth teach/himself in all, and all things in himself. great universal teacher! he shall mould/thy spirit, and by giving make it ask’ (coleridge). coleridge was highly influenced by berkley’s philosophy. his impact of nature as a divine visual language on the poet is clear. berkley’s philosophy is based on the theory that nature exists to be seen because god ‘s aim of creating it is to be a means of communication with human beings. he considered nature as a divine visual language (bewell, 2012). he states, ‘we see our god everywhere— the universe in the most literal sense is his written language”; “all nature is . . . beautiful because its every feature is the symbol and all its parts the written language of infinite goodness and all powerful intelligence’ (coleridge, 1971, p.339). the holiness of nature is seen as a unique kind of communication. god is teaching himself through things. it is the eternal language that he continually utters. coleridge’s belief in nature as being holly and sacred influenced his poetry. for him, nature’s infinity is revealed in its various forms (griggs, n.d.). while coleridge found in nature his son’s mentor, alsayyab fills his poem with natural elements mixed with mythological symbols. ghailan’s calls for his father are considered the trigger that starts the happy images. the poet sees himself in the riverbed of buwaib which flows to turn the familiar surrounding into an evergreen https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 93-102 doi: 10.31002/metathesis.v5i1.3420 p-issn: 2580-2712 e-issn: 2580-2720 99 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) scenery. the poet is harmoniously united with the river, both flows through the other. this unity takes both of them to bequeath life to the date palms through watering them. one of the most significant symbols in jaykor is buwaib. the poet employs it in a nostalgic way to create a lively scene ‘at bottom of buwaib/i lie on a bed of its sand, on its scented mud/and the blood from my veins is disgorging into its freshwater, so as to resuscitate all palms‘roots’ (al-sayyab, 2016, pp.1112). al-sayyab is not only known for his heavy use of mythology, but also of using it in new ways and included new meanings in it. through it, he sincerely wanted to create a new world where humans are respected. he eagerly sought for what can enrich his poetry. this leads him to use the myth, since it is full of symbols. another critical fact is that he tried to present humans’ souls with all their grand ambitions, desires, and problems. this is a way to present the public through the individual (ali, 1978). the poet presents himself as baal, the universal god of fertility. he is also called the lord of earth and the lord of rain and dew in canaan mythology. locked in a mortal combat with mot, the god of death and sterility, baal’s triumph guarantees a seven-year cycle of fertility, while his vanquish leads to seven-year cycle of drought and famine (augustyn et al, 2020). baal is presented in the poem wandering and gently spreading his soul to the leaves and fruits around him. an image full of life and fertility which shows his triumph over mot. the stanza ends with the same image it starts with. the poet says that he melts in his own happiness and sleeps in the riverbed again (abbas, 1971). the poet’s soul transmitted into his son’s to grant him life. i am baal: who walks on water, whose soul diffuses into the leaves and the fruits. ............................................................. oh musical ladder, which desire is in your mind? (al-sayyab, 2016, p. 12) the mythical images of rebirth and death are usually symbols of his own rejection to injustice and tyranny. similarly, alsayyab intentionally uses mythological symbols of rebirth and growth to refer to hope towards a better life. he identified his suffering with that of sisyphus. the cycles of life are presented in his non-ending suffering, carrying his rock and ascending the mountain. the myth of sisyphus is used as a symbolic depiction of the tragedy of life that keeps repeating in variant forms and shapes (al-dhaher, 2007). through this line, ‘i see my beginning in my ending’ al-sayyab mentions the cycle of life starting with his grandfather who passed away the same year, through himself, ushering a new life with his son ‘sisyphus rolls it uphill, then it rolls/ downhill along with your collapse’ (al-sayyab, 2016, p.12). tammoz is another notable example of the use of mythology. he is the god of fertility who embodies the power of new life in nature. al-sayyab uses tammuz to display how the weak can defeat the strong ‘tammuz has returned with every ear of grain that plays with every wind’ (ibid). he depicts tammuz returning and carrying wheat. although the wheat is weaker than the wind, it tries to manipulate it. here, the poet turns the logic of things upside down and presents the powerless as making fun of the powerful (al-dhaher, 2007). https://creativecommons.org/licenses/by-sa/4.0/ kheirbek a comparative analysis of the conversational elements in coleridge’s ‘frost at midnight’ and al-sayyab’s ‘marha ghailan’ 100 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) in ‘marha ghailan’, al-sayyab implicitly hopes to be cured from his illness. in the beginning of the last stanza, he appears to be lost. christ appears to be in a static state where the earth is nothing but a prison full of images of torture like pain, blood, and iron. he is no more a symbol of resurrection, since chaos is everywhere. the sun, which is a symbol of warmth and light, is cold and dark. his son calls him and heralds that the christ has come to revive him ‘daddy...‖ messiah's hand seemingly to be there, dead skulls seemingly, bud in the tomb’ (al-sayyab, 2016, p.12). the poet believes in resurrection which enables him to defy the images of death. ghailan represents the poet’s eternity in life. his revival lies in his son’s existence. as a result, the tone of the poem changes to be more hopeful. pleasant warmth triumphantly enters his iron prison, youth runs in his blood, and nature is green again like in the beginning of the poem. the end of the poem accurately represents the poet’s hope for a better future. coleridge, on one hand, uses similarities to enrich the poem with numerous images through including repetitive figures. at the beginning of the poem, the poet echoes the voice of the owl, the cry of which ‘came loud’ and ‘again! loud as before’ when he repeats his vision on ‘sea, hill, and wood/this populous village! sea, and hill, and wood, /with all the numberless goings-on of life’(coleridge). another image is the grate of the fireplace which can be seen as similar to the bar on the school window, since both of them symbolize the confined emotions of the soul and the desire to get the freedom of thought and connection with nature (kardos, n.d.). on the other hand, al-sayyab uses the opposites which show the high-level artistry in his poem. these opposites reveal his changing mood which is reflected on his sensitive character. he uses the images of darkness and light, and death and resurrection (symbolized by jesus). the sun is mentioned twice in two opposite ways. the first one is as a symbol of cold “and the sun wails in the paths/i am cold, while the sky is full of snow’, while the second as a symbol of warmth ‘daddy, daddy, from which sun did your warmth come, from which star in the sky? slips to the iron cage, so tomorrow sprouts in my blood?’ (al-sayyab, 2016, p. 12). conclusion the poets’ companionship of their sons brought real joy and solace to them. through it, they explored their relationship with their surroundings. it is not easy to prove that al-sayyab was directly inspired by coleridge’s poem, since he has never mentioned this. however, he studied english literature and was undoubtedly influenced by the romantic poets, so it is possible that he has read ‘frost at midnight’ and tried to write a similar poem later. the similarities between both poems outcount the differences. they both end with optimism, joy, and belief in a better future. it is their earnest desire that their sons live closer to nature where they can treasure their fond childhood memories forever. references abbas, abduljabar (1971). al-sayyab. dar alshuoon althakafia. abood, n. k., & ali, s. k. 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(1998). comparative literature: theory, method, application. amsterdam. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 2, october 2020 pp 217-231 doi: 10.31002/metathesis.v4.i2.2801 p-issn: 2580-2712 e-issn: 2580-2720 217 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) educational policy: voices from local english teachers and students towards national exam in yogyakarta laser romios1*, nindya primandita kristianingrum2, novilda angela saragih3 1,2,3 universitas negeri yogyakarta, jl. colombo no.1, karang malang, caturtunggal, kec. depok, kabupaten sleman, daerah istimewa yogyakarta 55281 1 laserromios@gmail.com*; 2 nindyaprmdt@gmail.com; 3 novildaangelas@gmail.com *corresponding author received: 24 july 2020 revised: 4 november 2020 accepted: 4 november 2020 published: 15 november 2020 abstract this study is aimed at exploring the voices of english teachers and students of a state senior high school towards the national exam policy and its implementation in indonesia. several theories of psychology and language learning were applied in this study as the theoretical framework. this study used a descriptive qualitative method. the participants were chosen by purposive sampling technique. the data for this study were garnered through a focus group discussion (fgd) conducted to the selected twelfth-grade students and semi-structured interviews done to two english teachers. both data were analyzed descriptively. upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of national exam (ne) policy in indonesia; and (2) unintended impacts of ne policy on teaching and learning activity, students’ motivation, and english language learning and curriculum. this study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the ne is implemented at the school level. keywords: english language learning, educational policy, national exam, students’ voices, teachers’ voices introduction high-stakes tests are tests that are nationally standardized – where the problems and the answer keys are made by the central government working together with some designated campuses. national exam (ne) is taken by those sitting at grade 6 (of primary school), grade 9 (of junior high school), and grade 12 (of senior high school). lately, such a high stakes testing program has come under fire as students and parents started wondering about the goals and effectiveness of it. https://creativecommons.org/licenses/by-sa/4.0/ romios, kristianingrum, saragih educational policy: voices from local english teachers and students towards national exam in yogyakarta 218 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) they challenged the impact of it towards educational quality and progression – which has skewed a particular notion to the public at large. in addition, the main goals of ne are to measure the quality of education and to categorize the performance of schools across the country. ne sets considerable standards to be achieved by districts, schools, teachers, and students, so at the same time, it can trigger the improvement process in school, system, and teachers to be more accountable. correspondingly, debard and kubow (2002) in jones and egley (2004) point out that through this kind of testing, the school will benefit in aligning the curriculum between grades and identifying the weak point of the curriculum, as well as raising educator’s awareness regarding educational outcomes. the idea that ne is meant to map up the quality of education across the nations may seem instrumental and beneficial enough. the government can then identify which schools need help, leaving education fairness and equality more widely trickling down to the farthest region. the school's physical buildings and the teachers can be improved afterward. nonetheless, such annual ne comes at all costs. here are some pitfalls caused by national exam in indonesia. first, its validity still draws a big question out in the open. to demonstrate, there were several students who performed well at school – and yet they failed the national exam. one of them was gita saraswati (merdeka.com, 2013). she studied at a state senior high school in medan city, ranking top 5 from grade x through grade xii. she believed she did not deserve such failure and that she kept suing the local education department to find out what went wrong with her score. such a phenomenon triggered an outcry from the public, including educators, education practitioners, and other concerned individuals. ne has put a mental strain on the students as they think it will be the end of the world if they fail the exam. similarly, the teachers are also overwhelmed with the teaching and learning activities as they realize that they have to narrow down the materials they are teaching to their students. the other problem that also puts the trustworthiness of ne at risk is that many irresponsible individuals deliberately capitalize on it by selling bogus answer keys to gullible students (tarigan, 2015). this alone erodes morality in the circle of education – which contradicts the purpose of education itself. some studies are focused on the relevancy of ne and educational quality improvement. pranata, pitoewas, and nurmalisa (2017) claim that ne improves education quality in indonesia. they suggest that the positive impacts of ne are: 1) providing data on students’ learning achievements, 2) providing data for determining the students who have graduated from junior high school and who will continue to study to senior high school, and 3) providing data that will be used as an assessment for the future school admission requirement. on the other hand, some studies oppose such findings. hadi and arwan (2011) reveal that there are a few weaknesses found in ne, which include: 1) education disorientation, 2) meaningless learning process, 3) unfair ways of meeting standards, 4) non-holistic testing method, 5) less objective graduation determinant, 6) unfair students’ performance indicator, and 7) hindering disadvantaged students from getting access to quality education. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 2, october 2020 pp 217-231 doi: 10.31002/metathesis.v4.i2.2801 p-issn: 2580-2712 e-issn: 2580-2720 219 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) due to the strict requirements of ne, teachers at school are trying to specify their teaching materials to what is tested. hadi and arwan (2011) conclude that education disorientation has been rampantly happening across schools in indonesia. schools limit their teaching materials, which focus only on what is tested in the ne. they also push students too far to concentrate only on the subjects that will be tested, such as math, english, and indonesian. the rest of the lessons are taken for granted, being considered as only a complementary lesson. further, the teaching and learning activities are boring and discouraging, as the teachers keep having them drill the materials at all times. this implies students’ 4 english skills – speaking, reading, writing, speaking – are not equally explored and developed. the form of a multiple-choice question does not improve their productive skills, such as speaking and writing. the test itself is all about text genres with the questions mostly in the reading part. thus, this study is expected to answer some inquiries: what are the voices of teachers and students towards ne concerning english language learning?. this study explores and elaborates on the views of two local english teachers and three students of a state senior high school in yogyakarta – indonesia. method the study used a descriptive qualitative design to describe students’ and teachers’ voices towards an education policy of ne. a purposive sampling technique was employed in this study to select the respondents. during the data collection, the researchers went to a state senior high school located in yogyakarta. prior to data gathering, the researchers estimated what school could represent other schools in general. the school at which the researchers conducted the study is a middle-end school; it is not too favorited nor too far-flung from the city, suggesting the status is average. further, the participants were chosen based on the criteria that have been made before. the criteria for the teachers are: 1) they have to be english teachers, 2) they have had at least five years of teaching experience, 3) willing and available for interview. one male and one female english teacher were chosen for this study. as for the students, they should: 1) already sit in the 12th grade, 2) willing and available for a focus group discussion (fgd) session at a scheduled time. to add, the researchers took participants from one female and two male students majoring in science and social science who sat in the 12th grade at the time of the data collection. the data collection was carried out using a semi-structured interview with english teachers and an fgd session with students at alpha school on 15 – 17 january 2020 in yogyakarta. to support this technique, hancock, ockleford, and windridge (2009) claim that a semi-structured interview is more like an openended process which allows both of interviewer and interviewee to explore a particular area of the topic in details, so it opens opportunities to capture deeper understanding in certain parts of the topic. the semi-structured interview conducted within this study lasted around 10 to 20 minutes for each teacher. the researchers used an interview protocol to make the participants relaxed and open to the questions asked. such fgd lasted about 40 – 50 minutes. https://creativecommons.org/licenses/by-sa/4.0/ romios, kristianingrum, saragih educational policy: voices from local english teachers and students towards national exam in yogyakarta 220 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the data garnered were analyzed through within-case along with cross-case analysis. the interviews and fgd were recorded with a mobile phone – and then the audio recordings were then transcribed by the researchers. ritchie and spencer in bryman and burgess (2002) assert that qualitative data analysis engulfs some processes namely defining, categorizing, theorizing, explaining, exploring, and mapping. hence, following transcription were data reading and data re-reading as a part of coding process. coding can be useful to deeply understand who says what and what topic is being brought up. the researchers kept the names of the participants and the name of the school shadowed by using pseudonyms. the school is named alpha school, and the teachers are alice and brian, while the students are adam, bruce, and clara. such pseudonyms are used to prevent risks that may happen to them. table 1 and table 2 below, elaborate on the participants in detail. table 1. teachers’ profile teacher school school category gender employment status english teaching experience (years) alice alpha state female full-time 25+ years brian alpha state male full-time 25+ years table 2. students’ profile students school school category gender grade study program adam alpha state male 12 science bruce clara alpha alpha state state male female 12 12 science social science dicicco-bloom and crabtree (2006) say that ethical issue in interview involves the anonymity of the interviewee which should be protected due to their role in a particular system, so the information they shared will not put them in a dangerous situation. the researchers first told the teachers and students that their identities would not be published in the paper upon completion. the interview and fgd were also done based on voluntarism. the trustworthiness of this study was founded upon research result sharing between the researchers and the participants. the participants were given the final result of the research and asked if what the researchers transcribed, analyzed, and concluded was correct and in line with their thoughts. in addition, they also gave the researchers feedback on the accuracy and credibility of this study. findings and discussion this study was aimed at exploring and elaborating the perceptions of local english teachers and students at a state senior high school in yogyakarta city towards ne in indonesia. the data collected indicated three main sub-themes, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 2, october 2020 pp 217-231 doi: 10.31002/metathesis.v4.i2.2801 p-issn: 2580-2712 e-issn: 2580-2720 221 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) including 1) negative voices towards the accuracy of ne policy and the implementation of ne in indonesia, 2) positive perspectives towards the accuracy of ne policy and the implementation of ne in indonesia, and 3) the pitfalls caused by ne policy on some aspects. negative perspectives towards the accuracy of ne policy and the implementation of ne reform in ne has always sparked pros and cons. some support it by saying that the old one is outdated and not reliable – while the new one is rather improved and holistic. at the same time, there are also people who want to have the government debunk the newly released testing system. they believe that the old one works well and is suitable for students. to this notion, brian sides with the government making the whole ne questions. he disapproves of the system where the ne questions are made by both the government and designated schools. below is the quotation of what he says. “i prefer the old ne system to the new one. a long time ago, the questions asked in the test were 60% created by the government and 40% by schools. in contrast, the schools now control such exam questions.” the drawback of the current system is that the students often have questions that are beyond what they have learned at school so far. for instance, a long time ago, students used to be taught a specific theme through reading texts under strictly specified vocabulary. when the assigned reading on “natural disaster: flood,” then the vocabulary was limited to a small number of related words. in contrast, the students now have to work hard to acquire and memorize as much vocabulary as they can in order that they will be able to answer the questions. this is because the reading passage is no longer regarding “natural disaster: flood”, in lieu of this, they will be given a reading passage concerning, “natural disaster: tornado.” the students are required to self-suffice their knowledge and vocabulary on their own outside the classroom. unfortunately, not all of them are as diligent and willing to do so. something like this issue – to some extent – causes students to be confused and at risk of guessing the answers, which may make them end up failing the test. students are now asked to do self-exploration and avoid relying on teachers. this could be related to what high order thinking skills (hots) are all about that are mandated by the schooling system. similarly, curriculum 2013 (therein called k-13) also raises serious problems for the teachers. many of them still do not understand what they should do in catering to k-13 goals. they simply keep teaching things in a way they used to do without considering what actually has to be taught to the students. nowadays, the educational assessment covers not only academic achievement but also behavior or attitude achievement. what seems to be bothering them more badly is that they also need to inculcate critical literacy and high order thinking skills through their english language teaching. all these are instrumental, yet they are still seen as demanding and burdensome. here is the comment made by alice. https://creativecommons.org/licenses/by-sa/4.0/ romios, kristianingrum, saragih educational policy: voices from local english teachers and students towards national exam in yogyakarta 222 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) “i believe most teachers are not well-informed on k-13. the ones who actually are well aware of it are those who are critical of k-13; they are the critical teachers if you will.” consequently, there needs to be more training and short courses for teachers in the hope that they will better understand what k-13 bears – and discern what it intends to target. otherwise, teachers may resort to the good old day curriculum, which is ktsp. the socialization of k-13 has been carried out by the government, but the result has not been trickling down to the broadest possible outreach. additionally, alawiyah (2014) concluded that entering the 2014/2015 new school year, the implementation of k2013 still faced a major obstacle that must be addressed immediately, namely the issue of teacher readiness as the key to successful implementation. the government has implemented some preparatory programs, but there are still some obstacles so that not all teachers have sufficient competence for implementing k-2013 due to some shortcomings in the training process. the training program is fairly short in time – while such tight duration is most commonly spent on training methods that are focused on lectures, theories, and instructor competencies. tilaar (2006) stipulates that the term “ujian nasional” (ne) raised by the ministry of education and culture of indonesia naturally attempts to evaluate the quality of education nationally through establishing a national education standard. thus, for improving the quality, there were some fundamental changes to the principles of the ne within years. for this year, ne is no longer admitted as the main instrument for students’ passing criteria. the passing criteria are determined by the teacher’s evaluation and students’ grades on their school examination. as the main principle of ne as a passing grade has changed, the level of difficulty of the materials has increased as well from the previous ones applied within the curriculum. this is shown by the statements made by brian. “i think that the questions in the ne are now rather difficult, especially in the reading section. what i mean by this is that the vocabulary range in a reading passage is not specified in a narrow scope. the students are given reading passage, and the vocabulary seems beyond what they have learned before. thus, they have difficulty completing such questions. a long time ago, it did not go this way. the students could guess the meanings of the vocabulary since the scope of it was narrowed down. that is what i think makes students have a hard time doing their test.” the statement made by brian indicates the increased level of difficulty in terms of the reading passages and the broader range of vocabulary included in the reading section, which is quite different from the ones used in the previous design of ne a few years ago. the students are not directed by the specified scope of vocabulary being taught by the teacher like they used to do anymore. in the current design of ne, the questions and reading passages provided require the students to maintain their critical thinking skills towards the existing international issues. the extended contexts of reading passages provided in the ne tend to improve the students’ higher-order thinking skills (hots) as a mode covering varied kinds of https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 2, october 2020 pp 217-231 doi: 10.31002/metathesis.v4.i2.2801 p-issn: 2580-2712 e-issn: 2580-2720 223 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) thinking such as systemic and critical thinking in overlapping levels above comprehension (miri et al., 2007). the paradigm shifts on the ne design, which belongs to high-stakes testing, is relevant to one of the theories underlying the dependence on high-stakes testing, which is the theory of alignment (abelmann & elmore, 2004). in this theory of alignment, there is an improvement in the major components of educational systems such as standards, curriculum, and assessments in a way that reinforces each other. here, the standard improvement that appears within the difficulty level of ne questions is relevantly influenced by the curriculum shifts made by the indonesian government and the adjustments made by the schools to prepare the students with relevant materials that are going to be tested in the ne. the change of ne implementation, which was paper-based test (pbt) to computer-based test (cbt) gets some responses from students. from the students’ perspective on the implementation of ne through cbt, there is a certain negative thing felt by them. adam said: “i prefer pbt to cbt. some of the reasons include computer screen radiation causing us to have a headache and eyesore and computer restricting our accessibility and flexibility – as touching a pen and writing things on paper is more physically enjoyable and handy. nonetheless, cbt ne has a bright side; it offers a handy mechanism in completing the questions. when we make a mistake, we can directly erase it by clicking undo. it cannot be done on pbt ne.” following up on that statement, the other students gave a similar view on the implementation of the cbt national exam. positive perspective towards the accuracy of ne policy and the implementation of ne regardless of some pros and cons of the new regulations and policies of ne, it gives also some positive impacts. the new policy about ne grading and result says that the score of the exam will not be the final decision and does not have a significant impact on students' final passing grade. this undoubtedly decreases the pressure and stress faced by students as the old policy did. the new policy makes the students not worry about ne. they prefer to be more focused on their preparation for university entrance exam or seleksi bersama masuk perguruan tinggi negeri (sbmptn). this is emphasized by adam. “it seems that we have little to no pressure as we no longer focus on the ne. we dedicate our concentration more to university entrance exam (sbmptn). our success in the ne will contribute to the school accreditation. the more we pass, the better the school accreditation will be.” according to solehah (2012), the previous policy of ne brought a negative impact on students’ psychology because it raised their anxiety about failure. their worries caused them to lose their self-confidence in doing the exam because they were afraid of failing and being unable to continue their study or career in the future (walgito, 2002) as cited in solehah (2012). there is also a belief that the https://creativecommons.org/licenses/by-sa/4.0/ romios, kristianingrum, saragih educational policy: voices from local english teachers and students towards national exam in yogyakarta 224 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) new version of ne implementation brings a positive effect on the students’ cheating habits. clara said: “cheating in ne has significantly disappeared due to the use of cbt. cbt prevents cheating from happening as the students do not have time to do so. we will be busy reading the questions on the pc screen and trying to answer them. the questions from us are different. besides, there are only a small number of students in a testing room, roughly around 20, suggesting we are kept monitored at all times. in brief, we no longer have the opportunity to cheat.” these statements prove that, despite lacking some elements in the new version of ne, it brings a positive impact on the students’ psychology. students feel no more worried about the exam, and they can do the exam confidently. pitfalls brought about by the implementation of ne curriculum of english the revision in the curriculum directly affects the english language teaching system. there is a duration reduction in many lessons, including english. the students used to have more than two days studying it at school. however, they now only have the opportunity to do the same only once a week. this, in return, creates an adverse drawback to the students’ english comprehension. logically, the more time the students have to study english, the better their understanding will be – and otherwise. conversely, alice states two statements in a row as follows. “duration reduction done by the government will and has negatively affected students’ english comprehension. they are short of time to study it since the hours are reduced, and the class is done only twice a week. i know some people might say that the students can always take an english course outside school. nevertheless, we have to remember that not every student is from the middle-upper economy class. taking an english course can be financially burdensome to some.” alice goes on to complain about the policy as is described below. “i am personally grappling with this english language teaching myself. i am struggling to meet the students’ needs by carrying out an extra english learning class, such as toefl preparation course. i do it at school.” it seems that what she says is not at all groundless. k-13 has allocated significantly less time for students to study english. lengkanawati (2015), setiyadi (2009), and putra (2012) maintain that elt time reduction has caused problems. english as a foreign language in indonesia also suggests that learners have scarce opportunities to practice their english off the classroom. therefore, it indicates that the policy on study time cut should be reconsidered as its influence is deemed causing more harm than good to the success of english language https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 2, october 2020 pp 217-231 doi: 10.31002/metathesis.v4.i2.2801 p-issn: 2580-2712 e-issn: 2580-2720 225 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) teaching – and the students’ future. the strategies in elt have also been impacted to some degree. in particular, english structures have been the main focus in elt by many english teachers in indonesia – and it may possibly be due the requirement of ne where grammar mastery is still central to elt (khafidhoh, 2017). students being able to take an extra english course outside school is something which has long been hotly debated. the teacher interviewed suggests that not every student is from middle – upper-class families, implying not all of them can pay for the course fees to compensate what is not taught at school. she further confirms that what she has been doing – which is teaching toefl at school to the students – does not resolve the problem yet. there is much that needs to be talked about and done to sort such issue out through a win-win solution. teaching and learning activity within teaching and learning activity, there are now more hurdles than there used to be before. one teacher maintains that k-13 set by the central government does not support an effective english teaching learning activity. the standards set are too high than what can be achieved by the students and what can be handled by the teachers. on the contrary, the timeframe given to the teachers is very limited. thus, the teachers solve this ordeal by condensing and squeezing the teaching materials tightly enough to reach the target and deadline they are imposed on. alice complains over such policy by saying: “the policy set in k-13 seems like a utopia to me. it imposes a very high standard on teachers within very limited time and space. we, teachers, do not have time to explore our teaching performance and develop the students’ potentials.” what alice means by this remark is that there are now more aspects to be taken into account now than before. the items include assessments in character education, high order thinking skills, critical literacy, and english skills. she would not have argued over this broad scoring system had they been allocated proportionate time to administer and manage everything. the problem lies in the time constraint and a huge load of work in the administration she has to endure all along. in this regard, they exhaust their time more on preparing their teaching assessment reports than exploring and developing students’ potentials. riwayatiningsih (2019) argues that strategies implemented in elt has to vary greatly, and one of the strategies can be through questioning technique. when done appropriately, it may help students improve their critical thinking skill. after observing and deepening in the form of group discussions, the researchers noticed that almost all the training participants found it difficult to apply the assessment system that was in this curriculum, especially the number of filling sheets that the teacher had to do. for example, when assessing spiritual attitudes and social attitudes, it will take up lots of time for teachers. the assessment of knowledge and skills that also require plenty of time – and all these will certainly be a burden on the teacher. for instance, a certified teacher with a 24-hour mandatory teaching schedule has a very complex schedule as follows. 24 https://creativecommons.org/licenses/by-sa/4.0/ romios, kristianingrum, saragih educational policy: voices from local english teachers and students towards national exam in yogyakarta 226 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) english lessons with six study groups multiplied by each study group will turn 30 students; then, there will be 180 students who should be handled by the teacher. with four aspects of assessment, it is multiplied by 180 students four times. the additional assignments for supervising teachers will be more overwhelming as there is also a descriptive assessment of report cards. concerning the english language learning, alice claims that she applies a combination of several teaching methods and alternates them for teaching due to the students’ learning needs and material designs. the material delivery is arranged in a way that it enables the students to get engaged within the material comprehension that has been set in the standard competence of the k-13. she pointed out how she manages her elt instructions used in the class, as stated within the statement below. “concerning teaching practices, i apply the task-based teaching method at times – and genre-based teaching method every other week. i alternate them regularly.” with this statement, alice portrays that she tries to apply a task-based teaching method and genre-based teaching method that may be regularly swapped as the objectives of each material design has been completely fulfilled. for this reason, badan standar nasional pendidikan (2006) says that the teacher maintains some cycles of genre-based approach, including building knowledge of text, modeling, and deconstructing the text, joint construction of text, and independent construction of text as it mainly aims at developing students’ discourse competence. harmer (2001) recommends that the teacher modify the english language learning using a task-based teaching method that is sometimes referred to task-based instruction, which deals with making performances of meaningful tasks central to the learning process. therefore, the decision of how and when the task-based language teaching/task-based instruction and genrebased approach will be implemented is based on the teacher’s preferences regarding the students’ learning progress and design of materials arranged in the syllabus and lesson plans. in relation to that, zheng (2009) emphasizes that teachers’ beliefs are essential ideas in understanding teachers’ thought processes, teaching methods, and learning to teach. for this reason, their beliefs can reveal their true behavior to their pupils. through the potent beliefs about the core of elt, teachers are supposed to be able to develop their though and principles in teaching. further, by considering students’ learning needs and strategies, the teachers are able to design the syllabus and their teaching practices to be used in the classroom optimally. alice indicates the existence of teachers’ beliefs that further bring them to wise decisions for creating appropriate learning and teaching activities. in addition, brian says that there are factors that affect students’ achievement and performance in their elt classroom activities. he says: “the background and culture of the students greatly influence their achievement and success in english language learning. just by coincidence, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 2, october 2020 pp 217-231 doi: 10.31002/metathesis.v4.i2.2801 p-issn: 2580-2712 e-issn: 2580-2720 227 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) both the culture and background of the students here are very good – just to the point where the teachers can deliver their materials and facilitate their students’ needs.” it is clear that brian believes that the students have a supportive background and culture, which positively affects the learning process and learning achievement as well. breen (2001) clarifies that students’ beliefs as perceptions, beliefs, and attitudes that learners have in them to elt conditions are pivotal elements that also contribute to the learning process. in line with this, it is proved by what was revealed that the culture and background of the students of the school are supporting teachers’ needs for holding the learning and teaching process. hence, the teacher believes that by having good background and culture as the students in that school already have, the english language learning managed by the teacher will be successfully maintained for the optimal input transfer to the students. teachers’ motivation in teaching due to the educational policy that keeps transforming regularly, the teaching strategies have to also be modified as obligated by the scoring demands set by the government. some teachers dwell on their complacency while others make some efforts to suit the currently set standards. brian claims that he has done something outside his mandatory job desk as a teacher, aiming at allowing his students to dig deep into english skills. he says: “i initiated to build an additional class called ‘toefl preparation’ class at school due to my concern towards the situation of english teaching duration here. i have tried compensating the reduced studying duration with such class in the hope that the students will get their main goals of learning english.” brian realized that the allocated hours in which students have to spend on learning english at school is not enough – and thus, such a situation has driven him to hold some extra classes. he hopes he can accommodate their needs in learning english. furthermore, he is well aware that learning english is not merely learning grammar and reading; instead, the 4 skills which are comprised of listening, reading, speaking, and writing are needed to be taught as well if the students are to succeed in their learning. k-13 suggests that junior high school students of 7-9 are meant to comprehend the functional level while those of senior high school the informational level. at college, students are hoped to study the epistemic level. consequently, materials in junior high school are centered on the use of the target language in interaction while those of senior high school written and spoken discourse. despite this measure, he expresses a great concern in that he will retire soon enough as he will reach his retirement at his 60. nobody has the will to handle this additional class but him. https://creativecommons.org/licenses/by-sa/4.0/ romios, kristianingrum, saragih educational policy: voices from local english teachers and students towards national exam in yogyakarta 228 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) students’ motivation in learning as the main principle of ne is to map up the quality of the education system in every level of every region, the curriculum then shifts the concept to make ne excluded from the components of students’ passing criteria. this shift is intended to create fairness for students’ learning achievements in terms of their learning periods spent within some years in formal education that are only determined by few days of ne, which does not optimally represent their exact learning achievements. considering the ne, which does not count for the passing criteria of the students, some students see it as an unnecessary exam to do. some statements are presented below as some students’ perceptions of the existing system of ne. adam said: “i think i have no pressure at all since ne is no longer a determinant of our graduation. every student will pass it anyway as we already know that schools in yogyakarta are pursuing accreditation. it also seems that good behaviors are more strongly emphasized than any others.” adam shows that the pressure in facing the ne decreased since the exam does not become the only determinant for their graduation. there is no fear felt by the students due to the system applied in ne that enables them to focus on the test for attending higher education or university instead of the ne. they thoroughly believe that all students must pass the ne since the passing criteria are not put from their grades of ne, which have been substituted by the grades from the school examination and personally individual assessments from the teachers. in addition, the number of students who fail in ne in yogyakarta is recorded in a very small percentage considering the need for pursuing a good accreditation, which is affected by the number of yogyakarta school students who successfully pass the formal education. a similar perception of the students facing the ne in a study was also revealed by nugroho (2015), with the result stating that the students were indicated to have a lower spirit to prepare for the examination since it was neglected as it was only a stimulus for the passing criteria and the university entrance tests. it was revealed that the responses raised by the students were low for the school, and teachers only expected them to pass it even with the low scores. the same perceptions of the students are about the decreased pressure as well as the motivation to obtain good results from the ne. regarding the educational decision in which ne is no longer admitted as the determiner of students’ passing criteria, the pressure of the students in facing this kind of high-stakes testing is getting lower. the pressure that comes within the individual of the students is merely from external factors as what has been stated in these following statements. bruce states: “the pressure (regarding ne) is now basically from an external factor, which is from our parents. they want us to get good scores.” https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 2, october 2020 pp 217-231 doi: 10.31002/metathesis.v4.i2.2801 p-issn: 2580-2712 e-issn: 2580-2720 229 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) from the statements made by bruce, it can be concluded that the students only prepare for their ne to be able to perform well and get good scores. the reasons underlie their motivation for pursuing good scores for their ne is no other than to make their parents proud of their learning achievements. the efforts made by the students in terms of passing the ne and obtaining good scores are mainly intended to meet the responsibility and satisfy their parents' and relatives’ expectation. competencies that the students could gain from the learning process that takes place in the formal education do not become an important factor among the students since the only matter for passing the ne is related to the scores they can achieve. in the interview session, the researchers asked students’ perspectives on the english language learning at school, generally. this was aimed to see the elt efficiency from students’ perspective, and the achievement that students could attain through the teaching method applied by the teachers. through this interview, the students also gave some suggestions toward the future elt so that the students can be encouraged and motivated. clara say: “i think english language learning is still not effective and boring. therefore, my friends and i do not understand the materials being taught by the teacher. we start feeling what good english learning is like when we are in 12th grade. i highly suggest that our teachers improve their teaching practices in order that they can make us more engaged with the class.” this has been an everlasting issue on english language learning and teaching that students view english as an unattractive subject to learn. zhang (2009), as cited in al-hosni (2014), argue that speaking is still the hardest skill to acquire for most english learners. it seems like this kind of mindset – that english speaking skill is difficult – has been an attached image towards english speaking skills, especially for learners in indonesia. it can be caused by an unattractive and boring method, technique, or strategy used by the teacher. bruce states: “if i can say something, then i will suggest that our teachers teach us through a good method, just like the one practiced in kampung inggris pare (which is also available in yogyakarta, namely kampung inggris yogyakarta). i want the class to be done outdoors so that we can get fresh air, a good atmosphere and mood – as well as enjoy the class much more.” responding to this, students seem to prefer to have a communicative and active classroom that requires them to involve in the teaching and learning process through an interesting method. through this method, students will have no pressure in learning. moreover, they will also gain their self-confidence in learning and practicing. conclusion national examination gives no pressure to both students and teachers as it is no longer a determinant for graduation. this new policy also carries positive influences on both teachers and students, one of them being the fact that it increases students’ honesty in completing the questions in the ne. further, the https://creativecommons.org/licenses/by-sa/4.0/ romios, kristianingrum, saragih educational policy: voices from local english teachers and students towards national exam in yogyakarta 230 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) students are now focusing more on getting a university admission from the best possible campus they are envisioning to study at. further, teachers help prepare students better in advancing their future studies. a bright side of ne status change is that students do not get much pressure and anxiety as they used to have, suggesting they feel more confident and relaxed in dealing with ne. however, such reform comes at a cost – students are significantly neglecting ne as they see it unnecessary. instead, they believe that they will definitely pass ne now because they think having good behaviors is more than enough to be graduating from their school. as to english language learning, most students are expecting their teachers to have newer and more effective teaching strategies that may help them increase their motivation in learning english. they hope their teachers’ teaching strategies will be improved in such a way that the students will feel fun and flexible when learning it. through such upgraded strategies, the teachers will be able to facilitate and develop their students’ english proficiency – which will be beneficial for their future. acknowledgements the researchers wish to thank the staff of yogyakarta state university and the staff of the targeted school for their valuable technical support in this study. also, they thank the teachers and students for their time and effort during the interview. this study would not have been completed without their invaluable contribution. references abelmann, c., & elmore, r. 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(2009). a review of research on efl pre-service teachers’ beliefs and practices. educational research, 4(1), 73–81. doi: https://doi.org/10.1080/0013188960380104 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 232-248 doi: 10.31002/metathesis.v4i3.2591 p-issn: 2580-2712 e-issn: 2580-2720 232 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) covid-19-triggered online learning implementation: pre-service english teachers’ beliefs adaninggar septi subekti universitas kristen duta wacana jl. dr. wahidin sudirohusodo no.5-25, kotabaru, kec. gondokusuman, kota yogyakarta, daerah istimewa yogyakarta 55224, indonesia adaninggar@staff.ukdw.ac.id* *corresponding author received: 20 june 2020 revised: 4 october 2020 accepted: 1 december 2020 published: 31 december 2020 abstract the study investigated beliefs of nine pre-service english teachers on the implementation of online learning due to the covid-19 pandemic in their english language education department. the study used secondary data in the forms of the participants’ written reflections on the implementation of online learning they experienced through their viewpoints both as students and as english teacher candidates. qualitative document analysis in the form of thematic analysis was used to further analyse the data. the study found three factors hampering effective online learning, which were inadequate supporting infrastructures or resources, teachers’ limited pedagogical skills in effectively managing online learning, and the lack of teacher-student and student-student social connections during the learning process. the study also found two perceived good practices, the combination of synchronous and asynchronous modes, which could ease learners’ burden and boost learning effectiveness, and teachers' understanding of learners' struggle manifested in their facilitating actions. the study contributes in providing a picture of early-pandemic online instruction experiences as the stepping stone and momentum, for the improvement of online instruction during and post the pandemic. keywords: online learning, pre-service teachers’ beliefs, covid-19 pandemic introduction covid-19 or coronavirus disease, first appearing in wuhan, china, by the end of 2019, has been bringing drastic changes in people's lives worldwide. as of october 2020, the disease has infected more than 35 million people, resulting in more than one million deaths worldwide. governments implemented closures of offices, schools, and universities to prevent further spread of the virus infection. due to this pandemic, it is estimated that more than a billion students cannot receive lessons from onsite their schools or universities (mondol & mohiuddin, 2020). it is https://creativecommons.org/licenses/by-sa/4.0/ mailto:adaninggar@staff.ukdw.ac.id adaninggar septi subekti covid-19-triggered online learning implementation: … 233 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) estimated that 80% of learners worldwide are kept from their schools and universities, continuing their learning online (mondol & mohiuddin, 2020), keeping the wheel of education rolling despite the pandemic. specific to higher education or university level, the implementation of online learning at universities in this time of pandemic was on the scale never seen before in which there was a shift from on-site instruction to online conducted by universities globally (czerniewicz, 2020). online learning, despite its sudden popularity due to the pandemic nowadays, is not at all a new concept. it is defined as learning conducted from a distance and assisted with such electronic devices as laptops or smartphones requiring an internet connection (gonzalez & louis, 2018). hence, it allows learners to continue receiving class instructions from their homes without having to physically come to their campuses. classes with online features can normally be characterised along a continuum: web-facilitated where online learning platforms are used to enhance face-to-face instruction, hybrid or blended where instruction is delivered both offline and online in approximately equal proportion, and fully online where all instructions are conducted online (plaisance, 2018), the third type being the case at the time of the covid-19 pandemic. online learning is delivered synchronously or asynchronously (plaisance, 2018) through synchronous-based applications and asynchronous-based ones. synchronous classes allow teachers and students to interact with each other in realtime, for example, through a teleconference (plaisance, 2018). zoom, skype, and google meet are the examples of the applications. asynchronous classes, in comparison, allow learners to complete tasks from anywhere with access to the internet within a flexible time parameter, for example within a week (plaisance, 2018). learning management system applications (lmss) such as moodle, schoology, and google classroom are commonly used to conduct asynchronous online classes. it is further argued that a balanced and careful combination of synchronous and asynchronous activities in an online class is appealing for learners as it capitalises on the flexibility of online learning (plaisance, 2018). moorhouse's (2020) recent study in hong kong found that their university participants preferred the blend between synchronous and asynchronous modes of online learning when a face-to-face meeting was not possible due to the covid-19 pandemic. it is posited that online learning activities should be arranged in such a way that they gain students’ interest and motivation (gonzalez & louis, 2018). it may especially be the case when the students are adults because the “strong perceptions of what works for them and how they want to learn it” can be a powerful filter (slaouti et al., 2013, p. 73). regarding this, for teachers, moving their classes from face-to-face to fully online can be challenging. challenges include dealing with technical problems related to technology, designing appropriate activities, relating pedagogies with technology, and gaining learners’ support (son, 2018). though online learning is often seen as possessing advantages for learning, it also inherently has unique challenges, some of which are quite problematic for english learners. in online classes, teachers’ ability to check learners’ comprehension through visual indicators is quite limited (plaisance, 2018). for example, even in a synchronous, teleconference session, some students may prefer to attend classes without video, making teachers unable to see their facial https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 232-248 doi: 10.31002/metathesis.v4i3.2591 p-issn: 2580-2712 e-issn: 2580-2720 234 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) expressions, let alone asynchronous session in which learners do tasks in an lms. ironically, the temporal and spatial freedom that learners may consider a benefit of online learning can at the same time be a hindrance (plaisance, 2018). hence, unless skilfully executed, online learning may cause disengagement and learners may be at risk of disconnection (plaisance, 2018). to avoid learners' feelings of disconnection, social presence, the degree to which learners and teachers feel connected to each other should be enhanced (plaisance, 2018; ratliff, 2018). it could be through sufficient challenges, clear guidelines for interaction and expected goals, clear feedback, as well as lively discussions through thought-provoking questions (green, 2016). in an early yet still relevant study, ertmer (1999) classified two categories of technology integration barriers, firstand second-order barriers. first-order barriers include factors external to teachers, such as resources (ertmer, 1999). in the case of online learning, internet access can be a paramount resource. mondol's and mohiuddin's (2020) study in bangladesh, for example, found that their participants suffered from weak internet network, hampering the success of online learning. the network issue may relate to the economy. though not in language learning literature, lancker and parolin (2020) warned that pandemic-triggered online learning could widen the gap between learners of low-income and higher-income families. as online learning requires a reliable internet connection, coming at a price, some learners could struggle to perform optimally due to precarious family economic situations (lancker & parolin, 2020). furthermore, the second-order barriers proposed by ertmer (1999) are intrinsic to teachers and they include attitudes, beliefs, and skills. these two types of barriers should be addressed together rather than separately as they are inseparably linked (an & reigeluth, 2011). to minimise the barriers of online learning, investigating the practice of online education due to covid-19 at peking university, china, bao (2020) posited five high impact principles of online learning. the first is the relevance between instruction and learning. second is the effective delivery of instruction. the third is adequate support from teachers to students. fourth is the high-quality participation of learners to boost learning quality (bao, 2020). concerning the third and fourth principles, fu (2013) noted that the effectiveness of online instruction largely depends on learners' active learning, and thus teachers should use various methods to modify learners' tasks moderately to foster active learning outside class. additionally, messer (2020) stated that academic and social growth happens when learners have a voice about their learning, suggesting that learners need a degree of independence in their learning process. the last is the availability of alternative plans in cases of unexpected incidents or problems related to online learning (bao, 2020). from this, it could be seen that the effectiveness of online learning is heavily influenced by teachers’ capability in using technology for the success of instruction. concerning the paramount role of teachers for the success of online learning, what teachers do in their classes, including their uses of technology, is heavily influenced by their beliefs (ertmer, 2005; galvis, 2012). in an early yet still relevant study, kagan (1992) defined teacher beliefs as “tacit, often unconsciously held assumptions about students, classrooms, and the academic material to be taught” https://creativecommons.org/licenses/by-sa/4.0/ adaninggar septi subekti covid-19-triggered online learning implementation: … 235 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) (p. 65). richards et al. (2001) stated that teachers’ experiences as learners observing their teachers contribute to the development of their beliefs as teachers. these beliefs could manifest in attitudes, leading to intentions. these intentions will in turn manifest in decisions, and ultimately, actions and behaviours in how teachers conduct instruction (subekti, 2019a), including how and to what extent they are willing to use instructional technology (sadaf et al., 2012). hence, there have been numerous studies investigating teachers’ beliefs on the integration of technology in their classes (e.g.: galvis, 2012; hsu, 2016; kim et al., 2013; prestridge, 2012). pre-service teachers’ beliefs in the field were also investigated (e.g.: incecay, 2011; sadaf et al., 2012), suggesting the importance of the beliefs held by pre-service teachers. . at this time of the covid-19 pandemic, however, whilst many educational researchers worldwide focus their attention on how in-service teachers should manage their online learning (e.g.: basilaia & kvavadze, 2020 in georgia; doghonadze et al., 2020 in several countries in europe; eko et al., 2020; gunawan et al., 2020 in indonesia; moorhouse, 2020 in hong kong; pace et al., 2020 in georgia; zhang et al., 2020; zhou et al., 2020 in china), very little attention has been given to how future teachers see the online learning they are experiencing now and what they believe about it. the field of pre-service teachers’ beliefs, if further investigated, offers benefits. it enables more understanding of the pre-conceptions they have on the use of technology that would likely be manifested when they embark on their journey as english teachers. besides, as beliefs on advanced learners are said to be more stable than those of novice ones, the beliefs of preservice teachers, novices in teaching, may still be developing whilst they are in the teacher education programmes (incecay, 2011). hence, the results could contribute to the improvement of english language education programmes on what has been good and what can still be improved during and post this pandemic. considering the mentioned rationales, the present study seeks to find the answers to two research questions. first, how are pre-service teachers’ beliefs about possible challenges in implementing online learning? second, how are their beliefs about good practices in implementing online learning? method research design to answer the research questions, the present study used a qualitative method of analysing secondary documents in the forms of english language education department’s students’ reflections in the technology for language learning class they were taking. the reflections were written in english and were about their experiences as students undergoing online learning in their department for two months due to the covid-19 pandemic. they were to reflect on the viewpoints of students and teacher candidates at the same time. in total, there were nine student reflections, each of which was 500-800 words in length. as the secondary data were not originally collected for the study’s purposes, sufficient information to answer research questions may not extensively available (walliman, 2011). hence, these data were evaluated for adequacy and suitability first (walliman, 2011). it was a means of triangulation to maintain the validity of the secondary data used. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 232-248 doi: 10.31002/metathesis.v4i3.2591 p-issn: 2580-2712 e-issn: 2580-2720 236 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the uses of secondary data, on the contrary, could avoid reflexivity, in which participants change behaviours when observed or giving “favourable” responses when interviewed (bowen, 2009). besides, the participants wrote their reflections weeks before the study was conducted, and so what they wrote was not in any way influenced by the present study. therefore, the information obtained from the secondary documents, student reflections, in this case, offered reliability. the data were analysed using thematic analysis in which the data were coded and reoccurring themes concerning the research questions across the dataset were reported (braun & clarke, 2006). verbatim quotes from the participants were used instead of indirect quotes to best describe the depth and uniqueness of each participant's experiences, which is one key characteristic and advantage of qualitative research (gray, 2014). research participants and ethical considerations the participants were nine pre-service english teachers taking technology for language learning class in the english language education department of a university in indonesia. they were, at the time of the data gathering, in the sixth semester of their study in the even semester of the 2019/2020 academic year. of these nine participants, seven were females whilst two were males. permission to use the participants’ reflections were obtained directly from the participants through instant messaging, thus voluntary participation was ensured (gray, 2014). they were told that their participation would not affect their grade in the class in any way, thus assuring the principle of non-maleficence (creswell, 2014). the participants’ real names were all anonymised in the report to protect their confidentiality (oliver, 2003). findings and discussion to facilitate reference-tracing, codes were used after each participant's verbatim quotes. for example, "[elyas/m]” means the quotes were from elyas (pseudonym), a male student, whilst “[kania/f]” means the quotes were from kania (pseudonym), a female student. the other seven participants were ratna/f, lois/m, sylvia/f, nita/f, puri/f, nina/f, and mira/f (pseudonyms). the emerging themes of the two research questions could be observed in table 1. https://creativecommons.org/licenses/by-sa/4.0/ adaninggar septi subekti covid-19-triggered online learning implementation: … 237 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. emerging themes concerning research questions research question 1 theme 1. inadequate supporting infrastructures or resources hinder learning. theme 2. teachers are not fully ready pedagogically to switch to online learning. theme 3. lack of teacher-student and student-student social connections hinders learning. research question 2 theme 1. a combination of synchronous and asynchronous modes eases learners' burdens and boosts learning effectiveness. theme 2. teachers should be considerate of learners’ diverse needs in conducting online learning. research question 1. how are pre-service teachers' beliefs about possible challenges in implementing online learning? theme 1. inadequate supporting infrastructures or resources hinder learning. poor internet connection, unsupportive gadgets, and lack of monetary resources were reported as challenges these learners faced during the implementation of online learning. elyas and sylvia, for example, reported the poor internet connection and gadgets, such as smartphones and laptops, which may not meet the demand for online learning designed by their teachers. regarding this, elyas and sylvia reported: ... instability of internet connection ... and insufficient supporting gadget. [elyas/m] ... bad internet connection ... the students or the class cannot start because of the bad internet connection ... [sylvia/f] nita added that having healthy gadgets with a good internet connection was very crucial for her and her friends because at times they had to have teleconference sessions with long durations or consecutively one class after another. she also mentioned the inevitable need to spend more money to afford a better connection. she reported: since the e-learning also requires a "healthy" gadgets, it is sad to know that sometimes some of my friends and i have to struggle with that. sometimes, we are also joking about how hot our phone is that we can use it to iron our shirts [due to long teleconference sessions]. moreover, i also need a stable internet connection that i have to spend my money even more. [nita/f] interestingly, the internet connection issue was not only experienced by learners but also by their teachers. kania, for instance, reported that when their teachers’ https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 232-248 doi: 10.31002/metathesis.v4i3.2591 p-issn: 2580-2712 e-issn: 2580-2720 238 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) internet connection was poor, it hampered the effectiveness of learning of the whole class. regarding this, she stated: ... one of the things that are challenging is when the lecturer's connection is not good so that the shared screen cannot be displayed then the discussion of the results of the menti or padlet cannot be done. finally, it will make teaching and learning activities boring for students ... learning not to run smoothly. [kania/f] regarding this, several points could be further commented. first, resource barriers could be considered classic in the field of online learning (ertmer, 1999). the finding that learners suffered due to poor internet connection was the same as that of mondol's and mohiuddin's (2020) study in bangladesh. their learner participants also struggled to sustain learning optimally because of poor internet network. to afford a better internet connection, as nita commented, came with a price, and not everyone could do that due to different family economic situations (see lancker & parolin, 2020). other than needing a better network, the participants also reported unsupportive gadgets. their gadgets may be old and could not optimally perform under the online learning environment in which learners should attend consecutive online classes in teleconference modes. to afford newer, more supportive gadgets may not at the moment be an option due to the economic difficulty. though perhaps the issue experienced by the participants in this study was not as major as that in bangladesh reported by mondol's and mohiuddin's (2020), these two studies’ relatively same findings could indicate that learners in some developing countries did experience difficulties during online learning at the time of the pandemic due to poor infrastructure and resources. additionally, this present study reported that teachers, who could typically afford better internet providers with more expensive cost, were also at times experiencing poor internet network. this could suggest that in general, the internet connectivity in indonesia needs improvement shall the online learning due to this pandemic be continued more successfully for longer duration. however, this area may well beyond the control of teachers and students. theme 2. teachers are not fully ready pedagogically to switch to online learning. several learners reported that learning was not optimal because their teachers seemed to be ill-equipped to switch their instruction online. ratna, for example, reported that some of her teachers still treated their classes the same way, without any changes and adjustment in the syllabus, even after they were moved fully online. she stated: ... the teacher needs to be creative in designing the new lesson plan (from class-based one to online-based one due to the pandemic). they probably need to re-adjust the syllabus like what has happened to several classes that require students to teach. [ratna/f] https://creativecommons.org/licenses/by-sa/4.0/ adaninggar septi subekti covid-19-triggered online learning implementation: … 239 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) echoing ratna, nita also argued that learning activities that were not suitable to be conducted in an online learning environment should be modified to make them more doable in such an environment. unfortunately, it seemed not to always be the case. regarding this, she reported: teachers are supposed to adjust some materials and the activities that will be doable in e-learning. that is why i guess it will be important for the teachers to check the whole syllabus again and adjust it right away. [nita/f] sylvia even reported that one of her teachers did not even explain what to do when giving homework in online learning, making her difficult to do it her best. she stated: my least favourite activity is making homework given by the teacher who does not explain, [not giving] clear instruction about the homework ... it is confusing ... i do not know what i should do. [sylvia/f] the abrupt shift in university instruction from on-site instruction to online due to the pandemic (czerniewicz, 2020) carried the consequence that some teachers may be ill-equipped to conduct effective instruction online (son, 2018). this may be the case as seen in the mentioned excerpts in this theme. some factors could also come into play. first, before the pandemic, some teachers may at best use webfacilitated classes in which the use of technology was only to supplement face-toface instruction (plaisance, 2018). then, all of a sudden, they needed to switch their instruction to fully online due to university closures. hence, they may not have sufficient time to modify their syllabus as the semester was already running. secondly, as plaisance (2018) also noted, teaching online requires teachers to change their paradigm about instruction as online teaching and face-to-face ones have different inherent characteristics. in this case, such a short time may not be enough for teachers to change their paradigm about teaching. for example, teachers who were accustomed to having full control of learning in a face-to-face mode may struggle in shifting to online learning where they had less control over learners' learning in online mode (fu, 2013). in general, due to the abrupt and perhaps unprepared shift to online instruction, teachers seemed to struggle in modifying their instruction from face-to-face to online mode (see son, 2018). theme 3. lack of teacher-student and student-student social connections hinders learning. the next challenge of online learning reported was on learners’ feelings of social disconnection during the learning process. nita, for instance, reported that the online learning environment created a vicious cycle in which learners were reluctant to ask questions and teachers had difficulty to monitor learners’ progress and understanding. she stated: https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 232-248 doi: 10.31002/metathesis.v4i3.2591 p-issn: 2580-2712 e-issn: 2580-2720 240 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the possible challenge... is how to fully understand the students' needs. since the teacher cannot directly observe and check the students' progress and most of the students are also reluctant to ask, i think it is hard for teachers to understand and help students with what they need. [nita/f] in a similar vein, mira also reported that her teachers only provided material such as videos or a reading passage and asked learners to do certain tasks based on the materials without giving further explanation. she stated: ... when the teachers only ask the students to watch videos from youtube or read something about the topic for a meeting and then the teachers give tasks based on the video without any explanation ... i think it is not effective because not all students can learn independently. some students need an explanation from teachers to make them understand. [mira/f] nita's and mira's excerpts indicated that the online learning they were experiencing so far made them deprived of the connections they had with their teachers in the face-to-face mode. in face-to-face mode, teachers had the duration of full credit hours in a class where they could explain materials and tasks and learners could directly ask questions. in the implementation of online learning in the present study, however, teachers’ support and learners’ active learning, as seen in the excerpts, were not optimal. this finding was, of course, contrary to what literature has reiterated related to the benefits of online learning such as borderless connectivity (plaisance, 2018) and active learning (fu, 2013). related to the connectivity issue, ratliff (2018) mentioned that in online learning, teachers and learners should feel connected to each other. this could be achieved through sufficient challenges, clear guidelines, and expected goals, clear feedback, and discussions through thought-provoking questions (green, 2016). this was what may be missing in the present study’s findings. as seen in the excerpts, teachers did not provide clear guidelines for completing a task, and the tasks given were largely teacher-centred with little room for further discussions, thus the feeling of disconnection from learners' viewpoints. another finding that may be interesting was mira’s view that not all students could learn independently without teachers’ clear guidelines. as fu (2013) noted that the success of online instruction largely depends on learners’ active learning, mira’s report could be seen as a reminder that learners’ habit of active learning in online instruction also needed time and process to form. hence, teachers’ task was to facilitate learners to gradually form this active learning habit through sufficient, step-by-step challenges manifested in instruction (see bao, 2020; fu, 2013). furthermore, learners also reported some kind of social disconnection among themselves. ratna, for example, lamented her teacher’s choice of assigning learners to make videos of their teaching demonstration, mentioning her preference to do a teaching demo via teleconference where she could have a real audience. she reported: https://creativecommons.org/licenses/by-sa/4.0/ adaninggar septi subekti covid-19-triggered online learning implementation: … 241 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) i [prefer] to practice teaching online via apps (google meet, microsoft team, and zoom) rather than making videos [of teaching demo]. the reason is that the students will have the real participants (can be their peers/classmates or the other students) when they conduct their online class and will have the ‘real’ responses from the participants (students). [ratna/f] in a similar tone, sylvia also reported she preferred virtual meetings through which learners could discuss materials together to just teacher assigning homework. in her view, virtual meetings allowed learners to construct knowledge together. she stated: as a teacher, instead of giving homework, i will make a virtual meeting where i can let my students discuss the materials together. this activity can help my students to build their knowledge and also improve their social skills. the students can share their thoughts or their findings with other students and help each other grow. [sylvia/f] the excerpts from ratna and sylvia seemed to converge that teleconference sessions helped improve learners' feelings of connection with their classes, which could be understandable since teleconference allows learners to meet their classmates and teachers and communicate with them real-time (plaisance, 2018). however, this finding should also be treated with caution because, in theme 1, this study also found that teleconference sessions were not preferred by several learners due to resource issues such as poor internet connection and a high price to afford better connection and unsupportive gadgets. hence, the implementation of teleconference sessions may need to be adjusted to accommodate these two findings, on the potential of teleconferences to enhance class social connection and on the drawbacks of having teleconference related to resource issues. this could be in line with bao's (2020) recommendation that high-quality participation of learners during the learning process should be enhanced for the success of online learning. research question 2. how are pre-service teachers’ beliefs about good practices in implementing online learning? theme 1. a combination of synchronous and asynchronous modes eases learners' burdens and boosts learning effectiveness. learners reported that a combination of synchronous sessions using teleconference applications and asynchronous sessions using lmss during a semester would ease learners’ academic burden and boost the effectiveness of online learning. kania reported that the combination allowed a win-win solution for both teachers and learners. learners could ease their burden and teachers could still periodically monitor learners’ progress. she stated: besides using zoom or google meet, i would use schoology as an alternative. the reason, they [zoom, and google meet] are https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 232-248 doi: 10.31002/metathesis.v4i3.2591 p-issn: 2580-2712 e-issn: 2580-2720 242 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) teleconference learning media that can display faces and sounds so that we can communicate ... virtually. [but] both of these media have a large capacity so for someone who does not have a good internet network, it will be difficult ... what i think is using schoology ... the media will be more accessible and lighter but teachers will still be in contact with students without having to meet virtually. [kania/f] in a similar tone, lois mentioned that the use of lmss in combination with teleconferences was more preferable as it allowed more variations of activities, enhancing learners’ interest. he stated: the teacher could make teaching videos like ruang guru made, where it is more flexible and the students could watch it anytime and anywhere. moreover, it could also be a variation of e-learning so the students could not feel bored with only one type of activity [teleconferences]. another type of activity ... is having an asynchronous discussion on text, video, or others already provided in a platform like lms or others. [lois/m] the finding that learners preferred the combination of synchronous and asynchronous learning sessions was the same as the finding of moorhouse's (2020) recent study in hong kong. in that study, the university participants also preferred the blend between synchronous and asynchronous modes of online learning. the similarity may not only be due to the similar characteristics between moorhouse's (2020) study's participants and the present study's, both being asians but may also be due to the merits such combination offered. on one hand, real-time meetings allowed learners to meet their classmates and lecturers, allowing a sense of social connection, teachers’ support, and more direct question and answer sessions in case learners face difficulties. on the other hand, doing so too frequently could be costly for learners. thus, the use of lmss where a teacher could post tasks, guidelines, and discussion forum, and learners could finish the tasks within flexible time parameter (plaisance, 2018) could be seen as some kind of 'sanctuary' where learners could 'slow down' and yet continue learning. besides, as lois reported, monotonous online learning activity could lessen learners' interest. concerning this, as adult learners, the participants may have developed a very strong perspective on what worked and what did not for them and how they wanted to learn (slaouti et al., 2013), and concerning online learning, this could be a powerful filter (slaouti et al., 2013). thus, as gonzalez and louis (2018) argued, students’ interest and motivation should always be maintained, and combining real-time sessions and lmss-based sessions could be a way to do so. theme 2. teachers should be considerate of learners’ diverse needs. teleconference sessions seemed to have various effects on learners’ learning. lois, for example, reported that he was more comfortable and more relaxed consulting https://creativecommons.org/licenses/by-sa/4.0/ adaninggar septi subekti covid-19-triggered online learning implementation: … 243 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) his research proposal via teleconference than consulting it face-to-face with his teacher in office. he stated: individual consultation through video conference is the activity that i like ... the atmosphere of the consultation itself. honestly, i feel quite nervous when i need to see my lecturer in person ... yet, through video conferences, i feel more comfortable since i do consultation from my place and it could decrease my anxiety level than consulting in the lecturer’s office. [lois/m] lois’ remark was a complete opposite from that of nina. nina stated that in teleconferences, she tended to feel afraid to ask questions because the class was usually very quiet with the teachers dominating the session with lectures or explanations. she stated: i feel a little bit afraid to ask. the reason why ... i am worried ... my questions sound ridiculous ... in asking question session, the students will feel more scared when the class becomes silent; some students are not brave enough to ask questions. [nina/f] it could be seen from lois’ and nina’s excerpts that whilst individual teleconferenced eased learners’ anxiety, whole-class teleconferences instilled anxiety, a phenomenon which also happened in moorhouse's (2020) study in hong kong. though not specifically in educational technology literature, the effects of an audience on learners' anxiety and willingness to communicate have been extensively studied in educational psychology field in which learners tend to be more anxious to talk when they feel they are in the centre of their classmates' attention or are afraid of making mistakes in front of their peers (subekti, 2018, 2019b). regarding this, teachers could design the teleconference session allowing small group discussion using the feature of breakout room in zoom. through this feature, learners could discuss the materials in small groups and teachers could monitor them by ‘coming’ to the small groups in turn. in small groups, learners may be braver to ask questions if they face difficulty (subekti, 2020). to compensate learners’ relatively low participation in teleconference sessions, perhaps despite their difficulty or struggle in understanding the materials, teachers recorded the sessions and sent the link to the class for review at learners’ convenience. this was a practice that learners appreciated. puri and nina, for example, commented: sometimes not all students can take online classes because of the internet network that is sometimes less supportive and to overcome them ... to record the learning process and share it with all students. [puri/f] i also like it when the teacher records our meeting ... because of that, i can review it again if i feel uncertain about the materials. [nina/f] https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 232-248 doi: 10.31002/metathesis.v4i3.2591 p-issn: 2580-2712 e-issn: 2580-2720 244 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) this theme was particularly interesting because whilst it captured the same phenomenon on diverse needs of learners that should be attended to, this theme also indicated that learners’ needs could be so diverse that one-size-fits-all class policy could not always be possible. for example, one student reported teleconference eased his anxiety, whilst another reported she was very anxious to ask questions in teleconferences. however, there was a converging idea that teachers to a certain extent had shown an understanding of their struggle and had done something to remedy that, for example by recording the teleconferences. this was in line with some authors’ idea that at such difficult time as the covid-19 pandemic affecting learners’ various aspects of life, teachers should show their support (bao, 2020), understanding their struggles, whilst at the same time maintaining the quality of learning or at least keeping the impact of the pandemic on learning to the very minimum. in general, the findings of this study provided reflections for both the preservice teacher participants and their teachers. for the participants’ teachers, the findings on challenges in the implementation of online learning demonstrated the voices of their students, who would likely be future teachers, in critiquing classroom practices for betterment. for the participants, their voices on challenges could serve as reflections of learners’ viewpoints about instructional practices needing improvement when they eventually became teachers. this could potentially form the participants’ sympathetic understanding towards learners’ struggles when they became teachers. as for the findings on good practices in conducting online learning, these had shown the participants’ certain degree of understanding on the implementation of online learning both as learners seeing the classroom practices of their teachers, and as pre-service teachers. it could be seen from their perspectives largely conforming to the ideas of previous several studies on ideal uses of instructional technology. this degree of understanding may also be attributed to their ongoing teacher education which might have taught them several theories on the uses of instructional technology. it could be the embryo of their future beliefs as teachers, in line with richards et al.'s (2001) idea that students’ observing teachers who taught them became the basis of their beliefs as teachers. conclusion the present study offers contributions. first, the study voiced pre-service teachers’ perspectives on their first-hand experiences in online learning during the covid-19 pandemic, which was quite under-researched despite the potential role they could have in the future as teachers in the post-pandemic era. whilst educational researchers’ attention may heavily focus on in-service teachers at this time of the pandemic, bringing forward unique experiences of teachers' candidates offered a different angle of seeing the issue of online learning. secondly, the findings on challenges and perceived good practices of online learning were found to be intertwined with one another, and thus educational practitioners should address them with holistic understanding to improve the quality of online instruction. despite its contributions, the present study has inherent limitations. this study relied solely on the english education students’ reflections on their 2-month online https://creativecommons.org/licenses/by-sa/4.0/ adaninggar septi subekti covid-19-triggered online learning implementation: … 245 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) learning experiences. hence, the findings, whilst could offer some insightful perspectives, may be unique to its context of participants. replications, however, could still be possible in other contexts having similar characteristics such as indonesian university contexts. future studies could be suggested in light of the present study's contributions and limitations. the findings suggesting the implementation of online learning still needed improvements both from learners' and teachers' aspects and resource aspects, future studies on the quality of online learning are worthwhile. at this time of the pandemic, there may be no time to fully maintain quality assurance of online instruction as the main goal was to save the learning process by continuing it in any possible format (basilaia & kvavadze, 2020). however, in post-pandemic, universities especially teacher education programmes, should level up, using the during-pandemic online instruction experiences as the stepping stone and momentum, to better equip pre-service teachers to have necessary skills, knowledge, and ethics to conduct successfully instruction online. for this reason, future studies on a more dynamic and flexible during-pandemic and post-pandemic teacher education programmes can be very worthwhile. acknowledgement i would like to thank the participants who willingly participated in the study and the english language education department of the university granting access to conduct the study. references an, y.-j., & reigeluth, c. 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"school’s out, but class’s on”, the largest online education in the world today: taking china’s practical exploration during the covid-19. ssrn, 4(2), 501–519. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.3, december 2020 pp 232-248 doi: 10.31002/metathesis.v4i3.2591 p-issn: 2580-2712 e-issn: 2580-2720 248 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) https://doi.org/10.15354/bece.20.ar023.keywords https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 40-49 doi: 10.31002/metathesis.v5i1.2829 p-issn: 2580-2712 e-issn: 2580-2720 40 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) translation shift in the english-indonesian translation sherif hetata’s “woman at point zero” novel lilik istiqomah1*, andri setyowati2, annisah maghfiroh3, delik dita pratiwi4, lulu anggraeni5 iain surakarta jl. pandawa, dusun iv, pucangan, kec. kartasura, kabupaten sukoharjo, central java, indonesia 57168 mdcorp100@gmail.com* *corresponding author received: 11 april 2021 revised: 29 april 2021 accepted: 30 april 2021 published: 6 may 2021 abstract this study aims to describe the translation shift in the novel woman at point zero by sherif hetata into perempuan di titik nol translated by amir sutarga. data were collected from those book both in english and indonesian translation which contained four types of translation shift based on newmark’s theory by applying descriptive-qualitative study. the result of the research shows that the translation shift found in novel woman at point zero consist of four types which are: the first type of shift with 37 data (30%), the second types of shift with 21 data (17%), the third type of shift with 46 data (38%), and the fourth type of shift with 18 data (15%). keyword: translation, translation shift, woman at point zero introduction translation is a process of transferring the message from source language into target language. this process aimed to share the information with people that come from different places, languages and cultures. catford (1965:20) argued that translation is “the replacement of textual materials in one language (sl) by equivalent textual materials in another language (tl)”. the translators have to understand the structure and the culture in both languages so that the translator has the ability to achieve the same meaning of the text perfectly. in addition, in transferring the best meaning sometimes the translator needs to change the meaning in the translation process based on the culture. that is why translation shift occurs in order to make the meaning more understood by the target readers. according to catford (1965: 73), a shift is the changes which occur in the translation process from the source language to the target language. moreover, newmark (1987: 35) said that a shift is a procedure of translation involving the grammar change from the source language to the target language. in translating a novel, the translator usually does not always find the suitable words, phrase, clause, and sentence. in order to reduce the problem in the translation https://creativecommons.org/licenses/by-sa/4.0/ istiqomah, et.al translation shift in the english-indonesian translation sherif hetata’s “woman at point zero” novel 41 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) process, there is a technique to solve it, which is called as translation shift (newmark 1981: 31). for instance: “a pair of shoes” is translated into sebuah sepatu. in this case, transposition is made when the plural noun in the sl is transposed into a singular noun in the tl. translating literary works such as novel, poetry, drama script and so forth is not easy and it requires translation ideology in the translation process. translation ideology, as defined by munday (2007), has primarily been linked to manipulation and power relations especially in individual translator (p. 195). likewise, translating slang words (istiqomah et al. 2019a; 2019b) and translating this novel need strategies. unlike the strategy in the webtoon translation (istiqomah et al; 2020), in translating woman at point zero, the authors highlight the translation shift done by the translator. moreover, a translator who intends to transfer the meaning finds that the receptor language has a way to express meaning even though it may be different from the source language form. this study focuses on translation shift in english translation novel entitled woman at point zero by sherif hetata into perempuan di titik nol translated by amir sutarga. this book has some linguistic features such as active verb, connective (conjunction), adverbial (adverbs) to express the time, place, and manner. to make the target readers understand the meaning intended by the author of this book, the translator needs to use the translation shift in the translation process. pratama and hartono (2018) conducted a research on translation shifts. they discuss about the semantic shift in the english into indonesian translation of the novel what happened to goodbye by dessen and it is translated by susan. based on this crucial problem, this study aims to analyze the translation product and focuses on identifying the translation shift type in sherif hetata’s woman at point zero into perempuan di titik nol translated by amir sutarga. translation shifts are used in the translation of the source language into the target language. it is a small linguistic change which involves replacing one word class with others. according to catford (1965: p. 73), “shifts are the departure from formal correspondence in the process of going from the sl to the tl”. furthermore, newmark (1987: p. 35) states that a shift is a translation procedure which involves a change in a grammar from a source language into the target language. translation shift’s form is replacing one word in a source language class into the other language without changing the meaning or message of the sl. shift usually known as transposition means a procedure of translation that involves a change in grammar from source language into the target language without changing the meaning or message from source language. catford (1965) classifies two kinds of shift that are shift of level and shift of category which are defined as follow: 1. level shifts level shift is a shift when a concept is expressed by lexis in another language. example: sl: i am studying hard tl: saya sedang belajar keras from the example above, it is found that the grammatical structure “to be + ing” (pattern of present continuous tense in english) is translated into sedang in tl. thus, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 40-49 doi: 10.31002/metathesis.v5i1.3606 p-issn: 2580-2712 e-issn: 2580-2720 42 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the level shift in translation indicated by grammar in sl which is translated becomes lexis in tl. 2. category shifts category shift is the departure from formal correspondence in translation. it is related with formal correspondence. category shift is divided as follows: a. structure-shifts structure-shift engages a change in grammatical structure between the source language. it means a change of construction from the source language phrase to the target language phrase or vice versa. b. class-shifts class-shift is a shift which occurs when the translation equivalent of a sl item is a member of a different class from the original item. it is a change in word class. c. unit-shifts or rank-shifts unit shifts means change of rank, departures from formal correspondence in which the translation equivalent of a unit at one rank in the sl is a unit at different rank in the tl. it may happen from word to phrase, phrase to word or phrase to clause. d. intra-system shifts intra-system shift is a shift which occurs internally, and happens when a term is singular in sl becomes plural in tl and vice versa. in addition, newmark (1987) classifies four types of shift based on how the shift occurs when there is no option to translate the text literally in the process of translation. the detail of types will be described as follows: the first type engages with the change of word form (plural to singular) or the position of adjectives which offers the translation no choice. example: sl: javanese people tl: orang jawa from the example above it can be seen that the english plural words are changed to singular in indonesia. the second type is a shift that is usually used when “the tl does not have the equal grammatical structure of the sl”. thus, the translator looks for other options to convey the meaning of the sl. example: sl: our father’s car tl: mobil ayah kami it can be seen that the object is in front of the sentence in sl but it is in the last in tl. the word order of noun phrase in english is modifier followed by head, meanwhile word order of noun phrase in indonesia is head followed by modifier. https://creativecommons.org/licenses/by-sa/4.0/ istiqomah, et.al translation shift in the english-indonesian translation sherif hetata’s “woman at point zero” novel 43 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the third type is “the one while literal translation is grammatically possible but may not occur with the natural usage in tl”. example: sl: hands down tl: dan itu tak perlu ditanyakan lagi it can be seen that the word “hands down” here is translated into “dan itu tak perlu ditanyakan lagi” in tl. actually, the word “hands down” in literal translation is tangan di bawah, but it is unnatural in tl use, so it becomes “dan itu tak perlu ditanyakan lagi”. in other words, hands down means there is someone who has done that thing or activity. the fourth type is a shift that may occur when “the translator used a grammatical structure as a way to replace lexical gap”. for example: sl: she is can of freak tl: dia itu aneh sekali it can be seen that the\ slang / idiom “she is can of freak” is the replacement of a virtual lexical gap by a grammatical structure. it is translated into bahasa indonesia “dia itu aneh sekali”. the word “sekali” is the replacement of virtual lexical gap in bahasa indonesia (tl) by a grammatical structure. this study analyzes the type of translation shift in the indonesian translation of the novel woman at point zero, (perempuan di titik nol) based on newmark’s theory. the four types of translation shift in the novel are: (1) the changes from singular to plural and the position of adjectives; (2) the grammatical structure that does not exist in tl; (3) the literal translation which is grammatically possible but may not accord with the natural usage in tl; (4) the replacement of virtual lexical gap by a grammatical structure. method this study is a descriptive-qualitative study. according to denzin and lincold (1994), qualitative research involves the studies of use and collection of variety of empirical materials personal experience, life story, interview, historical, international and visual that describes routine and problematic moments and meaning in individual’s lives. moreover, heighm and crocker (2009) identified descriptive research that the researcher presents a detailed, contextualized picture of a particular case or phenomenon. the purpose of this study was to explain the kind of translation shift which occurs in woman at point zero by sherif hetata into perempuan di titik nol translated by amir sutarga. the analysis unit could be in the form of sentence and phrase. four types are: the changes for singular to plural and the position of adjective, grammatical structure in source language does not exist in target language, grammatically accepted but may not accord with natural usage in the target language, the replacement of a virtual lexical gap by a grammatical structure. the data were collected from document review. creswell (2012) states that document is one of data collecting techniques in qualitative research which consists of public and private records to obtain a site or participants in a study, and they can include novel, newspapers, minutes of meetings, personal journals, and letters. the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 40-49 doi: 10.31002/metathesis.v5i1.3606 p-issn: 2580-2712 e-issn: 2580-2720 44 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) data were obtained through document review by reading the english novel and its translation, identifying the kind of shift in sentence form and phrase. the analysis procedure of translation shift used in translating from english text into indonesian are: first, collecting the data from the source language and it translation. second, identifying the data based on semantic shift. third, the researchers mark down words, phrases, clauses, and sentences of the translation text in which semantic shift occur. the last is presenting the data. to make this research reliable, we used trustworthiness to match the result of the data based on the theories by experts. finding and discussion in the analysis of translation shift in woman at point zero, the result showed that there are 122 data types of shift found in sherif hetata’s woman at point zero. there are 37 data as a first type of shift in form of sentences and phrases that were considered as a translation shift. furthermore, 21 data as a second type of shift in a form of sentences and phrases that were considered as translation shift. hence, 46 data as a third type of shift in a form of sentences and phrases that were considered as translation shift. on the other hand, 18 data as a fourth type in form of sentences and phrases that were considered as translation shift. the frequency and percentage of the types above can be seen in table 1 below: table 1 the frequency and percentage of translation shift in novel woman at point zero no the types of translation shifts frequency percentage number of data 1 the changes for singular to plural and the position of adjective 37 30% 1,10,12,13,18,19,20,30,37,38, 9,44,45,47,48,56,58,59,60,63, 67,71,72,73,78,82,86,87,90,10 3,105,106,107,109,112,118, 122 2 grammatical structure in sl does not exixt in tl 21 17% 36,43,46,49,55,65,74,83,89,91 94,97,98,99,114,115,116,117, 119,120 3 grammatically accepted but may not accord with natural usage in tl 46 38% 2,3,5,6,9,11,14,15,17,21,22,23 24,25,26,27,29,31,33,34,40,41 42,52,54,57,62,66,70,75,76,77 79,81,88,92,93,95,101,102, 104,108,111,113,121, 4 the replacement of a virtual lexical gap by a grammatical structure 18 15% 4,7,8,16,28,32,35,53,61,64,68, 69,80,84,85,96,100,110 https://creativecommons.org/licenses/by-sa/4.0/ istiqomah, et.al translation shift in the english-indonesian translation sherif hetata’s “woman at point zero” novel 45 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) furthermore, for detailed the following examples are the samples of the type shift that occurred in the novel. it is a compulsory transposition and automatic, that was caused by the grammatical structure of the target language. it offers the translation no choices and has to make equivalence in tl text. the examples of this shift that used in the novel as follow: a. the changes for singular to plural and the position of adjective example 1: ft/001/wapz/2019 sl: a real woman tl: seorang wanita sejati in example 1, the word a real woman here there is a translation shift that shows a change that happens from adjective-noun in english into noun-adjective in bahasa indonesia, as in seorang wanita sejati. thus, the translation above is categorized as the first type of translation shift. example 2: ft/004/wapz/2019 sl: prison doctor tl: dokter penjara in example 2, the word prison doctor is a translation shift. the change happens from adjective-noun in english into noun-adjective in bahasa indonesia dokter penjara. thus, the translation above is categorized as the first type of translation shift. b. grammatical structure in sl does not exist in tl example 1: st/036/wapz/2019 sl: my uncle’s hand tl: tangan paman saya in example 1, the word my uncle’s hand is a translation shift. in english (sl), noun or noun phrase becomes verb in bahasa indonesia (tl) the object is in front of the sentence, but in english (sl), it is the last. my uncle’s hand translated into bahasa indonesia tangan paman saya. thus, the translation above is categorized as the second type of translation shift. example 2: st/043/wapz/2019 sl: my father’s house tl: rumah ayah saya in example 2, the word my father’s house is a translation shift that in english (sl), noun or noun phrase becomes verbal in bahasa indonesia (tl) the object is in front of the sentence, but in english (sl), it is the last. my father’s house is translated into bahasa indonesia rumah ayah saya. thus, the translation above is categorized as the second type of translation shift. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 40-49 doi: 10.31002/metathesis.v5i1.3606 p-issn: 2580-2712 e-issn: 2580-2720 46 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) c. grammatically accepted but may not accord with natural usage in tl. example 1: tt/009/wapz/2019 sl: why are you worked up? tl: apa sebabnya kau naik pitam? in example 1, the word why are you worked up? is a translation shift from an english (sl) noun or noun phrase to verb in bahasa indonesia (tl). why are you worked up? is translated into bahasa indonesia apa sebabnya kau naik pitam?. actually the phrase “worked up” to translate in literal translation is “bekerja”, but it is unnatural to use such an expression in the tl, so it becomes “naik pitam”. the translation above is categorized as the third type of translation shift. example 2: tt/003/wapz/2019 sl: wide until dawn tl: tetap tidak tidur sampai pagi hari in example 2, the word wide until dawn is a translation shift in which an english (sl) noun or noun phrase becomes a verb in bahasa indonesia (tl). wide until dawn is translated into bahasa indonesia tetap tidak tidur sampai pagi hari. actually, the word “dawn” to translate in literal translation is “subuh”, but it is unnatural usage or informal into the tl, so it becomes “pagi hari”. the translation above is categorized as the third type of translation shift. d. the replacement of a virtual lexical gap by a grammatical structure example 1: ftt/002/wapz/2019 sl: she usually leaves her food untouched tl: biasanya ia tidak menyentuh makanan sama sekali. in example 1, the word she usually leaves her food untouched replaces the virtual lexical gap by a grammatical structure. she usually leaves her food untouched is translated into bahasa indonesia biasanya ia tidak menyentuh makanan (sama sekali). the word “sama sekali” is the replacement of a virtual lexical gap in bahasa indonesia by a grammatical structure. thus, the translation above is categorized as the fourth type of translation shift. example 2: ftt/028/wapz/2019 sl: this journey tl: perjalanan ke suatu tempat in example 1, the word this journey replaces the virtual lexical gap by a grammatical structure. this journey is translated into bahasa indonesia. the word “sama sekali” is the replacement of a virtual lexical gap in bahasa indonesia “perjalanan ke suatu tempat” by a grammatical structure. thus, the translation above is categorized as the fourth type of translation shift. https://creativecommons.org/licenses/by-sa/4.0/ istiqomah, et.al translation shift in the english-indonesian translation sherif hetata’s “woman at point zero” novel 47 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) as stated above, the authors found 122 data in the novel of woman at point zero. the 122 data are include in four types of translation shift, those are: 1) the changes for singular to plural and the position of adjective, 2) grammatical structure in the source language does not exist in the target language, 3) grammatically accepted but may not accord with natural usage in the target language, 4) the replacement of a virtual lexical gap by a grammatical structure. from all four types of shift, it was found that the highest number which occurs is the third types of shift with the data frequency 46 data (38%). meanwhile, the lowest was the fourth type of shift with the data frequency only 18 data (15%). furthermore, in first type of shift the data frequency 37 data (30%), and the last the second type of shift the data frequency is 21 data (17%). from the above findings, it can be seen that the most translation shift occurred in the woman at point zero novel is category shift specifically structure-shift in term of grammatical structure. machali (1998) reports that grammatical shift belongs to source language text-centered shift which mainly concerns particle markedness, foreground, and tenses. shifts also mainly related to cohesion (ellipsis), textual shifts concern generic ambivalence and embodiment of interpersonal meaning. meanwhile, the target textcentered shift cases the main problem concerned with achieving effectiveness, pragmatic appropriateness (including culture) and information (referential) explicitness. thus, the implication of category shift specifically structure-shift in term of grammatical structure is to catch the closest meaning in target language. it may be happened due to the structural differences between english and indonesian, or it might be translator's method to meet the target reader's expectation. while this finding of this research eloquently analyze a grammatical shift, further researcher may conduct a research in term of stylistic changes tend to result in deviations from formal structure which still relate to literary text or novel. talking about findings provided by some previous researches, sutarga in perempuan di titik nol focused on the translation shifts in term of process. meanwhile, pratama and hartono at what happened to goodbye discussed more on the semantic shift. thus, this research is different between those two previous researches in term of types of classical shift. hence, this research enrich those two previous research. conclusion based on the analysis on types of translation shift in sherif hetata’s woman at point zero, it is shown that there are 122 data of shift types. the shift is divided into four shifts that are found in this novel, they are: 1) thirty seven data of the first type of shift (the change of word’s form plural to singular or the position of adjectives), 2) twenty one data of the second type of shift (the tl does not have the equal grammatical structure of the sl), 3) fourty six data of the third type of shift (the one while literal translation is grammatically possible but may not occur with the natural usage in tl), 4) eighteen data of the fourth type of shift (the replacement of a virtual lexical gap by a grammatical structure). in translating a text, it always departs from understanding word, phrase, clause and sentences; finally by accommodate that sentences into a context. the translator may do some modification to get an accurate meaning and similar expression in the target language in order to have the equivalent effect from source language (sl) to https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 40-49 doi: 10.31002/metathesis.v5i1.3606 p-issn: 2580-2712 e-issn: 2580-2720 48 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) target language (tl). thus, it is not wrong if the translation shift is extremely required for example, the translation could give an equivalent from word to another word class because there is no suitable word class in the target language. references catford, j.c. (1965). language and language learning: a linguistic theory of translation. edinburgh: oxford university. catford, j.c. (1978). linguistic theory of translation. walton street: oxford university press. cresswell, j., w. (2012). educational research: planning, conducting and evaluating quantitative and qualitative research. usa: pearson. denzin, n., k. & yvonna s., l. (1994). handbook of qualitative research. jogjakarta: pustaka pelajar. ekasani, k.,a. (ed.). (2018). category shift in the translation of verb phrases in english cookbook into indonesian. international journal of linguistics, literature and translation (ijllt), 1 (4): 73-77. retrieved from http://www.ijllt.org. heigham, j., & crocker, r. a. (2009). qualitative research in applied linguistics: a practical introduction. hampshire: palgrave macmillan. istiqomah, l. et al (2019a). the strategy of slang words translation in "the kissing booth' movie subtitle. leksika: jurnal bahasa, sastra dan pengajarannya. vol 13, no. 2. istiqomah, l. et al (2019b). slang language subtitle strategy in the movie entitled “the social network”. langkawi journal of the association for arabic and english, 5(2), 152-162 istiqomah, l. et al (2020). indonesian to english translation strategies used in webtoon “my pre-wedding”. elsya: journal of english language studies, vol. 2, no. 2, june 2020, pp. 1-6 machali, r. (1998). pedoman bagi penerjemah, jakarta: grasindo munday, j. (2007). translation and ideology: a textual approach. the translator, 13:2, 195 2017. doi:10.1080/13556509.2007.10799238 newmark, p. (1981). approach to translation. oxford: permagnon press. newmark, p. (1987). a textbook of translation. london: prentice-hall international. https://creativecommons.org/licenses/by-sa/4.0/ istiqomah, et.al translation shift in the english-indonesian translation sherif hetata’s “woman at point zero” novel 49 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) pratama, s.h.h & hartono, r. (2018). semantic shift in the english-indonesian of dessen’s what happened to goodbye. english education journal (ejj), 8 (2): 195-207. retrieved from http://journal.unnes.ac.id/sju/index.php/eej. hetata, s. (2007). women at point zero. new york: zed book. sutarga, a. (2014). perempuan di titik nol. jakarta: yayasan pustaka obor indonesia. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 168-180 doi: 10.31002/metathesis.v5i2.4192 p-issn: 2580-2712 e-issn: 2580-2720 168 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) incorporating instagram features in efl learning environment disa evawani lestari1*, emilius german2 president university jl. ki hajar dewantara, cikarang, jawa barat 17530, indonesia disa.silaen@president.ac.id1, germanexcellent@president.ac.id2 *corresponding author received: revised: accepted published: 30 july 2021 21 september 2021 30 september 2021 27 october 2021 abstract instagram, famous for its easy picture and video sharing features, also has some other features, such as quiz, question, and poll, which can be used as english learning tools. the incorporation of instagram becomes a valuable resource as most university students use instagram. this study aims to explore those features and to investigate students’ perceptions of instagram as learning tools. the research participants are 50 students who speak english as a foreign language (efl) studying at a university which applies english as a medium of instruction (emi). the participants follow the researcher’s instagram account and are notified by email for every new post. they, therefore, can view and participate in those posts. the data is gathered from an online questionnaire. the results suggest that quiz is favored for its surprisingly effective function as a correction tool for common errors. in addition, cartoon post is favored as they provide funny and contextual use of the vocabulary which makes the vocabulary memorable. hence, instagram becomes an effective english learning environment, which is supplementary to english classes, especially as an error correction and source of vocabulary input reaching a massive number of students with only one post. keywords: authentic input, error correction, instagram, efl introduction english is spoken and taught as a foreign language in indonesia but it is no longer that foreign anymore to indonesian instagrammers (users of the photo-/videosharing and social networking service instagram). it is not surprising to see that english has become the language commonly used by indonesian instagrammers in the captions, story, testimony, questionnaire and all other features available on instagram. writing an instagram post in english could be so motivating that the users are often seen willingly allocating some time and putting extra effort to really prepare for a catchy and grammatically-correct post. instagram is a photo-video-sharing and social networking application which has at least 1 billion active users around the world (instagram press, 2018). instagram users can create their personal profiles, generate contents for others to view as well as view and respond to contents created by other users. the features https://creativecommons.org/licenses/by-sa/4.0/ mailto:disa.silaen@president.ac.id1 rectangle rectangle freetext 20 lestari, german incorporating instagram features in efl learning environment 169 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) allow users to observe as well as participate in an online social interaction in which english is widely used. this huge community serves as an ideal environment for language learners as language learning occurs both through observation and participation of social interactions (barton & potts, 2013). there is now a growing support among researchers and practitioners for the use of social network sites (henceforth sns) as an effective way to learn english. sns is praised for its versatility, adaptability, and the capability to promote learners’ independent learning (benson & chik, 2010; rambe & bere, 2013; morira, ferreira, pereira, & durão 2016). in addition to that, it also benefits learners with its authenticity which provides them with authentic language exposure from native speakers all over the world through their phone screen, tackling space constraints. language learning theory and snss studies involving social network site (sns) in language learning greatly emphasizes the importance of social interactions which base the arguments on vygotsky’s (vygotsky, 1978) sociocultural theory. this theory explains that learners acquire language through social interactions. it means that learners use the language as a meaningful expression to achieve social interaction goals rather than a meaningless and out-of-context drill. in sns, this interaction happens through features such as posting contents for others to view or viewing and commenting on posts created by other users. language learning theory has previously categorized learning as naturalistic (language acquisition through real social interactions) and instructed study (language learning through roleplay or abstract thinking) (ellis, simpson‐vlach, maynard, 2008). however, it is quite difficult to identify which one is language learning through sns (in this study instagram) as the interaction happens in the cyber world but the interaction itself is real, not pre-designed. learners are guided (instructed) to create a certain content but the comments coming from other users and how they respond to them are purely their own response (naturalistic). to achieve maximum result out of the use of sns in language learning, teachers need to provide learners with effective teacher’s guidance and comprehensive student support structure (conole & alevizou, 2010). teacher’s role should be as a facilitator where students become the center of every activity. the following are some principles in the incorporation of sns into english pedagogy. 1. authentic materials many studies have indicated the effectiveness of using authentic materials in language learning activities. kirana (2016) describes the role of authentic materials in foreign language teaching. she highlighted that learners need to be exposed to how things are said in the target language, rather than doing a translation from their mother tongue to the target language. it is also argued that learners need to be drilled to be able to use the target language similarly to the way in which the native would. 2. learners’ motivation users’ participation acts as the foundation of language learning in sns in which they are required to generate content. therefore, it is important that https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 168-180 doi: 10.31002/metathesis.v5i2.4192 p-issn: 2580-2712 e-issn: 2580-2720 170 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the teachers choose a platform which learners find motivating and familiar. in this case, as instagram has the most users compared to other snss, learners will feel more motivated to complete the task. as reported by blattner & fiori (2009), learners ‘may feel their text has greater authenticity and purpose when done on their social media account in comparison to traditional writing which will only be viewed by their teacher. 3. observation and participation these two categories emphasize the equal importance of learners’ language competence (reading and listening) with their language performance (writing and speaking). barton & potts (2013) elaborate that exposure per se is not adequate for learners to be proficient language user. language learning is considered as ‘language-as-social-practice’, meaning that learners need to be exposed to rich and authentic input (vocabulary knowledge, grammatical understanding, pragmatic awareness) before they can confidently participate in social interaction. 4. constructive feedback feedback plays a vital role in integrating instagram in language learning classrooms. students are so motivated to create a nice caption or story online but are still bound to make mistakes, be it grammatical or lexical mistakes. therefore, in order for learning to happen at its maximum rate, teachers need to provide feedback to reinforce learners’ sense of accomplishment in every task (blattner & lomicka, 2012). in addition to that, learners should also be given the opportunity to receive peer-to-peer feedback through the use of comment section. studies on other snss there have been quite a number of studies conducted into analyzing the efficacy of using snss in language learning. a study by prichard (2013) on the use of facebook in language learning classroom finds out that facebook can improve learners’ proficiency in the four language skills, namely speaking, listening, reading, and writing, as well as the improvement in grammar, word choice, and socio pragmatic awareness skills. similarly, kabilan et al (2010) and klimanova & dembovskaya (2010) report that learners’ reading skills are improved due to reading native speakers’ posts and comments and participating in the comment section. in addition to that, studies into the use of whatsapp have been examined to find out the impact of whatsapp on l2 vocabulary learning (bensalem, 2018; dehghan, rezvani, & fazeli, 2017; lawrence, 2014). those studies found that whatsapp is an effective tool for providing outsidethe-classroom opportunities to practice vocabulary, which if done in the classroom hours, may not be feasible as it takes too much time. furthermore, it is also found to effectively develop learners’ sociopragmatic awareness (blattner & fiori, 2011) and to expand learners’ vocabulary range (bensalem, 2018). with that research evidence, it is logical to assume that, if https://creativecommons.org/licenses/by-sa/4.0/ lestari, german incorporating instagram features in efl learning environment 171 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) exposure to english through sns per se (without the integration into english teaching) can enhance instagram users’ english proficiency, integrating instagram into english pedagogy can cause greater impact. previous studies have extensively been focused on researching the impact of facebook, whatsapp, twitter and instagram on learners’ language proficiency. however, research into the incorporation of instagram has not yet been researched thoroughly especially because it consists of different interactional features and uses compared to other snss, which might then cause different impacts on learners’ language proficiency. therefore, this study sets out to explore instagram features for english learning purposes and to investigate learners’ perceptions towards instagram as a pedagogical tool. method this study applies mixed methods in which data on students’ perceptions on different instagram features are collected using likert-scale questions and analyzed quantitatively, while the reason behind students’ preferred features were gathered using open-ended questions and researched using thematic analysis. the likertscale questions gathered data on the students’ perceptions on the advantages of the instagram features to support language learning in an emi university. the question measures three different areas vital for language learning: interesting, informative, promoting collaboration. in addition to that, the second section of the questionnaire was designed to gather students’ own reflection on the instagram features used in this study by using open-ended questions. there are two main purposes of doing the open-ended questions. first, students participants the participants of this study are 20 undergraduate students who study at a university which implements english as a medium of instruction (emi) policy. prior to the study, all participants are informed about the research design and, therefore, were required to follow the researcher’s instagram account and the university’s language center account. the participants were recruited through a purposive-sampling method to ensure that the participants came from all the study programs available in that university. the candidates of the participants were emailed with the research design and required to reply to the email to show their consent in participating in the research. instruments the instruments used in this study are an online questionnaire (consisting of likert-scale and open-ended questions), and instagram posts created for the instagram features decided to be the focus of the study (image posts, video posts, quizzes, polls). https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 168-180 doi: 10.31002/metathesis.v5i2.4192 p-issn: 2580-2712 e-issn: 2580-2720 172 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the features analyzed in this study are: 1. image posts figure 1. image post figure 1 shows one example of an image post used in this study. this cartoon image is designed by the language centre’s social media team. as can be observed in picture 1, some common words in bahasa indonesia were translated into english. to make it more interesting, the vocabulary translation is accompanied with funny illustrations which make vocabulary learning memorable to the readers. 2. video posts figure 2 shows one example of a video post used in this study. this video post is designed by the language centre’s social media team. as can be observed in figure 2, a tutor is explaining the pronunciation of a word which is commonly mispronounced. the video post usually covers things which require audio, such as pronunciation, mispronounced words, stress and intonation, accent, etc. the video is made concise, lasting for approximately 30 seconds each and talks about cases which happen a lot in the university. figure 2. video post https://creativecommons.org/licenses/by-sa/4.0/ lestari, german incorporating instagram features in efl learning environment 173 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 3. quizzes figure 3 shows one example of quiz used in this study. this quiz is designed by the researchers. quizzes usually cover all aspects of language, ranging from grammatical structure to idiomatic expression. figure 3. quizzes 4. polls figure 4 shows one example of a poll used in this study. this poll is designed by the researchers. polls usually cover things related to two confused words, homonym, and homograph. students are expected to be aware of their mistakes after the result of the poll is released and discussed. figure 4 is an example of two words which the majority of students have often mistakenly used. that picture also shows the poll result which can also be shared so participants can see the trend. a poll can also be used to map participants’ prior knowledge about a topic. figure 4. polls https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 168-180 doi: 10.31002/metathesis.v5i2.4192 p-issn: 2580-2712 e-issn: 2580-2720 174 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) research procedures all the research procedures happen within four months. the research procedures are divided into four steps and can be visualized with the following figure. figure 5. research procedures data analysis the quantitative data gathered using google forms are generated into and represented into bar graphs and pie charts to show the distribution of learners’ answers. in addition to that, the qualitative data of learners’ reasons towards their preferred features are approached using thematic analysis. as the second section of the questionnaire consisted of open-ended questions, the rich data were analyzed under the two themes which appeared in the responses most frequently. those themes were authentic input and effective error correction. findings and discussion informative, entertaining, promoting collaboration the results of the likert-scale questions are presented below. figure 6 summarizes learners’ perceptions of the informativeness of each content. figure 6. informative https://creativecommons.org/licenses/by-sa/4.0/ lestari, german incorporating instagram features in efl learning environment 175 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) as can be seen in figure 6, most participants perceived all features to be informative. the most informative feature is quiz with 86% of the participants rated quiz as either informative or very informative. in the open-ended question, it was revealed that the reason quiz was very informative was because it presented familiar cases in which phrases or sentences had been mistakenly used among students. the design of the question options which are made based on the mistakes commonly made in the university is a very straightforward way to point common mistakes. participant 14 suggested the effectiveness of quiz as a tool for error correction. extract 1: the fact that i got the correct answer right after clicking on the options made me directly realize my mistakes and know the correct forms. i am always amazed and shocked at the same time at how many mistakes i have fluently made so far. i heard that so often so i thought it was a correct english. (participant 14) these comments seem to provide evidence that the absence of authentic input and the mere reliance on translation in efl community become a trap for learners’ english proficiency. they grow in fluency, but they degrade in accuracy. figure 7, on the other hand, provides information about if participants find the content entertaining. this is important because one of the reasons students scroll on their instagram feed is to get some entertainment, such as funny videos, satirical memes, etc. by getting this data, we can see if the instagram content can compete with other instagram contents, or in other words, can catch attention like many contents do. the post that participants found entertaining the most was the image posts. participant 3 explained this: students these days really love cartoons. so if you make funny cartoons and combine it with funny examples of the failure of word-to-word translation, vocabulary learning is way more memorable that way. figure 7. entertaining https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 168-180 doi: 10.31002/metathesis.v5i2.4192 p-issn: 2580-2712 e-issn: 2580-2720 176 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) from the last question of the likert-scale, information if instagram features can promote collaboration was gathered. according to the result, quiz was considered as the feature which allows collaboration to happen. as language learning happens through an interactional process, it is important to make sure that the feature not only guides (instructs) the learners but also allows them to interact with other learners by creating comments which are purely their own response (naturalistic), not pre-designed. in the quiz section, participants can comment or give reasons for their choices or answer other learners ‘confusion about the topic. that interaction in itself is a room for them to use english. figure 8. promoting collaboration authentic input authentic input provides language learners with many advantages and exposes them to the real english language. the use of authentic materials is not only proven to increase learners’ motivation but also is intended to minimize the gap between english in the classroom and english in the real world (guariento & morley, 2001). exposing students to authentic english helps learners acquire an effective receptive competence in the target language. when english as a medium of instruction (emi) is applied in a country whose people speak english as a foreign language (efl), learners, to a great extent, rely on translation to speak english. the limited input of authentic expressions which shows how the language is used by the native speakers is one of the causes of word-for-word translation strategy. this strategy, although sometimes effective, can make learners lost in translation. participant 5 recalled such experience and commented: i once joined an asean student conference and heard one indonesian participant said very stupid several times. i think that is the most hilarious moment during that event because after struggling to understand the context of that speaker, i got to understand that a mistake has happened due to mere reliance on word-for-word translation. the speaker carelessly translates bodoh amat into very stupid. it’s silly but tragic because i may have done similar mistakes with other expressions. from that comment, it can be seen that the translated words do not convey the message they are supposed to convey, such as bodoh amat which is translated into https://creativecommons.org/licenses/by-sa/4.0/ lestari, german incorporating instagram features in efl learning environment 177 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) very stupid. we can clearly see that the meaning in the source language and the target language is different. this word-for-word translation does not retain the original meaning of the source language expression, which is i don‘t care. therefore, creating an environment on instagram for providing authentic input of english in use in daily communication can familiarize language learners with expressions to say things in english. with sufficient exposure to authentic input, rather than doing translation, their mind will recall the equivalence of the words or expressions they want to say. participant 17 discussed that in the following comment: the picture is nice. it’s like i’m reading a webtoon. i don’t always understand the vocabulary used, but thanks to the picture, the meaning is predictable. it is also important to note that language learners cannot recall all the words or expressions they have been exposed to. therefore, providing catchy image for vocabulary is recommended. participant 7 mentioned: acquiring a new vocabulary while scrolling on instagram feeds is fun. the catchy illustrations make help the vocabulary more memorable. i remember back then, i used to compile a list of words from the book i read but then felt so difficult to remember the meaning because it has been taken from the book and put in a list. from the previous comments, it can be seen that memorizing list of vocabulary in isolation to the context is always harder than remembering the meaning of a word used in a certain context. the image does not only function to catch students’ attention but also to create context for the vocabulary. this is why vocabulary acquired through a catchy cartoon post lasts longer in memory than those acquired through memorizing a list of vocabulary. effective error correction most unnatural english expressions made by efl learners can be easily identified as the result of word-for-word translation from bahasa indonesia. minimum exposure to authentic input leads efl students to translate from bahasa indonesia into english, instead of finding the equivalence or recalling how it is said in english. the following extract from participant 8 is one example: i thought i want to present about is correct. ... perhaps this sounds correct because i frequently hear it. in addition to translation problem, mispronunciation happens a lot too, such as the word delete which is mispronounced as /delet/ when it is supposed to be /dɪˈliːt/. because these errors have been made by so many students, it is not effective to correct it in class every time a student makes such a mistake. that will be overwhelming since it happens quite often. posting it on instagram as a quiz is an effective way to make learners aware of these mistakes, especially when the options include the incorrect but commonly used words or expressions. this noticing is a crucial process in language learning in order that students have a full https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 168-180 doi: 10.31002/metathesis.v5i2.4192 p-issn: 2580-2712 e-issn: 2580-2720 178 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) grasp of the linguistic features, have them stored in their long-term memory, and can later be recalled naturally. error correction often gives teachers a dilemma. it requires teachers' wisdom to use which error correcting strategy to which student at what occasion because error correction, although important, can lead to lower confidence to speak english (lasagabaster & sierra, 2005). too few or too many corrections can result in negative impacts on students’ english development as well as their learning motivation. error correction through instagram quiz is claimed to be face-saving yet effective. this can be observed in a comment made by participant 10: when my teacher corrected my english, i was happy and embarrassed at the same time. i wish my teacher could give me that feedback behind my friends, just like this instagram quiz. conclusion as human interaction has, to great extent, is moving to online social media platforms, language learning has to do the same. there are more and more communication happening on social media; one of the most popular platforms now is instagram. due to its massive number of users, instagram can be a good environment for learning english, especially for efl learners. the incorporation of instagram as learning tools provides a good environment for efl learners and solves some problems faced by efl learners. first, the minimum exposure to authentic input in an offline efl environment contributes to the slow development of learners’ vocabulary. instagram posts are expected to provide more authentic input for students in order that students are exposed to english in use. secondly, strong reliance on translation due to limited exposure to authentic input leads to unnatural english. finally, a high number of mistakes made by efl learners due to the previously mentioned causes need an effective error correcting strategy. instagram quiz has the potential of becoming an effective error correction tool because it provides immediate feedback, can reach a massive number of students just in one post, and most importantly, it is facesaving. the incorporation of instagram features to provide a good efl environment is limited because the number of words possible for a caption is limited and the number of words in the comment section is too. that means the incorporation of instagram cannot replace the english subject which is taught in class. instead, it serves as a supplementary tool for the english subject, ideal for correcting frequently made errors and vocabulary acquisition, reaching a lot of students just in one click of a post. acknowledgements this study is funded by the ministry of research and technology of the republic of indonesia. https://creativecommons.org/licenses/by-sa/4.0/ lestari, german incorporating instagram features in efl learning environment 179 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) references barton, d., & potts, d. 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(2010). facebook: an online environment for learning of english in institutions of higher education. the internet and higher education, 13(4), 179-187. kirana, d. p. (2016). authentic materials in efl classrooms. cendekia: jurnal kependidikan dan kemasyarakatan, 12(2), 353-364. klimanova, l., & dembovskaya, s. (2010). facebooking a la russe: crosscultural and pedagogical challenges of social networking in the russian (l2) classroom, france. lasagabaster, d., & sierra, j. m. (2005). error correction: students’ versus teachers’ perceptions. language awareness, 14(2-3), 112-127. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 168-180 doi: 10.31002/metathesis.v5i2.4192 p-issn: 2580-2712 e-issn: 2580-2720 180 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) lawrence, d. (2014). students’ experiences of using sms for vocabulary development–a case study. in conference proceedings of ict for language learning (p. 310). moreira, f., ferreira, m. j., pereira, c. s., & durão, n. (2016). collaborative learning supported by mobile devices: a case study in portuguese high education institutions. in new advances in information systems and technologies (pp. 157-167). springer, cham. prichard, c. (2013). training l2 learners to use snss appropriately and effectively. calico journal, 30(2), 204-225. rambe, p., & bere, a. (2013). using mobile instant messaging to leverage learner participation and transform pedagogy at a south african university of technology. british journal of educational technology, 44(4), 544-561. vygotsky, l. (1978). interaction between learning and development. readings on the development of children, 23(3), 34-41. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 204-216 doi: 10.31002/metathesis.v5i2.4375 p-issn: 2580-2712 e-issn: 2580-2720 204 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) expert validation and students’ initial field trial responses toward m-write academic essay writing application wahyu kyestiati sumarno1*, dwi wahyuningtyas2, triubaida maya ardianti3, adinda aulia rahmawati4, putri dian shafira5, nur imro’atus solikha6 universitas pembangunan nasional “veteran” jawa timur1,2,4,5,6 universitas airlangga3 jl.raya rungkut madya, gunung anyar, surabaya, indonesia1,2,4,5,6 jl. dharmawangsa dalam 4-6, surabaya3 wahyu.kyestiati.ds@upnjatim.ac.id *corresponding author received: revised: accepted published: 6 september 2021 26 october 2021 24 november 2021 26 november 2021 abstract proficiency in academic writing is still a problem for many students because there are no such digital learning media that can facilitate academic writing practices. considering this issue, this research tried to develop an m-write application, a web-based learning media that combine metacognitive skill and process-genre approach. this paper aims to determine the feasibility level of m-write. the method used in testing the feasibility of this product includes the alpha test and beta test. the alpha test was carried out by three english education experts; each of them assessed the aspects of the content, language use, and design. while the beta test was carried out by 25 students of the computer science faculty in one of state universities in east java. the data collection technique was done by using a questionnaire and interview. data analysis was carried out using quantitative descriptive techniques. the results of expert validation analysis indicated that the m-write application reached appropriate criteria in terms of content, language use, and design aspects. the percentages of each of these aspects are 71.9%, 73.3%, and 71.9%. the initial field trial by students also showed that the application was appropriate to be used with an average percentage of 75.9%. keywords: expert validation, students’ responses, m-write, writing application introduction academic writing is writing in an academic manner for academic purposes. it aims to produce a scholarly scientific piece of paper which contribute to the body of knowledge or science. ideally, academic writing has a formal, systematic structure and uses scientific language. in academic writing, the writers are advised to avoid language that is emotional, inciting, or biased (oshima & hogue, 1994). https://creativecommons.org/licenses/by-sa/4.0/ mailto:wahyu.kyestiati.ds@upnjatim.ac.id sumarno, et.al expert validation and students’ initial field trial responses toward mwrite academic essay writing application 205 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the writing format of an academic writing may vary depending on the discipline. generally, academic writing is composed by lecturers, researchers, and students at universities as requirements of their graduation. therefore, university students should be proficient in academic writing, both in bahasa indonesia or english. unfortunately, academic writing in english is seen as an obstacle and being feared by most of students. yoon (2008) noted in her study that these students are lack of confident in writing using academic english, lack of model as well as exercises, poor time management and confuse to start the writing. even so, they must still be able to write academically. as a consequence, they can only produce works of inferior quality. to observe the actual condition of the students, the researchers conducted a preliminary research. it was found that unfavorable conditions were experienced in many of academic writing classes (kwak, 2017; rakedzon & baram-tsabari, 2017). to name but a few, the lack of face-to-face time to accommodate the process of writing activities (aliweh, 2011; moloudi, 2011), lack of ability to utilize learning resources (holmes et al., 2018), lack of media to facilitate students' writing exercises (bilal et al., 2013), and less involvement of the cognitive process to improve the writing quality (knox, 2017). several previous studies have tried to provide alternative solutions to these problems, including the involvement of metacognition (bassett, 2016; negretti, 2012; negretti & kuteeva, 2011), process-genre approach (knox, 2017), and developing online learning media (åberg et al., 2016). however, the recent majority research were still limited to the provision of certain treatments to improve the quality of academic writing and were presented separately. no media that combines process-genre approach, metacognitive skills practices and digital learning in one platform has yet been found. for these reasons, this research was conducted to develop and validate the feasibility level of m-write. m-write is a web-based digital application that can be used as a learning media to guide the students’ academic writing process. it integrates process-genre approach and metacognitive skills stimulation in the form of problematized scaffolding. the formulation of the problems in this development research is: how is the properness of the digital application product has been developed based on the experts validation and students’ initial field trial assessment/responses? characteristics of the process-genre approach in writing classes there are some approaches in teaching writing, such as the process approach, the product approach, and the genre-based approach. the first focuses on how the text is written,which including the writing process (pre-writing, composing, revising, editing, and so on) while the second emphasizes the written product of the author and overrides the skills required to produce the text. the third, genre-based approach concerns on the purpose, linguistic features and particular generic structure to create a coherent composition. each of them has advantages and disadvantages. hence, there is an idea to combine two or more approaches to get the optimum results, like process-genre approach. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 204-216 doi: 10.31002/metathesis.v5i2.4375 p-issn: 2580-2712 e-issn: 2580-2720 206 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the process-genre approach in writing learning is an approach that combines the positive values of the three existing writing approaches, namely the product approach, process approach, and genre-based approach. in other words, this approach sees the writing process as knowledge of language as in the theory of genre-based approach, knowledge of the context as in the genre-based approach theory, and skills in using language such as in the process approach (badger & white, 2000). this approach is also known as 'a process-product hybrid' (tangpermpoon, 2008). through the process-genre approach, it is hoped that student learning outcomes will be better than if the three approaches were implemented independently. several studies indicated that the implementation of the process-genre approach can improve students' writing skills and awareness (zhang, 2018), as well as effective for teaching writing introvert and extrovert students (sumarno, 2015). this writing platform will apply the process-genre approach procedure from yan (2005) by combining it with the stages of writing academic writing from oshima & hogue (1994), namely pre-writing, planning/outlining, and writing and revising. definition of metacognitive skills and problematized scaffolding metacognition ability is the ability to be aware of what one is doing or thinking what to think (flavell, 1979). by realizing what they are doing, students will reflect on what they have done with the theory they have learned so that the quality of their writing will increase. many studies show that the more skilled students use metacognition skills, the higher academic achievement will be (chekwa et al., 2015; jaleel & premachandran, 2016). furthermore, many writing researchers state that activating metacognition is one of the important things to improve students' writing skills (vankooten, 2016). however, there are few studies exploring the role of this metacognitive ability in writing classes. therefore, the writers try to show the positive influence of metacognition in writing instruction. one of the strategies to insert metacognition in the writing instruction is by delivering problematized scaffolding to the students. problematized scaffolding refers to some questions that are given to stimulate the meta-thinking or reflection process of the students. these questions should be answered prior to performing each step of writing process. by getting used to it, the students will hopefully be able to instill their own self-reflection or metacognition whenever composing a paper. sumarno (2019) conducted a reseach to see the role of problematized scaffolding in an online writing class. she found that this scaffolding is useful and helps the students get better results. faraj (2015) has also carried out a study that aims to present the effect of teacher scaffolding and the writing process on the writing ability of efl students. this study concludes that the teacher's writing process and scaffolding have met the students' needs thus significantly improving https://creativecommons.org/licenses/by-sa/4.0/ sumarno, et.al expert validation and students’ initial field trial responses toward mwrite academic essay writing application 207 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) their writing skills. this means that any kinds of scaffolding are beneficial to use for novice writers. this application tried to combine the positive role of problematized scaffolding in stimulating the metacognitive skills and the advantages of applying process-genre approach in the academic writing classrooms. academic writing courses mcwhorter (2006) mentioned some organizational patterns in academic writing, namely chronological/process essay, cause/effect essay, comparison/contrast essay, and argumentative essay. these patterns are different for their social function, generic structure, and linguistic features. in the university, the students will learn these four patterns in an academic writing course or a general english course. through academic writing courses, the students can learn how to think critically in academic discourses and put their thoughts in the form of a scholarly article with the proper pattern. academic writing is deemed necessary for university students (ratnawati et al., 2018). in other words, academic writing plays a significant role in students' educational purposes. digital writing platforms digital vibes has changed many aspect of life including education (sumarno et al., 2017). fatimah (2018) asserted that academic writing was still delivered traditionally. students still listen while the teacher is explaining. then, the students do the tasks. that could make academic writing boring and not interesting to follow. in addition, from a study conducted by anisa & widayanti (2019), students often face difficulties in academic writing. therefore, the teacher should find a more interesting way to learn academic papers to be more actively involved. in addition, there should be an improvement in methods, technologies, and applications that enable the students to remember academic writing differently and excitingly; one of them is by using technologies and digital applications in developing writing. handayani & handayani (2020) also utter the importance of online writing tools and platforms. they suggested the teacher to use writing tools in class and tell the students to be familiar with them. if the teacher and students can realize it, it will benefit distance and online class activities. some platforms enable the students to learn academic writing, such as grammarly, pro writing aid, free mind, edusson, focus writer, etc. the development of digital writing applications and platforms continues as the need to learn academic writing also increases. there are some advantages to using digital writing platforms. topacio (2018) asserted that it helps the teacher provide sources for students in the forum by just clicking the link. in this way, the students will have many resources and references that they can easily access. in addition, by using the platform, the students can also find their writings and interact with other writers or students who give inputs and suggestions to the shared report. hewett (2006) stated that this process could help students who are often shy to share their writing in class to be more open with their writing work and share it on the internet and virtual space. in addition, students can find the internet as a space to explore their writing creativities and skills (hyland, 2003). https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 204-216 doi: 10.31002/metathesis.v5i2.4375 p-issn: 2580-2712 e-issn: 2580-2720 208 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) furthermore, as strobl et al. (2019) stated in their study, the students use the platforms and tools to learn academic writing aspects that have not been covered or explained by the teacher in class. in other words, the students need and use the platforms or tools as they lack class time with their teachers to study academic writing skills. the media may also be beneficial for them to learn academic skills and style of learning, as needs and time for studying academic writing are different for every student. the further benefit of digital writing platforms and tools is to make students more autonomous in learning. dahlström (2019) divided the perspectives of digital writing tools affordance into four, write-ability, edit-ability, story-telling ability, and accessibility. from those four divisions, it is revealed that the students can be more independent in developing their writing styles, interactions, stories, languages, focuses, and ideas in writing. it also trains them to be more creative in writing. however, the teacher should also consider whether or not the students can have the same opportunities in making use of the platforms and tools. method the method used in this study was adapted from thiagarajan et al. (1974) research and development (r and d) model. based on this model, there are four stages to follow, namely define, design, develop, and disseminate. this article discussed only the develop stage, especially the validation from the experts and the early/initial field trial. the results of this paper will be considered for the next stage of the model, which are revision and advanced field trial in the dissemination stage. in develop stage, the researchers and technicians developed a web-based learning media, called “m-write”, based on the existing experiences, potentials, and conditions. then, the application has been developed was assessed with the following procedures: 1. product feasibility analysis by a team of experts the expert team consists of three (3) english education experts who were judged in terms of material or content, language use, and design. to analyze the collected data, the researchers conducted an alpha test. the results of this validation were then interpreted based on the media eligibility criteria by arikunto (2010) as follows. table 1. criteria of media eligibility percentage points interpretation 81 100% very appropriate 61 80% appropriate 41 60% quite appropriate 21 40% less appropriate 0 20% not appropriate https://creativecommons.org/licenses/by-sa/4.0/ sumarno, et.al expert validation and students’ initial field trial responses toward mwrite academic essay writing application 209 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the expert team also provided input via interviews which were analyzed descriptively after the questionnaire results interpretation. 2. initial field trial this trial stage includes initial product trials and supporting equipment in the laboratory. the equipment used in this stage is precisely the same as will be carried out in subsequent tests. this stage involved twenty-five students of the faculty of computer science in one of state universities in east java to test and give responses through 1-5 likert scale questionnaires and interviews. the data were gained using a questionnaire. to analyze the data, a beta test was carried out. the results of the questionnaire were analyzed descriptively and interpreted based on the criteria of students’ responses by arikunto (2006) as follows. the descriptive analysis was also done to the interview afterward. table 2. criteria of students’ responses percentage points interpretation 91 100% very good 61 90% good 41 60% quite good 11 40% poor 0 10% very poor findings and discussions this paper intends to analyze the stage of expert validation and initial field trial. these two stages are conducted prior to the actual classroom trial. the results of expert validation measure three aspects, namely material/content, language, and design. the elements in the content aspect are product relevance, accuracy, updates, and curiosity building. the results of expert validation on the content aspect are shown in figure 1. figure 1. experts validation results on the content aspect https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 204-216 doi: 10.31002/metathesis.v5i2.4375 p-issn: 2580-2712 e-issn: 2580-2720 210 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 1 shows that the average percentage of content aspect validation is 71.9%. from these results, it can be concluded that the material or content of the m-write application is suitable for use as an academic essay writing media. to see in more detail, in terms of the product relevance element, it is noted that the application is “very appropriate” to use with a percentage of 86.7%. a similar result is also shown in the ability to build curiosity elements with the percentage of 83.3%. meanwhile, regarding the accuracy and product updates, this application is validated as quite proper with a percentage of 57.8% and 60%, respectively. furthermore, expert validation for the language aspect includes five elements, namely straightforwardness, communicative language use, dialogic language, conformity with the time development, and conformity with the rules. the results of expert validation on the language aspect are shown in figure 2 below. figure 2. experts validation results on the language use aspect figure 2 shows that the average percentage of expert validation on the language aspect is 73.3%. from these results, it can be concluded that in terms of language use, the m-write application is suitable for use in classroom practices. all of the elements in the language aspect get appropriate criteria, with 80% for the element of directness, 73.3% for the communicative element, 66.7% for the dialogical element, 73.3% for the element of conformity with time development, and 73.3% for the element of conformity with the rules. the next expert validation assessed the design aspect of the media which includes elements of presentation techniques, support, efficiency, graphics, and buttons. the results of expert validation on design aspects are shown in figure 3. https://creativecommons.org/licenses/by-sa/4.0/ sumarno, et.al expert validation and students’ initial field trial responses toward mwrite academic essay writing application 211 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 3. experts validation results on the media design figure 3 shows that the average percentage of expert validation on the design aspect is 71.9%. these results indicate that the design of the m-write application get appropriate criteria. in detail, in terms of the presentation technique, it shows that the media are very feasible with a percentage of 86.7%. meanwhile, in terms of efficiency, graphics, and button function, it is in an appropriate category with the percentages of 68.3%, 76.6%, and 70% respectively. however, for supporting elements, this application is categorized as quite proper with a percentage of 57.8%. insightful comments were gained from the interview session with the three experts. their suggestions are important for the development of the media in the next stage. overall, all of the experts appreciate the effort of the researchers that have successfully brought up the materials of problematized scaffolding to improve students’ writing skills which are rare in indonesia. one of them even said that “this application obviously meet my needs to record all of the students’ writing process in an all-in-one system.” regarding the content, the three experts agreed that the app is good as it has already given various examples and hints to help students write. the problematized scaffolding in the form of questions is relevant to each step of writing and relatively simple. however, one of them argued that “for better scaffolding, i wonder if it is possible to scaffold students from the basic writing steps, such as providing mentor paragraph/mentor sentences (models of highquality writing for students) in the forms of smaller pieces. deconstructing a large piece of writing into smaller parts is at the heart of scaffolding; so, i wonder if the app can also convey these basic steps before the students jump into the creation of a full draft with some pre-writing activities.” another expert https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 204-216 doi: 10.31002/metathesis.v5i2.4375 p-issn: 2580-2712 e-issn: 2580-2720 212 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) also suggested that the theme for the essay example in the hints should be a more student-related topic. in terms of language use, the three of them are like-minded, saying that the language app should be short, concise, and communicative. therefore, they suggest that the questions in the scaffolding should be broken down into some shorter sentences. they also said “the scaffolding calls for patience, and baby steps piece-by-piece from the lecturer to the students. try to avoid rushing, or bombard students with series of questions, even they are in the form of sentences or apps. when we teach writing, we might want to show the best examples of writing.” besides, one of them also found a few grammatical mistakes and ask for revision. another expert also recommended more interactive words that are motivating, such as “well, done! you’ve completed the preparation stage!” in regard to the design aspect, the experts agreed that the application is simple enough and easy to use. yet, they said that improvement to each button function is necessary. “the background color and font type are good enough.”, they add. student responses to the m-write application include five elements, namely usefulness, ease of use, language, functionality, and attractiveness of appearance. student responses to the m-write application are shown in figure 4 below. figure 4. the students’ initial field trial responses figure 4 shows that the students’ responses toward the m-write application are in good criteria with a percentage of 75.9%. all of the elements in the student's response, namely usefulness, ease of use, language, functionality, and attractiveness of appearance, are in good criteria, with the percentage of 78% for usability, 72.9% for ease of use, 74.1% for language, 75.9% for functionality, and 72.9% for attractiveness. https://creativecommons.org/licenses/by-sa/4.0/ sumarno, et.al expert validation and students’ initial field trial responses toward mwrite academic essay writing application 213 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) almost all of the students responded that m-write is the first platform that they ever used to facilitate their process of writing practices. they said, “it was amazing that now we can do each step of writing practices online, remembering that the time for these are limited in the class.” they also argued that the web is simple enough to make them understand and use it. furthermore, they hope for motivating words added in each step of assignments they have accomplished and more interactive pictures in the hint. yet, overall, they agreed that this application can be used in the class. based on the analysis above, it can be said that m-write has solved some of the writing class obstacles, namely the lack of face-to-face time to accommodate the process of writing activities (aliweh, 2011; moloudi, 2011), lack of ability to utilize learning resources (holmes et al., 2018), lack of media to facilitate students' writing exercises (bilal et al., 2013), and less involvement of the cognitive process to improve the writing quality (knox, 2017). with this platform, which is evaluated as “appropriate” by both expert validators and students in the initial field trial, the very limited time allotment for students’ practices in each step of writing can be facilitated. although it is conducted online, control guidance by the teachers will help. besides, the problematized scaffolding in the form of questions and hints in every step of the writing process before doing the assignment has also facilitated the involvement of the cognition process to improve the writing quality. hence, the search for learning resources and media for writing classes that combine process-genre approach, metacognitive skills practices, and digital learning in one platform can be found in m-write. furthermore, the validators’, as well as the students’ suggestions for the improvement of the application in the interview sessions, are valuable and helpful. the researchers will consider them when revising the media in the next stage before the advanced trial or actual classroom trial. although the current application has been proper enough to be used, revision is necessary for a better dissemination stage result. conclusion based on the results, analysis, and discussion, it can be concluded that the mwrite application is suitable and proper for use as a medium for academic essays courses. the evaluation of the content, language use, and design aspects carried out by the expert validators, as well as the responses of the students indicated that the m-write application is feasible for use. suggestions gained from the interview are precious and will be considered in the next stage, the dissemination stage. acknowledgements thank you to lppm upn “veteran” jawa timur who provided funding for the conduction of this research with the basic research scheme (risda) for the 2021 fiscal year. references åberg, e. s., ståhle, y., engdahl, i., & 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(2008). integrated approaches to improve students writing skills for english major students. abac journal, 28(2). http://www.assumptionjournal.au.edu/index.php/abacjournal/article/view/5 39 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 204-216 doi: 10.31002/metathesis.v5i2.4375 p-issn: 2580-2712 e-issn: 2580-2720 216 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) thiagarajan, s., semmel, d., & semmel, m. (1974). instructional development for training teachers of exceptional children. indiana university. center for innovation in teaching the handicapped. vankooten, c. (2016). identifying components of meta-awareness about composition: toward a theory and methodology for writing studies. composition forum, 33. https://eric.ed.gov/?q=identifying+components+of+metaawareness+about+composition%3a+toward+a+theory+and+methodolo gy+for+writing+studies&id=ej1092005 yan, g. (2005). a process genre model for teaching writing. english teaching forum, 43, 18–26. yoon, h. (2008). more than a linguistic reference: the influence of corpus technology on l2 academic writing. language learning & technology, 12(2), 89–96. zhang, y. (2018). exploring efl learners’ self-efficacy in academic writing based on process-genre approach. english language teaching, 11(6), 115–124. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 129-139 doi: 10.31002/metathesis.v5i2.2742 p-issn: 2580-2712 e-issn: 2580-2720 129 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the effect of prophet yusuf storytelling on students’ grammar mastery rianto1, febria sri artika2*, loli safitri3 institut agama islam negeri bukittinggi kampus: jl. gurun aur kubang putih kab. agam 1rian.anto002@gmail.com, 2febria.artika80@gmail.com*, 3safitriloli28@gmail.com *corresponding author received: 11 juli 2020 revised: 17 august 2021 accepted: 19 august 2021 published: 12 october 2021 abstract the study of grammar has been shifting in the language teaching classroom. however, the fact that the difficulty to understand grammar, especially past tense among junior high school students has been an issue that needs to be solved. this study investigated the effect of using the storytelling of prophet yusuf based on quran verses towards students’ grammar mastery at the 8th grade in mtss diniyyah pasia, agam, west sumatera. this quasiexperimental research involved 32 sample students who were treated as experimental class and taught by using the storytelling of prophet yusuf. it is found that there is a significant effect of using storytelling of prophet yusuf based on quran verses towards students’ grammar mastery. it is also concluded that there is a significant difference between students who are taught by using the storytelling of the prophet yusuf based on quran verses and the students who are not taught by using storytelling. it indicates that the use of prophet yusuf storytelling which is based on quran verses in learning grammar can help the students to master the grammatical pattern effectively. keywords: grammar mastery, quran verses, storytelling, surah yusuf introduction grammar plays a vital role as the foundation for both, oral and written communication. grammar is a set of rules that help someone to combine words into meaningful sentences. grammar is defined as the way words are constructed to create precise sentences (ur, 2012). this statement formalizes grammar as one of the major aspects of learning a language because without having good grammar mastery, it would be difficult for someone to deliver his or her ideas properly (taufiq & putri, 2019). https://creativecommons.org/licenses/by-sa/4.0/ rianto, artika, safitri the effect of prophet yusuf storytelling on students’ grammar mastery 130 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) grammar helps learners to understand the relations existing among sentences in reading, which enables them to transform their ideas into coherent sentences in a written form (hyland, 2019; myhill & newman, 2016). besides, grammar plays a significant role in grasping and using spoken language because it is believed that learning the grammar of a language is necessary for developing the ability to produce grammatical well-formed utterances in a language. thus, grammar cannot be ignored due to its important role in every skill of language. in indonesia, grammar has been learned as an integrated subject in the english classroom, along with other skills; writing, reading, listening, and vocabulary. the ability to understand grammar will help the learners to compose clauses in academic writing (gustira & artika, 2020). however, grammar is still considered one of the hardest language components for students. grammar is precise since the students have to know the right form of the verb, the right use of auxiliary verb or the tenses, and the proper adverb of time to put them all together in a correct sentence. some learners are sometimes reluctant to be corrected by other people, especially in oral communication. moreover, some exceptions need to be put into attention by the language users, such as in spelling and pronunciation, especially as it is not spelled the way it sounds. therefore, the need for good strategies to teach grammar is necessary to make grammar easier to be understood by indonesian language learners. storytelling is one of the strategies that can make foreign language learners, especially young learners, learn grammar without getting bored. “good stories can capture one’s imagination and hold one’s attention”, as stated by hidayah, 2015, p.2). in other words, if the teacher could have the student's attention, the researcher assumes that it would make grammar easier to be understood by the learners. furthermore, miller & pennycuff (2008, p.1) emphasized, “storytelling is an effective pedagogical strategy that can be woven into instruction to increase students’ competencies in all areas” (miller & pennycuff, 2008)(p.1). it is one of the most effective strategies to increase language skills and language components, especially grammar. moreover, a short story also affects the students’ character education, particularly when they read the famous figure’s short story (artika, 2015). besides, students' comprehension will also develop with the use of storytelling (al-mansour, 2011; hung et al., 2012; marzuki et al., 2016; and spencer et al., 2013) however, the ability and creativity to create stories that can convey the point are not possessed by everyone. to invent and create a story that explains a basic concept of grammatical structures is undeniably a point that can assist the teacher to have not only a fun classroom interaction but more importantly a channel to demonstrate and simplify the grammatical rules in a more receptive and innovative practice. the use of storytelling to teach grammar could conceivably help learners counter their anxiety of learning grammatical forms (hidayah, 2015). teaching grammar by using storytelling has also increased the students' motivation; they do not feel that studying grammar is a boring and difficult subject anymore (amiot et al., 2018; garcía, n.d.; pillai et al., 2017). as the authentic strategy of teaching, storytelling also has potential of encouraging young learners’ emotional intelligence and helping them to gain insight into individual behavior (dujmović & skola, 2006). language learning has also been promoted by storytelling with learners’ vocabulary enrichment and new https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 129-139 doi: 10.31002/metathesis.v5i2.2742 p-issn: 2580-2712 e-issn: 2580-2720 131 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) language forms acquisition. their statement is in line with (mallan, 1991) that in grammar learning, storytelling could be a stepping stone to learning syntax as it reveals the grammatical and syntactic features inconsequential context. storytelling manifests various uses of tense and linking instruments in constructing ideas. by designing a contemplating learning activity, it is easier for the teacher to draw the learners’ attention to understand the linguistic features in the story. in other words, storytelling can be used as a strategy in teaching grammar because it can deliver the grammar material in a more meaningful context. in addition, this strategy can deliver abstract material like grammar which used to be a boring subject in a fun way of teaching. storytelling does not always use a story in the process, but sometimes an experience of someone in his or her past can be used. (o. serrat, 2008, p.1) noted, “storytelling is the vivid description of ideas, beliefs, personal experiences, and life lessons through stories or narratives that evoke powerful emotions and insights”. it means that storytelling can be applied through narratives and stories. in the narrative, storytelling would be probably conducted by telling a story in front of the classroom or writing a story. a story presents a realistic context of presenting a grammatical aspect then carries and focuses the learners’ concentration and curiosity distinctively that no other method might do as a good story can hold students’ attention. furthermore, eliciting and illustrating grammar points can also use stories; the former utilizes inductive reasoning, while the latter requires deductive concepts. therefore, it is useful and necessary to bring up both approaches in the grammatical structure of lesson planning. attaching grammar stories in lessons would help the learners’ better understanding of grammar as well as a fun activity for them (baker & greene, 1996). to make a lively atmosphere, it seems that storytelling is a good strategy in teaching grammar which avoids making the students bored and sleepy. the teacher can use this strategy to hide or to disguise the grammar material into a more fun subject. that the stories can provide opportunities to learn a language in context for the students could be the reason why the researchers want to tell stories in their classroom activity. new vocabularies and language structures are also introduced in stories. however, the students should also pay attention to their vocabulary learning strategies to maintain their vocabulary mastery as it will strengthen their ability in the use of grammar (fitriani & artika, 2020). moreover, stories can have a strong impact on the establishment of personal knowledge and self-awareness (soleimani & khandan, 2013)fu. if the students can remember the stories it is more likely they can remember the structures that are used in those stories. for example, a student likes the story of musa as, and then he writes it down on a piece of paper; since he fonds of it, he remembers almost all the sentences in the stories which makes that student writing almost perfect. morgan & dennehy (1997) asserted the five components of an effective story as follows: 1) setting: a description of characters, time, place, and context; 2) building up: a series of events; 3) crisis: a climax or peak of the story; 4) learning: a moral value of the story; 5) having alteration in the character(s) attitudes, consciousness, and capabilities: the tale-teller needs to focus on the retaining lessons taken by the listener. https://creativecommons.org/licenses/by-sa/4.0/ rianto, artika, safitri the effect of prophet yusuf storytelling on students’ grammar mastery 132 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) moreover, erickson et al., (1976) recommended the five following models to support the storytelling learning theory and the conversational induction of a hypnotic trance: 1) fixation of attention. at this stage, the students are encouraged to pay attention to their current situation and feeling and then move to other concerns or stresses; 2) depotentiation habitual frameworks and belief systems. this stage is referred to as the 'hypnotic trance' where the learners are more responsive and receptive to new knowledge, concepts, and ideas in general.; 3) unconscious search. at this stage, the students unconsciously activate their background knowledge to comprehend a new fact. however, the students are more probably creative to reshuffle their prior knowledge to demonstrate their new insights and proficiency when they are immersed in a storytelling activity; 4) unconscious process. the storyteller encourages various unconscious processes by indirect schemes of suggestion in storytelling. these unconscious activities authorize the learners to open and form new notions and form new knowledge; 5) hypnotic response. the result of the storytelling activities’ inducement process will be noticed in this stage. this unconsciousness will appear to appear autonomously and automatically as a result of the previous stage, the unconscious process. to summarize, there are 5 stages of storytelling according to erickson and rossi. first encouraging students to focus, then let the student be immersed in the story, after that let the students guess what will happen next, then give the students some clues, and finally ask their responses. furthermore, soleimani and khandan (2013) have conducted a research on the effect of telling short stories in learning grammar among efl high school students in iran. the participants of this study were monolingual speakers of persian who were given an appropriate short story for the intermediate level. the focus of attention in this study was teaching grammar. they found that the use of storytelling had a positive impact on grammatical rules acquisition. then they figured out the procedures of storytelling as follows: first, choose a story that contains grammatical aspects regarding language features. second, the teacher taught new vocabulary from the story. then the teacher told the story to the students. at last, the students respond to the questions listed at the end of the passage. the answers will be related to the language feature they have just learned. the researchers decided to choose soleimani and khandan’s teaching procedure in this study as their procedure used certain language features that were similar to this research. the researchers then modified the instructions as follow: 1) choose surah yusuf as a story that contains grammatical point related to simple past tense; 2) then the researchers teach new vocabulary from surah yusuf; 3) telling the story; 4) during the story, the teacher teaches students the simple past tense; 5) ask the students some questions after students finish reading the story which the answer to all questions related to simple past tense. there is a lot of stories that could be found in the quran. to avoid the broad scope of the research, the researchers chose the story of prophet yusuf as in surah yusuf, the 12th surah in the quran, as it is one of the best stories in the quran. this surah has a detailed, compelling, and fascinating story that involves both human evil characteristics, such as pride, jealousy, passion, hatred, intrigue, deception, terror, and terror as well as their noble qualities such as loyalty, patience, nobility, bravery, and compassion (kathir, 2019). surah yusuf is the 12th surah in quran that contains 111 verses. surah yusuf tells the dream of yusuf, the jealousy of his brother, aziz, and his wife adopted him, the verdict of aziz’s wife, yusuf going to https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 129-139 doi: 10.31002/metathesis.v5i2.2742 p-issn: 2580-2712 e-issn: 2580-2720 133 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) prison, interpretation of the dreams. all the events presented in the story of yusuf become the material of this research. to make it fit this study, the researchers put simple past tense and surah yusuf to the story and applied hasan’s procedure without changing the basic concept of the theory. alqur’an contains many good stories from the past. the stories introduced the readers to the ancient civilization, the story of past nations, the life of prophets, their families, the adherents, the believers, the agnostics, the tyrants, and their fates. the holy book of the quran portrays numerous kinds of people with different attributes, characteristics and provides the choice of the path the people should follow for their salvation in life and hereafter salvation (torki, 2017). this fact makes using storytelling with quran verses in teaching grammar would be a good method in teaching grammar especially in an islamic school, mtss diniyyah pasia. method the design of this quantitative research was experimental research which was aimed to know the effect of using storytelling in teaching grammar. in this study, the researchers chose the pre-test-post test nonequivalent control design, with two groups design: an experimental group that was treated by using storytelling and the control group that was treated without storytelling. the researchers taught grammar by using conventional strategy in the control class, they started from explaining the definition, the form, the adverb of time, showing the examples, and ended by giving the assignments. the control group is useful to know whether the new treatment, storytelling, is more effective than the use of the unusual one. in the experimental class, the students were treated by using storytelling by choosing surah yusuf as the storytelling material, then the researchers taught new vocabulary from surah yusuf. then the researchers told the story of yusuf while explaining simple past tense to the students. in the end, after the students finish reading the story, the researchers would ask the students some questions related to simple past tense. these two groups have been given the same length of time and the same materials in teaching. this research used the pre-test to determine a students' background knowledge or preparation for an educational experience and post-test to know whether there would be differences in the students’ grammar mastery. the population of this research was all students in the eighth grade of mtss diniyyah pasia, agam, west sumatera which were consisted of 6 classes. the sample of this research was determined by using purposive sampling. they are selected based on certain characters that are allowed to have a close relationship with the attributes of the population that has been previously known. the samples of this research were two classes of the eighth grade of mtss diniyyah pasia, agam, west sumatera. the researchers chose classes viii.5 and viii.4 because they had some problems with grammar mastery especially in past tenses, which have a close relation with the characteristic of the population, and because it was also suggested by the teacher in the school. then, one of the two classes was chosen to be a control class and another class as the experimental class by testing the normality and homogeneity of the data. the instrument used in this research was multiple-choice tests that will be given as pretest and posttest of the experimental and control class. the test consists of 30 items, which were formulated in four alternatives answers. to make that test https://creativecommons.org/licenses/by-sa/4.0/ rianto, artika, safitri the effect of prophet yusuf storytelling on students’ grammar mastery 134 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) valid and reliable; the researchers have done the expert validity and reliability of the test. to analyze the data, the researchers did the t-test. four formulas were used to analyze the data in this research. the first was used to find the average score of each group, the second summed the square of variance, then the third was to calculate standard deviation, meanwhile, the last formula was used to calculate the t-test. findings and discussions after finding the mean score, the standard deviation, and the value of the t obtained by using the t-test of both classes, the hypothesis was tested. the hypotheses of this research were tested as follow: hypothesis 1: there is a significant effect of using storytelling of prophet yusuf based on quran verses towards students’ grammar mastery. to measure whether the hypothesis was accepted or rejected, the researchers used the formula to find whether ha/h0 was accepted or rejected, the value of the t obtained was compared with the value of the t table. if t obtained is located between – ttable and + ttable, the null hypothesis (h0) will be accepted or if tobtained is not located between –ttable and + ttable, the alternate hypothesis (ha) will be accepted. the calculation of pre-test and post-test scores of the experimental class, the mean score of the post-test ( 2) was 69.19. it is greater than the mean score of the pre-test 1), 77.44. then it was analyzed by using a t-test in spss 22. the output can be viewed in table 1: table 1: t-test for pre-test and post-test experimental class table 1 indicates that tobtained was -3.298 and the t table for degrees of freedom was 62 with a level of significance of 0.05 was 1.667. through comparing the tobtained (-3.298) and ttable (1.667), it is found that the tobtained (negative) was smaller than the ttable. from the data, it means that there is a significant effect of using the storytelling of prophet yusuf story based on quran verses towards students’ grammar mastery which is an alternate hypothesis (ha) is accepted because the tobtained is smaller than the t table. levene's test for equality of variances t-test for equality of means f sig. t df data equal variances assumed equal variances not assumed 1.761 .189 -3.298 -3.298 62 59.505 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 129-139 doi: 10.31002/metathesis.v5i2.2742 p-issn: 2580-2712 e-issn: 2580-2720 135 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) hypothesis 2: there is a significant difference between students who are taught by using the storytelling of the prophet yusuf based on quran verses and the students who are not taught by using storytelling from the calculation of post-test scores of both classes, experiment, and control class, the mean score of the post-test ( 2) of the experimental class was 78.31. it is higher than the mean score of the post-test of the control class ( 1), which was 68.5. then it was analyzed by using a t-test in spss 22. the output can be viewed on the table: table 2: t-test for post-test of control and experimental class levene's test for equality of variances t-test for equality of means f sig. t df data equal variances assumed 1.959 .166 -4.523 62 equal variances not assumed -4.523 63.851 table 1 indicates that tobtained was -3.298 and the t table for degrees of freedom was 62 with a level of significance of 0.05 was 1.667. through comparing the tobtained (-3.298) and ttable (1.667), it is found that the tobtained (negative) was smaller than the ttable from the data, it means that there is a significant effect of using the storytelling of prophet yusuf story based on quran verses towards students’ grammar mastery which is an alternate hypothesis (ha) is accepted because the tobtained is smaller than the t table. hypothesis 3: there is a significant difference between students who are taught by using the storytelling of the prophet yusuf based on quran verses and the students who are not taught by using storytelling from the calculation of post-test scores of both classes, experiment, and control class, the mean score of the post-test ( 2) of the experimental class was 78.31. it is higher than the mean score of the post-test of the control class ( 1), which was68.5. then it was analyzed by using a t-test in spss 22. the output can be viewed on the table: https://creativecommons.org/licenses/by-sa/4.0/ rianto, artika, safitri the effect of prophet yusuf storytelling on students’ grammar mastery 136 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 3: t-test for post-test of control and experimental class levene's test for equality of variances t-test for equality of means f sig. t df data equal variances assumed 1.959 .166 -4.523 62 equal variances not assumed -4.523 63.851 as shown in table 2 that tobtainedwas -4.523 and the t table for degrees of freedom 62 with =0 .05 was 1.667. through comparing the tobtained (-4.523) and t table (1.667), it was found that the tobtained was smaller than the ttable. the data above indicates that the alternate hypothesis (ha) was accepted and the null hypothesis (h0) was rejected because the -t obtained was smaller than the t table. so, it can be said that there was a significant difference in the students’ test result in grammar especially in past tense between the students who are taught by using storytelling and those who are not taught by using storytelling. hypothesis 4: students’ grammar mastery taught by using the storytelling of prophet yusuf based on quran verses is better than students who are not taught by it the last hypothesis, whether students’ grammar mastery taught by using the storytelling of prophet yusuf based on quran verses is better than students who are not taught by this method revealed the difference mean score of post-tests of the two classes. the mean score of the experimental class which was taught by the storytelling of prophet yusuf bigger than the post-test mean score of the control class (77.44 >68.5). it means that the alternative hypothesis (ha) was accepted and it can be concluded that the grammar test result of the students who were treated with storytelling was better than the grammar test result of the students who were not taught by using storytelling. based on the hypothesis result, the researchers found that using storytelling to improve students’ grammar mastery gave a significant effect on students’ grammar mastery, especially in the past tense. it can be seen from the mean of the pre-test and post-test of the experimental class: the mean of the pre-test of the experimental class is 71.11 and the mean of the post-test is 78.31. it means that the mean of the post-test of the experimental class is higher than the mean of the pre-test of the experimental class. the t-test result is shown that the tobtained is (3,298) higher than the ttable (1.667). the differences between both tests are caused by the treatment given. the fact shows that storytelling has a significant effect on improving the students’ grammar mastery. the research has proven that using storytelling gave a significant difference in students’ grammar test results. it can be identified from the mean of the post-test in the experimental class and control class in which the mean of the post-test of the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 129-139 doi: 10.31002/metathesis.v5i2.2742 p-issn: 2580-2712 e-issn: 2580-2720 137 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) experimental class was 77.44 and the control class was 68.5, that is mean score of the experimental class’ post-test is higher than the mean of post-test of the control class. the t-test result showed that the tobtained was higher than the ttable (4.523 >1.667). the difference between both classes was caused by the treatment given. the fact shows that storytelling has a significant difference in influencing the students’ test result in grammar especially in the past tense. finally, the data of the experimental and control classes were obtained to indicate the students who were taught by storytelling were better than the students who were not taught by using storytelling from the data that were obtained. it was found that the mean score of the post-test of the experimental class ( ) was higher than the mean score of the control class ( 78.31 > 68.5. thus, it can be concluded that storytelling can help students to improve their grammar test results, especially past tense. this finding was supported by the study conducted by nguyen et al., (2014); hassan soleimani & khandan (2013); hidayah (2015); and kamaludin et al. (2015) that teaching grammar using storytelling has helped the teacher easily introduce grammar to students, has increased students ' interest and enthusiasm in learning grammar and has eventually improved their learning outcomes. in the meantime, the control class that was taught conventionally did not have the same environment as the experimental class. conclusion based on the findings and the discussion, the researchers conclude that the use of storytelling of prophet yusuf which is based on quran verses in teaching grammar to the eighth-grade students of mtss diniyyah pasia has a significant effect in improving students ‘grammar mastery. it is supported by the data that storytelling has improved the students’ grades and understanding in the simple past tense. furthermore, it is also proven that the use of storytelling of prophet yusuf which is based on quran verses in teaching grammar is better than the conventional strategy of teaching. the data of the post-test of both classes have shown that the mean score of the experimental class is higher than the mean score of the control class, meanwhile, both classes have the same level of ability in the pre-test. further research on this subject could be developed, particularly in this digital era in the form of digital storytelling in any skill of language. references al-mansour, n. s. 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(2013). effects of an individualized narrative intervention on children’s storytelling and comprehension skills. journal of early intervention, 35(3), 243–269. suryabrata. (2004). psikologi pendidikan. andi offset. taufiq, m. a., & putri, r. e. (2019). the grammar of singapore english used in skype conversation. journal educative: journal of educational studies, 4(2), 107–120. tilavoldiev, o., & sh, k. (2019). the methodology of grammar teaching. academy, 5, 79–80. torki, m. (2017). effect of presenting the holy quran verses on grammar achievement and motivation enhancement of iranian high school efl learners. azad university. ur, p. (2012). a course in englishlanguage teaching. cambridge university press. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 56-70 doi: 10.31002/metathesis.v4i1.1879 p-issn: 2580-2712 e-issn: 2580-2720 56 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) mispronunciations in graduate students’ presentation projects yeskha martika megariani1, nadia aprilia listyantari2, barli bram3* universitas sanata dharma yogyakarta jln affandi, mrican, yogyakarta 55281, indonesia e-mail: 1yeskha.mm@gmail.com; 2listyantarinadia@gmail.com; 3barli@usd.ac.id* *corresponding author received: 24th september 2019 revised: 29th march 2020 published: 4th april 2020 abstract this paper explored the mispronunciations produced by indonesian graduate students in their presentation projects. the data were collected from presentation projects of 11 graduate students of the english education master’s program of sanata dharma university. the researchers used a participant observation technique to collect data and a document analysis to analyze the data. the theory from bonaventura, herron and menzel’s (2000) was employed to classify the data. results showed that 89 mispronunciations existed in the presentation projects. the mispronunciations were categorized into three types of errors, namely: 26 mispronunciations belonged to the first type, the problems in the pronunciation of non-native sound; 36 mispronunciations belonged to the second type, the carry-over of pronunciation regularities from the mother tongue (l1); and 27 mispronunciations belonged to the third type, the over generalizations of target language (l2) regularities. it is expected that the findings can become a stepping stone for graduate students to improve their english pronunciation. keywords: mispronunciation, mother tongue, target language introduction every teacher has their own way in using certain approach and/or method in order to achieve specific learning goal(s) set by the government, school, or even themselves (richards & rodgers, 2001). these approaches and methods are usually implemented in the form of learning activities. for example, some teachers design weekly quizzes to improve students’ performance in the intended subjects because students tend to spend their time studying before class and they may get feedback on their weekly performance (ruscio, 2001; sporer, 2001). on the other hand, other teachers prefer to combine their learning activities by using games because gamebased learning approaches can increase students’ learning motivation and encourage students to continue learning (escudeiro & carvalho, 2013; johnson, 2010; cf. indriani, 2019). escudeiro and carvalho (2013) state the two factors are needed in achieving learning goals. meanwhile, some groups of teachers decide to put students’ presentation projects in their syllabus. the implementation of students’ presentation projects can vary from one teacher to another. some teachers ask the students to present a topic individually while the others ask the students to present it in a group. some teachers ask the students to https://creativecommons.org/licenses/by-sa/4.0/ megarini, listyantari, bram mispronunciations in graduate students’ presentation projects 57 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) present predetermined topics related to the subject of study, while the others ask the students to present students’ progress on certain tasks. haber and lingard (2001) relate the word ‘presentation’ to a personal ability in communicating with others. by presenting something, people actually try to deliver a message or information to the interlocutors or audiences. besides, sometimes a presentation aims to persuade someone to do something (johlke, 2006). based on the concepts above, many experts agree that getting engaged in presentation projects can give students many benefits. in this stage, the researchers only focus on two benefits which influence pre-service teachers related to their future careers. first, it enables students to train their ability or skills in speaking or communicating in front of the public (public speaking) because in presentation projects, students should present or deliver ideas in front of interlocutors or audiences (behnke & sawyer, 2000; collins, 2004; see also asmaruddin, 2018; angelina, 2019). this ability or skill is needed by pre-service teachers because they will deliver many topics of discussion to their students in the future. second, the implementation of students’ presentation projects helps pre-service teachers in preparing themselves when they become teachers after their graduation. asmaruddin (2018) states in a presentation, students can deliver their field of study that might be able to increase the students’ interest to speak. therefore, this activity is relevant to improve speaking skills since it will help them to perfume better in sentence structure and vocabulary choice. further, yigit (2009) states that presentation projects can be used as a simulation for pre-service teachers to deliver learning materials. it functions as a teaching training that enables teachers to develop their “knowledge, skills, attitudes and effective teaching in classrooms” (p. 56). it means pre-service teachers do not only learn how to speak in front of many people, but they also learn how the audiences or future students understand the material or topic they are talking about in a presentation. according to collins (2004), gelula (1997), grez, valcke and roozen (2009), and capecce (2011), there are many aspects that should be noticed when speaking in front of others, such as content and organization, interaction with the audiences, body movement and gesture, eye contact, time management, facial expression, voice (volume, pace, intonation), articulation, pitch and inflection, and pronunciation. in this study, the researchers focus on how indonesian graduate students pronounce english words. non-native speakers often make lexical, syntactic, and phonological errors because their control in using the target language is not as big as when they speak in their mother tongue (boxer & pickering, 1995). therefore, this study was conducted to explore mispronunciations in presentation projects of indonesian graduate students so that they can eliminate the mistakes in the future and to examine the linguistic factors contributing to the mispronunciations in the presentation projects of the indonesian graduate students. in this study, the researchers formulated the following two research questions to resolve. first, what are the mispronunciations in presentation project among indonesian graduate students? second, what are the linguistics factors contributing to the mispronunciations in presentation project among indonesian graduate students? https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 56-70 doi: 10.31002/metathesis.v4i1.1879 p-issn: 2580-2712 e-issn: 2580-2720 58 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) mispronunciation in spoken english to understand better the mispronunciations that will be discussed in this study, it is important for the researchers to review some related theories. pronouncing words correctly is crucial because hoffmann and siebers (2009) state that mispronunciation may lead to unintelligibility. the statement means that a mispronunciation can cause misunderstanding. the listeners may not recognize what the speaker means because of the mispronunciation. an error in pronunciation or mispronunciation is a situation when the deviation arises as a result of lack of knowledge or competence. as cited in ellis (2008), corder classifies three types of errors in pronunciation according to their systematicity. first, pre-systematic errors happen when the speakers are aware of the existence of a certain rule in the l2. second, systematic errors happen when the speakers have discovered a rule but it is the wrong one. third, post-systematic errors occur when the speakers have already known the correct l2 rule but use it inconsistently. meanwhile, dulay and burt classify errors into three categories (as cited from ellis (2008), namely developmental, interference, and unique. developmental refers to errors that are similar to l1 acquisition. interference is for the errors that reflect the structure of l1. last, unique is for the errors that are neither developmental nor interference. however, the researchers would like to employ bonaventura, herron and menzel’s (2000) theory to classify the findings of this study since the description of the errors in pronunciation is more relatable to the data and findings of this study. according to bonaventura et al. (2000), there are three types of mispronunciations that are categorized based on distinguished problem areas. the first type is problems in the pronunciation of non-native sounds. based on the theory, in this type, the speakers will replace phonemes that do not exist in their original mother tongue (l1) with the closest-sounding phoneme from their native language. for example, in pronouncing the word “seven”, rather than pronouncing /ˈsɛv(ə)n/, the speaker tends to pronounce /ˈsɛfən/. they change the medial consonant /v/ with the consonant sound /f/. this problem may be caused by the sound /v/ and /f/ which have the same manner and place of articulation, but the sound [f] is voiceless, whereas the sound /v/ is voiced. to simplify the pronunciation, the speaker substitutes the sound /v/ with the sound /f/ (habibi, 2016). the second type is carry-over of pronunciation regularities from the mother tongue (l1). it involves mostly phonological changes, such as the devoicing of final voiced stop consonants or the spelling-to-sound mapping of the mother tongue. for example, indonesians sometimes devoice english final voiced stop consonants, as in the word “six”, which should be pronounced /sɪks/. however, indonesians pronounce it /sɪk/. the final stop consonant /s/ is omitted. the last type is overgeneralizations of the target language (l2). in relation to this type, the speakers apply a possible pronunciation in an unsuitable word. coarticulation errors also belong to this type. this type of error consists of deletions or assimilations of initial and final consonants or vowels when the adjacent phones influence each other. for example, when pronouncing the initial vowels of the words “cognitive” and “compare”, the initial vowels of those words should be /ɒ/or /ɑ/ for “cognitive”, and /ə/ for “compare”. however, the speaker tends to pronounce https://creativecommons.org/licenses/by-sa/4.0/ megarini, listyantari, bram mispronunciations in graduate students’ presentation projects 59 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the initial vowels of both words similar to /ɒ/. they pronounced /ˈkɒɡ.nə.tɪv/ for “cognitive” and /kɒmˈpeə/ or /kɒmˈper/ for “compare”. the influence of l1 on l2 rahmat (2019) states the speakers’ mother tongue can be a barrier for them to learn the target language since it is easier and sounds more natural for them to use with their mother tongue when they communicate with others. they are afraid of getting a lot of attention when they use foreign language to communicate with others. besides, the researchers explore whether the speakers’ mother tongue (l1) has an effect on the speakers’ second language (l2) performance. therefore, we consider it as an important aspect for non-native speakers to grasp the phonological system of the second language fluently. van weeren and theunissen (1987) state that the phonological system includes the sounds and intonation of the language. the effect of bahasa indonesia on their english oral proficiency is discussed in this paper because it is a factor that is non-negligible in the occurrence of the mispronunciations. the phonetic differences between the speakers’ l1 and l2 can be the main reason of the occurrence of mispronunciations among l2 speakers. flege (1993) explains that when there are sounds that do not exist in one’s l1, it is replaced with similar sounds that do exist in one’s l1 when using the l2. furthermore, the findings of previous studies in the field of the mispronunciation problems of indonesian speakers (rosyidah, 2014; habibi, 2016) indicate that most of indonesian advanced students have problems in pronouncing the english consonant sounds [v], [ð], [θ], [t∫], [ʒ], [ʃ], and [z]. for example, habibi (2016) reported that the participants tended to substitute the consonants. it can be exemplified as when they had to pronounce /ˈvɛri/ and /kənˈkluːʒ(ə)n̩/ which contained the consonant sounds [v] and [ʒ]. the participants simply devoiced the sounds [v] and [ʒ] and replaced them with the consonant sounds [f] and [ʃ]. the examples indicate that the participants substituted some english consonant sounds with other similar consonant sounds by changing their segmental phonetic aspects. moreover, the findings of previous studies (andi-pallawa, 2013; habibi, 2016) reported that most of indonesian advanced students had problems in pronouncing the english vowel sounds [iː], [ɪ], [ɛ], [ʊ], [ʌ], [ɜː], [ɒ], [ɔː], and [ə]. the research results showed that when the participants. pronounced “look” /lʊk/ and “public” /ˈpʌblɪk/ which contained the vowel sounds [ʊ] and [ʌ] and substituted them with the sound [uː] and [a]. as a result, /lʊk/ and /ˈpʌblɪk/ were pronounced /luːk/ and “public” /ˈpablɪk/. these examples indicate that the participants tended to replace some english vowel sounds with other similar sounds. furthermore, the studies also reported that most of indonesian advanced students often pronounced vowel sounds based on the orthographic writing. this problem occurred when they mispronounced the schwa /ə/. besides, previous studies (mustikareni, 2013; habibi, 2016) indicated that most of indonesian advanced students had problems in pronouncing the english diphthong sounds [aɪ], [aʊ], [eɪ], [ɪə], and [əʊ]. the participants tended to monophthongize them or simply replace them with other diphthong sounds. for example, in pronouncing “classified” /ˈklasɪfaɪd/ and “main” /meɪn/ which contained the diphthong sounds [aɪ] and [eɪ], the participants monophthongized the diphthong sounds [aɪ] and substituted the sound [eɪ] and substituted them with the sound [ɛ] and [aɪ]. as a result, /ˈklasɪfaɪd/ and /meɪn/ were pronounced /ˈklasɪfɛd/ and /maɪn/. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 56-70 doi: 10.31002/metathesis.v4i1.1879 p-issn: 2580-2712 e-issn: 2580-2720 60 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) method to answer the two research questions, the researchers employed a qualitative study, defined as a study of facts in a narration with words to describe a connection between parts of a whole and depth of understanding of a phenomenon (ary et al, 2010; gall & borg, 2007). besides, merriam et al. (2002) state the result of a qualitative study would be in a form of words or pictures to carry all data that have been collected through interviews, observations, or document analyses to identify the patterns of the data. the type of qualitative study that employed in this study was ethnographic study. ary et al (2010) define it as an extensive study of people in their natural environment in order to obtain understanding into how people interact within their natural environment. its methods are such as prolonged participant observations, face-to-face interviews, and documents or artefacts observations. the researchers were convinced that this research design was suitable for this study since they collected the data through participant observation during the presentation which occur in their natural setting, video recording, and video transcription. moreover, the goal of this study was to examine the linguistics factors—the influence of l1 to l2—contributing to the mispronunciations in presentation project conducted by the participants. the data of this study were the mispronunciations produced by graduate students of batch 2017 of the english education master’s program of sanata dharma university. the 2017 batch consisted of 21 students; however, the researchers randomly selected approximately half of the population, 11 students, as the participants of the study. furthermore, the mispronunciation data from the sample were used to draw conclusions of this study. the data were taken from group presentation projects that the students did in one of their classes. the participants belonged to two different groups: group 1 consisted of five members and group 2 consisted of six members. the group was decided by the students themselves; the researchers did not contribute to the group selection process. each group did one presentation so that the researchers analyzed two presentations as the data of this study. the researchers conducted a study on the two groups since the members of the groups had different experiences in using their spoken english. kretzschmar (2008) states this phenomenon is influenced by students’ social environment. here, a student who came from x region might pronounce a word in a different way compared to other students from y region. in a multicultural country like indonesia, bahasa indonesia might not be the participants’ first language or mother tongue (l1) since this country has many regions with its local languages. as a result, this variation of cultural backgrounds among the participants would be a good consideration for the result of this study. the researchers used a document analysis as a technique to analyze the data. leedy and ormrod (2005) define a document analysis as a detailed and systematic examination of the contents of a particular body of material by identifying purposes, themes or biases. they further state that a document analysis examines human communication, including books, newspaper, films, television, art, music, videotapes of human interaction, and transcripts conversation. in this study, the presentations were recorded and transcribed to ease the researchers in detecting the mispronunciations. the researchers focused on the presenters’ speech. if there were some question and answer sessions with the audiences of those presentations, the https://creativecommons.org/licenses/by-sa/4.0/ megarini, listyantari, bram mispronunciations in graduate students’ presentation projects 61 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) researchers did not transcribe them since the audiences were not the participants of this study. after completing the transcriptions, the researchers re-watched the videos and marked the mispronunciations while watching those videos. to avoid mistakes, first, each of the researchers was in charge to watch one video, make transcriptions, and find mispronunciations. then, they listed the mispronunciations that they had found. next, they exchanged their results and double checked them. to check that the participants mispronounced words, the researchers consulted both offline and online dictionaries to find the correct pronunciations, both american english and british english. after identifying all mispronunciations, the researchers categorized them based on the three types of mispronunciations proposed by bonaventura et al. (2000). as mentioned earlier, those are the problems in pronunciation of non-native sounds, carry-over of pronunciation regularities from the mother tongue (l1), and overgeneralizations of target language (l2) regularities. afterwards, the researchers compared the linguistic features of indonesian (l1) and english (l2). findings and discussions this section discusses the findings of mispronunciations which occurred in the presentation projects of indonesian graduate students. the results show that there are 89 mispronounced words which were produced by the participants of this study because of some reasons. in this study, the mispronounced words were classified into three categories based on a theory from bonaventura et al. (2000), namely problems in the pronunciation of non-native sound, carry-over of pronunciation regularities from the mother tongue (l1), and overgeneralizations of target language (l2) regularities. there were 26 mistakes for the first type of mispronounced in which the problems in the pronunciation of non-native sound were caused by the replacement of phonemes that do not exist in their original mother tongue with the closest-sounding phoneme from their native language. the total number of this type of mistakes reached 29.21%. another type of error happened because the participants tended to carry over the pronunciation regularities from the mother tongue. there were 36 mistakes for this kind of error or it was equivalent to 40.45%. lastly, the errors happened because the participants used a possible pronunciation to unsuitable words. there were 27 mistakes for this error, equaling 30.34%. figure 1. percentage of mispronunciation https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 56-70 doi: 10.31002/metathesis.v4i1.1879 p-issn: 2580-2712 e-issn: 2580-2720 62 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) problems in the pronunciation of non-native sound the following table shows some of the words that belong to the first type of mispronunciations that were classified based on the theory of bonaventura et al. (2000). table 1 mispronunciations of type 1 no words correct pronunciation mispronunciation 1 annul /əˈnʌl/ /eˈnʌl/ 2 another /əˈnʌð.ər/ /əˈnʌð.ɚ/ / ə’nʌd.ər/ 3 charity /ˈtʃær.ə.ti/ /ˈtʃer.ə.t̬i/ /ˈtʃer.ɪ.t̬i/ 4 destruction /dɪˈstrʌk.ʃən/ /dɪˈstrʌk.ʃən/ /dɪˈstræk.ʃən/ 5 emotion /ɪˈməʊ.ʃən/ /ɪˈmoʊ.ʃən/ /eˈməʊ.ʃən/ 6 emotion /ɪˈməʊ.ʃən/ /ɪˈmoʊ.ʃən/ /ɪˈmo.ʃən/ 7 foreign /ˈfɒr.ən/ /ˈfɔːr.ən/ /ˈfͻːr.en/ 8 love /lʌv/ /lͻ:v/ 9 open /ˈəʊ.pən/ /ˈoʊ.pən/ /o.pən/ 10 our /aʊər/ /aʊr/ /ɔːr/ 11 overall /ˌəʊ.vəˈrɔːl/ /ˌoʊ.vɚˈɑːl/ /ˌo.vərˈɔːl/ 12 pour /pɔːr/ /pɔːr/ /pʊːr/ 13 prevention /prɪˈven.ʃən/ /preˈven.ʃən/ 14 push /pʊʃ/ /pʊs/ 15 regulation /ˌreɡ.jəˈleɪ.ʃən/ /ˌreɡ.jəˈleɪ.ʃən/ /reɡ.juˈleɪ.sən/ 16 situated /ˈsɪtʃ.u.eɪ.tɪd/ /ˈsɪtʃ.u.eɪ.t̬ɪd/ /ˈsɪt.u.eɪ.tɪd/ 17 that /ðæt/ /dæt/ 18 the /ðiː/ /ðə/ /də/ 19 the + consonant /ðə/ /də/ 20 the + consonant /ðə/ /ðɪ/ 21 then /ðen/ /den/ 22 theory /ˈθɪə.ri/ /ˈθɪr.i/ /te:o.ri/ 23 they /ðeɪ/ /deɪ/ https://creativecommons.org/licenses/by-sa/4.0/ megarini, listyantari, bram mispronunciations in graduate students’ presentation projects 63 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) no words correct pronunciation mispronunciation 24 think /θɪŋk/ /tɪŋk/ 25 this /ðɪs/ /dɪs/ 26 three /θriː/ /tri:/ as shown in chart 1, type 1 errors reached 29.21% from the total mispronunciations. it indicated that from 89 mispronunciations that were identified, there were 26 words that belonged to the first type. based on the theory of bonaventura et al. (2000), the mispronunciations of this type happened when the participants tended to replace some correct phonemes in english with the closestsounding phonemes in bahasa indonesia. basically, the participants were aware of the correct pronunciations in english but the phonemes that appeared in english words did not exist in their original mother tongue (l1), namely indonesian. the examples of this mispronunciation can be seen when the participants pronounced the words “overall” and “think”. the two words were mispronounced by the participants (see table 1, numbers 11 and 24). the word “overall” should be pronounced /ˌəʊ.vəˈrɔːl/ in british english or /ˌoʊ.vɚˈɑːl/ in american english but some participants pronounced it /ˌo.vərˈɔːl/. it revealed that the participants tended to change the initial vowels which were pronounced by using a diphthong sound /əʊ/ with the phoneme /o/. as explained before, it happened because there was no diphthong sound in bahasa indonesia so the participants tried to replace it using the closest-sounding phoneme in bahasa indonesia. the participants also made the same mistake in pronouncing the words “emotion” and “open”. on the other hand, the word “think” should be pronounced /θɪŋk/ both in british english and american english but some participants pronounced it /tɪŋk/. it revealed that the participants tended to replace the phoneme /θ/ with /t/ because that phoneme did not exist in bahasa indonesia. the participants also made similar mistakes in pronouncing the words “theory” and “three”. carry-over of pronunciation regularities from the mother tongue (l1) the following table shows some of the words that belong to the second type of mispronunciations that were classified based on the theory of bonaventura et al. (2000). table 2 mispronunciations of type 2 no words correct pronunciation mispronunciation 1 appraisal /əˈpreɪ.zəl/ /əˈpraɪ.zəl/ 2 ask /ɑːsk/ /æsk/ /ɑːs/ 3 club /klʌb/ /kləb/ 4 community /kəˈmjuː.nə.ti/ /kəˈmjuː.nə.t̬i/ /kͻˈmuːnɪti/ 5 conceptualization /kənˌsep.tʃu.ə.laɪˈzeɪ.ʃən/ /kənˌsep.tʃuəl.əˈzeɪ.ʃən/ /kənˌsep.tʃu.ə.lɪˈzeɪ.ʃən/ 6 control /kənˈtrəʊl/ /kənˈtroʊl/ /konˈtroʊl/ https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 56-70 doi: 10.31002/metathesis.v4i1.1879 p-issn: 2580-2712 e-issn: 2580-2720 64 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) no words correct pronunciation mispronunciation 7 dopamine /ˈdəʊ.pə.miːn/ /ˈdoʊ.pəˌmiːn/ /ˈdo.pʌˌmiːn/ 8 equivalent /ɪˈkwɪv.əl.ənt/ /eˈkwɪv.əl.ənt/ 9 evaluation /ɪˌvæljuˈeɪʃən/ /eˌvæljuˈeɪʃ ən/ 10 example /ɪɡˈzɑːm.pəl/ /ɪɡˈzæm.pəl/ /eɡˈzɑːm.pəl/ 11 excitement /ɪkˈsaɪt.mənt/ /ɪkˈsaɪt.mənt/ /ekˈsaɪt.mənt/ 12 experience /ɪkˈspɪə.ri.əns/ /ɪkˈspɪr.i.əns/ /ekˈspə.ri.əns/ 13 explain /ɪkˈspleɪn/ /ekˈspleɪn/ 14 favourable /ˈfeɪ.vər.ə.bəl/ /ˈfeɪ.vɚ.ə.bəl/ /ˈfa.voʊr.ə.bəl/ 15 focus /ˈfəʊ.kəs/ /ˈfoʊ.kəs/ /’fo.kus/ 16 ideal /aɪˈdɪəl/ /aɪˈdiː.əl/ /ɪˈdeːal/ 17 increase /ɪnˈkriːs/ /ɪnˈkreːs/ 18 instrumentality /ˌɪn.strəˈmen.təlɪti/ /ˌɪn.strəˈmen.t̬əlɪti/ /ˌɪn.strəˈmen.talɪti/ 19 integrative /ˈɪn.tɪ.ɡreɪtɪv/ /ˈɪn.t̬ə.ɡreɪtɪv/ /ˈɪn.tɪ.ɡratɪv/ 20 motivation /ˌməʊ.tɪˈveɪ.ʃən/ /ˌmoʊ.t̬əˈveɪ.ʃən/ /ˌmo.t̬ɪˈveɪ.ʃən/ 21 novelty /ˈnɒv.əl.ti/ /ˈnɑː.vəl.t̬i/ /ˈnɒ.vel.ti/ 22 opportunity /ˌɒp.əˈtʃuː.nə.ti/ /ˌɑː.pɚˈtuː.nə.t̬i/ /ˌɑː.porˈtuː.nə.t̬i/ 23 positive /ˈpɒz.ə.tɪv/ /ˈpɑː.zə.t̬ɪv/ /ˈpɒ.zɪ.tɪv/ 24 posture /ˈpɒs.tʃər/ /ˈpɑːs.tʃɚ/ /ˈpɒs.tʃʊr/ 25 reaction /riˈæk.ʃən/ /riˈæk.ʃən/ /reˈæk.ʃən/ 26 regulate /ˈreɡ.jə.leɪt/ /ˈre.ɡu.leɪt/ 27 relation /rɪˈleɪ.ʃən/ /reˈleɪ.ʃən/ 28 representation /ˌrep.rɪ.zenˈteɪ.ʃən/ /ˌrɪp.rɪ.zenˈteɪ.ʃən/ 29 respond /rɪˈspɒnd/ /rɪˈspɑːnd/ /reˈspɑːnd/ 30 schematic /skiːˈmæt.ɪk/ /skiːˈmæt̬.ɪk/ /skeˈmæt.ɪk/ https://creativecommons.org/licenses/by-sa/4.0/ megarini, listyantari, bram mispronunciations in graduate students’ presentation projects 65 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) no words correct pronunciation mispronunciation 31 scientist /ˈsaɪən.tɪst/ /ˈsaɪən.tɪst/ /ˈsaɪən.tɪs/ 32 series /ˈsɪə.riːz/ /ˈsɪr.iːz/ /ˈsæ.riːz/ 33 six /sɪks/ /sɪk/ 34 successful /səkˈses.fəl/ /sʊkˈses.fəl/ 35 test /test/ /tes/ 36 theory /ˈθɪə.ri/ /ˈθɪr.i/ /te:o.ri/ as shown earlier in chart 1, errors of type 2 were the most frequent type which occurred in the data, reaching 40.45% of the total mispronunciations. it indicates there are 36 words from 89 mispronunciations that have been found by the researchers that belong to the second type. based on the theory that has been discussed in the review of related literature (see p. 3), this type carries meaning that when the participants pronounce the english words, they have a tendency to carryover of pronunciation regularities from bahasa indonesia. according to the theory, the carry-over of pronunciation regularities mostly involves phonological changes, such as the devoicing of final voiced stop consonants or the spelling-to-sound mapping of the mother tongue. furthermore, this type can be exemplified as when they had to pronounce the words “focus” and “ask”. those words have been found by the researchers to be mispronounced words by the participants (see table 2, numbers 2 and 15). in the case of pronouncing the word “focus”, instead of pronouncing it /ˈfəʊ.kəs/ as in british english or /ˈfoʊ.kəs/ as in american english, the participants tend to pronounce /’fo.kus/, just similar to the written word. the participants substitute the medial consonant /c/ with the similar sound consonant that exist in bahasa indonesia, which is /k/. they also replace the diphthong sound /əʊ/ with the simple vowel sound /o/. it may happen because bahasa indonesia has the word “fokus” which have the same meaning with the english word “focus”. in relevant to the second type of mispronunciations, the phenomena happens because the carry-over of pronunciation regularities from bahasa indonesia. since they have known that “focus” in english and “fokus” in bahasa indonesia have the same meaning, they simply pronounce the word “focus”, that should be pronounce /ˈfəʊ.kəs/ or /ˈfoʊ.kəs/, with the pronunciation of the word “fokus”, which is /’fo.kus/. moreover, the same type of mispronunciations happens when the participants pronounced the word “ask”. in english, that word should be pronounced /ɑːsk/ in british english or /æsk/ in american english. however, most of the participants pronounced it /ɑːs/. they devoiced the sound of final stop consonant /k/ as suggested by their mother tongue’s orthography. this may happen because bahasa indonesia rarely had a word which has a consonant cluster at the end of a word, like /sk/ in the word /ask/. therefore, they simply omitted the final sound /k/ and pronounced it /ɑːs/. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 56-70 doi: 10.31002/metathesis.v4i1.1879 p-issn: 2580-2712 e-issn: 2580-2720 66 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) overgeneralizations of target language (l2) regularities the following table shows some of the words that belong to the third type of mispronunciations that have been classified based on the theory of bonaventura et al. (2000). table 3 mispronunciations of type 3 no words correct pronunciation mispronunciation 1 associated /əˈsəʊ.si.eɪ.tɪd/ /əˈsoʊ.si.eɪ.t̬ɪd/ /əˈsoʊ.saɪ.e.t̬ɪd/ 2 cognitive /ˈkɒɡ.nə.tɪv/ /ˈkɑːɡ.nə.t̬ɪv/ /ˈkɒɡ.nɪ.tɪv/ 3 community /kəˈmjuː.nə.ti/ /kəˈmjuː.nə.t̬i/ /kͻˈmuːnɪti/ 4 compare /kəmˈpeər/ /kəmˈper/ /komˈper/ 5 compatible /kəmˈpæt.ə.bəl/ /kəmˈpæt̬.ə.bəl/ /komˈpæt.ɪ.bəl/ 6 component /kəmˈpəʊ.nənt/ /kəmˈpoʊ.nənt/ /komˈpoʊ.nənt/ 7 conclusion /kənˈkluː.ʒən/ /konˈkluː.ʒən/ 8 control /kənˈtrəʊl/ /kənˈtroʊl/ /konˈtroʊl/ 9 conversation /ˌkɒn.vəˈseɪ.ʃən/ /ˌkɑːn.vɚˈseɪ.ʃən/ /ˌkɒn.vərˈseɪ.ʃən/ 10 could /kʊd/ /kəd/ /kud/ 11 decade /ˈdek.eɪd/ /ˈdɪk.eɪd/ 12 develop /dɪˈvel.əp/ /deˈvəl.op/ 13 develop /dɪˈvel.əp/ /dɪˈvəl.op/ 14 digest /daɪˈdʒest/ /daiˈdʒəst/ 15 english /ˈɪŋ.ɡlɪʃ/ /ˈeŋ.ɡlɪʃ/ 16 kindergarten /ˈkɪn.dəˌɡɑː.tən/ /ˈkɪn.dɚˌɡɑːr.tən/ /ˈkɪn.dɚˌɡɑːr.dən/ 17 mistake /mɪˈsteɪk/ /mɪˈstek/ 18 presentation /ˌprez.ənˈteɪ.ʃən/ /ˌprɪz.ənˈteɪ.ʃən/ 19 psychological /ˌsaɪ.kəlˈɒdʒ.ɪ.kəl/ /ˌsaɪ.kəˈlɑː.dʒɪ.kəl/ /ˌsɪ.kəlˈɒdʒ.ɪ.kəl/ 20 referring /rɪˈfɜrɪŋ/ /rɪˈferɪŋ/ https://creativecommons.org/licenses/by-sa/4.0/ megarini, listyantari, bram mispronunciations in graduate students’ presentation projects 67 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) no words correct pronunciation mispronunciation 21 shame /ʃeɪm/ /ʃɪem/ 22 state /steɪt/ /stet/ 23 talk /tɔːk/ /tɑːk/ /tɑlk/ 24 the + vowel /ði:/ /də/ 25 the + vowel /ðiː/ /ðə/ 26 toward /tɔrd, toʊrd, twɔrd, twoʊrd/ /tuˈwɔrd/ 27 various /ˈveə.ri.əs/ /ˈver.i.əs/ /ˈver.i.us/ as mentioned in chart 1, type 3 reached 30.34% of the total mispronunciations. it indicated that out of the 89 mispronunciations that were identified, there were 27 words that belonged to the third type of errors. the third type indicated that when the participants pronounced english words, they tended to overgeneralize the pronunciation of some english words. according to bonaventura et al. (2000), in relation to this type, the speakers applied a possible pronunciation in an unsuitable word. moreover, co-articulation errors can also be considered as belonging to this type. this type of error consists of deletions or assimilations of initial and final consonants or vowels when the adjacent phones influence each other. the third type can be exemplified as when they had to pronounce the words “decade” and “develop”. the words “control” and “decade” were mispronounced by the participants (see table 3, no. 11). the word “decade” should be pronounced /dek.eɪd/ both in british english and american english. besides, the word “develop” should be pronounced /dɪˈvel.əp/ in british english or american english. however, when pronouncing the initial vowels of the words “decade” and “develop”, the participant tended to pronounce the initial vowels of in both words as /ɪ/. they pronounced /dɪˈvel.əp/ for “develop” and /dɪk.eɪd/ for “decade”. it may happen since in the written words, both “decade” and “develop” have the same initial syllable [de]. although they have the same initial syllable, [de] in “decade” should be pronounced differently, with [de] in “develop”. however, the participants overgeneralized the pronunciation of both words by simply pronounce “decade” as /dɪk.eɪd/ similar to the pronunciation of “develop” as /dɪˈvel.əp/. conclusion this study analyzed the mispronunciations that occurred in presentation projects of graduate students of sanata dharma university as well as the linguistic factors that contributed to the mispronunciations. based on the findings, there were 89 mispronunciations in the presentation projects. then, the mispronunciations distributed into three types of mispronunciations classified by bonaventura et al. (2000). the distribution showed that 26 mispronunciations belonged to the first type, the problems in the pronunciation of non-native sound; 36 mispronunciations belonged to the second type, the carry-over of pronunciation regularities from the mother tongue (l1); 27 mispronunciations belonged to the third type, the overgeneralizations of target language (l2) regularities. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 56-70 doi: 10.31002/metathesis.v4i1.1879 p-issn: 2580-2712 e-issn: 2580-2720 68 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) hence, the findings indicated the occurrences of the mispronunciations were common. the results can be used as a stepping stone for graduate students of the english education master’s program to be more careful with their english pronunciation in order to improve their oral proficiency. by so doing, as pre-service teachers who highly need the ability or skill in speaking or communicating in front of the public, they can become more capable and be able to become good models for their students. references andi-pallawa, b. 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(2009). developing presentation skills of pre-service teachers through micro-teaching method. energy education science and technology part b: social and education studies, 2(2), 55–74. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 228-239 doi: 10.31002/metathesis.v5i2.3618 p-issn: 2580-2712 e-issn: 2580-2720 228 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) teacher’s obstacles in english online learning during covid-19 pandemic yoga purnama fakultas syariah, institut agama islam negeri surakarta jl. pandawa, pucangan, kartasura, sukoharjo, jawa tengah, indonesia purnamayoga@iain-surakarta.ac.id * corresponding author received: revised: accepted published: 3 february 2021 23 october 2021 5 december 2021 6 december 2021 abstract the study investigated some obstacles on the implementation of learning english through online learning on students of islamic family law at syariah faculty, iain surakarta during the academic year of 2020/2021. the type of this research is qualitative descriptive. the data in this study are learning problems that occur in english language online learning activities during covid-19 pandemic. the data were collected through documentation techniques and observations. data collection, data reduction, data presentation and conclusion were used to analyze the data. the study found that there are three main obstacles which hinder english language teaching and learning process namely: (1) student’s limited skills of english, (2) lack of teacher supervision and interactions during the learning process, and (3) students’ inadequate learning facilities and internet networks for online learning. the right implementation of learning strategy, communication, patience, and consideration on students’ condition become the key factors to overcome all the problems of online learning during pandemic era. keywords: teacher’s obstacles, english online learning, covid-19 pandemic introduction online learning gains its highest popularity in indonesia since covid-19 pandemic in early 2020. the development of technology has enabled teachers to teach students remotely by the help of smartphone, computers and the internet. before the pandemic, the implementation of online learning is rather low. the concept of online learning is mainly implemented through web-facilitated where online learning platforms are only used to enhance face-to-face instruction, or blended learning which is basically a mix between conventional teaching-learning process in the classroom and only a small portion of online meeting as a supplement (plaisance, 2018). this is understandable since most of the learning process at that time can be conducted through interaction between teacher and students in the classroom. there is no particular reason to implement full online meeting at that point. https://creativecommons.org/licenses/by-sa/4.0/ purnama teacher’s obstacles in english online learning during covid-19 pandemic 229 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) as the time goes, the popularity of online learning becomes apparent since covid-19 pandemic. covid-19 or corona virus disease first appears in wuhan, china by the end of 2019 and it has forced the governments around the world to implement closure of offices, public spaces, schools, and universities to prevent further spread of the virus. online learning has become the solution to the avoid corona virus by utilizing social distancing in learning process. the scale of the implementation of online learning nowadays, specifically for higher education and university level, are at the scale that never be seen before (czerniewicz, 2020). the concept of online learning itself is actually not something new in indonesia even though it is only limited to certain institution. online learning began to be developed for higher education in 1984 with the establishment of the open university (ut). until the late 1990s, ut was the only state university in indonesia that implements an open and distance education system. in line with increasing the need for the online learning in indonesia, the system was later expanded in use in face-to-face educational institutions. the online learning system implementation is developed through a "dual mode" system, namely a combination between face-to-face and distance education systems (farisi, 2012). recognition of juridical-formal online learning as the national education subsystem is emphasized in law number (no). 11 of 2003 concerning the national education system. the sudden transition from face-to-face learning in the classroom to online learning is regarded as something new for most teachers and students in indonesia. as something new in the world of online learning education, it requires the synergy of teachers, parents and students to anticipate some obstacles during online learning. if the obstacles that arise during learning are not solved, it can cause several problems to the students in their online learning. this is mainly due to the learning environment and the characteristics of the students themselves (nakayama and yamamoto, 2007). online learning during the pandemic has changed the world of education, both positive and negative. the advantage of online learning is based on the fact that it has high flexibility in eliminating various limitations. it is able to provide access to education for all people without constraints such as age, geographic location, time, and economic situation (gunawardena & mcisaac, 2004; belawati, 2010). the emergence of smartphones as a main communication device makes it easier to conduct online learning easily. the versatility of smartphones in accessing information and real time communication makes it possible for students to study anywhere and anytime without constraints. both the teacher and the students can continue conducting their teaching and learning process through online meeting and keep the education rolling during the pandemic. despite the advantages, the sudden transition from offline learning to online learning has brought many challenges to the teacher and students. some teachers experience obstacles in the implementation of learning related to learning applications, internet networks, devices, learning management, assessment and supervision (rigianti, 2020). in addition to causing obstacles for teachers, online learning during the pandemic also raises problems for students. one of the obstacles that arise is anxiety. these students’ anxiety arises due to lack of understanding of the material, limited time to do assignments, internet access, the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 228-239 doi: 10.31002/metathesis.v5i2.3618 p-issn: 2580-2712 e-issn: 2580-2720 230 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) emergence of technical problems and student’s difficulties in understanding the teachers’ explanation (oktrawirawan, 2020). research on difficulties and obstacles in online learning has been conducted by several researchers. lestiyanawati & widyantoro (2020) conducted a research entitled “strategies and problems faced by indonesian teachers in conducting e-learning system during covid-19 outbreak”. the findings showed that there were three teaching strategies applied by teachers: applying only online chat, using video conference, and combining both online chat and video conference in online teaching and learning process. some problems also arose during e-learning: the teachers' disability in accessing technology, school facilities in supporting elearning, difficulties in explaining the material, students' limitation in accessing the internet, students' economically disadvantaged family background, and parents' support system. buana, g. p. and apriliyanti, d. l. (2021) on their research entitled “teacher’s encounter on online learning: challenges and support system” mentioned several problems that the teacher have during online learning. the result of their study shows that there are three issues that become the teacher challenges in the learning process namely technology, course content, and students. the first issue was related to the internet connectivity as the classical problem of online learning. the second problem was that the teachers had obstacles in making adjustments to design and to deliver the materials. then, the last issue was the students’ participation as well as technological access. nartiningrum & nugroho (2020) conducted a research entitled “online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials”. the study elucidates 45 efl students’ challenges, suggestions and needed materials during online classes. the result of her study shows that efl students’ main challenges in attending online courses were the unsteady networks and the less direct interactions. the students mainly suggested the use of video conferencing applications such as zoom or google meet, though some students chose assignments over those applications. the students also mentioned that they basically needed grammar related materials within the online classes. those previous researches have given information on the difficulties and obstacles that both students and teachers have in online learning. even though the topic of the research is quite similar, this research is different from all the previous research. this research not only focuses on describing the obstacles and difficulties that the teacher has but also describes the solution taken by the teacher for each of the problem arises during english online learning for islamic family law’s students at syariah faculty, iain surakarta. the obstacles that arise during online learning at syariah faculty of iain surakarta are important to be studied further in order to maximize the implementation of online english learning or distance learning in the future. this research was made to find out the obstacles that the teachers have during english online learning at the syariah faculty of iain surakarta and its solutions. method https://creativecommons.org/licenses/by-sa/4.0/ purnama teacher’s obstacles in english online learning during covid-19 pandemic 231 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) this research applied descriptive qualitative research. the goal of descriptive research is to describe a phenomenon and its characteristics. this research is more concerned with what rather than how or why something has happened. therefore, observation and survey tools are often used to gather data (gall, gall, & borg, 2007). therefore, all the things experienced by the research subject, such as behavior, actions, and perceptions are described in the form of words and language. the subject of this research was 131 students of syariah faculty, iain surakarta majoring in islamic family law, which takes english course in academic year of 2020/2021.the object of this research is the obstacles of online learning in the english language course. this study aims to elaborate the obstacles in online learning of english courses and find its solution. this learning activity for english courses has been carried out online from september 2020 to may 2021. data collection was carried out using observations and documentation techniques. observations are made by paying attention to student behavior patterns when implementing or carrying out online learning activities. the documented data is the result of student assignment and student discussion forums. documentation is done by downloading data or screenshots of the student discussion forum. data analysis was carried out using an interactive model which consists of three stages, namely (1) reducing data, (2) presenting data, and (3) concluding and verifying data. reducing data is an activity of selecting main things, summarizing, and focusing on important things, as well as looking for themes and patterns as well as removing those that are not important. the data are then processed based on the focus of this study. based on the results of the processed data, an in-depth analysis is carried out. findings and discussion online english learning at iain surakarta is carried out through the e-learning page which can be accessed through the iain surakarta e-iearning website (https://elearning.iain-surakarta.ac.id/login/index.php) using the internet network. iain surakarta establishes the e-learning page as the main learning management system media which is not only used specifically for english courses but is used in all courses at iain surakarta. apart from utilizing the e-learning page, learning english online also utilizes other supporting media. lecturers use several websites as a source of english material, youtube if the media are in the form of video, google drive for downloading learning materials, and whatsapp as the main platform for interactions with students. whatsapp is considered easier to be used as an online learning medium because this application has become a daily communication app for the students. 1. implementation of online english learning online english learning activities are carried out through the iain surakarta elearning platform. the learning start with the lecturer opening in the class which contains greetings to students and giving an introduction to the lecture on that day using voice recording feature on whatsapp or using teleconference app like google meet / zoom. the lecture was then continued by checking the students’ attendance on iain surakarta e-learning platform. lecture material is delivered https://creativecommons.org/licenses/by-sa/4.0/ https://elearning.iain-surakarta.ac.id/login/index.php metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 228-239 doi: 10.31002/metathesis.v5i2.3618 p-issn: 2580-2712 e-issn: 2580-2720 232 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) by uploading a learning resource link on the e-learning page. the link contains learning materials from other media such as websites, youtube or google drive which can be accessed using laptop or smartphone. during online learning, students are asked to open all material that has been prepared by the lecturer on the e-learning page of iain surakarta. lecturers then explain the material through voice recording on whatsapp or online conference applications such as google meet / zoom depending on the situations. student’s participation is maintained during the meeting through discussions and interactive question and answer related to learning materials. different learning strategies were also carried out by the teacher to motivate students to learn. the use of different learning resources and learning strategies aims to make classroom teaching and learning to become more lively. online english learning ends with the lecturer giving feedback to the students. feedback is given in the form of a voice recording containing the conclusions of learning activities, assignments and providing information related to learning plans for the next meeting. 2. obstacles of online english learning the transition of learning from face-to-face in the classroom to online learning raises many obstacles because this happened suddenly due to government policies that forced universities to provide lectures online during the covid-19 pandemic. learning english online is considered as something new for students. moreover, it happened on 1st semester students who have just entered university and are starting their first course in university. during the sudden change, not all lecturers and students are ready to face changes in the learning system. it creates some obstacles which hinders teaching and learning process. those obstacles include students’ limited skills of english, lack of teacher supervision and interactions during the learning process, and inadequate learning facilities and internet networks for online learning. a. student’s limited skills of english one of the main problems that occur in the english online learning is the students’ lack of english proficiency. it is apparent during the lesson as the students tend to be quiet and not actively participated in a discussion or question and answer session because their lack of english skill. during the lesson, all materials are presented in english, whether it is in the form of lecturer’s voice recording, powerpoint materials, handbook, or assignment. students tend to take a long time to understand and keep asking for explanation even though the lecturer already explained the materials. actually, this problem also happened when doing face to face meeting in the classroom but the degree of severity is really apparent when doing an online meeting. in online meeting, students are separated and cannot communicate directly with the teacher or their friends related to the materials given. the discussion is also not effective because each student has different level of english proficiency. the discussion mostly dominated with the students that have good level of english proficiency. the rest of the students that don’t have a good level of english proficiency tend to be passive. it is hard to determine whether they follow the discussion passively or simply lost their focus and doing something https://creativecommons.org/licenses/by-sa/4.0/ purnama teacher’s obstacles in english online learning during covid-19 pandemic 233 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) else that is not related to the lesson because they cannot understand the material. the process of understanding the material and doing the task given by the lecturer cannot be done in a short time thus make the learning process become ineffective. in teaching english in syariah family law of iain surakarta, the lecturer focused on 4 main skills of english namely reading, listening, speaking, and writing. the aim of the study is to strengthen the foundation of their english knowledge and make the students gets enough level of proficiency to utilize english in order to help their study in iain surakarta. the lesson is specifically designed to develop students’ english proficiency in each skill. during the lesson, the problem that arises in the activity to develop each skill is different but it has the similar cause which is the lack of students’ english proficiency. in reading, the problem that arises is mainly because of limited vocabulary level of the students. the students tend to take a long time to read and understand the material which is written in full english, whether it is an article, a power point slideshow, or handbook of english materials. this problem is quite troublesome since it makes the learning process take longer than needed. lecturer often needs to explain the material which is actually already written there, in order to make the students understand. it is also apparent when the lecturer gives instruction through whatsapp or in the instruction of the assignment. many students are confused and often ask the lecturer to explain it on indonesian language because they are not sure about the meaning. in listening, the problem that arises is mainly on assessment. in order to do the listening session, lecturer needs to provide an audio file and an answer sheet to be downloaded by the students. the students then listen to the audio on their own, answer the question, and then submit the result to the lecturer. teaching listening during the online learning is actually has its own advantages since the students have more time to do the task. they can simply play the audio many times in order to answer the question, since they downloaded the audio provided by the lecturer in their smartphone or laptop. the quality of the audio is also good since the student usually provide themselves with the headset that can make their listening activity become easier. the problem is, the lecturer cannot determine whether they do the listening activity by themselves or just simply copy their friends work. the students can easily ask their friends for the answer and their lecturer will not find out about it. this problem is severe since it makes the assessment becomes not accurate in determining the level of students listening skills. at some point, this issue is apparent since some students have difficulties in understanding the lecturer explanation in full english through voice recording or during the meeting on google meet or zoom even though they usually get the high score in listening activities. the problem about the student’s english proficiency also occurred in speaking. it happened in an individual speech and speaking group discussion. in individual speech, usually teacher gives the students certain topic and they have to record their speaking on a voice recorder or video. this instruction, even though it can make the learning time become effective, creates a loophole that is hard to avoid. most of the time, students tend to memorize the sentences that they want to speak. it creates a false speaking activity since the students is not actually speaking but just saying the sentence that they already memorized before. it makes the students with the low speaking skills appear to have a good proficiency https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 228-239 doi: 10.31002/metathesis.v5i2.3618 p-issn: 2580-2712 e-issn: 2580-2720 234 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) in speaking even though they actually not. in speaking group discussion, the level of students’ speaking skills also creates a problem. different level of speaking ability limits the students to engage in a communication to each other. speaking group discussion among students is even more difficult to be implemented on online learning. the communication between students is hard to be maintained because not all students take this activity seriously. it is hard for the lecturer to observe the students’ activities in online discussion simultaneously since the students are not on the same place or platform. even if the teacher is able to do that, it will not be effective since it will require a lot of time. role play conversations that are usually easy to do in face-to-face meeting also difficult to be implemented to the full extent. it is true that the students can still engage in a conversation using application like whatsapp video call, google meet, or zoom but it will be limited since the students have difficulties in creating conversation that involves property, body languages and gestures. in writing, the problem related to the students’ english proficiency is appearing mainly because the students have utilized google translate in order to finish their task. using google translate in writing is not a good thing since it will not develop the students’ writing ability. this phenomenon is actually not only happened during online learning, but also in a face-to-face learning as well. the difference is, in a face-to-face learning teacher can limit the students’ chance to use google translate by doing the activity in the classroom. the teacher then observes the students during writing activity to ensure the students only use manual dictionary to do the task. while observing the students, teacher can also give each of them feedback depends on their result of writing. in online learning, this kind of strategy is hard to be implemented since the teacher has a limitation to do that. students tend to use google translate more since they have the feeling that the teacher will not find out about it. b. lack of teacher supervision and interactions during the learning process the next obstacles experienced during online learning are related to the lack of supervision and interaction during online meeting. the number of students in each meeting is rather big, almost 40 students joining the meeting in a certain time. it makes the lecturer difficult to communicate to each of them during the lesson. the limited ability of the lecturer in monitoring all student activities during online learning resulted in the difficulty in controlling students’ activities during the lesson, especially when the lecturer explains the material through voice recording, when the students are in the discussion group, and when the students completing the assignments during online learning. lecturers also find it difficult to prevent students from collaborating with each other while doing individual assignments or quizzes because students can easily work together to answer questions without worries. the students group discussion that were made during the lesson also did not run optimally because many students were not active in discussion among themselves and most of them tend to finish their group assignments independently. the existing e-learning platform in iain surakarta does not yet allow lecturers to monitor all students’ participation during learning. https://creativecommons.org/licenses/by-sa/4.0/ purnama teacher’s obstacles in english online learning during covid-19 pandemic 235 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) another problem that arises regarding with the lack of supervision from lecturer are the students’ difficulties in maintaining focus through the online lesson. students tend to be relaxed when the lecturer cannot see them directly and it resulted in lack of concentration during the learning. students can easily open and browse their social media like instagram, facebook, twitter, etc during online learning, opening another website, or watching some random videos on youtube that are not related to the material during the online meeting. online english learning is carried out by students in their homes and actually needs supervision from their parents as substitute for the role of the teacher. sadly, the parents often have limitations due to their work or are simply ignorant of this because they think their child is an adult and can manage it by themselves because their child is already studying in university. c. inadequate learning facilities and internet networks for online learning. in online english courses, some students experience severe problems due to a lack of adequate learning facilities. problems that arise in learning english online include the unavailability of a stable internet network and the limited internet data packages that the students have which results in the students’ inability to take part in video conferencing via the google meet or zoom application regularly. during the pandemic, many students chose to return to their hometowns. in some remote areas in indonesia, a stable internet network is still difficult to obtain. this causes some students to be unable to participate in online learning activities properly. this was very evident when the lecturer explained the material using the video conference app or uploaded video file on the iain surakarta elearning page. the majority of existing instructional videos have a fairly large file size. this made the students take a long time to download instructional videos due to slow networks. the learning process becomes ineffective because lecturer had to wait for students to download / stream the video in order to understand the material. this finding supports the studies conducted by some experts (e.g: andersson, 2008; lestiyanawati & widyantoro, 2020; joshi et al., 2020) as internet connectivity become the key success in online learning. apart from network stability issues, students also have problems on buying internet data packages. many students cannot afford to buy big internet data packages for online learning due to its expensive price. weak internet networks and the availability of internet data packages greatly affect student participation in online learning. at iain surakarta, which is under the ministry of religion, students only receive a small number of subsidies for internet data packages for studying, unlike students at state universities under the authority of the ministry of education and culture who receive big internet data package subsidies for online learning. due to the limited internet data package, many students have difficulties following learning activities to their full potential. the simplest example is the inability of students to conduct conference calls through google meet or zoom regularly because this will be very burdensome for students. this has an impact on the lack of direct interaction between lecturers and students during learning. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 228-239 doi: 10.31002/metathesis.v5i2.3618 p-issn: 2580-2712 e-issn: 2580-2720 236 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 3. efforts to overcome obstacles in online english learning in order to solve the problem that arises on the online learning, teacher needs to find the main cause of the problem and act accordingly. certain strategy needs to be prepared in order to avoid the problem during online learning. the role of the teacher is very important as it can determine the result of the teaching and learning process. due to the sudden implementation, english online learning for the students of islamic family law, syariah faculty in iain surakarta has many challenges for both the teacher and the students. teacher needs to have good preparation before the lesson to make online learning becomes effective and efficient. the learning materials need to be prepared in a simple and concise way. the teacher needs to consider the limitation of students’ internet packages by trying to minimize the file size of the materials given without losing the essential point of the content. for example, instead of giving the long explanation on the material through google meet or zoom, teacher can simply use powerpoint accompanied by voice recording of teacher’s explanation on the material. if the materials are in the form of video, the teacher needs to reduce the file size beforehand by using video compressor to the point that it can be easily downloaded by the students. the teacher can compress it to the minimum possible file size that can easily be seen on a laptop or smartphone without sacrificing its quality. communication between teacher and students during online learning also needs to be optimized. teacher needs to take advantage of whatsapp group as the good medium of communication and supervision during the lesson. whatsapp has the features of voice recorder which is perfect as a medium of instruction. the students can easily listen to the teacher explanation in their smartphone. this method is also better than giving the explanation through the text or on a google meet / zoom because of three main reasons. first, it will take fewer data consumption compared to do the live conference call on google meet or zoom. second, the students are able to play and repeat the teacher’s explanation on the recording many times to understand the content. third, it is easier for the student to listen the teacher’s explanation through voice recording rather than reading a text containing the similar content. in order to ensure that the students are focusing on the lesson, teacher can give the students a time limit for certain task. the teacher has to prepare timeline for each activity and share it to the students. during the lesson, teacher then instruct the students to do certain activity on a certain time limit, step by step while observing the condition and adjust the durations if necessary. regarding with the problems on the students lack of proficiency, teacher needs to implement different strategy for each skill. for the problem of reading ability, it can be solved by uploading the material on e-learning at least 2 days before the meeting. by doing this way, teacher can then instruct the students to read and understand the content beforehand. it will make the learning process become effective and efficient. teacher need to prepare 2 kinds of teaching materials, one to be uploaded before the meeting and one to be uploaded during the meeting. in order to make sure that the students are doing the assignment correctly according to the instructions given, each material provided in e-learning https://creativecommons.org/licenses/by-sa/4.0/ purnama teacher’s obstacles in english online learning during covid-19 pandemic 237 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) must be supplemented with clear and concise explanation or instruction from the teacher. in addition, teacher needs to teach the students on how to improve their reading ability. the teacher needs to raise the students’ motivation to enhance their vocabulary level, for example by purposely giving interesting reading materials as the supplementary. for the problem of listening, teacher needs to redesign the listening activity in such a way that can prevent the students from helping each other. in order to apply this technique, teacher has to make sure all of the students are ready to do the listening activity. teacher uploads the listening file, ask the students to download it, and then set certain time limit to do the listening task. regarding with the answer sheet of the listening activity, teacher can utilize google form which can help minimize the students’ chance to cheat during listening. google form has a feature to shuffle the answer options for each question. by doing it this way, teacher can force each student to focus on their own listening task and not giving them chance to help each other. another advantage of using google form as an answer sheet is that it can provide instant grading of the students’ answer. it provides huge helps in reducing teacher’s work thus make the assessment process become much easier. for the problem related to speaking activity in online learning, the researcher is still trying to find the effective way to avoid memorizing text in students’ speaking activity. in speaking activity, the act of memorizing is hard to avoid unless the teacher employs face-to-face conversation to each of the students by using whatsapp video call. this method of assessment is truly accurate in determining the students’ ability in speaking but it is not efficient. the drawback of this method is that the teacher has to call each of the students separately and needs to allocate a lot of time in order to finish assessing all the students. this kind of method can only be implemented once or twice in a semester since the teacher also needs to allocate the teaching time for the other english skills as well. in writing, teacher also has difficulties in preventing the students from using google translate. this phenomenon is hard to avoid, even if the teacher gives unique instruction like writing with certain topic, provide some sentences as the main idea, or limit the number of words. it will only prevent the student from copying the text directly from the internet, but not preventing them to use google translates. the nature of online learning limits the teacher’s ability to observe each student during the process of writing. the teacher also has difficulties in differentiate the students work, whether it is purely based on their writing skills or using google translates to finish their task. since the writing activity is mainly done by the students at their home, it is hard to prevent the students to not opening google translate on their browser. despite all these efforts to tackle the problems, there are still many problems which are hard to avoid during online learning. teachers need to maintain the communication with their students in order to minimize the problems experienced during the learning process and increase the effectiveness of online learning. learning objectives will be achieved if all learning components can be carried out properly through an effective and efficient online learning process. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 228-239 doi: 10.31002/metathesis.v5i2.3618 p-issn: 2580-2712 e-issn: 2580-2720 238 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) conclusion online learning becomes something that is unavoidable in the middle of the pandemic. the implementation of online learning truly takes a lot of effort, whether on the teacher or the students. lacks of english proficiency, lack of supervision, and inadequate learning facilities and internet network become the main obstacles that can hinder teaching and learning process. the problems that arise during learning needs to be solved accordingly in order to make teaching and learning process become more effective and efficient. as the online learning revolved around the teacher, the role of the teacher is very important. preparation before the lesson needs to be optimized in order to achieve learning objective. teacher needs to think a way to avoid any problems that can potentially happened on the lesson. the way teacher responded to the problem will determine the achievement of the students. the right implementation of learning strategy, communication, patience, and consideration on students’ condition will become the key factors to overcome all the obstacles during online learning in pandemic era. references andersson, a. (2008). seven major challenges for e-learning in developing countries : case study ebit , sri lanka.international journal of educaton and development vol. 4(3), 45–62. belawati, t. (2010). open and distance learning: conceptual origins. in policy and practice in asian distance education. new delhi: sage publications india.accessed at27january 2021, fromhttps://prdidrc.azureedge.net/sites/default/files/openebooks/5038/index.html#page_3. buana, g. p. and apriliyanti, d. l. (2021). teacher’s encounter on online learning: challenges and support system. journal of english education and teaching (jeet) vol. 5(1). czerniewicz, l. (2020). what we learnt from “going online” during university shutdowns in south africa. philonedtech. https://philonedtech.com/whatwelearnt-from-going-online-duringuniversity-shutdowns-in-south-africa/ farisi, m. i.(2012). character and its development in the distance education system. ptjj vol. 13(1). gall, m.d., gall, j.p., borg, w.r. (2007), educational research: an introduction (8th ed.). boston: pearson. gunawardena, c.n., & mcisaac, m.s. (2004). distance education. in d. h. jonassen (ed.), handbook of research on educational https://creativecommons.org/licenses/by-sa/4.0/ https://prd-idrc.azureedge.net/sites/default/files/openebooks/503-8/index.html#page_3 https://prd-idrc.azureedge.net/sites/default/files/openebooks/503-8/index.html#page_3 https://prd-idrc.azureedge.net/sites/default/files/openebooks/503-8/index.html#page_3 purnama teacher’s obstacles in english online learning during covid-19 pandemic 239 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) communications and technology (2nd ed., h. 355–395). mahwah, nj: lawrence erlbaum. joshi, a., vinay, m., & bhaskar, p. (2020). impact of corona virus pandemic on the indian education sector: perspectives of teachers on online teaching and assessments. interactive technology and smart education, september. https://doi.org/10.1108/itse-06-2020-0087 lestiyanawati, r. &widyantoro, a. (2020). strategies and problems faced by indonesian teachers in conducting e-learning system during covid-19 outbreak. cllient journal vol 2(1). nakayama, m., yamamoto, h., & santiago, r. (2007). the impact of learner characterics on learning performance in hybrid courses among japanese students. elektronic journal elearning, 5(3).1. nartiningrum, n. & nugroho, a. (2020). online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials. english franca: academic journal of english language and eduction vol. 4(2), 115-140 pemerintah republik indonesia, (2003). undangundangrepublik indonesia nomor20 tahun 2003 tentangsistem pendidikan nasional. jakarta plaisance, m. (2018). online course delivery. in j. i. liontas (ed.), the tesol encyclopedia of english language teaching (first edit). https://doi.org/https://doi.org/10.1002/9781118784235.eelt0129 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/https:/doi.org/10.1002/9781118784235.eelt0129 metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 194 202 doi: 10.31002/metathesis.v2i2.890 p-issn: 2580-2712 e-issn: 2580-2720 194 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) exploring efl teacher interventions on peer feedback: a case study in an indonesian writing classroom andri suherman jl. majapahit no.62, gomong, selaparang, kota mataram, nusa tenggara barat. 83115 indonesia andrisuherman123@gmail.com received: 9 th september 2018 revised: 9 th october 2018 published: 31 st october 2018 abstract this research article aimed to investigate the effect of interventions deployed by teachers on peer feedback in the context of indonesian efl writing classroom. this case study involved 16 participants of tertiary-level efl learners. it explored types of teacher‟s interventions on peer feedback, analyzed whether the learners use peer feedback to improve their writing, and explored how the learners appreciate peer feedback. the case study research employed three instruments; they were students‟ writing assignment results with peer and teacher feedback, questionnaire, and interviews. the findings revealed three main points; (1) the teacher‟s interventions were mostly on grammatical errors, inappropriate vocabularies, and content structures, (2) facilitated by the teacher‟s interventions, more than 50% of the peer feedbacks were integrated by the students in their revision, (3) the students generally confirmed the usefulness of interventions deployed by the teacher on peer feedback. it is implied in the study that peer feedback, supported by teacher interventions, can be developed to benefit learning, some suggestions on how to carry out peer feedback to improve learners‟ skill of writings are provided. keywords teacher interventions, peer feedback, efl teacher, writing classroom introduction over the last three decades, peer feedback has been a popular topic for researchers because of its benefits in writing development (hu, 2005; hu & lam, 2010; hyland & hyland, 2006). peer feedback is seen as the process of formative development which provides authors with the opportunity to negotiate their writings (hyland, 2000). moreover, mangelsdorf (1992) revealed that peer feedback motivated learners to critically read their peers‟ writing which consequently developed learners‟ higher order thinking. in addition, zhao (2010) argued that peer feedback is able to improve the quality of student writing by incorporating peer feedback while revising their drafts. despite this, mangelsdorf (1992) and zhang (1999) reported that learners relatively preferred teacher feedback rather than peer feedback. furthermore, paulus (1999) found that learners frequently used of teacher feedback more than peer feedback in revisions. teacher feedback is argued to be preferred by learners because of learners‟ perceived low level english language proficiency (zhao, 2010). in line with this, nelson and murphy (1993) claimed that english learners andri suherman exploring efl teacher interventions on peer feedback .. 195 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) mistrust peer feedback because of two main reasons; (1) english is not their peers‟ first language, and (2) the teacher is claimed as „the one who knows‟. in the context of teaching english in asia, cheng (2000) stated that teacher-centered education system had made the asian learners passive, and had produced reticent learners. she further reported that the lack of english proficiency is another source of problem for learners to engage in collaborative work. teacher feedback is an important element in the context of esl writing (paulus, 1999). several studies have revealed that learners generally appreciate teacher feedback (ferris, 1995, 1997; tsui & ng, 2000). more recent studies have focused on investigating the effects of teacher feedback on student writing. for example, the study by ferris (2006) had found the benefits of teacher feedback on the area of linguistics errors. in addition, lee (2008b) reported that learners preferred teacher feedback on language. she further found the difference of preferences between high proficiency learners and low proficiency learners. the former preferred to receive error correction along with categorizing and underlying or circling. on the contrary, the latter preferred to receive all kinds of feedback, but reject categorizing. although both types of learners preferred teacher feedback, not all low proficiency learners appreciated error correction. in this case, lee (2008b) argued that excessive error correction tended to overwhelm the learners which consequently decreased their writing interest. peer feedback is believed to provide pedagogical benefits particularly in writing development (min, 2006; rollinson, 2005; yang, badger, and yu, 2006). moreover, lundstrom and baker (2009) reported that peer feedback not only increased learners‟ competence through scaffolding, but also facilitated social interaction and negotiation. similarly, min (2005) argued that peer feedback encouraged learners to learn their peers‟ weaknesses and strengths while involving in giving and receiving feedback. in line with this, diab (2010) said that peer feedback benefited learners for two reasons; (1) it leads learners‟ attention to linguistics errors through negotiation, (2) it leads learners to make more revisions in the areas of organization. furthermore, harmer (2004) argued that peer feedback can lead to “self-reliance” when editing. as such, peer feedback provided learners with more opportunities to evaluate their own writing problems by examining the comments received. to sum up, three research questions which form the focus of this study are outlined below: 1. what types of corrections did the teacher provide on peer feedback? 2. did the learners use peer feedback to improve their writing? 3. how did the learners appreciate the teachers‟ interventions on peer feedback? method participants this case study was conducted in an efl writing classroom at an indonesian university. the participants were 16 third-year english major students (6 males and 10 females). these students were categorized as pre-intermediate efl learners based on two reasons, (1) the students‟ class records gained from their writing teacher, and (2) the students‟ average score of 500 – 550 on toefl-itp instruments metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 194 202 doi: 10.31002/metathesis.v2i2.890 p-issn: 2580-2712 e-issn: 2580-2720 196 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) to collect the data, three instruments were employed. the first one was 85 of students‟ writing assignment collected over the four-month period. the assignments covered 5 different genres (persuasive, report, argumentative, descriptive, and discussion). the second instrument was questionnaire, carried out at the end of study. the third instrument was follow-up interviews. semistructured interviews were chosen to allow the students express their idea and perceptions. each interview lasted for about 15 – 20 minutes. in this case, native language (bahasa indonesia) was used to interview the participants so as to facilitate natural communication. table 1. data construction of writing assignments assignment quantity * breakdown by genre 1 8 3 persuasive, 5 report 2 9 2 argumentative, 1 report, 6 descriptive 3 6 4 descriptive, 2 discussion 4 9 3 discussion, 4 persuasive, 2 reports 5 10 3 argumentative, 4 report, 3 descriptive 6 8 4 persuasive, 3 descriptive, 1 argumentative 7 8 1 argumentative, 4 report, 3 descriptive 8 9 4 discussion, 2 persuasive, 3 report 9 10 5 discussion, 5 report 10 8 4 argumentative, 3 report, 1 persuasive total 85 14 persuasive, 11 argumentative, 27 report, 14 discussion, 19 descriptive note: *= the number of assignments for each task depended on the quantity of submissions received. peer feedback was introduced to the students at the beginning of each class. the teacher trained the students in how to provide constructive feedback. after that, each student was assigned with a number between 1 and 8. the students who have the same number are then paired. the paired students are given 15 – 20 minutes to read and review their partner‟s draft. at the end of the class, the teacher collected the students‟ drafts and provided feedback or corrections outside the class. based on the feedback provided, students then revised their draft. data analysis three main data were analyzed, including the types of teacher corrections, the use of peer feedback, and the learners‟ perceptions on teacher interventions. first, teacher comments on peer feedback were analyzed by categorizing the teacher‟s corrections into three types; (1) grammatical error, (2) inappropriate vocabulary, and (3) content structure. for example: 1. prices rise more than ten percent two years ago. use (peer feedback) 2. the government should not waste such amount of money. past tense? andri suherman exploring efl teacher interventions on peer feedback .. 197 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) spend (teacher feedback) this sentence is pointless. delete it. (peer feedback) 3. he has three reasons for raising the tax. first, ... second, ... third, .... keep this one. it is a thesis statement. (teacher feedback) in the first example, the peer reviewer underlined the word “rise” because she/he did not agree with the time signal, then put “past tense?”. the teacher agreed and circled the peer feedback instance. in the second example, the peer reviewer underlined the word “waste” because the word choice was not appropriate with the context, then she/he put the word “use”. the teacher disagreed and provided a solution by putting the word “spend”. in the third example, the peer reviewer suggested to delete the sentence. however, the teacher disagreed and suggested to keep the sentence. second, the use of peer feedback by students was analyzed by comparing the original version and the revised version. in this case, the use of peer feedback was categorized into three types; (1) fully used, (2) partially used, and (3) unused. for example: 1. original sentence : i hoped we could pass the final exam. wished revised version : i wished we could pass the final exam. 2. original sentence : the criminal was caught by the police last night. detained revised version : the criminal was arrested by the police last night. 3. original sentence : this one is an obligation course for you to take. compulsory revised version : this one is an obligation course for you to take. in the first example, the word “wished” was presented in the peer feedback. the student fully used the alternative by changing the word “hoped” with “wished”. in the second example, the word “detained” was presented in the peer feedback. the student partially used the suggestion by using the synonym “arrested”. in third example, the word “compulsory” was presented in the peer feedback. the student did not use the suggestion and kept the word “obligation” in his revised version. third, the learners‟ perceptions were analyzed by examining the post task questionnaire and follow up interviews. all the 15 students responded to the questionnaire. ten of them participated in the interviews which elicited further information regarding the effect of teacher interventions on peer feedback. all of the interviews were firstly transcribed. they were then coded and analyzed on four separate occasions to ensure the consistency of the identified codes. after that they were compared with another data (students answers on questionnaire) to check the similarities. this data triangulation was applied as a technique to obtain the validity of evaluation and findings (matison, 1988). metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 194 202 doi: 10.31002/metathesis.v2i2.890 p-issn: 2580-2712 e-issn: 2580-2720 198 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) findings and discussions what types of corrections did the teacher provide on peer feedback? from the total of 85 assignments, it was found that there were 658 peer feedbacks. some of the feedbacks (343) were agreed by the teacher, but some (315) were disagreed and corrected. from the total of 315 disagreed feedbacks, the teacher focused on correcting three aspects (grammar, vocabulary, and content) in each genre. table 2. the percentage of teacher‟s corrections no genre types of teacher‟s corrections grammar vocabulary content 1 argumentative 43.5% 15% 41.5% 2 discussion 54% 7.1% 38.9% 3 persuasive 40.7% 4.7% 54.6% 4 report 41% 16% 43% 5 descriptive 44.5% 17.1% 38.4% the above table shows that more than 40% of the teacher‟s corrections on peer feedback focused on grammar in each genre. similarly, the majority of the teacher‟s corrections (over 38%) focused on content. in contrast, vocabulary is the least aspect (under 20%) corrected by the teacher in each genre. did the learners use peer feedback to improve their writing? from the total of 658 peer-feedback, the students integrated 418 (63.5%) of the peer-feedback into their revisions, and 240 (36.5%) were not used. figure 1. the percentage of peer-feedback used by students in each genre based on the bar chart above, it is clear that most of the peer feedback were used by students to improve their writings. in argumentative essays, 53.4% of the peer feedbacks were fully used, 31.6% were partially used and 15% were unused. 0 10 20 30 40 50 60 70 argumentative discussion persuasive report descriptive 53,4 44,6 67,7 35,5 49 31,6 48,5 21,2 48 26,6 15 6,9 11,1 16,5 24,4 p e r c e n ta g e genre fully used partially used unused andri suherman exploring efl teacher interventions on peer feedback .. 199 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) in discussion essay, 44.6% were fully used, 48.5 were partially used, and 6.9% were unused. in persuasive essay, students fully used 67.7% of the peer feedback, 21.2% were partially used, and 11.1% were unused. in report genre, 35.5% were fully used, 48 were partially used, and 16.5% were unused. last, in descriptive essay, students fully used 49% of the peer feedback, 26.6% were partially used, and 24.4% were unused. how did the learners appreciate the teachers’ interventions on peer feedback? based on the data gained from post-task questionnaire, all of the students generally confirmed the usefulness of interventions deployed by the teacher on peer-feedback. it was supported by the students‟ answers in the interviews. in this case, the student learnt something new by reading the teacher‟s comments on their peers‟ writings. in other words, the teachers‟ interventions benefited the students. s2 and s4 commented: s2: i learn something when i read the teacher’s comments or notes. the more i read, the more i get information. i can learn new vocabularies, grammatical patterns, or content structures. it is a new resource for learning. s4: when i read the teacher’s comments on my peer writings, especially the argumentative essays, i always get something. reading the teacher’s comments on my peer argumentative writings helps me see an issue from different perspectives. in addition, students also argued that the teacher‟s training prior to the period of study improved the efficiency of peer feedback. s5 and s8 stated: s5: the teacher provided us with some guidelines on how to give feedback. by focusing on the aspects he suggested, i became more organized when participating in peer feedback. s8: the teacher made several demonstration on how to comments on organization. it was very helpful. all of us were required to pay special attention to the organization of the essay. these findings evidenced that the teacher interventions on peer feedback was generally supported by the students. such interventions help the students provide a large amount of better quality peer feedback (hu, 2005; min, 2005). facilitated by the teacher‟s interventions, the students used the peer feedback to revise their writing across a wide range of genres. it aligned with the study by zhao (2014), where the participants used the peer feedback to revise the problematic areas across five genres despite the students‟ limited experience of peer feedback. conclusion the current study investigated teacher interventions on peer feedback in an indonesian efl writing classroom. the findings revealed that the teacher‟s corrections focused on grammatical patterns (over 40%), vocabulary (under 20%), metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 194 202 doi: 10.31002/metathesis.v2i2.890 p-issn: 2580-2712 e-issn: 2580-2720 200 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) and content structure (over 38%). the second finding was from the total of 658 peer-feedback, the students integrated 418 (63.5%) of the peer-feedback into their revisions, and 240 (36.5%) were not used. last, this study found that the students appreciated the teacher‟s interventions for two main reasons. first, the student learnt something new by reading the teacher‟s comments on their peer feedback. second, students argued that the teacher‟s training prior to the period of study improved the efficiency of peer feedback. even though several limitations occurred in this study (small sample of data and small number of participants), the written feedback were obtained from 10 assignments across 5 different genres, and multiple datasets were triangulated to interpret the results. future research may apply the same methods on a larger scale, or in different educational contexts. despite these limitations, several implications can be clearly seen. for example, this study provides practical insight to efl teachers into how peer feedback, supported by teacher intervention, can be develop to benefit learning, and to inform efl teachers with some suggestions to carry out peer feedback to improve learners‟ skill of writings. in addition, this study encourage teachers to implement peer feedback in the context of indonesian efl writing classrooms due to the high quality of peer feedback, learners‟ use of feedback, and the advantages of peer feedback perceived by the students. references cheng, x. (2000). asian students‟ reticence revisited‟. system 28(3): 435–46. diab, n. m. (2010). effects of peerversus self-editing on students‟ revision of language errors in revised drafts. system, 38 (1): 85–95. ferris, d. r. (1995). student reactions to teacher response in multiple‐draft composition classrooms. tesol quarterly, 29 (1): 33–53. ferris, d. r. (1997). the influence of teacher commentary on student revision. tesol quarterly, 31(2): 315–339. ferris, d. r. (2006). does error feedback help student writers? new evidence on the short-and long-term effects of written error correction. in k. hyland, & f. hyland (eds.), perspectives on response (pp. 81-104). cambridge: cambridge university press. hu, g. (2005). using peer review with chinese esl student writers. language teaching research, 9 (3) : 321–42. hu, g. & lam, s.t.e (2010). issues of cultural appropriateness and pedagogical efficacy: exploring peer review in a second language writing class. instructional science, 38, 371-394 andri suherman exploring efl teacher interventions on peer feedback .. 201 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) hyland, f. (2000). esl writers and feedback: giving more autonomy to students. language teaching research, 4 (1): 33–54. hyland, k., & hyland, f. (2006). feedback on second language students‟ writing. language teaching, 39, 83-101. lee, i. (2008b). student reactions to teacher feedback in two hong kong secondary classrooms. journal of second language writing, 17(3): 144– 164. lundstrom, k., & baker, w. (2009). to give is better than to receive: the benefits of peer review to the reviewer's own writing. journal of second language writing, 18(1): 30–43. mangelsdorf, k. (1992). peer reviews in the esl composition classroom: what do the students think?. elt journal, 46 (3): 274–84. mathison, s. (1988). why triangulate? educational researcher, 17(2): 13–17. min, h. t. (2005). training students to become successful peer reviewers. system, 33(2): 293–308. min, h. t. (2006). the effects of trained peer review on efl students‟ revision types and writing quality. journal of second language writing, 15(2): 118–141. nelson, g. & j. murphy. (1993). peer response groups: do l2 writers use peer comments in revising their drafts?. tesol quarterly 27(1): 135–42. harmer, j (2004). how to teach writing. england: longman. paulus, t. m. (1999). the effect of peer and teacher feedback on student writing. journal of second language writing, 8(3): 265–289. rollinson, p. (2005). using peer feedback in the esl writing class. elt journal, 59(1): 23–30. tsui, a. b., & ng, m. (2000). do secondary l2 writers benefit from peer comments? journal of second language writing, 9(2): 147–170. zhang, s. (1999). thoughts on some recent evidence concerning the affective advantage of peer feedback. journal of second language writing, 8 (3): 321–6. zhao, h. (2010). investigating learners‟ use and understanding of peer and teacher feedback on writing: a comparative study in a chinese english writing classroom. assessing writing, 15(1): 3–17. metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 194 202 doi: 10.31002/metathesis.v2i2.890 p-issn: 2580-2712 e-issn: 2580-2720 202 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) zhao, h. (2014). investigating teacher-supported peer feedback for efl writing. elt journal, 68 (2): 155–168. appendix learners‟ perceptions regarding teacher‟s interventions on peer feedback. instructions: choose the most appropriate option, and answer briefly the openended questions in the space provided. 1. have you participated in peer feedback before? a. yes. in what class? b. no. 2. do you trust the feedback provided by peers? a. yes. b. no. why? 3. choose one statement that represents your preference for the mode of writing feedback. a. i prefer to receive teacher‟s intervention on peer feedback b. i prefer not to receive teacher‟s intervention on peer feedback 4. do you find teacher‟s training regarding peer feedback prior to study useful? a. yes. b. no. 5. do teacher‟s comments on peer feedback influence your decision of using peer feedback? a. yes. why? b. no. 6. do teacher‟s comments (grammatical patterns) on peer feedback help you revise your final draft? a. yes. in what way? b. no. 7. do teacher‟s comments (appropriate vocabularies) on peer feedback help you revise your final draft? a. yes. in what way? b. no. 8. do teacher‟s comments (content structure) on peer feedback help you revise your final draft? a. yes. in what way? b. no. 9. do you want to continue using peer feedback for your writing? a. yes. why? b. no. metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 50-64 doi: 10.31002/metathesis.v5i1.3604 p-issn: 2580-2712 e-issn: 2580-2720 50 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) online learning media: english education department students’ perspective benni ichsanda rahman hz1*, ernita daulay2 uin sumatera utara medan jalan willem iskandar pasar v, medan estate, medan, north sumatera, indonesia, 20371) benni.ichsanda@uinsu.ac.id1 ernitadaulay@uinsu.ac.id2 *corresponding author received: 31 january 2021 revised: 30 april 2021 accepted: 30 april 2021 published: 8 may 2021 abstract the use of virtual learning media is now being daily needs since global pandemic appears. all education units must use virtual platforms to run the learning process. this study is aimed to investigate the effectiveness of virtual media platforms used by lecturers from students’ perspective, in the teaching and learning process of english education students in public speaking subjects. this study is a case study approach that is naturally qualitative. the study involved university students, conducted at one of the biggest universities in medan, indonesia, majoring in english education. the participants were surveyed through questionnaires distributed through google survey. the questionnaires and interviews were conducted to assemble the data related to students’ experiences in using certain online media given by the lecturers, both provided by the institutions and other platforms and then analyzed by using statistical count and thematic substance analysis. by their response, zoom cloud meeting is the most effective media in the teaching-learning process, where 79% of them say so. it is followed by whatsapp, where 41.30% respondents choose it. these findings hopefully will be of great consideration for the researcher and other parties, to apply the chosen media in the teaching learning process, as students expect. keywords: effective, perspective, speaking, virtual media introduction since it was declared as a pandemic by who on march 11th, 2020, the covid19 virus has brought many changes to the habit and systems of economic and social https://creativecommons.org/licenses/by-sa/4.0/ rahman hz online learning media: english education department students’ perspective 51 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) life of society around the world. almost all countries in the world have started implementing policies of social distancing or even quarantine, in order to save citizens from the spread of the virus which is claimed originated from wuhan, china. the policies include the education sector. the number of countries around the world implement education policies, by instructing students to learn and interact from home, with guidance from teachers of course. in indonesia, no exception, the government through the ministry of education and culture, on march 24, 2020 issued circular number 4 of 2020 which regulated the application of the study from house (sfh) policy, which explains the mechanisms and learning systems of students from their own homes. not only for elementary and middle school students, the letter also covers the implementation of higher education students at universities all around the country. like it or not, and ready or not, all education units should be able to run the distance learning system, by applying existing media. schools that already have adequate equipment and technology are certainly very prepared for this policy. however, schools that have not yet the proper equipment and technology, are forced to possess and follow the regulation. for teachers who are familiar with the use of technology, of course this policy will not surprise them. on the other hand, teachers who are too comfortable with conservative teaching methods and are not yet very technologically literate, will experience extraordinary awkwardness. the ability to use information and communication technology (ict) is now an essential skill that every educator, educational staff and student should master (rahman et al., 2016). the government requires the ability to use ict for senior high school (in bahasa indonesia: sma) or vocational high school students (in bahasa indonesia: smk), through the attachment to the minister of national education regulation number 23 year 2006 concerning graduate competency standards (in bahasa indonesia: skl). one of the competency standards for science and technology subject group that should be mastered by sma and smk students based on attachment of the minister of national education regulation number 23 year 2006, is to communicate and interact effectively and politely through various means including the use of information technology. the advance of technology nowadays has become an advantage aspect of language learning at a group of education levels (sari & wahyudin, 2019). the quality of education sector has been developed through the use of technology. the development are required to be applied in order to fulfill and to balance the needs of this technology approach, in order to make it more advanced. in this 4.0 era, effects and reactions in education have been brought by technology (ping & maniam, 2015). almost all the students in developing and advanced countries are engaged and friendly with technology in their learning process. moreover, the role of learning media in the learning and teaching process is an integral part of the world of education (tafonao, 2018). learning media is something that can be used to send the message from sender to the recipient, so that it can https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 50-64 doi: 10.31002/metathesis.v5i1.3604 p-issn: 2580-2712 e-issn: 2580-2720 52 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) stimulate the thoughts, feelings, attention, and interests of students to learn (tafonao, 2018). practically, even without the existence of global pandemic, technology should be implemented in all aspects of the teaching and learning process. every education party should be able to use it, in case the technology has been a daily utility for humans. as a matter of facts, in the teaching learning process, the application of technological devices settings support flexibility and concede challenges and opportunities for both students and educators (abdulrahman et al., 2018). in this advanced era, all ages: children, youths and adults alike are demanding acclivity to operating artificial intelligence devices for their daily needs such as for education, information, pleasure and entertainment (obaidullah & rahman, 2018). digital tools, social media, and virtual environments have been extensively used in facilitating language teaching and learning (amin & sundari, 2020). learning media are included in supporting their needs in maintaining the knowledge and information related to studying needs. learning media with a technology approach should be mastered very well. the word "media" is derived from the latin "medium" which means "intermediary" or "introduction” (mahnun, 2012). furthermore, media is a means of channeling messages or learning information that the message source wants to convey to the target or recipient of the message. the use of teaching media can help to achieve learning success. in addition learning media is everything both physical and technical in the learning process that can help teachers to make it easier to deliver subject matter to students so as to facilitate the achievement of formulated learning objectives (adam, 2015). as well as, learning media has an important role in supporting the quality of the teaching and learning process (purwono, 2014). media can also make learning more interesting and fun. one of the learning media that is currently being developed is audiovisual media. furthermore, the use of relevant media in the classroom can optimize the learning process (karo-karo & rohani, 2018). for teachers, instructional media help to concrete concepts or ideas and help motivate active learning participants. for students, the media can be a bridge to think critically and act. thus the media can help the task of teachers and students to achieve predetermined basic competencies. in order for learning media to be utilized properly, teachers need to know their learning needs and the problems students face regarding the material to be taught. likewise, e-learning can be defined as a form of information technology applied in education in the form of virtual schools (basori, 2017). e-learning is the basis and logical consequence of the development of information and communication technology. with e-learning, students do not need to sit nicely in the classroom to listen to every word of a teacher directly. e-learning can also shorten the target https://creativecommons.org/licenses/by-sa/4.0/ rahman hz online learning media: english education department students’ perspective 53 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) learning time schedule, and of course save costs that should be incurred by a study program or educational program. meanwhile, from the students’ point of view, the distance learning system seems not difficult for them to be implemented. especially for educational institutions in urban areas where technology has become a daily need, online distance learning systems are certainly easy to be followed. particularly students at high levels, the use of technology in the teaching and learning process has become a daily habit. without exception in specific subjects in the efl classroom: public speaking subject (this subject is the same with advanced speaking class / the name of advanced class was changed into “public speaking” in the author’s institution). the use of technology should be able to achieve the goal of the subject: being able to speak in public. thus, the appropriate and precise kind of teaching media is required in order to streamline the communication and cooperation between lecturers and students in the teaching learning process. speaking subject is a subject that needs more special treatment for the students. speaking subject demands the students to produce sounds from their mouth. among all the skills in english learning, speaking is assumed to be the most important skill to be mastered by students in grasping the language (a. gani et al., 2015). the teaching of speaking skills is considered a required component in the sense of english as a foreign language (efl), including in indonesia, as part of the advancement of the global challenge growth (amrullah, 2015). especially in this virtual teaching learning era, teaching speaking effectively is being a special challenge to be defeated by lecturers who are involved. thus, this study focuses on the use of online distance learning technology. this study will investigate the effectiveness of media platforms used from students’ perspective, in the teaching and learning process of undergraduate english education students in their public speaking class. the research focuses on investigating what type of media or learning application students like best in public speaking class, as well as analyzing how effective the media is from their students’ point of view. method this study is a case study approach that is naturally qualitative. the study involved the students of english education. this study was conducted at islamic state university of north sumatera medan, indonesia, majoring in english education. the participants were surveyed through questionnaires that were distributed online through google survey link. the students were asked about their interests and preference in learning by online media during the semester in the implementation of public speaking class. the researcher himself is also the lecture of this subject. this subject is one of the subject that in authors’ perception will be hundred percents effective if being taught by face-to-face meeting and training in the classroom. the questionnaires and interview were conducted to assemble the data related to students’ and experiences and involvement in using certain online teaching media https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 50-64 doi: 10.31002/metathesis.v5i1.3604 p-issn: 2580-2712 e-issn: 2580-2720 54 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) given by the lecturers, both provided by the institutions, or other free or paid applications and webs. in the intervening time, the observation was handled to achieve the data concerning students’ participation in teaching and learning activities with their lecturers. the data collected in this study then were inspected out by using two methods; statistical count for quantitative data related students’ experiences and involvement in using certain online teaching media given by the lecturers, and particular substances analysis for qualitative data related to students’ perspective on the applications’ effectiveness. participants 137 students from one university participated. the participants’ distribution was 137 from islamic state university of north sumatera (uinsu), consisting of 4 classes. all the participants were in third grade. data analysis the data were analyzed by using percentage calculation. after the participants filled up the survey, the data were then classified according to its origin. the calculation machine directly converts the result of survey into chart and table. findings and discussion online class vs room class firstly, the students were asked, what kind of studying they prefer the most: online class or meeting class (conventional meeting). this question was set to see how ready the students are in implementing online class. surprisingly, almost all the participants prefer meeting class as the best method in studying, where 93.4% of them chose so. only 6.6% of the students choose online class as the studying method. figure 1. students preference between online class vs meeting class https://creativecommons.org/licenses/by-sa/4.0/ rahman hz online learning media: english education department students’ perspective 55 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) this data were achieved right after the implementation of their institution management policy, that since pandemic extended in north sumatera (march 2020), all the teaching-learning process must be applied in an online method. thus, the lecturers used some online learning media in teaching their class. this data indicate that the students still feel comfortable with face-to-face meetings. although some lectures have applied an e-learning method (in 30% of the learning process, as institution policy), the students have not experienced a full learning process through virtual media. e-learning method only became an additional platform to support face-to-face meetings. thus, the students feel clumsy and not hundred percent ready for a total virtual meeting. this fact is little different with the instigation given by the government. it is suggested that whole education units and students should be able to apply technology in teaching-learning process, like or dislike. technology has advanced to the point where it is now an advantageous aspect of language learning at a variety of educational levels (sari & wahyudin, 2019). the quality of education has improved as a result of the use of technology. to make this technology approach more advanced, development must be applied in order to meet and balance the needs of this technology approach. furthermore, the respondents were not only asked their preference, but also being interviewed related to their responses. some questions related to their preferences were also asked. on method of meeting preferences, the respondents prefer meeting class to online class, due to its effectiveness. they explained that by room class, they can directly ask the lecturer if they still do not understand. moreover, the stability of the internet access also affects their preference. here are some responses related to the matter. students have almost similar reasons why they prefer face-to-face class to online class. students 1 “i think learning in the class more comfortable and effective, because i feel comfort when we learn in class, and when we learn in class we can make a discussion with our friend and we can learn more serious and also we can get more knowledge when we learn in class” students 2 “because in my opinion online learning is very ineffective, besides not being able to fully understand the lesson, bad signals, and sometimes it also becomes a burden for students who have to spend money to buy internet quota” students 3 “well we know that classroom is the important component in teaching and learning, and also students and teacher/lecturer. in this situation impossible for us to do the process if teaching and learning in room class. but, i think all if the students agree that study in the class better than by online class. why? because we never ready to do it, in indonesia study from home is not effective. for students https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 50-64 doi: 10.31002/metathesis.v5i1.3604 p-issn: 2580-2712 e-issn: 2580-2720 56 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) university study from home not make they feel better, moreover they feel stress because some lecturer give us so many task without clear explanation. it means that the burden explanation and task is not balance, and some lecture give us task without seeing our psychological condition. if we do the teaching learning process in the class it make us feel not boring, not too stress, and we can understand the material better. because we can control the attention of students in the class. we do not like study from home because we feel a loss in terms of learning material, need a high connection and data.” students 4 “by studying in the room class i can focus more on learning and my mind can focus on the room, it makes it easier for me to understand the learning material. but if through online class my mind is mixed and i cannot focus on taking lessons, and also other problems such as the network required for online class makes the situation so bad because in my village the network is not so good” students 5 “the class that i like the most is the meeting class (in room) because it's more efficient in my opinion. from the meeting class (in room) the teacher can know the characteristics of each student. students can ask directly if something is not understood. and also not charged by internet quota. because using all online classes is very dependent on the internet, if the network is slow or difficult to signal then the learning process will be left behind especially if it includes a college exam.” students 6 “because i feel learning in the room is more effective for me than online classes, because online classes really need or drain money to buy internet data, and online classes also make us learn not to be too enthusiastic and serious. well, if we learn in the classroom we can interact well, and can face to face with friends and lecturers. the intention is less effective here is because not all network students in the village are good, therefore i hope that quickly learn quickly in the classroom, this online class also makes students confused because more and more assignments are given, it should ease the task rather than burdensome instead.” from their responses, researcher could conclude some reasons why the students would like to have a meeting class rather than an online class. reason number one is the internet quota. it is known that the online learning platform needs https://creativecommons.org/licenses/by-sa/4.0/ rahman hz online learning media: english education department students’ perspective 57 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the internet to be accessible, meanwhile not all students have wi-fi in their houses. students access the platform through their mobile phone which consumes much and expensive internet data, especially virtual meeting platforms such as zoom cloud and google meet. when they buy the package, it only can be used for some virtual meetings with the lecturers. in students’ perspective, internet package is very expensive, so they or their parents need more money to buy. moreover, reason number two is the chance to have discussions with their mates. in virtual meetings, they cannot have direct discussion with their friends and their lecturers. the respondents cannot share their opinion with one another related to the materials being learnt. interaction and communications between their communities cannot be occur, which decrease on of the nature of study: discussion. surely, this matter should be considered by all stakeholders. a challenge has been brought by this substantiality, how the lecturers exploit and utilize the learning media and application so the students can surmount this complication. as stated by tafonao (2018), learning media play an important role in the learning and teaching process in today's field of education. learning media is anything that can be used to deliver a message from the sender to the recipient in order to stimulate students' thoughts, feelings, attention, and interest in learning (tafonao, 2018). all aspects of the teaching and learning process should incorporate technology. if technology has become a daily utility for humans, every educational party should be able to use it. in fact, the use of technological devices in the teaching-learning process promotes flexibility and provides challenges and opportunities for both students and educators (abdulrahman et al., 2018). furthermore, the third reason is that the tasks given by the lecturers follow virtual meetings. the respondents said that most lecturers only explain the materials in a few minutes, but after that give more tasks and assignments to do. stress and pressure are experienced by them which cause little frustration, in case the explanation explained by the lecturers could not be understood very well. they need to read additional articles by the lecturers, or even need to find additional references in order to comprehend the materials. besides, another reason is the focus of the students. the respondents explained that they cannot focus very well during the virtual meetings. some obstacles occur which cause them to feel difficult to understand the lecturers’ explanations. thus, the reasons given by the respondents need to be considered by all education elements. especially for the lecturers, the obstacles that are faced by the students require more understanding and deliberation. lecturers need to evaluate themselves and review the method, approach, and explanation given so far have fulfilled the students’ needs and volition or not. media commonly used by the lecturers in order to get more accurate data, the researcher started to ask the respondents, what are the applications or webs used by all the lecturers in all subjects. according to the students responses, the lecturers applied various media in teaching. the data below is to show the most usable learning media by the lecturers. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 50-64 doi: 10.31002/metathesis.v5i1.3604 p-issn: 2580-2712 e-issn: 2580-2720 58 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 2. online media lecturers use in teaching by the data, it is revealed that the media mostly used by the lecturers is zoom cloud meeting, where 94.9% students admit it. then, zoom is followed by whatsapp, google classroom, jitsi meet, and uinsu e-learning web (this media is provided by institution). the researcher could confess this fact, in case zoom cloud is the most advanced platform to carry virtual meetings between many people at one time. moreover, this medium is also free and easy to access. in addition, zoom has no significant obstacles if the users are in a strong internet signal area. last but not least, zoom users can share supporting teaching learning media such as articles, presentation papers, or even video files. in different circumstances, whatsapp is well-mastered by all the lecturers and students. but this medium does not support virtual meeting exceptionally. it is only able to carry virtual meetings up to 8 participants only. this platform is only suitable for open discussion between lecturers and students in a written way. for public speaking subjects, this medium is not effective, especially to perform or to practice the training after the explanation by the lecturers. students preference moreover, the students were also asked, what kind of media they prefer the most in the teaching-learning process with their lectures. the data is shown on the chart below. https://creativecommons.org/licenses/by-sa/4.0/ rahman hz online learning media: english education department students’ perspective 59 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 3. student online learning media preferences by the data, it can be seen that the most dominant media used selected by the students is whatsapp, where 52.9% respondents choose it. meanwhile, zoom cloud meeting is in second selection, where 41.2% respondents say so. various reasons are explained by the students. however, their number one preference is ease of access. this medium does not require much internet data package. moreover, the platform does not need strong internet connection. within only a small or low network, this appliance can be accessed very well. in addition, the explanations and articles shared by the lecturers can be reread if they do not understand and can be viewed anytime whenever they forget or need to comprehend deeper. these students learning needs should be contemplated by the lecturers. certain lecturers in certain subjects shall deal with this phenomenon, as whatsapp application is relevant media for them. in case, as stated by (karo-karo & rohani, 2018), the use of appropriate media in the classroom can help students learn more effectively. lecturers can use instructional media to help students understand concepts or ideas and to motivate them to participate in active learning. for students, the media can serve as a conduit for critical thinking and action. as a result, the media can aid teachers and students in achieving predetermined basic competencies. the lecturers must understand their students' learning needs and the problems they face when it comes to the material, they are teaching in order to effectively use learning media. most effective moreover, the students were also asked, what kind of online learning media is the most effective according to them in studying the materials of public speaking subject from the lecturers. here is the result below. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 50-64 doi: 10.31002/metathesis.v5i1.3604 p-issn: 2580-2712 e-issn: 2580-2720 60 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 4. most effective media from students’ perspective by their response, it can be seen that zoom cloud meeting is the most effective media in the teaching-learning process, where 79% of them say so. it is followed by whatsapp, where 41.30% of respondents choose it as the best teaching learning media. here are some reasons explained by the respondents. student 1 “i choose zoom application because i think i can see my lecture and friends and the lesson about public speaking is important to use this application because basic in public speaking is we are publishing our speech in front of many people so it make practice our speech be better. but not all of the lesson that need to use zoom application such as the task like writing in form report or paper we can use e-learning or google classroom i think is matching to send our task from our lecture because our task can send from e-learning application.” student 2 “i like the application because it is easy to use and does not require a strong network to enter, in my village the network is not very good but i can still take part in learning through this application, although sometimes i cannot log in because my network is very bad. in addition, through this application we can see and listen to lecturers when teaching material clearly. this application really helped me in participating in online class learning” https://creativecommons.org/licenses/by-sa/4.0/ rahman hz online learning media: english education department students’ perspective 61 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) student 3 “because zoom cloud meeting is easy to use and to connect with mobile phone and it can make all students easy to communication and see all of their friends face and when students to share the power point, it can easy and effective to use zoom cloud meeting and all of them who online via zoom cloud meeting can see it. it cannot make the handphone memories full when students share their assignment/ power point.” student 4 “using zoom can make learning process easier and even effective because we can see the face each other, also the explanation who deliver by lecturer become clearer to understand. by zoom, we know all of participants who active/join there and who unactive there. zoom also have screen sharing mode, it make student easier to understand the topic who deliver by lecturer.” student 5 “i like whatssapp because it is very easy and simple to use. in terms of connectivity, it is very smooth, economical and clear. already so, for today's era, wa is the number 1 application most frequently opened by humans worldwide, so we can't possibly miss it. but actually, the most effective and efficient is the google classroom application, besides being easy to use, saving internet quota, it is also very suitable for use by students with their lecturers as learning media. we can answer and comment on each other both in privacy and class. the sending of tasks is very easy and without obstacles. i am not the type of person who likes "video calls" because these applications have a negative impact on my potato smarthpone, unclear sound and broken videos are common problems found in "heavy" applications such as zoom, jitsi and others. i do not like to listen to explanations from lecturers in interrupted and unclear voices, so that it will damage the knowledge or information conveyed. very detrimental!” student 6 “i like wa and sometimes zoom. but the most is wa because is not need many quotas. but zoom and jitsi meet also fun because of course we can hold the class with 100 account and we can see everyone faces. also, the apps is not laggy” last, in authors’ opinion, this response is the best answer among all responses given by the respondents. “1) zoom cloud is a good application for video call, 2. this application can share anything, as example our file (ppt) 3. we can see a lot of people in the zoom that are lined up to 4. whereas in https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 50-64 doi: 10.31002/metathesis.v5i1.3604 p-issn: 2580-2712 e-issn: 2580-2720 62 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) jitsi only 1 line must be scrolled to the side. 4. this application save our quota 5. we can add many people to our video call 6. there are mute button and off of camera. so, when the speaker present their presentation, we can mute our sound 7. the picture is clear enough.” from the students’ perspective, it could be said that zoom cloud is the most progressive tool in obtaining public speaking class by virtual meeting between the students. by this platform, the students easily practice the tasks given by the lecturer whereas the lecturer and other students can see directly. with this medium, the students can also share their presentation media while they are performing their speech practice, such as articles, presentation paper, or even video files. furthermore, this appliance is also free-downloaded and easy to be admitted. along, if the users are in a strong internet signal area, zoom does not bring significant hindrance. it is believed that zoom is very effective in accommodate public speaking subject. this appropriate and precise kind of teaching media is required in order to streamline the communication and cooperation between lecturers and students in the teaching learning process. speaking is a subject that requires more individualized attention from students. students are required to make sounds with their mouths in the speaking subject. speaking is thought to be the most important skill for students to master in order to grasp the language among all the skills in english learning (a. gani et al., 2015). as part of the advancement of the global challenge growth, the teaching of speaking skills is considered a required component in the sense of english as a foreign language (efl), including in indonesia (amrullah, 2015). along these lines, the finding results regarding students’ interests and preference in the learning process by online media during the semester underline the implication about the chance potential of the mentioned application to be accommodated officially into educational implementation by indonesia government. considering most students are already engaged and proficient in using mobile phones (where all the applications and web are available in their own mobile phone), it indicates that the lecturers are not required to give them basic workshops or training on how to use the application as well. moreover, the government needs to prepare certain solutions for the surrounding obstacle aspects related to its usage. conclusion by the responses given by the respondents, the most effective media in students’ perspective is zoom cloud meeting. these data findings hopefully will be a great consideration for the researcher and other parties, to apply the chosen media in the teaching learning process, as students expect in their response. in the implementation, there might be some obstacles. look upon the obstacles as the https://creativecommons.org/licenses/by-sa/4.0/ rahman hz online learning media: english education department students’ perspective 63 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) challenge to be defeated in order to create a more powerful and effective learning process. references gani, s. a., fajrina, d., & hanifa, r. (2015). students’ learning strategies for developing speaking ability. studies in english language and education, 2(1), 16-28. abdulrahman, t., basalama, n., & widodo, m. r. (2018). the impact of podcasts on efl students' listening comprehension. international journal of language education, 2(2), 23-33. adam, s. (2015). pemanfaatan media pembelajaran berbasis teknologi informasi bagi siswa kelas x sma ananda batam. computer based information system journal, 3(2). amin, f. m., & sundari, h. (2020). efl students’ preferences on digital platforms during emergency remote teaching: video conference, lms, or messenger application?. studies in english language and education, 7(2), 362-378. amrullah, a. z. (2015). developing language games to teach speaking skill for indonesian senior high school learners. jeels (journal of english education and linguistics studies), 2(2). basori, b. (2017). efektifitas komunikasi pembelajaran online dengan menggunakan media e-learning pada perkuliahan body otomotif. jurnal ilmiah pendidikan teknik dan kejuruan, 7(2). karo-karo, i. r., & rohani, r. (2018). manfaat media dalam pembelajaran. axiom: jurnal pendidikan dan matematika, 7(1). mahnun, n. (2012). media pembelajaran (kajian terhadap langkah-langkah pemilihan media dan implementasinya dalam pembelajaran). an-nida', 37(1), 27-34. obaidullah, m., & rahman, m. a. (2018). the impact of internet and social media on the habit of reading books: a case study in the southern region of bangladesh. studies in english language and education, 5(1), 25-39. ping, n. s., & maniam, m. (2015). the effectiveness of facebook group discussions on writing performance: a study in matriculation college. international journal of evaluation and research in education, 4(1), 30-37. purwono, j. (2014). penggunaan media audio-visual pada mata pelajaran ilmu pengetahuan alam di sekolah menengah pertama negeri 1 pacitan. jurnal teknologi pendidikan dan pembelajaran, 2(2). rahman, s., munawar, w., & berman, e. t. (2014). pemanfaatan media pembelajaran berbasis website pada proses pembelajaran produktif di smk. journal of mechanical engineering education, 1(1). sari, f. m., & wahyudin, a. y. (2019). undergraduate students' perceptions toward blended learning through instagram in english for business class. international journal of language education, 3(1), 64-73. tafonao, t. (2018). peranan media pembelajaran dalam meningkatkan minat https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 50-64 doi: 10.31002/metathesis.v5i1.3604 p-issn: 2580-2712 e-issn: 2580-2720 64 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) belajar mahasiswa. jurnal komunikasi pendidikan, 2(2), 103-114. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 65-78 doi: 10.31002/metathesis.v5i1.3519 p-issn: 2580-2712 e-issn: 2580-2720 65 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) “grammarly” as ai-powered english writing assistant: students’ alternative for english writing tira nur fitria institut teknologi bisnis aas indonesia jl. slamet riyadi no. 361 windan, makamhaji, kartasura, sukoharjo, central java, indonesia tiranurfitria@gmail.com* *corresponding author received: 12 january 2021 revised: 11 may 2021 accepted: 11 may 2021 published: 12 may 2021 abstract the presence of ‘grammarly’ as one of the online grammar checkers as the impact of technology development. this paper aims to reveal an overview of ‘grammarly’ as an ai-powered english writing assistant for efl students in english writing. this research applies descriptive qualitative research. based on the analysis, using grammarly software shows the performance increased. before using grammarly, the performance of the student’s test score is 34 out of 100. after using grammarly, the performance student’s text score is 77 out of 100. this score shows the quality of writing in this text increased. the performance can be increased based on grammarly's suggestions in a premium account. the researcher recommends the students use grammarly. grammarly is a web tool to perform grammar checks well, starting from the spelling of words, sentence structure to standard grammar. grammarly is free for checking grammatical rule spelling rules, also correct errors of punctuation and capitalization. grammarly runs on an artificial intelligence (ai) system, which showing corrections and suggestions quickly but still precisely. for accuracy, two service options available both free and paid features. grammarly's free version still has limitations and in-service features, unlike the paid version (premium) which has full advantages and benefits, many features, and complete. keywords: grammarly, artificial intelligence (ai), writing, grammar introduction writing is a difficult skill (maharani, 2018). it is supported by the statements that writing is such a difficult task that involves a great deal of cognitive and language skills (faller, 2018) and (maharani, 2018). writing also is one of two productive skills besides speaking that a learner is expected to achieve the goal to ensure her/his communicative competence (sharma, 2004, p. 272). according to yamin (2019) states that the ability to know, comprehend, and articulate a concept into a paragraph or essay is the most basic writing skill that students can possess. besides, according to fairbairn & winch (2011, p. 83), instead of demonstrating https://creativecommons.org/licenses/by-sa/4.0/ mailto:tiranurfitria@gmail.com* fitria “grammarly” as ai-powered english writing assistant: students’ alternative for writing english 66 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) competence in the use of the conventions of spelling, punctuation, and grammar, the point of writing is to express thoughts. suffering from the foreignness of the language used, english foreign language (efl) learners/students perhaps make some errors while writing and finishing an english sentence or essay in several aspects of writing such as in spelling, punctuation, and grammar (fitria, 2020a). when they make the error, the learners do not know it and it happens unintentionally (fitria, 2018). therefore, it considers the necessary aspects of good writing such as the knowledge of the conventions of those aspects; spelling, punctuation, and grammar (smith, 2013). spelling is the art of combining a word correctly form letters, so it is connected to the proper choice and good arrangement of letters that form a word (fitria, 2020b). punctuation is a punctuation mark used in writing, and each punctuation or symbol has its function. grammar is one of the language components in english foreign language (efl) writing besides spelling and punctuation (perdana & farida, 2019). mammadova (2019, p. 54) states that grammar and spelling checker online software plays an essential role in english language teaching and learning. it is used when other language teaching materials are required, that is when teachers cannot find what they need in other resources both printed or online. bouchoux (2019, p. 545) states that there are some easy and free tools for users can use to improve english writing. one of them is grammarly. grammarly can be checked and accessed on https://www.grammarly.com/. grammarly locates grammar, spelling, punctuation, and other errors in their writing. the users can install grammarly’s free browser extension or download grammarly for microsoft office. a premium version of grammarly is available for free. grammar websites allow the student to teach themselves with multiple ways of having a concept represented (o’sullivan, 2016). there are many popular items of grammar software is grammar check online, free grammar checker, online editor, grammarly, etc (mammadova, 2019, p. 54). as for how to check english grammar using the following tools, it requires an internet connection (data package) and by using some of these online grammar check services, there are two service options that users will find, namely the use of free and paid features. the free online english grammar check service certainly has limitations and also lacks service features, unlike the paid english grammar check (premium) which has full advantages and benefits, many features and complete. grammarly is an award-winning online grammar checking tool available for free. grammarly is one of the best english grammar check tools and the most widely used tool in the world. grammarly is available as a google chrome extension and can detect grammar mistakes, spelling mistakes, wrong sentence construction, and check for plagiarism. these can be good tools for the rules learning and error correction method since they enable students/learners to do a task then correct errors. grammarly is the most powerful tool the users can use to check for errors in our typed work. grammarly detects and corrects prepositional errors, irregular verb conjugations, inappropriate use of nouns, and also corrects words that are misused. the users can get all these features for free and we can also upgrade to the premium version to get more advanced features. 'grammarly' is one of the online grammar checkers that can be used in assessing efl writing classes. it is a website for online proofreading that the user https://creativecommons.org/licenses/by-sa/4.0/ https://www.grammarly.com/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 65-78 doi: 10.31002/metathesis.v5i1.3519 p-issn: 2580-2712 e-issn: 2580-2720 67 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) can use for checking errors such as grammar. besides, pronunciation, punctuation, synonyms (use of vocabulary), and identification of plagiarism are also corrected (ghufron & rosyida, 2018). grammar helps people such as teachers, educators, and scientists to describe and understand how computer software is used such as it can lead to teaching and learning english when errors are found (mubarok & syafi’i, 2020). the products of grammarly are powered by an interconnected system that incorporates rules, developments, and techniques of artificial intelligence such as machine learning, deep learning, and processing of natural languages. the way a person will execute a task is simulated by an artificial intelligence device. by multiple methods, ai systems accomplish this. for example, machine learning is a complex ai technique that involves training an algorithm to show and perform tasks by presenting loads of examples instead of offering a sequence of rigidly predefined steps. the ai method at grammarly blends deep learning with some approaches to natural language analysis. human language has several layers that can be analyzed and processed: through grammatical constructs and phrases, through characters and individual phrases, including paragraphs or complete texts. natural language processing is an ai branch that involves training machines to understand and process human language (for example, english) and performing useful tasks such as machine translation, interpretation of emotions, a ranking of essays, and, in our case, enhancement of writing. the crucial part of building an ai system is how to train it well. in that way, ai’s are sort of like men. by watching the adults around them and by positive or negative feedback, kids learn how to act. as with girls, if we want to grow up to be helpful and efficient with our ai system, we need to be careful of what we expose it to and how we intervene when things get wrong. choosing high-quality training data for our method to benefit from is the first move. in the case of grammarly, the data can take the form of a text corpus, a large array of sentences arranged and labeled by human researchers in a way that ai algorithms can recognize. if we want ai to learn the patterns of proper use of commas, we need to show it sentences of incorrect commas so that it can learn what a comma error looks like. we need to display it with efficient comma-use sentences so it knows how to correct comma errors when it finds them. feedback from humans is often needed by ai systems. for example, after multiple users click "ignore" on a specific suggestion or computational linguists from grammarly make changes to the algorithms behind that suggestion to make it more reliable and helpful. much like humans, ai sometimes makes mistakes. it is particularly when an ai faces a situation that it does not have a lot of familiarities it. on naturally written text, english grammar is taught, so it is good at finding problems that arise naturally when people write. it is less effective at treating sentences where errors have been purposely added because they do not resemble errors that exist normally. the mission of grammarly is to allow users to be understood. but there is still no single set of rules that in every case can function for every person. ai's performance can mix all kinds of data and respond to the situation. after all, language is complicated and messy. it is important to be versatile enough to handle all the variables that go into good communication with any method that seeks to make our use of language better. if we are interviewing for a job or https://creativecommons.org/licenses/by-sa/4.0/ fitria “grammarly” as ai-powered english writing assistant: students’ alternative for writing english 68 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) sending a joke to our buddies, the aim is to help the user communicate themselves in the best way possible. there are several previous studies related to grammarly. the first research is written by (ghufron & rosyida, 2018) entitled “the role of grammarly in assessing english as a foreign language (efl) writing”. this study aims to evaluate the use of grammar software and the effective terms compared to instructor correction guidance in minimizing student errors in efl writing. the findings of the study confirm that the student's work is assessed by using grammar have a substantial decrease in their mistakes relative to those work is evaluated by the teacher (indirect corrective feedback). the program is more effective in eliminating mistakes in terms of vocabulary usage (diction), language use (grammar), and writing mechanics (spelling and punctuation). the second research is written by (dewi, 2019) entitled “the effectiveness of grammarly checker on student's writing quality of english department students at iain tulungagung”. the goal of this study was to find a substantial difference in the writing standard of the students amongst students who use and do not use the grammar checker. the outcome indicates that the mean score of students in the experimental category before using grammar checker was 63.78 and the mean score of students after using grammar checker was 80.49. there is also a mean score change in the test category from 68.57 to 73.57. the third research is written by (nova, 2018) entitled “utilizing grammarly in evaluating academic writing: a narrative research on efl students’ experience”. in assessing academic writing, this thesis aimed to recognize the attributes of the grammar program as an automatic writing assessment. the outcome showed that with clarification and example, this software offered helpful color-coded reviews, accessibility of account access, evaluation speed of a high rank, and free service for evaluating and assessing academic writing. the fourth research is written by (karyuatry, 2018) entitled “grammarly as a tool to improve students’ writing quality: free online-proofreader across the boundaries”. this research aimed to recognize the strengths and shortcomings of the grammar software as an automatic assessment of writing. the outcome showed that with clarification and example, this application offered valuable color-coded input, ease of account access, a high rate of evaluation speed, and free service for evaluating academic writing. further study is required on the efficacy of the reviews offered by grammarly in enhancing the standard of writing for students. this research aims to find out if the use of grammar will increase the standard of writing relevant to descriptive writing by the students. the results indicate that 32 (8 %) out of 40 students have passed the grade as grammar is used in teaching writing. the researchers concluded that grammar can be used as an appropriate method to reduce mistakes and enhance the writing standard of students. fifth research is written by (fadhilah, 2018) entitled “effectiveness of grammarly application for writing english abstract”. the purpose of the study was to establish the effectiveness of grammarly application writing english abstract. the findings showed a pre-test value of 64.86 with a standard deviation of 18.89 and a standard deviation of 6.82 with a post-test value of 85.72. the findings of the hypothesis test using a paired t-test obtained a p-value of 0.00 (<0.05), which implies that the grammar application was successful in writing english abstracts. thus, grammar was used successfully as a method to enhance the writing of abstract english texts by students relevant to the proper use of english grammar. the sixth research is https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 65-78 doi: 10.31002/metathesis.v5i1.3519 p-issn: 2580-2712 e-issn: 2580-2720 69 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) written entitled “the implementation of grammarly tool to boost students’ writing skill of exposition text”. the purpose of this study is to increase the writing capacity of students by using the grammar method in sma dharma karya ut students. the outcome of this research revealed that after introducing the grammar tool in writing class, there was a substantial increase in student writing skills. most students obtained satisfying scores by the end of each time after using the grammar method. this can be verified by the outcome of the grades of the students in each cycle's writing exam. the mean score of the students in the pretest was 66.85 percent. then, after applying the grammar tool, the mean post-test 1 score of the students was 72.65 percent and 79.10 percent post-test 2. in view of the above results, the achievement of the writing capacity of students in post-test 2 has reached the objective of classroom action testing. it can be seen from the outcome that grammar can have a positive impact on the writing abilities of students. based on the previous studies, several similarities and differences are found related to this research. from the six studies discuss grammarly, as the first research discusses the role of grammarly in efl writing, the second research discusses the effectiveness of grammarly checker toward student's writing quality, the third research discusses the use of grammarly in evaluating academic writing, the fourth research discusses grammarly in increasing students’ writing quality, the fifth research discusses the effectiveness of grammarly application for writing english, and the sixth research discusses the implementation of grammarly tool to boost students’ writing skill. this research also discusses the same topic about the use of grammarly, but this research focuses on grammarly’s performance which can increase the student’s writing essay also shows the quality of the students’ english writing. research method this research uses qualitative descriptive research. qualitative research is to analyze a specific field or a small number of people or areas. qualitative researchers usually use theoretical or purposeful rather than probability sampling, and seldom make explicit conclusions regarding the (maxwell, 2005, p. 115). taylor (2005, p. 236) states that qualitative draws certain assumptions, the assumptions are based upon the individuals. in collecting data of this research by using document analysis. the document as a term referring to a wide variety of printed, visual, digital, and physical content to the study (merriam, 2009, p. 139). the document here is a selected text taken from the internet with the topic “simple present tense” and “simple past tense”. in analyzing data in this research by using several ways such as choosing a text, copying the text into grammarly software, analyzing and describing the result in the form of writing aspects such as spelling, punctuation, and grammar descriptively. findings and discussion grammarly is an online grammar checker and spelling checker in english structure and corrects mistakes in writing. grammarly provides correct word recommendations if there are wrong words in the english structure. before, using https://creativecommons.org/licenses/by-sa/4.0/ fitria “grammarly” as ai-powered english writing assistant: students’ alternative for writing english 70 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) grammarly, the users can upload a file for checking, below the pictures of grammarly after the user has installed it. below the beginning view of uploading the document in grammarly as follow: figure 1. uploading the document/text in grammarly the grammarly document allows the user to compose text directly on the document, download their grammarly document as a text file, upload text, and adjust the setting. after users register for a grammarly account, users only need to click, just upload the file or paste text that grammarly wants to correct. automatically, this application will scan, check, and provide information on which parts need to be corrected in the document. for checking the document, grammarly consists of two features both individual (free and premium version) and team (business version), the description as follows: https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 65-78 doi: 10.31002/metathesis.v5i1.3519 p-issn: 2580-2712 e-issn: 2580-2720 71 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 2. grammarly features based on the picture above shows that checking english grammar by using the grammarly software requires an internet connection (data package) and by using some of these online grammar check services. there are two service options that users will find, namely the use of free and paid features. free features can be used for individuals, while paid can be used in ‘premium’ and ‘business’. of course, the free english grammar check service (free online grammar check) certainly has limitations and also lacks service features, unlike the paid english grammar check (premium) which has full advantages and benefits, many features, and complete. in ‘free’ feature related to basic writing suggestions such as in the aspect of spelling, grammar, and punctuation. in a ‘premium’ feature related to the style, clarity improvements, and additional advanced corrections. then, in the ‘business’ feature related to professional and clear communication for teams of 3 to 149. the users/students can use the ‘free’ features which can correct the writing aspect of spelling, punctuation, and grammar. the example as follows: figure. 3. free features of grammarly in spelling, grammatical, and punctuation from the pictures above shows the errors such as in spelling, grammatical, and punctuation error. in spelling, grammarly eliminates spelling errors. for example, in the sentence “i can assure you this won’t affect our timeline”. the word “effect’ shows a spelling error, then grammarly correct it by changing to other words “affect”. in grammar, grammarly eliminates the grammatical error. for example, in the sentence “this video will showed you how to make a delicious pizza”. the word “showed’ shows grammar error, then grammarly correct it with changing to other words “show” because the modal “will” must follow the verb 1 as stated in the formula in the simple future tense. while, in punctuation, grammarly eliminates punctuation errors. for example, in the sentence “good https://creativecommons.org/licenses/by-sa/4.0/ fitria “grammarly” as ai-powered english writing assistant: students’ alternative for writing english 72 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) morning.”. the word is correct but there is a space before the period then grammarly corrects it by removing a space before the period. according to (tucker, 2015, p. 159), the free version of grammarly includes a contextual spell checker and identifies grammar and punctuation errors. as students compose emails with a gmail account, the green grammarly icon will appear in the lower right-hand corner of their composition window. if they make an error, the green icon turns red with a number corresponding to the number of errors. this effectively alerts the students to the errors in their writing. the errors are underlined in red, and grammarly provides suggestions for correcting the problems. the students must think critically about the suggestions to ensure they are correct. once students have a free grammarly account, they can click the grammarly icon next to their browser window, start a new document, and compose their writing directly in a grammarly document. alternatively, students can upload a document, or copy and paste the text to check for errors, copy and paste the text into grammar documents. since the students use google docs, they compose their writing originally in google docs and then copy and paste their text into grammarly to help them edit and revise their writing before the final submission. following the slogan "type with confidence", this application allows users to type in english without worrying about wrong grammar. this application is a tool who has s job is to detect spelling and grammar errors in english. the function of grammarly is to correct wrong writing. so automatically, grammarly will tell you where the error is and immediately correct it. below the example of a text that will be checked by using grammarly as follow: figure 4. the performance before using grammarly https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 65-78 doi: 10.31002/metathesis.v5i1.3519 p-issn: 2580-2712 e-issn: 2580-2720 73 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 5. the performance after using grammarly by using grammarly software, the performance increased. before using grammarly, the performance of the test score is 34 out of 100. this score shows the quality of writing in this text. it can be increased by adding grammarly's suggestions. after using grammarly, the performance text score is 77 out of 100. this score shows the quality of writing in this text. we can increase the score based on grammarly's suggestions in a premium account. below the result of text both before and after using grammarly software as follow: figure 6. the view of document before using grammarly https://creativecommons.org/licenses/by-sa/4.0/ fitria “grammarly” as ai-powered english writing assistant: students’ alternative for writing english 74 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 7. the view of document after using grammarly below the table result both before and after using grammarly, from this example we will know the grammarly performance, as follow: table 1. table result both before and after using grammarly text before using grammarly text after using grammarly hello, my name is rihananto yusuf but my friends usually calls me rehan. i born 22 november 1996 in surakarta. i have 2 brothers and 1 sister. i work at kusuma husada as a technician. my high 176 cm and i have hobby playes game and football. i'm currently studying at itb aas i join amateur club in surakarta arseto. my position is keeper. i join club since high school and i join all tournament in surakarta with my team. but now i didn’t join them anymore because i am very busy with my work. this is my story description thank you. hello, my name is rihananto yusuf but my friends usually call me rehan. i was born on 22 november 1996 in surakarta. i have 2 brothers and 1 sister. i work at kusuma husada as a technician. my high 176 cm and i have hobby plays game and football. i'm currently studying at itb aas i join an amateur club in surakarta arseto. my position is a keeper. i join a club in high school and i join all tournaments in surakarta with my team. but now i didn’t join them anymore because i am very busy with my work. this is my story description thank you. the example of the text above shows that there is 15 correctness of 15 errors by using grammarly software in underlined black. besides, grammarly shows the correctness of the word and the reason why the selected word is incorrect. in the text, the word “calls” shows grammar error because the singular verb “calls” do not fit with the plural subject friends. it needs to change the verb form for subjectverb agreement. the word “born” also shows grammar errors because it seems that we are missing a verb. it needs to add the linking verb ‘was’ to show the past event. the word “22” shows a grammar error. it seems that preposition use may be incorrect here., the correct word also “on 22”. the word “november” and ‘surakarta” also show the capitalization error. it refers the word “november” and “surakarta” are as proper noun in this context. it needs to capitalize this word “november” because of refers to a proper noun. the word “i” show grammar error. the pronoun i should always be capitalized. the word “playes” show https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 65-78 doi: 10.31002/metathesis.v5i1.3519 p-issn: 2580-2712 e-issn: 2580-2720 75 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) spelling error. the word “playes” is not in the dictionary. if we believe this spelling is correct, we can add it to our dictionary to prevent error, or it can be changed into the correct word “plays”. the word “amateur” shows grammar errors. the noun phrase “amateur club” miss a determiner before it. it needs to add an article ‘a’ or ‘the’ before the word “amateur”. the word “amateur” shows grammar errors. the noun phrase “keeper” seems to be missing a determiner before it. it needs to add an article ‘a’ or ‘the’ before the word “keeper”. the word “club” shows a grammar error. the noun phrase club seems to be missing a determiner before it. it needs to add an article ‘the’ before the word ‘club’. the word “since” shows a grammar error. it shows that preposition use may be incorrect. the correct preposition is ‘in’. the word “all tournament” shows a grammar error. it shows that the tournament may not fit in number with other words in this phrase. the correct phrase is “all tournaments”. grammarly is assistive software for correcting text in alignment with english conventions. after the text is uploaded into the grammarly cloud, the software will analyze it by using several different algorithms and can identify a surprising range of both grammar and style issues (carter & laurs, 2017). lornamarie (2018, p. 119) states that grammarly is one of the world’s most accurate grammar checkers. while according to gitsaki & coombe (2016, p. 227), grammarly is error detection and plagiarism software. its plagiarism detection engine works and operates by using a type of analysis such as identifying similarities between one’s writing with others and the source commonly available or have uploaded on the internet. grammarly also is capable of pinpointing weak paraphrases with only minor text modifications. roughton et al. (2019, p. 410) define that grammarly as an online writing tool that provides many resources to assist the users with appropriate grammar and spelling checks, punctuation checks, vocabulary enhancement, proper wording, and plagiarism check. grammarly highlights the error’s problem. it makes it easier for students to edit their writing successfully and easier to identify other students’ errors. if the students become familiar with the common errors they make in their writing, they are more likely to catch those errors in the future (tucker, 2015, p. 160). there are many reasons why we choose grammarly as the best online grammar check tool. first, this tool is used by nearly 20 million internet users. this astonishing number cannot be separated from the compatibility of grammarly when installed in popular browsers and microsoft office. even this software also provides a grammarly keyboard to be installed on a smartphone. second, grammarly is free and easy to install. once the extension is installed in the browser, the indicator will appear in the lower right corner of the text editor. you will know how many grammar mistakes we made. any words that are written incorrectly will be marked with a red line. to fix it, just hover over the word. our favorite feature of grammarly is its ability to recognize technical terms, including abbreviations and acronyms. for grammarly, these terms will not be considered as grammatical errors. if students want grammarly to check other things besides grammar and punctuation, you can take advantage of the grammarly text editor. this tool will later provide suggestions on the elements of formality, whether the content is short and dense, and diction. https://creativecommons.org/licenses/by-sa/4.0/ fitria “grammarly” as ai-powered english writing assistant: students’ alternative for writing english 76 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) a complex artificial intelligence (ai) framework in grammarly software designed to interpret phrases written in english is behind all of grammarly's goods. through studying millions of sentences from academic companies, grammarly's team of computer linguists and deep learning engineers builds cutting-edge algorithms that study the rules and latent habits of good writing (a corpus is a broad set of text for testing and development purposes that has been organized and labeled.) as users write with grammarly, the ai analyzes each sentence and searches for ways to strengthen it, whether it is fixing a verb tense, recommending a better synonym, or providing a simpler phrase structure. a complicated ai system like this, as we can understand, requires a lot of processing resources, even more than can be given by a personal computer or mobile device. it operates in the cloud, rather than on the user's computer locally, for that reason. an internet connection is all you need to validate the writing with a grammar product. users can help boost their feedback as users use grammar. grammarly is a little smarter if users click "ignore" on an unhelpful suggestion. it will make changes to the recommendations over time and high concentrations of ignorance to make them more beneficial. in the field of grammar, spelling, and punctuation correction, grammar's earliest breakthroughs in ai-powered writing enhancement occurred. grammarly's writing apps are intended to work where we do on the user’s tablet and our screen, in our web browser or word processor. the discrepancy between grammarly and built-in spelling and grammar checkers is not just the precision or breadth of reviews. the browser extension of grammarly, for instance, allows stricter grammar recommendations and provides ways to help us sound more formal and professional. for any text area on any platform, grammar premium users may change their style settings. we should turn to the university or business atmosphere to flag contractions, vague backgrounds, and other casualties we wish to prevent when we write something formal. the researcher recommends the students use grammarly. grammarly is a web tool that functions to perform grammar checks very well, starting from spelling of words, sentence structure, to standard grammar. grammarly is free, so it is highly recommended for those who want to translate various documents or articles that use foreign languages. if usually tests or articles have language complexity, and we do not understand english, then grammarly is very helpful in checking the spelling of sentences in english structure and correcting errors in writing. grammarly provides correct word recommendations if there are wrong words in the english structure. grammarly runs on a sophisticated artificial intelligence system, which is built to analyze english sentences. so, grammarly is unlike any other spell checker which relies on a set of rules. grammarly can be considered when making corrections or suggestions which means grammarly will inform us quickly but still precisely. conclusion ai can correct documents accurately with the advent of ai, the role of a company's editor can easily be replaced. one application that is widely used is grammarly. grammarly application can correct english grammar that is not by language rules. grammarly is a tool that helps you correct your writing articles in english. the company offers two services, free (for freelance/informal writing) https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 65-78 doi: 10.31002/metathesis.v5i1.3519 p-issn: 2580-2712 e-issn: 2580-2720 77 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) and premium (for academic or professional writing). the premium service is divided into two, individual, and team packages. meanwhile, there are six grammarly products, consisting of the grammarly editor, browser extension, grammarly for microsoft office, grammarly for your desktop, the grammarly keyboard, and grammarly for ipad. initially, grammarly focused on providing solutions for checking the grammar and spelling of school students. now, grammarly offers artificial intelligence-based virtual assistants through browser extensions, web-based editors, add-ins for microsoft office, to desktop interfaces and mobile keyboards. it is a digital writing platform that uses artificial intelligence and processes language naturally and grammatically. grammarly works by suggesting corrections for spelling mistakes that are automatically highlighted, suggesting synonyms for words on double-tap, and substitutions for or suggestions for removing overused words. references bouchoux, d. e. 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(2018). error analysis found in students’ writing composition of simple future tense. els journal on interdisciplinary studies in humanities, 1(3), 240–251. https://doi.org/10.34050/els-jish.v1i3.5028 fitria, t. n. (2019). errors in students’ writing composition in simple present tense ‘my daily activity’. journal of english language education, 2(1), 47-62. fitria, t. n. (2019). students’ error analysis in writing english composition of ‘my self description’. prosiding sendi_u. fitria, t. n. (2020a). error analysis found in students’ writing composition in simple past tense of recount text. english franca : academic journal of english language and education, 4(2), 141. https://doi.org/10.29240/ef.v4i2.1154 fitria, t. n. (2020b). spelling error analysis in students’ writing english composition. getsempena english education journal, 7(2), 240–254. https://doi.org/10.46244/geej.v7i2.988 https://creativecommons.org/licenses/by-sa/4.0/ fitria “grammarly” as ai-powered english writing assistant: students’ alternative for writing english 78 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) ghufron, m. a., & rosyida, f. (2018). the role of grammarly in assessing english as a foreign language (efl) writing. lingua cultura, 12(4), 395–403. https://doi.org/10.21512/lc.v12i4.4582 gitsaki, c., & coombe, c. (2016). current issues in language evaluation, assessment and testing: research and practice. cambridge scholars publishing. karyuatry, l. (2018). grammarly as a tool to improve students’ writing quality: free online-proofreader across the boundaries. jssh (jurnal sains sosial dan humaniora), 2(1), 83. https://doi.org/10.30595/jssh.v2i1.2297 lornamarie. (2018). how to write a good dissertation a guide for university undergraduate students. lulu.com. maharani, m. m. (2018). graphic organizers to improve students’ writing on recount paragraphs. metathesis: journal of english language, literature, and teaching, 2(2), 211–221. https://doi.org/10.31002/metathesis.v2i2.942 mammadova, t. (2019). teaching grammar to a grammar-free generation. cambridge scholars publishing. maxwell, j. a. (2005). qualitative research design: an interactive approach. sage. merriam, s. b. (2009). qualitative research: a guide to design and implementation. john wiley & sons. mubarok, a., & syafi’i, a. (2020). grammarly: an online efl writing companion. eltics : journal of english language teaching and english linguistics, 5(2). https://doi.org/10.31316/eltics.v5i2.912 nova, m. (2018). utilizing grammarly in evaluating academic writing: a narrative research on efl students’ experience. premise: journal of english education and applied linguistics, 7(1), 80–97. https://doi.org/10.24127/pj.v7i1.1332 o’sullivan, j. f. (2016). udl technology: technology for universal design for learning and special education 1.65. john f. o’sullivan jr. perdana, i., & farida, m. (2019). online grammar checkers and their use for efl writing. journal of english teaching, applied linguistics, and literatures (jetall), 2(2), 67–76. https://doi.org/10.20527/jetall.v2i2.7332 roughton, j., crutchfield, n., & waite, m. (2019). safety culture: an innovative leadership approach. butterworth-heinemann. sharma, t. c. (2004). modern methods of language teaching. sarup & sons. smith, f. (2013). writing and the writer. routledge. taylor, g. r. (2005). integrating quantitative and qualitative methods in research. university press of america. tucker, c. r. (2015). creatively teach the common core literacy standards with technology: grades 6-12. corwin press. yamin, m. (2019). learning from students’ experiences in writing paragraphs. metathesis: journal of english language, literature, and teaching, 3(2), 188–202. https://doi.org/10.31002/metathesis.v3i2.1736 https://creativecommons.org/licenses/by-sa/4.0/ metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 109 evaluating the students’ ability in using preposition of place in speaking performance imanuel kamlasi timor university, kefamenanu-timor, ntt ikamlasi@yahoo.com first received: 25th april 2018 final proof received: 30th april 2018 doi:10.31002/metathesis.v2i1.730 abstract the use of preposition of place in speaking performance still becomes problems for students. therefore; it is important to evaluate the students’ ability in using preposition of place. this research aimed at evaluating the students’ ability and describing the problems faced by students in using prepositions of place in speaking performance. the descriptive qualitative method was applied in this research. the instrument of this research was an oral test. to get the data, the researcher used tape video recorder (tvr). there were 25 participants of the first semester students of english study program of timor university chosen randomly as the sample in this research. there were four steps used in analyzing the data, namely transcribing, codifying, analyzing and describing. the results of the research showed that five students passed and nineteen students failed in the test. the highest score was 80,95 and the lowest score was 31. there was one student categorized as very good; two students were categorized as good; three students were categorized as enough; eleven students were categorized poor and seven students were categorized as very poor. for the kind of preposition; the highest percentage was in which was 67,53%. then it was followed by on which was 57,32%. the preposition behind made 55,51% which was higher than near/close which was 51,56% but it is lower than in front of which was 56,57%. the preposition under was 48,39% which was higher than at. the lowest percentage was preposition at which was 47,94%.. the students’ average score was 54,60. therefore the students’ level of ability was categorized as poor. this means that the students failed in using prepositions of place in speaking performance. keywords: prepositions, place, speaking metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 110 introduction the purpose of learning english in indonesia is students are expected to be able to listen, speak, read and write. speaking is a complex skill; because it contains sound, words (vocabulary) and sentences (grammar). speaking is one the skills that frighten the students. since speaking skillinvolves many aspects; therefore many students avoid from the speaking class. many students often face many difficulties in choosing the proper words, selecting the tenses, arranging words into a good sentence, and so on. in speaking process, it is automatically using the correct grammar. the speaking will be meaningful if the speaker uses correct grammar. grammar is important for language, because it makes meaning. grammar names the types of words and word groups that make up sentences in any language. every language in the world has it own system of grammar. english has broad grammar; including tenses, noun, verb, adjective, adverb, pronoun, articles, preposition and so forth. greenbaum & nelson (2002, p. 3) mention that there are many grammars of english, that is to say books describing english grammar. they differ in how much of the grammar they cover and in how they set out the rules. there are also some differences in the categorization and terminology they use. this means that grammar becomes very important in language learning. since english has broad grammar; it is becomes challenges of every learner to master the grammar of english. preposition is a part of english grammar. preposition is one of the parts of speech in english. preposition is one of function words in english grammar. the use of the correct preposition is important in english grammar. in other hand, a preposition is defined as connecting word showing the relation of a noun or a noun substitute to some other word in the sentence. preposition is a word that shows relation between noun or pronoun and the other words in sentence. e.g. in, on, at, to, with, under, above, into, by, of etcetera. preposition is always used before a noun or pronoun and shows the relation of the noun or pronoun to the other words in sentence. prepositions show many relations (for different nouns) in sentence. prepositions describe the relationships such as space (place, position, direction) and time. prepositions are used for many purposes such as preposition metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 111 for time e.g. in, on, at, etc, preposition for place e.g. in, on, at, preposition for direction e.g. to, towards, into, through etcetera, preposition for agent e.g. by, preposition for device, instrument or machines. e.g. on, by, with, prepositions used after verbs to make prepositional verb. e.g. look at, look after, laugh at. since the prepositions are used for time, place and direction; they might make students to distinguish in using prepositions. the writer’s experiences in teaching speaking for years at university show that the use of prepositions of place is still become problems in their speaking performance. they make many errors to place the correct prepositions of place in speaking performance. the students’ ability in using preposition of place in speaking performance made the researcher to reflect and evaluate how well the teaching outcome of speaking to the first semester students of english study program of timor university. therefore; it is important to do the research on the use of prepositions of place in speaking performance. this research results comes to evaluate the students’ ability in using preposition of place in speaking performance. the research findings also describes the difficulties faced the students in using preposition of place in speaking performance. review of related literature the previous studies on the use of prepositions focused on the students’ errors in writing skill; while this present study focused on the use of prepositions in speaking skill. recently; a study on error analysis on the use of prepositions in students’ writing by andajani in 2016 showed that that from 1002 prepositions found in 72 students’ writing, there were 117 incorrect preposition usage or 11.68%. in other words, in general the students are able to use preposition correctly. the dominant errors made by the students are errors on the use of prepositions of place. there were 78 errors of preposition usage or 66.67%. in addition, the possible factor of errors is interlingual transfer. the students were influenced by their native language. they also over generalized the information from the target language. the study on acquisition of english language prepositions in the absence of formal grammar teaching by sudhakaran in 2015 showed that there were indeed metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 112 improvements in the use of prepositions by the students for both speaking and writing tasks. regarding the types of errors, there were more errors of commission than errors of omission. a common error was the unnecessary use of the phrase involving a preposition, ‘for me’. with respect to the progress made, in speaking tasks, most improvement was seen in the prepositions ‘for’, ‘in’ and ‘about’, while in writing tasks, the best results were with the prepositions ‘to, ‘of’ and ‘in’. he suggested that grammar should be taught in a way that is compatible with the natural processes of acquisition, rather than with the use of formal grammar rules. the study was conducted by saravanan in 2014 on the use of english prepositions examined the writing skill of the students at the undergraduate level, with a special focus on the use of prepositions of place, time and direction in english. the research found that the students found more difficulties in the use of prepositions of place and direction than the prepositions of time because of their mother tongue interference. he stated that the reason for the errors was lack of understanding the usage and the inability to use an appropriate preposition to produce meaningful sentences. basically, preposition is a word that shows relation between noun or pronoun and the other words in sentence. (stobe, 2008, p. 108) defines preposition is a word or group of words that is placed before a noun or a pronoun to show a relationship in a sentence. there are many functions of prepositions; such as space (place, position, direction) and time. the position of prepositions is explained in (eastwood, 2002, p. 286) that preposition usually comes before a noun phrase, e.g. into the building, at two o'clock without a coat. some prepositions can also come before an adverb, e.g. until tomorrow through there at once. some prepositions are used before a gerund, we're thinking of moving house. prepositions of place covers at, on and in, above, over, below, under, near, close and by, in front of, before, behind, after, opposite, between and among. furthermore; (stobe, 2008, p. 110) noted that the preposition in often describes a location. use in when the meaning is within. place can refer to specific locations, such as at your house, or it can refer to a surface, such as on top of the road. the metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 113 question word where can help you identify prepositions that express a location or a place. for this case; (eastwood, 2002, pp. 291-295) explored more about the use of prepositions of place. at is one dimensional which is used to see something as a point in space on is two dimensional which is used for a surface. in is three dimensional which is used it to see something as all around. above and over have similar meanings. we do not normally use above to mean horizontal movement. we use above with a measurement that we think of as vertical, such as temperature. below is the opposite of above; under is the opposite of over. near and close to mean not far from. normally; we prefer in front of and behind to before and after before usually means 'earlier in time', and after means 'later in time'. but we also use before and after to talk about what order things come in. while opposite means 'on the other side from'. let’s compare in front of and opposite; e.g. people were standing in front of the theatre waiting to go in but people were standing opposite the theatre waiting to cross the road. between is used with a small number of items that we see as separate and individual. among suggests a larger number. in showing where things are; it is important to use the preposition of place; such as at, on and in, above, over, below, under, near, close and by, in front of, before, behind, after, opposite, between and among. these prepositions are normally used to show location or place. in speaking performance; speakers tend to use the preposition of place to show the positions of things in the room. the ability to use each preposition depends on the speakers’ understanding on how to use each prepositions of place. research method this research aims at evaluating out the students’ ability in using preposition of place and describing the problems faced by students in using prepositions of place in speaking performance; therefore descriptive qualitative method was used. the instrument of this research was an oral test. the topic was showing where things are. the students were asked to show all the things in the room orally. to get the data, the researcher used tape video recorder (tvr). the samples of the metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 114 research were 24 students of the first semester of english study program of timor university in the academic year of2017/2108. the samples were chosen randomly from 100 students. in analyzing the data, there were four steps namely transcribing, codifying, analyzing and describing. in describing part, the researcher transcribed the data from oral into written form. in codifying part, the researcher noted codes to the prepositions of place which were used in speaking performance. in analyzing part, the researcher analyzed the data of the prepositions of place as the findings of the research. and final part is describing which describes the findings descriptively as the results of the research. in evaluating the students’ ability in using preposition of place in speaking performance; the researcher used five categories of scoring namely 80-100 is categorized as very good; 70-79 is good, 60-69 is enough, 50-59 is poor and 0-49 is very poor and the passing grade is 60. these categories are based on the assessment standard used in timor university. findings and discussion this part presents the students’ results in using prepositions of place in speaking performance. the data are presented in tables and the description describes the results of the research. there are seven kinds of prepositions of place found in the students’ speaking performance; they are at, on, in, near/close, behind and in front of. they are presented in the following tables. table 1. the correct and error usage of prepositions of place no prepositions correct error ∑ 1 at 35 38 73 2 on 47 35 82 3 in 52 25 77 4 under 30 32 62 5 near/close 33 31 64 6 behind 34 32 66 7 in front of 38 29 67 total (%) 269(54,79%) 222(45,21%) 491 metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 115 table 1 presents the percentage of the students’ ability in using prepositions of place in speaking performance. there are 7 kinds of prepositions of place namely at, on, in, under, near/close, behind and in front of. the data shows that the students make 35 correct usage and 38 errors of preposition at. the data shows that the students make 43 correct usage and 35 errors of preposition on. the data shows that the students make 52 correct usage and 25 errors of preposition in. the data shows that the students make 30 correct usage and 32 errors of preposition under. the data shows that the students make 33 correct usage and 31 errors of preposition near/close. the data shows that the students make 34 correct usage and 32 errors of preposition behind. the data shows that the students make 38 correct usage and 29 errors of preposition in front of. in general; the students make 491 of preposition of place. the total correct usage of preposition of place is 269 and the errors are 222. the percentage of the use of correct of preposition of place is 54,79%. based on the scores in the previous table, correct and error usage of prepositions of place in speaking performance, it is necessary to apply this chart to show the average percentage on each preposition of place in the following. figure 2. the percentage on each kind of prepositions of place the chart presents the percentage on each kind of prepositions of place in speaking performance. the figure show that there is no significant difference found in each preposition of place. the data show that highest percentage is preposition in which is 67,53%. then it is followed by prepositions on which is 57,32%. the prepositions of behind is 55,51% which is higher than near/close which is 51,56% but it is lower than preposition in front of metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 116 which is 56,57%. preposition under is 48,39% which higher than at. the lowest percentage is preposition at which is 47,94. this means that the students failed in using prepositions of under and at. figure 2. the total number preposition of place this chart presents the students’ total number on each kind of preposition of place that they use in their speaking performance. the chart show that the preposition on is the highest number which is 82. then it is followed by preposition in which is 77. the preposition at makes 73 numbers which is higher than preposition in front of which is 67 numbers. while the prepositions near/close is 64 which is lower than preposition in front of but it is higher that preposition under. so the lowest is preposition under which is 62. table 2. the scores on prepositions of placein speaking performance no correct wrong total score level of ability 1 13 9 22 59,09 poor 2 12 11 23 52,17 poor 3 16 7 23 69,56 enough 4 7 15 22 31,81 very poor 5 10 10 20 50 poor 6 9 11 20 45 very poor metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 117 7 13 12 25 52 poor 8 9 7 16 56,25 poor 9 8 9 17 42,1 very poor 10 11 10 21 53,38 poor 11 10 11 21 47,61 very poor 12 8 10 18 44,44 very poor 13 12 8 20 60 enough 14 11 10 21 52,38 poor 15 12 8 20 60 enough 16 9 10 19 47,37 very poor 17 16 8 24 75 good 18 9 9 18 50 poor 19 9 8 17 52,94 poor 20 17 4 21 80,95 very good 21 12 9 21 57,14 poor 22 17 6 23 73,91 good 23 10 10 20 50 poor 24 9 10 19 47,37 very poor ∑ 269 222 491 54,60 poor the table presents the student individual score in using preposition of place in speaking performance. there were 24 students do the test on speaking performance; 5 students passed in the test and 19 students failed in the test. the scores show that the highest score is 80,95 and the lowest score is 31. the students’ average score is 54,60 and the level of ability is categorized as poor. metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 118 based on the test scores, the level students’ ability in the test, it is necessary to apply these scores into the level of ability which is presented in the following chart. figure 3. distribution of students’ level of ability this chart presents the distribution of the students’ level of ability based on five categories of scoring namely 80-100 is categorized as very good; 70-79 is good, 60-69 is enough, 50-59 is poor and 0-49 is very poor and the passing grade is 60. the data showed that one student was categorized as very good; two students were categorized as good; three students were categorized as enough; eleven students were categorized poor and seven students were categorized as very poor. the category which got more frequency of the students was poor category and the least was very good category. regarding to the data in the previous part; it is important to present and to describe some of the data referring to the students’ errors in using preposition of place in speaking performance. a. on script : hmmm.... the book is in the table correct : hmmm.... the book is on the table script : there is my cup and it is above the cupboard. next.... correct : there is my cup and it on the cupboard. next.... b. at script : my bag.... my bag is hanging in the door. correct : my bag.... my bag is hanging at the door. script : merry is sitting in the back. metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 119 correct : merry is sitting at the back. c. in script : aaaaa... the rubbish box is at the corner behind the class. correct : aaaaa... the rubbish box is in the corner behind the class. d. under script : o yaa..... the dictionary is below the table. correct : o yaa..... the dictionary is under the table e. near/close script : my hand phone is in front of the dictionary correct : my hand phone is near the dictionary script : my pen is behind my book correct : my pen is closed to my book f. behind script : hmmm... the bag is on the door. correct : hmmm... the bag is behind the door. g. in front of script : look.... i am standing opposite my friends. correct : look.... i am standing in front of my friends. the data on the students’ errors in using preposition of place in speaking performance presented in the previous part showed the students still have problems in suing preposition of place. they did not recognize how to use each kind of prepositions of place. this is due the direct translation of their local language or perhaps the indonesian language. e.g. in data (a) in the table (di meja) is incorrect so it must be on the table; the same case as in data (b) in the door (di pintu) is wrong; therefore it must be at the door. data (c) at the corner behind the class (di sudut) is incorrect; so the correct is in the corner (in the room). in data (d) the student directly translated the word below as di bawah; below the table (di bawah meja) so it is wrong; the correct is under the table. data (g) opposite my friends (di depan teman-temanku) is wrong and the correct is in front of my friends. in general, the students still have problems to place the correct preposition of place in good sentence. this is due to the numerous metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 120 preposition of place with different functions. for other reason is because the students interfaced of their mother language. saravanan (2015) in his research found that the students are lack of understanding the usage and the inability to use an appropriate preposition to produce meaningful sentences. the errors committed by the students were related to syntax and semantics due to the lack of knowledge and practice in english. conclusion the results of the research showed that there were 24 students do the test on speaking performance; 5 students passed in the test and 19 students failed in the test. the scores show that the highest score was 80,95 and the lowest score was 31. for each kind of preposition; the highest percentage was in which was 67,53%. then it is followed by on which was 57,32%. the preposition behind was 55,51% which was higher than near/close which was 51,56% but it is lower than in front of which was 56,57%. the preposition under was 48,39% which is higher than at. the lowest percentage is preposition at which was 47,94%. in other hand; students were able to used preposition in. furthermore; the total correct usage of preposition of place was 269 and the errors were 222. the percentage of the use of correct of preposition of place was 54,79%. the findings showed that one student was categorized as very good; two students were categorized as good; three students were categorized as enough; eleven students were categorized poor and seven students were categorized as very poor. the students’ average score was 54,60. the students’ level of ability was categorized as poor. the result of the research showed that the students failed in using preposition of place in speaking performance. references azar, s.b. (2002). understanding and using english grammar. third edition. new york: longman anjayani, p. (2016). error analysis on the use of prepositions in students’ writing (a case study of the eleventh grade students of sma negeri 9 semarang in the metathesis, vol. 2, no. 1, april 2018 p-issn: 2580-2712 e-issn: 2580-2720 journal of english language, literature, and teaching 121 academic year of 2014/2015). journal of english language teaching. 1 (1). http://journal.unnes.ac.id/sju/index.php/elt beena s.b. (2015). acquisition of english language prepositions in the absence of formal grammar teaching. english linguistics research 4(4). www.sciedupress.com/elr decapua, a. (2008). grammar for teachers: a guide to american english for native and non-native speakers. new york: springer science & business media, llc. eastwood, j. (2002). oxford guided to english grammar. new york: oxford university press greenbaum, s. & nelson, g. (2002). an introduction to english grammar. second edition. london: pearson education limited murphy, r. (2004). using english grammar in use. third edition. new york: cambridge university press. quirk, r. (2007). longman grammar of spoken and written english. london: pearson education limited saravanan, j. (2014). the use of english prepositions: an empirical study. journal of nelta, 19 (1-2), december 2014 suharsimi, a. 2006.prosedur penelitian: suatu pendekatan praktis. jakarta: rineka cipta. stobbe, gabriele. 2008. just enough english grammar illustrated. new york: mcgraw-hill walker, e. & elsworth, s. 2000. grammar practice for upper intermediate students with key. new edition. london: pearson education ltd. metathesis: journal of english language literature and teaching vol. 4, no. 3, december2020 pp 263-276 doi: 10.31002/metathesis.v4i3.2734 p-issn: 2580-2712 e-issn: 2580-2720 263 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) university students’ perceptions in implementing asynchronous learning during covid-19 era megawati basri1, balqis husain2*, wiwin modayama3 1,2,3universitas pasifik morotai darame, south morotai, morotai island regency, north maluku, indonesia balqishusain.bh@gmail.com * *corresponding author received: 10 july 2020 revised: 23 november 2020 accepted: 7 december 2020 published: 31 december 2020 abstract this study aimed to know students' opinions about the implementations of asynchronous learning (screencast-o-matic and google-form apps) during covid-19, to identify the advantages and disadvantages were produced by these devices, as well as to analyze how big the students' confidence on this type of learning when implemented in the rural area. the subject of this study consisted of 45 respondents from the english education study program. they spread in the 2nd, 4th, 6th, and 8th semester. a qualitative descriptive design was used in this study. among the questionnaire, open-ended questions and interviews were the methods to collect the data. the results of this study indicated that these platforms had shown various obstacles. over half of respondents criticize that limited internet access was one of the most significant restrictions when implementing asynchronous learning (screencast-o-matic and google-form apps). although screencast-o-matic and google-form had some barriers in their virtual class, they provide more advantages. many respondents believed that they have all these advantages compared to the limits. the majority of respondents argued that it facilitated efl students to increase acquisitions of language specifically in writing abilities and also it could contribute to students' ict capabilities in particular. keywords: asynchronous learning, perception, covid-19 era introduction the deployment of the infected case number of coronavirus disease, the indonesia government, takes a quick response to reduce the spreading of this pandemic. the newest way that is announced by the government is large-scale social restrictions. this regulation has been implemented since the beginning of march 2020. automatically, the new management drives alteration of the entire life system either in social, economic, or education aspects. however, numerous institutions pay attention to this regulation in a particular educational institution, https://creativecommons.org/licenses/by-sa/4.0/ basri, husain, modayama university students’ perceptions in …. 264 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) to reduce people's movement, education institutions boost the educators and learners to learn at home. to pursue the online class, both educators and learners must utilize any suitable platform immediately (talebian et al., 2014). e-learning refers to the use of information and technology platforms to promote learning activity (zhou et al., 2020). the institutions adopt information and technology applications in the learning classroom (al-mubireek, 2019). these few years, elearning was slightly higher expanding, and it is considered fruitful and well-suit approached in the era of technology (sulisworo et al., 2016; zhou et al., 2020). since the pandemic era, henceforth, the entire higher institution in indonesia, on the other hand, both private and public institutions implement e-learning classes simultaneously. universitas pasifik morotai is one of the private higher educations that adopt this way. applying this learning model is expected to promote easiness for both learners and students due to this platform providing any lecture information, including learning materials that can be accessed from the internet (saputra et al., 2017). these learning models led numerous dilemmas for both learners and educators. the majority of educators and learners believed that poor internet access is the fundamental phenomenon that the institutions should pay attention to (al zumor et al., 2013). furthermore, this issue also occurs in the universitas pasifik morotai. most of the educators at universitas pasifik morotai are found to have not implemented e-learning, even though the institution requires them to apply this learning to the continuity of learning activities to reduce people's movement during coronavirus disease. unless few lecturers have implemented e-learning, the rest of them omit this regulation and tend to stay at home without preparing any appropriate materials. to overcome these technical issues, english education lecturers start to adjust the e-learning model based on the learners' conditions and situations. by merger, screen-cast o matic and google form platforms are considered to provide a solution for educators and learners who live in rural areas with poor internet access. e-learning class provides two alternative models; synchronous and asynchronous courses can design it. indeed it is based on the learners' needs and the tendency of the students' learning style (verawardina, asnur, lubis, hendriyani, ramadhani, dewi, dami, betri, susanti, and sriwahyuni, 2020). yusuf & ahmad jihan (2020) said that the dynamic learning method is the most used by the e-learning classroom during the pandemic era. the dynamic learning method involves synchronous and asynchronous learning activity. in comparison, synchronous learning is a sort of virtual learning that demands users to conduct entire learning activities through an online class. conversely, any other learning process is conducted offline; it is well-known as an asynchronous classroom. this learning model requires the learners and educators to upload and download the materials while the internet connection is stable. so, the students have the opportunity to study without limited time. ease of this offline medium helps the students who live from a rural area with a poor internet connection to study at home. those virtual technologies can be used as media in the teachinglearning activity. fortunately, it has variety usage, such as interactive tutorial media, props, and test pieces of equipment. this type of learning sets the teachers to deliver the materials and increase the students' comprehension of the materials https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december2020 pp 263-276 doi: 10.31002/metathesis.v4i3.2734 p-issn: 2580-2712 e-issn: 2580-2720 265 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) given by the educators (novantara & muhammad, 2018). dewi (2016) believes that other factors that play the most prominent role in determining the students' success in learning are lack of the students' attention on its material that is delivered by the educators and the learning media are not suited with the students' needs. asynchronous learning promotes core convenience for the students. through this learning, the students learn independently, and they are given a little bit of time for thinking and understanding the material sincerely without any pressure from the educators (suranto, 2009). screencast-o-matic and google-form platforms are kind of asynchronous learning media that can be utilized in the efl classroom. screencast-o-matic is known as software that can record all of the learning media into a video tutorial. this platform can manipulate the classroom atmosphere as though the learning activity occurs conventionally or face to face learning (suryanto & sumbawati, 2015). this platform can be shared through any various models (anjani tiara, 2019). starting now, google-form platform is an application such as a form template or worksheet that can be utilized either independently or in groups to obtain user's information (purwati & nugroho, 2018). as an evaluation tool, google-form can assist educators in preparing the examination, and its result can be known immediately (muhammad, 2014). to tackle the problem faced by the efl students and educators at universitas pasifik morotai, they tend to use those platforms in language teaching. more than half of language lecturers and learners put to use screencast o matic for the teaching-learning activity while conducting the test, for instance, quiz, assignments, middle test, and final test, they prefer to apply google-form platform. by integrating those applications in this pandemic era, all of the teaching-learning processes run well even though the internet connection, in an odd moment, is not running well. however, many voices have declared the effectiveness of adopting numerous asynchronous learning applications either for material design or instrument assignment system have been carried out by (santoso, 2019; anjani tiara, 2019; mardiana & purwanto, 2017; dewi, 2016). the other prior studies highlight potential impact in various areas of life toward the implementation of e-learning on the first day of covid-19, this study has been criticized by (sahu, 2020; darmalaksana et al., 2020; verawardina et al., 2020; zhou et al., 2020; & khan, 2020). method this research attempted to investigate the university students' perception of implementing asynchronous learning (mixture screencast-o-matic and google form apps) during the chain of corona virus outbreaks. this type of research method used a qualitative method and was mainly a descriptive approach. a convenience sampling technique has been used for this study. this study was carried out by students of the english education study program at universitas pasifik morotai. the students who participated in the research included 2nd, 4th, 6th, and 8th semesters. forty-five respondents from all english language study programs participated in the study. the researcher used questionnaires, two openended questions, and interviews as a method to collect the data. semi-structured interviews were chosen due to their simplicity and space to generate questions. https://creativecommons.org/licenses/by-sa/4.0/ basri, husain, modayama university students’ perceptions in …. 266 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the number of questionnaire items was 26. in this study, spss 17 was used to describe the results statistically. the scoring method used in the questionnaire was a likert scale technique. for each instrument element using the likert scale, the following table's response is indeed very positive to very negative in word pattern: table 1. likert scale no categories score 1 strongly agree 5 2 agree 4 3 neutral 3 4 disagree 2 5 strongly disagree 1 findings and discussion this point addresses the respondents' demographics. it included the university students' grade, gender, and ability to operate electronic equipment. table 2. demographics of respondents frequency valid percent respondents second 20 44.4 fourth 4 8.9 sixth 16 35.6 eighth 5 11.1 sex male 8 17.8 female 37 82.2 soft-skill proficiency limited user 3 6.7 modest user 37 82.2 competent user 4 8.9 expert user 1 2.2 this table indicates that 45 students were interviewed; it ranged through efl students in the 2nd, 4th, 6th, and 8th semesters. the highest participants were 44.4 percent of students in the second semester; the second from the most top was 35.6 percent of students in the 6th semester. the third from the bottom was 11.1 percent, followed by 8th-semester students, the lowest being 8.9 percent of students from the 4th semester. besides, it can be seen that 82.2% of respondents were female, and the other 17.8% were male. most respondents (82.2%) were classified as modest users, 8.2% were electronic devices competent, 6.7% were classified as limited users, and only 2.2% were experts on electronic instruments. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december2020 pp 263-276 doi: 10.31002/metathesis.v4i3.2734 p-issn: 2580-2712 e-issn: 2580-2720 267 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 3. overview of efl students’ perception toward university preparedness on implementing screencast-o-matic and google form tools responses mean std. deviation yes no personal electronic device 43 2 1.04 .208 internet access 21 24 1.53 .505 the utilization of screencast-o-matic and google form platforms before the pandemic 8 37 1.82 .387 subsidy provides by the university 1 44 1.98 .149 the beneficial of screencast-o-matic and google form tools 42 3 1.07 .252 a mixture of screencast-o-matic and google form should be implemented even though pandemic has gone 25 29 1.44 .503 total 140 139 8.88 2.004 the result demonstrates that most students gave positive responses to personal electronic equipment; 43 respondents thought that most efl students have their electronic equipment and interest in using their electronic equipment. therefore, 42 participants claimed that these platforms were useful for teaching-learning activities, and then, 25 respondents argued that this virtual classroom could be used after the pandemic. conversely, the most negative responses came from the university grant component, with over half respondents claiming that the university did not subsidize internet fees to efl students. the second-highest ranking was the tools before the pandemics. in contrast, thirty-seven people were found with a pessimistic outlook, feeling that most of the e-learning, particularly screencast-o-matic and google form tools, were not embraced before the lockdown. nonetheless, 29 respondents raise the voice that the two virtual instruments no longer apply when the pandemic has gone. finally, 24 respondents agreed that the main issue facing the efl class was internet access. besides, the highest mean was 1.98, and the university subsidy factor was occupied. https://creativecommons.org/licenses/by-sa/4.0/ basri, husain, modayama university students’ perceptions in …. 268 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 4. validity test of questionnaire items scale items number valid items number r table (5%) validities indexes items of questionnaire 26 26 0.294 0.4780.901 these statistics indicate that 5% of r table was 0.294, the number of items was 32, and all questions were indicated into valid categorization. the range of corrected items began from 0.478 to 0.901. it can be said that all questionnaire items were accurate or valid. table 5. reliability test cronbach's alpha n of items 0.877 26 the table depicts that the cronbach alpha’s score was 0.877 and it was higher than the minimum reliability (0.6). this entire instrument was seen to be consistent or reliable. table 6. description of language acquisition ability items minimum maximum mean std deviation listening skill 1 5 3.11 1.092 speaking skill 1 5 2.98 1.033 reading skill 1 5 3.27 .986 writing skill 1 5 3.33 .977 vocabulary competence 1 5 3.27 .963 pronunciation competence 1 5 3.16 1.065 grammar competence 1 5 3.02 1.011 total 7 35 22.14 6.16 the data show that 3.33 was the highest mean of all language acquisition items and was obtained from writing skills. it can be said that the use of screencast-omatic and google form platforms contributes more to the written ability of efl students. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december2020 pp 263-276 doi: 10.31002/metathesis.v4i3.2734 p-issn: 2580-2712 e-issn: 2580-2720 269 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 7. mixture screencast-o-matic and google form software overview of advantages items minimum maximum mean std deviation promoting exhilaration 1 4 2.42 .941 boost communication 1 4 2.69 1.019 effectiveness 1 5 3.07 1.095 attractive and fruitful 1 5 3.27 1.053 easy to catch the materials 1 5 3.13 1.179 insightful particular in technology proficiency 1 5 3.67 .826 time efficiency 1 5 3.58 1.011 create interaction 1 4 2.73 .939 covered authentic materials 1 5 3.47 .869 total 9 42 28.03 8.932 data indicate that nine advantage items were identified using mixture screencast-omatic and google-form software. the highest average was 3.67. the majority of respondents claimed that such software could contribute to students' technology, communication, and information capabilities in particular. table 7. numerous limitations using screencast-o-matic and google-form devices minimum maximum mean std deviation one application cannot cover more than two functions on learning 1 4 3.42 .965 difficult to operate those platform 1 4 3.38 1.051 internet access 1 5 3.91 1.104 personal electronic device 1 5 3.31 1.203 just promote asynchronous learning 1 5 3.47 1.079 greater chance of cheating 1 5 3.20 1.140 total 6 28 20.69 6.522 the table shows that six obstacles were identified by implementing both platforms. limiting internet access raised the highest question. that item's mean was 3.91, and the lowest dilemma was a greater chance of cheating. the mean of this item was 3.20. https://creativecommons.org/licenses/by-sa/4.0/ basri, husain, modayama university students’ perceptions in …. 270 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 8. numerous recommendations using screencast-o-matic and google form app minimum maximum mean std deviation the institution should socialize the implementation of any learning platforms 1 5 4.02 .866 encourage both educators and learners to use all sorts of elearning media 1 5 3.91 .949 the technological issue should be tackled 1 5 4.00 .769 any training is required to promote the adoption of electronic learning resources 1 5 3.96 .903 total 4 20 15.89 3.487 the respondents offered five feedbacks. the primary aspect suggested by the respondents was socialization carried out by the university about using electronic platforms in the virtual classroom. this item's mean was 4.02. instead, encouraging both educators and learners to handle all kinds of e-learning media is regarded as the least point the university can pay close attention too. this main averaged 3.91. one of the concerns was that poor internet access is deemed the crucial problem that boosts all sorts of platforms that cannot be implemented, notably synchronous e-learning instruments. table 9. description of all indicators minimum maximum mean std. deviation language skills 7 35 22.13 6.119 advantages 11 41 28.02 6.706 limitations 13 26 20.69 2.661 total 31 102 70.84 15.486 this table indicated that the most significant mean was 28.02 and addressed the benefits indicators. it was found that the minimum score was 11, and the maximum score was listed 41. language skills indicators are graded into the latter category, mean 22.13, and the last one was classified as weakness indicators, meaning 20.63. although both screencast-o-matic and google-form had limitations, many other respondents believed that they had many advantages compared to the constraints. most respondents argued that it helps efl students increase language acquisitions. nevertheless, unless the screencast-o-matic and google-form tools have some benefits, certain obstacles still apply. this recent study showed that both platforms promote the students' writing skills compared with other linguistic skills. nine benefits are produced by asynchronous learning (mixture screencasthttps://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december2020 pp 263-276 doi: 10.31002/metathesis.v4i3.2734 p-issn: 2580-2712 e-issn: 2580-2720 271 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) o-matic and google-form). they are; developing excitement, improved communication, efficiency, desirable and productive materials, easy-to-record materials, intelligent technology proficiency, time efficiency, interaction, and authentic materials. therefore, from the nine advantages above, the software contributes to students' ict capabilities as the highest positive aspect of implementing these electronic instruments in teaching activities. these platforms have also shown themselves to facilitate various obstacles such as each platform does not cover more than one function; for instance, screencast-o-matic is suitable for conveying the material. indeed google-form just uses it for evaluation. the other obstacle is difficult to operate those platforms, poor internet access, a personal electronic device, only promotes asynchronous learning, and a higher chance of cheating. more than half of respondents argue that limited internet access is one of the most significant restrictions when implementing both screencast-o-matic and google-form apps. besides, the respondents give different ideas of applying those apps, for instance; institution should socialize the implementation of any learning platforms; encourage both educators and learners to use all sorts of e-learning media, the technical issue should be tackled, as well as any training is required to promote the adoption of electronic learning resources. more participants emphasize the socialization of these automated platforms for all efl students and educators by the university. although screencast-o-matic and google form have some barriers in their virtual class, they provide more advantages; many respondents believed they had all these advantages when compared to the limits. the majority of respondents argued that it facilitates efl students to increase language acquisition, particularly in writing skills. compared with a previous study conducted by mardiana & purwanto, (2017) they implement a single app for learning evaluation. they said the utilization of single applications such as the google form app is an appropriate instructional medium that can be used for learning assessment. they claim that 100% of educators are concerned about using the google form platform as learning assessment tools. these factors are based on four matrices, such as; ease (33%), speed (44%), practical (66%), as well as efficiency (66%). similar research has been carried out by santoso (2019) and purwati & nugroho (2018) google form app as an equipment assessment is regarded as more effective compared to conventional learning media. another study also states the effectiveness of using screencast-o-matic in learning activity; this study was performed by anjani tiara (2019). this study shows that learning using screencast-o-matic increases learning outcomes by 83%. dewi (2016) supports this statement, suggesting this kind of electronic platform is better than the face-to-face learning model. by using this platform, the students' learning outcomes seemed to be higher. furthermore, selecting appropriate instructional media is one of the necessary components, as it helps teachers achieve learning goals. such learning media encourages students to learn autonomously to deepen their mastery of the materials, as well as this learning media, that supports the simplicity of usage. at https://creativecommons.org/licenses/by-sa/4.0/ basri, husain, modayama university students’ perceptions in …. 272 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the same time, this screencast-o-matic platform is designed to facilitate the learning process (suryanto & sumbawati, 2015). another argument is given by sohibun & ade (2017) report that university students prefer to use the virtual class to boost their learning. al-mubireek (2019) asserts that students accept the advantages of integrating e-learning tools to learn and connect more effectively. in particular, they expressed optimistic views on e-learning platforms as a multipurpose means of improving language development. another statement declared by cakrawati (2017), most students decided to agree that educational technology tools can help them practice their language skills. they are obtaining vocabulary words as well as striving to improve their understanding of the material about the lesson. a similar earlier study has been done by yusuf & ahmad jihan (2020), they outline several challenges in implementing electronic devices in the instructional classroom. according to yusuf & ahmad jihan, learning by using any platforms promotes several challenges for educators or learners. they claim these challenges are highlighted by following: students are less focused on learning online; learning medium is unsatisfactory; leaving learning tools such as books and laptops in their residential schools; internet access for students is less workable in so far as lectures must be strengthened from the current period; unstable internet access for educators leading to class disruption; and students do not participate in the online classroom scheduled. technical problems with the online system used are among the barriers faced by online educators. al zumor et al., (2013) study about blended learning implemented mix learning in both conventional and electronic platforms (online and offline) to support instructional activity. according to al-zumor et al., the limitations and problems of blended learning were highlighted, such as many practical suggestions for addressing those drawbacks, including solving technical issues, providing students with excellent training, increasing the number of laboratories, and recognizing both instructors and students' outstanding performance. translating these ideas into a planning process and a strategic plan will improve the effectiveness of using blended learning to create learning opportunities for language learners. related to the study that has been done by nurfalah (2019), she tries to implement another synchronous learning such as google classroom as a learning medium. she said this type of app learning has a significant impact on learning in the industrial revolution era 4.0. she claims that this learning adopts an online system and depends on technology. this sort of education is not separated by time and space; learners are directly involved in learning processes; learning materials are easy to access; literacy skills and technologies are put into practice. this form of learning promotes efficiency and effectiveness. to ensure online learning being successful, educators' experiences must, in particular, be good to operate electronic platforms for the online class. moreover, the metamorphosis of virtual classrooms includes equipment of computer technology equipment, pushes educators to be fluent in digital technology, and has the pedagogical knowledge required to use it for educational purposes (garcía-martínez, et al., 2019). in this pandemic era, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december2020 pp 263-276 doi: 10.31002/metathesis.v4i3.2734 p-issn: 2580-2712 e-issn: 2580-2720 273 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) members of the university should continue to innovate on technology and pay close attention to the knowledge of compelling learning, powerful and successful (sahu, 2020). khan (2020) emphasizes that distance education is the only path that can contribute to continuing the learning process at the period of covid-19, which has affected the international education scenario. nevertheless, proper human resources training and systemic, strategic planning are unavoidable. another statement voiced by endah wulantina (2019), on their study, gives the expression that such a mixture learning process is considered ineffective due to a data package being needed for them. therefore, the government's role is vital, such as amenities and infrastructure to support the integrated learning experience to connect directly to the free internet access. furthermore, saputra et al., (2017) express that the suitability of the task and technology affects user's acceptance and affects the performance and user's intention to change the acceptance of e-learning users. in addition, another previous study has been introduced by sulisworo, ishafit, et al., (2016), their research focuses on developing mobile learning, in particular using the jigsaw technique, through a cooperative learning approach. it is found that both technical and application acceptance was at proper levels so that this digital cooperative learning software can maximize students' learning attraction. the preparedness is an impactful and accurate approach to employing online classes. it should also be noted the teacher's role, the students' role, and learning activities. it is necessary to optimize any use of online classroom instruction to significantly boost learning performance (verawardina et al., 2020). conclusion screencast-o-matic and google form tools have some benefits; certain obstacles still apply. this recent study showed that both platforms promote students' writing skills compared with other linguistic skills. nine benefits are covered by these apps, by these ninth advantages, the indicator of software contributes to the students' capabilities on ict is regarded as the highest positive aspect of implementing these electronic instruments in teaching activities. in addition, these platforms have shown various obstacles. over half of respondents criticize that limited internet access is one of the biggest restrictions when implementing both screencast-o-matic and google form apps. in addition, the respondents give different ideas for applying those apps. more participants emphasize the socialization of these electronic platforms for all efl students and educators by the university. although screencast-o-matic and google form have some barriers in their virtual class, they provide more advantages, and many respondents believed they have all these advantages when compared to the limits. the majority of respondents argued that it facilitates efl students to increase acquisitions of languages. this research is expected to contribute a deep understanding to all educators and learners as an academic member toward the importance of considering numerous technical problems that appear while adopting those applications. this research also provides various great ideas to tackle any problems that are faced when using any asynchronous learning model. those sorts of electronic equipment also promote asynchronous learning with a poor internet connection, https://creativecommons.org/licenses/by-sa/4.0/ basri, husain, modayama university students’ perceptions in …. 274 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) so it helps educators and students download and upload the materials without conducting conventional instructional. for future researchers, this finding can promote significant contributions. in contrast, future research can develop any type of asynchronous software for improving the students' language acquisitions or can increase the knowledge of the students with a different discipline. references al-mubireek, s. 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(2009). virtual classroom : strategi pembelajaran berbasis synchronous e-learning. seminar nasional aplikasi teknologi informasi 2009, 2009(20 juni), d-78-d-86. https://journal.uii.ac.id/snati/article/viewfile/1221/1009 suryanto, h., & sumbawati, m. s. (2015). pengembangan multimedia e-learning berbasis screencast-o-metic pada pembelajaran matematika untuk siswa sekolah menengah pertama kelas vii. jurnal teknologi pembelajaran devosi, 5(3), 11–21. http://jurnal.unipasby.ac.id/index.php/devosi/article/view/544 talebian, s., mohammadi, h. m., & rezvanfar, a. (2014). information and communication technology (ict) in higher education: advantages, disadvantages, conveniences and limitations of applying e-learning to agricultural students in iran. procedia social and behavioral sciences, 152, 300–305. https://doi.org/10.1016/j.sbspro.2014.09.199 verawardina, u., asnur, l., lubis, a. l., hendriyani, y., ramadhani, d., dewi, i. p., darni, r., betri, t. j., susanti, w., & sriwahyuni, t. (2020). reviewing online learning facing the covid-19 outbreak. talent development and excellence, 12(specialissue3), 385–392. http://www.iratde.com/index.php/jtde/article/view/281 yusuf, b. n., & ahmad jihan. (2020). are we prepared enough? a case study of challenges in online learning in a private higher learning institution during the covid-19 outbreaks. advances in social sciences research journal, 7(5), 205–212. https://doi.org/10.14738/assrj.75.8211 zhou, l., wu, s., zhou, m., & li, f. (2020). 'school’s out, but class’ on’, the largest online education in the world today: taking china’s practical exploration during the covid-19 epidemic prevention and control as an example. ssrn electronic journal, 4(2), 501–519. https://doi.org/10.2139/ssrn.3555520 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 19-31 doi: 10.31002/metathesis.v5i1.2701 p-issn: 2580-2712 e-issn: 2580-2720 19 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) interlingual subtitles to increase high school students’ ability in understanding explanation texts ikke dewi pratama1*, woro retnaningsih2, muhammad romdhoni prakoso3 iain surakarta jl. pandawa, kartasura, sukoharjo, central java, indonesia ikkedewi89@gmail.com1 worosolo@gmail.com2 romdhoniprakoso@gmail.com3 *corresponding author received: 30 june 2020 revised: 1 april, 2021 accepted: 1 april, 2021 published: 7 april 2021 abstract this paper explores the use of interlingual subtitles as media in teaching reading skill in one of private high schools in surakarta. this research was initially conducted as the teachers found problems in teaching genres of texts, especially explanation text. interlingual subtitle which is placed in videos is offered by the researchers as a solution and expected to help students in understanding the content of explanation text. this research uses classroom action research method with two cycles. the objectives of this research are to find out: 1) the implementation of interlingual subtitle in teaching explanation text, and 2) the impacts of interlingual subtitle on students’ achievements. the subjects of this research are 33 students of social science class and 33 students of natural science class. it is found out that interlingual subtitles can be used as a supplementary material in teaching explanation text. interlingual subtitle has also contributed positively to the increasing scores of the students during the pre-cycle test to the post-test. keywords: explanation text, interlingual subtitle, media, reading, video introduction this research is started with a pre-observation activity conducted by interviewing some english teachers and students in one of private high schools in surakarta. the teachers said that they experienced problems in teaching the genre of text topic in reading comprehension. the most difficult thing to do is to make the students understand what the text is about within their limited vocabulary mastery. the problem becomes more obvious when it comes to explanation text, which, according to the k13 curriculum, is taught to the second-year students of high schools. the k13 curriculum states that the explanation texts discussed are those explaining about natural events, such as the process of volcano, earthquake, and flood. this type of explanation text usually contains difficult vocabularies which influences students’ understanding of the texts https://creativecommons.org/licenses/by-sa/4.0/ mailto:worosolo@gmail.com%201 mailto:romdhoniprakoso@gmail.com pratama, retnaningsih, & prakoso interlingual subtitles to increase high schools students’ ability in understanding explanation texts 20 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) they are engaged with. another problem faced by the teachers is the different characteristics of the students in ipa class (majoring in natural sciences) and ips class (majoring in social sciences). the teachers stated that the students of ipa class are good in maintaining their focus during the teaching learning process. however, the students thought that they need a new atmosphere during the teaching learning process so that they will not be bored in learning reading comprehension. on the other hand, the students of ips are more active than those in ipa. they easily lost focus in learning the materials. considering that the discussion of genres of text is paramount for the national exam as well as the university entrance examination, the teachers said that they need an alternative of learning media that is accessible for them as well as the students. this learning media must be able to attract the students’ attention, or give an interesting impression for the students, so that it will be able to help them in understanding the explanation text. the researchers were then proposed an alternative by combining the theory of visual literacy (bamford, 2003) and translation for elt, specifically interlingual subtitles as elt media, (lunin & minaeva, 2015). in this method, explanation texts are distributed to the students and these texts are equipped with videos of related topics. as an example, a text entitled flood is given to the students. after the students read the text, the teacher will play an animation video about flood. as the video is in english, interlingual subtitle is inserted with the aim of helping the students understand the content of the video as well as the text. the application of visual literacy is done by presenting animation videos to the students. this activity had ever been done by the teacher previously, but it had not gained success as the videos used are in english. the students found it difficult to understand the contents of the videos due to their lack ability in listening skill. as a consequence, they could not maintain their focus and understand what the videos are about. in order to provide a solution for this obstruction, the researchers provide the english video with subtitles. the subtitles are written in indonesian as it aims to help the students in understanding the english contents written in the texts. the decision of providing the english video with indonesian subtitles (interlingual subtitle) is also based on the consideration that high school students are still categorized as language learners. thus, the learning media must fulfill their inadequacy in mastering all the english skills. by providing interlingual subtitles, it is expected that the abstract pattern they have experienced while reading the text will be clearer after they watch the video and read the indonesian subtitle. in regard to interlingual subtitles as one of the types of translation, research on translation and elt has been conducted by various experts. unfortunately, there are pros and cons among experts whether the use of translation in elt is effective or, on the other hand, impractical. popovic (2001) states that translation in elt is ineffective as it creates dependency to the mother tongue. in contrast, liao (2006) argues that translation helps language learners to enrich their grammar and vocabulary mastery. other experts (duff, 1994; atkinson, 1993; eadie, 1999) explains that it is not impossible to use translation as one of the ways to learn foreign language as long as the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 19-31 doi: 10.31002/metathesis.v5i1.2701 p-issn: 2580-2712 e-issn: 2580-2720 21 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) teachers plan the teaching-learning design comprehensively according to the characteristics of the students as well as the goals of the learning activity. specifically, this research underlines interlingual subtitles as a solution in teaching explanation text for high school students. similar research has been conducted by vanderplank (1988) who uses intralingual subtitles for teaching foreign language. pavan (2013) uses the process of composing subtitles to learn foreign languages. in his research, he asked his students to watch the simpson movie and translated some parts of the dialogue in the form of a subtitle. although it is an interesting activity that can encourage students to be active in class, this activity is difficult to be applied as there is a rigid process in composing subtitles that makes it probably inaccessible for the teachers as well as students. lunin & minaeva (2015), on the other hand, discuss translated subtitle language learning (tsll), or interlingual subtitle, as a method in teaching foreign language. they argue that tsll can enhance the students’ confidence in learning foreign language. furthermore, interlingual subtitles are accessible for the teachers. however, lunin and minaeva (2015) do not explore specific skills in teaching foreign languages using interlingual subtitles. this research is conducted to provide solutions for the aforementioned problems faced by the teachers and students in teaching and learning explanation text in english subject. the need of the teachers and students for an effective learning media is emphasized as the researchers come with a solution of providing interlingual subtitles as a learning media. this research attempts to find out: 1) the implementation of interlingual subtitle in teaching explanation text, and 2) the impacts of interlingual subtitle on students’ achievements. learning media learning media is an instrument made to increase students’ academic comprehension based on the curriculum (somnuek, 2014). in this technology era, traditional teaching methods seem ineffective to be applied during the whole teaching process. students should not be placed as passive recipients while their teachers are the main actors. information and technology, including the internet and software, provide us with abundant materials to make the class atmosphere become more active and interesting. buckingham (2007) states about digital media as an alternative for innovative learning media. this type of media enables students as well as teachers to conduct teaching learning activity not only in the classroom but also outside the class. thus, students may study in a time that they consider appropriate for them. besides, digital media also provides various dynamic sources which enables teachers and students to interact within various levels, i.e. using forums in google classroom or google sites. indeed, it can also be a good way of stimulating students to learn within a group. furthermore, somnuek (2014) underlines the importance of innovative learning media as alternative media which are different from the traditional ones. these media are composed of pictures or voices that help teachers provide concrete experience about the materials they teach in class (somnuek, 2014). bamford (2003) calls this type of media as visual literacy. visual literacy presented by pictures or videos may help https://creativecommons.org/licenses/by-sa/4.0/ pratama, retnaningsih, & prakoso interlingual subtitles to increase high schools students’ ability in understanding explanation texts 22 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) students in understanding materials, constructing knowledge, and apprehending the benefits of the knowledge. video as a type of visual literacy can be a good solution for students who need to build their abstract pattern while studying one particular material. it is the duty of the teachers to be selective in choosing the videos to be presented in class. considering this issue, bonk (2011) says that humorous, informative, current, interesting, and engaging videos are preferable. translation in language teaching it cannot be ignored that the teaching of foreign language is usually preceded by “translating” the mother tongue vocabularies to the foreign language. teachers in junior high schools or high schools, for example, sometimes ask the students to translate an english text with the aims of understanding the content of the text. this kind of activity is obviously cannot be adjusted as a “translation'' activity which aims to transfer the meaning from the source text to the target text. experts are divided into two arguments in perceiving this issue. popovic (2001) states that translation activity during foreign language teaching invites the language learners’ dependency on the mother tongue and denies the communicative purpose of learning foreign language. on the other hand, liao (2006) says that translation activity may help students in learning foreign languages in terms of memorizing vocabularies, idioms, and grammar; expressing ideas in foreign language, reducing students’ unconfidence, and increasing students’ motivation. meanwhile, some experts believe that translation activity can be an effective way in learning foreign languages if it is designed comprehensively by the teachers (duff, 1994; atkinson, 1993; eadie, 1999). furthermore, the design of foreign language learning using translation must consider some crucial points, such as the students’ levels and ages, goals of the study, procedures, and contents (popovic, 2001; malmkjaer, 1998; carreres, 2006) subtitle in language teaching along with dubbing and voiceover, subtitle is one of the most popular types of audiovisual translation. there are actually two types of subtitle: intralingual subtitle (the languages of the original soundtrack and the subtitle are the same) and interlingual subtitle (the languages of the original soundtrack and the subtitles are different). in foreign language teaching, subtitle is considered as one of effective learning media as the original soundtrack (l1) is kept while the transcription of the original soundtrack or the translation (l2) is presented simultaneously on the screen. vanderplank (1988) says: “...far from being a distraction and source of laziness, subtitles might have potential value in helping the language-acquisition process, by providing language learners with the key to massive quantities of authentic and comprehensible language input.” the above statement explains that although subtitles make the language learners become dependent on the subtitle instead of training their foreign language skills, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 19-31 doi: 10.31002/metathesis.v5i1.2701 p-issn: 2580-2712 e-issn: 2580-2720 23 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) subtitles tend to provide comprehensive and authentic facilities. parks (1994) also emphasizes that subtitles may also train learners’ reading, listening, vocabulary, word recognition skills, as well as reading motivations. lunin and minaeva (2015) explain that there are positive and negative sides of using intralingual subtitle as a media for language teaching: “students hear english words and see them on screen, thus improving their reading comprehension, listening skills, phonetics, spelling and, implicitly, understanding of grammar by seeing grammar patterns they learned from textbooks being applied over and over again in an authentic setting. the problem with l2 subtitles (intralingual), however, is that they are of little use for elementary and preintermediate students because a great number of new words and grammar structures make it hard for them to understand the video.” intralingual subtitle provides language learners with access to the verbal narration of the original soundtrack. this benefits the learners to improve their l2 skills in reading, listening, phonetics, spelling, and grammar. however, intralingual subtitle is difficult to be applied for learners in the level of intermediate or pre-intermediate as their abilities in vocabulary as well as grammar are still inadequate. lunin and minaeva (2015) also say that interlingual subtitles also provide positive and negative sides for language learners. “advantage of l1 subtitles (interlingual) is that in this case the student hears english speech and does not get bored (providing the video itself is interesting for the learner), as s/he fully understands the meaning of what is being said. the disadvantage is that unless the student’s level of english proficiency is high enough, s/he is unable to correlate the oral and written forms of the words s/he reads.” the benefits of using interlingual subtitles is that it can make the students focus on the material and reduce their boredom during the lesson. students can understand the content of the video by watching the visualization and reading the subtitle, which is written in the language they recognize. however, it can also make the students find difficulties in correlating the visual, the original soundtrack, and the subtitle. methods this is a qualitative research with classroom action research (car) design. this research was conducted in one of private high schools in surakarta. the subjects are 29 students of social science class and 29 students of natural science class. the students were given treatments using videos with interlingual subtitles during the teachinglearning process. the researchers, using the theory of car as stated by kemmis and mc. taggart (1988), applied four steps in conducting the research: (1) planning, (2) action, (3) https://creativecommons.org/licenses/by-sa/4.0/ pratama, retnaningsih, & prakoso interlingual subtitles to increase high schools students’ ability in understanding explanation texts 24 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) observation, and (4) reflection. there were two cycles applied. the first cycle is preobservation while the second cycle is post-observation. in the planning step, the researchers began the research by identifying the problem of english teaching learning activities. the researchers interviewed the teacher as well as the students. it was found out that the problem was in organizing a fun and effective nuance in teaching reading. the students tend to be very passive during the reading session. indeed, reading is a crucial theme in the english curriculum. furthermore, among the many genres of texts, explanation is considered the most difficult genre. it was considered difficult for its vocabularies and processes overview. there was also a pre-cycle test in this step. the students were asked to finish a test on explanation text. the results of the interview and pre-cycle test indicated that the students need alternative media in learning explanation text. they needed visualization so that the process stated in the explanation text can be understood easily. based on this result, the researchers proposed audiovisual materials for the action step by establishing videos (in english) equipped with interlingual subtitles (in indonesian) as the media for teaching explanation text. the researchers downloaded two videos from peekaboo kidz channel on youtube. the two videos are dr. binocs: flood and dr. binocs: hurricane. these videos were used together with texts on related themes. the researchers also composed the subtitles of those two videos in indonesian. the treatment of the first cycle is concerned on flood theme while the second is concerned on hurricane. the observation step cannot be separated from the implementation step. the researchers observed any important events happened during the actions in the action step. the researchers took notes on some important cases during the treatments and recorded the teaching-learning activities. interviews were also conducted randomly to the students to find out their feedback of the media used during the treatments. interviews were also conducted to the teachers in order to gain more information on the implementation of interlingual subtitles in teaching explanation. during the observation, the researchers systematically observed the effects of using videos with interlingual subtitles for teaching reading. in the first cycle, the researchers directly gave a video which is related to the text the students are working on. based on the observation, the interview to the students, and the results of the pre-cycle test 1, the researchers decided to use introductory videos to raise the students’ attention. this introductory video is still related to the theme of the text, but it contains no verbal elements. for example, when discussing a text with flood themes, the video of flood disaster was played. the researchers then asked the students about things related to flood in english. the teaching technique was also improved by utilizing cards to learn about the generic structures of explanation text. these stimulations were applied in cycle 2. the scores of the pre-cycle test as well as cycle test 1 and cycle test 2 were calculated to gain information whether the interlingual subtitle can increase students’ scores or not. there are two types of tests conducted during this research: pre-cycle test and cycle test. pre-cycle test was conducted individually before the treatments were started. it is used to figure out the initial condition of the students. cycle test was conducted twice, each https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 19-31 doi: 10.31002/metathesis.v5i1.2701 p-issn: 2580-2712 e-issn: 2580-2720 25 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) of them was conducted at the end of each cycle. cycle test 1 was conducted in a group of 4-5 students due to the class condition which forced the researchers to better conduct the test in group. it was also aimed to find the best method in applying the interlingual subtitle as the media in teaching explanation text. meanwhile, cycle test 2 was conducted individually. the indicators of the assessment are kkm (kriteria ketuntasan minimal or the minimum criteria of completeness). kkm is set by the institution and the minimum score of kkm for english subjects in this particular school is ≥ 70. in the reflection step, the researchers evaluated the influences of the action to the students’ achievements. the results of the preand post-observation were explored thoroughly to achieve comprehensive analysis. findings and discussion the implementation of interlingual subtitle in teaching explanation text based on the interview session with the teachers, the teachers said that they need an alternative method or media for teaching explanation text. this happens because the explanation text contains complicated processes which seem abstract for the students. furthermore, the vocabularies contained in explanation text also become a paramount problem as the students still lack vocabulary mastery. on the other hand, the students said that they need a more interesting atmosphere during the teaching learning process. they believe if the teachers use different methods of teaching, the innovative ones, it will help them in understanding the materials discussed in class. the students explained that their teachers use tutorials quite often which invites boredom in class. the researchers composed the interlingual subtitle to be used with the videos about flood and hurricane during the treatments. besides, other learning media were also prepared, including introductory videos and cards for learning generic structures and vocabularies which were applied in cycle 2. the background problems in social science class (ips) as told by the teacher is the characteristic of the students who find it difficult to focus on the lesson. the teacher added that many students from this class like to play online video game which distract their concentration in studying. therefore, the researchers expect that by giving audiovisual materials, presented on the videos and subtitles, in class will invite the students’ concentration on the lesson. meanwhile, the students of the natural science class (ipa) are relatively easy in focusing their attention during the lesson. the problems they feel important is how to experience fun class activities that will help them apprehend the lesson easily during the class. it was quite difficult to make the students of the ips class focus on the discussion during the treatment. however, once the video was played, they put their focus on the video. the teacher and the researchers gave explanation texts on related topics and asked the students to analyze the video by asking some questions before the video was played. the students were then discussed the answers in a group of 5. during the treatments, it was obvious that the videos and interlingual subtitles successfully attracted the students’ attention to learn about the materials and relate the content of the videos with the topic. https://creativecommons.org/licenses/by-sa/4.0/ pratama, retnaningsih, & prakoso interlingual subtitles to increase high schools students’ ability in understanding explanation texts 26 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) however, it was noticed that the duration of the videos should not be too long (not more than 15-minute-long) so that it will maintain students’ enthusiasm. when a 20-minute video was played, the students seemed bored and lost their focus on the activity. besides, the students prefer to watch the videos which are equipped with interlingual subtitles by saying that the indonesian subtitle helped them in understanding the content of the video. another important note is that the teacher must prepare other media to be used together with the videos and subtitles. students’ boredom was detected when the teacher played the same videos twice although each time the teacher played the video, the students were given different tasks. thus, other media was used including cards for understanding the generic structures and vocabularies. meanwhile, the students of the natural science class were relatively easier to organize. they put their complete attention since the beginning of the lesson and followed the instructions given by the researchers as well as the teacher. the students in this class said that before the video was played, they still have some unorganized patterns related to the process stated in the explanation text they read. after the video was played, the unorganized patterns became more concrete and they finally understood the content of the explanation text. their understanding was reflected when the researchers asked some students to retell the process of flood and hurricane as told by the texts and the videos. the students were able to retell the process successfully although they delivered it using indonesian language. the interesting thing during the treatment in ipa class was some of the students asked different activities after watching the videos with subtitles. they said that they needed more exercises to understand the content of the texts and the generic structure of explanation text in general. thus, the researchers and the teacher, as conducted in ips class, gave quizzes to be completed in a group of 4-5. the observation shows that the students of the ipa class finished the group tasks comprehensively. all the students participated actively in the group tasks. although group quizzes fitted well in this class, it was detected that these quizzes did not work effectively in ips class, as there were only several students who attempted to complete the group tasks. therefore, it is probably important for the teachers to prepare more innovative and interactive activities for the students in ips class so that they still can manage their enthusiasm during the lesson. the impacts of interlingual subtitle on students’ achievements students’ achievements on this research is measured by the scores they got during the tests. the results of the tests conducted in social science class is presented in table 1 below: table 1: the results of the tests in ips class (social science class) test types criteria pre-cycle test post-cycle test 1 post-cycle test 2 average score 73.6 83.4 91.0 fulfilling kkm (≥ 70) 62.1% (18 students) 100% (29 students) 89.7% (26 students) https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 19-31 doi: 10.31002/metathesis.v5i1.2701 p-issn: 2580-2712 e-issn: 2580-2720 27 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) students’ scores increase from the pre-cycle test to the post-cycle test 1. there are still 18 students who failed to fulfill the kkm in the pre-cycle test. indeed, the average score of the pre-cycle test is still low with only 18 students passing the kkm. after the treatment during the first cycle, the average score increases significantly and the whole students pass the kkm. however, it has to be noticed that post-cycle test 1 is the reflection of group quizzes. the researchers actually designed post-cycle test 1 as an individual test. unfortunately, the class condition at that time was not appropriate for individual tests as the students seemed bored with the activities given by the teacher and researchers. in order to maintain students’ enthusiasm, the researchers decide to conduct the test in groups by setting limited time to complete a quiz. three groups which finished the quiz earlier got rewards by the researchers. this activity ran well and was successfully accepted by the students. meanwhile, post-cycle test 2 is an individual test. in individual tests, the average score is considered high with only 3 students who do not pass the kkm. the table below shows the results of the tests conducted in natural science class: table 2: the results of the tests in ipa class (natural science class) test types criteria pre-cycle test post-cycle test 1 post-cycle test 2 average score 82.4 92.4 92.1 fulfilling kkm (≥ 70) 82.8% (24 students) 100% (29 students) 100% (29 students) different from the pre-cycle test results found in the social science class, the results of the pre-cycle test in the natural science class is considered high with only 5 students failing in fulfilling the kkm. similar case happened in post-cycle test 1 on which the test was conducted in the form of a group quiz. all the students pass the kkm in postcycle test 1. meanwhile, individual tests in post-cycle test 2 also show perfect scores with 100% completeness or all students pass the post-cycle test 2. if we compare the score of the social sciences and natural sciences students, there are quite similar findings. the scores of the pre-cycle test and post-test increase significantly which mean that the treatments using interlingual subtitle as the learning media affect the students’ achievement positively. the difference seems on the average score of the post-cycle test 1 and post-cycle test 2 in the social science class. the score of the group quiz (post-cycle test 1) in this class is below the individual test (post-cycle test 2). it is found out through the observation that not all students in social science class participated actively during the group quiz. some students only relied the task to their other friends so that they did not work together to complete the task. on the other hand, all students in the natural science class participated actively during the group quiz. therefore, they could reach a high average score in post-cycle test 1. https://creativecommons.org/licenses/by-sa/4.0/ pratama, retnaningsih, & prakoso interlingual subtitles to increase high schools students’ ability in understanding explanation texts 28 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) this high average score increases in the post-cycle test 2 which reflects their independent skill in completing individual tasks. the establishment of video with interlingual subtitles as learning media in this research is based on the opinion as stated by bamford (2003) who states that the moving scene is a visual literacy product that can help students in compiling information and knowledge. the enthusiasm of the students found both in social and natural sciences classes proves that video can be an effective media in teaching. furthermore, explanation text, as discussed in this research, is considered difficult by the students as it contains difficult vocabularies and complicated process. after the treatments were given, students said that they can construct the abstract patterns they experienced while reading the english explanation texts into the more organized patterns. these findings are in accordance with bamford (2003) who states that “... with the help of visual literacy, including moving scenes or video on it, it is expected that students would get a more concrete description about the issues they learned.” video with interlingual subtitles also helps students in understanding the content of the video. in subtitling, there are two types of subtitle: intralingual subtitle and interlingual subtitle. vanderplank (1988) focuses the use of intralingual subtitle in teaching foreign language. however, during the development of subtitling and language teaching, interlingual subtitle is also used to enrich language learners’ competence in apprehending the basic skills of foreign language (vanderplank, 1988; parks, 1994; king, 2002, cintas & anderman., 2009). interlingual subtitling also becomes an ideal field for researchers to conduct research on translation and foreign language teaching (liu, 2014). in this research, interlingual subtitle is used after considering the background of the problems faced by the teachers and students. high school students are categorized as intermediate learners, thus, according to lunin and minaeva (2015) interlingual subtitle is more appropriate to use. the students either in social science or natural science classes agree that the interlingual subtitle helps them in understanding the materials of explanation text. based on the observation, there were some moments when the students’ boredom occurred due to the monotonous method used by the researchers or the teachers in delivering the materials. though interlingual subtitles and video are used during the treatments, teachers must also combine these media with other methods or media. there was a tendency that students only focused on the materials after watching a maximum of 15-minute video. this phenomenon proves the statement delivered by damodharan and rengarajan (2012) who say that teacher-centered learning will only be effective within 15-20 minutes and students’ attention will fade away afterward. in this research, the researchers prepared some other media and various activities to anticipate the boredom. the boredom moments can be overcome when the teachers explore their creativity in creating an active teaching-learning process. it is then highlighted by the statements of prince (2004) who say that teachers must be facilitators, not main actors in teaching-learning activities. furthermore, this result may lead to strengthen the theory proposed by lunin and minaeva (2015) stating that interlingual https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 19-31 doi: 10.31002/metathesis.v5i1.2701 p-issn: 2580-2712 e-issn: 2580-2720 29 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) subtitles can be used only as a supplementary media in teaching foreign language. therefore, teachers’ creativity in combining interlingual subtitles with other media as well as method is still needed. videos that will be used together with the subtitle can be found easily on youtube. however, it must be noted that, based on the interviews with the students, students prefer entertaining videos which are not too long in duration and probably contain humor. this finding is in line with bonk (2011) who says that humorous, informative, up to date, and amusing videos are preferable for students. conclusion interlingual subtitle which is put on a video can be used as one of the alternatives of learning media in teaching explanation text. the visualization the students got after watching the video while reading the interlingual subtitles help them in understanding explanation text. however, it must be noticed that interlingual subtitles can only be used as supplementary media in teaching explanation text. in order to eliminate boredom during the teaching learning process as well as create an active atmosphere in class, the teachers must combine interlingual subtitle and video with other media or methods. besides, the teachers must also be selective in deciding the videos that will be used in class. the criteria of a not too long video and an interesting content must be considered so that the use of the video and interlingual subtitle can be more effective. interlingual subtitle which is put in videos also contributes positively in increasing students' achievement represented in their scores during the tests. there is a tendency of increasing scores from the pre-cycle test to the post-test, either conducted individually or in groups. these results reflect the ability of interlingual subtitles to give positive contribution to the students’ achievement. this research still can be developed into a more comprehensive one. there is difficulty in finding appropriate videos which are suitable with the genres of texts discussed in the curriculum. therefore, it would be a large field of discussion if this research is developed into a research and development one. researchers may create their own videos instead of downloading videos from youtube. thus, the contents of the videos can be more suitable with the curriculum. the product will probably be more advantageous if it is designed as a friendly use software, instead of a final video with subtitle, so that the teachers may create their own videos as needed. acknowlegdements this article is a result of a research funded by boptn iain surakarta in 2019. the authors express a heartfelt appreciation to iain surakarta and all parties that have supported it during research activities. https://creativecommons.org/licenses/by-sa/4.0/ pratama, retnaningsih, & prakoso interlingual subtitles to increase high schools students’ ability in understanding explanation texts 30 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) references atkinson, d. (1993). teaching monolingual classes. longman. bamford, a. (2003). the visual literacy white paper. adobe systems pty ltd., australia. bonk, c. j. (2011). youtube anchors and enders: the use of shared online video content as a macro context for learning. asia-pacific collaborative education journal, 7(1), 13–24. buckingham, d. (2007). beyond technology: children’s learning in the age of digital culture. polity. carreres, a. (2006). strange bedfellows: translation and language teaching. the teaching of translation into l2 in modern languages degrees: uses and limitations. in sixth symposium on translation, terminology and interpretation in cuba and canada: december 2006. canadian translators, terminologists and interpreters council. cintas, j. d., & anderman., g. (2009). audiovisual translation: language transfer on screen. palgrave macmillan. damodharan, & rengarajan. (2012). innovative methods of teaching. https://www.math.arizona.edu/~atpmena/conference/proceedings/damodharan_innovative_methods.pdf duff, a. (1994). translation. oxford university press. duff, alan. (1989). translation. oxford university press. eadie, j. (1999). a translation technique. elt forum, 37(1), 2–9. kemmis, s & mc.taggart, r. (1988). the research action planner. deakin university. king, j. (2002). using dvd feature films in the efl classroom. computer assisted language learning, 15(5), 509–523. liao, p. (2006). efl learners’ beliefs about and strategy use of translation in english learning. regional language centre journal, 37(2), 191–215. liu, d. (2014). on the classification of subtitling. journal of language teaching and research, 5(5), 1103–1109. lunin, m., & minaeva, l. (2015). translated subtitles language learning method: a new practical. globelt: an international conference on teaching and learning english as an additional language. malmkjaer, k. (1998). translation and language teaching. st jerome. parks, c. (1994). closed captioned tv: a resource for esl literacy education. eric digest, 1–7. pavan, e. (2013). the simpson: translation and language teaching in efl class. studies in second language learning and teaching, 3(1), 131–145. popovic, r. (2001). the place of translation in language teaching. bridges: the journal of the thrace-macedonia teachers’ association, 5, 3–8. prince, m. (2004). does active learning work? a review of the research. journal of engineering education, 93(3), 223–231. somnuek, p. (2014). the development of teaching and learning innovation by using https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.1, april 2021 pp 19-31 doi: 10.31002/metathesis.v5i1.2701 p-issn: 2580-2712 e-issn: 2580-2720 31 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) instructional media for enhancement of learning achievement towards tourism product knowledge in tourism marketing class. shs web of conferences. 4th international conference on tourism research (4ictr). vanderplank, r. (1988). the value of teletext subtitling in language learning. elt journal, 42, 272–281. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 155-167 doi: 10.31002/metathesis.v5i2.4004 p-issn: 2580-2712 e-issn: 2580-2720 155 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) real-time feedback in english microteaching practice: a case study on online learning nurul hidayah1*, lilia indriani2 universitas tidar jalan kapten suparman no 39, magelang, indonesia nurulhdy0699@gmail.com1*; indriani@untidar.ic.id2 *corresponding author received: 8 june 2021 revised: 30 august 2021 accepted: 31 august 2021 published: 25 october 2021 abstract online microteaching classes allow the student to practice their teaching ability using the online platform. this case study attempted to find out the perspective of teacher trainees using real-time feedback and peer observation of online microteaching classes. the researcher focused on 3rd year microteaching students in 2020/2021 at one of indonesia's state universities. in this qualitative case study, the researcher used multiple data collection techniques. the researcher uses a questionnaire from (gonca, 2012) with some changes to suit the purpose of this study in collecting data. the researcher distributed the questionnaire to 40 teacher trainees who already practiced online microteaching and got real-time feedback from the lecturer and their peers. the teacher trainee showed a positive perspective in using realtime feedback. they thought the process helped increase their professional development. many student-teachers were engaged in giving real-time feedback to other student teacher's performances. they realized that real-time feedback helped them positively. however, the results found that most of the teacher trainees believe that the direct observation from two or three students was enough. teacher trainees also thought that online classes are increasing the opportunity for misunderstanding. keywords: microteaching, online learning, real-time feedback introduction education all around the world is developing online learning at all education levels due to covid-19 in recent years. online learning was officially started in march 2020 to hamper the covid-19 pandemic from spreading in indonesia. offline learning was dominating the education process both for students and teachers before covid-19 spread around the world. that is why teachers and students must get used to this new kind of learning, although there are several significant differences between these kinds of learning processes. online learning itself is the educational activities with technologies and the internet for developing the materials (fry, 2001). this kind of activity in education supplies higher https://creativecommons.org/licenses/by-sa/4.0/ mailto:indriani@untidar.ic.id hidayah, indriani real-time feedback in english microteaching practice: a case study on online learning 156 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) education to employ digital technologies for optimal usage (kopp, gröblinger, & adams, 2019). online learning is the interaction between the student with their teacher and other students through the internet in a synchronous class without being reliant upon their actual area for participating in the learning process (singh & thurman, 2019). there are so many schools, universities, and institutes that use online classes. since the online class dominates the education field, people who have the job as teachers or lecturers must provide students with suitable teaching ability. teaching ability in english education is the ability to perform their english skills in teaching practice. the student-teacher is necessary to have basic knowledge about teaching practice to become a professional teacher. they should get professional teaching skills. a teacher who already possesses the teaching skills can understand the students' difficulties in the teaching and learning process. besides, they also provide students with suitable material. one of the activities for student-teachers to practice their teaching skill is holding a micro-teaching activity. that is why in higher education, especially the education faculty, students experience the microteaching class. according to (ardhi, 2013), microteaching activity is a mandatory subject that students must take as pre-service teachers to practice their teaching skills by reducing the teaching process. as (gonca, 2012) states in her paper, microteaching was designed and implemented in the 1960s by dwight allen to increase the teacher education's qualities at stanford university, usa. it is to master each component one by one in a simplified teaching situation, such as the amount and time. they can develop their basic skills before implementing them in an actual condition. therefore, teacher trainees must know what they should prepare. based on (remesh, 2013), microteaching is the exercise to learn teaching skills and employs real situations of teaching activity to get the teaching process knowledge. besides, microteaching can develop the teacher trainee's ability to make the lesson plan, teaching' purposes, teach in front of the students, and evaluate the teaching-learning process (kilic, 2010). there are eight teaching skills that every teacher trainee practice in microteaching class according to (fauzi & rifyal, 2009) such as open and closure skill, explaining skill, variation skill, reinforcement skill, questioning skill, class management skill, guiding active learning skill, and making the lesson plan. then, (sabri, 2010) explains the five steps in microteaching class, which start with an introduction, then the lecturer gives students the teaching model. after that, the lecturer asks students to prepare everything related to the teaching activity. fourth, the lecturer provides students appropriate time to perform their teaching. the last step is giving feedback about a student's teaching skills. the experience of microteaching among teacher trainees is the most critical part of a teacher education program (tuli & file, 2009). that is because they will learn how to manage the classroom and handle their daily lesson through continual monitoring and guidance from the lecturer. darmayenti (2019) states in her research paper that micro teaching is a program to prepare students in teacher education faculty to become an educator in their teaching practice. in microteaching, students face the actual situation to acquire knowledge about the creative activity of teaching and pedagogical content. her statement is supported by (benton kupper, 2001; fernandez & robinson; https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 155-167 doi: 10.31002/metathesis.v5i2.4004 p-issn: 2580-2712 e-issn: 2580-2720 157 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 2006; higgins & nicholl, 2003; kazu, 1996, nortman, 1989) that states the micro teaching is a learner-centre method to combine the theory with practice in teacher education faculty by effective technique. microteaching activity makes fellow trainees teach in a small class or small students with a short lesson. based on the previous research, microteaching is the activity for teacher trainees to develop their teaching skills. according to (kyriacou, 2007), there are three steps to developing teaching skills. the first step is cognitive, and it focuses on identifying elements and know-how using the skills in the environmental class in the correct order. the second step is practice, and it can be used either in class or in the course outside class. the last step is the feedback that allows the teacher to evaluate the student's performance. feedback is considered a vital approach to help students' improvement as self-directed learners to monitor, measure, and adjust their learning (ferguson, 2011). real-time feedback from the lecturer can give a direct response about teacher trainee mistakes or anything else. the feedback will shape the student in higher education, whether it is purposely or not. the lecturer or mentor needs to know about their learning for teacher trainees because their feedback shapes their sense of professionalism. in other words, students need more input on the feedback, especially in online learning. feedback is one of the steps in microteaching activity. students in a microteaching class are learning to handle the class and improve their skills. as the researcher shows before, teacher trainee dominant perform their teaching ability in microteaching classes. the role from the lecturer and the mentor primarily evaluates and assessing the performance. based on (hattie & timperley, 2007), feedback is information provided by an agent; it could be the teacher, peer, parent, book, and self-experience in line with one's performance in conceptualized form. (ur, 2009) says that feedback is information given to the students about their performance of learning a task followed by the improvement purposes. the research from (sabri, 2010) states that feedback is one of the crucial elements of microteaching. according to the steps, feedback occurs at the end of class to evaluate the application of teaching skills and teacher trainees' behavior. the realtime feedback includes discussion, critics, and evaluation from the student, peer, and lecturer after the teaching practice. she believes that micro teaching classes need an open-minded person and high motivation to evaluate themselves. microteaching real-time feedback invites more students’ responses than interaction analysis feedback, according to (chawla & thukral, 2011). that is because micro teaching feedback helps the classroom performance of language teachers significantly since it can influence the next student's performance after the lecturer starts to give the feedback. there are nine advantages of feedback, according to (sabri, 2010) as follow: 1. feedback can increase the students and teacher activeness in the classroom. 2. it gives a chance to students to discuss the problem together after the comment and criticism. then, a lecturer can help the students to explore several problems in the class. 3. feedback can give students a chance to evaluate and improve themselves. 4. the students can know their weaknesses in practicing their teaching skills. https://creativecommons.org/licenses/by-sa/4.0/ hidayah, indriani real-time feedback in english microteaching practice: a case study on online learning 158 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 5. feedback helps the students to be an open-attitude person because they will learn to accept the criticism and comments from the lecturer and try to do better. 6. feedback increases the students' confidence to perform better in the classroom. 7. feedback develops students in class teamwork because they already share their opinion about teaching performance. 8. feedback makes the students' teaching skills more perfect. 9. students can research the feedback from the lecturer. according to the previous study from (bashir, kabir, and rahman, 2016), the traditional feedback form is often capable of satisfy the students’ need to improve their learning experience in the classroom activity. their research found new alternative feedback beside the traditional way to fulfil the student’s need. since the appropriate feedback affects the student's achievement, they try to explain the new way of providing feedback. as a result, a teacher needs to think again about the feedback-providing process. this study is proving that feedback is an important learning tool in higher education, and it is clear that teachers need to re-think the processing of feedback in improving students’ learning. (suzanne, anita, & azizah, 2019) describe the students' perception of feedback from their lecturer in microteaching class. they show a strong positive perception about microteaching in improving teaching skills. it indicates that the teacher trainee agrees about the advantages of feedback to increase their teaching performance. however, although most teacher trainees agree about feedback, some students still did not know the influence of feedback in improving their teaching performance. the previous research from (gonca, 2012) shows that feedback can positively and negatively impact teacher trainees. the feedback in microteaching class is allowing the teacher trainee to learn their teaching performance and their classmates'. overall, the researcher finds that teacher trainees pointed to microteaching as a valuable tool in developing professional skills. that is because microteaching is connected with practice theory. the teacher trainee feels that the discussion time is intimidating or uncomfortable. there are differences between offline and online microteaching classes; as the researchers stated before, online learning uses igital technologies to perform the activities. the pandemic situation leads to the question of whether students are ready or not with this significant change. face-to-face classes give students more satisfaction, but many students choose online learning because of the convenience, according to (bali & liu, 2018). however, according to (widodo, nursaptini, novitasari, sutisna, & umar, 2020), students are not ready to use online learning since they lack several things, such as mastery of the online media, internet connection, and lack of training. the recent research from (martha, junus, santoso, & suhartanto, 2021) also shows that students in each academic year encountered obstacles about readiness in online learning. therefore, students need a teacher or lecturer who can provide them with enough online sources to learn. explanation from (otsupius, 2014) about feedback toward the student's teaching skill helps increase their skill while teaching. the feedback from lecturers and peers is an object or event experienced by the students. it is part of perception; as (walgito, 2004) states, the perception acts as a receiving stimulus https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 155-167 doi: 10.31002/metathesis.v5i2.4004 p-issn: 2580-2712 e-issn: 2580-2720 159 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) by the sense to get the conclusion about an event or object. therefore, the positive and robust perception becomes the crucial result in improving the teacher trainee performance. feedback from the teacher and peer can be the tool to improve the teacher trainee's ability, but the problem may arise if the one who gets the feedback cannot optimize it. the perception of the teacher trainee then may become a factor in the use of the feedback to improve their teaching practice. finding from (murdoch‐eaton & sargeant, 2012(, it shows that students do not respond to the feedback given from lecturers and peers. they assumed that feedback could not much influence their teaching skills performance. re-examine the importance of feedback in online microteaching class, and there is no study about this matter, this study attempt to answer two research questions: 1. what is the perspective of a student-teacher of using real-time feedback in online microteaching classes? 2. what is the perspective of student-teachers about the real-time feedback using peer observation of online microteaching classes? method the researcher uses a qualitative case study for this study. the study aims to find out student teacher’s perspectives of using real-time feedback and their perspective in using peer observation in online microteaching classes. in conducting the research, the researcher focuses on 3rd year microteaching students in the academic year of 2020/2021 at one of the state universities in indonesia. in this qualitative case study, the researcher includes multiple data collection techniques from the questionnaire and interview. the researcher uses a questionnaire from (gonca, 2012) with some changes to suit the purpose of this study in collecting data. there are 12 questions related to students’ perception of real-time feedback, six questions using likert-scale, one close-ended question, one open-ended question, and four attitudinal questions. the questions will guide the researcher in conducting an in-depth interview with the participants for the case study. the researcher follows the ethical procedures in which the researcher informs all the participants about the purpose of the study and gives an equal opportunity to all student-teacher as volunteers to take part in the study. the researcher will maintain the confidentiality of the participant's identity and inform the results of the research to be published. the researcher distributes all questionnaires to 40 student teachers, both female and male, who already practice online microteaching and get real-time feedback from the lecturer and their peers. the researcher uses google form to distribute the questionnaire because it is suitable for the pandemic. google form lets the researcher collect information from the participant via personalized surveys and automatically record the answers. the researcher then analyses all 40 data from the questionnaire and chooses three participants as the sample for the interview. the researcher asks 40 students to answer all of the questions based on their experience in one whole semester of online microteaching class. finally, the researcher interprets and concludes the findings. https://creativecommons.org/licenses/by-sa/4.0/ hidayah, indriani real-time feedback in english microteaching practice: a case study on online learning 160 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) findings and discussion this chapter presents the research findings and discussion about student-teacher perspectives using real-time feedback and peer observation in online microteaching classes. it is a purpose to answer the two research questions. the perspective of teacher trainees of using real-time feedback in online microteaching classes the researcher tries to find out the student’s teacher participation in giving realtime feedback. the questionnaires provide information about students’ participation and help the researcher determine whether the real-time feedback process works properly. table 1. the result of questionnaire 1 n % how often do you give real-time feedback to other student teachers and participate in discussions after micro teaching sessions? never rarely 19 50 often 17 44,7 always 2 5,3 from the result of questionnaire number 1, the researcher finds that not all student teachers participate actively in giving feedback in microteaching classes. the number of student teachers who responded “rarely” (a total of 19, which accounts for 50% of the participants) indicates that the real-time feedback session did not work in good order. the result from the interview finds that most of the student-teachers believe that the direct observation from two or three students is enough, and they do not need to add additional feedback. however, the 19 students who responded “often” and “always” (which account for 50% of the participants) indicate that there are still many student-teachers who are willing and engage in giving real-time feedback to other student teacher’s performance. table 2. the result of questionnaire 2 n % how often did you participate in the discussion after filling the form? never rarely 20 52,6 often 17 44,7 always 1 2,6 it shows that the student-teacher still participates in the discussion after using the feedback form. however, the result is still low because there are more studentteachers who “rarely” give responses (a total of 20, which account for 52,6% of the participants). students feel it was enough to choose one of the feedback forms from the interview to deliver their feedback. the researcher finds that they do not think it is necessary to join actively in oral discussion when they also give the feedback in written form. table 3. the result of questionnaire 3 n % is the lecturer’s and student teachers’ comments in the feedback compatible? often 1 2,5 sometimes 39 97,5 rarely https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 155-167 doi: 10.31002/metathesis.v5i2.4004 p-issn: 2580-2712 e-issn: 2580-2720 161 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) this result is showing that the real-time feedback from the lecturer and from the student-teacher itself sometimes match. there are 39 (97,5%) student-teachers who agree that the comments in the feedback are compatible with their lecturer’s comment. this result is typical because each person’s point of view is different from another. moreover, in this online learning it is impossible to have a face-toface discussion in an actual class. both lecturer or student-teacher can miss some parts that need corrections or comments. however, the result from the interview shows that sometimes the feedback from the lecturer is hard to accept because the feedback is too broad, not only about their performance. that is why studentteachers feel the feedback is sometimes not compatible. table 4. the result of questionnaire 4 what do you think of the lecturer’s feedback? n % it should be stricter. 3 7,5 the time and energy we spent should be appreciated. 13 32,5 it is constructive, non-judgmental, fair, and inoffensive. 31 77,5 question number 4 is about the student-teacher’s perspective about the lecturer feedback. the lecturer gives real-time feedback in each online microteaching class after student-teachers perform their teaching practice. each participant can choose more than one point. the result from the questionnaire and interview shows that most of the student-teachers feel the feedback is constructive, fair, and valuable because it suggests improvements. most of the students feel it is fair because they realize their mistakes and accept all of the comments from the lecturer. this real-time feedback in online microteaching classes gives positive aspects since the student-teacher feels more motivated if the lecturer appreciates their effort. thirteen student-teachers think that the time and energy they give in online microteaching should be appreciated because online learning is more challenging. however, three students feel that the feedback from the lecturer should be stricter. it shows that a student's mistakes should be stated clearly. some of the students feel motivated if they know their mistake, or even other students' mistake, to improve their ability in teaching practice. table 5. the result of questionnaire 5 which one of the aspects that you think need the improvement? n % i wish we had more time to give real-time feedback. 30 75 i wish the feedback had detailed comments. 12 30 after the researcher finds the student-teacher perspective, this questionnaire also provides the aspect that needs improvements. students realize that time management in online learning is tighter rather than in offline classes. the use of an online platform with a limited duration makes them feel in a rush. the limitations of the time then become the primary complaint. https://creativecommons.org/licenses/by-sa/4.0/ hidayah, indriani real-time feedback in english microteaching practice: a case study on online learning 162 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) “i prefer that my friends who practice are also given time to express their opinions, but sometimes the lecturers don’t give them a chance because time is running out.” it would be better if all students that finish their practice have a chance to explain the reasons. moreover, teacher trainees think that online classes increase misunderstandings since they encounter problems such as time allocation, internet connection, or technical issues. in line with previous questions, student teachers want more explanation about the feedback they receive. they feel disappointed when they receive unfair feedback. the data from the interview are also supporting this aspect. “i think that what needs to be improved is the accuracy in providing feedback, so that we don’t feel like we are not biased.” teacher trainees' perspective using peer observation in give the real-time feedback during online microteaching. table 6. the result of questionnaire 6 n % do you think the lecturer should be the only person to provide feedback? yes 12 30 no 28 70 the result shows that more than half (a total of 28, which accounts for 70%) of student-teachers agree that the lecturer is not the only one who should give the feedback after the online teaching practice. this result is compatible with the responses in the first question. it shows that although they are not participating actively in giving the feedback, they know that their opinion matters and affects the score of the microteaching practice. from the interview, the researcher finds that teacher-students think peer feedback is also essential because peer observation can be more detailed and motivate other friends to improve their feedback skills. however, 12 (30%) of the student-teachers think that the lecturer is the only one who should give feedback. the interview shows that they think the lecturer is the only person to provide the feedback because the primary purpose of online micro teaching practice is to get the score from the lecturer. in addition, they think that the feedback from the lecturer is enough to satisfy them because the lecturer is the only one who has the authority to score based on the indicators. table 7. the result of questionnaire 7 strongly agree agree neutral disagree strongly disagree analyzing other's lessons helped me think more deeply about mine 9 29 2 the form helped observe lessons. it helped me learn to observe and give feedback on 8 28 4 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 155-167 doi: 10.31002/metathesis.v5i2.4004 p-issn: 2580-2712 e-issn: 2580-2720 163 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) lessons. feedback from group members was helpful and enlightening. 7 30 2 1 these three questions show that most student-teachers agree to analyze other's teaching practices to help them think deeply. it shows that giving feedback in microteaching class indeed helps the student to increase their professional development. the feedback from both lecturer and peer are helping them to develop their teaching practice. the feedback form from the lecturer is the guidance for a trainee to give the feedback to other students. it shows that the feedback is well-structured and helps the student-teacher observe the online teaching practice better. the result of the interview appears to be that the studentteacher takes this chance to help them make better teaching practice. they use the real-time feedback each week as their guidelines in making the lesson plan, choose appropriate teaching aids, and other micro teaching skills. however, there are student-teachers who think that feedback from other friends is not helpful. this result is still compatible with the previous perception that a lecturer is the only one who can give the feedback, not a friend. table. 8 the result of questionnaire 10 how did you find the process of giving written feedback on your friends’ microteaching performances? n % i liked it because it is beneficial and well-constructed. there was much more contribution. 19 47,5 written feedback is better than just oral discussion. 9 22,5 written feedback is better because we can keep them and look at them later when we need it. 19 47,9 there were some inconsistencies. 5 12,5 i considered the feedback of those who attentively listened to me during my presentation and ignored others’. 9 22,5 question number 10 shows the opinion about giving the written feedback for other students' online microteaching performance. the researcher finds that student-teachers think written feedback is appropriate after the microteaching performance because it helps them monitor the teaching process during observation. the written feedback is a guide for them to provide real-time feedback. the researcher finds the connection of both written and oral feedback in giving real-time feedback. written feedback helps them to contribute more in the online class. however, the real-time discussion is more beneficial for them since they cannot see the result from the written feedback of each observer. student teachers can keep the written feedback for themself, but the targeted studentteacher can still only hear the feedback orally. that is why real-time feedback, through written and oral, has each advantage and disadvantage. some students find it challenging to give feedback fairly because of some inconsistencies. they realize that the context of feedback in each week is sometimes different, and each student's reaction to online learning is also different. https://creativecommons.org/licenses/by-sa/4.0/ hidayah, indriani real-time feedback in english microteaching practice: a case study on online learning 164 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 9. the result of questionnaire 11 what aspects did you like from giving peer feedback and observation? n % it was more accessible and well-constructed. 20 50 written feedback is more confidential and less offensive. 20 50 everybody contributed. 8 20 i especially liked the overall comments. 2 5 i looked forward to knowing what was written. 9 22,5 improving the form was fun. i liked the final version. 2 5 question number 11 shows students' teacher opinions about their favorite aspect of using peer observation and feedback. most students like to give realtime feedback after considering the content of their written feedback. they agree that written feedback is clearer to serve as a basis for providing feedback. from the interview, student teachers feel more comfortable using written feedback because it is less offensive. sometimes, they feel a burden to give negative comments towards their friends, making the observation less objective. it can be the reason why student-teachers are not participating actively in oral real-time feedback. the data show that student-teachers want to know the feedback from their peers, whether in written and oral feedback. they feel proud after finishing the observation and give feedback to their friends. table 10. the result of questionnaire 12 have you ever get evaluation? n % yes 17 42,5 no 23 57,5 more than half of student-teachers think that they are receiving honest feedback from peers and lecturers. although sometimes the comments are negative, they generally agree with the lecturer's or peer's feedback. they realize that accepting all the feedback is part of professionalism and helps them develop their teaching ability. nevertheless, their perspective on whether the evaluation is fair is critical because it will affect their attitude in microteaching classes in the future. sometimes peers and lecturer are not given enough appreciation for the teaching practice, and it causes some of the student-teachers to feel unfairly evaluated. they tend to think about negative comments and decrease the motivation to improve. some students feel that the lecturer's comments are unfair because they are less objective and feel favoritism. besides, they think that the lecturer's comment is offensive sometimes. some student-teachers think the evaluation is not fair because they are sure their teaching practice is good enough and the feedback does not match the performance. besides, the student-teacher also feels it is not fair because the peer observer does not give any clear explanation. as the researcher mentions in the previous chapter, real-time feedback requires participation to learn from every teaching practice performance. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, october 2021 pp 155-167 doi: 10.31002/metathesis.v5i2.4004 p-issn: 2580-2712 e-issn: 2580-2720 165 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) conclusion online learning affects the microteaching classes, from face-to-face meeting into synchronous class. the lecturer and student-teacher have to adjust their way of teaching practice. online microteaching classes give the student a chance and opportunity to practice their teaching ability using the online platform. feedback is crucial since it affects the quality of micro teaching classes. however, the study about the actual perspective of student teachers about real-time feedback is still few. this study gives new insight into feedback in microteaching classes. the researcher finds the positive and negative perspectives from student-teachers when using real-time feedback in online microteaching classes. real-time feedback can help the lecturer and student-teacher give their comment directly to the trainee's performance. in this online learning, real-time feedback is constructive because it does not use many times. this case study examines teacher trainee perspectives using real-time feedback and peer observation in online microteaching classes. all in all, the case study appears to find the answers to two research questions. first, this study is to know teacher trainee perspectives of using real-time feedback. from the questionnaire and interview, the researcher finds several findings. the interview results find that most teacher trainees believe that the direct observation from two or three students is enough. they do not think it is necessary to join actively in oral discussion when they also give the feedback in written form. the result shows that a common problem that student teachers encounter is time management. using technologies such as online conferences with limited time, they feel a rush to respond to other performances. they feel disappointed when they receive unfair feedback and want to get more detailed information. second, this study is to know the perspective of teacher trainees about the real-time feedback using peer observation of online microteaching classes. sometimes the feedback from the lecturer is hard to accept and the feedback is sometimes not compatible with peer observation. besides that, the trainee mostly feels a burden to give negative comments towards their friends. moreover, teacher trainees also think that online classes are increasing the opportunity for misunderstanding. however, many student-teachers are willing and engage in giving real-time feedback to other student teacher's performance. this result is proving the positive act because they know that their opinion matters. they feel proud after finishing giving all other friends feedback, at least in written feedback, because they realize that real-time feedback helps them give positive aspects if the lecturer and other students appreciate their effort. it shows that giving real-time feedback in microteaching classes helps the student to increase their professional teaching development. references ahea, m. 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(2020). from face-to-face learning to web base learning: how are student readiness?. premiere educandum: jurnal pendidikan dasar dan pembelajaran, 10(2), 149-160. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 95-106 doi: 10.31002/metathesis.v4i1.2296 p-issn: 2580-2712 e-issn: 2580-2720 95 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) eap students’ perceptions of extensive listening dwi yulianto nugroho universitas pelita harapan, jl. mh. thamrin boulevard, karawaci, tangerang, banten, indonesia, 15811 dwi.nugroho@uph.edu received: 27th march 2020 revised: 16th april 2020 published: 23rd april 2020 abstract compared to other language skills, listening is a language skill that is often ignored and forgotten in english for academic purposes (eap) classes. thus, there should be more room for teaching listening in eap classes. extensive listening (el) could be one alternative that english teachers can do to give more room for teaching listening. this descriptive study investigated 19 eap students' perceptions of an el program. research data showed that most students have positive perceptions of el. el provides a fun but meaningful activity for students. most of the students agree that el can improve their listening fluency and vocabulary and expose them to various english accents. in addition, they state that el helps them become more confident to talk to other people in english and they want to do el in the future although nobody asks them. therefore, el is a promising program to be implemented in eap classes. keywords: eap, extensive listening, listening, students’ perceptions introduction in oral communication, understanding what our interlocutor is trying to say to us or vice versa is difficult. it usually leads us to a misunderstanding which makes the message of the communication cannot be conveyed successfully. this indicates that mastering language skills is important to support the process of communication and to anticipate misunderstanding. if our listening skill is weak, responding to our interlocutor will become a challenge. according to rost (2011), listening is important in second language acquisition because processing language in real time happens through listening. however, to be fluent in listening is not easy. that means listening should be trained, and language teachers should help students develop their listening fluency. although many teachers believe that developing all four language skills is essential for students, the attempt to teach all four language skills in the classroom does not always happen equally. compared to the other language skills, listening is often neglected by language teachers in the second or foreign language teaching context. nunan (1997) describes listening as “cinderella skill” in second language learning because listening is often neglected or forgotten by many language teachers. speaking and the other language skills are considered more important than https://creativecommons.org/licenses/by-sa/4.0/ nugroho eap students’ perceptions of extensive listening 96 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) listening. thus, there is only a small room for teaching listening in language classrooms. meanwhile, nunan (1997) states that listening is the foundation of speaking. in other words, if a speaker is weak in listening, she/he might not be able to respond to her/his interlocutor or she/he might misinterpret the message conveyed by her/his interlocutor. spear-swerling (2016) asserts that listening comprehension has a big impact on students’ success in formal schooling. it means that being able to listen is important and it is necessary to give more room towards listening in the context of language teaching and learning. therefore, communication can be done well because the message is successfully conveyed and understood by the persons involved in the communication. based on my informal discussion with my students, some of them mentioned that they rarely learned to listen in their previous english classes. if there was an attempt to learn listening in their classroom, sometimes the recordings were too easy or too difficult for them. they felt that there was no learning process when the recordings were too easy, and they would not be motivated to learn listening if the recordings were too difficult. as a result, they considered that learning listening was not meaningful, and they could not enjoy the process of learning english. renandya and farrell (2011) in their article have also pointed this experience when jing erl (a pseudonym) stated that she could not understand the recording being played by her teacher because it was too fast and difficult for her. this indicates that the recordings do not match the learners’ language proficiency level and it can demotivate them to learn listening. thus, they find it difficult to understand others in their real-world communication. as a result, many language learners will think that learning english is difficult, and thus their listening fluency does not improve as what is expected. to overcome the problem discussed above, it is necessary to teach listening in a fun but meaningful way. extensive listening (el) is believed as one promising alternative that language teachers can employ in their classroom to give more room for learning and teaching listening in that way. according to ivone & renandya (2019, p.237), el is “a language teaching and learning approach that encourages language learners to be exposed to a large amount of easily comprehensible and enjoyable materials presented in the target language over an extended period”. extensive reading central (2019) on their website adds that when someone is doing an extensive listening activity, it means that he/she listens to a lot of comprehension texts smoothly. in addition, there will be no tasks which follow el. through el, the listeners will get both linguistics inputs (such as grammar and vocabulary) and non-linguistics inputs (such as the knowledge or information) from the texts she/he has listened to. furthermore, chang (2012) points out that el can promote autonomy in listening. this is beneficial for language learners as they can be involved in an extensive listening program both inside (while the class is running) and outside the classroom (after the class has finished, for example at home). therefore, extensive listening is a promising program which makes listening not a “cinderella skill” anymore. in addition, el will also be a promising program to help language students learn listening because listening is not an easy process and should be trained. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 95-106 doi: 10.31002/metathesis.v4i1.2296 p-issn: 2580-2712 e-issn: 2580-2720 97 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) being able to listen to someone’s talk does not mean that someone can listen to the sound of the talk. listening should go beyond that. a listener should have good listening fluency in which the listener can comprehend what his/her interlocutor is saying fast, accurately, and without spending much effort (rost, 2011). in other words, a language learner must develop his/her listening fluency. brown (2000, p.29) emphasized that: “communicative goals are best achieved by giving attention to language use and not just usage, to fluency not just accuracy, to authentic language and contexts, and to the students’ eventual need to apply classroom learning to unrehearsed contexts in the real world”. looking at the necessity of developing listening fluency, english language teachers should give more room for listening in english teaching and learning. renandya and farrell (2011, p.56) state that “listening is best learnt through listening”. according to harmer (2003), students should be given english exposures if they want to learn english. renandya and jacobs (2016) present research results that students’ vocabulary, students’ ability to comprehend both spoken and written communication, and students’ general language proficiency increase while they are given many language exposures. in other words, the input is considered important in second language learning. in the context of developing students’ listening fluency, the inputs can be from face-to-face communication, cassette recordings, television, or radio. nowadays, teachers and students can take advantage of technology development to access listening sources through the internet. this means that students can access them anytime and anywhere. moreover, developing students’ listening fluency can be extended outside the classroom wall. however, listening is difficult. renandya and farrell (2011) mention several reasons which make listening difficult, namely speech speed, speech variety, the blurriness of word boundaries, and the fact that listening must be processed in the real time. moreover, each student might have different listening proficiency level. if a teacher plays a recording in the classroom, for example, some students might consider that the recording is too easy, while some might think that the recording is too difficult. in other words, the recording played in the classroom will not always be suitable for the students’ language proficiency level. wulanjani (2019) asserts that students might feel worried when joining a listening class. to respond to this case, extensive listening (el) appears to be a good alternative to facilitate students to develop their listening fluency. when students are doing extensive listening, they listen to listening input for pleasure but meaningful (renandya & farrell, 2011). according to renandya and jacobs (2016), extensive listening encourages students to listen to a lot of listening materials that are motivating and match students’ abilities linguistically, by focusing on meaning rather than sentence formula. moreover, waring (2008) emphasizes that the main purpose of extensive listening is to improve listening fluency. renandya and jacobs (2016) state that extensive listening can help students increase their speaking speed, know the oral vocabulary, and speaking, reading, and confidence in using language. additionally, takaesu (2013) argues that extensive listening can improve students’ listening fluency and encourage them to become autonomous listeners through authentic materials which can be accessed easily in the real world. thus, it is justifiable to again says that https://creativecommons.org/licenses/by-sa/4.0/ nugroho eap students’ perceptions of extensive listening 98 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) extensive listening seems promising to facilitate students to develop their listening fluency and it is confirmed by some research results. some studies revealed positive results of the implementation of extensive listening in language classes. a study conducted by lee and cha (2017) showed that extensive listening using a listening log can increase students’ confidence while they have to listen to their interlocutors in communication. moreover, chang and millett (2014) found that extensive listening helps students develop their listening fluency. takaesu's study (2013) also revealed the fact that extensive listening is advantageous for students. after conducting a survey to 468 university freshmen, takaesu (2013) found out that extensive listening can increase students’ listening skills and make the students be accustomed to various english accents after they did extensive listening using ted talks. more recently, a study conducted by chang, millett, and renandya (2018) revealed that supportive extensive listening practice helps learners comprehend a text in faster speech rates. they employed three modes of intervention, namely listening only (lo), reading only (ro), and reading while listening plus listening only (rll). however, the students who conducted an extensive listening practice by reading while listening plus listening only (rll) had a better listening fluency than the students who did an extensive listening practice by listening only (lo) and reading only (ro). in line with the studies conducted outside indonesia, several studies conducted in an indonesian context revealed that extensive listening is surely beneficial to be employed in a language classroom (mahmudah, 2015; fauzanna, 2017; saputra & fatimah, 2018; setyowati & kuswahono, 2018). those studies indicate that extensive listening can be a promising activity to develop students’ listening skills and fluency. considering that extensive listening has been proven as an activity which can help students develop their listening skills, this present study tries to see students’ perceptions of el as one instrument to evaluate a program in an eap class. method this descriptive study investigates the participants’ perceptions of extensive listening (el) activities they had ever done and the usefulness of el for their listening fluency development. the participants of this study were 19 students of academic listening-speaking class where english is taught as a second language in an intermediate level. they took the class to prepare themselves before studying in an international undergraduate study program. they had to achieve a certain toefl score in order to be accepted in the study program of the university. table 1 presents the demographic data of the participants. table.1 research respondents no gender total 1. female 15 2. male 4 all participants were international students who came from several countries, namely china (n=8), nepal (n=7), india (n=3), and kenya (n=1). all of them had never had an experience of learning listening through extensive listening before https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 95-106 doi: 10.31002/metathesis.v4i1.2296 p-issn: 2580-2712 e-issn: 2580-2720 99 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) they came to indonesia to study in one private institution in indonesia. therefore, el was a new way of learning listening for them. to facilitate the students to develop their listening fluency, they were required to do el activities for 25 weeks by listening to a ted talks video one time per week outside the class. ted talks videos were chosen because the videos consisted of various topics which were spoken by people from around the world. besides, they were all teenagers which would probably enjoy listening to ted talks videos with various topics about teenagers and general life. in addition, ted talks videos represent real-life communication where english is spoken by human beings, not animated, and adjusted. this means that the students were exposed to authentic listening materials with various types of english accents. according to a study conducted by anggraeni and indriani (2018), using ted talks or ted-ed to teach listening is beneficial because there are many authentic videos with various topics presented by speakers from around the world in ted-ed. in addition, it provides illustration which might help students understand the talk better, and it can develop students’ critical thinking. in the program. the students could freely choose the topic of the video by themselves. after they listened to a video, they had to summarize the content and share it to their friends in the following week orally. this activity was done to monitor whether the students are doing el or not. in addition, the teacher also asked one or two students to share the message of the video they had listened to in front of the class. the objective of this research was to investigate the students’ perceptions about the extensive listening program which they have ever joined. regarding the ethical considerations, an ethical approval to conduct this study was provided by mochtar riady institute for nanotechnology ethics committee (no. 017/mrinec/ecl//x/2018). to gather the data, the researcher employed a simple survey questionnaire consisted of 12 close-ended questions using a likert scale (1= strongly disagree, 2=disagree, 3=agree, 4=strongly agree) approach and 2 openended questions. the questions were compiled based on theories about extensive listening mentioning that el can be a fun and meaningful activity to develop students’ listening fluency (ivone & renandya, 2019; renandya & farrell, 2011; renandya & jacobs, 2016; waring, 2008). in addition, the questions in the questionnaire were also composed based on previous studies’ results about extensive listening revealing the perceived benefits of extensive listening for students, such as facilitating students to become more autonomous and confident to learn listening and knowing various english accents (anggraeni & indriani, 2018; chang & millett, 2014; chang et al., 2018; lee & cha, 2017; takaesu, 2013).the questionnaire was distributed to all students in the class (21 students), but there were only 19 questionnaires returned to the researcher. a descriptive statistical analysis was employed to analyze the data of this study. the data are presented in the next section. findings and discussion the data of this study were presented in two parts. the first part discussed the students’ general perceptions of el activities they did. meanwhile, the second part elaborated the students’ perceptions of the benefits they gained after they did el. https://creativecommons.org/licenses/by-sa/4.0/ nugroho eap students’ perceptions of extensive listening 100 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 1. students’ general perceptions of el activities as explained above, the students were asked to listen to a ted talks video once a week for 25 weeks. the data about the students’ general perceptions of el activities they had done are presented in table 2. table 2. students’ general perceptions of el activities no statement strongly disagree disagree agree strongly agree 1. i like doing extensive listening activities. 0 1 (5.26%) 11 (57.89%) 7 (36.85%) 2. i am happy about doing extensive listening activities. 0 1 (5.26%) 13 (68.42%) 5 (26.32%) 3. i think doing extensive listening activities is fun. 0 1 (5.26%) 14 (73.68%) 4 (21.05%) 4. in the future, i want to continue to do extensive listening activities for english practice, even if nobody asks me to do it. 0 3 (15.80%) 14 (73.68%) 2 (10.52%) 5. the use of ted talks can be a good alternative for me to increase my listening ability. 0 1 (5.26%) 14 (73.68%) 4 (21.05%) 6. doing extensive listening activities one time per week is enough for me. 0 7 (36.85%) 12 (63.15%) 0 from table 2, it is revealed that most of the students have favorable perceptions of the implementation of el. most students like and happy about doing el activities and believe that extensive listening is fun that was confirmed by questions 1, 2, and 3. these findings indicate that the students can really find pleasure when listening to recorded exposures in english was what renandya & farrell (2011) have stated. in addition, it motivates them to find the joy of learning english, especially listening. this fact is supported by the data that several students stated that they will continue to do el activities for english practice although they are not required to do it although not all of them want to do it in the future. this means that el trains them to be autonomous english learners. table 2 also shows that ted talks could be one good resource for language teachers and learners if they want to engage in extensive listening activities. there was only one student believed that ted talks is not a good resource for el. the open-ended questions revealed that ted talks could be one good resource not only for improving listening skills but also for improving other aspects of lives, as stated by four students below: https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 95-106 doi: 10.31002/metathesis.v4i1.2296 p-issn: 2580-2712 e-issn: 2580-2720 101 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) student 7: “the ted talk people really encourage me. i’m also motivated by the kids, especially the way they talk boldly. the very important thing is learning from my mistakes. getting to know where i got wrong motivates me to redo and practice more”. student 11: “ted talk is not only useful to develop my english listening skill but also encourages me and motivates me to live a better life.” student 14: “besides improving my listening skills, i can also gain some knowledge from it (ted talks video) or some interesting facts that i would never think about.” student 17: “i would suggest ted talks for an extensive listening program. the reason is because of the fun, new information, and other new information that we might get from it. another reason is because the english level in ted talks is an international standard english that it will be very good for us to keep in track with a normal english speaker. from the time, i would suggest watching ted talks 5 to 10 minutes per day is more than enough. as people get bored easily, this is why it would be better if we do it every day rather than start with a lot and ended up with nothing.” from the data, it is revealed that ted talks videos offer many benefits for the students. the videos certainly give a chance for students to develop their listening skills. furthermore, the speakers in ted talks open students’ view about the world that they can learn about many new things. in addition, the speakers of ted talks inspire the students to be a good public speaker. this implies that el also contributes to the students’ speaking skills, and it is suitable to be implemented in a speaking-listening class. these results are also in line with the findings of a study conducted by anggraeni and indriani (2018) that using ted talks/ted-ed in listening class is beneficial for students. however, one interesting thing to be considered is the duration of practicing el. there were 7 students thought that doing el once a week was not enough. this indicates that the current extensive listening program should be improved in terms of the duration for the students to do the el. they should do el for more than one time per week. to conclude, the students generally had positive perceptions of el, they suggested that everyone engaging in el do it more than one week, and ted talks videos could be good resources for el practice. https://creativecommons.org/licenses/by-sa/4.0/ nugroho eap students’ perceptions of extensive listening 102 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 2. the benefits of el for the students this section presents the benefits that the students have got from doing el for 25 weeks. table 3 below presents the students’ perceived benefits of doing extensive listening activities. table 3. the benefits of el for the students no statement strongly disagree disagree agree strongly agree 1. extensive listening activities help me realize that learning listening is meaningful. 1 (5.26%) 0 8 (42.10%) 10 (52.63%) 2. extensive listening is a good activity to develop my listening fluency. 0 0 11 (57.89%) 8 (42.10%) 3. after i did extensive listening activities for two semesters, i could understand what other people are saying better, including in the toefl tests. 0 0 10 (52.63%) 9 (47.37%) 4. i can increase my english vocabulary through extensive listening activities. 0 0 13 (68.42%) 6 (31.58%) 5. extensive listening makes me more confident when i communicate with other people in english. 0 2 (10.53%) 10 (52.63%) 7 (36.84%) 6. i know various english accents through extensive listening activities. 0 2 (10.53%) 9 (47.37%) 8 (42.10%) table 3 shows that the majority of the students both agree and even strongly agree that they could take some advantages from doing extensive listening activities. this asserted that the students believe that el is a fun and meaningful activity to develop english listening skills. more than 95% of the students stated that el helps them realize that learning listening is meaningful. furthermore, all of the students believed that el can develop their english vocabulary and listening fluency showed by the data about their agreement that they could understand what other people are saying better after they did el activities for 25 weeks. in addition, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 1, april 2020 pp 95-106 doi: 10.31002/metathesis.v4i1.2296 p-issn: 2580-2712 e-issn: 2580-2720 103 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the students can be exposed to various english accents through el activities. it implies that el can potentially raise students’ awareness of world englishes. as a result, el not only makes them more confident when they use english to communicate with other people but also will raise understanding between interlocutors because they appreciate others’ type of english. the data taken from the open-ended questions which pointed out more on the variety of accents and vocabulary development confirmed those findings. student 1: “we can understand what people are saying even though we have different accents. we can also learn to understand fast. we can improve vocabulary by listening”. student 2: “by doing so (el), i was able to understand the different accents of english. it also helps me to learn new vocabulary.” student 12: “extensive listening develops memory by helping me in not only listening just an audio to experience video of people talking in which i learned a lot by visualizing the talks. also, the redoing of the dialogues listening to it again and again helps me develop in knowing where i got wrong and correct myself.” based on what student 12 stated, it is revealed that el promotes students’ autonomy where they can have listening practice independently and also do a selfreflection regarding their practice. thus, it is again confirmed that when students are doing el activity, they listen to the listening input for pleasure but it is still meaningful (renandya & farrell, 2011). furthermore, it confirms the results of previous research investigating el (chang & millett, 2014; chang et al., 2018; lee & cha, 2017; mahmudah, 2015; fauzanna, 2017; saputra & fatimah, 2018; setyowati & kuswahono, 2018; takaesu, 2013) that extensive listening offers many benefits for students’ listening development. the findings of this study implied that generally the students felt satisfied with the implementation of the extensive listening program. in addition, many students were aware of their need to improve their listening fluency outside the classroom through extensive listening activities. furthermore, extensive listening serves a fun yet meaningful activity which then makes it worth doing. as several students stated that doing el one time per week was not enough, the current el program needs improvement. a language teacher could encourage the students to do el more often without giving too much burden on them. conclusion and suggestions while listening skills could still be a “cinderella skill” in english as a second or foreign language classrooms, extensive listening provides a room for teaching and learning listening. extensive listening provides fun yet meaningful activities for students. in addition, extensive listening facilitates students to improve their listening fluency, increase their vocabulary, and expose them to various english https://creativecommons.org/licenses/by-sa/4.0/ nugroho eap students’ perceptions of extensive listening 104 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) accents. in addition, they will be more confident to speak up with others in english as their english, especially listening skills, develops. there are many resources to practice el. ted talks can be used as one promising resource of extensive listening because it provides authentic input spoken by inspiring speakers who deliver interesting topics which can increase students’ general knowledge. the students believe that listening to ted talks videos can make their lives better. thus, using ted talks for el does not only develop students’ listening skills but also develop their life skills. all in all, extensive listening serves many benefits for language learners and it gives a more fun yet meaningful room for listening skills teaching and learning. this study revealed the students’ perceptions of an extensive listening program that they generally had positive perceptions about el. however, the results of this study cannot be used to generalize the usefulness of implementing el in an eap class although they confirm both the theories of el and previous studies’ findings. therefore, further empirical studies investigating more convincing influences of el towards the students’ listening fluency and involving more participants are needed. employing an experimental study to know to what extent el develops students’ listening fluency could be worth doing. in addition, future researchers can conduct research on how el can potentially raise students’ awareness of different types of english (world englishes). acknowledgments this research was fully funded by pelita harapan university with a research proposal number: p-012-fon/vi/2018. references anggraeni, c. w., & indriani, l. 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(2008). starting extensive listening. the journal of the jalt extensive reading, 1(1), 7–9. wulanjani, a. n. (2019). metacognitive strategies used by efl listeners : a student need analysis in developing listening tasks. metathesis: journal of english language literature and teaching, 3(1), 60–69. https://doi.org/10.31002/metathesis.v3i1.1316 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 193-204 doi: 10.31002/metathesis.v4i2.2703 p-issn: 2580-2712 e-issn: 2580-2720 193 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the discrepancy of meaning: a study of a guardian angel’s existence in “deus ex machina” harfiyah widiawati1, aris masruri harahap2*, lambok hermanto sihombing3 1 pusat kajian daerah dan anggaran, sekjen dpd republik indonesia 2,3 president university 1 jl. jend. gatot subroto, gedung setjen dan bk dpr ri, lt. 6, ruang 602, jakarta, indonesia 2,3 jababeka education park, jl. ki hajar dewantara, cikarang utara, bekasi, jawa barat, indonesia 1hwidiawati@gmail.com, 2aris.harahap@gmail.com*, 3lambok@president.ac.id *corresponding author received: 30 june 2020 revised: 16 october 2020 accepted: 16 october 2020 published: 19 october 2020 abstract the theme of a guardian angel has always become cryptic discussion among scholars, for as god, she is beyond our empirical grasp. hari kunzru is one of the writers who broach this subject in his work entitled “deus ex machina”. in the short story, the guardian angel acts as the icharacter of the story as well as the i-narrator of the story. by using theories on textual deconstruction and existentialism, we discuss and analyze the guardian angel’s raison d’etre (reason to be) and significance through her functions as the narrator and also the i-character in the narration of “deus ex machina” story. from the analysis, we could draw three conclusions which relate raison d’etre (reason to be) and the significance of the guardian angel to the other characters within the story and with her readers outside the story. keywords: guardian angel, deconstruction, discrepancy, hyperreality, existentialism introduction the theme of a guardian angel has always become cryptic discussion among scholars, for like god, she is beyond our empirical grasp. many writings contemplate on the theme, wrap it in terms of existence or in its lower level of pragmatics. such theme appeared in greek classical tragedies eumenides written by aeschylus and also in alcestis by euripides. in both works, the divine intervenes and influences the ending of the stories by helping the protagonist(s). euripides was known widely as playwright who used a machine to carry actors, lowering or rising the actors, to “get https://creativecommons.org/licenses/by-sa/4.0/ mailto:hwidiawati@gmail.com mailto:aris.harahap@gmail.com* widiawati, harahap, sihombing the discrepancy of meaning: a study of a guardian angel’s existence in “deus ex machina” 194 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the hero out of difficulties or untangle the plot” (cuddon, 2012). the use of such machine is known as deus ex machina or the god out of the machine. it is very interesting that hari kunzru (1999) uses the term for his short story’s title “deus ex machina”. unlike the divine characters in greek classical theaters which uses a machine to rise and lower, the divine characters in kunzru’s realm uses digital space to show her signification within the story. it is as if it is adapting to the world these days. like the divine in the greek classical works, kunzru’s also intervenes the life of human characters in the story. the intervention, according to modern scholars, is ironic and point out the absurdity and the unrealisticness of tragedy by implementing a random and proper ending to the events (johnston, 2016). wolfreys, et al (2014) even said that some readers may find the use of such technique in writing shows ‘a lack of writerly skills’. however, such opinion may not be true for the short story of “deus ex machina” by kunzru. this is because the guardian angel appears not only at the end of the story but throughout the story. the dot is connected since the very beginning of the story as the angel signifies herself not only as a character in the story but also as the narrator. every scene is well related to one and another. since einstein introduced his theory of relativism, the world is reduced to particles, complexly related to each other: there is void leading to the infinitude. as a result, as has been proposed by derrida (1988), the chain of signification has no archae (beginning) as well as telos (end), the only thing exists is relativism which very much depends on our stand point. based on this ground, we assert a proposition that the text of “deus ex machina” contains in itself contradictory signification. the short story “deus ex machina” which as a text has its own realist form— consists of letters arranged in words, sentences, and paragraphs—immediately construct some limits due to its arrangement of signs, of realist form. the boundaries established by the text are by deconstruction seen intercrossed to each other. however, it is this discrepancy that builds the existence of the text. one of the discrepancies discussed in this writing is the discrepancy of a guardian angel’s existence. in the “deus ex machina”, the guardian angel acts as the narrator. this, of course, makes the story more interesting—such point of view from the angle of an angel is always fascinated: anything, whose narration borrows the perspective of that other than human, always is—for it presents the problem of how the angel perceives herself and people in the world of narration that she builds, and also in the bigger world created by her narration: the multi-interpretative world of meaning (in the narrative frame of work the guardian angel acts as the i-character of the story as well as the i-narrator of the story, the story teller who is, of course, subjective). method in this article, we use textual deconstruction and existentialism to understand and to analyze the narration of the “deus ex machina”. in a broad sense, deconstruction which owes very much to jacques derrida, means a particular kind of reading critically and therefore a method of criticism (cuddon, 2012). derrida in of grammatology, shows that anything can be a text and it can be read as saying https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 193-204 doi: 10.31002/metathesis.v4i2.2703 p-issn: 2580-2712 e-issn: 2580-2720 195 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) something quite different from what it denotatively saying. in other words, the text could have various meanings even one that is contradictive than it might seem. the works of theorists e.g. jacques derrida, jean paul sartre, catherine belsey, and julia kristeva which discuss the significant of this method play important roles in our analysis of “deus ex machina”. their works help us analyze the boundaries established by the text which intercross to each other. we decided to use deconstruction method because, in a broad sense, it helps us to … locate the point of contradictions within the text, the point at which it transgresses the limits within which it is constructed, breaks free of the constraints imposed by its own realist form (belsey, 1986, p. 362). based on the above proposition, therefore, we think deconstruction method is suitable to be used to analyze texts like “deus ex machina”. the textual construction of the short story is in itself full of contradictions and its characters’ identities formed through the signification chains which are ambiguous and contradictory to each other. by using this method, in the beginning of our research, we are aware of the narrative frame of work the guardian angel who acts as the i-character of the story as well as the i-narrator of the story play the central part in “deus ex machina”. therefore, in the later stage of our research, we use existentialism theory to discuss and analyze the guardian angel’s raison d’etre (reason to be) and significance through her functions as the narrator and also as the i-character in the narration of “deus ex machina” story. the phrase raison d’etre indicates everything related to reason and being, that is the essence of the guardian angel in terms of its “cause, purpose, direction, necessity, justification, meaning and mission” (derrida, 1986, p. 321). through the use of the phrase, we are enforced to examine the causal—as well as diachronic—inquiry of the text’s definitive boundaries concerning the guardian angel. the next part of this article shows our analysis using the methods to the guardian angel’s functions as the narrator and the main character in the story towards other characters in the story and readers outside the story. findings and discussion the guardian angel as a character in “deus ex machina” when we talk about the position of the angel in the text, narration becomes a significant point because it is through narration that she constructs herself as “subject” which at the same time, her narration also posit herself as an object (as is typical in deconstructive text). it is this subject position that accommodates the existence of the guardian angel in order to be accessible for her narratees and readers. in the beginning of “deus ex machina” story, a guardian angel is described as an abstract entity, inaccessible, and beyond grasp. it is only through writing that she can be defined and can be subjected. just like god who should humble and subject himself through the form of words in order to be accessible for human, an angel then should also humble herself, taking the position of the i in the story, in order to https://creativecommons.org/licenses/by-sa/4.0/ widiawati, harahap, sihombing the discrepancy of meaning: a study of a guardian angel’s existence in “deus ex machina” 196 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) be accessible and become the subject of discussion. once the guardian angel describes herself and when she refers herself as the i in the story, immediately there is an identity built through the consciousness of signification. in other words, “… a definite subject is present as soon as there is consciousness of signification” (kristeva, 1992, p. 1163). interestingly, belsey (1986) has her own postulation regarding such signification. the identities formed through the signification chains are ambiguous and contradictory to each other. talking about the identities of a guardian angel, we have to also talk about raison d’etre (reason to be) of the angel. in the beginning of her narration, the guardian angel attempts to define herself by displaying definitions made by people: people say that everyone has a guardian angel. i don’t object to that. it is the way they say it. the way they use it as a synonym for luck, or some other chance process. i find it demeaning to be reduced to a metaphor. however, given that literal manifestation, spectacular miracles and all the rest of it have been banned since the age of reason, what can i do? (kunzru, 1999, p. 416) the above quotation indicates that a guardian angel is often used as a metaphor that signifies luck or second chance. a guardian angel, hence, is identical with the “administrator” of good things. although she doesn’t like her reduction into mere metaphor, she is enforced to accept it since she can only be through the manifestation of words. in other words, her existence must be in the form of metaphor, she is substituted by the words like “luck”, “chance process”, “deva”, “household god”, “tree-spirit”, “fetish” and even “pooka” or “leprechaun” which according to the angel does convey some aspect of what she does. it is the substitution that makes her present and exist. presence is thus signified by the absence of the guardian angel as an essence. on the essence of a guardian angel, the narrator is himself giving a definition, “i am immaterial, powerful, and quite hands on in my approach” (kunzru, 1999, p. 416). what we are referring to as essence is the immaterial existence, that is the “i” as it is as opposed to the “i” as it is perceived. the text “deus ex machina” presents the guardian angel in the manner people perceive it, the presence of “i” as it is perceived, then, replaces the presence of “i” as it is. based on sartre’s (1999) idea, the meaning of existence is the construction of relations perceived by a subject. the universe exists when man is willing and able to perceive it. when man ceases to perceive it, the universe will sink back until a consciousness wake it up from the sinking. furthermore, when the universe ceases to be perceived what will be annihilated is not the universe itself, but the existence of man. when man ceases to perceive the universe, then he ceases to be a subject, and he will be annihilated together with the annihilation of his existence. if we apply this concept to “deus ex machina” then the guardian angel is becoming because she is perceived by other people, by man. it is clear, therefore, why she needs to provide some references from certain scripts. otto of vaucluse, in his liber argentum, describes my particular host as “somewhere below the archangel but still in the major https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 193-204 doi: 10.31002/metathesis.v4i2.2703 p-issn: 2580-2712 e-issn: 2580-2720 197 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) dispensation league’. athanasius hermeticus, the sage of dresden, was granted a vision of the whole lot of us while he lay prostrate one day in his cell … the anonymous thirteenth-century magister of mendacia lingua, author of the dictum sapientiae, gives my actual name, which i am not currently at liberty to reveal (kunzru, 1999, p. 417). the above references mentioned by the angel act as if to validate her existence. such references enable her to be “present” in the world of narration, because they indicate that she can be accessed by the objects in her narration: other characters in the same narrative frame. the problem of presence and absence will become more complicated when we start to relate it with the raison (reason) which causes the etré (presence). one of the roles and functions of the guardian angel is to protect a girl named christina. so, i looked after christina. just christina. i find my purpose in the vast, almost luminous love i bear for her, a love which is, in its turn, just a reflection of the same implausibly humungous love which god bears for her as he bears for every living thing (kunzru, 1999, p. 418). by looking after christina, by giving her love, the guardian angel reflects the love of god. essentially, the existence of the guardian angel engenders on a mission, that is to give service for the people she is guarding. [people] get excellent service. and there is a logical method to the assignment of angels. however, it is the deity’s method, and manifesting his filing system is something god is particularly averse to doing (kunzru, 1999, p. 418). there is a particular method to “assign” the guardian angel, and not only that, the guardian angel herself has a particular method to run her duty. in christina’s case, for example, the narrator is obliged to help her in preserving her life, to prevent her from doing suicide. in accomplishing her duty, the angel—narrator—manifests herself by utilizing the help of the other “omnipotence”: the machine (computer). this is, in our opinion, what foreground the creation of the title “deus ex machina”. in latin the word deus literary means god, while the word machina is the latin root of english ‘machine’. in can be inferred thus that deus ex machina literary means god in machine. the phrase deus ex machina has often been used by philosophers like aristotle (1986) in his “poetics” and horace (1986) in his “art of poetry” to refer to god and the divine from the ideal world, from whom man derives his knowledge and truth. it is previously believed that the deus ex machina often intervenes in the unrevealing of the plot and in the events of the drama. the utilization of machine, in this case computer, in the narration is significant because it deals with topics—cyber space, transcendentalism, reality, and of course, identity—that will build the discrepancy of meaning, the core of our analysis. https://creativecommons.org/licenses/by-sa/4.0/ widiawati, harahap, sihombing the discrepancy of meaning: a study of a guardian angel’s existence in “deus ex machina” 198 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the utilization of computers by the guardian angel is made possible by the crisis undergone by christina. it is told that christina was just dumped by her boyfriend— robert, a poet—and is trying to suicide in her friend’s apartment by drinking overdosed pills. from the very beginning, christina is described as having problems with her existence; she is always lack of self-confident and always deals with wrong persons. [christina] spends most of her day doubting, racking herself with worry over her talent, her looks, her future prospects. recently she has been racking herself over her relationship with a man called robert, who is worthless and has made her very unhappy (kunzru, 1999, p. 419). from the quotation above, it is clear that the guardian angel keeps her eyes on christina. she knows exactly how christina feels about something and also about her unhappy relationship. to look after christina, it is through the utilization of computers, the guardian angel is able to show her signification as a character in the story. therefore, the angel can present herself as “i” as it is in the story. in other words, by utilizing the computers, the angel is able to make herself presents as an angel character who looks after christina, a human character. the guardian angel as a narrator in “deus ex machina” the narration does not tell us whether the angel has taken part in christina’s development to be the person she is to be, since most of the narration is about the present time. in narrating the story, the narrator mostly uses present tense, sometimes even in future tense. she is only using past tense when she refers to past event, indicating her involvement only as a passive observer. however, when she speaks of christina who is swallowing halcyon pills, she indicates her involvement. this shows that she is waiting for the right moment to come into christina’s life. in performing her duty, that is to give helps, the angel must firstly make herself comprehensible, make herself more sensible than a miracle. she must cleverly arrange all the assistance. it is then that she restricts herself to moving things not larger than electrons. in this world of advanced and technical culture, people hardly believe in miracles, thus it is the duty of the angel to help them through the aesthetics play of semiconductor-base. one thing that can be the medium is a personal computer (pc). in the modern world, pc is the real center of “supernatural” activity. by a bit operation of algorithm calculation here and there, the angel manages to alter zero digits into one and one digits into zero. the result is she successfully “brings” a property agent and a buyer candidate to the flat which eventually helps christina avoiding her death. the utilization of machine by the narrator (who is also the guardian angel) is important because it enables the angel to be present but also keeps the angel being transcendent at the same time. the cyber space, which piliang (1999) defines as a space created digitally in the form of bites of information which produces experiences of hallucination, helps the angel to do so. the use of the cyber space also enables the process of divinity-like which eliminates the earthly traces https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 193-204 doi: 10.31002/metathesis.v4i2.2703 p-issn: 2580-2712 e-issn: 2580-2720 199 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) (slouka, 1995, p. 66). it means that in cyber space, the material bases have been destroyed and are no longer significant: a subject can alter identity, anytime, anywhere; reality loses its meaning; the boundaries of space have been terminated, and so have the community. the guardian angel with all her raison d’étre must be present to help christina, but her essence prohibits her from having a bodily presence, from having material existence. she must keep being immaterial and transcendent. she must be present but her presence must not be “real” for christina. cyber space, in this case, gives a solution. in cyber space, nothing is real, “reality is only a customization, a way of thinking. everything is nothing but information” (slouka, 1995, p. 61). in “deus ex machina”, suzie, the property agent does not question the “slight change” done by the angel to her digital agenda, and neither does yukio, the prospective flat buyer whose personal digital organizer has been also changed. they might not realize of the “slight change,” they fully trust the information appeared on their monitor screen. if only they trust their memory better, they might be aware of something odd. suzie and yukio propitiate their machines, asking for faulttolerance, viral absence and continued bug-free living and working. when dealing with the divine, human fallibility is thrown into sharp relief, so neither of the two has thought to question whether their computer has ‘got it right’. they just obeyed (kunzru, 1999, p. 423). for those who live in digital culture, as are other cyberists, what appears on the screen is what is real, even though it is the illusive appearance of the artificial world. the countenance of the world, for the cyberists, turns into mere appearances on the screen. on the total and simultaneous change of the world’s (and also culture’s) appearance and countenance, baudrillard (1983) categorizes it into three stages, that are (1) counterfeit, marked by the free production of sign, fashion, model which replace the repressive and hegemonic signification system of caste or clan, (2) production, marked by the automatization of production and universalism of values, and (3) simulation, marked by the controls of codes, a phase which is dominated by reproduction of artificial reality—hyper-reality. the reality appeared in “deus ex machina” has already been in baudrillard’s third phase, i.e. simulation, where reality is controlled by codes. according to piliang (1999), the world of simulative appearance is marked by the confusion, abusive use, and piracy of signs in representation and language. the abusive use and piracy of signs in the narration is done by the guardian angel. i altered the charge of half a dozen selected spots on a tiny sliver of treated silicon in the central processor unit of a pc which sits on the desk … my little nudge set off, domino-like, a cascade of instructions that made a single minor alteration to suzie’s diary software. this morning, she arrived at work to find that an appointment she remembered as being for mid-afternoon was in fact scheduled for early morning. she found she would have to stay late https://creativecommons.org/licenses/by-sa/4.0/ widiawati, harahap, sihombing the discrepancy of meaning: a study of a guardian angel’s existence in “deus ex machina” 200 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) at work and show mr. [yukio] harakami the flat at seven tonight (kunzru, 1999, p. 423). this concept of the piracy of signs done by the angel in order to alter suzie’s memory reminds us of the concept of deconstruction which basically also destroy signs. slouka (1995) states that the focus of deconstruction is the unreliability of language, the uncertainty of text. the information system that builds the digital language and signs in computers, as described in “deus ex machina,” can be altered into unreliable and uncertain signs. in this case “cyber space has made possible the marriage between deconstruction and computer technology. if the deconstructionist has the theory, the cyberist has the machine. the cyberist’s machine can be seen as applied deconstruction. “deus ex machina” with all its reference to machine (as suggested by the title) offers an application of deconstruction of a guardian angle’s existence. as a narrator in “deus ex machina”, the angel firstly shows her signification through words describing what a guardian angel as perceived by people. she also provides references to various old scripts like liber argentum which describes her host as “somewhere below the archangel but still in the major dispensation league”. the identity of the guardian angel perceived by the people and also the old scripts signifies her present in the story. however, with all her raison d’étre, her essence prohibits her from having a bodily presence or having material existence. she must keep being immaterial and transcendent to perform her duty. she must cleverly arrange all the assistance. it is then that she restricts herself to moving things not larger than electrons. therefore, the utilization of computers in the story by the narrator is important because it enables the angel to be present but also keeps the angel being transcendent at the same time. the discrepancy of the guardian angel’s existence the title “deus ex machina” has a significant role, not only referring to its literal meaning as has been explained above, but also to its archaic meaning. it can be interpreted that the title refers also to the mechanical method in which the angel manages to turn difficult situation into beneficial medium for her existence. what she does to make herself exist are so technical and methodic that she plays as the deus ex machina in aristotelian and horacian concept: she is the god that always intervenes with the plot and internal events of the story; she technically goes into the machine. the text “deus ex machina,” in its bigger narrative frame, can be examined by using deconstruction method. therefore, we will perceive the text as already complete and self-sufficient, since it is as if the urge of every entity in the text to be present to itself in a way that makes it self-confirming, and self-sufficient (fowler, 1987, p. 54). every entity in the text, one of which is the guardian angel, will make herself self-confirming and self-sufficient, in this case the angel will reinforce her existence. while she is reinforcing her existence, she manifests herself through the story-telling process—where she becomes the narrator and at the same time the subject of the story—and also through the helps she gives to christina. to make it clearer, please look at the chart of story-frame below to differentiate the position of the guardian angel in different layer or frame. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 193-204 doi: 10.31002/metathesis.v4i2.2703 p-issn: 2580-2712 e-issn: 2580-2720 201 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) in this article, we only discuss the second and the third frame. the first frame is not discussed because it does not involve the guardian angel. in the second frame, the angel becomes a narrator who—as discussed previously—attempts to manifest herself through her narration. her narration makes her exist: the entire story is hers. she becomes the subject because she creates a world, the story of her existence. to become subject, she must be dominant and becomes the center of the story. therefore, she must degrade other centers to the periphery. it is understandable then why in the story she puts christina as an object that is christina becomes the medium through which the angel can manifest her existence (she exists because she helps christina). during the narration christina is always marginalized, never given portion to talk on her own manner. christina always appears through the angel’s description. in other words, the angel always does the dubbing for christina. the building of the text through such a narrative technique, of course, denies christina’s existence. however, as it is unique in deconstruction approach, “the language will also carry traces of its repressed other, of the un-thought” (fowler, 1987, p. 55). in “deus ex machina”, the traces of the repressed, in this case christina, also appear. even though the narration seems to deny the voice of christina and otherwise strengthens the angel’s existence through her “dubbing”, interestingly, the narration also shows how fragile the existence built by the angel is. the angel’s existence is very much dependent on the presence of christina who has been made absent through the “dubbing” process. however eager the angel marginalizes christina in her narration, the text has to still carry and mention christina’s name. if there were no christina that should be guarded, the angel would not be a guardian angel, and she would not have a story to tell. such tracing shows that the text created by the narration builds transgressed meanings. there is contradiction that shadows the text’s coherence and expresses the force of a desire, and there is an attempt of undermining from within (fowler, 1987, p. 55). on the third frame, the guardian angel functions as a character in the story. she plays as a character who has the ability to change someone’s life through the alteration of computer’s digits. by focusing on the utilization of computer we are led notice to the guardian angel’s power. through her ability to manipulate algorithm data, the angel can obscure the meaning of reality. here, the meaning https://creativecommons.org/licenses/by-sa/4.0/ widiawati, harahap, sihombing the discrepancy of meaning: a study of a guardian angel’s existence in “deus ex machina” 202 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) between what’s real and what’s unreal transgresses each other. while the narration makes the angel real, her transcendence makes her unreal. this is where the discrepancy of angel’s existence lies. according to shelden and widdowson (1993), “[p]eople desire a center because it guarantees being as presence” (p. 144). therefore, in discussing the discrepancy of angel’s existence, we have to determine the center of the situation to be aware what presents in the text. by centering the story to what is real, then what is real— in the third frame, that is the layer of the narration—is christina’s existence. this is, of course, based on the definition that the real is visible, made of flesh and blood. on the contrary, the guardian angel is unreal for she is immaterial. however, according to derrida in culler (2007), “[t]he real supervenes is added only in taking meaning from a trace or an invocation of supplements” (p. 106). thus, the real is only the substantial signification, marked by the presence of its supplement, i.e. the unreal. therefore, we can say “deus ex machina” deconstructs the material meaning of the real into another complex form of the real. in the narration, the center of the real shifts from christina to the angel. this can be seen from the “disappearance” of christina: even though she is “real” but she is also inaccessible, and can only be present through the narration (the dubbing) of the angel. by centering on the angel, we can perceive that the “real”-ity is substituted by the supplement of machine and other’s presence. through the computer and the cyber space created, the angel builds her reality. even though the reality is, adopting baudrillard’s term, hyperreality, still the angel is present. we cannot say that the helps she gives to christina is unreal. the ending of the story indicates the saving of christina, and that means—if the narration is reliable—through whichever medium the existence is, something is “present” to guard christina. even though, in the ending of the story, the ones who present are suzie and yukio, their presence represents the presence of the guardian angel. that yukio represents the angel is clearly seen from this quotation: i hope [yukio] realizes he is a lucky man. he is being given an opportunity. his face will be the first thing christina sees when she wakes up. to her, it will look like the face of an angel (kunzru, 1999, p. 426). referring to the last sentence of the quotation above, yukio’s face is seen by christina as the face of an angel. in this case, yukio is christina’s “guardian angel”. his presence represents the presence of the “real” guardian angel. in other words, yukio is the supplement that substitutes the angel. in this frame of mind, the border of the real and unreal is obscure. as stated by slouka (1995), “meanings are temporary, a text is only a subversion of itself” (p. 67). no matter how hard the angel attempts to be present and makes herself real, she is still bodiless and immaterial. however real her helps are that she can save christina, the angel is still unreal and inaccessible by christina. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 193-204 doi: 10.31002/metathesis.v4i2.2703 p-issn: 2580-2712 e-issn: 2580-2720 203 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) conclusion in conclusion, there are three things, at least, that we can draw from our analysis above which relate raison d’etre (reason to be) and the significance of the guardian angel with the other characters within the story and with her readers outside the story. first, the angel’s existence is real as both a narrator and a character in “deus ex machina”. therefore, the angel’s narration is real for her narratees and for her readers as well. second, the angel is also real as “i” as it is perceived by the people or other characters in the story and as “i” as it is in the story. however, these “realities” will not be possible unless someone functions to be guarded by the socalled guardian angel. this situation then leads to the third conclusion. third, although the angel has the ability to change someone’s life and can even marginalize christina’s position in her narration, her existence will never be central and has no significance within the realm of “des ex machina” without christina’s existence and her function as someone to be guarded. in other words, without such conditions, the so-called guardian angel has no reason to exist (raison d’etre) because she would not have someone to be guarded and then there would be no story to tell. this leads us back what has been stated in the beginning of this article that the chain of signification has no archae (beginning) as well as telos (end) and that the boundaries established by the text intercross to each other. however, it is this discrepancy that builds the existence of the text; the discrepancy of meaning of the guardian angel’s existence. references aristotle. (1986). poetics. in r. davis, & r. scheifer (eds.), contemporary literary criticism. new york: longman. baudrillard, j. (1983). simulation. new york: semiotext(e). belsey, c. (1986). constructing the subject: deconstructing the text. in r. davis, & r. scheifer (eds.), contemporary literary criticism. new york: longman. cuddon, j. a. (2012). a dictionary of literary terms and literary theory (fifth ed.). new jersey: wiley-blackwell. culler, j. (2007). on deconstruction: theory and criticism after structuralism. new york: cornel university press. derrida, j. (1986). the principle of reason: the university in the eyes of its pupils. in r. davis, & r. scheifer (eds.), contemporary literary criticism. new york: longman. derrida, j. (1988). of grammatology. baltimore: john hopkins university press. fowler, r. (1987). a dictionary of modern critical terms. new york: routledge & kegan paul. https://creativecommons.org/licenses/by-sa/4.0/ widiawati, harahap, sihombing the discrepancy of meaning: a study of a guardian angel’s existence in “deus ex machina” 204 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) horace. (1986). art of poetry. in r. davis, & r. scheifer (eds.), contemporary literary criticism. new york: longman. johnston, p. (2016). isn’t it ironic?: euripides’ deus ex machina in its literaryhistorical context. auckland: the university of auckland. kristeva, j. (1992). from one identity to another. in h. adams (ed.), critical theory since plato. orlando: harcourt brace javanovich college publisher. kunzru, h. (1999). deus ex machina. in t. fischer, & l. norfolk (eds.), new writing 8. london: vintage & british council. piliang, y. (1999). sebuah dunia yang dilipat. bandung: mizan pustaka. sartre, j. p. (1999). why write. in h. adams (ed.), critical theory since plato. orlando: harcourt brace javanovich college publisher. shelden, r., & widdowson, p. (1993). a reader's guide to contemporary literary theory. lexington: the university press of kentucky. slouka, m. (1995). ruang yang hilang. bandung: mizan pustaka. wolfreys, j., womack, k., & robbins, r. (2014). key concepts in literary theory. edinburgh: edinburgh university press. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, oktober 2021 pp 140-154 doi: 10.31002/metathesis.v5i2.3582 p-issn: 2580-2712 e-issn: 2580-2720 140 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) personal and social deixis as a political campaign strategy used in donald trump’s rally johan tobias kristiano universitas sanata dharma jalan affandi tromol pos 29, mrican, catur tunggal, depok, caturtunggal, kec. depok, kabupaten sleman, daerah istimewa yogyakarta 55002 johan.tobi@gmail.com* *corresponding author received: 29 january 2021 revised: 26 august 2021 accepted: 26 august 2021 published: 20 october 2021 abstract the use of personal and social deixis often has a crucial role in political speeches. this study investigated how personal deixis was used as a strategy to get other people’s support in donald trump’s presidential campaign speech. the object of the study was trump’s speech in his presidential rally on october 10, 2020, and the data were the personal and social deixis in the speech. the occurrences of deixis were counted to reveal the parties to whom trump gave his attention, and an analysis of the words used was conducted to see trump’s attitudes toward the parties addressed by the deixis. the study revealed that trump used personal deixis more than social deixis. there were five big parties to which he gave his attention using the deixis: the audience, trump himself, the usa and its people, his opponents, and his party and government. using the deixis, trump also showed a positive attitude to his side and a negative attitude to the opponents. his use of personal and social deixis was also used as a campaign strategy. the deixis created inclusiveness, positioned trump in different roles, showed support from several american communities, and influenced the audience’s attitude toward trump’s opponents. keywords: deixis, donald trump, personal deixis, political campaign, social deixis introduction in many countries, political campaign or rally is a common event which is conducted before an election. through campaign speeches, candidates try to convince people by telling their plans and solutions for the people’s problems. the use of personal and https://creativecommons.org/licenses/by-sa/4.0/ kristiano personal and social deixis as a political campaign strategy used in donald trump’s rally 141 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) social deixis in the speeches could be crucial for convincing the people. for example, a candidate can create a feeling of inclusiveness in his speech through his choices of personal deixis. with inclusiveness, people might feel more appreciated and interested in supporting the candidate. the people’s perception toward the opposition can also be manipulated by how the candidate creates negative images using social deixis. therefore, the use of personal and social deixis in political campaign speech can be crucial and advantageous. this study aimed to investigate how donald trump used personal and social deixis in his presidential campaign on october 10, 2020. donald trump is often regarded as a controversial politician for his controversial speeches and ideas. there have been several studies examining how he uses deixis in his speeches. astuti (2019) analyzed how trump used personal deixis in his 2016 campaign speeches and found that i and we were used to promoting himself while they and she were employed to attack his opponents. meanwhile, retnowaty (2019) found that trump dominantly used personal deixis in his speech in the united nations general assembly. it could be concluded from the two studies that the use of personal deixis becomes one of donald trump’s strategies in delivering political speeches. the presence of social deixis, although it is not dominant in his speeches, might also bring impacts to the listener. therefore, the researcher was interested in examining how trump showed his attention toward the parties he mentioned in his campaign speech using personal and social deixis and used the deixis as a strategy to promote his positive image and show that he was better than his opponents. there are two questions raised from this background: (1) how was trump’s attention toward the parties he mentioned using personal and social deixis? and (2) how were personal and social deixis used as a campaign strategy in trump’s campaign speech? deixis and its use in political speeches in verbal communication, a speaker needs to make the hearer understand what he/she intends to say. it can be achieved by making a reference or referring, using linguistic forms to point to the object, individual, or the thing about which the speaker intends to discuss or do (carlson, 2006; cutting, 2002). the entity referred to in a reference is called referent, while the linguistic forms used to refer to the referent are referring expressions (cutting, 2002). culpeper and haugh (2014) state that there are three kinds of referring expressions, namely definite expression, anaphora, and deictic expression or deixis. they add that definite expressions are more semantic and deixis are more pragmatic, while anaphoric is between them (p. 15). deictic expression or deixis is described as a referring expression that points to a certain entity in relation to its context of utterance, whether or not the interlocutor could see the entity (akmajian et al., 2010; cutting, 2002). by using deictic expressions, a speaker projects their discourse and context position (deictic center) to the addressee and speaks from the addressee’s point of view (culpeper & haugh, 2014). the examples of deixis are i, you, it, this, those, etc. levinson (1991) further describes https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, oktober 2021 pp 140-154 doi: 10.31002/metathesis.v5i2.3582 p-issn: 2580-2712 e-issn: 2580-2720 142 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) deixis as how language grammaticalizes features of utterance context or speech event. thus, the presence of a context, the aspects of situations in which a speaker speaks, is essential for deixis (culpeper & haugh, 2014). with the involvement of context, deixis becomes the intersection point between linguistic structure and social setting (hanks, 2011). deixis can be divided into four categories based on what it refers to, namely personal deixis, spatial deixis, temporal deixis, and discourse deixis. this study focused only on the use of personal and social deixis in donald trump’s speech. personal deixis refers to deictic expressions which point to an individual(s) as the referent (cutting, 2002). its function in an utterance is to identify the individual roles in the speech event, such as a speaker/first person, a hearer/second person, and other/third person (culpeper & haugh, 2014; levinson, 2006). personal deixis is expressed by personal pronouns and possessive adjectives, such as i, you, we, they, she, my, etc. (cruse, 2006). it is important to note that third-person pronouns he and she are regarded as anaphoric expressions although they can be used deictically. then the use of we can be divided into two: it can be inclusive (+speaker, +addressee) or exclusive (+speaker, addressee, +aug/other individuals) (levinson, 2006). english personal deixis also carries grammatical distinctions: numbers, singular, and plural; genders, feminine, masculine, and neuter; and persons, first, second, and third (perkins, 1992). social deixis shows what and how is the relationship between the speaker and the referred party, including social status, roles, and the distance between them (hanks, 2011; levinson, 2006). besides social relationships, social deixis shows other social factors, settings, and formality (culpeper & haugh, 2014). the following table shows the type of social relationship markers. table 1. social relationship markers adapted from culpeper and haugh (2014) type examples relationship endearments darling, love, sweetie close relationship, family member, sexual partner, favorite person family (kinship) terms mum(my), dad(dy), ma, pa, granny family member familiarizers guys, mate, bro, dude solidarity between males first names tom, jack, or with the suffix –y/ -ie, e.g. jackie friends, family members, also possible for acquaintances title and surname mr./mrs. johnson, more distant relationship, formal, respectful honorifics sir, madam, ma’am formal, asymmetric relationship https://creativecommons.org/licenses/by-sa/4.0/ kristiano personal and social deixis as a political campaign strategy used in donald trump’s rally 143 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) other lazy, silly, boy, you reds, those who may concern, … depending on speaker’s creativity various the use of personal deixis in political speeches has been a popular topic to be studied, while social deixis seems less popular. putri and kurniawan (2015) analyzed how barack obama and mitt romney used personal deixis in their presidential campaign speeches. the research revealed that the two of them used personal deixis to promote themselves and criticize their opponents. personal deixis was also used to create a positive self-image in order to gain people’s support. khalifa (2018) found that donald trump used personal deixis differently in three speeches. in his inauguration speech, trump mostly used the second-person pronoun you and the inclusive plural pronoun we to appreciate the audiences and his supporters. then, he also used inclusive we to glorify his meeting with arab leaders in which he delivered a speech. the use of personal deixis in trump’s speech at the climate summit in paris was different as he used i and exclusive we frequently to create focus on himself, the usa, and the people of the usa. meanwhile, his use of social deixis was much less frequent, only to express respect and indicate the uniqueness of his audience when meeting the arab leaders. another study by retnowaty (2019) revealed that the use of personal deixis was more frequent than other deixis in donald trump’s speech in the un general assembly. he mostly used we to refer to the usa to portray himself as a part of usa society. lastly, astuti (2019) found that trump used personal deixis to promote himself and to attack his opponents in the 2016 election. the personal deixis i and we were used with a positive attitude to promote himself and create inclusiveness. trump also used she and they to attack his opponents, hillary clinton and her party. method this study analyzed the use of personal and social deixis in donald trump’s presidential rally on 10 october 2020. the object of the study was the full transcript of trump’s speech downloaded from www.rev.com, and it is around 2,800 words long. in the data collection, only personal and social deixis, including the anaphoric thirdperson pronouns, were taken to be analyzed. the deixis was then marked and categorized based on the word used and the party to which the deixis refers. the study used both quantitative and qualitative methods to answer the research questions. the numbers of deixis used to refer to the parties in donald trump’s speech were counted to reveal which party trump had most of his attention on. meanwhile, the qualitative analysis was employed to explain more about his attention toward the parties and how he used personal and social deixis as a political campaign strategy to gain support from the people. the analysis results are presented in the following section, starting with the tables from quantitative analysis followed by an explanation from the qualitative analysis. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, oktober 2021 pp 140-154 doi: 10.31002/metathesis.v5i2.3582 p-issn: 2580-2712 e-issn: 2580-2720 144 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) finding and discussion the analysis found that donald trump used a total of 365 personal and social deixis in his campaign. the majority of the deixis used were personal deixis with 309 words while only 56 words for the social deixis. these findings confirm retnowaty’s (2019) and khalifa’s (2018) findings that trump dominantly used personal deixis in his speeches. the following are the distributions of personal and social deixis based on the word used. table 2. personal deixis distribution no. expression total % 1 we, our, us 97 31.39 2 i, my, mine 71 22.98 3 you, your 66 21.36 4 they, their, them 55 17.80 5 he/she 15 4.85 6 everyone, everybody 4 1.29 7 somebody 1 0.32 total 309 100 table 3. social deixis distribution no. expression total % 1 other 29 51.79 2 name 12 21.43 3 people 11 19.64 4 title 3 5.36 5 title and name 1 1.79 total 56 100 it can be seen from table 2 that the variant of we (we, our, us) dominated the use of personal deixis in trump’s speech. it was followed by i variants (i, me, my) and you variants (you, your). meanwhile, the use of social deixis was dominated by the use of ‘other’ expressions. besides the number of deixis and the expression, the study also identified the parties mentioned and addressed in donald trump’s campaign speech. the parties were the audience/trump’s supporters, trump, trump’s opponents, trump’s party/government, the usa, and neutral others. both the parties mentioned and the expressions used were explored to see his attention toward the parties he addressed in his speech and how he used personal and social deixis as a campaign strategy. donald trump’s attention toward the parties he mentioned https://creativecommons.org/licenses/by-sa/4.0/ kristiano personal and social deixis as a political campaign strategy used in donald trump’s rally 145 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) six parties were addressed by the use of personal and social deixis in donald trump’s campaign speech, namely the audience/supporters, trump, the opponent, trump’s party/government, usa, and neutral others. the frequencies of deixis uttered to refer to those parties are shown in table 4. table 4. frequencies of the parties in trump’s speech no. party personal d. social d. total % 1 audience/supporters 86 86 23.56 2 trump 73 73 20 3 opponents 47 20 67 18.36 4 usa 46 21 67 18.36 5 trump's party and government 53 12 65 17.8 6 neutral others 4 3 7 1.92 total 309 56 365 100 trump seemed to have five parties as his main concerns in the campaign speech, with the audience receiving most of his attention. it could be seen from the gap between the percentages of the audience, the mostly addressed party, and trump’s party and government, which is fifth on the rank, that is below 6%. thus, it could be said that trump fairly shared his attention to these five parties. the use of deixis was different with the neutral parties who only got less than 2% of trump’s attention. in his campaign, the audience or his supporters was the party trump addressed most, therefore, they are the party that had the most of trump’s attention. the intention of giving the audience most of his attention seems understandable, as they are the party to whom the speech was delivered and who was expected to be influenced by the speech. this can be seen in the following excerpts. (1) i want you to know our nation’s going to defeat this terrible china virus … (2) we’re here today to deliver a united message to police officers … the word you in (1) was aimed at the audience who came to the location or watched the speech from somewhere else. in this sentence, trump was telling the audience his hope that the usa will be free from the covid-19 pandemic. meanwhile, the third-person pronoun we in (2) was also used to address the audience but it also included trump as a part of the group. the word we here is inclusive as it includes the notion of i and you (+speaker, +addressee). it brings the idea that all the people present at the campaign gave their support to police officers. from the examples, trump’s use of you and we to refer to the audience can be seen as carrying a positive attitude. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, oktober 2021 pp 140-154 doi: 10.31002/metathesis.v5i2.3582 p-issn: 2580-2712 e-issn: 2580-2720 146 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the second main attention was trump himself. here, trump focused on himself with three roles: as an individual, as a presidential candidate, as the current president of the usa. trump gave himself a positive attitude for all of the roles. he positioned himself as an individual when he thanked his supporters for their prayers when trump was hospitalized. it also happened when he complimented his supporter’s shirts as in the following excerpts. (3) i know you’ve been praying and i was in that hospital. (4) i want to put one of them on instead of a white shirt. i in both (3) and (4) refers to trump as an individual without his status as the president of the usa. then, it could be seen that this use of i is for more personal messages and thoughts rather than political messages. then, trump also positioned himself as a presidential candidate as in (5), and as the current president of the usa as in (6). (5) i think we have the support of every law enforcement group in this country practically. (6) i want to thank our law enforcement and i want to thank everybody in the community, … in (5), trump was speaking as a presidential candidate since the word we in the sentence referred to his party. hence, there was his status as a presidential candidate attached in i. in (6), however, trump used i for delivering a message as the president of the usa. he thanked the law enforcement and the people for their service and support during his reigning time. trump also put big attention on his opponents, which included joe biden, his party, and his supporters. he even did not hesitate to attack his opponents as can be seen in (7) and (8), indicating that he had a negative attitude toward his opponents. (7) we got to vote these people into oblivion, … (8) they’ve been vandalized and burned by left wing fanatics, total bad people. excerpts (7) and (8) show how trump had a negative attitude toward his opponents and he was not afraid to show his dislike toward them. in (7), the social deixis these people shows the distance that trump wanted to create between him and his opposition. while in (8), trump was even harsher by accusing and labeling his opponents’ supporters with strong words. from his choice of social deixis, it could be said that trump’s negative attitude to his opponents was close to hating. donald trump gave the usa the same amount of attention compared with his opponents. however, trump’s attention to the usa was positive by mostly showing support. the context of the usa in the speech was the usa as a whole country https://creativecommons.org/licenses/by-sa/4.0/ kristiano personal and social deixis as a political campaign strategy used in donald trump’s rally 147 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) including its people in general and smaller groups of community. these smaller groups were police officers, the black community, the hispanic community, and institutions that were funded by trump’s government. in his speech, trump showed his support to these groups. (9) it’s going to increase money coming into the black community, to the hispanic community, … (10) we’re here today to deliver a united message to police officers all across our great land that are american. the mentioning of black and hispanic communities was done to show that trump cared about these communities, the groups about which trump was believed to dislike. then, trump also included police officers as a part of the american people. the same went with our which refers to american people in general. trump’s fifth major concern was his party and government. he showed positivity to his party and government by showing their achievements and future goals. trump also mentioned that his vice-president had done a great job in taking the responsibilities. it is clear that trump tried to portray his party and government as the better side in the election. it can be observed in (11) and (12). (11) … if you look at what we’ve done with historically black colleges and universities, where we funded them, … (12) no, he did a great job because we’re in the side of right. the pronoun we in (11) and (12) is exclusive. it does not include trump and the audience but instead trump and his government. the pronoun was used to show off their achievements and beliefs. besides, the pronoun he was used to highlight trump’s vice president with the work he had accomplished during his time. apart from his opponents, trump showed a more positive attitude toward the other four big parties. it can be interpreted that most of his attention revolved around himself, his people, and the usa of which he positioned himself as a part and leader. however, there was a small party that was mentioned several times in trump’s campaign speech. this small party included ‘neutral others’ who were neither on trump’s side nor his opponents’ side. they were ‘people’ in a more general context. (13) … if you look at what we’ve done in healthcare, people don’t talk about it. (14) the people of our country and the whole world is watching, are seeing things now that they haven’t seen in this country for decades. excerpt (13) shows the use of the word people in a general context, not specified to trump’s supporters, opponents, or the people of the usa. while in excerpt (14), https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, oktober 2021 pp 140-154 doi: 10.31002/metathesis.v5i2.3582 p-issn: 2580-2712 e-issn: 2580-2720 148 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the pronoun they refers to the people of the usa and the whole world. it is another way to say ‘everyone’. as this party was not on his side nor the opponents’ side, trump’s attention toward neutral others was also neutral. he did not show support nor dislike toward them. to summarize, trump dominantly gave a positive attitude to the audience, himself, the usa, and his party and government. the most significant deixis for expressing a positive attitude in his speech was personal deixis, with the words we (both inclusive and exclusive), i, and you. the similar findings to khalifa’s (2018), astuti’s (2019), and retnowaty’s (2019) that we and i are often used by trump show that trump’s positive attention revolves around himself and the groups of which he considers himself a part. trump gave a negative attitude to his opponents whom he attacked in his speech. the negative attitude was mostly shown by the use of personal and offensive social deixis to create a negative image of the opposition. this finding supports astuti’s (2019) claim that trump used personal deixis to attack other presidential candidates. the use of personal and social deixis as a campaign strategy in trump’s speech the expressions used by donald trump to address or talk about the parties mentioned in his speech might have effects on the audience. as a presidential candidate, trump must convince the people to get their trust and support. the use of personal and social deixis might help him in convincing the people. this section discusses how trump used personal and social deixis as a campaign strategy. previously mentioned, personal deixis was more frequently used in trump’s speech than social deixis. table 5 shows how personal deictic expressions were used to address the parties whom trump mentioned. table 5. the distribution of personal deixis to the parties in trump’s speech no. expressions party aud./ sup. tr. tr’s party/ gov. opp. usa neu. total 1 we variants 20 49 28 97 2 i variants 71 71 3 you variants 63 3 66 4 they variants 2 36 14 3 55 5 he/she 2 2 11 15 7 everyone/ everybody 3 1 4 8 somebody 1 1 total 86 73 53 47 46 4 309 aud./sup. : audience/supporters opp. : opponents tr. : trump neu. : neutral others https://creativecommons.org/licenses/by-sa/4.0/ kristiano personal and social deixis as a political campaign strategy used in donald trump’s rally 149 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) tr’s party/gov. : trump’s party/government the word we had the highest frequency in trump’s speech. trump used we to refer to the audience, his party and government, and the usa, with the emphasis on his party and government. both exclusive and inclusive we were found in trump’s speech. the frequent use of we was similar to trump’s strategy in 2016 in which the pronoun was the second frequently used personal deixis in trump’s campaign speeches (astuti, 2019). with the word we, trump involved himself in delivering what his party wanted to achieve and what his government had done as in (11). the word we for referring to trump’s party and government is an exclusive we since it excluded the audience as the hearer when the speech was delivered (levinson, 2006). in referring to the usa, we variants were used to position trump as a part of the usa and to create inclusiveness between himself and the americans. furthermore, inclusive we was also used for addressing the audience to build a strong relationship with them hence, the audience would feel included in the speech so they might be interested in and convinced by trump’s campaign. the frequent use of we could be more beneficial when the audience could not distinguish the exclusive we and assumed that all of them are inclusive. trump used the singular first-person pronoun i and its variants (me and mine) to refer to himself as the speaker. the frequent use of i by trump was similar to what barack obama and mitt romney did in 2012 (putri & kurniawan, 2015) and trump himself in 2016 (astuti, 2019). trump positioned himself in three roles. as an individual, trump expressed more personal things, such as thanking his supporters for their support and complimenting the audience. then, he positioned himself as a presidential candidate in promoting himself and his party as in (5). trump also used i to show his role as the current president. the frequent use of the singular first-person pronoun in his speech is trump’s way to promote himself. the researcher agrees with khalifa (2018) that trump used the pronoun i to show his power and significance. in his campaign speech, he might want to be the center of attention with his achievements, his plans, and his as an individual as in (15). (15) i did that. i did that. i got that done. and i worked with a lot of people, but we got it done. you and its variants were mostly used to address the audience. the word you portrays a positive close relationship between trump and the audience. this shows that the speaker’s attitude affects the distance between the speaker and the referent of a personal marker (wilson, 1990). trump also used you to refer to the american police officers to whom trump gave his support. this strengthens the idea that you in the speech carried a positive attitude. the variants of they were used to refer to trump’s opponents, american people, neutral others, and trump’s government. most of the time, they were used to express a negative attitude toward trump’s opponents. not only did trump distance his https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, oktober 2021 pp 140-154 doi: 10.31002/metathesis.v5i2.3582 p-issn: 2580-2712 e-issn: 2580-2720 150 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) opponents from himself, but also the word they was used to distance them from trump’s audience to influence them to dislike the opponents. his strategy of using they was also done in the 2016 election (astuti, 2019). this finding is different from what putri and kurniawan (2015) found in barack obama and mitt romney’s campaign speeches in which they rarely mentioned their opponents back in the 2012 election. this shows that trump has a different campaign strategy and sees the election as a competition he must win. meanwhile, the attitude of they for referring to american people was much more positive. it was used to portray what american people felt during trump’s time as the president. they was also used in stating that trump’s government had worked excellently. in referring to neutral others, however, the attitude was not positive nor negative, or in other words, it was neutral. the positive use of they is different from what astuti (2019) found that in the previous election trump used they only for addressing his opponents. the current study’s findings show that they could also be employed to deliver a positive attitude. trump used the third-person pronoun he to address his rival and himself. besides using they to refer to his opponents, trump used he to talk about joe biden. it was the same strategy with his campaign speeches in 2016 when he used the singular thirdperson pronoun to refer to his competitor at that time (astuti, 2019). the attitude delivered by this use of he was also negative. trump influenced the audience by directly placing joe biden at a great distance from himself and the audience. meanwhile, it is interesting that donald trump also used he to refer to himself. in this case, trump expressed what his opponents would say about him related to the support from the law enforcement and about his belief in freedom as can be seen in (16). (16) then they’ll say, “he doesn’t believe in freedom.” by using their opponents’ point of view, donald trump wanted to influence the audience to disagree with his opponents’ thoughts. he wanted his supporters to distrust his opponents and instead believe in his idea. this strategy could be considered a direct attack on the opposition. there were also personal markers everyone, everybody, and somebody which were also used in donald trump’s speech. the words everyone and everybody were for addressing the audience and american people in general. the attitude delivered by the two expressions was positive since there is a sense of inclusiveness carried by these words. the attitude of somebody was arguably neutral since it was not used to point to a particular person. it did not have an exact referent in the speech. the social deixis found in trump’s campaign speech can be categorized into five groups. sorted by their frequencies in the speech, those are ‘other’ social deixis, proper names, people, title, and title and name. table 6 displays the distribution of the social deixis for referring to the parties addressed in the speech. table 6. the distribution of social deixis to the parties in trump’s speech https://creativecommons.org/licenses/by-sa/4.0/ kristiano personal and social deixis as a political campaign strategy used in donald trump’s rally 151 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) no. expressions party total aud./ sup. tr. tr’s party/ gov. opp. us neu. 1 ‘other’ 2 11 16 29 2 proper names 6 6 12 3 people 1 3 4 3 11 4 title 2 1 3 5 title and name 1 1 total 12 20 21 3 56 the social deixis in trump’s speech was dominated by the ‘other’ category, while the parties referred to the most by social deixis were the usa and trump’s opponents. the expressions from the ‘other’ category were employed for showing positive and negative attitudes. sixteen of the expressions were referring to the groups of american people, such as the incredible men and women of law enforcement, the black community, the hispanic community, and latino americans. trump mentioned these groups as he claimed that he had support from those groups and had paid attention to them during his reign. by doing so, he might expect that he would get more support. moreover, it was also his response to the racial and social problems in the usa in which those groups were involved. trump also used the phrases two really brilliant, smart young people to refer to two people who had helped him in the presidential campaign. this expression was certainly used to show trump’s appreciation toward them. on the other hand, the social deixis to refer to trump’s opponents were filled with a negative attitude. it was his strategy to degrade and create distrust toward his opponents. trump blatantly called his rival sleepy joe biden and referred to biden’s party as left wing politicians and radical socialists left. trump also labeled biden’s supporters as left wing fanatics and total bad people. these expressions are offensive and showed that trump was not afraid to attack his rival. the words also showed trump’s dislike and were utilized to influence the audience to have the same perception. the use of proper names, such as joe biden, kamala harris, and obama also indicated that trump was not afraid of those people. it also emphasized the rivalry between trump and his opponents. the use of the word people in trump’s speech could actually be included in the ‘other’ category. however, this analysis separated people from ‘other’ category to highlight its use for addressing several parties in trump’s speech. since there were several referents of people, trump needed to make sure that the contexts in the utterances must be clear to avoid ambiguity. in this case, the context of the utterance https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, oktober 2021 pp 140-154 doi: 10.31002/metathesis.v5i2.3582 p-issn: 2580-2712 e-issn: 2580-2720 152 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) is essential in pointing at an entity using a deictic expression (cutting, 2002). the word people was employed to refer to the american people, trump’s opponents, neutral others, and trump’s party. therefore, different attitudes, both positive, negative, and neutral, were also delivered by the word people depending on who the addressee was. the least used social deictic expressions were titles and titles followed by a name. the expressions used in trump’s speech included first lady, police officer, and senator tim scott. the use of titles as a social deictic expression shows a respectful and distant relationship between the speaker and the addressee (culpeper & haugh, 2014). from the expressions he used, trump showed his respect to those referred. it was the same when trump delivered a speech in front of arab leaders in which he used titles to show respect to the audience (khalifa, 2018). the distance created by the use of titles was to show a formal relationship although the parties referred might have a more personal and close relationship with trump. trump might need to make it formal since he was speaking on a formal occasion. several political campaign strategies could be inferred from how donald trump used personal and social deixis in his speech. first, he created inclusiveness with his audience and the usa people in general. he used inclusive we, everyone, and everybody to show he was a part of the people. by creating inclusiveness, it was expected that people would trust him and believe that what he said was for the sake of the usa. second, he often focused on himself by using the single first-person pronoun i and its variants. the purpose was to highlight himself with three roles, as an individual, the president of the usa, and a presidential candidate, to be the center of attention. it was also used to show his power and significance (khalifa, 2018). then, trump tried to show that he supported and had support from many people. it was done by mentioning several communities, such as the hispanic community, the black community, and law enforcement. lastly, trump tended to distance himself from and attack his opponents. he created a gap between him and his opponents mostly using personal deixis they. meanwhile, he also used harsh social deixis to attack and cause distrust toward the opponents. the negative attitude toward the opposition was his way to influence the people for not choosing the other candidate. conclusions this study found that donald trump used personal deixis much more frequently than social deixis. with the deixis, trump showed his attention mostly toward the audience himself, his opponents, the usa, and his party and government respectively. trump’s attitude toward those parties was shared relatively equal in quantity. from those parties, only his opponents got trump’s negative attitude. both personal and social deixis was used as a campaign strategy. the word we which dominated the use of personal deixis created inclusiveness in trump’s speech. trump also used the singular personal pronoun i to position himself in three roles, as an individual, presidential candidate, and the current president of the usa. related to his opponents, trump used the word they and he to directly point at his opponents and https://creativecommons.org/licenses/by-sa/4.0/ kristiano personal and social deixis as a political campaign strategy used in donald trump’s rally 153 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) create a distance between his side and the opponents. interestingly, trump also used the word he to refer to himself from the point of view of the opponents. trump also benefitted from the use of social deixis. in promoting himself and his party, trump used ‘other’ social deixis to address groups of american community which were claimed to support and be supported by trump. trump’s negative attitude toward his opponents was also shown by social deixis in the form of harsh expressions. with these expressions, trump tried to influence the audience to dislike his opponents, and it was also used to show that trump was not afraid of them. this study provides a picture of donald trump’s style in using personal and social deixis for addressing a political speech. his style could not be generalized as the common style of political speeches, especially in terms of deixis use, as personal characteristics also affect how a person delivers a speech. therefore, the researcher encourages future researchers to conduct studies on other politicians’ speeches to provide a broader view of how deixis could be useful in political speeches. references akmajian, a., demers, r. a., farmer, a. k., & harnish, r. m. (2010). linguistics: an introduction to language and communication (6th ed.). the mit press. astuti, w. d. (2019). person deixis in trump’s campaign speeches. diponegoro university. carlson, g. (2006). reference. in l. r. horn & g. ward (eds.), the handbook of pragmatics (pp. 74–96). blackwell. cruse, a. (2006). a glossary of semantics and pragmatics. edinburgh university press. culpeper, j., & haugh, m. (2014). pragmatics and the english language. palgrave macmillan. cutting, j. (2002). pragmatics and discourse: a resource book for students. routledge. hanks, w. f. (2011). deixis and indexicality. in w. bublitz & n. r. norrick (eds.), foundations of pragmatics (pp. 315–346). de gruyter mouton. khalifa, r. (2018). a deictic analysis of the political discourse of some of donald trump’s presidential speeches based on the discourse space theory. sahifatulalsun, 34, 41–71. levinson, s. c. (1991). pragmatics. cambridge university press. levinson, s. c. (2006). deixis. in l. r. horn & g. ward (eds.), the handbook of pragmatics (pp. 97–121). blackwell. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 2, oktober 2021 pp 140-154 doi: 10.31002/metathesis.v5i2.3582 p-issn: 2580-2712 e-issn: 2580-2720 154 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) perkins, r. d. (1992). deixis, grammar, and culture. john benjamins. putri, n. a., & kurniawan, e. (2015). person deixis in usa presidential campaign speeches. english review: journal of english education, 3(2), 190–200. retnowaty. (2019). deixis in donald trump’s speech to un general assembly. lingua didaktika, 13(2), 109–122. https://doi.org/10.24036/ld.v13i2.106880 schwarz-friesel, m., & consten, m. (2011). reference and anaphora. in w. bublitz & n. r. norrick (eds.), foundations of pragmatics (pp. 347–372). de gruyter mouton. wilson, j. (1990). politically speaking. basil blackwell. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 292 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) students’ perceptions of the implementation of blended learning in english for mathematics susanti malasari1, *, lemmuela alvita kurniawati2, ika fathin resti martanti3 1universitas tidar jl. kapten suparman 39 potrobangsan, magelang 56116, indonesia 2universitas kristen duta wacana jl. dr. wahidin sudirohusodo no. 5-25 kotabaru gondokusuman, yogyakarta 55224, indonesia 3sekolah tinggi teknologi kedirgantaraan yogyakarta, jl. parangtritis 4,5, druwo, bangunharjo, sewon, bantul, yogyakarta 55143, indonesia 1susantimalasari@untidar.ac.id*; 2pipitkh@staff.ukdw.ac.id; 3ika.fathin@sttkd.ac.id received: 22 october 2020 revised: 29 january 2021 accepted: 29 january 2021 published: 30 january 2021 abstract covid-19 pandemic forces all schools and universities to be familiar with blended learning. it is such an advantage for universities that have already implemented blended learning in their teaching and learning processes. the full implementation of blended learning raises various perceptions from both lecturers and students. this study employed a descriptive qualitative research design to investigate the students’ perceptions of the implementation-of-blended learning in english for mathematics. this study involved six student participants who willingly participated and provided deep data about the implementation of blended learning in english for mathematics. to gather the data, the researchers interviewed the participants at the end of the semester. the interview was conducted in a focus group discussion (fgd) session. in analyzing the data, the interview results were translated, transcribed, and coded by using thematic analysis. it is found that most students have positive perceptions about the implementation of blended learning in their teaching and learning processes. the participants stated that the implementation of blended learning in their class facilitates students to deepen their understanding of the materials, blended learning promotes independent learning, and blended learning promotes student engagement through various online instructional media. keywords: blended learning, english for mathematics, perceptions introduction the covid-19 pandemic is a health crisis that firstly happened in wuhan, at the end of 2019. this sudden phenomenon spreads widely all around the world and causes health crisis, economic crisis, education crisis, and other crisis in almost all aspects https://creativecommons.org/licenses/by-sa/4.0/ mailto:pipitkh@staff.ukdw.ac.id mailto:ika.fathin@sttkd.ac.id metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 293 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) of life. the education crisis happened because the schools are closed in order to control the spread of covid-19 viruses. the phenomenon of school and universities closure changes the teaching and learning processes in all schools and universities into online ones. at the beginning of the covid-19 pandemic, the full implementation of online learning was a great challenge for both lecturers and students. both lecturers and students are not accustomed to online learning even though some universities have implemented online learning. on the other hand, some universities have partially implemented online learning. they provide the students with a learning management system that can be accessed by lecturers and students. the learning management is usually moodle-based, a modular object-oriented dynamic learning environment. this learning management system is designed for lecturers and students to facilitate them in their teaching and learning activities. this learning management system uses an integrated, well-set, and safe system to create a personalized online learning environment. this learning management system has many features such as assignments, video conferences, chats, choices, database, forum, glossary, lesson, quiz, scorm, survey, wiki, file, folder, ims content packages, label, page, and url. the features provided on the learning management system enable lecturers and students to have great experiences of teaching and learning processes. with the rapid spread of technology, lecturers and students become more familiar with online learning, a learning that can be done via the internet without face-to-face interaction (hockly, 2015). in the beginning, the online learning was only conducted by schools or universities which have supporting facilities. nowadays, online learning becomes more popular in all educational fields from the lower level to the higher ones. online learning has been implemented in all subject areas in many schools and universities in the world. english is one of the subjects that uses online learning as its medium in its teaching and learning processes. there are some reasons why online english learning is beneficial for efl learners. first, online english learning facilitates the students with an authentic learning environment where they can find authentic materials and communicate with native speakers. second, online learning makes learning more student-centered. third, online learning promotes higher-order thinking skills. in addition, it increases students’ motivation since it enables the learners to work creatively and collaboratively with others (aydin & universitesi, 2000; daneshdoust & hagh, 2012; mohammadi et al., 2011; mutambik, 2018). the benefits of online learning will be greater if it is combined with other components of learning; commonly, it is known as blended learning. during the covid-19 pandemic era, where the lessons are all delivered online, blended learning appears as one great option to accommodate the learning activities in the higher education context. blended learning can mix the traditional classroom setting and online learning. the face-to-face interaction which is usually done offline or meeting directly in the classroom is transformed into virtual meeting via applications for video conferencing such as zoom, google meet, and the likes. meanwhile, the online learning is done through the learning management system (lms) by sharing learning materials as well as learning activities. in this case, the lecturer shares the materials such as recorded power-point presentation, url link, and some articles related to the materials discussed on the learning management system before the scheduled class, then conducts the class discussion at the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 294 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) scheduled time by using other media such as whatsapp, google meet, quizizz, mentimeter, padlet, coogle, etc. to conduct the group or class discussions. blended learning has been defined in various ways from the aspects of goals and components until the modes used to deliver the learning materials. blended learning is a simple and complex process (zhonggen, 2015). blended learning is simple because it is a mixture of physical classroom activities and learning activities using online technologies. then it becomes complicated related to the vast definition of “blended” itself what components or aspects that are blended. in general, blended learning involves three components, namely (a) learning activities, (b) students, and (c) instructors. furthermore, there are four dimensions of blended learning, i.e. space (face-to-face/virtual), time (synchronous/asynchronous), sensual richness (high, all senses/low, text-only), and humanness (high human, no machine/low human, high machine) (bryan & volchenkova, 2016). the aspects which are blended can essentially vary based on the learning goals, like pedagogical richness, access to knowledge, social interaction, personal agency, cost-effectiveness, and ease of revision (zhonggen, 2015). blended learning or hybrid learning is characterized as a combination of digital content and face-to-face classes, cooperative learning, critical thinking, reflective thinking, reusable learning object, flexible, time-saving, and cost-effective (shivam & singh, 2015). it is also described as a learning environment that combines teaching methods, delivery methods, media formats, or a mixture of those components (shivam & singh, 2015). in addition, it is the combination of different instructional methods, i.e. face-to-face interaction and computer-mediated instruction or online learning (nurmasitah et al., 2019). to put it briefly, blended learning is not simply defined as combining virtual and physical learning, but it is integrated learning involving various hybrid factors, including learners, brain acquisition mechanism, learning affective factors (motivation, satisfaction, discouragement, and frustration), learning environments (online, face-to-face, workplace), and teachers. blended learning promotes some advantages when applied to the classroom. since it involves three different types of learning, namely face-to-face learning, online learning, and self-paced learning, it can create a wide range of learning opportunities rather than the use of a single medium to deliver the learning materials (shivam & singh, 2015). there are various advantages of blended learning, such as it increases the opportunities for collaboration at a distance, increases flexibility and interaction, enhances learning, and improves the ability to be virtual citizens (“модель электронной библиотеки для поддержки системы «blended learning» в новосибирском государственном университете,” 2016). besides, blended learning also enables students to develop projects and time management skills, integrates appropriate technology and how to manage it effectively for the courses, encourages students to have personal, relevant, and engaging course experiences, supports the provision of resources and information for the students, engages and motivates students through collaboration and interactivity, and develops a stronger sense of community compared to either conventional class or fully-online courses (shivam & singh, 2015). they also mention some characteristics of blended learning, such as: (1) it provides more opportunities for learners to interact socially and negotiate meaning, (2) learners have enough time and feedback, (3) learners are guided to attend mindfully to the learning process, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 295 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) and (4) it can create an atmosphere with ideal stress or anxiety level for the learners to work. many studies have been conducted regarding students’ perceptions of blended learning in mastering english for specific purposes (esp). a study shows that most students get satisfied and enthusiastic to have blended learning in their esp course with an equal mix of face-to-face and online learning (mulyadi et al., 2019). this mixed-mode enables students to find some educational resources from internet websites, e-books, and online learning platforms. besides, the students prefer blended learning because of the flexibility of accessing the classes as well as the materials anywhere and anytime, the utilization of technology in esp classes, the flexibility of the schedule, and the convenience of not attending the class frequently. another study also shows that the implementation of blended learning received positive responses in some aspects, like the practicality of sharing learning materials, independent learning, and saving time and costs in the learning process (nurmasitah et al., 2019). the integration of face-to-face and online classes is proven productive as the students are actively engaged in the learning process and they are able to do a self-evaluation of their knowledge any time without any pressure from their classmates and without feeling intimidated. although many studies have been discussing students' perceptions of blended learning in mastering esp, a few of which discuss blended learning in english for mathematics classes, especially those which are conducted in indonesian contexts and use the qualitative method. a case study was conducted to investigate teachers’ techniques in teaching english at mathematics department showed that the techniques used by the teachers are translation literary passage, reading aloud, question and answer exercise, teacher’s silence, peer correction, and authentic materials (nursa’adah, 2016). using english for teaching mathematics has its own challenges because mathematical english has its own vocabulary and teachers’ technique plays an important role in conveying the materials to the student. teachers still face difficulties to make sure that students really understand the materials. in addition, it is essential to encourage students to learn english for mathematical purposes (emp) because students do not come from english department, so emp is far more difficult compared to general english in many aspects, including vocabulary, writing, reading, etc. (moet, 2008). therefore, this study is aimed to explore the students’ perceptions of the implementation of blended learning in english for mathematics. method this study employed a qualitative research method to investigate the students’ perceptions of the implementation of blended learning in english for mathematics. creswell (2007) pointed out that the qualitative research method is aimed to gain a deeper understanding of certain phenomena through participants’ feelings, thoughts, and emotions in making meaning on the phenomena. further, he added that the findings of qualitative research could not be generalized, instead, they could provide in-depth perspectives about the phenomenon being studied. specifically, this study employed descriptive qualitative research design aiming to investigate students’ perceptions of the implementation of blended learning in english for mathematics. previous studies have been conducted by using mostly quantitative approach (bijeikienė et al., 2011; khoii & arabsarhangi, 2015; liu et al., 2002; mohammad, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 296 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 2013; tai & yang, 2015). in comparison to the previous studies, this study was conducted by using a descriptive qualitative research design to investigate the students’ voices on the implementation of blended learning in english for mathematics class. six student participants who attended english for mathematics in english language education department of a state university were involved in this study. the considerations in selecting the participants were based on their willingness to participate in this study and time availability. to gather the data, the researchers interviewed the participants at the end of the semester. the interview was conducted in a focus group discussion (fgd) session to gain a deeper understanding of the students’ voices and the phenomenon being studied (creswell, 2007). a semistructured interview by using a set of interview questions guideline asking about students’ viewpoints of the implementation of blended learning in english for mathematics class was used to gather the data. to collect the data, an informed consent form was distributed to the students who were willing to participate in this study. an fgd session with the participants was conducted upon arrangement by using a teleconference platform. in order to get rich data and reveal the meaning of the phenomenon, the fgd was conducted in bahasa indonesia. to analyze the data, the fgd session was recorded, translated, and transcribed. thematic analysis was used to analyze the transcripts to obtain important points about the data and to represent the meaning of the phenomenon (braun and clarke, 2006). in conducting this study, some ethical considerations were taken into account. first, an informed consent form was distributed to the student participants who have agreed to participate in this study. the informed consent form briefly provides general and basic information about the study, such as the purpose of the study, the risk and potential benefits, the confidentiality, and the nature of participation. second, the participants’ identity would remain confidential. the participants’ names and institutional affiliations are disclosed to protect them from any potential harms caused by the participation in this study. findings and discussion the findings and discussion are respectively based on the data gathered from the interview and some previous studies about blended learning in mastering english for specific purposes (esp). the previous studies show satisfying results as well as students’ enthusiasm to experience blended learning in their esp course with an equal mix of face-to-face and online learning (mulyadi et al., 2019). in addition, students give positive responses toward blended learning because of the practicality of sharing learning materials, the chance to have independent learning, and the eficiency of time and costs in the learning process (nurmasitah et al., 2019). after reviewing and analyzing the previous studies, this study also shows positive perceptions about the implementation of blended learning. however, this study focuses more on the implementation of blended learning in english for mathematics which is rarely discussed. the interview results show that students have positive perceptions about the implementation of blended learning in english for mathematics. the interview results are presented in three themes as follows; blended learning facilitates students to deepen their understanding of the materials, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 297 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) blended learning promotes independent learning, and blended learning enables students to experience various kinds of online instructional media. blended learning facilitates students to deepen their understanding of the materials the results of the in-depth interviews with six students of mathematics department show that blended learning can help them understand the materials given by the lecturer in easier ways. students can learn basic vocabulary about english for mathematics and practice using specific terms as well as language expressions in their micro-teaching. participant 2 stated: “i think that learning english through blended learning is more understandable. the lecturer gives explanation about the materials, like powers, roots, logarithm, plane geometry, trigonometry, and so on, by using different techniques and media, such as voice notes, video conferences using google meet, and presentation in the forms of powerpoint slides. the lecturer doesn’t only send the written materials but also delivers the oral explanation via voice notes in whatsapp or video conference using google meet. it helps me a lot to understand the lesson.” (participant 3) providing various means of learning can blend the four dimensions of blended learning, namely space (combining face-to-face and virtual interaction), time (combining synchronous and asynchronous learning), sensual richness (various types of inputs varied from texts, voices/audios, or videos) and humanness (the involvement of machine and human in the learning process)(bryan & volchenkova, 2016). students may find it difficult to deal with the lesson if they only get the written materials in the forms of powerpoint slides, ms. word, pdf, and the likes, without any further explanation about the contents. during the covid-19 pandemic, in which the classes were conducted online, the synchronous interaction using video conferences, like google meet, zoom, etc, is the replacement of the face-to-face interaction. besides, the lecturer also employs voice notes in whatsapp to conduct the discussion about the learning materials. the students may ask questions or tell their difficulties in learning. whatsapp has some beneficial features, including, texts, calls, videos, audios/voice notes, documents, and pictures, to support the implementation of blended learning. using whatsapp as the means of learning promotes some benefits, such as it facilitates students to increase their motivation to learn english (involving four language skillslistening, speaking, reading, and writing), it helps overcome student’s fear of applying the language through the discussion and sharing information, it builds student’s confidence in their abilities, and it enables students to learn from their friends’ mistakes (ayuningtyas, 2018; nuraeni & nurmalia, 2020). blended learning enables teachers to deliver learning materials using different modes, methods, and techniques with the integration of technology in the learning process(nurmasitah et al., 2019). by this means, students can get an explanation about the materials directly from the lecturers. besides, there is a two-way interaction between the students and the lecturers. the students can ask the lecturers if they find any difficulties with the lesson materials. in addition, blended learning facilitates students to have a deeper understanding of the learning materials https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 298 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) because, with the combination of the learning modes as well as methods and techniques, it enables students to learn more comprehensively. based on the interview result, it shows that the students find it easier to understand the lesson with the multimodes used by the lecturer. the materials shared by the lecturer in the form of documents, pdfs, powerpoints, voice notes, recorded videos, as well as links of the materials, can support the students either to prepare for the synchronous meeting or to re-learn and review the materials after getting the explanation from the lecturers in the virtual meeting. this is in line with the characteristics of blended learning i.e. flexible, reusable learning objects, critical thinking and reflective thinking (shivam & singh, 2015). “in my opinion, the focus of online learning in english for mathematics class is not only reading and writing, but also speaking. by using voice notes in whatsapp, we can also practice listening and speaking.” (participant 3) blended learning can support the students in developing their english competencies, including listening, reading, writing, and speaking. blended learning promotes the sensual richness (high, all senses/low, text-only) (bryan & volchenkova, 2016). by giving various learning inputs, it can facilitate the students to learn integrated language skills. in addition, blended learning gives opportunities for students to sharpen their understanding. “i think that blended learning is quite effective because the documented learning materials can help the students learn more comprehensively before and after the class.”(participant 5) from the interview result, it can be seen that students still need more time to study the learning materials. the explanation from the lecturers through the virtual meeting via video conferences is not adequate to gain understanding about the lesson. they need to learn deeper and continue to sharpen their understanding and build their knowledge about the topics being discussed. in blended learning, the synchronous interaction is supported by asynchronous learning in which the lecturers send the materials to the students in order that they can learn freely by themselves. the students can access and download the materials to be learned independently. from this activity, they are guided to attend mindfully to the learning process and it can create an atmosphere with ideal stress or anxiety levels as there is less distraction from their friends (shivam & singh, 2015). blended learning promotes independent learning blended learning combines traditional learning and online learning. in this case, online learning can be synchronous and asynchronous. there are four dimensions of blended learning, i.e. space (face-to-face/virtual), time (synchronous/asynchronous), sensual richness (high, all senses/low, text-only), and humanness (high human, no machine/low human, high machine) (bryan & volchenkova, 2016). blended learning can be conducted using many kinds of https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 299 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) learning media such as voice recorder, videos, mobile phones, learning management systems, etc. the implementation of blended learning in english for mathematics class was conducted by combining some features and classroom instructions; for example by sharing the recorded materials about vocabulary and terms of solid and space geometry, logic and set, probability and statistics and also calculus before the scheduled class by using the university’s lms. the combination of online educational content with the best features and classroom instruction therefore enables students to experience student-centered learning which forms students to become independent learners. “during the implementation of blended learning in this pandemic era, students are asked to learn the mathematics terms and vocabulary about english for mathematics such as solid and space geometry, logic and set, probability and statistics and also calculus independently. students need to employ themselves to learn the materials before the teacher explains those materials to them. after we learn the materials usually we have a class discussion and question and answer session by using chat/forum feature provided by the university’s lms, whatsapp and also mentimeter.” (participant 5) during the implementation of blended learning, teachers share the materials using various online media, ask the students to learn the materials, and conduct both group and class discussions. in this case, students have a great opportunity to collaborate with their classmates to do peer group interaction or to exchange ideas and express opinions. in the english for mathematics class, the lecturer usually gives the opportunity to the students to ask questions related to the terms and vocabulary about mathematics. on the other hand, the students always express their opinions about mathematics concepts that sometimes make them confused because they do not know the english terms of some complicated mathematics materials such as calculus and trigonometry. this collaboration stimulates students to become more critical and more knowledgeable. the increasing collaboration is one of blended learning advantages (“модель электронной библиотеки для поддержки системы «blended learning» в новосибирском государственном университете,” 2016). it is stated that there are various advantages of blended learning, such as that it increases the opportunities for collaboration at a distance, increases flexibility and interaction, enhances learning, and improves the ability to be virtual citizens (“модель электронной библиотеки для поддержки системы «blended learning» в новосибирском государственном университете,” 2016). besides, students can also access some offline as well as online resources such as accessing e-library and educational blogs, learning through videos and audios, youtube, and also webinar. students can also have greater opportunities to create their own projects such as creating videos and maintaining their own educational blogs. “during the implementation of blended learning in this pandemic era, i always try to understand the materials by looking up_some terms and vocabulary related to mathematics in the dictionary, reading and listening to the shared materials, and accessing both online and offline references in order to understand some unfamiliar mathematics terms and vocabulary. i also try to always participate in the teaching and learning processes by asking questions https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 300 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) related to some complicated topics such as trigonometry and calculus. i also share my opinions while the lecturer opens a sharing and discussion session” (participant 4) from the interview results above, it can be seen that the implementation of online learning has formed students to become more independent learners. they always try to learn by themselves using their own way and give greater engagement. they also have greater and better access to infrastructure and anytime and anywhere learning. students become more reflective, they can monitor their own learning which results in the improvement of their understanding. it means that blended learning has successfully made students become more aware of their own learning. the explanation of the interview results refers to blended learning characteristics, such as (1) it provides more opportunities for learners to interact socially and negotiate meaning, (2) learners have enough time and feedback, (3) learners are guided to attend mindfully to the learning process, and (4) it can create an atmosphere with ideal stress or anxiety level for the learners to work (shivam & singh, 2015). “during the implementation of blended learning in this pandemic era, i always read the module not only at the scheduled time but also at the time when i feel i need to learn english in order to understand the material better and deeper because english for mathematics is sometimes complicated. i need to learn and relearn the mathematics terms in order not to misunderstand the mathematics concepts. i’m happy since i can access the materials before the class and i have the opportunity to learn the materials in my spare time.” (participant 2) it can be seen that the implementation of blended learning encourages the students to be more responsible with their own learning because they can monitor their own progress; therefore, they can enhance their understanding. it also means that blended learning provides the students with the flexibility of learning, in which they can learn according to their pace and time. the results of the interview with the participants may refer to the characteristics of blended learning which combine digital content and face-to-face classes, cooperative learning, critical thinking, reflective thinking, reusable learning object, as well as flexible, time-saving, and cost-effective learning (shivam & singh, 2015). blended learning promotes student engagement through various online instructional media based on the results of the interview with 6 student participants from english for mathematics class about the implementation of blended learning, they were all in agreement that blended learning promotes student engagement through various kinds of online instructional media. participant 6, for example, reported: “i feel challenged and happy because the lecturer gave us many kinds of online activities by using various instructional media. the lecturer recorded herself explaining the materials, and gave us some exercises by using many websites. she used kahoot, padlet, and of course the university lms. the websites, videos, and applications are interesting and help me a lot in understanding difficult vocabulary about arithmetic operations, logic and set, and calculus. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 301 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the online quizzes about vocabulary are exciting. i just love doing quizzes about vocabulary.” (participant 6) in addition to the statements from participant 6, participant 3 also shared similar interests from various online instructional media for explaining the materials and assigning tasks. he explained that he learned many technological tools from the class activities that he could use to do his micro-teaching. “when i had to do micro-teaching for mathematics lesson, meeting 14 and 15, i used the technological tools introduced by the lecturer in this class. i think i know many technological tools for teaching mathematics from the class activities. it helped me a lot when i did my micro-teaching. that’s why i’m so excited to join the activities the lecturer designed. well, it’s because she used various kinds of technological tools.” (participant 3) participant 5 stated that she had a similar experience in utilizing various online instructional media during the implementation of blended learning. “i like the video and game-based exercises in this class. before the pandemic, the class activities were limited to physical games and oral presentations given by the teacher. i myself feel i prefer watching videos and doing many kinds of online quizzes. they help me a lot in understanding and using difficult words related to mathematics, such as statistics, geometry, trigonometry, and logarithm. the online quizzes helped me to understand the difficult words. as a pre-service math teacher, i need to understand mathematics vocabulary in english.” (participant 5) the results of the interview with the participants may refer to the strengths of blended learning that blended learning provides rich and more personalized learning experiences for the students (burkholder & holland, 2020; shivam & singh, 2015). further, he added that blended learning accommodates a variety of learning styles through instructional media used in its implementation. based on the interview excerpts aforementioned, the participants claimed that they experienced the use of various online instructional media that increase their learning motivation, help them understand difficult mathematics vocabulary, enrich their skills in using web-based technological tools to support their micro-teaching, and cater to their individual learning style. in addition, the results were aligned with studies on blended learning for general english adult classes (shivam & singh, 2015; whittaker, 1976). in the light of their studies, the implementation of blended learning provides personalized learning experiences through the utilization of various instructional media. various online instructional media accommodates students’ learning styles and provides students with opportunities to set the pace of their own learning. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 302 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) conclusion from the discussion above, it can be concluded that the participants have a positive perception towards the implementation of blended learning in english for mathematics. the participants stated that the implementation of blended learning in their class facilitates students to deepen their understanding of the materials, blended learning promotes independent learning, and blended learning promotes student engagement through various kinds of learning media. those positive impacts give great influences on the teaching and learning processes in english for mathematics class. therefore, esp teachers are encouraged to implement blended learning in their classes. there will be various kinds of combinations in implementing blended learning as well as the percentages of synchronous and asynchronous learning during the implementation. it is not important how much the combination of each feature is used in blended learning but the most important is combining online delivery with the best feature of the classroom and live instruction that can facilitate students’ learning. further study can replicate this study by having greater participants with different subjects of esp. references aydin, s., & universitesi, i. m. (2000). the use of the internet in esl learning: problems, advantages and disadvantages. january 2007, 2000–2002. ayuningtyas, p. (2018). whatsapp: learning on the go. metathesis: journal of english language, literature, and teaching. https://doi.org/10.31002/metathesis.v2i2.629 bijeikienė, v., rašinskienė, s., & zutkienė, l. (2011). teachers’ attitudes towards the use of blended learning in general english classroom. studies about languages, 0(18), 122–127. https://doi.org/10.5755/j01.sal.0.18.420 braun, v., & clarke, v. (2006). using thematic analysis in pschology. qualitative research in pschology, 3(2), 77–101. bryan, a., & volchenkova, k. n. (2016). blended learning: definition, models, implications for higher education. bulletin of the south ural state university series “education. education sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204 burkholder, g. j., & holland, n. (2020). higher learning research communications – june 2014 volume 4, number 2. 4(2), 3–10. creswell, j. (2007). reseach design. sage publications. daneshdoust, b., & hagh, m. a. k. (2012). the advantages and disadvantages of internet-based language learning in iran. procedia social and behavioral sciences, 31, 607–611. https://doi.org/10.1016/j.sbspro.2011.12.113 hockly, n. (2015). developments in online language learning. elt journal, 69(3), 308–313. https://doi.org/10.1093/elt/ccv020 khoii, r., & arabsarhangi, z. (2015). developing young efl learners’ writing skill in wikis’ collaborative environment. in handbook of research on individual differences in computer-assisted language learning (p. 30). liu, m., moore, z., graham, l., & lee, s. (2002). a look at the research on computerbased technology use in second language learning: a review of the literature from 1990-2000. journal of research on technology in education, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 303 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 34(3), 250–273. https://doi.org/10.1080/15391523.2002.10782348 moet. (2008). teaching and learning foreign languages in the national education system, period 2008 to 2020. 5(11), 11–22. http://www.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_i d=1&_pa ge=18&mode=detail&document_id=78437 mohammad, a. (2013). students ’ achievement and attitudes toward using traditional learning , blended learning , and virtual classes learning in teaching and learning at the university level. studies in literature and language, 6(1), 65–73. https://doi.org/10.3968/j.sll.1923156320130601.1464 mohammadi, n., ghorbani, v., & hamidi, f. (2011). effects of e-learning on language learning. procedia computer science, 3, 464–468. https://doi.org/10.1016/j.procs.2010.12.078 mulyadi, d., hersulastuti, & purnama, y. (2019). students’ perceptions of blended learning in mastering english for specific purposes. journal of physics: conference series, 1339(1). https://doi.org/10.1088/17426596/1339/1/012116 mutambik, i. (2018). the role of e-learning in studying english as a foreign language in saudi arabia: students’ and teachers’ perspectives. english language teaching, 11(5), 74. https://doi.org/10.5539/elt.v11n5p74 nuraeni, c., & nurmalia, l. (2020). utilizing whatsapp application in english language learning classroom. metathesis: journal of english language, literature, and teaching. https://doi.org/10.31002/metathesis.v4i1.2289 nurmasitah, s., faridi, a., astuti, p., & nurrohmah, s. (2019). students’ perception toward the implementation of blended learning for teaching esp in faculty of engineering. 379(veic), 68–73. https://doi.org/10.2991/assehr.k.191217.012 nursa’adah, n. (2016). teacher’s techniques in teaching english at mathematics department at iain antasari banjarmasin [iain antasari banjarmasin]. http://idr.uin-antasari.ac.id/8069/ shivam, r., & singh, s. (2015). implementation of blended learning in classroom: a review paper. international journal of scientific and research publications, 5(11), 369. www.ijsrp.org tai, h.-c., & yang, s. c. (2015). exploring the effects of peer review and teachers’ corrective feedback on efl students’ online writing performance. journal of educational computing research, 53(2), 284–309. whittaker, j. k. (1976). introduction. in child care quarterly (vol. 5, issue 2). https://doi.org/10.1007/bf01555231 zhonggen, y. (2015). blended learning over two decades. international journal of information and communication technology education, 11(3), 1–19. https://doi.org/10.4018/ijicte.2015070101 модель электронной библиотеки для поддержки системы «blended learning» в новосибирском государственном университете. (2016). in библиосфера (issue 1). aydin, s., & universitesi, i. m. (2000). the use of the internet in esl learning: problems, advantages and disadvantages. january 2007, 2000–2002. ayuningtyas, p. (2018). whatsapp: learning on the go. metathesis: journal of english language, literature, and teaching. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 304 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) https://doi.org/10.31002/metathesis.v2i2.629 bijeikienė, v., rašinskienė, s., & zutkienė, l. (2011). teachers’ attitudes towards the use of blended learning in general english classroom. studies about languages, 0(18), 122–127. https://doi.org/10.5755/j01.sal.0.18.420 braun, v., & clarke, v. (2006). using thematic analysis in pschology. qualitative research in pschology, 3(2), 77–101. bryan, a., & volchenkova, k. n. (2016). blended learning: definition, models, implications for higher education. bulletin of the south ural state university series “education. education sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204 burkholder, g. j., & holland, n. (2020). higher learning research communications – june 2014 volume 4, number 2. 4(2), 3–10. creswell, j. (2007). reseach design. sage publications. daneshdoust, b., & hagh, m. a. k. (2012). the advantages and disadvantages of internet-based language learning in iran. procedia social and behavioral sciences, 31, 607–611. https://doi.org/10.1016/j.sbspro.2011.12.113 hockly, n. (2015). developments in online language learning. elt journal, 69(3), 308–313. https://doi.org/10.1093/elt/ccv020 khoii, r., & arabsarhangi, z. (2015). developing young efl learners’ writing skill in wikis’ collaborative environment. in handbook of research on individual differences in computer-assisted language learning (p. 30). liu, m., moore, z., graham, l., & lee, s. (2002). a look at the research on computerbased technology use in second language learning: a review of the literature from 1990-2000. journal of research on technology in education, 34(3), 250–273. https://doi.org/10.1080/15391523.2002.10782348 moet. (2008). teaching and learning foreign languages in the national education system, period 2008 to 2020. 5(11), 11–22. http://www.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_i d=1&_pa ge=18&mode=detail&document_id=78437 mohammad, a. (2013). students ’ achievement and attitudes toward using traditional learning , blended learning , and virtual classes learning in teaching and learning at the university level. studies in literature and language, 6(1), 65–73. https://doi.org/10.3968/j.sll.1923156320130601.1464 mohammadi, n., ghorbani, v., & hamidi, f. (2011). effects of e-learning on language learning. procedia computer science, 3, 464–468. https://doi.org/10.1016/j.procs.2010.12.078 mulyadi, d., hersulastuti, & purnama, y. (2019). students’ perceptions of blended learning in mastering english for specific purposes. journal of physics: conference series, 1339(1). https://doi.org/10.1088/17426596/1339/1/012116 mutambik, i. (2018). the role of e-learning in studying english as a foreign language in saudi arabia: students’ and teachers’ perspectives. english language teaching, 11(5), 74. https://doi.org/10.5539/elt.v11n5p74 nuraeni, c., & nurmalia, l. (2020). utilizing whatsapp application in english language learning classroom. metathesis: journal of english language, literature, and teaching. https://doi.org/10.31002/metathesis.v4i1.2289 nurmasitah, s., faridi, a., astuti, p., & nurrohmah, s. (2019). students’ https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 4, no. 3, december 2020 pp 292-305 doi: 10.31002/metathesis.v4i3.3314 p-issn: 2580-2712 e-issn: 2580-2720 305 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) perception toward the implementation of blended learning for teaching esp in faculty of engineering. 379(veic), 68–73. https://doi.org/10.2991/assehr.k.191217.012 nursa’adah, n. (2016). teacher’s techniques in teaching english at mathematics department at iain antasari banjarmasin [iain antasari banjarmasin]. http://idr.uin-antasari.ac.id/8069/ shivam, r., & singh, s. (2015). implementation of blended learning in classroom: a review paper. international journal of scientific and research publications, 5(11), 369. www.ijsrp.org tai, h.-c., & yang, s. c. (2015). exploring the effects of peer review and teachers’ corrective feedback on efl students’ online writing performance. journal of educational computing research, 53(2), 284–309. whittaker, j. k. (1976). introduction. in child care quarterly (vol. 5, issue 2). https://doi.org/10.1007/bf01555231 zhonggen, y. (2015). blended learning over two decades. international journal of information and communication technology education, 11(3), 1–19. https://doi.org/10.4018/ijicte.2015070101 модель электронной библиотеки для поддержки системы «blended learning» в новосибирском государственном университете. (2016). in библиосфера (issue 1). https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 103-119 doi: 10.31002/metathesis.v5i1.3434 p-issn: 2580-2712 e-issn: 2580-2720 103 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) visual and metaphorical representation in mcdonald’s singapore advertisement ditta eka rahmadani1, m.hafiz kurniawan2* universitas ahmad dahlan yogyakarta jl. ringroad selatan, kragilan, tamanan, kec.banguntapan bantul, daerah istimewa yogyakarta, indonesia dittaekarahmadanii@gmail.com1, muhammad.kurniawan@enlitera.uad.ac.id2* *corresponding author received: 29 november 2020 revised: 9 june 2021 accepted: 10 june 2021 published: 15 june 2021 abstract the raise of technology advanced the advertising platform, social media, as one of their ways of offering products that can reach wide audience around the world. this research aims to scrutinize the advertisement of mcdonald’s singapore instagram account using social semiotic approach and pictorial metaphor theory. this research applied four steps of collecting and analysing 60 multimodal data 1) collecting the data in mcdonald’s singapore account, 2) observing the data, 3) taking data sample, and 4) transcribing and analysing the data. from the analysis, the result of this research shows that conceptual representation dominates the data by 39 data and it is followed by embedding and narrative representation by 19 and 2 data respectively. the compositional meaning was combined with the analysis of pictorial metaphor and the result shows that the non-metaphorical centre is more dominant that others by 15 data, and then it is followed by non-metaphorical tryphtic as many as 13 data, non-pictorial metaphor ideal-real by 8 data, pictorial metaphor tryphtic by 6 data and pictorial metaphor centre by 5 data, while the rest is pictorial metaphor given-new, non-pictorial metaphor given-new, pictorial metaphor ideal-real, and verbo-pictorial metaphor ideal-real by 5, 4, 2, and 2 data respectively. keywords: mcdonald’s singapore instagram account, metaphorical representation, visual representation introduction according to thorson and rodgers, advertising is a way to make our product known and the use of sponsor to advertise the products is no longer needed because some people are paid to advertise certain products even by people someone might know (thorson & rodgers 2019, p. 4). and this kind of advertisment can appear in youtube, instagram, facebook, twitter, and other social media and advertisement through social media, today is seen as the more effective ways compared to pamphlet in the form of flyers or other traditional media such as television, radio, https://creativecommons.org/licenses/by-sa/4.0/ mailto:dittaekarahmadanii@gmail.com1,%20muhammad.kurniawan@enlitera.uad.ac.id2* mailto:dittaekarahmadanii@gmail.com1,%20muhammad.kurniawan@enlitera.uad.ac.id2* rahmadani & kurniawan visual and metaphorical representation in mcdonald’s singapore advertisement 104 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) and other printed media bacause time spent for production is considered longer than social media (gangadharbatla, 2019). advertisements can take many forms, it can be in form of language, audio, visual and audio-visual and all of those fall into message in advertising process circle (thorson & rodgers 2019, p. 5-6) and those messages can be called mode (kress, 2010). language (text) based on a single viewpoint is called mono-modal and it is also important in advertisement, and if advertisements use more than one viewpoint, it is called multimodal. this usually consists of combination between language and other semiotic sources, i.e. picture (pratiwy & wulan, 2018). in addition, the use language and picture/visual communication can make the advertisement more attractive (kress & van leeuwen, 2006). the way of how picture and language combined together has potential meaning to represent the product advertised (sobrino, 2017) and this combination of language and picture cannot be solely delivered in literally and both advertiser and viewers know that the advertised product is delivered figuratively (p. 51). therefore, when talking about literal and figurative meaning, there are differences in defining these two terms. literal meaning does not mean mundane and common in its sense because daily use of language may contain metaphorical meaning (lakoff & johnson, 2003). it means that literal meaning differ from figurative meaning in the point of its dependence on metaphorical meaning (dancygier & sweetser, 2014) which means we have to be more conscientious to translate what it means, because we have to look for the true meaning (evans & green, 2006, p. 289). one of the figurative meaning that is commonly used in the advertisement is a metaphor (forceville, 2002; sobrino, 2017). metaphor is the main aspect of human language (evans & green, 2006). a metaphor is when meaning of object is transferred to another abject or it can be said the conceptual domain with its feature is used to explain target domain. in other words, conceptual domain (a) is target domain (b) (p.38). for example, the sentence hark! the hearty angus sing contains metaphor angus is human metaphor because the feature of human, ability of singing, is used to explain the angus sing to celebrate christmas as in figure 7. in addition, metaphor surprisingly can be expressed not only in form of words but also other semiotic sources (sobrino, 2017). the researcher took the main theory for this research based on the theory of kress & van leeuwen (2006) about representational and compositional meaning and this theory is the development of halliday's (1978) theory which was then to be used for other semiotic sources such as visual (kress & van leeuwen, 2006), film (baldry & thibault, 2010), photojournalism (caple, 2013), and comics (bateman, 2014). the visual metaphor is used because the theory from halliday, as what sobrino (2017) claimed need to be added with conceptual metaphor theory from lakoff & johnson (2003). therefore, the metaphorical meaning of advertisement in mcdonald’s or in can be said as pictorial metaphor (forceville, 2002, p. 109) should be added as an integral part of analysis because social semiotics has lack of analyzing tools regarding to metaphorical meaning in picture (feng & o’halloran, 2013, p. 324). as a result, this research took two approaches, first is social semiotic and the second one is cognitive semantic. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 103-119 doi: 10.31002/metathesis.v5i1.3434 p-issn: 2580-2712 e-issn: 2580-2720 105 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the representational and compositional meaning belongs to ideational and textual metafunction (kress & van leeuwen, 2006). representational meaning belongs to ideational metafunction because it represents human experience, i.e. representation of object and world (p.42) and the representation of action is realized in form of vector, the movement of participants’ hands, limbs, tools and other representation of action, arrow to another participants in the course of action (p.59). compositional meaning becomes an important part of this research because it makes the researcher easy to analyze which includes in informative value, salience, and framing (p.177). therefore, this research analyzes the narrative and conceptual representation in mcdonald’s singapore instagram account and elaborate on the metaphorical representation and compositional meaning in mcdonald’s singapore instagram account. the researcher took 7 literature review and from those articles, there are at least two categorizations first is quantitative study using questionnaire such as in pileliene & grigaliunaite (2016) and cao et al., (2018) and experimental research such as in phillips & mcquarrie (2009) and uno et al. (2019) and second is qualitative descriptive analysis such as in agnes (2009), feng & o’halloran, (2013) and buric (2018). in the first category, the advertisements were observed whether the use of metaphor can change perspective of the consumer and whether it has positive impact to the advertisements. those quantitative research use theory from lakoff & johnson (2003) and the result shows that the use of metaphor indeed can change the perspective and beliefs of consumer. the second category, they also use lakoff & johnson (2003) and when they come to multimodal metaphor such as in feng & o’halloran (2013) and buric (2018), they use forceville's (2002) theory about multimodal metaphor. from those articles, this article took a stance in qualitative descriptive analysis using social semiotic and cognitive semantic approach to analyze the narrative and conceptual representation in mcdonald’s singapore instagram account and to elaborate on the metaphorical representation and compositional meaning in mcdonald’s singapore instagram account. research method this research uses qualitative method through audiovisual and digital materials (creswell & creswell, 2018, p. 257) because the data are from 60 pictures/screenshots from mcdonald’s singapore advertisement on instagram. the researcher collected the data by taking four steps which were adapted from bezemer & jewitt (2010). to collect the data, the advertisements on mcdonald’s singapore instagram account were captured and saved. the data, then, were viewed, observed and filtered using the narrative and conceptual representation. after taking the sample from 60 data, the data sample with complex semiotic sources were analyzed using the narrative and conceptual representation to classify the data based on its category. then, the last step is that all collected data were analyzed using narrative structure, conceptual structure, and embedding based on kress and van leeuwen theory (2006, p.45-113). to gain deeper meaning of the picture, the data were analyzed using forceville theory (2002, p.108-148), pictorial metaphor and verbopictorial metaphor, a pictorial metaphor that needs verbal sources to strengthen metaphorical meaning. after that, the compositional meaning proposed by kress and van leeuwen theory (2006, p.175-210) were used in analysis. https://creativecommons.org/licenses/by-sa/4.0/ rahmadani & kurniawan visual and metaphorical representation in mcdonald’s singapore advertisement 106 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) findings and discussion the researcher is going to explain the objective of the study. this research has two objectives: first to analyze the narrative and conceptual representation in mcdonald’s singapore instagram account, second to elaborate on the metaphorical representation and compositional meaning in mcdonald’s singapore instagram account. those two objectives in this research are explained under two subheadings, form and meaning which refers to narrative & conceptual structure and metaphor & compositional meaning. form in the first discussion, the advertisement poster was analyzed using the theory proposed by kress and van leeuwen (2006) especially the theory of representation both narrative and conceptual representation. narrative structure figure 1. narrative verbal process advertisement poster the data above is speech process (kress & van leeuwen, 2006) or in halliday & matthiesen (2014) it is called projective because in this process there are at least two elements, sayer and projected clause either quoted or reported (p.304). but in kress and van leeuwen’s (2006) point of view about this, speech process is when the participant speaks and it is realized in picture by using a thought balloon (p.74). as we can see, there are two participants (beef) speak to other participant (egg). conceptual structure figure 2. analytical process in advertisement poster the data above is conceptual structure in the analytical process (spatial = exhaustive analytical process) because as stated in kress and van leeuwen (2006) https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 103-119 doi: 10.31002/metathesis.v5i1.3434 p-issn: 2580-2712 e-issn: 2580-2720 107 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) it represents the participant’s possessive attribute or what participant has in this case parts of the burger in the carrier or burger as a whole (2006, p. 112). as we can see there is the participant in the picture above by showing the detail of it. it can be the carrier that becomes the whole (burger). and also there are possessive attributes that become the part of burger itself (buns burger, chili sauce, cucumber, onion, egg, crispy chicken tomato sauce). embedding figure 3. embedding process in advertisement poster the data above is embedding because can be analyzed using more than 1 process. embedding, if it can be compared to language, can be said that a sentence consists of complex or compound clause and in the case of that picture, it has two process first non-transactional action and attribute symbolic process (p. 107). the figure 4. is included into non-transactional action, because according to kress and van leeuwen (2006) non-transactional reaction is when the actor does something but there is no other participant except vector (p.74). as we can see the picture above is a treasure chest that was opened and there is gold (food) inside. so, the vector of this picture the bracket-like lines in the right and left side of treasure chest as the representation of ‘was opened’ action. the symbolic attribute (kress and van leeuwen, 2006) is when the picture only has one participant (p.105) and it is not involved in action. so, as can we see that the picture is to symbolize that the product advertised is demanded products because it is placed in treasure chest which commonly has gold and jewels in it. meaning in this second discussion, the data were analyzed using the compositional meaning of the image proposed by kress and van leeuwen (2006) and metaphorical aspects of picture by forceville (2002). the combination of the analysis is expected to give more detail meaning to the data/image analyzed. in compositional meaning, there is visual space dimensions as in figure 5 which has meaning in every position. in given-new position or left-right position, it is common for given information is placed on left side and the new information on the right side (kress & van leeuwen, 2006, p.181). this left-right position also has relation to reading direction because in arabic, the given-new relation is right-left position. meanwhile, the ideal-real position is about general and specific information or in other words what is promised is placed in top of picture and what is in fact is placed in bottom position (p. 187). in addition, center position is to identify that importance of the information. https://creativecommons.org/licenses/by-sa/4.0/ rahmadani & kurniawan visual and metaphorical representation in mcdonald’s singapore advertisement 108 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 4. visual space dimensions/tryptics (taken from (kress & van leeuwen, 2006) in terms of pictorial metaphor, forceville (2002) divides the categorization into three. first is metaphor with one pictorially present terms or mp1s and it means that in that there is only one pictorial metaphor in analyzed picture. second is metaphor with two pictorially present terms or mp2s and the third is verbo-pictorial metaphors or vpms which means that the pictorial metaphor will not make sense without the help of verbal communication (p.148). pictorial metaphor given-new figure 5. metaphorical picture with given-new framing the data above is metaphors with one pictorially present terms (mp1s) because according to forceville (2002) metaphor with one pictorially present term (mp1s) is how we interpret the picture, e.g. food = human, it is consist of 1 picture and 1 pictorial meaning (p.109). so, it can be a=b or beef = human, because they can speak to each other. we know that the beef is cannot speak but in this case, they act as the human who tells about the egg make a joke it is always cracking up. this data also has an informative value (given-new) based on kress and van leeuwen theory. he proposed that the information value of left and right is known as given and new (2006, p.181). the element which is in the left side present as given, while placed in the right side present as new (p.181). given means the interpretation that the viewer already knows, while news means the interpretations viewer not yet known by the viewer (p.181). so, in this picture, we can see that on the left side we already know that we can eat beef/food as usual, and when we eat mcdonald’s product we feel happy like what egg doing (new thing). https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 103-119 doi: 10.31002/metathesis.v5i1.3434 p-issn: 2580-2712 e-issn: 2580-2720 109 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) besides that, the data also contain salience. as proposed by kress and van leeuwen, salience is how the elements of the picture/information presented to the viewer, it can be the sharpness of definition (2006, p.202). as we can see, it can be the products sharper because there is no other participant there. it is because mcdonald’s wants to inform the viewer that they sell the product like the beef burger and scrambled egg burger. the last is containing framing. framing is how we interpreted the picture or information, it linear (have a closeness between or among the participants) or nonlinear (do not have closeness between or among the participants) (kress & van leeuwen, 2006, p.204). it can be non-linear because positioned in a particular distance. there is no closeness among the three of them because the product is not the same. it can be, the beef as the beef burger and egg as scrambled egg burger. non-pictorial metaphor given-new figure 6. non-metaphorical picture with given-new framing the data above is a non-metaphorical meaning because the participants are clear. it is a mom look at someone’s mobile phone screen and pointed out the phone display. data present that there is the informative value (given-new) in the picture. the theory stated by kress and van leeuwen (2006), that the information value of the left and right known as given and new (p.181). the element which is in the left side present as given, while placed in the right side present as new (p.181). given means the interpretation that the viewer already knows, while news means the interpretations viewer not yet known by the viewer (p.181). so, on the left side, there is text. it explains what already we know that our mom is our hero and she always gives us what they have just to make happy. but the viewer does not know that mcdonald’s also can make the people happy by the taste of their every product. the picture has salience and framing. the theory from kress and van leeuwen (2006) stated that salience is how the elements of the picture/information presented to the viewer, it can be foreground (p.202). we can see that the french fries are in the fronted of the part of the picture because mcdonalds want to show to the customers that they sell the displayed product (french fries). and framing is how we interpret the picture or information, it linear (have a closeness between or among the participants ) or non-linear (do not have closeness between or among the participants) (kress & van leeuwen, 2006, p.204). the linear between the characters in this picture is so close to each other. there is no separate line between https://creativecommons.org/licenses/by-sa/4.0/ rahmadani & kurniawan visual and metaphorical representation in mcdonald’s singapore advertisement 110 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) them. it can mean that both of them are happy because they eat mcdonald’s product. and also mcdonald’s can bring warmth for the customers that tasted their menu. pictorial metaphor ideal-real figure 7. metaphorical picture with ideal-real framing the data above contains metaphors with one pictorially present terms (mp1s) because according to forceville (2002) metaphor with one pictorially present term (mp1s) is how we interpret the picture, e.g. food = human, it consists of 1 picture and 1 pictorial meaning (p.109). so, it can be a=b or burger = christmas ornament. they are same because they are hanging on christmas tree. burger acts as the christmas ornament, it means mcdonald’s want every people can feel about christmas in their way by buying their product in the store. the data also presents informative value (ideal-real), kress and van leeuwen (2006) consider that the information value of top and bottom is known as real and ideal (p.186). the element which in the top side present as ideal, while element which is placed in the bottom side presents as real (p.181). ideal means the picture explains the promises, while real means the picture explain the fact (p.186). it can mean that the top side promise to the viewer to listen to the hearty of angus sing, even we already know that angus cannot sing. and the bottom side explains the fact about the name of one of mcdonald’s product mcdonald new angus blt’. the picture consists of salience and framing. in addition, kress and van leeuween (2006) said that salience is how the elements of the picture/information are presented to the viewer and it is placed foreground (p.202). mcdonald’s product and color become the foreground in the picture because mcdonald’s want to show to the viewer that they sell angus mushroom supreme & new angus blt; while framing is how we interpret the picture or information, it can be either linear (have a closeness between or among the participants) or non-linear (do not have closeness between or among the participants) (p. 204). from the picture/data, it is called nonlinear because those two products are positioned in a particular distance, there is no closeness between them. therefore, it means that those products are different; angus mushroom supreme & new angus blt so mcdonald’s put them in particular distance. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 103-119 doi: 10.31002/metathesis.v5i1.3434 p-issn: 2580-2712 e-issn: 2580-2720 111 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) verbo-pictorial metaphor ideal-real figure 9. verbo metaphorical picture with ideal-real framing the data above is verbo-pictorial metaphor (vpms), forceville (2002) stated that verbo-pictorial metaphor (vpms) is the advertisement consists of picture and text, so when the text is removed then the image has no pictorial meaning (p.148). therefore, we have to analyze the meaning of both text and picture (p.148). the text in figure 9 acts as the human that speaks to other people ‘don’t stare too long you’ll miss the train’. it means do not be tempted by me, if you are staring at me too long, you will lose your focus. if there is no text, the picture above will have no pictorial meaning except showing the product. the data presents that there is informative value (ideal-real) in the picture. the theory stated by kress and van leeuwen (2006), that the information value of the top and bottom is known as real and ideal (p.186). the element which in the top side presents as ideal, while element which is placed in the bottom side presents as real (p.181). ideal means the picture explains the promises, while real means the picture explain the fact (p.186). it can be on the top side the picture of mcdonald’s egg muffin but here it promises the product which may not necessarily true. while on the bottom side, it is real fact which consists of information where the viewer can buy egg muffin. the picture has salience and framing. the theory from kress and van leeuwen (2006) stated that salience is how the elements of the picture/information are presented to the viewer in foreground (p.202). we can see that the text ‘don’t stare too long you’ll miss the train’ is in the fronted of the part of the picture. and framing is how we interpret the picture or information. the product color is sharper and there is no other participant in the picture, because mcdonald’s want to show that they sell the egg muffin (as the sharper color). and there is the closeness among the parts of egg muffin because it shows one product (egg muffin) of mcdonald’s as a whole. https://creativecommons.org/licenses/by-sa/4.0/ rahmadani & kurniawan visual and metaphorical representation in mcdonald’s singapore advertisement 112 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) non-pictorial metaphor ideal-real figure 9. non-metaphorical picture with ideal-real framing there is no metaphorical meaning in the data above because the participants are meant to show the varieties of mcdonald’s products. the data analyzed contains invormative value (ideal-real). as stated by kress and van leeuwen (2006), the information value of top and bottom is known as real and ideal (p.186). the element which in the top side present as ideal, while placed in the bottom side presents as real (p.181). ideal means the picture explains the promises, while real means the picture explains the fact (p.186). as we can see that there is the promise text above (top side) ‘holiday time is family time’ we know that when the holiday comes it is not always about family but also can about friends. in the bottom side, there is the fact about the product is available during breakfast hours, for any information the customer can access/visit s.com.sg/breakfast. besides that, the data also contain salience. as proposed by kress and van leeuwen (2006) salience is how the elements of the picture/information are presented to the viewer by placing it in the foreground (p.202). from the picture, we can see that breakfast deluxe is fronted because mcdonald’s wants to show to the viewer that their breakfast deluxe is their favorite menu. the last is containing framing. framing is how we interpreted the picture or information, it can be either linear (have a closeness between or among the participants) or non-linear (do not have closeness between or among the participants) (kress & van leeuwen, 2006, p. 204). there is no closeness among the products. there is a separate line among mcdonald’s products because the product is different. one product is big breakfast and the second product is breakfast deluxe. so, even the product series is the same (breakfast) but both of them are different. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 103-119 doi: 10.31002/metathesis.v5i1.3434 p-issn: 2580-2712 e-issn: 2580-2720 113 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) pictorial metaphor centre figure 10. metaphorical picture with centre framing the data above is metaphor with one pictorially present terms (mp1s) because according to forceville (2002) metaphor with one pictorially present term (mp1s) is how we interpret the picture, e.g. food = human, it consists of 1 picture and 1 pictorial meaning (p.109). so, it can be a=b or food = gold. food and gold are the same because they can make people love them and save them in the safe place. in the picture above, mcdonald’s want to show to the viewer that their product is loved by people/customer so they save it in safe place. this data also has an informative value (center) based on kress and van leeuwen theory (2006). he stated center is when the picture is placed in the middle of other participants or becomes the nucleus of the information (p.198). from the data above, the center of that picture is a treasure chest with the food inside. the picture has salience and framing. the theory from kress and van leeuwen (2006) stated that salience is how the elements of the picture/information are presented to the viewer and in this case it is placed in foreground (p.202). we also can see that the text ‘strike gold at mcdonald’s’ is placed in foreground, so it means the food offered is as important as gold. the product color is sharper and there is no other participant in the picture because mcdonald’s informs the viewer that they sell the product like in the treasure chest. and there is the closeness among the mcdonald’s product in treasure chest because the product is one package/same series. non-pictorial metaphor centre figure 11. non-metaphorical picture with centre framing the data displayed above has no metaphorical meaning because the participant is burger (as the carrier) with its possessive attributes. the picture explains that there is informative value (center) inside. as stated in kress and van leeuwen (2006), center is when the picture is placed in the middle of other participants or https://creativecommons.org/licenses/by-sa/4.0/ rahmadani & kurniawan visual and metaphorical representation in mcdonald’s singapore advertisement 114 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) becomes the nucleus of the information (p.198). the center of the data above is burger because it is located in the middle of the poster. the data also consists of salience and framing. in agreement with kress and van leeuwen (2006), salience is how the elements of the picture/information are presented to the viewer and it is foregrounded (p.202). if we see clearly of the product, the egg and crisp meat are in the foreground because mcdonald’s want to show to the viewer that burger has egg and crisp meat inside. while framing is how we interpret the picture or information, it linear (have a closeness between or among participants) or non-linear (do not have closeness between or among the participants) (2006, p.204). the data shows that the content of the burger is sharper and close position among the part of the burger. it is because mcdonald’s wants to show that they sell the product (burger), their displayed product is one and consists of a good part inside. pictorial metaphor tryphtic figure 12. metaphorical picture with tryphtic the data above is metaphors with one pictorially present terms (mp1s) because according to forceville (2002) metaphor with one pictorially present term (mp1s) is how we interpret the picture, e.g. food = human, it is consist of 1 picture and 1 pictorial meaning (p.109). so, it can be a=b or food = fuel. both of them are the same because they can make people or vehicles work as expected. this data also has the tryphtic based on kress and van lueween theory. he argued tryptich has the horizontal and vertical sides that consist of given, mediator and new or ideal, mediator, and real (p.201). horizontal tryptich in this picture is given-new. based on kress and van leeuwen theory. he stated the information value of left and right known as given and new (2006). the element which is in the left side present as given, while the elemet which is placed in the right side present as new (p.181). given means the interpretation that the viewer already knows, while new means that the information is not yet known by the viewer (p.181). so, from the data above on the left side, there is promise words ‘fuel up, feel good’ if we are given a meal/food by others it can make us happy because of feel full. and on the right side show the mcdonald’s symbol (m) that tells us that mcdonald’s can provide the food/fuel needed. vertical tryptich in this picture is ideal-real. as proposed by kress and van leeuwen (2006), the information value of the top and bottom is known as real and ideal (p.186). the element which in the top side presents as ideal, while the other element which is placed in the bottom side present as real (p.181). ideal means the picture explains the promises, while real means the picture explains the fact (p.186). https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 103-119 doi: 10.31002/metathesis.v5i1.3434 p-issn: 2580-2712 e-issn: 2580-2720 115 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) it can be said that the m symbol (in the top side) tell us about mcdonald’s can give us (promise) the food. there is the fact on the bottom side that if we want the food like the displayed we can order by a call. the picture explains that there is informative value (center) inside. as stated in kress and van leeuwen (2006), center is when the picture is placed in the middle of other participants or becomes the nucleus of the information (p.198). the center of the data above is mcdonald’s products because it located in the middle of the picture. besides that, the data also contain salience. as proposed by kress and van leeuwen, salience is how the elements of the picture/information is presented to the viewer and it is placed in foreground (2006, p.202). as we can see, it can be french fries and burger are in the front or become the foreground because mcdonald’s want to show to the viewer that french fries and burger become their favorite menu. the last is containing framing. framing is how we interpreted the picture or information, it linear (have a closeness between or among the participants) or nonlinear (do not have closeness between or among the participants) (kress & van leeuwen, 2006, p.204). it shows the closeness among the product in the data because the displayed products above are the same/one series. in another word, mcdonald’s sell that product in a package. non-pictorial metaphor tryphti figure 13. non-metaphorical picture with tryphtic the data above have no metaphorical meaning because the participant is clear. the participants are the varieties of breakfast products in mcdonald’s. this data also has the tryphtic based on kress and van leeuwen theory. he stated tryptich has the horizontal and vertical sides that consist of given, mediator and new or ideal, mediator, and real (2006, p.201). vertical tryptich in this picture is ideal-real. as proposed by kress and van leeuwen (2006). the element which is in the top side presents as ideal, while the other element which is placed in the bottom side present as real (p.181). ideal means the picture explains the promises, while real means the picture explains the fact (p.186). there is the text ‘enjoy your breakfast here’ on the top side, it is just the promise words to make the customers come to mcdonald’s for enjoying their product. and on the bottom side, there is the fact about the product. we can order the product by dialing the number available. https://creativecommons.org/licenses/by-sa/4.0/ rahmadani & kurniawan visual and metaphorical representation in mcdonald’s singapore advertisement 116 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) the picture explains that there is an informative value (center) inside. as stated in kress and van leeuwen (2006), center is when the picture is placed in the middle of other participants or becomes the nucleus of the information (p.198) it means that the product is the most important part of the picture. besides that, the data also contain salience. as proposed by kress and van leeuwen, salience is how the elements of the picture/information presented to the viewer, it can be placed in the foreground (2006, p.202). as we can see mcdonald’s breakfast products are placed in the front and become the foreground because mcdonald’s wants to show that they sell breakfast product. the last is containing framing. framing is how we interpreted the picture or information, it linear (have a closeness between or among the participants) or nonlinear (do not have closeness between or among the participants) (kress & van leeuwen, 2006, p.204). in that picture, those products are placed closely and it means that those products are one package (breakfast product). conclusion based on 60 data analysed, there are 3 forms of structure found: narrative structure (2 data), conceptual structure (39 data), and embedding (19 data). in terms of meaning where compositional meaning and multimodal metaphor were used, the result shows that pictorial-metaphorical given-new (5 data), non-pictorial metaphor given-new (4 data), pictorial metaphor ideal-real (2 data), verbo-pictorial metaphor ideal-real (2 data), non-pictorial metaphor ideal-real (8 data), pictorial metaphor centre (5 data), non-pictorial metaphor centre (15 data), pictorial metaphor tryphtic (6 data), non-pictorial metaphor typhtic (13 data). from the data analyzed using kress and van leeuwen (2006) in terms of their structure, it can be concluded that the picture which contains narrative structures have meaning that the picture has something to tell, a story to tell and it is proved by the existence of participant in the picture that does something to other participant. meanwhile, the picture that uses conceptual structure has different meaning from the narrative structure because in that picture with conceptual structure in it, the participants exist to show that they are part of something or in this case as the part of products advertised. moreover, the metaphorical and nonmetaphorical aspects which are also employed have function to make the narrative process more interesting and more convincing and closer to viewer. references agnes, a. (2009). the use of metaphors in advertising. argumentum, 5, 18–24. baldry, a., & thibault, p. j. (2010). multimodal transcription and text analysis (2nd ed.). equinox publishing ltd. bateman, j. a. (2014). text and image. routledge. bezemer, j., & jewitt, c. (2010). multimodal analysis: key issues. in l. litosseliti (ed.), research methods in linguistics (pp. 180–197). continuum. buric, e. (2018). the use of metaphor and metonymy in advertising: the case of airline advertisements. university of zagreb. cao, s., wang, h., & zou, x. (2018). the effect of visual structure of pictorial metaphors on advertisement attitudes. international journal of marketing studies, 10(4), 60–72. https://doi.org/https://doi.org/10.5539/ijms.v10n4p60 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 103-119 doi: 10.31002/metathesis.v5i1.3434 p-issn: 2580-2712 e-issn: 2580-2720 117 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) caple, h. (2013). photojournalism: a social semiotic approach. palgrave macmillan. creswell, j. w., & creswell, d. j. (2018). research design (5th ed.). sage publications, inc. dancygier, b., & sweetser, e. (2014). figurative language. cambridge university press. evans, v., & green, m. (2006). cognitive linguistics: an intorduction. edinburgh university press. feng, d., & o’halloran, k. l. (2013). the visual representation of metaphor. review of cognitive linguistics, 11(2), 320–335. https://doi.org/10.1075/rcl.11.2.07fen forceville, c. (2002). pictorial metaphor in advertising. taylor & francis. gangadharbatla, h. (2019). social media and advertising theory. in s. rodgers & e. thorson (eds.), advertising theory (2nd ed., pp. 363–381). routledge. halliday, m. a. . (1978). language as social semiotic: the social interpretation of language and meaning. edward arnold. halliday, m. a. ., & matthiesen, c. m. i. . (2014). halliday’s introduction to functional grammar (4th ed.). routledge. kress, g. (2010). multimodality: a social semiotic approach to contemporary communication. routledge. kress, g., & van leeuwen, t. (2006). reading images (2nd ed.). routledge. lakoff, g., & johnson, m. (2003). metaphors we live by. the university of chicago press. phillips, b. j., & mcquarrie, e. f. (2009). impact of advertising metaphor on consumer belief: delineating the contribution of comparison versus deviation factors. journal of advertising, 38(1), 49–61. pileliene, l., & grigaliunaite, v. (2016). effectiveness of visual metaphor in milk advertising. international conference "economic science for rural development, 175–180. pratiwy, d., & wulan, s. (2018). multimodal discourse analysis in dettol tv advertisement. the 1st annual international conference on language and literature, 207–217. sobrino, p. p. (2017). multimodal metaphor and metonymy in advertising. john benjamins. thorson, e., & rodgers, s. (2019). advertising theory in the digital age. in s. rodgers & e. thorson (eds.), advertising theory (2nd ed, pp. 3–17). routledge. uno, r., matsuda, e., & indurkhya, b. (2019). analyzing visual metaphor and metonymy to understand creativity in fashion. frontiers in psychology, 9. https://doi.org/10.3389/fpsyg.2018.0252 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 65-78 doi: 10.31002/metathesis.v5i1.3519 p-issn: 2580-2712 e-issn: 2580-2720 118 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) appendix table 1. summary of literature review on metaphor in advertisements no. theme context method theory result author 1. persuasive impact of metaphor 334 undergraduate students who were divided into two groups, exposed and non-exposed metaphor were asked to interpret picture and headline/tagline containing conceptual metaphor experiment al research using stimuli repeatedmeasures glm (generalized linear model) the use of metaphor in advertising can change consumer’s beliefs. phillips & mcqua rrie (2009) 2. critical analysis on woman magazine advertisem ent using metaphor advertisements in cosmopolitan monthly magazine qualitative descriptive analysis lakoff and johnson theory of conceptual metaphor (1980) metaphorica l meaning in advertiseme nts which were found has seven categories that emphasizes on how women are regarded as food for men. agnes (2009) 3. visual metaphor and its relation to interaction al and compositio nal meaning 100 car advertisements qualitative descriptive analysis kress and van leeuwen’s (2006) visual representatio n, interactive and composition al meaning structures and forceville (1996) visual metaphor metaphorica l mapping of car advertiseme nts has similar representatio n in kress and van leeuwen theory, i.e. important is foreground feng & o’hall oran, 2013 4. visual metaphor impact on the effectivene ss of two milk 168 lithuuanian were asked to obtain their attitude towards advertised products questionna ire consists of 7 points of measureme nt on attitude and the wilcoxon signed ranks test to assess the attitude towards products the use of visual metaphor has positive impact to viewer attitude pilelien e & grigali unaite (2016) https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 103-119 doi: 10.31002/metathesis.v5i1.3434 p-issn: 2580-2712 e-issn: 2580-2720 119 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) advertisem ents purchase intention with metaphor and nonmetaphor towards the product 5. visual metaphor and its relation to shape and function 101 chinese college students were asked to categorize perceptually and conceptually towards 20 visual metaphors questionna ire consists of 7 points of measureme nt related to attitude and purchase intention phillips and mcquarrie’s paradigm visual metaphor which has similar shape and function is more preferable cao et al., (2018) 6. visual metonymy and metaphor in advertisem ents turkish airline advertisements qualitative descriptive analysis forceville’s (2008) multimodal metaphor and panther and thornburg’s (2007) concept of metonymy visual metaphor in turkish airline advertiseme nts is used to show the destination of the flight buric (2018) 7. the use of cognitive linguistic point of view, especially in figurative meaning in fashion design 66 participants, which were divided into two groups, fashion and nonfashion participants were asked to interpret whether the picture shown contains metaphor and metonymy experiment al research using stimuli lakoff and johnson theory of conceptual metaphor (1980) and smilek et al (2007) for characteristi c of a personality description analysis. the fashion group have more tendency to interpret that the picture of fashion has metonymy meaning but for nonfashion group there is no distinction between metaphor and metonymy in their interpretatio n to the show. uno et al. (2019) https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 159-170 doi: 10.31002/metathesis.v2i2.629 p-issn: 2580-2712 e-issn: 2580-2720 159 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) whatsapp: learning on the go pratika ayuningtyas politeknik sawunggalih aji, jl. wismo aji no. 8, purworejo, indonesia pratika.ayuningtyas@gmail.com received: 25 th february 2018 revised: 6 th july 2018 published: 31 st october 2018 abstract mobile learning as one of digital teaching learningmedia has given beneficial impact to language learning. it said that mobile learning can facilitate students to learn everywhere in anytime. learning using smartphone is one of the issues that can help the students to improve their english whenever they want and wherever they are. whatsapp as one of the most accessed application, which can be installed in any smartphone is used in this research. the objective of the study is to find out what are the impact of using whatsapp by exploring, describing and analyzing students opinion in learning english through whatsapp. this research was conducted in the academic year 2017 / 2018 in the second year class of the department of business administration of politeknik sawunggalih aji. there are 10 students in the classroom. the descriptive qualitative method is used in this research. the result of this research proved some activities done by the students via whatsapp is showing language learning activities, such as vocabulary learning and combining words to sentence. keywords: whatsapp, mobile learning, esp, language learning introduction becoming fourth highest numbers in smartphone users in the world, indonesia has more than one million smartphone users (rahmayani, 2015). having smartphone means open access to the world. technology is nowadays available in most places, even in the remote areas. techinasia.com noted that more than 60% of the smartphone users are around 13 – 23 years old, which can be considered students or learners. this situation also changes the use of media in teaching and learning process from paper based into digital one. mobile learning as one of the digital teaching learning media has given beneficial impact to language learning. it said that mobile learning can facilitate students to learn everywhere in anytime. learning using smartphone is one of the issues that can help the students to improve their english whenever they want and wherever they are. mobile assisted language learning (mall) is a burgeoning subdivision of computer-assisted language learning in general. as mobile technologies has evolved, so have their advanced applications developed for language education (yang, 2013). bachore (2015) explained mobile learning as creating an interactive learning environment with multiple contexts using different kinds of applications which are available in the apparatus (mobile). pratika ayuningtyas whatsapp: learning on the go 160 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) another clear explanation about mobile learning and information communication technology of mobile learning has been stated by ashiyan & salehi (2016), that information communication technology has the new function to initiate new teaching and learning exercise because it can transform the education system. moreover, it is explained that using technology in teaching second language has been the greatest issues for researchers to investigate, however only small number of the researches related to the effect of cell phone. mobile learning refers to the integration of mobile tools and applications to assist and enhance language learning inside or outside classroom (chinnery 2006; hazaea & alzubi, 2016:9). mobile learning has attracted significant research interest in recent years (petrova & li, 2009; kee & samsudin, 2014). the topics include the theories underpinned the learning design and factors affect on learners experiences and influencing mobile learning adoption and social interaction. related to the use of mobile technology, whatsapp has been chosen to be one of the most popular among the researchers to investigate the effect of using it. whatsapp is preferably used for many reasons. hamad (2017) said that whatsapp is the most common chatting application to use among the students, students don’t need to have computer, it is attainable and it does not cost much. moreover, ashiyan & salehi (2016) also stated that whatsapp is a tool that can be used for different educational purposes. this is because whatsapp sends message through internet connection that can be in the form of text, audio files, pictures, videos as well as one’s location. many studies found out new ideas on language learning related to the use of whatsapp. hamad (2017) claims that whatsapp can be a solution to the problem of teaching the meaningful and contextualized interaction in teaching communicative competence. the results of his research shows that whatsapp can help the students to develop their listening skills, speaking skills, reading skills, writing skills as well as their vocabulary. whatsapp was also claimed to help the students to learn from their peers’ mistakes, to think in english, and to get immediate feedback from their teacher. ghada awada (2016) in her study “effect of whatsapp on critique writing proficiency and perceptions toward learning” result showed that it is more effectife to use whatsapp than regular instruction in improving critique writing proficiency of the participants and it can also improve their motivation in learning. in another study, castrillo, martin-monje & barcena (2014) entitled “mobilebased chatting for meaning negotiation in foreign language learning” found out that using whatsapp for foreign language is an effective strategy as students did noticeably improve their meaning negotiating skills, were able to understand and make themselves understood all the time. moreover, the use of whatsapp made students reduce their mistake and made the teacher change her usual roles in the classroom. this study uses whatsapp as the application is most common chat application between the students. it can facilitate and create group for learning and communication as well. whatsapp is also cheap to activate, in fact, it is free to download and use whatsapp in any smartphone. starting with creating a group in whatsapp, the chats between students and the teacher are analyzed. the group is metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 159-170 doi: 10.31002/metathesis.v2i2.629 p-issn: 2580-2712 e-issn: 2580-2720 161 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) called forum belajar bikombis (business communication english learning forum). the results’ study done by ashiyan & salehi (2016) entitled “impact of whatsapp on learning and retention of collocation knowledge among iranian efl learners” showed the positive result that whatsapp group students could communicate with their teacher and classmate, transmit data, and assist learners to feel fresh. whatsapp also built a feeling of belonging and community through whatsapp group. the students were also able to share information by creating dialogue. the increasing of the accessibility of learning materials and activity has also applied. in the study entitled “language learning through mobile technologies: an opportunity for language learners and teacher” showed the result: the created group on whatsapp between the teacher and the students can be used to answer students’ questions and inquiries about the material and the course and to deliver announcement to them especially the teacher can check that students have received and read the messages sent to them (zayed, 2016). those studies above have given perspective that another same theme on whatsapp is still interesting to be done. therefore, the interest of this paper is describing and analyzing what can whatsapp group chat does as language learning media. method there were 10 students in the business administration’s class and all of them were girls. all students had their own smartphones as the basic requirements for doing this research. in the first meeting, the whatsapp group was created by the leader of the class. then the students were allowed to be active in the group by sending messages or picture to communicate with friends in english. the group was created to enhance the students’ activeness in using english in advance. there was no correction in writing or in making sentence done by the teacher. the group was controlled by the students of the class. this study adopted a qualitative approach to investigate the communication carried out by the students and teacher during the whatsapp group activity, analyzing the written interaction in the chat sessions. therefore, the functions and the content of contributions were analyzed in order to investigate the use of whatsapp in business administration class. findings and discussion based on previous studies, the use of whatsapp has positive impact on students’ language learning. therefore, some chatting screenshots are there to describe and analyze. the point in this study is not to correcting the students but to create a forum where the students can be more active in using their english outside the classroom. pratika ayuningtyas whatsapp: learning on the go 162 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 1. the group chat the figure above is the first post on the group chat. as seen on the figure above, teacher asked the students to post everything that they want as long is they are in english. the first post has many mistakes done by the students in creating a sentence. without correcting it, the teacher ask student to make it into paragraph, and it works. the underlined thing here is that the student is able to change sentence into paragraph. she knows how to build a paragraph. it is also clear that student understands the command or the teacher’s message. therefore, it is clearly seen that whatsapp helped students to develop the students’’ writing skills agreed with hamad (2017) the figure above shows that the students effectively used mobile learning as language learning media which guidance is needed as stated by bachore (2015), learners will need guidance and training to effectively use mobile device as language learning. group’s name teacher’s post student’s post metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 159-170 doi: 10.31002/metathesis.v2i2.629 p-issn: 2580-2712 e-issn: 2580-2720 163 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 2. social interaction in students’ negotiating meaning as seen in figure 2, the students are negotiating meaning. here, the students illustrate an example of social interaction in negotiating meaning. this fact is also supported by the statement from castrello, monje and barcena (2014) that using whatsapp is an effective strategy to improve the students’ negotiating skills, and despite of language error, they were able to understand and make themselves understood all the time. as we can see in the above figure, that the students is not only contributing to the chat room group, but also reach the level of socioaffective which is supporting one another and building relationship in the group. when their friend is having trouble, the other gives motivation. without even realized, here the students are able to use their english unconsciously. they give their friends motivation by using english. in the other screenshot, it is read that when their friend is having a trouble, they can give solution. in fact, the solutions given are very clear that the students wrote them in short sentences. the supporting theory about this finding is that whatsapp is a learning platform used in order to improve the performance of the learning activities (ashiyan & salehi, 2016). the second matter that can be seen is that students reproduced spoken language pattern into chat by sending short consecutive messages sent by one student. those short messages were actually can be categorized procedure, which the purpose is telling how something should be done. therefore, agreed with hamad (2017) that whatsapp helped students to develop their speaking skills. pratika ayuningtyas whatsapp: learning on the go 164 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 3. teachers’ prompt figure 3 shows that when the teacher gives prompts, in this case a congratulation sentence or paragraph for the city’s anniversary, the students are able to follow the instruction well. ashiyan & salehi (2016) stated that by establishing whatsapp group the students could communicate with their classmates, transmit data and assist learners to feel freshly; moreover, the students were able to share information—when they create dialogue, the students worked as a team. the previous supporting theories are seen in the figure that students used mixed patterns, which combine letters and emoticons. for example in the message ―the road near sulis’ house is terrible (lol)‖ or ―i hope that purworejo tourist sites are further enhanced with free wi-fi (big open smile)‖ the emoticons they sent after the sentence means that they think the message has funny or joking meaning, that the interlocutor should not be offended by the messages. they created sentence using the vocabulary they know. there is also one student who combines bahasa and english when making sentences. this sentence ―i hope purworejo cleaner longer and jalanannya not many holes again‖ gives us a view that the student wanted to be participated in a group‖ though her sentence was not properly built. knowing this situation there were two students reacted to this. one student showed confused emoticon and the other said ―laugh so hard (with lol emoticon)‖. it can be concluded that students began to recognize which sentence is good and not. hamad (2017) stated that whatsapp helped students to learn form their colleague mistakes, this is what the finding above agreed with. the other matter is that students couldn’t differentiate which diction should be use in creating proper meaningful sentence. they chose words or diction that they know the real meaning, not to choose which one is proper or contextual. only some students who were able to create meaningful yet grammatically correct sentences. metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 159-170 doi: 10.31002/metathesis.v2i2.629 p-issn: 2580-2712 e-issn: 2580-2720 165 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 4. social atmosphere in whatsapp group to create a positive social atmosphere in order to build a feeling of belonging and community through whatsapp is one of the factors of creating whatsapp group as stated by ashiyan & salehi (2016). the fact that students have groomed the positive social atmosphere is with the feature in whatsapp for sending picture. it made students use it a lot. they use it as they told story for what they were doing; as they wanted to share their succeeded and; they wanted to show their capability. the screenshots on figure 4 show that the students sent the picture for different purposes. they wanted to confirm their friends with the attached pictures. in the first screenshot we can see that the student wrote her activity that day with the picture attached. as additional information, that the english class for the group is only once per week—therefore students has much more time outside the class to practice their english. the second screenshot and the third screenshot were from the same day from 7:54 pm to 8:01 pm. it means students participated well when they were outside the classroom. they learned by themselves outside the classroom, and it is a good sign of autonomous language learning—in this case, agreed with santiana, sulastri and fatimah (2016). as seen in figure 4, the teacher didn’t participate in the chat group at that time, students did it themselves. the teacher gave her thoughts when there was no students gave responses—as bait. the second screenshot showed that the student was happy because the product was succeeded, and to make their friends believe she also attached a picture. the third screenshot was rather different. with the caption ―this is my product and dona (shy monkey emoticons)‖, it means that she also wanted to show their friends the product but she felt shy or unconfident. it is seen that the other students also gave responses to the picture that was sent. to be concluded, whatsapp feature really helps when students need picture to confirm action. this pratika ayuningtyas whatsapp: learning on the go 166 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) fact is agreed with the hamad’s statement (2017) that whatsapp helps the students to believe in their abilities and to have confidence. figure 5. communication between students and instructor agreed with hamad (2016) and ashiyan & salehi (2016) that using whatsapp helped the students to communicate with the instructor, the finding below has stated the same thought about how the students and the instructor can communicate better using whatsapp group. as seen in the first screenshot that teacher confirmed the schedule through whatsapp to get all students in the group to be notified. the leader of the group responded with their confirmation, then the teacher notified all students in the group that their meetings were on that day. the student—not the leader— responded it as fast as she could, not even a minute. due to their make up class was only done once, the second screenshot showed that the teacher wanted to remind the students about the make up class. the teacher also gave positive reinforcements by giving students good morning greeting and motivating the students. the students responded quickly. there are four students who replied immediately to the teacher’s post. the third screenshot showed that the teacher and the leader of the class were discussing the make up classes. this discussion was done in the group because the teacher wanted to notify al students, not only the leader. therefore, when the member of the group read the message in the group, they can deliver the message to the other that have not read the message yet. this is effective, that the make up class were always full of students, no students were left notified. metathesis: journal of english language literature and teaching vol. 2, no. 2, october 2018 pp 159-170 doi: 10.31002/metathesis.v2i2.629 p-issn: 2580-2712 e-issn: 2580-2720 167 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 6. students’ sharing the real-time feature in whatsapp made the students tend to share their social or daily life experience in whatsapp. as seen in figure 6, the students shared their social life and daily experience in whatsapp group. agreed with the statement of abdul fattah (2015) that whatsapp can enhance the active participation in the efl classroom as it is an opportunity for students to relate their opinions to those of others. in fact, whatsapp really can develop the students’ writing skills agreed with hamad (2017) it is when writing about experience, recount text should be used. the students had also regognized the pattern for recount text—which is past tense. the student wrote ―after college, i stopped.....‖; instead of stop the student wrote stopped which is in the past tense form. the other student also wrote ―....after the afternoon lesson, i attended.....‖ instead of attend, she wrote attended to show that it is past. the recount text has the feature of time order, when the time should be told consecutively in order. here the students have started recognizing the feature. it can be seen that students wrote: “....after college....”; “after lesson.....”. in conclusion, students shared their social life and daily life through whatsapp group using the feature of recount text. conclusion this study has presented an analysis of the results of whatsapp group interaction done by the teacher and the students of business administration class. with the use of whatsapp features, the member of the group shared important matters. the students also showed good communication skills. they also created stories and created comment that was beyond the expectation. there are also some mistakes done by the students in writing the messages in english, but the meaning is still well delivered. pratika ayuningtyas whatsapp: learning on the go 168 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) as the analyzing done, the followings are the conclusion: a. students are able to change sentences to paragraph with the little help of the teacher b. there are many social interactions done by the students c. the students reproduce spoken language patterns into chats d. prompt from the teacher leads to great responses e. mixed patterns are mainly used—students combined letters and emoticons f. students began to analyze friend’s mistake g. the diction used by the students is sometimes not properly contextual. h. students send pictures—pictures that confirm action i. flexible time to learn language outside the classroom j. scheduling time is easier k. one trending topic or interesting topic leads to surprising comments l. students shared their social or daily life in whatsapp group. based on the conclusion above, the study would recommend that whatsapp can be used as one of the media to teach english. the use of whatsapp makes the students more open to the teacher. the students also are able to learn outside the classroom whenever and wherever they want. further research could be conducted on the discourse analysis of students’ messages in whatsapp group. the research on the impact of using whatsapp group for autonomous learning is also can be done for further study. references abdul fattah, s.f.e.s. 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(2015). indonesia raksasa teknologi digital asia. retrieved february 24, 2018, from https://kominfo.go.id/content/detail/6095/indonesia-raksasa-teknologidigital asia/0/sorotan_media pratika ayuningtyas whatsapp: learning on the go 170 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) millward, s. (2014). indonesia diproyeksi lampaui 100 juta pengguna smartphone di 2018, keempat di dunia. retrieved february 24, 2018, from https://id.techinasia.com/jumlah-pengguna-smartphone-di-indonesia-2018 metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 198-203 doi: 10.31002/metathesis.v5i1.4231 p-issn: 2580-2712 e-issn: 2580-2720 198 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) pre-service english teachers’ professional identity development: a case study sry mora yuni siahaan1, adaninggar septi subekti2* universitas kristen duta wacana jalan dr. wahidin sudirohudoso, 5-25, yogyakarta, 55224, indonesia srimorasiahaan16@gmail.com1, adaninggar@staff.ukdw.ac.id2* *corresponding author received: revised: accepted published: 8 august 2021 12 october 2021 3 november 2021 26 november 2021 abstract the study was conducted to investigate the development of the professional identity of indonesian pre-service teachers of english as they served as lecturer assistants through a qualitative case study. the participants were five lecturer assistants and five students taught by these assistants at an english education major in the first semester of the 2020/2021 academic year. the study was to fill the gap in the literature currently overwhelmed with studies in teaching practicum settings. researching an under-researched assistantship setting involving both the lecturer assistants and the students they taught possibly provided a more holistic account of the development of teachers' professional identity. the method was online semi-structured interviews. through thematic analysis, the study found that the lecturer assistant participants trained their communication skills by experiencing teaching first-hand. the experience of being lecturer assistants facilitated them to realise the importance of building rapport with their students and have more insights into the teaching profession. in a similar vein, the student participants also agreed that their lecturer assistants had successfully, albeit gradually, built rapport with them. the assistant participants were also reported to have better classroom management as the semester progressed. conclusion includes possible implications, limitations and suggested directions for future studies. keywords: pre-service teachers, lecturer assistants, professional identity development, case study, thematic analysis introduction teaching is an emotional endeavour and the process of embracing this profession could be tricky and tedious involving frustration, anger, disappointment, and anxiety (sutton et al., 2009). in this process, teachers continuously develop their professional identity (zare-ee & ghasedi, 2014). zare-ee and ghasedi (2014) mentioned that teacher professional identity involves how teachers see themselves as teachers, how they define their professional roles, as well as what role they would take as teachers. ezer et al. (2010) mentioned that from broader perceptions, https://creativecommons.org/licenses/by-sa/4.0/ mailto:srimorasiahaan16@gmail.com1 siahaan & subekti pre-service and novice english teachers’ professional identity development: a case study 199 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) developing professional identity involves several intertwining factors, the examples of which are beliefs and perceptions, past experiences, abilities, motivation and commitment, and teachers' personalities (ezer et al., 2010; harun, 2019; zare-ee & ghasedi, 2014). harun (2019) added that teachers might learn or be inspired by their successful teachers in the past or their teacher parents. as a fundamental aspect of being a teacher is the development of professional identity (timoštšuk & ugaste, 2010), developing the professional identity of preservice teachers is a crucial goal (aisyah & wicaksono, 2018). in this process, teachers continually improve their understanding of their professional practices involving skills, values, and knowledge (harun, 2019). for example, in a study by aisyah and wicaksono (2018) in an indonesian english language teaching (elt) context, their pre-service teacher participants believed that engaging and motivating students to learn through fun and interesting material delivery became one of their professional responsibilities. other perceived responsibilities reported included providing activities promoting learning and having inclusive attitudes (aisyah & wicaksono, 2018). the plethora of literature on teacher education seems to converge on the important role of pre-service teachers experiencing teaching to develop their skills in the profession (flórez & basto, 2017; ivanova & skara-mincane, 2016; kabilan, 2013; kandilla et al., 2011; zare-ee & ghasedi, 2014). yunus et al. (2010) argued that teaching experiences bridge theories and practice. when teaching, pre-service teachers apply into practice the theories they have learned in their study (ivanova & skara-mincane, 2016). in line with that, aisyah and wicaksono (2018) found that as pre-service teachers taught more, they taught better. a study involving malaysian pre-service teachers of english by kabilan (2013) found that international teaching practicum in the maldives facilitated the pre-service teacher participants to have better classroom management and teaching confidence. in a colombian elt context, furthermore, it was found that through teaching experiences, pre-service teacher participants had reflection about teaching helping them to realise what had run well and what they needed to improve in their teaching (flórez & basto, 2017). studies in various teacher education contexts, though not exclusively in elt, have also consistently reported pre-service teachers’ realisations about their professions through various teaching experiences. several studies, for example, reported pre-service teaches’ realisations on the importance of teacher-student rapport in positively influencing students’ motivation and the success of learning (frisby & martin, 2010; granitz et al., 2009; kiefer et al., 2014; lammers & gillaspy, 2013). frisby and martin (2010) reported that rapport could facilitate a positive atmosphere conducive for learning to take place. in a similar vein, eisenhardt et al. (2012) commented that building rapport with students facilitates teachers to know their students better, and makes them be more open and have more motivation to learn. in a turkish context, tok (2010) found that pre-service teachers, albeit still struggling in planning for their teaching, realised the importance of teachers’ preparation before class. these pre-service teacher participants also needed to improve their teaching methods and communication with students (tok, 2010). several other studies highlighted the communication aspect of teaching. a quantitative study in pakistan by khan et al. (2017) suggested that teachers’ https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 198-203 doi: 10.31002/metathesis.v5i1.4231 p-issn: 2580-2712 e-issn: 2580-2720 200 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) communication skills had a significant role in affecting students’ academic achievement. the tricky part, however, was that students taught by pre-service teachers may not view them as ‘real’ teachers, which could double the pre-service teachers’ challenge to build communications with them (tok, 2010). sutton et al. (2009) previously argued that a teaching job can involve various feelings, including the negative ones such as frustration, disappointment, and anxiety. preservice teachers could be susceptible to these feelings if confronted with unpleasant situations, such as students’ low efforts, their misbehaviours, as well as them ‘challenging’ the pre-service teachers’ teaching competence in class. in such situations, sutton et al. (2009) argued that teachers should manage their negative emotions and sustain positive attitudes to sustain a conducive atmosphere for learning. on a positive note, in a south african context, heeralal and bayaga (2011) reported their pre-service teacher participants had better classroom management as they progressed in their teaching practice as seen in more flexibility in instructional approaches and learning materials, course content, and course delivery. rationales in the elt field, a context where english is not the medium of communication, the construction of the professional identity of english teachers, including indonesian pre-service teachers of english, could be more complex (abednia, 2012). besides, indonesian students learning english in such context may face challenges as the english uses are mainly constrained to classroom context (gultom, 2015). hence, english teachers’ role becomes even more important for the success of these students’ learning process (widiati et al., 2018). accordingly, indonesian pre-service teachers of english as the ones prepared to teach english need to develop their professional identity to be able to conduct effective teaching. their professional identity would determine the kind of teachers these pre-service teachers want to be (lamote & engels, 2010). additionally, several studies in the field have been conducted in indonesia suggesting the elt practitioners’ and researchers’ interest (aisyah & wicaksono, 2018; kandilla et al., 2011). a mixed-method study by aisyah and wicaksono (2018) involving 15 indonesian english language teachers pursuing postgraduate studies found that the participants’ beliefs in being professional teachers. these included understanding teachers’ roles, having inclusive behaviours, creatively designing materials, and being reflective. earlier, a case study by kandilla et al. (2011) involving one pre-service teachers of english found the dynamic of her realisation on being a teacher through interviews and analysis of the participant’ reflective journal. it was found that as she experienced teaching, she obtained new realisations about teaching. as having teaching experiences is often mentioned as a way to develop pre-service teachers’ professional identity (flórez & basto, 2017; heeralal & bayaga, 2011; kabilan, 2013; yunus et al., 2010), becoming lecturer assistants could be one of the opportunities for pre-service teachers to develop their professional identity. research studies in the field have so far been dominated by those using teaching practicum as the research setting (aisyah & wicaksono, 2018; flórez & basto, 2017; ivanova & skara-mincane, 2016; kabilan, 2013; yunus et al., 2010). hence, involving participants from different https://creativecommons.org/licenses/by-sa/4.0/ siahaan & subekti pre-service and novice english teachers’ professional identity development: a case study 201 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) settings could provide new insights into english teachers' professional identity. considering that the phenomenon of assigning students to be lecturer assistants is probably quite widespread in indonesia and considering that involving lecturer assistants as participants in studies about english teachers’ professional identity may be quite rare, investigating indonesian pre-service english teachers serving as lecturer assistants could be worthwhile. a study involving students taught by these lecturer assistants could also provide more holistic accounts about these lecturer assistants’ development of professional identity manifested in their dayto-day teaching. based on the rationales mentioned, the present study has two objectives. the first objective is to investigate lecturer assistants’ views on the effects of being facilitators in lab classes towards their professional identity development. the second is to investigate the lecturer assistants’ students’ views on the lecturer assistants’ teaching performance in class. other than serving the aforementioned purposes, the present study’s findings can potentially inform lecturers at any english education departments about the widely practiced assistantship by preservice teachers concerning the development of the lecturer assistants' professional identity. method research design this present study employed a qualitative case study using interviews as the method of data collection. employing a case study, the study aimed to obtain indepth and rich descriptions of a phenomenon focusing on its uniqueness (basit, 2010). in this case, the participants’ perspectives were deeply explored through online semi-structured interviews, exploring their subjective beliefs on the development of their professional identity and the teaching performance of the lecturer assistants teaching them. the present study used an interview checklist as the instrument of data collection through semi-structured interviews. the checklist for lecturer assistant participants, for example, included among others questions such as "why did you want to be a lecturer assistant?" and "are there any new things you have learnt from being a lecturer assistant?" the checklist for the student participants included such questions as "what is your opinion about the lecturer assistant's teaching?" and "is there anything you like or dislike related to the lecturer assistant's teaching? why is that?” participants and ethical considerations the participants of the present study were five lecturer assistants assisting in five different classes and five students enrolling in the five lecturer assistants’ respective classes in the first semester of the 2020/2021 academic year. there were one male assistant and four female assistants, all of whom were pre-service teachers of english. next, there were two male students, and three female students enrolling in classes where the lecturer assistants taught. the student participants were randomly selected. a student was randomly selected from each of the five classes that the assistant participants taught. the setting of the study was an english language education department (eled) at a university in java, indonesia. the lecturer assistants’ responsibility was to facilitate a lab class, the main class of which was taught by an eled lecturer. table 1 summarised the participants’ names (pseudonyms) and the lab classes they were from. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 198-203 doi: 10.31002/metathesis.v5i1.4231 p-issn: 2580-2712 e-issn: 2580-2720 202 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. the participants’ details no lab classes (initials) lecturer assistant participants (pseudonyms) student participants (pseudonyms) 1 rr liem ester 2 er lidia cista 3 el silvia surya 4 ew mariam vano 5 teap ratih rina access to conduct the study was granted by the head of the eled as the gatekeeper (creswell, 2014). however, the participants had the autonomy to decide whether to be involved in the study through an informed consent form distributed before the interviews. that was the implementation of the autonomy principle (ramrathan et al., 2016). the study also implemented the anonymity principle where the participants’ real names were changed into pseudonyms throughout the report (gray, 2014). lastly, the participants’ needs were more prioritised, for example in interview scheduling, suggesting the principle of justice (gray, 2014). data collection and data analysis the interviews in the indonesian language were conducted in november 2020 for the lecturer assistant participants and in january 2021 for the student participants. after the interviews were conducted, the recordings were transcribed verbatim. the indonesian language transcripts were then translated into english. next, the english transcripts were coded and analysed further using thematic analysis (maguire & delahunt, 2017). the goal was to identify themes, important or interesting patterns in the dataset, and to use them “to address the research or say something about an issue” (maguire & delahunt, 2017, p. 3353), in this case, the present study's two research objectives. the study employed the six steps of thematic analysis suggested by braun and clarke (2006). these were becoming familiar with the data through reading and rereading, generating initial codes, searching for themes, reviewing the themes, defining the themes, and writing up (braun & clarke, 2006). these steps were conducted through writing annotations on the microsoft word documents and writing separate notes as necessary. the sequence of data collection and analysis could be seen in figure 1. https://creativecommons.org/licenses/by-sa/4.0/ siahaan & subekti pre-service and novice english teachers’ professional identity development: a case study 203 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) figure 1. the sequence of data collection and analysis findings and discussion for the presentation of interview excerpts, to facilitate reference-tracing, the following codes were used: la = lecturer assistant, s = student, f = female, and m = male. for example, “(lidia, f/la)” indicated that the excerpts were from lidia, a female lecturer assistant whilst “(surya, m/s)” indicated that the excerpts were from surya, a male student. research objective 1: the lecturer assistants’ views on the effects of being facilitators of lab classes towards their professional identity development the present study found three themes on the perceived effects of being facilitators towards their professional identity development and these themes could be seen in table 2. table 2. lecturer assistants’ views on the effects of being facilitators towards their professional identity development theme 1 being lecturer assistants facilitated them to realise the importance of building rapport with the students. theme 2 being lecturer assistants trained them to improve their communication skills in class. theme 3 being lecturer assistants facilitated them to have more insights into the teaching profession. theme 1: being lecturer assistants facilitated them to realise the importance of building rapport with the students. based on the findings, four of the five participants reported that being lecturer assistants facilitated them to realise the importance of teacher-student rapport. lidia, for instance, stated that rapport could help her enjoy teaching more. she stated: “to me, my students are my friends to grow together. so, in the class, our relation is like friends. this relation helps me enjoy my class. being a lecturer assistant, i learned that i did not only need to explain the lesson, but i also needed to be their friends.” (lidia, f/la) developing interview checklist in the indonesian language interviewing five lecturer assistant participants transcribing the interview data verbatim interviewing five student participants translating into english thematic analysis transcribing the interview data verbatim translating into english thematic analysis objective 1’s findings objective 2’s findings https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 198-203 doi: 10.31002/metathesis.v5i1.4231 p-issn: 2580-2712 e-issn: 2580-2720 204 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) as seen in this excerpt, lidia stated that rapport could influence her teaching in class. this finding was consistent with a statement by granitz et al. (2009) on the importance of rapport that it creates a positive classroom environment. the present study’s finding was slightly in line with the finding of a quantitative study involving 138 university students by lammers and gillaspy (2013), albeit the study being conducted outside elt context, that teacher-student rapport positively influenced the students’ achievement as measured by their grades (lammers & gillaspy, 2013). the relatively uniform finding suggested that teachers in general needed to build rapport with students because it would positively affect the classroom’s environment, conducive for learning. furthermore, silvia commented that building rapport facilitated better instruction as it was good for both teachers and students. she stated: “from the teaching process, i believe i need to build a good relationship with my students. when we have a good relation in the class, i feel more comfortable delivering the materials... the effect is not only for me, but (for) the students too. it is because the students enjoy my class more. (silvia, f/la) this excerpt suggested that when silvia built rapport with her students, both felt more comfortable in and with the class. regarding this, park (2003) stated that if students are comfortable with their teachers and class, they would learn more, remember more, enjoy the class more, and appreciate it more. the present study’s finding also could give some kind of a qualitative confirmation of a finding of a quantitative study by frisby and martin (2010) in which they found that rapport and the positive classroom were positively correlated. these studies’ findings suggested that rapport built a positive classroom environment. liem also commented that with teacher-student rapport, students could feel free to discuss something with teachers. recalling his experience, he stated: “at the beginning of teaching the class, i felt awkward. then i realized that it affected the instructional process. i did not enjoy my class. then, i thought i needed to build a relation with my students. so, my role was not only as a teacher but i was also as a friend. now, i enjoy my teaching process. also, my students feel freer to discuss something with me and i believe my students (can) understand materials better.” (liem, m/la) as seen in the excerpt, liem stated that rapport would decrease his students’ anxiety and it made his students have more courage to discuss the materials with him, which he believed could facilitate more understanding. this finding supported a statement by granitz et al. (2009) that teacher-student rapport could increase students’ willingness and confidence to learn more. in a similar vein, preservice teacher participants in a study by eisenhardt et al. (2012) also believed that building relationships with students became tools through which students’ https://creativecommons.org/licenses/by-sa/4.0/ siahaan & subekti pre-service and novice english teachers’ professional identity development: a case study 205 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) learning strategies could be identified and their motivation be increased. in line with that, a similar finding was reported in a qualitative study by kiefer et al. (2014). kiefer et al. (2014) found that the relation between students and teachers would influence students’ achievement, academic motivation, and engagement in class. in general, the finding reporting several positive effects of teacher-student rapport could encourage teachers to maintain good rapport with their students. this could be achieved through class activities allowing students to contribute more to the learning process, for example, group discussions, group projects, and jigsaw activities. through such activities, students can be facilitated to realise that they can have an active and participatory role in class. this could lead to a more comfortable class atmosphere for students to construct knowledge together with others. theme 2: being lecturer assistants trained them to improve their communication skills in class. the present study found that the lecturer assistants’ communication skills improved during the teaching process from the first meeting to the last meeting. regarding this, liem explained: “at the beginning, of becoming a lecturer assistant, i had problems with my communication skills. i was not confident to speak with my students. this condition disturbed my teaching process. i did not know students’ needs in my class and i had difficulty in delivering the materials. and during the teaching process, i practiced it and now i am quite confident with my communication skills.” (liem, m/la) liem’s difficulty in making effective communication with his students seemed to be in line with a finding of a study in turkey by tok (2010). tok (2010) found that pre-service teachers often struggled in making effective communications with students. however, as seen in the excerpts, as liem taught more, he became more confident, suggesting the role of experiences to be familiar with his students and allow better communication (tok, 2010). in a similar vein, mariam also stated that being a lecturer assistant gave her a chance to improve her communication skills. regarding this, she reported: “to communicate with the students is not an easy thing for me. i need a long process to make progress with my communication skills. i am blessed to get the opportunity to be a lecturer assistant because i have an opportunity to practice my skills, especially my communication skills. (mariam, f/la) as seen in the excerpts, mariam mentioned the opportunity to be a lecturer assistant led to the improvement of communication skills. regarding this, khan et al. (2017) explained that teachers do not only need to possess knowledge but also good communication skills because communication skills would help teachers in presenting or delivering the materials and giving understandable or clear messages to students in class. these important communication skills, as the present study https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 198-203 doi: 10.31002/metathesis.v5i1.4231 p-issn: 2580-2712 e-issn: 2580-2720 206 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) found, could be obtained from teaching experiences, in line with a finding of a previous study by kabilan (2013) in malaysia. kabilan (2013) found that preservice teachers were more confident with their communication skills when they finished the teaching practicum. in a previous study by tok (2010), it was also found that if pre-service teachers had teaching experiences, they would have much time to develop themselves. they could find many ways to learn and to practice their communication with students in the class (tok, 2010). the similar findings between the present study and those of several previous studies (kabilan, 2013; khan et al., 2017; tok, 2010) probably suggested an old, yet still a highly relevant notion of experience being 'the best teachers' in pre-service teacher education and pre-service teachers experiencing teaching as its culmination (tok, 2010). additionally, the lecturer assistants may have experienced a transition from focusing merely on what they wanted to convey to focusing on what they needed to convey to facilitate their students to understand better. by the day, they probably realised that for teachers, good communication did not simply mean that they could ‘speak confidently’ in front of their students but rather that they could facilitate understanding using any means necessary. theme 3: being lecturer assistants facilitated them to have more insights into the teaching profession. three participants explained that they had more insights about the teaching profession from the process of being lecturer assistants. for example, lidia explained: “being a lecturer assistant allows me to understand several new insights about the profession of a teacher. and i feel that i have changed some of my beliefs in teaching the students in my class.” (lidia, f/la) another lecturer assistant, silvia, explained in more specific about her beliefs on the effects of teachers' mood in her class. she commented: “i changed my belief about the effect of my mood to the class. my mood could determine the learning process of my students. so, i should be professional to manage my mood when teaching.” (silvia, f/la) silvia's acknowledgement of the important role of teachers' mood in the instructional process was in line with a statement by sutton et al. (2009) that mood is the part of teachers’ emotion playing an important role in class. teachers’ positive mood would help teachers to increase their students’ motivation and attention in class. in contrast, if teachers had negative emotions, it could disturb their students’ attention and motivation to learn (sutton et al., 2009). other than realising the importance of regulating mood, the participants also realised the importance of teaching preparations. regarding this, lim commented: “by being a lecturer assistant, i know that i need to prepare many https://creativecommons.org/licenses/by-sa/4.0/ siahaan & subekti pre-service and novice english teachers’ professional identity development: a case study 207 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) things for my class. previously, i thought that teachers only ‘came’ to the class (and talked), but in fact, teachers do many preparations before the class. and the preparations help me to have an effective class.” (liem, m/la) in the beginning, liem thought delivering materials in class would not require many preparations. then, being a lecturer assistant changed his belief about the preparations before teaching a class. he also came to realise that teaching preparations provided him to have an effective class. this finding was in line with a finding of a study by heeralal and bayaga (2011). in a south african university context, heeralal and bayaga (2011) also found that pre-service teachers’ better classroom management would be produced from more preparations. related to the present study’s finding, furthermore, previously tok (2010) found that inadequate preparation was an issue among pre-service teachers who might also have inadequate content knowledge. good planning, tok (2010) argued, would allow more effective educational and instructional activities (tok, 2010). overall, this finding suggested the lecturer assistants' realisation of the central role of teachers in instruction. regardless of whether the class is conducted in a student-centred or teacher-centred way, teachers are the ones orchestrating the instruction. hence, teachers need to have good planning and maintain their good mood whilst teaching. research objective 2: students’ views on the lecturer assistants’ teaching performance in the class the present study found two themes on the students’ views on the lecturer assistants’ teaching performance in their respective classes. these themes could be seen in table 3. table 3. the students’ views on the lecturer assistants’ teaching performance theme 1 lecturer assistants had successfully established teacher-student rapport in the class. theme 2 lecturer assistants had made progress in managing their classes. theme 1: lecturer assistants had successfully established teacher-student rapport in the class. three student participants reported that the lecturer assistants teaching in their classes had successfully established student-teacher rapport in the class. regarding this, cista recalled: “to build a relation as a friend in the class, the lecturer assistant did not take much time. she [lidia] was like my friend because the age gap was not big. moreover, from the first meeting, she had always tried to be our friend in the class.” (cista, f/s) furthermore, another student, ester, reported the effect of teacher-student rapport in his class. he explained: https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 198-203 doi: 10.31002/metathesis.v5i1.4231 p-issn: 2580-2712 e-issn: 2580-2720 208 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) “i think he [liem] was not only a teacher for us, but she was also a friend for us last semester [2020]. and because of that, my friends and i enjoyed her class.” (ester, m/s) moreover, surya stated that the lecturer assistant in his class employed strategies to build rapport. he reported: “in the first meeting, we felt awkward in the class. then, she [silvia] tried to engage us to be active in the class by asking several questions. not only that, but she also asked the class to have individualised consultation time with her. i think more individualised consultation time made the students and the lecturer assistant have a closer relation... and that relation established a comfortable atmosphere in the class.” (surya, m/s) the aforementioned student excerpts confirmed the lecturer assistants' beliefs mentioned previously on the importance of building rapport to enhance the class atmosphere. this finding also further confirmed several authors' reiteration on the role of teacher-student rapport to lighten students’ tension in class, improve their engagement and willingness to learn more (frisby & martin, 2010; granitz et al., 2009; lammers & gillaspy, 2013). furthermore, surya's comments that individualised consultations could make teacher-student relationships closer could be attributed to the possibility that in the individual consultations, where there were fewer interlocutors, students were less tense compared to when they had classroom discussions (subekti, 2018). because they were only with the assistant as the sole interlocutor, they were not or less self-conscious and thus they have more courage to ask questions and state their opinions (subekti, 2020). hence, a closer teacher-student relationship could be better developed during this process. furthermore, one of the student participants commented that the age gap which was not very wide also contributed to better teacher-student rapport. this finding could inform lecturers employing pre-service teachers as lecturer assistants in their classes. they could optimise the lecturer assistants’ roles in instruction, for example by assigning them to organise consultation or tutoring activities. students may feel more relaxed consulting their works to the assistants and the lecturer assistants will also obtain more teaching experiences necessary for the development of their professional identity as teachers. theme 2: lecturer assistants had made progress in managing their classes. the present study further found that the lecturer assistants had made progress in managing their classes during the semester. this was reported by the students they taught. surya, for instance, mentioned: “she [silvia] became more communicative in the online class last semester [2020]. in the first meeting, she only came and gave the materials without any rich discussion and explanations. then, towards the middle of last semester, she often asked questions or https://creativecommons.org/licenses/by-sa/4.0/ siahaan & subekti pre-service and novice english teachers’ professional identity development: a case study 209 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) discussed something with us about each topic. because of those activities, we could pay more attention to her.” (surya, m/s) as seen in this excerpt, the lecturer assistant teaching surya’s class had gradual betterment in her teaching throughout the semester in a way that she provided richer discussions allowing more teacher-student communications. this finding was in line with the statement by tok (2010) that when teachers kept their communication with students, it would help teachers to keep away students’ poor responses. in a similar tone, rina also recalled that the teaching of the lecturer assistant in her class had transformed into more fun and relaxing towards the end of the semester. she stated: “i saw her [ratih] progress with the lesson delivered in the online class. [towards the end of the semester], the lesson delivered was more fun and relaxing – very different from that of the first and the second meetings. i remember that the lesson delivered [in the first two meetings] was not interesting. i enjoyed the class more [by the day]” (rina, f/s) the excerpts from surya and rina conformed to a finding of a study by tok (2010) in turkey on pre-service teachers’ needs to conduct more effective lesson delivery. as also seen in the excerpts, a suitable lesson delivered would improve students’ learning motivation (aisyah & wicaksono, 2018; tok, 2010). regarding the present study’s finding on the lecturer assistants’ gradual betterment in course delivery, aisyah and wicaksono (2018) reported that through teaching experiences, pre-service teachers realised what students learned was more important than what they tried to teach, resulting in more engaging instruction. in a similar vein, heeralal and bayaga (2011) also reported that pre-service teachers tended to be less flexible in course delivery including teaching methods and materials. however, as they gained more teaching experiences, they became more flexible resulting in more engaging classes (heeralal & bayaga, 2011). additionally, betterment in time management was also reported. vano, a student in mariam’s class, reported: "i think she [mariam] learned from her mistakes. at the beginning of the semester, i felt bored and confused with her class because the time management was not good. [towards the end of the semester] she was different; she was able to use time more effectively in the class.” (vano, f/s) this finding as seen in the excerpt from vano suggested that effective time management would avoid students from feeling bored or confused in class, indicating that time management was an important aspect of classroom management. regarding the issue of poor time management, a previous study by kabilan (2013) reported that time management was one of the problems experienced by several malaysian pre-service english teacher participants in his study. kabilan (2013) further mentioned that teaching became the ‘place’ where pre-service teachers could improve their time management in class. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.5, no.2, october 2021 pp 198-203 doi: 10.31002/metathesis.v5i1.4231 p-issn: 2580-2712 e-issn: 2580-2720 210 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) though the finding seemed to be constrained to the lecturer assistants’ gradually better in-class management, in teaching, teachers’ management may involve before, during, and after class management. as teaching is such a complex and delicate act, what can be seen as ‘good classroom management’ may be the results of outside-class management, for example, how teachers plan the class activities by connecting the previous class’ materials to the next considering such variables as students, time allocation, and the difficulty level of the materials. day-to-day teaching can facilitate pre-service teachers to develop this skill. in summary, several points could be emphasised regarding the present study’s findings. first, the present study confirmed that experiencing teaching with all its dynamics was paramount for pre-service teachers. it was through this dynamic process that they learned, albeit perhaps the hard way, to be better teachers continuously refining their teaching skills (flórez & basto, 2017; tok, 2010). furthermore, as the findings suggested, the lecturer assistants were still lacking in several ways. in this case, the lecturers whose classes were assisted could guide the assistants to facilitate the construction of their professional identity by having several periodic meetings within a semester. in such meetings, the assistants could share their challenges and the lecturers could give them suggestions or offer possible solutions. on a positive note, pre-service teachers becoming lecturer assistants could be as strategic and beneficial for them as having formal teaching practicum typically mandated in the english education majors’ curricula in terms of a way to develop their professional identity as teachers. hence, the practice of employing pre-service teachers as lecturer assistants where possible could be widely implemented in english education majors with careful supervision and mentoring in the process. conclusion based on the findings of the present study, there are several implications. this study generally found that being lecturer assistants influenced the lecturer assistant participants’ professional identity development to perform better as teachers. this suggests the importance of teaching experiences for pre-service teachers to increase their teaching performance. concerning this finding, preservice teachers are expected to increase their teaching experiences, facilitated by their department’s curriculum or independently, to help them to improve their professional identity as future teachers. this present study also had a specific finding that as the age gap between the assistants and the students was not big, it was easier for the students to consider the lecturer assistants their friends in the class, resulting in better rapport. in this case, lecturers could optimise the role of lecturer assistants in maintaining teacher-student rapport to facilitate students’ understanding. last but not least, as studies involving lecturer assistants as the participants were quite rare in the teacher professional identity field which is thus far overwhelmed with studies from teaching practicum settings, the findings of this study can be used as a reference for further investigations. furthermore, the present study also had several limitations. all data obtained in the present study solely depended on the participants’ responses in the interviews. secondly, as the interviews were conducted online due to the covidhttps://creativecommons.org/licenses/by-sa/4.0/ siahaan & subekti pre-service and novice english teachers’ professional identity development: a case study 211 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 19 pandemic and the participants resided in various places with various internet connectivity levels, at times these interviews were interrupted due to poor internet connection. this may slightly compromise the interview data. last but not least, the qualitative nature of the study carried the consequence that the findings of this study should be seen within their unique context. these findings may not be generalised to a wider population, albeit several replications could be possible. based on the aforementioned limitations and several findings of the present study, future studies could be suggested. the first was to include class observations as a triangulation method comparing what the participants reported and what could be observed in class. additionally, this way, possibly poor data obtained from one method could be compensated through data from the other. future studies investigating lecturer assistants’ development of professional identity could also include lecturers as the participants as they are the ones directly supervising their assistants, thus possibly understanding their progress better. future studies could also analyse lecturer assistants’ reflections in a secondary document analysis to see the dynamics of how they perceive themselves as teachers. references abednia, a. 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(2014). professional identity construction issues in becoming an english teacher. procedia social and behavioral sciences, 98, 1991–1995. https://doi.org/10.1016/j.sbspro.2014.03.633 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 79-92 doi: 10.31002/metathesis.v5i1.3700 p-issn: 2580-2712 e-issn: 2580-2720 79 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) using the kübler-ross model of grief with post-traumatic stress disorder (ptsd): an analysis of manchester by the sea rong-rong wang1, ya-huei wang2* chung-shan medical university 110, section 1, chien-kuo n. road, taichung, taichung county, taiwan zaay0227@gmail.com1, yhuei@csmu.edu.tw2* *corresponding author received: 1 march 2021 revised: 22 may 2021 accepted: 25 may 2021 published: 31 may 2021 abstract people may encounter different stages of grief during the course of bereavement, and not everyone can achieve a positive state of mind. this study intended to analyze how the characters in manchester by the sea, mainly lee chandler, patrick chandler, and randi, manage their emotional responses when they are facing the loss of a loved one. the study used elisabeth kübler-ross’s five-stage model of grief and posttraumatic stress disorder (ptsd) to analyze how these characters transition through their grief and whether they are likely to suffer from mental illness. some people, like randi and patrick in the film, may recover from bereavement; however, some people, like lee, may not, eventually becoming afflicted with mental illness or ptsd. the research results demonstrated that the film manchester by the sea can let viewers consider ways to make sense of traumatic grief and turn their negative psychological issues into something meaningful in life, thereby allowing their lives to flourish. hopefully, seeing this film or reading this paper will help people to recognize that they might have ptsd. it might also help people in the health industry to realize that more needs to be done to help these people find their way back. keywords: grief, bereavement, post-traumatic stress disorder (ptsd), traumatic grief introduction when people are exposed to a traumatic event, they may experience a mental disorder or acute stress disorder. however, the mental disorder or traumatic grief may dissipate in the month following exposure to the traumatic event. based on the diagnostic and statistical manual of mental disorders (american psychiatric association; apa, 2013), most people’s negative feelings pertaining to traumatic events fade within a few months, but if the duration is too long, they may suffer from post-traumatic stress disorder (ptsd). ptsd is defined as a mental disorder that can develop when individuals have been exposed to traumatic events, such as warfare, sexual assault, the loss of family members or loved ones, or the diagnosis of a critical https://creativecommons.org/licenses/by-sa/4.0/ wang & wang using the kübler-ross model of grief with post-traumatic stress disorder (ptsd): an analysis of manchester by the sea 80 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) disease (apa, 2013). ptsd can be a kind of anxiety disorder, accompanied by other complications, such as major depression. it may last for a mere matter of months, or it could extend for years, thereby threatening one’s life or life quality. those with acute stress disorder or ptsd may experience the following symptoms for more than one month after a traumatic event: nightmares, numbness, insomnia, intrusiveness or avoidance of traumatic memories, excessive alertness, or a change of personality (apa, 2013). research has shown that the bereavement of children is the heaviest blow and the greatest loss in an individual’s life (dent, 2002), as it may challenge individuals’ understanding of meaning in their life and their philosophical beliefs; they may even feel that their very existence has lost all meaning. kubler-ross (1973; 2005) found that parents of bereaved children are often emotionally unstable, with behavior ranging from numbness to a sudden bad temper; they may be quiet, negative, indifferent, resentful of the world, or even disgusted to see any child. confronting a loss or a life-threatening situation requires a certain process in order to adjust to the new circumstances; that is, those experiencing loss need resilience or the ability to recover from grief and maintain a stable equilibrium. expected grief refers to the grief that occurs before the actual loss occurs, hence allowing one more time to adjust to the situation or to communicate with a loved one. however, with unexpected grief, people need more time to recover and reintegrate themselves after experiencing a traumatic event. kubler-ross (1973; 2005) proposed a five-stage grief model, composed of denial, anger, bargaining, depression, and acceptance, as a framework to allow those in mourning to identify their feelings and learn to live with bereavement. most grieving people may have temporary difficulty in coping with their bereavement; however, with the passage of time, in itself a tool for self-healing, they can recover. nonetheless, some grieving people cannot recover from grief or traumatic events, even after several months. if their grief symptoms worsen, lasting for more than six months, their daily life could be affected; these people are probably suffering from ptsd. those suffering from ptsd may fail to recover after being immersed in their grief for so long. also, it would be more difficult for those suppressing their grief or negative emotions to return to a normal life. in other words, denying or avoiding the pain of bereavement for a long time only forces a person to continue feeling the loss, hence leading to complex or pathological grief, which may endanger one’s health, physically and psychologically. in order to further realize how the traumatic events, bereavement, grief, and ptsd may endanger one’s physical and psychological heath, this study analyzed how the characters in manchester by the sea (lonergan, 2016) manage their emotional responses while they are facing the loss of their loved one. research method this study used kubler-ross’s (1973; 2005) five-stage grief model—denial, anger, bargaining, depression, and acceptance—as a framework to analyze how the characters in the film manchester by the sea (lonergan, 2016), mainly lee chandler, patrick chandler, and randi, go through different stages of grief during their bereavement. some may recover from bereavement, but those who do not may https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 79-92 doi: 10.31002/metathesis.v5i1.3700 p-issn: 2580-2712 e-issn: 2580-2720 81 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) hence become afflicted with mental illness or ptsd. the study used latent-content analysis (babbie, 1995) as the qualitative research technique to comprehensively scrutinize the film and the script of manchester by the sea (lonergan, 2016) in order to elicit replicable and valid inferences from the text and thus determine how some characters in the film go through the grief process and achieve integration with their traumatic past, whereas some fail to reach such integration, remaining endlessly haunted by tramatic events. findings and discussion traumatic event in manchester by the sea manchester by the sea was directed and written by kenneth lonergan (2016), and it portrays lee chandler (casey affleck), who is suffering from a traumatic event and, hence, endless grief during his bereavement. a flashback leads readers back to a time when lee lived in manchester with his wife, randi (michelle williams), and his three young children. lee was an outgoing person who always wore a smile on his face. he seemed happy, and he adored his wife and children. unfortunately, while he was drunk, lee’s negligence caused a house fire that resulted in the deaths of his three children and, thereafter, a divorce from his wife. after experiencing the fire, the death of his children, and the divorce, lee becomes depressed, irritable, and alienated. filled with trauma and guilt, lee leaves the town of manchester-by-thesea and lives alone in a messy basement apartment in a town in massachusetts, choosing to segregate himself from society. the death of his brother joe (kyle chandler) draws lee back to his hometown of manchester-by-the-sea, a sad place burdened with the traumatic events he has attempted to escape from for so long. upon his return, lee runs into his ex-wife, randi, who got married again and has a newborn. randi sobs, expressing remorse over her mistreatment of lee after the fire and the death of their children. she invites lee to lunch, but with trauma-related guilt, lee turns her down and, instead, goes to a bar, where he gets drunk, fights with strangers, and eventually, is knocked out. when he awakens in the house of george, a family friend, lee finally breaks down in tears. because of his traumatic experience, even after the death of his brother joe, lee is unwilling to take responsibility for his brother’s son, patrick. instead, he arranges for george and his wife to adopt patrick chandler (lucas hedges). when patrick asks lee why he cannot stay in manchester-by-the-sea, lee says, “come on, patty...i can’t beat it. i can’t beat it. i’m sorry” (lonergan, 2016, p. 108). kübler-ross’ five-stage grief model on manchester by the sea the five stages of grief—denial, anger, bargaining, depression, and acceptance— form a grief model that was first introduced in on death and dying (1969) by elisabeth kübler-ross; it is known as the “kübler-ross model.” the model was initially intended for those suffering from terminal illness; however, it can also be used for those suffering from the loss of a loved one (see figure 1) since, according to kübler-ross (1973; 2005), those experiencing terminal illness or the loss of a loved one will move through the stages of grief. moreover, the model can be applied to all catastrophic personal losses, such as the loss of work, income, or freedom. the five stages of grief do not occur in a specific order. grief is a complex process; https://creativecommons.org/licenses/by-sa/4.0/ wang & wang using the kübler-ross model of grief with post-traumatic stress disorder (ptsd): an analysis of manchester by the sea 82 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) mourners may have their own unique steps to go through. therefore, they may not experience all of the stages of the grief process. however, kübler-ross (1973; 2005) believes that mourners will go through at least two stages. the five-stage model is briefly illustrated below. figure 1. kübler-ross’s (1969) model of grief 1. denial in this stage, grieving people, consciously or unconsciously, refuse to accept the truth, that they are losing their loved one, because the loss would leave them heartbroken. hence, they deny reality and accept their preferred reality, believing that their loved one is still alive. this is a way to protect themselves and to avoid having their heart broken by the truth. for instance, in the film manchester by the sea, lee refuses to accept the fact that a house fire caused by his negligence resulted in the deaths of his three children. while in a state of shock at losing their loved one, mourners use denial as a mechanism to pacify their feelings of grief and, moreover, to find a way to manage their grief by degrees. as they gradually accept the reality of their loss and start to face their painful emotions, all the feelings they have denied begin to surface. 2. anger having no choice but to face the truth, that they are losing their loved one, grieving people project their anger or other negative emotions on others or on themselves, because the truth is unbearable. as in manchester by the sea, while knowing that the carelessness of her husband, lee, resulted in the death of her three beloved children, randi pours her anger onto lee and finally has a divorce with lee. those losing their loved one may become angry or frustrated because they feel guilty, thinking that they may have done something to cause the situation, or they don’t understand why this is happening to them. sometimes, they may feel regretful for what has happened. for example, they may regret being too busy working to pay much attention to their loved one. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 79-92 doi: 10.31002/metathesis.v5i1.3700 p-issn: 2580-2712 e-issn: 2580-2720 83 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 3. bargaining in order that their loved one might be spared, mourners attempt to change reality. as in the film, patrick does not like to see his father being in a freezer, pretending that his father is still alive. moreover, they may want their loved one restored, so they start to believe there must be something they can do to help save the loved one. they suppose that, if only they could do something different, they might be able to alter reality, and somehow, their loved one could survive. by using the phrase “if only” or “what if” to instill hope, mourners provide themselves with a temporary escape from their grief. they try to bargain and negotiate to deal with the reality of losing the one they love, thinking that “if only” or “what if” could prevent their loved one from dying. i just don't like him bein’ in a freezer.pa 4. depression however, though trying to bargain with god through prayer or using “what if” to instill hope, those grieving people do know that the facts cannot be changed. therefore, they fall into despair or depression. this depressive stage leads mourners to feel numb about everything. moreover, depression may bring additional negative effects, mentally or physically, such as insomnia, a loss of appetite, and even suicide attempts. for instance, in the film lee cannot bear the loss of his children and hence intends to use gun to shoot himself. 5. acceptance for those grieving, this stage is about acceptance of the reality that their loved one is dead or is going to die. though not comfortable about the loss of their loved one, mourners eventually realize that they cannot freeze the past; hence, they learn to adjust and to accept the reality that their beloved one has passed away. as in the film, after going through anger and depression, randi manages to recover from the traumatic event and accept the fact that her children are dead. for those experiencing the grief process, acceptance is the final stage, as those grieving begin to accept either that death is inevitable or that it has actually happened. based on kübler-ross’s model (1973; 2005), the five stages of grief vary from person to person. not every person goes through every stage; some people may go through only a few of them. kübler-ross believes that everyone will go through at least two of them. however, no matter how many stages one experiences, the final stage is always acceptance. in order to give a further illustration of the varying stages of grief during the bereavement process, the study would further analyze those characters suffering bereavement in manchester by the sea: lee, patrick, and randy. the grief process in manchester by the sea: lee, patrick, and randy among all the forms of traumatic grief, the trauma from a death or loss is the most severe because it is reinforced by the repeated absence of a loved one and the recurring realization that the loved one is dead, which pulls the grieving person back to that initial trauma of death and loss, with no end. according to worden (2018), the type of death that occurred would affect the mourning or grieving process of the living. in manchester by the sea (lonergan, 2016), lee, patrick, and randi experience different stages of grief during their bereavement. also, their reactions vary. lee, knowing that his three children burned to death, lee cannot accept what has happened, and he feels guilty. he cannot forgive himself; consumed with anger and depression, he does not know how he can go on. filled with sorrow and traumatic grief, he yearns to do away with himself, so he “grabs a young cop https://creativecommons.org/licenses/by-sa/4.0/ wang & wang using the kübler-ross model of grief with post-traumatic stress disorder (ptsd): an analysis of manchester by the sea 84 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) from behind, pulls the gun out of his holster and shoves him away. shouts and guns come out everywhere. lee puts the gun to his own head and pulls the trigger….” (p.52). fortunately, the safety catch is on, giving the cops a chance to grab the gun in time. in the depression stage, people, like lee, cannot accept the truth, so they try to escape from reality. their mind full of pain, sadness, fragility, and depression, their traumatic grief is more than they can bear. moreover, some mourners also suffer from other mental disorders, such as severe depression, anxiety, or even various addictions. their mental condition may continuously worsen if they do not obtain professional help. someone who cannot move through this depression stage will choose to end their life (wortman & latack, 2017; worden, 2018). three of the stages of grief are clearly shown in randi: anger, depression, and acceptance. once knowing that the house is completely on fire, randi, though “smeared with smoke and water,” violently shakes two policemen off so that she can run into the burning house to save her three little children, saying hysterically, “let me go! get your hands off me! let go of me! somebody go in there! let me go! get them outta there!” (p. 49). while experiencing losing her beloved children and having a divorce after the fire accident, randi pours her anger onto lee. however, after depression, randi manages, over time, to recover from the traumatic event, finally getting married and have a new baby. aware of joe’s death, randi even tries to help lee go through the grief process, saying “so, i don't know if you planned a service yet, but i was also gonna ask you if you wouldn't mind – i’d like to be there, if it’s ok with you” (p. 69) patrick also go through some stages of grief: denial, bargain, depression, and finally acceptance. as for patrick, initially, he refuses to accept that his father is dead. hence, when he sees the frozen meat in the refrigerator, he “starts to breathe hard” (p.76), because the frozen meat reminds him of his father. feeling sick, he puts the meat back inside, leans “his head against the freezer door then backs away” (p. 76). when lee comes in, patrick can no longer control himself; he wipes his eyes, saying, patrick: i don’t want it. i don’t want it. lee: patty— patrick: somethin’s wrong with me. lee: what do you mean? like what? patrick: i don’t know! i feel really weird! i’m havin’ like a panic attack or something. lee: are you sick? what do you mean? patrick: could you get that shit outta the freezer? i feel really weird. lee: get ridda what? the chicken? . . . patrick: i just don’t like him bein’ in the freezer! lee: you’ve expressed that very clearly. i don’t like it either. but there’s nothin’ we can do about it (p.76). patrick knows that he has lost his father, and he does not want his father to stay in the freezer for a long time. therefore, upon seeing the meat in the overcrowded https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 79-92 doi: 10.31002/metathesis.v5i1.3700 p-issn: 2580-2712 e-issn: 2580-2720 85 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) freezer, he can no longer restrain himself; his words and cries signal a release from his depression regarding the death of his father. as noted in kübler-ross’s grief model (1973; 2005), those who are grieving cannot help but cry, scream, or yell to release their negative emotions, whether the death was unexpected or expected. they often feel much better when they unleash their true feelings. only by expressing their depressing or negative feelings can grieving people come to the final acceptance stage, whereupon they can reintegrate themselves and allow their lives to continue. from traumatic grief to reintegration: patrick and randi those experiencing traumatic events may be aware of their own grief trauma and illness; hence, they may have a self-healing ability toward the traumatic events (nanni, tosato, grassi, ruggeri, prigerson, 2015). research has shown that most people experiencing bereavement finally come to terms with their traumatic loss six months after the death, and they integrate this traumatic experience into their lives (arizmendi, o’connor, 2015; zisook, simon, & reynolds, 2010). though some people may suffer from intense traumatic grief or ptsd symptoms, most people are able to adapt and self-heal. people who have good self-healing capacities can return to normal life by themselves. unfortunately, some bereaved people may not have good healing abilities; hence, they are unable to fully integrate their loss into their life, continuing to suffer from severe depression even years after the bereavement (nanni, tosato, grassi, ruggeri, prigerson, 2015). in order to reach the acceptance stage, reintegrate, and carry on with life, those who are grieving should not only accept that their loved one is truly leaving them, but also accept the mistakes they may make, if any, in order not to let themselves live guiltily afterwards. in the film, for instance, patrick goes through the depression stage and enters the acceptance stage, realizing that his father is leaving him because of his cardiac arrest. randi, after going through the denial, anger, bargaining, and depression stages of the grief process, finally enters the acceptance stage; she accepts the fact that her daughters burned to death accidentally. moreover, she tries to be rational, not blaming lee, for she knows that he did not deliberately cause the fire. she even apologizes for her earlier harsh words toward him. both patrick and randi go through their grief process, reintegrate with their traumatic past, and hence, return to normal life. according to kübler-ross (1973; 2005), in order to go through the grief process and reach meaning reconstruction, those who are grieving must go through the acceptance stage of grief. in contrast with patrick and randi, lee traps himself in the depression stage and does not accept the reality of the traumatic event, feeling guilty and regretful about the mistake he made. therefore, unable to forgive himself, lee cannot return to his usual life. instead, he is stuck within a traumatic grief trap, which causes negative effects in his life, both physically and psychologically. only when mourners can carry out meaning reconstruction in their grief process can they enter the acceptance stage, where they reconstruct the meaning of the traumatic events and further release their grief (neimeyer, 2006; 2009). in other words, the grief process becomes the process of meaning reconstruction, by which those grieving should manage to find and construct meaning to justify their experience of bereavement. in this way, grieving people can reintegrate their traumatic past and allow themselves to move forward. https://creativecommons.org/licenses/by-sa/4.0/ wang & wang using the kübler-ross model of grief with post-traumatic stress disorder (ptsd): an analysis of manchester by the sea 86 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) randi, lee’s ex-wife, successfully goes through the grief process, carrying out meaning reconstruction and reaching a reintegration with herself. in other words, she has the ability to adapt and go through the grief process by herself, reaching a good self-healing effect. through self-healing, she has insight into her traumatic grief, and she manages to deal with the problems/symptoms of traumatic grief. therefore, by reintegrating with her past, randi can recover over time and start her new life and a new family. moreover, she forgives lee for his mistake and tearfully apologizes for her condemnation of him. after recovering from the trauma, she even tries to help lee recover from his grief, but he turns down her assistance. when lee and randi run into each other on the street, randi apologizes for scolding him in the past; she realizes that no one wanted that tragedy to occur. while apologizing, she hopes that lee can restart his life and not be trapped by the trauma. randi: but let me finish. however it – my heart was broken. it’s always gonna be broken. i know your heart is broken too. but i don’t have to carry...i said things that i should--i should fuckin’ burn in hell for what i said. it was just— lee: no, no... randi: i’m just sorry. i love you. maybe i shouldn’t say that. and i’m sorry– lee: i can’t--you can say it, but-o, it’s just--i--i can’t—i gotta go. randi: we couldn’t have lunch? lee: i’m really sorry. i don’t think so. randi: you can’t just die...! but honey, i see you walkin’ around like this and i just wanna tell you--but lee, you gotta--i don’t know what! i don’t wanna torture you. i just wanna tell you i was wrong. that’s not true! can’t be true...! lee: thank you for sayin’ everything--i’m not! but i can’t--i’m happy for you. and i want...i would want to talk to you--but i can’t, i can’t... i’m tryin’ to—ou’re not. but i got nothin’ to--thank you for sayin’ that. but--there’s nothin’ there ...you don’t understand... randi: of course i do! lee: i know you understand...but i’ve gotta go—i’m sorry. randi: ok. i’m sorry. lee: there’s nothin’ i can s—i gotta go. (p.102-103) instead of finding comfort in their shared loss, lee just wants to escape from the traumatic experience, which threatens to destroy him. lee stops randi midconversation. he refuses to talk to her about anything regarding the accident. while lee is trapped in the traumatic grief of losing his children, his ex-wife is remarried and welcoming her newborn baby, a rebirth. instead of renewing his life, as randi does, lee cannot forgive himself. with guilt and remorse, lee immerses himself in a prolonged depression and traumatic grief, without realizing that he might be suffering from ptsd. the treatment of ptsd depends on patients’ perception and awareness of their mental illness (apa, 2013; quesinberry, 2009). it would be easier to overcome ptsd if patients knew that they were ill and if they were willing to see a doctor. however, some patients https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 79-92 doi: 10.31002/metathesis.v5i1.3700 p-issn: 2580-2712 e-issn: 2580-2720 87 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) may not know they are suffering from ptsd; others may know, but may be unwilling to see a doctor. lee is the type of patient who does not recognize his ptsd; hence, he never seeks a doctor’s help. the unbearable loss: lee’s traumatic grief and ptsd compared with the death of the elderly, who have been ill and lying in bed for a long time, the unexpected death of children is particularly unbearable, steeping parents in traumatic grief and mourning. a death is considered traumatic if it is untimely, occurs without warning, involves violence or damage to the body of the beloved one, or is caused by a perpetrator with the intent to harm. moreover, if those grieving regard the death as unfair, unjust, and preventable or if the death is caused by the grieving person’s negligence or carelessness, they would have difficulty recovering from the traumatic events (wortman & latack, 2017). if the grief is too unbearable, mourners may consider committing suicide, as did lee in manchester by the sea. those experiencing traumatic events, as lee encountered the traumatic deaths of his three young children, must cope not only with their trauma, but also with their grief. humans all experience variations of grief, which may arise when experiencing an expected loss, such as that resulting from terminal illness or aging, or an unexpected or violent loss, such as death due to an accident or a natural disaster (kübler-ross, 1969; 1997). it has been shown that violent deaths, especially those that are unexpected, result in irresoluble distress and depression, causing traumatic grief to the bereaved. they may even remain completely fixated within that painful memory or traumatic experience (worden, 2018). those experiencing traumatic grief or ptsd may have the following common traumatic symptoms: re-experience, avoidance, emotional numbness, and hyperarousal (cohen, mannarino, & deblinger, 2017). re-experiencing refers to grieving people who may have recurrent thoughts, memories, dreams, or even nightmares about the traumatic experience. they may also act or feel as if the traumatic event is happening again, which is sometimes called a “flashback.” they may have a very strong feeling of distress or depression when thinking of the traumatic event. moreover, they may be physically responsive to the traumatic event when they think of it, by, for instance, experiencing a drastic surge in their heart rate. avoidance pertains to mourners withdrawing from social activities and conversations. they may even attempt to move away from the people or places that remind them of the loss, bereavement, or traumatic event they have suffered. sometimes, they may have difficulty remembering some important aspect of the traumatic event. numbness refers to those suffering from ptsd losing interest in the activities that they were once so fond of and distancing themselves from others. moreover, they lose the ability to have positive feelings; for instance, they are unable to experience happiness or love. on the other hand, when experiencing hyperarousal, they may have difficulty managing their temper and behavior; they may easily explode in anger. they may also experience anxiety, restlessness, or difficulty sleeping. moreover, they cannot concentrate. they become neurotic and suspicious of everything around them (beckner & arden, 2008; quesinberry, 2009). in manchester by the sea, lee has suffered from the traumatic symptoms of reexperience, avoidance, emotional numbness, and hyperarousal for five years. as these are the four common symptoms of ptsd, it can be concluded that lee has ptsd. these ptsd symptoms cause significant problems and negative effects for https://creativecommons.org/licenses/by-sa/4.0/ wang & wang using the kübler-ross model of grief with post-traumatic stress disorder (ptsd): an analysis of manchester by the sea 88 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) those grieving, particularly in social situations, as they are unable to main a stable relationship with others. moreover, these symptoms interfere with daily life, preventing mourners from returning to a normal life. the four effects of ptsd and their exemplars are briefly shown below. effects exemplars physical effects ➢ pain without a clear cause ➢ difficulty sleeping ➢ overwhelming guilt psychological effects ➢ major depressive disorder ➢ anxiety disorder ➢ low self-esteem social barriers ➢ interpersonal relationship problems ➢ employment problems self-injury ➢ suicide attempt ➢ alcoholism ➢ drug addiction those suffering from ptsd may have all, or some, of the above-mentioned problems. if those grieving cannot face their trauma, they cannot have insight into their grief; thus, they will fail to achieve self-healing. moreover, without receiving proper treatment, they will find that the effects of ptsd deeply affect their daily life, physically and psychologically. lee experiences some ptsd effects that lead him into trouble and create negative consequences. before the fatal accident, lee was an open-minded person, always wearing a smile on his face; he enjoyed having fun with his friends, cousin, and daughters. however, after the accident, overwhelmed with guilt, lee could not face his wife, randi, or his neighbors; hence, with low self-esteem, he avoided everything that was related to the accident. he divorced his wife and moved away from manchester-by-the-sea to a town nearby and lived a solitary life with no contact with his family and friends. lee’s avoidance of any connection with the accident and the accident site is quite similar to kubler-ross’s research (1973, 2005), which showed that parents of bereaved children need to find a safe place where they can vent their emotions and scream without scruples. people with ptsd may have trouble with close family relationships or friendships (beckner & arden, 2008; quesinberry, 2009). they may also have some social barriers, such as interpersonal relationship problems and employment problems. lee does not have friends and has no contact with his family. although he moves away from the traumatic town, lee is still filled with unbearable grief. as a janitor of a building, he cannot communicate with the residents easily; indeed, he tries to avoid eye contact with everyone. the fatal traumatic experience also leads lee to have a severe depressive disorder: he never smiles, and he spends his life just trying to hang on. moreover, to punish himself for the accident, lee develops suicidal tendencies, using a gun to attempt to shoot himself. indeed, even after years have passed, when lee talks to randi, he admits that he wants to die. guilty about his children’s deaths, he tortures himself daily with regret. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 79-92 doi: 10.31002/metathesis.v5i1.3700 p-issn: 2580-2712 e-issn: 2580-2720 89 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) lee suffers from emotional numbness and depression. even when he hears the news of his brother’s death, because of his permanent depression, lee is numb. he shows no visible reaction, no facial expression or responsiveness toward the death of his brother, because another tremendous trauma is already buried deep in his mind, trapping him and cementing him in the depression stage. the depression and traumatic grief will force lee to be numb forever. occasionally, lee is in a state of “alertness” and “hyperarousal,” which turns lee into an irritable person after the traumatic tragedy; therefore, he finds himself in trouble frequently. suffering from ptsd, lee is very sensitive to his environment and the people around him. he believes that either something is wrong or everyone is against him; consequently, he cannot do his work well, and he occasionally quarrels with the building residents. because he suffers from the symptom of “alertness,” lee cannot return to his normal life; instead, he becomes an alcoholic, always getting drunk in a bar and picking a fight with strangers. those suffering from ptsd are afflicted with the symptom of re-experiencing, having recurrent thoughts, flashbacks, or even nightmares about the traumatic experience (cohen, mannarino, & deblinger, 2017). lee is also afflicted with ptsd symptoms. in one scene, after having a beer and falling asleep with the tv playing, lee dreams about his daughters. one of them asks why lee cannot see that they are burning: suzy: daddy? lee: yes, honey? suzy: can’t you see we’re burning” lee: honey…you’re not burning. terrified, he wakes up and finds that the skillet in the kitchen is smoking and blackened. obviously, lee is haunted by his traumatic experience. similarly, lee avoids contacting people who are related to the accident, and he avoids talking about it, which is a sign of avoidance (apa, 2013). five years later, randi calls lee because she knows that lee’s brother passed away. after learning that randi is married and is having a baby, lee is in a hurry to hang up the phone, fearing that she will revive the traumatic memory. randi: you know. we’re doin’ pretty well. i should probably tell you–i’m gonna be –i’m pregnant. actually. lee: oh, i didn’t know that. randi: i didn’t know if i should tell you, but— lee: no, it’s fine. congratulations. randi: thank you. you would probably deduce it for yourself when you see me. randi: so, are you still— lee: actually, sorry--i don’t mean to cut you off. i just gotta go pick up patrick up and i’m slightly late (p.70). lee hangs up, unable to stay on the phone any longer. even when they encounter each other on the street, lee, with unbearable traumatic grief, just wants to escape from the unbearable traumatic experience before it knocks him down. https://creativecommons.org/licenses/by-sa/4.0/ wang & wang using the kübler-ross model of grief with post-traumatic stress disorder (ptsd): an analysis of manchester by the sea 90 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) due to the unexpected deaths of his three little children, even years later, lee cannot move past his traumatic grief and ptsd, failing to make sense of the grief experience of bereavement and, hence, losing the chance to reach meaningreconstruction toward the traumatic events. however, lee may have the chance to reduce his level of traumatic grief when the death of his brother, joe, forces him back to his hometown of manchester-by-the-sea. this may give lee another chance to find meaning from his bereavement by making sense of what has happened to him: not only the death of his brother, but also the death of his three children. unfortunately, with unbearable trauma deep inside, lee once again evades this search for meaning. while staying at the lawyer’s office and learning that his brother assigned him to be patrick’s guardian, lee is in a panic, totally horrified. lee: i don’t understand. wes: what--part are you having trouble with...? lee: i can’t be patrick’s guardian. wes: i understand it’s a serious responsibility- lee: no--i mean--i mean, i can’t— wes: well--naturally i assumed that joe had discussed this with you- lee: no. he didn’t. no. wes: well...i must say i’m somewhat taken aback- lee: he can’t live with me: i live in one room (p. 44-45). lee is unwilling to undertake the responsibility because the guardianship will always remind him of the unbearable loss and traumatic grief deep inside himself. hence, there is an awkward relationship and between lee and patrick, a sixteenyear-old boy. lee cannot forgive himself for his fatal mistake; thus, he is afraid of taking the responsibility of being a guardian, lest, someday, he makes another fatal mistake and reexperiences the death trauma all over again. lee may have had the chance to recover and reach a reintegration with his traumatic past as he stepped into his hometown, summoning his traumatic memory of his children and his ex-wife randi. however, instead of cognitively managing his traumatic grief, lee chooses a repressive mechanism to avoid reality and allows himself to be stuck in the traumatic grief process. in contrast with randi’s and patrick’s awareness and acceptance of their bereavement in order to continue their lives, lee does not have insight into his ptsd or traumatic grief and, thus, cannot reach a meaning reconstruction of the traumatic event to further release his grief. therefore, he loses the chance to reintegrate himself with his traumatic past; instead, his grief continues endlessly. conclusion human beings definitely encounter variations of traumatic loss, such as the loss of a loved one, the loss of health, or the loss of the capacities we are so proud of. traumatic grief is the grief that accompanies loss, especially when it is unexpected. while suffering from traumatic loss, as well as from ptsd, people may have different survival mechanisms to deal with their unexpected loss and to pacify their traumatic grief. they may go through the traumatic grief process, a process of https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 5, no. 1, april 2021 pp 79-92 doi: 10.31002/metathesis.v5i1.3700 p-issn: 2580-2712 e-issn: 2580-2720 91 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) meaning reconstruction, to make sense of and carry out meaning in their bereavement. once mourners find meaning in the traumatic loss or bereavement, they can construct meaning, make sense of their bereavement or loss, and further reintegrate themselves with their traumatic past in order to continue their lives. the film manchester by the sea is a film that lets viewers consider ways to make sense of traumatic grief and turn their negative psychological issues into something meaningful in life, thereby allowing their lives to flourish, as did randi’s and patrick’s. however, those who cannot find meaning in their grief, like lee in the film, will fail to reintegrate themselves with their traumatic events and will let themselves fall into a repetitive loop within the traumatic grief process. hopefully, seeing this film or reading this paper will help people to recognize that they might have ptsd. it might also help people in the health industry to realize that more needs to be done to help these people find their way back. references american psychiatric association (apa; 2013). diagnostic and statistical manual of mental disorders (5th ed). arlington, va: american psychiatric publishing. arizmendi, b. j., & o’connor, m. f. (2015). what is “normal” in grief? australian critical care, 28, pp. 58-62. babbie, e. (1995). the practice of social research. belmont: wadsworth publishing company. beckner, v. l., & arden, j. b. (2008). conquering post-traumatic stress disorder: the newest techniques for overcoming symptoms, regaining hope, and getting your life back. beverly: fair winds press. barlé, n., wortman, c. b., & latack, j. a. (2017). traumatic bereavement: basic research and clinical implications. journal of psychotherapy integration, 27(2), pp. 127–139. cohen, j. a., mannarino, a. p., & deblinger, e. (2017). treating trauma and traumatic grief in children and adolescents (2nd ed). new york: guilford. dent, a. (2002). putting bereaved parents in the frame. bereavement care, 23(1), pp. 9-10. kübler-ross, e. (1969). on death and dying. new york: simon & schuster. kübler-ross, e. (1973). on death and dying. new york: routledge. kübler-ross, e. (1997). on death and dying. new york: scribner. kübler-ross, e., & kessler, d. (2005). on grief and grieving: finding the meaning of grief through the five stages of loss. new york: scribner. lonergan, k. (2016). manchester by the sea. ca: pearl street film. nanni, m. g., tosato, s., grassi1, l., ruggeri, m., & prigerson, h. g. (2015). the psychopathological characteristics of prolonged grief. journal of psychopathology, 21, pp. 341-347. nicholas, m., & forrester, a. (1999). advantages of the heterogeneous therapy group in the psychotherapy of the traumatically abused: treating the problem as well as the person. international journal of group psychotherapy, 49(3), pp. 323-342. https://creativecommons.org/licenses/by-sa/4.0/ https://en.wikipedia.org/wiki/kenneth_lonergan wang & wang using the kübler-ross model of grief with post-traumatic stress disorder (ptsd): an analysis of manchester by the sea 92 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) quesinberry, k. d. (2009). accessing post-traumatic stress disorder care as a resource for pastoral grief counseling. torch trinity journal, 12(1), pp. 90102. worden, j.w. (2018). grief counseling & grief therapy: a handbook for the mental health practitioner (5th ed). ny: springer. zisook s, simon, n. m., reynolds, c. f., pies, r., lebowitz, b., young, i. t., madowitz, j., & shear, m. k. (2010). bereavement, complicated grief, and dsm, part 2: complicated grief. clinical psychiatry, 71(8), pp. 1097-1098. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 163-177 doi: 10.31002/metathesis.v4i2.2360 p-issn: 2580-2712 e-issn: 2580-2720 163 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) indonesian students’ attitudes towards efl learning in response to industry 5.0 rolisda yosintha universitas tidar jl. kapten suparman no.39, magelang, jawa tengah, indonesia rolisda@untidar.ac.id* *corresponding author received: 26 april 2020 revised: 15 july 2020 accepted: 6 august 2020 published: 11 october 2020 abstract the main objective of this study was to identify the attitudes of indonesian students towards studying english vis-a-vis their readiness to compete in the fifth industrial revolution era. the data obtained from a four-point scale questionnaire administered to 216 participants from 12 universities across indonesia selected through a convenience sampling technique were analyzed using both descriptive and inferential statistics procedures to form generalization about the population. the findings showed that even though most students had positive attitudes towards efl learning (mean= 3.29) as well as towards industry 5.0 (mean= 3.01), they did not have the confidence to affirm that they have the instrumental competencies required by the tight competition of industry 5.0, especially english competencies (mean= 2.37). these findings indicate that despite their positive attitudes towards efl learning, indonesian students would be possibly not yet ready for industry 5.0 in terms of their english proficiency. therefore, it is suggested that policymakers and all education stakeholders take the necessary measures to improve the students’ english skills to ensure that they will be graduates who match the demands of industry 5.0. keywords: attitudes, english competencies, efl learning, industry 5.0 introduction the need for english proficiency is growing higher than ever in indonesia, as in other countries such as japan (adachi, 2015), malaysia (ting, marzuki, chuah, misieng, & jerome, employers’ views on the importance of english proficiency and communication skill for employability in malaysia, 2017), and the united states (fenoll, 2018). since the implementation of industry 4.0 in which industry is governed by the automatization of machines using what is called ‘the internet of things’ (wichmann, eisenbart, & gericke, 2019), communication skills, particularly in both written and spoken english, have become insatiable demands. through english, workers can make use of the technological advances that mostly require english for their operation to increase productivity and at the same time, https://creativecommons.org/licenses/by-sa/4.0/ yosintha indonesian students’ attitudes towards efl learning in response to industry 5.0 164 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) progress their careers. this call for english proficiency has grown even more enormous as the term ‘industry 5.0’ starts to take shape. even though many countries are still struggling to adapt many aspects of their life to industry 4.0 era, visionaries have started to forecast the next revolution epoch: industry 5.0. unlike the current revolution that emphasizes the formation of automated iot-based industries, industry 5.0 reinstates human’s roles in the industrial framework. in other words, industry 5.0 reconciles humans and machines to work together to create a new level of speed and efficiency in manufacturing (demir, döven, & sezen, 2019; nahavandi, 2019). however, in order to reach those goals, our human resources must have a good command of english. it is essential not only to be able to operate and interact with the machines that are mostly operated in english but also to support our hard skills in achieving the intended goals through communication. when it is evident that english proficiency plays a vital role in future work competition, especially in the upcoming industry 5.0 era, it is regrettable that many indonesian students do not take the necessary efforts to improve their english. they know that mastering english will benefit them in many ways (mbato & kharismawan, 2018), but they are reluctant to study and develop their english. as a result, the level of indonesian students’ english proficiency is categorized as low. according to a survey on english proficiency index (epi) carried out in 2019 by education first (ef), indonesia ranks 61st among 100 countries around the globe (education first, 2019). this fact undoubtedly threatens the possibility for the country’s survival in the industry 5.0 era. for these reasons, it is important to examine students’ attitudes towards efl (english as a foreign language) learning in relation to their preparation for industry 5.0 era. only after knowing their attitudes can educational practitioners take the right measures to help them get the most out of industry 5.0 through english education. attitudes towards efl learning attitudes cannot be separated from language learning. hancock (1972) asserts that attitude is learned behavior that the students themselves can transform it from negative to positive through meaningful activities and experiences. similarly, baker (1992, p. 10) defines attitude as ‘a hypothetical construct used to explain the direction and persistence of human behavior.’ in relation to language learning, gardner (1985) describes attitudes as one’s beliefs or views in responding to the language being learned or taught. in a similar vein, crystal (2003) claims that language attitudes are related to someone’s way of feeling and receiving a language, either their own language or others’. these definitions imply that attitudes are considered as an important factor affecting learners’ engagement in language learning. several studies have been carried out to show the correlation between attitudes and one’s engagement during language learning, especially in countries where english is not the first or second language. positive attitude towards the language is frequently recognized as a vital element in language learning and teaching for it strengthens learners’ motivation, and thus creating successful learners. zeinivand, azizifar, and gowhary (2015) have proved that attitude affects students’ learning https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 163-177 doi: 10.31002/metathesis.v4i2.2360 p-issn: 2580-2712 e-issn: 2580-2720 165 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) outcomes as shown in the significantly increasing speaking proficiency of 70 iranian efl students. those with positive attitudes showed active involvement in their speaking activities and used more strategies to tackle difficulties in their speaking practices. in another study, it is found that there is a significant positive correlation between students’ attitudes and their achievement in english spelling and writing (al-sobhi, rashid, & abdullah, 2018). the 70 arab students studying english under this study showed a high degree of appreciation towards english spelling and writing that eventually could improve their achievement. in a more recent study, nduwimana (2019) tried to break the intuitive, popular belief that students majoring in science had negative attitudes towards learning english. through a survey to 65 science program students studying english in burundi, the researcher successfully proved that the students had overall positive attitudes towards learning english as indicated by their cognitive engagement in the learning process that scored the highest compared to the other components, namely affective and behavioral components. in addition, it is indicated that there was no statistically significant difference in male’s and female’s attitudes towards learning english. even though most students show a positive attitude towards english learning, they are not always committed to learning it at school. burgos and perez (2015) investigated students’ attitudes towards efl in chile and found that despite the importance of learning english, students do not spend enough time studying english at home. furthermore, they know that school is the right place for them to study english, but they refuse to have more hours of english instruction per week. efl teaching and learning in indonesia the status of english as an international language is underpinned by its extensive use in the economy, business, politics, science, education, technology, etc. (crystal, 2003). in indonesia, english is recognized as a foreign language, not a second language, and consequently the teaching and learning of english mostly occur only in classrooms, not in daily communication. since 1967, english has been formally taught at schools as mandated in decree number 096 of 1967 issued by the minister of education and culture, stating that english is the first foreign language (alawiah, apriyani, & sefrika, 2017). ever since, the policies governing the teaching and learning of english continuously change following the dynamics of developments. nowadays, in accordance with the current curriculum 2013, english is taught as a local content in elementary school and as a compulsory subject in junior and senior high school levels. with at least six years of english learning at school, students are expected to have the basic for their survival in future employment competition. it is commonly agreed that english mastery is a big deal when it comes to broadening employment opportunities. those with good english proficiency are more likely to have a better job than those with poor english proficiency. even though it is evident that proper english is important for one’s career, it is regrettable that indonesian students often lack this competence. in junior high school level, many students showed poor performance in english class in terms of their vocabulary, pronunciation, and grammar (desmaliza & septiani, 2018). even worse, silalahi (2017) found that even after more than six years of learning english at school and two semesters of english enrichment program, many graduates of one of the universities in indonesia https://creativecommons.org/licenses/by-sa/4.0/ yosintha indonesian students’ attitudes towards efl learning in response to industry 5.0 166 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) (909 out of 944) failed to show an adequate english proficiency as proved by their low toefl (test of english as a foreign language) score. previous studies have identified several factors that might impede the success of english language teaching and learning in indonesia, including self-esteem, confidence, motivation, attitude, teachers’ competency, class size, facilities, etc. (arifin, 2017; silalahi, 2017; sulistiyo, 2016). sulistiyo (2016) mentioned students’ motivation and background traits as crucial factors affecting the results of english instructions. these differences make it difficult for policymakers to design a single curriculum and materials that suit all students. these factors align with arifin’s (2017) view that psychological aspects, especially learning attitudes, occupy a crucial role in determining one’s achievement in learning english. in addition, she stated that problems regarding psychological factors might occur on both teachers and students, leading to ineffectiveness in the teaching and learning process. to date, tremendous efforts have been made to solve the problems mentioned earlier, as well as to advance the results of efl learning in indonesia. one of them was realized through curriculum revision aimed at improving the quality of efl teaching and learning. the currently implemented curriculum 2013 was enacted to revise the school-based curriculum (ktsp) with an emphasis on active use of english through a scientific approach. as instructed in this curriculum, students must be provided with ample opportunities to use english orally, and thus building their communication skills. for english teachers, joining teacher association forums such as mgmp (teacher working group) is one way they take to advance and update their competencies (sulistiyo & haswindy, 2018). in this forum, teachers can share ideas, exchange information, disseminate their research findings, discuss teaching problems, etc. even though the current practice carried out by this association is not optimum yet, the members assert positive impacts on their teaching and learning process. in addition, these teachers often join various seminars and workshops related to the teaching and learning of english (irmawati, widiati, & cahyono, 2017). through these activities, teachers could get some insight into various teaching techniques that might interest students to participate in the learning process more actively. they have a chance to share their problems with colleagues and ask questions to the experts in that forum in the hope that they will get the best solution to be implemented in their classrooms. instrumental competencies in industry 5.0 industry 4.0 that we are living in now focuses on automatization in the manufacturing process by utilizing the internet of things (iot), cyber-physical systems, cloud computing, big data, and artificial intelligence. in the future, however, personalization would be considered much more important for customers. they would want to have more options to choose before purchasing a particular product. this is exactly why the touch of humans is needed in the industrial process. robots, as utilized in this industry 4.0 era, can do repetitive work much better than humans, but they cannot think radically out of the box to meet customers’ needs for customization. to bridge this gap, industry 5.0 offers a promising start to reinstate the position of humans in the industry so that digitalization and automatization would not make humans obsolete in the industrial work (demir, döven, & sezen, 2019; nahavandi, https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 163-177 doi: 10.31002/metathesis.v4i2.2360 p-issn: 2580-2712 e-issn: 2580-2720 167 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 2019). this new era would make it possible for humans and machines to work in tandem. humans’ skills and intelligence are integrated with smart machines and robots. in other words, the kind of intervention that humans will make is more on the intellectual aspect rather than physical. this collaboration is expected to result in a better and faster performance that is more individualized and customized and thus boosting customers’ satisfaction. realizing such an advance is no easy task for any country in that with the birth of new technological innovation, challenges and obstacles will prove much harder than expected. new job opportunities will be created, and many jobs will change to comply with the technological advances. this eventually will significantly affect not only the skills but also the educational requirements of the workforce. graduates who will win the fierce job competition are no longer those who can memorize every single fact taught in the textbook. instead, those who have excellent skills in communication, comprehension, leadership, and endurance are those who will lead the future. therefore, it is the duty of any educational institutions to intensively prepare their students to face the upcoming threat by giving them the most appropriate education. these institutions must adjust their curriculum and ways of teaching and learning to be able to cope with the major shift in skill level. method participants the participants of this study were 216 students from 12 different universities across indonesia. they were selected through a convenience sampling technique in which any students who were conveniently available for the study could take part in this study. these students majored in various fields of study such as accounting, management, marketing, law, mechanical engineering, indonesian language education, english education, english literature, informatics, animal husbandry, and sociology. there were 45 male (20.8%) and 171 female (79.2%) students with the mean age of 20 -23 years old. most students have attended english classes for at least ten years ever since they were in elementary school level. in addition, 92 of them (42.6%) have received english instruction from private institutions. instruments the present study employed a descriptive quantitative study that aimed to identify the students’ attitudes towards english as a foreign language (efl) learning in response to the emergence of industry 5.0. the data were collected through a questionnaire aimed at measuring the students’ attitudes towards efl learning in response to industry 5.0 in indonesia. the questionnaire was developed based on an analysis of other instruments used to identify attitudes towards efl (abidin, pour-mohammadi, & alzwari, 2012; burgos & pérez, 2015) and had been contextualized to indonesian context as well as the rise of industry 5.0. in order to measure the internal reliability level of the questionnaire items, this instrument was tried out to 15 students who were randomly selected from the target population who did not take part in the study. table 1 presents the results of the reliability test. https://creativecommons.org/licenses/by-sa/4.0/ yosintha indonesian students’ attitudes towards efl learning in response to industry 5.0 168 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) table 1. reliability statistics cronbach's alpha n of items .879 45 the cronbach’s alpha score gained from the reliability test was 0.879 for the whole instrument, meaning that the instrument was reliable (0.879 > 0.7). in addition, the questionnaire items were consulted to two efl experts to ensure its content validity. results from both the validity and reliability tests were taken into account to modify the instruments. the questionnaire consisted of 2 parts with each: personal information and efl & industry 5.0. the first part (7 items) examined the students’ age, sex, university, major, grade (semester), years of english instruction, and attendance in private english class. the second part (45 items) explored the students’ attitudes towards efl learning in relation to their readiness to compete in the industry 5.0 era. each item of the second part was comprised of four likert scale options: strongly agree (sa), agree (a), disagree (d), and strongly disagree (sd). procedures the questionnaire was administered in april 2020. it was electronically distributed to primary sources using google form. as many as 216 participants took part in this process, and the data obtained were then analyzed quantitatively using descriptive and inferential statistics. the means and standard deviation obtained from the descriptive statistics were then used to generalize the results through the confidence interval of inferential statistics with a confidence level of 95%. responses to each statement in the questionnaire were weighted from 1 to 4, where strongly agree = 4, agree = 3, disagree = 2, and strongly disagree = 1. ethical consideration since this study required personal opinions of the students, the researcher asked their consent prior to the actual data collection. before the students filled the questionnaires, they read the information provided concerning this study and gave their consent by giving a tick in the agreement statement box. in addition, to protect their privacy, the data they gave through google form were submitted anonymously and confidentially to ensure that their personal information was not linked to them. findings and discussion as mentioned earlier, the current study attempts to explore indonesian students’ attitudes toward english as a foreign language (efl) learning in response to the soon-coming emergence of the industry 5.0 era. in order to achieve this primary objective, a 45-item attitude questionnaire was designed and administered to 216 indonesian university students. this section presents the results of the study and elaborates them in a thorough discussion. https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 163-177 doi: 10.31002/metathesis.v4i2.2360 p-issn: 2580-2712 e-issn: 2580-2720 169 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) general attitude towards studying english what are the indonesian students’ attitudes toward efl learning in response to industry 5.0? to answer this question, first, the participants were asked to rate their general attitudes towards studying english in their effort to get ready for industry 5.0 on a four-point scale, one being very negative and four being very positive. as shown in table 2, the mean for all responses given by the participants surveyed was 3.29 with a confidence interval of 3.21 – 3.36 (confidence level 95%), meaning that on average the participants have a relatively positive attitude towards studying english. table 2. general attitude towards studying english indicator very negative negative positive very positive mean standard deviation standard error tvalue lower interval upper interval rate your general attitude towards studying english 3 15 113 85 3.29 0.65 0.04 1.65 3.21 3.36 this positive attitude is supported by some responses given in the questionnaire. first, as many as 136 participants (63.3%) think that english instruction at their college or university must be intensified by adding some extra hours for this subject. second, almost all participants believe that english instructions must promote skills that are instrumental in achieving success in industry 5.0 era, namely critical thinking skills (92.5%) and teamwork (91.6%). third, 173 participants (80.4%) consider speaking skills as the most important language skill that must be mastered by all graduates to be able to compete in the tough competition of industry 5.0. considering the fact that english plays a crucial role in the success of students’ future careers, stimuli to greater english experiences should be provided in every level of education. however, this study found a lack of english instruction offered to the students. this finding supported those of burgos and pérez (2015), nduwimana (2019), and silalahi (2017), that despite the students’ awareness of their need for more english instruction than what is offered by their educational institutions, the exposure to english that they have got during their learning process is considered not sufficient enough to make them qualified in english. this is really the case in this research context since in most universities and colleges in indonesia, english subject is taught only as a general subject weighted two or four credits with no follow up as specified in the curriculum. in addition, due to the use of english in indonesia as a foreign language, students rarely encounter the authentic use of english in their daily life other than in classroom contexts. consequently, low exposure to english leads to students’ low english competencies. in terms of proficiency in speaking skills, today’s global companies would consider job seeker’s ability in speaking english fluently as one of the major recruitment criteria. having mere knowledge could not guarantee that one would get a good job. this trend is likely to continue growing as necessitated by the emergence of industry 5.0. the finding of this study that speaking is considered the https://creativecommons.org/licenses/by-sa/4.0/ yosintha indonesian students’ attitudes towards efl learning in response to industry 5.0 170 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) most important english skill needed in future job competition is in line with those of previous studies carried out by arifin (2017), gaddes (2016), ting et al. (2017), and zeinivand et al. (2015). these findings confirm that university students need to learn english for communicative purposes in both their specialized fields and more comprehensive employability competencies. in a more comprehensive way, regarding the needs for communicative competences, this study has supported geddes’s (2016) arguments that getting a job is by far the most crucial reason why students learn english. in other words, they might believe that the level of their english competence is in line with the quality of career they will have in the future. other than speaking skills, students taking part in this study also found critical thinking and teamwork skills crucial to succeed and progress at work. in the current industry 4.0 era, these are often mentioned as the skills instrumental in fulfilling the needs of this ever-growing industry, and thus the development of these two skills is significantly fostered through the teaching and learning process (anggraeni, 2018; yosintha & arochman, 2020). knowing the importance of critical thinking and teamwork skills at the present, these students believe that they will need these skills even more in the next industry 5.0 competition. therefore, nearly all of the students (93%) would like it when their lecturers give them learning activities that promote their critical thinking and teamwork skills. general attitude towards industry 5.0 in relation to industry 5.0, most participants have already known what industry 5.0 is. out of 216 participants, 138 of them (60.4%) state that they have heard of industry 5.0 from their learning environment. in order to know their attitudes towards the upcoming industry 5.0, the participants were asked to rate their general attitudes on a four-point scale, one being very negative and four being very positive. table 3 summarizes the responses of 216 participants on this matter. table 3. general attitude towards industry 5.0 indicator very negative negative positive very positive mean standard deviation standard error tvalue lower interval upper interval rate your general attitude towards industry 5.0 6 31 132 47 3.01 0.68 0.047 1.65 2.94 3.10 on average, the participants’ attitude towards industry 5.0 is positive with a mean score of 3.01 and in a confidence interval of 2.94 – 3.10 (confidence level 95%). as many as 156 participants (73.3%) believe that industry 5.0 will bring positive impacts on workers. furthermore, most participants (187 or 87%) also predict that this new era of the industrial revolution will create many new employment opportunities to suit the specific needs of customers in the future. they are quite optimistic that indonesia can cope with the challenge of industry 5.0 as 103 participants (52.6%) mention that indonesia has the essential resources required to progress in the industry 5.0. even so, nearly three-quarters of the participants (74.3%) agree that there is still a gap between the demands of industry 5.0 and the https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 163-177 doi: 10.31002/metathesis.v4i2.2360 p-issn: 2580-2712 e-issn: 2580-2720 171 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) graduates’ competencies. approximately half of them (48.3%) state that they do not know what to do to be able to compete in industry 5.0 era. to bridge this gap, 184 participants (85.6%) propose that there should be increased cooperation between higher education institutions and the industries, and there should be some adjustments to indonesian education system to meet the ever-growing needs of industry as mentioned by 195 participants (90.7%). attitudes can predict one’s behaviors, either positively or negatively. a person with positive attitudes tends to positively influence their surroundings and vice versa (baker, 1992). however, this is not always the case since people’s behaviors do not always reflect their attitudes. as what has been shown in this study, despite the positive attitude they have, nearly half of the participants do not have a clear picture of what to do to get them prepared for industry 5.0, and they also realize that their current competencies have not matched the demands of industry 5.0. it implies that their behaviors, especially those related to competence improvement, have not reflected their attitude towards industry 5.0. this finding most likely supports those of previous studies that inconsistency may occur between attitudes and the expected behaviors (al-sobhi et al., 2018; adachi, 2015; abidin et al., 2012; burgos & pérez, 2015; mbato & kharismawan, 2018; zeinivand et al., 2015). indeed, attitudes may predict one’s behaviors; however, this conclusion applies under certain conditions. individuals often adjust their behaviors following those of the majority (sekiguchi & nakamaru, 2011). consequently, their behaviors are not always consistent with their true attitudes. in this study, the participants were non-native speakers of english who lived in a country where english is not commonly used in daily instructions. however, they were pushed to keep up with the fast-growing development of industrial era that requires english as a means of communication. they were forced to learn english like anyone else did for the sake of survival in future competition. without intrinsic motivation to learn the language, it would be hard for them to adjust their behaviors to suit the needs of the industry. in addition, as found in this study, the participants’ attitudes towards industry 5.0 was not strong enough since the mean’s lower interval was less than 3.0 (2.94), showing a negative attitude, and thus it might be true that their positive attitude towards industry 5.0 does not imply positive behaviors to welcome this new era. in addition, to ensure success in industry 5.0, this study found that effective cooperation between education institutions and the world of industry is fundamental as suggested in a plethora of studies in various fields (arifin, 2017; mbato & kharismawan, 2018; silalahi, 2017; ting et al., 2017; wichmann et al., 2019; yosintha & arochman, 2020). students should be equipped with the competencies instrumental in industry 5.0, not only competencies specific to their field but also those required for successful employment in general. since they will be faced with challenges that have never been there before, the way they learn and what they learn should be different from what education institutions offer in this present era. industry is the element that determines what competencies the students should possess, and education institutions are responsible for equipping the students with those competencies. this is why education institutions, especially universities, should update their curriculum accordingly to suit the endless development of the industry. https://creativecommons.org/licenses/by-sa/4.0/ yosintha indonesian students’ attitudes towards efl learning in response to industry 5.0 172 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) general attitude towards efl learning in relation to industry 5.0 to make connections between the two indicators, attitudes towards efl learning and industry 5.0, the participants were asked to rate their readiness level to compete in industry 5.0 viewed from their english competencies on a four-point scale, one being very negative and four being very positive. the results show that more than half of the participants (57.9%) have a negative attitude towards their english competencies in relation to their readiness to compete in industry 5.0 era with a mean score of 2.37 and in a confidence interval of 2.30 – 2.45 (confidence level 95%). table 4 summarizes their general attitude on this subject. table 4. general attitude towards efl learning in relation to industry 5.0 indicator very negative negative positive very positive mean standard deviation standard error tvalue lower interval upper interval rate your general attitude towards your english competencies in relation to industry 5.0 16 109 85 6 2.37 0.66 0.045 1.65 2.30 2.45 the data presented in table 4 affirm that most students are not confident enough of their english competencies (mean = 2.37). in fact, nearly all of the participants know that english is fundamental to their success in the future job competition in industry 5.0 and have strong commitment to master english (97.7% and 82.4% respectively); however, this awareness does not imply positive attitudes that can lead to positive efforts to improve their english proficiency. there are only 91 participants (42.3%) who enjoy reading literature in english, 107 participants (50.5%) who regularly study english materials even though there will be no english test, and 105 participants (48.6%) who try to increase their english by joining extra courses outside their campus. consequently, there are fewer than half of the participants (42.2%) who are confident enough to claim that their english competencies have already matched the needs of industry 5.0. it is a common phenomenon that students deem english proficiency highly fundamental for their future careers. however, this study has found that the participants were unhappy with their english competence, despite their positive attitude towards industry 5.0. this unsatisfactory result might be caused by the long-term pressure they felt when learning english. as there was no intrinsic motivation to learn the language, their awareness of their needs for adequate english competencies was not in line with their willingness to address these needs as proved by their behaviors. this finding reinforced those of some previous studies that despite positive attitudes towards efl learning, students do not spend considerable time and put in a great deal of effort to improve their english (abidin et al., 2012; burgos & pérez, 2015; mbato & kharismawan, 2018; nduwimana, 2019). even worse, burgos and pérez (2015) found that many students consider english unnecessary, and thus they do not want to have extra hours for this subject. however, this finding is in contrary to that of geddes (2016) who investigated https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 163-177 doi: 10.31002/metathesis.v4i2.2360 p-issn: 2580-2712 e-issn: 2580-2720 173 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) korean students’ attitudes towards studying english. he found that korean students had positive desire to learn english as shown in their willingness to continue studying english even if it was not a compulsory subject in their university. their enjoyment in learning english, their need to be fluent in english, desire to study, and confidence in their english competence were the indicators showing this positive attitude towards studying english. in terms of the teaching and learning process, responses given by 157 participants (72.7%) showed that the lecturers’ performance in teaching did affect the results of their learning process. this finding is in a similar vein with those of previous studies (abidin et al., 2012; adachi, 2015; al-sobhi et al., 2018; anggraeni, 2018; burgos & pérez, 2015; mbato & kharismawan, 2018; nduwimana, 2019; sulistiyo & haswindy, 2018; yosintha & arochman, 2020). burgos and pérez (2015) claim that students tend to prefer lecturers who use both their first language and english when teaching and thus providing them with richer exposures to authentic english. this is probably also the fact in the indonesian context since as many as 117 students (54.4%) in this study expect to have lecturers who code mix during their learning process, and 200 students (93.4%) think that diverse english learning resources could help them learn english better. in a more enthusiastic learning environment such as in korea, students did not only expect to have bilingual classroom, but they even wanted to have native lecturers of english (geddes, 2016). this was caused by their negativity over nonnative english lecturers as caused by their less effective teaching methods. in addition, they assumed that non-native english lecturers did not prioritize the development of communicative competence during the learning process. this might be also the case for this current research context in which commonly english teachers or lecturers in indonesia focused their teaching on grammar rather than on communicative competences (nernere, 2019), resulting in the slow development of fluency acquisition. when provided with lots of contact with english, either in general or specific contexts, it is believed that students will learn better (adachi, 2015; anggraeni, 2018; nduwimana, 2019). a good teacher/lecturer should supply ample opportunities for his/ her students to use english, particularly in communication. students will learn the target language when they are involved in using words and constructing sentences in that language. the result of this study supports this notion for 188 students (87.4%) affirm that they are happy to be given opportunities to use english during the class and thus to improve their proficiency in english. this study also supports geddes’ (2016) arguments that even though using english may lead to anxiety, students do not feel too embarrassed when they are asked to volunteer during the learning process. instead, they would feel happy and comfortable to show their abilities. with suitable teaching methodologies, resources, and environment, language learning can take place effectively. as a result, the increase in students’ english competencies will subsequently boost their confidence to succeed in industry 5.0. https://creativecommons.org/licenses/by-sa/4.0/ yosintha indonesian students’ attitudes towards efl learning in response to industry 5.0 174 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) conclusion this study aimed to identify the attitudes of indonesian students towards english as a foreign language (efl) learning vis-a-vis their readiness to compete in industry 5.0 era. considering the upcoming emergence of industry 5.0 in which customers expect something that is more customized to their specific needs and industry will be driven by humans in cooperation with machines, the need for english competencies undoubtedly grows even stronger than before. therefore, it is very important to keep students’ attitudes towards efl positive. it appears that students’ attitude towards efl in response to industry 5.0 in this study is positive enough. however, there are still some elements that need to be improved. giving students a lot of exposures to english is one way that teachers/ lecturers can do to keep students positive. once they have this positive attitude, it can be expected that they would perform better in english and thus increase their competitiveness in the future industry 5.0 employment. the shift in employability on this large scale requires practical measures from educational institutions, particularly higher education institutions. with this new challenge, universities should play a vital role in preparing the next generations to enter a tougher employment competition. not only adjusting the curriculum and training the educators but teaching soft skills instrumental to industry 5.0 is also imperative. although machines can do many repetitive tasks better than humans, people are more skilled at creative activities, inventiveness, critical thinking, social interaction, and physical ability. therefore, educational institutions should develop these soft skills so that the graduates could effectively and efficiently work with machines rather than compete with them. considering the fact that industry 5.0 is still a new issue, further studies on this topic could be carried out with a more significant number of participants at varying levels. the results of this study only apply to a limited number of participants, and thus cannot be widely generalized into a broader context. the possibility of examining into more descriptive quantitative data would help clarify the findings. probably, aiming to identify what can be done to foster students’ competencies in areas other than english to meet the desired expectation of industry 5.0 could be pursued. overall, further research on this topic could be beneficial for the sake of progress and success in the upcoming industry 5.0. references abidin, m. j., pour-mohammadi, m., & alzwari, h. (2012). efl students’ attitudes towards learning english language: the case of libyan secondary school students. asian social science, 8(2), 119 134. doi:10.5539/ass.v8n2p119 adachi, r. (2015). motivation and communicative attitudes among japanese efl pupils. indonesian journal of applied linguistics, 1-10. doi:http://dx.doi.org/10.17509%2fijal.v5i1.824 alawiah, e. t., apriyani, h., & sefrika. (2017). perancangan sistem informasi elearning untuk pembelajaran bahasa inggris. membangun generasi emas https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol.4 , no.2, october 2020 pp 163-177 doi: 10.31002/metathesis.v4i2.2360 p-issn: 2580-2712 e-issn: 2580-2720 175 access article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) 2045 yang berkarakter dan melek it (pp. 199 206). sumedang: upi sumedang press. al-sobhi, b., rashid, s. m., & abdullah, a. n. 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(2017). employers’ views on the importance of english proficiency and communication skill for employability in malaysia. indonesian journal of applied linguistics, 7(2), 315-327. doi:dx.doi.org/10.17509/ijal.v7i2.8132 ting, s.-h., marzuki, e., chuah, k.-m., misieng, j., & jerome, c. (2017). employers’ views on the importance of english proficiency and communication skill for employability in malaysia. indonesian journal of applied linguistics, 7(2), 315-327. doi:dx.doi.org/10.17509/ijal.v7i2.8132 wichmann, r. l., eisenbart, b., & gericke, k. (2019). the direction of industry: a literature review on industry 4.0. the 22nd international conference on engineering design (iced19), (pp. 2129-2138). delft. yosintha, r., & arochman, t. (2020). preparing english department students for industry 4.0 era through critical thinking skills development. the 2nd international conference on language and language teaching (icllt). magelang: european alliance for innovation. doi:http://dx.doi.org/10.4108/eai.12-10-2019.2292229 zeinivand, t., azizifar, a., & gowharya, h. (2015). the relationship between attitude and speaking proficiency of iranian efl learners: the case of darrehshehr city. globelt: an international conference on teaching and learning english as an additional language (pp. 240 – 247). antalya, turkey: elsevier ltd. doi:10.1016/j.sbspro.2015.07.512 https://creativecommons.org/licenses/by-sa/4.0/ metathesis: journal of english language literature and teaching vol. 2, no.2, october 2018 pp 236 doi: 10.31002/metathesis.v2i2.893 p-issn: 2580-2712 e-issn: 2580-2720 236 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) teachers’ gesture in teaching efl classroom of makassar state university agus rahmat stmik handayani makasar, jalan adhyaksa baru no.1, pandang, panakkukang, kota makassar, sulawesi selatan 90231 indonesia rahmatvhita9194@yahoo.com received: 9th september 2018 revised: 31st october 2018 published: 31st october 2018 abstract the objectivesof this research are to find out the types of gesture and the gesture dominantlyused by the teacherin efl (english as a foreign language) classroom based on the types of gesture according to ekman and friesen. this research employed descriptive qualitativeresearch design toanalyze the teacher’s gesture in teaching efl at the english department, language and literature faculty of state university of makassar.the subject of this research is the lecturer at thefourth semesterof speaking class. the researcher selected class bthat comprises 35 students to be a sample directly.video recording was used to gather the pictures of the teacher’s gesture.the result showsthat (1) the teacher used all of the types of gestures that classified by ekman & friesen (1969) in teaching efl classroom. the researcher found 18 images which are identified as illustrators gesture, 1 image which is identified as regulators gesture and also1 image for emblems and two images which are identified as affect display; (2) the gesture dominantly used by the teacher in teaching efl classroom is illustrators gesture dealing with the using of natural hand and body gestures that accompany speech. key words:teacher’s gesture, teaching, efl (english as a foreign language) introduction nonverbal communication plays an important role in second language communicative competence, yet little attention has been given to practical teaching techniques that will help english language teachers incorporate this essential element into their classrooms. many researchers show that the relationship between teachers and students can be improved if teachers make effective use of nonverbal communication. besides, students‟ cognitive ability and efficiency in learning will be promoted (cooper, 1988). when we talk about means of communication, language perhaps is the first which occurs to us. here, language is referred to as a sign of a combination of lab-efkaipe typewritten text 252 teachers’ gesture in teaching efl classroom … 237 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) sound and meaning. the general trend of communication studies has largely been focused on language. but in fact, communicative means does not just involve verbal channel, it also encompasses varieties of nonverbal forms. nonverbal, as the term suggests, does not involve any use of words or speech. eisenberg (1971) and smith (1971) note that “nonverbal communication refers to all communication except that which is coded in words.” adelman (1982) and levine (1982)point out that “in some types of communication people express more nonverbally than verbally.” birdwhistell (1961) holds that information carried by verbal forms during an interaction accounts for no more than 30% while the rest is all sent through nonverbal means. the importance of nonverbal communication can also be seen in the division of communicative language ability into language competence and strategic competence in teaching english, among which strategic competence refers to mastery of nonverbal communication in term of body language notably gesture. samovar and let al (1981) positively express their view that most authorities believe that in a normal two-person conversion, the verbal rents carry less than 35% of the total social meaning of the situation and that more than 65% is carried on the nonverbal band. that is to say, nonverbal communication plays a vital role as well as the oral counterparts. this research regarding with nonverbal communication which is intended to analyze the teacher’s body language that focusing on the teacher’s gesture in teaching efl (english as a foreign language) at the english department, language and literature faculty of state university of makassar. this research also deals with the necessity and importance of using nonverbal communication in college english teaching as well as appropriate with the findings of wang zhen, (2012) that the ignorance of nonverbal communication is one of the main reasons for low efficiency in college english teaching. hopefully, this research in the future can be utilized in improving and evoking the quality as well as the effective teaching of the teachers in the classroom. based on the background, the research questions of this research are formulated as follows (1) what types of gesture used by the teacher in speaking class of state university of makassar? and whatgesture dominantly used by the teacher in speaking class of state university of makassar? therewere many researchers had conducted researches relating with nonverbal communication. they had sacrificed much time in observing and analyzing nonverbal communication in the classroom. the previous findings of this research were cited below: gregersen (2011), in his research, “language learning beyond words: incorporating body language into classroom activities.” he found that by using methodsand techniques that raise learners’ consciousness about the integral role of body language in speaking and listening in a second or foreign language, we have taken the first step in helping them to become not only bilingual, but bikinesics as well. wang zhen (2012), in his research, “enquiry into cultivating intercultural nonverbal communicative competence in college english teaching”. he found that the ignorance of nonverbal communication is one of the main reasons for low efficiency in college english teaching. in modern classrooms where students are learning in teachers‟ accompaniment, teachers need to understand and apply the lab-efkaipe typewritten text agus rahmat metathesis: journal of english language literature and teaching vol. 2, no.2, october 2018 pp 236 doi: 10.31002/metathesis.v2i2.893 p-issn: 2580-2712 e-issn: 2580-2720 238 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) approaches and techniques to maintain a good atmosphere in class and enhance teaching with the use of nonverbal communications. as college english teachers, we must make students feel interested in their lessons. the use of nonverbal communication cannot only attract the students’ attention, but also deepen their impression and imagination. both of researchers above had conducted some researches regarding with nonverbal communication notably body language in the classroom activities. therefore, based on the previous findings above the researcher concludes that the using of nonverbal communication in relation with body language has an essential role in making the students more attracted or enthusiasm in learning english in the classroom. in this research, the researcher wants to conduct the similar area of the research about nonverbal communication but the novelty of this research more specific on the analyzing of teachers’ gesture in teaching english in the classroom. nonverbal communication andersen (1999, p. 2) simply stated, nonverbal communication includes “all communication other than language”. inherent in this definition is that language is solely a human endeavor and that arbitrary symbols are used to convey meaning. devito and hecht (1990, p. 4) describe nonverbal communication as “all of the messages other than word that people exchange.” in this definition, messages are seen as symbolic and therefore their use is intentional. for example, if a language learner extends his arm above his head in a stretching motion to relieve himself of a muscle cramp, this behavior was not intended as communication; however, if this same motion is done to signal his desire to answer a question in class, the movement symbolizes his willingness to volunteer, and would thus be considered nonverbal communication. the category of nonverbal communication chinese scholar, bi jiwan (1996), after sorting out and integrating different scholars’ categorizations, puts forward his classifications of nonverbal communication which are taken as frame of reference in this paper since he incorporates other researchers’ major categorizations within his classificatory system and presents comprehensive classifications of nonverbal communication. bi classifies nonverbal forms into four categories, each of which includes some sub-categories. a brief description of bi’s classification system is presented below. a. body language body language includes movement of the whole body or certain parts of the body. posture, head gesture, facial expression, eye movement, hand gesture and touching behavior fit into this category. b. paralanguage paralanguage embraces silence, turn-taking, and vocal nonverbal sounds such as pitch, volume, intonation of the speech, etc. c. object language object language refers to those material things which have the effect of expressing some features about the displayer. clothes, furniture, personal artifacts can all be used as objects for expressive display. lab-efkaipe typewritten text 252 teachers’ gesture in teaching efl classroom … 239 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) d. environmental language environment is part of nonverbal communication, too. it includes space (crowdedness, proxemics, territoriality, seating arrangement), time, architectural arrangement and interior decoration, lighting, color, and signs. the categorization of the expert above by bi jiwan, the researcher wants to limit this researchjust on body language because it’s very essential in teaching in the classroom. the using of body language, it can show the enthusiasm, the spirit and the mastering of material of the teacher in teaching, especially english. according to bi jiwan (1996), he gives an explanation about body language below: body language refers to the facial and the movements of the speaker to transmit information. it is the reflective and non-reflective actions of the whole body or part of the body. its main characteristic is that usually accompanied by oral sounds. the facial expressions, the body pose, the gestures, the movements are in accordance with the oral sounds. they are in harmony and complete the task to express the emotions and ideas of the communicators. as a communicative form, body language seems to be significant in this research as verbal language. anyone should use body language while he is speaking so as to have better communicative effects. in english teaching, teachers should use body language well so as to make the class lively and interesting. in the process of teaching, teachers usually use the following body language to show their mood or spirit. a. eye contact as an old saying goes, “eyes are the window of the soul”. we communicate a great deal through our eyes, perhaps more than through any other part of the body. mencius (1986) claims, “of all the parts of a man‟s body, there is none more excellent than the pupil of the eye. the pupil cannot be used to hide a man‟s „wickedness‟”. a study indicates that the time of eye contact between two participants generally adds up to 30%-60% of the time of the whole conversation. if two are on familiar terms, the time can reach 70%. eye contact is one of the most important types of nonverbal signals in college english classroom. according to harrison (1974), besides “looking”, eyes can serve (1) to seek feedback or to monitor fellow interact ants; (2) to exercise control over communication channels; and (3) to convey specific relationships— particularly dominance or submission, liking or disliking. eye contact is the key point of reflecting the emotional communication between students and teachers. it is the most preferable nonverbal behavior in the classroom. the teachers “take care” of every student via eye contact. in a large classroom, this will shorten the physical distance between the teacher and students. a teacher usually confirms, assures, or encourages the students with eye contact. if the teacher can look at the students and cast his sight to every student equally and appropriately, it implies the concern of the teachers for all the students. and it also indicates that the teacher treats every student equally. the students can see the expectation and encouragement as well as the teacher’s confidence from the eye contact, which can arouse the students‟ enthusiasm in learning and create great motivation and inspiration in them. lab-efkaipe typewritten text agus rahmat metathesis: journal of english language literature and teaching vol. 2, no.2, october 2018 pp 236 doi: 10.31002/metathesis.v2i2.893 p-issn: 2580-2712 e-issn: 2580-2720 240 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) b. facial expression face is the most noted part of our body. facial expression is a look on a person’s face, and facial cue are the first information that we give to or receive from others. an effective college english teacher usually uses facial expressions to signal to his students how they should react to the material the teacher is discussing: when it is interesting the teacher raises his brows, when it is difficult to concentrate, and at exceptionally difficult points he looks puzzled to signal that he has just asked a difficult question which the students need to think about. a smiling teacher is thought to convey warmth. smith (1984) thinks that such a teacher promotes a supportive and non-threatening classroom atmosphere, which aids students‟ positive attitudes and corresponding achievement. if a teacher smiles frequently, she will be perceived as more likable, friendly, warm and approachable. smiling is often contagious and students will react favorably and learn more. in fact, most university students expect their teachers to have rich facial expressions and to smile from the beginning to the end in college english class. there is no doubt that the facial expression of the teachers should be kind and amiable. from their facial expression, we can find out that the good and responsible teachers are full of enthusiasm. they deliver the lectures with full emotions, which can arouse the emotional resonance in the students. c. posture posture refers to the general way we carry our body, especially the back, shoulders and head while standing, lying, etc. posture, as the term suggests, can be in static state. the position of the entire body plays an important role in interpreting nonverbal communication. for a college english teacher, his/her posture can show his state of mind and his teaching enthusiasm. standing or sitting in a relaxing professional manner is a positive posture, which can arouse students‟ positive attitude. this kind of posture can show that the teacher is approachable, receptive and friendly. being comfortably upright, squarely facing the students, and evenly distributing the weight are to move to change students‟ mood, draw students‟ attention, or reinforce some ideas. d. gesture gesture is the nucleus of the body language. in a broad sense, it refers to specific body movements that carry meanings; in a narrow sense, gestures are hand movements that are closely related to speech, illustrating or supplementing it. the gestures of the teachers have three functions: clarify and describe the facts; emphasize the fact; draw the students‟ attention. so teachers should combine their oral sound and gestures to make the class lively and dynamic. however, whatever gestures the college english teachers use, they should be sure to have them come naturally from the material they are presenting. if the chinese teacher imitates foreign gestures in an awkward way, the students will feel disgusted. most students cannot accept the fact that their english teachers who are native chinese behave exaggeratingly as foreign teachers. in general, they appreciate natural gestures. teachers should also observe their students‟ gestures carefully and then decide what to do next in an english class. if a student frequently scratches his ear, or lab-efkaipe typewritten text 252 teachers’ gesture in teaching efl classroom … 241 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) rubs his eye, or cups his head in his hands, it shows that the student is not interested in the lecture. conversely, if a student presses his clenched hand close to his cheek, it is a sign of great interest in the lecture. e. movement the psychological research suggests that compared to the static or motionless objects, the moving objects are more observable and can attract more attention from the people. the movement of the teachers should aim at concentrating the students in listening to the lecture, so the movement should be limited to a certain degree. or else, it will result differently. from explanation of the expert by bi jiwan above, the researcher intends to restrict this research just focus on the teacher’s gesture because the variable is unobtainable to be observed. thus, the researcher will analyze the nonverbal communication that focusing on body language and restricted on the gesture of the teacher in teaching english in the classroom. the explanation of types of gesture will be discussed below: types of gesture according to ekman & friesen (1969) there are four types of gestures important for effective communication: a. illustrators those behaviors that complement or accentuate the verbal message are called illustrators. for most individuals, these are the natural hand and body gestures that accompany speech, such as gesturing, smiling, frowning, or pointing to illustrate a point. these nonverbal cues convey the same meaning as the verbal message, and either complete or supplement it. for an english language learner, these greatly aid in understanding a speaker’s message as they supply extra context clues for determining the meaning of an utterance. when asking for directions to a particular location, the speakers will most likely point in the appropriate direction as the verbal message is communicated. for example, juanita may not know the meaning of “straight down the hall,” but close observation of her interlocutor’s illustrator gesture would send her in the correct direction. b. regulators body language cues that serve to control turn-taking and other procedural aspects of interpersonal communication are called regulators. as turn-taking is one of the fundamental organizations of conversation and interaction patterns, it plays a key role in the process through which participants interpret each others’ meanings and intentions. a practical requisite of every conversation is the determination of who speaks when, and this is usually done unconsciously and quite smoothly because of regulators like the termination of a gesture, changes in gaze direction, or the speakers’ looking way from the hearer as an utterance ends duncan (1972), (1974). turn-taking in conversations is guided by transition signals. the signals that end an l1 english speaker’s contribution might not be recognized by non-native speakers which may result in unwanted interruptions in communication and confusion among language learners, thus affecting their participation in a conversation. lab-efkaipe typewritten text agus rahmat metathesis: journal of english language literature and teaching vol. 2, no.2, october 2018 pp 236 doi: 10.31002/metathesis.v2i2.893 p-issn: 2580-2712 e-issn: 2580-2720 242 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) c. emblems emblemsare nonverbal behaviors that can be translated into words and that are used intentionally to transmit a message. because these gestures can substitute words, their meaning is widely understood within a culture. the meaning of these emblems, however, can be quite different in another country. english language learners must learn the meaning of the emblems just as surely as they learn the new vocabulary of spoken english. the sideways movement of the head by an australian indicating a negative response would need to be relearned by the turkish english language learner who previously believed that that head movement meant yes! d. affect displays affect displaysare another type of body language necessary for language learners to process. these are behaviors that express emotion. most commonly, these displays are communicated through facial expression, like smiling, laughing or crying. posture is also a conduit through which emotion can be communicated. the norms for expressing emotion differ among cultures. russian students studying in the u.s. often complain that their professors smile too much, and professors teaching russian students sometimes believe that their russian students do not enjoy their classes! miscommunication of emotional states can result when affect displays (or lack thereof) are not understood in cross-cultural interactions. method this research employed descriptive qualitative research design to analyze the teacher’s gesture in teaching efl at the english department, language and literature faculty of state university of makassar. the researcherapplied a descriptive method in order to answer the research questions above. nevertheless, the main purpose of this research were to find out the types of gesture used by the teacher and what gesture dominantly used by the teacher in speaking class at the fourth semester of state university of makassar based on the types of gesture according to ekman and friesen. the participant of this research was the lecturer of speaking class of fourth semester of english department, language and literature faculty of state university of makassar. the researcher selected one class to be a sample directly. the class was selected by the researcher was class b that comprises 35 students. the procedures of collecting the data, firstly the researcher asked permission to the lecturer concerned. after getting the permission, the researcher recorded the learning teaching process and took photograph of the lecturer in the classroomas many as three meetings based on the schedulesof the lecturer that was considered as adequate for representing the teachers’ gesture in teaching efl. at last, the researcher identified the images based on the types of gesture according to ekman and friezen. findings and discussion the list of these teacher images below took on may 8, 2015 started from 09:00 am up to 10.30 am. the participants of this learning and teaching process were the lab-efkaipe typewritten text 252 teachers’ gesture in teaching efl classroom … 243 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) fourth semester students of language and literature faculty of english department of state makassar university in speaking class. the types of the teacher’s gesture images were represented as follows: a. illustrators gesture(ig) as explanation above illustrators gesture which is abbreviated by the researcher (ig) here regarding with the natural hand and body gestures that accompany speech, such as gesturing, smiling, frowning, or pointing to illustrate a point for most individual. the list images below refer to the using of illustrators gesture by the teacher in the classroom in teaching english. (ig 1) (ig 2) (ig 3) figure 1: illustrators gesture (ig) 1,2,3 extract 1 the images above showed that the teacher was standing behind the table by using his hand naturally in teaching english. the first image (ig 1), the teacher took up the right hand to give instruction to the students. when he did this gesture, he said@ next week mid semester and after that group five will present......besides, the gesture of the second image (ig 2)was done by pasting on his left hand to his neck at the left side also. he did this gesture after saying the utterance in (ig 1) above, so that the students responded and said@no sir, group eight will present. then, the teacher said ohh yes..group eight and directly put his left hand in his neck reflexively.the third image (ig 3), the teacher used his left hand straight forward and he asked@so...what have you been doing? (the students’ answer are not clear because they answered it together). lab-efkaipe typewritten text agus rahmat metathesis: journal of english language literature and teaching vol. 2, no.2, october 2018 pp 236 doi: 10.31002/metathesis.v2i2.893 p-issn: 2580-2712 e-issn: 2580-2720 244 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) (ig 4) (ig 5) (ig6) figure 2: illustrators gesture (ig) 4,5,6 extract 2 the list of images above showed that the teacher used his hand naturally as gesture in teaching english. it can be seen at the first image (ig 4) the teacher holded his head by using his left hand. this gesture was done when the teacher gave a question to the students and said@so, what have you been doing? after asking the question, he directly holded his head with left hand reflexively...the second image (ig 5) also used his hand but using his right hand, he took up his hand to the right side two times because it refers to the using of conjunction (after that) two times also. at the time he said@after that, group eight and after that group nine...okay!. the third image (ig 6) the teacher also used his right hand but this time, he holded his mouth not his head after saying this statement@ because today is bonus you only get five points from me. (the students responded by clapping their hand and said thank you sir! (ig 7) (ig 8) (ig 9) figure 3: illustrators gesture (ig) 7,8,9 lab-efkaipe typewritten text 252 teachers’ gesture in teaching efl classroom … 245 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) extract 3 based on the images above, it could be seen that the teacher used his hand naturally as his gesture that followed by a statement. the first image (ig 7) the teacher raised his right hand up in the class room. at the time he used this gesture, he said like this@(the students are noisy in the classroom)listen..listen! it’s five...out of twenty five and next week, you come for mid semester and you just looking for twenty points. next, the second image the teacher also used his hand naturally, he took up his left hand and the right hand pointed the wrist watch that was set in the left hand and also said@ okayy...i think, time is up!. this gesture want to show that the time is over and learning teaching process has to be stopped.at last, the third image (ig 9) by and by the teacher used his right hand and pointed toward the students and he said@i need your list attendance...does it already go around? (the students looked each other and replied @yes sir! the list attendance already go around). (ig 10) (ig 11) (ig 12) figure 4: illustrators gesture (ig) 10,11,12 extract 4 the images above showed that the teacher used his hand naturally to express something or to communicate with the students in the classroom. at the first image (ig 10), the teacher propelled both of his hand, the left hand was pointing the office whereas the right hand also went to the right side of his body and he said@then, when i went to the office, i changed my cloth, took a shower and put on this dress and i am still sweaty from the exercise (he went to the campus by bicycle at the time). besides, at the second image (ig 11) the teacher raised his right hand up and the left one was put on the pocket of his pants at the same time he said@see you next week, yahhh!. at last, the third image (ig 13)was taken on may 15, 2015 at the same room before but that day the teacher did a mid test orally in the center of the classroom. so that, he just sat down face to face with the student. at the time, the teacher asked the student@ when you were a child..did u play a special game? (while the teacher was listening the answer of the students, he scratched his elbow until the palm of the left hand by using right hand, so that both of hand were touched and he rubbed his hand each other). lab-efkaipe typewritten text agus rahmat metathesis: journal of english language literature and teaching vol. 2, no.2, october 2018 pp 236 doi: 10.31002/metathesis.v2i2.893 p-issn: 2580-2712 e-issn: 2580-2720 246 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) (ig 13) (ig 14) (ig 15) figure 5: illustrators gesture (ig) 13,14,15 extract 5 the list of images above was taken on may 15, 2015 when the teacher did a mid test orally in the classroom at 09:00 until 11.30 am. the first image (ig 13) the teacher asked the students@ what happen with the wayang while your palm was touched each other with your friends’ palm?(he expressed this question while he did this gesture so that the students could understand with the question). next, the second image (ig 14) the teacherasked about friendship@can the boy and the girl become truly friends? just......(after word just, the teacher did this gesture that intended to give more explanation about the question but the students cut it and directly answered the question. the teacher just nodding while listening the students’ answer). at last image (ig 15), the teacher asked the student@what do you think about the students exam parade after finishing their exam? (the teacher did this gesture while he was listening the students’ answer of the question above. he puts both of his hand behind his head and lean on the chair at the same time, he was listening the answer of the student). (ig 16) (ig 17) (ig 18) figure 6: illustrators gesture (ig) 16,17,18 lab-efkaipe typewritten text 252 teachers’ gesture in teaching efl classroom … 247 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) extract 6 the three of images above were taken on may 8, 2015 at 09:00 until 10:30 am when the teacher did a mid test in the classroom. the first image (ig 16), the teacher asked the student that @ is the friendship important for everyone? why?(the teacher did this gesture while listening the answer of the student also..he used his right hand to fix the place of wrist watch but he did it a glance approximately just three seconds). besides, the second image (ig 17)the teacher asked the student@ when you were a child, did you play a game?(he did this gesture when the teacher was listening the answer of this question. his left leg was on the right thick.afterward, both of his hands were put on his left knee.thus, the teacher looked like enjoy listening the explanation of the students by doing this gesture). at last image (ig 18),the teacher was listening the answer of the question and suddenly, he yawned at the time by using his left hand for closing his mouth. b. regulators gesture (rg) based on the explanation above, regulator gesture is abbreviated with (rg) by the researcher that dealing withthat serve to control turn-taking and other procedural aspects of interpersonal communication. turn-taking in conversations is guided by transition signals. the researcher took an image about regulator gesture as follow: (rg 1) figure 7: regulators gesture (rg) extract 7 the image above was taken on may 8, 2015 at 09:00 until 10:30 am at english department of language and literature faculty of makassar state university. at the time, the teacher did transitional signal to the students as a turn-taking. after the teacher give a question, he moved his right hand forward as a sign in giving the student chance to answer the question. c. emblems gesture (eg) as the previous explanation about emblem gesture, this term regarding with nonverbal behaviors that can be translated into words and that are used intentionally to transfer a message cause these gestures can substitute words, their meaning is widely understood within a culture and the meaning of these emblems lab-efkaipe typewritten text agus rahmat metathesis: journal of english language literature and teaching vol. 2, no.2, october 2018 pp 236 doi: 10.31002/metathesis.v2i2.893 p-issn: 2580-2712 e-issn: 2580-2720 248 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) are quite different in another country. the researcher abbreviated this term with (eg). furthermore, the researcher has taken an image that can be showed below: (eg 1) figure 8: emblems gesture (eg) extract 8 this image was taken on may 8, 2015 at 09:00 up to 10:30 am at english department of language and literature faculty of makassar state university. the teacher raised his thumb up by using right hand after listening the answer of the students and his left leg was on the right thick. at the time he said that@good....thank you. d. affect display (ad) the affect display that is abbreviated by the researcher with (ad) has been explained that affect display dealing withanother type of body language necessary for language learners to process. these are behaviors that express emotion. most commonly, these displays are communicated through facial expression, like smiling, laughing or crying. the images of ad can be seen as follows: (ad 1) (ad 2) figure 9: affects display (ad) 1,2 extract 9 the first image (ad 1) was taken taken on may 8, 2015 at 09:00 up to 10.30 am at english department of language and literature faculty of makassar state university. at the time the teacher did a facial expression with smiling, he said lab-efkaipe typewritten text 252 teachers’ gesture in teaching efl classroom … 249 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) that@every body in this classroom will get five points except bahrun...(the students were laughing at the time). but bahrun will get some points from mam murni (after saying that the teacher was smiling). besides, the second image (ad 2) was taken on may 15, 2015 at 09:00 until 10:30 am when the teacher did a mid test. at first, the teacher asked about frienship but afterwards the teacher asked like this@ do you like him? yes (the students’ answer) do you think he also like you? yes, because he always keep me (the students’ answer). after the students answered his quetion, he was smiling directly while touching the paper in front of him. based on the result above, the researcher illustrates the result of data collection that taken from the teacher of speaking skill in the classroom at the fourth semester students of english department, language and literature faculty of makassar state university. in this part, (ekman and friesen,1969) divide the gesture into four types which is very important for effective communication, they are illustrators gesture, regulators gesture, emblems and the last is affect display. a. illustrators gesture (ig) most individuals use their gesture in communication when they don’t know how to speak it into words or they want to speak while accompanied by speech. ‘it is possible that l2 learners’ gestures reflect their attempts to reduce the processing load of keeping words, grammar, and the relationships between entities in mind at the same time as planning what to say next. in this sense, gestures may help learners to keep talking’ (gullberg, 2008, p. 293). this illustrators gesture is dealing with the natural hand and body gestures that accompany speech such us smiling, frowning or pointing something to illustrate a point. the results of illustrators gesture above, (see ig 1 till ig 17 or extract 1 up to extract 6) most of the lecturers’ gesture wether in learning teaching proces or in conducting a mid test to the students in the classroom, he always uses his natural hand in representing his speech. based on extract 1 above, when the lecturer wants to give an instruction to his students, he raises his right hand parallel with his arm which aimed to show that this instruction for all the students in the classroom. moskowitz (1976) although researchers have long claimed that teachers’ gestures enhance second language instruction for learners. same with in giving question he also raises his hand but this time he uses his left hand parallel with his arm. besides, when the lecturer forget something and make a small mistake, reflexively he puts his left hand to his neck. as the result of extract 2 above, the lecturer still using his natural hand that accompany speech. (knapp and hall, 2006) discuss several ways that nonverbal messages function in conjunction with the verbal ones. nonverbal behavior substitutes, complements, accents, regulates, and contradicts the spoken message, it can be seen in ig 5, he uses his right hand and accompanied by speech to use a conjuction (after that) two times. similar with ig 4 and ig 6 when the lecturer waits for responding by his students’ answer, he always uses his hand wether left or right hand depend on what hand that used before to be put in his head, neck and mouth as a characteristic of the gesture of this lecture while teaching english in the classroom. lab-efkaipe typewritten text agus rahmat metathesis: journal of english language literature and teaching vol. 2, no.2, october 2018 pp 236 doi: 10.31002/metathesis.v2i2.893 p-issn: 2580-2712 e-issn: 2580-2720 250 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) similarly, the next extract starts from extract 3 untill extract 6, by and by the teacher used his natural hand as his body language or gesture while teaching english. (pozzer-ardenghi and roth, 2007) have recently studied teacher–student interactions during high school biology lessons and found that for many concepts, hand gestures provided additional clarifying input for students. they reasoned that hand gestures and other visual aids might help students who are struggling with advanced concepts that are not easily represented and taught through speech alone and (gullberg. 2006) outlined several reasons why hand gestures may be a crucial tool in helping struggling learners master a new language. it can be seen above (ig 8, ig 9, ig 10, ig 3) the lecturer is using his natural hand again but he uses it in pointing something, ig 8 image is pointing the wrist watch in the left hand to show the time is already over while ig 9 and ig 3 is pointing toward the students to ask the list attendance of the students wether already go around or not and ig 3 to ask the students about their activity before he comes whereas ig 10 is pointing the english office to tell the activity there before coming to the classroom. furthermore, the use of natural hand in pointing something often used by this lecturer in teaching english in the classroom. on the other hand, the using of natural hand gesture also employed by the lecturer while the lecturer was sitting to conduct mid test in the classroom (it can be seen from ig 12 up to ig 17). there are two images above (it can be seen in ig 13 and ig 14), the lecturer used both of his hand to give more explanation about the previous question in order the students more understand the main point of the question whereas the others images (it can be seen in ig 15, ig 16, ig 17 and ig 18) there were many gestures that employed by the lecturer while listening the answer of the students, he puts both of his hand behind his head and lean on the chair ( see ig 15), he also used his right hand to fix the place of wrist watch but he did it a glance approximately just three seconds (see ig 16). besides, the lecturer enjoyed listening by putting his left leg on the right thick. afterward, both of his hands were put on his left knee (see ig 17). at last, (see ig 18) he is yawning by using his left hand for closing his mouth. we can conclude that there were many gestures that can occur wether deliberately or undeliberately while listening someone in the classroom. b. regulators, emblems and affect display in conversation and interaction patterns, the regulators gesture plays key role in the process of interpreting and understanding the meaning and the intention of the participants. this type also can control turn-taking in conversations is guided by transition signals. based on the data collection above the researcher has found an image about regulators gesture to show the transition signal in communication (see rg 1). after giving the question, the leturer directly moves his right hand forward as a sign in giving the student chance to answer the question. it proves that the teacher has done a transition signal in interacting with his student. based on the extract 8 above, the researcher has found an image also reagarding with emblem gesture (eg). it can be seen in eg 1, the lecturer gives a praise to his students by saying good...thank you at the same time the teacher raised his thumb up by using right hand after listening the answer of the students. lab-efkaipe typewritten text 252 teachers’ gesture in teaching efl classroom … 251 acces article distributed under the terms of the creative commons attribution license (https://creativecommons.org/licenses/by-sa/4.0/) ekman (1969) said that thumbs-up in the united states this gesture means "all right", but it can have a totally different meaning in other countries. in a communication process you have to be aware of these cultural differences. in many countries throughout europe "thumbs-up" is an insulting gesture, standing for "up yours...".the last extract is dealing with affect display, the researcher has found two images based on the extract 9 above. the affect display is behavior that express emotion such us smiling, laughing or crying. but, this time the researcher just found smiling image by the lecturer (see ad 1 and ad 2) because laughing and crying in teaching in the classroom is so difficult to be done in teaching and learning process in the classroom. conclusion teachers’ gesture in teaching eflatthe fourth semester students of language and literature faculty of english department of makassar state university regarding with the types of gesture, they are illustrators gesture, regulators gesture, emblems and affect display. based on discussion and data collection, the researcher wants to draw two conclusions in answering the research question above. they are as follows: a. the teacher used all of the types of gestures that classified by (ekman & friesen, 1969) in teaching efl classroom. the researcher found 18 images which were identified as illustrators gesture, 1 image which was identified as regulators gesture and also1 image for emblems and two images which were identified as affect display. b. based on the conclusion number one above, the gesture dominantly used by the teacher in teaching efl classroom was illustrators gesture dealing with the using of natural hand and body gestures that accompany speech. references andersen, p.a. 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